“I write because I don't know what I think until I read what I say.”
    --Flannery O’Connor

Catalog description: An introduction to the principles of correct and effective composition, requiring frequent writing assignments, analysis of prose, and study of research techniques.  Students will practice the technique of close reading and examine the relationships between a text and its context.

Objectives:  Through reading and discussion of both student-authored and professionally-authored texts, students in this course will become more flexible and competent writers.  During the course of the semester, students will craft essays that illustrate a variety of  rhetorical and structural strategies, that utilize figurative language, that draw on secondary sources, and that incorporate a mixture of personal and “objective” evidence.  Through student workshops and revision of drafts, students will also become comfortable with presenting their work to an audience and with using reader feedback to develop their own thinking.  Further, through the reading and discussion of many different kinds of essays, we will all explore the ways in which our own positions in and ideas about the world influence the way(s) we read and understand not just texts, but the society and cultures in which we live.

Course requirements:
Participation:  Participation is a significant element of  your final grade.  Participation, in this class means that you are actively engaged with the material; that you ask thoughtful questions; that you do the reading and think about the reading you’ve done; that you carefully and thoroughly read your classmates’ work; that your work shows effort.  Because this course is structured as a writing workshop, you cannot be passive member of the course; your work and the work of others will suffer as a result.

Writing:

• Three expository essays (4-6 pages), two of which will be workshopped and revised.
• A research paper (roughly 9-12 pages) with all its components: documentation of sources, bibliography, footnotes/endnotes.  The research paper will also be workshopped and revised.
• Short writing responses (one to three pages) as indicated on the syllabus.  These will be graded on a scale of 1-3
• Occasional in-class writing

Turning in work that is not your own is plagiarizing.  Plagiarism also includes turning in work for credit that you did for another professor without first getting permission from me to do so.  There is a simple rule of thumb about plagiarism: when in doubt, ask.  Plagiarism may result in receiving no credit for that assignment, in failing the course, or in extreme instances, in suspension from the college.

Attendance:  I take attendance at every class; chronic lateness and/or absence will severely affect your final grade for the course.  Be on time, and be prepared for class.  It is College policy that a student who misses 20% of the classes may be assigned an FA (failure on account of absence).

Required texts
Hacker, A Writer’s Reference
Doctorow, Ragtime
Assorted essays to be handed out in class

Grading will be approximately as follows:
Short essays:   50%
Research paper:  25%
Participation:  25%
(Includes workshops, response writings, and attendance)
 
 

January 23 – Introduction
HW: Read Lamott (xerox) and write a one-page response in which you describe your anti-writing voices (this writing will be shared in class)

January 24 Discuss Lamott/anti-writing voices
HW: Read King and write a response in which you describe how King’s ideas about writing are similar to and different from Lamott’s ideas; also write a brief (1-3 pages) description of a memorable writing experience of your own (positive or negative)

January 28 Discuss King and share writing//Interview essay explanation
HW: Develop ten interview questions and bring them to class

January 30 Conduct interviews and take notes
HW:  Write a draft of your opening paragraph for the interview essay

January 31 Bring A Writer’s Reference (AWR)to class: sentence structure work// Discuss opening paragraphs
HW: Write interview essay

February 4 Interview essay due// AWR in class
HW: Read Jacobs, from Death and Life of a Great City (xerox) and write a one-page response

February 6 Discuss Jacobs// “touchstone” ideas

February 7 In-class writing//Discuss Jacobs
HW:  Read Gornick, “Approaching Eye Level…” (xerox) and write a one-page response, making sure to include whether or not Gornick uses “touchstone” ideas

February 11 Discuss Gornick
HW:  Sit somewhere on Iona’s campus or some other public place and record your observations: what do you see, how do people interact, what are the sights, sounds, smells, etc.  (2-3 pages)
HW:  Read sample student essays

February 13 Share writing//Discuss comparison essay

February 14 AWR in class
HW:  Draft comparison essay (bring in extra copies)

February 18  No Class – President’s Day

February 20 In-class workshop
February 25 Ragtime
HW: Ragtime reading; write a one-page response to what you have read thus far and make a list of three possible discussion questions

February 27 Ragtime discussion
HW: Read Tannen, “Gender Gap…” (xerox) and write a response agreeing or disagreeing with Tannen’s arguments

February 28 Discuss Tannen
HW:  Finish essay revision

March 4 comparison essay due// Introduction of Ragtime research project
HW: Read Ragtime and write a brief (2 page) analysis of the character you find most interesting: explain your interest

March 6 Discuss Ragtime and share writing
HW: Decide on the topic for your Ragtime research project

March 7 Library orientation visit – meet in Ryan Library
HW:  Research your Ragtime topic

March 11 Bring AWR to class
HW: Draft of your Ragtime paper

March 13 Finish discussing Ragtime

March 14 NO Class

March 18 No Class – St. Patrick’s Day
HW: Finish Ragtime paper

March 20 Ragtime paper, first draft, due

March 21 Revision work - Ragtime

March 25 – April 1 No class – Spring Break

April 3 Introduce family history research paper
HW:  Decide on topic for family history

April 4 Revision of Ragtime paper due
Meet in Ryan Library – research day
HW: read sample student research papers

April 8 Discuss sample research papers – opening paragraphs
HW: Gather bibliography materials

April 10 Preliminary bibliography and opening paragraph draft DUE
HW: Read Trillin, “A Traditional Family,” (xerox) and write a one-page response

April 11 Discuss Trillin

April 15 Bring one source to class: incorporating quotes
HW: Draft research paper – first draft

April 17 Individual work – research paper

April 18 First draft of research paper DUE – inclass workshop
HW: Read Swift, “A Modest Proposal” (xerox)

April 22 Discuss Swift

April 24 Discuss Swift
HW: brainstorm 3 possible topics for satire

April 25 Satire discussion
HW: Draft satire piece

April 29 Inclass workshop - satire

May 1 Bring AWR to class

May 2 Family History Final Draft – Due

May 6 Final draft of satire due

May 8 Last day of classes
 

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