You are on page 1of 12

THEORY AND PRACTICE OF EXPOSITORY WRITING

Benjamin Miller email: benjamin.miller@hunter.cuny.edu o##ice hours: M$ %:30&':30(m, and by a((ointment o##ice: ,unter $est 1"3English 301, Section 003 3 hours; 3 credits. rere!: English ""0 Summer "011, M&)h ':%'(m&*:1+(m class location: ,unter $est %1"

These documents also posted on ou !lac"#oa d s$te

Ta#le o% Contents art 1. .ourse /escri(tion art ". .ourse 0utcomes art 3. $elcome 1etter art %. 2rading .ontract 3ntroduction 4or B 2rades 4or 2rades Belo5 a B 4or 2rades 6bo7e a B art '. 0##icial ,unter olicy on lagiarism art 8. 67ailable 9esources at ,unter )he 9eading:$riting .enter ;9$.< )he 0##ice o# 6ccess6B313)= art *. .lass&by&.lass Schedule

CO&RSE DESCRIPTION By engaging directly 5ith articles (ublished in academic journals, students in this course 5ill learn some o# the core claims and central debates in the #ield o# com(osition and rhetoric. Students lea7ing the course 5ill be able to recogni>e many o# the common re#erences that o#ten ma?e such articles o(a!ue to no7ices, and to understand such genre con7entions as literature re7ie5s, citations, and 7arious ?inds o# e7idence and reasoning. 3n addition, because the content o# these articles o#ten has im(lications #or the (ractice and (edagogy o# 5riting, students 5ill broaden their re(ertoires #or generating and re7ising their o5n (rose, as 5ell as #or teaching 5riting to others. 6long 5ith #re!uent lo5&sta?es, in#ormal 5riting, students 5ill com(lete and re7ise se7eral major assignments, or @sha(ed (iecesA: ;1< a st'l$st$c anal's$s, connecting your intuitions about readability and tone 5ith s(eci#ic #ormal #eatures o# the teBt; ;"< a heto $cal anal's$s o# a (ublished academic article, ma?ing claims about 5hat that teBt does and ho5, including ho5 it res(onds to an ongoing con7ersation; ;3< a e($s$on % om e)plo ato ' to pol$shed * $t$n+, resha(ing materials #rom earlier lo5&sta?es 5riting eBercises into a #ull&length academic essay,

5ith an annotated bibliogra(hy; and ;%< a c $t$cal sel%,assessment- analy>ing and introducing the contents o# a (ort#olio o# re7ised 5or? (roduced o7er the course o# the semester. O&TCO.ES STATE.ENT By the end o# English 301, students 5ill & recogni>e the names and general intellectual (rojects o# se7eral o# the most&re#erenced scholars in com(osition and rhetoric ;com(:rhet<; & understand academic argument as a moti7ated inter7ention 5ithin an ongoing con7ersation; & recogni>e se7eral #orms such an inter7ention can ta?e; & #eel com#ortable determining the Main .laims and Moti7ating roblems o# scholarly articles in com(:rhet; & understand the lit re7ie5 as essential conteBt&setting #or academic argument; & #eel e!ui((ed to (er#orm a lit re7ie5 in com(:rhet, using .om( ile, CS)09, and 2oogle Scholar; & understand, through eB(erience, the relationshi( bet5een 5riting and critical thin?ing; & understand the rationales and a((licable conteBts #or 7arious generati7e and re7ision techni!ues in 5riting; & share a 7ocabulary #or discussing sentence&le7el style and grammatical structures; & use a 7ariety o# grammatical structures to re7ise #or em(hasis and coherence.

WE/CO.E /ETTER /ear students, 3# youDre reading this, youDre (robably trying to decide 5hich, i# any, o# these English 301 classes to ta?e. 3Dll s?i( straight to the essentials: • )here 5ill be no re!uired teBtboo? #or this class; the only cost to you is the cost o# (rinting out articles and essays. UPDATE: After reading the final reflections from my Spring 2011 students, !"e decided to assign a te#t$oo% $y &ora 'acon, entitled The (ell)*rafted Sentence: A (riter!s +uide to Style. ,ull information is a"aila$le on the -eadings and .andouts page/ • 3ndi7idual assignments 5ill not be graded. 3# you turn in all the assignments on time, your minimum grade E a (ersonal minimum, not a maB or course a7erage E 5ill be a B. • =ou can re7ise anything you 5rite as many times as you 5ant until youDre satis#ied. Fot only 5ill you not be (enali>ed #or this, youDll be re5arded. 4eeling better yetG 0r are you still curious about the actual content o# the course, a(art #rom its mechanicsG Either 5ay, 3Dm glad to hear itH Fo5, i# youD7e read the other 3n#ormed 9egistration documents about English 301, you may already reali>e that thereDs a lot o# room #or di##erence in ho5 5e can de#ine I)heory and

ractice o# EB(ository $riting.I My section E our section, i# youDll join me E is designed as an introduction to the academic #ield ?no5n 7ariously as composition theory, composition and rhetoric, rhetoric and composition ;a subtle di##erence there, but (al(able to some o# us<, and the more straight#or5ard 0riting studies. Scholars in this #ield ha7e been 5or?ing #or decades to #igure out 5hat ha((ens 5hen (eo(le 5rite: $hy do some (eo(le #ind it so much easier than others to (roduce teBtG $hat are (eo(le actually doing or thin?ing as they 5riteG $hen 5e call someone a 5riting eB(ert, 5hat is it they ?no5 that no7ices donDtG ,o5 do 5e learn or teach these thingsG 6nd 5hy is 5riting so common in schoolsG $hat ma?es it 5orth learning and (racticingG Studying the disco7eries and theories o# these scholars has tremendously im(ro7ed my o5n attitude to5ard 5riting, not to mention my ability to 5rite 5ell, e7en under (ressure. .om(osition theory has both eB(anded my range o# strategies #or 5riting and re7ising, and gi7en me a better gri( on the reasons behind these strategies E and, relatedly, behind the 5riting assignments 3 so o#ten ha7e to com(lete or com(ose. 3Dm teaching this course because 3 thin? it can bene#it you in the same 5ays. )o hel( you learn, 5eDll ado(t these !uestions as our o5n, tac?ling the (u>>les that still animate the most engaged teachers and students o# 5riting, as 5eDll see 5hen 5e loo? at the articles they 5rite to each other. 0ur method 5ill be to test the claims in these articles against our o5n eB(eriences: to connect the abstract to the concrete, learning more about both in the (rocess. 6long the 5ay, youDll also learn more about the con7entions and #orms E the genres 1 that sha(e the 5ays 5riters communicate. ;4or instance, this (age is com(osed as a letter, 5ith #re!uent chatty re#erences to you and me and li7ed eB(erience. )he (age that #ollo5s ado(ts the con7entions o# the traditional course&descri(tion genre, concise and im(ersonal. But the t5o documents say basically the same things.< Be a5are: you are going to 5rite a lot in this course, in di##erent genres: memoir, listing, (ersonal letter, analytical summary, #ree5riting, res(onse (a(er, criti!ue, (raise, re#lection, narrati7e, lyric, eB(osJ, marginalia. =ouDll (robably 5rite at least a little in e7ery class (eriod. =ouDll get not only theory and (ractice, but theory in (ractice. 3#, li?e me, you #ind that an eBhilarating challenge, 3 loo? #or5ard to meeting you in classH && Benjamin Miller ;you can call me Ben<

GRADING CONTRACT0 6s com(osition theorist eter Elbo5 has 5ritten in a number o# (laces ;see es(ecially his @9an?ing, E7aluating, and 1i?ingAKK<, grades are a sur(risingly crude 5ay o# measuring or (roducing learning: they reduce com(leB (henomena to a single letter or number, and thus obscure the di##erences bet5een, say, (roo#reading s?ills and ability to su((ort an argument. Some teachers might try to get around this by assigning (ercentages o# their grades to (articular s?ill&sets, but 3 #ind 3 canLt ?no5, in ad7ance, 5hat any one o# you 5ill need to 5or? on: 3 5ant to be #ree to gi7e more targeted #eedbac?, and set more targeted goals, than any (re&set (ercentage allo5s me to do. 6s 3 see it, you each are here to become better than yoursel#, not better than anyone else. 2rades distract #rom that, and distract #rom the (articular reactions and suggestions that can hel( you im(ro7e. So to shi#t our attention a5ay #rom grading E and there#ore to0ard thought#ul assessment E 3Lm going to cut you a deal. 3# you #ul#ill all the terms o# the contract belo5, 3 5ill guarantee that your grade is no lo5er than B. 3# your 5or? is consistently eBcellent, it can go u( #rom there; i# you canLt com(lete all o# the terms o# the contract, your grade may go do5n. 6s you read, youLll notice that these B&le7el eB(ectations are based on concrete, o$ser"a$le $eha"iors, not subjecti7e judgments o# !uality. Fo matter 5here you start out, the (laying #ield is le7el. Moreo7er, because the contract is based on good 5riting (rocesses, not on mastery o# s?ills, you can #ocus on a #e5 manageable goals at a time, rather than #eeling (ressure to master e7erything at once. 3 ho(e you ta?e this as an o((ortunity to eB(eriment, to ta?e ris?s in your 5riting, and to trust that you 5ill learn something in the (rocess: e7en i# you try a ne5 5riting&mo7e and #ail, you can ;in the 5ords o# Samuel Bec?ett< I#ail betterI neBt time, 5ithout being (enali>ed. Please initial each item to signal you've read it, and sign at the very end. Students 5ho ha7e not turned in a signed contract by the end o# the #ourth class may not remain in the course. To ea n a ! %o th$s cou se- 'ou must1 1. Engage acti7ely during e7ery class (eriod, and use class time (roducti7ely. E7eryone has an o## day #rom time to time, but #or nearly e7ery class meeting, to the best o# your ability, your brain should be 5or?ing #rom ':%' to *:1+. )his means you must also be consistently (re(ared #or class: read, annotate, and bring any re!uired readings, and bring your noteboo? and 5hate7er dra#ts, eBercises, or research youDll need. MMMMMMM ". artici(ate acti7ely during e7ery 5or?sho(, and (ush yoursel# to (ro7ide your class& and grou(&mates 5ith consistently thorough, thought#ul, hel(#ul #eedbac?. =ou should hel( your grou(&mates to become better 5riters throughout the course. )a?ing their 5or? seriously enough to thin? hard about ho5 it can be im(ro7ed is crucial #or your success, and theirs, in
)his grading contract, including some o# the language, has been ada(ted #rom /aniele5ic>, Cane and eter Elbo5. I6 Nnilateral 2rading .ontract to 3m(ro7e 1earning and )eaching.I *ollege *omposition and *ommunication 81." ;/ecember "00+<: "%%&"8-, as 5ell as the online a((endiB to that article ;see their note 1<. )he contracts and rationales (ublished there 5ere made a7ailable #or the (ur(oses o# such ada(tation. K Elbo5, eter. @9an?ing, E7aluating, and 1i?ing: Sorting out )hree 4orms o# Cudgment.A *ollege English ''." ;1++3<: 1-*&"08.

K

K

this course. Fote that this is not just about (raise or criticism: as? !uestions, ma?e connections, eB(lore (ossibilities. 0(en s(ace #or them to do or say more. MMMMMMM 3. $or? 5ith your grou(&mates to com(lete grou( assignments and eBercises, to the satis#action o# e7eryone in the grou(. /i7ide grou( assignments and time #airly, and com(lete, on time, all the 5or? you ta?e on. Fote that this also means demanding satis#action from your grou( mates: i# one o# you is slac?ing o##, the 5hole grou( su##ers. 1et that (erson ?no5. MMMMMMM %. 4or e7ery assignment, (roduce substantial, thought#ul 5riting that #ollo5s the guidelines in the (rom(t E including deadlines. MMMMMMM '. 9e7ise thoroughly and thought#ully a#ter e7ery 5or?sho(. )hought#ul re7ision means substantially clari#ying your ideas, reorgani>ing your argument, rethin?ing your claims, adding to or eB(licating your e7idence, dee(ening your research, adjusting your style, or:and re&imagining your relationshi( to your audience. ; roo#reading and s5a((ing out indi7idual 5ords, 5hile they can be im(ortant, are not 5hat 3Dm tal?ing about here.< E7en i# you ha7e not recei7ed thorough #eedbac? during a 5or?sho(, ma?e at least one substantial re7ision be#ore the neBt 5or?sho( and be#ore turning in the #inal dra#t. MMMMMMM 8. Nse the #eedbac? (ro7ided by your instructor and your grou(&mates to im(ro7e your 5riting. =ou donDt ha7e to ma?e e7ery change suggested, o# course, because your 5riting is yours, and a#ter all, readers 5ill sometimes disagree. But you must ta?e all #eedbac? seriously, and your dra#ts ;or notes; c#. O*< should sho5 e7idence o# your care#ul consideration o# your readersL suggestions: i# a reader is con#used or has an objection, donDt ignore it, but instead try to clear u( the con#usion or incor(orate and res(ond to the objection. MMMMMMM *. $hen turning in #inal dra#ts and subse!uent re7isions ;as 5ell as #or any earlier dra#t on 5hich it #eels a((ro(riate to you<, attach a brie# note eB(laining 5hat in (articular you 5ere trying to achie7e in that dra#t. e.g., $ere there (articular reader comments you 5ere trying to addressG 6 sentence or (aragra(h style you 5ere trying to emulateG =ou can also use this note to ac?no5ledge suggestions you consciously decided not to ta?e, eB(laining your reasons. ;)his may, in #act, hel( you to disco7er your reasons.< 3Dll distribute a handout 5ith some more suggestions 5hen the time comes. MMMMMMM -. roo#read #inal dra#ts to eliminate distracting sur#ace errors and ty(os. 4inal dra#ts do not ha7e to be (er#ect, but you should learn any grammar rules that consistently cause you trouble, by tal?ing 5ith a classmate, using a guide such as ,ac?erDs Poc%et Style 2anual, and:or through meetings 5ith me or the 9eading:$riting .enter sta##. MMMMMMM +. 6ttend all scheduled con#erences 5ith me and your 9eading:$riting .enter .onsultant ;i# a((licable<, and come (re(ared to use the con#erence time (roducti7ely. 3# 3 indicate on a dra#t that 3 5ould li?e you to schedule an a((ointment to tal? 5ith me, do so 5ithin the 5ee?. 6 missed con#erence counts as " absences ;see O1"<. MMMMMMM 10. 67oid (lagiarism by ;a< ta?ing care#ul notes to hel( you distinguish bet5een your o5n ideas and language and those you ha7e borro5ed #rom sources; ;b< being generous about attributing ideas and ac?no5ledging those 5hose 5or? has in#luenced your o5n, i.e. by attem(ting to cite all sources correctly, e7en in #irst dra#ts; ;c< mastering citation con7entions and citing all sources correctly in all #inal dra#ts; and ;d< ne7er attem(ting to disguise anotherLs 5or? as your o5n, ne7er (urchasing essays online, and ne7er engaging in any other act o# academic dishonesty.

)his is a collaborati7e class, in 5hich 5e o##er each other suggestions and constructi7e criticism. But 5e do so to clari#y the eB(ression o# original ideas E ne7er to substitute someone elseDs ideas #or our o5n, or to im(ose our ideas on someone else. MMMMMMM 11. Sho5 res(ect #or your classmates and your instructor. )his includes using res(ect#ul language, ta?ing each othersL ideas seriously, and re#raining #rom distracting beha7iors, such as #alling aslee(, reading the 2etro, or chec?ing teBt messages during class. Ensure that your cell (hone doesnDt ring during class. MMMMMMM 1". Be consistently on time #or class, and be absent 7ery rarely. )hree latenesses e!ual one absence. Missing more than "0 minutes one o# class counts as an absence ;though youDre still al5ays 5elcome to come in, !uietly<. SiB absences throughout the semester, three absences during any one unit, or absence on a day 5hen your 5or? is scheduled to be 5or?sho((ed 5ill brea? the contract ;as eB(lained in the neBt section<. Missing more than se7en classes ;P o# the classes #or the term< 5ill result in a grade o# $N ;Nno##icial $ithdra5al<. MMMMMMM 13. Submit a com(lete, #ully re7ised (ort#olio that meets all outlined re!uirements by the due date. )he (ort#olio #or this class 5ill consist o# all major 5riting (rojects, 5ith mar?ed&u( dra#ts, (lus your selection o# in?sheds or eBercises that re(resent your best thin?ing or 5riting in the course. More details to #ollo5, closer to the deadline. MMMMMMM 3# you #ul#ill all o# these eB(ectations, you are guaranteed a grade o# at least a B o7erall. 3 5ill do my best to ?ee( you in#ormed and a#loat 5ith regard to your success#ul (artici(ation. 3# youDre e7er in doubt about your contractual status, #eel #ree to email me and:or dro( by my o##ice hours. G ades !elo* a !1 3# you brea? the contract, your contracted grade #or the course 5ill be lo5ered as #ollo5s: • 4or minor breaches ;e.g. missing or not bringing in a short home5or? eBercise, #ailing to (artici(ate in #ull&class discussion, or lea7ing assigned reading at home, etc<: in each Nnit, 3 5ill (ermit you one @MulliganA E one minor misste( that 5ill not brea? the contract. But t5o minor breaches during any Nnit 5ill lo5er your contracted grade by Q o# a letter, i.e. to a BE; another breach in the same unit or t5o minor breaches during the neBt Nnit, and your contract grade 5ill be lo5ered #urther to a .R, and so on. )hese lo5ered grades can still be im(ro7ed by an eBce(tionally strong (ort#olio. MMMMMMM 4or major breaches ;e.g. turning in nothing #or an essay dra#t deadline, #ailing to (artici(ate in (eer re7ie5, or #ailing to ac?no5ledge direct re7ision&suggestions in all subse!uent dra#ts and notes<: no Mulligans; your contracted grade 5ill immediately be lo5ered to a BE a#ter the #irst major breach, .R a#ter the second, and so on. )hese lo5ered grades can still be im(ro7ed by an eBce(tionally strong (ort#olio. MMMMMMM 4or the #inal (ort#olio: each day it is late, the contracted grade dro(s S o# a letter. )he attendance (olicy is outlined abo7e, in item O1" ;though see also O+<. MMMMMMM MMMMMMM

• •

6gain, 3 5ill do my best to ?ee( you in#ormed and a#loat 5ith regard to beha7iors that threaten to brea? the contract: my goal is to ?ee( e7eryone engaged, acti7e, and learning. 3# you are e7er

in doubt about your contractual status, #eel #ree to send me an email or dro( by my o##ice hours. G ades A#o(e a !1 6s mentioned abo7e, grades u( to and including B are based (urely on beha7iors, 5hich is to say on process3 #or grades abo7e a B, you must demonstrate EBcellence and Tuality in your #inal 5ritten products. $hile these terms are, una7oidably, rather #u>>y, in my de#ense 3 can say only this: 4irst, most grades in 5riting are arbitrary, and at least by using the contract abo7e 3Dm doing my best to limit and control the arbitrariness. Second, 3 (romise to do my 7ery best to articulate, in (articular instances, 5hat 3 thin? 5ould most hel( the (iece in !uestion achie7e EBcellence and Tuality. 0ne o# the characteristics o# such 5riting is that it tends to stand out as its o5n sel#, original and o#ten sur(rising, and it is there#ore #ar harder to gi7e guidance in general terms. Still, certain a((roaches are more li?ely to mo7e you in that direction ;though, again, a gi7en essay 5ritten 5ith these (rocesses 5onLt al5ays succeed as a (roduct<: • Begin #rom (er(leBity. Moti7ate each essay 5ith a genuine !uestion, or #elt itch, that you legitimately 5ant to (u>>le through. 3n other 5ords, donDt tell me something you already ?no5, li?e Ihonesty is o#ten the best (olicyI or Ireading boo?s hel(s you learn a languageI; start 5ith something you ?no5 a$out, but donDt yet understand. MMMMMMM roceed by thin?ing. )his may seem ob7ious, but itDs actually hard: ha7ing #ound a moti7ating !uestion or (u>>le, 5rite so as to thin? your 5ay to5ard greater understanding. Ma?e some intellectual gears turn; you should ?no5 more by the end o# the (rocess than you did at the beginning. 3tDs #ine #or a B to say that 1 R " R 3 U " R 3 R 1. But to get abo7e the B, aim #or 1 R " R 3 U 8. ut the (ieces together. MMMMMMM 9esound 5ith grace. )he best essays 5ill not only hold together, but ta?e (leasure in their o5n un#olding language, balancing economy and (recision o# diction 5ith rhetorical (ro5ess and (oise. )he #u>>iest criterion o# them all, but throughout the term, letDs all resol7e to (oint out eBam(les o# grace#ul 5riting 5hen 5e see it. MMMMMMM

3# your 5or? is trending to5ards a better&than&B (ort#olio, 3 5ill do my best to let you ?no5 5here youD7e le7eled u( o7er that line, so you can try to reca(ture and consolidate 5hate7er 5as 5or?ing so 5ell. ;/onDt 5orry, 3Dll ?ee( gi7ing suggestions #or 5here you can im(ro7e, as 5ell, because 3 belie7e that e7en the best o# us can.< 0nce more, should you e7er #ind yoursel# in doubt about your contractual status E 5hether your 5or? is satis#actory #or a B, unsatis#actory #or a B, or eBcelling beyond the B&le7el, (lease #eel #ree to send me an email, dro( by my o##ice hours, or e7en to set u( a con#erence at a better time. P/EASE SIGN !E/OW2 I- the unde s$+ned- ha(e ead and unde stood the a#o(e cont act to #e the + ad$n+ pol$c' %o !en3am$n .$lle 4s sect$on o% En+l$sh 5672 MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMM name ;in your most legible (rint< signature date

O%%$c$al Hunte Pol$c' on Pla+$a $sm )his is a collaborati7e class, in 5hich 5e o##er each other suggestions and constructi7e criticism. ,o5e7er, the goal o# all this collaboration is to clari#y the eB(ression o# original ideas E ne7er to substitute someone elseDs ideas #or our o5n, or to im(ose our ideas on someone else. )o misre(resent the origins o# an idea is plagiarism, and it 5ill not be tolerated. 3# you 5ant to cite an outside source, there are 5ays o# gi7ing credit to the original author; section 3" o# the Poc%et Style 2anual (resents one standard method o# documenting sources. 3# you ha7e any !uestions, donDt hesitate to as?, because ,unter ta?es a 7ery hard stance on (lagiarism. 3t could get you eB(elled. ,ereDs an eBcer(t #rom the .NF= olicy on 6cademic 3ntegrity, to gi7e you the #la7or:
6cademic /ishonesty is (rohibited in )he .ity Nni7ersity o# Fe5 =or? and is (unishable by (enalties, including #ailing grades, sus(ension and eB(ulsion, as (ro7ided herein. VWX Pla+$a $sm is the act o# (resenting another (ersonDs ideas, research, or 5ritings as your o5n. )he #ollo5ing are some eBam(les o# (lagiarism, but by no means is it an eBhausti7e list:

• • • •

.o(ying another (ersonDs actual 5ords 5ithout the use o# !uotation mar?s and #ootnotes attributing the 5ords to their source. resenting another (ersonDs ideas or theories in your o5n 5ords 5ithout ac?no5ledging the source. Nsing in#ormation that is not common ?no5ledge 5ithout ac?no5ledging the source. 4ailing to ac?no5ledge collaborators on home5or? and laboratory assignments.

Inte net pla+$a $sm $ncludes su#m$tt$n+ do*nloaded te m pape s o pa ts o% te m pape s- pa aph as$n+ o cop'$n+ $n%o mat$on % om the $nte net *$thout c$t$n+ the sou ce and 8cutt$n+ 9 past$n+8 % om (a $ous sou ces *$thout p ope att $#ut$on2

.unter *ollege regards acts of academic dishonesty 4e/g/, plagiarism, cheating on e#aminations, o$taining unfair ad"antage, and falsification of records and official documents5 as serious offenses against the "alues of intellectual honesty/ The *ollege is committed to enforcing the *U&6 Policy on Academic ntegrity and 0ill pursue cases of academic dishonesty according to the .unter *ollege Academic ntegrity Procedures/ 6ll cases o# deliberate (lagiarism 5ill be re#erred to the a((ro(riate /ean #or disci(linary action.

A:AI/A!/E RESO&RCES AT H&NTER
The Read$n+;W $t$n+ Cente <RWC=

)he ,unter .ollege 9eading:$riting .enter is a com(rehensi7e ser7ice #or the entire college community o##ering tutoring and com(uter&assisted instruction to students and technical su((ort and de7elo(ment to #aculty and sta##. )he 9eading:$riting .enter o##ers tutorial assistance, #ree o# charge, to all registered students o# the college. )utors are undergraduate and graduate students #rom a 7ariety o# majors, trained to hel( you de7elo( your reading and 5riting s?ills. )he .enter 5ill not inter(ret teBts #or you, nor 5ill tutors 5rite, ty(e, or correct (a(ers. )utors 5ill hel( you de7elo( a reading&5riting (rocess you can use to im(ro7e your s?ills and negotiate the re!uirements o# academic reading and 5riting. 6s a student, you may use the .enter in se7eral 5ays:

• • •

9egister #or a regular a((ointment to meet 5ith a tutor #or an hour, once a 5ee? throughout the 5hole semester. Nsually, you 5ill be (aired 5ith another student 5ho is enrolled in the same course.3 /ro( in to 5or? 5ith a tutor during scheduled dro(&in hours 5hen tutors are a7ailable to meet 5ith you on a #irst&come, #irst&ser7ed basis. See schedule belo5 #or dro(&in times. 6ttend 5or?sho(s on 7arious as(ects o# critical reading and 5riting. $or?sho( to(ics and schedules are (osted (eriodically throughout each semester. Nse com(uter terminals in the .enter 5ith access to .NF= lus and to the 9eading:$riting .enter 5eb (age at htt(:::r5c.hunter.cuny.edu 5here you can directly access 9eading:$riting .enter handouts, 7ie5 current 5or?sho( schedules, obtain in#ormation on the . E and 6.) eBams, and lin? to a 7ariety o# 5riting resources on the $eb. Nse the .enterDs library o# boo?s during the hours the .enter is o(en. )he .enter does not lend boo?s; ho5e7er, they ha7e an eBtensi7e #ile o# handouts 5hich are a7ailable #or you to ta?e a5ay.

=ou 5ill learn the most i# you use the .enter at each stage o# your 5riting (rocess. $or? 5ith a tutor to clari#y an assignment, to generate material, to re7ie5 a dra#t #or organi>ation and de7elo(ment, and to learn ho5 to (roo#read. )he 9eading:$riting .enter is located in 9oom %18, )homas ,unter Building. 0ur tutoring schedule is as #ollo5s: )N)093F2 ,0N9S Monday through )hursday 10 6.M. to - .M. 4riday and Saturday 10 6.M. to % .M.

The O%%$ce o% AccessA!I/ITY

3n com(liance 5ith the 6merican /isability 6ct o# 1++0 ;6/6< and 5ith Section '0% o# the 9ehabilitation 6ct o# 1+*3, ,unter .ollege is committed to ensuring educational (arity and accommodations #or all students 5ith documented disabilities and:or medical conditions. 3t is recommended that all students 5ith documented disabilities ;Emotional, Medical, hysical and:or 1earning< consult the 0##ice o# 6ccess6B313)= located in 9oom E11"% to secure necessary academic accommodations. 4or #urther in#ormation and assistance (lease call "1"& **"&%-'* : ))= "1"&8'0&3"30.

C/ASS,!Y,C/ASS SCHED&/E
;co(ied #rom the 5i?i; the online 7ersion is the more reliableH<

6ssignments are listed ;as ,$< on the day they are assigned, and are due at 76pm the n$+ht #e%o e7 the #ollo5ing class meeting, unless other5ise s(eci#ied. =ou should in general also # $n+ a cop' to class, so that 5e ha7e access to it #or in&class discussion and:or re7isions. &n$t I1 E)pe $enc$n+ W $t$n+ <o - A W $te 4s Tools= 3n this #irst unit, 5eLll introduce and (ractice mo7es that 5ill become our constant com(anions 5hen engaging in academic 5or?: in?shedding, acti7e listening and reading, and attending to structures. )he major 5riting (roject #or this unit is a stylistic analysis, connecting your intuitions about readability and tone 5ith s(eci#ic #ormal #eatures o# the teBt.

Class Date P ep and ! $n+ W$th You
$ed 8:1 )hurs 8:" Mon 8:8 )ues 8:* $ed 8:)hurs 8:+ Mon 8:13 =oursel7es )eague, @Ma?ing Meaning VWX 6s =ou 9eadA 2rading .ontract Murray, @$riting and )eaching #or Sur(riseA Bacon, 3ntro and .ha(ter 1 9onald, @StyleA 9onald, @StyleA Bacon, .ha(ter " ;but read ahead to 3 and % i# you can<

W $t$n+ due
& & initial and sign contract & dialogic noteboo? 1 & sel#&made !ui> & sur(rise then re7ise eBercise & jigsa5 rereading 1 & stylistic analysis 1 ;eB "4<

&n$t II1 A Con(e sat$on $n Te)ts1 What $s Academ$c W $t$n+> E!ui((ed 5ith some tools and a sense o# 5here 5eLre coming #rom, in this unit 5eLll retrace the de7elo(ment o# a major debate in the 5orld o# com(osition theory, bet5een some o# the most in#luential #igures in the #ield. 3n the (rocess, 5eLll eBamine not only the !uestions these authors as?, but also issues o# genre, e7idence, and authority in the cra#ting o# academic arguments. )he major 5riting (roject #or this unit is a rhetorical analysis, lin?ing s(eci#ic #eatures o# the teBt to your understanding o# the authorLs (ur(ose and conteBt #or 5riting.

Class Date P ep and ! $n+ W$th You
1

.a3o W $t$n+ due

)his early deadline is not my 5ay o# being mean, but my 5ay o# encouraging you to a< slee( and b< lea7e yoursel# some lee5ay in case the 5or? ta?es longer than you thin? it 5ill. ;3t o#ten does, #or me, any5ay.<

)ues 8:1% $ed 8:1' )hurs 8:18 Mon 8:"0 )ues 8:"1 $ed 8:"" )hurs 8:"3 Mon 8:"* )ues 8:"-

Bacon, .ha(ters 3 and % Elbo5, @Some )houghts on 6cademic /iscourseA Elbo5, @Some )houghts on 6cademic /iscourseA Bartholomae, @3n7enting the Nni7ersity,A (art 1 Bartholomae, @3n7enting the Nni7ersity,A (art " catch&u( day Bartholomae, @$riting $ith )eachersA o Elbo5, @Being a $riter 7s. Being an 6cademicA 0(ening statement #or debate E use 2oogle/ocs 0ne o# the @3nterchangesA #rom *** %8.1

& stylistic analysis " & ma?ing connections & dialogic noteboo? " & S 6999 eBercise & sel#&made !ui> " & mid&term re#lection & reading eBercise o# your choice & o(ening statement &

&n$t III1 ?o$n$n+ In1 Re($s$n+ You Wa' Fo *a d 6s 5e head into the #inal 5ee?s o# the course, your major 5riting (roject 5ill be to choose one in?shed to eB(and into an essay&length critical res(onse to one o# the articles 5eL7e read together. 3 ha7e se7eral sets o# teBts and eBercises that 5ill hel( you, introduce you to ?ey #igures or ideas, and:or trace the changing history o# com( theory and (ractice o7er time. Be#ore 3 share them 5ith you, though, 3 5ant to get to ?no5 you as (eo(le and as 5riters, so that 3 can choose 5hat 5ill best match your needs, your interests, and your abilities. So 3Lll lea7e this section blan? #or no5, (ro7iding only the #iBed dates and end&(oints:

Class Date P ep and ! $n+ W$th You
$ed 8:"+ )hurs 8:30 Mon *:% )ues *:' $ed *:8 )hurs *:* Mon *:11 )ues *:1" $ed *:13 4inal (ort#olio materials, #or 5or?sho( 6 selection #rom your (ort#olio to read to the 5hole class 6t least % co(ies o# your rhetorical analysis dra#t 6nnotations and re7isions ;or re7ision (lans< ,,no class toda' @

.a3o W $t$n+ due
, heto $cal anal's$s & second het2 an2 d a%t , an' p e($ous e)e c$se- e($sed $nto an essa' , e($sed essa' d a%t & & , F$nal po t%ol$o