You are on page 1of 9

Benjamin Miller email: bmm2104@columbia.

edu o##ice: $10 % iloso& y 'all o##ice ours: MW 4 ( )&m and by a&&ointment

University Writing Englis !1010.01" MW 2:40 ( $:))&m 'amilton 'all $1)

!*U+,E -E,!+.%/.*0
/ e University Writing %rogram see1s to 2elcome and integrate students into t e virtual barrage o# 2ritten e3c ange t at #orms t e intellectual li#e o# t e university. Em& asi4ing critical analysis5 revision5 collaboration5 and researc 5 t is course aims to translate t is academic conversation #rom a source o# an3iety to a source o# stimulation. *ver t e course o# t e semester5 you 2ill read and discuss te3ts #rom a number o# #ields5 com&lete regular in#ormal reading and 2riting e3ercises5 2rite several longer essays5 and underta1e a researc (based collaborative critical &roject o# your o2n design. / roug &ersistent in6uiry and &ractice5 you 2ill learn s&eci#ic s1ills and #oster general abits o# mind im&ortant to your academic success.

!*U+,E +E7U.+EME0/,
8ttendance and &artici&ation in all class activities %re&aration o# reading and 2riting e3ercises #or eac class and con#erence !om&letion o# #our #inis ed and titled essays5 eac accom&anied by at least one dra#t *ne grou& &resentation and discussion 9during &rogression t ree: Maintenance o# an online &ort#olio 2 ic 2ill contain all o# your essays5 dra#ts5 and e3ercises5 #rom 2 ic you 2ill select t e elements #or your #inal ard(co&y &ort#olio

Attendance and Participation . e3&ect t at everyone 2ill come to every class meeting. .n a grou& t is small5 t e loss o# even one &artici&ant 2ea1ens t e discussion. ,lig tly di##erently5 you s ould be present in t e class: &er a&s t e best 9i# not t e only: 2ay to learn is to be o&en to t e &ossibility o# learning. / is class is a seminar5 meaning t at you 2ill be reading a lot5 discussing ideas5 raising doubts etc; but it is also a 2or1s o&5 meaning t at a large &art o# 2 at you read5 discuss5 and interrogate 2ill be your 2or1 and t e 2or1 o# your &eers. W en giving #eedbac1 to a member o# t e class5 you may suggest s&eci#ic c anges5 i# you ave t em5 or res&ond more generally < but remember t at you are res&onding to roug dra#ts and e3ercises. 8l2ays o##er 2 at you t in1 2ould be most el&#ul to you5 2ere it your 2or1 and not someone else=s.

Miller < syllabus < &age 2 o# > .# you 1no2 in advance t at you must miss more t an t ree classes 9because o# at letic or religious obligations5 #or e3am&le:5 &lease s&ea1 2it me before the fourth class meeting. Reading Assignments +eadings 2ill be dra2n &rimarily #rom t e library reserves. W ile all t e essays5 articles5 c a&ters5 etc. set aside #or t is course are 2ort reading5 only some 2ill be assigned; direct lin1s to t ese re6uired te3ts 2ill be available on !ourse2or1s. ?ou are res&onsible #or &rinting and reading 2 atever te3t is assigned #or class and #or bringing it 2it you. .n addition5 &lease obtain t e #ollo2ing te3tboo1s: Boot 5 Wayne !.5 @regory @. !olomb5 and Aose& M. Williams. The Craft of Research. 2nd ed. ! icago: University o# ! icago %ress5 200$.
9!ontains sur&risingly good &resentation o# tec ni6ues5 not only #or conducting library researc 5 but also #or develo&ing and de#ending claims and t eses.:

!oet4ee5 A.M. The Lives of Animals. %rinceton: %rinceton University %ress5 2001.
98n intriguing set o# interrelated essays t at 2ill in#orm our second &rogression.:

'ac1er5 -iana. A Pocket Manual of Style5 4t Edition. 0e2 ?or1: Bed#ord5 ,t. Martin=s %ress5 2004.
9/ e basic style guide &re#erred by !olumbia University. !ontains advice and guidelines #or sentence construction and grammar5 as 2ell as t e all(im&ortant standards #or citation and documentation.:

.n my comments to your 2ritten assignments5 . may re#er you to a s&eci#ic section o# t e Pocket Manual 9as -': or The Craft of Research 9as !+:. .=ll give you advance 2arning 2 en you need to bring any o# t ese te3tboo1s to class. Note: .# you don=t ave a t oroug 5 com&re ensive dictionary5 . recommend Merriam- ebster!s Collegiate "ictionary. .n addition5 !olumbia &rovides online access to t e ine3 austible *3#ord Englis -ictionary t roug BibraryWeb5 under t e -atabases lin1.

Writing Assignments ?ou 2ill do at least t ree ty&es o# 2riting in t is course: e#ercises5 $rafts5 and final essays. / ese assignments connect 2it eac ot er in a develo&mental se6uence called a progression. We 2ill be 2or1ing on #our &rogressions t is semester5 eac ending in t e submission o# a &articular 1ind o# essay. 8long t e 2ay5 you=ll receive #eedbac1 #rom me5 your &eers5 or yoursel# < usually a combination o# t e t ree. %#ercises: Writing e3ercises are designed to el& you generate ideas and &ractice use#ul s1ills; you mig t also t in1 o# t em as ste&&ing(stones to t e essays you 2rite. .n most cases5 2e=ll use ome2or1 e3ercises in t e class #ollo2ing t e assignment5 so be sure to com&lete t em on time. %lease &ost all 2riting e3ercises to !ourse2or1s discussion board5 bot as an attac ment and in t e body o# t e &osting.

Miller < syllabus < &age $ o# >

%#ploratory "rafts: +esearc as s o2n t at success#ul 2riters o#ten discover t eir central idea only a#ter t ey ave 2ritten e3tensively. 8n e3&loratory dra#t does not aim to a&&ro3imate t e essay in its #inal #orm5 but instead attem&ts to de#ine t e &roblem you o&e to solve. / ese dra#ts are li1ely to be messy5 mar1ed by omissions5 digressions5 or lea&s o# t oug t. &ormal "rafts: By contrast to t e e3&loratory 2riting o# t e e3ercises5 your #ormal dra#t 2ill re&resent t e very closest to a #inal &roduct you can come at t at &oint. / is is 2 en t e essay begins to ta1e its #inal s a&e5 and to develo& an argument based on a claim. ?ou s ould be &re&ared5 o2ever5 to ma1e ig (level adjustments a#ter receiving #eedbac1 in order to consider t e #ormal construction o# your ideas5 to discover ne2 ideas by e3&anding your t in1ing on t e &age5 or to &olis your essay #or &resentation to a reader. &inal %ssays: *nce you ave received #eedbac1 on your dra#t5 you 2ill &re&are a #inal essay to &ut in your &ort#olio. / is #inal essay 2ill li1ely be 6uite di##erent #rom t e &revious dra#ts in #orm5 and o#ten in content5 in &art because t is is t e most &ublic 1ind o# 2riting you 2ill &roduce #or t is course. 8ll #inal essays must ( develo& a co erent argument in a com&elling 2ay ( ave a t oug t#ul beginning5 middle5 and end ( &resent and assess relevant evidence ( communicate and engage 2it t eir &otential readers ( include a cover letter to me5 e3&laining your goals #or and concerns about t e essay.

Assignment Formatting 8ll 2ritten assignments must ( be ty&ed using a standard seri# #ont 9eg. /imes 0e2 +oman: in 12&t5 2it one(inc margins5 double(s&aced ( be sta&led5 2it your name and t e &age number 9C o# ?: in t e u&&er rig t corner ( include a 2ord count at t e end o# t e &a&er. ( include a cover &age 9#or #inal essays: or #irst(&age eader 9#or e3ercises and dra#ts: 2it your #ull name5 t e date5 t e assignment number5 and t e course titleDsection number 9Univ. Writing ( Engl !1010.01": .n addition5 t2o co&ies o# t e assignment must be &osted to !ourse2or1s: ( as a re&ly to t e assignment on t e -iscussion board ( as an attac ment to t at re&ly5 in .doc or .rt# #ormat. 0ame your #iles li1e t is: Eassignmentty&e(&rogressionF(assignmentF(nameG. Hor e3am&le5 my res&onse to t e second e3ercise in &rogression one 2ould be e3ercise(1(2(ben.rt#5 and my #irst #inal essay 2ould be essay(1(1(ben.rt#. 98 later revision o# t e #irst #inal essay mig t be called essay(1(2(ben.rt#.:

Miller < syllabus < &age 4 o# >

Late and Missed Assignments 8ll assignments must be turned in on time. E3ercises 2ill be discussed in class5 so t at late com&letions cannot be made u&. Hor late dra#ts5 you 2ill still ave t e o&&ortunity #or revision5 but you may not receive timely or e3tensive comments i# your 2or1 comes in late. 0ote t at e3ercises and dra#ts are designed to build on one anot er; not com&leting any o# t ese assignments 2ill ave a cumulative negative e##ect on your #inal &roduct. .# you antici&ate a &roblem5 let me 1no2 as soon as you do5 so t at 2e can 2or1 toget er to best resolve it. In general, no extensions will be granted within 2 ho!rs o" the deadline# E3tensions do not e3cuse you #rom com&leting any subse6uent assignments.

Plagiarism $ %on&t %o It / is is a collaborative class5 in 2 ic 2e o##er eac ot er suggestions and constructive criticism. 'o2ever5 t e goal o# all t is collaboration is to clari#y t e e3&ression o# original i$eas < never to substitute someone else=s ideas #or our o2n5 or to im&ose our ideas on someone else. /o misre&resent t e origins o# an idea is plagiarism5 and it 2ill not be tolerated. .# you 2ant to cite an outside source5 t ere are 2ays o# giving credit to t e original aut or; section $2 o# t e Pocket Style Manual &resents one standard met od o# documenting sources. .# you ave any 6uestions5 don=t esitate to as15 because !olumbia ta1es a very ard stance on &lagiarism. .t could get you e3&elled. 'ere=s an e3cer&t #rom !olumbia=s *##icial ,tatement on %lagiarism5 to give you t e #lavor:
.n ma1ing clear !olumbia=s &olicy on &lagiarism5 it is not #easible to include ere t e numerous #orms t at &lagiarism mig t ta1e. .t is use#ul5 o2ever5 to list several obvious varieties in order to dis&el con#usion about 2 at t e !ollege 2ill not tolerate: 1. ,ubmitting essays5 or &ortions o# essays5 2ritten by ot er &eo&le as one=s o2n. 2. Hailing to ac1no2ledge5 t roug &ro&er #ootnotes and bibliogra& ic entries5 t e source o# ideas essentially not one=s o2n. $. Hailing to document &ara& rases5 ideas5 or verbatim e3&ressions not one=s o2n. 4. !ollaborating on an assignment or e3amination 2it out s&eci#ic &ermission #rom t e #aculty member to do so. .n addition5 students may not submit an essay 2ritten #or one course to a second course 2it out &ermission #rom bot instructors.

@+8-.0@ %*B.!?

Miller < syllabus < &age ) o# > 'xercises and %ra"ts ,ince t ese assignments are designed to el& you develo& and e3&eriment 2it ideas and language5 t ey 2ill not be individually graded. %artici&ation 2ill be noted5 o2ever5 and could a##ect your overall grade #or t e course. ?ou 2ill receive some #orm o# #eedbac1 on all o# your 2riting. .n addition to 2ritten comments #rom me5 you may ave &eer res&onses or sel#(re#lection; you=ll also meet 2it me #or at least t ree con#erences during t e semester to discuss t e 2or1 you=re doing. ?ou are also encouraged to visit t e Writing !enter at any &oint in your 2riting &rocess 9see belo2:.

'ssa( )rading and *he Port"olio %aul IalJry said t at Ka &oem is never #inis ed5 only abandoned5K and . believe t e same is true o# essays. ?ou are t ere#ore &ermitted < and encouraged < to continue revising and re#ining your essays5 even a#ter turning in a K#inalK version during eac &rogression. Hor t is reason5 . 2ill not assign letter grades to individual essays5 but 2ill instead mar1 t em 2it additional comments. U&on re6uest5 . 2ill &rovide you 2it a &rovisional grade #or a given &a&er5 but t is grade is not binding5 and enters no #inal calculation. W ere5 t en5 do grades come #romL 8t t e end o# t e semester5 you 2ill turn in a &ort#olio binder5 2 ic 2ill contain t e #ollo2ing: ( ( ( your #irst t ree #inal essays5 revised to incor&orate ne2 #eedbac1 and ne2 s1ills; a retros&ective essay introducing t e &ort#olio5 in 2 ic you re#lect on your 2riting5 your revision5 and your selection o# material; u& to 1) su&&lementary &ages o# dra#ts5 e3ercises5 and e3cer&ts t at you t in1 e##ectively demonstrates your range o# s1ills and develo&ment as a 2riter.

/ is &ort#olio 2ill be read bot by me and by an instructor ot er t an me. We 2ill inde&endently assign t2o consecutive grades 9eg. 8(DBM5 BMDB:. .# t e grade ranges overla& by one5 t e overla&&ing grade 2ill be t e grade #or t e course; i# t e grade ranges overla& entirely5 t en . 2ill c oose one o# t e t2o grades to be #inal. .# t e grade ranges do not overla&5 a t ird reader 2ill be called in5 and t e same &rocedure 2ill a&&ly to 2 ic ever grade ranges no2 overla&. A$'ustments to reflect participation an$ involvement (inclu$ing absences) may then be ma$e to this course gra$e. / e letter scale #or t is course is as #ollo2s: K8K &ort#olios not only #ul#ill t e goals o# t e course5 but &us beyond t ose goals in sur&rising 2ays. / is is more li1ely to be &ossible 2 en t e 2riter as #ound somet ing com&elling to 2rite about and as ta1en great care to attend to is or er language and #orm. 8(level &ort#olios re#lect e3cellence and artistry. KBK &ort#olios come in t2o basic varieties: t e Ksolid BK and t e Kstriving B.K / e solid B re#lects good5 com&etent 2riting t at su##ers less #rom &oor e3ecution t an #rom limited ambition. / e striving B e3cels in certain areas5 but is

Miller < syllabus < &age N o# > su##iciently uneven to &reclude it #rom receiving an 8. B &ort#olios re#lect a su&erior understanding o# t e course=s goals. K!K &ort#olios re#lect di##iculty in #ul#illing t e &rogression=s goals5 and again5 t ere are t2o 1inds: t e Ksidetrac1ed !K and t e Kstruggling !.K / e #ormer may dis&lay good style and control5 but t e essays nonet eless #ail to meet t e re6uirements o# t eir &rogressions. / e struggling ! is given to &ort#olios in 2 ic t e essays do not co ere su##iciently to #unction as essays: t ey may lac1 Main !laims or evidence5 #or e3am&le5 or t ey may be clear only i# t e reader is already #amiliar 2it t eir content. K-K &ort#olios ave &roblems similar to t ose o# ! essays5 but com&ounded. KHK &ort#olios #ail to meet t e minimum level o# e3&ectations #or t e course5 usually because t ey do not contain all t e re6uired essays.

U0-E+@+8-U8/E W+./.0@ !E0/E+

What: Where: When: +ow: Who: Wor1 2it a tutor on any &iece o# 2riting5 including academic essays5 senior &a&ers5 cover letters5 and a&&lications. Undergraduate Writing %rogram o##ice5 $10 % iloso& y 'all. Mon(/ urs: 10("; Hri: 10(). ,ign u& #or an a&&ointment or sim&ly come by. 8ny student enrolled in a !olumbia University course.

/ e goal o# t e Writing !enter is to &roduce better 2riters and t in1ers in t e long term5 not necessarily &er#ect &a&ers in t e s ort term. / ere#ore5 2e encourage you to tal1 2it a tutor early in t e 2riting &rocess. /utors 2ill 2or1 2it you at any stage in t e develo&ment o# your &a&er. ?our tutor 2ill be an advanced graduate student 2it signi#icant training and classroom e3&erience teac ing 2riting at !olumbia. We encourage you to develo& an ongoing relations i& 2it a &articular tutor. / at 2ay5 t e tutor 2ill get to 1no2 you as a 2riter and 2ill be better able to el& you im&rove. 'o2ever5 you are 2elcome to come #or dro&(in assistance or to 2or1 2it more t an one tutor. ?ou s ould e3&ect to be actively involved in your tutoring session5 not to sit &assively 2 ile your tutor corrects your &a&er. ?ou s ould consider t e tutoring session an o&&ortunity to ave an in(de&t conversation about your 2or1 2it an e3&erienced reader. Hor more in#ormation5 email u2& or call 9212: ")4($""N < or just dro& by.

,E+I.!E, H*+ ,/U-E0/, W./' -.,8B.B./.E,

Miller < syllabus < &age O o# > !olumbia &rovides students 2 o register 2it t e *##ice o# -isability ,ervices 2it a range o# su&&ort o&tions5 and 2ill &rovide you 2it a letter stating t e accommodations to 2 ic you are entitled5 2it out disclosing any ot er in#ormation about you. .# you 1no2 or believe you mig t ave a disability o# some 1ind5 you may 2ant to ta1e a loo1 at t eir 2eb(site: tt&:DD222. ealt .columbia.eduDodsDne2sDds(&rograms. tml. / e *##ice o# !ounseling and %syc ological ,ervices also &rovides many 1inds o# su&&ort i# you need it. / eir 2eb(site is at tt&:DD222. ealt .columbia.eduDc&sDinde3. tml.

H8BB 200) !B8,, ,!'E-UBE

(Please bear in min$ that this *ill change from time to time to reflect our interests an$ nee$s as a *riting community)

Progression I: From ,-nowing, to * Muc as biologists use microsco&es or & otogra& ers use #ilters5 2riters o#ten use t e 6uestions and ideas o# ot er 2riters to o&en ne2 &ossibilities #or investigation. -uring t is &rogression5 you=ll use met ods and conce&ts #rom one te3t as tools to inter&ret5 analy4e5 or ot er2ise e3&lore a second te3t. ,uc essays el& us to re#lect5 elaborate5 or comment on t e 6ualities o# t e borro2ed conce&t or met od5 allo2ing a nuanced and detailed consideration o# bot subject and outside element. 9#inal essays: 1)00(2000 2ords: /lass %ate W ,e&t. O M ,e&t. 12 W ,e&t. 14 M ,e&t. 1> W ,e&t. 21 M ,e&t. 2N W ,e&t. 2" Reading d!e Ma0or Writing d!e !ourse syllabus ,tille5 8le3ander. K/ e +eturn o# t e Ianis ed Bibrary.K @ordon5 Mary. K,till Bi#e.K Hran1lin5 '. Bruce. KHrom +ealism to Iirtual +eality.K ( 'ssa( 1 'xplorator( ,am&le Essays 'ssa( 1 Formal %eers= Essay 1 Hormal

Progression II: /on2ersation Essays do not e3ist in vacuums: t ey engage 2it t e ideas o# ot er te3ts and conte3ts. .n t is &rogression you 2ill bring t e ideas o# 2 or $ te3ts toget er5 using t e KconversationK bet2een t em to develo& your o2n argument about t e to&ic at and. .n doing t is5 you=ll observe t e di##erence bet2een using a te3t as an e3am&le and using a te3t as &art o# an argument; you=ll also e3&lore o2 6uite dis&arate ideas can be use#ully considered alongside eac ot er as a 2ay o# arriving at your o2n ne2 1no2ledge. We=ll begin by e3amining a conversation t at too1 &lace bet2een various sc olars and e3&erts #rom 1>>O to 20015 no2 &ublis ed as The Lives of Animals. 9#inal essays: 1)00(2000 2ords:

Miller < syllabus < &age " o# > /lass date M *ct. $ W *ct. ) M *ct. 10 W *ct. 12 M *ct. 1O W *ct. 1> M *ct. 24 Reading d!e !oet4ee5 A.M. K/ e % iloso& ers and t e 8nimals.K !oet4ee5 A.M. K/ e %oets and t e 8nimals.K Honer5 Eric. K8merican Hreedom in a @lobal 8ge.K @arber5 Marjorie. K+e#lection.K -oniger5 Wendy. K+e#lection.K ,inger5 %eter. K+e#lection.K ( %eers= Essay 2 Hormal Ma0or Writing d!e 'ssa( 1 Final

'ssa( 2 'xplorator( 'ssa( 2 Formal 'ssa( 2 Final3 mini$port"olio

Progression III: /ollaborati2e /lass Pro0ect 4//P5 / e t ird &rogression is a joint researc &roject in 2 ic you=ll #irst 2or1 toget er in small grou&s to e3&lore t e conte3ts and im&lications o# a single see$ te#t5 and t en 2rite individual essays on to&ics5 issues5 6uestions5 or concerns t at emerge out o# t is common e3&erience. Unli1e t e #irst t2o &rogressions5 during 2 ic . &rovided you 2it source material5 during t e !!%5 everyt ing 2ill be student(directed #rom t e moment you vote on a seed te3t. 9#inal essays: 2000($000 2ords: /lass date W *ct. 2N M *ct. $1 W 0ov. 2 W 0ov. > M 0ov. 14 W 0ov. 1N M 0ov. 21 W 0ov. 2$ M 0ov. 2" W 0ov. $0 Reading d!e s ort(list o# ,eed /e3ts #inal ,eed /e3t ( ( +esearc Met ods Ma0or Writing d!e

)ro!p Presentations Research Proposal 'ssa( 6 Formal

%eers= Essay $ Hormal

Progression I7: Retrospecti2e .n t e #inal classes o# t e semester5 you 2ill 2or1 on revisions to your t ree essays and 2rite an essay in 2 ic you re#lect on your develo&ment as a 2riter. 8s 2it all &revious essays5 t is one s ould &resent an argument 2it a Main !laim and su&&orting evidence; t is time5 t oug 5 t e &redominant source material #or t e essay 2ill be your o2n 2riting. / e +etros&ective Essay 2ill #unction as an introduction to your #inal &ort#olio. 9#inal essays: 1200(1)00 2ords: /lass date M -ec. ) W -ec. O M -ec. 12 Reading d!e /2ain5 Mar1. K/ e 8rt o# 8ut ors i&.K Ma0or Writing d!e 'ssa( 6 Final

Miller < syllabus < &age > o# >

9/ -ec. 1):

Final Port"olio