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Benjamin Miller email: bmm2104@columbia.

edu o##ice: $10 % iloso& y 'all o##ice ours: (B+ and by a&&ointment

University Writing Englis !1010.0"1 () 2:40 * $:"" &m 'amilton 'all ,1$

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( 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 6based collaborative critical &roject o# your o2n design. ( roug &ersistent in7uiry and &ractice5 you 2ill learn s&eci#ic s1ills and #oster general abits o# mind im&ortant to your academic success.

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• • • • • 9ttendance 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 :during &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 ard6co&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 :i# 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 doubts5 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. 9l2ays 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 :because 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 re7uired 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 te3tboo1s5 2 ic are available at @abyrint Boo1s: Boot 5 Wayne !.5 Aregory A. !olomb5 and Bose& M. Williams. The Craft of Research. 2nd ed. ! icago: University o# ! icago %ress5 200$.
:!ontains sur&risingly good &resentation o# tec ni7ues5 not only #or conducting library researc 5 but also #or develo&ing and de#ending claims and t eses.;

!oet4ee5 B.M. and 9my Autmann5 ed. The Lives of Animals. %rinceton: %rinceton University %ress5 2001.
:9n intriguing set o# interrelated essays t at 2ill in#orm our second &rogression.;

'ac1er5 +iana. A Pocket Style Manual5 4t Edition. 0e2 ?or1: Bed#ord5 .t. Martin=s %ress5 2004.
:( e basic style guide &re#erred by !olumbia University. !ontains advice and guidelines #or sentence construction and grammar5 as 2ell as t e all6im&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 Style Manual :as %.M; or The Craft of Research :as !);. /=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 @ibraryWeb5 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 se7uence 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. 9long 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&&ing6stones 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

Miller * syllabus * &age $ o# > 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. %#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. 9n 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: -nce you=ve #ound a &roblem in t e e3&loratory dra#t5 you can begin to develo& claims in searc o# a resolution. ( e #ormal dra#t :so called because t is is 2 en t e essay begins to ta1e its #inal s a&e5 and to develo& an argument based on a claim; 2ill re&resent t e very closest to a #inal &roduct you can come at t at &oint. ?ou s ould be &re&ared5 o2ever5 to ma1e ig 6level adjustments a#ter receiving #eedbac1 * 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 7uite 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. 9ll #inal essays must 6 develo& a co erent argument in a com&elling 2ay 6 ave a t oug t#ul beginning5 middle5 and end 6 &resent and analy4e relevant evidence 6 communicate and engage 2it &otential readers 6 include a cover letter to me5 e3&laining your goals #or and concerns about t e essay.

Assignment Formatting 9ll 2ritten assignments must 6 be ty&ed using a standard seri# #ont :eg. (imes 0e2 )oman; in 12&t5 2it one6inc margins5 double6s&aced 6 be sta&led5 2it your name and t e &age number :C o# ?; in t e u&&er rig t corner 6 include a 2ord count at t e end o# t e &a&er. 6 include a cover &age :#or #inal essays; or #irst6&age eader :#or e3ercises and dra#ts; 2it your #ull name5 t e date5 t e assignment number5 and t e course titleDsection number :Univ. Writing 6 Engl !1010.0"1; /n addition5 t2o co&ies o# t e assignment must be :course2or1s.columbia.edu;: 6 as a re&ly to t e assignment on t e +iscussion board 6 as an attac ment to t at re&ly5 in .doc or .rt# #ormat. &osted to !ourse2or1s

0ame your #iles li1e t is: Eassignmentty&e6&rogressionF6assignmentF6nameG. Hor e3am&le5 my res&onse to t e second e3ercise in &rogression one 2ould be e3ercise61626ben.rt#5 and my #irst #inal essay 2ould be essay61616ben.rt#. :9 later

Miller * syllabus * &age 4 o# > revision o# t e #irst #inal essay mig t be called essay61626ben.rt#.; Use t e to&ic=s title as a guideline.

Late and Missed Assignments 9ll assignments must be turned in on time. E3ercises 2ill be discussed in class5 so t at late com&letions cannot be o##icially Imade u&5J t oug 2or1ing t roug eac assignment on your o2n may el& you to com&lete later assignments. 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 subse7uent assignments on time.

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 7uestions5 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.

Miller * syllabus * &age " o# >

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'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 a &attern o# late or missed assignments 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#6re#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 :see belo2;.

'ssa( )rading and *he Port"olio %aul KalLry said t at Ma &oem is never #inis ed5 only abandoned5M 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 M#inalM 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 re7uest5 2e can meet to discuss 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 #romN 9t t e end o# t e semester5 you 2ill turn in a &ort#olio binder5 2 ic 2ill contain t e #ollo2ing: 6 6 6 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 demonstrate 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 :eg. 9*DBO5 BODB;. /# 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.

Miller * syllabus * &age , o# >

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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. Mon6( urs: 106>< Hri: 106". .ign u& #or an a&&ointment or sim&ly come by. 9ny 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&6in 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 in6de&t conversation about your 2or1 2it an e3&erienced reader. Hor more in#ormation5 email u2&tutors@columbia.edu or call :212; >"46$>>, * or just dro& by.

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Eac summer t e Undergraduate Writing %rogram &ublis es online a selection o# e3em&lary essays 2ritten by students in University Writing during t e &receding academic year. /# you are interested in seeing e3am&les o# strong University Writing essays #rom &ast sections5 / invite you to bro2se t is journal5 2 ic is available at E tt&:DD222.columbia.eduDitcDu2&DjournalDG.

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!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 2eb6site: tt&:DD222. ealt .columbia.eduDodsDne2sDds6&rograms. tml. ( e -##ice o# !ounseling and %syc ological .ervices also &rovides many 1inds o# su&&ort i# you need it. ( eir 2eb6site is at tt&:DD222. ealt .columbia.eduDc&sDinde3. tml.

Miller * syllabus * &age P o# >

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

Progression I: From ,-nowing, to *hin.ing Muc as biologists use microsco&es or & otogra& ers use #ilters5 2riters o#ten use t e 7uestions 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 7ualities o# t e borro2ed conce&t or met od5 allo2ing a nuanced and detailed consideration o# bot subject and outside element. :#inal essays: 1"0062000 2ords; /lass %ate 1. ( .e&t. " 2. ) .e&t. P $. ( .e&t. 12 4. ) .e&t. 14 Reading d!e Ma0or Writing d!e !ourse syllabus Aordon5 Mary. M.till @i#e.M %ercy5 Wal1er. M( e @oss o# t e !reature.M Aoulis 5 Matt e2. e3cer&t #rom +, Microlectures.n Pro#imity of Performance ". ( .e&t. 1Q 6 ,. ) .e&t. 21 sam&le student essays P. ( .e&t. 2, &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 MconversationM 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 7uite 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 1QQP to 20015 no2 &ublis ed as The Lives of Animals. :#inal essays: 1"0062000 2ords; /lass date Reading d!e Ma0or Writing d!e 'ssa( 1 Final :Hri; Q. ( -ct. $ 10. ) -ct. " 11. ( -ct. 10 12. ) -ct. 12 1$. ( -ct. 1P 14. ) -ct. 1Q 1". ( -ct. 24 !oet4ee5 B.M. M( e %oets and t e 9nimals.M !oet4ee=s sources res&onses to !oet4ee individual reading #or essay 2 sam&le student essays &eers= Essay 2 Hormal 6 revie2 all e3ercises to date 1,. ) -ct. 2, in-class mini-portfolio rea$ing >. ) .e&t. 2> !oet4ee5 B.M. M( e % iloso& ers and t e 9nimals.M

'ssa( 1 'xplorator( 'ssa( 1 Formal :Hri;

'ssa( 2 'xplorator( 'ssa( 2 Formal 'ssa( 2 Final Mini$Port"olio :Wed;

Miller * syllabus * &age > o# > Progression III: /ollaborati2e /lass Pro0ect 3//P4 ( 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 issues5 7uestions5 or concerns t at emerge out o# t is common e3&erience. +uring t e !!%5 all te3ts and class to&ics 2ill be student6c osen #rom t e moment you vote on a seed te3t. :#inal essays: 20006$000 2ords; /lass date Reading d!e Ma0or Writing d!e 1P. ( -ct. $1 s ort6list o# .eed (e3ts 1>. ) 0ov. 2 #inal .eed (e3t RR class in Mat 40P RR ( 0ov. P 3no class 5 election da(# 6ote74 grou&Dindividual reading 1Q. ) 0ov. Q grou&Dindividual reading 20. ( 0ov. 14 E3 ibit (e3ts #or grou&s 1 and 2 RR class in Mat 40P RR 21. ) 0ov. 1, E3 ibit (e3t #or grou& $ RR class in Eng. (errace 2"2 RR 22. ( 0ov. 21 individual reading #or essay $ ) 0ov. 2$ 3no class 5 *han.sgi2ing# )i2e than.s74 individual reading #or essay $ 2$. ( 0ov. 2> 6 24. ) 0ov. $0 &eers= Essay $ Hormal Progression I6: Retrospecti2e /n t e #inal 2ee1s 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. 9s 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. :#inal essays: 120061"00 2ords; /lass date Reading d!e Ma0or Writing d!e 2". ( +ec. " 6 2,. ) +ec. P @ast classS ( +ec.12 revie2 all e3ercises to date ) +ec.14

9nnot. Bibliogra& y< @esson %lan :.un; Research Proposal :at end o# class; 'ssa( 8 'xplorator( 'ssa( 8 Formal 'ssa( 8 Final :Hri;

o&tional dra#t5 essay 4 'ssa( and Final Port"olio