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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 !1010.011 MW 4:10 ' (:2(%m $u%in +aboratories 412

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) e University Writing $rogram see2s to 3elcome and integrate students into t e virtual barrage o" 3ritten e4c ange t at "orms t e intellectual li"e o" t e university. Em% asi5ing critical analysis6 revision6 collaboration6 and researc 6 t is course aims to translate t is academic conversation "rom a source o" an4iety to a source o" stimulation. -ver t e course o" t e semester6 you 3ill read and discuss te4ts "rom a number o" "ields6 com%lete regular in"ormal reading and 3riting e4ercises6 3rite several longer essays6 and underta2e a researc 7based collaborative critical %roject o" your o3n design. ) roug %ersistent in8uiry and %ractice6 you 3ill learn s%eci"ic s2ills and "oster general abits o" mind im%ortant to your academic success.

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• • • • • :ttendance and %artici%ation in all class activities $re%aration o" reading and 3riting e4ercises "or eac class and con"erence ,om%letion o" "our "inis ed and titled essays6 eac accom%anied by at least one dra"t -ne grou% %resentation and discussion ;during %rogression t ree< Maintenance o" an online %ort"olio 3 ic 3ill contain all o" your essays6 dra"ts6 and e4ercises6 "rom 3 ic you 3ill select t e elements "or your "inal ard7co%y %ort"olio

Attendance and Participation 0 e4%ect t at everyone 3ill come to every class meeting. 0n a grou% t is small6 t e loss o" even one %artici%ant 3ea2ens t e discussion. /lig tly di""erently6 you s ould be present in t e class: %er a%s t e best ;i" not t e only< 3ay to learn is to be o%en to t e %ossibility o" learning. ) is class is a seminar6 meaning t at you 3ill be reading a lot6 discussing ideas6 raising doubts etc= but it is also a 3or2s o%6 meaning t at a large %art o" 3 at you read6 discuss6 and interrogate 3ill be your 3or2 and t e 3or2 o" your %eers. W en giving "eedbac2 to a member o" t e class6 you may suggest s%eci"ic c anges6 i" you ave t em6 or res%ond more generally ' but remember t at you are res%onding to roug dra"ts and e4ercises. :l3ays o""er 3 at you t in2 3ould be most el%"ul to you6 3ere it your 3or2 and not someone else>s.

Miller ' syllabus ' %age 2 o" ? 0" you 2no3 in advance t at you must miss more t an t ree classes ;because o" at letic or religious obligations6 "or e4am%le<6 %lease s%ea2 3it me before the fourth class meeting. Reading Assignments .eadings 3ill be dra3n %rimarily "rom t e library reserves. W ile all t e essays6 articles6 c a%ters6 etc. set aside "or t is course are 3ort reading6 only some 3ill be assigned= direct lin2s to t ese re8uired te4ts 3ill be available on ,ourse3or2s. @ou are res%onsible "or %rinting and reading 3 atever te4t is assigned "or class and "or bringing it 3it you. 0n addition6 %lease obtain t e "ollo3ing te4tboo2s6 3 ic are available at +abyrint Boo2s: Boot 6 Wayne ,.6 Aregory A. ,olomb6 and Bose% M. Williams. The Craft of Research. 2nd ed. , icago: University o" , icago $ress6 200#.
;,ontains sur%risingly good %resentation o" tec ni8ues6 not only "or conducting library researc 6 but also "or develo%ing and de"ending claims and t eses.<

,oet5ee6 B.M. and :my Autmann6 ed. The Lives of Animals. $rinceton: $rinceton University $ress6 2001.
;:n intriguing set o" interrelated essays t at 3ill in"orm our second %rogression.<

&ac2er6 *iana. A Pocket Style Manual6 4t Edition. 1e3 @or2: Bed"ord6 /t. Martin>s $ress6 2004.
;) e basic style guide %re"erred by ,olumbia University. ,ontains advice and guidelines "or sentence construction and grammar6 as 3ell as t e all7im%ortant standards "or citation and documentation.<

0n my comments to your 3ritten assignments6 0 may re"er you to a s%eci"ic section o" t e Pocket Manual ;as *&< or The Craft of Research ;as ,.<. 0>ll give you advance 3arning 3 en you need to bring any o" t ese te4tboo2s to class. Note: 0" you don>t ave a t oroug 6 com%re ensive dictionary6 0 recommend Merriam- ebster!s Collegiate "ictionary. 0n addition6 ,olumbia %rovides online access to t e ine4 austible -4"ord Englis *ictionary t roug +ibraryWeb6 under t e *atabases lin2.

Writing Assignments @ou 3ill do at least t ree ty%es o" 3riting in t is course: e#ercises6 $rafts6 and final essays. ) ese assignments connect 3it eac ot er in a develo%mental se8uence called a progression. We 3ill be 3or2ing on "our %rogressions t is semester6 eac ending in t e submission o" a %articular 2ind o" essay. :long t e 3ay6 you>ll receive "eedbac2 "rom me6 your %eers6 or yoursel" ' usually a combination o" t e t ree. %#ercises: Writing e4ercises are designed to el% you generate ideas and %ractice use"ul s2ills= you mig t also t in2 o" t em as ste%%ing7stones to t e essays you 3rite. 0n most cases6 3e>ll use ome3or2 e4ercises in t e class "ollo3ing t e assignment6 so be sure to com%lete t em

Miller ' syllabus ' %age # o" ? on time. $lease %ost all 3riting e4ercises to ,ourse3or2s discussion board6 bot as an attac ment and in t e body o" t e %osting. %#ploratory "rafts: .esearc as s o3n t at success"ul 3riters o"ten discover t eir central idea only a"ter t ey ave 3ritten e4tensively. :n e4%loratory dra"t does not aim to a%%ro4imate t e essay in its "inal "orm6 but instead attem%ts to de"ine t e %roblem you o%e to solve. ) ese dra"ts are li2ely to be messy6 mar2ed by omissions6 digressions6 or lea%s o" t oug t. &ormal "rafts: -nce you>ve "ound a %roblem in t e e4%loratory dra"t6 you can begin to develo% claims in searc o" a resolution. ) e "ormal dra"t ;so called because t is is 3 en t e essay begins to ta2e its "inal s a%e6 and to develo% an argument based on a claim< 3ill re%resent t e very closest to a "inal %roduct you can come at t at %oint. @ou s ould be %re%ared6 o3ever6 to ma2e ig 7level adjustments a"ter receiving "eedbac2 ' to consider t e "ormal construction o" your ideas6 to discover ne3 ideas by e4%anding your t in2ing on t e %age6 or to %olis your essay "or %resentation to a reader. &inal %ssays: -nce you ave received "eedbac2 on your dra"t6 you 3ill %re%are a "inal essay to %ut in your %ort"olio. ) is "inal essay 3ill li2ely be 8uite di""erent "rom t e %revious dra"ts in "orm6 and o"ten in content6 in %art because t is is t e most %ublic 2ind o" 3riting you 3ill %roduce "or t is course. :ll "inal essays must 7 develo% a co erent argument in a com%elling 3ay 7 ave a t oug t"ul beginning6 middle6 and end 7 %resent and assess relevant evidence 7 communicate and engage 3it t eir %otential readers 7 include a cover letter to me6 e4%laining your goals "or and concerns about t e essay.

Assignment Formatting :ll 3ritten assignments must 7 be ty%ed using a standard seri" "ont ;eg. )imes 1e3 .oman< in 12%t6 3it one7inc margins6 double7s%aced 7 be sta%led6 3it your name and t e %age number ;C o" @< in t e u%%er rig t corner 7 include a 3ord count at t e end o" t e %a%er. 7 include a cover %age ;"or "inal essays< or "irst7%age eader ;"or e4ercises and dra"ts< 3it your "ull name6 t e date6 t e assignment number6 and t e course titleDsection number ;Univ. Writing 7 Engl !1010.011< 0n addition6 t3o co%ies o" t e assignment must be %osted to ,ourse3or2s: 7 as a re%ly to t e assignment on t e *iscussion board 7 as an attac ment to t at re%ly6 in .doc or .rt" "ormat. 1ame your "iles li2e t is: Eassignmentty%e7%rogressionF7assignmentF7nameG. !or e4am%le6 my res%onse to t e second e4ercise in %rogression one 3ould be e4ercise71727ben.rt"6 and my "irst "inal essay 3ould be essay71717ben.rt". ;: later revision o" t e "irst "inal essay mig t be called essay71727ben.rt".< Use t e to%ic>s title as a guideline.

Miller ' syllabus ' %age 4 o" ?

Late and Missed Assignments :ll assignments must be turned in on time. E4ercises 3ill be discussed in class6 so t at late com%letions cannot be made u%. !or late dra"ts6 you 3ill still ave t e o%%ortunity "or revision6 but you may not receive timely or e4tensive comments i" your 3or2 comes in late. 1ote t at e4ercises and dra"ts are designed to build on one anot er= not com%leting any o" t ese assignments 3ill ave a cumulative negative e""ect on your "inal %roduct. 0" you antici%ate a %roblem6 let me 2no3 as soon as you do6 so t at 3e can 3or2 toget er to best resolve it. In general, no extensions will be granted within 2 ho!rs o" the deadline# E4tensions do not e4cuse you "rom com%leting any subse8uent assignments.

Plagiarism $ %on&t %o It ) is is a collaborative class6 in 3 ic 3e o""er eac ot er suggestions and constructive criticism. &o3ever6 t e goal o" all t is collaboration is to clari"y t e e4%ression o" original i$eas ' never to substitute someone else>s ideas "or our o3n6 or to im%ose our ideas on someone else. )o misre%resent t e origins o" an idea is plagiarism6 and it 3ill not be tolerated. 0" you 3ant to cite an outside source6 t ere are 3ays 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. 0" you ave any 8uestions6 don>t esitate to as26 because ,olumbia ta2es a very ard stance on %lagiarism. 0t could get you e4%elled. &ere>s an e4cer%t "rom ,olumbia>s -""icial /tatement on $lagiarism6 to give you t e "lavor:
0n ma2ing clear ,olumbia>s %olicy on %lagiarism6 it is not "easible to include ere t e numerous "orms t at %lagiarism mig t ta2e. 0t is use"ul6 o3ever6 to list several obvious varieties in order to dis%el con"usion about 3 at t e ,ollege 3ill not tolerate: 1. /ubmitting essays6 or %ortions o" essays6 3ritten by ot er %eo%le as one>s o3n. 2. !ailing to ac2no3ledge6 t roug %ro%er "ootnotes and bibliogra% ic entries6 t e source o" ideas essentially not one>s o3n. #. !ailing to document %ara% rases6 ideas6 or verbatim e4%ressions not one>s o3n. 4. ,ollaborating on an assignment or e4amination 3it out s%eci"ic %ermission "rom t e "aculty member to do so. 0n addition6 students may not submit an essay 3ritten "or one course to a second course 3it 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 e4%eriment 3it ideas and language6 t ey 3ill not be individually graded. $artici%ation 3ill be noted6 o3ever6 and a %attern o" late or missed assignments could a""ect your overall grade "or t e course. @ou 3ill receive some "orm o" "eedbac2 on all o" your 3riting. 0n addition to 3ritten comments "rom me6 you may ave %eer res%onses or sel"7re"lection= you>ll also meet 3it me "or at least t ree con"erences during t e semester to discuss t e 3or2 you>re doing. @ou are also encouraged to visit t e Writing ,enter at any %oint in your 3riting %rocess ;see belo3<.

'ssa( )rading and *he Port"olio $aul HalIry said t at Ja %oem is never "inis ed6 only abandoned6J and 0 believe t e same is true o" essays. @ou are t ere"ore %ermitted ' and encouraged ' to continue revising and re"ining your essays6 even a"ter turning in a J"inalJ version during eac %rogression. !or t is reason6 0 3ill not assign letter grades to individual essays6 but 3ill instead mar2 t em 3it additional comments. U%on re8uest6 0 3ill %rovide you 3it a %rovisional grade "or a given %a%er6 but t is grade is not binding6 and enters no "inal calculation. W ere6 t en6 do grades come "romK :t t e end o" t e semester6 you 3ill turn in a %ort"olio binder6 3 ic 3ill contain t e "ollo3ing: 7 7 7 your "irst t ree "inal essays6 revised to incor%orate ne3 "eedbac2 and ne3 s2ills= a retros%ective essay introducing t e %ort"olio6 in 3 ic you re"lect on your 3riting6 your revision6 and your selection o" material= u% to 1( su%%lementary %ages o" dra"ts6 e4ercises6 and e4cer%ts t at you t in2 e""ectively demonstrates your range o" s2ills and develo%ment as a 3riter.

) is %ort"olio 3ill be read bot by me and by an instructor ot er t an me. We 3ill inde%endently assign t3o consecutive grades ;eg. :'DBL6 BLDB<. 0" t e grade ranges overla% by one6 t e overla%%ing grade 3ill be t e grade "or t e course= i" t e grade ranges overla% entirely6 t en 0 3ill c oose one o" t e t3o grades to be "inal. 0" t e grade ranges do not overla%6 a t ird reader 3ill be called in6 and t e same %rocedure 3ill a%%ly to 3 ic ever grade ranges no3 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 "ollo3s: J:J %ort"olios not only "ul"ill t e goals o" t e course6 but %us beyond t ose goals in sur%rising 3ays. ) is is more li2ely to be %ossible 3 en t e 3riter as "ound somet ing com%elling to 3rite about and as ta2en great care to attend to is or er language and "orm. :7level %ort"olios re"lect e4cellence and artistry. JBJ %ort"olios come in t3o basic varieties: t e Jsolid BJ and t e Jstriving B.J ) e solid B re"lects good6 com%etent 3riting t at su""ers less "rom %oor e4ecution

Miller ' syllabus ' %age M o" ? t an "rom limited ambition. ) e striving B e4cels in certain areas6 but is su""iciently uneven to %reclude it "rom receiving an :. B %ort"olios re"lect a su%erior understanding o" t e course>s goals. J,J %ort"olios re"lect di""iculty in "ul"illing t e %rogression>s goals6 and again6 t ere are t3o 2inds: t e Jsidetrac2ed ,J and t e Jstruggling ,.J ) e "ormer may dis%lay good style and control6 but t e essays nonet eless "ail to meet t e re8uirements o" t eir %rogressions. ) e struggling , is given to %ort"olios in 3 ic t e essays do not co ere su""iciently to "unction as essays: t ey may lac2 Main ,laims or evidence6 "or e4am%le6 or t ey may be clear only i" t e reader is already "amiliar 3it t eir content. J*J %ort"olios ave %roblems similar to t ose o" , essays6 but com%ounded. J!J %ort"olios "ail to meet t e minimum level o" e4%ectations "or t e course6 usually because t ey do not contain all t e re8uired essays.

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What: Where: When: +ow: Who: Wor2 3it a tutor on any %iece o" 3riting6 including academic essays6 senior %a%ers6 cover letters6 and a%%lications. Undergraduate Writing $rogram o""ice6 #10 $ iloso% y &all. Mon7) urs: 107?= !ri: 107(. /ign u% "or an a%%ointment or sim%ly come by. :ny student enrolled in a ,olumbia University course.

) e goal o" t e Writing ,enter is to %roduce better 3riters and t in2ers in t e long term6 not necessarily %er"ect %a%ers in t e s ort term. ) ere"ore6 3e encourage you to tal2 3it a tutor early in t e 3riting %rocess. )utors 3ill 3or2 3it you at any stage in t e develo%ment o" your %a%er. @our tutor 3ill be an advanced graduate student 3it signi"icant training and classroom e4%erience teac ing 3riting at ,olumbia. We encourage you to develo% an ongoing relations i% 3it a %articular tutor. ) at 3ay6 t e tutor 3ill get to 2no3 you as a 3riter and 3ill be better able to el% you im%rove. &o3ever6 you are 3elcome to come "or dro%7in assistance or to 3or2 3it more t an one tutor. @ou s ould e4%ect to be actively involved in your tutoring session6 not to sit %assively 3 ile your tutor corrects your %a%er. @ou s ould consider t e tutoring session an o%%ortunity to ave an in7de%t conversation about your 3or2 3it an e4%erienced reader. !or more in"ormation6 email or call ;212< ?(47#??M ' or just dro% by.

Miller ' syllabus ' %age N o" ?

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,olumbia %rovides students 3 o register 3it t e -""ice o" *isability /ervices 3it a range o" su%%ort o%tions6 and 3ill %rovide you 3it a letter stating t e accommodations to 3 ic you are entitled6 3it out disclosing any ot er in"ormation about you. 0" you 2no3 or believe you mig t ave a disability o" some 2ind6 you may 3ant to ta2e a loo2 at t eir 3eb7site: tt%:DD333. ealt .columbia.eduDodsDne3sDds7%rograms. tml. ) e -""ice o" ,ounseling and $syc ological /ervices also %rovides many 2inds o" su%%ort i" you need it. ) eir 3eb7site is at tt%:DD333. ealt .columbia.eduDc%sDinde4. tml.

/$.01A 200M ,+:// /,&E*U+E
(Please bear in min$ that this may change 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 "ilters6 3riters o"ten use t e 8uestions and ideas o" ot er 3riters to o%en ne3 %ossibilities "or investigation. *uring t is %rogression6 you>ll use met ods and conce%ts "rom one te4t as tools to inter%ret6 analy5e6 or ot er3ise e4%lore a second te4t. /uc essays el% us to re"lect6 elaborate6 or comment on t e 8ualities o" t e borro3ed conce%t or met od6 allo3ing a nuanced and detailed consideration o" bot subject and outside element. ;"inal essays: 1(0072000 3ords< /lass %ate W Ban. 1? M Ban. 2# W Ban. 2( M Ban. #0 W !eb. 1 M !eb. M W !eb. ? Reading d!e Ma0or Writing d!e ,ourse syllabus /tille6 :le4ander. J) e .eturn o" t e Hanis ed +ibrary.J Aordon6 Mary. J/till +i"e.J /ontag6 /usan. J+oo2ing :t War.J 7 'ssa( 1 'xplorator( /am%le Essays 'ssa( 1 Formal $eers> Essay 1 !ormal

Progression II: /on2ersation Essays do not e4ist in vacuums: t ey engage 3it t e ideas o" ot er te4ts and conte4ts. 0n t is %rogression you 3ill bring t e ideas o" 2 or # te4ts toget er6 using t e JconversationJ bet3een t em to develo% your o3n argument about t e to%ic at and. 0n doing t is6 you>ll observe t e di""erence bet3een using a te4t as an e4am%le and using a te4t as %art o" an argument= you>ll also e4%lore o3 8uite dis%arate ideas can be use"ully considered alongside eac ot er as a 3ay o" arriving at your o3n ne3 2no3ledge. We>ll begin by e4amining a conversation t at too2 %lace bet3een various sc olars and e4%erts "rom 1OON to 20016 no3 %ublis ed as The Lives of Animals. ;"inal essays: 1(0072000 3ords<

Miller ' syllabus ' %age ? o" ? /lass date M !eb. 1# W !eb. 1( M !eb. 20 W !eb. 22 M !eb. 2N W Mar. 1 M Mar. M W Mar. ? Reading d!e ,oet5ee6 B.M. J) e $ iloso% ers and t e :nimals.J ,oet5ee6 B.M. J) e $oets and t e :nimals.J Aarber6 Marjorie. J.e"lection.J %lus individual reading "or essay 2 individual reading "or essay 2 7 $eers> Essay 2 !ormal 7 revie3 all e4ercises to date 3 P R I N ) 4 R ' A Ma0or Writing d!e 'ssa( 1 Final

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

Progression III: /ollaborati2e /lass Pro0ect 5//P6 ) e t ird %rogression is a joint researc %roject in 3 ic you>ll "irst 3or2 toget er in small grou%s to e4%lore t e conte4ts and im%lications o" a single see$ te#t6 and t en 3rite individual essays on issues6 8uestions6 or concerns t at emerge out o" t is common e4%erience. *uring t e ,,$6 all te4ts and class to%ics 3ill be student7c osen "rom t e moment you vote on a seed te4t. ;"inal essays: 20007#000 3ords< /lass date M Mar. 20 W Mar. 22 M Mar. 2N W Mar. 2O M :%r. # W :%r. ( M :%r. 10 W :%r. 12 M :%r. 1N W :%r. 1O Reading d!e s ort7list o" /eed )e4ts "inal /eed )e4t 7 grou%Dindividual reading "or student7run lessons E4 ibit )e4ts "or grou%s 1 and 2 E4 ibit )e4t "or grou% # individual reading "or essay # individual reading "or essay # 7 $eers> Essay # !ormal Ma0or Writing d!e


by /unday #%m: E4 ibit6 +esson $lan6 :nnot. Bibl. Research Proposal o%tional %re7"ormal dra"t 'ssa( 7 Formal

Progression I8: Retrospecti2e 0n t e "inal classes o" t e semester6 you 3ill 3or2 on revisions to your t ree essays and 3rite an essay in 3 ic you re"lect on your develo%ment as a 3riter. :s 3it all %revious essays6 t is one s ould %resent an argument 3it a Main ,laim and su%%orting evidence= t is time6 t oug 6 t e %redominant source material "or t e essay 3ill be your o3n 3riting. ) e .etros%ective Essay 3ill "unction as an introduction to your "inal %ort"olio. ;"inal essays: 120071(00 3ords< /lass date M :%r. 24 W :%r. 2M M May 1 ;) May 4< Reading d!e 7 revie3 all e4ercises to date Ma0or Writing d!e 'ssa( 7 Final o%tional dra"t6 essay 4 'ssa( and Final Port"olio