Conway Spring 2018

ENG 325 (section 101): The Art of the Essay

Instructor: Dr. April Conway

Email: arconway@umich.edu
Office: 3266 Angell Hall
Office Hours: W 11:30-12:30 and by appointment. I will also be available via Skype/email during
office hours.
Skype: aprilrconway

Course Description
In this class we will read, write, view, discuss, and listen to some of the myriad examples of
creative nonfiction. Though primarily focusing on written work, we will also briefly encounter
visual and audio compositions as possibilities of creative nonfiction. We will study structure, style,
source material, point of view, and additional features of composition. You will have the
opportunity to write long-form essays, create genre-bending pieces, and compose in multiple
modes. Your assignments will be semi-structured, but with room to choose topics that suit your
interests and experiences. Each week, in addition to reading essays on creative nonfiction, we will
explore work by writers like Maggie Nelson, James Baldwin, Claudia Rankine, and others.

Learning Goals

1. To hone mechanics, attention to language and audience, style, and craft in students’ essay
writing.
2. To develop an understanding of key elements of essay writing and an awareness of various
essay genres, including cultural commentary, social critique, and memoir.
3. To create thoughtful, artful, research-based, and revised essays that display clarity of purpose
and a keen awareness of audience.
4. To develop an awareness of different rhetorical approaches and methods for incorporating
research in essay writing, and to practice using those approaches and methods.
5. To develop an awareness of the rigors and potential pleasures entailed in reading, discussing,
and crafting written essays.

Required Course Materials

• Nelson, Maggie. Bluets, Wave Books, 2009.
• Rankine, Claudia. Citizen: An American Lyric, Graywolf Press, 2014.
• Singer, Margot and Nicole Walker, eds. Bending Genre: Essays on Creative Nonfiction,
Bloomsbury, 2013.
• Access to Canvas for course texts, class announcements, assignment submissions, etc.
• University email (check daily)
• Hard copies of all readings brought to class
• Writing materials: laptops some days, pen and paper others
• Purdue’s Online Writing Lab for MLA style guide support
• Some method to back up and store your composition

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Major Project Assignments
What follows is a brief description of three formal projects. We will discuss each of these
assignments in greater detail as the term proceeds:
• Intellectual Autobiography: For this project, you will write about who and what are the
influencing factors for how you think, and how you write and think about writing.
• Investigation from the Center: For this essay, you will focus on developing an essay where
your experiences serve as the basis of knowledge and exploration.
• Investigations Outward: This final essay asks you to turn your attention more expressly
toward additional sources and influences beyond your personal experiences to follow
lines of inquiry and exploration.
Other Assignments
Throughout the semester, you will participate in and create the following forms of labor in order
to learn more and to contribute collaboratively to our community of learners:
• Canvas Discussion Posts: Reading responses to process and reflect on the materials.
Each post must be a minimum of 1 full page (double-spaced), and all sources must
thoughtfully engage with and synthesize the readings.
• Brief Writing Assignments: Low-stakes writing assignments that serve as preparation
for our class discussions and as building blocks for your major essays. These are most
likely to come in the form of in-class writing.
• Workshops: Despite the often-held belief that writing is a solitary act, writing is a social
process. For formal workshops, you will read each other’s work before class and then
provide feedback. There will opportunities for in-class, less formal feedback sessions.

Recommended Resources
Sweetland Center for Writing: The Sweetland Center for Writing—located at 1310 North Quad—
is an amazing, free resource! If you would like additional feedback or assistance as you’re
planning, drafting, or revising your writing assignments, you can schedule an individual
appointment with a Sweetland faculty member, drop in for a peer-tutoring session, correspond
online with a peer tutor, or submit your work online to receive feedback within 72 hours.
For more information, please visit: http://www.lsa.umich.edu/sweetland/undergraduate.

Technology: If you need additional equipment for a project, make a reservation at LSA
Instructional Support Services (ISS). ISS rents out cameras, microphones, tripods and other gear
on a first come, first served basis. Visit their offices in Mason Hall or 2001 Modern Language
Building (MLB), call them at (734) 615-0100, or go online to
www.lsa.umich.edu/iss for information.
You can also go to the Digital Media Commons at the Duderstadt Center to check out equipment,
utilize studio space, and receive additional tech help. Contact the Center at (734) 647-5739.

Policies and Procedures

Contacting Me by Email: Please email me if you have any questions. I will ordinarily respond
within 24 hours. However, please do not expect a response before 8 a.m. and after 5 p.m. on
weekdays and not at all over the weekend. Additionally, if you don’t receive my email reply, this
means that I did not receive your message and that you should discuss the content of your email
with me in person.
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Religious Observances: If a class session or due date conflicts with your religious holidays, please
notify me so that we can make alternative arrangements. In most cases, I will ask you to turn in
your assignment ahead of your scheduled absence, but in accordance with UM policy on
religious/academic conflicts, your absence will not affect your grade in the course.

Accommodations for Special Needs: The University of Michigan is committed to ensuring the full
participation of all students, and I am committed to making learning as accessible as possible for
all of my students. If you have a disability and need an accommodation to participate in this class
or to complete course requirements, please ask Services for Students with Disabilities (SSD) to
provide documentation of the accommodations that you need (734) 647-5739.d. Then, please
share this documentation with me as soon as possible, preferably within the first few weeks of
class. I will treat as private and confidential any information that you share.

If you suspect that you may have a disability and would like to be tested, Services for Students
with Disabilities can provide free screenings and referrals to low-cost diagnostic services.
Here is the contact information for Services for Students with Disabilities:
• location: G-664 Haven Hall
• phone: 734-763-3000 § website: http://ssd.umich.edu/

Mental Health Resources: As a student, you may experience challenges that negatively affect
your learning, such as anxiety, depression, interpersonal or sexual violence, difficulty with eating
or sleeping, grief/loss, and alcohol or drug problems. The University of Michigan offers several
confidential services that you might find helpful for addressing such challenges, including
• Counseling and Psychological Services (CAPS): 734-764-8312
• Psychiatric Emergency Services: 734-996-4747.
• Sexual Assault Prevention and Awareness Center (SAPAC) 24-Hour Crisis Line: 734-936-
3333
If you have a diagnosed mental health condition, you may also be able to register with Services for
Students with Disabilities: see http://ssd.umich.edu/mental-health-conditions.

Student Sexual Misconduct Policy: Title IX prohibits discrimination on the basis of sex, which
includes sexual misconduct such as harassment, domestic and dating violence, sexual assault, and
stalking.

If you are dealing with sexual misconduct, you can speak to someone confidentially by calling the
24-hour crisis line at the Sexual Assault Prevention and Awareness Center (SAPAC): 734- 936-
3333. For non-emergencies, you can contact SAPAC at sapac.umich.edu.

If you want to report an alleged violation, you can contact the Office for Institutional Equity (OIE)
at institutional.equity@umich.edu. The OIE works to create a campus environment that is
inclusive, respectful, and free from discrimination and harassment. Your report to OIE will not be
confidential.
Please note: As an instructor, I am responsible for helping to create a safe learning environment
on campus, and I may be required to report information about sexual misconduct or a crime that

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may have occurred on UM’s campus.

Plagiarism: If you commit an act of academic dishonesty in this course either by plagiarizing
someone’s work, repurposing your own work from another class, or by allowing your own work to
be misused by another person, you will face the following consequences:
• You will fail the assignment and may fail the course.
• I will report the incident to the Director of the English Department Writing Program.
• I will also forward your case, with an explanatory letter and all pertinent materials, to
the LSA Assistant Dean of Student Affairs.
• The Dean will determine an appropriate penalty, which may involve academic probation
and/or community service.
• If you commit plagiarism while you are already on probation for plagiarism, you may be
asked to leave the University.

Please note: Plagiarism is usually the result of poor planning—including time management—or
some unforeseen circumstance. If you find yourself in a situation where you feel your choices are
to plagiarize or to fail to submit an assignment, choose the latter. Contact me in advance (even
right before the deadline) so we can work something out.

The library at UM has useful resources on plagiarism for you to review at

https://www.lib.umich.edu/academic-integrity/resources-students

Course Requirements and Grade Distribution

My approach to grading is grounded in writing studies research, specifically by scholars Peter
Elbow and Asao B. Inoue. This approach is a labor-based grading contract that will be used to
calculate grades. My reasons for a labor-based contract are as follows:

1. Writers need room to explore, take risks, and to productively fail; failure is a foundation
for learning and often grades work against processes of productive failure.
2. Traditional schooling practices, which include particular grading methods, are often
harmful because they affect learning, motivation, and relationships in the classroom.
3. This labor-based approach to grading is an attempt at a pedagogical shift, one that may be
uncomfortable because of its contrast to the educational culture you have been a part of.
This shift is meant to engender a culture of support, one that also enhances learning. Our
classroom community, founded in this culture of support, complements the learning goals
and course description for ENG 325 because it reflects practices and considerations of
ethics, collaboration, flexibility, and reflection.
If you do all that is asked of you in the manner and spirit it is asked then you will get a “B” (3.1)
course grade.

English 325: Contract Requirements

You are guaranteed a course grade of “B” (3.1) if you meet all the following conditions.

1. Collaboration and Community. Effective learning and working, whether in or outside of

the classroom, is dependent on effective collaboration. You agree to work cooperatively
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and collegially with me and your peers, whether in small groups, with a partner, or class.
Though we will discuss this policy together, as a baseline, working collaboratively means:
• Treating each other civilly and with respect even if there are disagreements of
opinion. Hostile environments affect our well-being and our learning.
• Providing thoughtful and in-depth feedback on each other’s work. This entails
thoroughly preparing for workshop before class and consistently using workshop
time as directed.
• Participating by completing all homework and in-class writing and activities so
that you can regularly and actively contribute to class discussion, pose questions,
respond to others, and build upon your learning.
• Listening with intention, which means being present when people speak and
taking in and considering what someone says before preparing your own response.
• Listening with intention also means not being distracted, whether by a device, a
colleague, or some other means. I expect you to monitor your own behavior
regarding distraction, but will intervene if I see phones, laptops, etc. disrupting
your and others’ (including my) learning.

2. Attend class and arrive on time. You may miss two class sessions without penalty. I will
excuse your absence if you bring me a note from a doctor or health professional, a
signed letter from a University team or program, or documentation of a family
emergency. It is good practice to email me in advance of your absence and to email a
peer to collect any notes. NOTE: Assignments not turned in because of an absence,
either ones assigned on the schedule or ones assigned on earlier days in class, will be
late, missed, or ignored (see below).

3. Workshops: Once in the semester, you will be scheduled to have your paper discussed
by the entire class. Bring enough copies of your essay for everyone (with a title, your
name and numbered pages) to the class meeting preceding your workshop date. The
rest of us will read your paper, mark it up with helpful comments, and come to class
prepared to discuss its strengths and where it might be improved. Deadlines are
especially crucial for workshops: If you fail to distribute your work to the class on time,
you will forfeit your workshop and see your participation grade affected negatively.

1. For All Work/Writing you will need to:

• Demonstrate sustained effort and investment throughout all phases of a project.
• Revise your work substantially and thoughtfully. This means revisions must
somehow respond to or consider seriously my and your colleagues’ assessments to
be revisions.
• Edit your work carefully to eliminate careless errors. You must spend significant
time in your labor processes to look just at the spelling and grammar. It’s fine to
get help in copy editing.
• Complete all work on time. You agree to turn in on time and in the appropriate
manner complete essays, writing or other labor assigned that meet all of our
agreed upon expectations.
o Late Submission of Formal Essays:
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▪Unless you notify me in advance about extenuating
circumstances that will prevent you from submitting your essay
on time, any late submission of formal essays is considered a
condition missed on the contract.
▪ Should an extenuating circumstance arise, we will negotiate a
submission extension together.
o Late Submission of Brief Writing Assignments:
▪ If you miss class, please check our online course site for
information about writing assignments.
▪ If you cannot make it to class due to illness or an emergency, you
can receive full credit for your assignment if you contact me on
the day it is due and we will negotiate a submission extension
together.

• Late/Incomplete Work. You agree to turn in properly and on time all work and
assignments expected of you in the spirit they are assigned, which means you’ll
complete all of the labor instructions for each assignment. During the semester,
you may, however, turn in a few assignments late. The exact number of those late
assignments is stipulated in the table below. Late or incomplete work is defined as
any work or document due that is turned in AFTER the due date/time BUT within
48 hours of the deadline. For example, if some work (say a written reflective piece)
was due on Wednesday, May 2, at 11:59 pm, that piece must be turned in by 11:59
pm on Friday, May 4.
• Missed Work. If you turn in late work AFTER the 48 hours (Late/Incomplete Work),
then it will be considered “missed work,” which is a more serious mark against your
grading contract. This is because all assignments are used in class when they are
due, so turning in something beyond 48 hours after it is due means it is assured to
be less useful, and its absence has hurt your colleagues in class (since they
depended on you to turn in your work for their use).
• Ignored Work. You agree not to ignore any work expected of you. Ignored work is
any work unaccounted for in the term: I have no record of you doing it or turning it
in. Ignoring the work affects learning and labor in our community and thus is
unacceptable. So, accumulating any “ignored work” will keep you from meeting our
contract expectations (see table below).

Knowing Where You Stand

This system is better than regular grading for giving you a clear idea of what your final grade
looks like at any moment. If you are doing everything as directed and turning things in on time,
you’re getting a B (3.1). As for participation in class, you'll have to keep track of it, but you can
check with me at any time. I’ll tell you what I have recorded.

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#Late #Missed #Ignored
Assignments Assignments Assignments
A 4.0 2 0 0
B 3.1 3 1 0
C 2.1 4 2 0
D 1.1 5 3 1

“A” Grades
As can be noted, the grade of “B” depends primarily on labor. Grades of “A” (4.0) require more
labor. To get an “A” course grade, you must complete on time and in the spirit asked of you (you
will find further direction for these labor tasks on the assignment descriptions):
• A 30-minute, individual class presentation/lecture/activity, with a lesson outline,
handout for the class, and a post-activity reflection letter (addressed to me), on the
material we’ve agreed upon (described in the assignment prompt). These
presentations may be on material on the course schedule. Students must also
respond to emails between us before the facilitation as part of the preparation.
• Publication submission to a creative writing or undergraduate journal, plus a brief
reflection of this submission process.
• A video or audio essay that meets the requirements for the essay labor on the syllabus,
done to present to the class for discussion. This should be completed by the last day of
class, but it may be turned in at any time in the term. I need to know you are doing this by
or before week 3 so I can schedule viewings throughout the term.
Improving Your Contracted Grade
If you are shooting for an A-contract, but can’t complete properly all three additional items of
labor, you can still improve your grades above the B-contract (3.1). For every item you complete
for the A-contract, your contracted grade will improve by .3 grade points. So, if you meet the
conditions for a B-contract (3.1), your grade can improve in the following ways:

• 1 item completed=course grade of 3.4

• 2 items completed =course grade of 3.7
• 3 items completed=course grade of 4.0

Freebie: Each student may use one “freebie” for any reason during the semester for a late or
missed informal assignment. To use your freebie, email me indicating the informal assignment for
which you would like the freebie. (Note: the freebie cannot substitute for a formal project.)

Revision: Each student may use one “revision” for an incomplete formal assignment. To use your
revision, email me indicating the formal assignment for which you would like the revision, explain
why you want to revise, and we will negotiate a resubmission date.

Exemplary labor: If by our final class meeting, you miss no classes (participates in all activities),
has no late, missed, or ignored assignments, and does not use a freebie, then you will earn an
extra .3 (equal to one item on the advanced contract) to their final course grade. This rule is
meant to reward those students who engage in all the labor of the course in the fullest spirit
asked of them and demonstrate themselves to be exemplary class citizens.
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Course Contract Agreement
By staying in this course and attending class, you accept this contract and agree to abide by it. I
(Dr. Conway) also agree to abide by this contract, and administer it fairly and equitably.

I agree to enter in to this course contract. I understand that fulfilling all the requirements of the
contract will result in a grade of at least a B (3.1) in the course, that not fulfilling all the
requirements will result in a grade lower than a B (3.1), and that completing additional labor with
the same dedicated intention as the work required for a B (3.1) will result in a higher grade.
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Name Date