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    4 views16 pages

    Academic Writing Syllabus

    Uploaded by

    Guidang Benjamin

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    © All Rights Reserved
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    FEDERAL STATE AUTONOMOUS INSTITUTION OF HIGHER EDUCATION “MOSCOW STATE INSTITUTE OF INTERNATIONAL RELATIONS (UNIVERSITY) OF ‘THE MINISTRY OF FOREIGN AFFAIRS OF THE RUSSIAN FEDERATION School of Government and International Affairs WA in International Affine ACADEMIC WRITING Course Syllabus “Approved Dean of School of Governgiéat and International Affairs 4. De. Mikhail Toitskiy 2019 The course program developed by Christopher Koren, 2019 © Chistopher Konan, 2019, © MGIMO University, 2019, The course“ adem Weing” is elaborated in aconéance withthe MGIMO Educational Standard for the Bachelor's Program in Intemational Afsis (program track “Government and Intentional Afr" Author Christopher Karten Director ofthe MGIMO library Marina Reshewikova The program i approved by School of Government and International Airs on Head of Schoo! Dr. Mikhail Toitskiy Minutes of the meeting « PART 1, COURSE DESCRIPTION AND TEACHING METHODS 11 The role of the course in the program of study: This year-long course is foundational tothe BA Program as a whole and, moe spoctially, to the BBA thesis in year four. This course introduces student to pcper essay writing, fundamentals of trammar and punctuation, and other essential writing skills. The writing lessons taught inthis ‘eouse ean be applied to al writing assignments within the BA program. In sory, the frst semester will deal wih essay basics; while the second will focus on research essays, to prepare students for 8 sveessfl BA thesis. 12. Course Philosophy ‘This writing course emphasizes the role of ideas and thinking within the writing process. One's ‘writing, itis argued, ean only be as good asthe quality ofthe ideas conveyed. Thus, this course will place emphasis not only on how you say something i. ssl, but what you say, i. substance, To this extent, this course will assess bot the language and substance ofa stents writing. Besides an emphasis on ideas, this course is tought through student's active engagement in the atng process. One's writing improves by wrking and then resving in-class feedback that ean be profitably used in future writing exercises, including homewors. AS such, a sizable percentage of lass time willbe devoted to student's writing. The aetualtsaesing components will oceur may during and after the in-class writing exercises. Students who have actively engaged in a writing sectivty leam fister and can more realy adopt the ideas being taught than those who are being lectured at. Grammar and punctuation, writing styl, tone and so forth, are discussed within this context and asa response to students’ effin clas. Homework will ao be given but there isan ‘emphasis on in-lass writing since this time is monitored and quality, assured, Feedback of student ‘examples are given to bene the largest numberof students, 13 Learning outcomes: = Students will have more confidence and enthusiasm to write = Students will understand the tone, evstr and syle of academic o formal writing + Students will employ proper grammar and punctuation = Students will know the key components of an Academic Ess ‘© How o construct effective Thesis Statements (© How to create interesting and relevant context (© How to build solid arguments, bepining wit (© How to fink arguments together ‘© Howto paraphrase and how to conclude your essay including clear topic sentences Students wil lear how to summarise and read for aeadenie purposes 14, Course requirements and evaluation: Format and Homework ‘The format ofeach class will comprise an introduction to the new skill or exercise. A model ‘example will then be given, and then students will attempt the exercise in-class withthe assistance ‘ofthe teacher, In many cases, homework will he subsequently asigned, Feedback will also take the Fim of peer-review, in which fellow students assess the quliy of anater students writing, Autendance: Since students are expected to write in nearly every clas, attendance is ertcal and failure v0 attend atleast 80% ofthe classes wil result in a fling grade Logistics: Writing on paper, ipads. laptops, and for stort exercises, on one's phone, are accepiable, Students ae expected o participate actively, Non-clas related activites on your devices are not allosed, and you may be asked to use pea/paper instead i this becomes an issue Please note: If you principally write on your phone, you understand that the teacher will the ‘oppoctunity to Took at it in order to assess your writen work For this reason, itis advisable 19 switch off app notfiations during these times. ring format For any outof-lass homework assigned on pape, pkase use 1S spaces between lines; “Times Roman 12 font; page numbers inthe top right and fully justified (block style paragraphs). Spelling can be either UK or US but consistency is preferred Ofee hows: ‘Consultations ae by appointment, Discus in person or cortenGmy.mgimo.su Grading: Final grades wil be assigned as follows: + Class paticipation — 40% = Sielass writing shoe essay exams 60% Gindes willbe assigned according othe following crtera: A — outstanding work; B — soli, capable work: C ~ good work; D ~ satisfactory work: F— failure to mee minimum goals Plagiarism MGIMO-Universty values academic integrity. Plagiarism is a most serious offence in academie work, Examples of plagiarism include turning in pager weitten by someone else, or using pars of a book or atele without acknowledging the source. To avoid plagiarism, keepin mind that all references to someone else's ideas ~ whether a direct quota‘on or simply an indirect summary — rust be properly ited. A “pope citation’ should typically identify the author, the work, the publisher, the place and the year of publication, and the page number. Direct quotations must be placed in quotation marks. Please note that any violation of the code of academic integrity rests in the students immediate failure ofthe course, aswell as possible further disciplinary action, PART 2. COURSE CONTENT 21 Types of work Types of work ‘Readme hours [Fou ir [Toil Torseninars 68 [Sinaes 60 Teclass wilting ¥ [Homework ~ 5 essays 15 JJ Preparation or seminars eS [Courseworks : [Course assessment 2.2, COURSE CONTENT ‘Topic 1. Course introduction and overview Seminar 11, Introduction and overview ofthe format ofthe course along with expectations and grading Te elas is designed to introduce the teacher and the course expoctations including attendance, lass format, homework frequency, and grading system. As well, this couse sylabus wll be Aiseused ‘opie 2. Creative Weiting Overview: Th “The asks contained there process ‘Seminar 2.1, Free Expression Essay This first in-class task is designed to express one's feeings or thoughts in writing. This introductory task, chough ungraded, will also assist the instructor in undersending the general limits and merits ‘of students writing. Students may be asked to submit theit work for review at the end of the class, purpose ofthis Topic ito ease stants into the habit oF writing on a regular basis, tks, $038 Falta the writing ace in a ie style, without Discuss an event or occurence which you consider ta be a great coincidence, for example, secing a high school fiend ina city fa from your hornctown, Explain the context in your explanation. [Minimum I page/2S0 words. Time Feng: 30 mites} A few ofthe students wil read their works loud and the instructor will suggest improvements related to language, Also the writing process will be iscussed, difficulties encountered. Seminar 2.2.3, Opinion Essay ‘An opinion essay is designed as prclude to the argumentative essay, the components of hich will occupy most ofthe sinter semester. The presenaton of students” ideas oF beliefs ate common to both essay types. Inthe opinion essay, however, there is less emphasis on form and ucture, and more on communicating what you believe. This ‘fie form’ essy is designed to at the ‘encourage students to express thee ideas in written form withost inhibitions o apprehensi requirements of a more formal argumentative ess. Discussion of grammarwritng issues from th previous clas Inelass writing task, 30 minutes ‘+ Ibis immoral to clone people and animals “+ Should anyone inthe world be allowed tondopt any baby they wan? What should be the mits, + Amists needa certain amount of feed to develop their reativity Some ‘People think that artists should have total feedom fo express any thoughts and ideas Presentation of 23 opinions lv. Feedback ‘Topic 3. The Argumentative Essay ‘Overview: This topie area isan important fist step towards ultimate goal of writing research essays which isthe foeus ofthe second semester. In his semester, students wil lear the basic forms hough without the research component. In this way, students can focus on improving their writing skills and familiarizing themselves with core aspects of essay writing, before being inuoduced w more advanced skills in the second Seminar 1-3. The Introduction: Thesis Statement Creating an effective Thess Statement (or the main idea) for our essay is paramount to being & succesful writer not only in university but in any venue that requires the student to persuade others ‘Thus, we wil look atthe charactecsties ofa good thesis statement and discuss ways and strategies twimprove poor ones, J. Define what a Thesis Statement (TS. is and its key features li, Common obstacles 1 good Thesis Statements li How to narow a Thesis Statement suficint for the weten assignment [xerises/Momework: 3.1: identify good and poor T's, ‘Students willbe given a series of Ts, in which sudents must identify which are ‘beter and worse. Discussions and explanations WI fallow 32: Improve poor TS Students willbe given T.Ss. which they will ned improve, first by identifying what the problem(s) sfare and then cortecting then, 3.3 Create your own Ts, “The students will be given pat TS. to mach the essay 35a, and they wil have to write an appropriate Compulsory Reading |. gst indiana edu/writng-guidesphow-to-writes-thesi-statement pdt 2 hupsiJuww sterling edu/documentsasademice ThesisStatement pd Resources 3.-tp/writing?sichmond.edu/vrting/wwehihesisexeris ml 4. mpi? latech edu/-bmageeemovsdhess hm 5. hps:/vww sterling eduldocument/academis/ThesiStatement pt 6. htps:/ww.csun.edu/-bashforth008 PDEIMES. Argument Thesis 0SSepO4ThesisState ‘ment Wannabes pdf ups iting ku edu/thess- statements upsets nding edu/wriing-puide/indes.hin 9. pss indiana edu/writing-suidespdtThow-to-wri-t-thesis-statement pdf 10. hups:fww youtube comvatch2v=2,AKRIIOIY. 11, Salomon Greta, Just Write pf, chs. 6-7. ‘Seminar 34-6 Inroduction: Comtest and the Hook ‘The Context and Hook represent (important aspects ofthe introduction of an essay, making it coherent and interesting forthe reader. Context is an overlooked aspect of writing that must be correctly executed ifthe essay is fo remain unified. Proper context is devived fiom the Thesis Statement and main arguments of piece. The hook is a writing technique which oscurs atthe outset ‘of picce and is designed to ateac the reader's attention, i. How to create logical and effective context for your argument 4 Discus the process involved in arivirgat appropriate context Ji, Understand te four common ways to inteest your reader with the Hook: Questions, Quotations, Anecdotes and Stastics ii, entity poor, average, good and great ntaductons iv. Beable to ereate the “umel effect in your introductions Exersses/Homework: 4d: Menify poor to excelent introductions and stggest ways to improve ‘those hat need it 5.4 Practice creating logical contexts of argumens 3.5: Create inructions using two ofthe four sugested Hook techiques 5.6: Create fll introductions employing the “Tuned effet” ‘Compulsory Reading: 1. ps: umuc.edu/eurren-stulentsleaming tesoureswrting-center/wrting- esoures/parts-of--essay/intoduction.efin 2. hntps:/writingcenter fas harvard edu/pages/beiningavalemic-esay Resources 1. hpsitwritingente fs harvard edupagesnes 2, hips ww youtube.com/watch?=GVinZ2¥ 2305 3. hitps/swv umuc.cd/curent-studentsleaming-resoueeslwrting-centerwtting rssoutvesarts-of-an 4. lhgpsliw, youtube. conv 5. lnps:/alenciacolleg.«duistudentsleaning-supportvintr- park’communicatons/documenwrtingefletveinieductions.pdf Seminar 3.2. In-lass Writing for a mark the Introduction ‘The frst half ofthis class will be devoted to question about ll aspects ofthe introduction, Students willbe asked to create afl introduction - for a mark - based on the information provided. Time Timit: 40 minutes; word init 200-300 words ‘Seminar 3.8, Feedback and discussion of writing test ‘Student papers are returned and are discussed. The teacher will dress issues tha are common amongst the group. Relevant grammar points are also discussed, ‘Seminar 39-10, Body: topic sentences (main arguments or evidence for the thesis statement) ‘Topic sentences indicate the type of arguments that wil he made to support your main idea or thesis statement. These usually appear near the begining of a paragraph or section, Topic sentences and tie evidence that follows them are opportunities for students to exhibit their reativity,logcaity and originality asa writer Thus, the student wil be given wide latitude o consisuct a defense oftheir argument i. Tobeable to construct effective topic sentences, which flow logically from the Thesis Statement ji, Determine how many topic sentences are appropriate for your essay ‘Compulsory Reading: 1. ps:fadviewriting utorontoca/planningitopic-sntencs! Resources |. pssadvice writing uoront cafplanning/opi-senteneesps/wtsndiana.edu/wrting- uides/pdparagraphsand-opic sentences pdf 2. lnips:/ ww. pearson con/contentdanone ot-convone-i-comvasen/highes ‘ed enpmducs-servicev/course-product/mewhorter-2e-ino/pdsample-chapter

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