First Year Writing

Department of Writing & Rhetoric

Harrington School of Communication Media

PROFESSOR: Jeffrey Barbieri

PROFESSOR EMAIL: jbarbieri@uri.edu

CLASS MEETING TIMES: M/W/F 4:00pm-4:50pm

CLASS MEETING LOCATION: Ranger Hall, Room 302

OFFICE HOURS: M/W/F by appointment or virtually

COURSE and TITLE: Writing 104 (Section 10, Writing to Inform and Explain (3 crs.)

COURSE DESCRIPTION
Writing emphasizing the sharing of information. Varieties and strategies of expository writing for
different audiences and situations. Genres may include reports, proposals, letters, reviews, websites,
academic essays. Not open to students with credit in WRT 106. (B1) (B4)

PREREQUISITES
None

COURSE LEARNING OBJECTIVES

This course fulfills a General Education requirement and focuses on writing as the sharing of information
with a variety of audiences through different media, modes, genres. Students are expected to meet the
demands of different rhetorical situations and are asked to develop their ability to reflect on the
effectiveness of their writing and writing processes, and those of others. In addition, this course provides
extensive practice in using digital composing tools and digital information technologies. Writing
effectively and demonstrating information literacy are required for the general education program at URI
and are integrated into the assignments and activities of this course.

All first-year writing courses at URI require:

● A combination of extensively revised and polished compositions as well as shorter, more
informal writing-to-learn assignments

● A focus on revision, with peer review and formative teacher response

● An opportunity to discover and use URI library resources including research databases and
electronic tutorials
● The use of different kinds of research and evidence to inform, explain, or persuade

In completing this course successfully, you will become more confident in using a number of composing
strategies; you’ll be able to respond effectively to the writing of others; you’ll recognize different
rhetorical situations and production strategies. Generally speaking, at the end of this class, you’ll be better
prepared to assess and respond to any composing task.

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Harrington School of Communication Media

Learning Outcomes for WRT 104

Students in this course are expected to show evidence of progress towards the eleven learning outcomes
listed below.

1. Write Effectively (B1)

● Complete substantial writing projects that meet expectations for focus, development,
organization, and coherence.
● Revise and edit to meet conventions of standard Englishes.

● Demonstrate awareness of audiences’ needs and expectations for style, genres, conventions,
and citation.
● Reflect upon and explain the appropriateness of their choices for the rhetorical situation and
utilize feedback that addresses both revision and editing.
● Research, synthesize, analyze, critique, explain, argue, and explore in a variety of writing
assignments.

2. Demonstrate Information Literacy (B4)

● Identify where support is needed for their claim(s).

● Learn how to navigate databases and various search engines.

● Apply the CRAAP test to all sources.

● Use phrases that identify attribution.

● Cite sources according to MLA or APA style guides.

COURSE STRUCTURE: DO THE KIND OF WRITING THAT INTERESTS YOU

As writers, when we are interested, our writing tends to be more interesting. In this course you will
have a great deal of freedom to choose the topics, projects, genres, modes, and media that pique your
creativity and curiosity. This approach gives you both freedom and responsibility as you will be required
to manage your time wisely and work independently and collaboratively toward your personal course
goals.

REQUIRED TEXTS
These texts are bundled for your convenience and available from the URI Bookstore.

ISBN# 978 131 931 5566

● Ball, Cheryl E, Jennifer Sheppard, and Kristin L. Arola. Writer/designer: A Guide to Making
Multimodal Projects. Bedford/St. Martin’s, 2022. 3rd. edition.

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● West-Puckett, Stephanie and Genoa Shepley, eds. Rhody Writes: A Student Anthology. Hayden-
McNeil, 2019. 2nd edition.

TECHNOLOGY REQUIREMENTS
To successfully complete this course, you will need access to a computer with reliable, high-speed
Internet access and appropriate system and software to support the Brightspace learning platform. Typical
technical requirements for users are:

Windows 7 (XP or Vista) Mac OS X or higher

64 MB Ram 32 MB Ram
28.8 kbps modem (56k or higher 28.8 kbps modem (56k or higher
recommended) recommended)
SoundCard & Speakers SoundCard & Speakers
External headphones with built-in microphone External headphones with built-in microphone
Mozilla Firefox 9.0 or higher Mozilla Firefox 9.0 or higher; Safari 5.0 or
higher

Also requires Word 2007 (PC) 2011 (MAC) or newer, PowerPoint, Excel, Adobe Flash, and Adobe
Acrobat Reader.

BRIGHTSPACE HELP
Here is the link to access Brightspace https://brightspace.uri.edu as well as the Brightspace resource page
https://web.uri.edu/brightspace/.

ATTENDANCE

● Class attendance is crucial to building a strong writing community that will support you and your
peers this semester. Regular attendance is required. Unexcused absences
will negatively impact your course grade. Please contact your instructor as soon as you are able to
petition for an excused absence due to:
● Illness*

● Religious observances

● Official university activities

● Court appearances

● Family emergencies

● Death of a loved one

● Other situations that cannot be avoided

*Please note that you are not required to have documentation from Student Health Services due to
short-term illness.

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Unexcused absences (UA’s) will negatively impact your course grade as follows:

3 UAs will lower your final grade by 1 step (A to A- or B- to C+)

4 UAs will lower your final grade by 2 steps (A to B+ or B- to C)
5 UAs will lower your final grade by 3 steps (A to B or B- to C-)
6 or more UAs will result in course failure

LATE ARRIVALS

Be on time for class. Three late arrivals equals one unexcused absence.

STUDENT CONDUCT
Disruptive behaviors—including but not limited to off-task technology use; entering or leaving the
classroom during instructional time; packing up early; rude, sarcastic, aggressive, threatening, obscene or
disrespectful speech; interrupting or talking over professors or classmates—have a negative impact on
everyone’s learning and are unacceptable. Disruptive persons will be removed from the class.

COURSE NAVIGATION IN BRIGHTSPACE

Begin this course by accessing the “Start Here” section which contains your syllabus, weekly schedule,
and instructor bio and contact information.

You'll notice that the course is set up and organized using the Modules function. You'll work
through Weekly Modules sequentially, paying close attention to the deliverables due during each week.
Since this course is a production-centered writing course, you will not take quizzes or tests, or have a
traditional final exam. You will demonstrate learning through your in-class responses and your written
assignments.

In addition to the Weekly Modules, you'll also notice Project Modules. In this course you will have a
great deal of freedom to choose topics, projects, genres, modes, and media. This means that you will
choose the Projects that you will work on. Each Project pathway includes Level I, Level II, and Level III
activities that build toward a major composition. You will work together in a team on the first project;
however you will work individually on the second project. Weekly Modules guide you in completing the
Projects and include due dates each for each level of the Project.

ACADEMIC HONESTY
Students are expected to be honest in all academic work. A student’s name on any written work, quiz or
exam shall be regarded as assurance that the work is the result of the student’s own independent thought
and study. Work should be stated in the student’s own words, properly attributed to its source. Students
have an obligation to know how to quote, paraphrase, summarize, cite and reference the work of others
with integrity. The following are examples of academic dishonesty.

● Using material, directly or paraphrasing, from published sources (print or electronic) without
appropriate citation
● Claiming disproportionate credit for work not done independently
● Unauthorized use of another’s work or preparing work for another student
● Taking an exam for another student
● Altering or attempting to alter grades
● Fabricating or falsifying facts, data or references

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● Facilitating or aiding another’s academic dishonesty

● Submitting the same paper for more than one course without prior approval from the instructors

We will practice careful citation during the course, and you must understand plagiarism and its
consequences. Please consult the URI Student Handbook about academic honesty and related issues. You
may wish to also review URI’s Report of Cheating or Plagiarism.

The penalty for plagiarism is that I will decline your project submission and you will not have an
opportunity to resubmit that project. Your academic dean also has the option to fail you for the
course, and the charge of academic dishonesty will go on your record in the Office of Student Life. If you
need more help understanding when to cite something or how to make clear your references, PLEASE
ASK.

METHODS OF EVALUATION

The Course Assignments are detailed below:

Project 1 (Adventurer, Maker, Critical ID, SciCom): 300 pts (100 per level)
Project 2 (Social Justice, Writing Lives, Hacker): 300 pts (100 per level)
Peer Review: 100 pts x2 sessions = 200 pts
Final Exam: 300 pts
Participation: 100 pts

LATE WORK
On time submission is essential for receiving timely feedback on your writing and participating in an
ongoing learning community. Work submitted more than 3 days after the deadline may not be accepted
by the professor. Plan accordingly and notify your professor IN ADVANCE to ask for a deadline
extension.

FINAL EXAM
Your final exam will be a “take home exam” that you will work on individually after the last day of class.
Late exam submissions cannot be accepted. See the URI student handbook for more information
regarding final exams.

WRT COMMITMENT TO ANTI-RACIST POLICIES AND PRACTICES

We gather as the University of Rhode Island on the traditional land of the Niantic and Narragansett
people in past and present. We honor with gratitude the land itself and the people who have stewarded
it throughout the generations. We commit to learning how to better continue that stewardship and ally
with indigenous communities in pursuit of sovereignty, equity, and justice.

We have watched with sadness and outrage the ongoing, state-sanctioned oppression and violences
perpetrated on the Black community. These events have shaken our community and compel us to
redouble our efforts in support of the anti-racist activism embodied in the Black Lives Matter movement.
We actively denounce White supremacism in all its pernicious forms and its corrosive impact upon our
research, teaching, and service mission.

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As a faculty, we are committed to cultural and linguistic justice. This

includes honoring and supporting diverse Englishes, including Black language; fostering a welcoming
learning community in which BIPOC students feel connected with, listened to, and valued; promoting and
celebrating student and faculty participation all forms of anti-racist work in and outside of the academy.

We view these resolutions as the beginning, not the end, of our work to seek true understanding and care
for the community of color and to hold ourselves and others accountable. How can you help us to
become part of the solution? Do you have other ideas?

Or just want to be involved? Please email Genoa Shepley, chair of WRT at genoa_shepley@uri.edu.

ANTI-BIAS STATEMENT
We respect the rights and dignity of each individual and group. We reject prejudice and intolerance, and
we work to understand differences. We believe that equity and inclusion are critical components for
campus community members to thrive. If you are a target or a witness of a bias incident, you are
encouraged to submit a report to the URI Bias Response Team at www.uri.edu/brt. There you will also
find people and resources to help.

DIGITAL WRITING AND RESEARCH STUDIO (DWARS)

The newly renovated Digital Writing and Research Studio in Roosevelt 320 is a space designed

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specifically for the URI writing community. It is a resource for

students and faculty members to collaborate, design, produce, edit, and publish digital writing. Things
you can do in DWARS:

● Learn Adobe Creative Suite tools to help bring your projects to the next level and enhance your
job skills
● Work with a digital writing consultant on any stage of your project
● Work in a dedicated writing environment with one of the DWARS state-of-the-art in-house
laptops at the high-top counter or in the soft seating area
● Borrow composing equipment such as Snowball microphones and older Mac laptops
● Work alone or in groups
● Use the dry erase boards to brainstorm and design
● Play writing and storytelling card games to help you generate content for your projects
● Attend digital writing skills workshops as advertised

DWARS will open for the fall semester on September 19. Operating hours will be 10 a.m. to 4 p.m.
Monday, Tuesday, Thursday, Friday; Wednesday 10 a.m. to 12:30 p.m. and 2 to 4 p.m., unless otherwise
posted. Email rhody.dwars@gmail.com to schedule a consultation appointment and follow the Insta
account rhody_wrt for updates.

ACADEMIC SUPPORT SERVICES

Office of Disability Services
Americans With Disabilities Act Statement

Any personal learning accommodations that may be needed by a student covered by the “Americans with
Disabilities Act” must be made known to the university as soon as possible. This is the student's
responsibility. Information about services, academic modifications and documentation requirements can
be obtained from The Office of Affirmative Action, Equal Opportunity and Diversity (AAEOD).
https://web.uri.edu/affirmativeaction/

Any student with a documented disability is encouraged to contact your professor early in the semester so
that we may work out reasonable accommodations to support your success in this

course. Students should also contact Disability Services for Students, Office of Student Life, 330
Memorial Union, 401-874-2098.

From the University Manual: 6.40.10 and 6.40.11 Accommodations for Qualified Students With
Disabilities:

Students are expected to notify faculty at the onset of the semester if any special considerations
are required in the classroom. If any special considerations are required

for examinations, it is expected the student will notify the faculty a week before the examination
with the appropriate paperwork.

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In addition to mandated accommodations, we want to ensure that all students are given the tools and
resources necessary to be successful within our FYW courses. Therefore, we work to accommodate all
students, regardless of their abilities or needs. We attempt to accomplish this by providing an inclusive
course design and teaching strategies to equip each student with the tools and resources to successfully
navigate and complete the course. We are more than willing to work with DSS to provide whatever a
student requires or needs. In addition, we encourage all students to approach instructors and/or the
director of composition, Dr. Stephanie West-Puckett (stephwp@uri.edu) with suggestions and requests in
regards to accessibility of information, accommodation, etc. We are interested in suggestions that will not
only meet an individual student’s needs but also suggestions to make the overall class more accessible
and inclusive of all first-year writers.

UNIVERSITY LIBRARIES
The University Libraries serve the scholarship and research needs of the University community and the
general public by providing access to books, databases, articles, and other research materials and a safe,
inclusive environment conducive to scholarly research and study. Visit the Reference & Research Help
Desk on the first floor of the Robert L. Carothers Library and Learning Commons in-person or via virtual
chat for help with your research process. To learn more about the University Libraries' services and
collections, visit https://web.uri.edu/library/. You may also want to check out the research guide created
for this class: WRT 104/106 Guide for Students.

ACADEMIC ENHANCEMENT CENTER

Located in Roosevelt Hall, the AEC offers free face-to-face and web-based services to undergraduate
students seeking academic support. Peer tutoring is available for STEM-related courses by appointment
online and in-person. The Writing Center offers peer tutoring focused on supporting undergraduate
writers at any stage of a writing assignment. The UCS160 course and academic skills consultations offer
students strategies and activities aimed at improving their studying and test-taking skills. Complete details
about each of these programs, up-to-date schedules, contact information and self-service study resources
are all available on the AEC website, uri.edu/aec.

Academic Skills Development resources help students plan work, manage time, and study more
effectively. Academic Skills and Strategies programming are offered both online and in-person.
UCS160: Success in Higher Education is a one-credit course on developing a more effective approach
to studying. Academic Consultations are 30-minute, 1 to 1 appointments that students can schedule
on Starfish with Dr. David Hayes to address individual academic issues. Study Your Way to Success
is a self-guided web portal connecting students to tips and strategies on studying and time
management related topics. For more information on these programs, visit uri.edu/aec/academic-skills
or contact Dr. Hayes directly at davidhayes@uri.edu.

● The Undergraduate Writing Center provides free writing support to students in any class, at any
stage of the writing process: from understanding an assignment and brainstorming ideas, to
developing, organizing, and revising a draft. They offer 3 consultation formats:

● IN-PERSON APPOINTMENTS
Meet a peer writing consultant in Roosevelt 009 for a 25- or 50-minute consultation.
Schedule ahead or drop in (depending on consultant availability).

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● ONLINE APPOINTMENTS (synchronous)

Meet virtually with a peer writing consultant for a 25- or 50-minute video conference via
WC Online.
● WRITTEN FEEDBACK (asynchronous)
Submit your writing assignment and concerns for written feedback from a peer
consultant (typically within 24 hours or next business day).

To schedule a consultation, visit: https://uri.mywconline.com/

Questions? Email a consultant on duty at writingcenterhelp@etal.uri.edu.

RHODY OUTPOST
Food insecurity is a real challenge on college campuses today – it’s estimated that roughly 40 percent of
college students are affected by it in the United States. The Rhody Outpost food pantry was created to
help address this issue at URI. If you are, or know someone who is, a URI student who’s struggling to
make ends meet, please contact the Rhody Outpost. The pantry provides food and other items at no
charge to students, along with services and resources (see the Students First Fund page). The pantry is
located at St. Augustine’s Episcopal Church, 15 Lower College Road, in Kingston. They are open
Mondays and Fridays from 3-5pm (except holidays), or by appointment if needed. See our Hours page for
more details.

** The contents of this syllabus are subject to change