COURSE TITLE: Critical Reading and Writing for the Social Sciences

COURSE CODE: FOUN1013

SEMESTER: Semester 1 (2021-2022)
LEVEL: Year One (Foundation Course)
NUMBER OF CREDITS: Three (3)
PREREQUISITE: A pass in the English Language Proficiency Test or its equivalent
DURATION: 13 weeks

AIMS:
Critical Reading and Writing in the Social Sciences is designed to help students to review, question and analyse
critical and disciplinary texts; engage in and reflect on research common to their field of study; write clearly and
effectively in modes appropriate to the social sciences; and participate intelligently in oral and written discussions
on topics relevant to their fields, while developing an understanding of the wider academic community and the
linguistic context in which they operate in the Caribbean.

OBJECTIVES:
Students who complete the course successfully should be able to:
1. distinguish academic writing from other kinds of writing
2. summarise and analyse scholarly materials and make value judgements about relevance and quality of
information
3. use a process approach to conduct independent and collaborative research projects consistent with the
focus in their sub-discipline in the social sciences
4. integrate their own ideas with those of others found in a variety of information sources, and apply their
discipline’s conventions of documentation and citation correctly
5. identify language-related issues that affect communication in Caribbean language communities
6. employ rhetorical strategies suited to their discourse community to include appropriate vocabulary, voice,
tone, and level of formality

METHOD OF INSTRUCTION:
The course is delivered three hours per week, by way of a 1-hour lecture and a 2-hour seminar. The seminars
facilitate the application and reinforcement of the concepts addressed in the lecture slides and assigned readings,
and are highly participatory and practical. YOU MUST ATTEND THEM. Facilitators also offer weekly
consultation to students.

PRESCRIBED MATERIALS & SUPPLIES:

Bazerman, C. (2010). The informed writer: Using sources in the disciplines (5th ed.). The WAC Clearinghouse.
http://wac.colostate.edu/books/informedwriter/
Kirszner, L., & Mandell, S. (2010). The brief Wadsworth handbook (6th ed.). Wadsworth. (or an equivalent
student handbook)
Lowe, C., & Zemliansky, P. (Eds.). (2011). Writing spaces: Readings on writing, Vol. 2. Parlor Press.
http://wac.colostate.edu/books/writingspaces2/ and http://writingspaces.org/essays
 A suitable undergraduate-level Dictionary and Thesaurus
 Course resources on OurVLE

RECOMMENDED TEXTS:
Hodge, M. (2011). The knots in English: A manual for Caribbean users. Ian Randle Publishers.
Ramsay, P., Harding, V., Cools J., & McLaren, I. (2008). Blooming with the pouis. Ian Randle Publishers.
Simmons-McDonald, H. Fields, L., & Roberts, P. (2012). Writing in English: A course book for Caribbean
students (2nd ed.). Ian Randle Publishers.
Wilson, P., & Glazier, T. F. (2009). The least you should know about English: Writing skills (10th ed.).
Wadsworth.

POLICIES: Please examine the Rules and Regulations governing FOUN1013 on the course site.
Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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ASSESSMENT: Assessment is by coursework only, with weighting distributed as indicated in the table.
Item Due Mode of Submission Percentage
Discussion Fora (Individual) Weeks 2-3 OurVLE 5

Critical Response to Sources Test Week 5 MCQ Test - OurVLE 20

(Individual)

Collaborative Documented Essay

Live or Recorded Presentation of Essay
Outline Week 7 Turnitin + OurVLE 5
First Draft Week 8 Turnitin Required
Self & Peer Reviews (Individual) Before Week 9 Turnitin 5
Final Draft Week 11 Turnitin + OurVLE 25

In-course Reflections (Individual) Weeks 1 & 7 Turnitin + OurVLE 10

Collaborative Pre-recorded Seminar Dec. 2 Turnitin + OurVLE+link 15

Presentations

Final Reflection (Individual) Dec. 6 Turnitin+ OurVLE 15

Final assignment to
be submitted
TOTAL Individual work – 55 % Collaborative Work – 45% 100

N.B. You must a) type all take-home assignments and include your topics on your cover page. Save the
document that you will upload, using both your name and the name of the assignment; b) upload your
assignment to Turnitin.com and OurVLE, except where otherwise indicated, before your seminar [in 12pt TNR
font and with 1 inch margins] and your signed English Language Foundation Coursework Accountability
Statement (CAS) on the date when the assignment is due. See the Rules and Regulations governing FOUN1013.
Note that reminders for the submission for the relevant assignments will be provided at OurVLE and by
your instructor close to their due dates.

The Critical Response to Sources (20%)

This assignment, which you will complete as a multiple choice test, requires you to engage a number of reading,
critical thinking and writing skills as you consider criteria for including sources in academic writing. After
receiving guidelines for, and practice in, selecting and evaluating sources in Weeks 1 to 4, you will complete the
test on Thursday, October 7, 2021. Further details will be provided at OurVLE. And by your instructor.
The Collaborative Documented Essay
The research essay is an essential medium of communication within the social sciences. In this collaborative
assignment, groups will select a broad topic related to their sub-discipline, generate ideas about it, and narrow it
to a researchable topic that can be reasonably explored in a 1200-word paper for readers in the Social Sciences
and Gender and Development Studies. Therefore, groups will be required to: prepare a short proposal; research
the topic, evaluate your sources, make relevant notes, and prepare your essay outline with sources included; write
a first draft of your essay, complete individual self-reviews, have the essay reviewed by two of your peers, and
review two peers’ drafts (5%); and submit a final draft (25%) for grading.
Essay topics: - Current Challenges in the Labour Market
- Digitisation
- Issues in Young Adulthood
- Least Developed Countries
- Migration/Displacement and Politics
- Paternity
Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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 The Essay Outline (5%)
This assignment requires your group to prepare your essay outline/plan with your broad topic,
narrowed topic, thesis statement, three main points and four critical sources. You are to a) type this
plan on no more than two pages and pre-record or orally present it in class or for instructor feedback in
Week 7.
N.B. You are required to show evidence of at least four (4) scholarly/reputable/credible sources, which must
include at least one journal article and a book/chapter. Only one newspaper article (not news item) is
allowed (in a total of four sources). Try to find sources that meet these requirements, address the same theme or
topic, and are relevant to your essay and to the Social Sciences (or Gender and Development Studies).
The various research and writing processes in which you will engage as you prepare the documented essay are
outlined on the seminar schedule.
Suggestions for Managing Your Sources
As soon as you find a source, record the publication details in APA format and start to compile a list of annotated
references. This list will help group members to become familiar with a variety of perspectives on your chosen
topic so that your group can begin to formulate or strengthen your views about it.
Some specific information that you should include in your notes on each source are
 a succinct summary of the main idea and supporting points of the source; an explanation of the author’s
purpose; and a description of the context, intended audience and style (language choice, sentence
structure, level of formality, tone, and so on)
 a short discussion of the author’s/authors’ credibility and an explanation of the source’s relevance to your
topic and the main idea of your essay
CAUTION: You are not to submit your notes or synthesis as your documented essay. Your notes
are to help you to arrive at a better understanding of your essay topic and to help you determine which
specific aspect(s) of each source you may include in your essay.
The Collaborative (Recorded/Oral) Seminar Presentation (15%)
This assignment provides an opportunity for you and your group members to explore an issue that is relevant to
your discipline (and related to your collaborative essay topic) and present it in a creative format. Before
completing the recorded presentation, your group will get your instructor’s approval on your topic, decide on a
group model, select a relevant guiding theory/concept/principle in your discipline, and prepare a script/outline.
You should aim to give a robust and serious academic presentation that incorporates pictures, diagrams,
illustrations, charts, power point, videos, or cartoons – as appropriate. See the “Collaborative Seminar
Presentation Guidelines” for more details.
The Final Reflection (15%)
This assignment addresses reflection on your writing, requiring you to think about your relationship with writing
before taking this course, while experiencing the activities of this course and how these experiences will
affect/influence the types of reading and writing you will need to do in the future. Facilitators will encourage you
to engage in serious reflection on your writing throughout the course in anticipation of this assignment.

CONTACT INFORMATION: Please ensure that you become familiar with all of the course requirements. If you
need information that your instructor cannot provide, please contact the Foun1013 Coordinator, Mrs. Deidrea
Dwyer Evans, at deidrea.dwyer@uwimona.edu.jm or in Room 2 on the Roy Augier building in the Faculty of
Humanities (when f2fresumes). For now, her office hours are on Tuesdays from 3:30- to 5:30p.m.at BbC.

In order for you to receive weekly notices/messages sent via OurVLE or Mona Messaging, you need to activate
your UWI, Mona email.

Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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 Foun1013 SEMINAR SCHEDULE for Semester 1 (2021-2022)
WEEK LECTURE CURRENT SEMINAR PREPARATION and
TOPICS** ACTIVITIES ASSIGNMENTS for NEXT
SEMINAR
1 The Course and Enrolment confirmation and presentation of
You contact details for instructors and students. 1. Using the information provided by your
Sept. 6-10
seminar instructor, register at
Discuss course aims and objectives, teaching
Turnitin.com.
structure, assignment and grading schedule,
** Lectures will be and special requirements for academic reading 2. Download and read Reading I: Covid 19
delivered on hastens changes… (2020). Make your
and writing (including procedure for Class
Mondays from 9:00- required posts in the Discussion forum,
10:00a.m; Tuesdays
Discussion/Forum/Workshop in Weeks 2-4;
and critical items addressed in the course peruse questions on the article (posted on
from 8:00-9:00a.m.
lectures and seminars). the course page and be prepared to share
and Wednesdays
from 6:00-7:00p.m. your responses in your Week 2 seminar.
Students share on literacy/ thinking processes.
[2.5%]
Students note instructions and compose a
reflective paper (Week 1 Reflection [5%] - to Self-directed readings (S-DR): Bazerman’s
be uploaded to Turnitin and OurVLE). Chapter 2: Reacting to Reading (esp. pp. 15-19)
and Chapter 4: Summarizing

2 Communicating in Class Discussion/Forum: 3. Visit the Foun1013 course site, download

the Academy I: 1. Salient points from Week 1 Reflection - I and read Reading II: Jessop (2016). Make
Sept.13-17
Rhetorical 2. Reading I: Covid 19 hastens changes… your required posts in the Discussion forum,
[Deadline for
Contexts (2020) peruse questions on the article (posted on
students with
special English 3. Elements of an effective summary the course page and be prepared to share
language needs 4. Practice summary or paragraph – your responses in your Week 3 seminar.
to start self-help [Download, read for integrating a source/Revision (in groups) [2.5%]
exercises.→ the next lecture
[Deadline for “Crooked and
Fallacious Thinking”.] ←See the “Grammar & Mechanics” folder on the
all students to (S-DR): Bazerman’s Chap. 3: Paraphrasing and
course site or use the recommended texts.]
register with Chap. 5: Developing Responses (pp. 83-87) and
TURNITIN.]
Students should also sign up for coaching at the Rosenberg’s “Reading Games” (in Lowe &
Writing Centre. Zemliansky)

3 Developing Critical Class Discussion/Forum/Workshop: S-DR): Bazerman’s Chap. 6: Recognizing and

Thinking Skills 1. Salient points from Seminar 1 Reflection Chap. 7: Analyzing …Purpose and Technique
Sept. 20-24 - II
2. Reading II: Jessop (2016)
3. Elements of an effective synthesis
4. Draft Synthesis/Practice paragraph –
integrating sources/Revision
Elect a class representative (and a deputy).

4 Communicating in Teams will be confirmed to begin work on the Watch E-literate on the course site, and read
the Academy II: collaborative documented essay. Haller’s “Walk, Talk, Cook, Eat: A Guide to
Sept. 27-Oct. Researching for Using Sources” (in Lowe & Zemliansky).
1 Academic Writing Class Discussion/Forum/Workshop: (S-DR): Bazerman’s Chap. 9: Comparing and
Synthesizing Sources
Based on class discussions surrounding the
← Guide questions for your proposal:
[Download and read, collaborative essay topics, select one topic
1. What are my broad and narrowed topics?
in preparation for the and write a one-paragraph essay proposal –
viewing next lecture 2. What do I already know about this topic?
for discussion with your instructor. →
slides, “Issues Relating 3. What am I interested in finding out OR
to Languages” (IRL)] sharing with readers in Soc. Sci. and Gender and
N.B. See topics on page 2
Dev. Studies about this narrowed topic?
4. How will I go about gathering additional data
on this topic?
Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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5 Communicating in [During this week students will choose a Manage YOUR Sources I: For the four source
the Caribbean convenient IL session to attend.] materials located, record the bibliographic
Oct. 4-8 Sociolinguistic information, take notes, summarise each source,
You must Context 1. Discuss source types, distinguish between and then use your notes and summaries to write
complete and evaluate sources for your essay. a synthesis of the two sources. (See pp. 2-3.)
your CRS 2. Practise locating information from a N.B. Take one copy of your sources, notes, and
←
test (20%) variety of sources. bibliographic details to the next seminar.
on You should not In regular seminar times (and without the
Download, read, and write answers on “The
Thursday, change your Broad supervision of your instructor):
‘A’ Paper”.
October 7 Topic after this 3. Each group member should locate one
week. credible source for your documented Peruse the “Student Papers” and download
essay. the one you prefer (as a group).
At the end of this session, see the (S-DR): Bazerman’s Chap. 1: Writing and
assignments in the next column. → Reid’s “Ten Ways to Think About Writing” (in
Lowe & Zemliansky)

Developing Thesis- Class discussion/Workshop (using “The ‘A’
6 driven Essay Paper”/ “Student Papers”/ students’ notes):
Oct. 11-15 Writing Skills 1. Writing introductory paragraphs
a. writing effective attention getters
b. providing appropriate background
information
c. developing effective thesis statements
2. Students write
a. the introductory paragraph with the thesis
statement (ending it)
b. topic sentences – for the doc. Essay
Students note instructions for completing the
documented essay outline*
View, and take notes on, Writing Structured
Paragraphs at
http://www.youtube.com/watch?v=vN4afrr33Ac.
Pay attention to links connecting topic, thesis and
“controlling idea”.
*See page 2 for details regarding submission of
the essay outline/ presentation for feedback and
grading. Upload the essay outline document to
Turnitin and OurVLE. [5%].

7 Ethics and In class presentation (live or recorded) of the Review the essentials of effective essay writing.
Academic Writing: essay outline (each group will receive (See Essay Writing Tips on OurVLE.)
Oct. 18-22. Working with immediate feedback). Week 7 Reflection [5%]: Details for this
Sources 1 exercise will be provided by instructors and will
also be available at OurVLE.

8 Working with The team leader will upload the first draft to
Sources II: APA Turnitin. Read the report and complete your
Oct. 25-29 Documentation individual self-review and two peer reviews –
In Google Docs, use your revised essay based on your seminar instructor’s
outline, notes and other materials to assist instructions. [5%]
your group in writing the full first draft of 3. Based on the Turnitin report, your self and
your documented essay. peer reviews, revise your draft.
N.B. Have your revised draft at the next
seminar for further feedback.

9 Re-seeing Writing Continue revising the documented essay. Have a

Workshop/in-class consultations: Instructor soft copy available at next seminar.
Nov. 1-5 feedback on revised drafts begins.

Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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 .Workshop/class discussion:
1. Concluding paragraphs: techniques for
10 Editing Writing
summarising main points and offering
suggestions/ alternatives/ solutions
Nov. 8-12
2. Revision of
a. framing/ integration of sources
b. correspondence with ref. list entry/ies
c. use of transitions, and so on
3.Final instructor feedback on essay drafts
Peruse “A ‘Must Use’ before you submit…” on
OurVLE and APA Style on Purdue OWL at
http://owl.english.purdue.edu/owl/section/2/10/
Based on these materials, lecture notes and
further instructor feedback, continue revising
and editing the group essay.
Download and read:
b. “Collaborative Seminar Presentation Guidelines”
(for your Group Meeting in Seminar 11).
Prepare to submit your documented essay
(25%) for grading On Monday, Nov. 15.
See page 2 for the mode of submission.

11 Critical Thinking Individual practice: ←

and Oral Preparation for Final Reflection: Write a
Nov. 15-19 Presentations reflective paper on the process of preparing
Your your collaborative documented essay.
Documented Consider and include the items in the next
Essay is due column. →
for grading on
November 15 Group Activities:
Plan for CPPs:
a) Read “Collaborative Seminar
Presentation Guidelines”.
b) Discuss your topic and presentation
strategies with your instructor in the
second hour of the seminar.
Topic: A FOUN1013 instructor-approved
issue that is related to your discipline and
your documented essay topic.
Instructor and peer feedback on CSP plans
 Ideas in your Week 1 reflection
 What did preparing your documented essay
involve? Why?
 What is your relationship to language/
writing?
 What was that relationship like before you
started the course?
 How has the course and your role in your
group influenced that relationship?
 What are your strengths and weaknesses in
writing? [Think of your writing in your core
courses in SS (or G&D Studies)].
Prepare the: Topic/s, Group Model,
Theory/concept/principle, Outline, and
References. Prepare to give the instructor
your group’s thesis statement and any changes
made to earlier plans in consultation.*

12 Reflective Writing CSP Planning continued Prepare to submit the final Reflection for
grading[15%].
Nov. 22-26

13 Open Forum SUBMIT your Collaborative Seminar The Final Reflection [15%] is due for grading
Presentations (CSPs) [15%] by Thursday, on Monday, December 6.
Nov. 29-Dec. 3 December 2.
TRANSFER your reading, researching,
writing and critical thinking skills to your
other courses!

Foun1013 Course Aims, Objectives and Seminar Schedule. DLLP, UWI, Mona and WJC – Semester 1, 2021-22
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