Writing 340/Arts & Humanities-Syllabus 1
Writing 340: Advanced Writing for the Arts & Humanities
Instructor: Jerome (Jay) EdwardsSection: 65001, Summer 2007
email: oom: GFS 217
Office: PIC 203AClass time: MW 9-11:20
Office hours: MW 11:30-12:30 & by appt.Writing Center: 213/ 740-3691
Books and materials
Purchase these as soon as possible:
- Hacker, Diana. A Writer’s Reference. Boston: Bedford/St. Martin’s. The latest edition, with a very helpful electronic component, is on reserve at the bookstore ($59.99), though you can find this used almost anywhere that sells books. This is a helpful text for all aspects of writing, not just for this class.
- Three-ring notebook for handouts and assignments
- Two-pocket folder for turning in essays
Course Objectives
Writing 340 for the Arts and Humanities is an advanced critical writing and reasoning course designed to further develop skills of communicating effectively within your chosen discipline. This class builds on the foundations of critical thinking, reading, and writing established in Writing 140 (or equivalent), polishing these skills and augmenting them with an emphasis on the professional, public, and academic aspects of majors and career fields. The goal is to broaden your ability to write and speak persuasively about issues germane to your field of study and future profession.
Thus, this is not a writing class in the traditional sense, which may bring to mind ideas of composition or narrative; rather, this is a critical thinking class. The goal is not necessarily the written essay in itself, but the fully reasoned argument that makes up the essay. Writing effectively and speaking well are often the most powerful methods in which to communicate arguments. To that end, Writing 340 is based on your approach to pertinent issues and how you argue your positions in the language suitable for your particular audience.
The following is the University’s explanation of general education, as it pertains to this course:
“The university’s general education program is structured to provide a coherent, integrated introduction to the breadth of knowledge you will need to consider yourself (and to be considered by other people) a generally well-educated person. The USC General Education Program is designed to help students understand the cultural and historical context of their lives, to think analytically about texts, events, scientific evidence, and arguments, and to write clearly and effectively. In short, General Education provides the basis for future study, career, and life-long learning.” (
Course Tasks
You will complete four (4) essays of varying length. You are expected to improve on each essay by deepening your understanding of the discipline, thereby demonstrating new ways to discuss, present, and argue issues. Other factors vital to your standing in the class are attendance, participation, homework and your final portfolio, which is equivalent to a final exam and is described later in the syllabus.
Also integral to Writing 340 is a presentation component. Presentations in this class will be a chance for you to lead interactive discussions about your chosen issue and to answer questions your classmates might test you with. This process allows you to better understand your audience and to more fully address the issue in your final draft in ways that you may not have thought of otherwise.
Task Specifics
For each assignment, you will receive an assignment sheet explaining in detail what is expected of you, and what you should concentrate on. We will work on building different skill sets for each assignment, and your papers should demonstrate the development of those skills accordingly.
Prior to submitting final drafts of assignments, you must produce a fully articulated rough draft and appropriate research and prewriting materials. There are no exceptions to this— it is University policy. In addition, you may not submit a final draft of any assignment without having been present in class during the assignment cycle, or without having participated in the various in-class “workshops.”
Formalities
All papers—rough and final—must be typed, double-spaced and spell-checked (see attached format sheet). Two copies of the final draft of each essay must be turned in on the due date in a two-pocket folder, along with a rough draft, details of research, and prewriting materials. Late papers will not be accepted without a valid excuse cleared by me, and this request for an excuse may not come on the due date of the assignment. All late assignments are penalized 2/3 of a letter grade for each class session past the due date—so a B paper that is a day late will receive a C+.
Attendance
Due to the abbreviated summer semester, more than two (2) unexcused, non-medical absences will adversely affect your grade. Because of the collaborative nature of this class, your attendance is important; discussion and interaction are vital to understanding the complexities of the issues and the elements of rhetoric used to explore those issues effectively. In addition, missing a session will often result in missing crucial elements of the class, which will undoubtedly lower the quality of the final paper and, likewise, the grade.
Class Schedule
Class schedules, given with the introduction of each assignment, will let you know when assignments and auxiliary work are due. Each assignment will include additional homework assignments or tasks that will count toward your grade for that assignment. Class will be canceled every now and then for one-on-one conferences, which allow you to meet with me individually to discuss your progress.
Communication with Instructor and Classmates:
Students are required to meet with me individually at least three (3) times to discuss assignment progress. In addition, it is essential to communicate both inside and outside of the classroom, as this is a course based on exploring and understanding differing positions on issues. Because we will only meet twice a week, email communication will be an important part of keeping up with assignments and class changes or cancellations. Always feel free to email me any questions or concerns that may arise throughout the semester, though keep your communication realistic and considerate—for example, don’t email me at noon about missing a conference at 1:00.
Final Portfolio
Your final portfolio—which is equivalent to a final exam and due at the end of the semester—will consist of two (2) revised essays from the semester. A panel of instructors, who will ensure quality and fairness in grading, will grade your final portfolio. Because the grading standards for the portfolio are understandably more rigorous, if you received a B on an assignment and you haven’t made any corrections before re-submitting it, there’s a good chance the grade will drop. Your portfolio should and will represent your best work.
Grades
Because this is a skills-based course and you will learn necessary skills as the semester progresses, your earlier essays will most likely be weaker than your later essays, though each essay will differ in objective and concept. Try not to look at the class as a means to simply earning a grade, but as a process of improving on methods of argumentation and learning new skills. Your comfort with the process will reflect in the work you do and—if you put forth the effort—the grades will follow.
All essays are graded according to the same criteria, as described in the attached Grading Rubric. Approximately, the breakdown, which is listed by assignment cycle, goes as follows:
Assignment 1: 15%Assignment 4:15%
Assignment 2: 15%Attendance & Participation:10%
Assignment 3: 20% Portfolio:25%
Additional Support: The Writing Center
If you are having trouble with certain aspects of the class and need extra help, you may go (or I may recommend you) to the Writing Center. The Writing Center is separate from the Writing Program, but they offer tutors who can help you with your essays and research. You must make an appointment for a tutor, then show up with the assignment sheet for the essay you are working on and any work you have done (preferably a rough plan or a draft). The number to call for an appointment is on the top of this syllabus.
Critical Consciousness within an Academic Community
Students must at all times adopt a tone that is respectful of others’ racial, ethnic, and class backgrounds, religious and political beliefs, sexual orientations, and gender. The University will not tolerate verbal or written abuse.
About Plagiarism
Do not turn in any work that isn’t completely yours. Do not turn in a paper you’ve used for another class. Both of these constitute—but are not the only forms of—plagiarism. Any act that qualifies as plagiarism (such as lifting information from websites like Wikipedia) will result in serious disciplinary action by the university, the least of which will be failing the class. See the extent to which universities are now cracking down on violations of academic integrity here:
Statement for Students with Disabilities:
“Any student requesting academic accommodations based on disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30am-5:00pm, Monday through Friday. The phone number for DSP is (213) 740-0776.”