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English 160, Academic Writing I: Writing in Academic and Public Contexts
Writing and the Creation of Community
Fall 2011
Instructor name: John Casey / CRN/Course Number: 23296Office location: 1833 UH / Time and days class meets: T/Th 9:30-10:45 am
Office phone: 312-413-2214 / Classroom location: SH 104.
E-mail address: / Office hours: T/Th 11-2, or by appt.
Course description and goals:
In this course we will examine the concept of “situated writing.” This type of writing involves recognizing that what we communicate to others through means of the written word “situates” us within a specific group of people. These groups include, but are not limited to, our coworkers, students who share knowledge in a particular field of study, as well as friends and neighbors. Situated writing also asks us to acknowledge that writing is an activity with very practical consequences, helping to create as well as document the reality of our day to day lives. Each of the four writing assignments in this class (a Profile Piece, Manifesto, Argumentative Essay, and Cover Letter/Proposal) will ask you to consider the four key terms of situation, genre, language and consequences. We will use these terms as a way not only to understand how to create more effective writing but also as a way to comprehend the theme of our course readings: “creating community.” Your writing along with our course discussions and activities will allow you to see how the act of communication often frustrates as well as aids us in our connections with others. By the end of this class, you should be able to utilize the knowledge gained from your writing as well as our in-class activities and discussions in order to advance into your chosen area of expertise. It should also assist you in the larger goal of being an engaged member in the wide variety of communities to which you currently belong as well as those that you will someday occupy.
Prerequisite
To enroll in English 160, you must have been placed in the course by virtue of a UIC placement exam, or have earned a passing grade in English 150 or 152. During the first week of class, I will verify that you are appropriately enrolled.
Required texts
Anson, Chris M., and Robert A. Schwegler. The Longman Writer’s Companion: Third Custom Edition for the University of Illinois at Chicago. Boston: Pearson Custom Publishing, 2011. (LWC)
Feldman, Ann Merle, Ellen McManus, and Nancy Downs (eds.). Situated Writing at UIC: Reading and Writing in Cultural Conversations. Boston: Pearson Custom Publishing, 2011. (SW)
(Note: Both of these texts are available for purchase at the UIC Bookstore located on
the first floor of the Student Center East.)
Additional readings will be available through an electronic reserves site hosted by the UIC library at (LER) as well as in the “course documents” folder on the class Blackboard site: (BB).
Reference books
You should either own a college-level dictionary and thesaurus or get in the habit of consulting the library’s online reference shelf ( The dictionary & thesaurus that come packaged with the word-processing software on your computer are not sufficient.
Grading
Although individual papers will be graded using a plus minus scale, please be advised that possible final grades for this course are A, B, C, D, or F (There are no plus or minus final grades at UIC). Your final course grade will be broken down as follows:
WP1: Profile20%
WP2: Manifesto 20%
WP3: Argumentative Essay25%
WP4: Cover Letter/Proposal20%
Participation: including preparation, involvement in class discussions, attendance, peer reviews, presentations, etc. 15%
Portfolio review
The University requires all students to demonstrate proficiency in ENGL 160 before progressing to ENGL 161. All ENGL 160 students submit a portfolio, which is then evaluated by a group of instructors. Portfolios will be collected during the final week of classes and must include the following (all materials should be submitted in a folder):
- A clean copy of a revised draft of two writing projects representing the student’s best work. One of these should be an argumentative essay, whereas the other should be an essay of the student's choice.
- All prior drafts of these essays.
- A two-page argumentative cover letter to the portfolio team that discusses what the student has learned about the situation, language, genre, and consequence of his or her writing.
Policies
First-Year Writing add/drop policy:
Students enrolled in First-Year Writing courses may add, drop or switch their writing courses during the first week of each semester. After the first week, however, students may neither add nor switch their writing courses.Attendance policy
First-Year Writing Program Attendance Policy for T/Th Courses: Students are allowed four absences without penalty. Students who miss five class periods can earn a final grade no higher than B; students who miss six class periods can earn a final grade no higher than C; students who miss seven class periods can earn a final grade no higher than D; students who miss eight class periods will fail the course. Students who are more than ten minutes late to class will be given one-half of an absence.
Late work
Late work will not be accepted without documentation of a medical or personal emergency. If you have official documentation, one additional week will be given to complete the assignment.
Electronic communication
If you need to contact me outside of class time, please stop by my office or telephone me during my office hours. Outside of those hours, e-mail is the best way to reach me. I will reply to all e-mails within forty-eight hours. Except in extreme circumstances where permission has been given in advance, I will not accept work that is e-mailed to me.
Revision policy
Extensive revision is an important component of the writing process for this course. Each of your writing projects will include a first draft, reviewed by your peers; a second draft, reviewed by me; and a final draft, which will receive a grade (You are also encouraged to visit the WritingCenter for additional feedback on your early drafts). Since this is already an extensive process involving multiple levels of feedback and revision, I will not allow final drafts to be further revised in order to improve your grade.
Academic Integrity Policy
A student who submits work, at any stage of the writing process, which in whole or part has been written by someone else or which contains passages quoted or paraphrased from another’s work without acknowledgment (quotation marks, citation, etc.) has plagiarized. Maintain your integrity when completing assignments and be overzealous to give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me. Students who are found to have plagiarized work may be subject to various disciplinary actions, including a failing grade on a particular assignment, failure of the entire course, and possible expulsion from the university. In cases of academic dishonesty, my policy is to file a complaint with the Office of the Dean of Students. For more information about violating academic integrity and its consequences, consult the website of the UIC Office of the Dean of Students at
Disability accommodation
Students with disabilities who require accommodations for access to and/or participation in this course must be registered with the Disability Resource Center (DRC). You may contact DRC at 312-413-2183 (v) or 312-413-0123 (TTY).
Other Policies:
Cell phones and other electronic devices: Cell phones and other electronic devices must be silenced or turned off during class time. Use of laptops is only permitted for note taking, accessing course readings on the Blackboard Site or during in-class revision sessions and workshops. If I see you accessing internet sites not related to class activities, I will ask you to turn off your computer.
Food and beverages: If you bring food or beverages into the classroom, please be mindful to pick up any trash and dispose of it properly at the end of the class period.
UIC Resources for Writers
The Writing Center, located in 105 Grant Hall, offers one-on-one consultation with student writers who need help developing ideas, or need advice, guidance or additional instruction on any aspects of writing. The WritingCenter serves all student writers, not just students in the First-Year Writing Program. Tutors are prepared to spend fifty minutes per appointment, and there is no limit to the number of tutoring sessions you can have each semester. The Writing Center is open from the 3rd week through the 15th week of the semester: Mondays 10-4, Tuesdays & Thursdays 9:30-4:30, Wednesdays 9-5, and Fridays 10-2. They welcome students to drop in, but to guarantee that a tutor will be available you are encouraged to make a reservation in advance. Call (312) 413-2206 to make an appointment.
The Purdue University Online Writing Lab (OWL), accessible online at <owl.english.purdue.edu>, is available to first-year students who need additional information on inquiry and research, on English grammar and mechanics, on ESL issues, and on using MLA and APA style. From the OWL website students may email their writing-related questions to a tutor, read about professional and technical writing, and access off-site resources for students of writing.
Web sites sponsored by the Writing Center, at ( and the First-Year Writing Program, at (
Public Computer Labs are available throughout campus where you may write and/or print out your work. For a list of labs and the hours they’re open, go to ( (NOTE: Do not wait until the last minute to print out papers. Sometimes labs have long lines of students waiting for access.)
The Academic Center for Excellence can help if you feel you need more individualized instruction in reading and/or writing; phone (312) 413-0031.
Counseling Services are available for all UIC students. You may seek free and confidential services from the CounselingCenter < The CounselingCenter is located in the StudentServicesBuilding; you may contact them at (312) 996-3490. In addition to offering counseling services, the CounselingCenter also operates the InTouch Crisis Hotline from 6:00 p.m.-10:30 p.m. They offer support and referrals to callers, as well as telephone crisis interventions; please call (312) 996-5535.
Other sources of support: LARES (Latin American Recruitment and Educational Services Program), SSB 2640, 312.996.3356; African American Academic Network, SSB 2800, 312.996.5040; Native American Support Program, 2700 SSB, 312.996.4515.
DESCRIPTION OF WRITING PROJECTS
General Information: Since this course emphasizes the writing process as well as the end result, all final drafts of papers must be accompanied by earlier drafts in descending order (polished draft on top, rough draft on the bottom). Please remember to paperclip all the drafts together.
General Format: All writing assignmentsshould be stapled and printed in 12-point font (Calibri preferred), double-spaced with standard 1” margins. (Note: Unless you change it, this is the default setting for Microsoft Word.) The first page of each paper should have a single-spaced heading in the upper left corner in the following format:
Your full name
English 160 (23296).
Professor Casey
Assignment (e.g. Profile Piece, Final Draft)
Date that the assignment is being turned in.
All subsequent pages should have your name and the page number in the upper right corner.
A sample title page can be found in the Longman Writer’s Resource (LWC) on pg. 233.
Proofreading: Before turning in your paper, please review it, bearing the following questions in mind:
- Have you carefully considered the language that you have used and how this will have consequences in how you are received and perceived by the reader?
- Have you checked the essay for any possible mistakes in grammar, spelling, or organization?
Writing Project #1: Profile piece
Page Requirement: 5 pages.
Due Dates:
Complete Draft for Peer Review: Tuesday, August 30.
Revised Rough Draft: Tuesday, September 6.
Polished Final Draft: Tuesday, September 20.
Resources:
SW“Identity in the Age of the Internet,” pgs. 60-74.
“Famous All Over Town,” pgs. 75-82.
LWC“Feature Story/Profile,” pg. P33.
BB“Food Fighter: Does Whole Foods CEO Know What’s Best for You?” New Yorker. 4 Jan. 2010.
Situation:
The editor of UIC’s student newspaper the Chicago Flame recently published an editorial describing what he or she believed to be the personality of the “average” UIC student. After reading the article, you felt that it did not adequately reflect what it means to be a student at UIC. You decided to respond by writing a Profile Piece of someone you felt was more representative of the student experience at the school and submitting it to the paper for publication.
Task:
Using the readings and our class discussions in this unit as your guide, choose a UIC student to interview and write a Profile Piece for the Chicago Flameabout them. As you review the information that you collect about this person,look for patterns that tell you something not only about their individual identity/identities but also about what it means to be a UIC student.
Evaluation Criteria:
- Is it clear who you interviewed and why you chose to write a Profile Piece about them?
- Do you discuss the issue of identity and the existence of multiple selves in the piece?
- Is your perspective on the relationship between self and community clear?
- Have you formatted your work to fit the guidelines for the assignment?
- Have you proofread your final draft for grammar, spelling, and other sentence level errors?
Writing Project #2: Manifesto
Page Requirement: 5 pages.
Due Dates:
Complete First Draft for Peer Review: Thursday, September 15.
Revised Rough Draft: Thursday, September 22.
Polished Final Draft: Tuesday, October 4.
Resources:
SW“Goin’ Gangsta, Choosin’ Cholita,” pgs. 90-96.
“Marketing Street Culture,” pgs. 97-108.
LER“Mi Casa Es Su Casa.”
“Late Victorians.”
LWC“Manifesto,” pg. P36.
BB“Our View on Q: A BBQ Manifesto.” Smoque Barbecue. Chicago, IL. 2011.
Situation:
As you were walking to class during the week, you noticed what you consider to bethe five most annoying fashion trends on campus. You decided to share your thoughts on this subject by creating a Manifesto that will be posted on a friend’s internet site, which is dedicated to issues of Chicago fashion and style.
Task:
Create a Manifesto that lists and explains what you believe are the five most annoying fashion trends on the UIC campus. Describe them clearly to the reader and tell them why these fads are so infuriating. Then outline what you believe should be done to stop the continuation and spread of this fashion disease.
Evaluation Criteria:
- Have you clearly and persuasively identified the problem?
- Do youpresent to the reader a viable solution?
- Have you formatted your work to fit the guidelines for the assignment?
- Have you proofread your final draft for grammar, spelling, and other sentence level errors?
Writing Project #3: Argumentative essay
Page Requirement: 5 pages.
Due Dates:
Complete Draft for Peer Review: Thursday, October 13.
Revised Rough Draft: Tuesday, October 18.
Polished Final Draft: Tuesday, November 1.
Resources:
SW“The Triumph of Burbopolis,” pgs. 158-166.
“Hate Radio,” pgs. 195-201.
“Nickel and Dimed,” pgs. 267-285.
LER“Toward an Agenda for Social Capitalists.”
LWC“Argumentative Essay,” pgs. P31-33.
BBJ. Hector St. John De Crèvecoeur, from Letters from an American Farmer: “Letter III--What is an American?” pgs. 49-57.
“Fourteenth Amendment,” United States Constitution.
Situation:
A professor in UIC’s Political Science department is putting together a collection of essays on the issue of American citizenship. You have been asked to provide a student’s perspective on the issue that addresses the belief that there is or ever could be one “American” national identity. You should consider this question alongside recent controversies on immigration and naturalization. Should immigrants to the United States become “Americanized” in order to be considered citizens? How is this possible if we aren’t completely sure what it means to be an American? Should multiple levels of citizenship exist?
Task:
Starting with our class discussions and the readings from IC, choose one common image of “American” identity such as the American Dream or the melting pot concept of American culture. Conduct research on this widely held belief and its relationship to American citizenship. You should find at least four reliable sources either in print or on-line (e.g. Academic Journal, Newspaper, Magazine) that discuss this topic. After uncovering the perspective of each source on the issue, construct your response. Consider what you are writing as your entry into a public conversation that blends what you have experienced (i.e. personal knowledge) with what you have learned (i.e. the information obtained from your research). Do you agree with what others have said on the issue? If so, why and how? Do you disagree with them? Or, do you have a unique perspective on the topic that you believe your readers should consider?
Evaluation Criteria:
- Is the argument in the essay easily identified?
- What evidence is presented to support that argument and is it reliable?
- How appropriate is the language for the audience?
- Have you adequately responded to the claims that could be made against your argument?
- Have you formatted your work to fit the guidelines for the assignment?
- Have you proofread your final draft for grammar, spelling, and other sentence level errors?
Writing Project #4: Cover letter/proposal
Page Requirements: 5 pages.
Due Dates:
Complete Draft for Peer Review: Thursday, November 10.
Revised Rough Draft: Tuesday, November 15.
Polished Final Draft: Tuesday, November 29.
Resources:
SW“Memorials, Monuments, and Meaning,” pgs. 243-245.
“Vietnam Veterans’ Memorial Statement of Purpose,” pg. 229.
“Design Competition: Winning Designer’s Statement,” pgs. 230-231.
“Boundaries,” pgs. 232-242.
“The New Ground Zero,” pgs. 246-249.