Syllabus

Writing Strategies, ISHU 4190-470 (SCPS), Summer2016

This is an undergraduate, credit course, offered as a traditional face-to-face class through the University of Virginia’s Bachelor of Interdisciplinary Studies Program. We will have 10 class sessions on Tuesdays, (June 7-August 2from 6:00-10:00 p.m. PLUS one class on Saturday, June 25, from 9:00-1:00)at the Northern Virginia Community College Loudoun County campus, 21200 Campus Drive, Sterling, VA.

Building and Room:Learning Commons (LC) Room #______

Instructor: Kathy May

Email: . I will respond to email within 48 hours, usually sooner.

Required Technical Resources and Technical Components:

Access to UVA email and access to a word processor and printer.

Class Description::Writing effectively is an essential skill for professional success and it can also enhance our personal lives. Students in ISHU 4190 Writing Strategies will develop and hone skills needed to craft compelling non-fiction stories and essays. Learn the power of personal narrative and begin to grasp how that power affects a reader by understanding the difference between 'telling' and 'showing'.

We will read and study non-fiction works of several types—personal narrative essays, descriptive essays, persuasive essays, and essays that blend traditional modes—as models and guides for our own creative non-fiction. Among these model essays will be classic essays by established authors as well as work by newer writers. Each week students will complete either a brief critical response to a published piece and/or an exercise designed to provide practice in improving writing technique and style. We will also work on developing engaging content filled with rounded characters, vivid sensory description, and compelling dialogue.By the end of this course, students should be more fluent, confident, and effective writers.

Required Texts:

  1. Writing Tools: 50 Essential Strategies for Every Writer, Roy Peter Clark 978-0-316-01499-1 (pbk)
  2. 40 Model Essays, Jane E. Aaron, Ed. ISBN-13: 978-0-312-43829-6 (paperback)

We will also be reading contemporary essays on two reputable web sites: brevitymag.com & thisibelieve.org

Learning Outcomes:This course should prepare you forreading and thinking critically about creative non-fiction. You will emerge from the course with a greater familiarity with non-fiction literature; with a sharpened ability to analyze a text; with the ability to develop and continue writingseveraltypes of non-fiction; and, hopefully, with a heightened delight in at least one of the types. Each student should find ample opportunity to explore reading and writing non-fiction in a way that is personally meaningful and relevant to him or her.

At the end of this course, you should have a good understanding of the following:

  1. thevarious types of creative non-fiction
  2. the differences between fiction and creative non-fiction
  3. the important elements of fiction and narrative non-fiction, including character, setting, plot, conflict, climax, theme, etc.
  4. specific techniques to open and develop essays
  5. how to blend or mix the standard modes or types of non-fiction to develop and enrich your essays
  6. how to vary sentence structure and sentence length
  7. how to vary paragraph structure and length
  8. how to write, punctuate, and use effective dialogue in paragraphs
  9. how to use poetic elements such as simile and metaphor to enrich your writing
  10. how to use imagery to enhance your descriptions
  11. the advantages and disadvantages of different points of view
  12. the importance of consistent verb tense within a piece
  13. how to develop plot, structure, and pacing to create tension
  14. how to bring a piece of writing to a satisfying closure

Your writing in this course will be assessed on its quality in the following areas:

  • writing to an intended audience
  • developing an idea fully and clearly in a non-fiction piece
  • employing strategies to open and close texts and to move the reader between and within ideas, paragraphs, and sentences.
  • thinking critically and reflectively
  • introducing and developing characters
  • employing the standards of dialogue punctuation and paragraphing
  • employing appropriate grammatical and mechanical conventions in manuscripts
  • using style conventions appropriate to college writing

Similarly, you will demonstrate competency in the following areas:

  • exploring, drafting/redrafting, editing, and proofreading
  • collaborating with faculty and/or peers
  • acting responsibly in relation to the writing/reading community
  • giving and receiving constructive responses to writing in progress

Assessment Components:You will be expected to read the assigned texts plus additional texts as stated on the schedule. Writing assignments will include brief summaries of the readings, brief evaluative personal responses to the readings, writing exercises, and 3 final essays--one complete personal narrative essay, one complete essay using blended modes of your choice, and one complete persuasive essay. You will be expected to participate in class discussion and to share your work in class, giving and receiving constructive comments and suggestions.

Class Requirements:

1)All written work must be typed and is due on the day we discuss the essay in class. Late written work will have points deducted. If you are absent, you may turn in your work on the day you return.

2)You must be able to provide at least ___ paper copies (or fewer depending upon enrollment) of each of your rough drafts for class meetings. Plan now to budget for this small additional expense. Get to know your friendly neighborhood copy shop.

Evaluation Standards and Assessments: Grading

You are expected to attend each session. Success in the course depends on considerable work both in and out of class: regular reading and note taking, frequent writing and rewriting, and collegial interaction with the instructor and other students. You are responsible for knowing the content of each class, whether you are present or not. Absences can lower your grade.

Writing will be graded on completeness, specificity, succinctness, and quality of style and content. Quality of style includes writing grammatically correct and complete sentences. Please be aware that I deduct points for incorrect grammar, spelling, and mechanics.

10 points=highly insightful, great depth of content, excellent organization, excellent style, nearly perfect grammar and mechanics

9 points=very good content, organization, grammar, mechanics, and style; good depth of content

8 points=good, basic, or adequate content, organization, grammar, etc.

7 points=one or more aspects of the writing are inadequate

Late Work: If you are absent, work is due on the day you return to class. Otherwise, points will be deducted for each day an assignment is overdue.

GRADES AND ASSIGNMENTSTotal=540 points

8reading responses toeight essays —80 points (10 points each)

8 writing exercises—80 points (10 points each)

Participation in class discussion, and in-class exercises—20 points

3 rough drafts—30 points (10 points each)

3 peer review sessions—30 points (includes bringing paper copies of your rough drafts to share in class)

Final revised draft/personal narrative essay—100 points

Final revised draft/blended modes essay—100 points

Final revised draft/persuasive essay—100 points

Reading response assignments—There will be 8 writing assignments on 8 published essays at 10 points each. During the semester you will be asked to respond to an essay we are reading and will discuss in class. This is a tool to help you organize your thoughts and to help you prepare for discussions. These readings also serve as models for the essays assignments. Due dates are listed on the schedule. I'll provide a detailed assignment sheet.For these assignments, you will write one paragraph summarizing the main ideas of the piece and one paragraph of personal response. Summary/response writings should be at least 250 words, about one page typed double-spaced in standard 12-point font.

Writing exercises—There will be approximately 8 writing exercises assigned as homework at 10 points each. I will give you an assignment sheet for each exercise. You will be exploring possibilities for your own essays and practicing writing modes and strategies.

Personal Narrative Essay—Each student will write a personal narrative essay of at least 500 words on a topic or theme of his or her choice and based on his or her own life experiences. Detailed assignment sheet will be provided.

Blended modes essay— Students will write and revise an original non-fiction essay of about 750 words on a topic of his or her choice. This essay should combine at least two paragraphs of the following modes: description, definition, example, comparison or contrast, classification, process analysis, or cause and effect. I will provide a detailed assignment sheet.

Persuasive Essay—Students will write and revise a non-fiction persuasive essay of at least 750 words on any topic of their choice. A detailed assignment sheet will be provided.

Participation in class discussions and in-class work—Attendance and discussion are vital parts of this course and each student’s contribution enriches the class. Attentive listening is also an important component of our dialogues.

Peer review sessions---Students must provide paper copies of their essay rough drafts for small group discussion. Each student must be willing to give and receive constructive criticism designed to improve the writing. Discussion is a vital part of this course and each student’s contribution enriches the class. Attentive listening is also an important component of our dialogues.

Technical Specifications: Computer Hardware:

  • Computer with basic audio/video output equipment
  • Internet access (broadband recommended)
  • Microsoft Word

Technical Support Contacts:

  • Login/Password:
  • UVaCollab:
  • BbCollaborate (Elluminate) Support:

U.Va. Policies/SCPS Grading Policies: Courses carrying a School of Continuing and Professional Studies subject area use the following grading system: A+, A, A-; B+, B, B-; C+, C, C-; D+, D, D-; F. S (satisfactory) and U (unsatisfactory) are used for some course offerings. For noncredit courses, the grade notation is N (no credit). Students who audit courses receive the designation AU (audit). The symbol W is used when a student officially drops a course before its completion or if the student withdraws from an academic program of the University. Please visit SCPS Grades for more information.

Attendance: Students are expected to attend all class sessions. Instructors establish attendance and participation requirements for each of their courses. Class requirements, regardless of delivery mode, are not waived due to a student's absence from class. Instructors will require students to make up any missed coursework and may deny credit to any student whose absences are excessive. Instructors must keep an attendance record for each student enrolled in the course to document attendance and participation in class.

University Email Policies: Students are expected to check their official U.Va. email addresses on a frequent and consistent basis to remain informed of University communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are responsible for any resulting consequences.

University of Virginia Honor System: All work should be pledged in the spirit of the Honor System at the University of Virginia.The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)”. The pledge must be signed by the student. For more information please visit

Special Needs: It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws.Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.),should contact the Student Disability Access Center (SDAC) and provide them with appropriate medical or psychological documentation of his/her condition. Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations.Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s).Students with disabilities are encouraged to contact the SDAC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax. Further policies and statements available: U.Va. Department of Student Health For further policies and statements about student rights and responsibilities, please see U.Va Website (

Schedule of Class Instruction and Activities:

Class 1/June 7 Introduction to writing creative non-fiction essays—syllabus, first assignments, types of essays, expository modes. Read and discuss examples of the essays we will be writing: personal narrative, blended modes, and persuasive. Do in-class reading + writing exercises.

Class 2/June 14/Personal narrative essay
Readings:

  1. Chapters 1 & 2 of Writing Tools by Roy Peter Clark (pgs 11-14)
  2. “The Chase” by Annie Dillard, p. 71, 40 Model Essays
  3. “Amazing Grace”by Korinthia Klein at

Assignments Due:

  1. readingresponse to “Amazing Grace” (200 words)
  2. rough draft of personal narrative essay, at least 300 words. Bring ___ paper copies for discussion.

Class 3/June 21/Personal narrative essay
Readings:

1. Chapters 3 & 4, Writing Tools, pgs. 15-18

2. “Salvation” by Langston Hughes, p. 66, 40 Model Essays

2. “Chop Suey” Ira Sukrugurang
Assignments Due:
1. Reading response to “Chop Suey” (250 words)

2. final draft of personal narrative essay, at least 500 words.

Class 4/June 25 /Blended modes essay
Readings:

1. Chapters 5 & 6, Writing Tools

2. “The Box Man” by Barbara Ascher p. 5 and “Homeless” by Anna Quindlen p. 104 40 Model Essays

Assignments Due:reading response to “The Box Man” by Barbara Ascher

Class 5/June 28/Blended modes essay

Readings:

  1. Chapters 7 & 8, Writing Tools
  2. “The Crummy First Draft” Anne Lamott p. 186 & essay to be announced

Assignments Due:
1. Reading response to “The Crummy First Draft”

Class 6/July 5/Blended modes essay

Readings:

1. Chapters 9 & 10, Writing Tools

2. “I Want a Wife” Judy Brady p. 241 and “The Androgynous Man” Noel Perrin p. 246

Assignments due:

1. readingresponse to “I Want a Wife” (250 words).
2. rough draft of blended modes essay (250 words). Bring ___ paper copies for discussion.

Class 7/July 12/Blended modes essays

Readings:
1. Chapters 12 & 16, Writing Tools, pgs. 15-18

2. “Neat People vs. Sloppy People” Suzanne Britt p. 209 & “Private Language, Public Language” p. 224

Assignments Due:

1. readingresponse to “Private Language, Public Language” (250 words).

2. final draft of blended modes essay

Class 8/July 19/Persuasive Essay

Readings:

1.chapters 18 & 19Writing Tools + essays to be announced

Assignments Due:
1. Reading response to essay to be announced (250 words).

Class 9/July 26/Persuasive Essay
Readings:

1. chapters 36 & 37Writing Tools + essays to be announced

Assignments Due:

1. readingresponse to essay to be announced (250 words).
2. rough draft of persuasive essay (250 words). Bring ___ copies for class.

Class 10/August 2/Persuasive Essay

Readings:

1.chapters 38 & 39Writing Tools + essays to be announced

Assignments Due:

1. readingresponse to essay to be announced (250 words).
2.final draft/ persuasive essay (at least 250 words). Bring ___ copies.