academic writing syllabus
DESCRIPTION
Academic Writing SyllabusTRANSCRIPT
GSW 1120
Laptop Section 106L
Spring 2014
Instructor:
E-mail:
Office:
Office Hours:
Mailbox:
Learning Commons:
Learning Commons Phone:
April Conway
311C East Hall
9:30-10:30 a.m. Tuesday (and by appointment)
210 East Hall (my mailbox is above my name)
140 Jerome Library
372-2823 (call ahead to make an appointment)
REQUIRED COURSE TEXTS AND MATERIALS
Writing and Reading Across the Curriculum. 12th edition. Laurence Behrens and Leonard J. Rosen. Pearson
Longman, 2011.
Kirszner & Mandell: The Brief Wadsworth Handbook. 7th edition. Laurie G. Kirszner and Stephen R. Mandell.
Wadsworth Cengage Learning, 2013.
Portfolio of GSW 1120 materials (available at the BGSU Bookstore and SBX Bookstore).
● A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class,
fully charged.
● A Wordpress.com account to access and to post materials on the private course blog (used instead of Canvas,
BGSU’s course management system). The link: http://gsw1120spring2014.wordpress.com
● A means of backing up your work (for example— flash drive, MyFiles, etc.).
● A BGSU e-mail address which you should check on a regular basis, and a MyBGSU account.
● A college-level dictionary, such as Merriam-Webster, which is available online for no charge
(http://www.merriam-webster.com/). Alternatively, you could purchase a hard copy collegiate dictionary, such as
The American Heritage Dictionary, which is available at the University Bookstore and SBX.
● Funds on BG1 card for printing GSW-related assignments
● Paper clips or staples and a stapler.
GSW LEARNING OUTCOMES
1. Demonstrate rhetorical knowledge through writing in a variety of academic genres and to a variety of academic
audiences.
2. Develop critical thinking, reading, and writing skills through approaching academic writing
assignments as a series of cognitive tasks, engaging in multiple modes of inquiry, synthesizing multiple points of
view, critiquing student and professional writing, and assessing source materials.
3. Understand the processes entailed in academic writing including recursive processes for drafting texts,
collaborative activities, the development of personalized strategies, and strategies for identifying and locating
source materials.
4. Demonstrate knowledge of the conventions of academic writing including format and documentation systems,
coherence devices, conventional syntax, and control over surface features such as grammar, punctuation,
mechanics, and spelling.
5. Engage in the electronic research and composing processes by locating, evaluating, disseminating, using and
acknowledging research, both textual and visual, from popular and scholarly electronic databases.
6. Understand the importance of values systems in academic writing including the abilities to write
effectively to audiences with opposing viewpoints, to participate in an active learning community which values
academic honesty, and to value the place of writing within learning processes.
COURSE DESCRIPTION
GSW 1120, “Academic Writing,” is the last in the series of General Studies Writing (GSW) courses offered at BGSU.
Although there are probably hundreds of varieties of academic writing that occur in various contexts (some of which you
may have explored in 1100 or 1110), in this class we concentrate on three varieties of writing that are especially
prominent in academic settings: the critique, the multiple source synthesis essay, and the synthesized, researched essay.
The emphasis in GSW 1120 is on developing your critical and analytical skills in reading, thinking, and writing.
Specifically, GSW 1120 is designed to give you instruction and extensive practice in reading scholarly articles, writing
critiques of what you read, making logical connections among several sources, and writing about those connections. As
part of your GSW 1120 research requirement, you also will learn to use the BGSU library effectively and to utilize a
variety of academic sources in your writing.
Along with further developing your critical, analytical and rhetorical skills, GSW 1120 will provide further opportunities
for you to consider, critique, and confirm your own and others’ values and the importance these values play in
communication in all academic disciplines and professions.
COURSE REQUIREMENTS AND POLICIES Classroom Etiquette The classroom is a place for learning, and learning requires a respectful and appropriate environment. Therefore, students
are expected to adhere to the following rules:
1. Before students walk in the door, cell phones, I-Pods, MP3 players, and ear buds must be put away. This is to
encourage a welcoming start to our morning.
2. Before class begins, students must log off Facebook, chat, email, Twitter, and the Internet. For the remainder of
the class, students may not access any of these sites unless doing so is part of a required class activity.
3. Students must turn off their phones and put them away at the beginning of each class session; phones should not
be visible during class time.
4. Likewise, I-Pods, MP3 players, and similar devices may not be used during class unless the instructor has
specifically incorporated them into a class activity.
5. Students should not talk with their neighbors while another person is talking. Ample time for discussion will be
allotted in this class, but when the instructor or a fellow student has the floor, that person should be given
everyone’s undivided attention.
6. Students may not come to class habitually late. Work and other activities should be scheduled around courses,
not the other way around.
7. Students may not leave class before they have been dismissed.
8. Class discussion must be respectful. That is, whenever students speak, they should be considerate of other
students’ feelings, use appropriate language, and make their points without being combative or confrontational.
When students maintain these and other standards of respect, everyone in the class benefits.
Laptop Sections
All students enrolled in this section are required to have a laptop that they will bring to each class. Because computers
affect how scholars write, research, and communicate, this course will use laptops extensively to introduce student writers
to the basics of academic writing. Your laptop must have a word processing program on it, and it should be fully charged
and ready for each class. The use of power cords during class sessions is not permitted.
While we will use the Internet periodically throughout the semester, you will be expected to remain on task during class
time. (See the previous Classroom Etiquette section.) Because we only meet for a few hours a week, it is required that you
stay focused on the tasks at hand rather than surfing the internet or checking your email or Facebook site.
Essays
You will be graded on four fully-revised essays this term: a critique, one multiple source essay, one Pre-Search essay, and
one researched essay.
Critique: The GSW 1120 critique is written as a systematic evaluation of an academic article. An effective critique
provides your reader (and yourself) with a full understanding of the article being critiqued, its intended meaning, and its
merits and faults. The 1120 critique will be graded on how fairly, accurately, and efficiently the text is summarized, how
thoroughly and sensibly it is evaluated, and how clearly the criteria used to evaluate the essay are presented.
Multiple Source Essay: Another kind of essay you will write is a synthesized multiple source essay. In this assignment,
you will offer your own argument supported by various sources. You will be expected to present your view on the subject
matter of several readings while synthesizing ideas from the authors you have read. While a proficient multiple source
essay clearly expresses your own thoughts on a particular issue, it also exhibits your thorough familiarity with differing
views on that issue. Your success in writing a proficient multiple source essay will be determined, in part, by how well
you understand and synthesize information from the various sources you have read as well as your ability to incorporate
sources found through independent research.
Pre-Search Essay: The pre-search essay is designed to help you conduct preliminary research on an issue of interest to
you and to help you develop and hone a focused research question that you will answer in your formal Researched Essay.
In this assignment, you will familiarize yourself with multiple sides of one specific topic by finding 4-6 articles that show
both similar and differing viewpoints on the issue. Like the multiple source essay, you will synthesize these sources to
exhibit your familiarity with the complex views on the issue. Using the preliminary research you have found, as well as
the relationships you have analyzed through synthesizing your sources, you will present the focused position you will
choose to argue in your Researched Essay.
Researched Essay: You will write one researched essay in GSW 1120. This essay will make use of a variety of sources
(e.g., journal and newspaper articles, books, online sources, interviews, surveys, etc.). Like the multiple source essay, the
researched essay will present your view on a particular issue while synthesizing ideas from a number of sources. The
researched essay will be graded on the quality of the research, the clarity and accuracy with which the information is
presented, the effectiveness and logic with which sources are used to support your own original and relevant argument,
and your use of appropriate documentation of your sources. Because proficiency in argumentative synthesis is a key goal
of GSW 1120, all students must pass the researched essay with a grade of C or higher in order for their work to be
submitted for Portfolio Assessment, which is necessary for passing GSW 1120.
Please follow these format requirements for submitting your work:
● Rough drafts and final drafts should be submitted to me through email: [email protected].
● Papers should follow MLA format. Examples and information on MLA can be found in Kirszner & Mandell’s
The Brief Wadsworth Handbook. We will also discuss MLA format in class.
● Essays must be word processed, double-spaced, and have standard 1” margins on the right and left sides, top, and
bottom of the page.
● The font used for your final drafts should be 12-point Times New Roman font.
● Pages must be numbered with your last name and page number in the upper right-hand corner.
● Your essays must have a title, but please don’t include a separate title page with your papers.
● When you submit a final draft of an essay to me for evaluation, you will need to include a number of other
materials along with it, arranged in the following order:
1. A GSW Rubric should be on top (goldenrod color).
2. The assignment sheet should be included next.
3. Only for the portfolio process: The final (or most recent) draft of your essay should be included
next.
4. The various drafts of your paper should be included next, in reverse chronological order. Only
drafts which contain substantial revisions or which peers or I have commented upon should
be included, however.
5. On the bottom of the stack should be a completed Audience and Values Exploration/Student
Process Analysis Sheet (peach color) and all other prewriting you have done for the assignment.
Please be sure to secure these various documents together with a staple or large paper clip.
Other Assignments
I will occasionally assign short writing exercises and activities to supplement drafting, revising, and editing the graded
projects, which, like the four graded essays, need to be fulfilled as part of your Achievement Requirements for passing
GSW 1120. As with the graded assignments, the additional writing assignments are designed to improve your critical
thinking and writing skills and will help you better address the more complicated writing tasks I am asking you to
conduct.
You should type and publish such activities which I assign on the designated discussion boards on our course blog. The
posts should be completed on time and ready to use and access in class. Sometimes I will ask for volunteers to share their
entries with the class as a way to start discussion, and I may ask you to use your posts for small-group discussions. I will
read and respond to your posts periodically via email or the comment function to monitor your efforts.
You will also be given reading assignments that we will discuss as a way to improve your critical thinking and reading
skills. You should be prepared throughout the semester to discuss all reading assignments in class on the dates they are
assigned. You can keep up with the reading pace of this class if you read on a regular basis and follow your syllabus
closely.
One other important requirement is your active participation in collaborative activities because collaboration is a valuable
way to get and give useful feedback. Peer revision and small group activities can assist in your development as a thinker
and writer. Your contributions to the work of classmates are considered a part of the course’s Achievement
Requirements.
Each of you has the opportunity to earn up to 100 participation points for fully investing and participating in this
class. Your participation grade will be determined by a number of choices that you make about your scholarly
activity in this class. If you bring the required materials to class each day, complete required written homework for each
class participate in class discussion on the readings each day, participate in assigned activities each day, participate in peer
review, post to discussion board on our course blog, successfully lead discussion at least once, pass reading quizzes, and
complete the Library and MLA quizzes, you will likely learn a lot and may make a notable improvement to your final
grade. These points are non-negotiable. Participation points are not given for attendance.
*A note on Discussion Board posts: All posts due by midnight the night before class.
Participation Requirement Description of Participation
Requirement
Points Possible
Total Participation Points: 100 Class Preparation Students are expected to bring all
required materials to class each day; to
complete all assigned readings; to
actively participate in discussion each
class; and to complete and turn in all
required homework.
_____/50 points
Collaborative Work Students will be required to participate
in peer review and collaborative
activities both during class and outside
of class. Students are expected to
follow guidelines for peer
review/collaborative assignment and are
expected to give prompt and thoughtful
feedback to their peers.
_____/20 points
Presentation(s)/Discussion
facilitation(s)
Students will be required to facilitate
discussion of at least one required
reading and will be required to present
their research findings from their
Research project to the class. Students
are expected to be thoroughly prepared
by developing questions for discussion
and by preparing a visual to enhance
discussions and presentations.
_____/20 points
Library and MLA Quizzes Complete, print and turn in results of
both quizzes. Must score at least 80%
on both quizzes to earn total possible
points for this category.
____/10 points
Paper Printing Students who anticipate using university printers for printing GSW-related assignments should keep funds available on their BG1 Cards (http://www.bgsu.edu/bg1card/index.html). Please note that a lack of funds on a BG1 card is not considered a valid reason for failing to submit a hard copy of a GSW paper at the time it is due. To save resources and to help students save money, General Studies Writing asks students to submit two-sided papers.
Writing Conferences
Because college-level writing can be frustrating at times, it is important to get encouraging and specific feedback from not
only other members of the class, but also from me. To ensure that you are getting the encouragement and feedback you
need in your writing, it is important that you schedule at least two conferences in my office so that I can give you
personalized help and assistance.
GSW 1120 Library Research Guide
To help familiarize you with the level of academic library research skills necessary for this course, you will be required to
work with online materials, which have been provided by the staff of the Jerome Library. The materials – which you are
encouraged to use on your own as well for this class – are located at the following site:
http://libguides.bgsu.edu/gsw1120
These materials differ from the Library Research Guide used in GSW 1100/1110. On this site, you will learn about
scholarly sources, locating sources beyond Academic Search Complete and evaluating sources. This Research Guide is
also available by going to the main library web page and clicking on Research Guides by Course in the center of the page.
As you will see, the GSW 1100/1110 LibGuide provides significant assistance with search strategies, the use of the
Library’s databases, incorporation of sources into papers, academic honesty, and more. The site also contains a “Library
Quiz” which you will be required complete when I assign it, and it contains an IM Chat Box which will allow you to ask a
question which will be responded to immediately by a BGSU librarian.
I strongly recommend that you refer to this site as you work on your papers outside of class, as well as during class.
Attendance
Class work, discussions, and activities cannot be made up from absences. Four absences or more may result in a
withdrawal from the class. Making a habit of arriving late and leaving early will result in accruing absences.
University Closure Due to Bad Weather
In most cases, the University will not close for winter conditions unless the Wood County Sheriff’s Department declares a
Level 3 emergency. Closing information will be communicated through BGSU’s AlertBG text system, BGSU e- mail
notification, BGSU’s website, and Toledo’s Television stations. (Note: You can sign up for AlertBG, by signing into
MyBGSU and clicking on the AlertBG tab at the top of the page.)
Religious Holidays
It is the policy of the University to make every reasonable effort to allow students to observe their religious holidays
without academic penalty. In such cases, it is the obligation of the student to provide the instructor with reasonable notice
of the dates of religious holidays on which he or she will be absent. Should you need to miss a class due to a religious
holiday, you should understand that absence from classes for religious reasons does not relieve you of responsibility for
completing required work. In such an event, you should consult with me well before you leave for the holiday to find out
what assignments will be due while you are absent—and you subsequently should have the assignments completed and
turned in to me prior to missing class.
Student Veteran-Friendly Campus
BGSU educators recognize student veterans’ rights when entering and exiting the university system. If you are a student
veteran, please let me know if accommodations need to be made for absences due to drilling or being called to active duty.
Late Work
All work must be handed in when I request it in class. I will not accept late work unless you have made previous
arrangements with me. Similarly, I will not accept late work in my department mailbox or via e-mail unless you have
made previous arrangements with me.
Lost Essays
You are responsible for maintaining a copy of each draft of your essays. Your essays will be returned to you no later than
a week after they have been submitted to me, and all essays must be present in the portfolio at the end of the semester. It
is your responsibility to compile these essays in your portfolio folder so that a portfolio assessor can further review them.
Since occasionally essays (or backpacks) are stolen, lost, or destroyed, you should keep an additional hard copy of each
essay and a back-up disk in a safe place. Ultimately, it is your responsibility to submit a complete portfolio. Incomplete
portfolios will not be evaluated; students without portfolios will not pass the course.
Revision Policy
Knowing how to revise your writing is an important aspect of being a successful writer; therefore, you will be required to
write multiple drafts of your papers, and we will work hard on the development of your personal revision and editing
skills. One goal of this class is for you to learn to determine when an 1120-level paper has been revised to the point where
you can submit it as a “final draft” that will earn a “passing” evaluation. Taking advantage of our class time, your own
homework time, my office hours, the Writing Center, and other available services and tools will provide you with the
support you need for submitting final drafts that are at the “passing” level.
Sometimes, though, even with hard work students submit final drafts that are not passing. If you receive NP grades, you
may revise one multiple source essay and the researched essay once after their original evaluation but only if you first
schedule a conference with me to discuss your revision strategy. A revised essay is due within a week of our conference
and should be submitted with the original graded essay and a new rubric. Please note that the grade for a revised essay can
be no higher than a C, and that the critique may not be revised after it has been submitted as a final draft. As you
consider whether or not to revise a researched essay that has earned an NP grade, please remember that students must pass
the Researched Essay with a grade of C or higher in order to pass this course.
Academic Honesty
Please refer to BGSU’s current Student Affairs Handbook and to your GSW portfolio materials for information regarding
BGSU’s academic honesty policies. These policies and penalties apply to our class, as well as to all other classes at
BGSU. We will discuss plagiarism and academic honesty in depth this semester.
ADDITIONAL ASSISTANCE WITH GSW 1120
In addition to the work you will do in class sessions and in conferences with me, there are a variety of services and tools
which you can use to obtain additional assistance with this course. I suggest that you make use of the following:
Writing Support at the Learning Commons
Located on the first floor of Jerome Library, the Learning Commons is a valuable resource which provides students with
individual tutoring assistance in writing, reading and study skills, math and stats, and content courses – free of charge.
Within the Learning Commons, Writing Support works to create a space where writers feel comfortable discussing and
developing their ideas and communication skills. Writing consultants work with writers collaboratively, rather than
serving as a proofreading or editing service. Because the Commons will be very busy, you should call ahead to make an
appointment well in advance of when you would like to meet with a writing consultant: 419-372-2823.
You may also submit your writing to an online writing consultant by following this link:
http://www.bgsu.edu/offices/writingctr/page76151.html There, you will be given directions for submitting your questions
or your entire draft. Once again, though, plan ahead. An email response may take up to 72 hours, and writing consultants
are not available on weekends or evenings to give immediate feedback.
Online Assistance with BGSU’s Library Resources
The Welcome New Students LibGuide explains the ins and outs of using the Jerome Library. You should use this site for
basic information regarding the library, including how to check out materials and how to renew materials online. This
URL will take you there: http://libguides.bgsu.edu/content.php?pid=94029&sid=702141
The library site also offers a virtual tour of Jerome Library: http://ul2.bgsu.edu/vt/
and a detailed map of its first floor: http://ul2.bgsu.edu/vt/content/1st.php
Finally, since library personnel are always ready to help, you should stop by the Research & Information Desk with
questions or concerns. Or, you may contact librarians virtually by using the services described here:
http://www.bgsu.edu/colleges/library/infosrv/ref/ask.html
Contacting Me by E-mail
E-mail is a wonderful communication tool, and I welcome the chance of using it to help you with questions about your
writing or about my assignments. Please note, however, that e-mail can be unreliable. Servers may be down, computers
may malfunction, etc. As a result, I cannot be responsible for any e-mail messages that are lost or addressed incorrectly.
If you e-mail me something, I will respond, ordinarily within 24 hours, to tell you that I have received your message.
However, if you don’t receive my e-mail reply, this means that I did not receive your message and that you should discuss
the content of your e-mail with me personally. Similarly, if you e-mail me right before class, I probably will not be able
to read your message until after class.
GSW’S GRADING SYSTEM AND THE PORTFOLIO ASSESSMENT PROCESS
Essay Grades
Throughout the term, I will collect and comment upon first drafts (and perhaps on some intermediate drafts) of every
essay you write, and I will give them back to you within a week’s time so that you can use my comments as guidelines for
revision. Your first drafts will not receive a grade.
However, when you submit final drafts of your essays, I will provide you with both written comments and a grade. I will
also fill out an evaluation chart (called a “rubric”) for each final draft to indicate the paper’s strengths and weaknesses;
like commentary on early drafts, your evaluated final drafts will be returned to you within a week’s time. Each essay you
write for GSW 1120 will be graded A, B, C, or NP (Not Passing). An explanation of these grades follows:
An A essay clearly passes all categories of the rubric. It demonstrates a superior command of the subject matter
and presents that information so effectively that the reader enjoys reading the essay and learns from it. The A
essay shows clear organization that captivates the audience and keeps readers involved through all stages of the
essay. Moreover, the A essay reveals a sophistication in style and an original voice; sentences are appropriately
varied in length and construction; transitions and metadiscourse are used to produce a smooth flow for the reader;
connections between sentences and ideas are clear. In addition, individual sentences are concise, clear, and highly
specific. The A essay demonstrates a high degree of selectivity in word choice and is free of all but a few minor
errors in grammar and mechanics. The A essay is the work of a writer who is able to deal comfortably with
complex material and can present that material effectively for others. As a result of its careful organizational
structure and development, all factors, both in content and style, combine to form a unified whole. For the
multiple source and researched essays, effective synthesis must be demonstrated for a grade of A.
A B essay clearly passes in all categories of the rubric. It contains few mechanical errors (none of which impede
communication), and it effectively delivers a substantial amount of interesting information. The specific points
are logically ordered, well-developed, and unified according to a clear organizing principle. The introduction and
conclusion are effective, but not as engaging as in the A essay. The B essay exhibits an understanding of
metadiscourse, and transitions are adequately smooth and logical. Sentence structure is sufficiently varied in both
length and construction, and the choice of words has been made selectively, with few minor errors in grammar
and mechanics. The writing in a B essay is organized, clear, coherent, and correct. The essay is far more than
competent and, again, must show effective synthesis.
A C essay passes all categories of the rubric. It is generally competent and reasonably well developed and
organized. The C essay demonstrates an average knowledge of the subject matter, but the presentation of that
information is often vaguely stated and superficially connected. The essay may lack adequate transitions and use
of metadiscourse. The sentence structure is often not varied in either length or construction. It may contain some
mechanical or grammatical errors, but they do not interfere significantly with meaning. Though the C essay
fulfills the assignment, it is not especially engaging or enlightening. In GSW 1120 multiple source essays and
researched essays, a C essay must show synthesis of source materials and an ability to construct and sustain an
academic argument.
An NP (Not Passing) essay does not pass in one or more categories of the rubric. It has serious flaws in audience
awareness, organization, development, syntax, word choice, and/or mechanics and grammar.
GSW 1120 Course Grades
Each of the 4 essays in GSW 1120 is graded on a100 point scale, but they are weighted differently. Please check the
gradebook on our course blog periodically so that you know where you stand. The table below outlines how exactly your
grade will be determined:
Assignment Assignment Grade
(out of 100 points) Weighted Percentage of
Course Grade Participation ____/100 total points possible 10% Critical Reading Assessment ____/100 total points possible 10% MSE ____/100 total points possible 20% Pre-Search Essay ____/100 total points possible 20% 8-10 page Researched Essay ____/100 total points possible 40% FINAL course grade=
weighted % = letter grade
A 100-90 %
B 89-80 %
C 79-70 %
D/NC 69 % and below
Remember that your researched essay must earn a C or higher and your final course grade must be a C or higher
for your portfolio to be eligible for the portfolio assessment process.
If your work passes Portfolio Assessment at the GSW 1120 level, you will receive an A, B, or C for this course. Your
GSW 1120 grade will be calculated into your grade point average.
The General Studies Writing Program acknowledges that writing is a skill that takes some people longer than others to
master. For this reason, if your work is not eligible for the Portfolio Assessment or if you have met all of my
requirements but your work does not pass the Portfolio Assessment, you will receive an NC (No Credit) for GSW 1120.
An NC grade allows a student to repeat GSW 1120 without any negative effect upon his or her grade point average.
However, it is possible to receive an F in this course. If you should stop attending this class for any reason without going
through the University's official procedure for dropping the class, you will receive an F, the grade will appear on your
grade report, and an F will be calculated into your grade point average.
Portfolio Assessment Process
During the last week or two of class, I will let you know whether your essays are eligible for a portfolio assessment. If
your writing has not reached a minimal level of proficiency in GSW 1120 or if you have not satisfied my achievement
requirements for this class, your work will not be eligible for a portfolio assessment. This means that I will not be able to
submit your portfolio and that you will be required to re-enroll in English 1120.
If I make the judgment that your portfolio is eligible for a portfolio assessment, during the last week of the semester your
essays will be judged by one or more GSW 1120 instructors in addition to me. These portfolio evaluators will determine
whether or not your writing has reached proficiency at the 1120-level. Please note that unlike other courses where one or
two weak assignments can ensure failure, GSW’s portfolio assessment allows you to make improvements in your writing
and to grow as a writer. Even if you struggle with an essay or two, as long as your portfolio shows that you can write
proficiently at the 1120 level by the end of the term, you can pass the class.
If your portfolio is passed by a first evaluator, you will receive the grade I assigned to your work. If the first evaluator
determines that your writing, overall, does not demonstrate proficiency at the 1120 level, however, then that evaluator will
not pass your portfolio. At that point, a second evaluator—often a member of the General Studies Writing staff—will
evaluate your work, again looking at your writing as a whole, and will make a final determination regarding whether your
writing is proficient enough for you pass GSW 1120 (and earn the grade I assigned to your work) or whether you will
need to retake GSW 1120 again.
Policy for GSW Portfolio Appeals Students may appeal an instructor's decision not to submit their portfolios for evaluation if they have evidence that
they have met their instructor's achievement requirements and that they have fulfilled the minimum criteria for
passing the course. Likewise, students may appeal no-passing portfolio assessments if they have reason to believe that
the two evaluators (both of whom are trained, experienced GSW instructors) have overlooked important evidence that
their portfolio, in fact, successfully meets the established criteria for passing the course. Students should not,
however, routinely appeal no-passing portfolios simply because they are unhappy with their instructor's or the
portfolio evaluators' decisions.
Following is the timetable for retrieving portfolio results and for appealing a portfolio decision; please note that
any students wishing to appeal a portfolio decision must adhere to this timetable.
● Monday, May 5 Deadline, by 5:00 pm, for students to appeal an instructor’s decision not to submit a portfolio for assessment.
Students must pick up their portfolio by the designated time period in order to file an appeal.
● Thursday, May 8
Students must pick up their evaluated portfolios during the time period, which is designated by their instructor;
this time period is ordinarily after 2:00 PM. Near the end of the term I will let you know exactly when I will be
available in my office on this day to return your portfolio to you.
If you are absolutely unable to retrieve your portfolio and your evaluation results from me at the designated time,
it is your obligation to provide me with a large self-addressed, stamped envelope so I can mail the portfolio to
you. To determine the proper postage, before submitting your portfolio to your instructor please take your
portfolio to a post office (such as Stampers on the second floor of the Student Union) where a postal employee
can determine the proper postage to affix to the envelope. Submit the envelope with proper postage when you
submit your portfolio to your instructor.
● Thursday, May 15, 5:00 pm
Deadline for appealing a non-passing portfolio result.
SUMMARY OF REQUIREMENTS FOR PASSING GSW 1120
In summary, to pass GSW 1120 you must meet the following requirements:
● Hand in all required written work on time (critique, multiple source essay #1, pre-search essay,
researched essay, and all other writing assignments).
● Attend all classes and participate in class discussions and group work.
● Complete all reading assignments.
● Attend all scheduled conferences (two required).
● Receive a grade of C or higher on the research essay.
● Receive a final grade of C or higher for the course.
● Pass the Portfolio Assessment at the 1120 level.
A Final Word
I look forward to working with you this semester! Please make sure to contact me with any concerns, questions, or
compliments ( ) throughout the semester.
Course Schedule (Tentative)
GSW 1120 / Section 106L
Spring 2014
Instructor: April Conway
E-mail: [email protected]
Office: 311C East Hall
Office Hours: Tuesday 9:30-10:30 (and by appointment)
Mailbox: 210 East Hall
Important Dates: Monday 1/13 Spring Semester classes begin
Sunday 1/19 Last day to add classes
Thursday 5/8 Pick-up portfolios
Thursday 5/15 Deadline for students to appeal a non-passing portfolio result. Appeal forms are available in the GSW
office, 215 East Hall.
Key: WARAC = Writing and Reading Across the Curriculum
K&M = Kirszner & Mandell’s The Brief Wadsworth Handbook
Writing Help: The Learning Commons Phone Number: (419) 372-2823 (call ahead to make an appointment) The Learning Commons Email: [email protected]
The Learning Commons Web Site: http://www.bgsu.edu/offices/learningcommons/
In Class For Homework
(Due Next Class Meeting)
Week 7
Tuesday 2/25 -Discuss overall strengths and weaknesses of
MSE drafts.
-Receive assignment sheet for the Researched
Essay and its requirements, related assignments,
key elements, and due dates. Remember, you must
pass this essay to be considered for the GSW 1120
portfolio process.
-Share possible topic ideas for the Research
Essay.
- Receive of assignment sheet for the Research
Proposal and discussion of the purpose of the
assignment, highlighting how it functions as a
useful stepping-stone in the research/writing
process.
-Remember the due date for MSE is 3/1
Tuesday 3/4.
-Read about strategies for “Planning an Essay” and “Using
a Thesis to Shape Your Material” on pp. 21-33 in K&M.
-Using some of the strategies you’ve just read about,
narrow your topic area for the Research Essay.
-Over the next few days, conduct some exploratory
research to get a sense of the controversy surrounding
your topic area.
-Write down and bring to class 2-3 potential research
questions for your Research Essay. Bring a physical copy
to class.
-By Thursday, 2/27, freewrite on one of your topic areas
using inquiry based methods. Post your explorations on
discussion board
before the next class. Consider how you might take an
original stance on your topic.
-By Thursday, 2/27, spend time reading your classmates
posts and write responses to at least one of your
classmate’s freewrites before the next class.
-Continue revising your MSE (due Tuesday 3/4).
Thursday 2/27 Return First Draft of MSE -Distribution of the conference sign-up sheet for
the coming week to discuss Research Essay
proposals, paper revisions, and any other student
concerns.
-Group Work and Class Discussion of 2-3
potential research questions.
-Introduction to Pre-Search Essay and distribution
of assignment sheet.
-Reminder of types of arguments (e.g. arguing a
position, speculating about causes, proposing a
-After you’ve made whatever revisions were needed to the
focus, organization, and development of your essay, edit
and proofread your essay, paying particular attention to
the types of errors that gave you trouble on the first essay.
-When you’ve finished proofreading, prepare
electronically a clean copy of your essay and label it
“Essay #2: Final Draft.” You will be submitting your
Final Draft of MSE to the instructor via email before
class Tuesday 3/4. Bring all previous work on the essay
and forms you’ve completed to our next class
(Tuesday, 3/4) to submit. Make sure you bring your
solution, etc.) and demonstration of how to
develop research questions that yield debatable
thesis statements for each type of argument.
-In-class workshop on MSE Final Drafts
-Reminder Complete your research proposal
and submit it to the instructor by noon on
Wednesday 3/5.
improved draft and all previous drafts, a completed
Student Process Analysis/Audience and Values
Exploration sheet, and a blank Instructor Evaluation
(rubric) sheet to the next class.
-Finalize your topic for your Research Essay.
-Complete a solid copy of your research proposal and
submit it to the discussion board and email it to your
instructor before next class.
-Read sample Annotated Bibliography posted to Course
blog.
-Read sample Pre-Search Essay “A”posted to course blog.
Week 8
Tuesday 3/4 -Submit MSE final draft packets.
-Examine sample Pre-Search Essay, focusing
specifically on the synthesis portion of the
assignment.
-Discussion of Annotated Bibliographies and how
they are set up, function, and should look.
-Group work to evaluate proposals.
-Revise Proposal during class.
-Discussion of research goals for library visit.
-Finalize your topic for your Research Essay.
-Complete your research proposal and submit it to the
instructor by noon on Wednesday 3/5.
-Conduct preliminary research by using BGSU catalog to
identify and locate print sources within the library.
-Meet in Jerome Library.
Thursday 3/6 Research Essay Proposal due Wednesday 3/5
Library Day
-Feedback on Research Essay proposals.
-Reminder of how to recognize a credible source
and distinguish it from a less credible source,
when finding sources during the Library Day
-Continue searching for sources using search strategies
discussed in class. Once you have located several credible
sources, begin reading and annotating sources. Use
common themes worksheets or other organizational
strategies to begin identifying common ideas in sources to
support your own claims. Have access to these sources
for your scheduled conference.
-Finalize first draft of Pre-Search Essay.
-Complete a strong first draft of PRE-SEARCH ESSAY.
Be sure to incorporate sources effectively into your own
text using quotations, paraphrase, and/or summary
strategies we’ve discussed in class. Also, be sure to
demonstrate synthesis of sources in at least two places.
Note: You must include a properly formatted works cited
page with your rough draft, or your paper will not be
accepted. Be prepared to submit your first draft and works
cited of your Pre-Search essay to the instructor by
midnight on Monday 3/10.
Week 9 3/10-
3/14
Spring Break No Classes
Monday 3/10 Pre-Search First Draft due
Students must submit their First Draft of their Pre-
Search essay by midnight
-Continue working on research for Pre-Search and
Research Essays.
Thursday 3/13 -Continue working on research for Pre-Search and
Research Essays.
-Gather all of the materials you’ve used during the course
of the Pre-Search assignment (including the assignment
sheet, annotated bib, Student Process analysis, prewriting
worksheet, and all drafts). Be prepared to peer review Pre-
Search essay Tuesday 3/18.
-Read sample Pre-Search Essay “B” and Research Essay
“A” posted to course blog
Week 10
Tuesday 3/18 MSE Final Draft returned/First Draft of PRE-
SEARCH ESSAY returned
-Final drafts of MSE returned.
- Discuss overall strengths and weaknesses of Pre-
Search essay.
-Schedule conference to discuss revision
strategies for MSE and/or PRE-SEARCH
ESSAY.
-Pre-Search Essay peer review.
-Discussion of how PRE-SEARCH ESSAY turns
into Research Essay.
-Outline Research Essay, based on PRE-SEARCH
ESSAY.
-Discussion of sample Research Essay rough
draft.
-Use remaining class time to work on revising
PRE-SEARCH ESSAY.
-Revise Pre-Search Essay.
-Create a full outline of your Research Essay, based on
your PRE-SEARCH ESSAY. Get as specific as possible;
the stronger and more accurate this is, the easier it will be
when you do sit down to write the Research Essay. Then
begin drafting Research Essay.
-Consider making an appointment with the Writing Center
to work on your MSE Revision, PRE-SEARCH ESSAY,
or Research Essay.
-Read sample Research Essay “B”.
Thursday
3/20(4Cs)
-Discussion of sample Research Essay “B” Final.
-Discussion of Research Essay Outline.
-In-class revision of PRE-SEARCH ESSAY.
-Considering class discussion of effective revision and
rhetorical strategies for the Research Essay, continue
revising your Research Essay.
-When you’ve finished proofreading, print or prepare
electronically a clean copy of your essay and label it
“Essay #3: Final Draft.” Bring it plus all previous work on
the essay and forms you’ve completed to our next class
(Monday) to submit. Make sure you bring your improved
draft and all previous drafts, a completed Student Process
Analysis/Audience and Values Exploration sheet, and a
blank Instructor Evaluation (rubric) sheet to the next class.
-Bring Research Essay Outline to next class.
Week 11
Tuesday 3/25 Final Draft of Essay #3: PRE-SEARCH
ESSAY due -Peer workshop of student Research Essay Outline
-Distribution of conference sign-up sheet to
discuss Research Essay (RE) & class standing.
-If necessary, finalize MSE revisions (due next class,
3/27).
-Continue working on Research Essay.
Thursday 3/27 Revisions due -In-class workshop and completion
of a strong RE Outline
-Read sample Research Essays “C” and “NP”.
Week 12
Tuesday 4/1 -Discussion of sample Research Essays “C” and
“NP”, focusing on positives and revision
suggestions.
-Compare rough and final drafts of Research
Essays noting revisions and comments.
-In-class writing time for Research Essay.
-Carefully review graded Research Essays posted on
Course blog. Be prepared to discuss and distinguish
features of A, B, C and NP essays.
-Complete an Audience and Values Exploration for the
Research Essay (due next class).
-Complete a preliminary draft of your Research Essay (at
least three full pages). Have access to your work for next
class.
Thursday 4/3 Return Pre-Search Essay Final Draft -
Discussion of Pre-Search grades,
strengths/weakness, and revision process
-Discussion of graded essay and the effective
-Continue revising Research Essay based on peer
feedback.
-Read “Making Oral Presentations” on pp. 386-395 in
K&M for ideas on how to create a meaningful research
execution of key components, especially source
use and synthesis, and common pitfalls of the
Research Essay.
-Source coding activity.
-Peer review activity.
-In-class revision time for the Research Essay and
conferences.
findings presentation.
Week 13
Tuesday 4/8 First Draft of Research Essay due by END of
class
-Introduction to the research findings presentation
project and demonstration of a brief presentation.
-Distribution of a sign-up sheet for presentations
(presentations will be on Thursday 4/17).
-In-class writing and conferences.
-Students use class time to finalize polished first
drafts of Research Essay, making sure their essays
fulfill all requirements listed on the assignment
sheet, including a works cited page with an entry
for each source and appropriate demonstration of
argumentative synthesis.
-Submit first draft of the Researched Essay to the
instructor by the end of class.
-Post the NEWEST DRAFT of the Research Essay to
Course blog.
-Carefully read and evaluate your classmate’s Research
Essay rough draft posted on Course blog. Be ready to
conduct a class workshop during next class.
-Consider making an appointment with the Writing Center
to work on your Pre-Search Revision or Research Essay.
-Continue working on research findings presentation.
-Complete a revision of Pre-Search essay (if applicable)
and bring packet to Thursday’s class.
Thursday 4/10 Pre-Search Essay Revisions Due
-Peer review activity based on homework from
last class.
-MLA workshop.
-Synthesis activity.
-Use the remainder of class time revising RE.
-In-class revision time and conferences.
-Continue revising Research Essay.
-Continue working on research findings presentation.
Week 14
Tuesday 4/15 Return Research Essay first drafts
-Instructor shows students where they can locate
their Research Essays and Discuss overall
strengths and weaknesses.
-Spend remaining class time revising the Research
Essay.
-Continue revising your RE.
-If necessary, finalize PRE-SEARCH ESSAY revisions
(due Thursday 4/17)
Thursday 4/17 Student Presentations/Return Pre-Search
Essay Revisions
-Research findings presentations (3-4 minutes per
student).
-Continue revising your Research Essay (due noon
Friday 4/18).
Week 15
Tuesday 4/22 -Introduction to the Student Narrative Self-
Reflection form and sample responses for class
discussion.
-Spend remaining class time drafting Narrative
Self-Reflections.
-Begin revising Narrative Self-Reflection. Have access to
this work for next class.
Thursday 4/24 Research Essay final drafts returned
-MEET WITH THE INSTRUCTOR AFTER
CLASS ABOUT REVISIONS
-Finish the revision of the final draft of your RE, if
needed. Bring all parts of your RE packet to our next
class to hand in.
-Discussion of pp. 17-23 in the GSW 1120
portfolio, highlighting:
o steps in the portfolio process
o types of submission (“clearly
passing” and “borderline”)
o possible outcomes and grades
associated with them
o appeal processes and deadlines
(appeal of non-submission and
appeal of non-passing portfolio)
o arrangement of portfolio contents.
Complete the top section of the
Instructor’s Assessment form from their
portfolios; instructor collects the forms.
Continue drafting, revising, and/or editing
Narrative Self-Reflection and/or Research
Essay.
Week 16
Tuesday 4/29 Deadline for RE revisions
-Finalize portfolio and Self-Reflections while
instructor evaluates revisions of RE.
-Finish Narrative Self-Reflection and put it in your
portfolio.
-Bring your complete portfolio to our next class to turn in.
Thursday 5/1 Portfolios due—NO EXCEPTIONS
-Revised RE returned.
- Instructor Assessment forms returned for
inclusion in portfolios.
Finals Week
Monday 5/5 Today at 5 p.m. is the deadline for students to
appeal an instructor’s decision not to submit a
portfolio. Appeal forms are available in the
GSW office, 215 East Hall.
Thursday 5/8 Pick up graded portfolios
My office
2:30 p.m.