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英文代写-AWP 3
时间：2021-11-22
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UC San Diego Analytical Writing Program. © 2021. Do not distribute/share/post without permission.
Fall 2021 Analytical Writing Syllabus: AWP 3
Required Texts
The Essential Guide to Analytical Writing (available through the UCSD Bookstore)
AWP Course Readings: Misinformation, Social Media, and Democracy (available through the UCSD Bookstore)
Course Description
This Analytical Writing course is dedicated to supporting students who need to work on their writing before they
take on the challenges of the college writing programs.
To successfully move on to the college writing programs, you need to demonstrate the ability to:
1. Develop critical reading strategies for analyzing and responding to academic texts;
2. Use writing as a means of critical inquiry;
3. Find and use evidence from multiple sources;
4. Use citations according to the principles of the UC San Diego Policy on Integrity of Scholarship;
5. Formulate an argument that engages in larger academic conversations;
6. Advance a clear claim;
7. Utilize organizational structures and language conventions appropriate to an academic audience;
8. Practice revision and editing using feedback from instructors and peers;
9. Reflect effectively on your critical thinking and writing processes.
As you work to meet these objectives, you will receive guidance and support from your instructor. You will also
engage in conversations with your peers—conversations in which you’ll offer your perspective on their writing and
receive their perspectives on yours. You’ll take up big questions—“What do I think?”—and small questions—“How
do I make this sentence work?” You’ll do this work in an environment that celebrates diverse points of view. By
engaging in the work of this course—and by adhering to the course policies and requirements outlined below—you
will gain confidence as a writer, and you will prepare yourself to succeed in your college writing courses.
The Course’s Guiding Questions
UCSD’s Analytical Writing courses explore a guiding question or set of questions across two projects that will teach
you how to enter academic conversations. The first, the Summary & Synthesis project, will use a sequence of
reading and writing assignments to teach you how to summarize and assess the arguments of others. The second, the
Argument project, will build upon those skills with another sequence of assignments designed to teach you how to
articulate and develop claims of your own. The textbook we’ve composed for you, The Essential Guide to Analytical
Writing, offers solid strategies to further guide you along the writing process.
What is misinformation? According to Claire Wardle, a Research Fellow at the Shorenstein Center on Media,
Politics, and Public Policy at the Harvard Kennedy School, misinformation is “information that is false, but not
intended to cause harm.” In contrast, disinformation is false and “deliberately created or disseminated…to cause
harm.” Although the intentions may differ, misinformation and disinformation represent two problems in our
information ecosystem. In some ways, these problems are not new, but social media is amplifying their reach in
ways that necessitate continued research and debate.
In the Summary & Synthesis Project, we will explore how social media is prompting new debates about the health
of our information ecosystem. What motivates users to create or share false information in the first place? Who or
what is harmed? Why are we so susceptible? In the Argument Project, we will continue to explore misinformation in
its political context because many experts agree that democracies are at stake. We will interrogate the ways in which
misinformation and disinformation impact public opinion and shape the public sphere. Should we agree with critics
who believe that social media is dangerous to democracy? Are we doomed by the technologies we rely on, or can we
use these digital tools to create a democratic Internet and reclaim the public sphere? What models and principles can
help us protect democracy? How can citizens be empowered?
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Principles of Community
In AWP, we respect our students’ differences and are interested in helping our students discover how these
differences contribute to their intellectual lives. For a full description of UC San Diego’s Principles of Community,
see https://ucsd.edu/about/principles.html.
Names and Pronouns: In this class, you can indicate the name that you prefer to be called and the pronouns with
which you would like to be addressed. The instructor will address and refer to all students accordingly and
encourage classmates to do so, too. If you have a name and/or set of pronouns that differ from those that appear in
your official records, please let your instructor know.
Students with special circumstances: UC San Diego and the Analytical Writing Program are committed to full
inclusion in education for all persons. Services and reasonable accommodations are available to students with
temporary and permanent disabilities, to students with DACA or undocumented status, and to students with other
kinds of learning needs. Please let your instructor know if there are circumstances affecting your ability to
participate in class so we can help support your success.
Students with disabilities: Students requesting accommodations for this course due to a disability must provide a
current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD).
Students are required to present their AFA letters to faculty and to the OSD Liaison in the department in advance so
that accommodations may be arranged.
Peer work: Success in this class depends on workshopping essays—sometimes synchronously in class, sometimes
asynchronously outside of class via Canvas. For peer work to be beneficial, you will need to offer and receive
constructive, thoughtful critique. Because your classmates rely on you for their success, we require that you commit
to taking peer work seriously.
Assessment of the Analytical Writing Program: We are always assessing the Analytical Writing Program in order
to improve it and create pedagogical knowledge for other writing instructors. This assessment may include surveys
administered at the beginning and end of AWP classes and, occasionally, studies of student writing. Your identity
(name or other identifiable information) will remain anonymous. If you would like to opt out of participating in our
program assessment, please send an email to the program (awp@ucsd.edu), and we will remove your survey
responses and writing from consideration for our program assessment.
Community Policies and Norms
Email: In order to communicate with you about your writing and to enhance the instruction taking place in class,
your instructor may email you throughout the quarter. As a UCSD student, you should check your UCSD email
account daily. Instructors will reply to emails promptly. You are expected to do the same.
Working with Integrity: By participating in the Analytical Writing course, you are declaring that you will do your
own work. According to the UCSD Policy on Integrity of Scholarship (http://senate.ucsd.edu/Operating-
Procedures/Senate-Manual/Appendices/2), "no student shall engage in an activity that undermines academic
integrity or facilitates academic integrity violations by others" (1). According to the policy, you are not allowed to:
● Complete, in part or in total, any assignment for another person;
● Have any of your course work be completed, in part or in total, by someone else;
● Plagiarize or copy even part of the work of another person or source and submit it as your own work;
● Employ aids excluded by the instructor in completing any assignment;
● Alter graded class assignments, then resubmit them for re-grading;
● Submit substantially the same material in more than one course without prior authorization; and
● Misrepresent, to your instructor, any aspect of your writing process, or any reasons for your absences or late
work. Lying to your instructor for any reason is a violation of the university’s academic integrity policy.
Honesty is always the best policy when it comes to your work and to your behavior in this class. Doing your own work
is essential so that your instructor can assess your writing challenges and help you address them. In Analytical
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Writing, we don’t allow you to use outside sources to write your essays, including unauthorized aids, outside tutoring
services, editing programs, or websites of any kind. We do this in part because relying on an outside source can keep
you from reading and analyzing the sources that we’ve given you to read and write about. But more importantly, using
outside sources can tempt you to plagiarize.
Be careful even when you are using the sources that we’ve assigned: if you patchwrite (paraphrase sloppily) or
aren’t careful about citing the sources you are drawing from, you could be charged with academic dishonesty, even
if you did not intend to plagiarize. If you have any questions about how to complete this particular course with
integrity, please ask your instructor. If we determine that you have been careless about documenting sources, we
will treat your carelessness as a teaching opportunity and will expect you to fix the problem in subsequent drafts. If
in later drafts the problem persists—and especially if it persists in the portfolio—you will be charged with academic
dishonesty.
Be careful, too, in how you manage your group work. For example, if your peer group decides to use Google Docs
to collaborate on a group assignment, you should limit who has access in order to avoid someone from outside your
group copying your work. Please refer to Canvas for instructions about setting appropriate safeguards to protect your
work.
Finally, make sure you do not get inappropriate help. Sometimes well-meaning friends and family will offer to help
you “fix” your writing. We ask you to avoid this help, as it is likely inappropriate. If you want additional support as
you work on your writing, turn to your instructor, the Writing Hub, OASIS, or, if one is attached to your class, an
Embedded Writing Mentor. Be sure to acknowledge each source of help in your Acknowledgements (see below).
Should your instructor have reason to believe that you are getting inappropriate help, you may be charged with
violating the university’s academic integrity policy, and your portfolio might fail.
Assignment Submission: All assignments are due before the beginning of class on the due date unless otherwise
indicated in the schedule. You must submit all your assignments—both your drafts and the shorter
assignments leading up to them—on Canvas to pass this course.
Essay format: Write your assignments using the Assignment Template on Canvas which follows MLA guidelines.
For shorter assignments, include the assignment number as the title. Give a title to each final essay. Include a Works
Cited and Acknowledgments page (which does not apply towards the page count).
Works Cited and Acknowledgments: You are required to cite your sources and acknowledge all help you have
received on each assignment. The Works Cited page documents all the sources that you used when writing your
essay. On Canvas, you will find a list of sources used in the course, along with their citation information. From this
document, copy and paste into your Works Cited page any sources you use in your essay. The
Acknowledgments allow you to document the people who gave you feedback and other kinds of help. This includes
your classmates, friends, tutors—anyone who has helped you.
Turnitin.com: The revised drafts of your major essays, plus the final materials that you produce for your portfolio,
must be submitted, on time, to Turnitin via Canvas. Turnitin is software that searches the Internet, as well as the
essays of other students (including all the students in Analytical Writing at UCSD), in order to see if you have
copied all or part of your essay from another source without citing it.
Assessment
To satisfy ELWR, AWP 3 must be taken for a letter grade. To earn that grade, you will produce a portfolio that
contains a Reflective Overview, a Summary and Synthesis Essay, an Argument Essay, and an in-class essay.
Because your portfolio is both a product and a window into your work throughout the quarter, your final grade in
AWP will be based on two criteria: the quality of your portfolio and your labor.
Quality of Portfolio. The first component of your letter grade is determined by the quality of your portfolio. Before
your instructor considers your final letter grade, your portfolio will be assessed by at least two readers to determine
whether it demonstrates competency in the nine course objectives (articulated at the beginning of this document). If
your portfolio demonstrates competency in the nine course objectives, you will pass AWP, and your portfolio will
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be awarded a grade of C or higher. You can then enroll in college writing. If your portfolio does not pass, you will
receive a C- or lower and will need to enroll in AWP again.
Once it has been determined whether or not your portfolio has passed, your instructor will award the portfolio a
grade using the following criteria to assess its quality:
• A portfolio grade in the A range requires that a student submit a portfolio that does an outstanding job
of implementing the course objectives. There is no A+ grade granted in Analytical Writing.
• A portfolio grade in the B range requires that a student submit a portfolio that does a good job of
implementing the course objectives.
• A portfolio grade in the C range requires that a student submit a portfolio that does an adequate job of
implementing the course objectives.
• A portfolio grade of C- or lower indicates that a student has not been able to adequately implement the
course objectives and has not passed AWP.
Note that there are no grades in AWP until the final portfolio. Instead, you will receive extensive commentary from
your instructor and peers, via written response, writing workshops, peer review work, office hours, and instructor
conferences. This commentary will help you assess how well you are meeting the course objectives and will inform
the revisions you need to make in order to improve your work.
Labor. AWP requires a good deal of work. We respect your labor and seek to honor it. The work you put into the
course—for instance, engaging in class discussion, completing assignments, and doing your group work—therefore
makes up the second component of your letter grade: your labor.
Developing your writing abilities requires engagement, persistence, and a considerable amount of labor. Working
hard on each step of the writing process is a certain path to improving your writing, even if it ends up that your
portfolio does not pass. While the assignments and drafts leading up to the portfolio do not receive letter grades,
they are necessary to the successful production of a portfolio. Conversely, skipping steps in the writing process will
lead to weaknesses in the quality of your portfolio, which can impact your final grade and even result in failing the
course. In these ways, your labor is essential to your success.
There are two ways that engaging in the labor of the class might increase your grade. First, if you complete the
required work of the course as designed, you will be entitled to a standard Labor Increase, and your final grade will
increase by 1/3 of a letter grade. If you elect to complete the additional optional assignments that constitute the
Supplemental Labor Increase, your final grade will increase by 1/3 (or an additional 1/3) of a letter grade. For
example, a C+ on the portfolio becomes a B- for your final grade if you meet either the requirements of the standard
Labor Increase or the requirements of the Supplemental Labor Increase. It will increase to a B if you do both.
The requirements are as follows:
Labor Increase
To receive the standard Labor Increase, you will do all the work of the course as outlined on the syllabus. This
includes:
o Working through each step of the writing process, as assigned
o Improving as a writer by reflecting on your writing and revising substantively
o Engaging in class discussion and all-class writing workshops
o Committing to your group mates and completing all assigned group work
o Working to maintain fairness in the classroom community by adhering to the course policies –
especially those regarding absences and late, incomplete, or missing work
Note that there are many ways to fulfill these criteria. For instance, “engaging consistently in class discussion”
doesn’t mean you need to speak up in every class. You might contribute to the class Google Doc or engage in peer
review. You might also engage by being an active listener. The point is to think about ways of engaging that build
upon behaviors that you already do well, so that you can enhance the AWP classroom and your experience in it.
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Supplemental Labor Increase
The optional Supplemental Labor Increase is designed so that all students—those who are doing well and those
who are struggling—have an opportunity to raise their grades in Analytical Writing.
To merit this increase, you will:
o Keep a Labor Journal. Your Labor Journal provides you a space to document and assess the benefits
of the work you’re putting into class. To keep track of your labor, you will post an entry on Canvas
before each week’s deadline (template and instructions are available on Canvas).
o Submit a Labor Summary & Reflection. In Week Ten, you will compose a 3-pp. reflection that
sums up your labor throughout the quarter and describes what, specifically, you gained from that labor.
If you’ve struggled keeping up with the labor, this is an opportunity to think about why. You will need
to submit all journal entries and the labor reflection in order to receive the Supplemental Labor
Increase.
Remember: Any misrepresentation of your labor is a violation of the university’s Academic Integrity policy,
so please be accurate and transparent about the work you do.
Other circumstances:
• If your portfolio passes but you don’t complete the work of the course in the ways described above, you
will not receive the standard labor increase. Late, incomplete, or missing assignments or having too many
absences can result in a grade lower than what your portfolio earned, or in failing the course.
• If your portfolio does not pass but you have completed the required labor of the course as described above,
you will receive a C- for your final grade.
• If your portfolio does not pass and you do not complete the required work of the course, you will receive a
D or possibly an F for your final grade.
Attendance: Students who miss class, conferences, and office hours typically have difficulty producing a
passing portfolio. We therefore expect students to attend all classes and other meetings with their instructor and
peers. Students should arrive promptly at the beginning of class and other meetings, and should have The Essential
Guide, the assigned reading, and any assigned written work readily accessible. Arriving more than five minutes late
for a class or meeting could count as an absence.
We know that emergencies arise, so we allow two class absences during the quarter. Missing a conference with
your instructor counts as a class absence, but these may be rescheduled at your instructor’s discretion. Moreover,
persistent misuse of technology during class will be marked as an absence because in order to be fully “present” in
class, you need to be free from distraction.
It's a good idea to use your allowed absences only in case of illness or emergency. If you are ill and possibly
contagious, please alert your instructor and do not come to class. If you miss more than two classes due to illness,
your instructor will assign make-up attendance assignments. Note that these assignments are quite rigorous and are
generally offered only to students who are legitimately unwell. Students will be advised by weeks two, four, and six,
if they are not in good standing regarding attendance. If you are not in good standing, your instructor can ask you to
withdraw or risk failing the course.
Late, incomplete, and missing work: You will discover that the assignments in AWP are carefully scaffolded.
Through this scaffolding, we ask you to practice and build on particular skills in each assignment. For this practice
to yield results, it is essential that all work—including drafts and the smaller assignments leading up to them—be
completed and turned in by the deadline, typically at the start of class. Any assignment submitted during or after
class is considered late work.
It's important that your work come in on time—not only for your own sake, but for the sake of your peers and your
instructor. Sometimes, your peers will be asked to comment on your work, and they can’t do that if your work is not
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submitted. In some quarters, instructors have up to 45 students. If even a few of these students have the habit of
turning work in late, it makes extra work for the instructors, who are already working very hard. Finally, getting
work in on time is in your own best interests, as students who miss assignments in AWP typically have a very
difficult time making them up. In sum, turning assignments in on time benefits you and your classroom community.
If you have late, incomplete, or missing work, your instructor will let you know by marking that assignment as
incomplete on Canvas. You should submit the missing assignment right away to avoid negative impacts on your
grade (see the chart below). Also note that there are two junctures in the course where your instructor will do an
inventory of your submitted work: before the end of week four, and before the end of week six. If you have not
heard from your instructor during these intervals and you do not have an X in the status column of Canvas Grades,
you are in good standing in the course. Conversely, if you have assignments that are missing or incomplete, you will
be deemed not in good standing. Students who are not in good standing will be advised to withdraw from the course
and/or will not be able to submit a portfolio. This policy is not meant to be punitive; instead it is designed to help
you. According to university policy, if you withdraw by the end of week four, you can withdraw without a “W” on
your transcript; if you withdraw by the end of week six, you can withdraw with a “W” on your transcript. If you
don’t withdraw by the end of week six, you cannot get a W and will instead receive a failing grade on your
transcript. This situation can be avoided by making sure your assignments are turned in on time.
Similar to the attendance policy, we know that extenuating circumstances arise and that you may find yourself
needing to submit a late assignment. You can submit up to three assignments late without forfeiting your 1/3 labor
increase, as long as you submit the assignment by the next class period. If you find yourself needing a longer
extension, contact your instructor before class and see if an accommodation might be made.
Weeks 2-9 Impact on Grade
1-3 late or incomplete assignments with prior notice You can still earn the 1/3 labor increase if the work
is submitted according to your instructor’s deadline;
otherwise, you lose the opportunity for a grade
increase
OR 1-3 late or incomplete assignments without prior
notice
You can still earn the 1/3 labor increase if the work
is submitted before the next class; otherwise, you
lose the opportunity for a grade increase
OR 4 late or incomplete assignments You cannot earn the labor increase, and your grade
may go down by 1/3; work must still be submitted
according to the deadline your instructor articulates
Any work that does not meet the deadlines above will be considered missing. If there is any missing work on Canvas,
your portfolio will not be accepted for evaluation.
Appeals: Grade appeals can only be made if a student feels discriminated against on the basis of politics or a
protected characteristic, which includes but is not limited to gender, race, age, or national origin. For a full
description of UCSD’s regulations on this matter, see http://senate.ucsd.edu/Operating-Procedures/Senate-
Manual/Regulations/502. You can also access this link from the Analytical Writing Program website.
Project One – Summary & Synthesis
A Summary & Synthesis essay may be different from essays you’ve written in the past, as it requires you to sum up
the various arguments in our course readings and to put them into conversation with one another without offering a
claim of your own. Advice to guide you through this entire process can be found in The Essential Guide to
Analytical Writing.
Self-Reflection and Course Goals. Principles and policies shape communities, influencing the experiences of those
living and working within them. Read through the syllabus to learn and reflect on the principles and policies
that shape our AWP community. You can take notes as you read through the sections of the syllabus on Canvas.
Alternatively, you can annotate the PDF as a printout or directly on most tablets. Once you have carefully
considered the syllabus, write a letter to yourself, responding to the following questions: In your view, which of
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the AWP principles and policies are most significant in creating a healthy learning community? Why? Which
policy or policies do you think will help prepare you for a meaningful quarter? Why? What concerns about the
policies or the projects do you have? What 2-3 educational and writing goals do you have for yourself? What
actions will you take to help you stick to your goals? 1-2 pages.
1A. Annotations and Response. Carefully read and annotate Wardle and Haidt and Rose-Stockwell, drawing from
The Essential Guide’s methods and tips for reading like a writer. What do you want to know more about? What
questions would you like to ask the authors? What parts are interesting? What parts are less so? Where do you
agree or disagree? What ideas might be confusing you? Write one paragraph summarizing your thoughts. Be
prepared to show your instructor your annotations in class. 1 paragraph.
1B. Annotations and Response. Carefully read and annotate boyd, Kelly, and Wikipedia’s “Five Pillars.” As you
read, consider the questions that are motivating boyd’s argument and Kelly’s article. Who are the named and
unnamed stakeholders in this conversation? In particular, with whom is boyd in conversation? What evidence
does she use to support her argument? Then, drawing from what you’ve learned about working with sources
from The Essential Guide (including the advice in Appendix A), write one paragraph summarizing your
thoughts. Be prepared to show your instructor your annotations in class. 1 paragraph.
1C. The Integrity Challenge. Carefully read each scenario in Round I of The Integrity Challenge (available on
Canvas). As you read each scenario, consider what actions you think are ethical and fair and why. Likewise,
think about what the university would consider ethical and fair. Write your responses into the textbox entries on
Canvas. 4 scenarios.
Then, complete Round II. Using the “Writing From Sources: Rating Scale,” found in Appendix B of The
Essential Guide, determine how the source is used: Is the writer guilty of fraud? Has the writer documented
inadequately? Is the citation correct, but with little value added? Has the writer managed to synthesize her voice
with the writers, and to add value to the original source? Give each example a score, ranging from -4 to +4 as
described in Appendix B. 5 examples.
1D. Summary of a Reading. Drawing from what you’ve learned in Chapter 5 and Appendix A in The Essential
Guide, write a paragraph that summarizes one of the course texts we have read thus far. Be sure to quote and
paraphrase strategically. Compose your paragraph carefully: the paragraph should demonstrate that you can
employ evidence using clear signal phrases with strong verbs; quote and paraphrase strategically and
appropriately; comment effectively on each quotation; and cite correctly. 1 paragraph.
1E. Writers in Conversation. Carefully read and annotate Menczer & Hills and the interview with Silverman.
Following the process outlined in Chapter 6 of The Essential Guide, raise a controlling question and find a
passage in each text that addresses it. Using these passages, write 1-2 paragraphs that describe how the two
writers are in conversation around that controlling question. Be sure to quote, paraphrase, and summarize
effectively. 1-2 paragraphs.
1F. Introduction and Conversation Outline for the Summary & Synthesis Essay. Using advice in The Essential
Guide, write an introduction for your 1I First Draft of the Summary & Synthesis Essay. Be sure that your
introduction clearly identifies your controlling question and introduces the conversation about that question
clearly and accurately. Then, create a conversation outline that puts the three authors in the order you will
introduce them and articulates what each one will contribute to the conversation and why. 1 paragraph and
outline.
To prepare for the class workshop, create a new thread for your group in Discussions on Canvas and
copy and paste your 1F there. You can find instructions for starting a Discussion thread on Canvas.
1G. Common Reader Discussion. The Common Reader Method for peer review is outlined in detail in Appendix C
of The Essential Guide. Read your group mates’ introductions for the Summary & Synthesis essay. Produce a
Common Reader response that articulates three “feelings” that you have as you read. These “feelings” will
likely include intellectual feelings like curiosity, interest, or boredom. At least one of the feelings must be
positive, and at least one must be critical. Adhere to the what/where/why format: what you’re feeling, where in
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the essay you’re feeling it, and why you’re feeling it. For each of the three different feelings, explain your
Common Reader responses, using complete sentences. Post to the Group Discussion on Canvas.
1H. Reply to Common Reader Discussion. Write a thoughtful reply to each of your classmates’ Common Reader
responses. Don’t simply agree with or thank them for their comments. Address their concerns and discuss how
you might use them to revise. Reply to the Group Discussion on Canvas.
1I. First Draft of the Summary & Synthesis Essay. In this project, we have considered how social media has
accelerated the spread of misinformation and disinformation and the impact that this low-quality and false
information has on our information ecosystem. To write your Summary & Synthesis essay, articulate a level-
three question that you see highlighted in our course texts. Summarize and synthesize the conversation that
three authors would have about this controlling question. 3 sources.
A detailed description of how to successfully compose the Summary & Synthesis essay can be found in Chapter
9 of The Essential Guide. A successful essay will be organized effectively around a clearly articulated question
or idea; will summarize arguments concisely and accurately; will articulate clear connections between authors’
ideas; will make good use of textual evidence via quoting, paraphrasing, and summarizing; and will be clearly
written. In other words, it will meet many of the course objectives outlined on the first page of this syllabus. 4
pages.
1J. Second Draft of the Summary & Synthesis Essay. Revise your 1I First Draft of the Summary & Synthesis
Essay, considering not only how to make your essay stronger and clearer, but whether you are meeting the nine
course objectives. 4 pages. Post to Turnitin via Canvas.
Read through your 1J Second Draft of the Summary & Synthesis Essay and complete an AWP Self-Assessment
Form (available on Canvas) to assess how you are meeting the course objectives. Upload your completed self-
assessment form to Canvas when you submit your 1J. 1 completed form.
1K. Summary of Your Peers’ Advice. Meet with your group mates to give each other feedback on the most recent
version of your Summary & Synthesis essay. Follow any instructions your instructor gives you. Then, write a
brief summary of their feedback focusing on the advice that you found most helpful for revising your essay
further. 1 page.
Project Two – Argument
For this project, you will work on developing an Argument essay that “speaks to” the ongoing class conversation.
The Essential Guide to Analytical Writing will guide you through this process.
2A. Contribution to the Conversation. The History Channel video posted on Canvas can give you some context
before reading Tufekci. Once you’ve viewed it, carefully read and annotate Tufekci. Your instructor will start a
discussion thread about the assigned reading, offering a brief response of their own. Review their post and any
other replies posted by the time you log on. Respond to the thread with two comments of your own. Write the
first comment responding directly to one that was already posted. To move the conversation forward, write the
second comment to offer a new observation or question. Add a contribution that has not already been posted or
that takes a fresh perspective on a previous post. Review and submit via the Week 4 module on Canvas at
least two hours before the start of class. 150 word minimum.
2B. Contribution to the Conversation. Carefully read and annotate Applebaum & Pomerantsev. Then, carefully
listen to Tang’s TED Talk and annotate the transcript in your course reader. Your instructor will start a
discussion thread about the assigned readings, offering a brief response of their own about one or both readings.
Review their post and any other reply posted by the time you log on. Respond to the thread with two comments
of your own. Write the first comment responding directly to one that was already posted. To move the
conversation forward, write the second comment to offer a new observation or question. Add a contribution that
has not already been posted or that takes a fresh perspective on a previous post. Review and submit via the
Week 5 module on Canvas at least two hours before the start of class. 150 word minimum.
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2C. Contribution to the Conversation. Carefully read and annotate DiResta. Then, carefully listen to Aral’s TED
Talk and annotate the transcript in your course reader. Your instructor will start a discussion thread about the
assigned reading, offering a brief response of their own. Review their post and any other reply posted by the
time you log on. Respond to the thread with two comments of your own. Write the first comment responding
directly to one that was already posted. To move the conversation forward, write the second comment to offer a
new observation or question. Add a contribution that has not already been posted or that takes a fresh
perspective on a previous post. Review and submit via the Week 5 module on Canvas at least two hours
before the start of class. 150 word minimum.
2D. Introduction and Claim. Read the 2H First Draft of the Argument Essay prompt. Using the advice offered
in Chapters 11 and 12 of The Essential Guide, write an introduction for your Argument essay. Identify your
focus, problem, or question; explain the larger context or conversation; and announce your claim. Make sure
that you indicate why your claim is important. 1 paragraph. Create a thread for your group in Discussions
on Canvas.
2E. Common Reader Discussion. Read your group mates’ 2D introductions for the Argument essay. Produce a
Common Reader response that articulates three “feelings” that you have as you read. These “feelings” will
likely include intellectual feelings like curiosity, interest, or boredom. At least one of the feelings must be
positive, and at least one must be critical. Adhere to the what/where/why format: what you’re feeling, where in
the essay you’re feeling it, and why you’re feeling it. For each of the three different feelings, explain your
Common Reader responses, using complete sentences. Post to the Group Discussion on Canvas.
2F. Reply to Common Reader Discussion. Write a thoughtful reply to each of the Common Reader responses you
received from your peers. Don’t simply agree with or thank them for their comments. Address their concerns
and discuss how you might use them to revise. Reply to the Group Discussion on Canvas.
2G. Revised Introduction and Body Paragraphs. Based on the class discussion of introductions and your group’s
Common Reader discussion, revise your introduction. Then, drawing from the advice offered in Chapter 13 of
The Essential Guide, write two body paragraphs. Make sure that each paragraph has a controlling idea and
includes quotations and paraphrases from the readings. Use the style principles to make your sentences clear. 3
paragraphs (including a revised introduction).
2H. First Draft of the Argument Essay. Since the Summary & Synthesis Project, we have focused on
misinformation and disinformation in their political context. We have read about how social media accelerates
and amplifies their spread. As many experts agree, this spread has troubling implications for democracies
around the world. We therefore ask: as we confront the consequences of a vulnerable information ecosystem, is
social media incompatible with democracy? Why or why not? Make an argument that weighs in on this
question. You may draw from the various psychological, technological, and cultural threads we have explored
this quarter. Minimum of 4 sources; at least 1 source should be from the Summary & Synthesis Project.
A successful essay will focus on a question or problem that is neither too big nor too small; it will frame that
question or problem within the conversation constituted by the course readings; it will offer a clear claim as a
way of entering the conversation; it will support that claim with good evidence from the course readings; and it
will accomplish all of this following the principles of good paragraphs and sentences. A successful essay will
also develop its argument by engaging with opposing points of view. 4-5 pages.
2I. Second Draft of the Argument Essay. Revise your 2H First Draft of the Argument Essay, considering not only
how to make your argument stronger and clearer, but whether you are meeting the nine course objectives. 4-5
pages. Post to Turnitin via Canvas.
Read through your 2I Second Draft of the Argument Essay and complete an AWP Self-Assessment Form in
(available on Canvas) to assess how you are meeting the course objectives. Upload your completed self-
assessment form to Canvas when you submit your 2I. 1 completed form.
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Preparing the Portfolio
The following assignments will help you prepare your final portfolio.
3A. In-Class Writing. In class, you will respond to a question posed by your instructor. While your instructor will
ask a specific question that you will not know ahead of time, you should prepare by reviewing your notes, the
conversation maps, and the essays you have written for your portfolio. Your response must take a position on
the question that is asked and anticipate potential counterarguments to your position.
This in-class writing assignment is partly designed to ensure that you are doing your own work. While we
recognize that there will be differences between the work that you do “on the spot” and the work that you have
time to revise, we will also question work that ranges vastly in quality. If there is a discrepancy between your
in-class and out-of-class work, you may be charged with academic dishonesty.
3B. Draft of Reflective Overview. Drawing from the advice offered in Chapter 14 of The Essential Guide, write a
Reflective Overview that 1) contextualizes the essays in your portfolio, and 2) reflects on what you have learned
as a writer as a result of writing these essays. Write the overview carefully—it will introduce your reader both
to your portfolio and to you as a writer. As you describe your journey as a writer, discuss your strengths and
weaknesses. Your readers will want to see that you are aware of what you still need to work on. 1-2 pages.
Essay Drafts. At various points near the end of the quarter, your instructor will ask you to bring work in progress to
class for workshopping. Whether you work independently or with classmates, follow your instructors’ advice
for uploading your essay(s). This way, your instructor can assess the quality of your peer responses.
Portfolio
The portfolio represents the culmination of your work. You will spend the last weeks of the quarter working on this
portfolio and using the feedback you’ve received from your instructor and peers to improve your work. You will
also write and revise your Reflective Overview, and you will receive from your instructor directions on how to
prepare for the In-Class Writing. For advice on how to revise your work for the portfolio, see Chapter 17 in The
Essential Guide.
The portfolio will include:
● A polished Reflective Overview;
● A polished revision of your Summary & Synthesis essay;
● A polished revision of your Argument essay; and
● Your 3A In-Class Writing.
You will submit the final drafts of your Reflective Overview, Summary & Synthesis essay, and Argument essay to
Turnitin via Canvas. In class, you will sign the Pledge in the Portfolio Module on Canvas.
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Class Schedule
Day Date Assignment Due In Class Group Assignments
Week
1
Monday Sept. 27 Course introduction. View and discuss
first day video(s): PBS NewsHour and
Channel 4 News
Meet with your group
before the end of the
week to get to know
one another.
Wednesday Sept. 29 Read and annotate: Syllabus; Guide,
Introduction, Chapters 1 and 2;
Wardle; Haidt & Rose-Stockwell
Write: Self-Reflection and Course
Goals and 1A (Annotations and
Response)
Review syllabus. As a class, discuss
the readings in terms of what questions
and concerns motivate the authors. Be
prepared to share your annotations.
Identify strategies for critical reading
and annotating.
Optional Write: Labor Journal Entry
#1 due on Canvas by 11:59pm
Week
2
Monday Oct. 4 Read and annotate: Guide, Chapter 3
and Appendix A (on evidence); boyd;
Kelly; Wikipedia’s “Five Pillars”
Write: 1B (Annotations and
Response)
As a class, discuss the readings in
terms of the stakeholders and evidence.
Note: Sign up for
group meetings with
your instructor to be
held before the end of
Week 3.
Wednesday Oct. 6 Read and annotate: Guide, Chapters
4, 5, and Appendix B
Complete: 1C (The Integrity
Challenge)
Write: 1D (Summary of a Reading)
Review The Integrity Challenge. Using
1D, discuss the challenges of
composing a good summary with
effective source use. Introduce the
class contract.
Optional Write: Labor Journal Entry
#2 due on Canvas by 11:59pm
Week
3
Monday Oct. 11 Read and annotate: Guide, Chapter 6;
Menczer & Hills; Silverman
Write: 1E (Writers in Conversation)
Discuss the readings. Using 1E,
explore how the readings are in
conversation with each other. Finalize
the class contract.
Post 1G (Common
Reader Discussion) by
11:59 p.m. on
Wednesday; post your
1H (Reply to Common
Reader Discussion) by
2 p.m. on Thursday.
Meet with instructor in
groups to discuss S&S
essays.
Wednesday Oct. 13 Read and annotate: Guide, Chapter 8
and Appendix C
Write: 1F (Introduction and
Conversation Outline for the S&S
Essay)
Workshop the Summary & Synthesis
introductions and conversation outlines
using the Common Reader method;
discuss various ways to structure a
summary and synthesis of an academic
conversation.
Optional Write: Labor Journal Entry
#3 due on Canvas by 11:59pm
Week
4
Monday Oct. 18 Read and annotate: Guide, Chapter 7
Complete: Style Principle Videos I
and II
Write: 1I (First Draft of S&S Essay)
Review style principles and discuss
Appendix A (the section on
paragraphs). As a class, workshop
paragraphs from 1I together, applying
the style principles.
No group work this
week.
Wednesday Oct. 20 Read and annotate: Guide, Chapters
10 and 11; Tufekci
View: History Channel Video
Write: 2A (Contribution to the
Conversation)
Review the 2A Discussion thread.
Discuss the readings, noting what
questions motivate the writers and how
their claims are articulated and
developed via evidence/reasoning.
Optional Write: Labor Journal Entry
#4 due on Canvas by 11:59pm
Week
5
Monday Oct. 25 Read and annotate: Applebaum &
Pomerantsev
View: Tang
Write: 2B (Contribution to the
Conversation)
Review the 2B Discussion thread.
Discuss the readings, noting what
questions motivate the writers and how
their claims are articulated and
developed via evidence.
Instructors will return your 1I.
No group work this
week.
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Wednesday Oct. 27
Read and annotate: Guide, Chapter
11 (the section on questions); DiResta
View: Aral
Write: 2C (Contribution to the
Conversation)
Review the 2C Discussion thread.
Discuss the readings; consider possible
motivating questions for the argument
essay and how to sharpen them.
Optional Write: Labor Journal Entry
#5 due on Canvas by 11:59pm
Week
6
Monday Nov. 1 Read and annotate: Guide, Chapter 9
(read before you start revising) and
Appendix D
Write: 1J (Second Draft S&S Essay)
and Self-Assessment Form
Discuss Appendix A (the section on
claims). Develop questions and
brainstorm claims for the Argument
essay.
Complete your 2E
(Common Reader
Discussion) by 11:59
p.m. on Wednesday.
Post your 2F (Reply to
Common Reader
Discussion) by 2 p.m.
on Thursday.
Wednesday Nov. 3 Read and annotate: Guide, Chapters
11 (the section on claims), 12 and
Appendix A (the portions on first lines,
introductions, and claims)
Write: 2D (Introduction and Claim)
As a class, workshop 2D. Begin
Common Reader Discussion group
work.
Optional Write: Labor Journal Entry
#6 due on Canvas by 11:59pm
Week
7
Monday Nov. 8 Read and annotate: Guide, Chapter
13 and Appendix E
Write: 2G (Revised Introduction and
Body Paragraphs)
Workshop strategies for developing
argument paragraphs.
Instructors will return your 1J.
No group work this
week.
Wednesday Nov. 10 Write: 2H (First Draft of the
Argument Essay)
Workshopping your 1Js, instructors
will demonstrate how to revise from
their comments.
Optional Write: Labor Journal Entry
#7 due on Canvas by 11:59pm
Week
8
Monday Nov. 15 No class; you will meet your instructor
for an individual conference this week;
your instructor will provide comments
on your 2H at the conference.
Work on your
Summary & Synthesis
essay. Meet early in the
week with your peers
to discuss your S&S
revision. Complete 1K
(Summary of Your
Peers’ Advice) by noon
on Friday.
Wednesday Nov. 17 No class; conferences continue.
Optional Write: Labor Journal Entry
#8 due on Canvas by 11:59pm on
Friday, Nov. 19
Week
9
Monday Nov. 22 Read and annotate: Guide, Chapters
9 and 15
Write: Your 2I (Second Draft of the
Argument Essay) and Self-Assessment
Form.
Reflect on conference week and on
comments you received from your
instructor. In class, write 3A (In-class
Writing).
Wednesday Nov. 24 Read and annotate: Guide, Chapter
14
Write: 3B (Reflective Overview)
Workshop reflective overviews.
Optional Write: Labor Journal Entry
#9 due on Canvas by 11:59pm
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Week
10
Monday Nov. 29 Your instructor will lead a short
writing workshop to address common
issues in the Argument essay. Work
alone or with peers to improve your
essays, per your instructor’s
instructions.
Instructors will return 2I and 3B.
Meet with one another
and/or attend your
instructor’s office
hours to receive
additional feedback on
your writing. Follow
any instructions
provided by your
instructor.
Wednesday Dec. 1 Bring the most recent drafts of your
Summary & Synthesis essay,
Argument essay, and/or Reflective
Overview.
Complete course evaluations. Discuss
editing and proofreading. Work alone
or with peers to proofread your essays.
Reflect together on the class.
Thursday Dec. 2 Due: Your Portfolio
Submit your portfolio and sign the
Academic Integrity Pledge by noon.
Labor Summary & Reflection due
on Canvas by 11:59pm
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Fall 2021 Analytical Writing Syllabus: AWP 3
Required Texts
The Essential Guide to Analytical Writing (available through the UCSD Bookstore)
AWP Course Readings: Misinformation, Social Media, and Democracy (available through the UCSD Bookstore)
Course Description
This Analytical Writing course is dedicated to supporting students who need to work on their writing before they
take on the challenges of the college writing programs.
To successfully move on to the college writing programs, you need to demonstrate the ability to:
1. Develop critical reading strategies for analyzing and responding to academic texts;
2. Use writing as a means of critical inquiry;
3. Find and use evidence from multiple sources;
4. Use citations according to the principles of the UC San Diego Policy on Integrity of Scholarship;
5. Formulate an argument that engages in larger academic conversations;
6. Advance a clear claim;
7. Utilize organizational structures and language conventions appropriate to an academic audience;
8. Practice revision and editing using feedback from instructors and peers;
9. Reflect effectively on your critical thinking and writing processes.
As you work to meet these objectives, you will receive guidance and support from your instructor. You will also
engage in conversations with your peers—conversations in which you’ll offer your perspective on their writing and
receive their perspectives on yours. You’ll take up big questions—“What do I think?”—and small questions—“How
do I make this sentence work?” You’ll do this work in an environment that celebrates diverse points of view. By
engaging in the work of this course—and by adhering to the course policies and requirements outlined below—you
will gain confidence as a writer, and you will prepare yourself to succeed in your college writing courses.
The Course’s Guiding Questions
UCSD’s Analytical Writing courses explore a guiding question or set of questions across two projects that will teach
you how to enter academic conversations. The first, the Summary & Synthesis project, will use a sequence of
reading and writing assignments to teach you how to summarize and assess the arguments of others. The second, the
Argument project, will build upon those skills with another sequence of assignments designed to teach you how to
articulate and develop claims of your own. The textbook we’ve composed for you, The Essential Guide to Analytical
Writing, offers solid strategies to further guide you along the writing process.
What is misinformation? According to Claire Wardle, a Research Fellow at the Shorenstein Center on Media,
Politics, and Public Policy at the Harvard Kennedy School, misinformation is “information that is false, but not
intended to cause harm.” In contrast, disinformation is false and “deliberately created or disseminated…to cause
harm.” Although the intentions may differ, misinformation and disinformation represent two problems in our
information ecosystem. In some ways, these problems are not new, but social media is amplifying their reach in
ways that necessitate continued research and debate.
In the Summary & Synthesis Project, we will explore how social media is prompting new debates about the health
of our information ecosystem. What motivates users to create or share false information in the first place? Who or
what is harmed? Why are we so susceptible? In the Argument Project, we will continue to explore misinformation in
its political context because many experts agree that democracies are at stake. We will interrogate the ways in which
misinformation and disinformation impact public opinion and shape the public sphere. Should we agree with critics
who believe that social media is dangerous to democracy? Are we doomed by the technologies we rely on, or can we
use these digital tools to create a democratic Internet and reclaim the public sphere? What models and principles can
help us protect democracy? How can citizens be empowered?
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Principles of Community
In AWP, we respect our students’ differences and are interested in helping our students discover how these
differences contribute to their intellectual lives. For a full description of UC San Diego’s Principles of Community,
see https://ucsd.edu/about/principles.html.
Names and Pronouns: In this class, you can indicate the name that you prefer to be called and the pronouns with
which you would like to be addressed. The instructor will address and refer to all students accordingly and
encourage classmates to do so, too. If you have a name and/or set of pronouns that differ from those that appear in
your official records, please let your instructor know.
Students with special circumstances: UC San Diego and the Analytical Writing Program are committed to full
inclusion in education for all persons. Services and reasonable accommodations are available to students with
temporary and permanent disabilities, to students with DACA or undocumented status, and to students with other
kinds of learning needs. Please let your instructor know if there are circumstances affecting your ability to
participate in class so we can help support your success.
Students with disabilities: Students requesting accommodations for this course due to a disability must provide a
current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD).
Students are required to present their AFA letters to faculty and to the OSD Liaison in the department in advance so
that accommodations may be arranged.
Peer work: Success in this class depends on workshopping essays—sometimes synchronously in class, sometimes
asynchronously outside of class via Canvas. For peer work to be beneficial, you will need to offer and receive
constructive, thoughtful critique. Because your classmates rely on you for their success, we require that you commit
to taking peer work seriously.
Assessment of the Analytical Writing Program: We are always assessing the Analytical Writing Program in order
to improve it and create pedagogical knowledge for other writing instructors. This assessment may include surveys
administered at the beginning and end of AWP classes and, occasionally, studies of student writing. Your identity
(name or other identifiable information) will remain anonymous. If you would like to opt out of participating in our
program assessment, please send an email to the program (awp@ucsd.edu), and we will remove your survey
responses and writing from consideration for our program assessment.
Community Policies and Norms
Email: In order to communicate with you about your writing and to enhance the instruction taking place in class,
your instructor may email you throughout the quarter. As a UCSD student, you should check your UCSD email
account daily. Instructors will reply to emails promptly. You are expected to do the same.
Working with Integrity: By participating in the Analytical Writing course, you are declaring that you will do your
own work. According to the UCSD Policy on Integrity of Scholarship (http://senate.ucsd.edu/Operating-
Procedures/Senate-Manual/Appendices/2), "no student shall engage in an activity that undermines academic
integrity or facilitates academic integrity violations by others" (1). According to the policy, you are not allowed to:
● Complete, in part or in total, any assignment for another person;
● Have any of your course work be completed, in part or in total, by someone else;
● Plagiarize or copy even part of the work of another person or source and submit it as your own work;
● Employ aids excluded by the instructor in completing any assignment;
● Alter graded class assignments, then resubmit them for re-grading;
● Submit substantially the same material in more than one course without prior authorization; and
● Misrepresent, to your instructor, any aspect of your writing process, or any reasons for your absences or late
work. Lying to your instructor for any reason is a violation of the university’s academic integrity policy.
Honesty is always the best policy when it comes to your work and to your behavior in this class. Doing your own work
is essential so that your instructor can assess your writing challenges and help you address them. In Analytical
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Writing, we don’t allow you to use outside sources to write your essays, including unauthorized aids, outside tutoring
services, editing programs, or websites of any kind. We do this in part because relying on an outside source can keep
you from reading and analyzing the sources that we’ve given you to read and write about. But more importantly, using
outside sources can tempt you to plagiarize.
Be careful even when you are using the sources that we’ve assigned: if you patchwrite (paraphrase sloppily) or
aren’t careful about citing the sources you are drawing from, you could be charged with academic dishonesty, even
if you did not intend to plagiarize. If you have any questions about how to complete this particular course with
integrity, please ask your instructor. If we determine that you have been careless about documenting sources, we
will treat your carelessness as a teaching opportunity and will expect you to fix the problem in subsequent drafts. If
in later drafts the problem persists—and especially if it persists in the portfolio—you will be charged with academic
dishonesty.
Be careful, too, in how you manage your group work. For example, if your peer group decides to use Google Docs
to collaborate on a group assignment, you should limit who has access in order to avoid someone from outside your
group copying your work. Please refer to Canvas for instructions about setting appropriate safeguards to protect your
work.
Finally, make sure you do not get inappropriate help. Sometimes well-meaning friends and family will offer to help
you “fix” your writing. We ask you to avoid this help, as it is likely inappropriate. If you want additional support as
you work on your writing, turn to your instructor, the Writing Hub, OASIS, or, if one is attached to your class, an
Embedded Writing Mentor. Be sure to acknowledge each source of help in your Acknowledgements (see below).
Should your instructor have reason to believe that you are getting inappropriate help, you may be charged with
violating the university’s academic integrity policy, and your portfolio might fail.
Assignment Submission: All assignments are due before the beginning of class on the due date unless otherwise
indicated in the schedule. You must submit all your assignments—both your drafts and the shorter
assignments leading up to them—on Canvas to pass this course.
Essay format: Write your assignments using the Assignment Template on Canvas which follows MLA guidelines.
For shorter assignments, include the assignment number as the title. Give a title to each final essay. Include a Works
Cited and Acknowledgments page (which does not apply towards the page count).
Works Cited and Acknowledgments: You are required to cite your sources and acknowledge all help you have
received on each assignment. The Works Cited page documents all the sources that you used when writing your
essay. On Canvas, you will find a list of sources used in the course, along with their citation information. From this
document, copy and paste into your Works Cited page any sources you use in your essay. The
Acknowledgments allow you to document the people who gave you feedback and other kinds of help. This includes
your classmates, friends, tutors—anyone who has helped you.
Turnitin.com: The revised drafts of your major essays, plus the final materials that you produce for your portfolio,
must be submitted, on time, to Turnitin via Canvas. Turnitin is software that searches the Internet, as well as the
essays of other students (including all the students in Analytical Writing at UCSD), in order to see if you have
copied all or part of your essay from another source without citing it.
Assessment
To satisfy ELWR, AWP 3 must be taken for a letter grade. To earn that grade, you will produce a portfolio that
contains a Reflective Overview, a Summary and Synthesis Essay, an Argument Essay, and an in-class essay.
Because your portfolio is both a product and a window into your work throughout the quarter, your final grade in
AWP will be based on two criteria: the quality of your portfolio and your labor.
Quality of Portfolio. The first component of your letter grade is determined by the quality of your portfolio. Before
your instructor considers your final letter grade, your portfolio will be assessed by at least two readers to determine
whether it demonstrates competency in the nine course objectives (articulated at the beginning of this document). If
your portfolio demonstrates competency in the nine course objectives, you will pass AWP, and your portfolio will
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be awarded a grade of C or higher. You can then enroll in college writing. If your portfolio does not pass, you will
receive a C- or lower and will need to enroll in AWP again.
Once it has been determined whether or not your portfolio has passed, your instructor will award the portfolio a
grade using the following criteria to assess its quality:
• A portfolio grade in the A range requires that a student submit a portfolio that does an outstanding job
of implementing the course objectives. There is no A+ grade granted in Analytical Writing.
• A portfolio grade in the B range requires that a student submit a portfolio that does a good job of
implementing the course objectives.
• A portfolio grade in the C range requires that a student submit a portfolio that does an adequate job of
implementing the course objectives.
• A portfolio grade of C- or lower indicates that a student has not been able to adequately implement the
course objectives and has not passed AWP.
Note that there are no grades in AWP until the final portfolio. Instead, you will receive extensive commentary from
your instructor and peers, via written response, writing workshops, peer review work, office hours, and instructor
conferences. This commentary will help you assess how well you are meeting the course objectives and will inform
the revisions you need to make in order to improve your work.
Labor. AWP requires a good deal of work. We respect your labor and seek to honor it. The work you put into the
course—for instance, engaging in class discussion, completing assignments, and doing your group work—therefore
makes up the second component of your letter grade: your labor.
Developing your writing abilities requires engagement, persistence, and a considerable amount of labor. Working
hard on each step of the writing process is a certain path to improving your writing, even if it ends up that your
portfolio does not pass. While the assignments and drafts leading up to the portfolio do not receive letter grades,
they are necessary to the successful production of a portfolio. Conversely, skipping steps in the writing process will
lead to weaknesses in the quality of your portfolio, which can impact your final grade and even result in failing the
course. In these ways, your labor is essential to your success.
There are two ways that engaging in the labor of the class might increase your grade. First, if you complete the
required work of the course as designed, you will be entitled to a standard Labor Increase, and your final grade will
increase by 1/3 of a letter grade. If you elect to complete the additional optional assignments that constitute the
Supplemental Labor Increase, your final grade will increase by 1/3 (or an additional 1/3) of a letter grade. For
example, a C+ on the portfolio becomes a B- for your final grade if you meet either the requirements of the standard
Labor Increase or the requirements of the Supplemental Labor Increase. It will increase to a B if you do both.
The requirements are as follows:
Labor Increase
To receive the standard Labor Increase, you will do all the work of the course as outlined on the syllabus. This
includes:
o Working through each step of the writing process, as assigned
o Improving as a writer by reflecting on your writing and revising substantively
o Engaging in class discussion and all-class writing workshops
o Committing to your group mates and completing all assigned group work
o Working to maintain fairness in the classroom community by adhering to the course policies –
especially those regarding absences and late, incomplete, or missing work
Note that there are many ways to fulfill these criteria. For instance, “engaging consistently in class discussion”
doesn’t mean you need to speak up in every class. You might contribute to the class Google Doc or engage in peer
review. You might also engage by being an active listener. The point is to think about ways of engaging that build
upon behaviors that you already do well, so that you can enhance the AWP classroom and your experience in it.
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Supplemental Labor Increase
The optional Supplemental Labor Increase is designed so that all students—those who are doing well and those
who are struggling—have an opportunity to raise their grades in Analytical Writing.
To merit this increase, you will:
o Keep a Labor Journal. Your Labor Journal provides you a space to document and assess the benefits
of the work you’re putting into class. To keep track of your labor, you will post an entry on Canvas
before each week’s deadline (template and instructions are available on Canvas).
o Submit a Labor Summary & Reflection. In Week Ten, you will compose a 3-pp. reflection that
sums up your labor throughout the quarter and describes what, specifically, you gained from that labor.
If you’ve struggled keeping up with the labor, this is an opportunity to think about why. You will need
to submit all journal entries and the labor reflection in order to receive the Supplemental Labor
Increase.
Remember: Any misrepresentation of your labor is a violation of the university’s Academic Integrity policy,
so please be accurate and transparent about the work you do.
Other circumstances:
• If your portfolio passes but you don’t complete the work of the course in the ways described above, you
will not receive the standard labor increase. Late, incomplete, or missing assignments or having too many
absences can result in a grade lower than what your portfolio earned, or in failing the course.
• If your portfolio does not pass but you have completed the required labor of the course as described above,
you will receive a C- for your final grade.
• If your portfolio does not pass and you do not complete the required work of the course, you will receive a
D or possibly an F for your final grade.
Attendance: Students who miss class, conferences, and office hours typically have difficulty producing a
passing portfolio. We therefore expect students to attend all classes and other meetings with their instructor and
peers. Students should arrive promptly at the beginning of class and other meetings, and should have The Essential
Guide, the assigned reading, and any assigned written work readily accessible. Arriving more than five minutes late
for a class or meeting could count as an absence.
We know that emergencies arise, so we allow two class absences during the quarter. Missing a conference with
your instructor counts as a class absence, but these may be rescheduled at your instructor’s discretion. Moreover,
persistent misuse of technology during class will be marked as an absence because in order to be fully “present” in
class, you need to be free from distraction.
It's a good idea to use your allowed absences only in case of illness or emergency. If you are ill and possibly
contagious, please alert your instructor and do not come to class. If you miss more than two classes due to illness,
your instructor will assign make-up attendance assignments. Note that these assignments are quite rigorous and are
generally offered only to students who are legitimately unwell. Students will be advised by weeks two, four, and six,
if they are not in good standing regarding attendance. If you are not in good standing, your instructor can ask you to
withdraw or risk failing the course.
Late, incomplete, and missing work: You will discover that the assignments in AWP are carefully scaffolded.
Through this scaffolding, we ask you to practice and build on particular skills in each assignment. For this practice
to yield results, it is essential that all work—including drafts and the smaller assignments leading up to them—be
completed and turned in by the deadline, typically at the start of class. Any assignment submitted during or after
class is considered late work.
It's important that your work come in on time—not only for your own sake, but for the sake of your peers and your
instructor. Sometimes, your peers will be asked to comment on your work, and they can’t do that if your work is not
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submitted. In some quarters, instructors have up to 45 students. If even a few of these students have the habit of
turning work in late, it makes extra work for the instructors, who are already working very hard. Finally, getting
work in on time is in your own best interests, as students who miss assignments in AWP typically have a very
difficult time making them up. In sum, turning assignments in on time benefits you and your classroom community.
If you have late, incomplete, or missing work, your instructor will let you know by marking that assignment as
incomplete on Canvas. You should submit the missing assignment right away to avoid negative impacts on your
grade (see the chart below). Also note that there are two junctures in the course where your instructor will do an
inventory of your submitted work: before the end of week four, and before the end of week six. If you have not
heard from your instructor during these intervals and you do not have an X in the status column of Canvas Grades,
you are in good standing in the course. Conversely, if you have assignments that are missing or incomplete, you will
be deemed not in good standing. Students who are not in good standing will be advised to withdraw from the course
and/or will not be able to submit a portfolio. This policy is not meant to be punitive; instead it is designed to help
you. According to university policy, if you withdraw by the end of week four, you can withdraw without a “W” on
your transcript; if you withdraw by the end of week six, you can withdraw with a “W” on your transcript. If you
don’t withdraw by the end of week six, you cannot get a W and will instead receive a failing grade on your
transcript. This situation can be avoided by making sure your assignments are turned in on time.
Similar to the attendance policy, we know that extenuating circumstances arise and that you may find yourself
needing to submit a late assignment. You can submit up to three assignments late without forfeiting your 1/3 labor
increase, as long as you submit the assignment by the next class period. If you find yourself needing a longer
extension, contact your instructor before class and see if an accommodation might be made.
Weeks 2-9 Impact on Grade
1-3 late or incomplete assignments with prior notice You can still earn the 1/3 labor increase if the work
is submitted according to your instructor’s deadline;
otherwise, you lose the opportunity for a grade
increase
OR 1-3 late or incomplete assignments without prior
notice
You can still earn the 1/3 labor increase if the work
is submitted before the next class; otherwise, you
lose the opportunity for a grade increase
OR 4 late or incomplete assignments You cannot earn the labor increase, and your grade
may go down by 1/3; work must still be submitted
according to the deadline your instructor articulates
Any work that does not meet the deadlines above will be considered missing. If there is any missing work on Canvas,
your portfolio will not be accepted for evaluation.
Appeals: Grade appeals can only be made if a student feels discriminated against on the basis of politics or a
protected characteristic, which includes but is not limited to gender, race, age, or national origin. For a full
description of UCSD’s regulations on this matter, see http://senate.ucsd.edu/Operating-Procedures/Senate-
Manual/Regulations/502. You can also access this link from the Analytical Writing Program website.
Project One – Summary & Synthesis
A Summary & Synthesis essay may be different from essays you’ve written in the past, as it requires you to sum up
the various arguments in our course readings and to put them into conversation with one another without offering a
claim of your own. Advice to guide you through this entire process can be found in The Essential Guide to
Analytical Writing.
Self-Reflection and Course Goals. Principles and policies shape communities, influencing the experiences of those
living and working within them. Read through the syllabus to learn and reflect on the principles and policies
that shape our AWP community. You can take notes as you read through the sections of the syllabus on Canvas.
Alternatively, you can annotate the PDF as a printout or directly on most tablets. Once you have carefully
considered the syllabus, write a letter to yourself, responding to the following questions: In your view, which of
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the AWP principles and policies are most significant in creating a healthy learning community? Why? Which
policy or policies do you think will help prepare you for a meaningful quarter? Why? What concerns about the
policies or the projects do you have? What 2-3 educational and writing goals do you have for yourself? What
actions will you take to help you stick to your goals? 1-2 pages.
1A. Annotations and Response. Carefully read and annotate Wardle and Haidt and Rose-Stockwell, drawing from
The Essential Guide’s methods and tips for reading like a writer. What do you want to know more about? What
questions would you like to ask the authors? What parts are interesting? What parts are less so? Where do you
agree or disagree? What ideas might be confusing you? Write one paragraph summarizing your thoughts. Be
prepared to show your instructor your annotations in class. 1 paragraph.
1B. Annotations and Response. Carefully read and annotate boyd, Kelly, and Wikipedia’s “Five Pillars.” As you
read, consider the questions that are motivating boyd’s argument and Kelly’s article. Who are the named and
unnamed stakeholders in this conversation? In particular, with whom is boyd in conversation? What evidence
does she use to support her argument? Then, drawing from what you’ve learned about working with sources
from The Essential Guide (including the advice in Appendix A), write one paragraph summarizing your
thoughts. Be prepared to show your instructor your annotations in class. 1 paragraph.
1C. The Integrity Challenge. Carefully read each scenario in Round I of The Integrity Challenge (available on
Canvas). As you read each scenario, consider what actions you think are ethical and fair and why. Likewise,
think about what the university would consider ethical and fair. Write your responses into the textbox entries on
Canvas. 4 scenarios.
Then, complete Round II. Using the “Writing From Sources: Rating Scale,” found in Appendix B of The
Essential Guide, determine how the source is used: Is the writer guilty of fraud? Has the writer documented
inadequately? Is the citation correct, but with little value added? Has the writer managed to synthesize her voice
with the writers, and to add value to the original source? Give each example a score, ranging from -4 to +4 as
described in Appendix B. 5 examples.
1D. Summary of a Reading. Drawing from what you’ve learned in Chapter 5 and Appendix A in The Essential
Guide, write a paragraph that summarizes one of the course texts we have read thus far. Be sure to quote and
paraphrase strategically. Compose your paragraph carefully: the paragraph should demonstrate that you can
employ evidence using clear signal phrases with strong verbs; quote and paraphrase strategically and
appropriately; comment effectively on each quotation; and cite correctly. 1 paragraph.
1E. Writers in Conversation. Carefully read and annotate Menczer & Hills and the interview with Silverman.
Following the process outlined in Chapter 6 of The Essential Guide, raise a controlling question and find a
passage in each text that addresses it. Using these passages, write 1-2 paragraphs that describe how the two
writers are in conversation around that controlling question. Be sure to quote, paraphrase, and summarize
effectively. 1-2 paragraphs.
1F. Introduction and Conversation Outline for the Summary & Synthesis Essay. Using advice in The Essential
Guide, write an introduction for your 1I First Draft of the Summary & Synthesis Essay. Be sure that your
introduction clearly identifies your controlling question and introduces the conversation about that question
clearly and accurately. Then, create a conversation outline that puts the three authors in the order you will
introduce them and articulates what each one will contribute to the conversation and why. 1 paragraph and
outline.
To prepare for the class workshop, create a new thread for your group in Discussions on Canvas and
copy and paste your 1F there. You can find instructions for starting a Discussion thread on Canvas.
1G. Common Reader Discussion. The Common Reader Method for peer review is outlined in detail in Appendix C
of The Essential Guide. Read your group mates’ introductions for the Summary & Synthesis essay. Produce a
Common Reader response that articulates three “feelings” that you have as you read. These “feelings” will
likely include intellectual feelings like curiosity, interest, or boredom. At least one of the feelings must be
positive, and at least one must be critical. Adhere to the what/where/why format: what you’re feeling, where in
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the essay you’re feeling it, and why you’re feeling it. For each of the three different feelings, explain your
Common Reader responses, using complete sentences. Post to the Group Discussion on Canvas.
1H. Reply to Common Reader Discussion. Write a thoughtful reply to each of your classmates’ Common Reader
responses. Don’t simply agree with or thank them for their comments. Address their concerns and discuss how
you might use them to revise. Reply to the Group Discussion on Canvas.
1I. First Draft of the Summary & Synthesis Essay. In this project, we have considered how social media has
accelerated the spread of misinformation and disinformation and the impact that this low-quality and false
information has on our information ecosystem. To write your Summary & Synthesis essay, articulate a level-
three question that you see highlighted in our course texts. Summarize and synthesize the conversation that
three authors would have about this controlling question. 3 sources.
A detailed description of how to successfully compose the Summary & Synthesis essay can be found in Chapter
9 of The Essential Guide. A successful essay will be organized effectively around a clearly articulated question
or idea; will summarize arguments concisely and accurately; will articulate clear connections between authors’
ideas; will make good use of textual evidence via quoting, paraphrasing, and summarizing; and will be clearly
written. In other words, it will meet many of the course objectives outlined on the first page of this syllabus. 4
pages.
1J. Second Draft of the Summary & Synthesis Essay. Revise your 1I First Draft of the Summary & Synthesis
Essay, considering not only how to make your essay stronger and clearer, but whether you are meeting the nine
course objectives. 4 pages. Post to Turnitin via Canvas.
Read through your 1J Second Draft of the Summary & Synthesis Essay and complete an AWP Self-Assessment
Form (available on Canvas) to assess how you are meeting the course objectives. Upload your completed self-
assessment form to Canvas when you submit your 1J. 1 completed form.
1K. Summary of Your Peers’ Advice. Meet with your group mates to give each other feedback on the most recent
version of your Summary & Synthesis essay. Follow any instructions your instructor gives you. Then, write a
brief summary of their feedback focusing on the advice that you found most helpful for revising your essay
further. 1 page.
Project Two – Argument
For this project, you will work on developing an Argument essay that “speaks to” the ongoing class conversation.
The Essential Guide to Analytical Writing will guide you through this process.
2A. Contribution to the Conversation. The History Channel video posted on Canvas can give you some context
before reading Tufekci. Once you’ve viewed it, carefully read and annotate Tufekci. Your instructor will start a
discussion thread about the assigned reading, offering a brief response of their own. Review their post and any
other replies posted by the time you log on. Respond to the thread with two comments of your own. Write the
first comment responding directly to one that was already posted. To move the conversation forward, write the
second comment to offer a new observation or question. Add a contribution that has not already been posted or
that takes a fresh perspective on a previous post. Review and submit via the Week 4 module on Canvas at
least two hours before the start of class. 150 word minimum.
2B. Contribution to the Conversation. Carefully read and annotate Applebaum & Pomerantsev. Then, carefully
listen to Tang’s TED Talk and annotate the transcript in your course reader. Your instructor will start a
discussion thread about the assigned readings, offering a brief response of their own about one or both readings.
Review their post and any other reply posted by the time you log on. Respond to the thread with two comments
of your own. Write the first comment responding directly to one that was already posted. To move the
conversation forward, write the second comment to offer a new observation or question. Add a contribution that
has not already been posted or that takes a fresh perspective on a previous post. Review and submit via the
Week 5 module on Canvas at least two hours before the start of class. 150 word minimum.
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2C. Contribution to the Conversation. Carefully read and annotate DiResta. Then, carefully listen to Aral’s TED
Talk and annotate the transcript in your course reader. Your instructor will start a discussion thread about the
assigned reading, offering a brief response of their own. Review their post and any other reply posted by the
time you log on. Respond to the thread with two comments of your own. Write the first comment responding
directly to one that was already posted. To move the conversation forward, write the second comment to offer a
new observation or question. Add a contribution that has not already been posted or that takes a fresh
perspective on a previous post. Review and submit via the Week 5 module on Canvas at least two hours
before the start of class. 150 word minimum.
2D. Introduction and Claim. Read the 2H First Draft of the Argument Essay prompt. Using the advice offered
in Chapters 11 and 12 of The Essential Guide, write an introduction for your Argument essay. Identify your
focus, problem, or question; explain the larger context or conversation; and announce your claim. Make sure
that you indicate why your claim is important. 1 paragraph. Create a thread for your group in Discussions
on Canvas.
2E. Common Reader Discussion. Read your group mates’ 2D introductions for the Argument essay. Produce a
Common Reader response that articulates three “feelings” that you have as you read. These “feelings” will
likely include intellectual feelings like curiosity, interest, or boredom. At least one of the feelings must be
positive, and at least one must be critical. Adhere to the what/where/why format: what you’re feeling, where in
the essay you’re feeling it, and why you’re feeling it. For each of the three different feelings, explain your
Common Reader responses, using complete sentences. Post to the Group Discussion on Canvas.
2F. Reply to Common Reader Discussion. Write a thoughtful reply to each of the Common Reader responses you
received from your peers. Don’t simply agree with or thank them for their comments. Address their concerns
and discuss how you might use them to revise. Reply to the Group Discussion on Canvas.
2G. Revised Introduction and Body Paragraphs. Based on the class discussion of introductions and your group’s
Common Reader discussion, revise your introduction. Then, drawing from the advice offered in Chapter 13 of
The Essential Guide, write two body paragraphs. Make sure that each paragraph has a controlling idea and
includes quotations and paraphrases from the readings. Use the style principles to make your sentences clear. 3
paragraphs (including a revised introduction).
2H. First Draft of the Argument Essay. Since the Summary & Synthesis Project, we have focused on
misinformation and disinformation in their political context. We have read about how social media accelerates
and amplifies their spread. As many experts agree, this spread has troubling implications for democracies
around the world. We therefore ask: as we confront the consequences of a vulnerable information ecosystem, is
social media incompatible with democracy? Why or why not? Make an argument that weighs in on this
question. You may draw from the various psychological, technological, and cultural threads we have explored
this quarter. Minimum of 4 sources; at least 1 source should be from the Summary & Synthesis Project.
A successful essay will focus on a question or problem that is neither too big nor too small; it will frame that
question or problem within the conversation constituted by the course readings; it will offer a clear claim as a
way of entering the conversation; it will support that claim with good evidence from the course readings; and it
will accomplish all of this following the principles of good paragraphs and sentences. A successful essay will
also develop its argument by engaging with opposing points of view. 4-5 pages.
2I. Second Draft of the Argument Essay. Revise your 2H First Draft of the Argument Essay, considering not only
how to make your argument stronger and clearer, but whether you are meeting the nine course objectives. 4-5
pages. Post to Turnitin via Canvas.
Read through your 2I Second Draft of the Argument Essay and complete an AWP Self-Assessment Form in
(available on Canvas) to assess how you are meeting the course objectives. Upload your completed self-
assessment form to Canvas when you submit your 2I. 1 completed form.
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Preparing the Portfolio
The following assignments will help you prepare your final portfolio.
3A. In-Class Writing. In class, you will respond to a question posed by your instructor. While your instructor will
ask a specific question that you will not know ahead of time, you should prepare by reviewing your notes, the
conversation maps, and the essays you have written for your portfolio. Your response must take a position on
the question that is asked and anticipate potential counterarguments to your position.
This in-class writing assignment is partly designed to ensure that you are doing your own work. While we
recognize that there will be differences between the work that you do “on the spot” and the work that you have
time to revise, we will also question work that ranges vastly in quality. If there is a discrepancy between your
in-class and out-of-class work, you may be charged with academic dishonesty.
3B. Draft of Reflective Overview. Drawing from the advice offered in Chapter 14 of The Essential Guide, write a
Reflective Overview that 1) contextualizes the essays in your portfolio, and 2) reflects on what you have learned
as a writer as a result of writing these essays. Write the overview carefully—it will introduce your reader both
to your portfolio and to you as a writer. As you describe your journey as a writer, discuss your strengths and
weaknesses. Your readers will want to see that you are aware of what you still need to work on. 1-2 pages.
Essay Drafts. At various points near the end of the quarter, your instructor will ask you to bring work in progress to
class for workshopping. Whether you work independently or with classmates, follow your instructors’ advice
for uploading your essay(s). This way, your instructor can assess the quality of your peer responses.
Portfolio
The portfolio represents the culmination of your work. You will spend the last weeks of the quarter working on this
portfolio and using the feedback you’ve received from your instructor and peers to improve your work. You will
also write and revise your Reflective Overview, and you will receive from your instructor directions on how to
prepare for the In-Class Writing. For advice on how to revise your work for the portfolio, see Chapter 17 in The
Essential Guide.
The portfolio will include:
● A polished Reflective Overview;
● A polished revision of your Summary & Synthesis essay;
● A polished revision of your Argument essay; and
● Your 3A In-Class Writing.
You will submit the final drafts of your Reflective Overview, Summary & Synthesis essay, and Argument essay to
Turnitin via Canvas. In class, you will sign the Pledge in the Portfolio Module on Canvas.
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Class Schedule
Day Date Assignment Due In Class Group Assignments
Week
1
Monday Sept. 27 Course introduction. View and discuss
first day video(s): PBS NewsHour and
Channel 4 News
Meet with your group
before the end of the
week to get to know
one another.
Wednesday Sept. 29 Read and annotate: Syllabus; Guide,
Introduction, Chapters 1 and 2;
Wardle; Haidt & Rose-Stockwell
Write: Self-Reflection and Course
Goals and 1A (Annotations and
Response)
Review syllabus. As a class, discuss
the readings in terms of what questions
and concerns motivate the authors. Be
prepared to share your annotations.
Identify strategies for critical reading
and annotating.
Optional Write: Labor Journal Entry
#1 due on Canvas by 11:59pm
Week
2
Monday Oct. 4 Read and annotate: Guide, Chapter 3
and Appendix A (on evidence); boyd;
Kelly; Wikipedia’s “Five Pillars”
Write: 1B (Annotations and
Response)
As a class, discuss the readings in
terms of the stakeholders and evidence.
Note: Sign up for
group meetings with
your instructor to be
held before the end of
Week 3.
Wednesday Oct. 6 Read and annotate: Guide, Chapters
4, 5, and Appendix B
Complete: 1C (The Integrity
Challenge)
Write: 1D (Summary of a Reading)
Review The Integrity Challenge. Using
1D, discuss the challenges of
composing a good summary with
effective source use. Introduce the
class contract.
Optional Write: Labor Journal Entry
#2 due on Canvas by 11:59pm
Week
3
Monday Oct. 11 Read and annotate: Guide, Chapter 6;
Menczer & Hills; Silverman
Write: 1E (Writers in Conversation)
Discuss the readings. Using 1E,
explore how the readings are in
conversation with each other. Finalize
the class contract.
Post 1G (Common
Reader Discussion) by
11:59 p.m. on
Wednesday; post your
1H (Reply to Common
Reader Discussion) by
2 p.m. on Thursday.
Meet with instructor in
groups to discuss S&S
essays.
Wednesday Oct. 13 Read and annotate: Guide, Chapter 8
and Appendix C
Write: 1F (Introduction and
Conversation Outline for the S&S
Essay)
Workshop the Summary & Synthesis
introductions and conversation outlines
using the Common Reader method;
discuss various ways to structure a
summary and synthesis of an academic
conversation.
Optional Write: Labor Journal Entry
#3 due on Canvas by 11:59pm
Week
4
Monday Oct. 18 Read and annotate: Guide, Chapter 7
Complete: Style Principle Videos I
and II
Write: 1I (First Draft of S&S Essay)
Review style principles and discuss
Appendix A (the section on
paragraphs). As a class, workshop
paragraphs from 1I together, applying
the style principles.
No group work this
week.
Wednesday Oct. 20 Read and annotate: Guide, Chapters
10 and 11; Tufekci
View: History Channel Video
Write: 2A (Contribution to the
Conversation)
Review the 2A Discussion thread.
Discuss the readings, noting what
questions motivate the writers and how
their claims are articulated and
developed via evidence/reasoning.
Optional Write: Labor Journal Entry
#4 due on Canvas by 11:59pm
Week
5
Monday Oct. 25 Read and annotate: Applebaum &
Pomerantsev
View: Tang
Write: 2B (Contribution to the
Conversation)
Review the 2B Discussion thread.
Discuss the readings, noting what
questions motivate the writers and how
their claims are articulated and
developed via evidence.
Instructors will return your 1I.
No group work this
week.
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Wednesday Oct. 27
Read and annotate: Guide, Chapter
11 (the section on questions); DiResta
View: Aral
Write: 2C (Contribution to the
Conversation)
Review the 2C Discussion thread.
Discuss the readings; consider possible
motivating questions for the argument
essay and how to sharpen them.
Optional Write: Labor Journal Entry
#5 due on Canvas by 11:59pm
Week
6
Monday Nov. 1 Read and annotate: Guide, Chapter 9
(read before you start revising) and
Appendix D
Write: 1J (Second Draft S&S Essay)
and Self-Assessment Form
Discuss Appendix A (the section on
claims). Develop questions and
brainstorm claims for the Argument
essay.
Complete your 2E
(Common Reader
Discussion) by 11:59
p.m. on Wednesday.
Post your 2F (Reply to
Common Reader
Discussion) by 2 p.m.
on Thursday.
Wednesday Nov. 3 Read and annotate: Guide, Chapters
11 (the section on claims), 12 and
Appendix A (the portions on first lines,
introductions, and claims)
Write: 2D (Introduction and Claim)
As a class, workshop 2D. Begin
Common Reader Discussion group
work.
Optional Write: Labor Journal Entry
#6 due on Canvas by 11:59pm
Week
7
Monday Nov. 8 Read and annotate: Guide, Chapter
13 and Appendix E
Write: 2G (Revised Introduction and
Body Paragraphs)
Workshop strategies for developing
argument paragraphs.
Instructors will return your 1J.
No group work this
week.
Wednesday Nov. 10 Write: 2H (First Draft of the
Argument Essay)
Workshopping your 1Js, instructors
will demonstrate how to revise from
their comments.
Optional Write: Labor Journal Entry
#7 due on Canvas by 11:59pm
Week
8
Monday Nov. 15 No class; you will meet your instructor
for an individual conference this week;
your instructor will provide comments
on your 2H at the conference.
Work on your
Summary & Synthesis
essay. Meet early in the
week with your peers
to discuss your S&S
revision. Complete 1K
(Summary of Your
Peers’ Advice) by noon
on Friday.
Wednesday Nov. 17 No class; conferences continue.
Optional Write: Labor Journal Entry
#8 due on Canvas by 11:59pm on
Friday, Nov. 19
Week
9
Monday Nov. 22 Read and annotate: Guide, Chapters
9 and 15
Write: Your 2I (Second Draft of the
Argument Essay) and Self-Assessment
Form.
Reflect on conference week and on
comments you received from your
instructor. In class, write 3A (In-class
Writing).
Wednesday Nov. 24 Read and annotate: Guide, Chapter
14
Write: 3B (Reflective Overview)
Workshop reflective overviews.
Optional Write: Labor Journal Entry
#9 due on Canvas by 11:59pm
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Week
10
Monday Nov. 29 Your instructor will lead a short
writing workshop to address common
issues in the Argument essay. Work
alone or with peers to improve your
essays, per your instructor’s
instructions.
Instructors will return 2I and 3B.
Meet with one another
and/or attend your
instructor’s office
hours to receive
additional feedback on
your writing. Follow
any instructions
provided by your
instructor.
Wednesday Dec. 1 Bring the most recent drafts of your
Summary & Synthesis essay,
Argument essay, and/or Reflective
Overview.
Complete course evaluations. Discuss
editing and proofreading. Work alone
or with peers to proofread your essays.
Reflect together on the class.
Thursday Dec. 2 Due: Your Portfolio
Submit your portfolio and sign the
Academic Integrity Pledge by noon.
Labor Summary & Reflection due
on Canvas by 11:59pm
