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Course Syllabus and
Schedule
by Melissa Colleen
Stevenson
Writing 2 : Academic Writing
Winter 2001
TA - Melissa Colleen Stevenson
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Course Times and Places:
Monday and Wednesday 10:00-11:50 San Miguel
Office Hours in San Miguel Lounge:
Monday and Wednesday 9:00-10:00
And by appointment
Getting in Touch:
E-mail (most efficient): melissas@umail.ucsb.edu
Telephone (10am-10pm only): 968-9576
Other messages: My box in South Hall 1519
Office: South Hall 2432 Q
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Assignments and Grading:
The course consists of four primary assignments, three in specific disciplines, and a fourth synthesis essay. Supplemental to these key assignments are several shorter related homework assignments. In addition each student is expected complete five personalized grammar assignments, and to participate fully in class, including presentations and discussions. Students must also meet with me twice during the quarter to fulfill their participation requirements. The first meeting must take place in the first three weeks of the quarter. Failure to turn in any of the main assignments in this course will result in failure of the course.
Breakdown:
Science Paper: 200pts Proposal by January 17. Final due January 29.
Social Science Paper: 200pts Proposal by February 5. Final due February 16.
Humanities Paper: 200pts Proposal by March 7. Final due March 16.
Synthesis: 150pts Proposal by February 28. Final due March 16.
Attendance and Participation: 75pts
Grammar Assignments: 25pts Due by March 12.
News Presentation: 25pts
Peer Reviews and Homework: 125pts Workshops: January 24, February 12, March 12
Papers:
As your papers come due I will hand out guidelines regarding paper structure. I will also add additional office hours at that time. Assignments are expected to be on time, and your grade will be reduced by one-third letter grade for each day the paper is late. Contact me before the paper is due in case of any extenuating circumstances. Papers are expected to be turned in with a complete portfolio of all the student’s work for that unit, including homework, rough drafts, peer and self reviews, and unit reflections.
Attendance:
Attendance in Writing 2 in mandatory. If you have more than three unexcused absences you will not pass this course. Failure to attend the first two classes of the quarter may result in your being dropped from this course.
Class Participation:
Students must come to class with the materials read and ready to participate. This course is your chance to let the rest of the world (within our small confine) know how you feel and what you think about the things we are learning and doing. It’s a chance to share excitement, delight, disgust, brilliance, and confusion, to disagree and to learn from each other. Tardiness, inattention and failure to adequately prepare for class shows a lack of respect both for the class and for your fellow students. The quality and quantity of your participation will also be reflected in your final grade.
News Presentation:
In an effort to keep connected with the world outside of academia each student will present a news event or article to the class (NOT from the Nexus). And turn in a one page reflection on this event.
Grammar Assignments:
Each student is required to complete five personalized grammar assignments. Students must meet with me to set the assignments. All grammar assignments are due by the ninth week of class.
The Internet:
I will be periodically addressing you all over e-mail. During the first week of class one of your assignments will be to get a working e-mail account. I also encourage you all to use this forum to continue discussion outside of section, to pose questions, raise concerns, or point out particularly interesting topics. Participation in this format will be considered class participation.
Office Hours:
I encourage you to take advantage of my office hours to discuss drafts of upcoming papers, review graded papers, or talk about your progress in this class. If you are unable to meet with me during the scheduled hours, you may contact me to set up an alternative time.
CLAS (Campus Learning Assistance Services):
A great resource for paper writing in any of the disciplines. Campus Learning Assistant Services has numerous handouts on how to write a paper, MLA format, and many other topics. In addition, the tutors at CLAS, available though appointment or on a drop-in basis, can help with any step in the writing process.
Plagiarism:
The following is from UCSB’s official policy regarding plagiarism:
Academic dishonesty is an assault upon the basic integrity and meaning of a University. Cheating, plagiarism, and collusion in dishonest activities are serious acts which erode the University’s educational and research roles and cheapen the learning experience not only for perpetrators, but also for the entire community, It is Expected that UCSB students will understand and subscribe to the ideal of academic integrity and that they will be willing to bear individual responsibility for their work. Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s own efforts....
PLAGIARISM
Plagiarism is academic theft. It refers to the use of another’s ideas or words without proper attribution or credit. An Author’s work is his/her property and should be respected by documentation. Credit must be given:
1. For every direct quotation.
2. When a work is paraphrased or summarized in whole or in part in your own words.
3. For information which is not common knowledge (It appears in several sources about the subject).
COLLUSION
Any student who knowingly or intentionally helps another student to perform any of the above acts of cheating or plagiarism is subject to discipline for academic dishonesty. There is no distinction between those who cheat and plagiarize and those who willingly allow it to occur.
Note to Disabled Students:
If you are a student with a disability and would like to discuss special accommodations, please contact me during office hours or after class.
Final Word:
Welcome. I hope that you enjoy this class and that we can work together to make it a positive learning experience for all of us. Feel free to contact me if you have any questions, comments, or concerns about the work we are reading, or the writing we are doing.
Writing 2 : Academic Writing
Winter 2001
TA - Melissa Colleen Stevenson
Texts:
Course Reader (available at Alternative)
Brave New World by Aldous Huxley
A Writer’s Reference by Diana Hacker
Course Objective: Writing 2 is intended to familiarize students with the demands and rewards of working and writing within the academic community. Students will be encouraged to develop skills in writing and critical thinking which are both specific to and common among several different academic disciplines. Students will also be introduced to the formal requirements of writing in the Sciences, Social Sciences, and Humanities.
Course Focus: Identity. How is one’s identity created and developed. How do you know you are who you are? How does society articulate issues surrounding identity? Learning ways in which to see the present that will help to visualize and create the future academically and globally. Critical thinking about the future, in light of the problems and potentialities of today.
Unit I - Writing and Inquiry in Science
Objectives of Unit I: To familiarize students with scientific
thinking and scientific writing. To introduce objective and logical thinking
and presentation skills in writing. To assist students in recognizing the relationship
between science, scientific writing and their lives as scholars and human beings.
Class 1 Monday January 8:
Introduction to Course and Science Unit
An overview of the course. Course objectives and requirements. Introduction
to classmates. Introduction to the science unit of the course.
Homework: Write: 1-2 page observational essay.
Read: “Idols of the Mind”
Optional: “Issues in Science - Science in Perspective”
Class 2 Wednesday January 10:
Library Visit - Research and Resources / Scientific Thinking
Learning how to use library resources.
Introduction to scientific thinking and writing. Introduction to Science Literature Review
Homework: Write: Complete revised observational essay
Argument Supporting Your Side From Debate Articles
Proposal for Science Literature Review - 1 Paragraph
Read: All Articles from Special Topic in the Sciences
Assigned Articles from Debate in the Sciences
Group 1:
“Storm Over the Amazon” by Edward O. Wilson
“The Rivet Poppers” by Paul and Anne Ehrlich
“Biodiversity vs. Bioengineering?” by Peter Hubar
Group 2:
“A Logger’s Lament” By Leila L. Kysar
“Businesses are Battling Environmentalism with Its Own Laws” by Charles
McCoy
“The Case for Human Beings” By Thomas Palmer
Groups 1 & 2:
“The Butterfly Problem” by Mann and Plummer
“Letter to the Editor” by William Robert Irvin
“Rare Butterfly Consigned to Extinction” by Yoon
Friday January 12: LAST DAY TO DROP WRITING 2 (by 4:45pm)
Monday January 15 - Martin Luther King, Jr. Day
Class 3 Wednesday January 17:
Debate in the Sciences / Popular and Professional Writing
in the Sciences
Popular Debate in the Sciences. Discussion of argumentative writing in the sciences.
Distinctions between popular and professional writing in the sciences.
Homework: Find: At least 3 articles for Science Literature Review. Only
one may be from a popular source, the rest must be professional. Read: “Politics
and the English Language”
Write: A one page response for your position on cloning
Class 4 Monday January 22:
Further Argumentation in the Sciences
Continued debate in the sciences. Presenting Information in the Sciences.
Elements of the Science Literature Review.
Homework:
Read: “Features of a Science Paper”
“Features of a Science Literature Review”
Write: A rough draft of the Science Literature Review.
Class 5 Wednesday January 24:
Scientific Report Workshop
Peer review and workshop of Science Literature Review. Class Discussion of common
difficulties or problems. Introduction to Writing the Abstract.
Homework: Write: Final Draft of the Science Literature Review.
Optional: “Issues in Social Science - Social Science in Perspective”
Science Final Draft Due Monday January 29 Before Class
Unit II - Writing and Inquiry in the Social Sciences
Objectives of Unit II: To familiarize students with the issues
debated in the social sciences, and writing skills used in the social sciences.
To increase student confidence in reading and writing in the social sciences.
The successful completion of an experiment in the social sciences.
Class 6 Monday January 29:
Closure of the Science Unit, Introduction to the Social
Sciences Unit
Reflection and in-class writing on science unit. Introduction to the social
sciences.
Relating social science to lived experience. Topics in Social Science.
Homework: Read: “Behavioral Studies in Obedience”
“On ‘Obedience to Authority’”
“Interpersonal Dynamics in a Simulated Prison”
Optional: “Some Conditions of Obedience and Disobedience ...”
Write: Personal Reaction Essays. 1-2 page on each experiments.
Class 7 Wednesday January 31:
Experimentation in the Social Sciences
Class discussion of the articles on the Stanford Prison Experiment and the Milligram
experiment. Discussion of the way knowledge is achieved through experimentation
in the social sciences. Discussion of the purpose of such knowledge. Opinion
vs. Evidence. Discussion of potential experimental topics for the Social Science
Paper.
Homework: Read: “On the Ethics of Intervention ...”
Survey Building
Complete: Ethics Survey/ Certification: http://hstraining.orda.ucsb.edu
Write: Proposal for experimental topic.
Class 8 Monday February 5:
Refining and Conducting a Social Science Experiment /
Experimental ethics
Share experimental ideas. Discussion of ethics in the social sciences. Group
the students into optional experimental teams. Workshop on writing effective
survey questions.
Homework: Conduct: Experimental Survey
Class 9 Wednesday February 7:
Interpreting and Presenting Data
Discussion of collected data from surveys. How to interpret information. How
to craft raw data into a polished report. Group work on organizing and presenting
results effectively. Discussion of experimental form.
Homework: Read: “Field Study and Reports”
Write: Individual Rough draft of Social Science Experiment.
Class 10 Monday February 12:
Social Science Report Workshop
Peer review and workshop of Social Science Experiment. Class discussion
of common difficulties or problems. Volunteers to share portions of Social Science
Experiment.
Homework: Write: Final Draft of the Social Science Experiment.
Read: “The Preface to The Picture of Dorian Gray”
“Phrases and Philosophies for Use of the Young”
“A Few Maxims For the Instruction of the Over Educated”
“Art for Art’s Sake”
Optional: “Issues in the Humanities - The Humanities in Perspective”
Social Science Final Draft Due Friday February 16 by NOON in My Mailbox
Unit III Writing and Inquiry in the Humanities
Objectives of Unit III: To assist students in recognizing the relationship
between the sciences, social sciences and Humanities . To familiarize students
with the variety of issues debated, and writing skills and tools used in the
Humanities. To increase student confidence in reading and writing in the Humanities
.
Class 11: Wednesday February 14:
Closure of the Social Science Unit, Introduction to the Humanities
Unit
Reflection and in-class writing on social science unit. Introduction to
the humanities.
What are the humanities. Reading and writing in the humanities.
Close reading of e.e. cummings’s “anyone lived in a pretty how town.”
Introduction to critical tools of the humanities. Poetry assignments.
Homework: Read: Poetry in Reader
“Figurative Language” and “Irony” by M.H. Abrams “L.A.
Otherworldly”
Bladerunner Topics
Bladerunner Variations
Write: One page response to poem of your choice
Definitions for terms on Tools for Reading
Monday February 19 - Presidents’ Day
Class Screening of the Film Bladerunner: Director’s Cut
: To Be Scheduled
Class 12 Wednesday February 21:
Literary Terms & Poetry
Humanities terms quiz. In depth close reading of poems from the reader. Group
discussion of poems and response papers. Sharing selected response papers with
the class.
Homework: Write: One page response to the film.
One page television response
Bring In: Magazine or Newspaper Ad.
Class 13 Monday February 26:
Popular Culture
Discussion of reactions to the film. Close reading of the Humanities in Popular
Culture through television, magazine ads, music, etc. How are we effected by
these influences?
Homework: Read: Brave New World Chapters 1 - 6
Write: Critical Response to a High or Pop Culture event.
Synthesis proposal
Class 14 Wednesday February 28:
Brave New World
Discussion of Novel. Identifying Themes and ideas.
Homework: Read: Brave New World Chapters 7 -13
Class 15 Monday March 5:
Brave New World & Writing The Humanities Paper
In-depth introduction to the form of the Humanities Paper.
How to support an argument with textual evidence.
Homework: Read: Brave New World Chapters 14 - End
“Science and Civilization”
“What is Happening to Our Population?”
“Eugenics: The Impulse Never Dies”
Write: Humanities paper Proposal
Class 16 Wednesday March 7:
Brave New World & Developing
a Thesis
How to write a thesis. Humanities paper writing as argumentation.
Using secondary sources to strengthen an argument.
Homework: Write: Rough Draft of Humanities Paper
Class 17 Monday March 12:
Humanities Paper Workshop
Peer review and workshop of Humanities Paper. Class discussion of common difficulties
or problems. Volunteers share portions of Humanities Paper. Last Day for
Grammar!!!
Homework: Write: Final Draft of Humanities Paper.
Humanities Final Draft Due Friday March 16 by
NOON in My Mailbox
Unit IV - Synthesis, Revision, and Creative Writing
Class 18 Wednesday March 14:
Final Day Of Class
Reflection and in-class writing on humanities unit. Evaluation and assessment
of class. Self evaluation. Voluntary presentation of finished synthesis projects
by students. Celebration!
Homework: Write: Finalize Synthesis Project
Synthesis Paper Due Friday March 16 by NOON in My Mailbox
Good Luck on Finals and Have a Wonderful Break!!!
Table of Contents
Introduction
Syllabus
Rewrite Policy
Sciences
“Issues in Science - Science in Perspective” by Dolores laGuardia, and Hans P. Guth
“Idols of the Mind” by Francis Bacon
Debate in the Sciences:
“Storm Over the Amazon” by Edward O. Wilson
“The Rivet Poppers” by Paul and Anne Ehrlich
“Biodiversity vs. Bioengineering?” by Peter Hubar
“A Logger’s Lament” By Leila L. Kysar
“Businesses are Battling Environmentalism with Its Own Laws” by Charles McCoy
“The Butterfly Problem” by Charles C. Mann and Mark K. Plummer
“Letter to the Editor in Response to ‘The Butterfly Problem’” by William Robert Irvin
“Rare Butterfly Consigned to Extinction” by Carol Kaesuk Yoon
“The Case for Human Beings” By Thomas Palmer
Special Topic In the Sciences:
Abstract from the Roslin Institute
“Viable Offspring Derived from Fetal and Adult Mammalian Cells” by Ian Wilmut, et al.
Time Magazine Special Report on Cloning:
“The Age of Cloning” by J. Madeleine Nash.
“Will We Follow the Sheep?” by Jeffrey Kluger
“Can Souls be Xeroxed” by Robert Wright
“Clone, Clone on the Range” by Douglas Coupland
“Clone the Clowns” from the Economist
Introduction to Writing Style
“Politics and the English Language” by George Orwell
“Features of a Science Paper” by Mark Schlenz and Judy Kirscht
“Features of a Science Literature Review” by Mark Schlenz and Judy Kirscht
Scientific Literature Review
Science Paper Peer Reviews
Social Sciences
“Issues in Social Science - Social Science in Perspective” by laGuardia & Guth
Special Topic in the Social Sciences:
“Behavioral Studies in Obedience” by Stanley Milgram
“Some Conditions of Obedience and Disobedience to Authority” by Stanley Milgram
“On ‘Obedience to Authority’” by Philip Zimbardo
“Interpersonal Dynamics in a Simulated Prison” by C. Haney, C. Banks, and P. Zimbardo
“On the Ethics of Intervention in Human Psychological Research: With Special Reference to the Stanford Prison Experiment” by Philip G. Zimbardo
“Field Study and Reports” by Mark Schlenz and Judy Kirscht
Survey Building
Social Science Experiment
Social Science Paper Peer Reviews
Humanities
“Issues in the Humanities - The Humanities in Perspective” by laGuardia & Guth
“The Preface to The Picture of Dorian Gray” by Oscar Wilde
“Phrases and Philosophies for Use of the Young” By Oscar Wilde
“A Few Maxims For the Instruction of the Over Educated” By Oscar Wilde
“Art for Art’s Sake” By E.M. Forster
Tools for Reading In the Humanities, Terms
“Figurative Language” and “Irony” by M.H. Abrams
“anyone lived in a pretty how town” by e.e. cummings
Poems:
“Sonnet 116”, “Sonnet 129”, and “Sonnet 130” by Shakespeare
“[For What as Easy]” and “As I Walked Out One Evening” by W. H. Auden
“High Windows” and “Sad Steps” by Philip Larkin
“Is It Wise?” “Our Bog Is Dood” and “Not Waving but Drowning” by Stevie Smith
“Aunt Jennifer’s Tigers” and “Living in Sin” by Adrienne Rich
“Spelling” by Margaret Atwood
“Mid-Term Break” by Seamus Heany
Bladerunner
“L.A. Otherworldly” by Jason Dietrich
Bladerunner Topics
Bladerunner Variations
Brave New World
Questions for Brave New World
“What is Happening to Our Population?” by Aldous Huxley
“Science and Civilization” by Aldous Huxley
“Eugenics: the Impulse Never Dies” by Alexander Cockburn
Guidelines for Writing Your Humanities Paper
Ten Things You Can Do On Your Paper to Make Me Pull My Hair Out
Humanities Paper Peer Reviews
Bibliography
Bibliography
Orwell, George. “Politics and the English Language” The Orwell Reader : Fiction, Essays and Reportage by George Orwell. New York : Harcourt, Brace & World, Inc., 1956.
laGuardia, Dolores, and Hans. P. Guth. “Issues in Science - Science in Perspective,” “Issues in Social Science - Social Science in Perspective,” and “Issues in the Humanities - The Humanities in Perspective.” Issues Across the Curriculum : Reading, Writing, Research. Mountain View, California : Mayfield Publishing Company, 1997.
Bacon, Francis. “Idols of the Mind” from The Conscious Reader, 4th Edition. Caroline Schroder, Harry Firestone, and Michael Shugre, eds. New York : Macmillian, 1988, pg 625-634.
Wilson, Edward O. “Storm Over the Amazon” from The Diversity of Life by Edward O. Wilson. New York : Harcourt, Brace & World, Inc.
Ehrlich, Paul and Anne. “The Rivet Poppers” The Environmental Predicament : Four Issues for Critical Analysis. Carol J. Verburg, ed. Boston : Bedford Books of St. Martin’s Press,1995, pg 13-17.
Hubar, Peter. “Biodiversity vs. Bioengineering?” The Environmental Predicament. pg 17-19
Kysar, Leila L. “A Logger’s Lament” The Environmental Predicament. pg 20-23
McCoy, Charles “Businesses are Battling Environmentalism with Its own Laws” The Environmental Predicament. pg 23-25
Mann, Charles C. and Mark K. Plummer “The Butterfly Problem” The Environmental Predicament. pg 26-39.
Irvin, William Robert. “Letter to the Editor in Response to ‘The Butterfly Problem’” The Environmental Predicament. pg 39-40
Yoon, Carol Keasuk. “Rare Butterfly Consigned to Extinction” The Environmental Predicament. pg 40-41
Palmer, Thomas. “The Case for Human Beings” The Environmental Predicament. pg 42-51
Wilmut, I., Schneike, A.E., McWhir, J., Kind, A.J., and Campbell, K.H.S. “Viable Offspring Derived from Fetal and Adult Mammalian Cells” Nature. February 27, 1997: pg 810-813.
“Time Magazine Special Report on Cloning” Time. March 10, 1997: pg 60-75.
“Clone the Clowns” The Economist. March 1, 1997: pg 80.
Schlenz, Mark and Judy Kirscht “Features of a Science Paper,” “Features of a Science Literature Review,” and “Field Study and Reports” Frameworks for Knowledge : Writing the Rhetorics of Inquiry. Santa Barbara : University of California at Santa Barbara, 1999, pg 17-20, 29-30.
Milgram, Stanley. “Behavioral Studies in Obedience.” Journal of Abnormal and Social Psychology. May 3, 1966. pg 371-378.
Milgram, Stanley. “Some Conditions of Obedience and Disobedience to Authority.” Human Relations. February 1965. pg 57-76.
Zimbardo, Philip. “On ‘Obedience to Authority’” American Psychologist. July 1974. pg 566.
Haney, Craig, Curtis Banks and Philip Zimbardo. “Interpersonal Dynamics in a Simulated Prison.” International Journal of Criminology and Penology. February 1973. pg 69-97.
Zimbardo, Philip. “On the Ethics of Intervention in Human Psychological Research: With Special Reference to the Stanford Prison Experiment.” Cognition. February 2, 1973. pg 243-256.
Haney, Craig, and Philip Zimbardo. “The Past and Future of U.S. Prison Policy: Twenty-Five Years After the Stanford Prison Experiment” American Psychologist. July 1998. pg 709-727.
Wilde, Oscar. “The Preface to The Picture of Dorian Gray,” “Phrases and Philosophies for Use of the Young,” and “A Few Maxims For the Instruction of the Over Educated.” Oscar Wilde. Ed. Isobel Murray. New York : Oxford University Press, 1989. pg 47, 570, and 572.
Forster, E. M.. “Art for Art’s Sake.” Two Cheers for Democracy. London : Harcourt, Brace & Co., 1951. pg 98-104.
Abrams, M. H. “Figurative Language” and “Irony” A Glossary of Literary Terms. 6th ed. New York : Harcourt, Brace & Co., 1993. pg 66-70 and 97-101.
cummings, e.e. “anyone lived in a pretty how town.” The Norton Anthology of American Literature. 4th ed. Vol 2. Ed. Baym et al. New York : W. W. Norton & Co., Inc., 1994. pg 1456.
Shakespeare William, “Sonnet 116”, “Sonnet 129”, and “Sonnet 130.” The Norton Anthology of Poetry. 3rd ed. Ed. Allison et al. New York : W. W. Norton & Co., Inc., 1983. pg 190.
Auden, W. H. “[For What as Easy]” and “As I Walked Out One Evening.” The Norton Anthology of Poetry. pg 1099-1100.
Larkin, Philip. “High Windows” and “Sad Steps.” The Norton Anthology of English Literature. 6th ed. Vol 2. Ed. M. H. Abrams et al. New York : W. W. Norton & Co., Inc., 1993. pg 2327-2328.
Smith, Stevie. “Is It Wise?” “Our Bog Is Dood” and “Not Waving but Drowning.” The Norton Anthology of English Literature. pg 2222-2223.
Rich, Adrienne. “Aunt Jennifer’s Tigers” and “Living in Sin.” The Norton Anthology of Poetry. pg 1309.
Atwood, Margaret. “Spelling” The Norton Anthology of Poetry. pg 1378-1379.
Heany, Seamus. “Mid-Term Break.” The Norton Anthology of Poetry. pg 1379.
Dietrich, Jason. “L.A. Otherworldly.” Los Angeles Times Magazine. July 25, 1999. pg 8.
Huxley, Aldous. Brave New World. New York: Perennial Classics, 1998.
Huxley, Aldous. “Science and Civilization” and “What is Happening to Our Population?” in The Hidden Huxley: Contempt and Compassion for the Masses 1920-1936. Ed David Bradshaw. London : Faber and Faber, 1994.
Cockburn Alexander. “Eugenics : The Impulse Never Dies” Los Angeles Times. March 9, 2000. Section B, Page 9
Resource Description |
| Author/Artist: Melissa Stevenson |
Media: |
| Date of Composition: Winter 2001 |
Dimensions: |
| Original Course: Writing 2 |
Bibliographic Information: |
| Description: Course Syllabus and Schedule |
Location of Artifact: |
| Category: Instructor's materials |
Date of Publication/Exhibition: |
| Period/MA Field: n/a |
Keywords: writing 2, syllabi, schedules |
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