TEXTS

A Writer's Reference, Diana Hacker
The Skidmore Guide to Writing (available in an online edition)
WRITING ASSIGNMENTS

Writing Projects

#1: Personal analysis (3 pages)
#2: Stereotype analysis (3 pages)
#3: Cultural analysis (3 pages)
#4: Historical analysis (5 pages)

These four essays constitute the bulk of your work in the course. Each consists of two parts—a draft and a revision—with the draft counting for 1/3 of your grade on the project and the revision 2/3's. 

The Draft:

This is not a "rough draft" but a full-length, totally conceived essay that meets the following criteria:
1. It has a main idea, a "thesis." 
2. The main idea is developed in paragraphs and supported with concrete examples.
3. It must be typed.
4. It should be free of spelling mistakes. 

The Revision:

This essay must also be typed.  It should represent a substantial revision of the original draft based on class discussion and on my written comments and advice.  It is not enough simply to eliminate spelling and mechanical errors; unless the revision incorporates a genuine re-thinking of the essay's argument and/or structure, it will receive a No Credit.

Shorter Writings

These are one-page writing assignments appearing periodically during the semester.  They will be graded according to a system of checks, check pluses, and check minuses.

#1: Definition of "race"
#2: Cultural analysis
#3: Summary of historical event
#4: Self Critique

Formal Critiques

Formal responses to a classmate's paper, due during workshop weeks.  These should be 1-2 pages long.  There will be 4 of these during the course of the semester.  Like the Shorter Writings, they will be graded according to a system of checks, check pluses, and check minuses. 

On-Line Responses

Over the course of the semester students will read "How Race is Lived in America," a series recently published in the New York Times.  This reading will be divided up into nine articles.  After reading each article, students will post an informal response in the Discussion Forum, linked off of the class web page.  Students may post an original response, or they may respond to something posted by a classmate.  Students are responsible for reading their classmates' postings. 

In-Class Writings

Occasionally I will begin class by asking you to write for 10 or so minutes on the reading assignment for that day.  My goal with these in-class writing sessions is to allow you time to generate some ideas for class discussion, though they will also offer me a convenient way of monitoring how closely people are reading the assignments. 

CLASS DISCUSSION

Since EN 105 is a workshop, your full participation in class discussion is absolutely necessary.  I will take this into account when I determine your final grade.

LATE PAPERS AND ABSENCES

1. You are allowed two absences.  You should save these for emergencies.  Lateness can, if habitual, qualify as an absence.  For every unexcused absence after the first two, your grade will drop by 1/3 (e.g., from B- to C+).

2. You are allowed one free late paper.  Late papers must, however, come in at the beginning of the next class.  For any late papers after the first your grade for the paper drops by a full letter for each day that the paper is late. [NOTE: Late papers are not allowed if your paper is being workshopped that week.]

3. You will find any missed handouts in my "OUT" box.

GRADING

Writing Projects (15% each)
Shorter Writings (15% total)
Formal Critiques (15% total)
Discussion Forum and Class Participation (10% total)

WORKSHOPS

Students whose papers are being workshopped must upload their essays to WebCT by Monday, 10:00 a.m.  Failure to do so will not only create a logistical nightmare, but will lower your grade on the paper by one full letter. 

CONFERENCES

Students are encouraged to meet with me at any time during the semester to discuss individual papers or the course itself.