GSW 1120

Laptop Section 106L

Spring 2014

Instructor:

E-mail:

Office:

Office Hours:

Mailbox:

Learning Commons:

Learning Commons Phone:

April Conway

aconway@bgsu.edu

311C East Hall

9:30-10:30 a.m. Tuesday (and by appointment)

210 East Hall (my mailbox is above my name)

140 Jerome Library

372-2823 (call ahead to make an appointment)

REQUIRED COURSE TEXTS AND MATERIALS

Writing and Reading Across the Curriculum. 12th edition. Laurence Behrens and Leonard J. Rosen. Pearson

Longman, 2011.

Kirszner & Mandell: The Brief Wadsworth Handbook. 7th edition. Laurie G. Kirszner and Stephen R. Mandell.

Wadsworth Cengage Learning, 2013.

Portfolio of GSW 1120 materials (available at the BGSU Bookstore and SBX Bookstore).

● A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class,

fully charged.

● A Wordpress.com account to access and to post materials on the private course blog (used instead of Canvas,

BGSU’s course management system). The link: http://gsw1120spring2014.wordpress.com

● A means of backing up your work (for example— flash drive, MyFiles, etc.).

● A BGSU e-mail address which you should check on a regular basis, and a MyBGSU account.

● A college-level dictionary, such as Merriam-Webster, which is available online for no charge

(http://www.merriam-webster.com/). Alternatively, you could purchase a hard copy collegiate dictionary, such as

The American Heritage Dictionary, which is available at the University Bookstore and SBX.

● Funds on BG1 card for printing GSW-related assignments

● Paper clips or staples and a stapler.

GSW LEARNING OUTCOMES

1. Demonstrate rhetorical knowledge through writing in a variety of academic genres and to a variety of academic

audiences.

2. Develop critical thinking, reading, and writing skills through approaching academic writing

assignments as a series of cognitive tasks, engaging in multiple modes of inquiry, synthesizing multiple points of

view, critiquing student and professional writing, and assessing source materials.

3. Understand the processes entailed in academic writing including recursive processes for drafting texts,

collaborative activities, the development of personalized strategies, and strategies for identifying and locating

source materials.

4. Demonstrate knowledge of the conventions of academic writing including format and documentation systems,

coherence devices, conventional syntax, and control over surface features such as grammar, punctuation,

mechanics, and spelling.

5. Engage in the electronic research and composing processes by locating, evaluating, disseminating, using and

acknowledging research, both textual and visual, from popular and scholarly electronic databases.

6. Understand the importance of values systems in academic writing including the abilities to write

effectively to audiences with opposing viewpoints, to participate in an active learning community which values

academic honesty, and to value the place of writing within learning processes.

COURSE DESCRIPTION

GSW 1120, “Academic Writing,” is the last in the series of General Studies Writing (GSW) courses offered at BGSU.

Although there are probably hundreds of varieties of academic writing that occur in various contexts (some of which you

may have explored in 1100 or 1110), in this class we concentrate on three varieties of writing that are especially

prominent in academic settings: the critique, the multiple source synthesis essay, and the synthesized, researched essay.

The emphasis in GSW 1120 is on developing your critical and analytical skills in reading, thinking, and writing.

Specifically, GSW 1120 is designed to give you instruction and extensive practice in reading scholarly articles, writing

critiques of what you read, making logical connections among several sources, and writing about those connections. As

part of your GSW 1120 research requirement, you also will learn to use the BGSU library effectively and to utilize a

variety of academic sources in your writing.

Along with further developing your critical, analytical and rhetorical skills, GSW 1120 will provide further opportunities

for you to consider, critique, and confirm your own and others’ values and the importance these values play in

communication in all academic disciplines and professions.

COURSE REQUIREMENTS AND POLICIES Classroom Etiquette The classroom is a place for learning, and learning requires a respectful and appropriate environment. Therefore, students

are expected to adhere to the following rules:

1. Before students walk in the door, cell phones, I-Pods, MP3 players, and ear buds must be put away. This is to

encourage a welcoming start to our morning.

2. Before class begins, students must log off Facebook, chat, email, Twitter, and the Internet. For the remainder of

the class, students may not access any of these sites unless doing so is part of a required class activity.

3. Students must turn off their phones and put them away at the beginning of each class session; phones should not

be visible during class time.

4. Likewise, I-Pods, MP3 players, and similar devices may not be used during class unless the instructor has

specifically incorporated them into a class activity.

5. Students should not talk with their neighbors while another person is talking. Ample time for discussion will be

allotted in this class, but when the instructor or a fellow student has the floor, that person should be given

everyone’s undivided attention.

6. Students may not come to class habitually late. Work and other activities should be scheduled around courses,

not the other way around.

7. Students may not leave class before they have been dismissed.

8. Class discussion must be respectful. That is, whenever students speak, they should be considerate of other

students’ feelings, use appropriate language, and make their points without being combative or confrontational.

When students maintain these and other standards of respect, everyone in the class benefits.

Laptop Sections

All students enrolled in this section are required to have a laptop that they will bring to each class. Because computers

affect how scholars write, research, and communicate, this course will use laptops extensively to introduce student writers

to the basics of academic writing. Your laptop must have a word processing program on it, and it should be fully charged

and ready for each class. The use of power cords during class sessions is not permitted.

While we will use the Internet periodically throughout the semester, you will be expected to remain on task during class

time. (See the previous Classroom Etiquette section.) Because we only meet for a few hours a week, it is required that you

stay focused on the tasks at hand rather than surfing the internet or checking your email or Facebook site.

Essays

You will be graded on four fully-revised essays this term: a critique, one multiple source essay, one Pre-Search essay, and

one researched essay.

Critique: The GSW 1120 critique is written as a systematic evaluation of an academic article. An effective critique

provides your reader (and yourself) with a full understanding of the article being critiqued, its intended meaning, and its

merits and faults. The 1120 critique will be graded on how fairly, accurately, and efficiently the text is summarized, how

thoroughly and sensibly it is evaluated, and how clearly the criteria used to evaluate the essay are presented.

Multiple Source Essay: Another kind of essay you will write is a synthesized multiple source essay. In this assignment,

you will offer your own argument supported by various sources. You will be expected to present your view on the subject

matter of several readings while synthesizing ideas from the authors you have read. While a proficient multiple source

essay clearly expresses your own thoughts on a particular issue, it also exhibits your thorough familiarity with differing

views on that issue. Your success in writing a proficient multiple source essay will be determined, in part, by how well

you understand and synthesize information from the various sources you have read as well as your ability to incorporate

sources found through independent research.

Pre-Search Essay: The pre-search essay is designed to help you conduct preliminary research on an issue of interest to

you and to help you develop and hone a focused research question that you will answer in your formal Researched Essay.

In this assignment, you will familiarize yourself with multiple sides of one specific topic by finding 4-6 articles that show

both similar and differing viewpoints on the issue. Like the multiple source essay, you will synthesize these sources to

exhibit your familiarity with the complex views on the issue. Using the preliminary research you have found, as well as

the relationships you have analyzed through synthesizing your sources, you will present the focused position you will

choose to argue in your Researched Essay.

Researched Essay: You will write one researched essay in GSW 1120. This essay will make use of a variety of sources

(e.g., journal and newspaper articles, books, online sources, interviews, surveys, etc.). Like the multiple source essay, the

researched essay will present your view on a particular issue while synthesizing ideas from a number of sources. The

researched essay will be graded on the quality of the research, the clarity and accuracy with which the information is

presented, the effectiveness and logic with which sources are used to support your own original and relevant argument,

and your use of appropriate documentation of your sources. Because proficiency in argumentative synthesis is a key goal

of GSW 1120, all students must pass the researched essay with a grade of C or higher in order for their work to be

submitted for Portfolio Assessment, which is necessary for passing GSW 1120.

Please follow these format requirements for submitting your work:

● Rough drafts and final drafts should be submitted to me through email: aconway@bgsu.edu.

● Papers should follow MLA format. Examples and information on MLA can be found in Kirszner & Mandell’s

The Brief Wadsworth Handbook. We will also discuss MLA format in class.

● Essays must be word processed, double-spaced, and have standard 1” margins on the right and left sides, top, and

bottom of the page.

● The font used for your final drafts should be 12-point Times New Roman font.

● Pages must be numbered with your last name and page number in the upper right-hand corner.

● Your essays must have a title, but please don’t include a separate title page with your papers.

● When you submit a final draft of an essay to me for evaluation, you will need to include a number of other

materials along with it, arranged in the following order:

1. A GSW Rubric should be on top (goldenrod color).

2. The assignment sheet should be included next.

3. Only for the portfolio process: The final (or most recent) draft of your essay should be included

next.

4. The various drafts of your paper should be included next, in reverse chronological order. Only

drafts which contain substantial revisions or which peers or I have commented upon should

be included, however.

5. On the bottom of the stack should be a completed Audience and Values Exploration/Student

Process Analysis Sheet (peach color) and all other prewriting you have done for the assignment.

Please be sure to secure these various documents together with a staple or large paper clip.

Other Assignments

I will occasionally assign short writing exercises and activities to supplement drafting, revising, and editing the graded

projects, which, like the four graded essays, need to be fulfilled as part of your Achievement Requirements for passing

GSW 1120. As with the graded assignments, the additional writing assignments are designed to improve your critical

thinking and writing skills and will help you better address the more complicated writing tasks I am asking you to

conduct.

You should type and publish such activities which I assign on the designated discussion boards on our course blog. The

posts should be completed on time and ready to use and access in class. Sometimes I will ask for volunteers to share their

entries with the class as a way to start discussion, and I may ask you to use your posts for small-group discussions. I will

read and respond to your posts periodically via email or the comment function to monitor your efforts.

You will also be given reading assignments that we will discuss as a way to improve your critical thinking and reading

skills. You should be prepared throughout the semester to discuss all reading assignments in class on the dates they are

assigned. You can keep up with the reading pace of this class if you read on a regular basis and follow your syllabus

closely.

One other important requirement is your active participation in collaborative activities because collaboration is a valuable

way to get and give useful feedback. Peer revision and small group activities can assist in your development as a thinker

and writer. Your contributions to the work of classmates are considered a part of the course’s Achievement

Requirements.

Each of you has the opportunity to earn up to 100 participation points for fully investing and participating in this

class. Your participation grade will be determined by a number of choices that you make about your scholarly

activity in this class. If you bring the required materials to class each day, complete required written homework for each

class participate in class discussion on the readings each day, participate in assigned activities each day, participate in peer

review, post to discussion board on our course blog, successfully lead discussion at least once, pass reading quizzes, and

complete the Library and MLA quizzes, you will likely learn a lot and may make a notable improvement to your final

grade. These points are non-negotiable. Participation points are not given for attendance.

*A note on Discussion Board posts: All posts due by midnight the night before class.

Participation Requirement Description of Participation

Requirement

Points Possible

Total Participation Points: 100 Class Preparation Students are expected to bring all

required materials to class each day; to

complete all assigned readings; to

actively participate in discussion each

class; and to complete and turn in all

required homework.

_____/50 points

Collaborative Work Students will be required to participate

in peer review and collaborative

activities both during class and outside

of class. Students are expected to

follow guidelines for peer

review/collaborative assignment and are

expected to give prompt and thoughtful

feedback to their peers.

_____/20 points

Presentation(s)/Discussion

facilitation(s)

Students will be required to facilitate

discussion of at least one required

reading and will be required to present

their research findings from their

Research project to the class. Students

are expected to be thoroughly prepared

by developing questions for discussion

and by preparing a visual to enhance

discussions and presentations.

_____/20 points

Library and MLA Quizzes Complete, print and turn in results of

both quizzes. Must score at least 80%

on both quizzes to earn total possible

points for this category.

____/10 points

Paper Printing Students who anticipate using university printers for printing GSW-related assignments should keep funds available on their BG1 Cards (http://www.bgsu.edu/bg1card/index.html). Please note that a lack of funds on a BG1 card is not considered a valid reason for failing to submit a hard copy of a GSW paper at the time it is due. To save resources and to help students save money, General Studies Writing asks students to submit two-sided papers.

Writing Conferences

Because college-level writing can be frustrating at times, it is important to get encouraging and specific feedback from not

only other members of the class, but also from me. To ensure that you are getting the encouragement and feedback you

need in your writing, it is important that you schedule at least two conferences in my office so that I can give you

personalized help and assistance.

GSW 1120 Library Research Guide

To help familiarize you with the level of academic library research skills necessary for this course, you will be required to

work with online materials, which have been provided by the staff of the Jerome Library. The materials – which you are

encouraged to use on your own as well for this class – are located at the following site:

http://libguides.bgsu.edu/gsw1120

These materials differ from the Library Research Guide used in GSW 1100/1110. On this site, you will learn about

scholarly sources, locating sources beyond Academic Search Complete and evaluating sources. This Research Guide is

also available by going to the main library web page and clicking on Research Guides by Course in the center of the page.

As you will see, the GSW 1100/1110 LibGuide provides significant assistance with search strategies, the use of the

Library’s databases, incorporation of sources into papers, academic honesty, and more. The site also contains a “Library

Quiz” which you will be required complete when I assign it, and it contains an IM Chat Box which will allow you to ask a

question which will be responded to immediately by a BGSU librarian.

I strongly recommend that you refer to this site as you work on your papers outside of class, as well as during class.

Attendance

Class work, discussions, and activities cannot be made up from absences. Four absences or more may result in a

withdrawal from the class. Making a habit of arriving late and leaving early will result in accruing absences.

University Closure Due to Bad Weather

In most cases, the University will not close for winter conditions unless the Wood County Sheriff’s Department declares a

Level 3 emergency. Closing information will be communicated through BGSU’s AlertBG text system, BGSU e- mail

notification, BGSU’s website, and Toledo’s Television stations. (Note: You can sign up for AlertBG, by signing into

MyBGSU and clicking on the AlertBG tab at the top of the page.)

Religious Holidays

It is the policy of the University to make every reasonable effort to allow students to observe their religious holidays

without academic penalty. In such cases, it is the obligation of the student to provide the instructor with reasonable notice

of the dates of religious holidays on which he or she will be absent. Should you need to miss a class due to a religious

holiday, you should understand that absence from classes for religious reasons does not relieve you of responsibility for

completing required work. In such an event, you should consult with me well before you leave for the holiday to find out

what assignments will be due while you are absent—and you subsequently should have the assignments completed and

turned in to me prior to missing class.

Student Veteran-Friendly Campus

BGSU educators recognize student veterans’ rights when entering and exiting the university system. If you are a student

veteran, please let me know if accommodations need to be made for absences due to drilling or being called to active duty.

Late Work

All work must be handed in when I request it in class. I will not accept late work unless you have made previous

arrangements with me. Similarly, I will not accept late work in my department mailbox or via e-mail unless you have

made previous arrangements with me.

Lost Essays

You are responsible for maintaining a copy of each draft of your essays. Your essays will be returned to you no later than

a week after they have been submitted to me, and all essays must be present in the portfolio at the end of the semester. It

is your responsibility to compile these essays in your portfolio folder so that a portfolio assessor can further review them.

Since occasionally essays (or backpacks) are stolen, lost, or destroyed, you should keep an additional hard copy of each

essay and a back-up disk in a safe place. Ultimately, it is your responsibility to submit a complete portfolio. Incomplete

portfolios will not be evaluated; students without portfolios will not pass the course.

Revision Policy

Knowing how to revise your writing is an important aspect of being a successful writer; therefore, you will be required to

write multiple drafts of your papers, and we will work hard on the development of your personal revision and editing

skills. One goal of this class is for you to learn to determine when an 1120-level paper has been revised to the point where

you can submit it as a “final draft” that will earn a “passing” evaluation. Taking advantage of our class time, your own

homework time, my office hours, the Writing Center, and other available services and tools will provide you with the

support you need for submitting final drafts that are at the “passing” level.

Sometimes, though, even with hard work students submit final drafts that are not passing. If you receive NP grades, you

may revise one multiple source essay and the researched essay once after their original evaluation but only if you first

schedule a conference with me to discuss your revision strategy. A revised essay is due within a week of our conference

and should be submitted with the original graded essay and a new rubric. Please note that the grade for a revised essay can

be no higher than a C, and that the critique may not be revised after it has been submitted as a final draft. As you

consider whether or not to revise a researched essay that has earned an NP grade, please remember that students must pass

the Researched Essay with a grade of C or higher in order to pass this course.

Academic Honesty

Please refer to BGSU’s current Student Affairs Handbook and to your GSW portfolio materials for information regarding

BGSU’s academic honesty policies. These policies and penalties apply to our class, as well as to all other classes at

BGSU. We will discuss plagiarism and academic honesty in depth this semester.

ADDITIONAL ASSISTANCE WITH GSW 1120

In addition to the work you will do in class sessions and in conferences with me, there are a variety of services and tools

which you can use to obtain additional assistance with this course. I suggest that you make use of the following:

Writing Support at the Learning Commons

Located on the first floor of Jerome Library, the Learning Commons is a valuable resource which provides students with

individual tutoring assistance in writing, reading and study skills, math and stats, and content courses – free of charge.

Within the Learning Commons, Writing Support works to create a space where writers feel comfortable discussing and

developing their ideas and communication skills. Writing consultants work with writers collaboratively, rather than

serving as a proofreading or editing service. Because the Commons will be very busy, you should call ahead to make an

appointment well in advance of when you would like to meet with a writing consultant: 419-372-2823.

You may also submit your writing to an online writing consultant by following this link:

http://www.bgsu.edu/offices/writingctr/page76151.html There, you will be given directions for submitting your questions

or your entire draft. Once again, though, plan ahead. An email response may take up to 72 hours, and writing consultants

are not available on weekends or evenings to give immediate feedback.

Online Assistance with BGSU’s Library Resources

The Welcome New Students LibGuide explains the ins and outs of using the Jerome Library. You should use this site for

basic information regarding the library, including how to check out materials and how to renew materials online. This

URL will take you there: http://libguides.bgsu.edu/content.php?pid=94029&sid=702141

The library site also offers a virtual tour of Jerome Library: http://ul2.bgsu.edu/vt/

and a detailed map of its first floor: http://ul2.bgsu.edu/vt/content/1st.php

Finally, since library personnel are always ready to help, you should stop by the Research & Information Desk with

questions or concerns. Or, you may contact librarians virtually by using the services described here:

http://www.bgsu.edu/colleges/library/infosrv/ref/ask.html

Contacting Me by E-mail

E-mail is a wonderful communication tool, and I welcome the chance of using it to help you with questions about your

writing or about my assignments. Please note, however, that e-mail can be unreliable. Servers may be down, computers

may malfunction, etc. As a result, I cannot be responsible for any e-mail messages that are lost or addressed incorrectly.

If you e-mail me something, I will respond, ordinarily within 24 hours, to tell you that I have received your message.

However, if you don’t receive my e-mail reply, this means that I did not receive your message and that you should discuss

the content of your e-mail with me personally. Similarly, if you e-mail me right before class, I probably will not be able

to read your message until after class.

GSW’S GRADING SYSTEM AND THE PORTFOLIO ASSESSMENT PROCESS

Essay Grades

Throughout the term, I will collect and comment upon first drafts (and perhaps on some intermediate drafts) of every

essay you write, and I will give them back to you within a week’s time so that you can use my comments as guidelines for

revision. Your first drafts will not receive a grade.

However, when you submit final drafts of your essays, I will provide you with both written comments and a grade. I will

also fill out an evaluation chart (called a “rubric”) for each final draft to indicate the paper’s strengths and weaknesses;

like commentary on early drafts, your evaluated final drafts will be returned to you within a week’s time. Each essay you

write for GSW 1120 will be graded A, B, C, or NP (Not Passing). An explanation of these grades follows:

An A essay clearly passes all categories of the rubric. It demonstrates a superior command of the subject matter

and presents that information so effectively that the reader enjoys reading the essay and learns from it. The A

essay shows clear organization that captivates the audience and keeps readers involved through all stages of the

essay. Moreover, the A essay reveals a sophistication in style and an original voice; sentences are appropriately

varied in length and construction; transitions and metadiscourse are used to produce a smooth flow for the reader;

connections between sentences and ideas are clear. In addition, individual sentences are concise, clear, and highly

specific. The A essay demonstrates a high degree of selectivity in word choice and is free of all but a few minor

errors in grammar and mechanics. The A essay is the work of a writer who is able to deal comfortably with

complex material and can present that material effectively for others. As a result of its careful organizational

structure and development, all factors, both in content and style, combine to form a unified whole. For the

multiple source and researched essays, effective synthesis must be demonstrated for a grade of A.

A B essay clearly passes in all categories of the rubric. It contains few mechanical errors (none of which impede

communication), and it effectively delivers a substantial amount of interesting information. The specific points

are logically ordered, well-developed, and unified according to a clear organizing principle. The introduction and

conclusion are effective, but not as engaging as in the A essay. The B essay exhibits an understanding of

metadiscourse, and transitions are adequately smooth and logical. Sentence structure is sufficiently varied in both

length and construction, and the choice of words has been made selectively, with few minor errors in grammar

and mechanics. The writing in a B essay is organized, clear, coherent, and correct. The essay is far more than

competent and, again, must show effective synthesis.

A C essay passes all categories of the rubric. It is generally competent and reasonably well developed and

organized. The C essay demonstrates an average knowledge of the subject matter, but the presentation of that

information is often vaguely stated and superficially connected. The essay may lack adequate transitions and use

of metadiscourse. The sentence structure is often not varied in either length or construction. It may contain some

mechanical or grammatical errors, but they do not interfere significantly with meaning. Though the C essay

fulfills the assignment, it is not especially engaging or enlightening. In GSW 1120 multiple source essays and

researched essays, a C essay must show synthesis of source materials and an ability to construct and sustain an

academic argument.

An NP (Not Passing) essay does not pass in one or more categories of the rubric. It has serious flaws in audience

awareness, organization, development, syntax, word choice, and/or mechanics and grammar.

GSW 1120 Course Grades

Each of the 4 essays in GSW 1120 is graded on a100 point scale, but they are weighted differently. Please check the

gradebook on our course blog periodically so that you know where you stand. The table below outlines how exactly your

grade will be determined:

Assignment Assignment Grade

(out of 100 points) Weighted Percentage of

Course Grade Participation ____/100 total points possible 10% Critical Reading Assessment ____/100 total points possible 10% MSE ____/100 total points possible 20% Pre-Search Essay ____/100 total points possible 20% 8-10 page Researched Essay ____/100 total points possible 40% FINAL course grade=

weighted % = letter grade

A 100-90 %

B 89-80 %

C 79-70 %

D/NC 69 % and below

Remember that your researched essay must earn a C or higher and your final course grade must be a C or higher

for your portfolio to be eligible for the portfolio assessment process.

If your work passes Portfolio Assessment at the GSW 1120 level, you will receive an A, B, or C for this course. Your

GSW 1120 grade will be calculated into your grade point average.

The General Studies Writing Program acknowledges that writing is a skill that takes some people longer than others to

master. For this reason, if your work is not eligible for the Portfolio Assessment or if you have met all of my

requirements but your work does not pass the Portfolio Assessment, you will receive an NC (No Credit) for GSW 1120.

An NC grade allows a student to repeat GSW 1120 without any negative effect upon his or her grade point average.

However, it is possible to receive an F in this course. If you should stop attending this class for any reason without going

through the University's official procedure for dropping the class, you will receive an F, the grade will appear on your

grade report, and an F will be calculated into your grade point average.

Portfolio Assessment Process

During the last week or two of class, I will let you know whether your essays are eligible for a portfolio assessment. If

your writing has not reached a minimal level of proficiency in GSW 1120 or if you have not satisfied my achievement

requirements for this class, your work will not be eligible for a portfolio assessment. This means that I will not be able to

submit your portfolio and that you will be required to re-enroll in English 1120.

If I make the judgment that your portfolio is eligible for a portfolio assessment, during the last week of the semester your

essays will be judged by one or more GSW 1120 instructors in addition to me. These portfolio evaluators will determine

whether or not your writing has reached proficiency at the 1120-level. Please note that unlike other courses where one or

two weak assignments can ensure failure, GSW’s portfolio assessment allows you to make improvements in your writing

and to grow as a writer. Even if you struggle with an essay or two, as long as your portfolio shows that you can write

proficiently at the 1120 level by the end of the term, you can pass the class.

If your portfolio is passed by a first evaluator, you will receive the grade I assigned to your work. If the first evaluator

determines that your writing, overall, does not demonstrate proficiency at the 1120 level, however, then that evaluator will

not pass your portfolio. At that point, a second evaluator—often a member of the General Studies Writing staff—will

evaluate your work, again looking at your writing as a whole, and will make a final determination regarding whether your

writing is proficient enough for you pass GSW 1120 (and earn the grade I assigned to your work) or whether you will

need to retake GSW 1120 again.

Policy for GSW Portfolio Appeals Students may appeal an instructor's decision not to submit their portfolios for evaluation if they have evidence that

they have met their instructor's achievement requirements and that they have fulfilled the minimum criteria for

passing the course. Likewise, students may appeal no-passing portfolio assessments if they have reason to believe that

the two evaluators (both of whom are trained, experienced GSW instructors) have overlooked important evidence that

their portfolio, in fact, successfully meets the established criteria for passing the course. Students should not,

however, routinely appeal no-passing portfolios simply because they are unhappy with their instructor's or the

portfolio evaluators' decisions.

Following is the timetable for retrieving portfolio results and for appealing a portfolio decision; please note that

any students wishing to appeal a portfolio decision must adhere to this timetable.

● Monday, May 5 Deadline, by 5:00 pm, for students to appeal an instructor’s decision not to submit a portfolio for assessment.

Students must pick up their portfolio by the designated time period in order to file an appeal.

● Thursday, May 8

Students must pick up their evaluated portfolios during the time period, which is designated by their instructor;

this time period is ordinarily after 2:00 PM. Near the end of the term I will let you know exactly when I will be

available in my office on this day to return your portfolio to you.

If you are absolutely unable to retrieve your portfolio and your evaluation results from me at the designated time,

it is your obligation to provide me with a large self-addressed, stamped envelope so I can mail the portfolio to

you. To determine the proper postage, before submitting your portfolio to your instructor please take your

portfolio to a post office (such as Stampers on the second floor of the Student Union) where a postal employee

can determine the proper postage to affix to the envelope. Submit the envelope with proper postage when you

submit your portfolio to your instructor.

● Thursday, May 15, 5:00 pm

Deadline for appealing a non-passing portfolio result.

SUMMARY OF REQUIREMENTS FOR PASSING GSW 1120

In summary, to pass GSW 1120 you must meet the following requirements:

● Hand in all required written work on time (critique, multiple source essay #1, pre-search essay,

researched essay, and all other writing assignments).

● Attend all classes and participate in class discussions and group work.

● Complete all reading assignments.

● Attend all scheduled conferences (two required).

● Receive a grade of C or higher on the research essay.

● Receive a final grade of C or higher for the course.

● Pass the Portfolio Assessment at the 1120 level.

A Final Word

I look forward to working with you this semester! Please make sure to contact me with any concerns, questions, or

compliments ( ) throughout the semester.

Course Schedule (Tentative)

GSW 1120 / Section 106L

Spring 2014

Instructor: April Conway

E-mail: aconway@bgsu.edu

Office: 311C East Hall

Office Hours: Tuesday 9:30-10:30 (and by appointment)

Mailbox: 210 East Hall

Important Dates: Monday 1/13 Spring Semester classes begin

Sunday 1/19 Last day to add classes

Thursday 5/8 Pick-up portfolios

Thursday 5/15 Deadline for students to appeal a non-passing portfolio result. Appeal forms are available in the GSW

office, 215 East Hall.

Key: WARAC = Writing and Reading Across the Curriculum

K&M = Kirszner & Mandell’s The Brief Wadsworth Handbook

Writing Help: The Learning Commons Phone Number: (419) 372-2823 (call ahead to make an appointment) The Learning Commons Email: tlc@bgsu.edu

The Learning Commons Web Site: http://www.bgsu.edu/offices/learningcommons/

In Class For Homework

(Due Next Class Meeting)

Week 7

Tuesday 2/25 -Discuss overall strengths and weaknesses of

MSE drafts.

-Receive assignment sheet for the Researched

Essay and its requirements, related assignments,

key elements, and due dates. Remember, you must

pass this essay to be considered for the GSW 1120

portfolio process.

-Share possible topic ideas for the Research

Essay.

- Receive of assignment sheet for the Research

Proposal and discussion of the purpose of the

assignment, highlighting how it functions as a

useful stepping-stone in the research/writing

process.

-Remember the due date for MSE is 3/1

Tuesday 3/4.

-Read about strategies for “Planning an Essay” and “Using

a Thesis to Shape Your Material” on pp. 21-33 in K&M.

-Using some of the strategies you’ve just read about,

narrow your topic area for the Research Essay.

-Over the next few days, conduct some exploratory

research to get a sense of the controversy surrounding

your topic area.

-Write down and bring to class 2-3 potential research

questions for your Research Essay. Bring a physical copy

to class.

-By Thursday, 2/27, freewrite on one of your topic areas

using inquiry based methods. Post your explorations on

discussion board

before the next class. Consider how you might take an

original stance on your topic.

-By Thursday, 2/27, spend time reading your classmates

posts and write responses to at least one of your

classmate’s freewrites before the next class.

-Continue revising your MSE (due Tuesday 3/4).

Thursday 2/27 Return First Draft of MSE -Distribution of the conference sign-up sheet for

the coming week to discuss Research Essay

proposals, paper revisions, and any other student

concerns.

-Group Work and Class Discussion of 2-3

potential research questions.

-Introduction to Pre-Search Essay and distribution

of assignment sheet.

-Reminder of types of arguments (e.g. arguing a

position, speculating about causes, proposing a

-After you’ve made whatever revisions were needed to the

focus, organization, and development of your essay, edit

and proofread your essay, paying particular attention to

the types of errors that gave you trouble on the first essay.

-When you’ve finished proofreading, prepare

electronically a clean copy of your essay and label it

“Essay #2: Final Draft.” You will be submitting your

Final Draft of MSE to the instructor via email before

class Tuesday 3/4. Bring all previous work on the essay

and forms you’ve completed to our next class

(Tuesday, 3/4) to submit. Make sure you bring your

solution, etc.) and demonstration of how to

develop research questions that yield debatable

thesis statements for each type of argument.

-In-class workshop on MSE Final Drafts

-Reminder Complete your research proposal

and submit it to the instructor by noon on

Wednesday 3/5.

improved draft and all previous drafts, a completed

Student Process Analysis/Audience and Values

Exploration sheet, and a blank Instructor Evaluation

(rubric) sheet to the next class.

-Finalize your topic for your Research Essay.

-Complete a solid copy of your research proposal and

submit it to the discussion board and email it to your

instructor before next class.

-Read sample Annotated Bibliography posted to Course

blog.

-Read sample Pre-Search Essay “A”posted to course blog.

Week 8

Tuesday 3/4 -Submit MSE final draft packets.

-Examine sample Pre-Search Essay, focusing

specifically on the synthesis portion of the

assignment.

-Discussion of Annotated Bibliographies and how

they are set up, function, and should look.

-Group work to evaluate proposals.

-Revise Proposal during class.

-Discussion of research goals for library visit.

-Finalize your topic for your Research Essay.

-Complete your research proposal and submit it to the

instructor by noon on Wednesday 3/5.

-Conduct preliminary research by using BGSU catalog to

identify and locate print sources within the library.

-Meet in Jerome Library.

Thursday 3/6 Research Essay Proposal due Wednesday 3/5

Library Day

-Feedback on Research Essay proposals.

-Reminder of how to recognize a credible source

and distinguish it from a less credible source,

when finding sources during the Library Day

-Continue searching for sources using search strategies

discussed in class. Once you have located several credible

sources, begin reading and annotating sources. Use

common themes worksheets or other organizational

strategies to begin identifying common ideas in sources to

support your own claims. Have access to these sources

for your scheduled conference.

-Finalize first draft of Pre-Search Essay.

-Complete a strong first draft of PRE-SEARCH ESSAY.

Be sure to incorporate sources effectively into your own

text using quotations, paraphrase, and/or summary

strategies we’ve discussed in class. Also, be sure to

demonstrate synthesis of sources in at least two places.

Note: You must include a properly formatted works cited

page with your rough draft, or your paper will not be

accepted. Be prepared to submit your first draft and works

cited of your Pre-Search essay to the instructor by

midnight on Monday 3/10.

Week 9 3/10-

3/14

Spring Break No Classes

Monday 3/10 Pre-Search First Draft due

Students must submit their First Draft of their Pre-

Search essay by midnight

-Continue working on research for Pre-Search and

Research Essays.

Thursday 3/13 -Continue working on research for Pre-Search and

Research Essays.

-Gather all of the materials you’ve used during the course

of the Pre-Search assignment (including the assignment

sheet, annotated bib, Student Process analysis, prewriting

worksheet, and all drafts). Be prepared to peer review Pre-

Search essay Tuesday 3/18.

-Read sample Pre-Search Essay “B” and Research Essay

“A” posted to course blog

Week 10

Tuesday 3/18 MSE Final Draft returned/First Draft of PRE-

SEARCH ESSAY returned

-Final drafts of MSE returned.

- Discuss overall strengths and weaknesses of Pre-

Search essay.

-Schedule conference to discuss revision

strategies for MSE and/or PRE-SEARCH

ESSAY.

-Pre-Search Essay peer review.

-Discussion of how PRE-SEARCH ESSAY turns

into Research Essay.

-Outline Research Essay, based on PRE-SEARCH

ESSAY.

-Discussion of sample Research Essay rough

draft.

-Use remaining class time to work on revising

PRE-SEARCH ESSAY.

-Revise Pre-Search Essay.

-Create a full outline of your Research Essay, based on

your PRE-SEARCH ESSAY. Get as specific as possible;

the stronger and more accurate this is, the easier it will be

when you do sit down to write the Research Essay. Then

begin drafting Research Essay.

-Consider making an appointment with the Writing Center

to work on your MSE Revision, PRE-SEARCH ESSAY,

or Research Essay.

-Read sample Research Essay “B”.

Thursday

3/20(4Cs)

-Discussion of sample Research Essay “B” Final.

-Discussion of Research Essay Outline.

-In-class revision of PRE-SEARCH ESSAY.

-Considering class discussion of effective revision and

rhetorical strategies for the Research Essay, continue

revising your Research Essay.

-When you’ve finished proofreading, print or prepare

electronically a clean copy of your essay and label it

“Essay #3: Final Draft.” Bring it plus all previous work on

the essay and forms you’ve completed to our next class

(Monday) to submit. Make sure you bring your improved

draft and all previous drafts, a completed Student Process

Analysis/Audience and Values Exploration sheet, and a

blank Instructor Evaluation (rubric) sheet to the next class.

-Bring Research Essay Outline to next class.

Week 11

Tuesday 3/25 Final Draft of Essay #3: PRE-SEARCH

ESSAY due -Peer workshop of student Research Essay Outline

-Distribution of conference sign-up sheet to

discuss Research Essay (RE) & class standing.

-If necessary, finalize MSE revisions (due next class,

3/27).

-Continue working on Research Essay.

Thursday 3/27 Revisions due -In-class workshop and completion

of a strong RE Outline

-Read sample Research Essays “C” and “NP”.

Week 12

Tuesday 4/1 -Discussion of sample Research Essays “C” and

“NP”, focusing on positives and revision

suggestions.

-Compare rough and final drafts of Research

Essays noting revisions and comments.

-In-class writing time for Research Essay.

-Carefully review graded Research Essays posted on

Course blog. Be prepared to discuss and distinguish

features of A, B, C and NP essays.

-Complete an Audience and Values Exploration for the

Research Essay (due next class).

-Complete a preliminary draft of your Research Essay (at

least three full pages). Have access to your work for next

class.

Thursday 4/3 Return Pre-Search Essay Final Draft -

Discussion of Pre-Search grades,

strengths/weakness, and revision process

-Discussion of graded essay and the effective

-Continue revising Research Essay based on peer

feedback.

-Read “Making Oral Presentations” on pp. 386-395 in

K&M for ideas on how to create a meaningful research

execution of key components, especially source

use and synthesis, and common pitfalls of the

Research Essay.

-Source coding activity.

-Peer review activity.

-In-class revision time for the Research Essay and

conferences.

findings presentation.

Week 13

Tuesday 4/8 First Draft of Research Essay due by END of

class

-Introduction to the research findings presentation

project and demonstration of a brief presentation.

-Distribution of a sign-up sheet for presentations

(presentations will be on Thursday 4/17).

-In-class writing and conferences.

-Students use class time to finalize polished first

drafts of Research Essay, making sure their essays

fulfill all requirements listed on the assignment

sheet, including a works cited page with an entry

for each source and appropriate demonstration of

argumentative synthesis.

-Submit first draft of the Researched Essay to the

instructor by the end of class.

-Post the NEWEST DRAFT of the Research Essay to

Course blog.

-Carefully read and evaluate your classmate’s Research

Essay rough draft posted on Course blog. Be ready to

conduct a class workshop during next class.

-Consider making an appointment with the Writing Center

to work on your Pre-Search Revision or Research Essay.

-Continue working on research findings presentation.

-Complete a revision of Pre-Search essay (if applicable)

and bring packet to Thursday’s class.

Thursday 4/10 Pre-Search Essay Revisions Due

-Peer review activity based on homework from

last class.

-MLA workshop.

-Synthesis activity.

-Use the remainder of class time revising RE.

-In-class revision time and conferences.

-Continue revising Research Essay.

-Continue working on research findings presentation.

Week 14

Tuesday 4/15 Return Research Essay first drafts

-Instructor shows students where they can locate

their Research Essays and Discuss overall

strengths and weaknesses.

-Spend remaining class time revising the Research

Essay.

-Continue revising your RE.

-If necessary, finalize PRE-SEARCH ESSAY revisions

(due Thursday 4/17)

Thursday 4/17 Student Presentations/Return Pre-Search

Essay Revisions

-Research findings presentations (3-4 minutes per

student).

-Continue revising your Research Essay (due noon

Friday 4/18).

Week 15

Tuesday 4/22 -Introduction to the Student Narrative Self-

Reflection form and sample responses for class

discussion.

-Spend remaining class time drafting Narrative

Self-Reflections.

-Begin revising Narrative Self-Reflection. Have access to

this work for next class.

Thursday 4/24 Research Essay final drafts returned

-MEET WITH THE INSTRUCTOR AFTER

CLASS ABOUT REVISIONS

-Finish the revision of the final draft of your RE, if

needed. Bring all parts of your RE packet to our next

class to hand in.

-Discussion of pp. 17-23 in the GSW 1120

portfolio, highlighting:

o steps in the portfolio process

o types of submission (“clearly

passing” and “borderline”)

o possible outcomes and grades

associated with them

o appeal processes and deadlines

(appeal of non-submission and

appeal of non-passing portfolio)

o arrangement of portfolio contents.

Complete the top section of the

Instructor’s Assessment form from their

portfolios; instructor collects the forms.

Continue drafting, revising, and/or editing

Narrative Self-Reflection and/or Research

Essay.

Week 16

Tuesday 4/29 Deadline for RE revisions

-Finalize portfolio and Self-Reflections while

instructor evaluates revisions of RE.

-Finish Narrative Self-Reflection and put it in your

portfolio.

-Bring your complete portfolio to our next class to turn in.

Thursday 5/1 Portfolios due—NO EXCEPTIONS

-Revised RE returned.

- Instructor Assessment forms returned for

inclusion in portfolios.

Finals Week

Monday 5/5 Today at 5 p.m. is the deadline for students to

appeal an instructor’s decision not to submit a

portfolio. Appeal forms are available in the

GSW office, 215 East Hall.

Thursday 5/8 Pick up graded portfolios

My office

2:30 p.m.