Home page: http://wrt-howard.syr.edu/205S08/Syl205S08.html


WRT 205, Sect. 270 schedule of assignments


(Dates in the past are at the bottom of the page)


27. May 5, 7:00 p.m.

Final draft of researched argument due. Send it as an email attachment.

1. January 15

Course introduction


In class

  1. Course introduction;
  2. Contact information;
  3. Blackboard orientation;
  4. Reading strategies;
  5. Preliminary writing



2. January 17

Course topics

In class

  1. Discussion of course topics;
  2. Approaches to responding to texts
  3. Discussion of assigned readings


To prepare for class

Read and prepare for class discussion on Wadman, O'Rourke, Brandt.

Bring to class

Bring copies of the readings (printed out or on your laptop or PDA) to class.

3. January 22

Critical reading techniques; course topics

In class

  1. Review uses of summaries
  2. Collaborative review of Kolstad summaries

To prepare for class


  1. Read "The Summary Essay";
  2. Read Kolstad;
  3. Write a 500-word summary of Kolstad. In this assignment you practice summary-writing as a tool of critical reading. I won't grade this assignment, but I will respond to it. For January 29 you will be writing a graded summary, so this assignment is a warm-up for that one. Send me a copy of your summary as an email attachment. (Follow the manuscript specifications here, especially #17 & 18; otherwise, I won't be able to read your document.) Also bring 3 printouts of your summary to class.


Bring to class

  1. Copies of Kolstad and "The Summary Essay"
  2. A highlighter pen
  3. A copy of your summary

4. January 24

Intrinsic and extrinsic evaluation of sources

In class

    1. Discussion of Delbanco and Lethem
    2. Collaborative summaries of Lethem and Delbanco
    3. Preview first graded writing assignment

To prepare for class


Read Delbanco and Lethem.

Bring to class

Copies of Lethem, Delbanco

5. January 29

In class

  1. Discussion of Miller
  2. Generating research questions
  3. Social software
  4. Bibliographic software
  5. Documentation software
  6. Choosing research assignments

To prepare for class

  1. Write your first graded assignment: a summary. Follow the manuscript directions on the assignment, especially #17 and 18. Send it to me as an email attachment.
  2. Go to del.icio.us; click "get started," and set up an account for yourself (unless you already have one). Record your username and password.
  3. Choose three topics that you're interested in working on for the rest of the semester, and email them to me. In class we'll divide people into research groups according to their interests. Everybody has to be researching a topic that someone else in the class is researching; that's why you need to send me three topics rather than just one.

Bring to class

  1. Your handbook
  2. Your del.icio.us username and password
  3. Copies of Brandt, Delbanco, Kolstad, Lethem, Miller, O'Rourke, and Wadman 


6. January 31

In class

    1. Setting up a working bibliography
    2. Developing the research questions
    3. Sara L. and Arjan (and others) demonstrate EasyBib
    4. Demonstration of del.icio.us
    5. Choosing research topics:
Business ethics: Is it ethical for businesses to want to profit, without thought to community service? Business professors should cover ethics as an important issue, not a small one. Quality is important.
College plagiarism policies:
Copyright and its alternatives:
Ethics:
Fraud:
Ghostwriting: Easy to find information; applicable to real life (political ghostwriting). Does anyone "own" words? Two people can write the same thing. . . Who cares who wrote it?
Images: What is the effect of images on other people? The customization of images and art is destroying art by modifying it. The Dada movement is anti-art. People are getting altered images that make them try to be something unreal.
Imitation:
International textual standards:
Originality: What can you classify as being original? (music, for example). "Copycat Syndrome" . . . school violence from lyrics. Catcher in the Rye was an inspiration for Lennon's assassin. Freedom of speech, intention, responsiblity. Music: how music is made, the limitations of chord progressions (Keith Richards, "It's all one song"), no originality possible. Everything is influenced. It takes 5 seconds to get any information on the internet: web designers are copycatting code. Is good design just a formula? What is original content?
Plagiarism:
Plagiarism-detecting services:
Scientific misconduct: What we know is developed on partial information; we assert things as true when in fact our knowledge is contingent. "Studies have shown. . ." when in fact there are disputes in the scientific community. How are they getting different results when you're all using the same method? Not giving data to readers = a crime. The ethics of what's happening in college labs. Dangerous to publish something you're not positive about. Science progresses through and from uncertainty.
Students' intellectual property rights:

To prepare for class

    1. Browse Howard, "Formatting Works Cited Entries in MLA Style: General Guidelines" (available on Blackboard).
    2. Find possible sources for your research topics. Record the promising ones on del.icio.us. In class, you'll be asked to explain what you've done, what problems you've encountered, and what successes you are having.
    3. In Howard, "Planning a Research Project" (on Blackboard), read pp. 1-8.
    4. Following advice on pp. 5-8 of Howard, "Planning a Research Project," revise the list of possible research questions that you began drafting in class on January 29.
    5. Send me an email telling me which of these two handbooks you will be using in this course:

Bring to class

    1. Howard, "Formatting Works Cited Entries in MLA Style: General Guidelines."
    2. Your del.icio.us username and password
    3. Your handbook


February 3

I'll be out of town on February 5, speaking at Drew University; there will be no class on 2/5. While I'm gone, you should consult the handout, "Finding Information," that I've put on Blackboard.


By Feb. 3, generate a list of keywords for your prospective research topic (in the handout "Finding Information," see "Using keywords," pp. 2-4); revise your research questions to include both conceptual and specific research questions; and formulate a research hypothesis (in the handout "Planning a Research Project," see "Drafting Research Questions and Hypotheses," pp. 7-8). Email all of this to me by Feb. 3. I'll have responses to you by Feb. 5.


7. February 7: Class meets in 009 HBCrouse

In class

  1. Workshop on library database research
  2. Evaluating sources
  3. Research group meetings

To prepare for class

    1. In the handout "Planning a Research Project," study "Consulting Authoritative Sources," pp. 11-12, and "Building a Working Bibliography," pp. 14-20.
    2. Choose a method (index cards? PDA? word processing file?) for compiling your working bibliography.
    3. In the handout "Finding Information," study "Finding Periodicals Using Databases and Indexes," pp. 11-20.
    4. Look in library databases, especially LexisNexus, ProQuest, and the MLA International Bibliography, for sources on your topic that might help you answer your research question(s). Keep a list of promising sources in your working bibliography.
    5. Send me your del.icio.us username

Bring to class

  1. A list of sources you have found in library databases.
  2. Copies of the handouts "Finding Information" and "Planning a Research Project." Because we'll be meeting in a computer-equipped classroom, you can email these to yourself and use them online during class.

8. February 12

In class

  1. Bibliography formatting workshop, including that long-promised demonstration of EasyBib by Sara L., Arjun, and their fellow enthusiasts.
  2. Discussion of source selection
  3. Review of manuscript formatting directions
  4. Instruction in automatic formatting

To prepare for class

  1. Following the general guidelines in the handout "Formatting Works Cited"; consult your handbook for detailed information (Ch. 10 in the Writer's Harbrace; Ch. 13 in Brief Thomson); and prepare a bibliography of 20 useful sources that you have found. At least 15 of them must be scholarly sources.
  2. Email your bibliography to me before class

Bring to class

      1. Your handbook
      2. A copy of the handout "Formatting Works Cited"
      3. Two copies of your bibliography

9. February 14

In class

  1. We'll work in class on searching library databases and identifying scholarly sources;
  2. Arranging the bibliography and formatting MLA entries (perhaps using EasyBib?);
  3. Using automatic formatting in Microsoft Word;
  4. Annotating sources and preparing an annotated bibliography;
  5. Appointments for next week's individual conferences.

To prepare for class

Revise your preliminary bibliography. If you're having trouble finding scholarly sources, I urge you to review your notes from the Feb. 7 class, when I explained how to identify scholarly sources; to review "Consulting Authoritative Sources," pp. 11-12 of the handout "Planning a Research Project," which is on Blackboard; and to read through this bibliography Q&A.

Bring to class

    1. Your handbook;
    2. A printed-out copy of your preliminary bibliography;
    3. A laptop, if you have one.

The final draft of your preliminary bibliography will be due 2/19.

10 & 11. February 19 & 21

Individual meetings instead of whole-class meetings. Arrive on time; you'll have only 20 minutes before the next person arrives.

To prepare for your appointment

  1. Study the Cornell Library handout on annotated bibliographies.
  2. Write at least two annotations for your annotated bibliography, due Feb. 26.

Bring to your appointment

    1. Your working bibliography
    2. Your preliminary bibliography
    3. At least two annotations
    4. Copies of the sources you have annotated
    5. Your handbook

In your appointment

We'll work on whatever problems you're having, and I'll look over the annotations you've composed and give you advice on completing the assignment.

12. February 26: class will meet online rather than in person

To prepare for class

Write up the current version of your research question(s) and hypothesis/hypotheses and email them to me by 2:00 p.m. Feb. 26. (Earlier is fine, too.) I'll spend the afternoon responding to what you've sent me. I'm assuming that many or all of you are wrestling with these issues; that's to be expected at this point in the research process. My job is to help you work your way through it, so feel free to tell me in your email about what research problems you're encountering. If you don't have time to work on your research questions and hypotheses right now, just send me the current version. But whatever time you have to put into this will be well spent.

If your work reaches me after 2:00 Feb. 26, I may not be able to respond to it right away.

You should also feel free to send me any questions you have about the annotated bibliography, which is due Feb. 28.

13. February 28

To prepare for class

  1. Finish the final draft of your annotated bibliography; send it as an email attachment BY MONDAY OR ELSE.
  2. If you're finding yourself falling behind on assignments, you should review the late paper policy and have a chat with me about getting caught up.

Bring to class

                Your annotated bibliography, your preliminary bibliiography, and your working bibliography, either on your laptop or printed out.

In class

  1. Workshop on revising research questions: What are your research questions now? What is your hypothesis now? They should be moving out of fact-finding and into critical positions within your topic.
  2. Overview of literature reviews and research syntheses
  3. Drafting thesis (I am asking ___; I now know____; I need to know____) for the research synthesis
  4. WRT 205 survey

14. March 4

To prepare for class

  1. Study n"Literature RevThe iew: A Few Tips on Conducting It"
  2. Study "Literature Reviews"
  3. Revise the thesis that you drafted in class on Feb. 27. If what you drafted was really a thesis for the researched argument that you will be writing at the end of the semester, set it aside and draft a new thesis statement, one for the research synthesis. You might try filling in the rest of this sentence: "These sources show - - - "

Bring to class


    1. A copy of your research questions and thesis
    2. A copy of the research synthesis assignment

In class


  1. Organizing the research synthesis
  2. Techniques for writing the research synthesis
  3. Make individual appointments (March 8, 9, 19)

15. March 6

To prepare for class

  1. Write one section of your research synthesis
  2. Revise your thesis
  3. Before class, email me your thesis + preliminary writing for your research synthesis.

Bring to class

    1. Your handbook
    2. A copy of "The Literature Review: A Few Tips on Conducting It"
    3. A copy of "Literature Reviews"
    4. The current draft of your research synthesis

In class

  1. Review theses & preliminary writing for the research synthesis
  2. The mechanics of citation: direct and indirect in-text references; using signal phrases and parenthetical notes for in-text citations; using brackets and ellipses for deletions from quotations; using brackets for insertions into quotations
  3. The ethics of citation: acknowledging quotation, paraphrase, summary, and sources of ideas (including bibliographies)
  4. Workshop on citation techniques in your research synthesis: determine where you need to cite, and whether you will use parenthetical notes or signal phrases

16-17. March 18 & 20: Individual conferences; no class meeting

Monday, Mar. 17

10:00

10:20

10:40 Brian A.

11:00

11:20

11:40

12:00

4:00 Brian G.
4:20

4:40


Tuesday, Mar. 18

 

10:00

10:20 Steve

10:40 Josh

12:30 Christina

12:50 Andrew

1:10 Jason

1:30 Ava

1:50 Dan

2:10 Arjun

2:30
2:50

3:10 Natasha

3:30

3:50 Lena


Thursday, Mar. 20

12:30 Elise

12:50 Sara L.

1:10 Sara M.

1:30 Osman

1:50 Bilal

2:10 Lena

3:00 Natasha




To prepare for your appointment

Compose a full draft of your research synthesis

Bring to your appointment

  1. The current draft of your research synthesis
  2. Your handbook

In your appointment

We'll review the work you've done so far on the synthesis, and we'll talk through whatever problems you may be encountering.

18. March 25

To prepare for class


  1. Read the oral presentation assignment.
  2. Study Howard, "Oral presentations" (in Assigned Readings folder in Documents on Blackboard)

Bring to class

Howard, "Oral presentations"

In class


  1. Discuss techniques for oral presentations: Howard, "Oral Presentations"
  2. Organize research groups (including appointing a coordinator): get email addresses
  3. Set two research group meeting times for the week of April 1
  4. Set research group meeting times for class on April 8
  5. Discuss issues in oral presentations: stereotyped role expectations; members' varying talents; slackers; diverging viewpoints
  6. Discuss grading criteria for oral presentations

19. March 27

To prepare for class

Write the final draft of your research synthesis; send it to me before class time as an attachment to email.

Bring to class

A list of the sources you might use in your researched argument. How confident are you of these sources, and why?

In class

  1. Workshop in evaluating sources
  2. Overview the researched argument assignment
  3. Workshop in thesis, evidence, counterevidence for your argument

Week of April 1: Individual and small-group work; no class meeting

During the week

  1. Meet with your research group to accomplish the following tasks:
    --Choose a group coordinator who will keep everybody on task and who is responsible for intergroup communications and reports to the Esteemed Professor;
    --Brainstorm the topic of your oral presentation;
    --Allocate work for the presentation;
    --Plan the presentation;
    --Practice the presentation;
    --Revise the presentation;
    --Determine how to handle slacking. Decide whether one grade will be assigned to the paper regardless of the balance of effort; whether a shirking member will receive a lesser grade than the others; or whether a shirking member will be ejected from the group and be given a zero for the assignment.
  2. By 5:00 p.m. April 6, each group coordinator writes an email to me, reporting what the group has decided about the question of possible slackers.
  3. Continue researching your topic. Consult reference librarians if you need help finding sources.

21. April 8

To prepare for class

  1. Revise the thesis for your researched argument, and write a paragraph describing the evidence and counterevidence that you have for the argument. Send these to me in email before class.
  2. Prepare to describe your group's planned presentation; keep a list of the questions and problems you have

Bring to class

Howard, "Oral presentations"

In class

I will meet with each research group. You'll describe the presentation you intend to give; I'll give you advice about it; and we'll schedule when your group's presentation will be.    

22. April 10

To prepare for class

Write an outline for, notes toward, or draft of your researched argument. Send it to me before class, as an email attachment. In the email, tell me what questions and problems you have that I might help you with.

Bring to class

Yourself. Your participation as an audience member is part of your oral presentation grade.

In class

Oral presentation on image manipulation

23. April 15


To prepare for class


Bring to class

Yourself. Your participation as an audience member is part of your oral presentation grade.

In class

  1. Oral presentations on ghostwriting and scientific misconduct
  2. Appointments for individual conferences 

24. April 17

To prepare for class


Bring to class

Yourself. Your participation as an audience member is part of your oral presentation grade.

In class

  1. Oral presentation on originality 
  2. Course evaluations

April 22: MayFest; no class meeting


25-26. April 24-29

Individual conferences; no class meeting

Thursday, Apr. 24

12:30 Brian Abbott

12:50 Christina

1:10 Eunice

1:30 Steve

1:50 Natasha

2:10 Arjun

2:30 Lena


Tuesday, Apr. 29

10:00 Josh

10:20

10:40 Dan

12:00 Oz

12:20 Andrew

12:40 Sarah Morton

1:00 Sara LeWinter

1:20 Ava

1:40 Jason

2:00 Elise

2:20 Bilal

2:40 Brian Goetsch
 

To prepare for your appointment

Compose a full draft of your researched argument
 
Bring to your appointment
The current draft of your research argument

In your appointment

We'll review the work you've done so far on the argument, and we'll talk through whatever problems you may be encountering.