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WRT 100 Winter 2021 Syllabus
WRT 100 Winter 2021 Syllabus
Ongoing Assignments: Please see full descriptions and some rubrics here and here.
Throughout the term, your participation in the following will contribute to our learning:
● Canvas Discussions: Informal posts that process readings before contributing to class
activities and writing assignments. Please see the rubric for Canvas Discussions
● Canvas Discussion Responses: Informal responses that encourage community building
and engaging with, and learning from, others’ ideas.
● Annotations: To engage with course texts and with your peers, you will use Hypothes.is to
annotate sections of text with your ideas and questions, and to respond to your peers.
● Peer Review Workshops: For peer review workshops, you will read your peer review
group members’ work before class and offer each other feedback in writing and in
synchronous group meetings. I will assign you to a group for each major assignment.
● Self-Reflection Assignments: Reflecting on your writing and participation is one of the
best ways to strengthen writing and critical thinking.
● Individual (instructor + student) & Small Groups Meetings (classmates + instructor):
These required meetings, scheduled throughout the term, support multiple course
objectives.
○ Individual meetings are to practice receiving and responding to
instructor feedback, etc.
○ Small group meetings are intended for invention, peer critique, etc.
Each small group (organized by me & changed for each major essay)
will need to determine a meeting time together, then one person signs
up.
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● Treating each other with respect even if there are disagreements of opinion.
Language that suggests racism, sexism, homophobia, transphobia, and other
forms of discrimination will not be tolerated in this course.
● Providing thoughtful and in-depth feedback on each other’s work. Prepare for
workshops before class and use the workshop to everyone’s benefit.
● Completing all homework and in-class writing and activities so that you can
actively contribute to class discussion, pose questions, respond to others, and
build upon your learning.
● Listening with intention: being present when people speak. Please avoid: using
social media, texting, having private conservations, doing work for other classes.
● Zoom (and other) netiquette for online learning:
2. Participation and attendance: Research shows that social interaction is one of the
best ways to learn. Because of this, participation and attendance are connected.
● Missing two synchronous class sessions and one individual or one small
group meeting will not impact course credit.
● It is good practice to email me regarding an absence, though I do not
expect you to share why you are absent.
● Demonstrate sustained effort and investment throughout all phases of a project. This means
completing each formal submission of the writing process and working through the invisible
labor inherent in all writing (e.g. research, drafting, revising).
● Revise your work substantially and thoughtfully. Revisions are a “re-seeing” of your work with
changes to structure, thesis, analysis, evidence, and more. Revisions respond to your audience’s
feedback, to the parameters of the assignment, and to your writing goals.
● Edit your work carefully to eliminate careless errors. While some errors are understandable, if
there are patterns of carelessness (e.g. no citations or incomplete citations, no spell check...)
your work may receive an incomplete.
Late Work: Assignments are used in class after they are due, so turning one in late means it will
impact your ability to participate. Consistently submitting work on time keeps us on track to
successfully complete the course and keeps us accountable to each others’ learning.
However--again!--we are in a pandemic and flexibility + communication is key. Please see the
48 hour notification below, and we will revisit deadlines as the term continues. Ultimately, my
goal is for you to engage in assignments to better meet your learning objectives.
Incomplete Work: Incomplete work is when you submit an assignment, but it does not address
the expectations laid out in assignment descriptions or rubrics. Incomplete work is less useful
for everyone because our learning and conversations around the work will be less complete.
Missing Work: Missing work is when I have no record of you submitting it. Because assignments
are built upon each other, missing work affects learning and will impact course credit.
Revisions: Revision is an important part of the writing process, and the era of COVID has added
many extra stressors to academic stress, so you may revise all major and ongoing assignments.
Email me within 48 hours after receiving an incomplete to indicate your desire to revise.
Generally you then have one week to revise, but let me know if you need more time.
● You will receive written (see fig. 1) or screencast feedback for all assignments
as based on rubrics and assignment descriptions. Please review feedback to
inform future writing tasks, including reflections.
Fig. 1: The image above is from Canvas Grades and explains the icons and how to access feedback for assignments.
# of Non- # of # of
Participation Days Incomplete MissingAssignments
Assignments
Passing 3 6 0
Not 4 7 1
Passing
Student Well-Being
Students may experience stressors that can impact both their academic experience and their
personal well-being. These may include academic pressure and challenges associated with
relationships, mental health, alcohol or other drugs, identities, finances, etc.
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If you are experiencing concerns, seeking help is a courageous thing to do for yourself and
those who care about you. If the source of your stressors is academic, please contact me so
that we can find solutions together. For personal concerns, U-M offers many resources, some of
which are listed at Resources for Student Well-being on the Well-being for U-M Students
website. You can also search for additional resources on that website.
Recommended Resources
Sweetland Center for Writing: If you would like additional feedback as you are writing, you
can schedule an individual appointment with a Sweetland faculty member or correspond
online with a peer tutor. For more info, please visit this webpage and schedule an
appointment. You may also want to view this video
Religious Observances: If a class session or due date conflicts with your religious holidays,
please notify me so that we can make alternative arrangements. In accordance with UM policy
on religious/academic conflicts, your absence will not affect your grade in the course.
Accommodations and Accessibility:
It is my goal to make learning accessible for everyone. To that end, I welcome your input on
what makes for a successful learning experience for you. Please reach out in a message or let us
set up a private Zoom chat so we can discuss what accommodations you would like from me.
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The University of Michigan also has what is called boilerplate language so you know what
services are provided should you want “official” accommodation. The university statement:
Request for accommodations by persons with disabilities may be made by contacting the
Services for Students with Disabilities (SSD) Office located at G664 Haven Hall. The SSD phone
number is 734-763-3000. Once your eligibility for an accommodation has been determined you
will be issued a verified individual services accommodation (VISA) form. Please present this
form to me at the beginning of the term, or at least two weeks prior to the need for the
accommodation (e.g. a writing assignment, etc.).
Student Sexual Misconduct Policy: As an instructor, I am responsible for helping to create a
safe learning environment on campus, and I may be required to report information about
sexual misconduct or a crime that may have occurred on UM’s campus.
Title IX prohibits discrimination on the basis of sex, which includes sexual misconduct such
as harassment, domestic and dating violence, sexual assault, and stalking. If you are dealing
with sexual misconduct, you can speak to someone confidentially by calling the 24- hour
crisis line at the Sexual Assault Prevention and Awareness Center (SAPAC): 734- 936- 3333.
For non-emergencies, you can contact SAPAC at sapac.umich.edu.
If you want to report an alleged violation, you can contact the Office for Institutional
Equity (OIE) at institutional.equity@umich.edu. However, your report to OIE will not be
confidential.
Academic Honesty:
Plagiarism is usually the result of time management or some unforeseen circumstance. If
you find yourself in a situation where you feel your choices are to plagiarize or to submit
an assignment late, choose the latter but contact me so we can work something out. The
library at UM has useful resources on plagiarism for you to review here.
Here is LSA’s information on academic misconduct.
A Successful Term Together
I truly look forward to an unprecedented yet promising semester together!
Land Acknowledgement
I would like to acknowledge that the University of Michigan resides on the traditional
Territories of the Three Fire Peoples - the Ojibwe, Odawa and Bodewadmi. As we work, live,
and learn on these territories we must keep in mind the ongoing effects of colonization,
communities struggle for self-determination, colonial state violence, and the recognition of
Indigenous sovereignty.[1]
Date & Class Questions and Activities Materials Needed Assignments &
Meeting for Assignments Deadlines
Ongoing Assignments
due before class
meeting: MW 2 p.m.
Week 1
No Class
Monday
Jan. 18
Martin Luther
King, Jr. Day
Wednesday
Jan. 20 What is this course all -Course syllabus & -Annotation
Introductions about? rubrics Assignment
• remote learning
and building a
learning community
• orientation to
course syllabus and
rubrics, Canvas,
Zoom, Hypothes.is
Week 2
Monday
Jan. 25 What are key terms and -“Use All Your -Annotation
Key Terms & concepts for writing and Englishes: Write
Concepts for the multimodal composition? with Style, in Your
Course Style, in Your Voice”
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● Establishing
personal writing
goals
Wednesday
Jan. 27 How does reading help Bunn, Mike. “How -Annotations
Reading Like a with making writing to Read Like
Writer & Literacy decisions? Writer,” Reading
on Writing, 2,
Introduction to Literacy 2011.
Narrative assignment
-Literacy Narrative
assignment
description
Week 3
Small Group Meeting::
Literacy Narrative
Invention & Drafting
Monday
Feb. 1 What is a literacy -Prendergast, -Annotation
Literacy Narrative narrative? Catherine. “Or You
Genre Don't: Talents, -Canvas Discussion
• understanding Tendencies, and
literacy narratives as the Pooka of
a genre Literacy.”
•using personal
experience as - “We Speak: Patrick
evidence and Kavita,” Subtitle
Wednesday
Feb. 3 How can I use the -Student literacy -Annotation & Canvas
Reading Like a “reading like a writer” narrative x 2 Discussion
Writer and Literacy strategy to help me draft -Due before Small Group
Narratives my own literacy -Anonymous Check- Meeting: Literacy
narrative? In Narrative & Remediation
Pitch
Week 4
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Monday
Feb. 8 What norms do we need -Structured -Canvas Discussion
Peer Review to make peer review Commenting
Practice successful? Protocol
& • writing as a process
Drafting Day • offering effective -“No One Writes
feedback for other writers Alone: A Guide for
Students”
-Small Workshop
Wednesday
Feb. 10 What are the technical -Literacy Narrative Rough
aspects of remediating my Draft due Thurs, Feb. 11
Library Digital literacy narrative?
Recording and
Editing Workshop
Week 5
Individual Meetings
Week 5: Literacy
Narrative Feedback
Monday
Feb. 15 What strategies can I use -Read & respond -Peer Feedback
Peer Review to better meet my to your peers’
Workshop writing goals? literacy narratives
& Revision Plan
● Analyzing and
improving my writing
process through peer
review
● Reflection as a
means of revision
-Student Rhetorical
Analysis
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Wednesday
Feb. 24 No Class -Revised Literacy
Wellness Day Narrative & Reflection
Essay 2/25
Week 7
2md Individual Meeting:
Rhetorical Analysis
Rough Draft
Wednesday
March 3 -Rhetorical Analysis
Rhetorical Analysis Rough Draft due 3/4
Drafting
Asynchronous
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Week 8
Monday
March 8 What strategies can I use -Feedback for peers
Peer Review to meet writing goals?
Workshop and
Revision: ● analyzing and
Rhetorical Analysis improving my writing
process through peer
review
● Reflection as
means of revision
Wednesday
March 10 What are discourse -Auto-ethnography -Annotation
Introduction to communities and why are assignment
Discourse we learning about them? description
Communities • Identifying various
discourse communities
Week 9
Monday
March 15 What is an -Annotation
autoethnography? -Canagarajah, A.
Introduction to Suresh.
Autoethnography How can the "Autoethnography
as a Genre autoethnography genre in the Study of
prepare me for academic Multilingual
writing? Writers." Writing
• conducting original Studies Research in
research Practice: Methods
• imagining yourself and Methodologies
as a participant in a
broader conversation
Wednesday
March 17 What is an -Student auto- -Annotation
Reading Like a autoethnography and ethnography
Writer: Student how can I write one?
Autoethnography
● Text discussion
pre-writing
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Week 10
Monday
March 22 What is primary research - Driscoll, Dana -Annotation
Exploring Primary and what are the ethics of Lynn. “Introduction
Research Methods participant-based to Primary
& research? Research:
Ethics Observations,
Surveys, and
Interviews.” Writing
Spaces Vol. 2
Wednesday
March 24 How can fieldnotes -Stone Sunstein and -Annotation
Research Methods: inform my research? Chiseri-Strater.
Observations & FieldWorking,
Fieldnotes “From Down Draft
to Up Draft”
Week 11
l
Monday
March 29 How can I utilize library -Berkeley -Canvas Discussion
Library Workshop resources to conduct University Library.
research? “Evaluating
Resources…”
-Georgetown
University Library,
“Evaluating
Internet
Resources.”
Wednesday
March 31 How can interviews -Research Proposal
Interviews & and/or surveys inform my
Surveys research? -Rhetorical Analysis and
•Develop interview Cover Letter 4/1
or survey questions
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Week 12
Monday
April 5 How do I analyze a Have access to a -Primary research
Analyzing a primary source from my primary source method assignment
Primary Source discourse community to from your discourse
answer my research community
community?
Wednesday
April 7 How do I identify scholarly -Your scholarly -Annotated scholarly
Analyzing Sources evidence to answer my source source
research question?
Week 13
Final Individual
Meetings:
Autoethnography
Monday
April 12 How does synthesis work -“Strategies for -Canvas Discussion
Synthesis & and how does it help me Synthesis”
Citation Review enter scholarly
conversations?
Wednesday
April 14 Research rough draft due
Autoethnography 4/15
Drafting
Asynchronous
Week 15
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Monday
April 19 How can I improve my -Peer Review Feedback
Peer Review writing through peer due
Workshop review?
• Offer effective
feedback for other
writers to also
improve your writing