Fall 2021 Analytical Writing Syllabus: AWP 4A

Required Texts
The Essential Guide to Analytical Writing (available through the UCSD Bookstore)
AWP Course Readings: Misinformation, Social Media, and Democracy (available through the UCSD Bookstore)

Course Description
This Analytical Writing course is dedicated to supporting students who need to work on their writing before they are
ready to take on the challenges of the college writing programs.

To successfully move on to the college writing programs, you need to demonstrate the ability to:

1. Develop critical reading strategies for analyzing and responding to academic texts;
2. Use writing as a means of critical inquiry;
3. Find and use evidence from multiple sources;
4. Use citations according to the principles of the UC San Diego Policy on Integrity of Scholarship;
5. Formulate an argument that engages in larger academic conversations;
6. Advance a clear claim;
7. Utilize organizational structures and language conventions appropriate to an academic audience;
8. Practice revision and editing using feedback from instructors and peers;
9. Reflect effectively on your critical thinking and writing processes.

As you work to meet these objectives, you will receive guidance and support from your instructor. You will also
engage in conversations with your peers—conversations in which you’ll offer your perspective on their writing and
receive their perspectives on yours. You’ll take up big questions—“What do I think?”—and small questions—“How
do I make this sentence work?” You’ll do this work in an environment that celebrates diverse points of view. By
engaging in the work of this course—and by adhering to the course policies and requirements outlined below—you
will gain confidence as a writer, and you will prepare yourself to succeed in your college writing courses.

The Course’s Guiding Questions

Over the next two quarters, AWP 4A-4B will explore a set of questions across two projects with the aim of teaching
you how to enter academic conversations. This quarter’s project, the Summary & Synthesis project, will use a
sequence of reading and writing assignments to teach you how to summarize and assess the arguments of others.
Next quarter’s project, the Argument project, will build upon those skills with another sequence of assignments
designed to teach you how to articulate and develop claims of your own. The textbook we’ve composed for you, The
Essential Guide to Analytical Writing, offers solid strategies to further guide you along the writing process.

What is misinformation? According to Claire Wardle, a Research Fellow at the Shorenstein Center on Media,
Politics, and Public Policy at the Harvard Kennedy School, misinformation is “information that is false, but not
intended to cause harm.” In contrast, disinformation is false and “deliberately created or disseminated…to cause
harm.” Although the intentions may differ, misinformation and disinformation represent two problems in our
information ecosystem. In some ways, these problems are not new, but social media is amplifying their reach in
ways that necessitate continued research and debate.

In the Summary & Synthesis Project, we will explore how social media is prompting new debates about the health
of our information ecosystem. What motivates users to create or share false information in the first place? Who or
what is harmed? Why are we so susceptible? Next quarter, we will continue to explore misinformation in its political
context because many experts agree that democracies are at stake. We will interrogate the ways in which
misinformation and disinformation impact public opinion and shape the public sphere. Should we agree with critics
who believe that social media is dangerous to democracy? Are we doomed by the technologies we rely on, or can we
use these digital tools to create a democratic Internet and reclaim the public sphere? What models and principles can
help us protect democracy? How can citizens be empowered?

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Principles of Community
In AWP, we respect our students’ differences and are interested in helping our students discover how these
differences contribute to their intellectual lives. For a full description of UC San Diego’s Principles of Community,
see https://ucsd.edu/about/principles.html.

Names and Pronouns: In this class, you can indicate the name that you prefer to be called and the pronouns with
which you would like to be addressed. The instructor will address and refer to all students accordingly and
encourage classmates to do so, too. If you have a name and/or set of pronouns that differ from those that appear in
your official records, please let your instructor know.

Students with special circumstances: UC San Diego and the Analytical Writing Program are committed to full
inclusion in education for all persons. Services and reasonable accommodations are available to students with
temporary and permanent disabilities, to students with DACA or undocumented status, and to students with other
kinds of learning needs. Please let your instructor know if there are circumstances affecting your ability to
participate in class so we can help support your success.

Students with disabilities: Students requesting accommodations for this course due to a disability must provide a
current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD).
Students are required to present their AFA letters to faculty and to the OSD Liaison in the department in advance so
that accommodations may be arranged.

Peer work: Success in this class depends on workshopping essays—sometimes synchronously in class, sometimes
asynchronously outside of class via Canvas. For peer work to be beneficial, you will need to offer and receive
constructive, thoughtful critique. Because your classmates rely on you for their success, we require that you commit
to taking peer work seriously.

Embedded Writing Mentors: Students who are assigned a mentor will meet with that mentor regularly for
individualized support on their writing. Your AWP mentor will play an important role in supporting your success in
this course and as an academic writer. Arrive to your mentoring session on time and prepared to make the most of
the individualized writing discussion. That preparation includes bringing an electronic copy of the assignment you
are working on. Refer to the Embedded Writing Mentor Program handout available on Canvas for more on policies
and practices.

Assessment of the Analytical Writing Program: We are always assessing the Analytical Writing Program in order
to improve it and create pedagogical knowledge for other writing instructors. This assessment may include surveys
administered at the beginning and end of AWP classes and, occasionally, studies of student writing. Your identity
(name or other identifiable information) will remain anonymous. If you would like to opt out of participating in our
program assessment, please send an email to the program (awp@ucsd.edu), and we will remove your survey
responses and writing from consideration for our program assessment.

Community Policies and Norms

Email: In order to communicate with you about your writing and to enhance the instruction taking place in class,
your instructor may email you throughout the quarter. As a UCSD student, you should check your UCSD email
account daily. Instructors will reply to emails promptly. You are expected to do the same.

Working with Integrity: By participating in the Analytical Writing course, you are declaring that you will do your
own work. According to the UCSD Policy on Integrity of Scholarship (http://senate.ucsd.edu/Operating-
Procedures/Senate-Manual/Appendices/2), "no student shall engage in an activity that undermines academic
integrity or facilitates academic integrity violations by others" (1). According to the policy, you are not allowed to:

● Complete, in part or in total, any assignment for another person;

● Have any of your course work be completed, in part or in total, by someone else;
● Plagiarize or copy even part of the work of another person or source and submit it as your own work;
● Employ aids excluded by the instructor in completing any assignment;
● Alter graded class assignments, then resubmit them for re-grading;

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 ● Submit substantially the same material in more than one course without prior authorization; and
● Misrepresent, to your instructor, any aspect of your writing process, or any reasons for your absences or late
work. Lying to your instructor for any reason is a violation of the university’s academic integrity policy.

Honesty is always the best policy when it comes to your work and to your behavior in this class. Doing your own work
is essential so that your instructor can assess your writing challenges and help you address them. In Analytical
Writing, we don’t allow you to use outside sources to write your essays, including unauthorized aids, outside tutoring
services, editing programs, or websites of any kind. We do this in part because relying on an outside source can keep
you from reading and analyzing the sources that we’ve given you to read and write about. But more importantly, using
outside sources can tempt you to plagiarize.

Be careful even when you are using the sources that we’ve assigned: if you patchwrite (paraphrase sloppily) or
aren’t careful about citing the sources you are drawing from, you could be charged with academic dishonesty, even
if you did not intend to plagiarize. If you have any questions about how to complete this particular course with
integrity, please ask your instructor. If we determine that you have been careless about documenting sources, we
will treat your carelessness as a teaching opportunity and will expect you to fix the problem in subsequent drafts. If
in later drafts the problem persists—and especially if it persists in the portfolio—you will be charged with academic
dishonesty.

Be careful, too, in how you manage your group work. For example, if your peer group decides to use Google Docs
to collaborate on a group assignment, you should limit who has access in order to avoid someone from outside your
group copying your work. Please refer to Canvas for instructions about setting appropriate safeguards to protect your
work.

Finally, make sure you do not get inappropriate help. Sometimes well-meaning friends and family will offer to help
you “fix” your writing. We encourage you to avoid this help, as it is likely inappropriate. If you want additional
support as you work on your writing, turn to your instructor, the Writing Hub, OASIS, or, if one is attached to your
class, an Embedded Writing Mentor. Be sure to acknowledge each source of help in your Acknowledgements (see
below). Should your instructor have reason to believe that you are getting inappropriate help, you may be charged
with violating the university’s academic integrity policy, and your portfolio might fail.

Assignment Submission: All assignments are due before the beginning of class on the due date unless otherwise
indicated in the schedule. You must submit all your assignments—both your drafts and the shorter
assignments leading up to them—on Canvas to pass this course.

Essay format: Write your assignments using the Assignment Template on Canvas which follows MLA guidelines.
For shorter assignments, include the assignment number as the title. Give a title to each final essay. Include a Works
Cited and Acknowledgments page (which does not apply towards the page count).

Works Cited and Acknowledgments: You are required to cite your sources and acknowledge all help you have
received on each assignment. The Works Cited page documents all the sources that you used when writing your
essay. On Canvas, you will find a list of sources used in the course, along with their citation information. From this
document, copy and paste into your Works Cited page any sources you use in your essay. The
Acknowledgments allow you to document the people who gave you feedback and other kinds of help. This includes
your classmates, friends, tutors—anyone who has helped you.

Turnitin.com: The revised drafts of your major essays, plus the final materials that you produce for your mini
portfolio, must be submitted, on time, to Turnitin via Canvas. Turnitin is software that searches the Internet, as well
as the essays of other students (including all the students in Analytical Writing at UCSD), in order to see if you have
copied all or part of your essay from another source without citing it.

Assessment
For 4A, you will receive the grade of Pass or No Pass. This final course grade will be based on two criteria: the
quality of your mini portfolio and your labor. These two criteria take into consideration that developing your
writing abilities requires engagement, persistence, and a considerable amount of work. We respect the work you put

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into the course, and we seek to honor it by treating your mini portfolio as both a product and a window into your
labor.

Quality: The mini portfolio will include your Summary & Synthesis essay and a short reflection on your
development as a writer. To pass the course, your Summary & Synthesis essay must demonstrate proficiency in the
course objectives. Your reflection must demonstrate an understanding of your strengths and weaknesses as a writer.
The various assignments and essays you complete to produce the mini portfolio will not receive letter grades.
Instead, you will receive written commentary on your drafts, indicating how well your essays demonstrate your
ability to meet the course’s nine objectives (articulated at the beginning of this document). You will learn to assess
your own work according to the same objectives.

Labor: Producing a mini portfolio will require a good deal of work. This work includes exhibiting an engagement
in, and commitment to, the writing process and the classroom community, in part by turning in all assignments and
demonstrating that you are an effective and conscientious peer commentator. Students who do not engage in the
process as defined by the labor of the course, risk not passing the mini portfolio. In other words, do not make the
mistake of thinking that you can pass the course simply by turning in a mini portfolio at the end of the quarter. If
you do not turn assignments in on time, if you are not a good group mate, if you don’t engage in class, and if
your writing does not improve, you risk failing the course.

Attendance: Students who miss class, conferences, mentoring sessions, and office hours typically have difficulty
passing AWP 4A. We therefore expect students to attend all classes and other meetings with their instructor, mentor,
and peers. Students should arrive promptly at the beginning of class and other meetings, and should have The
Essential Guide, the assigned reading, and any assigned written work readily accessible. Arriving more than five
minutes late for a class or meeting could count as an absence.

We know that emergencies arise, so we allow two class absences during the quarter. Missing a conference with
your instructor counts as a class absence, but these may be rescheduled at your instructor’s discretion. In addition,
we allow one missed mentor meeting. Missed mentor meetings cannot be rescheduled. If you miss more than one
mentor meeting, you will need to complete an attendance assignment for the work that you missed. Moreover,
persistent misuse of technology during class will be marked as an absence because in order to be fully “present” in
class, you need to be free from distraction.

It's a good idea to use your allowed absences only in case of illness or emergency. If you are ill and possibly
contagious, please alert your instructor and do not come to class. If you miss more than two classes due to illness,
your instructor will assign make-up attendance assignments. Note that these assignments are quite rigorous and are
generally offered only to students who are legitimately unwell. Students will be advised by weeks two, four, and six,
if they are not in good standing regarding attendance. If you are not in good standing, your instructor can ask you to
withdraw or risk failing the course.

Late, incomplete, and missing work: You will discover that the assignments in AWP are carefully scaffolded.
Through this scaffolding, we ask you to practice and build on particular skills in each assignment. For this practice
to yield results, it is essential that all work—including drafts and the smaller assignments leading up to them—be
completed and turned in by the deadline, typically at the start of class. Any assignment submitted during or after
class is considered late work.

It's important that your work come in on time—not only for your own sake, but for the sake of your peers and your
instructor. Sometimes, your peers will be asked to comment on your work, and they can’t do that if your work is not
submitted. In some quarters, instructors have up to 45 students. If even a few of these students have the habit of
turning work in late, it makes extra work for the instructors, who are already working very hard. Finally, getting
work in on time is in your own best interests, as students who miss assignments in AWP typically have a very
difficult time making them up. In sum, turning assignments in on time benefits you and your classroom community.

If you have late, incomplete, or missing work, your instructor will let you know by marking that assignment as
incomplete on Canvas. Note that there are two junctures in the course where your instructor will do an inventory of
your submitted work: before the end of week four, and before the end of week six. If you have not heard from your
instructor during these intervals and you do not have an X in the status column of Canvas Grades, you are in good

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standing in the course. Conversely, if you have assignments that are missing or incomplete, you will be deemed not
in good standing. Students who are not in good standing will be advised to withdraw from the course and/or will not
be able to submit a mini portfolio. This policy is not meant to be punitive; instead it is designed to help you.
According to university policy, if you withdraw by the end of week four, you can withdraw without a “W” on your
transcript; if you withdraw by the end of week six, you can withdraw with a “W” on your transcript. If you don’t
withdraw by the end of week six, you cannot get a W and will instead receive a failing grade on your transcript. This
situation can be avoided by making sure your assignments are turned in on time.

Similar to the attendance policy, we know that extenuating circumstances arise and that you may find yourself
needing to submit a late assignment. You can submit up to three assignments late and remain in good standing, as
long as you submit the assignment by the next class period. If you find yourself needing a longer extension, contact
your instructor before class and see if an accommodation might be made.

Appeals: Grade appeals can only be made if a student feels discriminated against on the basis of politics or a
protected characteristic, which includes but is not limited to gender, race, age, or national origin. For a full
description of UCSD’s regulations on this matter, see http://senate.ucsd.edu/Operating-Procedures/Senate-
Manual/Regulations/502. You can also access this link from the Analytical Writing Program website.

Assignments
Labor Journal
You will complete eight labor journal entries at various points throughout the quarter. While you will generally be
given time during class on Thursdays to complete these entries, they are all due no later than 11:59 p.m. on the days
they are assigned. In these entries you will write 3-4 sentences about an aspect of your labor and learning that was
beneficial to you that week and note why.

Labor might include one of the following:

• how much time you put into reading, re-reading, reviewing your annotations, conversation mapping,
outlining an author’s argument;
• engaging with your writing community via discussion with peers, completing peer reviews, attending office
hours, preparing for your conference or a meeting with your mentor;
• time and effort put into revision such as brainstorming, reflecting on feedback you received from your
instructor, mentor, or peers, comparing documents to track your revisions, outlining/post-draft outlining
your essay(s).

A Labor Journal template and more information about how to post these entries are available on Canvas.

Summary & Synthesis

A Summary & Synthesis essay may be different from essays you’ve written in the past, as it requires you to sum up
the various arguments in our course readings and to put them into conversation with one another without offering a
claim of your own. Advice to guide you through this entire process can be found in The Essential Guide to
Analytical Writing.

Self-Reflection and Course Goals. Principles and policies shape communities, influencing the experiences of those
living and working within them. Read and annotate the syllabus to learn and reflect on the principles, policies,
and projects that shape our AWP community. You can take notes as you read through the sections of the
syllabus on Canvas. Alternatively, you can annotate the PDF as a printout or directly on most tablets. Once you
have carefully considered the syllabus, respond to the following questions: In your view, which of the AWP
principles and policies are most significant in creating a healthy learning community? Why? Which policy or
policies do you think will help prepare you for a meaningful quarter? Why? Reflect on your AWP 4A
placement. Given everything you’ve learned from the syllabus, do you believe that you are well placed in this
class? Why or why not? Do you have any concerns about the policies or the projects? What 2-3 educational and
writing goals do you have for yourself? What actions will you take to help you stick to your goals? 1-2 pages.

1A. Annotations and Response. Carefully read and annotate Wardle, drawing from The Essential Guide’s methods
and tips for reading like a writer. What do you want to know more about? What questions would you like to ask
the author? What parts are interesting? What parts are less so? Where do you agree or disagree? What ideas

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 might be confusing you? Write one paragraph summarizing your thoughts. Be prepared to show your instructor
your annotations in class. 1 paragraph.

1B. Annotations and Response: Motivating Questions. Carefully read and annotate Haidt & Rose-Stockwell,
identifying the questions that motivate their argument. Where do the authors implicitly or explicitly raise those
questions? Continue to use the general strategies recommended in Chapter One of The Essential Guide to
answer the following questions: what aspects of the text do you find most compelling? Why? What questions
would you ask the author? Articulate at least two in your annotations. Write one paragraph summarizing your
thoughts. Be prepared to show your instructor your annotations in class. 1 paragraph.

1C. Annotations and Response: Evidence. Carefully read and annotate boyd, Kelly, and Wikipedia’s “Five
Pillars.” As you read, consider the evidence boyd uses to support her argument and that Kelly includes in her
article. Why did the authors include this evidence? How do they frame, contextualize, and explain their
evidence? Who are the named and unnamed stakeholders in this conversation? Use your annotations to keep
track of evidence and your thoughts about it. Then, write two paragraphs summarizing your thoughts. Be
prepared to show your instructor your annotations in class. 2 paragraphs.

1D. Reflecting on Academic Integrity. Carefully read the UCSD Policy on Integrity of Scholarship (available on
Canvas). Then, compose two paragraphs. In the first paragraph, summarize the policy for someone who has not
read it. In the second paragraph, respond to the policy. Do you agree with the policy as you’ve summarized it?
Completely? In part? Why? Are you concerned about working with integrity? Why or why not? Compose your
paragraphs carefully. The summary paragraph in particular should demonstrate that you can employ evidence
using clear signal phrases with strong verbs; quote and paraphrase appropriately; comment effectively on each
quotation; and cite correctly. 2 paragraphs.

1E. Summary of a Reading. Carefully read and annotate Menczer & Hills. Drawing from what you’ve learned
about working with integrity and working with sources from The Essential Guide and Appendix A, write a
paragraph that summarizes this course text. Be sure to quote and paraphrase strategically. Compose your
paragraph carefully: the paragraph should demonstrate that you can employ evidence using clear signal phrases
with strong verbs; quote and paraphrase appropriately; comment effectively on each quotation; and cite
correctly. 1 paragraph.

1E Peer Review. Using Appendices A and B in The Essential Guide, assess your peers’ use of evidence. Using the
commenting tools in SpeedGrader, let them know if they have used signal phrases, employed good verbs,
represented their evidence ethically, and offered good commentary/analysis. Refer to the rating scale in your
feedback and offer specific suggestions for how source use might be improved. Peer Review on Canvas.

You can find instructions for completing peer reviews on Canvas.

1F. Writers in Conversation. Carefully read and annotate the interview with Silverman. Following the process
outlined in Chapter 6 of The Essential Guide, put this course text with one other course text of your choosing in
conversation. Raise a controlling question, and find a passage in each text that addresses it. Using these
passages, write 1-2 paragraphs that describe how the two writers are in conversation around that controlling
question. Be sure to quote, paraphrase, and summarize effectively. 1-2 paragraphs.

1G. Conversation Map. With your group mates, map out the conversation among all the course readings thus far.
For each reading, state the question the author considers and the claim they make. Include the important
argument points. Map out the connections you see. What questions do the essays share, and what questions (if
any) are unique? What argument points do they have in common, and where do they differ? In short, how are
these authors in conversation with one another? Draw this conversation in a way that makes sense to you. Use
the discussion of conversation maps in Chapter 6 of The Essential Guide to help you. Group Assignment; only
one member needs to post the Conversation Map.

1H. Question and Guest List for the Summary & Synthesis Essay. Complete the following three steps: 1)
identify a controlling question that will guide your Summary & Synthesis essay; 2) create a “guest list” that

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 identifies the three writers you will “invite” to the conversation; and 3) discuss what each writer will contribute
to the conversation about the question you identify. 1 page.

1I. Introduction to the Summary & Synthesis Essay. Using advice in The Essential Guide, write an introduction
for your 1L First Draft of the Summary & Synthesis Essay. Be sure that your introduction clearly identifies
your motivating question and introduces the conversation about that question clearly and accurately. 1
paragraph.

To prepare for the class workshop, add a new thread in your group’s Discussions on Canvas and copy
and paste your 1I there. You can find instructions for starting a Discussion thread on Canvas.

1J. Common Reader Discussion. The Common Reader Method for peer review is outlined in detail in Appendix C
of The Essential Guide. Read your group mates’ introductions for the Summary & Synthesis essay. Produce a
Common Reader response that articulates three “feelings” that you have as you read. These “feelings” will
likely include intellectual feelings like curiosity, interest, or boredom. At least one of the feelings must be
positive, and at least one must be critical. You will adhere to the following what/where/why format: what
you’re feeling, where in the essay you’re feeling it, and why you’re feeling it. For each of the three different
feelings, explain your Common Reader responses, using complete sentences. Post to the Group Discussion on
Canvas.

1K. Reply to Common Reader Discussion. Write a thoughtful reply to your classmates’ Common Reader
responses. Don’t simply agree with or thank them for their comments. Address their concerns and discuss how
you might use them to revise. Reply on Canvas to the Group Discussion.

1L. First Draft of the Summary & Synthesis Essay. In this project, we have considered how social media has
accelerated the spread of misinformation and disinformation and the impact that this low-quality and false
information has on our information ecosystem. To write your Summary & Synthesis essay, articulate a level-
three question that you see highlighted in our course texts. Summarize and synthesize the conversation that
three authors would have about this controlling question. Three sources.

A detailed description of how to successfully compose the Summary & Synthesis essay can be found in Chapter
9 of The Essential Guide. A successful essay will be organized effectively around a clearly articulated question
or idea; will summarize arguments concisely and accurately; will articulate clear connections between authors’
ideas; will make good use of textual evidence via quoting, paraphrasing, and summarizing; and will be clearly
written. In other words, it will meet many of the course objectives outlined on the first page of this syllabus. 4
pages.

1M. Second Draft of the Summary & Synthesis Essay. Revise 1L using instructor and peer feedback. 4 pages.
Post to Turnitin via Canvas. Submit a Style and Grammar Log with your revised essay. The log template is
available on Canvas.

Read through your 1M Second Draft of the Summary & Synthesis Essay and complete an AWP Self-
Assessment Form (available on Canvas) to assess how you are meeting the course objectives. Upload your
completed self-assessment form to Canvas by the end of class. 1 completed form.

Group Essay

2A. Summarize, Reflect, and Contribute. Review the 2C (Group Essay) prompt. Then, carefully read and annotate
your assigned text (available on Canvas). You will be responsible for summarizing the text and taking the lead
to determine how it can be used effectively and ethically in the group argument essay. To help you prepare for
this work, write a one-page response to reflect on what you have read. Begin your response with a brief,
strategic summary of the reading. Your response should also include observations and questions that you can
contribute to the class discussion. You might address a point that you really like (and explain why); you might
address points about which you have questions (again, explain why); you might address a feature or rhetorical
move that interests you and why. 1 page.

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 In class, you will meet with students who have also been assigned the same course text. You will be asked to
share your summaries, questions, and thoughts to improve your collective understanding of the article and
brainstorm possible ways the source can be used as support for the group argument essay. You will then report
back on this discussion with your group mates to complete 2B (Introduction and Quotations).

2B. Introduction and Quotations. With your group, collectively compose an introduction for your group’s
argument essay. Organize the points you intend to make and establish 3-4 quotations from any of our course
texts that will help you defend your claim. Group Assignment. One paragraph; 3-4 quotations.

2C. Group Essay. In this project, your group will be assigned three course texts that taken together reveal that while
many Internet users are aware of misinformation, not all Internet users are equally concerned nor equipped with
the media literacy skills to evaluate online sources well. As a group, articulate a claim that responds to the
following set of questions: of the many reasons to be concerned about the problem of misinformation, which
should college students be most concerned about? Do college students have a unique moral obligation to act on
that concern? Defend your claim with evidence from a minimum of three course texts; you may draw from any
of the Summary & Synthesis Project’s course readings.

Using your group’s 2B as a starting point, write an argument together. Listen to one another’s best ideas.
Debate your strategies. Consider together how to write your supporting paragraphs so that they 1) make good
use of evidence and 2) implement the style principles. Group Assignment. 2-3 pages. Submit at the end of
class.

Mini Portfolio

3A. First Draft of the Reflection. Reflect on your growth in AWP 4A. Write a narrative of your journey as a writer,
including where you started, what progress you’ve made, and what you still need to work on in AWP 4B. 1-2
pages.

3B. Third Draft of the Summary & Synthesis Essay. Revise 1M using instructor and peer feedback. Your
Summary & Synthesis essay should be revised so that it demonstrates your ability to implement the course
objectives. 4 pages. Post to Turnitin via Canvas.

3C. Reflection. Revise 3A using peer feedback. 1-2 pages. Post to Turnitin via Canvas.

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 Class Schedule
Group Assignments
Day Date Assignments Due In Class and Individual
Mentoring Sessions
Sept. Introduce course. View and discuss
Week
Thursday 23 first day video(s): PBS NewsHour
0
and Channel 4 News
Week Tuesday Sept. Read and annotate: Syllabus; Spend five minutes sharing your Your group will make
1 28 Guide, Introduction and Chapter 1; annotations with your classmates. an appointment to
Mentor Handout; Wardle As a class, discuss the readings, meet with your
Write: Self-Reflection and and discuss critical reading and instructor before the
Course Goals and 1A annotating strategies. end of Week 2.
(Annotations and Response)
Thursday Sept. Read and annotate: Guide, Spend five minutes sharing your Sign up for your
30 Chapter 2; Haidt & Rose- annotations with your classmates. mentoring session for
Stockwell Discuss what questions and the quarter.
Write: 1B (Annotations and concerns motivate the authors,
Response: Motivating Questions) identifying the level of each
question.
Due: Labor Journal #1 by 11:59
p.m.
Week Tuesday Oct. 5 Read and annotate: Guide, As a class, identify the various Attend mentoring
2 Chapter 3 and Appendix A (on sources that the writers quote, session.
evidence); boyd; Kelly; paraphrase, or summarize and how
Wikipedia’s “Five Pillars” the evidence and argument points
Write: 1C (Annotations & support their claim. Begin the
Response: Evidence) Class Values Contract.
Thursday Oct. 7 Read and annotate: Guide, Play The Integrity Challenge.
Chapter 4 and Appendix B; UCSD Validate the Class Values
Policy on Integrity of Scholarship Contract.
(on Canvas)
Write: 1D (Reflecting on
Academic Integrity)
Due: Labor Journal #2 by 11:59
p.m.
Week Tuesday Oct. Read and annotate: Guide, Discuss the reading. All-class Schedule a reading
3 12 Chapter 5; Menczer & Hills workshop of 1E. Begin 1E Peer group appointment
Write: 1E (Summary of a Review. with your instructor
Reading) before the end of
Thursday Oct. Read and annotate: Guide, Workshop 1F, first together and Week 4.
14 Chapter 6; interview with then in small groups. Determine
Silverman the elements necessary for a good Post your 1E Peer
Write: 1F (Writers in summary and for putting those Review no later than
Conversation) summaries in conversation. 11:59 p.m. on Tuesday
night.
Due: Labor Journal #3 by 11:59
p.m. Attend mentoring
session.

Week Tuesday Oct. Read and annotate: Guide, Present the conversation maps.
4 19 Chapter 7 Brainstorm questions for 1H, Before Tuesday of
Write: 1G (Conversation Map) reviewing levels of inquiry as Week 4, meet to create
needed. 1G (Conversation
Thursday Oct. Read and annotate: Guide, Workshop guest lists; refine your Map).
21 Chapter 9 and Appendix E controlling question.
Write: 1H (Question and Guest Attend mentoring
List for the Summary & Synthesis session.
Essay)

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9
 Due: Labor Journal #4 by 11:59
p.m.
Week Tuesday Oct. Read and annotate: Guide, Workshop 1I using the Common Complete 1J
5 26 Appendix C Reader method, first as a whole Common Reader
Write: 1I (Introduction to the class and then in small groups. Discussion in or after
Summary & Synthesis Essay) class on Tuesday. Post
Thursday Oct. Read and annotate: Guide, View style principles together in your 1K Reply to
28 Chapter 8 class. In groups, locate sentences Common Reader
Write: 1L (First Draft of the that might be improved and apply Discussion by
Summary & Synthesis Essay) the style principles to them in Wednesday at 2 p.m.
preparation for completing the
Style and Grammar Log. Attend mentoring
Due: Labor Journal #5 by 11:59 session.
p.m.
Week Tuesday Nov. 2 No class: group conferences Read and comment on
6 You will meet with your instructor your peers’ 1L before
in groups to discuss the first drafts your group
of your Summary & Synthesis conference, following
essays. Instructors will return 1L any instructions your
with comments at the conference. instructor provides.
Thursday Nov. 4 No class: group conferences
continue There are no
mentoring sessions
Due: Labor Journal #6 by 11:59 this week.
p.m.
Week Tuesday Nov. 9 Read and annotate: Guide, Using Appendix D, read through Attend mentoring
7 Chapter 10 and Appendix D your 1M (Second Draft of the session.
Write: 1M (Second Draft of the Summary & Synthesis Essay) and
Summary & Synthesis Essay) and complete an AWP Self-
1M (Style and Grammar Log) Assessment Form. Upload to
Canvas before the end of class.
Then, discuss upcoming group
project.
Due: Labor Journal #7 by 11:59
p.m.
Thursday Nov. No class: Veterans Day
11
Week Tuesday Nov. Read and annotate: Your Using 2A, discuss the readings in Meet to complete 2B
8 16 assigned text (Domonoske; small groups. Report back to your (Introduction and
Mitchell et al.; Robertson) group mates; begin to compose the Quotations) and
Write: 2A (Summarize, Reflect, 2B introduction and select sources prepare for writing 2C
and Contribute) you intend to use. (Group Essay).
Thursday Nov. Write: 2B (Introduction and Write 2C in groups in class.
18 Quotations) Submit at the end of class. Attend mentoring
session.
Instructors will return 1M.
Due: Labor Journal #8 by 11:59
p.m.
Week Tuesday Nov. Write: 3A (First Draft of the Workshop 3A. Discuss strategies No mentoring
9 23 Reflection) for using instructor comments to sessions.
revise 1M.

Thursday Nov. No class: Thanksgiving

25
Week Tuesday Nov. Bring the most recent drafts of Work independently or with a peer Meet with one another
10 30 your essays. to improve your essays. and/or attend your
Thursday Dec. 2 Write: Mini Portfolio: 3B (Third Discuss and review the course. instructor’s and/or
Draft of the Summary & Synthesis Complete the course evaluations mentor’s office hours
Essay); 3C (Reflection) and sign the Academic Integrity to receive additional
Pledge. Instructors will return 2C feedback on your
with comments. Look ahead to writing. Follow any

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10
 next quarter. Instructors will instructions provided
comment on the Mini Portfolio by by your instructor.
Thursday of Finals Week.

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11