Running Head: YOST CW SYLLABUS

GES110 College Writing

A Syllabus for Students in the

College Writing Course
Fall 2015
Joann Yost, M.A., ABD
Bethel University
College of Arts & Sciences
3900 Bethel Drive
Saint Paul, Minnesota 55112-6999

YOST CW SYLLABUS

YOST CW SYLLABUS

GES110:CollegeWriting
BethelUniversity

Spring2015

JoannYost,AdjunctAssistantProfessor

Email:yosjoa@[Link]
Office:TownhouseHLevel2B
[Link]
Phone:651.635.2357
OfficeHours:[Link];Icheckmyemaildaily,Monday
[Link]/Th2:003:[Link],afterclassinclassroom,orconsultbyphone.
CatalogDescription
This course focuses on the knowledge and skills necessary for successful college level academic research and writing. It emphasizes
writing as a process that includes planning/prewriting, drafting, revision, and editing, and it affords multiple experiences of the
process. Topics include thesis formulation, development, and support, conventions of writing (grammar, usage, and mechanics),
ownership of information and creative work (issues of plagiarism, copyright, and ethical management of information), and
information literacy competencies. Students are required to perform in-depth research that involves gathering, reading and evaluating
information and to write a formal research paper that synthesizes information from a variety of properly documented sources.

Prerequisites:none
CourseOutcomesYouwillimproveyourwrittencommunicationskillsby:

Discovering or refining your own writing processprewriting, drafting, and revisingfor a variety of academic discourses
Engaging in critical analysis of sources for credibility and usefulness
Learning how to find research and apply documentation methods necessary to complete ethical, academic writing
Formulating and supporting a thesis for a variety of academic discourses
Learning techniques to improve your writing and break bad habits through reading, critical analysis, and group discussion
Improving skills to rhetorically use information from sources
Learning how to find research and apply documentation methods necessary to complete ethical, academic writing
Improving your ability to give and apply feedback about writing through conferences and reading groups

Course Policies
TypingFormatforPapersandAssignments:[Link],word
processallassignments,doublespace,12pointfont,[Link]
[Link],exceptfinaldrafts.
[Link]
identificationintheupperleftcorneroffirstpageofpapersandassignments:
[Link]
Assignmentduedateandtitle
Yost/ClassandTimeclassstarts

JohnJonesPO9011
9/11,Prewritingpaper1
Yost/CW11:10(orwhenyourclassstarts)

Attendance:Researchshowsthatthosewhoshowuplearnmoreandachievehigherlevelsofsuccessinallaspectsof
[Link]
[Link]
activitiessuchasspeechtournamentsareexceptions,butyoumustsubmitdocumentationofattendancefromthe
[Link].
Missingclassandsubmittingwork: If you miss a class, submit hard copies of assignments by class time to my office or
PO 2335 or send to class with a classmate. (No credit for emailed assignments until hard copy is submitted.) Get changes
to the syllabus, class notes, and copies of handouts from a classmate. It is courteous to let me know a class is missed, but
its not necessary. After several absences, contact me about your status in the course.
Conferences:[Link]
[Link].
Behavioral expectations: Arrive before the start of class, listen courteously, participate when requested, and refrain from
any behavior that might distract from your learning or the learning of class members. In particular, electronic activity that
is unrelated to course content is inappropriate. Only use laptops upon my request and turn off cell phones.

YOST CW SYLLABUS

4
Writing and rewriting are a constant search for what it is one is saying.
John Updike

YOST CW SYLLABUS

Gradesandrevisionoption:Ideally,gradesfunctionasfeedbacktoguideimprovement,reflectameasureofyour
growth,[Link],youcanchoosetorevisethefirsttwomajorpapers.A
revisionusuallybutnotalwaysearnsahighergrade;[Link]:
submit10daysafteritisreturned;submittheoriginalwithmycommentsandgradewiththerevisiontogetarevised
grade.
GradingScaleGradeswillfollowUniversitywidestandardsA=ExemplaryB=AccomplishedC=Acceptable
A10094%

B+

8988%

8380%

7774%

D+

6968%

A9390%

8784

C+

7978

7370

6764

Late work: Grades for final drafts of major papers will be reduced one grade for each class session they are late. All
other work submitted after its called for in class will receive up to70% credit and will not be accepted after the due date
of the paper to which it applies.
Missing work: Your grades are recorded on Moodle. Moodle grade book is a communication tool that gives students a
close estimate of grades. Students are encouraged to periodically check and confirm correct recording in the Moodle grade
center, to keep track of their assignments, and to respectfully communicate to the professor any discrepancies. Save all
assignments returned to verify a grade. Resolve questions one week before final exam week.
AcademicIntegrity:AsaChristianacademiccommunity,Bethelsfundamentalpurposeisthepursuitofknowledgeand
[Link]
[Link],studentsareresponsibleforupholdingthehigheststandardsofhonesty
[Link] procedures at: [Link]
DocumentationandMechanicalConventions:UsetheAPAsystemtodocumentanyideas,information,orquotes
[Link].
AccessibilityAccommodationsandAppealstoaGrade:Please contact me as soon as possible if disability-related
accommodations are needed. Accommodations for students with documented disabilities are set up through the Office of
Disability Services. Contact Disability Services at 651-638-6833 or visit [Link]/disability for more details. For
appeals procedures visit [Link]
Syllabusadjustments:Inordertomeettheneedsoftheparticularstudentsinthiscourse,Imaymodifypolicies,
procedures,pointvalues,[Link]
[Link]
appropriate,respectfulsuggestionsformodifications.
***Onlineclasssessions:Someclasssessionsmaybeheldonline;thesewillbeannouncedinclassoraremarkedby***
[Link].
[Link].
Hacker, Diana. A Pocket Style Manual. 6th edition (Buy your own. Will need to use in class.)
Lewis, C.S. Weight of Glory. Any edition.
Pearlman, Daniel D. and Pearlman, Paula R. Guide to Rapid Revision. 8th ed. New York: Longman, 2003. (Buy your
own. Will need to use in class.)
Youll pick one of the books below to discuss independently with a reading group. Purchase it new, used, or borrow from a library.
Wait until after the first day of class to purchase the optional book. Later, you will choose another independent reading book.

Any edition:
Cash, Carey. A Table in the Presence.
Dungy, Tony. Quiet Strength.
Hall, Ron, Moore, Denver, Vincent, Lynn. Same Kind of Different as Me
Ilibagiza, Immaculee. Left to Tell: Discovering God Amidst the Rwandan Holocaust
Miller, Donald. Blue Like Jazz
Inspiration usually comes during [writing], rather than before it.
Madeleine LEngle

YOST CW SYLLABUS

Web sites
[Link]/pocket or [Link] have sample papers and exercises to improve grammar, style,
documentation & research skills. The Moodlesiteforourcourse(accessedthroughBethelBLINK)hassamplepapers
myformerstudentsmakeavailabletoyou,coursedocuments,discussionforums,gradebook,andtests.
Requiredassignments
[Link]
scheduleforeachclassperiod.
Theremaybeadjustmentstoassignmentsandpointvaluesinordertocustomizeassignmentstomeetneedsofaparticular
class.

YoucanviewyourgradesonthecourseMoodlesite.
Group/independentreadingreports9@5points
Popquizzes,worksheets,smallassignments(subjecttochange)
Requiredpaperconferenceswithme

Oneforfirstmajorpaper
Additionalconferencesmaybestudentsoption
Papertopics3@5points

PrewritingandThesis3@5points

CriticalAnalysis:Onlinepeercritiques3@10points
Preliminarydrafts3or4@10points

Electronicsubmittal(turnitin)ofprelimdraftsforplagiarism
report2@10points

CriticalAnalysis:AcademicNarrativepaper

CriticalAnalysisofJournalArticlepaper

Copyofonepagefromeachsourceusedinpaper2@5points
CriticalAnalysis:InformativeLitReviewresearchpaper
CriticalAnalysis:Persuasivepaper
CriticalAnalysis:WritingforRealWorldPublication
paper

Oralpresentation

FinalExamreflectionpaper(subjecttochange)
Courseevaluation

Approximatetotal

45
2030
515
15
15
30
3040
20
80
30
10
100
100
20
20
2030
5

565605

WritingAssignments
Pleasereadassignmentsandgradinggridscarefully.

[Link]
wayIcouldbesureofgoingonthenextday.

ErnestHemingway

YOST CW SYLLABUS

Critical Analysis: Academic Narrative with Analysis Paper

(80 pts)
Purpose
1.
To understand and value the elements of narrative discourse, so students can write reflective analysis in academic settings and use personal
stories to communicate ideas in real world settings
2.
To glean strategies for improving your writing process
3.
To improve the quality of your writing through focused revisions of multiple drafts
4.
To expand choices to construct sentences for correctness and to match meaning

Academic Narrative with Analysis (genre): An academic narrative includes analytical reflection about the writers
experience that explains what the writer learned from the experience as well as describing what happened. This is
different from a simple narrative, in which the writer describes his or her experiences, but does not analyze them. Study
your reading group books for how a writer analytically reflects on his or her experiences.
Snapshot of Assignment: In this academic narrative, the writer will describe an experience and critically analyze and
reflect on the experience in order to explain the lessons the writer learned from the experience.
Details of Assignment
Length: 4-5 typed pages (300 or so words per page), plus title page.
Format: Typing format and assignment identification described in the course policies, page 1of syllabus.
Audience: Classmates and professor
Checklist

1. Academic Narrative includes an intro, body, and concluding paragraphs.

2. Narrative must have a focus or point; the point is stated in the thesis early in the paper and restated in the paper
several times.
3. Academic narrative must include meaningful reflection (critical analysis about what was learned from events) at
several points in the paper.
4. The writer must address the target audience.
5. Language should include techniques that help the reader understand the meaning the author intends to convey:
sentence variety, metaphors, imagery, and/or dialogue.
6. Use a two-part, catchy title.
7. Do not use contractions. (This is true for all papers in the course.)
8. Use first or third person perspective, not second person (you or your).
Follow expectations in the Response Grid for this paper. See grading rubric on Moodle.
Prewriting, Researching, and Planning
Find due dates in the daily schedule of the syllabus and record them below.
Rough drafts and preliminary pieces must be submitted on or near due dates for final draft to earn credit.
___________________

Topic(s) proposal

____________________

Prewriting

____________________

Preliminary draft for peer critique

___________________

Preliminary draft and 3-step Peer Critique posted on Moodle

____________________

Final graded draft, submit hard copy in class

Read. As much as you can. As deeply and widely and nourishingly and irritatingly as you can. And the good things will
make you remember them, so you wont need to take notes.
A. L. Kennedy
[Link]

YOST CW SYLLABUS
period.

YOST CW SYLLABUS

Response Grid for Academic Narrative Paper

EXEMPLARY
Focus/Thesis:
Narrative has a clear
focus& a clear point,
which writer states in
thesis. Reader can
connect w/ the focus or
key ideas. Entire text
holds together.
Intro/conclusion:
Intro par engages readers
& sets up story and
lessons learned. Ending is
reasonablenot
contrived, nor overly
predictable.
Genre:
Text is consistently
narrative. Lang and tone
never become persuasive
or informative: is personal
and story-like. Writer
analytically reflects on
experience & reinforces
throughout. Text engages
reader.
Par Development:
All paragraphs are fully
developed & supported
with reasonable info,
specific details & analysis.
Topic sentences are used
& effectively guide reader.
. Info w/in a par is in the
best possible order.
Organization:
All par are arranged in the
best sequence. Info is in
the best paragraph for it.
Par & the paper overall
are clearly organized and
easy to follow. Narrative
has a clear beg, middle &
end
Clarity/Coherence:
Transitions and reminders
to thesis consistently
appear in the paper to
guide the reader
Sentences:
Structure & length varies
to effectively convey
meaning. All sentences
are clearly worded &
phrases are in best
possible order. Parallel
structure in sentences
enhances ideas.
Mechanical:
Averages 1 error per
page.

ACCOMPLISHED

ACCEPTABLE

NEEDS DEVELOPMENT

Narrative has a focus,

which writer states in
thesis. Reader can
understand the focus or
key ideas. Entire text
holds together.

Narratives focus and

purpose are unclear OR
more than one focus
appears. Although parts of
the narrative are clear,
the entire text doesnt
hold together.

Narratives focus and

purpose are unclear OR
more than one focus
appears. The entire text
doesnt hold together.

Intro par interests readers

& sets up story and
lessons learned. Ending is
reasonablenot
contrived, nor overly
predictable.
Text is consistently
narrative. Writer
analytically reflects on
experience. Lang and
tone never become
persuasive or informative:
is personal and story-like.
Writer analytically reflects
on experience &
reinforces throughout.
Text is enjoyable to read.

Intro par sets up the story.

The ending seems
unreasonable OR
contrived OR overly
predictable.
Text is a narrative. Lang
OR tone is persuasive or
informative at times.
Often the text seems to
inform or to try to
convince the reader of
s/thing. Reflection is
stated, but lacks analysis.

Text reads like an

academic essay or an
informative or persuasive
essay. Reflection is
missing or lacks analysis.
Lang & tone arent
personal. Paper often
mixes genres.

Most paragraphs are fully

developed & supported
with reasonable info,
specific details &
[Link] sentences
are used effectively &
guide the reader.

Some paragraphs are fully

developed; some par
need more information &
detail, & analysis.

Few or none of the

paragraphs are fully
developed. Many par lack
adequate information &
analysis.

Par are arranged in a

logical sequence. Info is
in an appropriate
paragraph for it. Most par
& the paper overall are
easy to follow & clearly
organized. Narrative has a
clear beg, middle & end

Paragraph arrangement
could be improved. Some
information belongs in a
different paragraph.
Some parts of the paper
are organized & some
parts are confusing. Beg,
middle & end are unclear

Paragraph arrangement
confuses the reader.
Often, information
appears in an unrelated
paragraph.
Overall, the info is
jumbled, so the paper is
disorganized & confusing.

Transitions and reminders

to thesis almost always
appear in the paper.
Sometimes the transitions
and are simplistic.

Transitions sometimes
appear in the paper, but
are simplistic.

Transitions or other
roadmaps for the reader
are missing in the paper.

Some sentence variety;

structure effectively
conveys meaning. Almost
all sentences are clearly
worded.

Little sentence varity.

Approx 1/2 of all
sentences are clearly
worded.

Most sentences are too

long or too short and very
choppy. Some run-on and
incomplete sentences
appear.

Paper averages 2-3 errors

per page.

Paper averages 4-5 errors

per page.

Paper averages 5+ errors

per page.

Intro par does not lead the

reader into the narrative.
The beginning, middle
and end do not seem to
work together.

YOST CW SYLLABUS
Fine-tuning:

Paper is always articulate,

cohesive & concise;
analogy and/or metaphor
enhances meaning.

10
Always cohesive,
articulate, & concise;
analogy and/or metaphor
enhances meaning.

Sometimes cohesive,
articulate, & concise;
analogy and/or metaphor
is awkward.

Usually not cohesive,

articulate, & concise; no
use of analogy and/or
metaphor.

YOST CW SYLLABUS

11

Critical Analysis of Journal Article Paper

Purpose
1.
To improve the quality of your writing by meeting the standards for academic critical analysis
2.
To understand the difference between summary and critique of content and supported and unsupported opinion
3.
To understand how to analyze academic communication so you can write critical analyses for papers in this class and other college classes.

Critical Analysis (genre): Critical analysis is expected in virtually every form of academic writing. Critical analysis
examines how the quality of the components of a communication text (oral, written, or visual) contributed to the success
of the communication.
Snapshot of Assignment: The required steps for this assignment are posted on Moodle in the Topic: Journal Article
Paper. Use critical analysis to determine the overall effectiveness of one journal article. The text of your critical analysis
must be a higher proportion of critical analysis than it is summary.
Details of Assignment
Length: 1.5 - 2 typed pages (300 words per page).
Format: Typing format and assignment identification described in the course policies, page 1of syllabus.
Special formatting: Submit this paper on Moodle.
Audience: Professor
Checklist

1. Read documents related to critical reading and writing. Choose one article to critique. These are posted on Moodle.
2. Inform the reader about what the author(s) did well and what ways the author(s) fell short of expectations.
3. Explain enough content of what was communicated so that the reader understands the critique.
4. Support each opinion with specific examples. Use both direct quotes and paraphrases of information in the article.
5. Establish your credibility as a writer by using sound logic and a fair-minded approach while at the same time being
decisive and clearly stating your opinion.
6. Academic critical analysis compares the content of what is being analyzed to other texts and/or to current or
historical events.
7. A critical analysis may also comment on the quality of the communicators style.
8. Text must be concise while at the same time specific; text must be error free.
9. Language should use first or third person perspective.
10. Follow expectations in Response Grid for Academic Narrative paper with the exception that the Focus meets the
Genre definition stated above for Critical Analysis. See grading rubric on Moodle in the link where you submit
the paper.
Prewriting, Researching, and Planning
Find due dates in the daily schedule of the syllabus and record them below.
___________________

Read articles found on Moodle. (You set date.)

___________________________

Prewriting & prelim draft and peer feedback encouraged but not required. (You set date.)

____________________
submitted.

Final graded draft submitted on Moodle with the correct file format. No hard copy

[Link]
scheduleforeachclassperiod.

YOST CW SYLLABUS

12

Critical Analysis: Literature Review Paper

(100 Pts)
Purpose
1.
2.
3.
4.

To increase understanding of the academic informative writing style in the literature review genre
To glean strategies for improving your research skills and to identify highly credible sources
To improve the ability to objectively summarize, analyze, and draw conclusions from information
To tailor writing for a target audience (classmates and professor)

Literature Review: Informative Genre: Informative writing focuses on educating an audience by objectively explaining
and analyzing information about a topic. Objective analysis draws conclusions from a variety of sources. Literature
reviews explain what is published in highly credible sources about a topic. Study the articles you find for your paper
to see how a writer discusses and analyzes information from sources.
Snapshot of Assignment: For this paper, the writer chooses a topic about which the writer and the audience will learn
new, in-depth information. The writer will find an array of highly credible sources and analyze the information in the
sources to determine what information will educate the audience about the topic. The writer will compare what
different sources have to say about a topic and objectively draw conclusions about the information. The writer will
develop a thesis that draws one major conclusion about the information. The writer will develop minor conclusions
that support the thesis. The writer will use information from the sources to support the thesis and related conclusions.
Details of Assignment
Length: 7-8 typed pages of text (300 words per page), plus title page.
Format: Typing format and assignment identification described in the course policies, page 1of syllabus.
Audience: Classmates and professor
Sources: Use 6 sources that are highly credible and varied; use an array of types of sources by including 1 book, 2
articles from academic journals, 1 Web site. At minimum, 4 sources must be scholarly as defined in class.
Checklist

1.
2.
3.
4.
5.
6.
7.
8.
9.

Intro must include a clearly stated thesis.

Use coherence devices throughout paper: topic sentences, mini conclusions, transitions, reminders to the thesis, headings.
Critically analyze information and ideas from sources; sandwich information and ideas.
Language should be neutral rather than persuasive and use third-person perspective.
Include the parts of a literature review as presented in class.
Each entry on the References page must be referred to at some point in the paper. Each reference in the text of the
paper must appear on the References page.
Final draft of paper must include internal documentation, a title page, and a References page. You must
accurately use APA [Link] must use an array of sources that meet requirements above.
Use APA document format: create two-part title and use APA style headings for paper sections.
Follow expectations in Response Grid for this paper. See grading rubric on Moodle.

Prewriting, Researching, and Planning

Find due dates in the daily schedule of the syllabus and record them below.
Rough drafts and research pieces must be submitted on or near due dates for final draft to earn credit.
____________________ Topic proposal
____________________ Reference list in APA style; first page of the text of 4 sourcesenough to show they are scholarly
____________________ Outline and rough draft. Submit as separate assignments. Do no staple together.
____________________ Electronically submit your rough draft to Turnintin (link found on Moodle) and achieve 15% similarity
level. Use Turnintin feedback to revise for potential plagiarism. If needed, call BUs Technology Helpdesk.
___________________

Preliminary draft and 3-step Peer Critique posted on Moodle

____________________ Final graded draft: submit hard copy in class

How can I tell you what I think until I see what I say?
E.M. Forster

YOST CW SYLLABUS

13

Response Grid for Literature Review Paper

EXEMPLARY
Thesis:

Thesis is completely
proven & elegantly stated.
Entire text holds together.
Intro/conclusion:
The intro par captures
readers attention,
validates the topic & sets
up the thesis. Conclusion
sums up the key ideas &
refers to thesis &
attention getter in into.

Rhetorical context:

Text clearly addresses a

specific, appropriate
audience with a precise
purpose; writer appears
credible and objective.
Writing style always
exemplifies genre
expectations.

Par Development:

All paragraphs are fully

developed and supported
with reasonable info.
Multiple sources support
each point. Topic &
clincher sentences are
used effectively & guide
the reader. All info. is
sandwiched and
analyzed. Variety of types
of info used.

Organization:

ACCOMPLISHED
Thesis is proven & clearly
stated. The entire text
holds together.

NEEDS DEVELOPMENT
Intro & thesis seem to
create > one subject, or
the thesis is unclear. Entire
text doesnt hold together.
The intro par gets the
readers attention, OR sets
up the topic & the thesis.
Conclusion sums up the
key ideas. Intro & conc are
too brief.

The intro par gets the

readers attention, & sets
up the topic & the thesis.
Conclusion sums up the
key ideas & refers to
thesis & attention getter in
into.

The intro par gets the

readers attention, & sets
up the topic & the thesis.
Conclusion sums up the
key ideas OR refers to
thesis.

Text addresses an
appropriate audience;
reader understands
writers purpose. Writer
appears credible and
objective. Writing style
matches genre
expectations.

Audience is general and

unspecified and purpose
needs more definition.
Writer appears somewhat
credible and/or objective.
Writing style matches
most genre expectations.

Audience is not identified

& purpose is unclear.
Writer lacks credibility
and/or objectivity. Writing
style fits some genre
expectations. Genre is
inconsistent.

Some paragraphs are fully

developed and supported.
Paper relies too heavily on
one or two sources. Topic
& clincher sentences
should be used more
effectively & more often.
Info. is rarely
sandwiched and
analyzed. Types of info not
varied.

Few or none of the par are

fully developed. Many
paragraphs lack adequate
support. Topic & clincher
sentences are missing or
ineffective. Paper relies
too heavily on one or two
sources. Info. is not
sandwiched and
analyzed. Types of info not
varied.

Paragraph arrangement
could be improved. Some
information belongs in a
different paragraph.
Some parts of the paper
are clearly organized &
easy to follow; some parts
arent.
Roadmaps (headings,
reminders to thesis &
transitions) sometimes
appear in the paper, but
are simplistic. Thesis at
start & restated in fresh
way at end.

Paragraph arrangement
confuses the reader.
Often, information appears
in an unrelated paragraph.
Overall, the info is
jumbled, so the paper is
disorganized & confusing.

Uses variety of sentence

structures. Approx 1/2 of
all sentences are clearly
worded.

Most sentences are too

long or too short and very
choppy. Some run-on and
incomplete sentences
appear.

Most paragraphs are fully

developed and supported
with info. Multiple sources
support some points. Topic
& clincher sentences are
used frequently. Most info.
is sandwiched and
analyzed. Variety of types
of info used.

All par arranged in best

sequence. Info is in best
paragraph for it. Par & the
paper overall are clearly
organized & easy to follow.

Par are arranged in logical

sequence. Info is in an
appropriate paragraph for
it. Most par & paper
overall are easy to follow
& clearly organized.

Clarity/Coherence:

Roadmaps (headings,
reminders to thesis &
transitions) almost always
appear in the paper.
Thesis at start, restated in
new ways at end & in
middle. Sometimes the
transitions and/or
subheads are a simplistic.

Roadmaps (headings,
reminders to thesis &
transitions) consistently
guide reader. Thesis at
start, restated in new
ways at end & in middle.
Info w/in a par is in best
possible order.
Sentences Uses variety
of sentence structures &
structures which reinforce
meaning. All sentences
worded clearly; phrases in
best possible order.
Parallel struc in sen
enhances ideas.

ACCEPTABLE
Thesis is partially proven
or thesis is not clearly
stated. The entire text
doesnt hold together.

Uses variety of sentence

structures & structures
which reinforce meaning.
Almost all sentences are
clearly worded.

Roadmaps (headings,
reminders to thesis &
transitions) are missing in
the paper. Thesis at start
& restated at end.

YOST CW SYLLABUS
Research:

Min. 6 credible sources,

required variety on
References page. All info
correctly documented and
sandwiched. Variety of
quotes, summaries,
blended quotes.
Mechanical/Documentat
ion: Averages 1 error per
page.

Fine-tuning:

Paper is always articulate,

cohesive & concise

14
Min. 6 credible sources,
required variety on
References page. A few
documentation errors;
most info sandwiched.
Variety of quotes,
summaries, blended
quotes.
Paper averages 2-3 errors
per page.

Min. 6 sources on
References page or not
required variety. Several
documentation errors;
some info sandwiched.
Relies on summaries or
quotes; little variety.

Fewer than 6 sources on

References page. Several
documentation errors;
little info sandwiched.
Relies on summaries or
quotes; little variety.

Paper averages 4-5 errors

per page.

Paper averages 5+ errors

per page.

Paper is always cohesive,

articulate, & tightly
constructed.

Paper is sometimes
cohesive, articulate, &
tightly written.

Paper is usually not

cohesive, articulate, &
tightly written,

YOST CW SYLLABUS

15

Critical Analysis: Persuasive Paper

(100 pts)
Purpose
1.
2.
3.
4.

To understand the elements of persuasive discourse, so students can write it

To understand the elements of persuasive discourse, so students will not be manipulated by it
To increase awareness of elegant style
To construct a paper in a time frame similar to a typical academic course or a real world setting

Persuasive (genre): Persuasive writing is extremely audience specific and has one of three goals: (1) to inform the reader
about an issue with which the reader may disagree, and convince the reader that the writers view is worth considering,
(2) to change a readers opinion on something, or (3) to convince the reader to act. Study Lewis and King to see how to
develop an effective argument.
Snapshot of Assignment: For this paper, you will use one of Lewis sermons or Kings Letter from the Birmingham
Jail as a starting point for your topic: identify a topic that is related to the sermon or the letter. In your paper, create a
thesis that states your stand on the topic. Persuade your readers to adopt your view or to take action. You must discuss
both your thesis and the antithesis (opposing view); you must also specifically refer to Lewis/King and two more highly
credible sources in your paper.
Details of Assignment
Length: 4 typed pages of text (300 words per page), plus title page.
Format: Typing format and assignment identification described in the course policies, page 1of syllabus.
Audience: Classmates and professor or consider addressing an audience with an opposing view than yours.
Sources: Must be highly credible as defined in class. In addition to Lewis or King and possible use of the Bible, 2
highly credible sources are required. The best papers will include a book for an additional source.
Checklist

1.

Topic must be debatable for the given audience, but not be too common such as the death penalty or abortion.

2.
3.

Intro must include a clearly stated thesis with an antithesis (opposing view).
Paper must explain and counter at least one opposing view (probably one paragraph or interspersed in paper).

4.
5.
6.

The conclusion must state the action/view the reader should grasp.
The text must persuade the reader. Language should be persuasive rather than neutral.
The sermon from Lewis or the letter by King must be referenced 3-4 times; 2 additional sources must be referred
to in the paper. Each reference in the text of the paper must appear on the References page. If the Bible is used, it
does not count as 1 of the 2 sources.
Your paper must include internal documentation and a References page. You must accurately use APA
documentation.
Language should use first or third person perspective.
Follow expectations in Response Grid for this paper. See grading rubric on Moodle.

7.
8.
9.

Prewriting, Researching, and Planning

Find due dates in the daily schedule of the syllabus and record them below.
Rough drafts and research pieces must be submitted on or near due dates for final draft to earn credit.
____________________ Outline and Preliminary draft. Submit as separate assignments; do not staple together.
___________________

Preliminary draft and 3-step Peer Critique posted on Moodle

____________________ Optional: Electronically submit your rough draft to Turnitin on Moodle and achieve a blue/15%

rating.
____________________ Final graded draft, submit hard copy in class; separately submit a copy of one page from each

source
Writing isone of the most effective methods we can use to monitor our thinkingWe write to

YOST CW SYLLABUS

16
think.

YOST CW SYLLABUS

17
Donald MurrayResponse

EXEMPLARY

ACCOMPLISHED

Thesis:
Thesis is completely
proven & elegantly stated.
Entire text holds together.

Thesis is proven & clearly

stated. The entire text
holds together.

Intro/conclusion:
The intro par captures the
readers attention,
validates the topic & sets
up the thesis. Anti-thesis
credits the opposite view
w/ respect. Conclusion
sums up the key ideas,
notes dangers of ignoring
the thesis, and refers to
thesis & attention getter in
into.
Rhetorical context: Text
clearly addresses a
specific, appropriate
audience with a precise
purpose; writer appears
credible. Writing style &
language always exemplify
genre expectations.
Par Development: All
paragraphs fully developed
& supported with
reasonable data. Multiple
sources support each
point. Topic & clincher
sentences used effectively
& guide reader.
Organization:
All par are arranged in the
best sequence. Info is in
the best paragraph for it.
Par & the paper overall are
clearly organized & fluent.
Clarity/Coherence:
Roadmaps (reminders to
thesis & transitions)
consistently guide reader.
Thesis at start, restated in
new ways at end & in
middle. Info w/in a par is
in best possible order.
Sentences Uses variety of
sentence structures &
structures which reinforce
meaning. All sentences
worded clearly; phrases in
best possible order. Parallel
struc in sen enhances
ideas.
Research: Min. 2
credible sources & Lewis
on References. All info
correctly documented &
sandwiched. Variety of
quotes, summaries,
blended quotes.

Grid for Persuasive Paper

ACCEPTABLE
Thesis is partially proven
or thesis is not clearly
stated. The entire text
doesnt hold together.

NEEDS DEVELOPMENT
Intro & thesis seem to
create > one subject, or
the thesis is unclear. Entire
text doesnt hold together.

The intro par gets the

readers attention, & sets
up the topic & the thesis.
Anti-thesis credits the
opposite view w/ respect.
Conclusion sums up the
key ideas, notes dangers
of ignoring the thesis, and
refers to thesis & attention
getter in into.

The intro par gets the

readers attention, & sets
up the topic & the thesis.
Anti-thesis credits the
opposite view too much or
w/out respect. Conclusion
sums up the key ideas,
refers to thesis; may not
note dangers of ignoring
the thesis, OR refers to
attention getter in into.

The intro par gets the

readers attention, OR sets
up the topic & the thesis.
Anti-thesis appears or may
be missing. Conclusion
sums up the key ideas,
does not refer to thesis OR
is too brief.

Text addresses an
appropriate audience;
reader understands
writers purpose. Writer
appears credible. Writing
style matches genre
expectations.

Audience is general and

unspecified and purpose
needs more definition.
Writer appears somewhat
credible. Writing style
matches most genre
expectations.

Audience is not identified

& purpose is unclear.
Writer lacks credibility.
Writing style fits some
genre expectations. Genre
is inconsistent.

Most paragraphs are fully

developed and supported
with data. Multiple sources
support some points. Topic
& clincher sentences are
used as needed.

Some paragraphs are fully

developed and supported.
Relies too heavily on
limited sources. Topic &
clincher sentences are
used

Par are arranged in a

logical sequence. Info is in
an appropriate paragraph
for it. Most par & the paper
overall are easy to follow &
clearly organized.
Roadmaps (reminders to
thesis & transitions)
almost always appear in
the paper. Thesis at start,
restated in new ways at
end & in middle.
Sometimes the transitions
and/or subheads are a
simplistic.
Uses variety of sentence
structures & structures
which reinforce meaning.
Almost all sentences are
clearly worded. Parallel
struc in sen enhances
ideas.

Paragraph arrangement
could be improved. Some
information belongs in a
dif paragraph. Some parts
of the paper are clearly
organized & some are not.
Roadmaps (reminders to
thesis & transitions)
sometimes appear in the
paper, but are simplistic.
Thesis at start & restated
in fresh way at end.

Paragraph arrangement
confuses reader. Often,
info appears in unrelated
paragraph. Overall, info is
jumbled, so paper is
disorganized & confusing.
Roadmaps (reminders to
thesis & transitions) are
missing in the paper.
Thesis at start & restated
at end.

Uses variety of sentence

structures. Approx 1/2 of
all sentences are clearly
worded.

Most sentences are too

long or too short and very
choppy. Some run-on and
incomplete sentences
appear.

Min. 2 credible sources &

Lewis on References. A few
documentation errors;
most info sandwiched.
Variety of quotes,
summaries, blended
quotes.

Min. 2 credible sources &

Lewis on References.
Several doc. Errors; some
info sandwiched. Relies too
heavily on summaries or
quotes; little variety.

Fewer than 2 sources &

Lewis on References.
Several doc. Errors; little
info sandwiched. Relies too
heavily on summaries or
quotes; little variety.

Few or none of the

paragraphs are fully
developed. Many par lack
adequate support. Relies
too heavily on one source.

YOST CW SYLLABUS
Mechanical/Documentat
ion: Averages 1
error/page.
Fine-tuning:
Always articulate,cohesive,
concise. Uses elegant
techniques: metaphor,
analogy, syllogism.

18
Averages 2-3 errors/page.

Averages 4-5 errors/page.

Averages 5+ errors/page.

Always cohesive,
articulate, & concise. Uses
one elegant technique:
metaphor, analogy,
syllogism.

Sometimes cohesive,
articulate, & concise

Usually not cohesive,

articulate, or concise

YOST CW SYLLABUS

19

Critical Analysis: Writing for Publication in the Real World: Make a

Difference
(20 pts)
Purpose
1.
2.
3.
4.

To increase awareness of style and genre parameters

To improve the quality of your writing by meeting the standards for publication in the real world
To understand how to analyze a websites audience so you can write it for real world audiences
To understand the power of public writing discourse, so you can make a difference with your writing in the real world

Writing for publication: Writing for publication is extremely audience specific and has one of three goals: (1) to inform
the reader about a topic, (2) to change a readers opinion on something, or (3) to get the reader to act. Study booksellers
websites and/or newspapers opinion pages to see models for how to write these options.
Snapshot of Assignment: For this paper, you have choices:
Choice 1: Write a book review and submit it to a booksellers website (review must be of a book read for this class) or
Choice 2: Write a letter to the editor of a newspaper and submit to the papers website.
Details of Assignment
Length: 150-300 words. Include assignment identification, but no title page.
Format: Typing format and assignment identification described in the course policies, page 1of syllabus.
Audience: Target audience for newspaper or website
Checklist

1.
2.
3.
4.
5.
6.
7.
8.
9.

Your topic must fit into the context of topics for target website.
If writing a letter, it must address a very specific issue relevant to websites target. Preference for newspaper
websites are in this order: local newspaper (your city or town), Twin City newspaper, The Clarion, and other
newspapers or magazines.
Text must be concise while at the same time specific.
The text must clearly state an opinion.
Language should be persuasive rather than neutral while at the same time respectful.
Text must be submitted to a credible website, one that shows sophistication of thought, knowledge, and language.
Your paper must be error free before sending to the real world publication.
Proof of submission MUST be stapled to text of paper. Proof can take the form of a copy of sent email that shows
date and name of publication, copy of your letter or book review printed in publication, confirmation of submittal
to publication, etc..
Follow expectations in Response Grid for this paper. See grading rubric on Moodle.

Prewriting, Researching, and Planning

Find due dates in the daily schedule of the syllabus and record them below.
___________________________

Submit letter to newspaper or book review to booksellers website.

____________________

Final draft and proof of submittal, hard copies of both submitted to my PO #2335.

YOST CW SYLLABUS

20

Response Grid for Writing for Publication in the Real World Paper
EXEMPLARY

ACCOMPLISHED

ACCEPTABLE

NEEDS DEVELOPMENT

Thesis:
Focus is completely
clear & concisely
stated. Entire text
supports focus.

Focus is completely
clear & concisely
stated. Entire text
supports focus.

Focus partially
proven or isnt clearly
stated. Part of text
doesnt support
focus.

Focus unclear, or more

than one subject. Entire
text doesnt hold
together.

Brief intro gets

readers attention &
gets right to the
focus. Body
paragraphs used
strategically, as
needed. Brief
conclusion clearly
calls for action or
change of belief.

Brief intro gets

readers attention &
gets right to the
focus. Body
paragraphs may not
be used strategically.
Brief conclusion
clearly calls for action
or change of belief.

Intro does not get

readers attention, nor
get right to the focus.
Body paragraphs not
used strategically.
Conclusions call for
action or change of
belief is unclear.

Text addresses an
appropriate
audience; reader
understands writers
purpose. Writer
appears credible.
Writing style matches
genre expectations.

Audience is general
and unspecified and
purpose needs more
definition. Writer
appears somewhat
credible. Writing
style matches most
genre expectations.

Audience is not
identified & purpose is
unclear. Writer lacks
credibility. Writing style
fits some genre
expectations. Genre is
inconsistent.

Opinions are
supported by logical
reasons and specific
examples.

Opinions are not

supported by logical
reasons or lack
specific examples.

Opinions are not

supported by logical
reasons and lack
specific examples.

Par are arranged in a

logical sequence.
Info is in an
appropriate
paragraph for it. Most
par & the paper
overall are easy to
follow & clearly
organized.

Paragraph
arrangement could
be improved. Some
information belongs
in a dif paragraph.
Some parts of the
paper are clearly
organized & some
arent.

Paragraph arrangement
confuses reader. Often,
info appears in
unrelated paragraph.
Overall, info is jumbled,
so paper is disorganized
& confusing.

Roadmaps such as
transitions almost
always appear in the
paper. Sometimes
the transitions are
simplistic.

Roadmaps such as
transitions
sometimes appear in
the paper, but are
simplistic.

Roadmaps such as
transitions are missing
in the paper.

Uses variety of
sentence structures &
structures which
reinforce meaning.
Almost all sentences
are clearly worded.
Parallel struc in sen
enhances ideas.

Uses variety of
sentence structures.
Approx 1/2 of all
sentences are clearly
worded.

Most sentences are too

long or too short and
very choppy. Some runon and incomplete
sentences appear.

Paragraphs:
Brief intro gets
readers attention &
gets right to the
focus. Body
paragraphs used
strategically, as
needed. Brief
conclusion clearly
calls for action or
change of belief.
Rhetorical context:
Text clearly
addresses a specific,
appropriate audience
with a precise
purpose; writer
appears credible.
Writing style &
language always
exemplify genre
expectations.
Topic
Development:
Opinions are
supported by logical
reasons and the best
specific examples.
Organization:
All par are arranged
in the best sequence.
Info is in the best
paragraph for it. Par
& the paper overall
are clearly organized
& fluent.
Clarity/Coherence:
Roadmaps such as
transitions
consistently appear
in the paper to guide
the reader. Info w/in
a par is in the best
possible order.
Sentences:
Uses variety of
sentence structures &
structures which
reinforce meaning.
All sentences worded
clearly; phrases in
best possible order.
Parallel struc in sen
enhances ideas
Mechanical:

YOST CW SYLLABUS
No errors.
Fine-tuning:
Always
articulate,cohesive,
concise & uses
elegant techinques.

21
Paper has 1 error.

Paper has 2 errors.

Paper has 3+ errors.

Always cohesive,
articulate, & concise

Sometimes cohesive,
articulate, & concise

Usually not cohesive,

articulate, or concise

YOST CW SYLLABUS

22

DailyScheduleofAssignments
(Subjecttochangeasneedsofclassarise)
[Link].

Thewritermaywritetoinform,topersuade,toexplain,butthereshouldbe,first,thesatisfactionofthewritersownlearning.
DonaldMurray,writer,compositionteacher,oneofthefoundersofresearchincomposition
DH =Hacker, Diana. A Pocket Style Manual

Day

Week1.1

9/1
1.2

9/3
Week2.3

9/8

2.4

9/10
Week3.5

9/15
3.6

9/17

PP= Pearlman, Daniel D. and Pearlman, Paula R. Guide to Rapid Revision

HO=item found in handout packet

Assignmentsduethedaylistedontheleft.
Duedatesformajorassignmentsarehighlighted.
Unit One: Writing Theory and Process
Discourse Aim: Critical Analysis & narrative writing
Due*Inclass,selectbook,readinggroups,andsubmitbookselection
Read *Syllabus & become familiar with course site on Moodle. Regularly read the Daily Schedule for upcoming assignments.
*PearlmanandPearlman(PP)[Link].
Due*Inclass,determinereadinggroup,book,andreadingschedule.Completebookby9/24
Read *Sample narrative papers on Moodle (Moodle site for our course).
*Narrative Paper assignmentsheet,[Link] read the Daily Schedule for upcoming assignments.
Due*[Link],[Link],describean
experience&[Link].
*[Link](inPP)andprewriteon
justoneofthetopicsyouthinkyouwilluse.
Due*BringtoclassablankcopyoftheReadingGroupCriticalAnalysisReportNarrative#1.(PrintfromMoodle.)
*Conferenceswithmeinclassroomaboutpapertopics.
*Readinggroupprepandmeet:1)read1/3ofthebook;2)prepareonequestiontodiscuss;and3)findingonequoteorideafrom
[Link].
*CompleteinclassaCriticalAnalysisReportNarrative#1.
Read *PP 131-35. Bring PP to class.
Regularly read the Daily Schedule for upcoming assignments.
Due *Narrative paper preliminary draft, at least 4 pages of text. Paper copy. Type all drafts.
*[Link],meetintheclassroomwithreadinggroupfor3040minutes.
50%ofclasswillmeetwithmeforindividualconferences.

Due *Bring a complete, revised polished draft to conference.

*Prepare questions/spots in your draft to examine in conference.

YOST CW SYLLABUS

Week4.7

9/22
4.8

9/24

Week5.9

9/26
5.10

10/1
Week6.11

10/6

23

*Readinggroupprep:1)readthenext1/3ofthebook;2)prepareonequestiontodiscuss;and3)findonequoteorideafromyour
booktodiscuss.*SubmitReadingGroupCriticalAnalysisReportNarrative#2dueinmyPO2335bymidnight.

Read *PP 36-48, 51-52, 72-75, 88-89, 95-103, 107-109. Bring PP to class.
Due*[Link].
*[Link],meetintheclassroomwithreadinggroupfor3040minutes.
50%ofclasswillmeetwithmeforindividualconferences.
Due *Bring a complete, revised, paper copy of polished draft to conference.
*Prepare questions/spots in your draft for us to examine.
*[Link].Step1duebyclasstime.
*Readinggroupprep:1)readthelast1/3ofthebook;2)prepareonequestiontodiscuss;and3)findingonequoteorideafrom
yourbooktodiscuss.
*SubmitReadingGroupCriticalAnalysisReportNarrative#3dueinmyPO2335bymidnight.
Unit Two: Research: finding, evaluating, documenting, and organizing sources to inform.
Discourse aim: Informative
Paper type: Critical Analysis & Lit Review/Research
Read*DianaHacker(DH),section39andp.199,formattinganAPApaper.
*Regularly read the Daily Schedule for upcoming assignments.
Due*NarrativePaper,finaldraft,bringpapercopytoclass.
*Lastdaytosubmitlateworkfornarrativepaper.
*Inclass,determinediscussiongroups.
REPORTTOCLASSROOMINLIBRARY
Read *DH, sections 25-27
*InformativeLitReviewpaperassignmentsheet,foundinthesyllabus.
Due *Research Launch Pad (HO), steps 1 , 2 & 3
*Complete the Web site Critical Analysis worksheet (HOfind in handout pack)
Due*[Link],explainwhyitsasignificanttopic,explainwhyyou
arecuriousaboutit,[Link].
*Printacopyofatleastthefirstpageofthetextof2scholarlyarticles;printenoughpagesofeachsourcetoproveitsscholarly.A
[Link]?Usethe
PeriodicalsCriticalAnalysisworksheettodetermineifsourcesarescholarly.(HO)
BringDHtoclass.

YOST CW SYLLABUS
6.12

24

10/8

*[Link]
Due *[Link],Informative#[Link]
classroomwithyourgroupfor3040minutes.
*DiscussionGroupCriticalAnalysisReportInformative#1dueinmyPO2335bymidnight.
Coming up: Critical Analysis of Journal ArticlePaper: See full assignment sheet earlier in syllabus. Paper due 10/15.

Week7.13

Read*DH,35a

10/13

Due*TypedcopyofAPAReferencespage,[Link]
tomeetthecriteriaforthisreferencespage.
*Write/[Link].

7.14

*Onlineclass

10/15

Duebyclasstime*[Link],[Link]
forhowtodothispaper.
*Spendtimecontemplatinganddiggingdeeperintotheideasinyourinformativepaper.

Week8.15

Workshop: Bring laptop to class.

10/20

Read *DH, sections [Link] read the Daily Schedule for upcoming assignments.
* 2 Moodle sample papers/literature review. Think about: What strategies does the author use that you could experiment with in
your paper? How does the author integrate and tag info. from sources?
Due *Outline of informative lit review paper. See HO Formal Integrated Outline for Lit Review for how to do outline.
*Draft of informative paper, 6 pages minimum. Include info from at least 6 sources. Cite sources using the best APA style you can
based on reading DH.

8.16

10/22

*[Link],meetintheclassroomwithdiscussiongroupfor3040minutes.
[Link].
Due *Discussiongroupprepandmeet
*DiscussionGroupCriticalAnalysisReportInformative#2dueinmyPO2335bymidnight.
*Acquirethenextbook:[Link],WeightofGlory

Week9.17

Workshop:bringlaptoptoclass

10/27

Read *PP 25-26, 36-39, 85-88, 91-92 and DH section 39 and p. 199. Skim these pages. Bring both texts to class.
*Bring to class complete revised polished draft that includes all sources and documentation, at least 7 pages.

9.18

*[Link],meetintheclassroomwithreadinggroupfor3040minutes.

YOST CW SYLLABUS

10/29

25

*Conferenceswithmeoptional
Due *Electronically submit your rough draft to [Link] on Moodle. Use feedback to revise for potential plagiarism. Resubmit until
feedback registers blue. For help, call the BU Technology Helpdesk, x6500.
*Discussiongroupprepandmeet
*DiscussionGroupCriticalAnalysisReportInformative#3dueinmyPO2335bymidnight.
*3stepinformativepeercritiquesonMoodledue. SeeMoodleforsubmittaltimesforeachstep.Step1duebyclasstime.
*Bring a revised polished draft to conference, at least 6 pages that includes all sources & documentation. Prepare questions/spots in
your draft to examine.
Unit Three: Critical Analysis & Persuasive
Discourse Aim: Persuasive

Week10.19

11/3

Read *PersuasivePaperassignmentsheet,foundinthesyllabus.
Due*InformativeLitReviewPaper,finaldraft,[Link]:Update the Reference list you previously submitted so that the list
reflects the sources you actually used in your paper.
*Inclass,determinereadinggroup,selectsermonsandreadingschedule.Completeselectionsinbook11/19
*Lastdayforlateworkrelatedtothispaper.

10.20

*Staytunedregardingclassmeetingornot.

11/5

Due * Reading group meetintheclassroomwithreadinggroupfor3040minutes.

*Reading group prep: 1) Read Lewis Forgiveness (book) & King Letter from Birmingham (found on Moodle); 2) Prepare one
quote and one question for your group to discuss.
*Choose3moresermonsforyourgrouptoreadinyourfuturediscussions.
*ReadingGroupCriticalAnalysisReportPersuasive#1dueinmyPO2335bymidnight.

Week11.21

[Link].
BringLewisandlaptoptoclass.

11/10
11.22

11/12

*Staytunedregardingclassmeetingornot.
*Readinggroupmeetin classroom for3040minutes.
*Readinggroupprep:1)Read one more sermon; 2) Prepare one quote and one question for your group to discuss
*ReadingGroupCriticalAnalysisReportPersuasive#2dueinmyPO2335bymidnight.

Week12.23

Workshop:bringlaptoptoclass

11/17

Read *PP, 79-85 Bring PP to class.

Due *Outline of persuasive paper. Use the type of outline that works best for you except an idea map.
*Preliminary draft of persuasive paper, at least 3 pages. Include a significant amount of internal and end documentation.

YOST CW SYLLABUS
Week13.24

26

*[Link].

11/19

Due *3steppersuasivepeercritiquesonMoodleforum. SeeMoodleforsubmittaltimesforeachstep.Step1duebyclasstime.

*[Link]
*Readinggroupprep:1)Read two more sermons; 2) Prepare one quote and one question for your group to discuss
*ReadingGroupCriticalAnalysisReportPersuasive#3dueinmyPO2335bymidnight
*Bring a complete draft to conference that includes introduction and at least 2 sources (other than Lewis/King or the Bible) and
documentation. Prepare questions/spots in your draft for us to examine.

11/24

*[Link].
Unit Four: Writing for the real world
Discourse: Writing for Publication

Week14.25

12/1

14.26

12/3

Week15.27

12/8

Read *Writing for Publication assignment sheet, found in the syllabus.

*Book reviews on bookseller websites (such as Amazon or Barnes & Noble) OR read the opinion section of several newspapers.
Read for several days in order to get ideas for how they are written. Prepare to share insights about topics, target audience, & qualities of
writing for these venues.
Due *Persuasivepaperfinaldraft,papercopy
*[Link]
[Link],makeacopyofthetitlepageorprintanadfromAmazon.
No class meeting.
Due*Write,revise,&postalettertoeditororbookreview.SubmithardcopytomyPO2335bymidnight.
*Submitahardcopyofproof of submittal to my PO 2335 by midnight. Attach to hard copy of letter/book review. (Proof could be a
copy of the email you sent to the newspaper, or the book review posting, or the confirmation from publication). For full credit, todays
date must appear on the proof of submittal.
Due *Prepare a concise presentation that is two minutes long in which you explain ideas you have learned throughout the semester and
how your writing has developed. More details about the presentation will be explained in class.
Note:[Link] Moodle grade book will no
longer be available after the last regular class session of the semester.

15.28

12/10

Bring to class a mobile device or laptop so that you can access the Internet during class.
Due *Report to class the status of responses to your Writing for Publication posting
*Presentations
*Final exam prep

YOST CW SYLLABUS

Finals
Week

27

FinalExam:comprehensiveonallreadings,assignments,[Link].
Final exam times

G mod (8:55 class) final due on or before Thursday 12/17 at 8:15 am

H mod (11:10 class) final due on or before Friday 12/18 at 8:15 am
I mod (12:35 class) final due on or before Monday 12/14 at 11:30 am

For a touch of humor at the end of the term: The beautiful part of writing is that you dont have to get it right the first timeunlike, say, brain surgery.
Robert Cormier