Academic Writing Course
Instructor Information
Instructor name: Moh. Iqbal Sekandari E-mail address: [Link]@[Link]
Details
This course focuses on the writing of academic essays with emphasis on
coherence, unity, structure, and critical thinking. There will be reading
and analysis of both academic and non-academic texts, considering how
an essay is organized and the kinds of language used in academic
writing. Students will study several genres of academic essays. There will
also be an extensive focus on the revision stage of the writing process,
including both self-revision and peer review. Students will also learn how
to use source material in academic writing, following the standard
academic processes of summary, quotation, and paraphrase. Reading
will be a major component of the course and students will be asked to
find and bring into class readings periodically, which they will then
present to the class.
In this course, students will write essays in at least four core rhetorical
styles, including, and culminating in argument.
Themes
Catalog
Course The readings in Academic Writing will be thematic, with one or more
Description: themes chosen by each instructor for the semester. Readings will be
either posted online or printed out into a reading packet at the beginning
of the semester. Readings will be a combination of academic and general
audience publications, but will primarily be non-academic and taken from
reliable, university-level publications with an international reputation. In
addition to the thematic readings, students will be assigned to read
excerpts from online writing handbooks that explain the purpose and
structure of the various rhetorical styles taught during the semester in
addition to readings on issues such as thesis statements and topic
sentences, coherence, academic style and vocabulary, paragraph and
essay structure, and other fundamental skills in academic writing.
Reading: two novels, academic and non-academic articles, Essential
Words for TOEFL.
Writing: Bedford Handbook and handouts
Listening: A documentary
Prerequisites: Placement exam
Course Learning Outcomes as Correlated to Program Outcomes
Course Outcomes Aligned with Program
Relevant Program Outcomes
Outcomes: Students will be able to:
Written Communication: Students will
• Produces coherent essays with signposted employ knowledge of purposive academic
beginning, middle, and end structures in writing, academic genres, and the
several genres; uses cohesive devices mechanics of writing in developing and
(lexical and grammatical) linking ideas within synthesizing the relevant content of the
and between sentences and paragraphs. research essay, demonstrating the
capacity for the appropriate use of
evidence in expository and argumentative
• Use standard, grammatically correct contexts.
academic English language that conveys
meaning to readers with clarity. Includes all
aspects of mechanics (grammar, spelling,
punctuation) as well as appropriate academic
tone.
• Correctly uses the documentation
conventions of at least one citation style
for bibliographical entries and in-text
citations.
• Demonstrate an understanding of the Reading (Textual analysis): students
purpose and audience of a text and an ability will engage in sustained reading
to recognize biases and intentions. activities, adopting readerly perspectives
towards texts and applying acquired skills
in comprehension, analysis,
• Understand vocabulary and meaning interpretation, and the recognition of
appropriately to paraphrase or summarize a stylistic features in the research process.
text.
• Demonstrates an ability to find sources within Information Literacy: students will
instructor-limited research parameters for demonstrate proficiency in the use of the
guided research projects. procedures and techniques needed to
determine information needs, access and
evaluate information for research essays,
• Uses credible and/or relevant sources to as well as integrate such source material
support ideas that are appropriate for the into their projects in terms both of
discipline and genre of the writing and
consistency and the conventions of
concludes based on this evidence.
documentation.
• Adheres to the ethics of using secondary
source research papers.
Critically engages with secondary source Critical Thinking: Students will
material appropriate to the rhetorical style construct explanations of, and adopt
and the assigned topic. perspectives towards, issues, drawing
conclusions based on evidence, the
Questions motives and assumptions of influence of context and assumptions,
both secondary sources and his or her and modes of reasoning
own biases.
Critically evaluates and presents ideas
that go beyond the simplistic and
obvious.
Understands both the strengths and
weaknesses of multiple positions of an
issue.
Course Materials
Instructors will provide students with thematic readings and writing handbook materials either as a
printed course pack or posted online. Themes will be chosen by each instructor and so will vary
across sections.
Course Assessment
The skills taught in Academic Writing, including written communication, reading and
interpreting, information literacy, and critical thinking will be assessed through several
writing projects in different rhetorical styles throughout the semester. Each writing project
will be assessed based on Course Objectives as follows:
● Content
0 quality of the content (ideas, support, critical reasoning, and engagement) ○
clear audience and purpose.
● Structure and Organization
0 structure and organization of content,
○ a clear thesis statement for the essay, indicating rhetorical type,
○ topic sentences,
○ clear, accurate, appropriate connectors.
● Coherence and Cohesion
0 clarity and overall coherence of content,
○ cohesion of writing: clear and appropriate use of lexical and grammatical
cohesive devices.
● Use and Documentation of Sources
0 use of appropriate resources,
○ summarizing, paraphrasing, quoting sources appropriately, ○
correct use and format of in-text citation and bibliography.
● Grammar/Mechanics, Vocabulary, Tone
0 accuracy of mechanics (grammar, spelling, punctuation),
○ complexity and range of vocabulary and grammar,
○ ability to produce writing in an appropriate tone that adheres to the standards of
academic English.
All assignments will be checked for correct citation and any possible plagiarizing.
Weightings for each essay will be determined by the instructor, although the argument
essay will be worth the most. Instructors may also include homework, quizzes, and
classwork in final grade assessment.
The Tutoring Center Policies
• All absences will be accounted for, whether excused or not.
• Students are expected to attend classes regularly and take notes
• Instructors will take attendance at the beginning of the class
• Late arrivals or early departures (>15min) will be counted as an absence.
• Two late arrivals/early departures will be counted as one absence.
• No cell phones are allowed to be used in class unless specifically directed by the instructor
• Students who disrupt the class in any case may receive a penalty on their participation
marks, including leaving/entering the classroom while the lecture is taking place.
Course Policies
1. Essay Submission Guidelines: All essays and drafts must be double-spaced and submitted
in size 11 Arial or Times New Roman font with standard margins. They will also follow APA
style formatting and documentation conventions. All first drafts need to be submitted to the
instructor as soft copies via e-mail by the due date. Please name all soft copy drafts using
names only. First drafts will then be returned with the instructor’s comments and feedback
(note also that assignment 2 has a second draft). Along with first drafts, students will also
need to submit evidence of prewriting such as synthesis grids, formal outlines, and plans.
Ten percent can be earned for each essay by demonstrating a clear development of the
essay from prewriting activities.
Description of Specific Class Assignments and Projects
1. Participation (10%):
2. Reading Assignments (20%):
3. Listening Assignment (20%)
4. Essay Assignments (50%):
Academic Integrity
PLAGIARISM
To plagiarize is to take the work created by another person or entity and submit it as your
own for academic credit or other personal gains. How students should avoid the act of
plagiarism:
Course Calendar
Date In-class Homework
Mon. 20 November Course Overview
Tue. 21 November Review: Kinds of Reading: Will be selected
Sentences & Vocabulary and provided by the
instructor
Weds. 22 November Review: Kinds of Reading: Will be selected
Sentences and Bedford and provided by the
Handbook instructor
Thu. 23 November Review: Paragraphs Reading: Will be selected
and provided by the
instructor
Fri. 24 November Review: Paragraphs Reading: Will be selected
and provided by the
instructor
Mon. 27 November Review: Essay Structure Reading: Will be selected
and provided by the
instructor
Tue. 28 November Review: Essay Structure Reading: Will be selected
and provided by the
instructor
Weds. 29 November Review: editing and Reading: Will be selected
revising/research and provided by the
instructor
Thu. 30 November Review: editing and Reading: Will be selected
revising/research and provided by the
instructor
Fri. 1 December Research sources (how to Reading: Will be selected
read for research) and provided by the
instructor
Mon. 3 December Research sources (how to Reading: Will be selected
read for research) and provided by the
instructor
In-class: Citation practice
Tue. 4 December Research sources (how to Reading: Will be selected
use) and provided by the
instructor
Weds. 5 December Chronological/descriptive Reading: Will be selected
essay and provided by the
instructor
Thu. 6 December Causal analysis essay Due: Will be selected and
provided by the instructor
In-class: Intro to Causal Chronological/descriptive
Analysis essay
Fri. 7 December Causal analysis essay Reading: Will be selected
and provided by the
instructor
Weds. 11 December Causal analysis essay Reading: Will be selected
and provided by the
instructor
Thur. 12 December Causal analysis essay
In-class Writing
Assignment #2 (practicing
causal analysis)
Fri. 13 December Comparison/contrast Reading: Will be selected
essay and provided by the
instructor
In-class: examples of
comparison/contrast
strategies: Flint vs.
Standing Rock
Mon. 16 December Comparison/contrast Reading: Will be selected
essay and provided by the
instructor
Tue. 17 December No class Due: Causal analysis
essay
Weds. 18 December Comparison/contrast Reading: Will be selected
essay and provided by the
instructor
Thu. 19 December Comparison/contrast Reading: Will be selected
essay and provided by the
instructor
Fri. 20 December Position paper (argument Reading: Will be selected
essay) and provided by the
instructor
I reserve the right to modify this syllabus at any time during the semester.