For her, the teaching of writing was an everyday activity because she saw everything that she and the students did as being part of her writing instruction: reading literature, learning to analyze literature, discussing literature in class, writing informal reflections, annotating readings, sharing writing in groups, and so forth—all the teaching and learning of writing.
Class meeting time: Tuesdays and Thursdays 12:45 – 2:00pm
Location: OC 211
In the Seminar on Academic Writing at John Carroll, EN1250, you will advance your own ability to write with power and clarity by focusing on the following: rhetoric, audience awareness, academic writing style, and writing as a tool of learning. Further, you will become aware of your own writing process by submitting multiple revisions of the same project.
Professor David Shutkin
- Tel. 216-313-2872
- dshutkin@jcu.edu
- Office: AD304
- Office Hours: Tuesday | Thursday 11:15-12:15pm, 2:00-3:30pm
Wednesday 11:30-12:30pm
And by appointment
EN1250 – Seminar on Academic Writing online syllabus and website |
https://dshutkin100.education/
Required Text
“They Say / I Say”
Gerald Graff (Author), Cathy Birkenstein (Author)
Publisher : W. W. Norton & Company; Sixth edition (July 1, 2024)
Language : English
Paperback : 448 pages
ISBN-10 : 132407003X
ISBN-13 : 978-1324070030
University Links
- John Carroll University
- Department of English
- Statement on Discrimination, Sexual Harassment & Bias
- Statement on AI and Education
- Statement on Student Mental Health
- Center for Student Diversity & Inclusion
EN1250 Course Goals
- To achieve effective writing in an academic context, students must demonstrate competency in the following.
- Articulation of an argument
- Select and develop an appropriately complex argument, given audience, purpose, and length requirements.
- Develop and support an argument appropriate to context, audience, and purpose.
- Source Integration
- Locate, engage with, and integrate evidence into your own argument.
- Ethical Documentation
- Avoid plagiarism and include all important citation information.
- Control of Syntax and Mechanics
- Use language that conveys meaning to readers with clarity.
Assignments
Assessment
Policies on Assessment and Evaluation
All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.
In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I invite you to carefully consult the assignment descriptions and assessment rubrics that I have developed to guide your work and to support your understanding of the expectations for each assignment.
Attendance | Attendance at every class is required. In the event that you are unable to attend class for a substantive reason, please contact me PRIOR to that class to arrange an excused absence. A pattern of unexcused absences will result in a pattern of reduced FINAL grades. (One grade for each unexcused absence, i.e. from A to B)
Late Assignments | Submitting assignments after the assigned due date will reduce the grade for that assignment by one letter (i.e. from A to B). However, PRIOR to due dates alternative arrangements can be made for late submissions. A final grade of “I” (incomplete) may be awarded upon request and pending approval.
Academic Honesty | I cannot stress enough the significance of ALWAYS giving credit where credit is due.In all that you do, you are expected to cite any and all resources that you use in the construction of any and all work. Print sources as well as electronic media must be cited. Any work submitted for evaluation must either be original work or cited work. Plagiarism is absolutely unacceptable. The University’s policy regarding academic honesty as stated in the John Carroll University Undergraduate Bulletin will be adhered to.
Assessment Rubric | For each assignment, I have designed a unique assessment rubric. I invite you to visit the both the Assignment and Assessment drop down menus above and to consult each assignment and rubric. Additionally, from the Assessment menu, there is a link to the Educational Foundations Grade Sheet for your section. On this page, you will find your name with a password protected link to your assessment grade sheet where you can review the numerical grades you’ve earned for each assignment.
Grading System | Students are evaluated by their understanding of substantive information, insight regarding the synthesis and transformation of this information into knowledge, capacity to apply this knowledge to new situations, and the ability to communicate this knowledge. I use the John Carroll University four (4) point grading scale. In my interpretation of this scale, the number adjacent to the letter grade indicates the highest number possible for that letter grade. For example, while a 3.7 is an A-, an assessment earning 3.7001 grade points and above is an A.
| Letter Grade | Percent Grade | 4.0 Scale |
|---|---|---|
| A+ | 97-100 | 4.0 |
| A | 93-96 | 4.0 |
| A- | 90-92 | 3.7 |
| B+ | 87-89 | 3.3 |
| B | 83-86 | 3.0 |
| B- | 80-82 | 2.7 |
| C+ | 77-79 | 2.3 |
| C | 73-76 | 2.0 |
| C- | 70-72 | 1.7 |
| D+ | 67-69 | 1.3 |
| D | 65-66 | 1.0 |
| E/F | Below 65 | 0.0 |
Bibliography
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Bushnell, Mary.; Henry, Sue Ellen. “The Role of Reflection in Epistemological Change: Autobiography in Teacher Education.” Educational Studies. v. 34 issue 1, 2003, p. 48-59.
Caine, V., Estefan, A., & Clandinin, D. J. (2013). A Return to Methodological Commitment: Reflections on Narrative Inquiry. Scandinavian Journal Of Educational Research, 57(6), 574-586.
Coffey, H. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26(2), 335-342.
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Griffiths, Morwenna. “(Auto)biography and epistemology.” Educational Review(Abingdon, England), v. 47 issue 1, 1995, p. 75-88.
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Kajder, Sara.; Bull, Glen.; Van Noy, Emily. “A Space for “Writing without Writing”: Blogs in the Language Arts Classroom.” Learning and Leading with Technology, v. 31 issue 6, 2004, p. 32-35.
Koopman, C. (2013) Genealogy as Critique: Foucault and the Problems of Modernity. Bloomington, IN. : University of Indiana Press.
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Logan, H., Sumsion, J., & Press, F. (2013). The Child Care Act 1972: A critical juncture in Australian ECEC and the emergence of ‘quality’. Australasian Journal Of Early Childhood, 38(4), 84-91.
Mitton-Kükner, J., Nelson, C., and Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26(5), 1162-1169.
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Readings in Critical Pedagogy and Multiculturalism
Brayboy, B. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446.
Bush, M. E. (2002). Breaking the Code of Good Intentions. Souls, 4(4), 25-44.
Bush, M. E. (2003). American Identity and the Mechanisms of Everyday Whiteness.Socialism & Democracy, 17(1), 209-226.
Delpit, L. (1992) Education in a Multicultural Society: Our Future’s Greatest Challenge.Journal of Negro Education. 61(3). pp. 237-249.
Fleming, W. (2006) Myths and Stereotypes About Native Americans. Phi Delta Kappan, 88 (3), 213-217.
Hayes, M. T. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239-262.
Hermes, M. (2000). The scientific method, Nintendo, and Eagle feathers: rethinking the meaning of `culture-based’ curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education (QSE), 13(4), 387-400.
Jetty, M. (2006) History Through Red Eyes: A Conversation with James Loewen. Phi Delta Kappan, 88 (3), 218-222.
Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
Ladson-Billings, G. (2006). It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109.
Mackenzie, J. (2018). Knowing Yourself and Being Worth Knowing. Journal of the American Philosophical Association, 4(2), 243–261. https://doi-org.jcu.ohionet.org/10.1017/apa.2018.19.
National Museum of the American Indian. We Have a Story to Tell: Native Peoples of the Chesapeake Region. A Guide for Teachers with students in grades 9-12.http://americanindian.si.edu/subpage.cfm?subpage=education&second=pub. Retrieved: 30 January 2007.
Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457-473.
Pollack, T. M. (2012). The miseducation of a beginning teacher: One educator’s critical reflections on the functions and power of deficit narratives. Multicultural Perspectives,14, 93-98. doi:10.1080/15210960.2012.673318
Parrish, R. (2006). The Meritocracy Myth. Dollars & Sense, no. 263, 24-26.
Sleeter, C. (2000/01) Diversity Vs, White Privilege. Rethinking Schools.15(2) Retrieved 15 February 2007.
Starnes, B. A. (2006). Montana’s Indian Education for all: Towards and Education Worthy of American Ideals. Phi Delta Kappan, 88(3), 184-192.
Starnes, B. A. (2006). What We Don’t Know Can Hurt Them: White Teachers, Indian Children. Phi Delta Kappan, 87(5), 384-392.
Stitzlein, S. (2017) American public education and the responsibility of its citizens : supporting democracy in the age of accountability. New York, NY : Oxford University Press.
Stoughton, E. (2005). Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students. Race Ethnicity and Education, 8(3), 277-295.
Susag, D. (2006) Why IEFA? Phi Delta Kappan, 88 (3), 201-201.
Warren, J. T. (2004). The Faces of Whiteness: Pitfalls and the Critical Democrat.Communication Education, 53(4), 321-339.
Zinn, Howard (2001) A people’s history of the United States, 1492-present. Chapter 1:Columbus, The Indians, and Human Progress. New York : Perennial Classics.Bibliography for Chapter 1.
Welcome to a Seminar on Academic Writing 