UCWR 110 - The Rhetoric of Community

Spring 2015
Michael Meinhardt
mmeinhardt@luc.edu
UCWR 110-008: College Writing (#5101) MC 506 M/W/F 9:20am-10:10am
UCWR 110-016: College Writing (#1361) MC 507 M/W/F 10:25am-11:15am
*UCWR 110-022: College Writing (#1371) Sullivan 290 M/W/F 12:35pm-1:25pm
*GreenHouse Learning Community
Learning Community Statement*
This course serves members of Loyolas Greenhouse Learning Community, as well as
other students. As part of the course for everyone, we will be participating in at least one
outside the classroom activity that the class has a part in determining. In addition,
members of the class will be invited to join in some other activities as a group to expand
the impact of the social and intellectual activity of both the learning community and the
class. Some of these activities may be determined by me, and some will come from
student recommendation. Students who are not part of the learning community are not
only welcome, they also receive the activity support.
Office Hours: M/W 11:20am-12:20pm, 1:30pm-2:30pm, and by appointment
Office: Loyola Hall 213 Campus Ext. 82247 or 773.508.2247
Class Description
This class is specifically designed to undermine the frightening aspects of writing that
prevent us from becoming the best writers we can be; you cant write well if a) you dont
know how, b) you think you are a bad writer and lack the conviction of your reasoning, c)
you dont practice writing with the knowledge that real growth comes through change,
and d) you feel fear and anxiety for the process as this brings paralysis, procrastination,
and misguided priorities. This class is not about perfection; it is about growth,
improvement, and self-awareness. We will develop critical tools, rhetorical awareness
and self-awareness, grammatical tools, and research methodologies; these skills will
develop strong, independent research and writing skills for applied use in your academic
and personal directions. We will produce approximately 30 pages of polished material, as
well as considerable writing through draft processes and reading responses, most of
which, particularly the Writing Project Drafts, will be fundamentally critiqued by the
instructor and your community of writers in the class toward the end of serious
reconsideration of revision rather than superficial response. Our collective goal is for you
to become that which you came here for: a scholar, and not just a student; everything in
this syllabus and course is designed to this end.
This course will always emphasize inquiry, or exploration, over production, because real
discoveries are rarely and inconsistently made otherwise. We will certainly hold high
expectations for the final shape of every project, as honest inquiry will actually improve

the complexity, organization, clarity, and impact of your writing. But the goal of scholarly
inquiry is to learn and begin to understand that which we do not know, not to stubbornly
attempt to justify something we already do, or think we do. The lessons are both
aggregate and recursive, this means that we will return to certain skills over and again
throughout the semester as your abilities improve: you will develop stronger tools this
way. This course will use the four touchstones of situation, genre, language, and
consequence as guidelines to approaching any critical thinking and writing opportunity.
We will apply those tools and touchstones to 5 projects: a textual summary, a textual
analysis, an argumentative synthesis, a research project proposal and methodology with
an annotated bibliography, and the final research project and notes. The first half of the
semester will be directed by my selections for reading and emphasis, and the second half
will be much more focused on each students individual research directions. It is the
expectation of this course that each student will demonstrate effective, enjoyable,
research-based writing skills for use in our academy, particularly the following: claimmaking, claim development, voice selection & control, genre selection, audience
anticipation, citation, & discovery methodology rather than binary positioning.
Learning Outcomes
The following are expected of students by the end of the Writing Seminar:

Use writing and reading for inquiry, learning, thinking, and communicating
Understand a writing assignment as a series of tasks, including finding,
evaluating, analyzing, and synthesizing appropriate primary and secondary
sources to clearly formulate and support a claim
Respond to the needs of different audiences and respond appropriately to different
kinds of rhetorical situations
Develop flexible strategies for generating, revising, editing, and proofreading
Understand writing as an open process that permits writers to use later invention
and re-thinking to revise their work
Use standard written English clearly and effectively

Required Texts
The main course texts are available from Folletts or Becks Bookstores and are listed as
the common texts for all sections. There are no additional texts. Texts must be purchased
by the second day of class. Students are fully responsible for assigned materials as
assigned.
A spiral bound or otherwise bound notepad is highly recommended for various exercising
and journaling.
You are also responsible for all Sakai printouts and readings as assigned.

Attendance & Participation

This class expects that each students work and development will be in direct relation to
the other students work and development. Each peer-editing assignment, each discussion
period, and each writing exercise impacts the effect on the individuals in the class. In
other words, should one student fail to meet the expectations for the day, that student will
also have a detrimental effect on the other students in both direct and indirect forms.
Regardless of the obvious loss of personal knowledge and development, an absence also
restricts the other students from the ongoing perspective of other learners and other
options. I expect your respect, consideration, and commitment to each of your fellow
students, and the following attendance rules will reflect this.
Each day of class is tied into a lesson sequence through the five course projects and the
complementary work tied to the skill evolution tied to each phase of growth. Each lesson
is progressive and recursive, therefore each missed day directly detracts from satisfactory
development on the current project. This in turn is detrimental to the class participation
grade, the in-class writing, the in-class assignments AND the final grade for the project
itself. Given all of this impact, the following is our scale.
Students are allowed eight absences without penalty regardless of reason; this is the
equivalent of two and a half weeks of missed class time out of a fifteen week schedule.
Consider that missing 2.5 out of 15 weeks is a significant omission. Therefore, after nine
absences a student can earn no better final grade than a B+; after ten a C+; after eleven a
D+; and after twelve Failure; consider that 12 is equivalent to missing 4 of the 15 weeks
and our progress is integrally related to class activities and information. These grades
reflect the best a student can do with perfect work other than attendance. Do not expect
your work to be perfect, so your actual grade would probably be much lower than those
listed above as the best case scenario. Attendance any later than twenty minutes will
constitute an absence. Habitual tardiness will be noted: three late entrances will equal one
absence.
Maintain a strong line of communication with all of your professors and peers in case just
such an unexpected situation arises. You are responsible for all work, especially peer
work, on the day that it is due. Problematic behavior will adversely affect your grade.
All work must be done and turned in by deadline unless otherwise arranged with me or
the work will automatically drop one letter grade. If you cannot attend class on the day
work is assigned, you must submit it via email. Email submissions are not the same as
hard copies; you must turn in a hard copy at the next attended class; the email version
simply meets the deadline and nothing else. Any work submitted later than two days from
the assigned date without arrangement will be accepted only with a whole grade penalty.
If for any reason I am not present in the classroom at the start of class and there is no
notice on the door, please remain for twenty minutes, then hand out any collaborative
work and enact independent interaction, and then immediately check email/Sakai for
further instructions.

Special Needs
At the core of Loyolas and the Jesuits mission are recognition of the dignity of the
individual and respect for the human person. Students with any special needs may wish to
use the Universitys ancillary services. For accommodations students must contact the
Coordinator of Services for Students with Disabilities in the Sullivan Center (extension 87714. Phone (773) 508-2741; TTY: (773) 508-2771; Fax: (773) 508-3123; website:
www.luc.edu/sswd.
Advising
Freshman and sophomores who have earned less than 55 credit hours are advised by the
Office of Academic Advising Services in the Sullivan Center (8-7714). CAS juniors
and seniors who have earned 55 credit hours or more receive their academic advising
in the CAS Deans Office (Sullivan Center 235 or Lewis Towers 900). Any students
who are unsure of direction should call 8-3500 (CAS) or 8-7714 (OAAS).
Writing Center
Our Writing Center offers a wide variety of valuable services to all levels of writers in
three locations: the Main Center is located in Information Commons Suite 221 and a
satellite center at the Water Tower Campus, 25 E. Pearson Suite 605 across from the
library. All scheduling is done through the following site: http://rich75.com/luc. Website:
http://www.luc.edu/writing/index.shtml
Tolerance & Conduct
The nature of our subject, humor, will introduce many difficult issues and ideas. This is
not a bad thing, as we will develop a safe area in the classroom in order to grapple with
these issues and ideas. It is expected that respect and consideration for any and all will be
the rule; anything else will be addressed immediately.
Class Etiquette
All gadgets must be turned off during class. No texting, phoning, IMing, chatting,
facebooking, et cetera. Failure to adhere to this policy will constitute sacrifice of your
attendance for the day.
Technology
This course will use Sakai almost every day. You are responsible for checking your
email and your Sakai account consistently and daily.
Plagiarism, Purchase & Patch-working

All writing submitted for this course is understood to be your original work. In cases
where academic dishonesty is detected (the fraudulent submission of another's work, in
whole or part, as your own), you may be subject to a failing grade for the project or the
course, and in the worst case, to academic probation or university expulsion. The School
of Arts and Sciences position on plagiarism is at the following link:
http://luc.edu/cas/pdfs/CAS_Academic_Integrity_Statement_December_07.pdf
Grading breakdown is as follows:
Reading Responses & Writing Exercises
Class Participation
Writing Project #1 Textual Summary
Writing Project #2 Textual Analysis
Writing Project #3 Argumentative Synthesis
Writing Project #4 Research Proposal & Anotated Bibliography
Writing Project #5 Research Project & Notes

10%
10%
5%
10%
15%
10%
40%

All writing projects must be revised and completed to pass the course (#5 will be revised
through construction, not after).
Brief Writing Project & Assignment Descriptions:
Reading Responses & Writing Exercises
Writing exercises will be direct skill-building occasions for writing during class
time; they are an invaluable tool for complex technique development and will be
used almost daily.
Reading responses are an integral element of this course, used for both the
development of critical thinking skills and the practice of the aggregate and
recursive skill ladder of the writing projects. Some assigned materials will only be
directly submitted, whilst others will be used to stimulate discussion starting
insights, but all materials are due as assigned. Reading responses are critical
responses, and this means 1) the author must take a position in relation to the
reading, and 2) the author must explain that position in an exploratory fashion.
These responses ARE NOT summaries; a summary is not a response, it is a recap.
Class Participation
All classes are designed around the community of the classroom, including
distinct skill-building communication and exercises. An integral element of
growth is reading and responding to communities and the class serves as an
excellent laboratory to this end. Each students diverse feedback and input are part
of a complex, multi-layered learning environment; you must learn from each other
as much as from me and from yourself.
Writing Project #1 Textual Summary

A summary is an effective close description of the main elements of a source. The

summary skill is both basic and complex, in that it is used in every part of the
research and writing process, although in different ways.
Writing Project #2 Textual Analysis
A single text analysis is a balance of your understanding of a sources information
and purpose, and your own position and purpose because of the source.
Writing Project #3 Argumentative Synthesis
A multiple text analysis is a personal critical positioning after considering
multiple sources on a centrally related topic. Again, the point is to establish your
own informed purpose using the sources for thought generation and citation.
Writing Project #4 Research Proposal & Annotated Bibliography
Methodology writing is basically tool-building for research writing; it is as much
a tool for learning as much as it is for building something from that learning.
Methodology writing is vital to effective and efficient research and writing.
Writing Project #5 Research Project & Notes
The research project is the culmination of the focused skill ladder for our course:
the demonstration of your learning, by your focus on sharing that learning. This
project is not an information dump, a binary argument, or an extended defense of
an already held position; it must be a representation of what, and how, you have
learned through the researching and writing processes.
All information in this syllabus is subject to change given the particular needs, directions
and circumstances of the class this semester.
UCWR Spring 2015 Calendar
WM UCWR Writing Manual
50 50 Essays Reader
SA On Sakai
Class choice means each student selects her/his own new essay from 50
Week 1 1/12, 14, 16
Monday:
Introduction: rhetoric, reading, writing, & thinking
Course/Instructor/Class community introduction
Writing exercise
HW:
Wednesday:

Read syllabus; develop 2 responses/questions

Introduction II
Textual summary introduction & discussion
Writing diagnostic

Reading & notation discussion

HW:

Friday:

Read & notate first chapter from 50 - Introduction for Students: Active
Reading, Critical Thinking, and the Writing Process
Bring notes to class
Free writing exercise
Reading & notation discussion
Critical reading roundtable
Summary discussion

HW:

Re-read Introduction for Students: Active Reading, Critical Thinking, and

the Writing Process (50)
Read Writing Project #1 assignment description on Sakai (SA)
THEN write a 1 page, 1 paragraph, & 1 sentence summary. Write 3
different summaries and bring 2 copies to class. This assignment is
Writing Project #1. Bring notes to class.

Week 2 1/19, 21, 23

Monday:
Martin Luther King Jr. Day No Classes
Wednesday:

Writing Project #1-Textual Summary draft due

Peer Workshop
Notation Workshop
Revision Prompt
HW:

Friday:

Revise WP#1
Print out & read Lanham Revising Prose on revision (SA)
Read Academic Inquiry pt 2 on summary (SA)
Read & notate The Ways We Lie (50)
Write 1 page critical response

WP#1 Revision Due

Revision discussion I
Thinking discussion-Critical Response Breakdown I
Critical reading roundtable
Textual analysis introduction (WP #2)
HW:

Read Academic Inquiry pt 1 on Analysis (SA)

Grammar exercise #1 prep (SA)
Read & notate A Womans Beauty: Put-Down or Power Source?
(50)
Write 1 page critical response
Revise WP #1 as necessary

Week 3 1/26, 28, 30

Monday:
Self-reflective exercise & discussion
Re-envision revision discussion
Critical reading roundtable
Writing exercise
Single text analysis discussion
Grammar #1
HW: Read Academic Inquiry pt 3 on synthesis versus summary (SA)
Read WP #2 assignment description (SA)
Read Holy Water (50)
Write 1 page critical response
Wednesday:

Revision revisited
WP #2 discussion
Presentation & exercise on claim-making & development (WP#2 prep)
Reading roundtable & discussion
Critical response roundtable & discussion
HW: Read WP #2 addendum description (SA)
Read Two Ways to Belong in America (50) & Notate
THEN write Writing Project #2 four-part claim on any of our critical
readings from to date & bring 2 copies

Friday:

Writing Project #2 Textual Analysis four-part claim due

Analysis pitfalls discussion
Peer workshop
Titling workshop
Critical response roundtable & discussion
HW: Read Serving in Florida (50) & Notate
Write 1 page critical response
Substantially revise Writing Project #2 claim and build project structure
without authorial interaction, bring 2 copies

Week 4 2/2, 4, 6
Monday:
WP #2 Textual Analysis revision due
Flash peer workshop
Authorial Interaction workshop Framing the Narrative
Writing Project #2 discussion
HW: Thorough peer criticism
Grammar #2 & 3 prep (SA)
Read Turkeys in the Kitchen (50)
Write a 1 page critical response

Wednesday:

WP #2 peer workshop
Grammar #2& 3
Revision self-reflection exercise & discussion
Synthesis exercise & discussion
Individual meetings as necessary
HW: Revise WP #2 to completion for grade
Read WP #3 assignment description (SA)
Read Notes of a Native Son (50)
Write a 1 page critical response
Grammar #4 prep (SA)

Friday:

WP #2 revision due
Grammar #4
Critical reading roundtable & discussion
Analysis & synthesis discussion

Week 5 2/9, 11, 13

Monday:
Presentation: Rejected
Writing exercise & discussion on self & synthesis
Presentation discussion
Individual meetings as necessary
HW: Write 1 page critical response to whole film of Rejected
The write 1 paragraph deep, interpretive response to a single scene
Read class choice essay (you choose a new essay from reader)
Wednesday:

Presentation: Rejected
Synthesis & claim exercise & discussion
Critical reading roundtable & discussion
Individual meetings as necessary
HW: Grammar #5 prep (SA)
Reread WP#3 assignment description (SA)
Create a claim for WP #3 and print it out

Friday:

WP #3 Claim for workshop due

Analysis/synthesis pitfalls discussion
Structural generation & Interaction workshop
Grammar #5
HW: Write Complete Writing Project #3 and bring 2 copies
Grammar #6 prep

Week 6 2/16, 18, 20

Monday:
Writing Project #3 Synthesis Due

Flash peer workshop on synthesis

Group workshop on revision
Grammar #6
HW: Read class choice essay
Full peer workshop for WP #3
Write 1 page critical response
Grammar #6 prep (SA)
Deep editing of peer work
Wednesday:

In-class reference librarian visit I

Full peer workshop
HW: Prioritized peer criticism
Read Writing Projects #4 & #5 descriptions (SA)
Grammar #7 prep (SA)
Substantially Revise Writing Project #3

Friday:

One-to-one peer workshops

Grammar #7
Higher level synthesis attention
Research project discussion & generation
Research discussion
HW: Revise WP #3
Grammar #8 prep (SA)

Week 7 2/23, 25, 27

Monday:
Flash peer workshop
Writing Projects #4 & #5 discussion
Writing project proposal discussion
Research methodology workshop, discussion (3-Level Research)
Grammar #8
HW: Read WP #4 Proposal (SA)
Write out 3 potential directions of interest for research paragraphs
Find 1 related source for each paragraph and bring to class
Wednesday:

Source evaluation workshop & discussion (primary/secondary)

Discussion on source types
Group work on informal interest directions
Proposal workshop & discussion
HW: Choose subject of interest for research proposal
Research and retrieve 2 new, better, specific sources to interest
Then write1-2 pages of WP #4 Proposal draft; Bring 2 copies

Friday:

Peer workshop
Source discussion
WP #4 pitfalls discussion
Research expectations discussion
HW: Substantially revise WP #4 for class return
Gather and notate 3 new sources for project

Week 8 3/2, 4, 6 Spring Break No Classes

Week 9 3/9, 11, 13
Monday:
WP #4 Proposal Draft Due (5 sources in Annotated Bibliography)
Library Research Session II; Class held in Information Commons 120
HW: Use library session to seek & interact with 4 new sources
Revise Annotated Bibliography and add the 4 new sources
THEN write formal Research Project Proposal-Writing Project #4 using 5
source annotated bibliography; bring 2 copies
Wednesday:

Full WP #4 Proposal & Annotated Bibliography due

Peer workshop
Research roundtable
Individual in-class consultations
HW: Seek and interact with 3 more sources
Re-read WP #5 assignment description (SA)
Read Writing Assessment Rubric (SA)

Friday:

Foundation strategy
Research project progress discussion
Writing & rubric exercise
HW: The HW is due Week 11, March 23 or 25 (if conferences extended)
Grammar #8 & #9 prep (SA)
Develop current sense of claim; bring 2 copies

Fully prepare for conferences by:

Write 3-5 pages self-evaluation of development as writer/thinker/student
Revise WP #4
Revise working annotated bibliography & notes
Continue thorough personal research on topic
Turn in ALL outstanding Writing Projects (Last chance)
Week 10 3/16, 18, 20

Monday:

No class for individual conferences. Bring all 3 parts!

Wednesday:

No class for individual conferences. Bring all 3 parts!

Friday:

No class for individual conferences. Bring all 3 parts!

Week 11 3/23, 25, 27

Monday:
*Conferences may be extended for no class. Email announcement will be
sent. Still do homework listed below*
Claim/progress exercise
Grammar #8 & #9
Level 2 research discussion
HW: Write exploratory draft (2-3 pages), bring 2 copies
Grammar prep #10 (SA)
Wednesday:

WP #5 Exploratory Draft due (2-3 pages)

Flash Peer Workshop (on claim and foundation only)
Methodology & progress discussion
Interviewing Workshop I - Prep
Grammar #10
Level 3 research discussion
HW: Continue Level 2/3 research
Prioritized peer workshop
Interview prep

Friday:

Interviewing Workshop II Process & Questions

Full Peer workshop
Research methodology & progress discussion
Research Note Workshop
HW: Continued research and draft development.
Build, revise, & rely on WP #5 (5-7 pages), bring 2 copies

Week 12 3/30, 4/1, 3

Monday:
Writing Project #5 Official Research Project due (3-4 pages)
Self-reflective exercise
Flash peer workshop (branching into areas)
Level 3 research progress consideration
Individual meetings as necessary
Wednesday:

Peer workshop
WP #5 pitfalls discussion
HW:

Build WP #5 to 4-5 pages

Friday:

Easter Break No Classes

Week 13 4/6, 8, 10
Monday:
Easter Break No Classes
Wednesday:

Writing Project #5 Draft 2 due (4-5 pages)

Flash peer workshop
HW: Level 3 research
Deep peer workshop

Friday:

Peer workshop
Level 3 research discussion
Progress/countdown discussion

Week 14 4/13, 15, 17

Monday:
WP #5 Draft 3 due (6-8 pages)
Flash peer workshop
Development discussion
(Possible evaluations)
Wednesday:

Peer workshop
Development discussion
Self-reflection discussion
(Possible evaluations)
HW: Revise WP#5 & bring a copy for editing

Friday:

WP #5 Draft 4 due (7-9 pages)

Peer workshop
Development discussion

Week 15 4/20, 22, 24

Monday:
Final peer workshop Surface Editing
Next directions for research
WP #5 specifics for final submission and grading
Wednesday:

Group surface copy editing & tweaking

Refreshments day
Class Critique

Friday:

Writing Project #5 due- Research Projects& Notes(*) due in class

In class final self-reflection writing exercise & diagnostic comparison