Texas A&M University – Texarkana

English 340: Advanced Expository Writing

Course Syllabus
Summer 2019

Instructor: Dr. Joseph Burzynski

Email Address: jburzynski@tamut.edu
Office Phone: 903.223.3038
Office Location: UC 321
Office Hours: Virtually by email.

CONTACTING ME
Because this course is web-based, contact with me is limited. Email is the best way to reach
me, as these messages also go directly to my cell phone. Please DO NOT use the Blackboard
messaging system to contact me, as messages may get lost or you may receive a delayed
response. While I check my email frequently, I am not attached to it, so please be patient –
especially during the evenings and weekends. If you do not receive a response from me
within 48 hours, you may assume I did not receive your email and you should try again. A
response from me is the only guarantee that I received your original email.

COURSE NUMBER: ENG 340

CREDITS: 3 SCH

COURSE TITLE: Advanced Expository Writing

COURSE DESCRIPTION
This course advances individual writing ability by focusing upon analytical and rhetorical
strategies through various exercises and the production of compositions.

PREREQUISITES
ENGL 1301 and ENGL 1302 or transferrable equivalents with an earned grade of C or better.

A&M-TEXARKANA EMAIL ADDRESS

Upon application to Texas A&M University-Texarkana an individual will be assigned an A&M-
Texarkana email account. This email account will be used to deliver official university
correspondence. Each individual is responsible for information sent and received via the
university email account and is expected to check the official A&M-Texarkana email account on
a frequent and consistent basis. Faculty and students are required to utilize the university email
account when communicating about coursework.

TECHNICAL REQUIREMENTS
The following are the minimum computer requirements for online learning:
 A computer capable of handling streaming video. A mid-range multi-core CPU should be
adequate.
 A sound card.
 A high speed internet connection preferably directly connected to the computer via a
hard-wired Ethernet connection rather than wirelessly connected.
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  Virus and adware protection software.
 Microsoft Word, minimum version 2007 or above.
 Mozilla Firefox browser available free.
 The most recent versions of Java, Flash, QuickTime, Adobe Reader, and Shockwave.
You can check this in the Firefox browser by visiting: Firefox Plugin Check Tool
Please note: some instructors may require the use of a headset with microphone and/or a
webcam. If so, the cost of these items is not included in your course fees and will need to be
acquired at your own expense.
Blackboard Mobile for iOS and Android Devices
Android and iOS devices are currently supported using the Blackboard Mobile App, available for
free from your App Store or scan the code below:

The Blackboard Mobile App provides limited access to courses, including the ability to read and
contribute to discussions, check grades and announcements, access content, read and comment
on blogs, reflect in journals, link to your personal Dropbox, and receive push notifications when
courses are updated. Limited course features may also be available via your mobile device's
browser; however, your mobile device does not replace your personal computer and should not
be used as a substitute for one. High stakes assignments, tests, etc. should be completed on your
personal computer, and not on your mobile device.

INSTRUCTOR EXPECTATIONS
You are about to embark on an advanced writing course facilitated through the university’s
Learning Management System, called Blackboard. Because you have elected to take this course
online, I assume that you understand how to operate the features of Blackboard and that you
have the technical aptitude and equipment necessary to maximize your potential for succeeding
in this course. To navigate this class properly, you should know how to:
 Email me from your TAMUT ACE email account;
 Access ALL features of Blackboard (CAUTION: mobile devices and tablets do not
provide you with 100% access to all features of a class, such as the ability to upload
assignments);
 Download and view PDF documents/handouts/assignment sheets (Adobe Acrobat reader
may be required);
 Download and view PowerPoint presentations and videos;
 Save your writing assignments in .doc, .docx, and/or .rtf file formats (these file types are
compatible with Blackboard and with Microsoft Word, allowing me to provide feedback
and respond appropriately to your assignments);

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  Upload assignments (composed in Word or another word processing program) as
attachments into the appropriate assignment area in Blackboard (NOTE: you will never
email me an assignment);
 Check feedback on your assignments and monitor your grades;
 Create threads, post responses, and reply to the posts of other students/the instructor via
the course discussion board; and
 Navigate common features of Microsoft Word, including the ability to change font styles,
colors, sizes, insert headers/page numbers, modify paragraph spacing and page margins,
and utilize your Spell Checker and Word Count features.

My role is to guide you through the outcomes of this course so you may be a more
knowledgeable and skillful academic writer, not to hold your hand when it comes to the technical
stuff. However, if you experience any technical issues along the way, you need to notify me
immediately. Do not miss deadlines and then tell me you were having technical issues; these are
not acceptable excuses for delayed or missed assignments or deadlines.

STUDENT TECHNICAL SUPPORT

Solutions to common problems and FAQ’s for your web-enhanced and online courses are found
on the Online Student Training page on our website.

If you cannot find your resolution there, you can submit a support request by contacting the IT
HelpDesk:
Email: helpdesk@tamut.edu
Phone: 903-334-6603

Submit a Support Request Ticket

Additional student help for Blackboard can be found here:

Blackboard Help for Students

COURSE OBJECTIVES
1. Explore considerations of audience and purpose for writing.
2. Present strategies for effective illustration of points.
3. Investigate techniques for developing a distinctive writing voice.
4. Discuss approaches for constructing effective sentences, paragraphs, and compositions.
5. Share and implement principles for editing and proofreading written works to increase
clarity and brevity.

STUDENT LEARNER OUTCOMES

By the end of this course, students who successfully complete English 340 will be able to

1. Apply rhetorical analysis to assess and respond to rhetorical situations (purpose,

audience, context, genre, and mode) as demonstrated by successful completion of eight
written products (in accordance with individual assignment rubrics).
2. Identify the ways in which expository writing and informative genres differ from other
purposes and genres of writing as demonstrated by a grade of C or better on the final
essay.

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 3. Analyze, synthesize, and evaluate collected information about an issue under debate
within the students’ major fields of study or a contemporary concern in their
current/intended professional fields by writing two short analytical essays, an annotated
bibliography, and a longer expository (inquiry-based) essay.
4. Apply (a) knowledge from secondary sources and (b) data gathered through primary
collection to practical problems.
5. Apply a process-based approach to planning, researching, crafting, and revising an
effective inquiry-based expository essay (using the scholarly article model) by creating
and submitting a research proposal, annotated bibliography, rough draft, and final
product.
6. Demonstrate rhetorical flexibility through the production of a multigenre project to
include (1) the inquiry-based expository essay, (2) an Author’s Statement, and (3) a
corresponding research poster, photo essay, or collage.
7. Evaluate and respond to the written work of other writers through analyses of published
texts and participation in peer review sessions throughout the semester.
8. Evaluate individual writing improvement throughout the semester as demonstrated by
completion of a reflective Final Progress Statement.

COURSE DELIVERY METHOD

Online.

COURSE REQUIREMENTS
This course features numerous readings, peer-review session, individual writing conference, and
several writing activities. All assignments must be submitted by their assigned date on the
syllabus, including completion of the final essay exam.

METHODS OF EVALUATION
Requirements for all assignments:
 FORMATTING & STYLE: All papers should by typed, double-spaced using the
document and reference formatting and style guidelines for either MLA or APA. The
style required is indicated on the individual assignment prompts.

 SAFEASSIGN: When you submit a writing assignment for this course through
Blackboard, you are also submitting it into the university’s plagiarism-detection program.
You will have access to all of your originality reports, so you can see what I will see
when I view them. By submitting your assignments for this class, you are verifying the
work submitted does not violate the university’s Academic Integrity policy (see
Academic Integrity under COURSE POLICIES and/or the University catalog for more
information).

ASSIGNMENTS

I. Discussion Board (8 @ 15 points each) = 120 points

Students will be required to post to the Discussion Board. Individual Forum assignments are
listed in the Weekly Modules. This is credit/no credit. If you complete a post, you get credit, if
you do not (or put in only a sentence or two worth of effort), you do not get credit.

II. News Article Analyses (2 @ 50 points each) = 100 points

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Students will be required to complete analyses of two news articles. The first analysis will be on
an article of the instructor’s choosing, and the second analysis will be on an article of the
student’s choosing (with instructor approval). Individual assignment prompts will be distributed
for each. Each analysis should be at least 500 words and address the author’s or authors’
purpose(s), audience, rhetorical appeals, modes & media, genre conventions, style, design, and
sources. Students should not present their analyses in a list or question-and-answer format but as
a short, expository essay demonstrative of critical, coherent thought. Analyses should be typed,
double-spaced, and adhere to MLA formatting guidelines.

III. Peer-Reviewed Journal Article Analyses (2 @ 100 points each) = 200 points
Students will be required to complete analyses of two peer-reviewed journal articles. The first
analysis will be on an article of the instructor’s choosing, and the second analysis will be on an
article of the student’s choosing (with instructor approval). Individual assignment prompts will
be distributed for each. Each analysis should be at least 800 words and address the author’s or
authors’ purpose(s), audience, rhetorical appeals, modes & media, genre conventions, style,
design, and sources. Students should not present their analyses in a list or question-and-answer
format but as an expository essay demonstrative of critical, coherent thought. Analyses should be
typed, double-spaced, and adhere to APA formatting guidelines.

**************************

NOTE: The next assignments (items IV, V, and VI) all occur as parts of the course’s multigenre
project on a topic of the student’s choosing. Students should choose to investigate or explore an
issue under debate within their major fields of study or a contemporary concern in their
current/intended professional fields. Students are encouraged to use News Article Analysis 2 and
Journal Article Analysis 2 as opportunities to explore these possible issues prior to determining
the topic of their multigenre project. The multigenre project also includes the collection of
primary data (via interview) as one of the required research sources.

**************************

IV. Research Proposal = 50 points

Students will be required to submit a research proposal outlining the intended focus of their
multigenre project. The research proposal should be typed, double-spaced, and formatted
according to guidelines required. Proposals should include (1) a description of the issue selected,
(2) the student’s motivation for selecting the issue, (3) a set of preliminary research questions
guiding the student’s research, (4) a research plan for where the student will locate primary
and/or secondary source material (including specific library databases), and (5) a list of 3-5
keyword search terms.

V. Annotated Bibliography = 150 points

Students will create an Annotated Bibliography documenting research for their multigenre
project. The Annotated Bibliography should incorporate a minimum of ten (10) sources to
include peer-reviewed articles, books, other scholarly works, or relevant and credible popular
media. Each entry should contain a minimum of 150 words. All sources should be documented
using APA format. A separate prompt and sample Annotated Bibliography will be distributed
during the semester.

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VI. Multigenre Project = 600 points
For the bulk of the semester, students will spend their time researching (collected from primary
and secondary sources) and constructing small projects about the issue presented in the Research
Proposal. This multigenre project includes four components (including a presentation). Each of
the individual project components is listed and described separately below.

1. Scholarly Article = 400 points (Draft, Final)

Using their research questions as their guide, students will collect, evaluate, and
synthesize information (gathered from primary and secondary sources) on the issue they
have selected. Secondary source material should be gathered from relevant, credible
sources including library databases, media agencies, or government/organizational data.
To contribute new and meaningful data to their inquiries, students will also gather
primary research data by conducting an interview (face-to-face, email, or phone) with a
credible expert in a field relevant to their issue (see Expert Interview below). We will
review appropriate and ethical interview procedures and limitations during one course
module. Students will then write an expository essay following the conventions of the
scholarly article genre of no fewer than 1,500 words (not including title page, abstract,
References page, and any appendices) in APA format. A detailed prompt will be
distributed during the semester. Included within the points for this assignment are (1)
completion of a rough draft, (2) participation in a peer response session, and (3)
participation in an individual writing conference (by phone) with the instructor.

2. Presentation Remix = 100 points

As the second component to the Multigenre project, students will be required to remix
information from their scholarly articles for new purposes by composing with a
presentation software (e.g., Prezi, Powerpoint, or some other suitable software). Students
will be required to consider their purpose, audience, design, mode, medium, style, and
conventions for each of these and, ultimately, choose and complete one of the three.

3. Author’s/Artist’s Statement = 100 points

As the third component to the Multigenre project and as a complement to component
two, students will complete an Author’s or Artist’s Statement addressing the purpose,
inspiration, and intended effect(s) of their photo essays, collages, or research posters.

VII. Final Progress Statement and Essay = 150 points

Students will submit an expository essay identifying the ways in which expository writing and
informative genres differ from other purposes and genres of writing. Further, students will
prepare a progress statement explaining what writing improvements have been made throughout
the semester using evidence from assignments as comparisons. The essay will be a timed
assignment in Blackboard and students will have 2 ½ hours to write and submit this final
assignment.

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SUMMARY OF ASSIGNMENTS
 Discussion Board 120
 News Article Analysis 1 50
 News Article Analysis 2 50
 Journal Article Analysis 1 100
 Journal Article Analysis 2 100
 Research Proposal 50
 Annotated Bibliography 150
 Expository Essay/Scholarly Article-Draft 50
 Expository Essay/Scholarly Article-Final 350
 Photo Essay, Collage, or Poster 100
 Author’s Statement 100
 Final Progress Statement and Essay 150

Total Points Available: 1370

GRADING SCALE
1370-1233 accumulated points (90-100%) = A
1232-1096 accumulated points (80-89%) = B
1095-959 accumulated points (70-79%) = C
958-822 accumulated points (60-69%) = D
Fewer than 821 accumulated points (0-59%) = F

COURSE POLICIES & STUDENT RESOURCES

COURSE SETUP and ASSIGNMENT DEADLINES

This online course will be setup in Blackboard using weekly modules that run Monday-Sunday.
Generally, assignments are due by 11:59pm on Sunday of that module. Any assignment due
on a day other than Sunday will be clearly marked as such. You can locate an assignment’s due
date in two different locations: in the weekly module description and through the assignment
functionality when you view/submit the assignment. I strongly recommend that you open each
module on Monday to review its contents and due dates; do not wait until Friday or Saturday to
see what is due for the week.

CLASS PARTICIPATION & NETIQUETTE

Students are responsible for beginning their participation on the first class day by logging on
and completing assignments according to the learning modules. Failure to submit online
assignments between the first day of classes and the University census date (according to the
University schedule) will result in an administrative drop from the course. In alignment with the
university’s policies on student conduct (see the University catalog), students are expected to
communicate with each other and the instructor in a way that demonstrates mutual respect and
civility. Hate speech, inflammatory language (insults, name calling), cyberbullying, or other
potentially offensive language is prohibited. In short, be constructive not destructive.

Students with federal loans and/or grants, please note:

Students who have federal loans and grants must be aware that participation is monitored in
online courses. In the event a student withdraws from a course, the student will be required to
refund all federal funds prorated from the last date of participation. A student’s last access to
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Blackboard would not suffice as participation. The required weekly activity could include a
comment to a blog, a discussion board posting, a journal entry, a quiz or exam, a submitted
assignment, or other measurable and tracked activity.

LATE WORK
I do not accept late work. If you anticipate difficulties in meeting assignment deadlines, I
encourage you to contact me (Remember: do NOT use the messaging feature in Blackboard;
email anytime or call/visit me during office hours).

COURSE FEEDBACK & COMMUNICATION

Ensuring you receive timely, substitutive feedback from me throughout this course is important
to me. As stated previously in this syllabus (barring any unforeseen circumstances, university
closures, or holidays), I return student emails and voicemails within 48 hours of their receipt –
oftentimes sooner. You also have the opportunity to ask questions and receive immediate
feedback during the bimonthly Open Call sessions (see Learner Engagement below for more
details). During class activities that involve discussion board forum postings, I often weigh in
throughout the week leading up to the Sunday due date for that particular module (usually on
Thursdays or Fridays). I will also provide additional feedback to discussion forum postings and
other course activities during the Open Call session subsequent to that activity. Please note: due
to student privacy restrictions imposed by FERPA, I am unable to answer any grade-specific
questions through the Open Call sessions or Discussion Board forums. (You can read more about
FERPA on our university website - http://www.tamut.edu/Admissions/Enrollment-
Services/Registrar/FERPA.html). If you have a question about your grades or course progress,
I encourage you to email or call me so we can set up a time to discuss your concerns. Finally, I
also provide timely feedback on your individual assignments. The feedback I provide not only
outlines strengths and areas of improvement on the particular assignment but also addresses
opportunities for improvement applicable to future assignments in the course or to academic
writing in general. In most cases, you receive feedback from me prior to the next substantial
piece of writing (see Monitoring Your Learning Progress below).

MONITORING YOUR LEARNING PROGRESS

As writing is an inherently individual process, you will all grow as writers at a different pace,
making changes throughout the weeks we have together. In order to maximize your learning and
writing potential, I encourage you to take advantage of the course handouts, videos, and web
links provided to you throughout the course. On all written work, you should expect to receive
feedback from me that includes a combination of three approaches: line-item suggestions using
the Track Changes function in Word, holistic feedback provided by the Comments features and
end notes you receive from me, and a formal assessed rubric outlining the points achieved in
each of the evaluated areas. The feedback I provide not only outlines strengths and areas of
improvement on the particular assignment but also addresses opportunities for improvement
applicable to future assignments in the course or to academic writing in general. In most cases,
you receive feedback from me prior to the next substantial piece of writing. For example, after
completing news article analysis I, you receive feedback from me prior to submitting news
article analysis II. Likewise, I expect that you will take my feedback into consideration when
completing subsequent assignments. This course does not permit for revise-and-resubmit work
on individual assignments; rather, I look for demonstrative writing progress as we move from
benchmark assignments (News Article Analysis & Peer-Reviewed Journal Article Analyses) to
advanced assignments (Research Proposal & Annotated Bibliography) to the course’s signature
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work (Scholarly Article). During the development of your scholarly article, you will receive
feedback on your draft by me. This will allow you several opportunities to gather reader
feedback on your article prior to final submission. If you want the opportunity to receive
feedback on drafts of other work, I encourage you to work with a writing tutor in the Success
Center or email me with specific questions or guidance on assignments.

LEARNER ENGAGEMENT
While you always have the opportunity to reach out to me by email or by phone, throughout this
course, you will have structured opportunities to interact with me and with your peers; such
interactions are vital to your overall mastery of course content, aid you with resources to improve
your own writing, and provide you with a captivated audience for sharing your ideas and your
writing. This engagement takes the place of what normally occurs during the face-to-face
classroom interactions. In this class, peer-to-peer engagement takes place in the following ways:
 Discussion board elements are embedded within several early modules. These forums
allow you to share your findings with your classmates, affirm your understanding of the
module goals, and generate new ideas.
 Optional Instructor Phone Conference takes place during the drafting stage of your
scholarly article. During a four-day period, you may schedule a phone conference with
me to discuss progress and feedback to your article rough draft. You can also receive
additional written feedback from me in hardcopy for you to take into consideration as you
draft your final scholarly article for submission. You also have the opportunity to ask
additional questions about your progress in the course or the course itself.

MILITARY PERSONNEL AND VETERANS:

Thank you for serving our country. I recognize the complexities that may occur when you are an
active military student or student veteran. If you want to self-disclose your prior or current
military status with me, please feel comfortable doing so. Know that I will never discuss nor ask
you to disclose this information with others (including your fellow students). If you have
temporary or permanent physical or mental health concerns that may warrant reasonable
accommodations, please speak with Mr. Carl Greig (CGreig@TAMUT.edu) in the Student Life
office. You may also discuss these concerns with me privately – although you are not obligated
to do so. Drill schedules, activation for active duty, complications with education benefits
disbursements, VA appointments, and other unforeseen military or veteran-related developments
can complicate your academic life. If you make me aware of any complications, I will do
everything I can to assist you in resolving the matter and/or putting you in touch with the official
university personnel who can help. Recommended resources include the Manager of our
Veterans Services Center (UC 258), Mr. Robert Hernandez (903.334.6602,
RHernandez@TAMUT.edu), Counseling Services (903.223.3186), and your Student Veterans
Association chapter officers (TAMUT.SVA@gmail.com).

ACADEMIC INTEGRITY
Academic honesty is expected of students enrolled in this course. Cheating on examinations,
unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of
materials from any source constitute academic dishonesty will be grounds for a grade of “F” in
the course and/or disciplinary actions. For additional information, see the university catalog.

Academic Integrity Addendum: All work you submit for this course must be original work
completed for this course during this semester. If you are repeating this class, you must
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construct new and original work for your assignments, even if the assignments are similar or the
same from previous semesters. Submitting work that you’ve completed previously is unethical
and unfair to other students in the course.

ACCOMMODATIONS – DISABILITY ACCOMMODATIONS

Students with disabilities may request reasonable accommodations through the A&M-Texarkana
Disability Services Office by calling 903-223-3062.

This course uses only the technologies embedded within our university’s learning management
system (LMS), Blackboard. A&M-Texarkana is committed to making its courses accessible to
all users. Students with disabilities who require additional information on resource accessibility
can find that information in the course site under the “Support” tab in the folder marked
“Disability Services.” Any questions concerning accessibility can be directed to the course
instructor or to the Disability Services Office (903.223.3062).

DROP POLICY
To drop this course after the census date, a student must complete a Drop/Withdrawal Request
Form, located on the University Registrar’s webpage or obtained in the Registrar’s Office. The
student must submit the signed and completed form to the instructor of each course indicated on
the form to be dropped for his/her signature. The signature is not an “approval” to drop, but
rather confirmation that the student has discussed the drop/withdrawal with the faculty member.
The form must be submitted to the Registrar’s office for processing in person, email
Registrar@tamut.edu, mail (7101 University Ave., Texarkana, TX 75503) or fax (903-223-
3140). Drop/withdraw forms missing any of the required information will not be accepted by the
Registrar’s Office for processing. It is the student’s responsibility to ensure that the form is
completed properly before submission. If a student stops participating in class (attending and
submitting assignments) but does not complete and submit the drop/withdrawal form, a final
grade based on work completed as outlined in the syllabus will be assigned.

Weekly course modules are posted on Blackboard.

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