Writing 3 Syllabus (2017)

Week	Step	Discussion Topic	Worksheets Due	Writing Due	Grammar Discussion
Week 1 8/24	1.	Understanding the thesis-driven paper			The Sentence & 8 Parts of Speech
	2.	Identify possible subjects
	3.	Read general sources
	4.	Narrow the subject
	5.	Select your topic
	6.	Form leading research questions
Week 2 8/31	7.	Formulate working thesis	r Narrowing Your Topic r Surveying Your Topic	r Narrow your topic ideas to 2 options with 4 leading questions for each.	Types of Sentences
	8.	Make research plan
	9.	Write proposal
	10.	Brainstorm/Cluster/Free-write
Week 3 9/7	11.	Find sources (print & electronic)	r CL:  Evaluating Your Own Topic	r Interest Paper	Phrases, Pt. 1
	12.	Evaluate sources
	13.	Prepare working bibliography
Week 4 9/14	14.	Research & take notes	r Evaluating Sources r Evaluating Online Sources r Practice Creating Note Cards r Practice Creating Bibliography Cards	r Research Proposal	Phrases, Pt. 2
	15.	Paraphrase, summarize, quote sources
	16.	Organize information
	17.	Make a running/ informal outline
Week 5 9/21	18.	Develop detailed outline	r CL:  Evaluating Your Own Note Cards r Writing Your Own Thesis Statement r Evaluating Sample Thesis Statements	r Informal outline	Clauses, Pt. 1
	19.	Write first draft #1
Week 6 9/28	20.	Prepare works cited in MLA style	r Creating an Outline r Evaluating a Sample Outline r Evaluating Sample Introductions r Evaluating Sample Approaches	r Detailed outline	Clauses, Pt. 2
	21.	First draft of presentation plan
Week 7 10/5	22.	Peer edit		r Rough Draft #1	Coordination and Subordination
Week 8 10/12	23.	Revise rough draft #1	r CL:  Evaluating and Editing Your Own Paper	r Works Cited draft #1 r Peer Edit	Parallel Structure
Week 9 10/26	24.	Finalize presentation plans	r Evaluating Your Draft	r Initial Presentation plan	Agreement:  Subject/Verb
	25.	Prepare visuals for presentation
	26.	Rough Draft #2
Week 10 11/2	27.	Finalize works cited page	TBD	r Rough Draft #2 r Final presentation plan;	Agreement:  Noun/Pronoun
Week 11 11/9	28.	Proofread	TBD	r Works cited draft #2	Punctuation & Capitalization
Week 12 11/16		Proofread	TBD	r Rough Draft #3 (opt)	Sentence Combining
Week 13, 14, 15 11/30, 12/7, 12/14	29.	Presentation		r Presentations r Final Draft	Sentence Combining
	30.	Final Draft

* Most of the worksheets are from the Glencoe/McGraw Hill book, Research Paper and Report Writing Grades 9 – 12 (http://www.glencoe.com/sites/common_assets/workbooks/language_arts/rprw/912rprw.pdf).  These will be designated by the page number on the worksheet.

Writing 3 Classroom Policies (2017)

Classroom Policies

Classroom Conduct

·         As we explore the various aspects of writing, we’ll engage in whole-class and small group discussions.  Be polite and respectful of each other’s time and comments.

·         We only meet once a week and need to make the most of our time.  Come to class prepared and with the appropriate materials (books, notebook, pens, etc.).  Avoid unrelated and unnecessary conversations and activities that will distract us from learning.  Turn off ALL electronic devices.  (They may be confiscated until the end of the CHAT school day.)

Communication

·         Weekly updates that include the material covered and upcoming assignments will be sent to the e-mail addresses that parents submitted when registering for the class.  I will also collect e-mail addresses from students.  I prefer to communicate via e-mail, but can be reached on my cell phone if the concern is urgent.  (507/581-0270)

·         I’m using two more on-line resources in addition to the e-mails: a blog and a document storage site, Dropbox.  Here’s how they will work:

–  Writing 3 – www.chatwriting3.blogspot.com.  The blog entries will contain the same information from the e-mail updates.  I’m hoping these entries will serve as a consolidation and reference for our weekly lessons for the semester.  Hopefully we can avoid forgotten assignments or missing e-mails.

–  Google Drive –Most of the handouts will be available on a shared folder in Google Drive either as Word documents or PDF files.  Parents and students will receive an e-mail and be invited to view the “Writing 3” folder.  These documents can be downloaded and printed from home computers.

–  MyGradeBook – www.mygradebook.com. This is an online grade book on which I will enter the grades and scores for completed assignments.  Parents and students can log in to check progress.  Note:  Scores may not be immediately added to the website; feel free to contact me for any questions.

–  Note:  I prefer to receive assignments as attachments to e-mails or shared as a Google document.

Grading

·         This class is concerned with both the process of writing a research paper and the resulting final product.  The assignments are incremental steps of the process and should be handed in on-time.  These assignments can be handed in at class time (Thursday afternoon) or by midnight on the following Sunday and not be considered late.  Late assignments will not only receive a reduced score, but could hinder the student’s progress.

·         We will do some in-class grammar and vocabulary work and some outside homework will be given.

·         Accumulating points is the NOT an important aspect of this class.  My goal is that students grow as learners and writers; this is not always reflected in classroom points.  However, points are a helpful indicator of diligence, improvement, and, to some extent, quality.

·         Points will be given for the following activities:

– Participation – 5 pt. /day.  This includes good attitudes, helpful comments in the discussions, respect of others, Quick Writes, and College Essays.

– Assigned steps of the process – 5 to 10 pt., depending on the assignment with a reduction in points for late work.

– Final paper & presentation – 200 points divided into the following categories:  Format, Mechanics, Organization, Content, Thesis/Position, and Presentation.

– The students have been given a Rubric (scoring guide) for the research paper.

·         The students have packets of weekly handouts explaining the various steps in writing a research paper.  Occasionally they will need to do more reading in their handbooks or online.

·         Writing a research paper is an involved process to which each student will respond according to his/her personality and learning style.  I’m aware that analytical thinkers will love the step by step process and global thinkers will find it more challenging.  An important goal of this class is that students would become more aware of themselves as learners, researchers and writers.  This self-awareness will help them immensely in further areas of study.