University of California, Santa Barbara

Writing 2 Spring Quarter, 2018

T/R 1-2:50 (47571) HSSB 1207
T/R 3-4:50 (47589) HSSB 1207
Mark Scamahorn
CONTACT INFORMATION:
Email: mscamahorn@writing.ucsb.edu (this is the best place/way to reach me)
Office Hours/Location: South Hall (SH) 1401 12-12:45 p.m. T/R

**A Note About Dropping: If you choose to drop this course after the deadline (please check
dates posted on Gold), you will need to file a Late Drop Petition through the College of Letters
and Sciences Advising Office (first floor, Cheadle Hall) which will be reviewed by the Dean of
Undergraduate Studies (also, please chat with me if you are thinking of dropping; maybe I
can help/offer something)

PREREQUISITES: AWPE placement in Writing 2 or (successful!) completion of Writing 1

REQUIRED MATERIALS (Both concrete and abstract!):

Writing 2 Course Reader, available at SBprinters in the UCen; purchase this asap!
Starting Lines (This is a collection of student writing from W1 and W2)
A Pocket Style Manual, 7th edition, Hacker
Portable Dictionary of your choice (why not download a dictionary onto your device?)
Notebook for in-class notes
Notebook for Journals
Folder with pockets (something sturdy in which to hold all of your writing/drafts)
Access to a computer with internet access (i.e. Gauchospace, etc.)
Your brain, a desire to expand and challenge it, and a positive attitude!!

“The unexamined life is not worth living” (Socrates) or What Is This Class?!
Formally speaking, Writing 2 is your introduction, initiation into Academic Writing in the
University. To cite from the Writing Program website (which you should visit, and not just for
course descriptions!), by the time you successfully complete this course, you “will have
developed critical writing, reading, and analysis strategies” that you can employ in upper
division classes (and, I think, beyond [which we will get into more shortly]). By the time you
successfully complete this course, there is much you will have cultivated. For example, your
final portfolio of collected writing will demonstrate:
*The ability to analyze concepts and conventions of genres within (and beyond/outside of)
academic university disciplines
*The skill to apply/recognize rhetorical concerns/strategies
*Conceptualization, understanding usage of rhetorical strategies including ethos, pathos, logos,
angle of vision, etc.
*Your understanding that writing is a process of revision
*Your ability to problematize in order to develop/explore questions in relevant academic
contexts
*The ability to locate, evaluate, and incorporate a variety of sources to explore questions
*The ability to engage evidence from sources to develop ideas
*Meaningful use of MLA citation (and other when needed), including the ability to strategically
employ summary, paraphrase, and direct quote
*Understanding conventions of grammar, mechanics, syntax, style, diction in academic contexts
*Ability to apply conventions to academic contexts

And you will also…

*Have the recognition and understanding that writing and thinking are connected
*Develop the habit of wallowing in complexity, as that is at the core of analysis/critical thinking
*Integrate the definition and politics of rhetoric and its application
*Cultivate the understanding that reading is an active/interactive experience
*Develop the understanding and application of metacognition
*Recognize the importance of LOCATION, LOCATION, LOCATION
*Understand that a grade is a report of what you earn and not something your professor gives

And finally (sort of [there’s always more…])

*Recognize that what we are doing is trying to figure out who we are, how we get around, how
we understand each other. At the core is the destination of meaning and ourselves. Let’s use this
valuable opportunity here at UCSB to explore all of the above and see where this takes us!

HOW DO WE GET THERE?

Over the ten weeks/quarter, we will be doing four kinds of writing:

Writing Projects (WPs) which will be 4-6 pages. Each of the three WPs will take about three
weeks from drafts/revisions (which I will collect/comment on) to your final, best, polished,
submission. Each WP will earn up to 8 points. You will submit two of the WPs for your final
course portfolio, worth 16 points.

Feedback from me will, of course, come in the form of the comments I make on your writing,
addressing the sentence level, organizational, and substantive aspects of what you are working
on, in relation to the higher level concerns at the various points in your writing. That is, the fine
tuning (spelling/sentence level concerns) will be coming toward the end of your process. What
you are working toward with my assistance, along with your fellow classmate’s assistance (we
will have Reader Reviews during which your classmates will offer insight into your current
project, and for which you will be expected to bring your in-progress writing) is the best possible
final draft you can generate. Always look forward to this as your opportunity to show off-- to
present the highest level work you can offer. This is a practice that should transcend beyond this
class and into your other academic classes/experiences, as well as your future professional
opportunities.

Project Builders (PBs), which will be in the neighborhood of two pages each, (each PB is worth
4 points) are shorter projects that address elements of your larger WP. You will work on these
over the three week as well, with feedback from me (and your classmates! Yes, your classmates
are valuable resources!)
Journals/Reflective Writing: At the start of each class, I will write a topic on the board and give
you time to respond/reflect. Sometimes I will give you take-home Journals as well. The goal is to
help you with your thinking/analysis through spontaneous wallowing. I know it sounds painful,
but it’s not! Each Journal should be around a page or so (since a number of these will be in class,
you can write them by hand and type them up later [or just write neatly!]), and I will collect them
toward the end of the quarter; they will be worth up to four points.

Final Course Portfolio This is an opportunity to present/show off your most polished final
drafts of two of the three WPs for a possible 16 points. These will be due at the end of the
quarter.

And, since we are talking about points, have a look at the Grades:

Brief Bio (assigned on day one)= 1 point

Journals = 8 points possible
PBs= 4 points possible each x3=12 total
WPs=8 points each x 3= 24 points possible
Final Portfolio= (two polished WPs at 16 points each)= 32 points total
Total points=77

Therefore:

The grading scale should look like this:

A=77 points
----67.5----
B=58 points
----48.5----
C=39 points
-----29.5----
D=20 points
----10.5----
F=5.75 and below

Regarding attendance, participation and your outcome…

Since regular attendance and participation is expected and is part of the course, you will not earn
additional points for these required practices. However, you can lose up to four points by
regularly arriving late/leaving early, not participating in class discussion/reader review, not being
present in class (that is, merely occupying your seat without actively listening, taking notes, etc.,
does not account for being present; you must actually be here!), and disruptive chatter. You
should also recognize that use of your cell phone/gadget/device is not allowed and will also
negatively impact your outcome. You should not miss more than three classes; after that, you
will immediately lose four points. Five or more absences means you are not able to pass the class
and should withdraw and consider taking the class another term.
NO LATE WORK WILL BE ACCEPTED! If there is something in your life that interferes with
your ability to meet an assignment deadline, please contact me ahead of time! I am here to help
you succeed. If you are absent the day an assignment is due, you should send the assignment to
me via email by or before the due date/time; however, you must provide me with a hard copy by
the next class or the offer is void!

PLAGIARISM AND ACADEMIC INTEGRITY:

Plagiarism occurs when a writer deliberately presents another’s words/ideas as their own,
without acknowledging their source. Should this occur, the most likely outcome is a failing grade
for the assignment. Additionally, your case may be forwarded to the university for additional
disciplinary action. Further, academic integrity is expected from all students. That is, fraud,
misrepresentation, lying--intentionally making untrue statements or deception--is not tolerated,
nor is providing an excuse for an absence, tardiness, or late assignment with the intent to deceive
the instructor, staff, or university.

Regarding the Public Nature of Writing…

A core rhetorical aspect of academic writing (and in many instances beyond) is the
acknowledgement of audience. In this regard, you should also consider your writing that which
targets an audience, or “public.” To this extent, there will be occasions where I would like to
share examples of student writing in class that demonstrate exceptional moments of rhetoric. If
this opportunity is something you do not wish to be part of, please let me know (via email/on
your paper, etc.).

RESOURCES…

Writing/Learning Support

My role is to help you succeed in this course, and you can do so by regularly communicating
with me (communication is at the core of any successful relationship!). Please come to my office
hours, email me, chat with me after class, and ask question during class. Remember as well that
your classmates are valuable resources, so I would suggest that you trade contact information
with them at some point as well (that doesn’t mean you have to be best friends or trade credit
card info!). Also, importantly, you have support through CLAS (clas.ucsb.edu/893-3269), which
provides tutoring assistance for your writing.

Additionally, Students Requiring Support for Disabilities are provided for students with
documented disabilities that affect their work for this (or any other) class. Please contact DSPS
(dsp.sa.ucsb.edu) and follow up with how I can assist you.

And finally…
Please remember that at all times throughout your college career, be it for just one class or
upwards of all four years, that this education belongs to you, and that you are here to challenge
your mind and soul, which is often harder than short term success. You are an integral part of the
class, and I thank you for entering into this journey and allowing me to be your professor!

Prof Mark