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Online Manual for Writing Across the Curriculum |
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Excerpts from Syllabi for Writing Intensive Courses — Page 3 GLY 367 Geomorphology WI: David Barclay Course Description: Geomorphology is the study of landforms and landscapes, and the processes that shape them. In this course we will take a process-oriented approach. By this I mean that we will seek to understand the mechanics and operation of a process before we consider how that process can produce a specific landform. Only when we see how processes create landforms can we begin to consider how landscapes develop. This process-oriented approach is particularly useful in environmental geology where geomorphic systems are managed and engineered for human benefit. Evaluation of Student Performance: This is a writing intensive class, wherein you will develop and expand your writing skills within the context of geomorphology and geology. Accordingly, there will be three major writing assignments that are equally weighted and which together will comprise 30% of your final grade. The first two assignments will be write-ups related to fieldwork and data analysis, and these will be graded, critiqued and returned to you. The final report will involve you revising the prior assignments and incorporating my comments to produce a final report on all the work accomplished at Onesquathaw and Coeymans creeks. PSY 482 Senior Seminar: Dr. Michael D. Berzonsky Assignments: In addition to participating in class discussions throughout the semester, everyone will write two papers (a 5-10 page and a 15-20page paper). You will also give two in-class presentations that will be based on the papers. The first presentation and paper will be based on 2 or 3 journal articles relevant to the topic you select. This presentation/paper should at least explain the nature and importance of the issue you selected. The second presentation/paper is the major seminar assignment. It will be based on the complete position or review that you develop. The focus or perspective you take is up to you, but you are expected to take a stand. Ideally the first paper will form the basis for the introductory section of the larger paper. Since this is a literature review paper, it should include many up-to-date (1997-2002) journal references, as well as relevant research that was conducted prior to 1997. You may download articles from the Internet, but try to avoid using online references. The goal of your first presentation will be to inform class members about your topic and perspective. During your second presentation, your task will be to convince the other seminar members that your position is credible. You should have a compelling position that is based on solid evidence and/or sound logical reasoning. Assume you are a lawyer arguing a case (your position) to a jury (the seminar members). What specific points (there should be 3 or 4 at the most) would you have to make to convince the members of the jury? What is the best available evidence that supports your point? (In the interests of intellectual honesty you cannot ignore contradictory data. It needs to be critiqued and explained.) You should prepare and present a non-trivial position (one with at least two plausible sides), but you need to argue it as convincingly as you can. This is a WI course and at least two drafts of papers are due. By February 15th you should submit the first draft of the 5-8 page paper that introduces and conceptualizes the topic your position will focus on. This paper will be the basis for your first class presentation. I’ll work out a presentation schedule in a few weeks. A revised version of this material should constitute the introduction to your final position paper. Prior to your presentation, give me a copy of two or three of the key articles you will focus on (including all the references). Also, you need to prepare an outline for your major presentation: If you give them to me at least two days in advance, I will get copies made for the class. Criteria: The following is an attempt to indicate the criteria that will be used to evaluate your presentations and papers. A-Level Work. Requires a sound command of the relevant literature, a well-reasoned analysis of the complexities of the issue, and effective communication and writing. A-level work involves: developing a convincing position based on compelling data, insightful reasoning, and/or relevant examples; offering a focused, logically-structured, and well-argued discussion; expressing ideas clearly and accurately; correctly distinguishing among assumptions, inferences, and data; using relevant data to support the conclusions that are drawn; identifying and counter-arguing alternative explanations; using language fluently and effectively; and demonstrating command of the conventions (grammar, vocabulary selection and usage, sentence structure, paragraph sequencing, and mechanics) of spoken and written English.
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