English 1000

Student Handbook: Similarities and Differences Among Sections

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When comparing sections of English 1000, looks can be misleading. On the surface, it may appear that each section is different. After all, one class of students may be writing about The Simpsons and another about Dracula; one class may be immersed in folklore and another in public policy issues; one class is likely analyzing editorial cartoons while another is working with masterpiece paintings depicting moments in history or literature. Gender, race, class, technology, politics, literature, painting, film, advertising, identity and, of course, language itself are all suitable subjects for academic writing. Students will likely find each of these, and more, in at least one section of the nearly one hundred sections of English 1000 offered both fall and winter semesters.

Consistency Across Sections
Obviously, paper topics do not form the basis for unifying the many sections of the course. Instead, students will find consistency from section to section regarding the types of writing tasks they encounter, how many papers they write, the length of the papers, the drafting-feedback-revision processes students must follow, and evaluation methods. We think such deep structure correspondences are more important in providing a reasonably consistent experience across sections than expecting all students to write about the same subject. The latter approach can drain university resources when, for example, two thousand students all need the same library sources at the same time. Nor do we want to encourage opportunities for plagiarism that increase when papers written for one section could satisfy the same assignment in another section, perhaps enticing basically honorable students who feel under pressure. One’s writing can improve when existing skill levels are challenged and when thoughtful instructor feedback is offered no matter the subject of the paper assignment.

Paper Assignments
Every section of English 1000 will include at least one paper that fits each of the following descriptions:

• an academic argument grounded in an interpretation or analysis of a single text.
  
• an academic argument grounded in or concerning the relationship between two texts.
• an academic argument using multiple sources.

The terms text, argument, and academic are applied broadly. That is, text stands for more than simply print texts: images, objects, and cultural practices can also be “read” like written texts. Argument refers to more than pro and con or controversial issues. Any thesis-driven paper makes an argument (such as those that analyze, interpret, or evaluate). And for our purposes, academic doesn’t mean a paper directed to professionals in a recognized academic field, but a paper that is representative in form, use of sources, and level of analysis for typical undergraduate classes beyond first-year composition. Papers may be assigned in any order and may be accompanied by other paper assignments.

Revision Advice
In addition to writing the same three types of papers, all students will receive feedback on their work—from some combination of peer reviews, small group workshops, one-on-one conferences with the instructor, individual tutorials at the Writing Lab, and written comments from the instructor—and will revise and resubmit their papers for a second grade.

The Foundation for All Sections
At least three significant paper projects submitted for a grade, revised and resubmitted, form the foundation for all sections of English 1000. Despite the various subjects about which students write and lesser differences in overall course design, each section is basically structured the same way. Students receive practice in the same sorts of writing processes in order to attend to the same sorts of writing assignments.