Syllabus ENGH302 M01-03 F16 PDF

Advanced Composition, Multidisciplinary
ENGH 302 MO1 & MO3 | 3 Credit Hours

Fall 2016, Online

Instructor: John Walter
Office: Enterprise Hall 321
Office Hours: Thursdays, 3:00 4:00 PM & by appointment
Email: jwalte17@gmu.edu
Skype: gunnhrafn

Table of Contents

Course Overview
Accessing the Course
Goals and Learning Outcomes
Textbooks and Materials
Requirements and Grading
Communication
Course Policies
Seeking Help with the Course
Important Campus Resources
Important Dates and Schedule Overview
About the Instructor
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Course Overview

Catalog Description

Intensive practice in writing and analyzing expository forms such as essay, article, proposal, and
technical or scientific reports with emphasis on research related to student's major field. Satisfies General
Education requirement for written communication (upper level).

Notes: Students must attain minimum grade of C to fulfill degree requirements. Schedule of Classes
designates particular sections of ENGH 302 in business, humanities, natural sciences and technology, and
social sciences.

Course Description

This course is designed to build on the general writing skills and techniques you have acquired in
English 101 and other university courses, and to prepare you for completing advanced level writing,
analysis, and research tailored to your major discipline and possible future workplace.

Throughout the semester, youll also learn to recognize the way(s) that knowledge is constructed in
various disciplines (focusing on your own discipline or career interest), adapt your writing to common
purposes and audience needs, conduct and synthesize research, use computer technologies as part of
your research and writing process, and produce writing that employs the organizational techniques and
genres typical in your discipline. Well also focus on the professionalism and professional writing forms
and techniques that youll need throughout your career.

ENGH-302-M01 & ENGH-302-M03 | Fall 2016 | Syllabus | 1
Last updated: 8/28/16
Prerequisites

Students must have completed or transferred in the equivalent of English 100/101, 45 credit hours,
and any required general-education literature course designated by their college or major. Students
should take a version of English 302 that connects to their major field. Students in the School of
Engineering are required to take English 302N.
General Education

This course is also part of The Mason Core, which is designed to help students prepare for advanced
work in their major field and for a lifetime of learning. For more information on the mission of the Mason
Core, consult the University Catalog or visit http://provost.gmu.edu/general-education/.

Methods of Instruction

As an asynchronous online section of an advanced writing course, our English 302 course will involve
a significant amount of student writing and online discussion and interaction. Students may be asked to
work individually as well as collaboratively as they investigate issues, practice writing strategies and
techniques, learn research and critical reading approaches, and review their own and their peers writing.
Students who stay engaged in class activities, who keep up with all of the assignments, and who block off
sufficient time each week for thoughtful drafting and revising usually succeed in this class.

Is English 302-Multidisciplinary the Right Course for You?

While all five versions of English 302Business, Humanities, Multidisciplinary, Natural Science, and
Social Sciencewill fulfill your advanced composition general education requirement, ENGH 302Multidisciplinary is particularly suited for students with multiple or cross-disciplinary majors, and for
students who are interested in how writing and research are conducted across multiple disciplines.
Although our multidisciplinary approach will not provide the disciplinary depth of a more targeted
version of the course, you will be provided opportunities to learn strategies for research and writing in
your respective field(s). If you have particularly strong ties to your field of study, you may find that a
version more targeted to that area is better suited to your needs.

Is an Online Version of English 302 the Right Course for You?

By enrolling in an online version of English 302, you are assuming a greater level of responsibility
than you might when enrolled in a traditional face-to-face course. Likewise, while an online course can
offer you greater flexibility in terms of when you work, an online course such as ENGH 302 does not
mean that you will be able to spend less time on the course; quite the contrary, an online course such as
this one can actually require you to spend more time on course work because you assume a greater
responsibility for your learning and the learning of other students than you might in a face-to-face class.
To be successful in this class, you should
set aside 10-12 hours per week to devote to ENGH 302 (3 hours for instructional time (the
equivalent of classroom time in a face-to-face class) and the standard 3 hours of study time per
course credit hour). I strongly suggest that you formally set a routine schedule of dedicated time
each week.
check in with the course regularly throughout the week (both the Blackboard site and email).
use the weekly schedule overviews as a to-do list to track what you need to do and what you have
done each week, and keep that list in a visible place. (When Ive taken online courses, I found it

quite helpful to print out the weekly schedule of readings, activities, and assignment due dates;
keep the schedule at my desk where I work; and cross each item off as I complete it.)
keep up with the lectures, discussions, and assignments.
be proactive when you feel lost, overwhelmed, or have fallen behind. Unlike in a face-to-face class,
in an online class I have far fewer cues to let me know that you might be struggling, lost,
overwhelmed, or otherwise having difficulty with the course.
Accessing the Course

You can access our course Blackboard site from your myMason Portal at
http://mymasonportal.gmu.edu/. Under the Courses tab you should find the course titled Master ENGH302-M01/ENGH-302-M03 (Fall 2016). This is our course Blackboard site where you can find a copy of this
syllabus, detailed schedules, assignment guidelines and submission tools, instructional materials, and our
weekly discussion forums and reflection journals. For help logging into our course Blackboard site, please
see http://coursessupport.gmu.edu/Students/index.cfm.

Goals and Learning Outcomes

ENGH 302 Course Goals
By the end of this course students will be able to
use writing as a tool for exploration and reflection in addressing advanced problems, as well as for
exposition and persuasion
employ strategies for writing as a recursive process of inventing, investigating, shaping, drafting,
revising, and editing to meet a range of advanced academic and professional expectations
identify, evaluate, and use research sources
employ a range of appropriate technologies to support researching, reading, writing, and thinking
apply critical reading strategies that are appropriate to advanced reading in your academic
discipline and in possible future workplaces
recognize how knowledge is constructed in your academic discipline and possible future
workplaces
analyze rhetorical situations audience, purpose, and context of texts produced in your
academic disciplines and possible future workplaces
produce writing including argument proposals that is appropriate for a range of rhetorical
situations within your academic disciplines and possible future workplaces

Students as Scholars
This section of English 302 is participating in GMUs Students as Scholars program. Across campus,
students now have increased opportunities to work with faculty on original scholarship, research, and
creative activities, through their individual departments and the OSCAR office (http://oscar.gmu.edu).

English 302-SAS Student Learning Outcomes
For primarily text-based research that prepares students to make original contributions: students will

CORE: Articulate and refine a question, problem, or challenge.
ETHICAL: Identify relevant ethical issues and follow ethical principles
DISCOVERY: Distinguish between personal beliefs and evidence.
METHOD: Choose an appropriate research method for scholarly inquiry.
METHOD: Gather and evaluate evidence appropriate to the inquiry.

METHOD: Appropriately analyze scholarly evidence.

CONTEXT: Explain how knowledge is situated and shared in relevant scholarly contexts.
COMMUNICATION: Communicate knowledge from an original scholarly or creative project.
Assignments in English 302 will help prepare you to be contributors to knowledge in your field, not
just memorizers of facts: you will
understand how knowledge is created and transmitted in a field/discipline
understand key methods and conventions of scholarly research in your field/discipline
articulate and refine your own question for scholarly inquiry
situate your investigation in an ongoing context/conversation in your field
and design a final project that adds new perspectives and/or data to the conversation

Textbooks and Materials

Required Textbook

Booth, Wayne C. and Gregory G. Colomb. The Craft of Research. 3rd ed. Chicago: U of Chicago P,
2008. Print. (Available at the Campus Bookstore.)

Other Required Materials

Lectures, readings, and handouts available on and through our Blackboard site.
An active Mason email account that you check regularly. Per university policy, I will only send or
respond to your Mason email account.
Regular and reliable access to a computer or tablet and the internet to access course content and
do your work. Computer labs are available on campus https://itservices.gmu.edu/services/viewservice.cfm?customel_dataPageID_4609=5378) and Fenwick Library has 12 laptop computers
available for checkout (http://library.gmu.edu/laptops).
Software capable of reading and producing Microsoft Word and PowerPoint compatible
documents. This does not mean that you must use Microsoft Office products, only that the
software that you do use needs to be able to save and read documents using the .doc, .docx, and/or
.rtf and the .ppt/.pptx file formats.
o Note: You are free to use the software of your choice as long as the documents you can
open and save Microsoft Office compatible documentsboth Open Office software suite
and Apples Pages and Keynote are capable of doing so. We are using Microsoft Office as
our default because all GMU students have access to Microsoft Office 365 ProPlus products
for free. For more information, please see
http://masonlive2.gmu.edu/MicrosoftStudentAdvantage/.
Requirements and Grading

English 302 Grading Policy

Students in ENGH 302 must earn a grade of C or higher to complete the 302 requirement; students
whose grades are lower than a C will need to repeat the class.

Grading Scale

In this class, the following numerical equivalents for grades are used: A 92-100; A- 90-91; B+ 88-89; B
82-87; B- 80-81; C+ 78-79; C 72-77; C- 70-71; D+ 68-69; D 62-67; D- 60-61; F 0-59.
Grade Breakdown

15%
Project 1: Analysis Project 750-1000 words
20%
30%
15%
20%
Proposal due: Sept. 23

Peer-review Draft due: Oct. 3
Instructor-review Draft due:
Oct. 14
Evaluation Draft due: Oct. 31
Project 2: Discipline Awareness Project, 750-1000 words Proposal due: Oct. 9
Peer-review Draft due: Oct. 24
Evaluation Draft due: Nov. 4
Project 3: Advanced Research Project, 1500-2000 words Proposal due: Oct. 30
Annotated Bibliography: Nov.
15
Peer-review Draft due: Nov.
28
Evaluation Draft due: Dec. 11
Homework (small stakes research & writing
Due weekly on Fridays
assignments)
starting Sept. 2
Class Participation (Weekly reflections and class
Weekly Reflections due
discussion)
weekly on Tuesdays,
starting Sept. 6
Discussion posts due weekly
on Thursdays (for Initiating
Posts) and on Sundays (for
Responding Posts) starting
Sept. 1

Projects

As with all writing-intensive classes at GMU, English 302 students are required to produce 3500-4000
words of formal graded writingnot counting drafts, journals, and homeworkand are to revise one
such project after feedback from the instructor. In this class, we will have three formal writing projects,
some of which will require you to produce multiple deliverables. The three projects include

Project 1: Analysis Project and Revision (750-1000 words)
To help us practice critical reading, strategies for writing to meet a range of academic and
professional expectations, and rhetorical analysis; to explore how knowledge is created and transmitted
by different disciplines; and to examine the discourse practices of a number of disciplines for both
scholarly, professional, and popular audiences; we will read and analyze a number of popular,
professional, and scholarly approaches to memory. After working with the readings through a number of
individual and collaborative homework and discussion assignments, each student will apply what they
have learned through an analysis of new professional or scholarly source approaching memory from the
disciplinary/field perspective of the students choice.

Possible disciplinary/multidisciplinary and professional approaches include but are not limited to
accounting, advertising, anthropology, architecture, biology, business administration, chemistry,
cognitive science, computer science, communications studies, cultural studies, criminal justice, education,
exercise science, games studies, literature, history, information science, linguistics, music, neuroscience,
performing arts, physics, political science, psychology, religious studies, rhetoric, sociology, technical
communication, theater, technology studies, tourism, visual arts, and writing studies.

Project 1 will consist of four deliverables: a Proposal (150-250 words), a Peer-review Draft (7501000 words), a revised Instructor-review Draft (750-1000 words), and further revised Evaluation Draft
(750-1000 words). In order to fulfill the formal revision requirement for this course, you must submit
Project 1 to your instructor twice, first for revision feedback and then for evaluation.

Project 2: Discipline Awareness Project (750-1000 words)
To help prepare us for the Advanced Research Project, and to develop expertise with the research
methods, strategies, and discourse conventions of a discipline or field, each student will select a branch,
sub-discipline, or subfield to research (for example, pediatrics or radiology as branches of medicine;
cognitive linguistics, etymology, or second-language acquisition as subfields of linguistics; business ethics
and business management as subfields of Business Administration; and particle physics and acoustics as
subfields within physics). Based on your research you will write a report that analyzes your chosen area
from the macro-level (i.e., situate the sub-discipline/field within its larger disciplinary context, discuss its
prominent researchers, lines of inquiries, and publications) and the micro-level (i.e., examine patterns in
conventions (genre, style, types of evidence) amongst works featured in the sub-disciplines prominent
publications.

Project 2 will consist of three deliverables: a Proposal (150-250 words), a Peer-review Draft (7501000 words) and a revised Evaluation Draft (750-1000 words).

Project 3: Advanced Research Project (1500-2100 word essay plus supporting material)
Building upon what you learn in the Discipline Awareness Project, you will undertake a research
project in your chosen sub-discipline/field. As part of this project you will articulate a question; read,
analyze, and synthesize credible scholarly sources (as appropriate to your chosen field); and draft a final
project in an appropriate genre, with intent to provide analysis or recommendations that contribute to
ongoing disciplinary/professional conversations in the field (e.g., not purely a summary of others ideas).

Project 3 will consist of four deliverables: a Research Proposal (200-500 words), an Annotated
Bibliography (600-800 words), a Peer-review Draft (1500-2100 words), and a revised Evaluation Draft
(1500-2100 words).

Project Grading (65% of course grade)
Together, the three projects make up 65% of your final grade. In grading projects, I use the following
general criteria:
A C level grade (70-79%) denotes average college-level writing and achievement. The project
is a competent response to the assignment: it meets, to some degree, all the assignment
requirements, and demonstrates that the author has put significant time and effort into
communicating his/her ideas to his/her targeted audience. It has a thesis, presents some support,
and moves from point to point in an orderly fashion; sentence-level errors do not significantly
prevent comprehension. Projects that do not meet these criteria will not earn a C.
A B level grade (80-89%) highlights a strong example of college writing and thinking. In
addition to meeting the C level requirements, such a project goes further in some way(s): it

demonstrates some insight into the gray areas of the topic, provides original or very thorough
support that is tightly woven into the overall argument, reads smoothly at both the sentence and
paragraph levels, and/or exhibits a personal voice or style. It has few sentence-level errors.
An A level grade (90-100%) marks a project that engages the reader in a provocative
conversation. Even more than in a B project, its author anticipates and responds to possible
reader questions, uses a wide range of supporting evidence, engages the reader in a provocative
conversation, provides unexpected insights, and/or uses language with care and facility.
D and F level grades indicate that the project does not meet the basic expectations of the
assignment.

Project Completion Policy
All projects submitted for a grade must be accompanied by one or more earlier drafts. You must
complete all three projects to earn a course grade of C or higher.

Homework

Homework assignments are low-stakes assignments intended to allow you to engage with and
practice various strategies, methods, and concepts covered in the course, and to allow me to evaluate and
provide feedback before you are asked to apply these strategies, methods, and concepts in high-stakes
assignments.

Homework Grading (15% of course grade)
Homework will be scored on a scale of 0-10, but some assignments may be worth multiple homework
scores to weigh them more heavily.
A-level homework (9-10) indicates exceptional work that goes beyond satisfactory by
demonstrating the writers high level of critical thinking, engagement and effort.
B-level homework (8.5) indicates good, satisfactory work that is complete and demonstrates
that the writer has given some thought and effort to the assignment.
C-level homework (7.5) demonstrates average work that is mostly complete.
Sub-standard or late homework (5) receives half credit.
Missing homework (0) earns no credit.

Your average percentage determines this portion of your course grade, but I will drop your two (2)
lowest homework grades before calculating your final grade.

Participation

In this online course, class participation is demonstrated through posting weekly reflections to your
Weekly Reflection journal in Blackboard, and through your weekly discussion posts in the Blackboard
discussion forums.
Weekly Reflection Posts: The purpose of these weekly reflections is to help you take stock of your
work for and engagement with the course, help you set and work towards goals during the course,
and help you manage the workload of the course. Weekly Reflection posts will be due on
Tuesdays.
Discussion Posts: Discussion posts serve as our class discussion where you share insights, examine
ideas, make connections, frame questions, and otherwise learn with and from each other.
Generally, you will be asked to make three posts per week. Initiating Discussion posts will
generally be in response to a reading, assignment, or activity, and they will be due on Thursdays.

Responding Discussion posts will be posts made in response to other students Initiating
Discussion posts, and they will be due on Sundays.

Participation Grading (20% of course grade)
Weekly Reflection Posts and Discussion Posts are each worth 10% of your course grade, making your
overall participation grade worth 20% of your course grade. Both the Weekly Reflection Posts and the
Discussion Posts will be graded as satisfactory (2 points), unsatisfactory (1 point), or missing (0 points). I
will keep running totals for each and update them weekly on Blackboard.

At the end of the term, your final participation grade will consist of your combined Weekly Reflection
Posts grade and your Discussion Posts grade. Before calculating your overall grade for the Weekly
Reflection Posts and for the Discussion Posts, I will drop the lowest Weekly Reflection Post grade (i.e., the
single lowest score) and the six lowest Discussion Post grades (i.e., the six lowest scores). In effect, this
means that you can miss one (1) Weekly Reflection post and six (6) Discussion Posts without penalty.

Communication

Contacting Your Instructor

During Office Hours
During my on-campus office hours, the best way to contact me is to drop by my office in Enterprise
Hall 321. While I will periodically check email during that time, there is no guarantee that I will receive or
be able to respond to an email during my office hours.

Outside of Office Hours
The best way to contact me outside of office hours is by email using your MasonLive email account.
(Note: For privacy reasons I will only send class-related email to official GMU email addresses.) Please
give me a full 48 hours to respond. If after 48 hours you have not heard from me, assume that I did not
receive your message and feel free to send a follow up message.

Class-related emails should be considered a form of professional communication. Please use an
appropriate, informative subject heading, a professional salutation or greeting, and sign off with your
first and last name. If you are looking for me to provide you with specific information or are asking me to
perform a specific task for you, please state that upfront. You can offer an explanation or context in the
following paragraph(s).

By appointment, I am available outside my regularly scheduled office hours, either to meet on campus
or to meet via Skype or Google Hangouts.

Asking General Questions about the Course and Assignments
In addition to discussion forums for our weekly discussions, our Blackboard Discussion Board has
specific forums for general questions and discussion forums specific to each of our three major projects.
These forums include
the General Questions & Discussion forum where you can ask general questions about the
coursepolicies, procedures, homework assignment clarification, and the like.
the Project 1 Discussion & Question forum where you can ask questions and discuss issues
related to Project 1.
the Project 2 Discussion & Questions forum where you can ask questions and discuss issues

the Project 3 Discussion & Questions forum where you can ask questions and discuss issues
We also have a forum named The Hub, which is available for informal conversations, organizing study
partners and groups, and sharing resources.

Course Policies

Composition Statement on Plagiarism

Plagiarism means using the exact words, opinions, or factual information from another source
without giving that source credit. Writers give credit through the use of accepted documentation styles,
such as parenthetical citation, footnotes, or endnotes; a simple listing of books, articles, and websites is
not sufficient.

This class will include direct instruction in strategies for handling sources as part of our curriculum.
However, students in composition classes must also take responsibility for understanding and practicing
the basic principles listed below.

To avoid plagiarism, meet the expectations of a US Academic Audience, give their readers a chance to
investigate the issue further, and make credible arguments, writers must
put quotation marks around, and give an in-text citation for, any sentences or distinctive phrases
(even very short, 2- or 3-word phrases) that writers copy directly from any outside source: a book,
a textbook, an article, a website, a newspaper, a song, a baseball card, an interview, an
encyclopedia, a CD, a movie, etc.
completely rewritenot just switch out a few wordsany information they find in a separate
source and wish to summarize or paraphrase for their readers, and also give an in-text citation for
that paraphrased information
give an in-text citation for any facts, statistics, or opinions which the writers learned from outside
sources (or which they just happen to know) and which are not considered "common knowledge"
in the target audience (this may require new research to locate a credible outside source to cite)
give a new in-text citation for each element of informationthat is, do not rely on a single citation
at the end of a paragraph, because that is not usually sufficient to inform a reader clearly of how
much of the paragraph comes from an outside source.

Writers must also include a Works Cited or References list at the end of their essay, providing full
bibliographic information for every source cited in their essay.

While different disciplines may have slightly different citation styles, and different instructors may
emphasize different levels of citation for different assignments, writers should always begin with these
conservative practices unless they are expressly told otherwise. Writers who follow these steps carefully
will almost certainly avoid plagiarism. If writers ever have questions about a citation practice, they
should ask their instructor!

Instructors in the Composition Program support the George Mason Honor Code, which requires them
to report any suspected instances of plagiarism to the Honor Council. All judgments about plagiarism are
made after careful review by the Honor Council, which may issue penalties ranging from gradedeductions to course failure to expulsion from GMU.

Conduct in Class Spaces

While you are freeeven encouragedto disagree with me or other students, your comments should
be intellectual rather than personal, and conversational rather than confrontational. Our class space is an
environment in which we can learn from each other, where topics are open for careful consideration, and
where what each of us brings to the classroom is respected. That said, I will not tolerate mean, closedminded, or discriminatory language or actions of any kind. Please respect the diversity and opinions of
your classmates and adhere to the letter and spirit of GMUs non-discrimination policy in all classroom
proceedings:

GMU Nondiscrimination Policy: GMU is committed to providing equal opportunity and an educational
and work environment free from any discrimination on the basis of race, color, religion, national
origin, sex, disability, veteran status, sexual orientation, or age. GMU shall adhere to all applicable
state and federal equal opportunity/affirmative action statutes and regulations.

File Management and Data Backup

As part of managing your files well, you should keep backups of your electronic data separate from
your computer's hard drive and portable storage devises. Hard drives crash, computers get ripped off,
laptop power cords fail, USB drives get lost (or even eaten by dogs). Despite including such policies in
syllabi for well more than a decade, I have had students lose their only copies of a project for each of the
reasons listed above (and by other means as well). So, please, keep backup copies of your work so this
does not happen to you.

As part of a larger file management and data backup system, I strongly advise obtaining and using a
cloud storage service such as Google Drive or DropBox, particularly one that automates the backup
processing, keeping files both on your computer and in the cloud.

GMU Email

Students must activate their MasonLive email account and check it regularly. For privacy reasons, all
class-related emails will be sent only to students official GMU email addresses.

Late Work

Each assignment has a specific deadline, and any assignment submitted after that deadline is late. (If
the assignment is due on October 10 at 10:00 PM Eastern Time, then any assignment submitted after
10:00 PM on October 10 is late.) The penalty for late assignments varies depending upon the kind of
assignment.
Projects will lose 5% of their points for each calendar day that they are late. Late-work penalties
cannot be changed through revision.
o Life Happens Pass: You may submit one project up to five calendar days late without
penalty by claiming the Life Happens Pass. (If a project is due 10:00 PM on October 10, it
must be submitted by 10:00 PM on October 15). To claim the Life Happens Pass, you must
state in writing across the top of the first page of the project that you are using your pass,
and you must submit the assignment within the five calendar days.
Homework submitted up to one week after its due date will receive half credit (5 points).
Homework submitted more than a week after its due date will not be accepted.

Weekly Reflection Posts submitted up to one week after their due date will receive half credit (1
point). Weekly reflection posts submitted more than one week after their due date will not be
accepted.
Participation Posts may not be submitted late.

Revision Policy

Projects #1 and #2 that receive a grade of A- or lower (91% or below) may be revised for higher
grade. Revisions must demonstrate substantial change to the focus, support, approach, and/or
organization of the project in addition to comprehensive error correction, or they will be returned with
no grade change. Revisions must be submitted with all previous drafts, and completed within two weeks
of when the essay was returned to you.

Submitting Class Work

Assignments are due at the time specified by the due date, and should be submitted via the method
specified (usually via Blackboard or email). Unless otherwise noted, all projects and homework
assignments should follow the Guidelines for Written Work handout.

Syllabus Change Policy

This syllabus is subject to change. All changes will be announced in Blackboard and via email. The
syllabus available in Blackboard will always be the most up-to-date version of the syllabus, and it will be
the one we use to resolve any questions or issues.

Seeking Help with the Course
From Your Instructor

I enjoy the opportunity to work with you, so please think of me as your first resource for help. Let me
know if you have questions or concerns, need help with an assignment, want to work together at any
point in your writing process, or need an early or additional review of your work. If you cant make office
hours, we can schedule an appointment. That said, dont overlook the importance of personal responsibility
and pre-planning. If youre struggling with something, ask for help right away. This class doesnt lend
itself to procrastination or last minute work and, like most of your professors, Im not available in the
middle of the night, and you cant rely on me being available right before an assignment is due.

From Your Peers

One of the reasons Ive created the question and discussion forums in Blackboardthe general forum,
the forums for each of the major projects, and the Hubis so that you can work with and help each other.
Use these forums not just to ask questions but to help out your classmates. If you see a question to which
you know the answer or if you have a suggestion that might prove helpful, please respond. Likewise, if
you have a question, do check the forums to see if someone else has already asked it.
While I expect you to do your own work, I encourage you to work with each other. Working together
can include learning about different potential resources and telling each other about them and how to use
them, forming a study group to talk through research and writing problems, or even acting as proofreaders of each others work. The one caveat here is that each of you needs to do your own work. For

instance, while teaching each other how to use various resources is fine, writing up a description of a
resource that everyone submits as their own work is not; likewise, while offering revision feedback and
proofreading a classmates essay is strongly encouragedeven requiredmaking those revisions and
changes for them is not appropriate.

From the University Writing Center
writingcenter.gmu.edu (703) 993-1200

You may also want to visit the University Writing Center, whose main office is located in Robinson
A114. You can schedule a 45-minute appointment with a trained tutor to help with any phase of the
writing process. You can even obtain assistance with papers by visiting the online writing center at
http://writingcenter.gmu.edu/owl/index.html, but plan ahead and allow at least 2-3 days to receive a
response. In addition to their free tutoring sessions and online assistance, they have an outstanding
website that offers resources for student writers.

From the Library
library.gmu.edu

Use the Library. Librarians in the Fenwick and Johnson Center libraries (and at the libraries on our
Arlington and Prince Williams campuses) are available to help you with your research. Show up with
your assignment and specific questions or assistance needs, or contact the library by phone or online
(http://library.gmu.edu/contact-us/). The librarys website offers tutorials and research resources and
databases that well use throughout the semester. Bookmark the librarys website on your computer and
take advantage of all the resources and assistance available there!

Important Campus Resources

Office of Disability Services
ds.gmu.edu (703) 993-2474

Students with documented disabilities are legally entitled to request certain accommodations. If you
are a student with a disability and you need academic accommodations, please see me and contact the
Office of Disability Services (ODS) at 993-2474. All academic accommodations must be arranged through
the DRC. I will be happy to work with students and the ODS to arrange accommodations that I can offer in
an online course.

Counseling and Psychological Services
caps.gmu.edu (703) 993-2380
Counseling and Psychological Services (CAPS) provides a wide range of services to faculty, staff and
students. Services are provided by a staff of professional counseling and clinical psychologists and
professional counselors. The Center provides individual counseling, group counseling, workshops and
outreach programsexperiences to enhance a student's academic performance. To make an
appointment, visit the CAPS website at http://caps.gmu.edu, or go to their office in Student Union I, Room
364

Office of Diversity, Inclusion and Multicultural Education

odime.gmu.edu (703) 993-2700

The Office of Diversity Programs and Services supports our diverse student and faculty population.
The office is committed to the success of all members of the Mason community. Throughout the year, it
sponsors a variety of programs for students and faculty. It works specifically with African Heritage,
Hispanic/Latino, Asian/Pacific American, American Indian, and Lesbian, Gay, Bisexual, Transgender, and
Questioning populations.

Office for Academic Integrity
oai.gmu.edu (703) 993-6209

The mission of the Office for Academic Integrity (OAI) is to promote and support academic integrity
throughout the university community by educating its members, fostering an environment where
students can be recognized for high levels of integrity, creating opportunities for leadership and personal
growth, and upholding the university honor code through a student-based honor committee.

Office of the University Registrar
registrar.gmu.edu (703) 993-2441

Contact the registrar for information about student records and transcripts; registration, including
adding or dropping the course; the Schedule of Classes or University Catalog; academic policies and
degrees; student eligibility for NCAA athletic participation; Veterans educational benefits; and tuition
status.

Important Dates and Schedule Overview

Important Dates

While the full academic calendar and final exam schedule is available through the registrars website,
some key dates to remember are:
Last Day to Add Classes: September 6
You are responsible for verifying your enrollment in the class and making any necessary
schedule adjustments through Patriot Web by this date.
Last Day to Drop Classes: September 30
Selective Withdrawal Period: October 3-28
Weekly Schedule at a Glance

Week 1 (Aug.
29 Sept. 4)
Learning Objectives to be Covered

Introduction to the Course
Introduction to Research
Thinking Like a Researcher
Audiences, Questions, and Disciplinarity
The Enthymeme: Rhetorics Tool for Reading
and Writing

Important Dates
Sept. 1, 11:30 PM (Thursday): Week 1
Initiating Discussion Posts due
Sept. 2, 11:30 PM (Friday): Week 1
Homework due
Sept. 4, 11:30 PM (Sunday): Week 1
Responding Discussions Post due
Week 2
(Sept. 5 11)

Sept. 5
(Monday):
Labor Day
Week 3
(Sept. 12
18)
Week 4
(Sept. 19
25)
Critical Reading I
Introduction to Rhetorical Analysis
Reading to summarize and paraphrase
Making Claims, Giving Reasons II: Working
with Enthymemes
Disciplinary Differences I: Questions and
Answers
Project 1 (Analysis Project) Introduction

Critical Reading II
Making Claims, Giving Reasons III: Using
Enthymemes to Develop Claims,
Reason, and Support
Disciplinary Differences II: Evidence and
Support
Understanding Sources
Scholarly Peer Review
Introduction to GMU Libraries Resources
Overview of Library Tutorials

Critical Reading III
Disciplinary Differences III: Genres,
Methods, Evidence, and Citations
Introduction to Disciplinary Knowledge

Week 5
(Sept. 26
Oct. 2)
Planning, Drafting, and Writing a Project

Disciplinary Knowledge II: Analyzing and
interpreting the Past

Week 6 (Oct.
3 9)
Revising for Style I

Disciplinary Knowledge III: Observing the
Present
Researching a Discipline I
ENGH 302 InfoGuide
Project 2 Introduction

Sept. 6, 11:30 PM (Tuesday): Weekly

Reflection Post 1 due
Homework due
Homework due
Responding Discussion Post due

Homework (Project 1 Proposal) due

Homework due
Oct. 2, 11:30 PM (Sunday): Week 5

Oct. 3, 11:30 PM (Monday): Project 1
Peer-review Draft due
Oct. 4, 11:30 PM (Tuesday): Weekly
Oct. 6, 11:30 PM (Thursday): Week 6
Oct. 7, 11:30 PM (Friday): Week 6
Homework (Project 1 Peer-review
Feedback) due
Oct. 9 11:30 PM (Sunday): Project 2
Proposal due

Week 7 (Oct.
10 16)
Revising for Style II

Disciplinary Knowledge IV: Experimental and
Theoretical Approaches
Researching a Discipline II

Week 8 (Oct.
17 23)
Developing Disciplinary Questions I

Research I
Project 3 Introduction

Week 9 (Oct.
24 30)
Developing Disciplinary Questions II

Research II
Introduction to Zotoro

Week 10
(Oct. 31
Nov. 6)
Developing Disciplinary Questions III

Research III

Week 11
(Nov. 7 13)
Making Claims, Giving Reasons IV: Recognizing

the Limits of Your Argument and Inviting
Dialogue
Making Data Visual
Using Enthymemes as Structural Tools

Oct. 10 (Monday): Columbus Day Recess

Homework due
Oct. 14, 11:30 PM (Friday): Project 1,
Instructor-review Draft due

Homework due
Responding Discussions Posts due

Feedback) due
Responding Discussion Posts due
Oct. 30, 11:30 PM (Sunday): Project 3
Proposal due

Evaluation Draft due
Nov. 1, 11:30 PM (Tuesday): Weekly
Nov. 3, 11:30 PM (Thursday): Week 10
Nov. 4, 11:30 PM (Friday): Week 10
Homework due
Nov. 4, 11:30 PM (Friday): Project 2
Nov. 6, 11:30 PM (Sunday): Week 10

Homework due

Week 12
(Nov. 14
20)
Making Claims, Giving Reasons V: Relating

Claims and Reasons

Week 13
(Nov. 21
27)
Writing Introductions and Conclusions

Week 14
(Nov. 28
Dec. 4)
Research Ethics
Overseeing Ethical Research: Institutional
Review Boards

WEEK 15
(Dec. 5 11)
Being a Student Scholar

Finals (Dec.
13 20)
Nov. 15, 11:30 PM (Monday): Project 3

Annotated Bibliography due
Homework due

Nov. 23-27 (Wednesday-Sunday):
Thanksgiving Recess

Nov. 28, 11:30 PM (Monday): Project 3
Dec. 1, 11:30 PM (Thursday): Week 14
Dec. 2, 11:30 PM (Friday): Week 14
Feedback) due
Dec. 4, 11:30 PM (Sunday): Week 14

Dec. 6, 11:30 PM (Tuesday): Weekly
Dec. 11, 11:30 PM (Sunday): Project 3

Dec. 12 (Monday): Reading Day
About the Instructor

In addition to teaching ENGH 302, I'm a Founding Associate and
editor, writer, and project manager with The Cooler Minds, LLC and a
student in GMUs Rhetoric and Writing Ph.D. program.
I study and teach the intersections of rhetoric, technology, and
culture with particular interests in digital rhetoric and composition,
digital humanities, digital curation, media ecology, medieval rhetoric
and poetics, and the practices and technologies of memory.
I serve as co-chair of the CCCC Committee for Computers in
Composition and Communication and on the editorial board of Kairos: A
Journal of Rhetoric, Technology, and Pedagogy, and in my spare time I
tinker with Arduinos, paper-based electronics, and mandolin.
My current research questions include how physical computing and
John Walter, circa 2008, in his office at
paper-based electronics might expand our notions of multimodal and
UNC-Wilmington. Photo taken by Cara
material composition; how medieval theories and practices of memoria
Williams.
(the rhetorical canon of memory) can inform contemporary
composition studies; and how the theories and practices of digital curation might inform digital rhetoric, and
how digital rhetoric and technical communication might inform the theories and practices of digital curation.


Syllabus ENGH302 M01-03 F16 PDF

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Advanced Composition, Multidisciplinary

ENGH 302 MO1 & MO3 | 3 Credit Hours

Last updated: 8/28/16

Last updated: 8/28/16

Accessing the Course

Goals and Learning Outcomes

Last updated: 8/28/16

METHOD: Appropriately analyze scholarly evidence.

Textbooks and Materials

Requirements and Grading

Last updated: 8/28/16

Proposal due: Sept. 23

Last updated: 8/28/16

Last updated: 8/28/16

Last updated: 8/28/16

Last updated: 8/28/16

Last updated: 8/28/16

Conduct in Class Spaces

Last updated: 8/28/16

Seeking Help with the Course

From Your Instructor

Last updated: 8/28/16

Important Campus Resources

Last updated: 8/28/16

Office of Diversity, Inclusion and Multicultural Education

Important Dates and Schedule Overview

Learning Objectives to be Covered

Last updated: 8/28/16

Planning, Drafting, and Writing a Project

Revising for Style I

Sept. 6, 11:30 PM (Tuesday): Weekly

Sept. 20, 11:30 PM (Tuesday): Weekly

Last updated: 8/28/16

Revising for Style II

Developing Disciplinary Questions I

Developing Disciplinary Questions II

Developing Disciplinary Questions III

Making Claims, Giving Reasons IV: Recognizing

Oct. 10 (Monday): Columbus Day Recess

Last updated: 8/28/16

Making Claims, Giving Reasons V: Relating

Writing Introductions and Conclusions

Being a Student Scholar

Nov. 15, 11:30 PM (Monday): Project 3

About the Instructor

Last updated: 8/28/16

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