Advanced Composition
English 202A - Writing in the Social Sciences
Course Objectives
ENGL 202A is designed for students who fit into the broad category of the study of the social sciences--education, administration of justice, psychology, sociology, anthropology, history, political science, or other related major--and who will become researchers, scholars, and practitioners of the social sciences, such as teachers, counselors, police officers, lawyers, government workers, nurses, and social workers. These students will be focusing on issues in their fields and/or expanding on basic research topics and techniques they are pursuing in their "major" classes. In the process of conducting research, attention is given to the ethical consideration of the study of human behavior.
Typically, the social sciences shares qualities with the sciences, the humanities, and business. As a result, the course design attempts to accommodate that overlap by addressing a range of assignments that include job application materials, proposals written to supervisors/managers, translation of specialized terms, literature reviews, empirical research reports, feasibility studies, and position papers.
With these goals in mind, the course seeks to have students
- Become familiar with some of the genres and disciplinary conventions of both discipline specific and more general academic writing, and explore what those genres and conventions do for the discourse communities that employ them. These might include the structure of empirical research studies, and ethnographic and other non-quantitative social science research.
- Examine the differences in published versions of expert and lay discourse, and write arguments directed at both expert and lay audiences that reflect the goals of empirical research articles or those of the social science practitioner who does lay research to solve a practical or policy oriented problem.
- Become more familiar with the journals, such as the Journal of American Psychology or the American Journal of Sociology, and professional literature, such as The Police Chief of Phi Delta Kappan, by analyzing how people in the social sciences report on new research and argue for new approaches.
- Improve the skills necessary for effective research in the social sciences and then successfully employ them in papers: interviewing, surveys, and the use if published databases and other data sources. Practice incorporating multiple voices into one coherent argument.
- Learn strategies for page design including visuals (white space, text/graphics placement) and graphics (tables, graphs, diagrams).
- Become familiar with APA and related citation styles and their implications.
- Discover more about writing in the social sciences profession/discipline by gathering information from professionals (other researchers and practitioners) and by presenting it to a lay audience (public agencies, governing boards, or individual clients).
RELATED WEB SITES
Research Resource Penn State's Library Home Page--sources for ENGL 202A provides links to statistical database indexes and other related sources
Courses in Other Programs Indiana University: WAC in the Social Sciences
General Teaching Sites Allyn & Bacon's site for English Composition: presents sources and links emphasizing computer use in the classroom. SAMPLE SYLLABUS
English 202A: Writing In the Social Sciences
Course Policies
ENGL 202 Course Objectives
- Analyze writing done by academics and working professionals in your field, as well as other students' writing in the social science disciplines.
- Practice writing as members of a professional discourse community to accomplish goals in a variety of realistic situations.
- Broaden your repertoire of writing processes and strategies.
Requirements
Papers and assignments:
There will be six major units in this course which require you to turn in a paper at the end of each unit and complete a number of homework and in-class writing assignments each week. Paper descriptions will be handed out on the day each paper is assigned. All paper assignment and due dates are on the course schedule.
Grades:
I will be using the grading standards set forth by the English department for grading all five major papers. Please consult them before to understand the criteria for each paper grade.
While I will make a mathematical calculation based on the letter grades you receive on each of your papers, your final grade may also reflect your overall performance. I reserve the right to either raise or lower your grade by one half step (e.g. an A- to a B+) if you show either dramatic improvement or dramatic decline over the course of the semester. Please note that this may only apply to a few of you.
I will use the following values when calculating your grade:
PAPER 1: Writing in Your Profession--10%
PAPER 2: Discourse Community Analysis--10%
PAPER 3: Research Proposal--20%
PAPER 4: Job/Graduate Application Packet--15%
PAPER 5: Group Project: Trade or Popular Magazine--15%
PAPER 6: Final Report--20%
Style Presentation--10%
Style Presentations:
You enter 202A with varying levels of awareness when it comes to the elements of (writing) style-for example: grammar, organization, punctuation, tone, coherence, and emphasis. While the focus of this class is NOT merely mechanics, these little items can make or break your writing!
Either your writing style can seem to flow and engage your reader's interest, or your language can seem hasty and improperly used, only frustrating and boring your audience. No matter who your audience is-a professional or a client or layperson-they'll have these kinds of questions: "What is your point? Do you know what you are talking about? Can I trust your professional advice?"
To help ease and refresh your mind about how to answer these questions through research, writing, and editing practices, we will begin class each Wednesday with a 10-minute style presentation. Class members will pair up to prepare a successful presentation, which should meet the following criteria:
1. Visuals: Please use any form of media that will best illustrate the concept or topic. (Let the instructor know in advance if you need a computer to do your presentation.)
2. Collaborative work: Both partners should participate and work to make it interesting.
3. Class participation: Engage the class through having a Q& A period, asking students to write on the board, playing games, or imitating role-plays.
4. Structure and focus: Your presentation should include an introduction, body and conclusion that work together to introduce, apply, and conclude with a few main points.
5. Citations: You should make clear where you gathered your information so students can easily consult the source.
6. Printed version: Please compile and turn in any notes, visuals, or handouts (cite your sources) after you present.
For the style presentation, a sign-up sheet will be passed around, and sources for suitable topics will be discussed the first part of the semester.
Format for Papers: Type or word-process your papers. Double space unless the rhetorical situation dictates otherwise (I will tell you if this is the case). Print on only one side of the paper. Use either 10- or 12-point font. Make top and bottom margins one inch, side margins one to one and one-quarter inch. Please use a paper clip to hold your work together. Submit each paper in a folder along with rough drafts with peer review comments and any other relevant material including articles, analyzed models, and in-class and homework assignments. Please proofread your work carefully. I do not intend to make this a style class, but I will comment on mechanical problems you may have.
Late Work: You must turn in your paper on its due date; I reserve the right to dock a late paper one letter grade for every calendar day it is late. I do give extensions, however, and will work with you if you contact me by the class before the paper is due.
Draft Workshops: Please make sure you have a complete rough draft for the peer review. In order to receive a grade on your assignments, you must participate in a peer review session. If you do not participate in the peer review, your final paper may be docked up to one letter grade.
E-mail: I do not feel that an electronic memo can take the place of a face-to-face talk. Consequently, please use my email address for brief messages only. While I will gladly respond to short questions regarding your papers or scheduling requests, I will delete unread lengthy pleas for changes of grades and other special considerations.
Consultation: Consider office hours as an extension of the classroom. Please try to meet with me at least once during office hours after you have received the first one or two papers back and have a feel for how you are doing in the class. We can then discuss your progress. Also feel free to contact me outside of class. While I am not always willing to make special appointments outside of office hours, I will talk to you over the phone or by e-mail.
Class Schedule
W 8/23--Introduction to Course. Overview of Assignments and Course Policies.
F 8/25--Writing myths, writing well, and prewriting. In-class essay: "Myself as Writer." Plagiarism and policy statements due. Language fundamentals for professional writing. Style manuals and Reference guides.
I. WRITING PROFESSIONALS IN YOUR DISCIPLINE
M 8/28--Assign Paper 1: Writing in Your Profession. Discuss interview strategies and professional philosophies. Introduction to style presentations. Pass around style presentation sign-up sheet.
W 8/30--Templates and organization for memos, letters, proposals, reports, press releases, brochures, newsletters, e-mail, etc. E-mail due by midnight: Whom will you interview? When? What are your interview questions and what do you anticipate to be your professional's writing philosophy?
F 9/01--Memo due: Paper 1 Examples
M 9/4--LABOR DAY HOLDAY--No class
W 9/6--Paper 1 rough draft due for peer review
II: DISCOURSE COMMUITIES
F 9/8--Paper #1 due. Lexis and Discourse Communities. Analyzing the Audience and Author. Assign Paper 2: Discourse Community Analysis
M 9/11--Analyzing Rhetoric in Language & Layout. E-mail due by midnight: Your article sources
W 9/13--Discourse Communities Articles Workshop. Please have your articles read, and copies of BOTH articles with you in class
F 9/15--Memo due: Paper 2 Examples
M 9/18--Paper 2 rough draft due for peer review
II: RESEARCH & COMPOSITION IN THE SOCIAL SCIENCES
W 9/20--Paper 2 due. Assign Paper 3: Research Proposal. Prewriting Exercise. Primary and Secondary Research Methods
F 9/22--Writing Problem Statements. Audience Awareness
M 9/25--Proposal Superstructure for each option
W 9/27--Citation Systems. Full, annotated, and in-text citations. Quoting and paraphrasing as evidence. Outsourcing evidence: invented or situated ethos. Making inferences
W 9/27--Problem Statements and Audience Analysis due. In-class workshop
F 9/29--Oral presentations: Proposal Topics: Class Q & A
M 10/02--Memo: Paper 3 Examples of your selected option
W 10/04--Paper 3 rough draft due for peer review
III: THE RHETORIC OF APPLICATIONS
F 10/06--Paper 3 due. Assign paper 4: Job Application Packet
M 10/09--FALL BREA--No class
W 10/11--The rhetoric of resumes. Bring sample resumes to model.
F 10/13--Professional letters of application. E-mail due: job and grad school selections
M 10/16--Graduate school statements of intent
W 10/18--Cover Memos: rhetorical analysis of your job application packet
F 10/20--Memo: Paper 4 examples
M 10/23--Paper 4 rough draft due for peer review
IV: COMPLEX AUDIENCES & GENRE SHIFTS
W 10/25--Paper 4 due. Assign Paper 5: Group Project: Trade or Popular Magazine
F 10/27--Form groups. In-class audience analysis memo
M 10/30--The rhetoric of popularizations and trade articles
W 11/01--Preparing visuals: illustrations, photographs
F 11/03--Articles workshop: bring sample articles
M 11/06--Memo: Paper 5 popularizations
W 11/08--Paper 5 rough draft due for peer review
V: THE FORMAL REPORT
11/10--Paper 5 due. Assign Paper 6: Final Report
M 11/13--Superstructure for types of professional reports: (1) feasibility or recommendation reports, (2) grant proposals, (3) client-based literature reviews
W 11/15--Progress Reports
F 11/17--Preparing visuals: charts, tables and graphs
M 11/20--In-class visuals exercise. Sign up for 3-minute presentations
W 11/22--NO CLASS--Student Conferences
F 11/24--THANKSGIVING HOLIDAY--No class
M 11/27--Progress memo due. Student presentations of progress memo
W 11/29--Student presentations of progress memo
F 12/01--Front and back matter for reports
M 12/04--Memo: Paper 5 examples
W12106--Paper 5 rough draft due for peer review
F 12/08--Final Paper due. Course Evaluations
SAMPLE ASSIGNMENTS
Writing in Your Profession
The purpose of this paper is for you to fully investigate and explain to someone outside of your field (your instructor) how working professionals and academics in your field write. To do so, you will need to interview someone in your discipline who is doing what you aspire to do in your career.
DATA GATHERING
Conduct an interview of a representative writer-a professional or academic in your discipline or possible future profession. You could talk to university faculty, doctoral candidates, parents, friends, professionals or former employers. If necessary, ask for a recommendation from a professor in your field. Make certain the person you choose is not so new to the profession that she or he does not know what writing tasks are required. You may conduct your interview either in person or on the telephone, but not over e-mail because it is not conducive to follow-up questions and other nuances of oral communication. During class we will discuss interview strategies.
Below are some questions you may wish to peruse to get started:
- Do professionals in your field work alone, with peers, or with people above and below the in rank? Who makes the decisions about what gets written and by whom?
- What are the most important sources of information for writing tasks? Do professionals rely upon the library and electronic information resources in the same way as students? If their sources are people, do they use formal or informal means to get information?
- How do professional writing processes differ from those used for students?
- Do writing tasks change as entry-level staff progress in their career? How do people learn to write "on the job" in your field?
- What types of writing are most important to this job and why is that?
PAPER 1 REQUIREMENTS
Your memo should clearly identify the interviewee and the institution or company for whom they work. You must use specific details, examples, and direct or indirect quotations to support your analysis. Make certain that you organize your memo by topic and refrain from simply reproducing a play-by-play account of the interview. After the interview, you will need to organize the paper around approximately three major writing issues of this particular professional. For example, you could talk about
- The interviewees' professional writing philosophy (how important do they consider writing on the job-in terms of their promotions, effectiveness with clients and other professionals);
- The writing tasks they face (types of documents and audiences the audiences for each);
- The writing processes they use (phases and time involved in drafting, editing, and preparing final copy, templates, used, authorizations by supervisors or others before sending out the communication).
Discourse Community Analysis
To help me better understand both your discipline and your personal career goals, you will analyze and article from a research and a trade journal in your field of study. You should choose an academic article about a topic that a non-specialist audience might find interesting, since you may use this article later during the group popularization assignment.
Articles analyzed must come from two different types of publications that have several discriminating features we will discuss in class.
PRIMARY RESEARCH JOURNALS are academic periodicals written by researchers to researchers. These journals use referees to judge submissions, accept very little advertising, and have fairly traditional, academic-research page formats. Articles usually attempt to answer abstract questions or gather facts and do not usually address practical application. There are general journals like the American Journal of Sociology and journals like Addictive Behaviors, which target more specialized audiences.
TRADE PUBLICATIONS look more like magazines found on newsstands, but they are not written for the lay public, a "general" audience, or people who do not belong to the profession they address. They do, however, have glossy pages, accept quite a bit of advertising, and may use innovative page formats. Most of the articles focus on practical application, e.g. helping a high school teacher explain concepts to his or her students. The advertising accepted by these publications is usually for goods and services used by their professional audience in the course of their duties. Consequently, The Police Chief , the official publication of the International Association of Chiefs of Police, would contain ads for handcuffs, police cars, etc. Note: PSYCHOLOGY TODAY IS NOT A TRADE JOURNAL
Once you have chosen your articles, you will write me a 2-3 page memo to analyze each article, paying attention to these considerations:
AUDIENCE: Who is the audience of the journal as a whole? More specifically, of the article itself? Why would the audience find that article interesting? How would they use it?
AUTHOR: Who is/are the author(s) of the article? What does the author do to engage her professional or academic audience? What persuasive strategies does the author employ to convince his audience? Why does the author have credibility with his intended audience? How does the author demonstrate situated ethos? How does the author invent ethos?
LANGUAGE & LAYOUT: What discourse-community-specific Lexis does the author use? Define these words. Describe how the expectations of the author's discourse community shape the format of the article? Does the author's tone reflect discourse-community assumptions? What can you say about the language used-not the topic. What ways of presenting the material, including phrases, terms, visuals, or types of recommendations, can you identify? Analyze how these typify your field.
Research Proposal
You will write a 6-8 page proposal offering to investigate a problem this term. Be sure to choose a problem large enough to deserve sustained investigation, but manageable enough that you can find or produce information to craft a presentation by the end of the semester. We will discuss suitable topics in class; see me soon if you have trouble selecting a topic.
Choosing a Research Problem
The problem may be scientific, social, practical, scholarly, or a combination of these. Try to pick something you are already familiar with: something you are working on for another course or something that concerns a group that you have worked with closely. You may choose from one of three types of proposals: 1) proposal to develop a new policy or procedure or 2) a proposal to investigate a scholarly research problem by exploring an important disciplinary question 3) a proposal to craft a specific client-based literature review.
PROPOSAL OPTION 1: A practical or policy-oriented problem
Audience: Instead of connecting your problem to a research community, you need to identify a specific real world audience. You are aiming to help real people who do not have your academic training solve a problem that would normally come under the purview of someone with your academic training.
Methodology: Through primary research methods (interview study, small-scale surveys), develop a policy or procedure for a real situation or context. You will begin by devising some hypothetical alternatives and then more carefully examine them through talking to some real people for whom this is a significant problem. You will be gathering information to analyze and organize into a solution. Consequently, you need to know or find those who can help provide this information and whose needs will shape the possible solutions.
PROPOSAL OPTION 2: A scholarly research problem
Audience: By selecting this option your final project will be the actual grant proposal. However, write your initial proposal (Paper 3) to me. Remember you must first convince me that significant problems exist within a particular area of academic research and provide a review of the existing controversy, citing research on several sides. Try to demonstrate where the research gaps lies. Then illustrate why you should be permitted to investigate this area of research through this writing project. Become familiar with the criteria for the grant you would be applying for. When writing the proposal, think of me as someone who wants to be sure that you chose a project from which you can learn a great deal and on which you can succeed.
Your problem may be one that is important to scholars or practitioners in your discipline. However, in order to secure the "necessary funding" to allocate to such a project, you will need to identify an organization which provides grants in the social sciences and look at their existing criteria. You might begin by asking professors in your area to help you identify these possible grant resources. Become familiar with their criteria.
There are several on-line "requests for proposals," so look on the Internet. One example is:
Methodology: You will need to demonstrate that the problem is important to scholars or practitioner in your discipline. Consequently, finding a large database of existing research and analyzing some portion of it will be part of your work. You will examine these sources of published research showing that many people are working on aspects of this problem. For topic ideas, you could look in journals or talk to professors in your area. You will be theorizing or providing and collecting helpful data toward an answer or directions to an important, controversial disciplinary question.
PROPOSAL OPTION 3: A Client-based literature review
Audience: In this proposal, you write to me. Tell me of your plans to pose as the professional with a client who has a very specific set of needs and comes from a particular background. For example, you may be a psychiatrist helping a patient with a mental disorder (and his family) determine the best option for a treatment plan. Or you could be an educational counselor explaining to a child's parents about his diagnostic treatments available for the rare disease he has. A probation officer or physical therapist could also be working with clients with very specific problems. You are not there to recommend one or another treatment as the best, but rather to demonstrate how several different treatment options might be useful or helpful. This is tricky, because you must do so in terms which a client or parent could understand.
Methodology: Begin by formulating an audience analysis that provides very specific information about the parents of the client or the client him/herself in terms of demographics, educational level, income and class, gender, age, etc. This will help you determine how you might best manage the literature review to meet the needs of the particular audience. You will also need to position yourself in relation to your client. For example what are your credentials? Why are they coming to you? How is your trust level with this client? What can you offer them without creating false hopes or taking on the responsibility yourself for their treatment? Are the ethical or legal limitations that you need to take into consideration when giving your advice?
I will, of course, read and grade this proposal, but if I sense that I am the primary audience, I will dock your grade accordingly.
Superstructure
Using your problem statement, create a logical format or superstructure that reflects the sections most important to your client. Make certain that the ideal solution has criteria that meet the needs of the reality of the situation. Be specific about the way research would look into the problem and facilitate the ideal. You must make sure your audience understands the correlation between the problem itself and how valuable your research and recommendation can be in helping to solve the problem. Depending on your audience, your proposal should contain the following sections:
Front matter. Your proposal will have a letter of transmittal and a title page.
Introduction. Give enough background about the problem and its context to demonstrate your understanding of the situation.
Problem Statement. Describe what is wrong with the status quo and briefly state how you propose to improve things.
Methods/Plans. What approach do you plan to pursue? Why is this approach promising? How would your investigation improve our understanding of the problem or provide a solution?
Credentials. What makes you well positioned to complete this project? Your credentials may include schooling, other kinds of experience and knowledge, and access to experts with the information you need.
Schedule. What are the major components of the project and when will you have them completed? Can you complete your project in the time you have? Use a Gantt chart to set out your deadlines and show how the components are related.
Budget. {OPTIONAL} Describe what costs or expenses would be involved in carrying out your research, including materials, travel, long distance telephone calls, etc. Projecting expenses not only helps you show that you have thought out the project, but also demonstrates that your investigation is serious enough to require a real investment. If you are not asking for money, however, you do not need a budget.
Call to Action. The body of your proposal should conclude on an upbeat note, making some type of request and aggressively recommending that the addressee consider the proposal.
References. {OPTIONAL} Depending on the nature of your report, you may find yourself citing relevant literature in your field. If so, please include a reference page in a citation style appropriate to your discipline.
PAPER 4: Job Application Packet
For this assignment, you will investigate two jobs or two internships or one job and one internship that you may be interested in applying for. You may also apply to one graduate or professional program with my permission, but that program may not be at Penn State. If you apply for two jobs or two internships, these positions must be significantly different from each other. They cannot have the same job title and/or job description. Packets with two similar jobs will receive a grade no higher than a C. Also, if you are applying for a job, it must be a full-time job with benefits that pays a salary you could live on. Part time employment is not acceptable.
Researching Jobs, Internships, and Postgraduate Programs
You can find advertisements for jobs and internships in trade magazines, on the Internet, or in the resources at the Career Placement and Development Service in 413 Boucke. Professors in your department may also know of opportunities, and you may also hear of jobs from family members, friends, and contacts in your field. I do not require you to use any specific resource, so don't worry if, for example, you find out about an internship from your aunt.
Graduate and professional school information can be obtained from the individual school's web site, but I also suggest that you speak with some of your professors and find out where they did their graduate work. If you are applying to a professional program, speak with a working professional, and ask them where they went to school.
Requirements
You will write a 3 to 4 page cover memo addressed to me that contains a job description, audience analysis, and rhetorical analysis for each position for which you applied. You will then create a one page cover letter and one-page resume for each job or internship. In the case of graduate or professional schools, you will include their application and a statement of intent or whatever that application requires. Format for the cover letters and resumes should adhere to the format I discuss in class. Please turn in any actual applications available with your packet.
Audience
Since you will address your cover memo to me, feel free to use the second person and an informal tone. Remember, however, that if you do not do an adequate job explaining the rhetorical situation you face and the rhetorical choices you make, you will not receive a good grade. Your cover letters will be addressed to the real person who would interview and hire you for the real job or internship. Packets containing letters to Dear Sir/Madam, etc will be docked one letter grade.
Standards for Correctness
Employers and admissions committees impose a strict standard of correctness on application materials. Indeed, most will assume that your resume, cover letter, and statement of intent. represent the best-written work you are capable of producing. Consequently, I will mark this assignment on a stricter scale than usual. If I find more than two typographical or grammatical errors in your cover letters, résumés, or statements of intent, I will dock your entire package one letter grade.
Popularizations and Trade Journals
Professional writers must often present technical, scientific, or otherwise specialized ideas to broader audiences. These audiences can either be working professionals who do not have the time to follow academic publications or lay readers who are interested in what's going on in a discipline. Consequently, your group will produce a mini-periodical that targets either a professional or lay audience. Each person in the group will write either a 2-3 page popularization or a 2-3 page professional summary of the idea discussed in the academic journal article that person used for the discourse community analysis. The group will then be responsible for combining all the articles into a document that has the unified tone and layout of a magazine.
Requirements
If your group is writing popularizations, you might want to model your periodical after a national newsmagazine such as Time or Newsweek, a national, nonprofessional special-interest magazine such as Fitness or Parents, or a nationally known daily newspaper such as USA Today or The New York Times. If you will be writing professional summaries, you should use the trade magazine most common in your field. Your group will be required to turn in a model periodical, and your group's work will need to bear some resemblance to this model.
Audience
Because a lay audience will have different needs than a professional audience, periodicals directed to these different audiences will have obvious differences in tone and lexis. Make sure that if you are writing to a lay audience you do not bombard them with discourse-community-specific language. On the other hand, if you are writing to a professional audience, do not oversimplify or spend too much effort discussing issues that your audience would already be familiar with.
Because of the different needs of the two audiences, a group cannot turn in a periodical that attempts to reach a lay and a professional audience.
Format
Popularizations and professional summaries employ specific rhetorical strategies to hold their audience's interests and provide their audiences with information. I will explain these strategies during my lectures and I expect you to use them as you craft your papers. A successful popularization or professional summary will not simply describe the research, but will catch and hold its reader's attention.
When your group gathers the articles together, it should ensure that all articles have the same format and tone. It would be wise to decide on editorial policy before anyone writes an article. That way, everyone's work will comply with the policy and no one will have to waste time rewriting.
