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11.943 Advanced Writing Seminar | |||||||||||||||||||||
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| Massachusetts Institute of Technology Department of Urban Studies and Planning 11.943-Advanced Writing Seminar Spring, 1999 F, 3:005:00 Room 3-401 James C. Morrison, M. P. A., Lecturer
Instructor's office: 14N-233B Phone number: 253-7893 E-mail address: jimm@mit.edu Home number: (781) 383-2121 (both voice and fax) Office hours: TR, 2:003:30 and by appointment
Course Description This seminar provides the opportunity for students to work intensively
on developing the research claims and arguments in their writing. Both
Master's and Ph.D. students are welcome, and the subject is designed to
maximize cross-fertilization between programs and research areas. Students
come to the subject with a writing project already in hand-thesis, dissertation,
proposal, journal article, or the like-and engage in collaborative feedback
and peer review under the guidance of the instructor. The first part of
the semester is devoted to reading and writing assignments that guide students
in focusing on the connections between their research claims, the evidence
that supports those claims, and the reasoning that underlies that support.
In the latter part, students provide successive drafts of their project
for group commentary and guidance in revision.
Evaluation Criteria Papers will be evaluated on the presence of a clearly de-fined and presented thesis and a well-organized structure of support. All papers will be expected to include the persuasive and coherent presentation of concrete evidence; integral and well-developed paragraphs with clear topic sentences; smooth transitions be-tween sen-tences and para-graphs; concise, grammatically constructed sen-tences; use of concrete nouns and ac-tive verbs; idiomatic expression and precise word choice; appropriate use of verbal constructions, articles, adjectives, and adverbs; and correct punctuation, mechan-ics, and spelling. All preparatory assignments should be written in a standard typeface, single-spaced, on one side of a page, with margins of at least 1" all around and an appropriate title. Both drafts should be double-spaced on one side of a page, with ample margins, and securely stapled.
Collaborative Learning A strong component of this course is the practice of collaborative learning-taking advantage of the resources students can offer one another in both class discussion and peer review. All preparatory assignments and drafts will be shared with the other members of the seminar, preferably in advance of the class, for review, response, suggestions for revision, and peer editing. I will, of course, provide feedback aimed at improvement, but this will be supplemented by a second "audience" with whom the process of exchanging views will be an additional learning experience for all parties. Giving and getting con-structive feedback can be perhaps the most useful tool for learning to analyze and im-prove the quality of one's own writing and analysis.
Texts Becker, Howard S. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press, 1986. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. Chicago: University of Chicago Press, 1995. Williams, Joseph M. Style: Towards Clarity and Grace. Chicago: University of Chicago Press, 1990. Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations. 6th ed. Chicago: University of Chicago Press, 1996.
Schedule of the Course February 5 Organization of the course 12 Reading: Becker, Preface; Chapter 1-Freshman English for Graduate Students; Chapter 2-Persona and Authority Booth, Preface; Part I Prologue: Starting a Research Project; Chapter 1-Thinking in Print: The Uses of Research, Public and Private; Chapter 2-Connecting with Your Reader: (Re)Creating Your Self and Your Audience Williams, Preface; Chapter 1-Causes; Chapter 10-Usage Writing: Research prospectus 19 Reading: Becker, Chapter 5-Learning to Write as a Professional; Chapter 6-Risk; Chapter 8-Terrorized by the Literature Booth, Part II Prologue: Planning Your Project; Chapter 3-From Topics to Questions; Chapter 4-From Questions to Problems Williams, Chapter 2-Clarity Writing: Research puzzle and story 26 Reading: Becker, Chapter 9-Friction and Word Processors Booth, Part III Prologue: Arguments, Drafting, and Conversations; Chapter 7-Making Good Arguments: An Overview; Chapter 8-Claims and Evidence Williams, Chapter 3-Cohesion; Chapter 4-Emphasis Writing: Research claim with supporting reasons
March 5 Reading: Booth, Chapter 9-Warrants Williams, Chapter 5-Coherence I; Chapter 6-Coherence II Writing: Warrant and backing 12 Reading: Becker, Chapter 4-Editing by Ear Booth, Chapter 10-Qualifications Williams, Chapter 7-Concision Writing: Rebuttal of objections and qualifications 19 Reading: Becker, Chapter 3-One Right Way Booth, Chapter 11-Pre-Drafting and Drafting Williams, Chapter 8-Length; Chapter 9-Elegance Writing: The whole argument
Spring Vacation
April 2 Writing: First draft 9 Continued discussion of first drafts 16 Reading: Booth, Chapter 12-Communicating Evidence Visually Writing: Oral Presentations 23 Reading: Booth, Chapter 13-Revising Your Organization and Argument Writing: Oral presentations 30 Reading: Becker, Chapter 7-Getting It out the Door Booth, Chapter 15-Introductions Writing: Review Draft
May 7 Reading: Becker, Chapter 10-A Final Word Booth, Part V-Some Last Considerations Continued discussion of review drafts | |||||||||||||||||||||
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