Overview of today’s lecture

Introductions

Course Objectives

Course Policies

Homework

Who are we?

Dr. Andrew McMurry Office hours: Tues. 9:15-11:00, and

by appointment HH 265, ext. 2121 amcmurry@artsmail.uwaterloo.ca Workshop instructors:

Aaron Pingree Elizabeth Rogers Peter Fahy Julia Mamalo Roisin Bonner Andrew Deman

Why are we here?

To study academic writing in theory and practice.

Not a course in basic writing, English as a Second Language, or remedial English.

University level composition with emphasis on research essay skills

Course objectives

The course is designed to help you 1. Navigate the

genre of academic writing

2. Hone your writing skills

3. Understand writing’s crucial role in meaning-making

1. Navigating the academic genre of writing

A “genre” is particular category of discourse

How do I read it? How do I decode it? How do I incorporate

academic conventions into my own writing?

How do I create written work that meets or exceeds the expectations of my university teachers?

1.1 The way we interpret expressionsdepends almost as much on their context as the words themselves.

Which is another way of saying

Form + Situation (words) (context)

= Genre(category of expression)

1.2 OK…But Say A Bit More About “Genre”

“An expression is said to belong to a particular genre when the expression obeys the rules of that genre. In a sense, a ‘genre’ is simply a set of internal rules or protocols that prescribe the way a set of words must be assembled if they are to belong to that genre.

“These rules prescribe everything from grammar to content, from spelling to narrative structure. Genre is elementary. . .”

1.3 So What’s in It For Me?

As a writer in an academic setting, you should know that

Academic genres are very conservative (rules only change slowly)

Sometimes the rules make the genres seem very cold, boring, and uninviting to the casual reader

The rules are easy to learn but tougher to master

1.4 What Are These Rules? Usually a linear organization Specialized vocabulary Presumption of shared

knowledge Attention to factual detail,

precision, and documentation Local rules of evidence apply Style may run from insipid to

elegant Tone may run from

bombastic to tentative

2. Honing your writing skills

What are my strengths? What are my

weaknesses? How can I improve my

analyses? How do I edit a paper How do I generate

ideas? How do I research and

document a paper?

2.1 Skills

summary and paraphrase quotation definition comparison persuasion information structure audience considerations introductions and conclusions research and documentation stylistics critical thinking

3. Understanding writing as meaning-making

In university you are judged, not by the content of your head. . .

3.1

. . . but by the form of your expression.

3.2 The improbability of communication

Zzxxk! ?

The sender

The receiver

Why study academic writing?

It is the “language” of the university.

“The limits of the world are the limits of my language.” Ludwig Wittgenstein, philosopher

“Inadequate communication skills will have a direct bearing on a college graduate’s promotion opportunities.” A.K. Butler, Associate Director of Personnel, CONOCO

“An individual can be brilliant, but if [he or she] lacks communication skills it is unlikely that [he or she] will be successful in the business world.” K.W. Bruder, General Manager, Swift and Company

“Proficiency in written English is a must for a public school teacher who nourishes any hope at all of establishing credibility as a professional.” D.G. Armstrong, Educational Curriculum & Instruction

“An engineer, without the tools of communication, is unable to sell [his or her] ideas, no matter how good those ideas are.” C. L. Gilmore, Industrial Engineering

Course requirements

Summary - 10% Comparison Essay - 15% Argument - 20% Research essay

(includes oral progress report) - 30%

Test - 15% Writing portfolio and

participation - 10%

Texts and policies

Rosengarten & Flick, The Broadview Reader

Fowler, Aaron, McArthur, The Broadview Guide to Writing

no reading of newspapers, etc. no cell phones, beepers, or

other distracters in class no food if late for lecture, use upper

doors

This lecture…

Take notes of items that strike you as particularly significant--but DO NOT try to write everything down.

Simply follow along with me as I work through the slides.

Try especially to follow the examples I use.

Don’t be afraid to ask questions, but…

These overheads PLUS supplemental info will be made available online.

Your workshop…

Don’t miss a single one! Come prepared to

actively learn. Be ready to start

immediately. Bring all the tools you

need—this is a WRITING workshop!

Homework

Read the short essay by Mark Twain in preparation for next Tuesday’s lecture

Bring writing materials to your tutorial Thursday (waiting list, syllabus, further instructions will be provided there)