Writing 116: Writing in the Natural Sciences Hybrid Online and Classroom Section Gibbons

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1 Writing 116: Writing in the Natural Sciences Hybrid Online and Classroom Section Gibbons ClassMeetingTimes:8:00 9:50pamMondayandWednesday Room: COB 266 and online Note: This class is a hybrid section, meaning that roughly every three hours of face-toface meeting will result in one hour of some online meeting or activity. For this particular section, you will find that we will meet much more face-to-face here in the beginning of the semester and effectively bank time for online meeting when it is more conducive to the work we ll be doing. Please stay current with the Reading and Assignment Schedule that will be available on CROPS and updated regularly. General departmental information regarding the hybrid online courses is appended to this syllabus. Please read it for technology and skill requirements for this course section. Contact Office Hours: 12:30-2:00pm Mon/Wed and by appointment Office: COB 3rd floor Course Description Scientific discourse is a highly specialized means of communicating complex, often technical information. It is also, like all writing and presenting, a performance. The natural sciences, for purposes of this course, is an inclusive field that spans issues related to biology, medicine, epidemiology, physics, mathematics, nutrition, genetics, technology, chemistry, engineering, and earth science, to name but a few. Some variation occurs across disciplines of the natural sciences, but scientific discourse in these disciplines is typically research-based and seen as intended for publication in scholarly journals or for presentation at academic conferences. However, research-based material often finds other forms as science engages a public that increasingly expects to be informed on its own terms. Science writing, then, now not only engages more traditional forms of communication, i.e., abstract, research review and proposal, but also directs efforts at more publicly accessible forms like commentary, narrative, technical explanation, and press release. With this expanded role for science and scientists, this course provides intensive practice of the principles of presenting scientific subject matter in research, journalism, and public policy. We will consider the range of audiences to which scientific communities respond, and explore respective variations in substance, style, focus, arrangement, logic, and rhetoric. Thus, we will (1) identify the rhetorical principles and conventions in a broad selection of scientific writing; (2) consider representative texts from the field that represent a variety of styles and communities; (3) explore the rhetorical challenges that scientists face when communicating among themselves and with the public; and (4)

2 practice common research reporting paradigms. The intensive examination and practice of scientific discourse, however, also implicates the foundations of the scientific method and how science happens. The validity of results and claims, the value of science to various constituencies, the fundamental ethics of what constitutes good science, and the assumed value that scientific journals and other modes of scientific communication project will constitute a good portion of our discussions and in-class activities as well as smaller writings. Course Objectives Students will practice and refine their capacity to: synthesize and express complex ideas represent technical information in clear oral and written presentations understand scientific problems in current and historical contexts make ethical and philosophical judgments about the scientific process as it appears in historical, social, and scientific contexts revise writing by incorporating relevant advice for improvements collaborate successfully on group tasks and class projects explore, articulate and apply scientific interests from college coursework build a set of skills by which to write to differing audiences Materials There is no textbook for this course, as I have found that all material we need is covered by more contemporary journal articles and ebooks. Reading will either be referenced so that you can go find them from the library or they will be uploaded into CROPS. Book chapters will be in one of the electronic formats as well. There should be no cost to you as a student for accessing article and ebook services electronically, but there are implicit costs for printing either at a copier or in the form of ink and paper for those articles I ask you to bring to class. In the long run, printing costs are much cheaper than the cost of a texbook. So, you can thank me later for eliminating textbooks from the course. Assignments and Objectives and Outcomes The more specific objectives and outcomes pertaining to assignments for this course are given separately on CROPS. If you have questions about the reasoning behind activities or assignments, please do not hesitate to ask, as doing so helps inform me how well I am communicating the purpose and scope of the activities and assignments. All major assignments will have separate instruction sheets and attendant materials posted as needed. Homework Sets will be assigned weekly and will have separate documents for each, though occasionally a Homework Set will be given only during class. Both the major assignments and Homework Sets, as well as some notion of topics and activities to be covered on any given class session, will be provided on the Reading and Assignment Schedule, which will be posted in advance of major assignment due

3 dates. This Reading and Assignments Schedule supercedes all other schedules given in the Unit Specific Objectives and Outcomes document. Assignment Due Dates All assignments are due at the beginning of class unless otherwise noted. Aside from documented emergencies, late homework or minor assignments will not be accepted. For major assignments, (such as the Research Review), every class session it is late will result in its grade being dropped by one letter. Unless specified ahead of time, ed assignments will not be accepted. Grades and Their Weightings Exercises/minor assignments 20% Personal Statement (PS) 10% Technical Explanation (TELA) 15% Oral Presentation 10% Research Review (ResRev) 25% Prospectus/Proposal 15% Class Engagement 5% Grading for major assignments (those listed above) will be according to specific grading rubrics which will be discussed in class and uploaded to CROPS for reference. Grades will be calculated using the following percentage point scale: A 93-97, A , B , B 84-86, B , C , C 74-76, C , D , D 64-66, D Hybrid Involvement As this section is a hybrid online/face-to-face class, we will be doing some work online. Before we fully engage online chat, meeting space, and upload/download provisions, we will spend some time, probably around day 3 or 4, insuring that our connections are solid and everyone understands the different technologies functionalities. At that point, we will begin becoming fully hybridized, meaning that we will begin meeting more via online activities and meeting spaces. Note that you should stay flexible with these measures if a technology does not function or is too difficult to use for our purposes, we might switch to one that does work. It is important, therefore, to make sure you check for this course regularly don t ignore messages and announcements from the CROPS for our section. No matter the circumstances, we will, by the end of the course, fulfill the three hours face-to-face/one hour online ratio. Most likely, we will fulfill this ratio by simply meeting or doing activities online on certain days rather than coming to class for an hour and meeting online for an hour. Still, stay flexible. Finally, please read the appended note from the Merritt Writing Program regarding hybrid instruction. It contains pertinent information about technology requirements and

4 information sources for this course. Class Engagement Please come to class prepared to share your ideas. Be assured that no question is necessarily a bad one. Because this course subscribes many times to a workshop format, you cannot satisfy its requirements unless you attend regularly and on time. Your contributions shape your and others learning, so your attendance and engagement speaking and otherwise -- is 5% of your final grade. It is especially important that you attend class on workshop and peer review days since your writing partner(s) will be depending on your feedback (on the quality of which you will also be graded). With respect to attendance, each absence that exceeds three unexcused absences will drop your final grade a full letter. If you miss a class, it is your responsibility to find out what you ve missed. s asking what went on during a missed class will go unread. Coming late to class twice constitutes one full absence. In respecting each other s opinions, we will cultivate a classroom environment that fosters communal learning. Accordingly, please turn off your cell phones, close laptops, (unless instructed otherwise), stay focused on class discussions and activities, and recognize that your peers are also your partners in this learning community. Time Management For each hour of class, you should anticipate doing at least two hours of homework. The nitpicky, homework-style load is heavier in the beginning of the course, so plan on doing a lot of small exercises and readings. Later, you ll have more room to assign research and writing time as you see fit, as the assignments are larger and the homework sets fewer. In my experience, students who give over time on off days those days before the day before an assignment is due have a chance to raise each homework set grade a whole step because of the increased time for revision. Students who consistently do the work the day of or the night before an assignment is due typically struggle more with little things like grammar, addressing a given prompt, or making sure all parts of a homework set are present in a submission. Academic Integrity Plagiarism is an issue that is as complicated as linguistic expression is nuanced. For our purposes, plagiarism entails representing another s work as your own. Note that plagiarism includes: submitting work that is done in part by someone else paraphrasing or summarizing any source without referencing it copying any source without using quotation marks or block indentation In sum, if you submit your own work with all outside sources or ideas properly documented, you will have maintained academic honesty. This citation becomes

5 increasingly crucial as we move towards the Research Review. In this course, any instance of plagiarism will cause the submitted piece to receive a zero or, in the case of a major assignment, failure in the course. If you have any questions about academic honesty, please feel encouraged to ask me or to consult an interactive guide to avoiding plagiarism concerns. Writing Resources If you would like further help with your writing whether you re experiencing drafting difficulties or wanting to polish up an essay sign up for free consultations at the Student Advising and Learning Center (SALC) in Kolligian Library 172 (visit the center online at Please come to office hours with any questions you have about assignments, to get feedback on your writing, or to discuss your progress in the course. If you cannot attend office hours, schedule an appointment for another time. Web resources abound for writing, but a few of the most helpful are listed on the Merritt Writing Program s website ( Additional resources are available for grammar help in the form of weekly workshops given by Belinda Braunstein and further information on these session can be obtained at Getting to My Office 1. Go to COB 3 rd Floor 2. Take the door on the right to exit the stairwell 3. Turn left and proceed past the first set of cubicles (cubicles on left, offices on right) 4. Bear right past the couch and chairs to another set of cubicles 5. Once you re between cubicles on left and offices on right, in a smaller hallwaylike space, look for my office on the left. Disability Services UCM Disability Services is located on the first floor of the Kolligian Library 109, and for more information please visit: Students with disabilities who may need accommodation, please see me during the first week of classes. You may also me or visit me during office hours.

6 Appendix: Hybrid Instruction Note from Merritt Writing Program August 17, 2010 Greetings! We are contacting you as a student enrolled in a hybrid version of an upper-division writing course. A hybrid writing course offers you an opportunity to collaborate and write in online formats that are increasingly relevant to professional and academic forums. Although you may have enrolled in the course primarily for scheduling reasons, we would like to highlight some important elements of a hybrid course. Typically, a hybrid course meets 3 units face-to-face (f2f) in the classroom and 1 unit online. While most hybrid courses will share this arrangement, your instructor will ultimately determine what the online component of the course will entail. Please refer to your course syllabus and/or instructor for more details. Both the online and f2f elements of the course are required, offering complementary, integrative learning experiences for you. As is the case with any course, 1 unit of classroom time equates to 2 hours of out-of-class work (e.g., homework, assignments, studying, etc.). Since a hybrid course requires students and instructors to use technology more frequently than a traditional class, you should be aware of a couple of technological considerations. If you are uncomfortable or unable to perform the following tasks, you might consider enrolling in a traditional class. Equipment/Service Ownorhavereliableaccesstoalaptopordesktopcomputer Havedependableandfast(atleast1Mb/sdownload)internetconnection, especiallyiflivingoff campus Headsetwithmicrophoneorlaptopwithspeakerandmicrophoneforwebconferencing Technology Know-Hows and Skills

7 UseCROPS,thecampuslearningmanagementsystem,tocheck announcements,accesscourseresources(e.g.,readingmaterials, assignments,etc.),andperformotherrelatedcropsfunctions. Useaword processingapplication(e.g.,microsoftword2003orhigher, OpenOffice,etc.)forcomposing,editing,andpeer reviewingwrittenwork. Useapresentationapplication(e.g.,PowerPoint2003orhigher)tocreate presentationslidesforclassprojects. Useonlinecollaborativetools(e.g.,wiki,discussion forum,blog,etc.)to accomplishvariousindividualandgrouptasks Usesynchronouscommunicationtool(e.g.,web conferencing,chat,etc.)to attendvirtualofficehours,virtualpresentations,andinteractwithinstructor andpeers ManageUCMe mailaccount,includingcheckingfornewmessagesregularly, attachingdocuments,andarchivingoldmail Intheeventoftechnologybreakdownand/ortechnicaldifficulties,you shouldfirstcontactyourinstructorandbeabletodescribetheproblemas clearlyaspossible.insomecases,youshouldbeabletocapturecomputer screenshotsand/orcreatescreencaststodocumenttechnicalproblems. Disability Support Please note that reasonable accommodations are available for students with a documented disability. To coordinate support, we strongly recommend that you notify your instructor and UC Merced s Disability Services as soon as possible about potential needs. Disability Services is located on the first floor of the Kolligian Library 109, and for more information please visit: Welcome to this hybrid course initiative, and if you have any questions or concerns please do not hesitate to contact one of us, your academic advisor, or your instructor. All the Best, Mike Truong, Ph.D.

8 Assistant Director of Instructional Technology, Merritt Writing Program Anne Zanzucchi, Ph.D. Assistant Director of Curriculum, Merritt Writing Program

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