Overview of today’s lecture

Introductions Course Objectives Course Policies Homework Overview of today’s lecture

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 contextas the words themselves.Which is another way of sayingForm + 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 noise The message The receiver The sender

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, TheBroadview 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)

Overview of today’s lecture