Dr. Bolton

Office: Haley Center 8058 (Hours: 9-10am, M-F or by appointment)

Phone: 844-9015; boltojw@mail.auburn.edu

www.auburn.edu/~boltojw

Required Texts: The Norton Reader (9th edition), ed. Peterson & Brereton; Longman Handbook for Writers and Readers, ed. Anson & Schwegler.

9/21 Course Introduction & Goals

9/22 Rethinking the Essay: Read Handbook 2-18; Booth (313-324)

9/23 Word Choice & Personal Essay: Read Dillard (79-85); Woolf (62-66).

9/24 Metaphors & Clichés: Read Orwell "Politics & English Language" (353-364)

9/27 Observation & Inference: Read Staples (236-239) & Plato (747-750)

9/28 Punctuation: Read Handbook (452-55, 467-475, 501-8). Thomas (350-52).

9/29 Illustration & Example: Read Hayes (617-25)

9/30 Crafting Sentences: Read Handbook (144-54); Do exercise 3B.

10/1 Draft of Paper #1 (Personal Essay) Due

10/4 Description: Read Eisley (50-56) & Cofer (90-93)

10/5 Combining Sentences: Read Handbook (380-91). Do exercise 3A.

10/6 Narration: Read Greenblatt (662-66) & Momaday (106-11)

10/7 Revising & Expanding Sentences: in-class exercise.

10/8 Due Paper #1

10/11 Process Analysis: Read Copland (704-9) & Woodcock (509-13)

10/13 Comparison & Contrast: Read Bacon (365-66) & Quindlen (145-47)

10/14 Transitions (logical relations): in class exercise

10/15 Draft of Paper #2 (Narration & Description) Due

10/18 Quotation: Read Handbook (485-492); do exercise 2A

10/19 Definition: Sartre (762-71); Becker & White (554-57)

10/20 Planning & Thesis Statements: Read Handbook (51-54) do exercise 3.

10/21 Organization (outlining): Read Handbook 36-43,68-71) & Machiavelli (536-543)

10/22 Due: Paper #2

10/25 Analysis: Tillich (740-46) & Tannen (345-49)

10/26 Rhetorical Appeals: in-class exercise

10/27 Classification: Golding (117-23) & Toth (691-94)

10/28 Metadiscourse & Editing: Read Handbook: (56-167) do exercise 4A

10/29 Due: Draft of Paper #3 (Analytical or Definition Paper)

11/1 Oblique and Indirect Approaches: Woolf (750-752) & Walker (35-42)

11/2 Lines of Argument: Read Handbook (757-772, 780-85)

11/3 Logical Fallacies: Read Handbook (786-89); in-class exercise

11/4 No class (SAMLA)

11/5 Due: Paper #3

11/8 Cause & Effect: Fussell (453-67)

11/9 Arguments about Value: Levin (427-29) & Arendt (504-9)

11/10 Arguments by Definition: Stanton (552-54) & Early (239-50)

11/11 Refutation & Critique: Guinier (557-62) & Gould (632-39)

11/12 Analogy: Read McMurtry (204-9) & Asimov (123-33)

11/15 Rhetorical Analysis (Figures of Speech): Read King (562-68 middle)

11/16 Rhetorical Analysis, pt ii: King (568-77)

11/17 Paper Conferences

11/18 Paper Conferences

11/19 Due: Draft of Paper #4 (position paper)

11/22-26 Thanksgiving Break

11/29 Irony & Satire: Jonathan Swift (528-535)

11/30 Stylistics: Read "Album of Styles" (365-375)

12/1 Literary Analysis: Nabokov (657-661)

12/2 Course Evaluation & Review

12/3 Dead Day: Final Position Paper Due

Course Objectives: The honors writing seminar (EH 118) is designed to improve and reinforce your written and verbal skills through the acquisition and practice of rhetorical and language techniques. The primary objectives of the course are: 1) to develop students' ability to write effectively both for the general academic community and for the educated public, with a focus on exposition and argument; 2) to develop students' ability to read, interpret, and evaluate written texts, again with a focus on exposition and argument; and 3) to develop students' ability to think critically about their own and others' ideas, about what they write and read, and about language.

The syllabus emphasizes the two key components in successful expository writing: language (mechanics and style) and rhetoric (argument and persuasion). The language component of the course is arranged from the ground up: words, clauses, sentences, paragraphs, figures of speech and other elements of style. The rhetorical component builds from basic to more sophisticated argumentative strategies, organization of assertions and evidence, and means of persuasion. The course is also designed to prepare students to engage in forms of public discourse, and to increase your ability to evaluate, concede, and refute opposing viewpoints. The course is also about developing and cultivating your own unique style of writing, about "finding your voice" so that writing becomes an expression of your personality and values. Last, this is a course about not only the importance of writing as a means of self-discovery but its potential for boundless enjoyment and entertainment. (Seriously!!)

Grading: 4 Papers=70% (10%, 15%, 20% 25%)

In-class writing assignments, attendance, class participation (including peer review), &quizzes=10%

Final Exam=20%

Essays will be the major component of the course. You will write a sequence of four essays: a personal essay (Encomium), a descriptive narrative, an analytical or definition paper, and a final position paper. The grade on these essays will be determined by the style, content, organization, mechanics, and rhetorical sophistication of your essays. For example, an "A" paper is innovative, creative, and perceptive. The purpose is specific and focused, and the thesis is marked by some depth or breadth of insight. The supporting evidence is convincing and thought-provoking. The organization is clear and coherent, and consitutes an intelligent, thoughtful reponse to the topic or rhetorical situation. The prose is sophisticated and uses stylistic elements skilfully to achieve specific goals.

Formatting: All essays must be typed on 8 1/2" x 11" white typing paper. Set 1" margins all around. Use double line spacing. At the top left margin of the first page, type your name. Below it type my name, then below it course number, then below it the date. Make sure to give your essay a title. Number pages at top right corner.

Attendance is mandatory. More than five unexcused absences will result in a grade of "FA" (Failure due to excessive absences). A student may, however, withdraw at any point before midquarter). Excused absences include: illness (with verification from doctor); the illness or death of an immediate family member; class trips for student organizations or other university courses; religious holidays; subpoena for court appearance; or any other reason that I may deem excusable.

**If any student requires special accommodations in order to complete the course, s/he should make a appointment to meet with me as soon as possible.

Participation is crucial. This course is designed so that students can engage in constructive classroom discussion about the process of writing and about each other's work. Criticism should focus on the actual written work of author and/or peer, including the style, rhetorical strategies, grammar, punctuation, etc.. Come to class prepared to respond to or ask questions about assigned readings and topics.

Quizzes may be given periodically at the beginning of class to ensure that the student has completed the reading assignments for that day. These quizzes will ask brief, factual questions about the content of a given article or reading.

Peer Review is also a key part of this course. One week prior to the day on which a paper is due, you will have completed a draft of the assignment. This draft will be given to another student in the class for review, and you will, in turn, review the draft of a fellow student. On a peer review form you will give your opinion and/or response to the student's draft, offering constructive criticism and the kind of advice and feedback you yourself would want to receive. The peer review process not only sharpens your critical and self-evaluative skills, but also offers an opportunity to learn from your peers. Take advantage of draft days!!