WRIT-1001H-WEB: Write in Time

Class Times and Location

Time: Asynchronous online. There are no live lectures for this course.
Location: Online Durham

Instructor Information
Instructor: Dr. Jessica Moore (she/her/hers). Feel free to call me Jessica.
Phone: 613-583-5457
Email: [email protected]
Office Hours: Thursdays 11:30- 1:30. Please make arrangements with me via email to request an
appointment if office hours are not convenient. I am always available by email, and will strive to
answer all emails within 24 hours, especially if urgent.

Course Description:
This writing-intensive course aims to provide practical and cumulative skills in writing clearly,
correctly, and persuasively across disciplines and situations. The course assumes the importance
of a close relationship among reading, thinking, and writing, and operates on the premise that the
practice of writing encourages thinking and promotes innovative, insightful reflection.

This is a course that focuses on online collaboration and workshopping, prompting peer feedback
and developing writing, editing, and research skills. Be prepared to think critically, write
persuasively, and research with gusto!

Learning Outcomes
Upon successful completion of this course students will be able to:
1. Identify and recall fundamental principles of writing across disciplines, including the
stages of the writing process and key grammar and style concepts discussed in the course.
2. Explain the relationships between reading, thinking, and writing, demonstrating how
writing practices foster innovative and reflective thinking across various contexts.
3. Utilize editing techniques, research strategies, and peer feedback methods to draft and
revise clear, persuasive, and stylistically effective pieces of writing.
4. Break down arguments in readings and peer work, identifying strengths and weaknesses
in logic, structure, and rhetorical strategy, while critically engaging with texts across
disciplines.
5. Assess the quality and effectiveness of writing, including your own and your peers’, by
providing constructive feedback grounded in principles of clarity, precision, and audience
awareness.
 6. Produce polished essays and other written workshopping activities that integrate original
ideas with well-researched evidence, demonstrate mastery of academic integrity, and
reflect a unique authorial voice adapted for specific audiences.
7. Reflect on how the writing, editing, and research skills developed in this course can be
adapted for use in academic, professional, and personal contexts, including navigating
evolving technologies like AI in the writing process.

Required Texts:
Diana Hacker and Nancy Sommers, A Writer’s Reference. MacMillan. At least Tenth or Eleventh
Edition. ($50.00)

Schedule
This course is delivered asynchronously with module content that should be read at the start of
each new week. Workshopping exercises are due every week alongside ongoing larger
assignments.
January 6 - 12
Module 1 – Introduction: What does it mean to Write in Time?

This week we get to know one another and familiarize ourselves with the course syllabus and
assignments. We will also go over some basic writing concepts and approaches.

Readings:
 William Zinsser, “Writing Across the Curriculum” and “Writing to Learn” from Writing
to Learn
 Steven Pinker, “Good Writing” from The Sense of Style: The Thinking Person’s Guide to
Writing in the 21st Century

Optional video: Steven Pinker on Good Writing, with Ian McEwan (1:18:02)

Workshop Exercise:
 Post a brief introduction of yourself! due by January 26
 Reverse-Engineering an Essay due by January 11, peer response by January 12

January 13 - 19
Module 2 – Language and its Evolutions: Critical Language Awareness

This week we will focus on how language is used and how it evolves and changes across
disciplines and for different audiences. We will also explore why writing and editing is important
to how we communicate ideas.

Readings:
 Stanely Fish, “What Should Colleges Teach?”
  Vershawn Ashanti Young, “Should Writers Use They Own English?”
 Editors Canada, “What Is Plain Language?”
 Frances Peck, “Putting It Plainly” and “Putting It (Even More) Plainly”
 Jerry Coyne, “A Poorly Written Paper on a Lovely Rodent”

Optional Reading: Chicago Manual of Style Section 5.254: Glossary of problematic words and
phrases

Workshop Exercise:
 Three Dictionary Exercise due January 17, peer response by January 19

January 20 - 26
Module 3 – Writing Good or Writing Well: Grammar, Style, and How to Give Good
Feedback

This week we will cover some basic grammar and style principles, including a refresher of
common grammar pitfalls. We will also discuss what good critical feedback looks like when
writing and editing. Get ready for a crash course in Track Changes!

Readings:
 Richard Straub, “Responding—Really Responding—To Other Students’ Writing”
 Maria Popova, “How to Criticize with Kindness”
 Erin Wright, “How to Use Track Changes in Microsoft Word”
 Ann Curzan, “Says Who? Teaching and Questioning the Rules of Grammar”
 Hacker and Sommers, A Writer’s Reference:
o S: Sentence Style
o W: Word Choice
o G: Grammatical Sentences
o P: Punctuation and Mechanics
o B: Basic Grammar
 Saller, Carol Fisher. “Working for the Reader, through the Writer: Carefulness,
Transparency, Flexibility,” in The Subversive Copy Editor, 25-36.

Optional readings:
 Editors’ Association of Canada, Professional Editorial Standards

Workshop Exercise:
 Using Track Changes due January 24, peer response by January 26

January 27 – February 2
Module 4 – So What?: Making an Argument and Knowing One When You See One

This week breaks down how to craft a good argument and how to challenge one. We also go in
search of the elusive answer to the ever-present question in all writing: So what?
Readings:
 Writing Article Summaries, Academic Skills, Trent
 Wayne C. Booth et. al, “Making Good Arguments: An Overview” from The Craft of
Research
 Gerald Graff and Cathy Birkenstein, from “They say / I say”: the moves that matter in
academic writing
o “Entering the Conversation” (p. 1-18)
o “Starting with What Others are Saying” (p. 19-29)
o “‘Yes/No/Okay, but’: Three ways to Respond” (p. 55-67)
o “Distinguishing what You Say from what They say” (p. 68-77)
o “‘So What? Who Cares’: Saying why it matters” (p. 92-104)

Workshop Exercise:
 Brainstorming for Essay #1 due January 31, peer response by February 2

February 3 - 9
Module 5 – Concrete Structures: How to Draft an Outline

This week we take a look at the many different ways to structure an essay and how to draft an
outline based on the argument you plan to make.

Readings:
 Hacker and Sommers, A Writer’s Reference:
o C1: Planning
o C2: Drafting
 Wayne C. Booth et. al, “Part IV: Planning, Writing, and Thinking” (pages 171-213)

Workshop Exercise:
 Revise an Outline, due February 7, peer response by February 9

Assignment due: Essay 1 outline – February 9

February 10 - 16
Module 6 – Which Draft am I On?: Writing as Process

This week we dig into the writing process and highlight the four main stages of it: invention,
drafting, revision, and editing. We also address the reality that writing requires many drafts and
why editing and revision is so important.

Readings:
 Hacker and Sommers, A Writer’s Reference:
o A4: Writing Arguments
o C1: Drafting and revising a working thesis statement
o C3: Writing paragraphs
o C4: Reviewing, revising, and editing
  Valerie Fridland, “The Sound of Racial Profiling: When Language Leads to
Discrimination”
 Anne Lamott, “Shitty First Drafts” from Bird by Bird: Some Instructions on Writing and
Life

Workshop Exercise:
 Peer Editing of Essay 1 Outlines, due February 16

February 17 – 23: STUDY WEEK

February 24 – March 2
Module 7 – Who Says?: Crafting Your Voice in a World of AI

AI is everywhere, but does it help or hinder us with our writing? This week we focus on
developing our own unique writing voice and how AI is changing the writing process.

Readings:
 Gerald Graff and Cathy Birkenstein, “‘Ain’t so/Is Not’: Academic Writing Doesn’t
Mean Setting Aside Your Own Voice” from “They say / I say”: the moves that matter
in academic writing
 Kyle Chayka, “My A.I. Writing Robot”
 Alex Hern and Dan Milmo, “Man v machine: everything you need to know about AI”
 Ted Chiang, “Why A.I. Isn’t Going to Make Art”
 Rebecca Heilweil, “AI is finally good at stuff, and that’s a problem”
 Dylan Matthews, “If you’re not using ChatGPT for your writing, you’re probably
making a mistake”

Workshop Exercise
 ChatGPT Exercise, due February 28, peer response by March 2

Assignment Due: Essay #1 due March 2

March 3 - 9
Module 8 – Why Read?: Reading and Thinking Critically

This week we learn to analyze and dissect what we read to better understand and engage with
written ideas. Why is reading critically important and how does it change the way we think?

Readings:
 Mortimer J. Adler, How to Read a Book
o “The Activity and Art of Reading”
o “Criticizing a book fairly”
o “Agreeing and disagreeing with an author”
 Hacker and Sommers, A Writer’s Reference:
o A1: Reading and writing critically
o A3: Reading arguments
Workshop Exercise:
 Counterarguments exercise due March 7, peer response by March 9

Assignment Due: Essay #2 outline due March 9

March 10 – 16
Module 9 – How do I find out?: Getting Down to Research

This week we run through a tutorial of how to use the library resources to perform research. We
will also discuss what criteria is necessary for a good secondary source in a research essay and
what steps to take before you even begin the research process.

Readings:
 Punctuation Overview on OWL@Purdue
 Hacker and Sommer, A Writer’s Reference:
o R: Researched Writing
o P5: Quotation Marks
o APA-2: Citing Sources
 Wayne C. Booth et. al, “Finding and Evaluating Sources” from The Craft of Research

Workshop Exercise:
 Secondary Sources for Essay #2 List, due March 14, peer response by March 16

March 17 - 23
Module 10 – Did I Get That Right?: How to Use Your Research Materials

This week covers the basics of using secondary sources effectively and efficiently. We will go
over academic integrity and responsibility, how to integrate quotations from sources, and some
ways to “hack” your reading of secondary sources. How do you get the information you need
and how do you use it in an essay?

Readings:
 Wayne C. Booth et. al, “Engaging Sources” from The Craft of Research
 Hacker and Sommer, A Writer’s Reference:
o APA-2: Citing sources; avoiding plagiarism
o APA-3: Integrating sources
o APA-4: Documenting Sources
 Annotated Bibliography and Annotated Bibliography Samples from Purdue University

Workshop Activities
 Integrating Quotations Exercise, due March 21, peer response by March 23

Assignment Due: Annotated Bibliography due March 23

March 24 - 30
Module 11 – Get workshopping!

This week is all about workshopping Essay #2. Students will workshop their essays in groups
and meet with the Teaching Team to discuss how to improve their writing. There is no module
content for this week and no readings

Workshop Activities
Peer Editing Essay #2

Assignment due: Essay #2 Draft due by March 30

March 31 – April 4
Module 12 - Beyond Writing – Transferring Skills

We continue to workshop Essay #2. This closing module also includes some notes on how to use
the writing skills you’ve learned in the course beyond the classroom and across disciplines. WE
also go over how to create a good study guide for the course!

Readings:
 Steven Pinker, “Why Academics Stink at Writing”
 Kara Taczak, “The Importance of Transfer in Your First-Year Writing Course”

Workshop Exercise:
 Share what you’ve learned exercise, due April 4

Assignment Due:
 Peer editing of Essay #2 due April 4
 Essay # 2 due April 14

Grade Breakdown:
Assignment Grade Percentage Due Date
Workshop Exercises and Peer Ongoing. Due at the end of
35%
Response each module week
Essay #1 Outline 5% February 9
Essay #1 15% March 2
Essay #2 Outline 5% March 9
Annotated Bibliography 5% March 23
Essay #2 Draft 10% March 30
Peer Editing Essay #2 5% April 4
Essay #2 20% April 14

Brief Assignment Descriptions:

Assignment Description Grade
Percentage
Workshop Exercises Each week students will complete a short activity 35%
and Peer Response exemplifying the module content, posting it in
discussion forums and then responding with critical
feedback to the post of a peer.
Essay #1 Outline Students will submit a detailed outline and plan of a 5%
persuasive essay.
Essay #1 A persuasive essay based on the previous outline. 15%
Annotated Students will submit an annotated bibliography in 5%
Bibliography preparation of a research essay.
Essay #2 Outline Students will submit a detailed outline and plan of a 5%
research essay.
Essay #2 Draft Students will submit a rough draft of a research 10%
essay based on their annotated bibliography and
outline for peer editing.
Essay #2 Students will submit a final version of the research 20%
essay based on feedback from peer editing.
Peer Editing Essay #2 Students will peer edit each other’s work, providing 5%
constructive feedback and notations.

Expectations
For the Instructor
As your instructor, I will:
 Present the material as clearly and as effectively as possible
 Adapt to your needs in the classroom, changing methods as required or requested as
possible within the online asynchronous setting
 Make myself as available and as accessible to you as possible, always open for
communication
  Remain open to creating accommodations and alternatives to assignments for the course
that better suit your individual circumstances, if necessary
 Offer constructive and invigorating feedback on assignments, with the aim of helping you
improve your writing and critical chops
 Always be interested in hearing what you have to say, especially regarding how this
course can help you in future endeavours

For Students
Students are asked to:
 Actively participate in workshop discussion forums
 Come prepared every week, having read the assigned materials and reflected on their
importance to the course and its main topics
 Submit assignments on time and regularly communicate with the instructor should
meeting original deadlines prove difficult
 Be curious and inquisitive about the subject matter of the course
 Openly communicate with the instructor as much as possible
 Engage readily, effectively, and respectfully with their, creating a collaborative learning
community
 Adhere to academic integrity policies
 Have fun!

Late Policy
I am very flexible about due dates and granting extensions, so as long as you have regularly
communicated to me any issues you may experience while completing an assignment, I am
happy to create accommodations to suit your needs.
However, if you do not contact me regarding an assignment and submit late, the assignment will
be subject to a 5% per day penalty, including Saturdays and Sundays.