Loyola University Chicago

John Felice Rome Center

UCWR 110 Writing Responsibly

Fall 2013

Loyola University of Chicago - The John Felice Rome Program

University Core Writing Seminar

UCWR 110


TTh 12:30 – 1:45 Room 121


Instructor: Andrea Pacor E-mail: apacor@luc.edu Office: TBA

Office Hours: after class and by appointment


Course description:

The aim of the Writing Seminar is to introduce students to argumentative writing as a process of  inquiry  and  discovery,  and  as  a  medium  for  the  effective  communication  of  ideas. Effective writing begins, however, with effective reading. Thus, the course will also focus on the identification and selection of reliable sources, on the necessary skills of note-taking, summary and paraphrase writing, and on the proper use of quotes in terms of formatting, grammatical integration, and writing ethics. Students will learn to identify theses in the sources they read, and to formulate their own provisional thesis statements to guide the initial steps of writing, from brainstorming and clustering to freewriting, researching, drafting, and editing. Class discussion and analysis of sample texts, as well as peer review of student writing, will reinforce the notion that all writing is aimed at an audience, and that the ability to correctly assess the character, mood, expectations and values of one’s audience is essential to making successful writing choices. Writing assignments will also be the vehicle for individual feedback from the instructor, tailored to the student’s apparent needs, weaknesses and strengths.


Learning Outcomes (from LUC Standard Syllabus):

At the end of the course students will be able to: write clearly and effectively in standard written English; effectively use the writing process from brainstorming through peer review to revision and final editing; articulate, organize, and support positions clearly and persuasively in written form; use writing effectively as a method of inquiry; read texts carefully and critically; paraphrase, summarize, compare and synthesize texts; recognize how various perspectives inform interpretation; tailor discourse to specific audiences and to specific rhetorical purposes; recognize the various tasks involved in research, including developing a thesis, locating sources and assessing their credibility, and incorporating sources as evidence to support or qualify claims.


Required Texts:

Lester, Jim D, Jr. and James D. Lester. Writing Research Papers. 14th Ed. Pearson Longman

2012 (ISBN 9780205651924);

MLA. MLA Handbook for Writers of Research Papers, 7th Ed. MLA 2009. (ISBN: 978-1-





Grades and Grading


6 Worksheets                                                  20%

3 In-Class Essays                                           20%

1 Topic proposal                                            10%

1 Annotated Bibliography                              20%

1 Preliminary outline                                      Mandatory (not graded) *

1 Rough Draft                                                Mandatory (not graded) *

1 Final Paper                                                  30%

*although assignments marked as “mandatory” are not graded, late submission will set your

final paper grade back by 2 points per calendar day, up to 10 points. Grading Standards


Late Assignments


Worksheets: Late, unprinted, or emailed worksheets will not be accepted.


Writing Assignments: Late take-home assignments must be turned in at the earliest opportunity (first class student is in attendance) and will receive a maximum grade of C (75%). After that, they will no longer be accepted.

Email can be used as a time-stamp for submission, but a hard copy must be presented at the earliest opportunity.



Missing Assignments

Missing take-home assignment will receive a grade of “F” and will weight 0% in averages.

Missing In-Class essays will receive a grade of “F” and will weigh “55%” in averages

Failure to turn in the final paper will result in a failing grade for the class. Attendance Requirement

Students with more than three unexcused absences will fail the course.



Academic Honesty

Students are responsible for all work they submit for evaluation. This includes proper acknowledgment of all sources used or consulted in completing the assignment. Student work should be original and intellectually honest. Thus, the inclusion in your assignment of any ideas or portions of text that you “borrow” from another source without proper attribution constitute plagiarism. I will report students engaging in academic dishonesty to the Dean’s office and award an F (zero points) to the relevant assignment. As a rule, I notify the Dean before I inform the student. Possible consequences include failing the class and/or suspension from Loyola University.


Course Theme


The theme for this course is “popular culture”; the readings are chosen to reflect a sample of scholarly writing in the field of cultural studies and to give students an idea of how everyday cultural experiences can be the subject of careful academic scrutiny. All articles are available through major academic databases like JSTOR and Project Muse. A complete list will be provided on the first day of class.






Week 1                                Course Introduction

Week 1                                WRP Ch. 8. Adler, Mortimer. “How to Mark a Book” (MyJCU). Reading 1 (MyJCU) (print and bring to class); Tools: Pdf viewers.



Week 2                                WRP Ch. 9 (9a-9e); Reading 1: (92-101) (Submit annotated printout)

Week 2                                WRP Ch. 9 (9h-9i); Reading 1: (101-end) (Submit annotated printout)


Week 3                                WRP Ch. 2 (“Finding a Topic”); Reading 1 Worksheet due.

Week 3                                In-Class Essay 1/4 (550 words)


Week 4                                WRP Ch. 3; Reading 2: (27-35) (Submit annotated printout)

Week 4                                Tools: Word Processors; Reading 2: (35-end) (Submit annotated printout and worksheet)


Week 5                                Tools: reference managers; Reading 3 (entire) (Submit annotated printout and worksheet)

Week 5                                In-Class Essay 2/4 (550 words)


Week 6                                WRP Ch. 11; Reading 4 (30-33) (Submit annotated printout)

Week 6                                Reading 4 (33-45) (Submit annotated printout)


Week 7                                Reading 4 (45-end) (Submit annotated printout and worksheet)

Week 7                                In-Class Essay 3/4 (550 words)


Week 8                                WRP Ch. 10; Reading 5 (147-158) (Submit annotated printout)

Week 8                                Reading 5 (158-end) (Submit annotated printout and worksheet)


Week 9                                WRP Ch. 12; Informal topic selection (identify two secondary sources)

Week 9                                 Reading 6 (entire)(Submit annotated printout and worksheet)


Week 10                             Topic Proposal Due

Week 10                             Identify two additional secondary sources


Week 11                             In-Class Essay 4/4 (550 words)(Submit annotated printout)

Week 11                             Annotated bibliography due


Week 12                             Outlining (WRP Ch. 9h-i)

Week 12                             Preliminary outline due


Week 13                             Workshop: develop one block from outline (500 words)

Week 13                             Rough Draft Due (1500 words)


Week 14                             WRP Ch. 13

Week 14                             Workshop: Finalizing the paper






Final Paper Due (2000 words)