Spring 2021

Monday, Thursday 11 :30-12 :45

Instructor : Dr. Peter Benson

Course Text:

Rebecca Skloot. The Immortal Life of Henrietta Lacks. N.Y.: Random

House, 2011.

Overview: WRIT 1003 focuses on the study and practice of writing as

research-based argument. As a means of arriving at the writing from
committed stances, students learn to seek out, engage, and interrogate a
variety of sources. Students write in academic, professional, or public forms,
including academic essays and rhetorical analyses. Particular emphasis is
placed on information literacy, source integration, and appropriate
documentation

.Learning Outcomes:

When students leave WRIT 1003, they should be able to:

 Write well-organized, thesis-driven persuasive essays that integrate

appropriate supporting evidence
 Write academic essays that integrate and engage with sources
(primary and/or secondary, print or online) effectively, accurately,
and responsibly
 Develop flexible strategies for reading, drafting, reviewing,
collaborating, revising, rewriting, rereading, editing, and continual
reflection
 Formulate and explore clear research questions
 Demonstrate the ability to analyze and critically evaluate sources,
ideas, arguments, and points of view
 Use library resources effectively, including both physical materials
and electronic databases
 Use personal narrative appropriately in analytical or argumentative
contexts (e.g., as evidence or as a rhetorical strategy).
 Demonstrate the ability to use MLA documentation and style
 Write clearly in Standard English.

Assessment of these outcomes will be made via three assigned papers as

well as a number of other written exercises:

 Each major paper will be generated through a drafting process.

 Students will submit multiple drafts.

 All paper assignments will require the student to perform scholarly

research and documentation

The Writing Process: Students will master the writing process by

practicing techniques for prewriting, focusing, organizing, drafting, and
rewriting. We will undertake group activities to deepen and extend the
process of gathering evidence, drawing inferences, and reaching compelling
conclusions. We’ll employ a workshop method, finding collaborative solutions
to problems, responding to each other’s ideas, helping each other improve
written expression. Students are expected to share both their research
and writing with other students. Peer reviewers explain their reactions as
test readers rather than criticizing others’ work.

Writing Instruction during the pandemic: Under current conditions,

in-person instruction poses pedagogical challenges because classroom safety
protocols in place significantly limit instructor ability to engage students in
practices essential for teaching writing. For this reason, it was decided that
writing instructors will teach fully online for this semester. This will allow
teachers to provide pedagogically-sound and consistent writing instruction.
As a result of such instructional challenges, numerous college writing
programs across the country have moved to fully online, and while we all
agree that it would be better to be back and working together in a physical
classroom, we believe that we can provide better writing instruction online
until that becomes possible. 

Requirements: This class will be fully online, with Zoom classes each
Tuesday, and online discussion forums each Friday via Web Campus. Links to
the Zoom classes will be posted on Web Campus the day before. Class
attendance and participation are mandatory. Meaningful class engagement
and participation are important components of all writing courses. Students
are expected to turn on their video and microphone while participating in
online Zoom classes. Students who are unable to do so for technical or
personal reasons should notify the instructor in advance or via “chat.”
Composition classes engage students with intensive practice in process-
oriented writing, where writing tasks are sequenced, discussed, and enacted
in peer communities. Regular attendance is essential for success. If you must
miss class, it is important that you contact me. Keeping a strong connection
with your instructors is critical for achieving success, especially when
instruction is being delivered online. If you are late to class, it is your
responsibility to find out what you missed.
Online Etiquette: Because online education presents distinct challenges for
connecting and staying in contact with faculty and staff, students should
make a special effort to be polite, persistent, and patient. I will as well.
Remember that online media used for educational purposes are not the same
as social media used for informal interaction with friends. Maintain the same
decorum in an online educational setting as you would in an in-person class
setting, or an in-person interaction with faculty or staff.

Writing assignments, including online workshops and papers, are due nearly
every week during the course. Final drafts of papers, varying in length from
four to ten pages, are to be submitted to me as electronic files via e-mail
attachment. Each paper will be developed over several drafts. Save your
final drafts as MS Word files or in compatibility mode. For the file name use
your full name, followed by the course name and an identification of the
assignment—for example, “John Doe Research and Argument Paper 2.” It is
important to label your files clearly so that they don’t wind up in the wrong
folder on my hard drive.
You will write trial drafts of each paper, before you pass in final
drafts. Some of these will be submitted to me, others posted online, via
Blackboard, for peer review. All three of your papers for the course will ask
you to do research. The first two papers will be 4-5 pages in length (1400-
1750 words). The third paper will be a thesis-driven research paper of 7-10
pages (2450-4000 words) based on a student-developed research question;
students will be expected to select and use a range of sources appropriate
to the project. Students will identify and evaluate at least eight potentially
useful sources before selecting resources to integrate. At least four of
these should be scholarly. Papers that do not properly document their
research will receive a failing grade. Paper topics for the first two papers
(developed via student discussion workshops) will be posted on the
Blackboard site for the course (Web Campus) a week before they are due.
Online workshops will be posted as discussion forums on Blackboard as well.
Papers are to be double-spaced, in twelve-point type. The title,
student’s name, course name, and date the paper is submitted appear at the
top of the first page. All pages are numbered in the upper right-hand corner.
Papers passed in late are penalized a full letter grade. Papers more than two
weeks late will not be accepted. Students are responsible for keeping a
duplicate copy or e-file of each paper they submit. Should you wish to appeal
your grade you would need copies of all papers and written assignments.

Submitting Work: Because writing and writing instruction are process

based, missing and late work will affect your ability to perform well in this
class. Work must be done as a process over time. You may not submit work
for writing projects all at once, so it is very important to be in touch with me
if you are having trouble completing writing tasks on schedule. Think about
each week as a unit of connected tasks, and plan carefully, looking ahead to
anticipate time needed for completing assigned work. Assignments are
sequenced and must be completed and submitted as they are assigned
because you will receive feedback that will inform your thinking and writing
in future assignments and steps. Missing steps will cause you to miss out on
important feedback and this will affect the quality of your work.

Making up missed work: Missed assignments, for reasons such as family

emergency, illness, or technological failure, must be made up within one
week, after contacting and consulting with the instructor.

If you are experiencing difficulty that will keep you from attending class
and completing work, and need support, reach out to the Dean of Students
Office. In an emergency, the dean will connect you with needed support and
will contact all your instructors for you.

Dean of Students: Robin Williamson

E-mail: robin_williamson77@fdu.edu
Campus Address (M-SC0-03)
Phone: 973-443-8935; 973-443-893

Grading Breakdown: Final grades will be computed on the following basis:

Papers 1 and 2: 20% each

Paper 3: 40%
Discussion Forum Workshops, Homework, etc.: 10%
Zoom Classwork: 10%
Required Grade Conferences: Mandatory exit conferences will be held
during finals week. You will be penalized should you not schedule and attend
a conference.

Academic Integrity is covered in your student handbook and on the FDU

webpage. According to FDU’s Academic Policies, Academic Dishonesty is
defined as behavior of the following kinds:
• Cheating – giving and/or receiving unauthorized assistance in any
exercise or examination
• Plagiarism – representing the ideas or words of others as one’s own
• Falsification – inventing or falsifying information, citation or data
in any exercise
• Multiple submission – submitting substantial portions of any
academic exercise more than once for credit without the prior
approval of the instructor
• Complicity – facilitation any of the above actions or performing
work that another students presents as his/hers
• Interference – hampering another student from performing
his/her assignments

According to the FDU’s Academic Policies, students who engage in acts of

academic dishonesty may, at the discretion of the instructor, be failed for
the course, receive a reduced grade in the course, or receive no credit for
the assignment.

Students with Disabilities:

Any student with documented disabilities who feels the need for academic
accommodations while taking this course should first contact the office of
Disability Support Services at 973-443-8079 to discuss specific needs. If
the disability is verified, the student can arrange to meet with me, bringing
a letter about the nature of the accommodations from the Office of
Disability Support Services.

Academic Support Center:

Students needing additional help with assignments may meet with me by
appointment or seek tutoring in the Academic Support Center, located in the
Monninger Center. Sessions may be scheduled online or by calling 973-443-
8538.
Mental Health: Get support when you need it.
In an emergency: Dial 911 and/or Public Safety: 973-443-8888
The transition to university life can be stressful but lots of support is
available.
 If you or someone you know is in serious distress or are having an
emergency, you may call the Counselling Center: 973-443-8535 or
Public Safety 973-443-8888. The counselling center is open during
regular work hours, M-F, 9:00 a.m. to 5:00 p.m., but Public Safety is
always available.
 For regular, non-urgent appointments, contact the counseling center
at 973-443-8504 or email Stephanie Koempel, Director of Counseling:
SKoempel@fdu.edu
 The Dean of Students Office does a fabulous job of supporting our
students. Pam Messina, Associate Dean of Students, is a great person
to contact. Pam works to help connect students with all relevant
services. If the situation is not an extreme emergency, contact Pam
Messina for an appointment. Her office is in the Dean of Students
suite in the Student Center. Phone: 973-443-8935. Email:
messinap@fdu.edu.

AURA Statement: All students, regardless of their sexuality and gender

identity, are welcome at FDU and in this class. Campus resources for the
LGBTQ+ community include the student LGBTQ+ organization on campus,
Accepting and Understand the Rights of All (AURA, fduaura@gmail.com);
AURA's faculty advisor, Prof. John Schiemann (jws@fdu.edu); and the FDU
Safe Space Program, housed in the Dean of Students office.
Contact: FlorhamDOSOffice@fdu.edu
.
Course Schedule (Reading assignments and homework assignments are
to be completed before the date beside which they appear below):

January 25 Read: Deborah Willis, “Tyler Mitchell’s Redefining Portraits,”

New Yorker, Aug. 1, 2020. Zoom class.
 28 Read: Christine Kenneally, “Large DNA Study Traces Violent
History of American Slavery,” N.Y. Times, July 23, 2020. Web
Campus discussion forum.
Feb 1 Read: “Genetic impact of African Slave Trade Revealed in DNA
Study,” BBC News. July 24, 2020. Online. Zoom class.
4 Read: Lawrence Wright, “The Plague Year,” New Yorker, Jan. 4
and 11, 2021. Web Campus discussion forum.
8 Read: Michael Brown, "The Meaning of the Ferguson Riots."
New York Times, 26 Nov. 2014, p. A26; and James Sowell, “The
Steep Cost of the Ferguson Riots,” The National Review, Dec. 2,
2014. Zoom class.
11 Read: Luke Mogelson, “We Go Where They Go,” The New
Yorker, Nov. 2, 2020. Web Campus discussion forum.
15 Read: David A Graham, “Some Real News About Fake News,”
The Atlantic, June 7, 2019; Michael Brendan Dougherty, “Fake
News Becomes a Way of Life,” The National Review, July 17,
2020. Zoom class.
18 Read: Jelani Cobb, “The Matter of Black Lives,” New Yorker,
March 7, 2016 (e-text, in “Course Documents,” on Web Campus).
Web Campus discussion forum.
22 1st Research Paper Draft Due. Read: Conor Fredersdorf, “The
Perils of ‘With Us, or Against us,” The Atlantic, July 9, 2020 (e-
text, in “Course Documents”). Zoom class.
25 Read: Sarah M. Broom, “Interiors,” from The Yellow House
(Online e-text, posted on Web Campus, under “Course
Documents”). Web Campus discussion forum.
March 1 First Research Paper Due. Read: Sarah M. Broom, “Survive,”
“Settle,” and “Bury,” from The Yellow House (Online e-text,
posted on Web Campus, under “Course Documents”). Zoom
class.
4 Read: Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 1-33 (Prologue, “Deborah’s Voice,” and chapters 1-3). Web
Campus discussion forum.
 8 Read: Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 34-76 (chapters 4-9). Zoom class.
11 Read; Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 77-117 (10-15). ). Web Campus discussion forum
15 2nd Research Paper Draft Due. Read; Rebecca Skloot, The
Immortal Life of Henrietta Lacks, pp. 118-157 (chapters 16-20).
Zoom class.
18 Read: Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 158-198 (chapters 21-24). Web Campus discussion forum.
22 2nd Research Paper Due. Read: Rebecca Skloot, The
Immortal Life of Henrietta Lacks, pp. 199-240 (chapters 25-
29). Zoom class.
25 Read: Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 241 -279 (chapters 30-33). Web Campus discussion forum.
29 Read: Rebecca Skloot, The Immortal Life of Henrietta Lacks,
pp. 280-328 (finish book, through “Where Are They Now” and
“Afterword”). Zoom class.
April 1 3rd Research Paper First Draft Due. Read: Isabel Wilkerson,
“from Caste” (chapters 3 and 8 of Caste: The Origin of Our
Discontents). Web Campus discussion forum.
5 Read: Isabel Wilkerson, “from Caste 2” (“Pillar Number 4:
Purity vs Pollution” in Caste: The Origin of Our Discontents).
Zoom class.
8 3rd Research Paper Second Draft Due. Read: Isabel
Wilkerson, “from Caste 4” (chapter 14 of Caste: The Origin of
Our Discontents). Web Campus discussion forum.
12 “Break Day”
15 Student-Generated Reading. Zoom class.
19 Student-Generated Reading. Web Campus discussion forum.
22 Student-Generated Reading. Zoom class.
26 3rd Research Paper Due. Student-Generated Reading. Web
Campus discussion forum.
29 Peer Reviewing. Zoom class.
May 3 Peer Reviewing. Web Campus discussion forum.
13 Final Conferences – 1:30-3:30 p.m.

Conferences (via Zoom or email): Tu Fr 11:15-12:45. Email:

pebenson@fdu.edu

I try to respond to student emails within twenty-four hours, but do not

normally check my email after 5:00 p.m. or on weekends.

Please note: This syllabus is posted online on the Blackboard site for our
course (Web Campus). It is subject to change (particularly as regards the
class schedule) as the course proceeds, to allow us flexibility to spend more
time on topics that seem to need additional attention or less time on things
you’ve already mastered. Check our Blackboard (Web Campus) site regularly
for updates.