Course Description: In this course, you will learn to write persuasive college-level essays. You will write a series of papers on various topics relating to “difference” by which we mean divergence from the social “norm”. This class will focus on difference in terms of class, gender, race, body shape and species. We will be doing brief readings that will serve as models and as inspiration for your papers, but our primary focus will be your own writing. We will attend to each stage of the process of writing, from generating ideas to articulating a clear thesis to polishing final drafts. Learning will take place via a mix of synchronous (Zoom) classes and asynchronous classes, in which you will complete activities on Canvas. Included in this will be a series of peer review workshops, in which you will give feedback (anonymously) on one another’s work. All required texts are on Canvas; you do not need to purchase any books.

This course will emphasize the following skills:

1. Thinking critically and conducting rhetorical analysis

2. Articulating a clear thesis

3. Developing, sustaining and amplifying an idea with appropriate supporting evidence

4. Writing in clear, straight-forward, jargon-free language

5. Constructing an argument and writing persuasive prose

6. Producing questions for research

7. Conducting research and incorporating findings responsibly into your own prose

8. Mastering grammar and idiomatic usage of English

9. Proofreading, revising, and editing your prose

Attendance: You must attend the first two classes in order to retain your spot in the class. Though I hope you will come to every class, you may miss up to two classes (after the first week) without penalty. Don’t waste these two absences; save them for times you really need them. Each additional absence will lower your final grade by one step. For example, if your grade at the end of the semester is a B but you have missed three classes, your final grade will be a B-. Needless to say, if you fail to attend a Zoom class, you will be marked as “absent,” but you will also earn an absence if you fail to complete all the assigned activities for an asynchronous “class” by the deadline indicated on Canvas, usually Monday at 11:59pm (Eastern Time). Once a Zoom meeting begins, please do not leave unless you have an emergency. If you are late to class (arriving after I have taken attendance) this will affect your participation grade. Two instances of lateness will count as an absence.

Of course, I understand that there may be factors outside of our control that affect attendance this semester. If you have any extenuating circumstances that will prevent you from regularly attending class, please do not hesitate to discuss these with me.

Zoom Etiquette: As you would for an in-person class, please arrive on time for Zoom meetings. You should begin class with your camera on and your microphone muted, and you should keep your microphone muted unless you are actively speaking or would like to offer a thought or question. This is to ensure that we give due focus to whoever is speaking and to avoid being distracted by unintended background noise. Because of the small size of our class, you may unmute to speak without raising your hand, although you can also use the ‘raise hand’ function in the ‘Participants’ section of the Zoom call if you are finding it hard to jump in. You may use the chat box to ask a question, or to communicate if you are having technology issues, but please do not use this for conversations that are unrelated to class.

As far as possible, you should keep your camera on during our synchronous class meetings. This will help us to create a sense of connection and community in our class and encourage engagement with and trust in one another. There are, of course, considerations that may prevent you from keeping your camera on, including internet speed or access issues, family responsibilities, personal discomfort, etc., so as with all other class policies, please speak to me if this requirement causes any problems for you. To avoid distractions, you should prepare as you would for an in-person class by making sure you have water to hand, a well as any books and materials that you require for class.

Conferences, Office Hours and Email Policy: You must attend two mandatory conferences with me during the semester. These, like classes, will be held via Zoom. The conference dates are on the class calendar. You are, of course, welcome to arrange to see me during my virtual office hours anytime during the semester. Please email me to make an appointment if you cannot make office hours. I will always be glad to talk about your work with you. I cannot give feedback on full drafts before submission, but I can discuss essay plans, thesis statements and individual paragraphs with you in office hours or via email. I generally respond to emails by the end of the following working day (for example, if you email me on Tuesday, you can expect a reply by Wednesday evening). If you email me on a holiday or at the weekend, you may not get a reply until the next working day.

Assessment: Instructions for all assignments are available on Canvas. They comprise a series of papers and a portfolio of three mini-assignments, which includes a presentation. Assignments will be weighted as follows:

Mini assignments 15% (5% each)

Analysis paper (4-5 pages) 15%

Joining the conversation paper (4-5 pages) 15%

Research paper (7-8 pages) 25%

Creative or personal essay (3-4 pages) 10%

Participation 20%

I aim to return papers with grades and feedback a week after the submission deadline. The exception is the research paper which often takes longer to grade.

Participation: Notice that you will get a grade for your participation at the end of the semester. Part of this grade will be made up by your discussion posts (instructions on Canvas) but your active participation in class discussions, activities, and workshops is also very important to both your success and the success of your classmates. In order to receive a high participation grade, you should contribute meaningfully during peer review workshops, do all the reading for each class and come to class meetings prepared to discuss your thoughts and ideas with your classmates. If, for any reason, you have worries about speaking up in class, please talk to me during office hours or e-mail me. I am here to help.

I am committed to maintaining an anti-racist classroom environment and I expect all students to share that commitment. Every student’s voice should be valued in our virtual classroom, regardless of race, gender, ability or any other consideration. If you are in a position of privilege, whether that comes from being white, able-bodied, or from an advantaged educational background, please take this into account during class discussion and consider that you may need to step back sometimes to allow others to speak.

Submission Policy: Papers should be uploaded to Canvas as pdf or Microsoft Word files (Canvas can’t read Apple Pages.) If you miss class, submit your papers and discussion posts on Canvas as usual. For each day (not just class days) that a paper is late, I will lower the final grade of the assignment by one step (i.e., a C+ becomes a C). You may request an extension on one of the assignments due for this class.

Formatting: All papers should follow MLA formatting guidelines (double-spaced, 12-point font, 1-inch margins). There is a section on MLA style in Rules for Writers. The Purdue OWL is also a good resource to reference: http://owl.english.purdue.edu/owl/resource/747/01/.

Academic Integrity: Tufts holds students strictly accountable for adherence to academic integrity. The consequences for violations can be severe. It is critical that you understand the requirements of ethical behavior and academic work as described in Tufts’ Academic Integrity handbook. The Faculty of the School of Arts and Sciences and the School of Engineering are required to report suspected cases of academic integrity violations to the Dean of Student Affairs Office. If I suspect that you have cheated or plagiarized in this class, I will report the situation to the dean.

Academic Support at the StAAR Center:

The StAAR Center (formerly the Academic Resource Center and Student Accessibility Services) offers a variety of resources to all students (both undergraduate and graduate) in the Schools of Arts and Science, Engineering, the SMFA and Fletcher; services are free to all enrolled students. Students may make an appointment to work on any writing-related project or assignment, attend subject tutoring in a variety of disciplines, or meet with an academic coach to hone fundamental academic skills like time management or overcoming procrastination. Students can make an appointment for any of these services by visiting go.tufts.edu/TutorFinder, or by visiting our website (https://students.tufts.edu/staar-center).

Accommodations for Students with Disabilities:

Tufts University values the diversity of our students, staff, and faculty; recognizing the important contribution each student makes to our unique community. Tufts is committed to providing equal access and support to all qualified students through the provision of reasonable accommodations so that each student may fully participate in the Tufts experience. If you have a disability that requires reasonable accommodations, please contact the StAAR Center (formerly Student Accessibility Services) at StaarCenter@tufts.edu or 617-627-4539 to make an appointment with an accessibility representative to determine appropriate accommodations. Please be aware that accommodations cannot be enacted retroactively, making timeliness a critical aspect for their provision.