EWP 190 is a college composition course will help you make the transition from the kinds of writing you did in high school to the kinds of writing expected of you in college and beyond. Writing is linked to reading and critical thinking so those are skills that will be emphasized as well.

In this course, you will be expected to give your peers feedback on their writing and do some collaborative projects. You will sometimes be required to read your writing aloud. The curriculum includes an oral presentation.

As the name of the course suggests, our topic of inquiry will be environmental issues. Over the semester, we’ll be reading a range of essays that explore environmental issues from both a scientific and cultural perspective. We’ll be writing about our connection to nature and our connection to place.

Your reading and writing assignments will posted on this website so be sure to bookmark it.


The Future of Nature
Writing on a Human Ecology from Orion Magazine
Selected and Introduced by Barry Lopez
Milkweed Editions, 2007

You will need this book right away. It should be available at the Syracuse University bookstore in Schine or you can order it through the ESF bookstore in Gateway. You can also order the book online, but do it quickly so that you will get it soon.

On your computer,  bookmark the Purdue OWL (Online Writing Lab). We will be using that as a writing handbook.

To read before your first college class

Here are some articles to get you thinking about learning at the college level:

Close that Laptop in Class by Nate Kornell. From Psychology Today.

How should I communicate with professors? Youtube clip from the Experinence U Survival Guide created by the University of Prince Edward Island.

An Open Letter to Incoming Freshmen. By John Warner. Inside Higher Ed.

Bridge. A webcomic from XKCD.

This Water. By David Foster Wallace. Commencement Speech. Kenyon College, 2005.

Productivity Myths. By Alan Henry.

The writing we'll do

Process Skills
During this course, you will: 
Analyze the audience for something you are writing.
Analyze the purpose of a text and how that shapes what you write.
Learn how writing can be a way of learning.
Brainstorm for ideas, choose a focus, formulate a thesis.
Develop ideas, research ideas, use supporting details.
Consider different ways of organizing your ideas.
Revise your writing, using feedback from peers and multiple drafts.
Collaborate with your peers.
Plan, develop, and deliver an oral presentation.
Evaluate the writing of your peers as well as your own

I will give you each a manila folder. You are expected to keep all your work, both formal and informal writing, in this folder. You will be handing the portfolio in at the end of each unit to be graded.

Informal Writing
Informal writing includes the writing we do in class, as well as the short papers that you see on the assignment schedule. The word “informal” means that I recognize that these papers are first drafts. We’ll be using informal writing to respond to texts, ask questions, analyze issues, explore topics, and synthesize ideas. You will be sharing the short papers with your peers so you should think of them as a way to add to our on-going discussion about environmental issues. The short papers will also be a way of gathering ideas and brainstorming for topics for your formal papers. Short papers are due in class. You may not send them in with a classmate or email them to me. If you miss class, then you miss the chance to hand in that short paper.

Peer Review
Throughout the semester, you will be reading and responding to each other’s writing. We’ll be using principles from the book Beat Not the Poor Desk by Ponsot and Deen. Giving other students feedback is not simply a way to help out or evaluate your peers, but also an important way for you to learn to edit your own writing. I expect you to take this process seriously.

Formal Papers
When I grade the formal papers, I will be looking for a clear thesis, a logical organization, strong supporting ideas, fully developed paragraphs that include specific details, smooth transitions, a clear and concise writing style, and an introduction that puts your topic in a larger context. I will look for evidence that you’ve considered both purpose and audience. The final draft should be carefully revised and edited. All formal papers are due in class. I cannot accept papers sent over email. Please include the earlier drafts of your formal paper in your folder: mark clearly which is the final draft.


Unit One: (first six weeks)
30% Informal writing: short papers, in-class writing, response pieces
60% A formal paper which will synthesize ideas from our readings and discussions
10% Class participation, which includes presenting ideas from your writing

Unit Two (next six weeks):
30% Informal writing: short papers, in-class writing, response pieces
60% A formal paper which will include analysis of an environmental issue that you’ve researched
10% Class participation, which includes presenting ideas from your writing

Unit Three (last three weeks):
30% Informal writing: short papers, in-class writing, response pieces
70% A formal project which will include an oral presentation or online element

 I’ll be grading your portfolio after each of three units, using this rubric. If at any other time you would like to discuss your grade with me, make an appointment and bring your portfolio with you. Unit One is 40% of your final grade, Unit Two is 40% of your final grade, and Unit Three is 20% of your final grade.

Official Policies and such

You are expected to attend all classes unless you are desperately sick. Most professors will understand if you miss one or two classes over the course of a whole semester, but you would be wise not to miss no more than that. If you are desperately sick and need to stay in bed, please talk to one of your classmates to find out what you missed. You may want to make arrangements with a classmate ahead of time to plan for this. Any student who misses more than two classes will be required to have a conference with the teacher.

Participating in class means more than merely showing up for class. It means coming to class awake, well-rested, and prepared.

Cell Phone Policy
High school teachers often take the route of simply forbidding smart phones in the classroom. But this is college, and my students in the past have chosen to come up with a few guidelines that we agree on. We will discuss these guidelines in class and change them if necessary.

1) If you use your phone out in class, let the rest of us know what you are doing with it. Example: "I'm going to google that." That way, we won't be distracted by wondering what you're doing.
2) Don't try to hide your phone under the desk and think that we don't notice. Leave it right on top of the desk. If you know that you are easily distracted, put it on silent and put it in your backpack.
3) If you can't turn off your phone for class because you need to stay in touch with someone at home (let's say, you've got a dying parent), put the phone in your pocket and leave it on vibrate. When the phone vibrates, just quietly leave the room without drawing attention to yourself and go out into the hall where you can answer the phone.

The Writing Center
Visit the Writing Resource Center in 13 Moon Library for free writing support. Our peer tutors and graduate assistants are trained to work with you on all stages of your writing projects including getting started, drafting, revising, citations and format. Schedule a 25 or 55 minute appointment at http://esfwritingcenter.appointy.com/ by selecting a Writing Center Tutor and a time that fits your schedule. Drop in hours may be available on M-F from 9-5. Time slots fill quickly, especially during peak times in the semester. Please contact dajager@esf.edu for further information.

Plagiarism is a serious offense and will be treated as such on the ESF campus. The Council of Writing Program Administrators offers this definition for plagiarism: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common‐knowledge) material without acknowledging its source.

A failure to acknowledge and properly cite your sources can look like plagiarism. It's best to avoid that situation. It’s essential for you to think about your sources, evaluate whether or not the sources are credible, and document where you are getting your information from at every step of the process. We need to keep reminding each other about this and figure out ways to give credit even while we're experimenting with new ways of writing.

Academic Integrity 
SUNY ESF’s Academic Integrity Policy holds students accountable for the integrity of the work they submit. Students should be familiar with the Policy and know that it is their responsibility to learn about expectations with regard to proper citation of sources in written work. Serious sanctions can result from academic dishonesty. Further details are available in the handbook. 

Academic Accommodations
SUNY-ESF works with the Office of Disability Services (ODS) at Syracuse University, who is responsible for coordinating disability-related accommodations. Students can contact ODS at 804 University Avenue- Room 309, 315-443-4498 to schedule an appointment and discuss their needs and the process for requesting accommodations. Students may also contact the ESF Office of Student Affairs, 110 Bray Hall, 315-470-6660 for assistance with the process. To learn more about ODS, visit http://disabilityservices.syr.edu. Authorized accommodation forms must be in the instructor's possession one week prior to any anticipated accommodation. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible.

Inclusive Excellence Statement 
As an institution, we embrace inclusive excellence and the strengths of a diverse and inclusive community. During classroom discussions, we may be challenged by ideas different from our lived experiences and cultures. Understanding individual differences and broader social differences will deepen our understanding of each other and the world around us. In this course, all people  (including but not limited to, people of all races, ethnicities, sexual orientation, gender, gender identity and expression, students undergoing transition, religions, ages, abilities, socioeconomic backgrounds, veteran status, regions and nationalities, intellectual perspectives and political persuasion) are strongly encouraged to respectfully share their unique perspectives and experiences.  This statement is intended to help cultivate a respectful environment, and it should not be used in a way that limits expression or restricts academic freedom at ESF. 

Learning Outcomes for EWP 190 established by the Writing Program: 
Students will demonstrate the ability to: 
Write and support an argument that demonstrates skills of analysis.
Enact basic research strategies and methodologies that reflect an ability to evaluate and integrate a range of sources in writing.
Read, analyze, and interpret challenging and complex texts.
Engage in a writing process (inventing, drafting, revising, editing, reflecting) that includes revision and feedback from both peers and instructors.
Prepare, present, and evaluate an oral presentation.

ESF Writing Resource Center

The ESF Writing Resource Center is available to all ESF students. You can make an appointment online or in person. The Center is located in the basement of Moon Library.

When you go to your appointment, bring a copy of your assignment and your rough draft. Peer tutors will help you with your writing.

The Writing Resource Center is free so you should definitely take advantage of it.

Short papers

The short papers are informal writing, but you should take them seriously as they are a good part of the writing you will be doing for the course. They should show that you are engaging with the readings and the class discussions. 

Think of these short papers as a way to add to the conversation we will be having in the classroom. You'll be sharing them with your classmates. We'll spend the first few minutes of every class reading each other's short papers. Sometimes I'll give you a prompt or specific task, but other times, you'll have to choose how you want to respond.

Your response could include:
Questions for class discussion
Your opinion on a topic the writer brought up
A summary of what you read
Observations about what you read
A list of topics you think the piece covered
Questions you might have for the author
An interesting tangent inspired by the piece
Something you researched about the author

You could:
Share a relevant experience from your life
Share relevant information from other ESF courses
Share insights you had while reading
Connect what you read to a topic we discussed in class
Go off on a worthwhile tangent
Ask questions about things you didn't understand in the reading
Critique the text
Analyze some part of the text that seemed interesting
Relate the reading to current events
Relate the reading to environmental issues

Most of the time your response will be a full page of writing, done on a computer. Single-space the lines, but double-space between paragraphs.)

Short papers are due in class the day that we are discussing the reading.