Required Course Projects & Grade Breakdown

{10% of semester grade}

Professional Website | Academic blog w/ related materials

Due: End of Term (Thurs. Aug 20)
{10% of semester grade}

Website: About Me Page

Due: End of Term (Thurs. Aug 20)

{10% of semester grade}

*note: your website will be 20% of your course grade*

Unit 1 | Rhetorical Analysis of Academic Communities of Writing and Discourse

Due: Part 1 | Mon. July 13

Part 2 | Wed. July 22

{20% of semester grade}

Unit 2 | Rhetorical Analysis of Professional Communities of Writing and Discourse


{20% of semester grade}

Unit 3 | Intervening in Scholarly-Professional Discourse


{20% of semester grade}

Unit 4 | Multimodal Genre Investigation & Presentation


{20% of semester grade}

Please note: All writing projects (drafts and final submission) will be submitted via your individual sites for assessment.

Required Reading

This course does not use a textbook. All readings will come from materials the instructor and students select and compile together across the semester, which will include student writing, scholarly articles, professional journals and blogs, reports, reviews, digital multimedia presentations, pamphlets, news articles, and other academic and professional writing genres.

Course Learning Goals

Here are the base goals for successful completion of the course (course work above a grade of C will exceed these).

An AWD student should:

  1. Understand the genres of writing in her or his academic discipline and/or career path;
  2. Understand and participate in the discourse of her or his discipline and/or career path;
  3. Understand the importance of audience and context and write with appropriate style and arrange documents in effective ways;
  4. Understand the processes and strategies of revision;
  5. Offer written reflection on her or his writing and critical thinking;
  6. Produce 5000+ words of polished, revised writing;
  7. Correctly follow appropriate citation conventions;
  8. Offer specific and constructive evaluation to fellow students.
Course Policies/Fine Print

Writing Program Learning Goals

The Writing Program comprises First-Year Writing courses, Advanced Writing in the Disciplines courses, and the Writing Center. The goals below apply to all three sites, but expectations for how well and to what extent students accomplish the goals vary in each.

    1. Students write both to learn and to communicate what they learn.
    2. Students negotiate their own writing goals and audience expectations regarding conventions of genre, medium, and situation.
    3. Students formulate and articulate a stance through and in their writing.
    4. Students revise their writing using responses from others, including peers, consultants, and teachers.
    5. Students generate and pursue lines of inquiry and search, collect, and select sources appropriate to their writing projects.
    6. Students effectively use and appropriately cite sources in their writing.
    7. Students explore and represent their experiences, perspectives, and ideas in conversation with others.
    8. Students use multiple forms of evidence to support their claims, ideas, and arguments.
    9. Students practice critical reading strategies.
    10. Students provide revision-based response to their peers.
    11. Students reflect on their writing processes and self-assess as writers.

Minimum Grade Requirement

A student must receive a grade of C or better in order to pass all required writing courses in the Department of English (C is required for graduation). Any student earning a C- or lower must repeat the course in order to fulfill the writing requirement. The instructor determines grades from A to C. Course grades lower than C are reviewed by a committee of 3-6 Writing Program instructors.

Attendance and Participation

Our class is a seminar, not a lecture course. Student participation in class discussions is essential and required; your thinking builds the course. Therefore you must attend each class and be prepared to contribute in writing and discussion. If necessary, you are allowed TWO absences over the term. Frequent tardiness may be counted as unexcused absence at the instructor’s discretion. Students also have the right to a limited number of excused absences for documented religious, health, or athletic matters. Students are responsible providing such documentation–in advance when possible. In such cases, students are responsible for making arrangements with me and being in contact early in often.

Excessive absence can lead to the instructor’s request that a student drop a course rather than fail it. Because this course meets in person rather than online, a student who is frequently absent (generally defined as more than 4 absences) is in danger of failing even if their unit projects have received passing grades.

In addition to being physically present, this course requires that you be actively engaged during class hours.


Digital Etiquette

Please turn your cell phone and/or other devices (iPods, etc) to “silent” before you enter the classroom. You may use a laptop during appropriate times, but if you appear distracted (monitoring, scrolling, or typing while I or someone else is speaking, for instance), I will ask you to put your device away. Please excuse yourself from class if you need to have a conversation, phone, text, or otherwise.


Disability Resource Center

The university’s Disability Resource Center works with students and faculty to provide students who qualify under the Americans With Disabilities Act with accommodations that allow them to participate fully in the activities at the university. Ordinarily, students receiving such accommodations will deliver teacher notification letters at the beginning of the semester. Students have the right to disclose or not disclose their disabilities to their instructors. For more information about the DRC, go to

Writing Center

The Northeastern University Writing Center is located in 412 Holmes Hall and in Snell Library (for current hours see or call 617-373-4549). It offers free and friendly help with reading complex texts, conceptualizing a writing project, refining your writing process (i.e., planning, researching, organization, drafting, revising, and editing), and using sources effectively. You can receive feedback face-to-face during regular hours or via email/online response.

Global Student Success Resources

The International Tutoring Center offers both English as a Second Language tutoring and language and culture workshops. For more information, visit