ENGL 198 L: Interdisciplinary Writing/social Science

Meeting Time: 
MW 2:30pm - 3:50pm
THO 335

Syllabus Description:

ENGL 198: Writing Link to Intro. to American Indian Studies


Instructor: Lydia Heberling                                     Office Location: Padelford A-11a

Class Time: M/W 2:30-3:50 PM                              Office Hours: M 4-5 PM; W 10-11 AM

Classroom: THO 335                                              Contact: heberl@uw.edu

Section: L


Welcome to ENGL 198 L! In this course we will focus on building a learning community where you will develop reading, research, writing, revising, and editing skills from Indigenous perspectives. We will consider what it means to write for academic as well as community-based audiences in ways that center Indigenous forms of knowledge production, storytelling, and communicating. As a collaborative writing community, we will work together to generate ideas and dive more deeply into the content of AIS 102. This class is a friendly parasite – it builds from course materials in AIS 102 but is its own 5-unit class. It will share readings with the lecture and you will be better contributors to Canvas discussion posts and in-class participants in AIS 102, but you will also be expected to engage in this class as its own separate course. In addition to the lecture course content, we will examine more in depth, through writing:

  • Our personal relationships to formations of Indigeneity and settler colonialism;
  • A deeper understanding of how the events at Standing Rock in 2016 and early 2017 relate to other North American (and global) activist movements around sovereignty and resource extraction; and
  • What role imagination plays in critical thinking and academic writing

This is first and foremost a writing class: everything we do will be centered on and grounded in your writing. We will be sharing, collaborating, responding and sometimes peer reviewing with and to each other’s work all quarter. This is a class that will teach you to write for the discipline of American Indian studies. That means our primary goal is to write our way into a deeper understanding of our course content and the content of our linked lecture course, and to develop research and writing methods that one will need to write in the field. That said, writing is an important skill to develop for your broader college career (and beyond), and so our secondary goal is to equip you with the tools you will need to write in other, future contexts. We will develop our research skills, learn to write claims that are complex and inquiry-driven, and most importantly build our understanding of ourselves as meaningful contributors to academic conversations. 


Course Theme:

Women and Water.jpgThe thematic focus of ENGL 198 L will be on Standing Rock. We will consider the broader historical and cultural contexts from which the events at Standing Rock emerged, especially as they relate to the events covered in "Introduction to American Indian Studies." We will explore the narratives that have and continue to emerge from the 2016 and early 2017 events and interrogate the way stories shape our perception of reality and truth.

Required Texts

  • AIS 102 Assigned Readings
  • The Way to Rainy Mountain by N. Scott Momaday (UW Bookstore)
  • Supplementary readings and videos posted to Canvas


Required Materials

  • Notetaking device (or even pen and paper!)
  • Access to a computer and to class Canvas site
  • Access to a printer



Your success in this course depends not only on your writing, but also on your ability to actively participate as an intelligent, thoughtful, and caring member of our writing community in every single class. Your grade will be determined by the following assignments and tasks:


Quick Overview

Major Papers: 60% (20% per paper)

Participation: 30% (5% per conference (x3) and 15% in-class activities and assignments)

Homework: 10% (short assignments, readings, and community events)


Submission Guidelines:

For each short paper and each major paper draft, you will need to submit it electronically to Canvas AND bring a printed copy to class. Failure to do either of these will result in partial credit for the assignment. Everything should be typed in Times New Roman, 12 point font, with one-inch margins.


Major Papers:

The course goals outlined above will be accomplished through a sequence of 3 major papers. The major papers will vary in length and deadlines can be found on the course calendar portion of the syllabus, which you will receive at the beginning of each sequence. Your grade for each paper will not be determined solely by the final product. Rather, you will be given a grade based on the process of writing for each assignment. This includes drafting, revising, and giving and receiving feedback. Each major paper will have its own set of criteria that we will co-develop at the beginning of each sequence. This means that I will take input from you on what you would like me to evaluate for each paper.

            You will receive a grade on a scale of 0-6. The 4.0 scale breakdown is shared below:

Paper Grading Scale:


Conversion to 4.0 Scale

























Participation in this class means:

  • actively participating in class discussions, small group work, and conferences
  • providing timely, thoughtful, and engaged written feedback on peers’ drafts
  • completing informal writing/pre-writing assignments on time; and
  • submitting all drafts and revisions of the major essays on the date they are due.


I expect everyone to come to class prepared—meaning that you have thoroughly read any assigned material and completed any activities or documents assigned.  I do not expect you to completely understand every assigned reading or activity, but I do expect you to read everything carefully and make your best attempt at completing all writing assignments. 

Please also note that being physically present in class is not enough; you must also be mentally present.  Sleeping, engaging in distracting behaviors (such as arriving late to class, interrupting discussions, inappropriately using technology, doing work for other classes, etc.), or refusing to participate in class activities and discussions is unacceptable and will result in a loss of participation grade points. If it is difficult for you to stay awake, concentrate, or sit still at your desk, you may stand up or move around, provided you do so in a non-distracting way. Please note that recurring absences will harm your participation grade because you will not be able to make-up in-class activities/assignments.

            Conferencing: We will conference together once per major paper. Conferences are one of the most important components of this class, and so we dedicate a lot of time to them. We will cancel one or two class periods per conference. These are opportunities for us to talk and give feedback to each other and receive feedback from me.



You will be asked to complete anywhere from one to three short writing assignments for each major paper (they will be assigned as “paper 1.1” and “paper 1.2” for the first major paper, “paper 2.1” etc. for the second, and so on). There will also be other readings and writing assignments that I will ask you to complete from time to time.

Community Events: You are required to attend one Native community event this quarter and to submit a 1-2 page summary of the experience. The calendar of events will be handed out separately. If you find an event not on the list, please check with me to make sure it qualifies before using it for this assignment.


Homework Grading Scale:

Homework will be assessed on a “check,” “check plus,” or “check minus” system. A “check” or “check plus” means that you receive full credit, while a “check minus” means you will receive 75% credit on the assignment.


Extra Credit:

You will have the opportunity to earn extra participation credit by either going to the writing center (OWRC or CLUE) or forming your own peer review groups with fellow students. If meeting with a writing center tutor, you should get the name and signature of that tutor (along with the date and time of the meeting) and submit a paragraph outlining the experience. What kind of feedback did you work on? What did you ask the tutor to look for in your paper? How do you plan on incorporating this feedback into this (and subsequent) writing? You are also encouraged to form peer review groups, modeled on the peer review workshops we do in class.


Classroom Etiquette:

We will be spending a lot of time together in our classroom and engaging each other in thoughtful discussion. With that in mind, we need to be mindful of how we behave and treat each other. As the student, you will need to:

  • Put forth your best effort on a daily basis
  • Be respectful of each other’s ideas, beliefs, and questions
  • Bring a laptop and other course materials with you every day
  • Come to class prepared (complete readings, bring discussion/clarification questions)
  • Communicate with me about any concerns or challenges with the class
  • Maintain an open mindset to new challenges and experiences


Portable Electronic Devices

  • Cell phones should not be out during class time (except during breaks).
  • Laptops/tablets are required for regular in-class work. It is expected that you will stay on task and use it productively.
    • Using technology in an inappropriate way will result in deductions from your participation grade for each instance. You are welcome to consult with me during the quarter about points lost due to inappropriate uses of technology.


Late Work

Late work will only be accepted if you can demonstrate that you have encountered a valid obstacle before the deadline (i.e., that you’ve been working on the project in good faith, but have run into some problems). If you feel you may be unable to complete an assignment on time, you should contact me as soon as possible, but no later than 24 hours before the due date. After reviewing all the work you’ve done on the assignment, we will set a new deadline together. In all other cases, late work will cause you to receive an automatic “check minus” for the first day it’s late and zero credit for anything later than one day, and it will not receive written feedback from the instructor unless you make an office hour appointment to discuss it.


Academic Integrity

Plagiarism, or academic dishonesty, is presenting someone else's ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people's thoughts and writing--as long as you cite them. As a matter of policy, any student found to have plagiarized any piece of writing in this class will be immediately reported to the College of Arts and Sciences for review.





If you need accommodation of any sort, please let me know so that I can work with the UW Disability Resources for Students Office (DRS) to provide what you require. This syllabus is available in large print, as are other class materials. More information about accommodation may be found at http://www.washington.edu/students/drs/.



I encourage you to take advantage of the following writing resources available to you at no charge. If you attend a writing conference, write me a one-page, double-spaced summary of whom you worked with, what paper you focused on, and what you learned and I will add a point to your participation grade. (Limit two per quarter.)

  • The CLUE Writing Center in Mary Gates Hall is open Sunday to Thursday from 7 p.m. to midnight. The tutors can help you with your claims, organization, and grammar. You do not need to make an appointment, so arrive early and be prepared to wait.  More information at http://depts.washington.edu/aspuw/develop/writing-center/
  • The Odegaard Writing and Research Center is in in Odegaard Undergraduate Library room 121 and is open Sunday noon – 9 p.m. and Monday – Friday 9 a.m. – 9 p.m. This writing center provides a research-integrated approach to writing instruction. Make an appointment on the website: http://depts.washington.edu/owrc





Preventing violence is everyone's responsibility. If you're concerned, tell someone.

  • Always call 911 if you or others may be in danger.
  • Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.
  • Don't walk alone. Campus safety guards can walk with you on campus after dark. Call Husky NightWalk 206-685-WALK (9255).
  • Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert.


For more information visit the SafeCampus website at www.washington.edu/safecampus.

Violence includes sexual violence and assault. The UW has some fantastic resources and spaces for reporting and seeking help at http://www.washington.edu/sexualassault/

Catalog Description: 
Expository writing based on material presented in a specified social science lecture course. Assignments include drafts of papers to be submitted in the specified course, and other pieces of analytic prose. Concurrent registration in specified course required.
GE Requirements: 
English Composition (C)
Writing (W)
Last updated: 
March 29, 2018 - 10:20pm