ENGL 298 D: Intermediate Interdisciplinary Writing - Social Sciences

Meeting Time: 
TTh 2:30pm - 3:50pm
MEB 251

Syllabus Description:

University of Washington, Spring 2019

English 298 D: Intermediate Interdisciplinary Writing

Writing Link with Anthropology 213 – Anthropology of Sport


Instructor:  Liz Janssen

Email:  ljanssen@uw.edu

Office: PDL B-10

Office Hours: T/Th 11:15-12:15 or by appointment

Classroom: MEB 251 time: T/Th 2:30-3:50


Course Overview

English 298 is an intensive writing workshop linked with, but entirely distinct from, Anthropology 213. The goal of English 298 is to give you extended practice in reading, discussing, and thinking about anthropology-and-sports-related texts and questions, in the service of your writing development. You will also practice analyzing anthropology course materials to become more keen critical thinkers, and more effective readers and writers in the discipline.

In this course we will work through three assignment sequences, each of which includes several small writing tasks that build toward a longer written project. Throughout the course we’ll focus on developing your skills in the writing process rather than valuing only the finished product. This means that, through each sequence, you’ll get extensive practice in the research, writing, and revising processes—with the support of your instructor (me) and your peers in our lovely small class of 21.


Required materials and skills

  • Regular access to computer and internet
  • A working Canvas account and familiarity with Canvas (you will use Canvas daily in our course, to access all readings, participate in discussions, and submit all assignments)
  • Notebook for class notes and a folder for handouts and assignments
  • Microsoft Word (all assignments will be submitted electronically in .doc or .docx format)


Course Outcomes

This course is designed to develop students’ abilities in the following areas:

  • Critical thinking: evaluating sources and their contexts, using structured arguments to support claims, and weighing evidence to form judgments.
  • Effective writing at the college level: creating texts that are clear and structured, making use of credible sources, and familiarizing oneself with the disciplinary norms of formatting and citation.
  • Strategic and analytical reading: identifying how different texts are composed effectively for different audiences, assessing the credibility of authors’ claims and evidence, placing texts in historical/social context, and connecting texts with other texts, ideas, and experiences.
  • Community building: supporting peers though peer review, challenging peers to grow and hear new perspectives, bringing your voice and perspective to the table in discussions while respecting the differences of others.


Course Calendar

Each week, I will post the following week’s assignment calendar on Canvas under Modules. You will always have a full, detailed schedule of assignments at least one week in advance. Weekly readings, assignments, due dates, class notes, and other information will be organized into these weekly modules, so you should check those regularly.



In this course we will use a mode of assessment called “contract grading”: I specify what it takes to earn a particular course grade, and you’ll sign a grade contract depending on what you’re willing and able to do. If you fulfill the obligations of your contract, you get the grade you signed up for.

Grading contracts allow me to evaluate you based on: your investment in our course and in your learning; your engagement with the material and with each other; and the development of particular writing, reading, and research skills throughout the quarter. Writing skills are always in development; in a writing course, then, I think grades should reflect your learning and work throughout the term (rather than what you were already able to do when the course began).

I will give you detailed assessments on your final essays, but that score or assessment won’t have much to do with your course grade; it will be a way of letting you know where that particular piece of writing stands in relation to the prompt criteria and your development of the skills at hand. It will also help you work toward revisions of each paper; you’ll see that in this class, revision matters a lot! You will also find that, no matter your grading contract, your active engagement in our class activities matters a lot.

Contracts will be signed with me at the end of Week 1, and may be renegotiated if necessary only once during the term. Contracts and more info can be found on our Canvas site, under Files.


Feedback Criteria and Rubrics

You will receive detailed feedback from both me and your peers on your rough drafts of all 3 Major Papers. Each paper targets specific reading, writing, and/or research skills; so, each will be evaluated according to rubrics of 3-5 criteria unique to that paper. These will be provided on the paper prompt; you will always be aware in advance of what I am reading for.

Each rubric criteria will be scored according to a scale of six categories:

Outstanding: Shows highly proficient demonstration of the skill(s), including some appropriate risk-taking and/or creativity.

Strong: Shows an effective demonstration of the skills(s), which could be further enhanced with minimal revision.

Good: Demonstrates the skill(s), but less proficiently; could use revision to demonstrate more skillful and nuanced command of skill(s).

Acceptable: Minimally meets the basic skill(s), but the skill(s) are not fully realized or well-controlled and would benefit from significant revision.

Needs Improvement: The skill(s) require substantial revision on multiple levels.

Incomplete: The skill(s) are significantly underdeveloped or missing altogether.



Guidelines for discussion and collaboration: In the classroom and online, you will be encouraged to actively participate in a variety of ways—which includes listening attentively and creating space for your peers to engage the material with you. I hope and expect that different points of view will come into our discussions, but disagreement should maintain the academic spirit of respect. Discourteous or derogatory language or actions will not be tolerated.

Conferences: I’ll hold conferences with each of you (individually or in small groups) twice during the quarter to discuss your work, offer my feedback, and strategize revision plans together. Conferences are mandatory as part of all grading contracts.

Plagiarism: The plagiarism policy at the University of Washington is strict and meant to preserve academic honesty and intellectual creation. However, this is a culturally specific definition of these terms and may be new to some students. If you are confused about what constitutes plagiarism, please meet with me—I will be happy to discuss any questions you have. The official definition at UW is as follows:

"Plagiarism," which is the submission or presentation of someone else's words, composition, research, or expressed ideas, whether published or unpublished, without attribution. Plagiarism does not encompass unacknowledged submission or presentation of information that is generally known and widely accepted by educated members of a discipline. Plagiarism includes, but is not limited to:
      a) The use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment; or
      b) The unacknowledged use of materials prepared by another person or acquired from an entity engaging in the selling of term papers or other academic materials.

English Department Statement of Values:

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use is powerful and holds the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world—skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”

As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities. Our disciplinary commitments to the study of language, literature, and culture require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race, immigration, gender, sexuality, and class. These topics are fundamental to the inquiry we pursue. We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, genders, national origins, political views, and citizenship status; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.





Writing Centers

CLUE Writing Center, open 7 pm until midnight, Sunday through Thursday.  CLUE is a first-come, first-served writing center located in the Gateway Center at the south end of the Mary Gates Hall Commons: http://depts.washington.edu/aspuw/clue/writing-center.  CLUE also offers late-night study sessions and other academic support, and resources such as conversation groups for multilingual/international students.

The Odegaard Writing and Research Center (OWRC) also offers free, one-on-one help with all aspects of writing at any stage in the writing process.  OWRC has locations in Odegaard Library, Miller Hall and Health Sciences Libraries. To make the best use of your time there, take a copy of your assignment with you and double-space any drafts you want to bring in. While OWRC writing consultants are eager to help you improve your writing, they will not proofread your paper. To make an appointment or browse the center's online resources, visit http://www.depts.washington.edu/owrc


Wellbeing and Community Resources

Student Health and Wellness: “The Division of Student Life is committed to the holistic development and support of our students, including the social, emotional, intellectual, physical, financial and the spiritual dimensions of life. The department of Health and Wellness draws from across the Division and beyond to help our students develop strategies that enable them to get the most out of their college experience.” livewell.uw.edu

UW SafeCampus: 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 athttp://www.washington.edu/safecampus/

Hall Health Support Groups include mindfulness meditation, mindful approaches to anxiety, and a range of groups focused on particular issues and needs including anxiety, procrastination/perfectionism and more http://depts.washington.edu/hhpccweb/support-groups

UW Emergency Aid assists students who are experiencing unexpected financial hardships that may disrupt their education or prevent them from earning their UW degree, including: Emergency medical/dental costs; Housing and living expenses; Family emergencies; Natural disasters; Loss of income; And more. Emergency Aid may come in a variety of forms, including grants, loans and/or campus and community resources. http://www.washington.edu/emergencyaid/

UW Campus Food Pantry allows UW students, staff, and faculty to be supplied with nonperishable groceries and select fresh produce for no cost. Anyone with a Husky ID is eligible to receive support. The Pantry uses a pop-up model with locations in HUB 214and the Kelly Ethnic Cultural Center, and runs once a month at each site. We also take drop-in appointments for those in need who cannot attend a pop-up.https://www.washington.edu/anyhungryhusky/get-food/

UW Digital Wellness site from UW Student Life is new this year.  Check it out if you have any questions or concerns or are just curious about the risks, benefits and opportunities of your life online. https://spark.adobe.com/page/HKz3G2gRSohBO/

The UW Bias Advisory Committee collects information and advises the vice president for Student Life and the vice president for Minority Affairs and Diversity on reports of bias-related incidents that may impact the UW community. Barring unexpected circumstance, reports received through the bias incident report form will be reviewed by a member of this committee within 2-4 business days. The form and additional information are available at https://report.bias.washington.edu



Catalog Description: 
Expository writing based on materials presented in a specified social science course. Assignments include drafts of papers to be submitted in the specified course, and other pieces of analytical prose. Concurrent registration in the specified course required. Offered: AWSpS.
GE Requirements: 
English Composition (C)
Writing (W)
Last updated: 
September 25, 2019 - 10:30pm