ENGL 199 G: Interdisciplinary Writing/Natural Science

English 199 G: Writing Public & Private Health

Time and location: M/W/F, 10:30-11:20, Bloedel Hall 392

Instructor: Dr. Emily George                                                             

Email: ecg136@uw.edu (Note: please email me from your UW email address to help ensure that your email does not get filtered as spam. UW has an aggressive spam filter!)

Office Hours: Tuesdays 1-3 or by appointment (Office Hours are on Zoom unless otherwise arranged)

Office Hours Zoom Link: https://washington.zoom.us/j/99625371204 

Course Description

Welcome to English 199 G! In this composition class, we will practice writing within and about the discipline of public health in different contexts and study different ways that private and public health has been understood, studied, and communicated throughout history. Our guiding questions will be:

• How have we understood the meaning and purpose of “public health” throughout history?
• How have public health campaigns and research been used (or misused) at different times?
• How do we best communicate evolving, complex ideas about health to various audiences—and how can we learn from mistakes and successes in the past?

We will explore these and other questions as they emerge and intersect across different fields related to public health and in both academic and in public-facing work. We will also consider the relationships between genre, mode, and audience, and practice different forms of composition for different writing situations.

English 199 G is a composition course linked to HSERV 100: Personal and Public Health. Although the two courses complement each other, they have distinct goals, activities, and assessments. Your grade in English 199 G is separate from your grade in HSERV 100.

All readings for this class are available for free on Canvas.

Course Goals

In this course, you will:

• Practice composition as a process. You will approach composition, in its many forms, as a process of questioning, researching, discussing and developing your ideas, planning, drafting, getting feedback, revising, and reflecting. The purpose of this goal is twofold. First, while there is no way to become an expert in all forms of writing in the ten weeks of this course, this process-based approach will better prepare you to do new kinds of writing in different fields and contexts. Second, practicing this process means practicing ways of thinking that will be useful to you in any course and beyond academia: asking questions, using analysis, recognizing nuance, changing and developing your arguments as you learn more about a topic, and reflecting on your own assumptions.
• Utilize reading strategies to interpret, summarize, analyze, and synthesize texts. You will demonstrate critical reading strategies such as the ability to separate assertions from evidence, evaluate the accuracy and validity of a specific perspective or argument, recognize and evaluate underlying assumptions, read across texts for connections and patterns, and identify and evaluate chains of reasoning in texts.
• Practice good research and argument habits. You will develop lines of inquiry—genuine, complex questions you want to explore—to guide your research. You will also practice finding effective, flexible approaches to finding sources, and practice assessing the reliability and relevance of those sources. Finally, you will practice putting your sources into conversation (intertextuality) and synthesizing them in order to come to conclusions and form arguments that develop from what you have discovered through research and use appropriate citations to credit those sources. You will practice effective ways to begin researching a topic, learning how to persevere or adapt when you encounter difficulties or barriers in research, learning how to make judgments about whether and how to trust a source, and learning how to form arguments that emerge from discovery.
• Practice thinking about the context of what you read and write. You will study a variety of texts and consider things like the text’s purpose, its audience, and the constraints and affordances of its genre and mode. You will also practice considering the context of your own work: what is your purpose? Who is your audience? What genre and mode are you working in? What are the expectations of working in that genre/mode? How can you write most effectively for your purpose, to reach your audience? How might you take advantage of the genre and mode you’re working in? You will practice being adaptable—assessing a situation and deciding how you can communicate most effectively in that situation.

Course Materials

• Readings will be posted to the Canvas website
• Regular (daily) access to the Canvas website and to your UW email.

Grading

In this course, we are using a grade contract system so that grading is transparent and values your labor and learning. You can find the full grade contract on Canvas in the Week 1 module, and it is your first assigned reading of the quarter, followed by a quiz. If you ever have questions about the grade contract, or about your individual grade in the class, please let me know!

Class Expectations and Guidelines for Discussion

You will be working within small groups, peer review pairings, and the whole class throughout the quarter. Disagreement can be productive, and scholars in all fields depend on disagreement to strengthen their arguments, discover errors, and challenge their own thinking. You may find that some of the topics and discussions in this class will cause you discomfort. This is normal, expected, and, in fact, crucial to your learning. Engaging with complexity is a difficult labor, and difficult labor is often uncomfortable. 

However, in order for conflict to be productive, it must be respectful. Personal attacks, disrespectful language, and disrespectful behavior have no place in the class, and will not be tolerated. If debates or discussions get intense or heated, remember that it is difficult to know the backgrounds, experiences, emotions, and beliefs of others in the room, and be sensitive to that. Be generous with others and try to assume good intentions. Keep your responses specific to the topic under discussion. You are expected to use language and action that shows respect for gender, race, religion, ethnicity, sexuality, and ability in order to create a safe and welcoming class.

Guidelines for Class and Small Group Discussion

• Listen carefully to others, and do not attempt to respond before they’ve finished what they have to say.
• When someone else is talking, try not to focus on how you disagree or the way you want to reply. Instead, focus completely on what they’re trying to communicate until they finish.
• Stay on topic and connect what you have to say with the readings and/or with what others have said.
• Write down your thoughts so you can return to them.
• Ask follow-up questions of others, and try to repeat your understanding of what they’ve said as part of that follow up.
• Speak up with a willingness to discover you're wrong.
• Try not to dominate conversations. Make sure everyone in your group is included, and invite others to speak.

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 are confused or unsure about whether or not something you want to do would be considered plagiarism, please talk to me about it! I won’t penalize you for not knowing. Sometimes plagiarism is something obvious, like copying someone else’s essay, but sometimes it can get trickier, like incorrectly paraphrasing, forgetting to cite information/ideas and not just quotes, etc. Likewise, if you are feeling so much pressure or confusion that you’re thinking about plagiarizing, talk to me. Plagiarizing can have huge consequences for your grade and your academic future, and we can come up with a solution that’s better than taking that risk.

On the use of “Artificial Intelligence” and ChatGPT

Artificial intelligence is a subject with tons of branches, and sometimes, the results of AI research and projects are useful, creative, and ethically well-thought-out. However, this is not true in many instances. ChatGPT and other forms of “AI” have repeatedly been shown to provide you with misleading or outright false information; to unethically scrape the labor of creators (artists, writers, researchers, programmers, engineers, and other workers) and use it without compensation or permission; and even, on occasion, to “hallucinate,” providing nonsensical responses. All of these are important reasons for being wary of using AI for research, writing, or fact-checking. But in the case of this class, the most important thing to remember is that English 199 is a class designed to guide you through a particular process of thinking, making judgments, coming to conclusions, and revising your conclusions. A machine might be able to produce an essay that is coherent, follows “standard English grammar,” and addresses a given topic. It cannot, however, demonstrate how your ideas have changed over the course of reading and discussing a topic, or how your argument has been revised to accommodate new information, or how you have read and researched different sources and made your own judgments about their reliability, their usefulness, their connections to one another and to your own thinking. Therefore, because those are habits and skills we are focusing on in English 199, submitting work produced by AI instead of written by you is considered a form of academic dishonesty and falls under the plagiarism clause described above.

Keep in mind that since we are using a grade contract, no amount of plagiarizing—even if you are never caught—can get you a higher grade than turning in your own work would. But plagiarism can get you an automatic failing grade.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at https://registrar.washington.edu/staffandfaculty/religious-accommodation.... Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form: https://registrar.washington.edu/students/religious-accommodations-request.

Accommodations clause

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/.

English Departmental Commitment to Diversity, Equity, and Justice

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use are powerful and hold 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, past, present, and future. Our disciplinary commitments to the study of English (its history, multiplicity, and development; its literary and artistic uses; and its global role in shaping and changing cultures) 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 and racism, immigration, gender, sexuality, class, indigeneity, and colonialisms. 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. We acknowledge that to study and engage the English language is to grapple with its imperialist and colonialist history, its relationship to power and whiteness, its involvement in the spread of globalization and in perpetuating inequity, as well as its creative uses to imagine and bring into existence a better world.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We acknowledge that our university is located on the shared lands and waters of the Coast Salish peoples. 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, gender identities, national and indigenous origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.

Complaints

If you have any concerns about the course or your instructor, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, you may contact Megan Callow, Director of the Program for Writing Across Campus, at mcallow@uw.edu. If, after speaking with the Director, you are still not satisfied with the response you receive, you may contact English Department Chair, Anis Bawarshi; bawarshi@uw.edu, (206) 543-2690.

Canvas Tips

1. Check our course Canvas page every day. Check your UW email every day.
2. Set your notifications so that you get alerted whenever I leave you an assignment comment. You can find instructions for this here: https://community.canvaslms.com/t5/Student-Guide/How-do-I-manage-my-Canvas-notification-settings-as-a-student/ta-p/434
3. You can change your name in Canvas by clicking on your profile picture at the top of the far-left menu in Canvas.  Click “Edit Profile.” You will then be able to change your name and add your pronouns if you would like.
4. You can change your profile picture/avatar in Canvas in the same place. When you’re editing your profile, hover over your picture and click the pencil icon. You can then upload a new picture.
5. To send a message to a member of the class (including me), first click on your Canvas inbox in the far left menu. Then click the “compose a new message” button on the top right of the screen. Choose our course and then choose either “Teachers” (if you want to send a message to me) or “Students” (if you want to send a message to one or more students in our class). You will then be given the option to select specific recipients.
6. Use Modules to navigate our course. The first module contains course information and resources.  All of the other modules are organized by weeks. Always start with the “Overview” page for each week, which lists all reading, viewing, and writing assignments and includes an overview of the material we will cover that week. 

English 199 G Fall 2023 Calendar

Our class is broken up into Weekly Modules, which consist of participation assignments, homework assignments, and essays. Modules are not all open at once, but will be opened at least two weeks in advance. This calendar is an overview of the focus of each module, not a complete list of assignments. Participation assignments will usually be assigned to complete during class. Always check Canvas modules for up-to-date assignments and deadlines.

Module 1: Welcome to the Class, Wednesday, Sept. 27-Sunday, Oct. 1

Monday: No class

Wednesday: First day of class

            Participation: read the Syllabus and Grade Contract; complete the Syllabus and Grade Contract Quiz before Friday’s class

Friday: Reading academic articles: a primer

            Homework: read and annotate Gabriel Scally and Justine Womack, “The importance of the past in public health” due Sunday, Oct. 1, 11:59 PM

Module 2: Hansen’s Disease, Monday, Oct. 2-Sunday, Oct. 8

Skills focus: strategic reading and annotation

Monday: Hansen’s Disease and public responses in history: studying primary sources

            Homework: read and annotate Brian H. Bennett, David L. Parker and Mark Robson, “Leprosy: Steps Along the Journey of Eradication” before Wednesday’s class

Wednesday: Genre assessment of an academic article—public health report

            Homework: Listen to Sawbones episode, “Leprosy in Florida,” and explore the Sasakawa Health Foundation’s History of Leprosy website

Friday: Genre assessments: public-facing websites and podcasts

            Homework: Discussion Clusters

Module 3: Influenza, Monday, Oct. 9-Sunday, Oct. 15

Skills focus: evaluating information

Monday: 1918 influenza outbreak and misinformation—primary sources

            Homework: read and annotate Amanda Huron, “Defending Tenants in the Midst of Plague” before Wednesday’s class

Wednesday: Genre assessment of an academic article—social sciences/history essay

            Homework: Listen to Monument Lab, “Commemorating the 1918 Flu Pandemic with Mütter Museum Organizer Nancy Hill"

Friday: Genre assessment: public exhibit - “The 1918 Pandemic in Philadelphia Exhibit Tour” 

            Homework: Discussion Clusters

FLEXIBLE ASSIGNMENT OPTION 1 CAN BE HANDED IN ON SUNDAY, OCT. 15

Module 4: Rubric Creation, Topic Selections, Conferences, Oct. 15-Sunday, Oct. 22

Skills focus: assessing and developing academic writing

Monday: Major Writing Assignment 1: Rubric Creation and Topic Brainstorms

            Homework: complete topic brainstorms; prepare for conferences

Wednesday: Regular Class Meeting: Primary, Popular, and Scholarly Sources: A Primer

Friday: Conferences

            Homework: Discussion Clusters

FLEXIBLE ASSIGNMENT OPTION 2 CAN BE HANDED IN ON SUNDAY, OCTOBER 22

Module 5: Finding and Assessing Sources, Monday, Oct. 23-Sunday, Oct. 29

Skills focus: using UW library databases and synthesizing sources

Monday: Conferences

            Homework: work on major writing assignment

Wednesday: Asynchronous, online class: Database and Search Skills Library Module

            Homework: complete 2 source assessments before Friday’s class time

Friday: Asynchronous, online class: Major Writing Assignment 1 outlines

            Homework: work on Major Writing Assignment 1, due Monday before class (10:30 AM)

Module 6: Syphilis, Monday, Oct. 30-Sunday, Nov. 5

Skills focus: Analysis and reflection

Monday: Syphilis and the Rise of Print

            Homework: read and annotate Vanessa Northington Gamble, “Under the shadow of Tuskegee: African Americans and health care” before Wednesday, 10 AM

Wednesday: Conferences and peer responses

            Homework: read and annotate Vann R. Newkirk II, “A Generation of Bad Blood” before Friday’s class

Friday: Newkirk discussion

            Homework: Discussion Clusters

FLEXIBLE ASSIGNMENT OPTION 3 CAN BE HANDED IN ON SUNDAY, NOVEMBER 5

Module 7: AIDS and ACT UP, Monday, Nov. 6-Sunday, Nov. 12

Skills focus: developing lines of inquiry

Monday: Introduction and ACT UP online archives; final project introduction

            Homework: read and annotate Donald P. Francis, “Commentary: Deadly AIDS policy failure by the highest levels of the US government: A personal look back 30 years later for lessons to respond better to future epidemics” before Wednesday’s class

Wednesday: Francis discussion; developing lines of inquiry

            Homework: Edited: watch United in Anger: A History of ACT UP

Friday: No class; Veterans Day

            Homework: Final Discussion Clusters (EVERYONE); Lines of Inquiry

Module 8: Final Project Work, Monday, Nov. 13-Sunday, Nov. 19

Skills focus: finding and assessing sources, redux

Monday: United in Anger discussion; working with primary sources

            Homework: find a primary source relating to your line of inquiry and complete a source assessment

Wednesday: Working with popular sources

            Homework: find a popular source relating to your line of inquiry and complete a source assessment

Friday: Working with scholarly sources

            Homework: Find a scholarly source related to your line of inquiry and complete a source assessment

FLEXIBLE ASSIGNMENT OPTION 4 CAN BE HANDED IN ON SUNDAY, NOV. 19

Module 9: Final Project Work, Monday, Nov. 20-Sunday, Nov. 26

Skills focus: developing your purpose through research findings; refining stakes

Monday: Turning research into action

            Homework: prepare project pitches for Wednesday

Wednesday: Project Pitches

            Homework: Work on full project proposals in preparation for Project Group Conferences

Friday: No class, Thanksgiving break

Module 10: Project Group Conferences, Monday, Nov. 27-Sunday, December 3

Skills focus: using feedback to refine and develop ideas

Monday: Project Group Conferences

Wednesday: Project Group Conferences

Friday: Project Group Conferences

            Homework: Work on Final Project

Module 11: Final Project Work and Presentations, Monday, December 4-Friday, December 8

Skills focus: revision and discussion

Monday: Final project work/instructions for Friday

Wednesday: Final class discussion and reflections; course evaluations

Friday: Final Project Presentations