SPR-25-H12-SYL 1

UNIVERSITY OF MIAMI: WRS106-H12 (7505) SYLLABUS (SPRING 2025)

Composition II: Belonging and Diversity: Education, Culture, Violence, and Identity

Devi Prasad Gautam Office: ECC (Ferre Building, 1000 Memorial Drive)
MW (3:35-4:50 PM) Merrick 204 Office Hours: Mon 1:15-2:15, and by appointment
Email: [email protected] Phone: 305-284-4673 (ECC)

Required Texts and Materials:

 Essays and Stories (from the U.S, India, and Ghana) [available on Blackboard (BB)]
 Reference Book: Writing Analytically, 9th Edition by David Rosenwasser and Jill Stephen

Course Description, Objectives and Philosophy:

Good writing facilitates clear thinking, and clear thinking is the foundation of effective communication.
This course aims at equipping students with effective writing skills that are representative of an educated
person because they are instruments to advance ideas efficiently and persuasively. By introducing a
variety of standard texts, the course provides students the taste of good writing and prompts them to think
clearly and use the English language as an effective tool of communication.

This course will consider issues of education, culture, individual, national, and transnational or
transcultural identity partly in the context of the end of British Empire and the ensuing postcolonial
condition in countries such as India, Ghana, and the U.S. By examining various texts including literary
works from the contact zones (eastern/western, colonizer/ colonized, majority/minority, rich/poor
mainstream/marginalized communities) of these countries, we will analyze the complex issues of violent
belongings in the present world. We will use the texts as a springboard not only to our own writing, but
also to consider how we can make different kinds of meanings and understand various contexts by
looking closely at the written words.

Extended Learning Outcomes:

The primary goal of this course is to develop students’ writing abilities for academic purposes in the
university. They should be able to:

1. Demonstrate effective written communication skills in relation to specific rhetorical tasks.

 Critical Reading, Writing, and Analysis
 Rhetorical Knowledge and Application
-Demonstrate a strong foundation in rhetorical principles, including rhetorical appeals
(ethos, pathos, and logos), and adapt rhetorical strategies to diverse audiences, contexts,
and modes of communication.
-Understand and apply genre conventions, including grammar and style, to enhance
communication across different forms of writing. Move beyond five paragraph essay
style.
 Multimodal Composition
 Presentation
 Writing as Process
 Collaborative Communication
 Transferable Writing Skills

2. Construct original, well-reasoned arguments using a range of materials.

 Argument Construction
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-Construct well-reasoned, evidence-based arguments that demonstrate critical thinking,

integrating writing, speaking, and listening with a strategic sense of design and rhetoric.
 Risk-Taking and Innovation

3. Integrate and synthesize appropriate and relevant primary and secondary sources in their
writing.
 Research Skills
 Synthesis and Integration

This writing course is designed to extend the work of WRS 105, helping you to further develop skills and
strategies that foster clear, sound writing. The course builds on that of the work done in WRS 105 by
asking students to focus more specifically on textual analysis and to carefully consider the effects
produced by different rhetorical strategies. Students will produce and revise four assignments related to
the readings. The sequence of assignments places an emphasis on the development of stylistic grace,
rhetorical complexity, and intellectual sophistication. You will work on the projects several times to
develop your habits as a writer and a scholar.

This course emphasizes values critical thinking, synthesis, consideration of multiple perspectives, placing
information in a historical and social context, and an awareness of the constructed nature of written
discourse. Students will use written texts to learn strategies to improve their own writing by considering
audience and purpose, finding strategies for different kinds of revision, organization, and development,
refining sentences and paragraphs for correctness and style, analyzing texts, and effectively incorporating
primary and secondary sources.

Guiding Principles:
Experienced writers always collaborate. They share with others their writing and their ideas. They share
ideas by reading the work of others, and by joining an intellectual community. In our case, the intellectual
community consists of fellow WRS 106 students who will help create advanced-level writing appropriate
for a university-level course. Therefore, it is essential that you participate in the writing activity, discuss
reading assignments, learn to give, and take critical comments, and use this class as workshop for your
benefit. One of my goals is to provide you with the necessary skills to give and receive criticism.

For each assignment, you will be responsible for making thoughtful and insightful comments on your
classmates’ essays, which will aid in their revision. Revision, which means more than correcting
grammatical mistakes and typos, will require you to rethink your ideas and ideas of your peers further
developing them, to extend and refine your projects, and to polish your prose. Revision and Peer
critiques are essential components, crucial to your success in this class.

Class Participation:
Class participation, as I define it, means attending class on time, and participating in class discussion,
workshops, and peer review sessions in a constructive way. Participation also means not disrupting the
class by distracting manners, irrelevant talks, and disrespectful or uncivil behavior towards fellow
classmates or the instructor. You can severely hurt your participation score if you constantly show
considerable difficulty with one of these categories, or mild problems with ALL of them.

I expect you to demonstrate, through your papers and participation, a willingness to engage in the work of
the course, and I hope interest and pride in your writing, along with the desire to succeed at the University
of Miami will be, in part, the rewards of your labor.
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Attendance:
Physical attendance in the classroom is required as scheduled, and unexcused absences will have a
negative impact on your attendance & participation as well as final grades. Students who must be absent
because they participate in university sponsored events are responsible for notifying me in advance by
providing a memo from their coach, director, or academic advisor. Bear in mind that more than three
days of unexcused absence will likely affect your final grade. Students who miss class for religious
observance should notify me of the dates by the third day of class.

Late Work:
All work must be turned in on time and turning in assignments late will significantly affect your grade
(late submission for a day may result reducing an “A” to “A-,” “B” to “B-,” and so on). Being absent
does not give you an extension: send your work to me via email. As every stage in assignment writing is
graded, work done on time will contribute to each paper’s grades. Being absent does not give you an
extension: if you must be absent, email me the assignment on the day it is due. [Late Work is counted
from the day of Peer Review]

Evaluation:
Specifically, this course will follow the standard university scale as explained in the undergraduate
bulletin:
A: Superior. You did what the assignment asked for at a high-quality level, and your work shows
originality, rigorous critical thinking, and creativity. Your paper is outstanding in content, style, grammar,
and the mechanics of writing.
B: Above Average. You did what that assignment asked of you at a level of high quality. Your work shows
critical thinking and creativity. Your work is complete in content, is well organized, and shows special
attention to style.
C: Average. You did what the assignment asked of you at poor quality level. The paper needs significant
revision. The content is often incomplete and unorganized. Attention to style is often non-existent.
D: Below Average: You did what the assignment asked of you at a poor-quality level. The paper needs
significant revision. The content is often incomplete and unorganized. Attention to style is often non-
existent.
F: Failing. An F is usually reserved for students who don't do the work or have excessive absences.
However, if your work is poor and shows little understanding of the needs of the assignment, you will
receive an F.

The grading scale is as follows:

Scale
A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 60-66
F 0-59
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Grade Distribution:
To pass this course, you must complete all assignments--major and minor. You will be evaluated on your
essays, in-class works, adherence to deadlines, attendance and class participation, and your contribution
to peer revision. The Final Grade of all major assignments will be an average of the Peer Review
draft and the Final draft, each carrying 50% weight.

Required Work and Grades:

Attendance & Class Participation: 10%
Class Work: Workshops, Peer Reviews, Presentations, Quiz 10%
Homework: Notes, Response Papers & Short Assignments 15 %
Major Assignment 1: Close Reading: Textual/Thematic Analysis 10%
Major Assignment 2: Close Reading: Rhetorical Strategy and Interpretation 15%
Major Assignment 3: Critical “Lensing” Exercise 20%
Major Assignment 4: Research Paper: Critical Thinking, Argument, and Research 20%

Accommodation:
Accommodation will be provided for those with documented disabilities. Please visit
http://umarc.miami.edu/arc/ODS.html or call 305-284-2374 to contact Disability Services. In case of
need, students may also consult Academic Resource Center and Counseling Center.

Canes Care for ‘Canes:

“’Canes Care for ’Canes is a call to our community to look out and stand up for one another. By aiming to
achieve a campus community where all ’Canes respect and support each other, every member of our
community will know that they belong” (https://www.studentaffairs.miami.edu/resources/canes-care-for-
canes/index.html).

The Writing Center:

The Writing Center at the University of Miami strives to help all members of the university community
learn more about writing and become better writers. Their professional and friendly tutors work with
writers in one-to-one consultations on all stages of the writing process, from note-taking and pre-writing
to revision strategies and proofreading techniques. The Writing Center works to teach students ways to
improve their writing, but tutors will not proofread or edit papers or talk with you about grades. I suggest
you visit the Center with specific issues regarding your major essays that you want the tutor to help you
address. To make an appointment, call (305) 284-2956 or visit the Writing Center website.

Instagram Account @umwritingstudies:

Interested students may visit our department’s Instagram Account @umwritingstudies or scan the
following QR Code with your mobile device:
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Academic Honesty:
Plagiarizing or turning in work written partially or completely by someone else are forms of academic
dishonesty and are serious violations of the University of Miami Honor Code. Those who violate the
honor code risk disciplinary action including but not limited to, failure of this course
(https://doso.studentaffairs.miami.edu/_assets/pdf/honor-council/the-undergraduate-honor-code.pdf).

Artificial Intelligence (AI) Software:

ChatGPT and other Generative Artificial Intelligence (AI) software may be useful tools for enhancing
learning, productivity, and creativity. For instance, they can assist with brainstorming, finding
information, and creating materials, such as text, images, and other media. However, these tools must be
used appropriately and ethically, and you must understand their limitations as follows:

1. How output is arrived at is not clear as the internal processes used to produce a particular output within
the generative AI cannot be determined.

2. AI output is typically based on data harvested from unknown online sources. As such, it may reflect
biases that should be acknowledged. AI output may also be inaccurate or entirely fabricated, even if it
appears reliable or factual.

3. AI evokes a range of intellectual property concerns; sourcing and ownership of information is often
unclear and is currently the subject of ongoing litigation.

4. If you use AI tools in any part of your work, you are responsible for the final product of that work, both
academically and in the workforce.

Principles
1. AI should help you think, not think for you. AI tools may be used to help generate ideas, frame
problems, and perform research. Consider them as a starting point to your own thought process, analysis,
and discovery. Do not use them to do your work for you, e.g., do not enter an assignment question into
ChatGPT and copy & paste the response as your answer.

2. The use of AI must be open and documented. The use of any AI in the creation of your work must be
declared in your submission and explained.

3. Engage with AI Responsibly and Ethically. Ensure that the data used for AI applications is obtained and
shared responsibly. Never pass off as your own work generated by AI.

4. You are 100% responsible for your final product. You are the user; if the AI tool makes a mistake, and
you use it, then it’s your mistake. If you don’t know whether a statement about any item in the output is
true, then it is your responsibility to research it. You hold full responsibility for AI-generated content.
Ideas must be attributed, and sources must be verified.

5. It is your responsibility to ensure you are following the correct guidelines. Not following them will
result in a breach of the Academic Integrity Policy. Ask if you are not sure about certain things.

6. Do not enter confidential or personal data into generative AI tools. Putting such data into AI tools
exposes you and others to the loss of important information. Therefore, do not do so. See point 3 above.

7. Note that the rules and practices on use of AI may vary from class to class. Do not assume that what is
acceptable in a computer science class will be acceptable in a philosophy class, too.
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8. Please note that in this course, you are allowed to use AI only for the purpose of Introduction,
Conclusion, and Organization of your major assignments.

Email:
Note that Communication for this course will be conducted largely through emails and that I will respond
to your emails within 24 hours. If you have anything important to discuss, write to me beforehand so
that we can schedule a zoom meeting on time. Keep in mind that it is your responsibility to remain up to
date with class assignments and progress.

Things to Keep in Mind:

 You should turn in the hard copies of all assignments (written in MLA style) except certain drafts
of Major Assignments [Google Drive (GD) will be used for Peer Review].
 Dishonesty of any kind in writing (cheating, collusion, asking others to write, plagiarism,
unethical or irresponsible use of AI and so on) will have adverse effects on your grades.
 You must clearly acknowledge the use of AI in your papers, and follow the instructions given in
the prompts for writing your major assignments.
 You must turn off all cell phones, watch alarms, and pagers before the class.
 Be regular and punctual and take an active role in class activities for better results.
 You are responsible for printing all texts from Blackboard and bringing them to class.
 Do not miss any peer review session as it positively or negatively impacts your grades.
 Treat the Prompts and Guidelines as important elements of Writing Rubrics and bear in mind that
incomplete or inadequate responses, shorter lengths, or lack of supporting documents cannot
yield good results.
 Final Grade of a Paper: It will be the average of the Peer Review (PR) draft and the Final draft.
 Grade with a Slash: Note that the grade [B+/A-] means your grade is in between B+ and A-. To
receive the better grade (A-), you must make the suggested improvements (or regularly attend
classes and turn in the remaining assignments on time).
 I will let you know your grades from time to time in class and via email. You may also ask me
about the same at the end of your class. Remember: we should discuss grades only in private. We
cannot discuss them via email or phone, or in the presence of others.
 Being late by twenty minutes for three consecutive days will deprive you of one day attendance.
Make sure not to miss more than two classes during the semester. Remember that more than five
unexcused absences from the classroom are likely to affect your final grade or lead to failing the
course.
 Please Look at the Instructions on Google Drive (GD), too.
 Ask me if you are unsure about any of the things mentioned above.

Some Important Dates:

Mon Jan 20 Holiday (Martin Luther King Jr. Day)
Wed Jan 22 Last Day for Registration and to Add a Course
Wed Jan 29 Last Day to Drop a Course without a “W”
Mon Feb 24 Midterm Reporting Begins
Sat-Sun March 8-16 SPRING RECESS
Fri April 11 Last Day to Withdraw from a Course/Semester
Mon April 28 Classes End
Tues April 29 Reading Day
Wed-Wed Apr 30-May 07 Final Exams
Wed May 7 Semester Ends
Wed May 14 Final Grades Available to Students in Cane Link

WRS 106-H12 (7505) SPRING 2025 COURSE SCHEDULE (SUBJECT TO CHANGE)

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M Jan 13 Welcome and Introduction. Reading List Review. Diagnostic Writing

W Jan 15 Syllabus Review; Q & A; Basic MLA Format/ Writing Guidelines (WG)
Education and Empowerment of the Marginalized Community, Identity, and Voice:
[Close Reading: Thematic Issues]
Discussion on Joy Castro’s “On Becoming Educated” [Blackboard (BB)]
[HW: “The Top Twenty” (TTT) from Everyday Writer]

M Jan 20 HOLIDAY (Martin Luther King Jr. Day)

W Jan 22 [Last Day for Registration and to Add a Course]
Discuss: Castro’s “On Becoming Educated” + Textual Questions + Rhetorical Appeals +
MLA Format Work on MA #1 (Introduction +Thesis) [Post to GD by 11: 30 PM]

M Jan 27 Rhetorical Appeals + In-Class PR on MA #1 (2-3 Pages) + Paragraphing + Transitions +

Introductory Signals (IS) + Quotations & Citations (Q&C)
W Jan 29 [Last Day to Drop a Course without a “W”] Cultural Belonging, Language, and
Identity [Close Reading: Rhetorical Appeal] Discuss: Gloria Anzaldua’s “How to
Tame a Wild Tongue” [BB] + Rhetorical Appeals

M Feb 03 [Due in class: SA on Rhetorical Appeal of Castro] + Anzaldua’s “How to Tame a Wild
Tongue [Class Presentations (7)] + Textual Questions
W Feb 05 [Due: MA #1 Final] + Work on MA #2 (Introduction + Thesis) + Use of Quotations:
Interpretation + Connection]

M Feb 10 In-Class Writing (ICW) on Anzaldua + MA #2 (2-3 Pages)

W Feb 12 [Due: SA on Anzaldua] Work on MA #2 (3-4 Pages) + Proper Use of Q &C

M Feb 17 In-Class PR of MA #2 (4-5 Pages) + WG/RG

W Feb 19 Identity, Culture, Diversity, and Belonging [Lensing Exercise]
Discuss LENSING + Amardeep Singh’s “Mimicry and Hybridity in Plain English” [BB]
+ Khushwant Singh’s “Karma” [BB]
[Self-Study Text /Reference: Homi Bhabha’s “Signs Taken for Wonders…” (BB)]

M Feb 24 Class Presentations on A. Singh’s Colonial Mimicry and K. Singh’s “Karma” (3+3)
W Feb 26 [Due: Mini Lens] Class Presentations on A. Singh’s Mimicry and A. A. Aidoo’s
“Everything Counts” [BB] (2+4/5)

M Mar 03 Midterm Conference (MTC) [10] [Lens Writing + Class Performance + Other Issues]
W Mar 05 Midterm Conference (MTC [9] [Lens Writing + Class Performance + Other Issues]
[Due: MA #2 Final]

Sat-Sun March 08-16 Spring Recess

M Mar 17 Lens + Aidoo’s “Everything Counts” + MA #3 (Intro + Thesis)

W Mar 19 In-Class Writing (ICW) on Aidoo + TTT + Work on MA #3 (2-3 Pages)

M Mar 24 Work on MA #3 (3-5 Pages) + WG: (IS) + (Q &C)/QUIZ/ Extra Activity (TBA)
W Mar 26 In-Class Peer Review (PR) of MA #3 (5-6 Pages) +WG/ Extra Activity (TBA)

M Mar 31 Diversity, Belonging, Male/Female Identity, and Voice: Research Paper

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[MA #4 (Research on Cultural Diversity, Identity, Voice, Rhetoric or Students’ Choice)

Discuss: Research Project: Probable Topics [Group Work (5 groups)] + [Library Visit]
W Apr 02 [Due: MA #3: Final] MA #4: Research Project: Group Library Visit
[MA #4: Intro +Thesis (Due: 11:30 PM)

M Apr 07 [MA #4: 2-3 Pages; Group Library Visit) + Annotated Bibliography (Due: 11:30 PM)]
W Apr 09 Work on MA #4 (3-4 Pages): Group Work (5)/ Library Visit)/ Extra Activity (TBA)

M Apr 14 In-Class Work on MA #4 (4-5 Pages) +WG/QUIZ/ Extra Activity (TBA)

W Apr 16 Mini Class Presentations (MCP) [6] Peer Review (PR) on MA #4 (5-6 Pages)

M Apr 21 Mini Class Presentations MCP [8] + Work on MA #4 (5-6 Pages)/ QUIZ
W Apr 23 Mini Class Presentations MCP [5] + Course Evaluation (CE) [?]

M Apr 28 [Classes End] MCP [?] + Quiz on WG + CE

W Apr 30 [DUE: MA #4 Final (hard copy); Venue: Classroom (?)]

W May 14 Final Grades Available to Students in Cane Link