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  • University of Chicago Writing Program: Home
    on the words on the page to make meaning To help advanced writers meet this challenge we offer an elective course called Academic and Professional Writing English 13000 33000 also known as The Little Red Schoolhouse This course helps advanced writers structure complex data develop extended arguments and position their work as a contribution to ongoing debate in their fields The course is offered in several different versions for graduate students MBA students professional students and advanced undergraduates Special topics courses For graduate students and advanced undergraduates we also offer advanced special topic elective courses in subjects such as argument style biography rhetorics of law and rhetorics of censorship First year undergraduates Humanities 19100 First year undergraduates in the College are introduced to the analysis and practice of advanced writing through writing seminars Humanities 19100 that are linked with Humanities Core courses While the Writing Program as a whole deals with writing in many professions our writing seminars for the Humanities Core concentrate only on expert academic writing the kind of writing done by scholars and scientists the kind of writing that our students will be asked to do throughout their College years Jobs for graduate students The Writing Program is one of the largest sources of academic employment for graduate students on campus Each year we offer three kinds of renewable teaching positions Lectors in Academic and Professional Writing Writing Interns in the Humanities Common Core and Writing Tutors for the College Tutoring Program If you are a University of Chicago graduate student interested in one of these positions our annual applications process begins each January Our requirements are simple we re looking for people who write well themselves and who are interested in teaching Previous experience teaching writing is not required and we hire graduate students from as

    Original URL path: http://writing-program.uchicago.edu/ (2015-03-14)
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  • Courses - University of Chicago Writing Program
    practicing it they will complete weekly exercises in which they write all or parts of such texts for different readers Throughout the course we ll ask if legal writing has these features and not others what difference does it make in how we think of law What difference does it make in how we create law What difference does it make in how the law operates What difference does it make in what the law is Faculty Larry McEnerney and Kathryn Cochran Writing Persuasion Persuasive Narratives English 12704 32704 Spring 2015 A course in persuasive techniques that rely on incorporated narratives in addition to or instead of overt arguments We will explore how incorporated narratives can make an overt argument more persuasive in disciplines as diverse as history anthropology law medicine political advocacy and public science writing how putatively neutral narratives may be inflected to advance a sometimes unstated position how a writer s persona on the page what Aristotle might call her ethos can function as a character and influence her readers Half the writing assignments will put into practice persuasive narrative techniques such as these The other half will analyze multidisciplinary course readings that incorporate narratives as well as readings that debate whether persuasion in the strong sense of actually changing a reader s mind is possible Faculty Tracy Weiner Writing Description Spring 2015 What does it mean to describe something Why is good description easy to read but difficult to write How do good writers of description do what they set out to do Why does bad description seem so superfluous to the purposes of a text A descriptive passage might seem to be objective or to represent subjective experience It might seem to be covertly or overtly supporting a claim or it might appear to add detail and richness to a narrative Throughout this writing intensive course we will not take the term description for granted but rather we will interrogate what we mean when we say that a piece of prose describes something Students will write weekly exercises to practice styles and techniques used by superlative writers of description such as John McPhee Virginia Woolf J R R Tolkien Tom Wolfe Oliver Sachs Ernest Hemingway H D Thoreau John Ruskin and some texts of the students choice Faculty Kathryn Cochran Composing Composition English 32705 Autumn 2014 consent of instructors required prerequisite is Academic and Professional Writing or one of our training courses Many academic teaching positions in a wide variety of fields now require instructors to include a writing component in their courses Whether you re in the humanities the social sciences or the sciences some teaching of writing may lie in your future and preparation for this eventuality can be an important part of your job application process This class is intended for graduate students who plan to work as teachers or who are entering the academic job market Our goal is to give you scholarly context and practical exercises that will help prepare

    Original URL path: http://writing-program.uchicago.edu/courses/ (2015-03-14)
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  • Writing Tutors and Interns for Undergraduates - University of Chicago Writing Program
    particularly mid term and then again in weeks 10 and 11 It is therefore advisable to plan ahead and come see a tutor well in advance of when the paper is due in order to ensure that a student can have enough time with the tutor and to revise or write the paper afterwards What exactly do Writing Tutors do The short version Writing Tutors teach writing on a one on one basis They re not copyeditors or proofreaders instead they work with students on individual papers in order to help improve students overall skills in academic argumentation and structure Some things Tutors can do for students in the Common Core Brainstorm on how to get started on a paper or how to best approach a paper assignment or prompt particularly in terms of how to construct an argument Read a full or partial draft of a paper and comment on its overall argumentation This kind of comment can include but is not limited to logical flow of argument effective uses of quotes and other types of evidence persuasive placement of points etc Read a full or partial draft of a paper and comment on its organization both globally and at the paragraph level Spot patterns of grammatical errors in a student s prose and teach the student how to identify and correct these patterns Make suggestions for how to revise a paper for greater coherence clarity and persuasiveness of argument Some things Tutors do not do Work on course readings or content Tutors can discuss course texts or content insofar as this directly pertains to improving a paper but more in depth discussions on content should be perused with course instructors TA s or Writing Interns Copy edit or correct the paper Tutors are there to teach students how to improve their writing and not to fix papers for students Correct grammar errors in a paper Again tutors can look for patterns and help teach students how to self correct but cannot go through and adjust the paper to be grammatically correct i e switching tenses subject verb agreement etc Read papers longer than 10 pages What if you re not taking a Core course Writing tutors are required to give first priority to undergraduates working on papers for the College Common Core the Humanities Core the Social Sciences Core and so on If no Core students are waiting to be served tutors may at their discretion read papers for other classes or other types of documents As a practical matter during busy times of the quarter when many Core papers are due it s likely that all of a tutor s time will be devoted to assisting students with Common Core papers If you re seeking help on larger projects or non Core related projects you may contact the University Writing Program writing program uchicago edu for help in finding a suitable tutor or editor Writing Interns in the Common Core The University of Chicago has no separate

    Original URL path: http://writing-program.uchicago.edu/resources/tutor.htm (2015-03-14)
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  • Writing Jobs for Graduate Students - University of Chicago Writing Program
    interns do nothing more than attend classes for three hours a week but in weeks when papers are due in the Humanities core course interns run writing seminars and grade papers so the job requires more time What is the salary In 2014 2015 the salary was 3000 per quarter In addition interns in the fifth year of Ph D study and beyond are eligible for tuition remission in many programs though you must check with your division or school to see if this applies to you the tuition remission is paid by the division or professional school so they make the decision after we ve told them who is working for us Interning the nature of the common core What kinds of courses are available in the Humanities Common Core As of 2014 2015 every first year University of Chicago undergraduate is required to take at least two quarters of a Humanities Common Core sequence some majors require three quarters First years can choose from among seven different sequences when they register once they have entered a sequence they are very strongly discouraged by their advisors from switching to another We also prefer that humanities interns stay in the same section of the same sequence throughout the year so that each group of students has at least one person monitoring the development of their writing skills over an extended period The core sequences differ greatly in the kinds of material they cover and in the way they teach that material The sequences in 2014 2015 were these Readings in World Literature Philosophical Perspectives Greek Thought and Literature Human Being and Citizen Reading Cultures Media Aesthetics Language and the Human For more detailed information on each sequence you may read the College Catalog s course descriptions of the core sequences How do we assign interns to sections First we ask newly hired interns to list their top three choices of core sequences We then forward lists of interested interns to the core chairs to gather faculty preferences Then about a month before fall quarter begins we assign interns to sections trying to satisfy as many faculty preferences and intern preferences as is mathematically possible All other things being equal when more interns want a particular sequence than there are sections of that sequence we give priority to interns who have acquired seniority in the program Interns Lectors Tutors Applications Training Portfolios Lectors in Academic and Professional Writing The Little Red Schoolhouse What is LRS LRS is a quarter long course in advanced academic and professional writing We now offer versions of LRS for graduate students in the divisions for MBA students in the Graduate School of Business and for third and fourth year undergraduates in the College The course s approach to writing is reader based which means that we teach our students how to anticipate readers responses to their prose and how to tailor their prose to meet readers expectations What kind of readers We re geared to helping writers reach the academic and professional readers that they ll be addressing in graduate school or in their professions after college To do this we teach principles of clear writing that build upon one another we start with clear sentences move on to paragraphs and conclude at the level of the text as a whole What do lectors in LRS do Lectors meet with approximately seven students once a week in an hour and a half long seminar Students write short papers once a week read each others papers and discuss them in the seminar Lectors read the student s papers lead the seminar discussion and write extensive critiques on the papers each week Lectors also attend the weekly lecture that the students attend What is the time commitment for a Lector After a quarter of training in the fall 3 hours a week Lectors work for one or two quarters of the year either in winter or spring ten hours a week What is the salary In 2014 2015 the salary was 2500 for Lectors teaching undergraduate sections it was 3000 for returning Lectors teaching graduate sections In addition Lectors in the fifth year of Ph D study and beyond are eligible for tuition remission in many programs though you must check with your division or school to see if this applies to you the tuition remission is paid by the division or professional school so they make the decision after we ve told them who is working for us Undergraduate lectors earn less than Interns What does that mean It means that Lectors have about one third of the students seven as opposed to twenty or twenty one and somewhat shorter hours It does NOT mean that we lack confidence in the people we hire as Lectors Academic and Professional Writing is the Writing Program s flagship course We hire instructors for it whom we think particularly well suited to the teaching of writing and whom we hope to attract to additional teaching opportunities after their quarter or two as undergraduate Lectors Just to be clear we are a writing program after all Lector is not a euphemism for consolation prize If you are interested in teaching writing as a career the Lector track offers a wider variety of long term opportunities than the Intern track Returning lectors who go on to teach at the graduate level are compensated for their accumulated expertise in the program by teaching the same small number of students seven for 3000 Additional teaching opportunities for Lectors Once you ve worked as a Lector at the undergraduate level you become eligible for consideration as a Lector in the graduate versions of LRS the salary for a section of seven students is 3000 for Graduate Lectors Graduate Lectors teach M A and Ph D level students as well as sections of physicians public policy students and University administrators You may also work as a Humanities Intern without taking an additional training course Lectors are

    Original URL path: http://writing-program.uchicago.edu/jobs/index.htm (2015-03-14)
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  • Grammar resources - University of Chicago Writing Program
    If you have ever felt the slightest degree of intellectual curiosity about language check it out Grammar myths rules that aren t When you were a young and impressionable child you were probably told never to end a sentence with a preposition or never to split an infinitive Both of these practices are common in the spoken language In order to avoid these errors in writing many people contort their prose into knots of meaningless verbiage The resulting sentences don t sound right but according to the rules they are right and what sounds right is actually wrong Help What should you do What you should do is be aware that not all the grammar advice out there is good advice Some of it is outdated it no longer reflects the consensus of educated speakers and writers Some of it never reflected the consensus of educated speakers and writers Consider for example the following frequently repeated injunction never split an infinitive This rule an invention of nineteenth century grammarians has been broken by great writers since the Middle Ages Professional linguists have been snickering at it for decades yet children are still taught this false rule Fortunately if you d like to base your own writing on the actual practice of great writers there are plenty of resources out there to help you distinguish between bogus rules and the real thing For quick guides to common grammar misconceptions try The Living Dead at Grammarphobia com commercial site Paul Brians list of Non errors or the Grammar Girl s list of Top ten grammar myths ad supported site On a similar note when you tell your guests that everyone should leave their umbrella in the hall you may be told that you re guilty of an embarrassing error Everyone is singular but their is plural in theory you need his or his or her to agree with everyone Their purists argue is in such circumstances a clumsy modern innovation that would shock great writers of the past Right Wrong or so argue the creators of Everybody loves their Jane Austen a site giving an informed historical perspective on the contentious subject of gender neutral language Using search engines as well as a more old fashioned scanning technique known as reading the site s creators have found in Jane Austen s novels seventy five instances of they or their used to refer to singular collective nouns like everyone and everybody This use of they is common in the spoken language and it provides a gender neutral alternative to everyone his If Jane Austen did it then we can too For general reflections on when rules are useful and when they re not try Bill Poser s On Prescriptivism You ll find entertaining and instructive discussion of this issue and many other language related subjects at Language Log a multi author linguistics blog hosted at the University of Pennsylvania Classic style guides If the advice we gave above about grammar rules arouses the

    Original URL path: http://writing-program.uchicago.edu/resources/grammar.htm (2015-03-14)
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  • Sentence of the Week - University of Chicago Writing Program
    missing a slice of pie George should be our first suspect Modifying phrases can run amok however when they get too close to a word that they re not meant to modify Wrong Despite consuming three pieces of pie in five minutes chocolate cake had not lost its appeal Ouch In this version the modifying phrase modifies cake making it sound as if the cake has been eating the pie This probably is not the case unless all the available desserts at a dinner party have decided to engage in some ghastly form of inter confection cannibalism How can we fix the sentence In the original sentence the school is liaising with Chloe s hair a meeting that would would make for a great if alarming viral video Despite liaising with Chloe and her parents her hair had stayed a pink colour We can revise the sentence in at least two ways First we can provide a more appropriate subject for the main clause Despite liaising with Chloe and her parents school officials could not persuade Chloe to restore her hair to its usual color Now it s clear that the school officials rather than the hair have been liaising Another possibility convert the initial phrase to a full fledged clause making clear at once who is doing what Although school officials met with Chloe and her parents Chloe s hair remained pink Other possibilities some advantages of abstract subjects Both of our suggested revisions work grammatically There are however other ways to revise the sentence It would be possible to tinker with the subject of the second clause School officials failed to persuade Chloe to change her hair Chloe s parents did not require her to change her hair Chloe persisted in keeping her pink hair Each of these possibilities has a slightly different implication and these differences are worth pondering When the subject is school officials the officials seem slightly more responsible for the negative outcome When the subject is Chloe she seems more at fault And this brings us to an advantage of the original flawed sentence but also to one possible reason why the author ran into grammatical trouble The author made hair the sentence s subject even though the sentence s opening phrase is haunted by the ghost of one of the human characters school officials Why do this After all the real parties to the dispute are all people The hair unfortunately for it has no say it is utterly at the mercy of human beings all of whom are far better equipped with free will with opposable thumbs to take action Why then give hair the starring role One possible answer a laudable desire to avoid finding fault with the human characters prematurely When the author reports that the hair remained pink he sticks to the facts and refrains from speculating on explanations Readers are free to speculate about who said what to whom during the failed negotiations They may wonder all they

    Original URL path: http://writing-program.uchicago.edu/toys/sentence.htm (2015-03-14)
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  • Writing in College - A Short Guide to College Writing
    in College I Some crucial differences between high school and college writing From high school to college Argument a key feature of college writing Interpreting assignments a guide to professors expectations Another key feature of college writing what s your point But what s a good point Download Chapter I as a pdf II Preparing to write and drafting the paper Preparing to prove your point the process of gathering evidence Planning your first draft styles of outlining Beginning your first draft the draft introduction After your draft introduction a common danger Two styles of drafting fast vs slow The crucial part of writing revision Download Chapter II as a pdf III A strategy for analyzing and revising a first draft Finding your best point and making sure your readers can find it Creating coherent sections Ensuring your evidence fits your claims Making your case without oversimplifying it Download Chapter III as a pdf IV Revising the introduction and conclusion and polishing the draft Effective introductions Effective conclusions An effective title previewing your key concepts The last tasks proofreading and formatting Download Chapter IV as a pdf V But what if you get stuck A good solution and a terrible

    Original URL path: http://writing-program.uchicago.edu/resources/collegewriting/index.htm (2015-03-14)
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  • Registering for Academic and Professional Writing: University of Chicago Writing Program
    billing statement during the quarter when you are registered for the course 1 Register for the correct section Undergraduates please register for English 13000 in sections 13 21 MAPH students please register for English 33000 in section 01 MAPSS students please register for English 33000 in section 02 07 Other MA programs and Ph D programs please register for English 33000 in sections 08 12 2 Fill out the student information form To help us assign you to a writing seminar please fill out the student information form We can t assign you to a seminar without this form 3 Check in on the first TWO days of class Although this step may sound like attendance overkill the purpose is to get you settled into a seminar by the end of the first week We check in all students during both the Tuesday AND Thursday meeting of first week in the lecture hall seminars do not meet in the first week This allows us to determine which of the registered students will actually be taking the class so we can assign both registered and unregistered students to seminars with confidence If we don t have a record of a registered student s attendance we ll conclude that person has found another course remove them from the seminars and add a student from the waiting list To ensure therefore that you get a space in the seminar after you ve registered please do the following 1 Please make sure you sign the Plagiarism Statement that we distribute on the first day with the syllabus We can t admit you to a seminar without a signed copy of this statement 2 Whether you are registered or not please sign one of the check in sheets on BOTH Tuesday AND Thursday of first

    Original URL path: http://writing-program.uchicago.edu/LRSinfo/index.htm (2015-03-14)
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