Syllabus Summary

ENGL 327W – Advanced Composition (Fall 2025)

Time & Location: Tues/Thurs 9:30–10:45 AM, Darden College Room 1114
Instructor: Dr. Michelle Fowler-Amato

• Office Hours: Tues/Thurs 11:00 AM–12:00 PM, BAL 5030, or by appointment (Zoom available)

• Email: mfowlera@odu.edu

Course Overview

• Focus: Develop mature, professional expository writing.

• Emphasis on qualitative research, inquiry within a community, and professional writing.

• Writing-intensive course; involves reflection, analysis, and data-informed writing.

• Students will produce writing about and for a community, incorporating qualitative research techniques.

Prerequisites: C or better in ENGL 110C and C or better in ENGL 211C, 221C, or 231C.

Course Texts & Materials

• Main Text: Hurst, Introduction to Qualitative Research Methods (OER)

• Additional readings shared via Canvas/Google folder

• Tools: ODU MIDAS, Canvas, Google Folder, course texts

Student Learning Outcomes

Students will:

1. Understand research processes and qualitative methods

2. Collect and analyze qualitative data

3. Engage in writing “in process” informed by community research

4. Reflect on rhetorical situations and integrate own thinking with sources

5. Revise and edit texts effectively

6. Experience collaborative and social aspects of writing

Reading & Writing Approach

• Reading:

  • Read rhetorically (analyze effect on audience)

  • Read like researchers (analyze community data)

  • Read like writers (consider genre, audience, purpose)

• Engagement:

  • Annotated readings (SQ3R method encouraged)

  • Coding and memos from collected data

  • Class discussions & noticing lists

Assignments

1. Reading Invitations – 15 points

   • Annotation checks (5 unannounced, 2 makeups allowed)

   • Reflect on how readings inform your writing

2. Composing Invitations – 105 points

   • Portfolio of collected/analyzed data + project plan (25 pts)

   • Community profile + reflection (25 pts)

   • Community advocacy project + reflection (25 pts)

   • Vlog demonstrating skills/techniques learned (10 pts)

• Active participation in workshops, conferences, and peer review affects grading

Policies & Guidelines

• Attendance & Preparation:

  • Miss ≤2 classes without penalty; >4 classes may result in F

  • Must be prepared with readings/assignments each class

• Assignment Submission:

  • Submit via class Google folder (not Canvas)

  • Student folder = submissions to instructor, collaboration folder = shared with class

• Late Work:

  • Only accepted if arranged prior; due before grade posting

• Technology & AI:

  • Devices should support class, not distract

  • AI use permitted only as specified per assignment, with proper citations

• Academic Integrity: Plagiarism strictly prohibited; follow ODU Honor Code

• Accessibility & Support:

  • Contact instructor or OEA for accommodations

  • Writing Center and ePortfolio support available

Key Takeaways

• Focus on qualitative research in a community setting

• Writing is iterative: research, draft, revise, reflect

• Active participation in class, workshops, and peer feedback is essential

• All work must follow academic integrity and accessibility standards

BOLDED WHEN YOU ACTUALLY HAVE TO HAVE SOMETHING SUBMITTED INTO A FOLDER

Sorry for the confusion! Let me break it down a bit:

Instead of doing the rereading, thinking critically, and then starting your note-taking all at once, I was suggesting that you might try doing a bit of note-taking after each reread.

So, here’s the idea:

1. First reread: Read the paragraph and think critically about it. What’s the main point? Do you agree? What’s the author’s argument? After this, you could jot down a quick note or a question right after you process it.

2. Second reread: Do the same thing—think through the meaning, but now, your note could be more detailed. If you have any questions or reactions, write those down, too.

So, “thinking through the meaning” just means understanding what the author is saying and figuring out what it means to you. It’s like this:

1. What is the author saying, in simple terms?

   • If the paragraph is confusing, try to break it down into one or two sentences in your own words. What’s the author trying to get across?

2. Why is the author saying it?

   • Is the author trying to convince you of something? Explain something? Give an example? It’s important to ask why the author is saying what they’re saying.

3. Does it make sense to you?

   • If something doesn’t make sense, ask yourself, “Why doesn’t it make sense?” What part of it confuses you? That’s a signal to go back and reread, or even look up unfamiliar terms.

4. How does it fit with everything else?

   • Once you understand this part, think about how it relates to what you’ve already read. Does it support the main argument? Is it a new idea, or is it building on something from earlier?

Writing Center

ePortfolio Support center