WRITING LABORATORY

The ability to communicate one's thoughts clearly and succinctly stems from constant practice in writing. The module proposes some reflections on academic writing, focusing on text organization, style, revision, and presentation (formatting and citation styles). Citation styles, such as Harvard and Chicago, will be used to focus on compiling annotated bibliographies and mastering citation styles. Overall, the course integrates the Italian module and aims to challenge and surpass the idea that writing is conditioned by some sort of innate talent. The creativity involved in writing can be enriched through techniques to stimulate ideas—such as free-writing and brainstorming—combined with the organization of a work plan that includes research, preparation, drafting, and revision stages of the text. Not stopping at the first version of what is written is a crucial aspect of the writing education journey.

Prerequisites

None.

Intended learning outcomes

The lessons are conducted in a workshop format, requiring students to bring their laptops, paper, and pens. Following a brief introduction to the topics covered each time, each lesson involves individual or small group exercises in writing, rewriting, editing, proofreading, and peer reviewing. Various texts beneficial for enhancing written communication quality will be referenced in each session. In-class composition is encouraged to facilitate work and timely submission of required materials for module completion. Upon course completion, participants will have gained proficiency in compiling annotated bibliographies, constructing citation lists, mastering citation styles, structuring paragraphs for various essay types, and honing the skill of crafting clear and coherent paragraphs for English academic writing

Course Contents

The academic essay. -Citation styles. -Academic plagiarism. -Research tools: the library, databases, source selection. -Persuasive discourse. - Academic text: Paragraphing (PEEL method). -Text formatting, adherence to guidelines and editorial standards.

Reference Books

Materials are shared every week on by the course Professors on Luiss Learn.

Teaching Methods

The course takes place in laboratory form and includes interactive and practical lessons. Assignments will be uploaded on LuissLearn.

Assessment Method

After completing two assignments, the evaluation will be graded out of 15/15. The final grade is out of 30/30.

Thesis assignment criteria

There is no assignment of degree theses.

Week 1

1. Introduction. Writing and reading: inspiration or technique? 2. Notes on how to format and submit the assignments to complete the module. 3. In-class free-writing exercise: prompt to Text 1.

Week 2

1. Structure and drafting of an essay. Adverbs, adjectives and a pair of scissors. 2. Inclusive language: over-extended use of feminine and masculine. 3. Presentation of the LUISS Library. 4. Check sources. Entering notes. Bibliography of works cited. Use of Word and software for bibliographic references.

Week 3

1. Punctuation. 2. In-class completion of text 1. Style. Editing. Proof-reading. 3. Possibility of text 1 peer-reviewing. 4. Academic plagiarism: verify the correct use of notes and bibliography. Different citation styles.

Week 4

1. Rhetorical figures: use and composition of asyndeton, anaphora+isocolon, antithesis, metaphor, hyperbole.2. Composition of text 2: persuasive text through the use of explained rhetorical figures (group work).3. The topic of text 2 is chosen together with the editorial team of the student magazine The Journal which will publish online the revised and approved texts. Reference essay: Simon Lancaster, Speech Writing.The Expert Guide. London: Robert Hale Independent Publisher, 2010.

Week 5

1. Accessories of the academic text: the abstract, the indexes, the bibliography. 2. Text 3 in class: composition of the abstract (max 300 words) of an essay sent via email beforehand. Notes on the function and composition of the abstract: what is the abstract for? How to highlight the necessary elements (research question/methodology/results-conclusions) and summarize an essay in three paragraphs. What should be included and what should not be mentioned in the abstract of a text? Difference between abstract and review.

Week 6

1. Review of all course topics. 2. Q&A. 3. Each student can clarify her/his doubts in one-to-one mode or by sharing questions with the class. 4. Possibility to review and/or complete the work in class before submitting it for grading.

Week 7

1. Introduction to academic writing: 2. Communication model that is focused on audience and purpose. 3. How to develop a good argument in English.

Week 8

1. Research Skills: 2. Sourcing materials 3. Academic integrity 4. Style guides 5. Annotated reference lists

Week 9

Assignment 1: During our class sessions, we will embark on the task of creating an annotated reference list collaboratively. This assignment will provide hands-on experience in researching, selecting, and annotating sources while working together as a group in the classroom setting.

Week 10

Analysis of research materials involves examining evidence, integrating quotations, and appropriately citing sources. This process requires critical thinking skills to interpret and evaluate the relevance and significance of the gathered information within the context of the topic being studied.

Week 11

Understanding the structure and paragraphing in academic writing involves utilizing models like the PEEL method. This entails crafting coherent paragraphs with a clear Point, Evidence to support it, Explanation of the evidence's relevance, and a Link back to the main argument. This systematic approach enhances clarity and logical flow in writing.

Week 12

Assignment 2: During our class sessions, we will focus on constructing argumentative paragraphs. This assignment will involve analyzing and presenting compelling arguments on a chosen topic. Through collaborative discussions and guided exercises, students will learn to develop coherent and persuasive paragraphs while honing their editing skills.