Seminar in Composition

Course InformationSemester: Fall 2019 Course: ENGL 110Professor: Dr. Christine Grogan Meetings: TR 10:00-11:15 in Room 748Email: cgrogan@udel.edu Credit: 3Office Hours: MW 1:30-3:00 Room 759 Section : 310Website: http://christinegrogan.weebly.com/Library Resource: https://library.udel.edu/associateinarts/

Course DescriptionIn their book on academic writing, Andrea Lunsford and John Ruszkiewicz state that the best academic writing is deeply engaged in some way with other people’s views: academic “arguments always come in response to other claims, part of an ongoing conversation” (Everything’s An Argument). This introduction to college-level writing takes a process-based approach that emphasizes rhetorical competency to prepare you to join those ongoing conversations in a variety of disciplines. You will learn to analyze and contribute to the communications that surround you. You work on gauging the way language is perceived and produced according to the speaker, the intended audience, and the essay’s purpose.

The goal of English 110 is to provide you the tools to engage with arguments and to guide you as you become more confident and capable readers and writers. You will become more attuned to your goals as a writer and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience.

Required Text Lunsford, Andrea A., and John J. Ruszkiewicz. Everything’s an Argument. 8th ed. Boston: Bedford/St. Martin’s, 2019.

Learning Goals & PracticesEnglish 110 will help you:

Write clearly about complex texts and ideas Consider issues of audience and context in your writing Respond thoughtfully and constructively to the work of other writers Research the various perspectives on a question or topic and contribute to the scholarly

conversation about it Compose both print and digital texts

As a student in English 110, you will: Write frequently, write for different audiences, and write pieces of varying length and

complexity Participate as a member of a community of writers Read as a writer, and write as a reader Take several pieces through a process of drafting, workshopping with peers, revising in

response to feedback, and editing Reflect on your aims and strategies as a writer

Graded AssignmentsThe following distribution will be used to determine final grades:

Rhetorical Analysis 10% Homework Assignments 10%

Annotated Bibliography 15% Peer-Review Workshops 10%Position Paper 20% Attendance 10%Research Proposal 25%

Rhetorical AnalysisThe purpose of the rhetorical analysis is to examine how well the components of an argument work together to persuade or move an audience; you will study how the argument works and assess its effectiveness using specific evidence from the text. The essay should answer questions such as: What message does the text present? How do you know that? For what audience(s) is

that message appealing, and why? You will establish a general claim (thesis) that you support in your 3-4 page essay. “Here’s the hardest part for most writers of rhetorical analyses,” Andrea Lunsford notes in Everything’s an Argument, “whether you agree or disagree with an argument should not keep you from careful, meticulous analysis: you need to stay out of the fray and pay attention only to how—and to how well—the argument works” (126).

Annotated BibliographyThe second assignment asks you to continue to analyze arguments as you are introduced to the quickly changing world of academic research, which will undergird most of the work you do in college. For the annotated bibliography, you are tasked with finding 4-5 credible sources regarding a topic you wish to write about for your position paper. The sources can either support or complicate what you think regarding the topic. In this assignment, you should demonstrate your library and Internet research skills and careful, thorough documentation. You will practice summarizing the source, analyzing how well it works, and discussing how you can shape it to use in your own position paper. Before you write your annotated bibliography, the differences between summarizing, paraphrasing, and quoting will be explained.

Position PaperUnlike the rhetorical analysis, for the position paper, it now matters whether you agree or disagree with an argument. For this paper, you engage with one of the sources you annotated for the previous assignment. In their book on academic writing, Graff and Birkenstein explore three ways to respond to others’ ideas—disagreeing and explaining why, agreeing and adding to the discussion, and agreeing and disagreeing simultaneously. You choose one of the three ways to respond and write a 3-4 page paper that skillfully articulates your position on the issue. As you respond to an existing argument, you should advance your own position in a respectful manner. The goal is to actively listen to the source’s position, civilly engage in the larger conversation, and create understanding and new insights that build community and evoke change.

Research ProposalThis 5-page document proposes a way to make the University of Delaware Dover campus more visible to the Dover and the University of Delaware community. For example, you might propose that UD invest in a sign to be placed near the Del Tech one. This document will be in memo format and the intended audience will be the decision maker(s). It will include the following sections: an introduction, statement of problem or opportunity ending with the proposed solution, research plan, research schedule, qualifications, and an authorization/conclusion. This proposal can be done in small groups.

Homework AssignmentsTo break down larger tasks into smaller, more manageable chunks, you will be assigned homework, which is specifically targeted towards moving you to complete one of the larger assignments. Each homework assignment is a part of the larger whole, as maintaining steady

progress on your daily work will improve the final product.

Peer-Review WorkshopsDuring the four peer-review workshops, you will offer feedback to your classmates. Taking turns, one of your classmates will read aloud your paper and then answer a list of peer-review questions I’ve composed in order to give constructive feedback on how to improve the paper. You are responsible for bringing in hard copies for all members including one for yourself. You will also be required to upload a PDF of your draft to Canvas. To get credit for this assignment, you must be present on the day of the review, have a complete draft, and answer the questions completely.

AttendanceEnglish 110 aims to teach you not only skills of writing but habits of mind and work—to show you how writers go about the actual work of drafting, revising, and refining their essays. Along with being present and on time, you should have all reading completed and in-hand, ideas to share in discussion, and any assignments completed and submitted by the start of class time. Thus, you need to be here—ready to learn, participate, and write.

However, I also realize that life can sometimes conspire against perfect attendance. Indeed, the UD Faculty Handbook recognizes several categories of excused absences—including religious holidays, participation in athletic events or other activities representing the university, serious illnesses or deaths in the family, serious personal illnesses, and short-term military service. If you need to miss a class for one of these reasons, you must obtain the documentation described in the Handbook in order for your absence to be excused. Even then, you are still responsible for any work due that day.

There is also a second category of absences, usually involving minor illnesses like colds or flus, which require, in the words of the Faculty Handbook, “reasonable communication” between you and me. If at all possible, you should inform me beforehand if you cannot attend a class. Whether your absence is reasonable or not depends entirely on my judgment.

Finally, there is a third category—unexcused absences. Avoid these. I excuse your first two absences. For every unexcused absence after two, your Attendance score will be decreased by 10 points for each absence. If you have a reason for being absent that would normally be excused, it is your responsibility to inform me within one week of the absence. It is also your responsibility to notify me that you are present if you slip into class late. If you miss a class, it is your responsibility to get the assignments, class notes, and course announcements from a classmate. Students with extended absences are encouraged to contact Dr. Trembanis to coordinate communication with faculty and with Mr. Mendoza to work through program progress issues.

Grades

A = 94-100 C = 74-76A- = 90-93 C- = 70-73B+ = 87-89 D+ = 67-69B = 84-86 D = 64-66B- = 80-83 D- = 60-63C+ = 77-79 F = below 60

* In order to receive credit for this class, you must earn at least a C-.

Assignment SubmissionsPapers should be typed (in 12-point, Times New Roman font), printed in black ink, double-spaced, with one-inch margins and stapled. MLA formatting should be followed (your name, my name, course section, and date in the upper left-hand corner of the first page). All of the pages should be numbered (your last name and page number in the upper right-hand corner). A works cited page should be included if you are citing external sources. A title should be provided, which is centered. Please see the MLA document posted on Canvas.

For electronic copies, you should ensure the file is in PDF and should always check that your submitted file successfully uploaded to Canvas. I may have additional instructions, and requirements may change depending on the assignment medium. You should check with me well in advance of a deadline if you are unsure.

For every class day that the final draft of one of the four assignments is late, your final grade on that assignment will be lowered 5 points. For example, in a TR class, if a project is due on Tuesday and you turn it in on Thursday, you lose 5 points; if on the following Tuesday, you lose 10 points. An assignment is late if it is not turned in by the due date. Homework assignments, peer-review workshops, presentations, and conferences cannot be made up.

Class RulesProfessionalism is expected at all times. Others’ opinions should be respected, especially when they differ from your own. We will come up with a technology policy together.

One-on-One Conferences You are required to have a one-on-one conference with me this semester to discuss your work and your progress in the course. Missing a conference is counted as two absences. I encourage you to also come to my office hours throughout the semester.

Course EvaluationsYou are expected to complete the online student evaluation for this course. This survey will be available for you to complete during the last two weeks of the semester via

http://www.udel.edu/udsis-students/courseevaluations.html. Apart from being an expectation of the course, your evaluation provides valuable information to the program and to the Department.

Extra Writing HelpPlease contact Dr. Brandy Yates, the Writing Center Representative at Dover, for help with writing. She can offer free one-on-one assistance with any step in the writing process from generating ideas, organizing thoughts, and creating content to revision of a completed essay in a variety of subject matters for any of your classes. She is also available to help with other areas of writing including job and scholarship applications. There is no need to wait until you have an assignment or a completed draft; you can come in with specific problem areas like grammar or sentence structure issues or to get an early start on a final essay. To make an appointment, email byates@udel.edu. 

Accessibility StatementThis course welcomes students with disabilities. I want all students to have the best possible chance to succeed in English 110. In order to receive official university accommodations, you need to register and request accommodations through the Office of Disability Support Services. Their website is http://www.udel.edu/DSS/, and they can be contacted via email at dssoffice@udel.edu or via phone at 302.831.4643. You should also let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course.

Our Dover AAP contact for students with disabilities is Amy Shupard. Her email address is ashupard@udel.edu. Dover AAP students do have the ability to take tests in the DTCC testing center with a proctor. For complaints related to Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act, please contact: Interim Director, Office of Disability Support Services, Elizabeth Reed ecreed@udel.edu, Alison Hall, Suite 130, Newark, DE 19716 302.831.4643 OR contact the U.S. Department of Education - Office for Civil Rights (wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm).

Academic IntegrityAny work that you submit at any stage of the writing process—draft, thesis and outline, bibliography, etc., through final version—must be your own; in addition, any words, ideas, or data that you borrow from other people and include in your work must be properly documented. Failure to do either of these things is plagiarism. The University of Delaware protects the rights of all students by insisting that individual students act with integrity. Accordingly, the University severely penalizes plagiarism and other forms of academic dishonesty.

Harassment and DiscriminationThe University of Delaware works to promote an academic and work environment that is free from all forms of discrimination, including harassment. As a member of the community, your

rights, resource and responsibilities are reflected in the non-discrimination and sexual misconduct policies. Please familiarize yourself with these policies at www.udel.edu/oei. You can report any concerns to the University’s Office of Equity & Inclusion at 305 Hullihen Hall, 302.831.8063 or you can report anonymously through UD Police 302.831.2222 or the EthicsPoint Compliance Hotline at www1.udel.edu/compliance . You can also report any violation of UD policy on harassment, discrimination, or abuse of any person at this site: sites.udel.edu/sexualmisconduct/how-to-report/.

Sexual Misconduct & Title IXIf, at any time during this course, I happen to be made aware that you may have been the victim of sexual misconduct (including sexual harassment, sexual violence, domestic/dating violence, or stalking), I am obligated by federal law to inform the university’s Title IX Coordinator. The university needs to know information about such incidents to, not only offer resources, but to ensure a safe campus environment. The Title IX Coordinator will decide if the incident should be examined further. If such a situation is disclosed to me in class, in a paper assignment, or in office hours, I promise to protect your privacy—I will not disclose the incident to anyone but the Title IX Coordinator.

For more information on Sexual Misconduct policies, where to get help, and how to report information, please refer to www.udel.edu/sexualmisconduct. At UD, we provide 24-hour crisis assistance and victim advocacy and counseling. To contact the UD Helpline 24/7/365, call 302.831.1001.

Non-DiscriminationThe University of Delaware does not discriminate against any person on the basis of race, color, national origin, sex, gender identity or expression, sexual orientation, genetic information, marital status, disability, religion, age, veteran status or any other characteristic protected by applicable law in its employment, educational programs and activities, admissions policies, and scholarship and loan programs as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. The University of Delaware also prohibits unlawful harassment including sexual harassment and sexual violence.

For inquiries or complaints related to non-discrimination policies, please contact: Director, Institutional Equity & Title IX Coordinator, Susan L. Groff, Ed.D., groff@udel.edu, 305 Hullihen Hall Newark, DE 19716, 302.831.8063.

For complaints related to Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act, please contact: Director, Office of Disability Support Services, Anne L. Jannarone, M.Ed., Ed.S., ajannaro@udel.edu, Alison Hall, Suite 130, Newark, DE 19716, 302.831.4643 OR contact the U.S. Department of Education - Office for Civil Rights (wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm).

Tentative ScheduleWeek 1August 27 T: Syllabus and IntroductionsAugust 29 R: Technology Policy and Writing Diagnostic

Week 2 September 3 T: Lecture: Planning, Writing, Revising and ActivitySeptember 5 R: Lecture: Academic Arguments—Chapter 17 (405-437); Complete language survey on Canvas

Rhetorical Analysis Week 3September 10 T: Lecture: Rhetoric and the Rhetorical Situation; Rhetorical Analysis—Chapter 6 (97-131); Rhetorical Analysis Project Introduced and Student Model September 10 T: Last day to register/add coursesSeptember 12 R: Lecture: Pathos—Chapter 2 (32-45); Ethos—Chapter 3 (46-57); Logos—Chapter 4 (58-78)

Week 4September 17 T: Workshop: Draft Rhetorical AnalysisSeptember 19 R: Workshop: Peer Review 1 (Group 1: Bring an extra hard copy for me)

Week 5September 24 T: Conference: Group 1 Conference September 26 R: Conference: Group 1 Conference September 27 F: Upload Final to Canvas by 11:59 pm

Annotated Bibliography Week 6October 1 T: Lecture: Research Day; Finding Evidence—Chapter 18 (438-453); Documenting Sources—Chapter 22 (494-532); Annotated Bibliography Project Introduced and Student Model; Common Research Topic GivenNote: Tonight’s homework will take about an hour to complete! October 3 R: Lecture: Evaluating Sources—Chapter 19 (454-463); Summarizing, Paraphrasing, and Quoting Workshop; Using Sources—Chapter 20 (464-483)

Week 7October 8 T: Workshop: Draft Annotated Bibliography; Mid-Semester Feedback (Stop/Start/Continue)October 10 R: Workshop: Peer Review 2 (Group 2: Bring an extra hard copy for me)

Week 8October 15 T: Conference: Group 2 ConferenceOctober 17 R: Conference: Group 2 Conference

October 18 F: Upload Final to Canvas by 11:59 pm

Position PaperWeek 9October 22 T: Lecture: Position Paper Project Introduced and Student Model; Thesis Statement Workshop; Structuring Arguments—Chapter 7 (135-163)October 22 T: Last day to withdraw from a class without academic penaltyOctober 24 R: Lecture: Graff and Birkenstein; Examples of Position Papers; Position Papers Activity

Week 10October 29 T: Workshop: Draft Position PaperOctober 31 R: Workshop: Peer Review 3 (Group 3: Bring an extra hard copy for me)

Week 11November 5 T: Conference: Group 3 Conference November 7 R: Conference: Group 3 Conference November 8 F: Upload Final to Canvas by 11:59 pm

Research ProposalWeek 12November 12 T: Lecture: Research Proposal Project Introduced and Student Model; Proposals—Chapter 12 (286-317); Collaboration WorkshopNovember 14 R: TED Talks on presentations

*The rest of the course is completed online*

Week 13November 19 T: Draft Research ProposalNovember 21 R: Workshop: Peer Review 4November 22 F: Upload Final to Canvas by 11:59 pm

Week 14November 26 T: No ClassNovember 28 R: No Class

Week 15December 3 T: PresentationsDecember 5 R: Presentations