en101 composition file · web viewen101 composition syllabus. ay. 201. 4 (fall 2013) professor: ltc...

EN101 Composition SyllabusAY 2014 (Fall 2013)

Professor: LTC Sean Cleveland Course Director: LTC Justin GageSections: 22 E, F Office: 306 Lincoln HallOffice: 324 Lincoln Hall Phone: 938-0226Phone: 938-5922 E-mail: [email protected]: sean.cleveland @usma.edu

Primary Texts:

Dean’s Documentation of Academic Work. West Point, New York: United States Military Academy, Office of the Dean, Academic Affairs Division, 2011. Web. (DAW)

Fowler, H. Ramsey, Jane E. Aaron, and Cynthia K. Marshall, eds. The Little, Brown Handbook. 12th ed. Boston: Pearson, 2012. Print. (LBH)

Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. 2nd ed. New York and London: W.W. Norton, 2010. Print. (TS/IS)

Miller, Richard E. and Kurt Spellmeyer, eds. The New Humanities Reader. 4th ed. Boston: Wadsworth Cengage Learning, 2012. Print. (NHR)

Secondary Text: You need not purchase this text. I will post excerpted readings on the class website.

Lunsford, Andrea A., John J. Ruskiewicz, and Keith Walters, eds. Everything’s an Argument/ With Readings. 6th ed. Boston and New York: Bedford/St. Martin’s, 2013. Print. (EA)

Course Goals:

Even as it focuses on developing the vital academic and professional skills associated with precise, concise, consistent, and sophisticated writing, EN 101 (Composition) is, above all, a thinking course. It introduces and reinforces the composed – that is, ordered – mental habits of a college writer, student, and apprentice military officer. The course also aims to challenge assumptions you may have about yourself as a student and as a writer. To continue the academic success you have already experienced, you must open yourself to self-examination and pursuing new strategies for maturing as a critical thinker and writer. I will coach you along the way toward realizing these course goals, which inform every classroom activity and homework assignment you encounter this semester.

Cadets who succeed in EN101 will:

Read critically: actively summarizing, analyzing, questioning, and evaluating. Participate effectively in class discussions. Write using a flexible process that generates, revises, edits, and proofreads college

arguments. Research, document, assess, and integrate sources in the writing of academic

arguments.

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Provide effective feedback to fellow writers. Elicit effective feedback from fellow writers. Compose and present an effective oral argument with visual elements. Appreciate self-reflection, critical reading, and writing as life-long pursuits.

Course Theme:

Through a wide range of reading, research, and writing assignments over the next few months, you will explore the tensions that arise when individual gender and sexual identity constructs clash with widespread communal expectations. To be sure, few people escape this conflict entirely – whether within their families, as sons, daughters, husbands, wives, fathers, and mothers – or in society writ large, as they wrestle with the sociocultural implications of sanctioned standards of masculinity, femininity, and heteronormativity. Both as an educated person committed to living a life examined and as a future leader, you may very well face situations in which your own gender values and norms – or those of your soldiers – conflict with those of your chain-of-command, the Army, and perhaps even society at large. EN101 will develop your social, cultural, and intellectual understanding of such dilemmas and increase your ability to explain, analyze, and propose solutions in both academic and military contexts.

Grade Weight of Scheduled Course Requirements:

Homework Essays (2 @ 300 points) 600Summary Exercise: 50Oral-Visual Presentation (Individual): 50Digital Literacy Project (Group): 50Participation: 50Term End Examination: 200

Total Possible Points: 1000

Course Components:In-Class Writing: Critical Summary.

Task: This assignment asks you to read a short argument and two different claims that respond in some way to what you have read. You must write two different summaries of the short argument, with each summary associated with one of the two claims.

Purpose: In a time- and source-constrained environment, this assignment tests your ability to:

Read arguments accurately and critically.

Summarize without quoting, representing sources fairly yet with a purpose.

Integrate summaries into an argument.

Cite correctly.

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Sources: The only authorized references beyond the text given to you are The Little, Brown Handbook and They Say / I Say. You may not use any other sources.

Length: You must write both summaries in one fifty-five minute class period. Summaries are generally not more than 1/5th the length of the original, and can be as short as a sentence or two.

Assessment: I will assign a letter grade and provide brief end comments on how well you fulfilled the purposes of the assignment in terms of the writing standards.

Complete Draft, Homework Essay One:

Task: Read an assigned selection from The New Humanities Reader and write a short essay that responds to what you have read.

Purpose: This assignment tests your ability to:

Read arguments actively and accurately.

Read assignment prompts accurately, with a knowledge of typical college writing problems.

Generate, refine, and organize ideas before drafting.

Appropriately and distinctly summarize, paraphrase, and quote sources.

Assess and document sources during writing. Analyze (divide, distinguish, etc.) and/or synthesize (combine, create, etc.)

ideas.

Sources: At a minimum, you must use and cite an assigned selection from The New Humanities Reader. You may use additional sources, appropriately documented, as well.

Length: At least three – but no more than four – full pages.

Assessment: I will provide written and verbal feedback designed to help you rewrite this draft for publication and improve your future writing performance. Though I will not assign a formal letter grade to this draft, late submissions, or those that are incomplete, short of the page requirement, or otherwise fail to meet minimum standards of college writing, will incur grade penalties on the final draft submission and generation of a Cadet Observation Report.

Final Copy, Homework Essay One:

Tasks: Revise HWE 1 draft, supplementing an assigned reading from The New Humanities Reader with at least one additional source, and expanding upon your original argument in a meaningful, substantive fashion. Aside from adding ideas, you will likely have to delete, reorganize, or substantially alter at least some of your initial complete draft.

Purpose: This assignment tests your ability to

Rewrite main claims to make them more effectively limited, arguable, and purposeful.

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Rewrite introductions to specify more precisely the topic, contextualize the argument, and outline the intellectual problem or conversation before presenting the main claim.

Rewrite body paragraphs to unify them more succinctly under one claim that clearly supports the main claim.

Rewrite paragraphs to summarize, paraphrase, and quote sources more appropriately and distinctly.

Rewrite conclusions to clarify more memorably why the argument is important, rather than merely restating the argument.

Assess and document sources. Analyze (divide, distinguish, etc.) and/or synthesize (combine, create, etc.)

ideas.

Sources: At a minimum, you must use and cite a selection from The New Humanities Reader, as well as an additional source from the Jefferson Library’s holdings. You may use additional sources, appropriately documented, as well.

Length: At least four – but no more than five – full pages.

Assessment: I will assign a letter grade and provide brief end comments on how well you fulfilled the purposes of the assignment in terms of substance, organization, correctness, and style.

Complete Draft, Homework Essay Two:

Task: Read two assigned selections from The New Humanities Reader and write a short essay about a specified topic related to what you have read.

Purpose: This assignment tests your ability to:

Read arguments actively and accurately.

Read assignment prompts accurately, with a knowledge of typical college writing problems.

Generate, refine, and organize ideas before drafting.

Appropriately and distinctly summarize, paraphrase, and quote sources.

Assess and document sources during writing. Analyze (divide, distinguish, etc.) and/or synthesize (combine, create, etc.)

ideas.

Sources: At a minimum, you must use and cite assigned selections from The New Humanities Reader. You may use additional sources, appropriately documented, as well.

Length: At least three – but no more than four – full pages.

Assessment: I will provide written and verbal feedback designed to help you rewrite this draft for publication and improve your future writing performance. Though I will not assign a formal letter grade to this draft, late submissions, or

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those that are incomplete, short of the page requirement, or otherwise fail to meet minimum standards of college writing, will incur grade penalties on the final draft submission and generation of a Cadet Observation Report.

Final Copy, Homework Essay Two:

Tasks: Revise HWE 2 draft, supplementing the assigned readings from The New Humanities Reader with at least one additional source, and expanding upon your original argument in a meaningful, substantive fashion. Aside from adding ideas, you will likely have to delete, reorganize, or substantially alter at least some of your initial complete draft.

Purpose: This assignment tests your ability to

Rewrite main claims to make them more effectively limited, arguable, and purposeful.

Rewrite introductions to specify more precisely the topic, contextualize the argument, and outline the intellectual problem or conversation before presenting the main claim.

Rewrite body paragraphs to unify them more succinctly under one claim that clearly supports the main claim.

Rewrite paragraphs to summarize, paraphrase, and quote sources more appropriately and distinctly.

Rewrite conclusions to clarify more memorably why the argument is important, rather than merely restating the argument.

Assess and document sources. Analyze (divide, distinguish, etc.) and/or synthesize (combine, create, etc.)

ideas.

Sources: At a minimum, you must use and cite two selections from The New Humanities Reader, as well as an additional source from the Jefferson Library’s holdings. You may use additional sources, appropriately documented, as well.

Length: At least five – but no more than six – full pages.

Assessment: I will assign a letter grade and provide brief end comments on how well you fulfilled the purposes of the assignment in terms of substance, organization, correctness, and style.

Oral/Visual Presentation:

Task: Create and deliver an oral/visual presentation (for example, using MS PowerPoint, web page design, posters, or other work(s) of visual or plastic art) that advances a claim relevant to your analysis of extant gender norms and proscriptive masculinity, femininity, and heteronormativity.

Purpose: This assignment tests your ability to compose and present an effective oral argument with visual elements.

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Sources: At a minimum, you must use and cite two selections from The New Humanities Reader, as well as an additional source from the Jefferson Library’s holdings. You may use additional sources, appropriately documented, as well.

Length: Presentations should be 7-10 minutes in length, followed by a 5-minute discussion period.

Assessment: I will assign a letter grade and provide brief written comments on how well you fulfilled the purposes of the assignment in terms of oral and visual substance, organization, correctness, and style IAW a rubric to be published separately. Your grade will depend on the relevance, creativity, substance, organization and correctness of your presentation’s graphics and content. In addition to your professional posture and gestures, your presentation’s success will also depend upon you speaking clearly and confidently – with controlled tone, tempo, pitch, volume, and diction.

Term-End Examination:

Task: In three and a half hours, read a short text about a new topic, at first glance perhaps only tangentially or peripherally related to gender and/or sexual identity constructs, and write an essay that somehow synthesizes what you have learned about socially sanctioned masculinity, femininity, and heteronormativity with this new topic.

Purpose: This assignment tests your ability to perform the following tasks in a relatively short time and without assistance:

Read critically: actively summarizing, analyzing, questioning, and evaluating;

Write using a flexible process that generates, revises, edits, and proofreads college arguments.

Document, assess, and integrate sources;

Analyze (divide, distinguish, etc.) and/or synthesize (combine, create, etc.) ideas.

Sources: TBD.

Length: Typical responses are at least three-to-four full pages; substandard – or failing – essays are generally only two pages long.

Assessment: I will only assign a letter grade to this essay, which I will post on CIS. Should you wish more feedback, arrange to meet with me after TEE week.

Other Class Activities: Discussion, generative writing, peer review exercises, and other activities constitute an important part of EN101. For each major writing project, I will also assign interim assignments that will be informally assessed or evaluated. Occasionally, you will write short reflections on your development as a writer. You can expect up to two hours of homework for each hour that we spend in class. I will note and evaluate the diligence of your preparation for class, your active participation in classroom activities, and the respect and consideration you demonstrate for peers and the course objectives. Moreover, each cadet will be required to participate as part of a team creating

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an online, digital literacy/communication project over the course of the semester. Though I will provide further guidance and more precise assignment requirements later, the project will basically require each team to create an online presence (whether discussion board, blog, or website) highlighting at least two sides of a prominent contemporary debate about gender and/or sexual identity. My expectation is that each group will identify a topic covered in course reading assignments and create a dynamic digital forum for reflection and discussion that extends well beyond Thayer Hall, West Point, and even the Army. Each team will also prepare and deliver a 12-15 minute class presentation to be accompanied by thoughtful and aesthetically pleasing visuals and hand-outs. Each team will then post a short synopsis of its presentation on its website as well as the course discussion board as part of an ongoing discussion about the rhetorical complexities of scholarly and public digital publication. I have reserved 50 points for this project.Please note also that I have reserved 50 course points for quizzes and homework assignments and for assigning value to my estimate of your engagement in the class.

Conferencing / Workshops:

We will break into conferencing/workshop sessions twice during the semester: Lessons 14-17 (25 SEP – 7 OCT) and Lessons 28-31 (5-14 NOV). Though we will not meet as a consolidated section during these lessons, these workshops are not merely class drops. You must use them to maximize your learning opportunities and to improve your final HWE submissions; remember, these final drafts, together, represent 60% of your final course grade. Early in the semester, I will break the section down into four groups, assigning you to a group within which you will work for the rest of the semester during peer reviews, research exercises, and group projects. Your group will have specified tasks to execute during three of the four workshop sessions. You will meet with me during the fourth, either as an individual (during the first iteration) or as part of a group (in the November iteration). Your goal for these workshops is to produce a revised draft that lacks only minor editing and proofreading to make it the best argument you can write. Before the beginning of the workshop period, I will publish notes that specify the purpose, tasks, and coordinating details for each of these four events.

Film/Lecture Response: The general purposes for this event are to practice active listening/viewing skills and to add to your knowledge about issues related to extant gender and sexual identity norms. You will meet as a class or a small group either to view a film or attend a guest-lecture, and then write a brief response that you will post to our class website. I will publish a note with administrative details including the place and time, as well as observations on the specific contexts, purposes, and uses of the event.

Workshop: This event will model how to give and receive feedback on writing, how to participate in a discussion, and how to incorporate rewriting for better communications. On the indicated lesson-day, you will meet individually with me or with your work group and me in our usual classroom and at our normal class time. Beyond some very general parameters, I will not set the agenda for this event. You will set the agenda by determining your objectives and, during group workshops, reading your classmates’ papers. I will publish a workshop preparation checklist to guide your preparations for what should be an important moment in improving your performance on your final submission.

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Peer Review: The intent of this event is to expand upon and further practice techniques of giving and receiving feedback, participating in intellectual discussions, and effectively rewriting papers. You will meet for at least fifty-five minutes with your writing group and work through a peer review exercise that will guide you in assessing and rewriting your current draft. I will establish specific objectives for your peer review sessions as the semester progresses. In general, however, you will review and evaluate in writing at least one group member’s paper, and respond in writing to peer feedback about your paper, as well, by posting brief observations about both on the class website.

Research Exercise: The purpose of this event is to practice your research skills and find new questions and sources to address in your revised argument. You will post a brief synopsis of your research session – including any lessons learned and specifics about what you have found (including pertinent bibliographic information) – on the class website.

Lesson 1 2 3 4

Group 1

Activity Facilitated Workshop

Research Exercise Peer Review Film/Lecture

Response

2 Activity Research Exercise

Facilitated Workshop Peer Review

Film/Lecture Response

3 Activity Film/Lecture Response

Research exercise

Facilitated Workshop Peer Review

4 Activity Film/Lecture Response

Research exercise Peer Review Facilitated

Workshop

Writing Portfolios:

Keep all evaluated drafts and graded essays in a “brown bomber” labeled with your name, class, and company on the front. Arrange assignments in reverse order with the most recent essay first and each assignment tabbed (HWE2 Final, HWE2 Draft, HWE1 Final, HWE1 Draft, ICW – Critical Summary). The portfolio allows us to trace writing patterns so that we can address them directly and purposefully as the semester progresses.

You must also prepare a digital portfolio. When I return your essays with my comments, scan the essays and my feedback/cover page as PDF files. Label all files with your last name and assignment title (ClevelandHWE1Draft). You must have the following documents saved in both your physical and digital portfolios prior to the TEE:

In-Class Writing Summary Exercise – Graded HWE1 Draft – With Professor Comments HWE1 Final – Graded HWE2 Draft – With Professor Comments HWE2 Final – Graded Oral/Visual Presentation – Graded, with Professor Comments.

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Documentation:

Working responsibly with sources is integral to good scholarship. West Point cadets and Army officers are known for their commitment to honesty and integrity. These two factors suggest why, in EN101, it is important to document assistance received from others, or when quoting, summarizing, paraphrasing, or otherwise using someone else’s words or ideas. In EN101, you will document assistance and sources in accordance with Modern Language Association (MLA) conventions as described in the Dean’s Documentation of Academic Work and The Little, Brown Handbook.

Additional Instruction:

Should you desire more individual instruction and feedback on your writing, I encourage you to schedule Additional Instruction (AI). Generally, I am available for AI 0730-1355 on 1 Days and from 0730-0930 on 2 Days. If you are unable to meet during these times, we can schedule additional appointments on a case-by-case basis. Please schedule AI appointments via email – even if you talk to me about setting up an appointment in class. You must schedule your appointments with a specific time – at 0730, not just A hour, for example.

Writing Standards:

Successful college essays demonstrate an astute sense of the rhetorical situation to which they respond—an awareness of each writing project’s audience, context, and purpose. Successful authors also demonstrate an efficient use of the writing process—a methodological approach to composition that emphasizes generative writing, idea development, drafting, receiving feedback, revision, editing, and proofreading.

Successful essays are substantial—insightful, original, thorough, and compelling. They are well-organized—main ideas are logically presented, paragraphs are unified and mutually supportive, and transitions between sentences are smooth. They are stylistically clear and graceful—their language is exact, jargon-free, and appropriate to the argument and audience addressed. They follow the conventions of standard academic discourse and standard American English, and they are generally free of correctness errors.

Effective college writing demonstrates proficient collaboration and citation techniques—the responsible and acknowledged use of other people’s words and ideas, wherever they may be obtained.

I will evaluate essays and writing assignments according to the following general criteria:

Use of the conventions of standard grammar. Use of the appropriate pattern of development for the assignment. Use of the principles of unity and coherence. Use of logical, factual evidence in support of a precise, concise, consistent and

sophisticated argument that meets the intent of the assigned essay prompt.

More specifically:

Superior Essays (A): Meet all the conventions listed for Good Essays (B), but their work is more original, more inspired, and more maturely presented. To earn

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an “A,” an essay must be grammatically correct and its diction and argumentation must be precise, concise, consistent and sophisticated.

Good Essays (B): Meet the following conventions:

o Central Idea: Presents a significant and interesting central idea that is clearly defined and supported with substantial, concrete, and consistently relevant detail.

o Organization/Development: The essay conveys a sense of controlling purpose and orderly progression. Its thought moves clearly, coherently, and with compelling logic towards a plausible conclusion. Sufficient support and suitable proportion and emphasis develop the essay’s paragraphs. The essay’s paragraph transitions are explicit and graceful.

o Sentence Structure: The essay’s sentences are skillfully constructed and display fluency, economy, and effective variety. Together with diction, sentence structure is the best evidence of style and the distinctive, natural display of a mature, academic mind at work.

o Diction: The essay’s diction is everywhere appropriate with respect to its thesis, purpose, audience, and occasion. It is distinctive in its precision, economy, and scholarly use of general English.

o Mechanics: The essay’s mechanics are notable for their consistent use of conventional general English grammar, punctuation, and spelling; any errors are minor and do not detract significantly from the generally sophisticated quality of the essay as a whole. If the content and development are particularly compelling, an essay may receive a “B” with otherwise significant grammatical errors.

Average Essays (C): Meet the following conventions:

o Central Idea: The essay’s thesis is apparent but may be trite, general, or self-evident. Its idea is supported with some concrete detail, but detail that is occasionally repetitious, irrelevant, or sketchy.

o Organization/Development: The essay’s organization and methodology are readily apparent but not consistently fulfilled. Developed with occasionally disproportionate or inappropriate emphasis, the essay’s paragraphs are nevertheless unified, coherent, and usually effective in development. Transitions between paragraphs are clear but sometimes abrupt, mechanical or monotonous.

o Sentence Structure: Most sentences are correctly structured but lacking in variety, economy, or forcefulness.

o Diction: The essay’s diction is generally clear, idiomatic, and appropriate to its subject, purpose, audience, and occasion, though it may not be distinctive or sophisticated, and some misuse of words may occur.

o Mechanics: Occasional lapses from general English grammar, punctuation, and spelling conventions undermine the essay’s clarity and effectiveness of expression.

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o Note: At the university level, a “C” is an average paper; it does not necessarily have anything “wrong” with it; it fulfills the assignment but simply does not move beyond the average.

Poor Essays (D): Meet the following conventions:

o Central Idea: The essay’s thesis is vague, confused, too broad, or general. It lacks specific, concrete, and relevant detail.

o Organization/Development: The essay’s organization and methodology are neither readily apparent nor consistently fulfilled. The essay’s paragraphs lack unity, coherence, and are ineffectively developed. Transitions between paragraphs are often absent, ineffective, abrupt, mechanical or monotonous.

o Sentence Structure: Most sentences are poorly structured and lack variety, economy, and/or forcefulness. Run-on constructions, comma splices, and sentence fragments undermine the essay’s effectiveness, as do frequent awkward, incomplete, ambiguous, redundant, and immature sentence constructions.

o Diction: The essay’s diction is vague, imprecise, immature, colloquial, or inappropriate to its subject, purpose, audience, and occasion.

o Mechanics: Frequent and serious departures from grammar, punctuation, and spelling conventions undermine and/or obscure the essay’s clarity and effectiveness.

Unacceptable Essays (F): An essay fails when it lacks a central idea, when it is clear that the writer has no subject, purpose, or reason for writing, or if the writer has clearly not put forth an effort to complete the assignment to the best of his or her ability. An essay may also fail when it exhibits a total inability to develop its thesis or when it demonstrates incompetence in the conventions of English grammar, punctuation, and spelling.

Late Assignments:

I will grade late submissions at their face value and then cut the grade by a full letter if the submission is no more than eight hours late. I will cut the grade by two full letters if the submission is between eight and twenty-four hours late. I will assign a “60%” F for work submitted between twenty-four and forty-eight hours late. For work submitted after forty-eight hours, I may assign an even harsher penalty. In all cases, I will submit a Cadet Observation Report unless the Surgeon, Dean, or Department Head has given permission to be late.

Statement of Nondiscrimination:

Neither the professor nor any cadet in this class will discriminate or tolerate discrimination on the basis of age, color, disability, ethnicity, gender, national origin, race, religion, sexual orientation, or veteran status. This policy extends to in-class discussions, cadet essays, and all other forms of communication associated with this course, to include informal conversations within the classroom but outside the parameters of this course.

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Statement of Diversity:

By its very design, this course engages texts and ideas that some cadets might find difficult and/or controversial. It is my intention, nevertheless, to establish and support an environment that values and nurtures individual and group differences and encourages cadet engagement and interaction both with the assigned texts and each other. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate each of us to examine the world in which we live. By promoting diversity and intellectual exchange, we aim not to mirror society as it is, but to model society as it should and can be.

Professionalism:

It goes without saying that I expect cadets to behave professionally at all times. No one has the right to disrupt class in any way or to dominate its content in any manner that interferes with the education and development of other cadets. Disruptive behavior is not restricted to behavioral issues alone; it can include interruptions from cellphones, sidebar conversations, beeping watches, or loud, obnoxious drinking or chewing of gum. None of these behaviors is conducive to the environment we hope to foster this semester.

Laptop computers may be used for taking notes so long as the cadet uses the computer in a manner that does not interfere with the learning of others. Cadets may not play games, work on other assignments, or use their computers during class except for taking notes and/or completing instructor-assigned work.

Course Outline and Calendar:

Cadets are responsible for completing the following critical reading, writing, and grammar assignments prior to attending class and are responsible for their own time and course management strategies.

Lesson 1: 19 August Course Introduction Course Standards and Goals

o Classroom Attendance and Participationo Classroom Decorumo Course Requirements and Syllabus Review

Assignment:o Bring syllabus, course texts, and laptop computer to class.o Textbook Inventory

Lesson 2: 21 August Academic Integrity and the Documentation of Academic Work Review MLA format requirements and MLA Model Essay Participating Effectively in College-Level Class Discussions Assignment:

o Critical Reading: Read “Forming a Critical Perspective,” LBH 144-161 Read “Writing in Academic Situations,” LBH 170-182

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o Composition: Read MLA Model Essay Read TS/IS – Introduction, Chapters 1 and 11 (1-29, 141-

144)Lesson 3: 23 August

Introduction to Critical Reading Introduction to Rhetorical Strategies Assignment:

o Critical Reading: Read selections from Keywords for American Cultural

Studies (PDF) (website)o Composition:

Study Writing Process I Study Patterns of Development I Read TS/IS – Chapter 2 (30-41)

Lesson 4: 27 August Introduction to Summarizing, Paraphrasing, and Quoting Assignment:

o Critical Reading: Read “Reading Arguments Critically,” LBH 186-204

o Composition: Study Patterns of Development II and III Read TS/IS – Chapter 3 (42-51)

Lesson 5: 29 August Summarizing, Paraphrasing, and Quoting Practical Exercise Assignment:

o Critical Reading: Read Jennifer Delahunty Britz, “To All the Girls I’ve

Rejected” (EA) (PDF) (website) Read Scott Jaschick, “Affirmative Action for Men”

(EA) (PDF) (website)o Composition:

Review TS/IS – Introduction, Chapters 1-3 (1-51)

Lesson 6: 2 September In-Class Critical Summary Exercise (50 points).

Lesson 7: 4 September Introduction to the Writing Process (Prewriting Strategies) Assignment:

o Composition: Review Writing Process I Read “The Process of Writing,” LBH 10-53 Read TS/IS – Chapter 4 (55-67)

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o Grammar: Study “Agreement,” LBH 323-335

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Lesson 8: 9 September Introduction to the Writing Process (Drafting, Revision, & Editing Strategies) Assignment:

o Critical Reading: Read Susan Faludi, “The Naked Citadel” (NHR)

o Composition: Read “Drafting, Revising, and Editing,” LBH 54-75 Study Writing Process II and III

Lesson 9: 11 September Constructing an Argument Working with and Integrating Source Material Assignment:

o Critical Reading: Prepare a critical outline of Loffreda’s argument

o Composition: Read “Writing an Argument,” LBH 211-228 Read TS/IS – Chapter 5 (68-77)

o Grammar: Study “Comma Splices & Fused Sentences,” LBH 360-366

Lesson 10: 13 September Writing Precise, Concise, Consistent and Sophisticated Paragraphs Writing Workshop (Drafting for Draft HWE 1) Assignment:

o Composition: Complete prewriting and outlining for Draft HWE 1 Read TS/IS – Chapter 6 (78-91) Read “Writing and Revising Paragraphs,” LBH 79-109

o Grammar: Study “Pronoun Reference,” LBH 367-373

Lesson 11: 17 September Writing Workshop (Drafting for Draft HWE 1) Writing Introductions and Conclusions Assignment:

o Composition: Complete preliminary draft for HWE 1 Read “Writing Special Kinds of Paragraphs,” LBH 110-116 Read TS/IS – Chapter 7 (92-101)

o Grammar: Study “Shifts,” LBH 374-379.

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Lesson 12: 19 September Writing Workshop (Editing and Revising Draft HWE 1) Assignment:

o Composition: Continue editing and revising Draft HWE 1.

Lesson 13: 23 September Reflection Exercise 1 Assignment: Complete Draft HWE1 Due.

Lesson 14: 25 September Film/Lecture Assignment:

o Critical Reading: Attend/screen lecture/film

o Grammar: Study “Sentence Fragments,” LBH 352-359 Study “Comma,” LBH 444-464

Lesson 15: 27 September Workshop 1.1 Assignment: IAW Workshop Guidance TBA

o Composition: Continue revising Final Draft HWE 1

o Grammar: Study “Semi-Colon,” LBH 443-451

Lesson 16: 1 October Workshop 1.2 Assignment: IAW Workshop Guidance TBA


o Grammar: Study “Achieving Variety,” LBH 427-433



o Grammar: Study “Writing Concisely,” LBH 545-551

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Lesson 19: 9 October Process Review/Lessons Learned:

o Film/Lecture o Peer Reviewo Research o Writing Processo Rhetorical Strategies

Assignment:o Composition:

Read TS/IS – Chapters 7-10 (105-138) Continue revising Final Draft HWE 1.

Lesson 20: 11 October Reflective Exercise II Assignment: Final Draft HWE1 Due (300 points).

Lesson 21: 15 October Gender and Culture I Assignment:

o Critical Reading: Read Beth Loffreda, Selections from Losing Matt

Shepard: Life and Politics in the Aftermath of Anti-Gay Murder (NHR)

Lesson 22: 17 October Gender and Culture II Assignment:

o Critical Reading: Read, “Viewing Visuals Critically,” LBH 161-169 Read “Reading Visual Arguments,” LBH 204-209 Read “Visual and Multimedia Arguments” EA 326-343

Lesson 23: 22 October Gender, Film, and Advertising I Assignment:

o Critical Reading: Read “Presenting Arguments” EA (344-358). Read Azar Nafisi, Selections from Reading Lolita in

Tehran: A Memoir in Books (NHR)o Composition:

Complete prewriting and outlining for Draft HWE 2

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Lesson 24: 24 October Gender, Film, and Advertising II Assignment:

o Critical Reading: Prepare a critical outline of Mulvey’s argument

o Composition: Begin preliminary draft for Draft HWE 2.

Lesson 25: 28 October Writing Workshop (Editing and Revising Draft HWE 2) Assignment:

o Composition: Complete draft and begin editing/revising Draft HWE 1.

Lesson 26: 30 October In Progress Review: Addressing and Remediating Shortfalls. Assignment: Complete Draft HWE 2 Due.

Lesson 27: 1 November Film/Lecture Assignment:

o Critical Reading: Attend/screen lecture/film

Lesson 28: 5 November Workshop 2.1 Assignment: IAW Workshop Guidance TBA






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Lesson 32: 18 November Gender and Generation Assignment:

o Critical Reading: Read Jean Twenge, “An Army of One: Me” (NHR)

o Composition: Continue editing and revising Final Draft HWE 2.

Lesson 33: 20 November Writing Workshop (Editing and Revising Final Draft HWE 2) Assignment:

o Composition: Continue editing and revising Final Draft HWE 2.

Lesson 34: 22 November Reflection Exercise III Assignment: Final Draft HWE1 Due NLT 1600 25 NOV (300 points).

Lesson 35: 26 November Individual Oral/Visual Project Presentations

Lesson 36: 2 December Individual Oral/Visual Project Presentations

Lesson 37: 4 December Individual Oral/Visual Project Presentations

Lesson 38: 6 December Digital Communications/Online Writing Group Project Presentations

Lesson 39: 10 December Digital Communications/Online Writing Group Project Presentations

Lesson 40: 12 December Term End Preparation Assignment:

o Composition: Read “Taking Essay Examinations,” LBH 229-235

Term End Examination – TBD – 17-22 December.

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en101 composition file · web viewen101 composition syllabus. ay. 201. 4 (fall 2013) professor: ltc...

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