revised full engl 101 a syllabus

ENGL 101 A: First Year CompositionFall 2010

T/H 8:00 – 9:20 am (RAS 216)

Instructor: Dr. Brittany CottrillEmail: [email protected] Office: Jensen Hall 101Office Phone: 263-2906Office Hours: MW 11-12; TH 10-12

and by appointment

Course Librarian: Megan TedellEmail: [email protected] Location: Grand View University LibraryPhone: 263-2878

Writing Center: Rasmussen Room 205Writing Center Phone: 263-2904

Instructional Resources: Graff, Gerald, and Cathy Birkenstein. They Say I Say: The Moves That Matter in Academic

Writing 2nd Edition. New York: W.W. Norton & Company, 2009. Print. A sturdy folder for your portfolios. A blog using http://wordpress.com (which we will set up in class). Access to a computer with Microsoft Word, Internet access, P-drive access, and email. A GVU email account, MyView account, and a GVU Blackboard account. A data storage device (e.g., flash drive, CDs, Google Docs account, etc.)

Blackboard Access: To access Blackboard, link to the site from your myView homepage. Your username is your GV username (without the “@grandview.edu”). Your password is your birth year and the last four digits of your Social Security number (unless you have changed it).

Course Description: First Year Composition emphasizes the process model of academic writing. The course focuses on organization of ideas, clarity of statement, smoothness of expression and correct use of Standard American English and its conventions. Students compose expository and persuasive essays including the writing of an original research paper. Students also critique models of writing, gather information from an academic library and appropriate Internet sources, and practice formal styles of documentation. Students demonstrate proficiency through a portfolio.

ENGL 101 is a highly interactive “workshop” class in which you, your classmates, and I will read, write, and discuss together. You will encounter a wide variety of activities in this class: among them, you will be introduced to various invention strategies which have been designed to generate and deepen your ideas; you will be provided with ample feedback on your drafts by your classmates and me; you will be helped to critically evaluate our own writing in order to revise effectively; you will gain experience with analyzing the reading audience and purpose of your papers in order to write your papers persuasively; and you will be given assistance with presenting your ideas clearly and supporting them with academically credible sources.

Learning/Instructional Objectives: The goal of this course is to help students further develop their writing, argumentative, and research skills. Students will consider the significance of audience, values, and purpose as they work through the writing process.

Course Outline:

http://wordpress.com/

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mailto:[email protected]

ENGL 101 A Syllabus 2Spring 2011

Portfolio 1: Literacy Activities Portfolio 2: Arguing a Position Portfolio 3: Proposing Solutions (Research Essay) Portfolio 4: Visual Argument Final Portfolio: Revision Projects

Grand View University Institutional Undergraduate Syllabus Statements

Academic Honesty/Code of Integrity: Grand View University is dedicated to the development of the whole person and is committed to truth, excellence, and ethical values. Personal integrity and academic honesty in all aspects of the University experience are the responsibility of each faculty member, staff member, and student.

A student has an obligation to do work that is his or her own and reflects his or her learning and quest for academic knowledge. Dishonesty and cheating are not acceptable behaviors. Examples include helping others during exams, writing papers for others, falsifying data/records, copying other students’ work, taking work directly from the Internet or any printed source and claiming it as one’s own, and downloading/purchasing papers on-line. Students who cheat, could risk severe penalties, which may include failure of the assignment, failure of the course, or expulsion from the University.

“As a member of the Grand View University community, and in accordance with the mission of the University and its Lutheran identity, I agree to appreciate and respect the dignity and worth of each individual. I will honor and promote a community of open interaction, personal integrity, active and intellectual engagement, and academic honesty with students, faculty, and staff.”

Accelerated Courses: Grand View offers courses in accelerated or alternative delivery formats. They cover the same subject content and require the same or comparable assignments that are associated with a traditional fourteen week course.

Accommodation: Grand View University prohibits unlawful discrimination and encourages full participation by all students within the university community. When a student requires any instructional or other accommodation to optimize participation and/or performance in this course, it is the responsibility of the student to contact both the instructor and the Director of Academic Enrichment and Disability Coordinator and apply for any requested accommodation. The director is Dr. Kristine Owens and she can be reached at 515/263-2971.

Class Attendance: The Federal Government requires that students receiving financial aid attend classes. Students, who are identified by the instructor as not attending classes, will be reported to the Registrar’s Office. Students who fail to return to classes may lose all or a portion of their financial aid.

Classroom Conduct: Students should conduct themselves as responsible members of the University community respecting the rights of others. Any student behavior interfering with the professor’s ability to teach and/or the student’s ability to learn constitutes a violation of the Code of Student Conduct found in the Grand View Catalog. The professor may ask the student to leave the classroom and that student will be subject to disciplinary sanctions.

University E-Mail Account: It is essential that all students check their Grand View University e-mail account or set their account to forward to a preferred e-mail address.

*Readings, due dates, and homework are subject to change


Students may set-up an e-mail auto forward from the myView web site. Click on the “Manage and Update Personal Information” link and then select “set myView Mail Forwarding Address” under the “Links for You” section.

Appeal of Final Undergraduate Course Grade or Faculty Member’s Final Academic Disciplinary Action: Students who wish to appeal a final course grade or other academic disciplinary action of an instructor must complete at least section I.A. of the Academic Appeal Form on-line within fourteen calendar days after the published due date for the final grade submission of the academic term in which the issue of disagreement occurred. Visit site below to complete first part of the form. https://secure/grandview.edu/gradeappealform.html This form must be submitted electronically to the Office of the Provost. Nursing Students appealing a grade in a nursing course must follow the Nursing Division procedures.

Course Specific Policies

Attendance: Attendance in this class is mandatory. Your preparation, participation, and performance are critical to your success in this class. Absenteeism and tardiness compromises your ability to succeed because you will miss opportunities to participate in class writing assignments that contribute to your development as a writer. I realize, however, that sickness or emergencies can occur; should you need to miss class, please be sure to contact me, preferably beforehand, to discuss what might be done to assist you with getting on track. Similarly, if you must miss class for a University-sponsored event, it is your responsibility to inform me before hand. Students with excessive absences (more than 3) will not pass this course.

Late Work: All assignments are due at the start of class unless otherwise stated. If you know you will be missing a class when an assignment or paper is due you must turn the assignment in early. Late work will not be accepted. However, if you feel that you need extra time for an assignment please come to me before the day it is due. If you do not talk to me until the due date I will not be able to discuss a possible extension. Extensions will be considered on a case-by-case basis considering effort towards meeting the deadline.

Required Conferences: Because college-level writing can be frustrating at times, it is important to get encouraging and specific feedback from not only other members of the class, but also from me. To ensure that you are getting the encouragement and feedback you need in your writing, it is important that you schedule at least two conferences in my office so that I can give you personalized help and assistance. There will be two times in the semester (week 2 and week 11) when everyone must meet with me, but feel free to set up additional appointments throughout the semester.

Rough Drafts: Getting feedback on essays is important. Because of this, we will have class peer review sessions where you will receive and provide feedback to your peers to help improve your writing.

In addition, you will be required to submit completed rough drafts to me. Rough drafts should be submitted as per the assignment sheet instructions. I will provide feedback with suggestions for revision before your final essay is due. This feedback will give you suggestions on how to improve your essays before your essay receives a grade. Rough drafts that are incomplete or submitted late will not receive feedback and it will be your responsibility to come to my office for feedback.


https://secure/grandview.edu/gradeappealform.html


Portfolio: Because writing is a process, this class will use a portfolio system for grading. That means that you will write multiple drafts of each essays and, even after you receive a grade, you will be expected to continue to revise your essays until the end of the term. This means that you must keep copies of all of your drafts, prewriting, and feedback. For each essay, you will be expected to get peer feedback, submit a rough draft for instructor feedback, and revise your essay for a grade. In addition, you will be required to revise two of your essays (your research essay and an additional essay of your choice) for your final portfolio to demonstrate that your writing has met the learning objectives. We will discuss the final portfolio in more detail throughout the semester.

Courtesy and Integrity: Courtesy and integrity must be shown to everyone in the class. Please be respectful of others’ thoughts, opinions, and views. If you bring your cell phone to class make sure it is turned off. Please do not answer your cell phone in class or text message. Food and drink are acceptable in class as long as they are not distracting and you do not leave a mess. Laptops are also fine to bring to class as long as all sound options are turned off and you stay on task.

Lost Essay Policy: You are responsible for maintaining a copy of each draft of your essays (including invention activities, audience activities, rough drafts, peer reviews, instructor feedback, final drafts, revisions, etc). Your essays will be returned to you no later than a week after they have been submitted to me, and all essays must be present in your portfolio at the end of the semester. It is your responsibility to compile these essays in your portfolio folder, and since occasionally essays (or backpacks, laptops, and flashdrives) are stolen, lost, or destroyed, you should keep a back-up disk in a safe place. You might consider saving your documents to http://box.net or http://docs.google.com. Incomplete portfolios will not be evaluated; students without portfolios may not pass this course.

Academic Honesty: In addition to following University sanctioned policy, academic dishonesty in this course will not be tolerated and will lead to a failing grade on the assignment and may lead to failing the course.

Contacting Me Online: Email is a wonderful communications tool and I welcome the chance of using it to help you with questions about your writing or about assignments. Please note, however, that email can be unreliable. Servers may be down, computers may malfunction, etc. As a result, I cannot be responsible for any email messages that are lost or addressed incorrectly. If you email me something, I will email you back, ordinarily within 24 hours, to tell you that I have received your message. However, if you don’t receive my email reply, this means that I did not receive your message and that you should discuss the content of your email with me personally. Similarly, if you email me right before class, I probably will not be able to read your message until after class.

Course Assignments and Assessments

Unit Portfolios (4): Throughout this course we will cover four units. Each unit will focus on a different type of writing and will ask you to compose multiple drafts, receive feedback from peers and your instructor, and reflect on revision.

* * It is important that you keep all drafts, feedback, invention activities, etc. for your unit and final portfolios * *


http://docs.google.com/

http://box.net/


Final Portfolio: Additional instructions for your final portfolio will be provided later in the semester. Your final portfolio will be made up of a revision of your researched essay and one additional essay as well as a reflective introduction.

Blogs: Rather than a print journal, we will be using blogs. You will post responses to readings, interact with your peers, and post resources to your blog.

Participation: Your participation grade will be determined by your attendance, classroom participation, in-class activities, quizzes, etc.

Assessment:Assignment Possible PointsUnit 1 100 pointsUnit 2 100 pointsUnit 3 200 pointsUnit 4 125 pointsFinal Portfolio 300 pointsParticipation 100 pointsBlog 75 points

A Final Word: I hope that you will find our class to be a place where you can receive good help with developing your academic writing skills. Though many students are uncomfortable with academic writing (which is a new kind of writing for many students), understanding how to go through various writing processes will help you achieve your writing goals. To make this course as successful as possible for yourself, I encourage you to take advantage of the resources around you and to keep in touch with me as we go through the semester.

If you have any questions about the classroom policies or other class matters, please feel free to talk to me. I look forward to working with you and helping you develop your academic writing skills.

Calendar* Key TSIS = They Say I Say Blackboard Readings: Under “Course Docs” > “Readings”

Week 1: Introductions1/11 Tuesday: Introductions; What Makes Good Writing?Homework:

Read “Introduction: Entering the Conversation” in TSIS. Read the Summary of Findings from “Writing Technology and Teens” (p. i–vvi) on Blackboard.

On your blog, write a response to the reading focusing on the points or findings that you find especially interesting, troubling, or problematic. Explain why you feel this way. Pose one possible discussion question for future classes.

Read “An Argument Worth Having” by Graff on Blackboard. Read “Chapter 1: College Writing” (pages 1-3) from the Online Guide to Writing and Research

(http://www.umuc.edu/ewc/onlineguide/chapter1/chapter1-01.shtml and linked on Blackboard).

Review the syllabus and bring any questions you may have to the following class.


http://www.umuc.edu/ewc/onlineguide/chapter1/chapter1-01.shtml


1/13 Thursday: The Writing Process; Introduction to Library Services; Introduction Essay #1Homework:

Reread the assignment sheet distributed in class today. Bring any questions you may have to the following class.

Read “Some Crucial Differences Between High School and College Writing” on Blackboard. Read Chapter 11: “Entering Class Discussions” in TSIS View "Finding Literacy, Finding Self" and “How HTML Changed My Life” posted on Blackboard. Complete the “Selecting a Topic” handout for the following class. Read pages 1-9 of “Chapter 2: The Writing Process” on Blackboard.

Week 2:1/18 Tuesday: Audience; Prewriting & Planning; Showing vs. TellingHomework:

Read Chapter 12 “Reading for the Conversation” in TSIS. Read “I Was a Teenage Illiterate” by Schine on Blackboard. Read “The Art of Rhetoric: Learning How To Use the Three Main Rhetorical Styles” on

Blackboard. Based on the readings above, write a summary and reflection of Schine’s article on your blog.

Spend some time summarizing her argument, considering how she does or does not use the three rhetorical appeals, and respond to Schine’s argument.

Pick two techniques discussed on page 6-9 of “Chapter 2,” (see Tuesday readings) and apply them to the topic you have selected to write about for Essay #1. Post them to your blog before the start of the following class.

Continue to work on your essay.

1/20 Thursday: Drafting; DevelopmentHomework:

Read Chapter 1 “’They Say’: Starting with What Others Are Saying” in TSIS. Read “Open Your Eyes” by Heinrich on Blackboard. Using the techniques we have discussed to this point, craft the strongest, most complete draft of

your essay for the following class. Read “An Introduction to Peer Review” on Blackboard.

Week 3:1/25 Tuesday: Rough Draft Due; How to Peer Review; Peer ReviewHomework:

Read Chapter 2 “‘Her Point Is’: The Art of Summarizing” in TSIS. Read “Web 2.0” by Keen. Then write two summaries of the article – one for an essay agreeing

that Web 2.0 may be problematic, one for an essay disagreeing with Keen’s argument. Finally, write a brief reflection about how the two summaries are similar and differ (this is a modification of exercise 2 on TSIS).

Using the feedback you received in class today, begin to revise your essay to make it the strongest essay it can be.

Read “Revision Strategies” on Blackboard. Then, apply the strategies to your draft. http://www.hws.edu/academics/ctl/writes_revision.aspx

1/27 Thursday: Research as a Dialogue; Revision Strategies


http://www.hws.edu/academics/ctl/writes_revision.aspx


Homework: Using the feedback you have received to this point, continue to revise your essay to make it the

strongest essay it can be. Your unit portfolio (prewriting, rough draft, and final essay) is due at the start of the following class.

Read “Chapter 9: ‘Ain’t So / Is Not’: Academic Writing Doesn’t Mean Setting Aside Your Own Voice” in TSIS.

Read “What Is An Argument?” on Blackboard.

Week 4:2/1 Tuesday: Graded Draft Due; Introduction to Essay #2; Video Day 1Homework:

Read “Argument” on Blackboard. Read “Chapter 3: ‘As He Himself Puts It’: The Art of Quoting” in TSIS. BLOG: Referring back to Chapter 2 in TSIS, pick one of the readings (not previously summaries in

a blog or for a class activity) and write a summary that uses at least three “Verbs for Introducing.” Respond to two peer posts posing questions (consider using suggestions from Chapters 11 and 12 in TSIS).

2/3 Thursday: Movie Day 2; Research as a ProcessHomework:

Read Chapter 4: “‘Yes/No/Okay, But’: Three Ways to Respond” in TSIS. Read “Control the Argument: Homer Simpson’s Canons of Logic” by Heinrichs on Blackboard. BLOG: Based on the video and handout, pick one theme discussed in the documentary and

identify what “they say.” In other words, briefly discuss which conversations or points of view were raised and who was interviewed for the video. Then, find one additional resource on the topic (this may be a credible website, journal article, news report, scholarly journal, or book). Include a link to the source (or title of a print source) and explain how that source adds to the conversation started in the video.

BLOG: Complete the “Narrowing Your Topics” activity distributed in class today. Post your response to the activity to your blog. Conclude by selecting a topic for your essay #2.

Week 5:2/8 Tuesday: “Yes/No/Okay, But…”; Drafting a ThesisHomework:

Review the “MLA” reading on Blackboard. Read “Using Evidence” on Blackboard. BLOG: Using the techniques discussed in class today, draft two different introductions to your

essay and post to your blog. Spend some time considering which is the most engaging. Then, continue to work on your essay.

2/10 Thursday: Finding and Evaluating Websites; MLA Introduction (MLA Game)Homework:

Continue working on your essay. Craft the strongest, most complete draft of your essay for the following class.

Read Chapter 5 “’And Yet’: Distinguishing What You Say from What They Say” in TSIS.

Week 6:2/ 15 Tuesday: Rough Draft Due; Peer Review; What You Have To Say



Homework: Read Chapter 6 “’Skeptics May Object’: Planting a Naysayer in Your Text” in TSIS. BLOG: Referring back to “Skeptics May Object” in TSIS, come up with two possible

counterarguments and post them to your blog. Be sure that both utilize a different template from the reading.

Using the feedback you received in class today, begin to revise your essay to make it the strongest essay it can be.

2/17 Thursday: Planting a Naysayer: Counterarguments; Connecting the PartsHomework:

Read Chapter 8 “’As a Result’: Connecting the Parts” in TSIS. Using the feedback you have received to this point, continue to revise your essay to make it the

strongest essay it can be. Focus on incorporating your counterargument into your essay as well. Read “Revising the Draft” on Blackboard. Apply the techniques discussed in the reading to your

final essay.

Week 72/22 Tuesday: Connecting the Parts Revision Workshop; Introduction Essay #3Homework:

Using the feedback you have received to this point, continue to revise your essay to make it the strongest essay it can be. Your unit portfolio (prewriting, rough draft, and final essay) is due at the start of the following class.

Read Chapter 7 “’So What? Who Cares?’: Saying Why It Matters” in TSIS.

2/24 Thursday: Graded Draft Due; Introduction to Research; Choosing a Good Research TopicHomework:

BLOG: Complete the “Narrowing Your Topics” activity distributed in class today. Post your response to the activity to your blog. Be sure to have an outline or sketch of your essay for the following class.

Read Chapter 7 “’So What? Who Cares?’: Saying Why It Matters” in TSIS.

Week 83/1 Tuesday: Responding to the Conversation and MetacommentaryHomework:

Read Chapter 10 “’In Other Words’: The Art of Metacommentary” in TSIS. Continue working on the draft of your essay. Remember that you should not be worried about

doing any research to this point. You may, however, make notes of the types of research you hope to find or information that you will need to incorporate in your essay.

BLOG: Draft three research questions or topics you want to explore in the following class.

3/3 Thursday: Meet in the Library Computer Lab: Finding books and newspapers; Workshop TimeHomework:

Draft three research questions or topics for the following class. Continue to work on your essay. Using the research you have gathered, begin incorporating your sources into your essay. Be

sure to return to earlier chapters in TSIS to introduce your sources. BLOG: Using the link to the Purdue OWL on Blackboard, draft a completed Works Cited Page for

your research essay with the sources you collected today. Post your citations to your blog.



Week 9* Mandatory Conferences *

3/8 Tuesday: Meet in the Library Computer Lab: Finding academic journals; Research WorkshopHomework:

Continue to work on your essay. Review the templates discussed on p. 223-225 in TSIS. Use these to continue incorporating your research.

Using the research you have gathered, begin incorporating your sources into your essay. Be sure to return to earlier chapters in TSIS to introduce your sources.

Be sure you have the strongest, most complete draft of your essay for the following class. BLOG: Using the link to the Purdue OWL on Blackboard, draft a completed Works Cited Page for

your research essay with the sources you collected today. Post your citations to your blog.

3/10 Thursday: Rough Draft Due and Peer Review; Incorporating ResearchHomework: Refer to the “Index of Templates” (beginning on p. 221) in TSIS. Highlight the places where you use

a version of the templates to identify what “they say,” what “I say,” and where “naysayers may object.” Then, see if there are additional places where the templates may clarify your argument.

Using the feedback you have received to this point, continue to revise your essay to make it the strongest essay it can be.

Week 10: Spring Break – No Class

Week 11Required Conferences

3/22 Tuesday: Revision WorkshopHomework:

Using the feedback you have received to this point, continue to revise your essay to make it the strongest essay it can be. Your unit portfolio (prewriting, rough draft, and final essay) is due at the start of the following class.

Revisit “Revising the Draft” on Blackboard. Apply the techniques discussed in the reading to your final essay.

Read Purdue OWL’s “Visual Rhetoric: Overview” linked on Blackboard.

3/24 Thursday: Graded Draft Due and Intro to Essay #4 Homework:

BLOG: Complete the planning guide for Essay #4 and post to your response to your blog. Read and View Perrin’s “Visual Essay” linked on Blackboard.

Week 12:3/29 Tuesday: Planning Essay #4Homework:

Read “Behind Rise of Xtranormal, A Hilarious DIY Deadpan” by Kurwa on Blackboard. BLOG: Search for an additional Xtranormal example of visual rhetoric online. Post a link or

image on your blog and explain how this example demonstrates visual rhetoric (based on the OWL reading) and how the argument is made.

3/31 Thursday: Meet in Library Computer Lab; Video Workshop



Homework: Continue working on your Visual Argument.

Week 13:4/5 Tuesday: Drafting WorkshopHomework:

Continue to work on your Visual Argument. Be sure to have the strongest version possible for Peer Review.

4/7 Thursday: Rough Draft Due; Peer Review & RevisionHomework:

Using the feedback you have received to this point, continue to revise your Visual. Bring all of your previous essays to the next class. Be sure to have all prewriting, drafting, and

revisions.

Week 14:4/12 Tuesday: Portfolio Workshop; Visual Argument WorkshopHomework:

BLOG: Looking over your portfolio as a whole, post a short response to your blog about the strengths and weaknesses (either as a whole or in each individual project). Then, post a short plan of how you will polish your pieces for your final portfolio.

Using the feedback you have received to this point, continue to revise your Visual Argument to make it the strongest essay it can be. Your unit portfolio (prewriting, rough draft, and final essay) is due at the start of the following class.

4/14 Thursday: Graded Draft Essay #4 Due; Video PresentationsHomework:

Keep working on your revisions.

Week 15: 4/19 Tuesday: Portfolio WorkshopHomework:

Keep working on your revisions.

4/21 Thursday: Portfolios Due


revised full engl 101 a syllabus

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