English 1102

Sections 104 & 131

Spring 2014

The True Cost of Poverty:  Forms and Expressions of Impoverished Lives

 

Section 104:              T/R  11:00 a.m. to 12:20 p.m.

                                    Humanities 229

 

Section 131:              T/R   3:30 p.m. to 4:50 p.m.

                                    Pafford 206

 


Instructor:                  Crystal R. Shelnutt

Office:                        Pafford 315

                       

E-mail:                                    cshelnut@westga.edu

Phone:                                    (678) 839-4858

 

Office Hours:            T/R      7:30 a.m. to 9:30 a.m. & 12:30 p.m. – 2:00 p.m.

W:       10:00 a.m. to 1:00 p.m. (in the Writing Center)

And by appointment

 

 

Required Texts

 

  Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey.  A Writer’s Resource:  A Handbook for Writing and Research.  2nd ed.  Boston:  McGraw Hill, 2007. 

 

  Growing Up Poor:  A Literary Anthology.  Eds. Robert Coles, Randy Testa, and Michael Coles.  New York:  The New Press.

 

  Various course readings:  linked to course calendar

 

Specific Course Description

 

This semester we will consider the myriad types of poverty and the ramifications of living lives rooted in lack.  As many within our culture, according to experts, continue to pursue celebrity or materialistic goods as visible expression of their quality of life, others overcome and even combat deprivation in more essential terms, such as in personal sacrifice and altruism.  We will evaluate the pathology and manifestation of differing forms of poverty beyond the display of economic resources, delving into a far-reaching culture of poverty as disclosed in poetry and story by canonical authors, many of whom dealt with the stigma of scarcity throughout their own lives.  

 

N.B.  Occasionally, we may discuss and analyze controversial material in our course.  Together we will enter into an analytical dialogue with these texts that will fulfill the learning outcomes listed below.  I expect students to handle conversations in a mature way, in the spirit of intellectual inquiry.

 

Course Description for English 1101

(A gentle reminder from whence you came and the minimal competency requirements for successfully passing English 1102)

 

   This course focuses on skills required for both effective writing in various rhetorical situations and the critical reading of texts.  Students will demonstrate competency in exposition, argumentation, and writing that is strengthened by the use of multiple textual sources.  The course is required in Core Area A and must be completed with a grade of C or higher to enroll in ENGL 1102.

 

General Learning Outcomes

 

  To read, understand, and interpret a broad range of written and visual texts from a variety of genres (including but not limited to nonfiction, fiction, poetry, drama, and film).

  To understand literary principles and use basic terms important to critical writing and reading.

  To develop skills necessary for effective argumentation.

  To develop facility within the entire writing process from invention through revision.

  To understand and employ a variety of rhetorical modes and techniques of persuasion.

  To acquire reasonable mastery of conventions of college-level prose writing.

  To incorporate and document additional textual materials to strengthen and support an argument.

 

Specific Learning Outcomes

 

Critical Reading and Analysis

  Develop close reading skills through the analysis of textual passages.

  Identify in readings the main purpose, central arguments, and cultural contexts implied by the text in relationship to the course content.

  Learn to recognize recurring patterns of development and persuasion among course texts.

 

 

Writing Process and Rhetorical Objectives

  Develop an understanding of varied compositional strategies for both revised writing and in-class timed writing

  Understand that the composing process is a continuous cycle of invention, drafting, and revising.

  Survey and practice some of the best-known techniques of invention.

  Practice techniques for analyzing specific audiences and adjusting one’s style and presentation to those audiences.

  Understand the fundamentals of essay organization and logical argument.

  Understand persuasion as a fundamental exchange between reader and audience.

  Demonstrate the writing styles appropriate to academic audiences.

 

 

Minimal Competency Requirements

Essay Level

  Be able to recognize and generate competent thesis sentences.

  Write effective introductions and conclusions.

  Organize essays according to recognizable patterns.

  Be able to recognize and employ standard expository modes.

  Develop a logical argument advancing a particular explication or interpretation of a literary text.

 

Paragraph Level

  Be familiar with the various methods of developing paragraphs

  Recognize and generate topic sentences where appropriate.

  Employ details and examples for concrete paragraph developments.

 

Sentence Level

  Write coherent sentences that conform to the grammar and usage conventions of Standard English.

  Avoid short, choppy sentences through variety of sentence structure and sentence combining abilities.

  Effect a clear style of expository prose by using parallelism, clearly placed modifiers, complete predicates, logic and other devices of clear style.

  Use vocabulary appropriate for first-year college discourse.

 

Course Description for English 1102

The course serves as a continuation of English 1101 and as an introduction to more sophisticated study of argument and textual analysis, focusing on the composition of increasingly complex analytical essays about written and visual texts. Students must demonstrate advanced competency in critical analysis and interpretation of texts.

General Learning Outcomes:

 

 

Specific Learning Outcomes:

Critical Reading and Analysis

  1. Develop an understanding of genre and the role of genre in textual analysis.
  2. Understand connections between primary and secondary sources and how those connections affect and generate intertextuality.

Writing Process and Rhetorical Objectives

  1. Demonstrate the ability to connect primary and secondary sources in a logical, persuasive, and correct way.
  2. Expand the length and complexity in the writing and thinking process

Minimal Competency Requirements

Essay Level

  1. Continuation of the learning objectives of ENGL 1101, that is, creation of clear theses, effective introductions and conclusions, and logical, persuasive patterns of essay organization.
  2. Additional requirements include the ability to develop a logical argument advancing a particular explication or interpretation of a literary text, focusing on the ways in which the incorporation of secondary materials enhances argument.

Paragraph Level

  1. Continuation of the paragraph development skills required in ENGL 1101.
  2. Additionally be able to manage quotations from primary and secondary texts as a means for developing paragraphs, neither letting the quotations dominate the paragraphs inappropriately nor under-explaining the quotations once used.

Sentence Level

  1. Continuation of ENGL 1101, consistent evidence of sentence variety and control of syntax to achieve clarity.
  2. Consistent use of apt and varied diction.
  3. Additionally be able to use quotations in sentences while maintaining grammatical correctness and competent punctuation.
  4. Demonstrate a command of mechanics, grammar, and usage conventions of Standard Edited English as required in ENGL 1101.

Documentation Style
Use the MLA style for documenting sources.

Technological Objective
Demonstrate the ability to use word processing and to find and evaluate electronic resources.

Common Language for Course Syllabi:

 
Please carefully review the information at the following link: http://www.westga.edu/assetsDept/vpaa/Common_Language_for_Course_Syllabi.pdf. 

It contains important information about your rights and responsibilities in this course.

 

Course Assignments, Format, & Grading

General

Be aware that this course is reading-intensive, meaning that you will be required to read hundreds of pages of text in several different genres throughout the semester.  Please survey the Course Calendar for an idea of the approximate number of pages you must read each week.

 

All major assignments must be submitted on time in order to pass this course.  Individual out-of-class essay topics with clear instruction as to required texts, length, etc. will be provided as a link from the calendar/reading list approximately two weeks prior to each essay’s due date.  You are responsible for obtaining your own copy of that essay assignment.  All papers and documentation must be written in standard MLA format.  Topics for the in-class essays will not be given out ahead of time. 

 

Additionally, you must complete each class’s required readings prior to the date listed on the reading schedule.  I expect each of you to arrive at class ready to contribute to class discussions, engage with the texts under scrutiny, and generate ideas for further exploration.  

 

 

Grading & Evaluation

 

NOTE: You must earn a letter grade of C or better in order to pass ENGL 1102.  Take special note of the following break-out percentages and utilize them to keep abreast of your own scores throughout the semester.  I do not maintain individual averages.

 

 

 

 

 

 

 

 

 

 

 

Assignments

 

Percentage

Daily in-class writing exercises, quizzes, poetry checklist & journal entries, etc.

10%

Class Participation

5%

Critical Resource Presentation

5%

Out-of-class essays:

Essay I

Essay II

Essay III (Research)

 

20%

20%

25%

Final In-class Exam

15%

 

 

In-Class Writing Assessment

All in-class writing assignments will be graded according to the criteria of the Department of English.  The rubric may be located either in the front of your copy of A Writer’s Resource or online at:  http://www.westga.edu/~engdept/FirstYearWriting/ENGL1101and1102/InClassWritingAssessment.htm

 

o   Grading summary:  Unless otherwise noted on your papers, the following number to percentage scale will be used when grading in-class work (pending FYW Committee & English Department approval):

 

Number

Percentage

4

95%

4/3

92%

3/4

88%

3

85%

3/2

82%

2/3

78%

2

75%

2/1

72%

1/2

68%

1

65%

1/0

62%

0

50

 

 

Out-Of-Class Writing Assessment

Guidelines by which I will assess your out-of-class writing are those formally adopted by the English Department and may be found both in the front of A Writer’s Resource and on the First Year Writing Program’s web page:  http://www.westga.edu/~engdept/FirstYearWriting/ENGL1101and1102/OutOfClassWritingAssessment.htm

 

o   Grading Summary:  Unless otherwise noted on your papers, the following letter to numeric scale will be used when grading out-of-class work (pending FYW Committee & English Department approval):

 

Letter

Percentage

A+

98%

A

95%

A-

92%

B+

88%

B

85%

B-

82%

C+

78%

C

75%

C-

72%

D+

68%

D

65%

D-

62%

F

50%

 

 

The Writing Center

 

I encourage you to visit The Writing Center at various points during the writing process and throughout the semester generally.  Regardless of your skill level, you will benefit from having an additional pair of “eyes” viewing your work; those in the Center are professionals who provide knowledgeable and valuable advice.  The role of The Writing Center is to offer you an opportunity to consult with tutors who question, discuss, and respond to your ideas, offer assistance with rhetorical choices and strategies, and encourage revision in your essays. 

 

Additionally, the Writing Center staff will assist in creative writing projects and citation formatting.  Tutors do not proofread, evaluate or overly prescribe solutions to problem areas in student essays; they are specifically trained to avoid appropriating a student’s work in this manner. 

 

For more information, visit The Writing Center online at:  http://www.westga.edu/~writing 

 

You must make appointments with the Writing Center in advance.  While the Center does accept walk-ins, it cannot guarantee that a tutor will be available when you need one.  Further, cancellations must be made 24 hours in advance and you must arrive on time to avoid penalization.  Arriving 10 minutes late will count as a “no show.”  Three of these will exclude you from receiving assistance at the Writing Center for the remainder of the semester.

 

The Writing Center is located in TLC 1-208.  To make an appointment, call (678) 839-6513.

The Writing Center’s hours of operation:

 

Monday, Tuesday, Wednesday:                    10:00 a.m. to 7:00 p.m.

Thursday:                                                       10:00 a.m. to 3:00 p.m.

Friday:                                                                        10:00 a.m. to 12:00 noon

 

 

Department Paperless Policy

 

As of Fall 2006, the English Department implemented a “paperless” policy in its classrooms. Therefore, all materials (handouts, assignment sheets, notes, etc.) will be made available online.   Again, students must print these necessary course documents, including the syllabus, on their own computers or at a UWG computer lab.

 

 

Plagiarism, Academic Dishonesty & Excessive Collaboration

 

The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources.  The Department expects that students will accurately credit sources in all assignments.  An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth.  Plagiarism is grounds for failing the course; thus any student turning in plagiarized material—intentionally or otherwise—will receive an F for project and possibly the course and may result in my notifying the Office of the Vice President for Academic Affairs of the infraction.

 

For further information see:  http://www.westga.edu/~engdept/Plagiarism/index.html  or The Faculty Handbook, sections 207 and 208.0401:  http://www.westga.edu/~vpaa/handrev/ or the Student Uncatalogue “Rights and Responsibilities,” Appendix J:  http://www.westga.edu/~handbook/index.php

 

 

Excessive Collaboration:  Students should demonstrate the ability to produce independent writing (writing without collaborative assistance of peers, writing tutors, friends, family members, or other professionals in the field) that shows a level of competency.  Although classroom activities and out-of-class assignments may highlight collaborative learning and collaborative research, excessive collaboration (collaboration that results in the loss of a student’s voice/style and original claims to course-related work, etc.) is considered another form of academic dishonesty.  Therefore any assignment constructed in this manner will receive a grade of “F.”  Further, handing in such material also may be grounds for failing the course.

 

Recycled Papers/Work:  Work completed for another class will not be accepted for fulfilling the requirements of this course; in other words, turning in these papers written for other professors is not permitted.  These projects will receive an automatic “F.”

 

Course Policies: 

Attendance, Participation, Disruptive Behavior, Late Work, & Revision

 

Attendance:

It is imperative that you attend class regularly in order to succeed, as essay topics come straight from our class discussion. You are allowed three absences; use them at your own discretion. 

 

For those who exceed these absences, however, I will impose the following penalty: 

*      Upon the fourth absence the student will receive a grade of “D”; upon the fifth, a grade of “F” will result.

*      Should you accrue that fifth absence, you will have two options: 1) withdraw from the class, which will generate a W if done before February 26, 2014—or a WF if after that deadline; or 2) remain on the roll (still attending classes, if so desired) and receive an F for the course/semester. 

 

Be aware that no distinction exists between excused and unexcused absences and that it is your responsibility to contact a classmate and arrange for missed material and/or work.  Please do not email expecting me to catch you up to speed.

 

Specific Participation Requirements

Because this is a writing- and reading-intensive course, student participation is both essential and mandatory.  As much of this class is discussion and workshop oriented, your presence, careful preparation, and active participation are crucial to your success. Students should come to class ready to contribute to class discussion, listen attentively and critically to others’ comments and questions, respond collegially to others’ views, and generally conduct themselves in a professional manner.

 

I expect you to take yourself and your work very seriously, preparing for each class by carefully reading each assignment, reflecting upon that reading, completing the checklists and journal entries, and thinking about the implications of the reading.  Expect to spend a couple of hours a day reading and preparing for this class.  Attend all class meetings with all materials in hand (see attendance policy). 

 

If you are not prepared and do not have the materials needed for class, you will not be allowed to stay in class; you dismissal will count against your attendance and your participation grade will suffer accordingly. 

 

To reiterate, you must:

 

Procure the required texts and bring them to class daily

◊ Complete all assigned readings

◊ Contribute to class discussion

◊ Engage in in-class and out-of-class writing exercises

◊ Participate in draft workshops and group work (a draft for workshop must be a complete draft:  it must have a beginning, middle and end and be ready to share); compose and submit on time all assignments.

◊ Propose, draft, write, and revise three out-of-class essays (and one in-class essay) of various lengths and purposes.  For each essay you will turn in all workshop materials and rough drafts.  You must submit all work on time. 

 

 

Disruptive Behavior

Albeit rarely, conduct issues do arise and thus must take precedence when outlining my expectations for your behavior during the course.  Therefore, here is my policy:  Students will be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others.  Such behavior includes but is not restricted to:   arriving exceptionally late for class, allowing cell phones to ring, incessant chatter, speaking disrespectfully to the instructor and/or other students, sleeping during class, checking email or surfing the Web, texting, or using/viewing personal and/or video devices. 

 

Each dismissal will count as an absence and be applied toward the attendance-requirement policy as outlined above.  Additionally, no personal electronic device may be located in your hand, upon your person, or on your desktop at any time during the class—unless previously approved by me.  Stow your electronics in your bags under your seat for the duration. 

 

A final word about cell phones:  I find it odious when students attempt to sneak-check for messages or such on phones/devices during class time; please do not test me on this policy. 

 

NB:  In order to discourage the disruptions that accompany late arrivals, I will deduct ½ an absence for each day that a student is 5 minutes tardy; after 15 minutes, a student will be counted as absent.

 

 

Late Work

Late assignments will not be accepted.  Nor do I allow electronic submissions. 

 

Revision

You will have the option of revising your first out-of-class essay.  Revising a paper means more than simply correcting grammatical and mechanical errors—I have already done that for you when I graded your paper.  Legitimate revision means revisiting issues and ideas within your essay with a view toward producing an entirely new—and thus necessarily improved—argumentative essay.  Should you choose this option, you must inform me.  Obviously, a paper either not turned in or deemed to have been plagiarized is not eligible for revision.

 

You will have exactly one week from the time you receive your graded essay back to hand in your revision; I will average the two grades.  Before you begin the revision process, visit the following websites to familiarize yourself with the true goals and terms of rewriting your paper:  http://www.ivcc.edu/rambo/eng1001/revising.htm

http://www.fas.harvard.edu/~wricntr/documents/Revising.html

http://www.dartmouth.edu/~writing/materials/student/ac_paper/revise.shtml

 

Communication Policy

 

This semester I am available for conferences during my posted office hours.  Should you need to contact me directly, you may e-mail me at the address listed on this syllabus.  Additionally, be aware that if you desire to meet to discuss your work, you must have in mind particular, focused questions/concerns regarding your writing project.  I cannot address your paper in a “general sense.”  Isolate specific areas (choose one or two at a time) within which I can offer assistance.  As per University policy, I can only correspond with you by e-mail if you use your “my UWG” account.

 

Special Needs

 

I pledge to do my best to work with the University to provide all students with equal access to my classes and materials, regardless of special needs, temporary or permanent disability, special needs related to pregnancy, etc.

 

If you have any special learning needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act, and require specific accommodations, please do not hesitate to make these known to me, either yourself or through Disability Services in 272 Parker Hall at (770) 839-6428.

 

Students with documented special needs may expect accommodation in relation to classroom accessibility, modification of testing, special test administration, etc. This is not only my personal commitment: it is your right, and it is the law!   For more information, please contact Disability Services at the State University of West Georgia.

 

Miscellaneous

 

While the syllabus and corresponding course calendar have been meticulously planned, I may find it necessary to adjust, tweak, or otherwise modify them in order to meet the demands of our class.  As noted previously, it is your responsibility to print your own copy of the syllabus and/or assignments; remember too that periodic changes may be made to the schedule.  Keep this in mind as you verify each day’s calendar assignments. 

 

Final Grades

 

All grades are posted on BanWeb at the conclusion of the semester.  UWG policy disallows instructors from dispensing individual grades by telephone or e-mail.

NOTE: A grade of C or higher in English 1102 is a prerequisite for all other English and XIDS 2100 classes.