Syllabus ENGL 1101-131
Professor: James Phillips
Class location: TR 5:30-6:45 in Pafford 308
Office Hours: TR 12-3:00
Contact: Feel free to contact me through my email, jamesp@westga.edu, or by phone at (404) 451-9938. If you cannot contact me through campus email, try my personal email address at bannik010@gmail.com
Course Description
A composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. Required in Core Area A.
This course is intended to develop your written communication skills, to help you create well-engineered arguments, and to teach you how to analyze both the works of established authors and your culture. The readings, projects, and in-class discussions are aimed to develop your critical thinking skills and your abilities as creative writers. You will learn how to examine the ideological constructions which dominate our daily lives, and how to analyze both what cause them, and what perpetuate them. You will learn how to be sophisticated students of culture; understanding the ideological underpinnings of culture will help guide you in your chosen career field, whether you plan on pursuing a career in science, engineering, liberal arts, medicine or law. In this course, you will develop competency in argumentation and writing which is strengthened by multiple textual sources.
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 in all the tools necessary for effective argumentation.
To develop facility with the whole 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 argument.
Program Goals
Oral and written communication will be characterized by clarity, critical analysis, logic, coherence, persuasion, precision, and rhetorical awareness (Core Curriculum learning outcomes I)
Required Texts and Materials
Min, Red Azalea
Spiegelman, Art. Maus
Holbrook, Teri The Mother Tongue
A Writer’s Resource
You will also need:
Internet access
A printer
ConnectComp registration
Course Requirements & Policies:
Participation: Because this course focuses on reading, thinking critically and in-class discussion, student participation is essential and required. Students are expected to read the text, to take notes on the readings, and to have some material for discussion each class day. Students should be prepared to contribute to the class discussion, to listen attentively and critically to others’ comments and questions, respond collegially to others’ views, and generally conduct themselves in a professional manner. I hope that, no matter your current experience with critical reading, you will feel comfortable discussing the texts we read. Students are expected to attend bi-weekly individual writing conferences with the instructor.
Grading Policy:
Turned in late on due date: docked 1/3 of grade (e.g., B to B-)
One day after due date: docked 2/3 of grade (e.g., B to C+)
More than one day after due date: docked one grade (e.g., B to C)
More than one week after due date: docked two grades (e.g., B to D)
More than two weeks after due date: no credit
Grammatical and mechanical errors on graded writing projects will be penalized as follows:
First Critical-Writing Project: -1/4 point for each error.
Second Critical-Writing Project: -1/3 point for each error.
Third Critical-Writing Projects: -1/2 point for each error.
(Max. 10 point grammar penalty).
Attendance and Etiquette:
Because of the intensive nature of this course, I expect students to make it to class every day; however, I understand that sometimes life interferes with your studies. Therefore, I offer three absences per semester. If you miss more than three days of class, you must be administratively withdrawn, according to university policy. Furthermore, each time a student is tardy, I will count a half-absence to their attendance record. In addition, students should be aware that the last day to withdraw from class with a "W" is on October 6th. If you drop the course after the 6th, you will receive a failing grade! (WF)
You will receive three points to your final grade if you have fewer than 1 absence.
Disruptive Behavior & Administrative Withdrawal: Students may be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others. Such behavior includes—but is not limited to—arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or video devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance requirements policy above. Avoid tardiness. If you arrive to class late and miss a quiz, you may not make it up. The use of disruptive devices such as cell phones, including texting, will count towards your participation grade, and I may count you absent.
Special Needs: If you have a registered disability that requires accommodation, see me at the beginning of the semester. If you have a disability that is not registered through the Disabled Student Services Office, contact Dr. Ann Phillips in 137 Parker Hall at 678)839-6428.
Resources for Writing Instruction: 1) I will gladly assist you in the writing process and with any concerns you may have in the course; 2) The Writers Resource answers many writing questions you might have; 3) Dr. Davidson’s writing guide provides a wide array of helpful explanations of my corrections on your papers: http://www.westga.edu/~davidson/Rules.htm ; 4) The Writing Center will give you plenty of personal assistance, and I highly recommend making an appointment well before the due date, as their schedule fills up quickly.
Course Assessment & Guidelines:
Response Essays (60%). You will complete three out-of-class essays, each with varied lengths and requirements, dealing with analyses of chosen literary works. All essays must conform to specified length, format and topic requirements, be proofread and edited, analytical in nature, and use MLA Style format and in-text citation of quotations (refer to The Writers Resource for guidelines). Keep in mind that making use of available resources for checking grammar falls on you. I will be available for assisting you during my office hours, and Writing Center tutors are extremely helpful.
Daily quizzes and writing responses (10%). Quizzes, announced and unannounced, along with in-class and out-of-class writing responses will be given weekly; the writing assignments may take the form of short explications or brief analytical responses to questions on the text being discussed. For this reason it is wise to read the text in advance of class discussion. If you arrive to class late and miss a quiz, you may not make it up, however, I will drop the lowest two quiz grades. Peer evaluations and in-class workshops (including all draft workshops) also comprise a certain percentage of this grade.
In-Class Writing (10%). One in-class essay. Written in preparation for the Regent’s Exam and for extemporary writing assignments of all kinds, the in-class essay will have a minimum of 500 words with a clearly assigned format.
Attendance (10%).
Portfolio (10%).
Note: In order to complete all English 1101 requirements, students must pass with the final letter grade of a C or higher. The last day to withdraw with a WP is October 6th. Make this decision wisely.
Plagiarism and Academic Honesty: All work you turn in for this class (from quizzes, writing prompts, to out-of-class essays) must be your own original work, with all outside reference sources properly cited and acknowledged. The English Department, in adherence with the University’s code for academic honesty, defines plagiarism as “using the words and/or ideas of another without properly giving credit to the source(s)” (http://www.westga.edu/~engdept/Plagiarism/pladef.html) and offers the following descriptive list: submission of material that is wholly or substantially identical to that created or published by another person or persons, without adequate credit notations indicating authorship; “false” attempts at paraphrasing and/or documentation (as in making up sources); substitution for, or unauthorized collaboration with, another individual (excessive collaboration is considered plagiarism). It should be noted that unintentional plagiarism is plagiarism nonetheless.
This is a no-tolerance policy, not open to negotiation. If caught and substantiated, plagiarism results in an F for the course and will be reported to the Office of the Vice President for Academic Affairs for possible probation or suspension from the University. Click here for the University’s policies for handling Plagiarism and Academic Dishonesty: http://www.westga.edu/~vpaa/handrev/ and http://www.westga.edu/handbook/. See also the Plagiarism link in my website’s “A Writer’s Archive.”
ConnectComp & Technology: This is a technology-enhanced course. This semester, you will become familiarized with a program called Connectcomp (a program used in conjunction with A Writer's resource). ConnectComp is a practical online tool that provides writing activities from AWR, textbook page references to the printed handbook, a peer review tool, diagnostic tests, individual learning plans, and over 4,000 grammar and editing exercises designed to facilitate the composition process. Registration information can be found in you AWR, and additional information will also be provided to you by your instructor.
Thursday, August 13- first day of class. Introduction to course, Description of class Objectives. Read http://www.westga.edu/~mmcfar/expectations_for_college_writing.htm
Tuesday, August 18- Frost poem. Read http://www.westga.edu/~mmcfar/critical_thinking_and_critical_r.htm
Thursday, August 20- Diagnostic Essay
Tuesday, August 25- Syllabus Quiz. Literary glossary- http://highered.mcgraw-hill.com/sites/0072405228/student_view0/fiction_glossary.html . Read chapters 1-3 of Maus, Volume I.
Thursday, August 27- Discussion on Maus. Complete Maus Volume I.
Tuesday, September 1- Continue discussion on Maus. Assign Guidelines for Essay I. Read Maus Volume II, Chapters 1-2.
Thursday, September 3- Finish Maus, Volume II. Assign guidelines for writing portfolio. Submit, through ConnectComp, introductory and body paragraphs by Tuesday. Discuss content characteristics of the A and B Paper. http://www.westga.edu/~mmcfar/CONTENT%20CHARACERISTICS.htm See Awesome Verbs! http://www.westga.edu/~mmcfar/Awesome%20Verbs%5B1%5D.htm
Tuesday, September 8- Peer-review workshop. Submit a revised version of your intro to ConnectComp by 5pm tomorrow.
Thursday, September 10- Revision and Process. Sample essays. Paragraph construction.
Tuesday, September 15- Review and discuss students’ revised paragraphs for Essay I.
Thursday, September 17- Sample essays. Essay I due.
Tuesday, September 22- The Trivium and Semiotics-- Finding a sign.
Thursday, September 24- Read chapters 1-6 of The Mother Tongue. Discussion of TMT and locating a sign.
Tuesday, September 29- Over the weekend, read chapters 6-12. Discussion on The Mother Tongue. Come to class with at least three sign proposals. Driving theoretical questions lecture.
Wednesday, September 30- Last day to apply for Fall Semester Regent’s Test.
Thursday, October 1- In-class essay #1: Bring your text!
Tuesday, October 6 Last day to withdraw with a W. Read chapters 12-22 of The Mother Tongue. Bring to class a hard copy of your focused, finalized sign, with a list of 5 driving theoretical questions. Driving theoretical assertions lecture.
Thursday, October 8- Finish The Mother Tongue. Bring to class your driving theoretical assertions.
Tuesday, October 13- Peer review day.
Thursday, October 15- Fall Break
Tuesday, October 20- Essay II due. Cultural Context and Anchee Min’s Red Azalea- Reading cross-cultural texts.
Thursday, October 22- Begin Anchee Min’s Red Azalea, 1-50.
Tuesday, October 27- Red Azalea, 50-125. Bring in a list of 3 signs.
Thursday, October 29- Red Azalea, 125-200. Bring in a focused sign and 5 driving theoretical questions.
Tuesday, November 3- Red Azalea, 200-306. Bring in a list of 5 DTAs. In-class discussion of DTAs.
Thursday, November 5- Peer review day. Bring in 5 DTAs, or completed sign, depending on stage.
Tuesday, November 10- Peer Review
Thursday, November 12- Peer review--bring in a rough draft, approx. 2 pages.
Tuesday, November 17- Essay III due--revision portfolio assigned
Thursday, November 19- Portfolio/revision discussion and peer review
Tuesday, November 24- Portfolio Peer Review
Thursday, November 26 Thanksgiving Recess
Tuesday, December 1- Last day of class- submit portfolios.
Thursday, December 5, 7-11- Fall Semester Exams- Opportunity to retake the in-class essay.