Missouri
Western State College
Liberal
Arts and Sciences School
English,
Foreign Languages, and Journalism Department
Fall
2004
11-12:20
TTH in JGM 106
Dr.
Jane Frick, Professor & Director
Prairie
Lands Writing Project
Email:
frick@missouriwestern.edu
Faculty Web Page: www2.mwsc.edu/eflj/faculty/frick.html
Office:
SS/C 201 (Prairie Lands Writing Project)
271-4315
(MWSC)
232-3695
(home)
Office
Hours: TTH 9:30-10:30 & 1-2; W 1-3
Other
Times By Appointment
Course Syllabus for ENG 10806
College Writing and Research
Class closed Web site at http://miranda.cailab.mwsc.edu:8080/~108frick
Departmental
Course Description
ENG 108 students
will complete three formal research based projects in addition to other graded
and ungraded work. In these assignments, students will learn how to analyze,
synthesize, and evaluate the thinking of others in order to discover, develop,
and test their own points of view. Final drafts of all formal writing
assignments must be word processed. All students are expected to be prepared
for class and participate in class discussions related to reading and writing
assignments. In addition, students will keep complete portfolios of all their
writings. (See listing
at the end of this syllabus and the Web listing at
www.missouriwestern.edu/eflj/lg/eng108.html#Course for list of objectives and institutional
competencies for this General Studies course.)
Required Texts:
Lunsford,
Andrea A., John J. Rusckiewicz, Keith Walters. everything's an argument: with readings. 2nd ed. Boston: Bedford,
2001.
Hult,
Christine A. and Huckin, Thomas N. The
New Century Handbook. Boston: Allyn and Bacon, 2002.
Class listserv: You will be joined to eng10810@list.mwsc.edu
Course Grade:
Points will be awarded for all projects. At the
end of the term, I will divide your points by the number of possible points and
award grades on the basis of the following percentages:
90-99%
Course Grade A
80-89%
Course Grade B
70-79%
Course Grade C
60-69%
Course Grade D
Below
60% Course Grade F
I
anticipate the following number of possible points for the term:
Up
to 100 possible points for in-class discussions and out-of-class
journaling/reflection, usually regarding our texts and/or
other assigned readings, which will be allocated in 5 - 10 points per activity.
No make-ups or late work will be accepted for these activities.
150
possible points for Research Project # 1 (an annotated
bibliography)
250 possible points for Research Project
# 2 (an evaluation)
250
possible points for Research Project #3 (a causal argument)
250
possible points for the Final Exam (developing a
proposal based on a series of pre-assigned sources)
Attendance
Policy:
Come to class. There are no makeup points for
missing work completed in class.
Due
Dates:
Papers and projects are due at the beginning of
the hour on the assigned date. Late submissions will be lowered points
equivalent to one letter grade per day late.
Students
with Disabilities:
Any student in this course who has a disability
that prevents or hinders the completion of class requirements must notify me
immediately so that provisions may be made for any assistance which is needed.
Honesty
Policy:
It is expected that all students will submit
their own work and will document (MLA or APA format) all sources and materials
they research. Plagiarism or cheating on papers or quizzes is not acceptable.
The first instance of plagiarism will result in a grade of 'F.' The second
instance will result in an 'F' for the course.
Course Plan
Detailed assignments, handouts and materials
will be available to you for downloading and printing from the O drive: English
folder/Frick folder/ENG 108 Class Materials folder. The reading assignments--from everything's an argument unless Hult appears with titles of
selections
--listed below should
be completed prior to the class sessions on these dates.
Reading
Assignments with Annotated Bibliography Due Dates
T
8/26 Course Introductions
and Establishing a Writing Community
Th
8/28 "Everything
Is an Argument" 1-15
T
9/2 Hult "Chapter 2:
Critical Thinking and Reading," 9 - 28
"Reading and
Writing Arguments" 22-37
"Readers and
Context Count" 37-45
Th
9/4 "Mirror, Mirror . .
. Images and the Media" 371-373
"Fu Manchu on
Naboo" 379-382
"The Exaggeration
of Despair" 383-385
T
9/9 "Sitcom Dads
Rarely Know Best, Study of TV Laments" 385 - 388
"Shot on Ethnic
Grounds and Side Streets" 388-391
"Taco Bell and
Latino Stereotypes" 391-394
"Chapter 11: Using
Sources" 224-242
Hult,
"Chapter 11: Using Sources, 224-242
Th
9/11 "Who's the Fairest
of Them All" 395-397
"It Begins"
397-398
"Study Finds TV
Alters Fiji Girls' View of Body" 398 - 401
"Culture of Thin
Bites Fiji" 404 - 408
"One Picture is Worth
a Thousand Diets" 408 - 416
T
9/16 "Cutting
Edge" 416-422
"Why Should the
Epidermally Challenged Get Help?" 422
"Men Should Have
Better Things to Do" 422-425
T
9/18 Bibliographical
Citations for Annotated Bibliography due (50 possible points)
"Suck
Out Your Gut" 425 - 428
"Turning Boys into
Girls" 428 - 432
"Selling Men's
Underwear Across the Decades" 432 – 436
T
9/23 Annotated Bibliography Draft One Due (25
possible points)
Th
9/25 "Part 2 Lines of
Argument" 49 - 89
Reading
Assignments with Evaluation Essay Due Dates
T
9/30 Annotated Bibliography Draft Two Due (75
possible points)
"Structuring
Arguments" 91-108
Th 10/2 "Evaluations" 135-161
T 10/7 Proposal
for evaluation paper is due (50 possible points)
Hult "Writing the
Research Paper" 243-275
Th
10/9 Hult "Documentation
Formats" 276-312
T 10/14 In-class
critique of evaluation essays (75 possible points for critiquing a complete
draft of 750-1000 words with works cited page)
Th 10/16 Final
draft for evaluation essay (125 points)
will be due
Reading Assignments with Causal Argument Essay Due Dates
T
10/21 Read: "Causal
Arguments" 161-187
W
10/22 Midterm grades due
Th
10/23 "Teachers' Classroom
Strategies Should Recognize That Men and Women Use Language differently"
595-601
T 10/28 Read:
Hult "Chapter 10: Evaluating Electronic and Print Sources" 211-224
Jackie Burns,
Information Services Librarian, is tentatively scheduled to conduct a
presentation about locating sources for your causal argument paper.
Th
10/30 Read: "Fallacies of
Argument" 312-326
T 11/4 Annotated
Bibliography for Causal Argument paper (MLA or APA style) - 75 possible points.
Th
11/6 No Class: Conference Day
(You will conference with me regarding your causal argument paper at a
pre-arranged time, on Thursday, Friday, Monday, or Tuesday - 30 minutes)
T
11/11 No Class: Conference Day
Th 11/13 Peer
Critique Day (Complete draft of Causal Argument paper will be due; be sure that
you have saved this draft in your [P] drive: 50 possible points.)
T
11/18 Research Project # 3 final draft, a causal
argument, is due - 125 possible points
"Proposals"
198-215
Th
11/20 No class - Frick presents at National Council for Teachers of English
Conference in San Francisco
Reading Assignments with Proposal Essay Due Dates
T
11/25 Returning Causal Argument
papers
"Stripped of More
than My Clothes" 448-450
In-class: Developing
your claim for the proposal essay (25
possible points)
T
12/2 "Visual
Arguments" 251 – 272
"Four Cartoons
about the 1999 Women's World Cup" 506-507
Th
12/4 Peer
Critique Workshop (75 possible points) Due at the beginning of the hour: Your introduction for your proposal
argument (must include items #1 and #2 of the "Key Features of
Proposals" above + works cited page (at least three sources).
T 12/9 Final
Exam – 11:30 – 1:20 p.m. (150 possible points - In-class
completion of your Proposal Essay - See Final Exam Proposal Essay Scoring
Criteria)
DEPARTMENTAL GOALS FOR
FIRST-YEAR COLLEGE COMPOSITION
English 104: College Writing and Rhetoric
Learning to write for different audiences
and purposes
Students will…
·
make
journal entries to explore their minds and to extend the range of their
personal lives.
·
write
essays to communicate ideas and impose order on their thoughts and experiences;
·
use
organizational methods and genres appropriate for different purposes;
·
construct
academic essays that meet criteria for thesis, rhetoric, organization,
development, and language.
Learning to use active reading and
critical thinking
Students will…
·
identify
the main concepts and locate supporting details in written works;
·
read
actively for greater understanding;
·
develop
their ideas and concepts with specific details, examples, and explanations;
·
write
summaries that accurately reflect the main ideas and supporting reasons of
written texts.
·
explain the
organization of written works;
·
analyze the
needs of different audiences.
Learning to use writing processes
Students will…
·
practice
various invention techniques;
·
use
prewriting to recreate and reflect on their experiences;
·
use
prewriting to generate information and discover ideas;
·
move easily
from writing for self-expression to writing for readers;
·
write at
greater length more easily, more quickly, and more usefully;
·
reread
early drafts to rethink what they want to write;
·
revise for
clear presentation of their ideas;
·
revise for
depth of insight, clarity of organization, and suitability for different
purposes.
·
identify
and correct their own spelling, grammatical, and mechanical errors, especially
in the final stage of the writing process.
Learning written conventions
Students will…
·
use thesis
statements, topic sentences, and transitions;
·
apply all
types of common developmental and organizational forms;
·
identify
the main qualities of effective sentences;
·
practice
active sentence style and rich, efficient modification;
·
practice
systematic approaches to editing sentences;
·
craft more
effective paragraphs.
Missouri Transfer and Articulation
General Education Standards
English 104 is
also a primary site for students to work toward the following statewide General
Education goals.
Communication:
·
A. analyze
and evaluate their own and others' speaking and writing;
·
B. conceive of writing as a recursive process
that involves many strategies, including generating material, evaluating
sources when used, drafting, revising, and editing;
·
C. make
formal written and oral presentations employing correct diction, usage,
grammar, and mechanics;
·
D. focus on
a purpose (e.g., explaining, problem solving, argument) and vary approaches to
writing and speaking based on that purpose;
·
E. respond to the needs of different audiences
and choose words for appropriateness and effect.
Higher-Order
Thinking
·
B.
formulate questions for clarifying issues and solving problems;
·
C. use
linguistic, mathematical, or other symbolic approaches to describe problems,
identify alternative solutions, and make reasoned choices among those
solutions;
·
E.. defend
conclusions using relevant evidence and reasoned argument;
·
F. reflect
on and evaluate their critical thinking processes.
Managing
Information
·
E. present information clearly and concisely,
using traditional and contemporary technologies
English 108: College
Writing and Research
Students will
add the following abilities to those presented in the objectives for English
104.
Learning to write for different audiences
and purposes
Students will…
·
focus
particularly on academic audiences and scholarly purposes
Learning to use active reading and
critical thinking
Students will…
·
classify
and define objects, events, data, ideas, and terms discovered through research;
·
make
judgments based on criteria that can be supported and explained;
·
ask
questions to clarify issues and solve problems;
·
identify
explicit and implicit meanings in a text;;
·
recognize
problems and find workable solutions.
Learning to use writing processes
Students will…
·
apply
pre-writing strategies to discover what they already know and what they want to
learn through research;
·
write
summary notes in the process of doing research;
·
write drafts
in which they reconstruct their beliefs on the basis of the wider experience
they gain through research;
·
revise for
an organization appropriate to their specific main purpose and audience.
Learning written conventions
Students will…
·
practice
documentation conventions for styles such as MLA and APA;
·
[quoting
one]
·
learn
important grammatical concepts used for analyzing sentence correctness and
style;
·
correctly
incorporate language, information, and ideas from sources;
·
use
advanced editing resources like dictionaries and writing handbooks.
Missouri Transfer and Articulation
General Education Standards
English 108 is
also a primary site for students to work toward the following statewide General
Education goals.
Communication:
·
A. analyze
and evaluate their own and others' speaking and writing;
·
B. conceive of writing as a recursive process
that involves many strategies, including generating material, evaluating
sources when used, drafting, revising, and editing;
·
C. make
formal written and oral presentations employing correct diction, usage,
grammar, and mechanics;
·
D. focus on
a purpose (e.g., explaining, problem solving, argument) and vary approaches to
writing and speaking based on that purpose;
·
E. respond to the needs of different audiences
and choose words for appropriateness and effect.
Higher-Order
Thinking
·
A.
recognize the problematic elements of presentations of information and
arguments;
·
B.
formulate questions for clarifying issues and solving problems;
·
C. use
linguistic, mathematical, or other symbolic approaches to describe problems,
identify alternative solutions, and make reasoned choices among those
solutions;
·
D. analyze
and synthesize information from a variety of relevant sources and use the
results to address complex situations and problems;
·
E. defend
conclusions using relevant evidence and reasoned argument;
·
F. reflect
on and evaluate their critical thinking processes.
Managing
Information
·
A. access
and/or generate information from a variety of sources, including the most
contemporary information services;
·
B. evaluate
information for its currency, usefulness, truthfulness, and accuracy;
·
C.
organize, store, and retrieve information efficiently;
·
D.
reorganize information for an intended purpose, such as research projects;
· E. present information clearly and concisely, using traditional and contemporary technologies.