Missouri
Western State College
Liberal
Arts and Sciences School
English,
Foreign Languages, and Journalism Department
Spring
2003
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 10812 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 Text:
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 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.
VERY Tentative
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.
Reading assignments (from everything's an
argument unless Hult appears before the reading assignment) listed below
should be completed prior to the class sessions on these dates.)
T
1/14 Course Introductions
and Establishing a Writing Community
Th
1/16 "Part 1 Introducing
Argument" 1 - 45
T
1/21 Hult "Chapter 2:
Critical Thinking and Reading," 9 - 28; and Hult, "Chapter 11: Using
Sources, 224-242
Th
1/23 "Mirror, Mirror . .
. Images and the Media" 371-375
"Manchu on
Naboo" 379-383
"The exaggeration
of Despair" 383-315
T
1/28 "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" 391-395
"Assessing and
Using Sources" 334-342
Th
1/30 "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
2/4 "Cutting
Edge" 416-422
"Why Should the
Epidermally Challenged Get Help?" 422
"Men Should Have
Better Things to Do" 422-425
Th
2/6 "Suck
Out Your Gut" 425 - 428
"Turning Boys into
Girls" 428 - 432
"Selling Men's
Underwear Across the Decades" 432 – 436
T
2/11 Due: Research Project #1 (Annotated
Bibliography)
Th
2/13 "Part 2 Lines of
Argument" 49 - 89
"Structuring
Arguments" 91 – 108
T
2/18 "Evaluations"
135-161
Th
2/20 Hult "Writing the
Research Paper" 243-275
T
2/25 "Documenting
Sources" 342-367
Hult "Documentation
Formats" 276-312
Th 2/27 Research
Project # 2 due (an evaluation)
T
3/4 "Causal
Arguments" 161-187
Th
3/6 ?Library tour/research
T TH 3/11-13 Spring Break - NO Class
T
3/18
Hult "Chapter 9: Using the Internet for Research" 187-210
Hult "Chapter 10:
Evaluating Electronic and Print Sources" 211-224
W
3/19 Mid-term Grades Due
Th
3/20 ?? Possibly no class
because Frick leaves for 4 Cs: Continue reading and taking notes for Research
Project # 2
T 3/25
Hult “Formulating Arguments” 127-152
"What Counts as Evidence" 297-312
Th
3/27 "Fallacies of
Argument" 312-326
T 4/1 "Figurative
Language and Argument" 239 - 251
Th
4/3 "Arguments in
Electronic Environments" 272 – 285
T
4/8 Hult “Design Principles
and Graphics” 427-450
Th
4/10 "Visual
Arguments" 251 – 272
T
4/15 Research Project # 3 is due
Th
4/17 "Proposals"
198-215
T 4/22
Th
4/24
T
4/29 Last Day of Class
Th 5/1 Final
Exam – 11:30 – 1:20 p.m.
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.