Syllabus for ENG 104-13
College Writing and Rhetoric
Missouri Western State University
Department of English, Foreign Languages, and
Journalism
College of Liberal Arts and Sciences
English 104-13 -- College Writing and Rhetoric
Instructor:
Dawn Terrick
Fall 2006
MWF 1:00-1:50 pm, Murphy Hall 109
Instructor:
Dawn Terrick
Office:
SSC 222C Eder Hall
Office Phone:
816-271-4313
Office Hours:
MWF 11:00-12:00, Thursday 1:00-3:00 and by appointment
Email:
terrick@missouriwestern.edu
Required
Texts:
• The Little, Brown Reader. Tenth
Edition. Eds. Marcia Stubbs and Sylvan
Barnet. Pearson Longman, Inc, 2006.
• From Critical Thinking to Argument – A Portable Guide. Eds. Sylvan
Barnet and Hugo Bedau. Bedford/St.
Martin’s, 2005.
• ENG 104-13: College Writing and Rhetoric Packet,
Fall 2006.
Required
Materials:
•
Computer disks for revising and saving work.
•
Notebook for notes, class work, journal entries, etc.
•
Folder(s) to keep all writing and portfolio work.
Course
Description:
• "Language is the most vivid and crucial
key to identity: It reveals the private
identity, and connects one with, or divorces one from, the larger, public, or
communal identity."
-James Baldwin
• “Good writers are also good readers – of the
works of other writers and of their own notes and drafts. The habits they develop as readers of others
– for instance evaluating assumptions, scrutinizing arguments and perceiving
irony – empower them when they write, read and revise their own notes and
drafts.”
-Marcia
Stubbs and Sylvan Barnett
• “One thing that is always with the writer – no
matter how long he has written or how good he is – is the continuing process of
learning how to write.”
-Flannery O’Connor
Course
Goals:
Reading and Writing: Reading can help us to make sense of our experiences and of our
lives by providing us with connections between ourselves and the larger
world. We, as human beings, must
understand our complex and changing world and we can accomplish this by
understanding how language reflects and affects our world. In this course, we will be reading various
texts and then writing about those texts.
Writing about a text leads us to read that text critically and
intelligently, stimulates our thinking and will enable us to react to that
text. In order to achieve these goals,
we will:
•Read and respond to various texts,
such as textbook readings, media such as television,
movies and advertising, and our peers' work.
• Read and study written texts to
improve and refine our own writing.
•
Summarize, analyze and evaluate texts.
• Understand, find, shape, address
and write arguments.
•
Engage in journal writing and collaborative writing.
•
Revise our written work.
•
Participate in peer revision groups.
For common objectives/means and institutional
competencies for ENG 104, also refer to the English department website at
http://www.missouriwestern.edu/eflj/eng104.asp
Methods
of Instruction:
Methods of instruction include textbooks,
lectures, class discussions, group work, presentations, informal writing
assignments and formal writing assignments.
Students will be expected to participate in peer revision groups and in-class
writing exercises.
Journals:
You will write (informal) journal entries/responses to most of your
assigned readings. Please refer to your
assignment schedule for journal entries.
These entries will be your explanations of and reactions to the
readings. Each journal entry will
consist of both summary and response/analysis and be, on average, one full
page. Entries can be hand-written or
word-processed and must be clearly labeled.
The collection dates will coincide with the collection dates of your
formal writing assignments/mini-portfolios; your journal entries will be a
component of your mini-portfolio.
Journal entries will be graded on content and will be part of your grade
for the portfolio and the course.
Peer Revision Groups: Prior to submitting your formal writing assignments, you will be
required to participate in peer revision groups in which you will bring in
word-processed copies of your rough draft to share with your group and receive
feedback from your group in order to help you strengthen and revise your own
written work. This is a required
activity and will be part of your grade for the portfolio and the course. (Note:
During these sessions I will also evaluate drafts).
Policies:
Attendance and Class
Preparation/Participation: In
order to improve student learning and to achieve compliance with federal
financial aid policies, Western has a mandatory attendance policy for all
100-level courses. A student will be
given an excused absence when acting as an official representative of the
university, provided the student gives prior written verification from the
faculty/staff supervisor of the event.
A student will also be given an excused absence if he or she can provide
documentation and prove that the absence was unavoidable. Please feel free to speak to me about any extenuating
circumstances. All other absences will
be deemed unexcused. The maximum number
of unexcused absences allowed before the midterm report, October 18, for this
class is 5. Thus, when you have 6 you
will be reported to the Registrar’s Office, who will automatically withdraw you
from this class. The Financial Aid
Office will reduce financial aid as appropriate. If you exceed the allowed absences after midterm, your final
grade will be affected.
Students are expected to attend every scheduled
class meeting and arrive on time.
Arriving to class late is disruptive.
As a result, chronic lateness will likely affect your final grade. Students are also expected to come prepared
to every class meeting and participate in class discussion for this is the only
way we can all share ideas, ask questions and learn.
Late Work:
All writing assignments are due at the beginning of the class period on
the due date. Each student is allowed
one late paper (and only one late paper) and this must be discussed with the
instructor. I will not accept/grade any other late papers. This is important because you must complete,
turn in and receive a grade for all papers in order to pass this class. Consequently, if you submit more than one
late paper, you will fail the course.
If you are not in class on the due date you are still responsible for
submitting your assignment on time.
Your presentation must be delivered on the assigned date and you will
not be allowed to use this policy for this assignment. Late journals and in-class writing
assignments will not be accepted.
Revision: All formal, graded writing assignments can be revised and resubmitted for a “new” grade. You will have two weeks from the date the paper is returned in class to revise and resubmit each paper. However, you cannot revise other portfolio work. If you miss the two-week deadline, you forfeit the right to revise that specific paper. It is required that your original, graded essay accompanies your revised essay. Revision is important because each paper covers important skills that you will need to know for the next paper.
Grading Policy:
Your grade will be determined on the writings and portfolios you submit,
a presentation and final examination.
Please note that smaller assignments and class preparation/participation
are very important and do affect your grade.
The components of your grade in the course are:
·
Formal writing assignments. A student who does not turn in responses to
all writing assignments will not pass the course even if the grades achieved in
the other writing assignments are satisfactory.
Paper One -- Summary: 100 points
Paper Two Mini-Portfolio: 100 points
Paper Three Mini-Portfolio: 100 points
Paper Four Mini-Portfolio: 125 points
Argument/Presentation: 125 points
·
Final exam: 100 points (mandatory)
Students with Disabilities: Anyone who has a disability that prevents
the fullest expression of his or her potential to succeed in this course must
notify me as soon as possible so that we can discuss class requirements and
accommodations. You must also contact Michael Ritter, Special Needs
Coordinator, and submit all necessary documentation to his office.
Academic Honesty Policy: Academic honesty is required in all academic endeavors. Violations of academic honesty include any instance of plagiarism, cheating, seeking credit for another’s work, falsifying documents or academic records or any other fraudulent classroom activity. Cheating and plagiarism are not acceptable. You will receive a grade of F (0 points) for any paper/assignment/exam that shows evidence of cheating and/or plagiarism. You have the burden of proving that a paper/assignment/exam showing evidence of cheating and/or plagiarism has been in fact written by you. You should keep thorough evidence of your writing processes for all papers so that you can meet this burden of proof. If you plagiarize a paper, you forfeit the right to revise that paper; if you cheat on an exam, you will not be allowed to retake the exam. Violations of academic honesty will be reported to the Provost or the designated representative on the Academic Honesty Violation Report Forms. Please see the 2006-07 Student Handbook and Calendar on page 21 for specific activities identified as violations of this policy and the student due process procedure. This handbook is also available online at http://www.missouriwestern.edu/handbook/index.pdf.
Miscellaneous:
Civility and Cooperation:
Missouri Western requires all students to help us maintain good
conditions for teaching and learning.
All students will treat their classmates and teachers with civility and
respect, both inside and outside the classroom. Students who violate this policy may, among other penalties, be counted
absent and asked to leave. You should
review your Missouri Western student handbook for further information.
Please note that you must complete all writing
assignments in order to pass this course.
In addition, admission into ENG 108 requires a "C" or higher
in ENG 104. All drafts and final papers
for this course must be word-processed.
It is also important to save all work on disks, keeping back-ups if
necessary.
Please feel free to come see me if you have any
problems or questions. I believe
communication is very important between an instructor and her students and, as
a result, I will make myself available to you for any reason.
ENG 104 Assignment Schedule
Please
note that this is a tentative schedule and changes can be made.
Week One
Aug. 28: Distribute
and review syllabus; Introduction to the course; In-class writing
HW: **Read Chapter 2 in From Critical
Thinking to Argument and “Quoting
from Sources” on pages 170-179 in From
Critical Thinking to Argument(FCTTA)
Aug. 30: Begin discussion on reading and responding to reading -- summarizing, evaluating and analyzing; Review homework; in-class exercise; Assign Paper #1 -- Summary
HW: Read “My Boyhood Home” p 629 The Little, Brown Reader (TLBR)
and respond to essay in journal by writing a summary/personal response/analysis
of the essay. You can include, but do
not limit yourself to, personal experiences and opinions as they relate to the
essay. Write at least one full
page. This reading will begin the
section Communities and Identities;
Begin working on your summary
Sep.
1: Complete in-class
exercise; Continue discussion on summarizing, analyzing and evaluating; Begin
section Families, Communities and
Identities by discussing “My Boyhood Home”
HW: Complete word-processed draft of summary and
bring copies to class on Wednesday
Week
Two
Sep.
4: Labor Day Holiday
HW: Complete word-processed draft of summary and bring copies to class on Wednesday (also bring your textbook)
Sep.
6: Paper #1 -- Summary Rough Draft Due – Peer Revision
Groups
HW: Read “Scenes from an Intermarriage” p 146 in
TLBR and respond to the essay in your
journal.
Sep.
8: Continue section Families,
Communities and Identities by
discussing “Scenes From and Intermarriage”; Continue discussion on summarizing,
analyzing and evaluating; Assign Paper #2 (Families, Communities and Identities)
HW: Read “Double Identity” p 238 and write
journal entry; Also review Chapter 2 (and checklist on p 40-41) in TLBR.
Week
Three
Sep.
11: Summary Due (with peer revision response sheet); Discuss “Double
Identity” and review Chapter 2 in TLBR
HW: Read “On Going Home” p 216 and respond to Q
#1 and #3 for your journal entry (respond in paragraph form to each question)
Sep.
13: Discuss “On Going Home”;
review of Essay #1
HW: Read Chapter 3 (p 44-67 and checklist on p
67) in TLBR
Sep.
15: In-class instruction on
writing Essay #1: Review TLBR examples, comparison and contrast
and student samples
HW: Read “Writing and Reading” p 294 and write
journal entry
Week
Four
Sep.
18: Discuss “Writing and
Reading”; in-class exercise on Paper #2
Sep.
20: Editing exercises
HW: Work on Paper #2 and portfolio components
Sep.
22: Paper #2 Rough Draft Due – Peer Revision Groups
HW: Work on Paper #2 and review checklist on p
67 in TLBR
Week
Five
Sep.
25: In-class reading to begin
next section The Functions and Power of Language; language quiz
(be sure to bring
packet to class for the rest of the semester)
HW: Complete Paper #2 and mini-portfolio
Sep.
27: Paper #2/ Mini-Portfolio Due; Revisions Due; Reflective
writing; Assign Paper #3 and have students list one question or thing they
would like to review in regard to writing and submit to me
HW: Read “Four Letter Words Can Hurt You” p 469
and write a journal entry in which you include a detailed response to Question
#3
Sep.
29: Discuss “Four Letter Words
Can Hurt You” and obscene language
HW: Read “A Question of Language” p 235 and
write journal entry
Week
Six
Oct.
2: Discuss “A Question of
Language”
Oct.
4: Discuss Paper #3: writing instruction and review of student
samples (this is a very important class period!)
HW: Read “Internet Changes Language for J $ L” and answer
questions #2, 3 and 5 for your journal entry
Oct.
6: Discuss “Internet Changes
Language for J
$ L”
HW: Work on language samples for portfolio
Week
Seven
Oct.
9: In-class interviews
regarding everyday language
HW: Read “Changing My Name After Sixty Years”
and “The Dilemma of Black English” and write journal entry on only one essay
Oct.
11: Discuss how language/names
help to form our identity in relation to essays “Changing My Name After Sixty
Years” and “The Dilemma of Black English”
HW: Work on draft of Paper #3
Oct.
13: Mid-term Break
HW: Work on draft of Paper #3
Week
Eight
Oct.
16: Paper #3 Rough Draft Due – Peer Revision Groups
HW: Work on rough draft of Essay #3
Oct.
18: TBA
HW: Read pages 79-82 in TLBR and pages
97-101 in FCTTA – very important introduction to argument
HW: Work on paper/portfolio #3
Oct. 20: TBA
HW: Work on paper/portfolio #3
Week
Nine
Oct.
23: Paper #3/Mini-Portfolio
Due; Reflective writing; Introduction to section Argument in Everyday Life (for this section we will be extensively
using both textbooks and packet so bring all to class everyday); In-class
analysis of sample arguments that embody different features, approaches, styles
and audiences
Oct.
25: Discuss “So What Makes a
Good Argument?” (in packet) and “Does All Writing Contain Arguments?” (72);
Assign Paper #4
HW: Read Chapter 3 in FCTTA pages 42-73 and
“Aristotle’s Rhetoric” in packet
Oct. 27: Review homework on argument and persuasion; In-class exercise on Malcolm X’s speech
HW: Read “A Modest Proposal” p 621and write
journal entry; read p 68 in FCTTA
Week
Ten
Oct. 30: Discuss “A Modest Proposal” and satire (in packet)
Nov.
1: In-class exercise on
argument (bring packet to class, “An Eye for an Eye”)
Nov.
3: Discuss Rogerian argument and fallacies; review p 73-78 and 82-85 in TLBR
and p 253-269 in FCTTA
HW: Read Chapter 6 in FCTTA – this is
important for Paper #4!
Week
Eleven
Nov. 6: Writing
instruction on Paper #4; student samples
HW: Read “Here Comes the Groom” p 201 and “Gay
Marriage, An Oxymoron” p 206 and for your journal entry compare/contrast the
two essays and explain which argument is more effective and persuasive (it may
be the essay with which you disagree; this will be practice for your paper
assignment)
Nov. 8: Discuss
“Here Comes the Groom” and “Gay Marriage, An Oxymoron”; writing practice for
Paper #4 (bring both textbooks to class)
Nov.
10: Begin lecture and
discussion about research and using Ebscohost; handout on library research;
Discussion on plagiarism and MLA documentation for Paper #4; Review for Paper
#4: In-class exercise and handouts on
Paper #4 (outlining and plagiarism)
Week
Twelve
Nov.
13: Library Day
Nov.
15: In-class work regarding
Essay #4
Nov.
17: Paper #4 Rough Draft Due – Peer Revision Groups
Week
Thirteen
Nov.
20: Paper #4 Rough Draft Due – Peer Revision Groups
Nov.
22: Thanksgiving Break
Nov.
24: Thanksgiving
Break
Week
Fourteen
Nov.
27: Paper #4/Mini-Portfolio Due; Reflective writing
HW: Read “The Cold, Cold Box” and bring packet
to class on Wednesday
Nov.
29: Discuss “The Cold, Cold
Box” and argument/presentation
Dec. 1: In-class group work on presentations
Week
Fifteen
Dec.
4: In-class group work on
presentations; Review for final exam
Dec.
6: Presentations – you
must present during your scheduled time and must be present for all other
presentations
Dec.
8: Presentations – you
must present during your scheduled time and must be present for all other
presentations; Last day of class
Dec. 9-15: Final exams
The final exam is mandatory – you
must take the final exam in order to pass the course. In addition, you must take the exam on your scheduled day and
time because I will not reschedule the exam or give a make-up to any
student. Please consult the study guide
for content and scheduling information regarding the final exam. You can also consult Western’s website for a
final exam schedule.