Missouri
Western State University
College
of Liberal Arts and Sciences
Department
of English, Foreign Language, and Journalism
English
104-07 College Writing and Rhetoric
Fall
2009
Instructor: Amy N. Chastain
Office: Eder Hall 213
Phone:
(816) 668-1690
E-Mail:
amy.chastain@yahoo.com or anc8098@missouriwestern.edu
Office
Hours:
M 11
a.m. – 12:20 p.m.
WF 11
a.m. – 1 p.m.
If
these times do not work well for you, then you may request another time by
appointment.
Required
Text:
Rereading
America: Cultural Contexts for Critical Thinking and Writing written by Gary Colombo,
Robert Cullen, and Bonnie Lisle – 7th Edition
MLA
Handbook for Writers of Research Papers by MLA – 7th Edition
Required
Work:
In-class quizzes
In-class writing activities
Engage in group led activities
Class participation and engage in
student led discussion
Engage in peer review and
response
Reflective essays
Four major projects
Revision of all major projects
and reflective essays
Final portfolio
Course
Introduction:
Welcome to English 104: College Writing and Rhetoric! In this
extensive writing course, you will delve into several writing assignments,
which will allow you both as a writer and student to think critically, rely on
your own personal experiences, and analyze the assignment at hand. As a reader,
you will engage in close reading of your required text “Rereading America: Cultural Contexts for Critical Thinking and Writing.”
As a writer, you will analyze what you have learned, read, and reflect on what
you have learned. As a student, you will engage in peer review and respond to
your classmates writing.
Reading and writing allows us to
make sense of the world we live in. In this course, we will also make sense of
ourselves as readers and writers. We will explore who we are and from there
build on that foundation.
Words
for Thought:
Rhetoric is the art of persuasion.
Ethos (credibility) is the character
or fundamental values of a person, people, culture, or movement. It is also an
ethical appeal. Consider that you are an author. It is your role to convince
the reader of your credibility. In terms of argumentation and persuasion, you
are to convince the reader that you are someone worth listening too.
Pathos
(emotion) is a
quality that arouses emotions. It appeals to the audience’s emotions. Again,
consider that you are an author. How you use language affects the reader’s
emotional response. Emotional appeal can be used effectively to enhance an
argument.
Logos
(logical)
persuades the reader by the use of reason. As an author, you will decide which
is an effective, persuasive reason to support your claim.
Kairos
(context) Think
in terms of context.
What you complete in this course
emphasizes the five objectives of English 104:
1)
Write
for various contexts, purposes, and audiences.
2)
Attention
to audience awareness and the use of language or graphics to appeal to specific
audiences.
3)
Understanding
and use of rhetorical terms such as rhetoric,
ethos, pathos, logos, and kairos.
4)
Understand
how context affects the construction of a text (create texts with attention to
detail).
5)
Practice
style in order to enhance communication.
For more information regarding
course description and objectives, please visit http://www.missouriwestern.edu/EFLJ/eng104.asp.
Course
Requirements/Assignment Overview:
Major
Projects:
There are four major projects in
this course, all of which emphasize the core objectives of this course.
Throughout the semester and with each project, each core objective will be
introduced and analyzed on your part. Each major project will need to be four
to six pages in length, typed, double-spaced, and grammatically free. Further
requirements will be introduced at the beginning of each major project.
Major Project 1 (Argument and
Audience Awareness): Select two
different articles and analyze how that argument is most effective for the
intended audience. The articles you choose will focus on one issue; however,
one article will argue in favor and one will argue against. Disregard your
opinion on the issue. You may only select the issue you would like to address.
You are to select the article that is the most effective and analyze its effect
for the intended audience.
Major Project 2 (Emphasizing
Ethos, Pathos, and Logos): Select a text
such as an advertisement, a pivotal moment in a book you have read, an article,
a website or musical lyrics, a scene from a movie, or a Youtube clip. Select
from ethos, pathos, or logos and analyze it.
Major Project 3 (Song lyrics vs.
Visual Representation and Context):
Select song lyrics and the musical video, which corresponds with it.
Focus on how the context changes the text.
Major Project 4: (Incorporating Voices/The Ideal School): Convince an audience of the ideal school. Why
and how is this school best? What school would create independent, critical
active thinkers? Consider what the foundation of school is. You will incorporate
quotes from the texts we have read.
Essays:
Over the course of the semester,
you will compose two reflective essays. The first essay you will compose is the
autobiographical essay in which you will let your reader know who you are,
where you are from, why you are here and so on. The second essay you will
compose will be a reflective essay, which introduces your final portfolio. This
essay is due at the end of the semester. It will elaborate on your writing
experiences this semester, how you have improved, and what you have done
differently. It will also introduce the autobiographical essay and each major
project that you complete throughout this semester. The two reflective essays
you complete this semester will need to be two to three pages in length, typed,
double-spaced, and grammatically free. Further requirements will be introduced
when each essay is assigned.
Drafts:
You will engage in peer review
before each major project is due this semester. We will reserve two class
periods in which you will review your rough draft and your peers. You will meet
with a group of your fellow peers who will read and discuss your essay at
length. Furthermore, as a group, you will be expected to discuss what can be
done to improve your essay and to address what is good within your essay. I
will also be present if you would like feedback regarding your drafts.
Peer conferencing is meant to
help you in the drafting stages of your essay. When rough drafts are due at the
beginning class, I expect to see a complete draft. If the rough draft is not
complete, then you will not receive credit for peer review.
Critical
Response Journals:
You will have the opportunity to
expand and analyze each text you read this semester in your Critical Response
Journals. The goal of the CRJ is not to summarize the reading; it is to expand
on your knowledge and what you have learned. I expect to see connections made
between you and the essay. If you have questions, reflect on them in the CRJ.
You will also be expected to incorporate voices. When you incorporate a quote,
I expect to see why you chose to incorporate it. You may also use the questions
in “Engaging the Text,” “Exploring Connections,” and “Extending the Critical
Context” as guiding points for your CRJ. Each CRJ entry should be a minimum of
two pages in length, typed, double-spaced, and grammatically free.
Final
Portfolio and Revision:
For your final, you will turn in
a portfolio furnished with all of four major projects, the autobiographical
essay and the reflection that will serve as an introduction to the portfolio.
The final portfolio should be in this order:
Reflection
Autobiographical Essay
Major Project 1
Major Project 2
Major Project 3
Major Project 4
In order to receive credit for
the final portfolio, you must revise all major projects. Although the last week
of class is devoted strictly to peer review and revision, you have the
opportunity to revise all major projects throughout the semester. I will be
happy to accommodate you with any revisions you may have. If you fail to revise
a major project for the final portfolio, you will not receive credit for that
section of the portfolio.
Working
Portfolio:
Your working portfolio is a
collection of all of the writing you will do for this class. In it will include
all of your in-class writing assignments, CRJ writing assignments, drafts, and
essays. All of the writing you complete in this class will remain in a folder
that I will provide you with on the first day of class. You will receive this folder
at the beginning of class and return it to me at the end of class. Any homework
that is due will be placed in this folder.
Class
Participation:
You will also be graded on your
class participation throughout the semester. You will be expected to participate
in in-class writing assignments, peer conferencing, group work, and
discussions.
Grading
Policy:
This class will be graded on a
point-based system of 390 points. Each student will begin the semester with
zero points. Students who accumulate points 351 or more will receive an A, 312
to 350 points = B, 273 to 311 points = C, and 234 to 272 points = D. Students
must receive a grade of “C” or above to enroll in English 108. Students who
earn fewer than 272 points will fail the course. Furthermore, if we do not
reach 390 assigned points, grades will be calculated as a percent of actual
points available.
For instance, the grading scale
will be as follows:
100 – 90 percent = A
80 – 89 percent = B
70 – 79 percent = C
60 – 69 percent = D
59 – 0 percent = F
Points will be divided up as
follows:
Peer Review = 10 points (40 points total)
Using Feedback = 10 points (40 points total)
In-class Quiz =
1 point (7 points total)
Short Essays/CRJs = 10 points (90 points total)
In-Class Writing = 2 points (32 points total)
Major Projects = 30 points (120 points total)
Final Portfolio/Revision = 60
points
You must turn in all major
projects, short essays, and make revisions to the final portfolio and turn it
in to receive a grade of “C.”
Late
Work:
Late work will not be accepted.
If you are absent, you can still turn the assignment in on time or before the
day it is due. If you foresee an absence, you may place it in my mailbox in the
English, Foreign Language, and Journalism Suite. If you miss an in-class
writing assignment, in-class work, or a pop quiz, it cannot be made up.
On the day that final drafts are
due, I will allow you to turn in the assignment by 3 p.m. of the due date. If
you choose to do so, it must be in my mailbox in the EFLJ Suite by 3 p.m. of
the due date. If it is not, then it will not be accepted.
Absences:
In order to improve student
learning as well as to achieve compliance with federal financial aid policies,
Missouri Western has a mandatory attendance policy for all 100-level and
200-level courses. You will be given an excused absence when acting as an
official representative of the university, provided you give prior written
verification from the faculty/staff supervisor of the event. All other absences
will be deemed unexcused. The maximum number of unexcused absences allowed for
this class before the midterm report is
five. When you exceed five absences at
any time over the course of the semester, 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.
Late arrivals and early
departures will not be tolerated. If this persists, then it will add to your
absences.
Miscellaneous:
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.
When
you enter the classroom, your cell phones must be turned off or on silent. They
should be out of site while class is in session.
Student
Disability:
Any student who has a special
need or disability that may affect his or her performance in this class should
let me know before the end of the first week of classes. Disabilities include,
but are not limited to impaired hearing, vision, and/or reading disorders. You
should also contact the Disability Services Coordinator Michael Ritter for
further assistance.
Phone: (816)
271-4430
E-Mail: mritter@missouriwestern.edu
Center
for Academic Support:
For additional help with your
writing, please visit the Center for Academic Support. There is no cost for
using CAS services. For each visit you make to the CAS Office, you will receive
one bonus point.
Phone: (816) 271-4524
Hearnes Center, Room 213
Monday-Thursday: 8 a.m. to 9 p.m.
Friday: 8 a.m. to 3 p.m.
Academic
Honesty:
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 activity. Violations of academic
honesty may result in a failing grade on the assignment in questions, failure
in the course, and/or expulsion from the University. When a student’s grade has
been affected, violations of academic honesty will be reported to the Provost
or designated representative on the Academic Honesty Violations Report forms.
Furthermore, you cannot use
papers that you have originally written from other classes.
Please see the 2009-2010 Student
Handbook and Calendar 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
English
104 Schedule for Fall 2009 (subject to revision)
|
Week |
Date |
Class Agenda |
Homework |
|
1 |
8.24 |
Course introduction |
Purchase course materials; Autobiographical essay |
|
|
8.26 |
Autobiographical
Essay due Writing Survey |
Read “Thinking Critically,
Challenging Cultural Myths” (pg. 1) |
|
|
8.28 |
In-class writing assignment Discuss “Thinking Critically,
Challenging Cultural Myths” (pg. 1) Discuss
Major Project 1 |
Read “What We Really Miss About
the 1950s” Stephanie Coontz (pg. 31) Construct Critical Response
Journal |
|
2 |
8.31 |
CRJ
due In-class writing assignment Discuss “What We Really Miss
About the 1950s” (pg. 31) |
Read “The War on Terrorism”
Joel Andreas (pg. 794) Construct Critical Response
Journal |
|
|
9.2 |
CRJ
due In-class writing assignment Discuss “The War on Terrorism” |
|
|
|
9.4 |
Visit the MWSU Library Library tutorial of research
methods |
Construct Project Proposal Select two articles for Major
Project 1 |
|
3 |
9.7 |
No Class – Labor Day |
Construct Project Proposal Select two articles for Major
Project 1 |
|
|
9.9 |
Project
Proposal due of Major Project 1 In-class writing assignment Discuss locating articles and
audience awareness |
Select and read the two
articles that you have chosen for Major Project 1 Begin drafting Bring MLA Handbooks to class |
|
|
9.11 |
Discuss audience awareness,
summary, and evidence Consult the MLA Handbook |
Begin drafting Bring MLA Handbooks to class |
|
4 |
9.14 |
Discuss claim If time allows, begin drafting
claim. |
Draft claims Bring MLA Handbooks to class |
|
|
9.16 |
Discuss conclusion and works
cited Consult the MLA Handbook |
Prepare rough drafts for peer
review |
|
|
9.18 |
Rough
drafts due Peer review |
Continue working on drafts |
|
5 |
9.21 |
Peer review |
Prepare final drafts |
|
|
9.23 |
Final
drafts due In-class writing assignment |
|
|
|
9.25 |
Discuss
Major Project 2 |
Read “Learning to Read” Malcolm
X (pg. 210) Construct Critical Response
Journal |
|
6 |
9.28 |
CRJ
due In-class writing assignment Discuss “Learning to Read” and
ethos, pathos, and logos |
Bring in materials you have
chosen Be prepared to discuss and
analyze ethos, pathos, and logos |
|
|
9.30 |
Analyze the materials students
have brought in and discuss ethos, pathos, and logos |
Construct Project Proposal for
Major Project 2 Begin drafting Bring your MLA Handbooks to
class |
|
|
10.2 |
Project
Proposal due for Major Project 2 In-class writing assignment Discuss description and
audience awareness Consult the MLA Handbook |
Continue drafting Bring your MLA Handbooks to
class |
|
7 |
10.5 |
In-class writing assignment Consult the MLA Handbook |
Continue drafting |
|
|
10.7 |
Discuss claim and thesis |
Prepare rough drafts for peer
review |
|
|
10.9 |
No Class – Midterm Break |
Prepare rough drafts for peer
review |
|
8 |
10.12 |
Rough
drafts due Peer review |
Continue drafting |
|
|
10.14 |
Peer review |
Prepare final drafts |
|
|
10.16 |
Final
drafts due Discuss
Major Project 3 |
Read “From Fly Girls to Bitches
and Hos” Joan Morgan (pg. 443) Construct Critical Response
Journal Bring in lyrics from
male/female hip-hop lyrics |
|
9 |
10.19 |
CRJ
due In-class writing assignment Discuss from “From Fly Girls to
Bitches and Hos” (pg. 443) |
|
|
|
10.21 |
In-class writing assignment Discuss lyrics of male/female
hip-hop artists and the musical videos |
Read “Veiled Intentions: Don’t Judge a Muslim Girl by Her Covering”
Maysan Haydar (pg. 402) Construct Critical Response
Journal |
|
|
10.23 |
CRJ
due In-class writing assignment Discuss Veiled Intentions: Don’t Judge a Muslim Girl by Her
Covering” (pg. 443) Group Work Day |
Construct Project Proposal for
Major Project 3 Begin drafting |
|
10 |
10.26 |
Project
Proposal for Major Project 3 due In-class writing assignment Look at examples of how context
changes the text |
Continue drafting |
|
|
10.28 |
Look at examples of how context
changes the text |
Prepare your rough draft for
peer review |
|
|
10.30 |
Rough
drafts due Peer review |
Continue working on drafts |
|
11 |
11.2 |
Peer review |
Prepare your final draft |
|
|
11.4 |
Final
drafts due In-class writing assignment |
|
|
|
11.6 |
Discuss
Major Project 4 |
Read “Against Schooling” John
Gatto (pg. 152) Construct Critical Response
Journal |
|
12 |
11.9 |
CRJ
due In-class writing assignment Discuss “Against Schooling”
(pg. 152) |
Construct Project Proposal for
Major Project 4 |
|
|
11.11 |
Project
Proposal for Major Project 4 due Group Work Day |
Read “Idiot Nation” Michael Moore (pg. 132) Construct Critical Response
Journal |
|
|
11.13 |
CRJ
due In-class writing assignment Discuss “Idiot Nation” (pg.
132) |
Begin drafting Bring in your MLA Handbook |
|
13 |
11.16 |
Discuss how to incorporate
voices, works cited, and research Consult your MLA Handbook |
Prepare your rough drafts for
peer review |
|
|
11.18 |
Rough
drafts due Peer review |
Continue drafting |
|
|
11.20 |
Peer review |
Prepare your final draft |
|
14 |
11.23 |
Final
drafts due |
Begin working on revisions |
|
|
11.25 |
No Class – Thanksgiving Break |
|
|
|
11.27 |
No Class – Thanksgiving Break |
|
|
15 |
11.30 |
Discuss reflective essay
(introduction) Peer review and revision |
Continue working on revisions |
|
|
12.2 |
Peer review and revision |
Continue working on revisions |
|
|
12.4 |
Peer review and revision |
Prepare your final revisions
for the portfolio |
|
16 |
12.7 |
Portfolio
due Final Exam at 8:30 a.m. to
10:20 a.m. – Attendance is mandatory |
|