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English 101: First-Year CompositionEnglish 101: First-Year CompositionFall 2012Fall 2012

Sections: Sec. 053 / TR / 8:00-9:15 a.m. / EDUC‐240Instructor: Kristin Winet

Office: UITS, office space: H2Office Hours: TH 9:30-10:30Email: kkm@email.arizona.eduCourse Management Site: http://d2l.arizona.eduTelephone: 626-4875Mailbox: Modern Languages 445

Course DescriptionCourse DescriptionThis course emphasizes writing in variety of genres and modes including print, non-print, and hybrid forms. Through both formal and informal writing assignments, you will practice both composing and analyzing a wide range of texts; you will learn to identify and engage with the assumptions, values, and purposes of varied formats. You will make careful use of research and learn to locate, evaluate, and employ sources strategically for a range of genres. The emphasis here is on genre awareness which emphasizes the ability to recognize patterns, see similarities and differences across genres, and articulate ideas within and against these genres for specific purposes.

This course will emphasize writing as a process, stressing prewriting, drafting, revising, workshopping, and reflecting on what, how, and why you write. Class activities will focus on writing and small and large group work. Workshopping your writing with your classmates will be an integral feature of each unit as you practice strategies for revising and editing your essays according to academic expectations. You will be expected to pay special attention to language, style, and grammar as you compose final versions of your essays in Standard Written English.

Welcome!

Required TextsRequired TextsPlease bring A Student’s Guide each day to class—we will be using and referencing these books in class and you’ll need to have them.

Szabady, Gina, Jerry W. Lee, and Caitlin Rodriguez. A Student’s Guide to First-Year Writing.  33th ed.  Plymouth, MI:  Hayden-McNeil, 2012. Print.

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Hacker, Diana, and Nancy Sommers. Rules for Writers. 7th ed, revised. Boston: Bedford, 2012.

Copies posted to D2L (assignment sheets & supplemental reading materials): to be printed and brought to class on the day discussed—see syllabus!

Required AssignmentsRequired AssignmentsI will grade you largely on the quality of your written work. However, remember you’re also being graded on peer review, engagement in class discussion, & writing workshops.

Drafts of all major writing projects RequiredEssay 1: Literacy Project (Week 5) 20 %Essay 2: Genre Features Project (Week 11) 25 %Essay 3: Genre in Context Project (Week 15) 25 %Final Exam: Revision & Reflection (Week 16) 20 %Homework/Mini Writings/Quizzes 10 %

*This portion will be divided into mini writings, in-class quizzes, presentations, and other homework and in-class assignments as assigned.

Composition Course Policies StatementComposition Course Policies Statement (approved by WriPAC on 3/20/2012)

A Student’s Guide to First-Year Writing: You are required to purchase the Student’s Guide. The Guide addresses the matters outlined below. Also see the Writing Program web page: http://writprog.web.arizona.edu.

Introduction to Research: You are required to do documented research in this class. For more on research, see also the Main Library web page.

Attendance: Attendance is mandatory. Composition courses are workshop classes that include in-class writing, peer group work, and conferences. Therefore, you should not be late and should not miss classes. Any class work missed as a result of tardiness or absence is your responsibility to make up. According to the University’s regulations, you are allowed two free absences (as this is a Tuesday/Thursday course). Students who miss more than two classes within the first 8 weeks may be dropped with a W unless there are extenuating circumstances. Each absence above the allowed number will result in a one percent deduction from your final grade if you remain in the course. Missed conferences also

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count as an absence. You may also fail during the second half of the semester for excessive absences. All holidays or special events observed by organized religions will be honored for those students who show a religious affiliation. NOTE: Being dropped from an ENGL class may put you below the minimum number of units, thus violating financial aid/scholarship OR international student status. International students should consult with the International Student Services Office before dropping below full time.

Tardies: Tardiness will not be tolerated. If tardiness becomes an issue, I will arrange a private meeting with you.

NOTE: Only a Dean’s note can justify an absence! Don’t bring a doctor’s note from the health center and expect me to waive your absence.

Requirements for Writing Assignments In-class and out-of-class writing will be assigned throughout the

course. If you’re not in class when writing is assigned, you are still responsible for completion of the assignment when it’s due.

Late final drafts will not be accepted without penalty unless you make arrangements for an extension before the due date. For each class day late, work will drop a full letter grade. For example, a B paper due on Tuesday but handed in on Thursday will receive a C. The late-work policy is not negotiable, so a good way to avoid its penalty is to hand assignments in on time!

You are required to keep copies of all drafts and major assignments until after the end of the semester.

Drafts must be turned in with all essays. Drafts should show significant improvements in purpose, audience, organization, writing, and evidence.

Final copies should be typed and double-spaced with numbered pages and a title.

Course Content: If any of the course materials, subject matter, or requirements in this course contain materials that are offensive to you, please speak to me. I may allow you to work on an alternate assignment or, if necessary, advise you to drop the course.

Conferences: Individual or small group conferences with me will be scheduled throughout the semester. You should come to conferences prepared to discuss your work. A missed conference counts as an absence.

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Grades: The Student’s Guide explains grading policies, methods of responding to drafts and final copies, and the standards of assessment of the Writing Program. My comments will consider the following aspects of writing, in the context of a particular assignment: purpose, audience, content, expression, organization, development, mechanics, and maturity of thought. You cannot receive a passing grade in first-year composition unless you have submitted drafts and final versions for all major assignments and the final exam. Incompletes are awarded in case of extreme emergency if and only if 70% of the course work has been completed at the semester’s end.

Academic Dishonesty and Plagiarism: All UA students are responsible for upholding the Code of Academic

Integrity, available through the office of the Dean of Students and online at http://dos.web.arizona.edu/uapolicies/cai1.html Read the summary in the Student’s Guide.

Submitting an item of academic work that has previously been submitted without fair citation of the original work or authorization by the faculty member supervising the work is prohibited by the Student Code of Conduct.

Class Conduct: All UA students are responsible for upholding the Student Code of Conduct, which can be read online at http://dos.web.arizona.edu/uapolicies/index.html

From the Code of Conduct of Student Behavior, this includes the following: Interfering with or disrupting university or university-sponsored activities, including but not limited to classroom-related activities, studying, teaching, research, intellectual or creative endeavor, administration, service or the provision of communication, computing or emergency services. This means no electronic devices in an ON position in class without permission of the instructor.

Students with Disabilities: If you anticipate accessibility issues related to the format or requirements of the course, please meet with me to discuss ways to ensure your full participation. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and that you notify me of your eligibility for reasonable accommodations so that you and I can coordinate them.

Additional Course PoliciesAdditional Course PoliciesEssay Grades and Credit:

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An E is assigned to an essay that has been completed but that falls short of acceptable college-level work. This grade earns points (determined by assignment percentage) toward your course total. A zero is recorded for work not handed in at all. Failure to hand in a major assignment automatically results in a failing grade for the course.

You are required to keep hard copies of all of your work to file a grade appeal at semester’s end (see Guide Appendix A) or in case an assignment is misplaced and you are asked to resubmit it.

I will not evaluate an essay or assign credit for it without first seeing the required drafts.

Electronic submissions (along with hard copies) will be required for rough drafts/final drafts of assignments and only through D2L. You may not assume that you have met a deadline by sending work to my email.

Cell phones and other electronic devices (such as laptops) should be turned off before class begins. Per departmental policy, if you use your cell phone during class, you will be asked to leave immediately and will receive an absence for the class. When you’re here, I want you to be here! For days when I do permit laptops, it will be for writing and writing only.

The Think Tank Writing Center is a free resource for UA undergraduate and graduate students as well as faculty and staff. At the Writing Center, a trained peer consultant will work individually with you on anything you’re writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit their website at www.studentaffairs.arizona.edu/thinktank, stop by the Nugent Building, or call (520) 626-0530.

The Writing Skills Improvement Program (WSIP) offers free professional writing assistance to students in any course or discipline, at all levels from first-year composition through graduate school, at any stage of the writing process. At WSIP, students can register to work one-on-one in hourly sessions with a member of their professional staff, each of whom has an advanced degree (M.A. or Ph.D.) as well as years of experience in teaching at the university level. Students may register with WSIP if they meet just one of the following eligibility requirements: 1) are a member of an ethnic minority, 2) are receiving need-based financial aid, or 3) have a referral from an instructor (a quick phone call or e-mail is sufficient). WSIP also offers

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three series of free Weekly Writing Workshops for which no prior registration is necessary. For more information, call 621-5849, visit their office at 1201 E. Helen Street, or their website at http://wsip.web.arizona.edu.

Information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate throughout the semester.

Welcome to English 101! I am glad to have you in class, and I’m confident that we will have a rewarding and challenging semester together!

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Unit 1: Literacy ProjectDefining Literacy, Genre, and Community

Course Schedule / Readings:

Abbreviations:SG = Student’s GuideRW = Rules for WritersD2L= Course Reading on D2L (print and bring on day discussed)

Note: Homework is listed under the day it should be prepared for the next class. Homework is not accepted late and cannot be submitted electronically under any circumstances.

WEEK 1 –Introduction to AnalysisT 8/21 In class:

Introductions to course and to each other – review syllabus

Introduction to genre analysis– class activity: cultural artifact study

Homework: Read SG:

o 1.1: Writing at the U of A: An Overviewo 1.7 Overview of English 101/107o 2.1: Academic Writing: An Overview

Read D2L: Richard Johnson-Sheehan and Charles Paine, “Writing and Genres,” from Writing Today, p. 2-8

Mini-Writing: (For the Writing Assignments, please see the D2L document entitled “Requirements for Mini Writing Assignments” to ensure that you complete them correctly!) Considering what you read in the Student’s Guide, please reflect on what the word literacy means to you (in any/every way you understand this word). Be anecdotal and honest with yourself, and outline any hopes/expectations you have for yourself in this course.

TH 8/23 In class: Discussion of college-level writing and expectations What is literacy? “Reading” visual texts (audience, context, purpose:

observations/inference)Homework:

Read SG:

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o 8.4 Visual Analysiso 10.5 Reading Visual Rhetoric

Read D2L: Chapter 2 from Scott McCloud, Understanding Comics

Mini-Writing: Find an advertisement and think about the “genre” of the type of advertisement you’ve chosen. Reflect on your ad in terms of McCloud’s chapter AND the terms listed in the SG and do a close-reading. How are you led to understand the ad’s message based on your understanding of the ad’s genre? How does the layout have an impact on your visual understanding? Please bring in a printout of your advertisement!

WEEK 2 – Visual LiteracyT 8/28 In class:

“Signs as Literacy” discussion Close-reading practice (graphics/images/signs) Discussion of advertisements

Homework: Read D2L: excerpts from Marjane Satrapi’s

Persepolis and Art Speigelman’s Maus Mini-Writing: After reading the two excerpts,

respond to each piece in terms of McCloud’s Understanding Comics. Include, in your analysis, a thesis describing how these writers use, play with, and challenge our understanding of comics and memoir as genres. Also, think about the different literacies that are at play in both pieces.

TH 8/30 In class: Discuss Persepolis and Maus Expanding the “visual:” spatial analysis at the U of A

(SG 8.6 Applying Spatial Analysis)Homework:

Read SG:o 3.1 Close Reading: An Overviewo 3.2 Annotationo 3.4 Annotation for Context

Read D2L: Amy Tan’s “Mother Tongue” Mini Writing: After reading Amy Tan’s essay and

the readings in SG, please annotate Tan’s essay and copy down and answer the questions in SG pg.55 (Practice Annotating) in your reflection. Then, consider this question: How does Tan understand

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literate practices in the communities she belongs to? What kinds of arguments could you make in a close-reading of this essay?

WEEK 3 – Textual & Embodied LiteracyT 9/4 In class:

Introduce Writing Project #1 Discuss “Mother Tongue” Practice in-class annotating with Joan Didion’s “On

Keeping a Notebook”Homework:

Read SG:o 1.4 Grading and Rubrics in First-Year

Composition Read D2L: Nancy Mair’s “On Being a Cripple” and

Harriett McBryde’s “Unspeakable Conversations” Mini Writing: After reading the two selections,

reflect on your understanding of “bodily literacy” in these two nonfiction essays. What might “literacy” mean to these writers? How have they challenged that definition through their personal essays?

TH 9/6 In class: Work on creating class rubric for Writing Project #1 Discuss Mair and McBryde

Homework: Read D2L: Mini Writing: Return to your first mini-writing of the

semester (in which you considered definitions of literacy). Revisit this piece and highlight some areas/insights you might be able to use for Writing Project 1. Then, identify THREE potential topics for your essay and write a one-paragraph description about each possibility. We’ll use this to brainstorm in class on Tuesday.

WEEK 4 – Idea Generation & DraftingT 9/11 In class:

Discussion of the academic writing genre Getting started on Writing Project #1

Homework: Revise your introduction and at least two more

paragraphs for your conferences on Thursday

TH 9/13 In class: In-class conferences with students

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Homework: Read SG:

o 5.1 Feedback, Peer Review, and Revision: An Overview

o 5.3 Tips for Successful Workshoppingo Getting the Most From Your Workshop

Experience, yellow box pg.111 Upload your rough draft to your D2L group BEFORE

class begins on Tuesday!

WEEK 5 – Writing & RevisionT 9/18 In class:

**Meet in COH Computer Lab today! Please have your rough draft uploaded to your D2L

group BEFORE class begins! Discuss Microsoft Word editing and revision

techniques Peer workshopping

Homework: Read SG:

o 5.4 Receiving and Making Sense of Commentso 5.5 Feedback Leads to Revision

Intended Revision List: Please read over the section in SG as well as your feedback from your conference as well as your peer reviews and make a list of revisions you will make to your rough draft. Then, begin making those changes to your project. You will turn this list in with your portfolio.

TH 9/20 In class: **Individual revision day: no class! Please continue revising and editing your project for

submission on 9/25!Homework:

Compile your Unit 1 portfolio for submission on 9/25 Include in your portfolio (a folder—NOT a binder!)

1. Final draft2. Rough draft3. Copies of the feedback letters you WROTE4. List of revisions made according to feedback

you received from me & from your peers

WEEK 6 – Introduction to Unit 2T 9/25 In class:

**Writing Project #1 due at beginning of class in BOTH hardcopy portfolio AND to D2L!

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Unit 2: Genre Features ProjectDefining Literacy, Genre, and Community

Course Schedule / Readings:Abbreviations:SG = Student’s GuideRW = Rules for WritersD2L= Course Reading on D2L (print and bring on day discussed)

Note: Homework is listed under the day it should be prepared for the next class. Homework is not accepted late and cannot be submitted electronically under any circumstances.

WEEK 6 – Rhetorical Situation and Identifying ArtifactsT 9/24 In class:

Turn in Writing Project #1 Portfolio Introduction to Genre Analysis with genre activity Read “Generic Criticism” chapter in classHomework:

Read SG: 8.6 Applying Spatial Analysis Read D2L: Gee’s “An Introduction to Discourse

Analysis 1.1 and 1.6-1.8” Homework: Find and bring an artifact of your choice

of something you’d like to become literate in but aren’t yet (related to your major/hobbies/interests/future job).

TH 9/26 In class: Small group discussion of artifacts Field trip: assess signage, artifacts, menus, design,

etc. in triosHomework:

Review SG: o 8.4 Visual Analysiso 8.5 Visual Rhetorico 10.5 Reading Visual Rhetoric

Read D2L: “The Rhetorical Situation: Different Media (Old and New), Different Audiences”

Mini-Writing: Write up a report about your observations/inferences from the field trip, using SG chapter 8 to help you form your assessment. Please mention the D2L article in your response to back up your claims!

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WEEK 7 – Building a Vocabulary for Visual RhetoricT 10/2 In class:

CESL class visitHomework:

Read D2L: “Family Photographs”

TH 1o/4 In class: Discuss Foss’ essay Mad Men clip: rhetorical situation and visual

response Visual genre exercise: history, “genre awareness,”

and evolutionHomework:

Read D2L: Gee’s “An Introduction to Discourse Analysis 2.3-2.5”

Read D2L: “Patterns of Text: Genre” link Mini-Writing: Choose one idea from the Gee

reading and write a response to Gee in which you discuss and think about how you responded to his ideas about interpreting discourse analysis.

WEEK 8 – Building a Vocabulary for Textual RhetoricT 10/9 In class:

Discussion of function of form (Rachel Carson’s “The Obligation to Endure”)

How to read for style In-class activity: textual excerpt analysis of public

genres Introduce Writing Project #2

Homework: Read SG: Chapter 2, “Academic Writing” (pg.35-45) Mini Writing: Identify 3 artifacts from the genre(s)

you’re considering using for your writing project and explain why you want to include each one. Write a brief paragraph for each artifact you’ve chosen.

TH 10/11 In class: Free-write: experience using academic writing Discussion of academic essay genre using examples

in SG Discuss genre of academic writing and review

conventions Individual work: introductory paragraphs

Homework: Homework: Now that you’ve had some time to

finalize your genre choices, bring in a hard copy of

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each artifact you will comparing/contrasting for your Writing Project.

Work on your rough drafts

WEEK 9 – Compare & ContrastT 9/16 In class:

Brainstorming and planning Writing Project #2 using artifacts

Continue writing rough draftsHomework:

Revise your introduction and at least two more paragraphs for class on Thursday—bring a hard copy!

TH 9/18 In class: Essay development using compare/contrast

heuristics Review of PIE: illustration and evidence (integrating

quotes)Homework:

Upload your rough draft to your D2L group BEFORE class begins on Tuesday!

Arrange to bring a laptop to class on Tuesday (rent from library, bring your own, etc.)

WEEK 10 – Drafting, Revising, EditingT 10/22 In class:

Please have your rough draft uploaded to your D2L group BEFORE class begins!

Review Microsoft Word editing and revision techniques

Peer workshopping Small group discussion of drafts

Homework: Review SG:

o 5.4 Receiving and Making Sense of Commentso 5.5 Feedback Leads to Revision

Intended Revision List: Please read over the section in SG as well as your feedback from me as well as your peer reviews and make a list of revisions you will make to your rough draft. Then, begin making those changes to your project. You will turn this list in with your portfolio.

Arrange to bring a laptop to class on Thursday (rent from library, bring your own, etc.) OR print and bring a copy for yourself to work on

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TH 10/24 In class: Discuss approaches to revising for style as related to

genre conventions Review MLA formatting Answer last-minute questions Individually work on revisions in class

Homework: Compile your Unit 2 portfolio for submission on

10/30 Include in your portfolio (a folder—NOT a binder!)

5. Final draft6. Rough draft7. Copies of the feedback letters you WROTE8. List of revisions made according to feedback

you received from me & from your peers

WEEK 11 – Introduction to Unit IIIT 10/30 In class:

**Writing Project #2 due at beginning of class in BOTH hardcopy portfolio AND to D2L!

Unit 3: Genre-in-ContextDefining Literacy, Genre, and Community

Course Schedule / Readings:Abbreviations:SG = Student’s GuideRW = Rules for WritersD2L= Course Reading on D2L (print and bring on day discussed)

Note: Homework is listed under the day it should be prepared for the next class. Homework is not accepted late and cannot be submitted electronically under any circumstances.

WEEK 11 – Introduction to Unit IIIT 10/30 In class:

Discuss approaches to revising for style as related to genre conventions

Review MLA formatting Answer last-minute questions Individually work on revisions in class

Homework: Compile your Unit 2 portfolio for submission on

10/30 Include in your portfolio (a folder—NOT a binder!)

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9. Final draft10. Rough draft11. Copies of the feedback letters you

WROTE12. List of revisions made according to

feedback you received from me & from your peers

Th 11/1 In class: **Writing Project #2 due at beginning of class in

BOTH hardcopy portfolio AND to D2L! Introduction to Unit III: Genre-in-Context

o What can genres do? What are their limits? Specialties?

Film viewing: Exit Through the Gift ShopHomework:

Read SG Ch.9 (Text-in-Context) and come ready to discuss on Tuesday

Read SG 10.6 (Rhetorically Analyzing Graffiti as a Visual-Spatial Public Medium) and come ready to discuss on Tuesday!

WEEK 12 – Primary and Secondary Texts11/6 In class:

Finish viewing film: Exit Through the Gift Shop Film discussion: themes/ideas/main ideas and

arguments Discuss SG Ch.9 and article Introduce Unit III Assignment Sheet

Homework: SG 9.1 “Text-in-Context: An Overview” D2L: “Graffiti in its Own Words” by Dimitri & Gregor

Ehrlich D2L: “The True Counterfeits of Banksy: Radical Walls

of Complicity and Subversion” by Eva Branscome

11/8 In class: D2L Discussion Board Day: instructions on D2L! Discuss secondary “lens” texts Brainstorm for Writing Project #3Homework: Please PRINT and BRING the two articles you

discussed on D2L today to class on Tuesday as well as ONE more source (THREE TOTAL)

SG Ch.6: “Working with Sources: Summary, Paraphrase, and Quotation”

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WEEK 13 – Working with Secondary Texts, In-Text Citations, Initial Drafting (**Ms. Mock is out of town this week, but will have access to email)11/13 In class:

Round table drafting ideas Thesis statement practice: What does it look like? Practice “lens” text integration into thesis statements

Homework: Now that you have a better idea of what your research

paper will be about, begin by writing an introduction and your first two body paragraphs

11/15 In class: Work on MLA in-text citations, integrating quotes, balancing

summary with analysis Mini-workshop introductions and first two body paragraphsHomework: Continue working on your rough draft for your individual

conference with me on 11/20—please bring ALL materials (drafts, notes, sources) you have so far to discuss with me!

WEEK 14 – Individual Conferences, Rough Drafts, 11/19 Individual Conferences for Writing Project #2 and Writing Project #311/20 In class:

Individual Conferences for Writing Project #2 and Writing Project #3

Come see me during office hours if you would like to discuss your work

Homework: Complete your rough draft and bring 2 hard copies to

workshop on Tuesday after the holiday!

11/22: Thanksgiving Break!

WEEK 15 – Peer Review & MLA Works Cited11/27 In class:

Peer Review WorkshopsHomework: Using the comments you received in workshop today as well

as your own assessment of your work, please revise your rough draft and bring a fresh copy to class on Thursday. We will be working on revising for style.

11/29 In class:

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Revising for style MLA Review Introduce final examHomework: Prepare your portfolio for submission on Tuesday, 12/4! Include in your portfolio (a folder—NOT a binder!)

Final draft Rough draft Copies of the feedback letters you WROTE List of revisions made according to feedback you received

from me & from your peers

WEEK 16 – Last Day of Class!12/4 In class:

Work on final exams in class** Office Hours normally scheduled on Thursdays will be held today, 9:30-10:30 in my usual office space, to allow for questions about the final exam.