English
131 Composition
The
Big Questions
Fall 2007
Monday – Friday
COURSE DESCRIPTION: The Basics
The goal of English 131, Composition,
is to encourage and inform “critical” readers and writers through the reading
of texts and articles, and subsequent argumentative writing. Although this class does analyze literary
texts, our main focus will consistently remain centered on mastering the traits
of successful academic writing. Texts
and articles (artifacts) will function as a venue through which we can access
academic argument.
COURSE DESCRIPTION: The Particulars
Throughout the quarter, our readings
and writing will focus on the theme of “discovering ourselves through the
enlightenment/journey of others.” We
will be using primarily Russian born authors. Why Russian born authors? Because
there is no better “other” than someone who has experienced multiple cultures
or lived thorough societal and revolutionary upheaval.
Thus, we will be debating,
conversing, and crafting arguments based on the literary works assigned. I hope that the analysis of literary texts
will allow us to see that even poems and novels contain many of the
characteristics of academic argument as outlined in the course outcomes.
TEXTS & MATERIALS:
The Dialogues of Plato (AHS)
Reading Context, by Gail Stygall
(AHS)
Situating Inquiry, by
Brave New World, by Aldous
Huxley
Others…
THE PORTFOLIO:
In this course you will complete two to three major
assignment sequences, each of which is designed to help you fulfill the course
outcomes. Each assignment sequence
requires you to complete a variety of shorter assignments leading up to a major
paper. These shorter assignments will
target one or more of the course outcomes at a time. You will have a change to significantly
revise each of the major papers using feedback generated by your instructor,
peer review sessions, and/or writing conferences.
At the end of this course you will be asked to compile and
submit a portfolio of your work along with a portfolio cover letter. The portfolio will include the following: one of the major papers,
PARTICIPATION:
The portfolio comprises 70% of your grade. I will be grading each of you on your
participation for the remaining 30% of your grade. I value participation greatly in my classes,
and participation means more than just good attendance and raising your hand in
class (although I want you to do both of these things).
An integral part of participation involves coming to class
prepared. Bring your journal and
whatever book we are working on to class every day. Also, your work must be turned in on time in
order to have productive discussion, class work and peer review. Your participation grade in this class is
largely dependent on how you function in these settings. Are you an effective and responsible peer
reviewer? Do you come to class prepared
and ready to contribute to the class as a whole? Is your homework turned in on time? I will be keeping these questions in mind as
I grade for participation.
I will not be counting how many times each student raises
his or her hand in class; however, I do expect each person to contribute and be
ready to engage in discussion. This is
essential in the development of any writer; writing is not a solitary
activity. Do not worry, I will not be
asking you to write your life story to share with the class. The classroom may be a place where
disagreement occurs, but this should not be disagreement over personal or moral
matters. Academic argument and discourse
ask us to question our thought processes, assumptions, and rhetorical skill; it
is not meant to be offensive or accusatory.
SUBMITTING YOUR WORK:
Your assignments will be submitted
in a variety of forms, including traditional paper copies and electronic drafts
submitted to Turnitin.com. Each of you
will need to activate your school e-mail address. If you have not completed your AUP through
the library, do it now! I will note on
each assignment sheet what form I would like you to submit your work in. Often you will be required to submit both
hard and electronic copies. However, you are responsible for
submitting your work successfully, on time, and in the correct form.
In this technological age,
computer/printer technical difficulties are not acceptable. Please allow yourself enough time to do your
work and remember to back up and save often to avoid loss. Feel free to save drafts of your to your
school account. (H drive?) Turnitin.com
can be accessed anywhere there is internet access, so you will be able to
submit papers from home. J
LATE POLICY:
I do not accept late work, and I do
not accept work via email. All
assignments must be turned in as specified on the assignment sheet, usually in
BOTH hard copy form and electronic form.
An assignment is considered late if it is not in my hands (or in the
hands of the “computer”) at the beginning of the class period on the due
date. If for some reason you will not be
in class the day an assignment is due, speak to me beforehand and we can arrange
a time for you to drop your work off.
However, because this class
functions on a portfolio system, you must complete every assignment in order
for your portfolio to be considered “complete.” So, if you miss an assignment,
turn it in to me simply so I can mark you off as having completed it. (This way at the end of the semester, I will
know you have the missing assignment in your portfolio). I will not write any comments on these late
assignments, and their tardiness will reflect poorly on your participation
grade.
That being said, I understand that
sometimes family or health emergencies do occur. If something like this happens, please get in
touch with me as soon as possible so we can work out an alternate plan that
accommodates both of us and still allows you to fulfill the requirements of the
course. (DO NOT GO AWOL! I give permission more easily than
forgiveness.)
ASSIGNMENT STANDARDS:
All assignments must be in MLA
format (unless otherwise specified):
CLASSROOM CULTURE:
I want our class to be a place were
everyone feels safe participation.
Although we are engaging in academic arguments, we are not here to be
rude or antagonistic. Be conscious of
your comments, and remember that as a writing community we are here to
constructively critique each others’ writing, not to critique the author
him/herself. In that same vein, remember
that a criticism of an individual’s writing style or idea is not a criticism of
the individual but rather an attempt to fully explore and understand diverse
ideas and concepts.
PLAGIARISM:
Plagiarism, or academic dishonest,
is presenting someone else’s ideas or writing as your own. In your writing for this class, you are
encouraged to refer to other people’s thoughts and writing—as long as you cite
them. As a matter of policy, any student
found to have plagiarized any piece of writing in this class will be
immediately reported to the
ATTENDENCE:
Although this is a college class, it is sanctioned by
The student
who believes the absences are the result of extenuating circumstances may
appeal the credit eligibility to the Attendance Review Committee. (Please note unexcused absences are difficult
to appeal.)
*Additionally,
if a student is more than 10 minutes tardy, it will be recorded as an unexcused
absence.
COURSE OUTCOMES:
1.
To demonstrate an awareness of the
strategies that writers use in different writing situations.
·
The
writing employs style, tone, and conventions appropriate to the demands of a
particular, genre and situation.
·
The
writer is able to demonstrate the ability to write for different audiences and
contexts, both within and outside the university classroom.
·
The
writing has a clear understanding its audience, and various aspects of the
writing (mode of inquiry, content, structure, appeals, tone, sentences, and
word choice) address and are strategically pitched to that audience.
·
The
writer articulates and assesses the effects of his or her writing choices.
2.
To read, analyze, and synthesize
complex texts and incorporate multiple kinds of evidence purposefully in order
to generate and support writing.
·
The
writing demonstrates an understanding of the course texts as necessary for the
purpose at hand.
·
Course
texts are used in strategic, focused ways (eg: summarized, cited, applied,
challenged, re-contextualized) to support the goals of the writing.
·
The
writing is intertextual, meaning that a “conversation” between texts and ideas
is created in support of the writer’s goals.
·
The
writer is able to utilize multiple kinds of evidence gathered from various
sources (primary and secondary—for example, library research, interview,
questionnaires, observations, cultural artifacts) in order to support writing
goals.
·
The
writing demonstrates the responsible use of the MLA system of documenting
sources.
3.
To produce complex, analytic,
persuasive arguments that matter in academic contexts.
·
The
argument is appropriately complex, based in a claim that emerges from and
explores a line of inquiry in multiple ways.
·
The
stakes of the argument, why what is being argued matters, are articulated and
persuasive.
·
The
argument involves analysis, which is the close scrutiny and examination of
evidence and assumptions in support of a larger set of ideas.
·
The
argument is persuasive, taking into consideration counterclaims and multiple
points of view as it generates its own perspective and position.
·
The
argument utilizes a clear organizational strategy and effective transitions
that develop its line of inquiry.
4.
To develop flexible strategies for
revising, editing, and proofreading writing.
·
The
writing demonstrates substantial and successful revision.
·
The
writing responds to substantive issues raised by the instructor and peers.
·
Errors
of grammar, punctuation, and mechanics are proofread and edited so as not to
interfere with reading and understanding the writing.