ࡱ> sur5@ k<bjbj22 1tXXk4PPPPPPPd4d8h0000?Y0i4y8$`:R<8POOO8PP8---OPP0-O0- -9-|PP. -Y-0808-2=w2=$.ddPPPP2=P.-088ddddEnglish 110 Syllabus Winter 2006, MW 3-5, DC 108 Kelly Magee Office: Office Hours: 12-3 MW and by appointment Office Phone: Email: kmagee29@gmail.com Course Objectives: English 110 is a writing course, designed to teach you how to become a more skillful and effective essay writer. This course fulfills GEC requirements by focusing on students skills in writing, reading, critical thinking, and oral expression. We will cover the following criteria throughout the quarter: Engage in the academic writing process, including textual invention, drafting, revising, and editing of expository writing. Produce engaging, polished written texts that reflect appropriate academic discourse conventions. Discuss and share writing and reading with others and develop a rhetorical vocabulary for talking about writing. Critically engage the work of scholars and researchers through written and oral expression. Interact with digital media. Retrieve and use written information analytically and effectively through the research process. The focus of the class this quarter is the American Family, so well be investigating issues like how the American family is changing, how families create and distribute culture, and what the role of the family is in politics, as well as other topics. Class discussions will help you to better understand the readings and generate ideas for papers, so preparation by completing the readings is essential to your success in class, as is a willingness to verbally participate. I hope not just to disseminate knowledge in class, but to create it, and for that, I need a variety of perspectives and opinions, yours included. Texts and Supplies: Writing Analytically Course Pack, available from Grade A Notes SF Compact, handbook (optional) a writing notebook and college dictionary a reliable method of saving your work (disk, jump drive, etc. $$$ for photocopying review drafts Course Requirements: You will complete five major assignments designed to build on each other intellectually and conceptually. These assignments are: Assignment #1: Summary and Response (500 words) 15% This assignment requires you to write a summary of, and analytical response to, a course essay. You must limit yourself to 500 words, and the summary and response sections should be approximately equal (250 words each). This assignment is designed to develop analytical reading and writing skills that are transferable across the curriculum. Analysis is most concerned with arriving at an understanding of a subject, but analytical thinking requires you to go beyond asking what a text means and encourages you to consider how a text means and why that meaning is significant. Assignment #2: Narrative (4-5 pages) 20% At its most basic, a narrative is a story. It recounts a meaningful experience and analyzes its significance, sometimes explicitly, often not. It employs standard story techniques characters, description, setting, dialogue, plot as well as sometimes breaking from the standard to experiment with language, point of view, or organization. Your story should have a definite point of significance, and a beginning, middle, and end. Your goal is to convey meaning through the use of concrete detail, to evoke emotion in the reader, and/or to create a visual picture through language. Assignment #3: Annotated Bibliography and Project Proposal 15% In this assignment, you will develop a working Project Proposal and create an annotated bibliography of no fewer than five sources (at least 50 words per annotation) that you will use in your Final Project. Annotations should summarize theses or controlling ideas and discuss the validity of the texts argument. The Final Project is a 6-8 page research paper. This project must grow out of our study of various families, which means your essay should apply the key rhetorical terms and issues that we have discussed. Assignment #4: Research Project: Comparative Rhetorical Analysis (5-6 pages) 30% For Assignment #4, you should identify either representations of family or family life and come to your own interpretation of the trend using the techniques of analysis introduced in the course. Let your research be guided by open questions, not by closed opinions or preformed conclusions. Do not simply choose evidence that supports your pre-formulated claims; allow your thesis to be shaped by what you read. Group Project: -- 10% In assigned groups, you will analyze images that represent the American family. Look for trends, themes, and anomalies. Find one or two interesting, unique methods of representation, and pick out a single visual, or pair of visuals, that exemplifies your findings. The image(s) should make specific claims about the American family, whether you agree with those claims or not. Decide on one claim for which you will find secondary research in order to establish context for your image. Each group will be assigned a different kind of secondary source to find a book, scholarly article, newspaper article, magazine article, or Web page. Conduct research to find an appropriate source of that kind that reflects your issue of choice. Your task in the presentation is to lead the class through a critical analysis of your secondary source, as well as presenting your image. Participation: -- 10% Students are expected to verbally participate in classroom discussions. To get credit, you must participate everyday in a respectful manner. Disruption of class, including sleeping, checking email or surfing the web during discussions, inappropriate comments, etc. is not tolerated. If you need to bring coffee or soda to class to stay awake, bring it I know I will. If you need to check your email, do it before or after class. Upon the first instance of disruptive behavior, Ill give you a warning. The next time, youll be counted absent and/or asked to leave. Classroom Policies: You are allowed three absences for the quarter. Upon the third absence, your final grade drops by one letter. After five absences, you cannot pass the course. This isnt a lecture course, and your attendance is very important to both your own success, and the ultimate success of the course. You are expected to come prepared to participate meaningfully in class discussion. I reserve the right to mark you absent for coming unprepared, sleeping during class, checking email during class, or any other disruptions. If you do miss a class, you are responsible for getting any work to me on time, and for making up any missed work. You should arrive at the next class with makeup work in hand. Late work will be accepted only with my prior consent or proper documentation. Three tardies (or three times leaving late) equal an absence from class. Being tardy (arriving after Ive started class) is usually disruptive, and so is to be avoided. If at any time you attend less than half a class, youll be counted absent. Computer excuses of any kind are unacceptable. This includes hard-drive crashes, printer jams, email mishaps, and disk betrayals. Dont wait to the last minute to try posting something. Keep back-up copies. Email papers to yourself. Store your work in your freezer. This is your writing, so protect it. All out-of-class writing must be typed according to the essay guidelines below. Please turn off phones, pagers, and any other noisemakers for class. Course content includes adult material. We may view excerpts from R-rated movies, discuss controversial topics, or read literature containing profanity or adult situations. If you suspect any of this could be a problem for you, please talk to me immediately. Courtesy is important both in class and on discussion boards. Remember that this is a public forum. Play nicely. Should you encounter any difficulties with the course material, the method of instruction, or the instructor, please contact the instructor, the campus Ombudsperson, your advisor, or the Associate Dean. The Office for Disability Services (Marge Hazelett, MR 297, ext. 6247) offers services for students with documented disabilities. Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Essay Information: Plagiarism is the unauthorized use of the words or ideas of another person, and is a serious academic offense. Remember that at no point should words or ideas that are not yours be represented as such. This includes buying on-line papers, having someone write all or part of your paper, having someone revise your paper, or using a source without proper documentation. Faculty Rule 3335-5-54 requires me to report any instances of academic misconduct, including plagiarism. See me for any questions about what does, or doesnt, constitute plagiarism. Papers should be professionally submitted: double-spaced, using Times New Roman or its equivalent, 12 point font and 1-inch margins. Number all pages. Staple, name, date, and class in the upper left-hand corner. Center titles. Comment will change the format of your paper, but make sure it is readable before considering it posted. Writing Center All members of the OSU community are invited to discuss their writing with a trained consultant at the Writing Center. The Center offers the following services: One-to-one tutorials at Mendenhall (Monday-Friday, 8:30-5:30) or the Younkin Success Center (Monday-Thursday, late afternoons) One-to-one online tutorials via an Internet Messenger system (no ads or downloads) Online appointment scheduling (available 24 hours a day) Please visit www.cstw.org to make an appointment or have an online tutorial. ***This syllabus is subject to change. Announcements will be made in class regarding any changes, and any absent student is responsible for that information. Daily Schedule: Note: All reading assignments are to be completed by the day they are listed below. Wed., 1/4: Class Introductions & Syllabus Writing Due: First Day Essay (In-Class): Do you think the American family is changing? What is the typical American family? What kinds of families do you belong to? What do you think a family should be? Mon., 1/9: Introduction of Assignment #1 and Developing Analytical Habits of Mind Reading Due: Kingsolver, Stone Soup; WA, Chapter 1, Sections 1 and 2 Writing Due: What words and phrases are repeated in Stone Soup? Why are they repeated? (1 pg) Wed., 1/11: Elements of Summary and Response and Asking So What? Practicing The Method and Asking So What?, Review Sample Student Essays Reading Due: Njeri, Life With Father; WA, Chapter 1, Sections 3 and 4, Chapter 4, Section A Writing Due: What are details or words that suggest binary oppositions in Life With Father? Why are these things opposed? Mon., 1/16: No Class Happy MLK Day Wed., 1/18: Rhetorical Situation Reading Due: Kingston, No Name Woman and Rall, Money Changes Everything; WA, p. 257-262 Writing Due: What are the rhetorical situations of each of these pieces? How does knowing this aid your understanding? Mon., 1/23: Summary and Response Workshop Reading Due: WA, Chapter 13, Section C Writing Due: Draft of Assignment #1 (in-class peer review) Wed., 1/25: Analyzing Visual Evidence Introduction of Group Project Reading Due: Gamson, Talking Freaks; WA, Chapter 5, Section C Bring: Magazine ads depicting families Mon., 1/30: Introduction of Assignment #2; Watch Smoke Signals Reading Due: Alexie, This is What it Means to Say Phoenix, Arizona Writing Due: Final Draft of Assignment #1 Wed., 2/1: Comparing and Contrasting Readings Reading Due: Ruiz, Oranges and Sweet Sister Boy and Sante, I Was Born; WA, Chapter 4, p.120-126, Chapter 9, 249 Writing Due: How do the differing styles reflect the meaning in these two essays? Mon., 2/6: Ethos and Writing: look at the website  HYPERLINK "http://www.itus/facetoface/intro.html" www.itus/facetoface/intro.html Reading Due: Abinader, Profile of an Arab-American Daughter and Boyle, If the River Was Whiskey; WA, Chapter 10, Section D, Chapter 11, Section D Writing Due: Draft of Assignment #2 Wed., 2/8: The Evolving Thesis and Revision Process Reading Due: WA, Chapter 6, Sections A and B, Chapter 7, Section A Peer-Partner Response (in-class) Modeling In-Class Large Group Writing Workshop Mon., 2/13: Introductions/Conclusions and Grammar Issues Reading Due: WA, Chapter 8 In-Class Large Group Writing Workshops: __________, __________, _________ Wed., 2/15: Introduction to Group Project and Assignment #3 and #4 Reading Due: Coontz, First Comes Love, Then Comes Marriage; WA, Chapter 12 Writing Due: Final Draft of Assignment #2 Mon., 2/20: Using Library and Internet Sources Reading Due: WA, Chapter 13 Writing Due: Draft of Assignment #3 Wed., 2/22: Group Presentations Mon., 2/27: Strategies for Writing and Revising: Modeling Workshop of Sample Student Work Reading Due: The Learning Curve (611-618) Writing Due: Final Draft of Assignment #3 Wed., 3/1: Peer-Partner Response and Revise based on peer response Writing Due: Draft of Assignment #4 Mon., 3/6: Large Group Writing Workshops: __________, __________, _________ Wed., 3/8: Last Day of Class: Evaluations and Large Group Writing Workshops: __________, __________, _________ Final Assignment #4 Due at Final Exam day.  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