English 1010 Syllabus
Salt Lake Community College Fall 2013 M-W-F
Instructor: Stacie Draper Weatbrook, M.A. MFEC 206
Email address: [email protected] 10:00-10:50am
Please send messages via email rather than Canvas
Text: They Say, I Say (available in the bookstore)
Recommended: A Pocket Style Manual by Diana Hacker and Nancy Sommers 6th Edition. (Around $20.)
DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
A good dictionary is also essential.
CANVAS (online elements of class):
http://learn-slcc.uen.org or through SLCC website (My Courses)
username and password is the same as your Mypage login
Philosophy: The Classroom as an Intellectually Engaged Community
We will become a community of thinkers, readers, writers, and learners engaged in a mutual endeavor that I hope will be interesting and profitable for you. The work of this course is best done together, with every member of the community fully present and participating.
Come prepared; don't miss class casually; respect each other's opinions by responding to them intelligently; read your peers' work carefully, with as much thought and input as you would like your own work read. Because everyone deserves to feel comfortable in class, obscene,profane, or discriminatory remarks of any kind will not be tolerated.
Much of the work will be done in small groups. The work of the class cannot be done well if everyone is not present. Working in groups benefits each member of the group. The more fully participating you are as an individual member of the group, the more profitable the group will be for you. We will discuss the readings from our text in groups and also comment on drafts of essays in progress.
Major Assignments
There will be several short credit/no credit writing assignments as well as major graded assignments. Expect to hand in an assignment each class period.
Late assignments will not be accepted. Late work diminishes the learning potential of the assignment. Other students in the class have made arrangements to complete their assignments on time, perhaps giving up social or family commitments. It is unfair to expect late work to be accepted. If you will be unable to attend class, you may turn your assignment to me on CANVAS BEFORE class time or send them with a class member who is willing to turn them in for you. Do not get in the habit of not attending class. While this class has web-enhanced elements, your attendance is required; you miss instruction and discussion by not attending. Many of the assignments in this class are assigned as preparation for discussion and by missing assignments or class, you are shortchanging yourself from the full learning experience.
Participation
The framework of the course—with emphasis on class participation and peer response—demands that you attend class regularly. Fifteen percent of your grade is based on attendance and in-class participation. You receive points for every day you are in class. These points can not be made up no matter how compelling the reason. Tardiness, failure to complete in-class work, such as peer responses, participation in reading discussions, active participation in small group work, and so forth, will result in the lowering of your grade. In addition, your final grade will be lowered up to one full grade if you miss more than 10% of the course (4 days). This is standard English Department Policy.
Goals and Outcomes for English 1010.
By the end of this course, you should be competent in your knowledge and understanding of writing and its rhetorical implications. I will grade upon your competency in the following areas:
• Rhetorical Strategies: being able to adapt purpose, audience, genre, and other rhetorical strategies to various writing situations.
• Critical Thinking Processes: including summary, analysis, synthesis, and argumentation.
• Composing Processes: such as invention, drafting, revision, editing, peer feedback, and self-assessment.
• Conventions of Writing: especially the academic conventions of citing multiple texts and incorporating them into your own writing, and understanding writing is the act of entering a conversation.
Course Activities and Practices
Because writing is a drafting, re-drafting process, the major essays will be graded with that process in mind. You will have opportunity to rework each document, have responses from both classmates and your instructors and have individual conferences with us, all before having your documents evaluated for a grade. Your achievement in the course depends heavily on your own motivation and sense of responsibility as well as upon your writing skills. With serious attention to writing, frequent uses of conferences, attention to classmates' and our responses to your
writing, and wise use of time, you should be able to do quite well. Without consistent effort, however, you may encounter some difficulty.
Self-Directed Points
Throughout the semester, you will have opportunities to expand your experience with and knowledge of composition and rhetoric. You will be given several assignments (such as additional readings with responses, setting up and maintaining your e-portfolio, writing center visits, optional peer review groups, etc.) to choose from based on your own interests and needs. Opportunities for Self-Directed points will be posted on CANVAS.
General Education ePortfolio
Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio .
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:
https://sites.google.com/site/slcceport
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on the Jordan Campus) during business hours, and staff will help you without an appointment. Finally, questions regarding the ePortfolio can be directed to [email protected].
Grading Breakdown
Attendance/Participation 125
They Say: Reading and Summarizing 150
I Say: Formulating a Response 300
They Say: Researching and Annotating 325
I Say: Sharing Experiences (Self Directed Points) 75
Total 1000 points
____________________________________________________________________________________________________
Section One: They Say (Reading and Summarizing)
In the first section of this class, we will learn the fundamentals of great academic writing: understanding the conversation and being able to summarize it. Using the templates given in the book, we will write summaries in order to fully understand the complexities of an issue.
Point Breakdown:
Readings:
We will have reading quizzes if it is apparent you are not doing the reading.
Chapter One, Two, & Three 20 points (I will ask you to sign a reading sheet randomly for credit.)
Summaries:
*This assignment will be graded. All other assignments are given credit/no credit. 150points
The following schedule is subject to change depending upon the needs of the class:
W Aug 21 Course introduction. Freewriting. Homework: Read pages 1-15 in They Say, I Say. Read “Don't Blame the Eater” page 391 and write a summary. TURN IN HARD COPY Remember, all assignments must be typed.
F Aug 23 Chapter One. Homework: Read “What You Eat is Your Business” and write a summary. TURN IN HARD COPY
M Aug 26 Reading. Chapter Two. Homework: Finish reading Chapter Two. Read “Marking a Book” (see Canvas for the link) and write a summary. TURN IN VIA CANVAS.
W Aug 28 Summarizing. Homework: Read “Books Make You a Boring Person” (See Canvas for link) and write a summary. TURN IN VIA CANVAS.
F Aug 30 Quoting. Homework:
M Sept 2 No School – Labor Day
W Sept 4 Reflection, Self-Directed Points. Quoting. Homework: Read “Watching TV Makes You Smarter” and “Thinking Outside the Idiot Box” write a summary for each article. TURN IN VIA CANVAS.
F Sept 6 Time to work on Self-Directed Points. (No formal class.)
M Sept 9 Homework: Choose one of the articles we have read. Revise your summary and bring 3 copies to class.
W Sept 11 Peer Review. Homework: Revise your summary. Final and reflection essay due Friday September 13. (Staple reflection, final, and rough draft together. ONLY A HARD COPY will be ACCEPTED)
_____________________________________________________________________________________________________
Section Two: I Say (Formulating a Response)
In the second section of class, we will build on your summarizing skills by adding your own response to an issue. We will talk about not only what is said but also how it is said (rhetoric) and what you think about it.
Point Breakdown:
Readings:
Chapter Four
Chapter Five
Chapter Six
Chapter Seven
Chapter Eight 25 points
Summary/Responses:
-“Blue Collar Brilliance”
-“Are Too Many People Going to College?”
-“Watching TV Makes You Smarter”
-“Thinking Outside the Idiot Box” 90 points (15 each)
Revise one of the above summary/responses
(You may also write a summary/response of
one of the essays we read as a class) 20
Second Revision 20
Final Summary/Response* 100
Reflection Cover Letter 20 points
*This assignment will be graded. All other assignments are given credit/no credit. 285 points
F Sept 13 Final Summary due. Discuss Chapter Four. Responses: Yes, No, Okay, but. “Two Years are Better than Four” and “The New Liberal Arts.” Homework: Read Chapter Four. Read “Blue Collar Brilliance” page 243. Write a summary/response.
M Sept 16 Responses. “Year of the Blue Collar Guy.” Rhetorical Appeals: Ethos, Pathos, Logos. Homework: Read Chapter Five. Read “Are Too Many People Going to College?” page 222 and write a summary/response.
W Sept 18 Understanding opposing views. Chapter Six. and “The Good, the Bad, and the Daily Show.” Homework: Finishing reading Chapter Six. Read “Future Schlock” (See email for link) and write a summary/response.
F Sept 20 So What? Who Cares? Rhetorical Situations (Audience, Rhetor, Constraints, Exigence). “Watching TV Makes You Smarter” Homework: Read Chapter Seven. Write a summary/response to “Watching TV Makes You Smarter” and “Thinking Outside the Idiot Box.” (You've already written the summaries!)
M Sept 23 Synthesis. Chapter Eight: As a Result. Homework: Summary/Response Essay draft and three copies. Read Chapter Eight.
Summary/Response Essay: Revise on of the summary/response essays you have written or add to one of the summaries you have written. Include a well-written summary, a developed response. Include:
-a summary of the issue
-a summary of the particular essay
-your opinion of the issue and article
-your synthesis of the issue
-an analysis of a rhetorical aspect of the essay
-an analysis of “so what” or why the issue matters
W Sept 25 Peer Review. Homework: Revise your Summary/Response Essay. Bring a hard copy for Friday!
F Sept 27 Reflection Essays. Summary/Response Essays. Sign up for individual conference with me. I will be meeting with each of you individually in our classroom for the next several class periods. There will be no formal class on these days. DO NOT miss your scheduled appointment. Your final Summary/Response Essay and Reflection Essay is Due on Monday October 14!
First Self-Directed Points Assignment also due October 14!
M Sept 30 Conferences. No formal class.
W Oct 2 Conferences. No formal class.
F Oct 4 Conferences. No formal class .
M Oct 7 Conferences. No formal class.
W Oct 9 Conferences. No formal class.
F Oct 11 Conferences. No formal class.
Summary/Response Essay Due Monday October 14!
Include in this order:
Section Three: They Say (Researching and Annotating)
I Say (Synthesizing Ideas)
In this section of class, we will build on the reading, summarizing, and responding we've done in the first section of class. You will get to synthesize your ideas with the ideas from the readings and outside research to create a researched argument. We will study the rhetorical strategies used to create arguments.
Point Breakdown:
Opposition first draft 10 points
Opposition revision 15 points
“How to Say Nothing...” response 10 points
Critical Thinking Experience Essay 10 points
Synthesis Outline PowerPoint Presentation* 40 points
Synthesis Essay draft 10 points
Synthesis Essay second draft 15 points
Synthesis Essay peer review on Canvas 15 points
Synthesis Essay final* 100 points
Reflection Essay 25 points
Annotated Bibliography Rough Draft-three academic articles 30 points (10 points/source on time)
Annotated Bibliography final * 70 points
350 points
*graded
M Oct 14 Final Summary/Response Due. First Self-directed Points choice due. Skeptics May Object: Planting a Naysayer in Your Text (Chapter 6). Homework: Finish your Answering the Opposition Assignment. Three hard copies.
Answering the Opposition: Make the “best case” for the opposing viewpoints against your response essay's thesis. For example, if you argued that, despite what Postman says, technology has actually helped us be more informed, you will acknowledge ways technology seems to make us less informed.
If you haven't already, I recommend purchasing
A Pocket Style Manual by Diana Hacker and Nancy Sommers 5th Edition.
(Around $20 on Amazon.) DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
W Oct 16 Share Opposition Assignments. Peer Review.
PEER REVIEW QUESTIONS
F Oct 18 No school. Fall Break.
M Oct 21 Critical Thinking: Analysis & Synthesis. Homework: Write Critical Thinking Experience Essay. Hard copy.
Critical Thinking Experience Essay: Write about a time you used ANALYSIS, SYNTHESIS, and EVALUATION in your life outside school. Try to think about an experience that relates to your Synthesis topic. How the applications of critical thinking in life and in school similar? How are they different? What are you learning from both your life and your academic experience?
W Oct 23 Analysis & Synthesis. Homework: Synthesis Essay Three hard copies.
Synthesis Essay: Combine two ideas from two of the essays we've read with your own ideas. For example, you might combine an idea from Mike Rose's “Blue Collar Brilliance” with an idea from Charles Murray's “Are Too Many People Going to College” while putting forth your own ideas about planning a career strategy. This essay should be substantive and thoughtful.
F Oct 25 Peer Review Synthesis Essay.
PEER REVIEW QUESTIONS
Homework: Do a search engine search on your Synthesis Essay topic. Print out/bring one article from the top ten results to class.
M Oct 28 “How to Say Nothing in 500 Words.” Rhetorical Strategies: Pathos, Ethos, Logos. Homework: Read “How to Say Nothing in 500 Words” in its entirety. Write a brief summary and a reflective response identifying which writing strategies you plan to incorporate into your writing. Turn in via CANVAS.
W Oct 30 Evaluating Sources. Database research. Annotated bibliographies.Homework: Find 3 additional academic sources to add to your synthesis paper. Write up those sources into an Annotated Bibliography.
Annotated Bibliography.
F Nov 1 Database research, Critical Reading. Homework: Annotated Bibliography Draft is due Wednesday November 6. Three hard copies.
M Nov 4 Database research, Critical Reading. Homework: Annotated Bibliography Draft is due Wednesday November 6. Three hard copies.
W Nov 6 Peer Review. Annotated Bibliographies. Homework: Revise Annotated Bibliography. Final Due Annotated Bibliography due Friday Nov. 8. Turn in on Canvas.
F Nov 8 Developing a working thesis, Outlining. Claims and reasons. Stasis Theory.
Homework: Outline your Synthesis topic according to both Stasis Theory and Claims and Reasons.
Peer Review on Canvas. Use Synthesis Scoring Standard as a peer review guide
Homework: Revise your Synthesis Essay.
M Nov 11 Work on Presentation, Self-Directed points.
W Nov 13 Work on Presentation, Self-Directed points.
F Nov 15 Presentations. Homework: Self-Directed points due Wednesday November 20!
M Nov 18 Presentations.
W Nov 20 Adding research in to your Synthesis Essay. Homework: Second draft of Synthesis Research Paper. You will add in your sources to your Synthesis Essay (Research Paper) and post your essay to Canvas for peer review in class, so bring your essay to class on a flash drive or be able to access it via email, Google Drive, or DropBox!
F Nov 22 Peer review in class. Homework: Revise and submit to CANVAS by Monday November 25 to receive comments from me.
M Nov 25 Top 10 MLA Mistakes. Homework: Reflection Essay due Monday December 2; Synthesis Essay due Wednesday Dec 4.
W Nov 27 No class.
F Nov 29 No class.
M Dec 2 Share Reflection Essays. Homework: Post your Reflection Essay and a selection of writings to your ePortfolio.
W Dec 4 Synthesis Essay due.
**I will be available in our classroom during our scheduled final exam time to pass back final papers.
English 2010 Syllabus
Salt Lake Community College FAll 2013 MWF
Instructor: Stacie Draper Weatbrook, M.A. MCPC 115
Email address: [email protected] 9:00-9:50am
Text: Online readings available on our Canvas Website
A Pocket Style Manual by Diana Hacker and Nancy Sommers 6th Edition. (Around $20.)
DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
A good dictionary is also essential.
CANVAS (online elements of class):
http://learn-slcc.uen.org or through SLCC website (My Courses)
username and password is the same as your Mypage login
The class schedule denotes whether you should turn in an assignment on Canvas or on paper. Please pay particular attention to the schedule.
Philosophy: The Classroom as an Intellectually Engaged Community
We will become a community of thinkers, readers, writers, and learners engaged in a mutual endeavor that I hope will be interesting and profitable for you. The work of this course is best done together, with every member of the community fully present and participating. Because everyone deserves to feel comfortable in class, obscene, profane, or discriminatory remarks of any kind will not be tolerated.
Come prepared; don't miss class casually. Respect each other's opinions by responding to them intelligently. Read your peers' work carefully, with as much thought and input as you would like your own work read.
Much of the work will be done in small groups. The work of the class cannot be done well if everyone is not present. Working in groups benefits each member of the group. The more fully participating you are as an individual member of the group, the more profitable the group will be for you. We will discuss the readings from our text in groups and also comment on drafts of essays in progress.
Major Assignments
There will be several short credit/no credit writing assignments as well as major graded assignments. Expect to hand in an assignment each class period.
Late assignments will not be accepted. Late work diminishes the learning potential of the assignment. Other students in the class have made arrangements to complete their assignments on time, perhaps giving up social or family commitments. It is unfair to expect late work to be accepted. If you will be unable to attend class, you may turn your assignment to me on CANVAS BEFORE class time or send them with a class member who is willing to turn them in for you. Do not get in the habit of not attending class. While this class has web-enhanced elements, your attendance is required; you miss instruction and discussion by not attending. Many of the assignments in this class are assigned as preparation for discussion and by missing assignments or class, you are shortchanging yourself from the full learning experience.
Participation
Your participation and attendance is essential! The framework of the course—with emphasis on class participation and peer response—demands that you attend class regularly. Ten percent of your grade is based on attendance and in-class participation. You receive full participation points if you miss 3 or fewer days of class. After 3 absences (or the equivalent number of tardies), your final grade will be lowered up to one full grade. It is standard English Department policy to lower your grade up to a full grade if you miss more than 10% of the course (3 days). Tardiness, failure to complete in-class work, such as peer responses, participation in reading discussions, active participation in small group work, and so forth, will result in deduction of participation points.
Goals and Outcomes for English 2010
By the end of this course, you should be competent in your knowledge and understanding of writing and its rhetorical implications. I will grade upon your competency in the following areas:
• Rhetorical Strategies: being able to adapt purpose, audience, genre, and other rhetorical strategies to various writing situations.
• Critical Thinking Processes: including summary, analysis, synthesis, and argumentation.
• Composing Processes: such as invention, drafting, revision, editing, peer feedback, and self-assessment.
• Conventions of Writing: especially the academic conventions of citing multiple texts and incorporating them into your own writing, and understanding writing is the act of entering a conversation.
Course Activities and Practices
Because writing is a drafting, re-drafting process, the major essays will be graded with that process in mind. You will have opportunity to rework each document, have responses from both classmates and your instructors and have individual conferences with us, all before having your documents evaluated for a grade. Your achievement in the course depends heavily on your own motivation and sense of responsibility as well as upon your writing skills. With serious attention to writing, frequent uses of conferences, attention to classmates' and our responses to your writing, and wise use of time, you should be able to do quite well. Without consistent effort, however, you may encounter some difficulty.
General Education ePortfolio--Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio .
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:
https://sites.google.com/site/slcceport
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on the Jordan Campus) during business hours, and staff will help you without an appointment. Finally, questions regarding the ePortfolio can be directed to [email protected].
Expectations and Grading.
You cannot learn to write and write well without writing or reading. Expect to hand in a writing assignment EVERY DAY! Expect to read challenging material. Expect that you will need to read articles more than once.
This course is a course in rhetoric, genre, and reflection. By the end of the semester you will have completed a live website about a topic of your choice. It will include:
-Presentation
-Factsheet, Timeline, or Infographic
-Annotated Bibliography
-Researched Article
-Commentary
-Memoir
In addition, you will complete other assignments along the way:
Grading Breakdown
Attendance/Participation 100
Genre and Audience example 10
“American Scholar” summary 20
Rhetorical Situation: Ad 20
Interview or Survey of 50 (write-up in A.B. 50
Annotated Bibliography Draft and copies
(must have 3 paper copies in class for full credit) 30
Annotated Bibliography final 100
Timeline, Infographic, Fact Sheet 20
Argument Presentation PowerPoint 50
“Annoying Ways People Use Sources” summary 20
They Say I Say chapter summary 20
Researched Argument draft (Canvas submission)
and Online Peer Review 30
Second Draft Researched Argument 20
Final Researched Argument 100
Commentary rough draft 30
(must have 3 paper copies in class for full credit)
Commentary Final 50
“Black Hair” Summary/Response 20
Two Views 20
Memoir second draft on Canvas with Peer Review 20
Memoir third draft
(must have 3 paper copies in class for full credit) 20
“Seeing” summary/response Canvas submission 20
Memoir Final 50
Multi Genre Memoir 50
Reflection Essay 20
SLCC eportfoilo-add reflection and any writing 10
Website Portfolio 100
1000
Course Schedule.
While I rarely change the schedule, I do reserve the right to make adjustments according to the needs of the class.
Pay particular attention to whether you should submit your assignment via Canvas or on paper.
Section One: Rhetoric
W Aug 21 Course introduction. Purpose, Audience, and Genre.
Homework:
□Purchase (in the bookstore or online) A Pocket Style Manual by Diana Hacker and Nancy Sommers.
□Bring in an example of discourse in any genre.
F Aug 23 Share examples. Discuss genre and audience.
Homework:
□Read “American Scholar” by Ralph Waldo Emerson.(See Canvas for link). Write a summary and include the speech's purpose and audience. Paper Submission.
M Aug 26 Discuss Emerson. Rhetorical Situations. (Rhetor, Audience, Exigence, and Constraints.)
Homework:
□Bring in an ad to analyze
W Aug 28 Discuss ads' rhetorical situations. (Red Rider BB Gun)
Homework:
□ Select an ad. Write a paper identifying the 4 elements of the rhetorical situation.
Paper Submission.
F Aug 30 Research and generating ideas.
Homework:
□ Choose a topic for your research
M Sept 2 No class. Labor Day.
W Sept 4 Research and Annotated Bibliographies.
Homework:
□ Find four sources for your Researched Argument. One source must be academic.
F Sept 6 Time to complete your research.
M Sept 9 MLA Citing. Research and Annotated Bibliographies.
Homework:
□ Write your sources in Annotated Bibliography format.
W Sept 11 Primary Research: Interviews and Surveys.
Homework:
□ Conduct your interview or survey. Your findings will be written up in your Annotated Bibliography.
F Sept 13 Research and MLA
Homework:
□ Annotated Bibliography draft due September 16 3 copies - Paper Submission.
Section Two: Genres (Infographics, Research Writing, Commentaries)
M Sept 16 Peer Review Annotated Bibliography.
Homework:
□ Final Annotated Bibliography with Interview or Survey due Wednesday September 18
W Sept 18 Fact sheets, time lines, infographics.
Homework:
□Create a timeline, infographic, or fact sheet.
F Sept 20 Are “facts” rhetorical? Outlining, Claims, Reasons, and Counterarguments.
Explain argument presentations.
Homework:
□ Argument presentation with PowerPoint presentation due Wednesday September 25.
M Sept 23 Outlines and Presentations. Claim and Reasons. Stasis Theory.
Time to prepare your essay presentation (Claim and reasons and counterarguments)
W Sept 25 Presentations
Homework:
□ Read “Annoying Ways People Use Sources” and write a summary. See Canvas for link. Canvas Submission.
F Sept 27 Presentations
□Read They Say I Say chapter and write a summary. See Canvas for link. Canvas Submission.
M Sept 30 Counterarguments. Drafting your Researched Argument.
Homework:
□ Draft of your Researched Argument and 3 hard copies.
W Oct 2 Peer Review. Sign up for conference time with me.
Homework:
□ Use the comments from your peers to revise your Researched Argument. Submit online by
Friday October 4 at 10am.
F Oct 4 Conferences. No formal class.
M Oct 7 Conferences. No formal class.
W Oct 9 Conferences. No formal class.
F Oct 11 Conferences. No formal class.
M Oct 14 Conferences. No formal class.
Homework:
□ Final Researched Argument due Friday October with Interview or Survey due Wednesday October 16.
W Oct 16 Final Researched Argument due.
F Oct 18 No school. Fall Break.
M Oct 21 Commentaries.
Homework:
□ Write a Commentary (must have 3 paper copies in class for full credit)
W Oct 23 Peer Review Commentaries
Homework:
□ Second draft of Commentary submit via CANVAS.
F Oct 25 Online peer review.
Homework: Final Commentary due Monday October 28 via CANVAS.
M Oct 28 Writing campaigns. Web Portfolio. Sign up for a conference time.
Homework:
□ Revise Commentary
W Oct 30 Conferences with me. Create Web Portfolio (Website using Weebly)
Homework:
□ Web Portfolio is due December 4!
Section Three: Seeing Through Personal Writing
F Nov 1 Descriptive Writing
Homework: “Black Hair” by Gary Soto
□ Read: “Black Hair” by Gary Soto; write a summary/response
M Nov 4 Descriptive Writing: Two Views.
Homework:
□ Two Views Assignment (Describe one place from two perspectives) Bring 3 hard copies for peer review.
W Nov 6 Share Two Views assignment.
Homework:
□ Revise Two Views for active voice, metaphors, and sensory details. Submit via Canvas
F Nov 8 Memoirs. Generating ideas.
Homework:
□ Read “Seeing” by Annie Dillard and write a summary Link on Canvas. Canvas Submission.
M Nov 11 Discuss “Seeing.” Memoirs. Memoir first draft in class. Try to relate your memoir to your research topic.
Homework:
□ Draft of Memoir. Bring 3 copies for peer review.
W Nov 13 Peer Review
Homework:
□ Revise Memoir and post on Canvas.
F Nov 15 Peer Review on Canvas
Homework:
□ Final Memoir due Monday November 18.
□Read “Ways of Seeing” by John Berger (available on Canvas) and write a response due Wednesday November 20.
M Nov 18 Work on websites, Reflective Essays
Homework:
□Read “Ways of Seeing” by John Berger (available on Canvas) and write a response
W Nov 20 Discuss Berger and Multi-Genre Memoirs.
Homework:
□Rough Draft/Sketch of Multi-Genre Memoir
F Nov 22 Share rough drafts
M Nov 25 Multi-Genre Memoirs; Creative writing strategies
Homework: Multi-Genre Memoirs Due Monday December 2
W Nov 27 No Class. Thanksgiving Break
F Nov 29 No Class. Thanksgiving Break
M Dec 2 Share Multi-Genre Memoirs
Homework:
□ Website due
□ ePortfolio reflection and link due
W Dec 4 Present Websites to the class
Salt Lake Community College Fall 2013 M-W-F
Instructor: Stacie Draper Weatbrook, M.A. MFEC 206
Email address: [email protected] 10:00-10:50am
Please send messages via email rather than Canvas
Text: They Say, I Say (available in the bookstore)
Recommended: A Pocket Style Manual by Diana Hacker and Nancy Sommers 6th Edition. (Around $20.)
DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
A good dictionary is also essential.
CANVAS (online elements of class):
http://learn-slcc.uen.org or through SLCC website (My Courses)
username and password is the same as your Mypage login
Philosophy: The Classroom as an Intellectually Engaged Community
We will become a community of thinkers, readers, writers, and learners engaged in a mutual endeavor that I hope will be interesting and profitable for you. The work of this course is best done together, with every member of the community fully present and participating.
Come prepared; don't miss class casually; respect each other's opinions by responding to them intelligently; read your peers' work carefully, with as much thought and input as you would like your own work read. Because everyone deserves to feel comfortable in class, obscene,profane, or discriminatory remarks of any kind will not be tolerated.
Much of the work will be done in small groups. The work of the class cannot be done well if everyone is not present. Working in groups benefits each member of the group. The more fully participating you are as an individual member of the group, the more profitable the group will be for you. We will discuss the readings from our text in groups and also comment on drafts of essays in progress.
Major Assignments
There will be several short credit/no credit writing assignments as well as major graded assignments. Expect to hand in an assignment each class period.
Late assignments will not be accepted. Late work diminishes the learning potential of the assignment. Other students in the class have made arrangements to complete their assignments on time, perhaps giving up social or family commitments. It is unfair to expect late work to be accepted. If you will be unable to attend class, you may turn your assignment to me on CANVAS BEFORE class time or send them with a class member who is willing to turn them in for you. Do not get in the habit of not attending class. While this class has web-enhanced elements, your attendance is required; you miss instruction and discussion by not attending. Many of the assignments in this class are assigned as preparation for discussion and by missing assignments or class, you are shortchanging yourself from the full learning experience.
Participation
The framework of the course—with emphasis on class participation and peer response—demands that you attend class regularly. Fifteen percent of your grade is based on attendance and in-class participation. You receive points for every day you are in class. These points can not be made up no matter how compelling the reason. Tardiness, failure to complete in-class work, such as peer responses, participation in reading discussions, active participation in small group work, and so forth, will result in the lowering of your grade. In addition, your final grade will be lowered up to one full grade if you miss more than 10% of the course (4 days). This is standard English Department Policy.
Goals and Outcomes for English 1010.
By the end of this course, you should be competent in your knowledge and understanding of writing and its rhetorical implications. I will grade upon your competency in the following areas:
• Rhetorical Strategies: being able to adapt purpose, audience, genre, and other rhetorical strategies to various writing situations.
• Critical Thinking Processes: including summary, analysis, synthesis, and argumentation.
• Composing Processes: such as invention, drafting, revision, editing, peer feedback, and self-assessment.
• Conventions of Writing: especially the academic conventions of citing multiple texts and incorporating them into your own writing, and understanding writing is the act of entering a conversation.
Course Activities and Practices
Because writing is a drafting, re-drafting process, the major essays will be graded with that process in mind. You will have opportunity to rework each document, have responses from both classmates and your instructors and have individual conferences with us, all before having your documents evaluated for a grade. Your achievement in the course depends heavily on your own motivation and sense of responsibility as well as upon your writing skills. With serious attention to writing, frequent uses of conferences, attention to classmates' and our responses to your
writing, and wise use of time, you should be able to do quite well. Without consistent effort, however, you may encounter some difficulty.
Self-Directed Points
Throughout the semester, you will have opportunities to expand your experience with and knowledge of composition and rhetoric. You will be given several assignments (such as additional readings with responses, setting up and maintaining your e-portfolio, writing center visits, optional peer review groups, etc.) to choose from based on your own interests and needs. Opportunities for Self-Directed points will be posted on CANVAS.
General Education ePortfolio
Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio .
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:
https://sites.google.com/site/slcceport
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on the Jordan Campus) during business hours, and staff will help you without an appointment. Finally, questions regarding the ePortfolio can be directed to [email protected].
Grading Breakdown
Attendance/Participation 125
They Say: Reading and Summarizing 150
I Say: Formulating a Response 300
They Say: Researching and Annotating 325
I Say: Sharing Experiences (Self Directed Points) 75
Total 1000 points
____________________________________________________________________________________________________
Section One: They Say (Reading and Summarizing)
In the first section of this class, we will learn the fundamentals of great academic writing: understanding the conversation and being able to summarize it. Using the templates given in the book, we will write summaries in order to fully understand the complexities of an issue.
Point Breakdown:
Readings:
We will have reading quizzes if it is apparent you are not doing the reading.
Chapter One, Two, & Three 20 points (I will ask you to sign a reading sheet randomly for credit.)
Summaries:
- “Don't Blame the Eater”
- “What You Eat is Your Business”
- “Marking a Book” (See link on Canvas/Submit on Canvas)
- “Books Make You a Boring Person” (See link on Canvas/Submit on Canvas)
- “Watching TV Makes You Smarter” (Submit on Canvas)
- “Thinking Outside the Idiot Box”(Submit on Canvas) 60 points
- Revised draft of one of the above summaries 20 points
*This assignment will be graded. All other assignments are given credit/no credit. 150points
The following schedule is subject to change depending upon the needs of the class:
W Aug 21 Course introduction. Freewriting. Homework: Read pages 1-15 in They Say, I Say. Read “Don't Blame the Eater” page 391 and write a summary. TURN IN HARD COPY Remember, all assignments must be typed.
F Aug 23 Chapter One. Homework: Read “What You Eat is Your Business” and write a summary. TURN IN HARD COPY
M Aug 26 Reading. Chapter Two. Homework: Finish reading Chapter Two. Read “Marking a Book” (see Canvas for the link) and write a summary. TURN IN VIA CANVAS.
W Aug 28 Summarizing. Homework: Read “Books Make You a Boring Person” (See Canvas for link) and write a summary. TURN IN VIA CANVAS.
F Aug 30 Quoting. Homework:
M Sept 2 No School – Labor Day
W Sept 4 Reflection, Self-Directed Points. Quoting. Homework: Read “Watching TV Makes You Smarter” and “Thinking Outside the Idiot Box” write a summary for each article. TURN IN VIA CANVAS.
F Sept 6 Time to work on Self-Directed Points. (No formal class.)
M Sept 9 Homework: Choose one of the articles we have read. Revise your summary and bring 3 copies to class.
W Sept 11 Peer Review. Homework: Revise your summary. Final and reflection essay due Friday September 13. (Staple reflection, final, and rough draft together. ONLY A HARD COPY will be ACCEPTED)
_____________________________________________________________________________________________________
Section Two: I Say (Formulating a Response)
In the second section of class, we will build on your summarizing skills by adding your own response to an issue. We will talk about not only what is said but also how it is said (rhetoric) and what you think about it.
Point Breakdown:
Readings:
Chapter Four
Chapter Five
Chapter Six
Chapter Seven
Chapter Eight 25 points
Summary/Responses:
-“Blue Collar Brilliance”
-“Are Too Many People Going to College?”
- -“Escape from the Western Diet”
-“Resisting the Moralization of Eating”
-“Watching TV Makes You Smarter”
-“Thinking Outside the Idiot Box” 90 points (15 each)
Revise one of the above summary/responses
(You may also write a summary/response of
one of the essays we read as a class) 20
Second Revision 20
Final Summary/Response* 100
Reflection Cover Letter 20 points
*This assignment will be graded. All other assignments are given credit/no credit. 285 points
F Sept 13 Final Summary due. Discuss Chapter Four. Responses: Yes, No, Okay, but. “Two Years are Better than Four” and “The New Liberal Arts.” Homework: Read Chapter Four. Read “Blue Collar Brilliance” page 243. Write a summary/response.
M Sept 16 Responses. “Year of the Blue Collar Guy.” Rhetorical Appeals: Ethos, Pathos, Logos. Homework: Read Chapter Five. Read “Are Too Many People Going to College?” page 222 and write a summary/response.
W Sept 18 Understanding opposing views. Chapter Six. and “The Good, the Bad, and the Daily Show.” Homework: Finishing reading Chapter Six. Read “Future Schlock” (See email for link) and write a summary/response.
F Sept 20 So What? Who Cares? Rhetorical Situations (Audience, Rhetor, Constraints, Exigence). “Watching TV Makes You Smarter” Homework: Read Chapter Seven. Write a summary/response to “Watching TV Makes You Smarter” and “Thinking Outside the Idiot Box.” (You've already written the summaries!)
M Sept 23 Synthesis. Chapter Eight: As a Result. Homework: Summary/Response Essay draft and three copies. Read Chapter Eight.
Summary/Response Essay: Revise on of the summary/response essays you have written or add to one of the summaries you have written. Include a well-written summary, a developed response. Include:
-a summary of the issue
-a summary of the particular essay
-your opinion of the issue and article
-your synthesis of the issue
-an analysis of a rhetorical aspect of the essay
-an analysis of “so what” or why the issue matters
W Sept 25 Peer Review. Homework: Revise your Summary/Response Essay. Bring a hard copy for Friday!
F Sept 27 Reflection Essays. Summary/Response Essays. Sign up for individual conference with me. I will be meeting with each of you individually in our classroom for the next several class periods. There will be no formal class on these days. DO NOT miss your scheduled appointment. Your final Summary/Response Essay and Reflection Essay is Due on Monday October 14!
First Self-Directed Points Assignment also due October 14!
M Sept 30 Conferences. No formal class.
W Oct 2 Conferences. No formal class.
F Oct 4 Conferences. No formal class .
M Oct 7 Conferences. No formal class.
W Oct 9 Conferences. No formal class.
F Oct 11 Conferences. No formal class.
Summary/Response Essay Due Monday October 14!
Include in this order:
- Reflection Essay (on top)
- Final Summary/Response Essay
- Second Draft
- First Draft
- Self-Directed Points Assignment
Section Three: They Say (Researching and Annotating)
I Say (Synthesizing Ideas)
In this section of class, we will build on the reading, summarizing, and responding we've done in the first section of class. You will get to synthesize your ideas with the ideas from the readings and outside research to create a researched argument. We will study the rhetorical strategies used to create arguments.
Point Breakdown:
Opposition first draft 10 points
Opposition revision 15 points
“How to Say Nothing...” response 10 points
Critical Thinking Experience Essay 10 points
Synthesis Outline PowerPoint Presentation* 40 points
Synthesis Essay draft 10 points
Synthesis Essay second draft 15 points
Synthesis Essay peer review on Canvas 15 points
Synthesis Essay final* 100 points
Reflection Essay 25 points
Annotated Bibliography Rough Draft-three academic articles 30 points (10 points/source on time)
Annotated Bibliography final * 70 points
350 points
*graded
M Oct 14 Final Summary/Response Due. First Self-directed Points choice due. Skeptics May Object: Planting a Naysayer in Your Text (Chapter 6). Homework: Finish your Answering the Opposition Assignment. Three hard copies.
Answering the Opposition: Make the “best case” for the opposing viewpoints against your response essay's thesis. For example, if you argued that, despite what Postman says, technology has actually helped us be more informed, you will acknowledge ways technology seems to make us less informed.
If you haven't already, I recommend purchasing
A Pocket Style Manual by Diana Hacker and Nancy Sommers 5th Edition.
(Around $20 on Amazon.) DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
W Oct 16 Share Opposition Assignments. Peer Review.
PEER REVIEW QUESTIONS
- Does the writer make the best case for the objections?
- What are some objections the writer may not have addressed?
- How does the writer answer the objections?
- How can the answers to the objections be expanded and better answered?
F Oct 18 No school. Fall Break.
M Oct 21 Critical Thinking: Analysis & Synthesis. Homework: Write Critical Thinking Experience Essay. Hard copy.
Critical Thinking Experience Essay: Write about a time you used ANALYSIS, SYNTHESIS, and EVALUATION in your life outside school. Try to think about an experience that relates to your Synthesis topic. How the applications of critical thinking in life and in school similar? How are they different? What are you learning from both your life and your academic experience?
W Oct 23 Analysis & Synthesis. Homework: Synthesis Essay Three hard copies.
Synthesis Essay: Combine two ideas from two of the essays we've read with your own ideas. For example, you might combine an idea from Mike Rose's “Blue Collar Brilliance” with an idea from Charles Murray's “Are Too Many People Going to College” while putting forth your own ideas about planning a career strategy. This essay should be substantive and thoughtful.
F Oct 25 Peer Review Synthesis Essay.
PEER REVIEW QUESTIONS
- What did you like/what surprised you about how the writer combined ideas from the two essays?
- What questions do you have after reading the writer's essay? What else do you want to hear?
- What was the writer's opinion (thesis)? How could it be made more clear?
- What could give the writer's essay more of a sense of interaction with the two text and the writer's own opinion?
Homework: Do a search engine search on your Synthesis Essay topic. Print out/bring one article from the top ten results to class.
M Oct 28 “How to Say Nothing in 500 Words.” Rhetorical Strategies: Pathos, Ethos, Logos. Homework: Read “How to Say Nothing in 500 Words” in its entirety. Write a brief summary and a reflective response identifying which writing strategies you plan to incorporate into your writing. Turn in via CANVAS.
W Oct 30 Evaluating Sources. Database research. Annotated bibliographies.Homework: Find 3 additional academic sources to add to your synthesis paper. Write up those sources into an Annotated Bibliography.
Annotated Bibliography.
- List each source using proper MLA format.
- Give a 75-100 word summary (be certain to use attributive tags!)
- Include a direct quote (with page number, if applicable).
- Write an analysis of the source, discussing the source's reliability and how it applies to your Synthesis Essay.
F Nov 1 Database research, Critical Reading. Homework: Annotated Bibliography Draft is due Wednesday November 6. Three hard copies.
M Nov 4 Database research, Critical Reading. Homework: Annotated Bibliography Draft is due Wednesday November 6. Three hard copies.
W Nov 6 Peer Review. Annotated Bibliographies. Homework: Revise Annotated Bibliography. Final Due Annotated Bibliography due Friday Nov. 8. Turn in on Canvas.
F Nov 8 Developing a working thesis, Outlining. Claims and reasons. Stasis Theory.
Homework: Outline your Synthesis topic according to both Stasis Theory and Claims and Reasons.
Peer Review on Canvas. Use Synthesis Scoring Standard as a peer review guide
Homework: Revise your Synthesis Essay.
M Nov 11 Work on Presentation, Self-Directed points.
W Nov 13 Work on Presentation, Self-Directed points.
F Nov 15 Presentations. Homework: Self-Directed points due Wednesday November 20!
M Nov 18 Presentations.
W Nov 20 Adding research in to your Synthesis Essay. Homework: Second draft of Synthesis Research Paper. You will add in your sources to your Synthesis Essay (Research Paper) and post your essay to Canvas for peer review in class, so bring your essay to class on a flash drive or be able to access it via email, Google Drive, or DropBox!
F Nov 22 Peer review in class. Homework: Revise and submit to CANVAS by Monday November 25 to receive comments from me.
M Nov 25 Top 10 MLA Mistakes. Homework: Reflection Essay due Monday December 2; Synthesis Essay due Wednesday Dec 4.
W Nov 27 No class.
F Nov 29 No class.
M Dec 2 Share Reflection Essays. Homework: Post your Reflection Essay and a selection of writings to your ePortfolio.
W Dec 4 Synthesis Essay due.
**I will be available in our classroom during our scheduled final exam time to pass back final papers.
English 2010 Syllabus
Salt Lake Community College FAll 2013 MWF
Instructor: Stacie Draper Weatbrook, M.A. MCPC 115
Email address: [email protected] 9:00-9:50am
Text: Online readings available on our Canvas Website
A Pocket Style Manual by Diana Hacker and Nancy Sommers 6th Edition. (Around $20.)
DO NOT PURCHASE THE EARLIER EDITIONS as they are out-of-date.)
A good dictionary is also essential.
CANVAS (online elements of class):
http://learn-slcc.uen.org or through SLCC website (My Courses)
username and password is the same as your Mypage login
The class schedule denotes whether you should turn in an assignment on Canvas or on paper. Please pay particular attention to the schedule.
Philosophy: The Classroom as an Intellectually Engaged Community
We will become a community of thinkers, readers, writers, and learners engaged in a mutual endeavor that I hope will be interesting and profitable for you. The work of this course is best done together, with every member of the community fully present and participating. Because everyone deserves to feel comfortable in class, obscene, profane, or discriminatory remarks of any kind will not be tolerated.
Come prepared; don't miss class casually. Respect each other's opinions by responding to them intelligently. Read your peers' work carefully, with as much thought and input as you would like your own work read.
Much of the work will be done in small groups. The work of the class cannot be done well if everyone is not present. Working in groups benefits each member of the group. The more fully participating you are as an individual member of the group, the more profitable the group will be for you. We will discuss the readings from our text in groups and also comment on drafts of essays in progress.
Major Assignments
There will be several short credit/no credit writing assignments as well as major graded assignments. Expect to hand in an assignment each class period.
Late assignments will not be accepted. Late work diminishes the learning potential of the assignment. Other students in the class have made arrangements to complete their assignments on time, perhaps giving up social or family commitments. It is unfair to expect late work to be accepted. If you will be unable to attend class, you may turn your assignment to me on CANVAS BEFORE class time or send them with a class member who is willing to turn them in for you. Do not get in the habit of not attending class. While this class has web-enhanced elements, your attendance is required; you miss instruction and discussion by not attending. Many of the assignments in this class are assigned as preparation for discussion and by missing assignments or class, you are shortchanging yourself from the full learning experience.
Participation
Your participation and attendance is essential! The framework of the course—with emphasis on class participation and peer response—demands that you attend class regularly. Ten percent of your grade is based on attendance and in-class participation. You receive full participation points if you miss 3 or fewer days of class. After 3 absences (or the equivalent number of tardies), your final grade will be lowered up to one full grade. It is standard English Department policy to lower your grade up to a full grade if you miss more than 10% of the course (3 days). Tardiness, failure to complete in-class work, such as peer responses, participation in reading discussions, active participation in small group work, and so forth, will result in deduction of participation points.
Goals and Outcomes for English 2010
By the end of this course, you should be competent in your knowledge and understanding of writing and its rhetorical implications. I will grade upon your competency in the following areas:
• Rhetorical Strategies: being able to adapt purpose, audience, genre, and other rhetorical strategies to various writing situations.
• Critical Thinking Processes: including summary, analysis, synthesis, and argumentation.
• Composing Processes: such as invention, drafting, revision, editing, peer feedback, and self-assessment.
• Conventions of Writing: especially the academic conventions of citing multiple texts and incorporating them into your own writing, and understanding writing is the act of entering a conversation.
Course Activities and Practices
Because writing is a drafting, re-drafting process, the major essays will be graded with that process in mind. You will have opportunity to rework each document, have responses from both classmates and your instructors and have individual conferences with us, all before having your documents evaluated for a grade. Your achievement in the course depends heavily on your own motivation and sense of responsibility as well as upon your writing skills. With serious attention to writing, frequent uses of conferences, attention to classmates' and our responses to your writing, and wise use of time, you should be able to do quite well. Without consistent effort, however, you may encounter some difficulty.
General Education ePortfolio--Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio .
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:
https://sites.google.com/site/slcceport
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on the Jordan Campus) during business hours, and staff will help you without an appointment. Finally, questions regarding the ePortfolio can be directed to [email protected].
Expectations and Grading.
You cannot learn to write and write well without writing or reading. Expect to hand in a writing assignment EVERY DAY! Expect to read challenging material. Expect that you will need to read articles more than once.
This course is a course in rhetoric, genre, and reflection. By the end of the semester you will have completed a live website about a topic of your choice. It will include:
-Presentation
-Factsheet, Timeline, or Infographic
-Annotated Bibliography
-Researched Article
-Commentary
-Memoir
In addition, you will complete other assignments along the way:
Grading Breakdown
Attendance/Participation 100
Genre and Audience example 10
“American Scholar” summary 20
Rhetorical Situation: Ad 20
Interview or Survey of 50 (write-up in A.B. 50
Annotated Bibliography Draft and copies
(must have 3 paper copies in class for full credit) 30
Annotated Bibliography final 100
Timeline, Infographic, Fact Sheet 20
Argument Presentation PowerPoint 50
“Annoying Ways People Use Sources” summary 20
They Say I Say chapter summary 20
Researched Argument draft (Canvas submission)
and Online Peer Review 30
Second Draft Researched Argument 20
Final Researched Argument 100
Commentary rough draft 30
(must have 3 paper copies in class for full credit)
Commentary Final 50
“Black Hair” Summary/Response 20
Two Views 20
Memoir second draft on Canvas with Peer Review 20
Memoir third draft
(must have 3 paper copies in class for full credit) 20
“Seeing” summary/response Canvas submission 20
Memoir Final 50
Multi Genre Memoir 50
Reflection Essay 20
SLCC eportfoilo-add reflection and any writing 10
Website Portfolio 100
1000
Course Schedule.
While I rarely change the schedule, I do reserve the right to make adjustments according to the needs of the class.
Pay particular attention to whether you should submit your assignment via Canvas or on paper.
Section One: Rhetoric
W Aug 21 Course introduction. Purpose, Audience, and Genre.
Homework:
□Purchase (in the bookstore or online) A Pocket Style Manual by Diana Hacker and Nancy Sommers.
□Bring in an example of discourse in any genre.
F Aug 23 Share examples. Discuss genre and audience.
Homework:
□Read “American Scholar” by Ralph Waldo Emerson.(See Canvas for link). Write a summary and include the speech's purpose and audience. Paper Submission.
M Aug 26 Discuss Emerson. Rhetorical Situations. (Rhetor, Audience, Exigence, and Constraints.)
Homework:
□Bring in an ad to analyze
W Aug 28 Discuss ads' rhetorical situations. (Red Rider BB Gun)
Homework:
□ Select an ad. Write a paper identifying the 4 elements of the rhetorical situation.
Paper Submission.
F Aug 30 Research and generating ideas.
Homework:
□ Choose a topic for your research
M Sept 2 No class. Labor Day.
W Sept 4 Research and Annotated Bibliographies.
Homework:
□ Find four sources for your Researched Argument. One source must be academic.
F Sept 6 Time to complete your research.
M Sept 9 MLA Citing. Research and Annotated Bibliographies.
Homework:
□ Write your sources in Annotated Bibliography format.
W Sept 11 Primary Research: Interviews and Surveys.
Homework:
□ Conduct your interview or survey. Your findings will be written up in your Annotated Bibliography.
F Sept 13 Research and MLA
Homework:
□ Annotated Bibliography draft due September 16 3 copies - Paper Submission.
Section Two: Genres (Infographics, Research Writing, Commentaries)
M Sept 16 Peer Review Annotated Bibliography.
Homework:
□ Final Annotated Bibliography with Interview or Survey due Wednesday September 18
W Sept 18 Fact sheets, time lines, infographics.
Homework:
□Create a timeline, infographic, or fact sheet.
F Sept 20 Are “facts” rhetorical? Outlining, Claims, Reasons, and Counterarguments.
Explain argument presentations.
Homework:
□ Argument presentation with PowerPoint presentation due Wednesday September 25.
M Sept 23 Outlines and Presentations. Claim and Reasons. Stasis Theory.
Time to prepare your essay presentation (Claim and reasons and counterarguments)
W Sept 25 Presentations
Homework:
□ Read “Annoying Ways People Use Sources” and write a summary. See Canvas for link. Canvas Submission.
F Sept 27 Presentations
□Read They Say I Say chapter and write a summary. See Canvas for link. Canvas Submission.
M Sept 30 Counterarguments. Drafting your Researched Argument.
Homework:
□ Draft of your Researched Argument and 3 hard copies.
W Oct 2 Peer Review. Sign up for conference time with me.
Homework:
□ Use the comments from your peers to revise your Researched Argument. Submit online by
Friday October 4 at 10am.
F Oct 4 Conferences. No formal class.
M Oct 7 Conferences. No formal class.
W Oct 9 Conferences. No formal class.
F Oct 11 Conferences. No formal class.
M Oct 14 Conferences. No formal class.
Homework:
□ Final Researched Argument due Friday October with Interview or Survey due Wednesday October 16.
W Oct 16 Final Researched Argument due.
F Oct 18 No school. Fall Break.
M Oct 21 Commentaries.
Homework:
□ Write a Commentary (must have 3 paper copies in class for full credit)
W Oct 23 Peer Review Commentaries
Homework:
□ Second draft of Commentary submit via CANVAS.
F Oct 25 Online peer review.
Homework: Final Commentary due Monday October 28 via CANVAS.
M Oct 28 Writing campaigns. Web Portfolio. Sign up for a conference time.
Homework:
□ Revise Commentary
W Oct 30 Conferences with me. Create Web Portfolio (Website using Weebly)
Homework:
□ Web Portfolio is due December 4!
Section Three: Seeing Through Personal Writing
F Nov 1 Descriptive Writing
Homework: “Black Hair” by Gary Soto
□ Read: “Black Hair” by Gary Soto; write a summary/response
M Nov 4 Descriptive Writing: Two Views.
Homework:
□ Two Views Assignment (Describe one place from two perspectives) Bring 3 hard copies for peer review.
W Nov 6 Share Two Views assignment.
Homework:
□ Revise Two Views for active voice, metaphors, and sensory details. Submit via Canvas
F Nov 8 Memoirs. Generating ideas.
Homework:
□ Read “Seeing” by Annie Dillard and write a summary Link on Canvas. Canvas Submission.
M Nov 11 Discuss “Seeing.” Memoirs. Memoir first draft in class. Try to relate your memoir to your research topic.
Homework:
□ Draft of Memoir. Bring 3 copies for peer review.
W Nov 13 Peer Review
Homework:
□ Revise Memoir and post on Canvas.
F Nov 15 Peer Review on Canvas
Homework:
□ Final Memoir due Monday November 18.
□Read “Ways of Seeing” by John Berger (available on Canvas) and write a response due Wednesday November 20.
M Nov 18 Work on websites, Reflective Essays
Homework:
□Read “Ways of Seeing” by John Berger (available on Canvas) and write a response
W Nov 20 Discuss Berger and Multi-Genre Memoirs.
Homework:
□Rough Draft/Sketch of Multi-Genre Memoir
F Nov 22 Share rough drafts
M Nov 25 Multi-Genre Memoirs; Creative writing strategies
Homework: Multi-Genre Memoirs Due Monday December 2
W Nov 27 No Class. Thanksgiving Break
F Nov 29 No Class. Thanksgiving Break
M Dec 2 Share Multi-Genre Memoirs
Homework:
□ Website due
□ ePortfolio reflection and link due
W Dec 4 Present Websites to the class