English 150.1
Spring 2010
Dr. Matthew Davis
Office Hours: Tuesday and
Thursday 10:00-11:00and by
appointment
Office: CCC 421
Phone: 346-4307
email: matthew.davis@uwsp.edu
MW 8:00-9:15
CCC 232
Advanced Freshman English: Class, Race, and Space
Course Description
This course emphasizes that learning to write effectively is a recursive process—that is, it
is a skill that requires frequent use in order to serve you well. Writing is hard and writing well
requires discipline, patience, and a willingness to recognize patterns and institute changes. One
purpose of this class, therefore, is to give you a fresh perspective on what you already know, to
build on your strengths, and to prepare you to negotiate elements of writing and rhetoric that are
still difficult for you.
English 150 is a one-semester advanced course designed to prepare students for collegelevel reading and writing, and as such offers extensive and intensive practice in reading, writing,
and revising arguments. You will begin developing the rhetorical techniques and analytical and
evaluative skills appropriate to college-level work in the liberal arts by writing a series of
argumentative essays advancing critical claims about the texts on our syllabus and your
individual research projects investigating disputed places in the public consciousness. Working
in consultation with the professor and with a writing group made up of members of this class,
you will substantially revise several of the essays that you write this semester. These writings
will be supplemented by shorter informal assignments, journal entries, and a final reflection on
your writing and revising for this class.
Writing well is essential to most of the classes you will take in college and to many
endeavors you are likely to pursue after completion of your education. Different persons,
however, will have different expectations of “writing well” and we’ll discuss these varying
expectations. Knowledge of rhetorical devices and rhetorical strategies is a form of power—
power to define and express yourself, power to resist being manipulated and ill-defined by the
words of others. Therefore a secondary purpose of this course is to help you analyze the
audiences, purposes, and contexts of different situations so that you might construct effective and
appropriate responses.
Course Goals
In this course you will learn to:
1.
2.
3.
4.
Analyze the audience, purpose, message, and context of different rhetorical situations
Develop, draft, revise, and edit essays more effectively
Improve the ability to express a significant thesis or point of view
Use your writing and speaking as tools to assimilate information, express ideas,
evaluate arguments, analyze materials, and organize research
5. Become familiar with correct and effective usage of outside sources
2
6. Read and interpret a variety of academic texts
7. Recognize and address problems with diction, usage, punctuation, spelling and
grammar that can undermine your ability to communicate effectively with different
audiences
8. Strengthen the reciprocal abilities of editing for oneself and others
Required Materials
Ehrenreich, Barbara. Nickel and Dimed (textbook purchase)
Hacker, Diana. Rules for Writers w/ Research Pack (textbook purchase)
Electronic Reserves (see below)
Please be aware that you will also be required on occasion to make additional copies of your
writings for in-class exercises. Please budget accordingly.
Course Requirements
Participation
The class will be most rewarding and lively if we throw ourselves into the material and
think of class meetings as mutual discussions. If you are not accustomed to talking in class, let
me know how we can create inviting conditions for you to talk. If shyness gets the best of you,
come see me (sooner rather than later) and we will see what we can do. You will need to
participate aloud in the course. Class participation is graded on a pass/fail basis and consistent,
thoughtful contributions are required to receive a passing grade. “Consistent” means every other
class period; “thoughtful” (which does not mean “correct”) means contributions in which you
venture an idea or interpretation. Although class participation is graded on a pass/fail basis,
particularly sharp and engaged contributions could raise your final course grade if it is on a
borderline. Failing the class participation requirement will lower your final grade up to one full
letter.
I recognize that participation depends on your comfort and confidence in the class and
with the course material, which is why I always welcome suggestions about how participation
can be made more inviting, especially for people who are shy or who are new to English classes.
Realize that your contribution to discussion need not be a fully formulated or “brilliant” insight
by any means. If you feel shaky in your understanding of a specific text, for example, you might
pose a question rather than an “answer.” Inevitably, your question is probably one shared by
others in the class, and other people will be pleased you asked it, as will I. When you ask
questions, you can in fact do great literary analysis. For example, by asking, “Why does the
author’s conclusion seem to contradict the first paragraph of her short story?” you give the class
an excellent starting point for discussion even if you don’t yet have an answer to your own
question. Do not assume that you must “match” the comments of other students in order to make
valuable contributions.
Attendance
Attendance is mandatory. If there is an emergency or a legitimate special circumstance
that forces you to miss a class, I ask you notify me beforehand. This notification is a courtesy
that I appreciate, but it does not necessarily excuse your absence. If you miss class, it is your
responsibility to inform me of what is going on and to work to resolve the problem (ask me for
3
handouts, consult classmates for notes, and make an office appointment to review what you
missed if you so desire). Three or more absences runs the risk of a lowered final grade for the
course. If you miss six classes, you cannot pass the course. Exceptions to the attendance policy
are made only in the case of grave emergencies and may require documentation.
Conferences
Two group conferences will be scheduled during the course of the semester during which
time we will focus our conversation on a particular writing assignment. Attendance at these
conferences and preparation to discuss your writing concerns are required. If you wish to meet
with me additionally, please see the information under “Office Hours and Campus Resources for
Writing.”
Essays
During the course of the semester, you will be completing three (3-5 page) writing
assignments. For each of these assignments, you will work through the development of your
paper in stages that may include an outline, a first draft, a peer critique, and a revised edition. Be
sure to save all of your work and to keep multiple copies of your essays. Drafts, peer critiques,
and notes must accompany the final draft of all papers you submit. Completion of all papers is
required to satisfactorily complete this course.
Papers need to follow MLA-style documentation and therefore must:
• Have one-inch margins on all sides.
• Be in an easily legible 10- or 12-point font.
• Be double-spaced throughout, including your heading and quotations.
• Have page numbers in the upper right-hand corner of each page, preceded by
your last name.
• Have the student’s name, the course name and number, the instructor’s name,
the assignment name or number, and the date in the upper left-hand corner.
The title for the paper should appear centered at the top of the first page,
below the heading. No separate title page is necessary.
• Be turned in at the beginning of class on the date due. If you are late to class
when a paper is due, your paper will be counted as late and penalties will
accrue.
Papers that do not meet all of these requirements will not be accepted and will cause your
paper to be considered late. Late papers will cause your final grade for that paper to be
lowered one grade level (i.e. from an A- to a B+) for each day (including weekends and
holidays) that it is late.
Reading Journals
A principle that underlies this course is that one can only become a better writer by
practice; supplementary to this principle is the belief that to become a good writer one must read
and analyze good writers. To these ends, you will be required to complete a reading journal for
many of the readings we complete. Each entry must be at least one typed page in length, singlespaced (otherwise, follow MLA style—see “Essays,” above—for your journals). You need to
bring your completed journal entry to class each day when we are discussing the readings where
they will be collected; therefore, it is in your best interest to stay current in your reading and
4
journal assignments. Be sure to carefully date and number each journal entry, keeping them in
chronological order.
Each of the eight (8) journals you will be completing over the course of the semester will
be graded on a pass/fail basis. On some occasions, simply having completed the journal and met
the minimum requirements will ensure a passing grade; on other occasions, I may give you
specific elements of successful writing to work on, which then must be satisfactorily met to
receive a passing grade. Because of the pass/fail grading for these journals, no late journals will
be accepted—please do not ask me to make an exception.
Toward the end of the semester, you will be asked to turn in two of your previously
completed journals to be read and assigned a letter grade. You will have the option of revising
or refining these journal entries to earn the highest possible grade.
Informal Writings
In addition to your reading journals and formal papers, you will also be asked to complete
a number of important, less formal writing exercises. These will include everything from inclass reflections, reading journals, short responses, and other creative exercises. These
assignments are crucial to the class and will play an important part in your development of
successful ideas for your papers. Typically, your informal writings will be completed as
homework or as part of an in-class exercise. These assignments do not need to be typed, but
should be neatly written and clearly labeled with the date and assignment, and turned in when
requested.
Desire2Learn
Substantial course materials—including your weekly journal assignments—will be
available only by using the Desire2Learn online course administration software. You will want
to familiarize yourself with the D2L system as this will be the principle means by which course
assignments, schedules, and announcements will be made available to you. You should get used
to visiting the site for our course on a daily basis to keep on top of assignments and
announcements.
Electronic Reserves
All of our course readings are only available to students through Electronic Reserves,
accessible by going to MyPoint, clicking on the “Libraries” tab, and then selecting the link to
Electronic Reserves. You will need to print out the readings and bring them to class with you on
the days we are discussing them; failure to do so will count as an absence. I suggest printing out
all of the readings early in the semester and compiling your own course reader for English 150.
Grading
Pass/Fail Journals (8)
Graded Journals (2)
Essay #1
Essay #2
Essay #3
Participation
15%
15%
15%
20%
35%
P/F
F = Minus One
Letter Grade
5
Total
100%
Office Hours and Campus Resources for Writing
Please take advantage of my office hours to ask any questions you may have or to deal
with issues you would like to discuss with me outside of class. Just come by—you don’t need an
appointment. If you can’t make my office hours, I can always arrange to meet you at a time that
will work for both of us. If you need to reach me outside of class or office hours, email is the
best way to contact me.
The Tutoring-Learning Center (018 LRC) is a service for all UWSP students who are
working on papers. Its purpose is to help you get started, organize ideas, revise, and think about
the rhetorical situation of your particular writing assignment. I expect all of you to make use of
the Center to assist you in your writing and revising of papers for this class. To make an
appointment, please call x3568. Please also be advised that the center becomes especially busy
at midterm and toward the end of the semester when most students are working on final
assignments. Be sure to plan ahead and make an appointment well in advance.
Statement on Academic Honesty and Plagiarism
Plagiarism, or the representation of another’s work as your own, is a serious violation of
university policy and is unacceptable in the academic community. When you draw upon ideas or
language of other writers, you need to clearly indicate your sources. In class, students will learn
about accepted procedures for giving credit to sources that are quoted, paraphrased, or
summarized. If you have further questions about how to give credit to your sources, or are
unsure whether or not you are plagiarizing, please contact me before the assignment is due.
Please see http://www.uwsp.edu/centers/rights/RRBOOKLET8-2005-06.pdf for further
information about your responsibilities and rights as a student.
Special Needs
Please let me know if you need additional assistance or have special considerations that
need to be accommodated. I will do all that I can to help you succeed in this course. The Office
of Disability Services can also assist students with special needs (x3365, voice or x3362, TDD).
Tips for Success
•
•
•
•
•
Keep extra copies of your work, including drafts and revisions. These copies will come in
handy if you encounter any disk or computer problems and you can recycle any extras later.
Participate early and often. Start raising questions and posing ideas today, and make yourself
speak every day during the first two weeks to create a habit. If you are generally quiet in
class, take advantage of the newness of the situation and try something new.
Turn off your cell phone. Better yet, leave it at home. I have very good hearing and find
“vibrate” just as disturbing as an actual ring.
Come to class every day, prepared, and take responsibility for making the discussion useful
to you.
Get used to visiting Desire2Learn. This will be your best way to keep up to date with
assignments, schedule changes, and journal assignments. D2L also provides you with easy
access to your classmates as well as me.
6
•
•
•
Ask questions—of me, your classmates—whenever you are confused or unsure. Come by
my office hours, schedule an appointment, or email me to discuss concerns about your
writing, the readings, or the class. No matter the quality of your teachers, your education at
this level is what you make of it; don’t be shy about seeking the help and advice you need.
Read carefully and take notes. Take careful notes in the margins of your electronic reserves.
Expect to read difficult readings at least twice. Read materials again before attempting to
write about them.
If you find yourself disliking a writer or a text, investigate why: Is it the writer’s tone? The
writing itself? The writer’s assumptions? His or her argument? Readings have been
selected for their range and applicability to our chosen topic—don’t expect to “like” every
piece; do expect, however, to learn something from everything you read and try to figure out
each work’s importance.
English 150
Spring 2010
Tentative Schedule—Subject to Change
7
Week 1
Introductions
Mon
1/25
Introduction to Course and Each Other
Wed
1/27
The Elements of Argument; The Politics of Space at the 1893 World’s
Columbian Exposition
Week 2
The Politics of Space at the 1893 World’s Columbian Exposition;
Nickel and Dimed
Mon
2/1
Gail Bederman, from Manliness and Civilization (ER); Journal #1
Due
Wed
2/3
Barbara Ehrenreich, from Nickel and Dimed (1-120); Journal #2 Due
Week 3
Exploring Class
Mon
2/8
Barbara Ehrenreich, from Nickel and Dimed (121-235)
Wed
2/10
In-Class Viewing of 30 Days “Minimum Wage”
Week 4
Peer Review Conferences
Mon
2/15
Essay #1 Draft Due; Begin Peer Reviews
Wed
2/17
No Class—Peer Review Group Conferences
Week 5
Suburban Spaces
Mon
2/22
No Class—Peer Review Group Conferences
Wed
2/24
James Howard Kunstler, “Home from Nowhere” (ER); Journal #3
Due
Week 6
Suburban Spaces (continued)
Mon
3/1
Essay #1 Final Due; David Guterson, “No Place Like Home: On the
Manicured Streets of a Master-Planned Community” (ER); Journal #4
Due
Wed
3/3
David Guterson, “Enclosed, Encyclopedic, Endured: One Week at the
Mall of America” (ER); Journal #5 Due
Week 7
Mon
Suburban Spaces (continued); Urban Spaces
3/8
“To Sprawl or Not to Sprawl” from To the Best of Our Knowledge
(audio recording; original air date February 3, 2008).
8
Wed
3/10
Week 8
David Owen, “Green Manhattan” (ER); Journal #6 Due
Urban Spaces (continued)
Mon
3/15
Brent Staples, “Black Men and Public Space” (ER)
Wed
3/17
Mike Davis, City of Quartz “Prologue” pp. 3-14 (ER); Journal #7 Due
Spring Break
Week 9
Urban Spaces (continued)
Mon
3/29
TBA
Wed
3/31
Mike Davis, City of Quartz Chapter 4: “Fortress L.A.” pp. 223-260
(ER); Journal #8 Due
Week 10
Urban Spaces (continued); Library Orientation
Mon
4/5
Davis “Fortress L.A.” (continued)
Wed
4/7
Library Orientation/Research Day; Essay #2 Draft Due; begin Peer
Reviews
Week 11
Peer Reviews; Reading the Landscape
Mon
4/12
Peer Reviews; Writing Issues
Wed
4/14
John Fraser Hart, “Reading the Landscape” (ER); Essay #2 Final Due
Week 12
Research Project Reports
Mon
4/19
Research Project Reports
Wed
4/21
Research Project Reports (continued)
Week 13
Peer Review Group Conferences
Mon
4/26
Essay #3 Draft Due; Begin Peer Reviews
Wed
4/28
No Class—Peer Review Group Conferences
Week 14
Conferences (continued); Revision Issues
Mon
5/3
No Class—Peer Review Group Conferences
Wed
5/5
Revision Issues; Graded Journals Due
9
Week 15
Revision Issues
Mon
5/10
Revision Issues
Wed
5/12
Revision Issues; Conclusions
Final Exam: Essay #3 Revised Due Tuesday, May 18, 2010 at 2:45 PM.