ENGLISH 1001-005 Instructor Name: Joseph Ozias Email: oziasjh@mail.uc.edu Office Hours: F12-2 by email, or by appointment Mailbox: McMicken 241 English Composition Office: 513-556-6173 Course Description In English 1001, students learn to read critically and analyze a text's content as well as its rhetorical strategies. In addition, students are immersed in research writing practices, learning how to integrate source material into their papers, evaluate sources, and position their ideas in relation to published research. The course aims to develop confident writers who know how to pursue a relevant, consequential line of inquiry. In this section, we will focus on ideas of rhetoric in terms of voice, style, and literacy. Many of these concepts tend to be taken for granted: we encounter rhetoric every day, we generally think we have our own “voice” and we use “literacy” to read these words. However, the boundaries of these terms are less clear and are politicized in ways that don’t often occur to us, even as they affect how we are able to proceed through our academic and social lives. Our readings in this course will ask us to think about these boundaries in more depth. Course Learning Outcomes By the end of this course, students will be able to • identify, respond to, and write effectively for various rhetorical situations • create sustained writing projects that integrate and account for multiple perspectives • analyze argument strategies and persuasive appeals and employ them in their own writing • develop clear arguments that incorporate ideas and evidence from sources, juxtaposing, integrating, and citing them appropriately • produce successive thesis-driven drafts of increasing quality through drafting, revising, and editing • provide and use constructive feedback on writing • reflect on their rhetorical choices and connect this learning to other writing situations • use complex and varied sentence structures and exhibit a writing style appropriate to differing rhetorical situations • demonstrate syntax and grammar control • quote, paraphrase, summarize, document, and cite sources accurately • locate and evaluate print and electronic source material • use electronic media to compose and publish Course Materials Malek, Joyce, Christopher Carter, and Rhiannon Scharnhorst, eds. Student Guide to English Composition 1001, Fall 2020-Spring 2021. Plymouth, MI: Hayden-McNeil, 2020. Course Policies and Procedures Attendance This is an online course, so we do not have attendance in a traditional sense. While there will be no log-in requirement (as in, you do not have a log in at a certain time or a certain number of times), you will be expected to complete online coursework just as you would in-seat coursework. This will require you to log in a minimum of three times per week for most weeks, and you will likely need to be in the course more often. By the end of the semester, there will be one required conference with me by WebEx—this will count toward your “attendance” as well. Major Assignments In this class, you will complete three larger assignments, each with their own smaller reflection. Our other work in the course will focus on providing the tools you will need to complete these assignments. Text in Action: Our first essay project will examine a single text (which may be a story, essay, music video, advertisement, image, etc.), considering the author’s audience, rhetorical choices, and purpose: what does this text set out to accomplish, and what strategies does the author use to accomplish that goal? Is s/he successful in reaching the intended audience? Research Argument: Your second major assignment will be an argument essay (roughly 1250 words): you will take a position on a topic (stake your claim), and you will use evidence you locate via research to illustrate your argument. For this project, you will need to undertake research in the library databases to gather the sources with evidence needed. This project requires 6 sources—three scholarly articles and three non-scholarly articles. Recasting Project: In your final assignment, you are asked to take the argument you’ve made in your research paper and reimagine it for a new audience by using a different genre or format—this new genre or format can take on many forms, whether it be a letter to a congress member, a comic, a story, etc., or even a collection of paintings. You will need to explain your rationale in the reflection. Reflections (3): Submitted at the end of each unit, you will be asked to consider your work throughout the writing process and the decisions you made. What devices did you use in your writing? How effective do you think these were, both in achieving your writing goals and in creating a pleasurable— or at least effective—writing process for you? Each reflection need only be 1-2 pages. Writing/Research Steps You will be asked to submit a rough draft of each of the three major assignments. These drafts are graded for participation rather than quality. If you have made an effort to complete the assignment, you will receive credit, even if you are headed in “the wrong direction”—because taking chances is essential to the writing process. For the research argument essay you will write a topic proposal, and for the recast you will submit a short genre proposal. This will be relatively informal and explained further in class. Peer Review After you have completed your draft, we will share those drafts with peer reviewers. As a peer reviewer, you will be asked to provide feedback on classmates’ work. You will be expected to provide thoughtful, careful critique to help your peers produce the best writing possible. Shorter Writing Assignments To hone the skills you will use in your major assignments, you will be asked to complete shorter writing assignments throughout the course. These assignments will be approximately 1-2 pages in length, double-spaced, and take up a concern that we are exploring in class or in our readings. You will be provided a prompt for writing. We will have eight short writing assignments over the course of the term of which you need only complete six. Discussion Boards In place of the class discussion that would occur in a traditional face-to-face classroom, we will have weekly discussion boards that ask you to share your thoughts about the reading and writing happening in the class. In essence, your initial post to the discussion board will be similar in style and form to the shorter writing assignments described above. However, in the discussion board, you will be required to read and respond to two classmates in a meaningful way (not just “I agree.”). Some weeks there may be more than one required discussion board, and some weeks there will be optional discussion boards—these will all be clearly marked and explained. A portion of your grade will also depend on how often you respond to questions your peers ask you—be sure to keep coming back to the discussions and checking in. Grade Breakdown Major Assignments Text In Action Research Argument Essay Recast Project Rough Draft (25 pts.) Rough Draft (25 pts.) Rough Draft (25 pts.) Peer Review (33 pts.) Peer Review (33 pts.) Peer Review (33 pts.) Final Draft (100 pts.) Final Draft (200 pts.) Final Draft (150 pts.) Reflection (25 pts.) Reflection (25 pts.) Reflection (25 pts.) Topic Proposal (20 pts.) Genre Proposal (20 pts.) Other Assignments Short Writing Assignments (60 pts. total) Discussion Boards (200 pts. total) Possible course grades include A, A–, B+, B, B–, C+, C, C–, NP (Not Proficient), W (Withdrawal), UW (Unofficial Withdrawal), X (Unofficial Withdrawal–No Participation), and WX (Official Withdrawal–No Participation). Please see the Student Guide for a breakdown of grade percentages and quality points and see me if you have any questions about this. At the end of the semester, students who have not attained at least a C–, indicating that they are ready for the next course, are assigned the grade of NP, signifying “not proficient.” An NP is not a punitive grade (it does not affect your grade point average as an F would); however, it also does not allow you to enroll in English 2089. If you receive an NP-Not Proficient as your final course grade, you must retake English Composition 1001. University Policies and Support Services Accessibility Policy The University of Cincinnati is committed to providing all students with equal access to learning opportunities. Accessibility Resources is the official campus office (210 University Pavilion) that works to arrange for reasonable accommodations for students with an identified physical, psychological or cognitive disability (learning, ADD/ADHD, psychological, visual, hearing, physical, cognitive, medical condition, etc.) Students are encouraged to contact the Accessibility Resources Office to arrange for a confidential meeting to discuss services and accommodations. Contact should be initiated as soon as possible to allow adequate time for accommodations to be arranged. The Learning Commons The Learning Commons provides centralized academic support for University of Cincinnati students. We bring together faculty, best-practices in teaching and learning, and hundreds of outstanding peer educators to create flexible academic success programming. For more information, email questions to learningcommons@uc.edu, stop by and visit us at 2510B French Hall, or give us a call at 513.556.3244. The Academic Writing Center Located on the fourth floor of Langsam Library in room 401N, the Academic Writing Center provides UC students with free writing assistance. If you would like a trained writing tutor to help you get started on your writing assignment or review your writing, make an appointment or stop in during our drop-in hours. If you have any questions regarding the Academic Writing Center, please contact AWC Coordinator Dr. Joseph Cunningham at joseph.cunningham@uc.edu. Title IX/Sexual Harrassment, and Sexual Violence Guidelines: Title IX is a federal civil rights law that prohibits discrimination on the basis of your actual or perceived sex, gender, gender identity, gender expression, or sexual orientation. Title IX also covers sexual violence, dating or domestic violence, and stalking. If you disclose a Title IX issue to me, I am required forward that information to the Title IX Office. They will follow up with you about how the University can take steps to address the impact on you and the community and make you aware of your rights and resources. Their priority is to make sure you are safe and successful here. You are not required to talk with the Title IX Office. If you would like to make a report of sex or gender-based discrimination, harassment or violence, or if you would like to know more about your rights and resources on campus, you can consult the website www.uc.edu/titleix or contact the office at 556-3349. Counseling Services, Clifton Campus Students have access to counseling and mental health care through the University Health Services (UHS), which can provide both psychotherapy and psychiatric services. In addition, Counseling and Psychological Services (CAPS) can provide professional counseling upon request; students may receive five free counseling sessions through CAPS without insurance. Students are encouraged to seek assistance for anxiety, depression, trauma/assault, adjustment to college life, interpersonal/relational difficulty, sexuality, family conflict, grief and loss, disordered eating and body image, alcohol and substance abuse, anger management, identity development and issues related to diversity, concerns associated with sexual orientation and spirituality concerns, as well as any other issue of concerns. After hours, students may call UHS at 513-556-2564 or CAPS Cares at 513-5560648. For urgent physician consultation after-hours students may call 513-584-7777. Academic Integrity The University Rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism or cheating, will be dealt with on an individual basis according to the severity of the misconduct. Course Schedule Week 1/11-1/17 1/18-1/24 1/25-1/31 2/1-2/7 2/8-2/14 2/15-2/21 2/22-2/28 3/1-3/7 3/8-3/14 Readings Read: Student Guide pp. 3-13, 17-20. Watch: video for Discussion Board (DB). Read: “Understanding Rhetoric” Read: Student Guide Sample Essays Read: “Theme for English B.” Due Wednesday Unit 1: Text in Action Due Friday Due Sunday DB post DB replies Short Writing Assignment DB post DB replies Short Writing Assignment Rough Draft of Text in Action Claim Peer Review Peer Review DB post DB replies Final Draft of Text in Action + Reflection Unit 2: Research Argument Essay Read: Student Guide on Research Argument DB post DB replies Essay Watch: TedTalk on “Talking.” DB post DB replies Read: CER Model. Read: “You’re Not Going to Believe . . .” DB post DB replies Watch: Scout/Soldier Mindset. Rough Draft of Claim Peer Listen: Podcast Episode Research Review Argument Essay CONFERENCES WITH ME BY WEBEX 3/15-3-21 Read: Infographics 3/22-3/28 Read: “The Land of the Free.” DB post DB post Short Writing Assignment Short Writing Assignment Short Writing Assignment Peer Review Short Writing Assignment DB replies DB replies Final Draft of Research Argument Essay + Reflection DB replies Short Writing Assignment DB replies Short Writing Assignment Unit 3: Recast Project 3/29-4/4 4/5-4/11 4/12-4/18 4/19-4/21 Read: Essay on Genre Read: Student Guide on Recast Project Read: First chapter of a book you’ve never read before. DB post DB post [Tuesday instead this week—holiday] Rough Draft of Claim Peer Review Peer Review Recast Project FINAL RECAST + REFLECTION DUE 4/20 AT 12 NOON
