ENGLISH 1303: First-Year Writing I
Summer II 2017, section # 15996
Course Theme: Visual Media Analysis
Class Location:
Class Dates:
Blackboard Online
June 5th-July 6th
Instructor: Prof. Izabela Uscinski
Email: iauscinski@uh.edu
Office Location: 205 Roy Cullen Building, room 101A
Office Hours: by appointment in office or online via Skype or phone
****The information contained in this class syllabus is subject to change without notice. Students are
expected to be aware of any additional course policies presented by the instructor during the course****
Course Description
Prerequisites: In order to be enrolled in English 1303 students must meet one of the minimum
test scores: TASP/THEA 240 or TASP/THEA Exempt; TSWE 40; SAT 500 Verbal; ACT 19 Verbal;
COMPASS 6; TOEFL 4.5.
Course Goals: English 1303 satisfies 3 of 6 hours of the U of H core curriculum Level I
(Composition) requirement. The catalog describes this course as “A detailed study of the principles
of rhetoric as applied in reading and writing expository essays.” Expository writing aims to explain,
inform, or describe and the goal of this course is to learn strategies which make such writing
effective. During the 5-week session, students will complete three formal essays. To develop your
essays, you will engage in the process of invention, drafting, revision, and editing. This process
ensures that your ideas are explored sufficiently and are refined to address the issue under your
investigation. By the end of the semester, you should be able to compose essays that demonstrate
thoughtful analysis of complex ideas, convey your own point of view, and effectively support the
analysis using primary and secondary sources.
Online Format
This course will be conducted in a fully online format. This means that we will not meet face-to-face
as a whole class, at one designated time. Instead, our class will function asynchronously, which
means that you will need to complete online postings by a certain time. This is not an entirely selfpaced course where you can complete work anytime throughout the semester. For example, you will
still be asked to complete major assignments according to due dates, in addition to participating
weekly in class discussions (via the Discussion Board in Blackboard), participating in peer review
group meetings (via Google Docs), and completing quizzes/surveys/ and keeping up with assigned
readings.
Required Materials
Textbook:
John D. Ramage, John C. Bean, and June Johnson, Allyn and Bacon Guide to Writing,
7th or 8th ed., Pearson.
Official Core Objectives
1. Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
2. Communication Skills—to include effective development, interpretation and expression of ideas
through written, oral and visual communication
3. Personal Responsibility—to include the ability to connect choices, actions and consequences to
ethical decision-making
4. Team Work—to include the ability to consider different points of view and to work effectively
with others to support a shared purpose or goal
Student Learning Outcomes
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Students will understand and demonstrate writing processes including invention, organization,
drafting, revision, editing, and presentation, developing teamwork through such classroom
techniques as peer review and class discussion.
Students will understand the importance of specifying audience and purpose, and make
appropriate written, oral, and visual communication choices in such areas as voice, tone, level
of formality, etc.
Students will develop the ability to use critical thinking, writing, and reading for inquiry and
research, i.e., find, evaluate, and analyze appropriate primary and secondary sources,
integrate one’s own ideas with the ideas of others, and write a paper that conforms to the
standards of the discipline, using a consistent documentation style (e.g., MLA).
Students will explore issues of personal responsibility in class and in their writing.
Course Requirements
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Students will write three major essays (4-7 pages) that will require multiple drafts and
discussion postings as well as written reflections.
Students must type all assignments.
Students are responsible for saving copies of any work turned in for grading.
Students must turn in all assigned work to be eligible to pass the course.
Students should turn in assigned work on time.
Students are expected to participate online regularly throughout the duration of the
semester.
Religious holidays may be excused if the student submits a notice to the instructor stating his
or her intention in advance of the absence.
Students are expected to do their own work. The University of Houston Academic Policies define
and prohibit academic dishonesty as follows: “‟Academic dishonesty‟ means employing a
method or technique or engaging in conduct in an academic endeavor that the student knows
or should know is not permitted by the university or a course instructor to fulfill academic
requirements” (Article 3.02; see Student Handbook URL www.uh.edu/dos/hdbk for further
details). The primary concern in this course is plagiarism, again defined in the Academic
Honesty Policy: “Representing as one’s own work the work of another without acknowledging
the source.” Plagiarism will be dealt with according to its type and severity: faulty citation of
sources will be treated as a matter for teaching and revision; willful and knowing academic
dishonesty will be dealt with according to University policy and can result in failure of
the assignment or the course, and/or suspension from or expulsion from the
University.
Professionalism
Our class will reproduce in many ways a “real world” work environment, and you will be expected to
participate professionally—post on time, meet deadlines, collaborate, and contribute to class
discussions. Late or missed online posting will result in a lower grade. If you miss postings
frequently, you will fail the course. Each missing discussion forum is equivalent to a missing a class.
4 uncompleted online postings = Fail
Course Grade Distribution
The course grade will be determined by the
following:
Writing Project 1
Writing Project 2
Writing Project 3
Reflection Essay
Online Work
Professionalism*
15%
20%
25%
10%
20%
10%
*Professionalism includes regular online
participation, willing participation in all facets of
our online class, respect to all members of our
class, and a sincere effort to improve your own
writing and that of your peers through peer
review, revision, and conferencing.
Final Grade Breakdown
3 Writing Projects
Online Work
Reflection Essay
10%
10%
20%
60%
Professionalism
Grading Scale
A 100-94
B+ 89-87
C+ 79-77
D+ 69-67
A- 93-90
B 86-84
B- 83-80
C 76-74
C- 73-70
D 66-64
D- 63-60
Grading Policy
All major assignments will be accompanied by guidelines outlining the grading expectations and
criteria. Below is a general indication of grade distribution and their description.
An “A” paper meets all of the expectations—it is engaging, well organized, clear, and it
accomplishes all of the assignment’s goals.
A “B” paper is also engaging, well organized, clear, and accomplishes all of the assignment’s
goals but may have minor flaws in one or more of the areas.
A “C” paper interests the reader, is organized, presents a thesis, exhibits an awareness of the
assignment’s goals, and has more serious flaws in some areas.
A “D” paper attempts to interest the reader, follows some order, and exhibits some idea of the
assignment’s goals.
An “F” paper does not accomplish any of the assignments’ goals.
readings rather,
are due they
before
class
Keep in mind that grades ***
are All
notassigned
a punishment;
are
an ***
expression of concern. I
want you to learn and succeed. At times grading might appear to be very subjective; however, I
base my grades on the expectations that I will outline in the assignment guidelines. There will be
two opportunities to revise your paper for a better grade and if you are concerned about it, it is
your responsibility to seek help.
Writing Projects: Media Analysis
You will be expected to write three formal essays this semester. You will receive guidelines and
requirements for each. All three projects focus on a theme of visual media (i.e., TV ads, films,
animations, or TV shows). You will be summarizing, analyzing, informing, and synthesizing ideas
from other sources. Below is a brief overview of each project:
1. Summary and analysis (15%) You will analyze risk taking in an advertisement and how it’s
used to make a point.
2. Informative and Surprising Essay (20%) You will write a paper that presents a common
interpretation of a visual text (e.g., film) and then present your own and surprising analysis
of that same text.
3. Analysis-synthesis (25%) You will synthesize a film review written by two or more different
professional film critics and add your own perspective on the chosen issue.
Academic Support
Center for Students with DisABILITIES (CSD)
In compliance with the 1973 Rehabilitation Act and the Americans with Disabilities Act of 1990, the
Center for Students with DisABILITIES (CSD) provides “reasonable and necessary” testing
accommodations for qualified students with health impairments, physical limitations, psychiatric
disorders, and learning disabilities. Students who want to know more about these services should
consult the Student Handbook, or should contact CSD in Room 110 of the Justin Dart, Jr. Center for
Students with DisABILITIES (Building #568), 713-743-5400 (voice) or 713-749-1527 (TTY);
www.uh.edu/csd.
Undergraduate Student Success Center
For tutoring services and help studying skills, students should visit Undergraduate Student Success
Center (LAUNCH) located in Cougar Village, Room N109.
The Writing Center
The University of Houston Writing Center provides individual consultations for students working on
all types of writing. Whether it’s your first semester or your last, meeting with an expert student
writer can provide another perspective on your paper or project that aids you in navigating the
writing process from brainstorming to perfecting a final draft and any stage in between. You can
make an appointment by visiting uh.edu/writingcenter <http://www.uh.edu/writingcenter> or by
calling (713) 743-3016.
Course Expectations for Behavior and Preparation:
The University of Houston spells out its “Expectations of Students for a Conducive Learning
Environment” in the UH Student Handbook. The English Department endorses these policies and
expects you to abide by them. The handbook is available online at
http://publications.uh.edu/index.php?catoid=17
Tentative Course Schedule
Week
Week 1
1 6/5-6/11
Topic and Class Activities
Assigned Chapter or other Text
Project 1: Summary and Analysis
Introductions
Syllabus
Preparing to Write
Last day to add a
class: 6/6
Last day to drop
a class: 6/8
Week 2
2 6/12-6/18
Ch 1, p.3-28
Introduction to Project 1
Taking Creative Risks to
Make a Point
Recognizing the Angle of
Vision
Analyzing Rhetorical Effect
Brainstorming and Prewriting
Read the project guidelines posted
in week 1 folder.
Strategies for Writing
Closed-Form Prose
Ch 17, p. 433-462
Assignment Due
Questionnaire and your
Introduction by
Tuesday.
Discussion Forum 1 by
Wednesday (ad analysis
practice)
Discussion Forum 2 by
Thursday (your ad
selection)
Ch 3, p. 42-48
Ch. 3, p. 57-63
Project 1 Revision
Strong Thesis Statements
Ch 2, p. 32-37
Introductions
Ch 2, p. 37-40
Essay 1 Outline (submit
under assignment
submission)
Draft 1 for peer
feedback (Monday).
Revision and Peer Feedback
(Introduction)
Ch 16, pp. 418-423
Peer Feedback by
Tuesday (Forum 3 and
in Google Docs)
Avoiding Plagiarism
Ch 22, p. 556-560
Quiz 1 by Wednesday.
Strategies for Writing
Closed-Form Prose (Review)
Ch 17, p. 433-462
Discussion Forum 4 by
Friday (revision letter)
Revised Draft by
Friday.
Week 3
3 6/19-6/25
Project 2: Informative and Surprising Essay
Introduction to Project 2
Read the project guidelines posted Discussion Forum 5 by
Brainstorming
in week 3 folder.
Monday: Surprising
Interpretations
Sample Essay and Outline
Development
Ch 8, p. 186
Quiz 2 by Tuesday.
Surprising Reversal Structure Ch 8, p. 176-179
Thesis with Tension
Ch 8, p. 172-174
Ch 2, p. 34-35
Drafting
Peer Feedback
Editing and Proofreading
Week 4
4 6/26-7/2
June 27 is the
last day to
withdraw from
course
Discussion Forum 6 by
Wednesday: Post a
selection of the visual
text for analysis.
Draft 1 by Friday.
Peer Feedback by
Sunday (Forum 7 and
in Google Docs)
Project 3: Analysis and Synthesis Essay
Introduction to Project 3
Read the project guidelines posted
in week 4 folder.
Engaging Analysis and
Ch 12, p. 284-288
Synthesis
Synthesizing Ideas
Ch 12, p. 294-96
Developing your synthesis
Ch 12, p. 297-301
points
Ch 12, p. 301-302
Thesis and Organization
Incorporating Sources into
Ch 22, p. 546-556
your Writing
Essay drafting
Strategies for Concluding an
Essay
Ch 17, p. 450-51
Discussion Forum 8 by
Monday.
Final Draft of Project 2
by Tuesday.
Discussion Forum 9 by
Wednesday: Post a
selection of your
sources.
Quiz 3 by Thursday.
Draft 1 of Project 3 by
Friday.
Week 5
5 7/3
Last day of
classes, 7/3
Project 3 Revision and Reflection Essay
Discussion Forum 10 by
Monday: Reflections
Reflections
Read the Reflection Guidelines
posted in week 5 folder.
Final Draft of Project 3
by Monday.
Reflection Essay due by
Thursday.