English 102: Section 002
Spring 2015
MWF 8-8:50am
CRT 119
Instructor: Dr. Ann McBee
E-mail: stewar22@uwm.edu
Office: Curtin 292
Office Hours: M 12-2pm, W 10am-2pm, or by appointment
Course Purpose and Assumptions:
English 102 asks you what it means to develop connections between a variety of
texts, including texts that relate to independent research you do yourselves. You
will need to learn how to translate these texts in your own writing by providing
sufficient details to enable those who haven’t read those works to understand
their relationship to the point of your essay and to other reading. Through
independent research, you will build, not just report, on the research you’ve
conducted (saying more than what you think others have said). This course is
meant to engage students in practicing, reflecting on, experimenting with, and
revising different ways of translating texts by examining such matters as how a
subject gets translated/changed/(re)defined by different disciplines/scholars; how
you as students re-translate their “findings” from research, and what meanings
get lost/changed/gained in translating from a scholarly text to a student essay.
Think of research as an attempt to see what others have said about a common
subject. For 102, research involves the task of interpreting or translating a text
meant for one purpose and audience and perhaps using it for a different purpose
and audience— for yourselves, but also for your peers, instructor, and any larger
audience beyond the classroom. Therefore, you will be assessing the usefulness
of texts as you conduct research—deciding whether such texts are of interest
and if they might serve a purpose for your project. In this way you’ll be engaging
in research—looking (and looking again) at a variety of materials as you pursue
your own inquiry.
You will also be involved in: practicing, reflecting on, experimenting with, and
revising the way you research (internet, disciplinary data bases, library
resources) and in writing on that research. The former could and should entail
issues as technical as how different researchers use sources, the search engines
used, databases examined, and more general questions of what it means to
research. Through the work of 102 you should acquire greater flexibility and
sophistication in researching and in recognizing and responding critically to
differences of genre and discipline, in invoking audiences, and in calculating the
relationships between what’s said, how it’s said, and to whom. Certainly, this aim
assumes (or demands) greater autonomy from you. You’ll need to learn to
handle a larger number of texts and arguments than in 101 and to learn about
and experiment with specific scholarly practices of how knowledge is researched
and (re)constructed in the academy.
Course Theme:
This semester, we will all be working around a theme of surveillance and
discipline as part of the everyday experience. All research projects in this class
will touch on this theme without exception. This theme is timely, broad, and farreaching, and will allow for many possibilities in your research. Keeping with a
theme also allows us to make better use of class time, because we will be able to
discuss issues with each other as a class that might pertain to all of our projects.
It will also allow us to share texts from the library with each other and to work
together as a community.
Required Texts:
Foucault, Michel. From Discipline and Punish: The Birth of the Prison. New York:
Vintage, 1995. 195-228.
Smith, Charles Anthony et al. “Ego-Panopticism: The Evolution of Individual
Power.” New Political Science. 33.1 (March 2011): 45-58.
Pinto, Laura and Selena Nemorin. “Who’s the Boss: ‘The Elf on the Shelf’ and
the Normalization of Surveillance.” Policy Alternatives. 1 Dec. 2014. Web.
https://www.policyalternatives.ca/publications/commentary/whos-boss
Student Guide to the English Department’s First-year Writing Program, 20132014 ed.
The Foucault, Smith and Pinto texts are available on our course D2L site. The
Student Guide may be purchased at the UWM union bookstore. You will also be
given an initial reading along the course theme, which is handed out with this
syllabus.
Assignments and Class Activities:
In this class we will begin by reading and interpreting the assigned texts. You will
reflect on how the author of this text uses research in his/her writing as a way of
getting comfortable with this practice when you begin researching texts for your
essay. Later, you will develop research proposals, annotated bibliographies, and
abstracts for your own research projects that will explain how you plan to use
these sources in your own writing about a particular topic. You will also write
some short, in-class reflective papers. Finally, you will write an essay that uses
your research to serve your specific purposes. Ideally, through the course of the
sequence of activities and assignments you will get a sense of the recursiveness
of research—how researchers literally re-search their materials, often over
extended periods of time, even whole careers.
Course Practices:
Class Discussion:
Most of class discussions will be centered on close readings of assigned texts
and around students’ own research and inquiry. All students are expected to be
actively engaged in discussions – not just observers. Asking questions (of each
other, not just the instructor) is strongly encouraged. We will be asking questions
about issues in the assigned texts in order to help form our own individual lines of
academic inquiry.
Because discussion and in-class work are such an integral part of success in this
class, students who are flagrantly disengaged (doing homework from other
classes, having disruptive conversations unrelated to class, etc…) should not be
surprised if they fail.
D2L site:
Our course D2L site will include copies of this document (syllabus and course
schedule), and all of the assignments and handouts under “Content.” Because
the schedule is always available on our D2L site, it is your responsibility to
do the assignments and turn in work on time, even if you miss a class
meeting.
Library Instruction Visit:
We will be spending one class period during the semester in the library, receiving
instruction from one of the helpful librarians at Golda Meir. This will serve to
familiarize you with ways of finding texts for research at our library.
Conferences:
Individual conferences occur twice during the semester and will replace one
week of class meetings. Conferences are mandatory and will be scheduled at
least one week prior. Missing your conference will result in an absence.
Course Policies:
Grades:
Final Portfolio: 50%
Your final portfolio will include an Inquiry-Based Research Project consisting of
ten or more pages of polished academic research writing. The writing should
demonstrate the ability to integrate information/ideas from multiple sources. In
addition, the portfolio will contain a revised Reflective Writing that demonstrates
insight about your thinking and learning throughout the semester and builds on
the collective work of the class.
Both writings should have a title. They should be double-spaced and typed in 12pt. font. (Times New Roman is the best choice.) They both must have a works
cited page. Only 10% of your sources can be blogs or websites.
In order to be allowed to turn in a final portfolio, you must have completed all
assignments, and the instructor must see at least one previous draft of each
essay before the final due date. These drafts are due on the dates indicated on
the class schedule below. No drafts turned in later than these dates will receive
either comments or credit. The final portfolio is due at 9:00am in Curtin 292
on May 4.
The portfolio is subject to reading by the 102 portfolio committee, consisting of all
102 instructors in the department, similar to 101. You should assume that your
portfolio will be read and passed or failed by this committee. Following this
decision, the instructor gives the portfolio a grade based on both her reading and
the portfolio readers’. A passing grade ranges from A to C. A failing grade ranges
from C- to F.
Major Assignments: 30%
To receive these points, all assignments must be turned in at the start of class on
the date indicated on the assignment sheet. Each assignment is worth five
percentage points. Points may be deducted if the requirements of the assignment
are not fulfilled as indicated – so read directions carefully! Late assignments
will not receive credit, though I may provide comments on late work if I feel it is
necessary to do so.
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See our class schedule (below) for all due dates. Late work will not
receive credit.
Assignments are to be turned in at the start of class AND to the D2L
dropbox. The electronic copies will receive electronically generated
comments. The printed copies will be used for activities in class.
I must have all six major assignments (late or otherwise) from you in
order for you to turn in a portfolio.
In case of absence, assignments will be posted on D2L in “Content”.
Drafts of the final Research Project are due March 9 and March 27,
and a draft of the final Reflective Writing is due April 17. I must see
these drafts in order for you to turn in a final portfolio!
In-Class Activities/Informal Writings: 20%
Over the course of the semester we will be doing several group discussion
activities, library activities, and 1-2 page informal writings. Informal writings will
be done in class by hand, or will be turned in to the D2L dropbox. In-class
activities cannot be made up in case of absence.
Why not participation?
Participation is usually based on several factors including: absences, tardiness,
timeliness of turning in work, classroom courtesy, level of engagement in class
discussion, and preparedness (having the necessary materials for class). Since
all of these are likely to affect your performance in assignments, activities, and
the final portfolio, it’s not necessary to give participation a separate grade. If you
are not engaged in discussion or miss part of class due to tardiness, for instance,
you may miss crucial instruction or productive idea-building that could have
helped you with your work. It will show.
Time Spent Out of Class (An Approximation)
As the UW System assumes “that study leading to one semester credit
represents an investment of time by the average student of not fewer than 48
hours” (UWS ACPS 4), a 3-credit course such as this one will require a minimum
of 144 (3 x 48) hours of your time. You may find it necessary to spend additional
time on a course; the numbers below only indicate that the course will not require
any less of your time.
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37.5 hours in the classroom
75 hours preparing for class, which may include reading, note taking,
completing minor exercises and assignments, and discussing course
topics with classmates and the instructor in structured settings
31.5 hours preparing for and writing major papers.
Attendance:
- If you are absent more than four times during the semester, you will fail
the course automatically (graded C- to F) as per department policy. The
department is extremely inflexible about this. They do not recognize
excused absences, even with a doctor’s note. It is highly recommended
that you save your four absences for illness and emergencies.
- You do have the option to keep attending class, completing assignments,
and turning in a portfolio, even if you have more than four absences. You
will still have to take the class again, but you may receive up to a C-, which
may be helpful in retaining your funding for school.
- You are absent if I see you texting or using an electronic device of any
kind in class. You are absent if I catch you sleeping. You won’t be told. You
will just be marked absent.
- Class begins at 8:00 sharp. Not 8:02, not 8:05. Tardiness is extremely
disruptive to the class. If you choose to interrupt our discussion by
shuffling in late, certainly don’t expect me to repeat the crucial
announcements that were likely made at the start of our meeting.
- If you are more than twenty minutes late to class, you will be marked
absent.
- If you must leave early, you should talk to me before class. Otherwise if
you leave early at all you will be marked absent.
- Keep in mind that if you miss the first full week of class, you will be
administratively dropped from the course.
Classroom Courtesy:
Most of this should be common knowledge. However, I will state explicitly the
rules of conduct for this particular college classroom:
- No cell phones or other electronic devices should be visible. Keep them in
your bags and keep them turned off. Not on vibrate, not on silent – OFF. If a cell
phone appears or makes itself otherwise known during class you will be
marked absent.
- Address your classmates and your instructor politely and treat each other with
respect, even if your opinions differ, which they will. Be respectful of each other’s
cultural and other differences – don’t be racist, sexist, or homophobic in your
remarks. Don’t call names or yell at each other. Basically, conduct discussion as
professional adults would.
- Obviously, don’t sleep in class. If you are asleep you are considered absent.
Also note:
Prerequisites:
Please make sure you meet the prerequisites for this class. Contact the 102
coordinator Adams Andrews at andrewsa@uwm.edu if you are not sure. If
University records show you do not meet the prerequisites for this course you
may need to prove that you are eligible to take 102.
Student Accessibility Center:
Students working with an SAC advisor should give me your VISA form within the
first week of class. The SAC is a resource center for any students who may
require certain accommodations due to hearing loss, learning disability, mobility
issues, or other special needs. The SAC is located in 112 Mitchell Hall.
Students with disabilities can refer site here:
http://www4.uwm.edu/sac/SACltr.pdf
Discriminatory conduct (such as sexual harassment):
Discriminatory conduct will not be tolerated by the University. It poisons the work
and learning environment of the University and threatens the careers,
educational experience, and well-being of students, faculty, and staff.
See: http://www4.uwm.edu/secu/docs/other/S47.pdf
The Writing Center:
Students are encouraged to take advantage of services offered by the Writing
Center in Curtin Hall 382. If interested, it’s a good idea to stop by early. Later
in the semester, the Center tends to be booked. (See materials distributed in
class on the Writing Center.)
Non-native Speakers of English:
The English Department offers a course that is equivalent to this one as an ESL
(English as a Second Language) course. These sections have smaller class
sizes and teachers who are trained to work with non-native speakers of English.
Non-native speakers of English who are interested in this option should talk to
me about this during the first week of class.
Academic Honesty:
Plagiarism has serious consequences for writers in the university community.
The university and the English Department take disciplinary action when a
student is discovered to have used someone else’s work as their own, or to have
submitted a paper written for one class in another. See the Student Guide for
more information on academic honesty.
For information regarding academic misconduct see:
http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
Complaint Procedures:
Students may direct complaints to the head of the academic unit or department in
which the complaint occurs. If the complaint allegedly violates a specific
university policy, it may be directed to the head of the department or academic
unit in which the complaint occurred or to the appropriate university office
responsible for enforcing the policy.
See: http://www4.uwm.edu/secu/docs/other/S49.7.htm
Dates to remember:
Friday, February 6:
Last day for students to add or change classes
Friday, February 20:
Last day for students to drop or withdraw from classes
without a “W” on their transcript
Friday, March 27:
Last day for students to drop or withdraw from classes
with a “W”
Class Schedule
(Tentative – subject to change)
1/26-30:
M: Introductions, Syllabus overview
W: Introductions continued, syllabus quiz
F: Featured in-class web article
Reading assignment: “Who’s the Boss” (handout)
2/2-6:
M: Rhetorical Situation (handout)
Critically reading and analyzing texts: The Elf on the Shelf
Reading Response due Wed: “Who’s the Boss”
W: Reading assignment: Foucault
Handout: What is research (who does research?)
F: Discussing Foucault
Activity: Group work on Foucault (handout)
2/9-13:
M: Handout: Inquiry based research
Reading Assignment: Smith et al.
Writing due Wed: Reading Response to Foucault
W: Discussing Smith et al’s conversation with Foucault
Writing due Fri: Response to Smith et al. due Friday
F: Activity: exigency in the course texts
Assignment 1: Annotated Bibliography Due 2/23
2/16-20:
M: Handout: Approaching your research topic
What makes a “good” research question?
In-class freewriting: A Question I Would Like to Investigate
W: Library visit
F: Library Activity: Scavenger Hunt on the theme
Handout: scholarly sources
2/23-27:
M: Responding to classmates’ questions
Assignment 1 due!
Assignment 2: Annotated Bibliography Due 2/27
W: Handout on Critical Inquiry
Responding to classmates’ questions cont.
F: Handout: Integrating sources
Activity: contextualizing/interpreting/analyzing sources
Assignment 2 due!
Assignment 3: Draft of Research Project due 3/9
3/2-6:
M: Activity: Putting Sources in Conversation
Handout: first drafts
W: Writing due Friday: Informal Research Proposal
F: Writing due Wed: Reflecting on my Rhetorical Situation
Reflective goals
Ideas for Reflection
3/9-13:
M: Library Activity: Expanding/Contracting Scope
Assignment 3 due!
Assignment 4: Annotated Bibliography Due 3/13
W: Handout: Critical Inquiry
Reading and discussing sample first drafts
Writing due Fri: (abstract/intro)
Handout: Sample Abstracts and drafting an intro
F: Activity: Critical Inquiry
Writing due Mon: Peer review of 1st drafts
Assignment 4 due!
Assignment 5: Draft of Research Project due 3/27
3/23-27:
M: Activity: Critical Engagement Between Sources
Defining goals and outcomes for portfolio assessment
W: Activity: defining goals and outcomes cont.
Reflective Writing due Fri: Reflecting on and Evaluating My
Sources
conference sign-up
F: Goals and outcomes cont.
Assignment 5 due!
In-Class Writing: Reflection on Revision
conference sign-up
3/30-4/3:
conferences – no regular class
4/6-10:
M: Assignment 6: Draft of Reflective Essay due 4/17
Review: Reflective goals
W: Reading and discussing sample 2nd drafts
Handout: identifying what an essay DOES
F: Sample 2nd drafts cont.
Writing due Mon: Peer Review 2nd Drafts
4/13-17:
M: Sample 2nd drafts cont.
W: Sample 2nd drafts cont.
F: Assignment 6 due!
Activity: Practicing citation
4/20-24:
M: Peer review due Wed: Reflective Essays
Discussion: Samples of Reflective Essays
W: Discussion Reflective samples cont.
F: Handout: portfolio review
Writing due Mon: My Appeal Letter
4/27-5/1:
M: Portfolio Workshops
Handout: Revision (positioning/analyzing sources)
W: Portfolio Workshops
Handout: (controlling purpose/critical inquiry)
F: Teacher Evaluations
Portfolio workshops cont.
5/4:
PORTFOLIO DUE AT 9:00 am IN CURTIN 292!