SYLLABUS AND COURSE CALENDAR
ENGLISH COMPOSITION I
ENGLISH 1101-06, CRN 50291
SUMMER 2010 – Session II -- UWG
Day/Time: TR 5:30pm-8:00pm
Classroom: Pafford 307
Instructor: Melanie Jordan
Office: Pafford 330
Office Phone: (678) 839-4156
Office Hours: TBA and by appointment
email: melaniej@westga.edu
website: http://www.westga.edu/~melaniej
*Please check CourseDen regularly for updates, messages, and assignments:
http://webct.westga.edu/. *
COURSE DESCRIPTION AND LEARNING OUTCOMES
From Memory: Transforming History Into Art
This course will examine contemporary texts created through the intersection of personal and
public histories. The primary texts for the course entertain larger cultural or historical backdrops
that inform the personal stories. We will explore the ways that fiction, nonfiction, poetry, and
film can be forged from the collision of public and private. The figures in these texts wrestle with
unrest, war and violence and manage to create. We will examine these characters as ones on the
margins of history – we may look at them in terms of class, age, ethnicity, or political alliances.
We may look at them as conduits of personal experience. We may discover other lenses with
which to view them as we go. Through explication and analysis of literature, students will build
upon the fundamentals to write clear, cogent text-based arguments.
Catalogue Description: A composition course focusing on skills required for both effective
writing for various rhetorical situations and critical reading of texts. In writing, students must
demonstrate competency in argumentation, and writing that is strengthened by the use of
multiple textual sources.
General and Specific Learning Outcomes:
http://www.westga.edu/~engdept/FirstYearWriting/ENGL1101and1102/English1101CourseDesc
rption.htm
COURSE MATERIALS, ASSIGNMENTS, AND GRADING
Assessment and Assignments—English Dept. Guidelines:
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4000 words of graded writing
no fewer than 3 out-of-class essay assignments that make use of revising opportunities
a minimum of 2 in-class essays, one of which must be 60 minutes long and count for 15%
of the overall course grade.
one of the in-class essays may be given during the final exam period.
Required Texts and Materials:
Required texts for all sections:
*Note –You will need repeated access to your own copies of these materials for the appropriate
class meetings as well as for the duration of the semester and for the final exam. If you order
materials for the course, make sure that they will arrive well before we discuss them in class. Do
not “sell your books back” before the final exam.
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Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. A Writer's Resource: A
Handbook for Writing and Research. Third Edition. Boston: McGraw-Hill, 2010. (ISBN:
978-0-07-736358-1)
Foer, Jonathan Safran. Extremely Loud and Incredibly Close. Boston: Houghton Mifflin,
2005. (ISBN: 978-0-618-71165-9)
Alvarez, Julia. Something to Declare. New York: Plume, 1999. (ISBN: 0-452-28067-2)
Pan’s Labyrinth. Dir. Guillermo del Toro. Perf. Ivana Baquero, Sergi Lopez. New Line
Home Video. 2006. DVD.
Required materials for all sections:
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a journal devoted exclusively to this class, to be brought to each class meeting
a flash drive or some other portable electronic storage (*Note -- all students are
responsible for producing and retaining copies of their own graded and ungraded work.)
reliable access to a word processing program, preferably Microsoft Word
reliable internet access
reliable printer access
Communication Procedures:
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Email: Students must check myUWG accounts regularly and clean inboxes so that they
can receive messages.
CourseDen: check CourseDen regularly for announcements.
Assignments:
 Journal (100 pts.)
 Workshop Feedback (100 pts.)
 Essay #1 (200 pts.)
 Essay #2 (200 pts.)
 Essay #3 (200 pts.)
 Essay #4 (in-class; final) (200 pts.)
Total Possible Points: 1000 pts.
Assignment Percentages:
 Journal (10%)
 Workshop Feedback (10%)
 Essay #1 (20%)
 Essay #2 (20%)
 Essay #3 (20%)
 Essay #4 (20%)
Combined essay percentage: 80%
Writing and reading practice (non-essay) percentage: 20%
Grading:
 You must earn a letter grade of “C” (70%) or better in order to exit ENGL 1101.
Failure to meet this grade requirement means that the course will not be credited toward
graduation.
 All out-of-class assignments must be completed in order to pass this course with a
“C” or better, and the average of those assignments must be a 70% or better.
 If a student violates the plagiarism/academic dishonesty policy, he/she will receive a
0 for that specific assignment; he/she may receive an "F" for the course at my
discretion.
Essay Grading: The English Department’s grading rubric is available on the English
Department Website, and it is also included with your Writer’s Resource handbook. Out-of-class
essays will be graded according to this rubric. Please see the English Department’s First-Year
Writing website (http://www.westga.edu/~engdept/FirstYearWriting/index.htm) for both in-class
and out-of-class grading rubrics. You may convert written numerical grades to letter grades and
vice versa (for out-of-class essays and final averages) using the following scale. Remember that
UWG final averages do not include plus or minus designations.
Out-of-Class Essay Grading Scale: A+=98%; A=95%; A-=92%; B+=88%; B=85%; B-=82%;
C+=78%; C=75%; C-=72%; D+=68%; D=65%; D-=62%; F=50%
In-class essay scale: 4=95%; 4/3=92%; 3/4=88%; 3=85%; 3/2=82%; 2/3=78%; 2=75%;
2/1=72%; 1/2=68%; 1=65%; 1/0=62%; 0=50% .
In-Progress Averages: Since individual assignment percentages have been provided at the
beginning of the semester, and since graded assignments will be returned to you, it is your
responsibility to keep track of your average during the semester. This class is run on a “total
points” system, so you can figure your grade at any time by dividing the sum of your earned
points by the total possible points at that moment in the semester. Then simply convert to a
percentage.
All final grades will be posted on Banweb following the final exam period. No grades will
be distributed via phone or email.
Journals: Each student will keep a journal this semester. That journal should be brought to every
class meeting. Journals may be collected and evaluated during any class period. This journal
should contain, at minimum, the following:
1.) class notes – on discussion, instruction, etc. These notes will be taken during class.
2.) reading notes – these are each student’s notes on each reading assignment. These notes
will be taken before the class period during which we discuss assigned reading. They
indicate individual interaction with the reading material and should contain a range of
considerations about the reading, including surface-level observations as well as deeper,
more thoughtful observations and questions.
3.) homework – these assignments will be announced in class; these are assignments each
student must complete in the journal outside of class. They may include practice writing,
summary or analysis of reading, discussion questions, written observations and
evaluations, research on relevant topics, creative responses to the texts, etc. They may
pertain to our specific readings or to general writing principles.
Journals will be assigned a grade which assesses a.) whether the journal contains all of the
required assignments and notes up to that point b.) the depth and thoroughness of those
journal entries.
Workshop Drafts:
You will be required to post drafts of Essay #1 and Essay #2 for the entire class.
The entire class will offer constructive feedback on the essay in its early state.
In order to receive credit, each draft must include 4 parts:
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an assignment-appropriate working thesis containing a debatable claim. This thesis
may be more than one sentence, and it should conform to the guidelines listed on the
“Six Types of Weak Thesis Statements” handout.
You should spend a good deal of time examining every word in this statement and
gauging whether it matches the outline of your essay. If it does not match at any time, either
the statement or the topic sentence should change.
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a topic sentence outline  each sentence should contain a strong, debatable claim that is
“covered” by the thesis; (the paragraph, when fully written, will prove that claim.)
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bullet-point list of evidence for each paragraph (including page numbers, quotes, or
some other specific information – do not write, “some quote to prove my point, etc.
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a complete introductory paragraph that sets up a context for the essay. It should
clearly address the topic (sign). It should indicate where in the text the sign appears and
what might be interesting or unusual about it. Avoid generalities in your introduction at
all costs. Do not write, for example, “in today’s society, x has always been a problem.”
Do not ask rhetorical questions which have an implied answer. This introduction should
help us understand where the topic/sign appears in the text, why it is important to
examine, and what the argument ABOUT its importance is.
*Note: To receive credit, the draft must include the above, if not more. If the draft is incomplete,
it receives no credit, and the resulting final essay receives a maximum of 78%. If the draft is
posted late, it receives no credit, and other students are not responsible for feedback on late
drafts.
Workshop Feedback: During workshop classes, please be prepared with the following.
Student authors being workshopped: bring a hard copy of the draft you submitted so you can
take notes on it. You may be called on to read your draft, or parts of it, aloud.
Everyone else: Check the posted feedback guidelines. Post comments on each draft at least one
hour before the workshop. Print those comments and bring them to class so that you have a
tangible document to refer to during discussion. You will be graded on the usefulness and
helpfulness (including specificity) of the comments you make verbally in class. You may read
your comments, or you may find it easier to simply tell the student author what you think about
the draft and why. Feedback will be graded with attention to completion of the assignment,
adherence to posted directions, and the depth and thoroughness with which the feedback is
approached.
Instructor: I will bring my own comments, and I will moderate the workshops. I will also bring
a checklist to award points to each student based on workshop discussion.
Workshop and Feedback on Drafts: Each student is responsible for commenting on every draft
(only those posted on time) in a substantive way.
Essays: All essays for this class will be analytical, text-based arguments. They should
conform to UWG English Department rubric guidelines and to MLA formatting guidelines.
In-Class Essay: This essay will be written during the Final Exam period. You will have two
hours to construct an analytical essay.
Work Submission Policies:
Paper Format and Work Guidelines
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All out-of-class essays require evidence of drafting and revision. Out-of-class essays
without corresponding, on-time workshop drafts cannot receive higher than a 78 (C+).
They may score lower, but they may not earn higher than a C+ as they do not show
evidence of a good faith effort to engage in a Writing Process.
All essays and documentation should be in MLA format (Writer’s Resource, tab 6).
All assignments referring to any text require correct documentation.
Out-of-class essays should be approximately 1100 typed words.
The in-class essay should be approximately 700 words.
Submit essays via CourseDen.
Any work that is not correctly formatted or unprofessionally presented may be refused.
Late Work: Daily work will never be accepted late. Daily work includes drafts, workshop
feedback, and journals.
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Essays #1 and #2 may be handed in late, with stipulations. Essay #3, because of time
constraints, may not be handed in late. Essays #1 and #2 submitted late receive a 10-pt.
deduction per calendar day. Essays #1 and #2 submitted more than five days late will
receive a 0. Essay #3 must be submitted on its scheduled due date.
A missed in-class essay may be made up at my discretion; legitimate proof (of illness,
accident, etc.) for the original absence must be provided within 24 hours of the absence,
and that essay must be made up before a week has passed, or, like an out-of-class essay, it
receives a 0.
Extra Credit and Previous Work Policy: No extra credit will be offered for this course. Work
completed for a previous course will not be accepted in this course.
Revision Policy: Take opportunities to revise before final essay drafts are due. Because we
spend so much time workshopping drafts, and because you have resources (The Writing Center,
the Excel Center, office-hour consultations, your own out-of-class work on revisions) available
to you, once a student receives a final essay grade, no revisions will be allowed.
Plagiarism & Academic Honesty: The Department of English and Philosophy defines
plagiarism as taking personal credit for the words and ideas of others as they are presented in
electronic, print, and verbal sources. The Department expects that students will accurately credit
sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is
another form of misrepresenting the truth. Plagiarism is grounds for failing the course. (See also
Excessive Collaboration)
The University policies for handling Academic Dishonesty are found in the following
documents:
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The Faculty Handbook, sections 207 and 208.0401
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http://www.westga.edu/~vpaa/handrev/ (Item 207 in the left-hand navigation bar)
 Student Uncatalog: "Rights and Responsibilities"; Appendix J.
(http://www.westga.edu/assets/docs/studentHandbook2007.pdf)
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http://www.westga.edu/handbook
The Student Handbook also addresses plagiarism and academic dishonesty under “Honor Code,”
Appendix A and Appendix E (“Procedure for Appeals of Grade Determination and Academic
Dishonesty). A Writer’s Resource likewise contains accepted definitions and regulations
relevant to avoiding plagiarism – see Chapter 23 and Tab 6 for more information.
Excessive Collaboration: By the end of the term in both ENGL 1101 and 1102, students should
demonstrate the ability to produce independent writing (writing without collaborative assistance
of peers, writing tutors, or professionals in the field) that shows an acceptable level of
competence. Although classroom activities and out-of-class assignments may highlight
collaborative learning and collaborative research, excessive collaboration (collaboration that
results in the loss of a student's voice/style and original claims to course related work) is
considered another form of academic dishonesty and therefore will not be permitted.
Plagiarism is grounds for failing the course. Any individual assignment that exhibits
evidence of plagiarism, intentional or unintentional, will earn a grade of 0. Furthermore, if
plagiarism is substantiated, the result may be an F in the course; that instance of
plagiarism will be reported to the Office of the Vice president for Academic Affairs.
Acceptable Secondary/Research Sources: College-level sources are a must. Do not rely on
sources such as wiki/Wikipedia pages, dictionaries, or overly general reference sources. The kind
of writing you are engaging in is much more specific and focused; as a result, your sources
should be specific and credible according to collegiate guidelines stated in A Writer’s Resource.
While general sources may provide excellent beginning places for research, they cannot stand
without further expansion into credible collegiate sources. Assignments that do not conform to
this requirement may be refused or receive an instant D as they will not fit assignment criteria. I
strongly recommend Ingram Library’s GALILEO and other electronic sources.
Additional Research Support:
Library Instruction Sessions: Students enrolled in 1000-2000 level courses, inexperienced
researchers, and students needing refresher classes in basic research are strongly encouraged to
sign up for the basic library instruction sessions and online research sessions. Please see the links
below for further information and scheduling:
Online Research: http://www.usg.edu/galileo/skills/
Basic Library Instruction: http://www.westga.edu/~library/nav/stuinstruct.shtml
OTHER IMPORTANT POLICIES
Disability Pledge: I pledge to do my best to work with the University to provide all students
with equal access to my classes and materials, regardless of special needs, temporary or
permanent disability, special needs related to pregnancy, etc. If you have any special learning
needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act,
and require specific accommodations, please do not hesitate to make these known to me, either
yourself or through Disability Services in 272 Parker Hall at 678-839-6428. Students with
documented special needs may expect accommodation in relation to classroom accessibility,
modification of testing, special test administration, etc. This is not only my personal
commitment: it is your right, and it is the law. For more information, contact Disability
Services.
First Day Attendance: Students who are enrolled in my course sections prior to the first class
meeting may be administratively withdrawn if they do not attend that first class meeting; if a
student attempts to make arrangements prior to that first class meeting, he or she will not be
dropped, but the absence counts as an absence.
Attendance Requirements: Students will be administratively withdrawn from class based on
the following attendance policy. For classes that meet three times a week, a student is allowed
four absences. Upon the fifth absence, the student will be withdrawn. For classes that meet
twice a week, a student is allowed three absences. Upon the fourth absence, the student will
be withdrawn. Be aware that no distinction exists between excused and unexcused
absences. If the withdrawal occurs prior to the withdrawal date (30 June), the student will
receive a grade of W. If the withdrawal occurs after the withdrawal date, the student will
receive a grade of WF.
Attendance Sheets: Attendance sheets will circulate; failure to sign an attendance sheet may
result in a recorded absence. It is your responsibility to be in class and to sign the attendance
sheet.
Missed Class Time: Please be aware that you solely are responsible for any material you miss
during any absence or partial absence. There is no way to “make up” for class discussion or
workshop. Each class meeting is a unique experience. Consult classmates for any missed notes,
assignments, materials or announcements, including assignment due dates.
Disruptive Behavior: Students will be dismissed from any class meeting at which they exhibit
behavior that disrupts the learning environment of others. Such behavior includes—but is not
limited to—arriving late for class, allowing cell phones to ring, speaking disrespectfully to the
instructor and/or to other students, checking email or surfing the web, and using personal audio
or video devices. Each dismissal of this kind will count as an absence and will be applied toward
the attendance requirements policy above.
Role of the Writing Center: The role of the Writing Center is to offer consultation in which
tutors question, respond to, offer choices, and encourage revision in student essays. Tutors do
not evaluate or prescribe solutions to problematic areas to student essays, and tutors are
specifically trained to avoid appropriating the student's work. For more information, visit the
Writing Center online at http://www.westga.edu/~writing.
The Regents' Examination: The Regents’ Examination is a two-part test of minimum-level
reading and writing proficiency. Students are required to take this examination during their first
semester of coursework at UWG. Students who wish to seek preparation for the exam beyond
that provided by this course may visit the Writing Center or the Excel Center. Please see the
links below for more specific information about the exam and sample topics if you have not yet
met this requirement.
General Information
Sample Topics
Department Paperless Policy: As of Fall 2006, the English Department implemented a
"paperless" policy in its classrooms. Therefore, all materials (handouts, assignment sheets,
notes, etc.) will be made available online if possible. Students may print these necessary course
documents, including the syllabus, on their home computers or in the computer labs for
individual use.
Office-Hour Consultation, Including Email Consultation: Please feel free to make
appointments with me or to come by my posted office hours with questions. If you make an
appointment, please keep that appointment or notify me of cancellation, preferably 24 hours
beforehand.
I welcome emailed questions, but please ask directed questions, especially if they pertain to
essays or writing concerns. Email works best if the question is specific (Examples: “Is my thesis
arguable?” “Does the evidence in the third paragraph match its topic sentence?” “Is my internal
citation in the fourth paragraph correct?”). If the question requires a good deal of discussion, it’s
probably best to meet with me face-to-face during office hours. The official email
communication method will be through campus e-mail (MyUWG). I will not respond to emails
from other sources.
When you attend office-hours consultations in reference to your writing, please prepare a sheet
of specific questions so that our discussion is tailored to your writing needs. If your questions
apply to a draft you are working on, please bring that draft and any texts that might be useful,
including your handbook.
Communication Policy: MyUWG and WebCT serve as the only legitimate modes of university
correspondence. The official communication method for this class will be through campus email (MyUWG). You are responsible for checking and maintaining your MyUWG account to
facilitate communication. I am not responsible for bounced emails; please clean out your
inboxes as necessary.
Participation: This class asks you to engage in a critical mode of thinking that leads you to
question and uncover your own thoughts about the texts. You may not “agree” with the texts; the
course does not require agreement or approval; it does require your intellectual and professional
interaction. Focus on critical, analytical thinking about the texts. There is no way to “make up”
for missed class discussion. Be in class, be prepared, and be active. Particular emphasis will be
placed on class periods in which we work on the drafting process.
Severe Weather Guidelines for Department of English and Philosophy:
The University of West Georgia is committed to the personal safety of its students, faculty, and
staff in the event of severe weather. University policy regarding severe weather and emergency
closings is posted at http://www.westga.edu/police/index_2277.php and official announcements
about class and/or examination cancellations will be made only by the President and/or the
Department of Public Relations. Although it is not possible to develop policy to address every
weather-related emergency, these guidelines are intended to provide some general direction
about such situations.
For immediate severe weather situations, especially when classes are in session, faculty, staff and
students are advised to follow the emergency procedures identified below:
1. Direct occupants to remain in the building and to seek shelter immediately on the lowest level
of the building in interior rooms (closet, interior hallway) away from corners, windows, doors,
and outside walls.
2. Instruct occupants to not leave the building.
3. Evacuate all offices, rooms or hallways with windows and glass or with exterior walls.
4. Provide assistance to persons with disabilities.
5. Accompany occupants to the nearest designated shelter area in the building.
6. Comply with departmental severe weather policies/procedures.
7. Wait for an “all clear” signal” before resuming activity.
8. Occupants will: a) proceed to the nearest designated shelter area in the building by the closest
route; b) move quickly but in an orderly manner so that all will arrive safely; c) will not attempt
to vacate the premises, drive or seek shelter in cars; d) take a seat in the shelter area; e) remain
cooperative with those in charge; and f) wait for an “all clear” signal before resuming activity.
In the event that classes are cancelled or disrupted for less than one calendar week, each
professor, at his or her discretion, will make adjustments as needed to cover material missed
during those cancelled sessions. This may or may not involve the use of rescheduled or online
classes. If the closures exceed a single calendar week, students should contact the Chair of the
Department of English and Philosophy at 678-839-6512 or the professor of the class for updated
information regarding changes to the schedule in the Department. It is the intention of the
Department of English and Philosophy to handle every concern seriously and as effectively as
possible.
Final Note: I may find it necessary, for the purposes of improving or responding to our class, to
alter or modify assignments or dates. If changes are made, I will announce them in class. Should
any changes in the reading or assignments arise, it is your responsibility to prepare accordingly.
COURSE CALENDAR
Assignments are listed on the class period during which they are due.
JUNE 2010
Week 1
7 Mon. First day of classes; Drop/Add continues from 7-8 June.
8 Tues. First day of our class; intro/syllabus; expectations and beginnings; Regents’ diagnostic
11 Thurs. Read and take notes on the following Alvarez selections before today’s class:
“Our Papers,” pp. 13-19
“My English,” pp. 21-29
“I Want to Be Miss America,” pp. 37-44
“La Gringuita: On Losing a Native Language,” pp. 61-73
Week 2
15 Tues. Read and take notes on the following Alvarez selections and the assigned poems (see
CourseDen) before today’s class:
“A Genetics of Justice,” pp. 103-111
“Family Matters,” pp. 113-129
“First Muse,” pp. 133-145
“Chasing the Butterflies,” pp.197-209
17 Thurs. Beginning the Essay: Strategies for Approaching College-Level Writing; bring the
Alvarez text, your handbook, and your journal to class.
Week 3
20 Sun. post drafts to CourseDen by midnight
22 Tues. WORKSHOP
24 Thurs. ESSAY #1 DUE by class start time; bring Foer novel to class with you; research and
presentation on Foer; because of the density of the text, I strongly recommend “reading ahead” in
Foer’s book.
Week 4
29 Tues. Read and take notes on Foer, pp. 1-117 before today’s class.
30 Wed. LAST DAY TO WITHDRAW WITH A “W”
JULY
1 Thurs. Read and take notes on Foer, pp. 118-207 before today’s class.
Week 5
6 Tues. Read and take notes on Foer, pp. 208-326 before today’s class.
7 Wed. post draft on CourseDen by 3pm today
8 Thurs. WORKSHOP
Week 6
13 Tues. ESSAY #2 DUE; research and pres. on film terms and viewing
15 Thurs. film discussion
Week 7
20 Tues. film discussion
22 Thurs. Peer editing or workshop; class choice
Week 8
27Tues. Last Class Period; ESSAY #3 DUE; prep for final in-class essay
28 READING DAY
29 FINAL EXAM (Essay #4 in class); 5:30-7:30 pm in our classroom
31 July Graduation
ote: Final grades will be posted on Banweb after the final exam period; no grades will be
distributed via phone or email. If you wish, you may pick up your completed final exam in my
office in August after the fall session begins.