English Composition: Writing, Speaking, Thinking I (HUM 101 W01 95003) – Winter Intercession
Meeting Days & Times: Mondays - Fridays (9:00AM – 12:45PM)
Room: KUPF105
Instructor: Waltz-Cummings
Email: waltzcu@adm.njit.edu
Office Location & Hours: Cullimore 115D. By appointment only.
Phone: (973) 596-5472
Prerequisite: Permission of the Humanities Department required.
Course description: This course focuses on developing written and oral communication skills that students will use
within and beyond NJIT. It emphasizes acquiring the skills necessary for writing expository and research essays;
preparing oral reports; drafting, revising, editing; evaluation and proper documentation of source material; and using
rhetorical strategies such as narration and argument. Students will learn to communicate with a variety of audiences in
personal, academic, and professional settings.
General Objectives: Our fundamental goal is to learn how to think critically, and read and write clearly and proficiently
for a variety of potential audiences. With these objectives in mind, this course will focus on three types of professional
prose styles: writing to share experience; writing to analyze; and writing to convince. The first type of writing allows you
to think about how to express and articulate your experience; the second to record and interpret your observations
objectively; and the third to persuade an audience. Writing is a valuable form of communication and its study can provide
valuable insights into knowledge production in our society. Several assignments, including a report, presentation, and
course portfolio, offer the opportunity for you to learn how to present your work to the public.
Core Competencies: In this course students are expected to demonstrate proficiency in the following areas:
1.
2.
3.
4.
5.
6.
7.
rhetorical knowledge
critical thinking, reading, and writing
composing process
knowledge of conventions
information and communication technologies
teamwork and collaboration
information literacy
Themes, Readings, and Instructional Goals
Moodle: The online course management system, including sample assignments and links to other on-line course
components, is Moodle. Consistent with the course’s primary aim to introduce students to professional writing for
electronic as well as print-based environments, this class features readings and assignments organized for both screen and
page. Class sessions will meet each week for a combination of lecture, seminar and workshop activities. All out-of-class
work will be distributed via Moodle. See http://moodle.njit.edu/ to access the Moodle course page and to learn more.
Course Requirements
Grading Profile
Attendance/Participation
20
In-class writings
10
Persuasive Essay (all stages)
10
Analytical Essay (all stages)
10
Compare and Contrast Essay (all stages)
10
Classification Essay (all stages)
10
Argumentative Essay
10
Debate Presentations (all stages)
Total
A=
90-100
B+ =
87-89
B=
80-86
C+ =
77-79
C =
70-76
D =
60-69
F =
0 – 59
20
100
***Points are deducted for misspelled words, lack of essay structure, and
grammatical/mechanical errors in writing assignments.***
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Course Policies
Writing as Process: Each assignment will be drafted and revised in detail before it is presented either in written or oral
form. The draft serves as a prerequisite to the final submitted copy; therefore, if drafts are not submitted, then the final
assignment will not be accepted. This course relies on the process of reviewing drafts via peer review (in class and online) and, as such, students should expect to share their work, and to provide constructive feedback to fellow students for
the duration of the course.
Academic Integrity: Academic integrity and honesty are paramount to the academic relationship between student and
instructor. Due to the importance of this code of honor being upheld, each student in HUM 101 will be required to sign
the Honor Code Agreement. This form will be kept on file and any violations will be immediately brought to the attention
of the Dean of Students. The URL for University Code on Academic Integrity: http://integrity.njit.edu
Attendance and Participation: All students are expected to attend all regularly scheduled classes. See the NJIT
attendance policy: http://www.njit.edu/registrar/policies/attendancepolicy.php Instructors are not obligated to make
allowances for student absences unless those absences are due to illness or similarly unavoidable causes. Students who
expect to miss classes or exams because of religious observance must submit to their instructors, by the end of the second
week of classes, a written list of dates that will be missed. Students are expected to make up missed work.
Each class will offer students the opportunity to discuss and question the topics presented both online and offline.
Following this format, 10 percent of the final grade will be based on both the frequency and quality of the student’s
comments, questions and observations. The quality will be determined by, among other factors, the relevance, insight and
clarity of remarks. At the discretion of the instructor, more than four unexcused absences may result in failure of the
course.
Late Penalty: All assignments are to be submitted on or before the specified deadline. The standard late policy is 5%
grade reduction per day. Instructors reserve the right to refuse any assignment submitted more than one week late.
Weekly Course Schedule
Writing as a Process and Research (Weeks 1 – 2)
Goals: sharing experience; writing process including brainstorming, outlines, organizing ideas
Week 1
12/27 – Introductions/”Why Writing Matters?” video (publisher)/Writing Process PP/In class – Practice writing process
using one invention strategy, creating an outline, and developing a draft based on topic: “Why are writing, speaking, and
critical thinking skills important?” Explain in detail by giving one reason for each skill (writing, speaking, and critical
thinking). Be specific in your thesis.
12/28 – Peer Review PP/Grammar Quick Reference Sheet/In class – Peer Reviews/Essay Patterns PP (Compare/Contrast).
Read “Shouting Fire” – use reading reflection form (compare/contrast between two major cases). Show “Shouting Fire”
video/MLA overview (forms).
Assignment – Type a compare/contrast essay based on reading, addressing essay prompt: Explain why Dershowitz
believes Holmes’s “shouting fire” analogy does not apply to Jerry Falwell’s case against Larry Flynt and Hustler
magazine. Develop specifically and cite (MLA format) the source (reading). Use MLA citation form as reference. Due 1/2.
Week 2
1/2 – MLA review/Peer Review/Writing Process PP (Revising)/Revise compare/contrast essay/Essay Patterns (Analytical).
In class – Read and highlight “The Plague.” Assignment – Type final draft of compare/contrast essay. Finish reading
“The Plague.” Due 1/3.
1/3 – Discuss highlights from “The Plague.” Watch video about the Black Plague. Assignment – Write an analytical
essay based on reading, addressing essay prompt: How did the plague affect the population, both physically and
psychologically? Develop specifically and cite (MLA format) the source (reading). Use MLA citation form as reference.
Read instructions for the Debate Presentations (syllabus). Present any questions or concerns next class. If a laptop
is needed for the debate, please notify professor at next class meeting. Due 1/4.
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1/4 – Essay Patterns (Classification)/Peer Review/Revise analytical essay. In class – Read and highlight “The Principles
of Newspeak.” Assignment – Type final draft of analytical essay. Finish reading “The Principles of Newspeak” Due 1/7.
Arguing Your View (Weeks 3)
Goals: understanding through inquiry and analysis; understanding of voice and audience
Week 3
1/7 – Discuss highlights from “The Principles of Newspeak.” Watch video about “1984.”Assignment – Write a
classification essay based on reading, addressing essay prompt: Identify and explain the three vocabularies of Newspeak.
Develop specifically and cite (MLA format) the source (reading). Use MLA citation form as reference. Watch “1984 –
2007 Style” (http://youtu.be/uhdBzHcVzEU) and “Big Brother is Watching You” (http://youtu.be/Al6gPYMQWA) on YouTube. Due 1/8.
1/8 – Essay Patterns (Argumentative)/Peer Review/Revise classification essay. In class – Read and highlight
“Disobedience as a Psychological and Moral Problem.” Assignment – Type final draft of classification essay. Finish
reading “Disobedience as a Psychological and Moral Problem” Due 1/9.
1/9 – Discuss highlights from “Disobedience as a Psychological and Moral Problem.” Watch “Fromm” video.
Assignment – Write an argumentative essay based on reading, addressing essay prompt: Fromm declares, “At this stage
of history, the capacity to doubt, to criticize and to disobey may be all that stands between the future for mankind and the
end of civilization.” Is Fromm right? What evidence did the author provide that could help reveal the answers. Do you
agree or disagree with his assessment of mankind’s current condition? Develop specifically and cite (MLA format) the
source (reading). Use MLA citation form as reference. Due 1/10.
1/10 – Essay Patterns (Persuasive)/Peer Review/Revise argumentative essay. In class – Read and highlight “The Qualities
of a Prince.” Assignment – Type final draft of argumentative essay. Finish reading “The Qualities of a Prince.” Due 1/11.
1/11 – Discuss highlights from The Qualities of a Prince.” Watch video about “Machiavelli.” Assignment – Write a
persuasive essay based on reading, addressing essay prompt: According Machiavelli, is it better for a prince to be loved or
feared? Why? Develop specifically and cite (MLA format) the source (reading). Use MLA citation form as reference.
Bring all materials (USB, software, laptops, etc.) for debate presentation to next class for peer review. Due 1/14.
Persuasion and Presentation (Weeks 4)
Goals: supporting your opinion, knowing your audience, understanding points of view
Week 4
1/14 – Peer Review/Revise persuasive essay. Debate Presentations Overview & Workshop
1/15 – Debate Presentations DUE TODAY – Is the use of technology for surveillance a violation of our civil liberties
(definition at http://en.wikipedia.org/wiki/Civil_liberties) or a means to secure our safety from acts of terror or threatening
misconduct? Present debate addressing this topic question and convince the audience to either side for or against the use
of technology within this magnitude. Presentations must be 20 minutes in length and include visual aids (graphs, video,
etc.). Videos cannot be any more than 5 minutes combined total in length. More than one visual aid can be used for the
presentation. Students are required to cite and include at least three outside sources to support their position on the topic.
Finally, students will debate their position against other opposing students and will need to include at least three questions
to their opponents as part of their presentations. ***A typed copy of your debate with citations and a Works Cited Page
from the three outside sources will be turned in to your professor. (20 points)
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