Weber State University English 1010: Course 32069
Introduction to Academic Writing
Syllabus
Instructor: Professor Chris Millard
Fall 2005, Course #32069
MWF, 12:00 PM
Social & Behavioral Sciences Room 7
Office:
To Reach Me:
cmillard@weber.edu
Office Phone: 626-6055
Home Phone: 782-7040
Cell Phone: 668-0817
Miller Administration Building
Room 102
I will make every effort to be in my office for consulting. I prefer that you call first to ensure that time is
allocated. I will always be available by appointment during regular office hours, or any other hours that are
convenient for both of us. Do not hesitate to call. I am always willing to help any student who desires
assistance with any assignment.
Required Texts and Supplies
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Fields of Reading Motives for Writing, Nancy R. Comley, et. al
A Writer’s Reference, by Diana Hacker, Fifth Edition
1 computer disk, three-hole notebook with dividers, paper
Journal
Course Objectives
The objectives of English 1010 are to learn to think critically, and write clearly. Our class will not be filled
with lectures and note-taking. Because the most successful learning environment is one that engages all
participants, classes will be conducted with a heavy emphasis on discussion among all those in the
classroom, requiring participation from all present. Respect and thoughtful consideration will be given to
every individual idea. We will explore the personal, academic, and professional rewards of good writing
by engaging in writing assignments designed to help you discover and refine your unique writing style.
Working cooperatively as a class allows you to practice speaking, listening, and reading effectively, skills
that are important for any path you pursue in your life. Therefore, much of our work will be done in small
groups where we discuss the reading and comment on drafts of essays. Objectives include exploration of
diverse points of view, learning skill sets required for critical thinking, and learning to support conclusions
with evidence.
In summary, the course objectives are as follows:
• Recognize yourself as a thinker who can productively formulate your ideas.
• Consider problems from many different points of view.
• Use various strategies to manage your own writing process (generating ideas, writing, revising).
• Receive/see/use many different kinds of feedback on your writing and provide feedback for
others’ writing.
• Write with greater awareness, confidence, control and flexibility.
• Research effectively and appropriately
• Document using MLA style
What You Can Expect From Me
As your Instructor I will:
• Be friendly, helpful, and make myself available for consultation
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Attend class well prepared to help you learn and improve
Make sure all assignments have a relevant purpose
Create a class environment that engages you and encourages you to learn
Help you learn by holding high expectations for your performance
What I Expect From You
You are the one in charge of how much you learn in this class; you are responsible for your own learning. I
invite you to join me in full participation and engagement in this endeavor. I expect you to:
• Treat me and all other class members with respect, including using good listening skills
• Participate in class discussions and remain awake, alert, and attentive
• Complete all reading and writing assignments and turn them in on time
• Attend every class with necessary books or materials
• Conference with me when you have a problem, question, or concern
Plagiarism
Plagiarism is an act of academic dishonesty and a violation of University Standards. The WSU Student
Code considers plagiarism to be cheating. Plagiarism includes knowingly representing by paraphrase or
direct quotation, the published or unpublished work of another person as one's own in any academic
exercise or activity without full and clear acknowledgement. It also includes the unacknowledged use of
materials prepared by another person or agency engaged in the selling of term papers or other academic
materials.
I will check text from all papers with software designed to identify plagiarism. If it is determined that a
paper contains plagiarized text, the student will immediately fail the course, and the incident of plagiarism
will be reported to the Department.
Attendance Policy
Please attend class regularly. In our environment of active learning we will study and practice writing. It is
vital that you attend class, coming prepared with all homework and assignments. You may miss this class
FIVE TIMES without penalty. Each absence after the fifth will result in a full letter grade reduction of
your final grade. This is a course that depends upon student discussion and input, and it is imperative that
you be there.
If you must miss class for a legitimate excuse, you must turn in any assignments before the due date.
Student athletes must turn in assignments in advance if they are going to miss class on a date when an
assignment is due. It is your responsibility to consult your calendar to track due dates. It is also your
responsibility to contact a classmate to get copies of assignments, handouts, class notes, etc. You may also
get copies of hand outs you miss by coming to my office. I do not carry extra copies of anything to
subsequent classes.
Do not call me and say, “I’m going to be in Hawaii next week so will I miss anything?” The answer
always is that you will miss everything presented on the days you are absent. On some things there is no
provision for make up. You must contact a class member to get up to speed. It is in your best interest to
make connections with your classmates.
Computer Files
You must use a word processor for all assignments other than the journal entries and the in-class writing
assignments. You must back up your files on a floppy disk. Should your computer crash, you must turn in
the latest version from your back up disk. Plan in advance to ensure that you have adequate time to revise,
edit, and print your assignments. “My computer crashed,” is not an acceptable excuse.
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Late Work Policy
Late work is generally not accepted. I understand that there are extenuating circumstances that come up in
life, but I do reserve the right to penalize or refuse to accept late submissions. You must plan for any
eventuality and then accept responsibility for the consequences for your decision. Writing is a process of
draft and revision, so you will have multiple versions of each paper. If technical problems occur at the last
moment, you must turn in an earlier draft of a paper.
Disability Policy
Students with disabilities who request or qualify for reasonable accommodations must have the appropriate
professional documentation on file with Services for Students with Disabilities (SSD). This documentation
is highly confidential and will be protected to the full extent of all relevant laws and regulations. SSD is
responsible for determining the appropriate accommodations after consultation with the student.
In rare cases when adjustments in academic requirements may be appropriate, SSD consults with the
academic department or school in order to fully evaluate the request. In such situations, confidential
material may be discussed with appropriate faculty and/or staff.
According to WSU Policy, students are responsible for directly contacting their instructors each semester to
identify themselves and their accommodation needs. We encourage students to do this no later than the first
week of each semester. On rare occasions, where in-class accommodations must be prepared in advance
(such as sign language interpreters for deaf students), SSD may give advance notice to faculty of students
who are in class. Usually, this will not be the case and students are never required to identify themselves as
being disabled when they will not require accommodations for a particular course.
Students are not expected or required to provide faculty with detailed documentation about their
disabilities; in fact, it is expressly against WSU policy for faculty to expect or request such detailed
documentation from the student. It is, however, entirely appropriate for faculty to request the student to
provide verification from SSD as to the fact that she/he is registered with SSD and the required
accommodations for the course. SSD can then provide a letter to the student which is then given to faculty.
It is also reasonable for faculty to contact SSD to request the appropriate verification anytime a student has
initiated a request for accommodation. If you have innovative or different ideas for accommodating
students, consult with SSD about the appropriateness or what SSD can do to help before discussing it with
the student. WSU can provide some highly technical and complex accommodations if needed.
"Invisible" disabilities: In the case of students with visible disabilities, the needs and accommodations may
be more apparent than for those with learning disabilities or other less visible conditions. Please remember
that the large majority of WSU students with disabilities have disabilities which are not readily observed-learning disabilities, Attention Deficit Disorder, low vision, partial hearing loss, psychiatric conditions such
as major depression, and permanent medical conditions such as diabetes, multiple chemical sensitivities,
Crohn's Disease, lupus, chronic fatigue syndrome, and carpal tunnel syndrome are a few examples.
Some may also have temporary disabilities or conditions (such as fractures, surgery-related limitations).
The best advice is this: when students self-identify to a faculty person, they should be referred to SSD. If
necessary, the student may meet with an instructor to discuss their needs once any accommodations have
been authorized.
If you have a disability and require special assistance, you must have documentation on file with SSD, and
let me know immediately so that accommodations can be made.
Tardy Policy
Please do not come to class late as it is disruptive.
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Withdrawal
The last day to withdraw is March 10, 2006.
Homework
In a university setting, the instructor guides the class through the course work. Discussions in class provide
the springboard for independent thought. Most university learning occurs outside of the classroom through
study and writing. Typically, for a university class, you should anticipate two to three hours of outside
work for every hour of class time. Therefore, you may expect six to nine hours of homework for this class
every week.
Writing Center, Library Visits and Technology
You will be required to visit the Writing Center at least twice during the semester. As a student, you have
the opportunity to make additional visits to the Writing Center for assistance. You will want to take
advantage of this privilege. During your visits, you will meet with a writing counselor with whom you will
discuss your work and think about your writing process.
The Writing Center is not a place to get your work fixed or corrected, but a place to hear impressions of
your essays, learn revision strategies, and discuss different ways to approach an assignment.
This course also requires use of the library to locate sources for writing assignments. Our class will visit
the library during the semester, to meet the librarians and become acquainted with the offered research
methodology.
Technology is here to stay! We will use the Internet, web sites, word processing and e-mail. You will be
required to check your email at least 3 times per week to keep current with changing class directions.
Some assignments will be made and submitted over the Internet. You will be required to use this
technology
Course Practices
Because writing is a drafting, re-drafting process, your essays will be graded with that process in mind.
You will have opportunity to rework each document, have responses from your classmates, and conference
with me before having your work evaluated for a grade. Your achievement in the course depends heavily
on your won motivation and sense of responsibility as well as upon your writing skills.
Peer review is an important element of this class. Documents that have not been through peer review will
not be accepted for a grade.
Civic Engagement/Service Learning
Civic engagement and service learning connects thought and feeling in a deliberate way, creating a context
in which students can explore how they feel about what they are thinking and what they think about how
they feel. In English 1010 we will use civic engagement/service learning to help recognize ourselves as
members of a larger social fabric, and to consider social problems as our own. Through guided reflection,
you should explore the relationship between academic learning and your civic values and commitments.
You will be expected to write a reflection on six hours of community service (of your choice). You are
given six hours from class to be dedicated to this service (see Schedule of Events). You may complete
these six hours any time prior to writing the paper.
Elements of the Grade
Your grade will be comprised of (1) quizzes, (2) essay drafts and workshopping, (3) essays, (4) journal, (5)
in-class writing, (6) library research assignments, and (7) class participation.
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Grade: 1. Quizes
You will be expected to complete all the reading. Part of your grade will be for quizzes on the
reading assignments.
Grade: 2. Workshopping
Workshopping is conducted during class time. Everyone brings 2 copies of the draft of their essay
for peer review. The basis for review will be provided.
Grade 3. Essays
There will be 5 major essays due for this course: These assignments must be submitted at the
beginning of the class period of the day the assignment is due. The five essays are: Reflective
Essay, Reporting Essay, Explaining Essay, Arguing Essay, and Civic Engagement Essay.
Every assignment, whether turned in electronically or in hard copy format will be double-spaced
with one-inch margins and 12-point font. In the upper left corner of your draft, include your
name, my name, class title, assignment name, and date. It should look like this:
John Smith
Instructor: Chris Millard
English 1010; Course 32069
Reflective Essay
8/20/01
Note: Page lengths are not suggestions. Page lengths are not idealized notions of what should
happen. When I ask for 4 pages, I do not mean 3 full pages and a few lines at the top of the fourth
page. I mean four full pages. Essays that do not meet the minimum page length do not therefore
meet the minimum requirements of the essay, and grades will reflect this shortcoming.
All essays must be 4 pages long, except for the Arguing Essay, which will be 5 pages long.
Grade 4. Journal
You will be required to keep a journal. You may choose topics of your own, or use subject
material from the essays we read for class.
Grade 5. In-class Writing
There will be two in-class writing assignments. Each will be worth 50 points toward the grade.
They are done in class, so if you miss class you miss the points. They cannot be made up. I will
give advance notice as to the date of each in-class writing assignment.
Grade 6. Library Research
You will be required to do library research as part of this class. There will be one class period
where we will go to the library to learn research methods. You will be given an exercise at that
time.
Grade 7. Class Participation
A university English class is very much about ideas. For example, we will discuss:
• The human imagination and products of many cultures
• Interrelations among diverse cultural communities
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• The natural, social, and technical worlds
• The values underlying U.S. democracy
Everyone will be expected to participate. Every idea has value and will be treated with respect.
Grading
90—100
A paper in this grade range demonstrates exemplary work. It is not merely adequate or error-free. An “A”
paper meets all of the assignment criteria, in an exemplary way, with only a few minor flaws or lapses.
80—89
A paper in this grade range demonstrates solid, high-quality work. It meets most or all of the criteria, but
may not do so consistently, or man contain frequent minor lapse, or a few major problems. Essays in this
range may also exhibit lapses in clarity.
70—79
A paper in this grade range fulfills the requirements of the assignment, but does so in a way that is merely
adequate. It will meet some but not all of the stated criteria and will probably not do so consistently.
60—69
A paper in this grade range demonstrates a minimal engagement with and mastery of the concepts and
skills being presented in the course.
below 60
A grade in this range indicates either work that is not done at all or work that is done so poorly that the only
conclusion is that a student has not learned or applied the concepts and skills of the course.
Classroom Climate
Respect is the key to any productive environment. All interactions in class must be considerate. Treating
each other with kindness and respect will ensure an atmosphere conducive to collaboration, exploration,
and learning. We will be reading essays reflecting diverse ideas. Discussions will be a forum for you and
your classmates to express you own ideas. There is no place for incivility or discourteousness in a college
classroom. If you wish to be part of this class, you must be respectful and responsible.
Enjoying the Ride
I do not do anything unless it is fun. You may share my passion for the English language or you may find
it boring. No matter where you are on the spectrum, you can find something in this class that is surprising,
entertaining, appealing, revealing, or just plain hilarious. A sense of humor is required!
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Points for Grade
Quiz 1/11
Quiz 1/13
Quiz 1/18
Quiz 1/20
Quiz 1/23
Quiz 1/25
Quiz 1/30
Quiz 2/1
Quiz 2/3
Quiz 2/6
Quiz 2/8
Quiz 2/13
Quiz 2/15
Quiz 2/17
Quiz 2/22
Quiz 2/24
Quiz 2/27
Quiz 3/1
Quiz 3/6
Quiz 3/8
Quiz 3/20
Quiz 3/22
Quiz 3/27
Quiz 3/29
Quiz 4/3
Quiz 4/5
Quiz 4/7
Quiz 4/10
Quiz 4/12
Quiz 4/14
Quiz 4/17
Quiz 4/19
Reflective Essay
Reporting Essay
Explaining Essay
Civic Engagement
Essay
Arguing Essay
Journal
In-Class Writing
Library Exercise
Workshopping
Participation
TOTAL:
Possible
Your
Points
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
100
100
100
100
300
200
100
100
100
80
1600
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Grade
1520-1600
1472-1519
1424-1471
1376-1423
1328-1375
1280-1327
1232-1279
1184-1231
1136-1183
A
AB+
B
BC+
C
CD
The Schedule of Events
NOTE: This schedule is current as of the first day of class, and is subject to change based upon
decisions by the instructor as the course progresses.
Where we
are
Week One
Mon. 1/9
Wed. 1/11
Fri. 1/13
Week Two
Mon. 1/16
Wed. 1/18
Fri. 1/20
Week
Three
Mon. 1/23
Wed. 1/25
Fri. 1/27
Week Four
Mon. 1/30
Wed. 2/1
Fri. 2/3
Week Five
Mon. 2/6
Wed. 2/8
Fri. 2/10
Week Six
Mon. 2/13
Wed. 2/15
Fri. 2/17
Week
Seven
Mon. 2/20
Wed. 2/22
Fri. 2/24
What We're Reading/Doing
What is Due
Introductions
Angelou, "Graduation" (page 31) King, "Pilgramage to Nonviolence"
(page 106)
Walker, "Beauth: When the Other Dancer is the Self" (page 42) Rose,
"Tools of Torture: An Essay on Beauty and Pain" (page 121)
Martin Luther King Holiday
Greeley, "Mirrors" (page 50) Douglass, "Learning to Read and Write"
(page 62)
Tan, "Mother Tongue" (page 68) Gopnik, "The City and the Pillars:
Taking a Long Walk Home" (page 78)
Dethier, "The Ticket Exchange" and "The Crazies" (both on electronic
reserve)
Selzer, "A Mask on the Face of Death" (page 135) Dillard, "Lenses"
(page 146)
Civic Engagement (do not meet in class)
Hersey, "Hatsuyo Nakamura" (page 181) Laurence, "Atomic Bombing
of Nagasaki" (page 229)
Coyne, "The Long Good-bye: Mother's Day in a Federal Prison" (page
189) Boufis, "Teaching Literature at the County Jail" (page 198)
Schmemann, "U.S. Attacked: Hijacked Jets Destroy Twin Towers and
Hit Pentagon in Day of Terror" (page 247) Jonsson, "Edgy First
College Assignment: Study the Koran" (page 256)
Reflective
Essay Due
Tuchman, "This is the End of the World: The Black Death" (page 217
Selby, "A Delicate Operation" (page 267)
Civic Engagement (do not meet in class)
Brown, "Love Canal and the Poisoning of America" (page 271)
Workshopping the Reporting Essay
Civic Engagement (do not meet in class)
President's Day--Holiday
Schlosser, "Why McDonald's Fries Taste So Good" (page 308)
Didion, "On Keeping a Notebook" (page 328) Brunvand, "Urban
Legends: The Boyfriend's Death" (page 335)
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Reporting
Essay Due
Week Eight
Mon. 2/27
Wed. 3/1
Fri. 3/3
Week Nine
Mon. 3/6
Wed. 3/8
Fri. 3/10
Week Ten
Mon. 3/13
Wed. 3/15
Fri. 3/16
Week Eleven
Mon. 3/20
Wed. 3/22
Fri. 3/24
Week Twelve
Mon. 3/27
Wed. 3/29
Fri. 3/31
Week
Thirteen
Mon. 4/3
Wed. 4/5
Fri. 4/7
Week
Fourteen
Mon. 4/10
Wed. 4/12
Fri. 4/14
Week Fifteen
Mon. 4/17
Wed. 4/19
Fri. 4/21
Sizer, "What High School Is" (page 345) Milgram, "Some Conditions
of Obedience and Disobedience to Authority" (page 379)
Mairs, "Carnal Acts" (page 367)
Civic Engagement (do not meet in class)
Milgram, "Some conditions of Obedience and Disobedience to
Authority" (page 379) Klinkenborg, "The Best Clock in the World"
(page 507)
Kubler-Ross, "On the Fear of Death" (page 405) Laffey, "Inside
Dope" (page 430)
Meet in Library for Research Instruction—Room 138
Spring Break
Spring Break
Spring Break
Gladwell, "The Naked Face" (page 438)
Sacks, "The Man Who Mistook His Wife for a Hat" (page 475)
Civic Engagement (do not meet in class)
Ackerman, "Why Leaves Turn Color in the Fall" (page 470)
Menand, "Honest Decent, Wrong: The Invention of George Orwell"
(page 548)
Civic Engagement (do not meet in class)
Ozick, "The Impious Impatience of Job" (page 562)
Swift, "A Modest Proposal" (page 604)
Richards, "There's No Room For You There: Black Students and
Prestigious Colleges" (page 632)
Explaining
Essay Due
Civic
Engagement
Essay Due
Brooks, "We Real Cool" (page 667)
Franzen, "Sifting the Ashes" (page 648)
Workshopping the Arguing Essay
Gladwell, "The Art of Failure" (page 638)
Gould, "Women's Brains" (page 668) Greenberg, "As Good As
Dead" (page 707)
Last Day!! Come to Class to Party
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Arguing Essay
Due