University of Arizona
Department of English
English 109H: Advanced First-Year Composition
English 109H.007
Instructor:
Email:
Office/Phone
Office Hours:
Course Website:
Time and Place:
Mailbox:
Kenny Walker
kcwalker@email.arizona.edu
CCIT 236-M1/626-9093
TR 10:45-12:00
D2L: http://d2l.arizona.edu/
TR 9:30—10:45am EDU 331
Modern Languages 445
The first thing I want to say to you who
are students is that you cannot afford to
think of yourselves as being here to receive
an education; you will do much better to think
of yourselves as being here to claim one.
~Adrienne Rich
COURSE DESCRIPTION
The honors section of composition uses rhetoric and writing to explore the dynamics between the
personal, the academic, and public communities. We build our critical thinking skills by analyzing and
writing verbal, numerical, and visually-based texts in digital environments with a particular emphasis on
public engagement. We rhetorically read popularizations of cutting-edge research in science and
technology to analyze contemporary solutions to long-standing social problems. We engage in inquirybased and data-driven research projects. These projects ask you to transform your personal interests into
academic research through multi-modal approaches to inquiry, data collection and communication. We
then use your research to write multiple genres of public writing. Finally we use meta-cognitive
reflections about rhetoric and writing to theorize how we learn to use the personal, the academic and the
public to shape our local and global worlds.
REQUIRED TEXTS AND MATERIALS
Ø The Immortal Life of Henrietta Lacks by Rebecca Skloot.
Ø A Student’s Guide to First-Year Writing (32nd edition), by Haley-Brown, Lee, and Rodriguez.
All first-year composition students are required to purchase the Student’s Guide. See the Writing
Program web page: http://english.arizona.edu/index_site.php?id=37.
Ø Rules for Writers (7th edition), by Hacker and Sommers
Ø A Wordpress.com Blog and D2L Access for On-Line Readings and Links
Ø An UA email account that you check daily
COURSE OUTCOMES
Students who successfully complete this course will be able to:
Ø Write with awareness of purpose, audience, context, and genre using evidence-based rhetorical
strategies in clear, complex and cohesive prose.
Ø Frame problems with inquiry, use multiple methods of research to recognize solutions, and use
research to communicate effectively to various audiences.
Ø Use genre analysis to identify, analyze and write texts which serve specific public purposes
Write with multi-media in digital environments using verbal, numerical and visual literacies.
Ø Integrate technology into the research and writing process.
COURSE POLICIES
Grading
The Student’s Guide explains grading policies, methods of responding to drafts and final copies, and the
standards of assessment of the Writing Program. My comments will consider, in the context of a
particular assignment, the following aspects of writing: purpose, audience, content, expression,
organization, development, mechanics, and maturity of thought. You cannot receive a passing grade in
first-year composition unless you have submitted drafts and final versions for all major assignments and
the final exam. Incompletes are awarded in case of extreme emergency if and only if 70% of the course
work has been completed at the semester’s end.
Online Writing Journals
15%
Essay Assignments (drafts included)
85%
Rhetorical Analysis
20%
Research Project
30%
Public Arguments
20%
Writing Theory
15%
Each day we come to class I will ask you to have read the assigned text and respond to the writing prompt
online. Sometimes these prompts will ask you to analyze, others will ask you to engage the readings
creatively, and others will ask you to draw on your own experience. On the one hand, these journals are
designed to ensure you are keeping up with the readings. On the other hand, journals will allow you to
map your critical engagement with the texts we read and hopefully generate ideas for the essays. Because
journals are an everyday practice while I will be grading them, I will not be commenting substantially on
your journals, but if you ever want help writing the journal, I’ll be happy to discuss strategies with you.
Every journal entry should follow MLA format. See Rules for a guide. Your journal will be graded on a
number scale. See “Guidelines for Writing Journals” under “Discussions” on the class D2L site for the
grading criteria.
The essay assignments and the final will be graded on a point/letter scale according to the criteria set out
in the assignment sheets: 100-97: A+, 94-96: A, 90-93: A-, 87-89: B+, 84-86: B, 80-83: B-, etc. An E is
assigned to an essay that has been completed but that falls short of acceptable college-level work. This
grade earns points (determined by assignment percentage) toward your course total. A zero is recorded for
work not handed in at all. Always submit your work even if it is so late that it will earn an E. Failure to
hand in a major assignment automatically results in a failing grade for the course. You are required to
keep copies of all of your work to file a grade appeal at semester’s end (see Guide Appendix A) or in case
an assignment is misplaced and you are asked to resubmit it. I will not evaluate an essay or assign credit
for it without first seeing the required drafts.
Absences/Late or Missed Work
Attendance is mandatory. Students who miss more than three classes of a MWF course or more than
two of a TR course may be dropped within the first 8 weeks with a W. Each absence above the allowed
number will result in a one percent deduction from your final grade if you remain in the course. You may
fail during the second half of the semester for excessive absences. All holidays or special events observed
by organized religions will be honored for those students who show affiliation with that particular
religion. Note that a dean’s note justifies absences for UA functions but must be presented to your
instructor. Doctor’s appointments do not count as excused absences. If you have a legitimate conflict or
an extreme emergency, discuss this with me.
Students not in class when writing is assigned are still responsible for completion of the assignment when
due. Unless you speak with me and make arrangements for an extension before your absence, I do not
accept late work. Your essays will be graded down a half letter grade per day they are late. I do make
exceptions for difficult circumstances.
Format Requirements for Writing Assignments
I will assign in-class and out-of-class writing throughout the course. You are required to keep copies of all
drafts and major assignments until after the end of the semester. Drafts must be turned in with all essays.
Drafts should show significant changes in purpose, audience, organization, or evidence.
Final copies should be typed and double-spaced with numbered pages and a title. I will provide additional
information on formatting for your essay assignments, but in general, all writing should follow MLA
style: 12-point Times New Roman font, double-spaced, with 1 inch margins all around, page number, and
a heading in the upper left corner (name, course, date, assignment).
Electronic submissions of essays are not acceptable unless special arrangements have been made. You
may not assume that you have met a deadline by sending work in electronic form without permission. If I
ask you to submit assignments on-line, it is your responsibility to make sure it is in appropriate file
formats (doc(x), pdf, rtf). If I cannot open the file, you will not get credit. If you have any questions about
formatting on your papers, please talk with me or consult Rules for Writers.
Academic Dishonesty (Plagiarism)
Plagiarism is defined as using another’s words or ideas as your own without giving proper credit. This
includes anything from paraphrasing someone without giving proper citation to acquiring a complete
essay on the internet. Using someone else’s work and turning it in as your own, is plagiarism. You must
give citations whenever you use a piece of language that is not yours and not common knowledge. I will
become familiar with your writing style and will quickly recognize any inconsistencies I encounter.
Plagiarism is a waste of time and a waste of education, and I have no patience with either of them.
All First-Year Composition Students are required to do documented research. For more on research, see
also the library web page. Submitting an item of academic work that has previously been submitted
without fair citation of the original work or authorization by the faculty member supervising the work is
prohibited by the Student Code of Conduct. By the end of this course, it will be very important for you to
be familiar and comfortable with the conventions of using sources and citing your material. For
information on how to cite sources, reference Rules for Writers.
All UA students are responsible for upholding the Code of Academic Integrity, available through the
office of the Dean of Students http://deanofstudents.arizona.edu/codeofacademicintegrity For more
information, read the summary in the Student’s Guide. All UA students are responsible for upholding the
Student Code of Conduct, which can be read online at
http://deanofstudents.arizona.edu/studentcodeofconduct
D2L
D2L is the website for this course and will be used to post the syllabus, assignment sheets, readings, and
any other handout I might give. If you lose the handouts I give you, they will always be on D2L. Also, as
explained above, your writing journals will need to be posted to D2L the night before the reading is due.
www.d2l.arizona.edu
Disabilities
The University of Arizona is dedicated to providing equal access and opportunity to all students,
including those with disabilities. If you anticipate accessibility issues related to the format or
requirements of the course, please meet with your instructor to discuss ways to ensure your full
participation. If you determine that formal, disability-related accommodations are necessary, it is very
important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and that you
notify your instructor of your eligibility for reasonable accommodations so that you and instructor can
coordinate them.
Media Etiquette and Respect
Please turn off all electronic devices when you enter the class room. If you want to make use of a lap-top
in class, talk to me first. If your use of a cell phone disturbs the class more than once, you may be asked
to leave.
The University of Arizona is a public space where ideas are shared, debated, and argued. Your ability to
engage multiple perspectives, and argue a position, is part of receiving a good education. Be aware that
many of us will not share the same values or opinions as others, but everyone’s honest opinion is valuable
and has a place in this class. In this class we will strive to understand an issue before we judge it. Some
topics in this class may be considered offensive or inappropriate. If any of the course materials, subject
matter, or requirements in this course contains materials that are offensive to you, speak with me. Usually,
the resolution will be to drop the course promptly.
PRELIMINARY SCHEDULE
Information contained in the course syllabus, other than the grade and absence policies, is subject to
change with reasonable advance notice. This schedule will probably change as the semester progresses.
Always refer to specific assignment sheets and the calendar on the course Web site for current details.
Remember to check your email daily for course announcements and changes in schedule. FYW=A
Student’s Guide to First-Year Writing; ILHL=The Immortal Life of Henrietta Lacks; RW=Rules for
Writers
Sequence One: Rhetorical Analysis of Science, Technology, and Society
Week 1: Introduction to Advanced FYW
1/12
Introductions: Rhetoric, Writing, and Research
Week 2: Analysis
1/17
Reading You: Technological Artifacts
Reading Due: D2L: PEW Research Center: “Milliennials”
FYW: Ch. 8 Analysis
Writing Due: WordPress Blogs and Milliennial “Quiz”
1/19
Reading Narratives: Henrietta Lacks
Reading Due: ILHL: Part I (p. 1-83)
Writing Due: Rhetorical Analysis: Narrative
Week 3: Rhetorical Analysis
1/24
Reading Ideology: HeLa Cells
Reading Due: ILHL: Part II (p. 89-170)
FYW: Ch. 10 Rhetorical Analysis
Writing Due: Rhetorical Analysis: Ideology
1/26
Reading Culture: Race, Class, Feminist Critique
Reading Due: ILHL: Part III (p.179-305)
FYW: Ch. 10 Rhetorical Analysis
Writing Due: Rhetorical Analysis: Race, Class, Feminist Critique
Week 4: Genre Analysis
1/31
Reading Policy: Consent and Capitalism
Reading Due: ILHL: Afterward (p. 315-328) and HeLa Video
D2L: Genre Analysis
Writing Due: Genre Analysis
2/2
Framework Lab: Rhetorical Analysis
Reading Due: As needed for Rhetorical Analysis
Writing Due: Rhetorical Analysis Framework
Week 5: Revision Workshop and Editing
2/7
Revision Workshop
Reading Due: As needed for first draft
Writing Due: Rhetorical Analysis Draft (5 pgs)
2/9
Editing for Style
Reading Due: D2L: Zinnser, “What is ‘Good Writing.’”
Writing Due: Rhetorical Analysis Draft (6 pgs)
Sequence Two: Data-Driven Research Projects
Week 6: Inquiry and Research Methods
2/14
Field-Trip: Virtual Reality Lab
Reading Due: AZ Live Website
D2L: “Discourse Communities”
Writing Due: Discourse Community Map
2/16
Inquiry and Research Methods: Framing Questions, Gathering Data
Reading Due: FYW: “Research as Part of the Writing Process” p.125-131
D2L: Student Research Papers
Writing Due: Topics, Themes, and Questions
Week 7: Secondary Data: Literature Review
2/21
Scholarship: Library Research Modules
Reading Due: FYW: “Research as Part of the Writing Process” p.131-145
Writing Due: Research Modules
2/23
Scholarship: Library Research Modules
Reading Due: FYW: Ch. 6 “Working with Sources”
Writing Due: Research Modules
Week 8: Primary Data: Surveys
2/28
Primary Methods: Gathering Data
Reading Due: D2L: “Finding and Conducting Research” p. 205-218
How to Conduct a Survey
Writing Due: Grid for Survey
3/1
Rhetorical Numbers: Quantitative and Visual Argumentation
Reading Due: Response to Surveys
Writing Due: Visual Arguments: Tables and Graphs
Week 9: Reading Research
3/6
Research Proposals
Reading Due: As needed for Proposal
Writing Due: Research Proposal Due—At least 3 sources and
in-class survey w/ graph on problem or proposed solution.
3/8
Research Proposals
Reading Due: As needed for Proposal
Writing Due: Research Proposal Due—At least 3 sources and
in-class survey w/ graph on problem or proposed solution.
SPRING BREAK
Week 10: Reading Research
3/20
Research Articles and Popularizations
Reading Due: D2L: Student Research Papers
Writing Due: Research Methods in Student Papers
3/22
Annotated Bibliography
Reading Due: As needed for annotated bibliography
Writing Due: Annotated Bibliography Due (6-8 sources)
Week 11: Writing Research
3/27
Revision Workshop
Reading Due: As needed for first draft
Writing Due: Research Project Due (8-12 pgs)
3/29
Editing for Clarity/Style
Reading Due: FYW: Ch. 2 Academic Writing
Writing Due: Research Project Due (8-12 pgs)
Sequence Three: Genre and Multimodal Public Rhetoric
Week 12: Genre Analysis and Public Communities
4/3
Genre Analysis of Public Genres
Reading Due: D2L: Genre Analysis p. 109-119 & Popular Genres
Writing Due: N/A
4/5
Digital Spaces of Public Knowledge: Wikipedia
Reading Due: D2L: “Wikipedia as Participatory Journalism”
Writing Due: Genre Analysis of Wikipedia Entry
Week 13: Visual and Multimodal Arguments
4/10
Visual Design
Reading Due: D2L: Key Terms for Visual Analysis and Design
Writing Due: Substantial Wikipedia Entry (or its equivalent)
4/12
Multimodal Design
Reading Due: As needed for Genre Analysis
Writing Due: Genre Analysis of Multimodal Public Argument
Week 14: Visual and Multimodal Arguments
4/17
Technology Review
Reading Due: As needed for Technology Review
Writing Due: Technology Review
4/19
Prep Honors Student Symposium
Reading Due: D2L: As needed for Honors Symposium
Writing Due: Multimodal Public Arguments (beta)
Week 15: The Honors Student Symposium
4/23*
Honors Student Symposium 4-6pm
Writing Due: Multimodal Public Arguments
4/26
Presentations
Writing Due: Multimodal Public Arguments
Week 16: Finals Week
5/1
A Theory of Writing: Reflections, Reflexivity, and the Transfer of Writing
Knowledge and Skill
5/4
Final Exam--TBA
Due: Final Exam and Writing Theory (6-10 pgs)