English 1020/[CRN] – Composition I Fall 2008 [Instructor] [office/phone] [e-mail] Office hours: Texts Aaron, Jane E. The Little, Brown Compact Handbook. 6th ed. New York: Pearson/Longman, 2007. Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. 2nd ed. Boston: Bedford/St. Martin’s, 2005. Final Exam: Belief Statement: The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn. Mission: As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession. General Education Competencies are skills the state of Missouri expects all college graduates to possess; this course will help you attain the skills listed. Communicating: Students should demonstrate the following primary outcomes -Apply the criteria of effective communication to assess the communication of self and others -Conceive of writing as a recursive process that involves many strategies, including generating material, evaluating sources when used, drafting, revising, and editing -Make formal written and oral presentations with consistent effectiveness -Adapt language and communication strategies to a variety of situations -Employ various organizational structures in a variety of communications -Adapt communication to a variety of audiences Managing Information: Students should demonstrate the following primary outcomes -Use appropriate technology to organize, store, and retrieve information effectively -Present information clearly and concisely, using traditional and contemporary technologies, while avoiding plagiarism English Program Goals The English Department has adopted a series of goals for its courses. The following goals apply to this course: Expression Goal, Level 1 – Students should be able to write formally and/or informally as situations warrant and distinguish between tentative and polished expression as they develop a personal writing style. Research Goal, Level 1 – Students should be able to understand the purposes of research and documentation. Language Goal, Level 1- Students should be able to distinguish among levels of English usage—colloquial, informal, formal, literary—and between the nature of spoken and written language; understand and apply traditional grammatical terms and rules to their own and others’ writings. MoSTEP Competencies 1.1 the interrelation of reading, writing, speaking, and listening. 1.2 effective oral and written usage. 3.1 reading processes (pre-, during, post-). 3.4 techniques and strategies for the ongoing development of independent vocabulary acquisition. 3.5 how to locate and use a variety of print and non-print reference sources. 3.7 how to help students think critically about what they read. 3.8 methods for promoting personalized reactions to reading and the value of sharing those responses. 4.1 a broad range of pre-, during, and post-writing strategies to generate meaning and to clarify understanding. 4.2 varied methods of argument, types of appeals, and persuasive strategies in writing and speaking. 4.3. use of evidence and documentation. 4.4 composing processes used to prepare information to share orally, visually, and/or in writing. 4.5 different organizational patterns and strategies used for writing and speaking for different audiences and purposes. 4.7 how to respond to film, video, graphic, photographic, audio, and multimedia texts. 4.8 technology used to enhance learning and reflection on learning. 4.9 how to help students develop the capacity to listen so they comprehend, analyze, consider, respond to, and discuss spoken material, non-fiction, fiction, dramatic works, and poetry. Course Requirements Readings should be completed before class on the dates indicated below. Papers and other written assignments are due at the beginning of class. Late papers will be downgraded, but in this class it is always better to turn in a late paper than no paper at all. Papers should be 3-4 double-spaced, typed pages, unless otherwise indicated. Use a legible, 12-point font and 1” margins. Course requirements will include approximately six short papers (100 points each for those that will be graded) and a final exam (100 points). Several homework assignments, in-class writing assignments, and quizzes will also be required (10-100 pts. each). I will meet with each of you in individual tutorial sessions during the semester to discuss your writing, but I hope you will meet with me during my office hours if you have concerns about your work. Regular attendance at class meetings and at tutorial sessions is a requirement of this course. Grade penalties or failure to receive credit for the course are the consequences of excessive absence. The UCM Undergraduate Catalog 2007 lists the university’s attendance policy on page 17. Grading Grading will be calculated as a percentage of total points available, both on individual assignments and for the course as a whole. A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=59% or below. Readings and Assignments Week 1 (8/19-8/22) Introduction in-class writing sample Week 2 (8/25-8/29) read Glenn 3-20 and/or exercises on the reading/writing connection read Glenn 47-67 and/or exercises on description/assign description paper read Rember, “Closing Doors” (63-65) and Orlean, “The American Man, Age Ten” (68-79) Week 3 (9/1-9/5) LABOR DAY: No class on Monday read Daum, “Music is My Bag” (86-97) PAPER #1 (description) DUE Week 4 (9/8-9/12) prewriting/invention; read Aaron 8-20 read Glenn 271-291 and/or exercises on classification and division/assign classification and division paper read Zinsser, “College Pressures” (292-300) and Moyer, “My Circle of Friends” (306-309) Week 5 (9/15-9/19) read Stepp, “Alpha Girl: In Middle School, Learning to Handle the ABCs of Power” (310-318) and Ericsson, “The Ways We Lie” (319-327) address concerns from first papers/assign section(s) of Aaron PAPER #2 (classification and division) DUE with peer review: please bring two copies of your paper to class. Week 6 (9/22-9/26) tutorials Week 7 (9/29-10/3) REWRITE OF PAPER #1 OR PAPER #2 DUE (#3) read Glenn, 353-370 and/or exercises on comparison and contrast read Tannen, “Cross Talk” (371-375) and Hatfield, “Smoothing Rough Edges” (388-392) Week 8 (10/6-10/10) read Barry, “Guys vs. Men” (399-407) and Hurston, “How It Feels to Be Colored Me” (413-419) read Shakespeare, Sonnet 18 (420) and Aaron 21-23 on drafting in-class essay: comparison and contrast Week 9 (10/13- 10/17) quiz on description, classification and division, comparison and contrast modes read Glenn, 429-444 and/or exercises on process analysis/assign process analysis paper read Antoniotti, “Marshmallow Mayhem: Fun (and Sweet) Alternative to Toy Guns” (445-448); Dillon, “Mission Possible” (449-452); and Mitford, “The Embalming of Mr. Jones” (453-459) Week 10 (10/20-10/24) revising; read Aaron 23-37 read Wuethrich, “Getting Stupid” (460-467) and Gladwell, “The Trouble with Fries” (471-477) PAPER #4 (process analysis) DUE Week 11 (10/27-10/31) read Glenn, 485-503 and/or exercises on cause-and-consequence analysis/assign cause-and-consequence analysis paper read McMillan, “Easing My Heart Inside” (504-508) and Sylves, “Credit Card Debt Among College Students: Just What Does It Cost?” (509-517); introduce MLA documentation read Brooks, “The Triumph of Hope Over Self-Interest” (518-521) and Weeks, “The No-Book Report: Skim It and Weep” (522-528) Week 12 (11/3-11/7) read Glaspell, “A Jury of Her Peers” (551-566) PAPER #5 (cause-and-consequence analysis) DUE with peer review: please bring two copies of your paper to class. tutorials Friday Week 13 (11/10-11/14) tutorials Monday and Wednesday REWRITE OF PAPER #4 OR PAPER #5 DUE (#6) Week 14 (11/17-11/21) read Glenn, 573-590 and/or exercises on definition read Banjo, “Personalizing Your College Education” (602-605) and Olson, “Shifting Baselines: Slow Motion Disaster Below the Waves” (610-614) read Dyson, “The Public Obligations of Intellectuals” (615-621) - THANKSGIVING BREAK Week 15 (12/1-12/5) in-class essay: definition review for final exam course evaluations/strategies for Composition II/wrap-up Accessibility Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (Voice and TTY) 660-543-4421. Writing Lab UCM provides a free Writing Lab, located in Humphreys 116, staffed by experienced writers and used by student writers of all levels and abilities. The opportunity to sit down with an experienced writer and discuss your paper can be very helpful, and I encourage you to use this service. However, the Writing Lab is not a proofreading service; the staff will help you, but they won’t do your work for you.