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University of Texas at San Antonio
Spring 2010
ENG 3313 Advanced Composition
MEETING TIMES: Class Time: T/TH 2-3:15
INSTRUCTOR: Dr. G. Pizzola
E-MAIL: gail.pizzola@utsa.edu (best way to communicate w/ me)
OFFICE HOURS: T 8:00-9:00 a.m., TH 3:30-4:30 p.m. or by appointment
ROOM: MB 1.103
OFFICE: HSS 4.03.02
PHONE: 458-5336
For assistance with your writing, I recommend you visit The Writing Center, located in HSS
2.02.22 (tutor room), HSS 3.03.08 (computer room), FS 4.432 (downtown campus), or JPL
(check with reference desk for specific location in the library). See http://www.utsa.edu/twc for
hours of operation at various locations.
Course Description:
ENG 3313 focuses on the principles and procedures of informational and persuasive prose,
emphasizing practice with coherence, liveliness, persuasiveness, and originality. To this end,
students will write extensively and often, practicing ways to expand their writing repertoire. Using
the writer's workshop, students will share writing ideas and receive formative feedback from each
other.
Course Texts:
1. George, Diana, and John Trimbur. Reading Culture: Contexts for Critical Reading and
Writing. 5th ed. New York: Longman, 2010.
ISBN: 13: 978-0-205-68807-4 (www.pearsonhighered.com)
2. Graff, Gerald, and Cathy Birkenstein. They Say/I Say: Moves That Matter in Academic
Writing. New York: W. W. Norton, 2006.
ISBN: 13: 978-0-393-92409-1 (www.wwnorton.com) (available on Kindle)
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Objectives:
This course will provide students with an opportunity
1. to demonstrate skills in expressing ideas in writing and orally, using various strategies
(from traditional to experimental) to develop nonfiction prose.
2. to demonstrate analyzing and critically evaluating ideas, arguments, and points of view
as an author and as an audience.
Required Materials
Computer access
Email account
Internet access
Folders, paper, writing instruments
Course Assignment Summary:
Annotated Bibliography ……………………………………………………….10%
5 writing projects………………………………..…………………..………….60%
a) Cultural analysis 10%
b) Oral History 10%
c) Literature Review—popular culture/subculture 15%
d) Film Review 10%
e) Fieldwork: images team project: literacy 15%
MLA/APA Treasure Hunt……………………………………………………...10%
Quizzes, in-class group work, & workshop participation, attendance…….10%
Response journals (weekly)...…………………………………………………10%
Course Projects
1. MLA/APA Treasure Hunt……………………………………….10%
o Complete the treasure hunt using the MLA or APA handbook
o Due January 28
2. Annotated Bibliography…………………………………………10 %
Part 1—Due January 19
A. Select a topic from the general subject of either
1. the culture of obedience/conformity OR
2. the culture of rebellion
Narrow the topic
a. Focused topic choice due January 21
b. You may not choose a topic you are using for another of
your classes
c. You may not proceed until professor approves your topic
Part 2—due February 11
o Locate 5 articles on your chosen topic.
o Articles must represent more than a single aspect/opinion on
your.
 4 articles can focus on the same side to this topic
 1 article must present another side to this topic
o All articles must be from peer reviewed journals
o Do not use magazines or websites
o To locate peer reviewed journals, use the JPL databases
o Do not use Literature Resource Center
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o
Keep in mind that you will use these articles to write your literature
review.
o Create an annotated bibliography of these 5 articles
o Use MLA or APA documentation style for the source
o The annotation must
 be 50-100 words in length
 include a “use/value” statement
 place as last sentence in annotation
 does not count toward the word length
requirement
 include key words
 put in italics
 place at end of annotation
o See guidelines for the annotated bibliography on Blackboard
Part 3—Due March 23
o Locate 5 additional articles on your chosen topic.
 4 articles can focus on the same side to this topic
 1 article must present another side to this topic
o Annotate these 5 articles as you did in Part 2.
o Add them to the original 5 annotated articles (completed in Part 2
o Be sure all 10 are in the appropriate alphabetical order and
MLA/APA format
o Submit a complete 10-article annotated bibliography representing a
well-rounded look at your topic.
3. Oral History: Profile—due February 4
o Select a living person whom you do not know (see p. 509 #1, p. 510,
#1).
o Select a person who would fascinate your audience, a group of 2025-year-old college students/graduates.
i. This person should be an extraordinary “ordinary” person
(not a well-known politician, athlete, or entertainer).
ii. There should be something unique, unusual, intriguing about
him/her.
iii. This person should not be someone dangerous.
o Observe this person’s “natural habitat.”
i. Be sure this location is safe.
ii. Don’t hesitate to bring along an escort/friend.
o Interview this person (see p. 509 #2, p. 510 #2, 3)
i. Make an appointment with him/her.
ii. Have questions prepared so you won’t waste his/her time.
iii. Don’t be afraid to stray from the questions if a more
interesting avenue/conversation opens.
o Tell this person’s story (p. 510, “Writing the oral history”)
i. You are not writing a biography
ii. You should have a thesis/a point/an overall impression you
want to convey.
iii. You should develop this idea using your observations and
interview notes
iv. Help your audience share the impression you have about
this person via your choice of details.
v. Be sure you use transitional signals to carry your reader with
you through your profile.
vi. Use clear sentences, strong verbs, and careful word
choices.
vii. Use Standard American Edited English
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viii. Don’t annoy or bore your audience with
1. irrelevant information
2. unclear sentences, or
3. distracting editing issues
4. Cultural analysis (generations)—topic due February 9; final draft of paper
March 11
Select a topic, related to popular culture or youth subculture,
that you would like to learn more about
a. Off limits: Don’t select a topic that has been “done to death”
(reality TV, Wicca, various music styles, Harry Potter, crop
circles, ghost hunters, psychic pets, Roswell/Area 51, Michael
Jackson, Elvis Presley)
b. Possibilities: Victoria’s Secret, body art, skateboarders,
hackers, deadheads, Raves, aromatherapy, hidden
messages/codes (á la Dan Brown/National Treasure), EMOs,
graphic novels, comic book characters
c. Only one topic per student
d. Submit topic to professor for approval; don’t start researching
before you get the approval
e. Narrow the topic
5. Film Review—due March 11
o Select a film that has some tie to food.
o A list of suggestions is posted on Blackboard
o Write a film review, not a theoretical essay or critical analysis
o Audience: the general public deciding whether or not to see the film
6. Literature Review— due April 22
o Using the topic and sources you selected for your annotated
bibliography, write a review of the literature related to the topic you
researched.
o Ground your review in the field
o They Say/I Say will be a useful resource for you in navigating
between/among your sources.
o Audience: college undergraduate students, all majors
o Organization: inverted triangle/funnel
o Be sure to document your support internally and on a Works Cited
page (if using MLA) or Reference page (if using APA). NOTE: both
MLA and APA have revised their documentation styles effective
2009. Be sure to use the most current version.
This is MLA
This is APA
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
Follow this order:
o Part A—due April 8
 Compose a quality essay draft, typed and
documented
 Submit the draft for peer reviewer on April 8
o Part B—due April 22
 Revise the literature review based on
suggestions/observations the peer reviewer, if
you believe these suggestions/observations are
relevant and useful.
 Submit the revised essay to your professor on
April 22
7. Fieldwork: Images--Due Final exam day—May 6
o Group project: literacy
o Assignment is detailed in the text, pp. 244-245
o Audience: students enrolled in Advanced Composition
o Evaluation
o Team member evaluation……..10%
o Audience evaluation…………...20%
o Professor evaluation……….…..70%
8. Participation…………………………………………………….…..10%
 in workshops
 in invention, drafting, revision, editing activities, Writing to Learn activities
 in mini-lessons
 in class discussion
 in class presentations
 in class activities
 Attendance (attendance falls under this category since if you are not in
class, you cannot participate (i.e., I will take attendance at the beginning
of each class, and your attendance will be part of your participation
grade. If you are on time and remain for the entire class, you will receive
full credit for attending the class on that day (√ = 100%); if you are late or
leave early, you will receive only partial credit for attending the class on
that day (√- = 50%)
Instructional Procedures
The primary instructional procedures used in this class will be writing practice, discussion (class
and group), writing, student presentations, writing, peer review/evaluation/analysis, and more
writing.
Late/missing Work
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NO quiz, exercise, or journal can be made up, regardless of the reason
Essays, rough drafts and final drafts are due on the date designated in the syllabus.
o If you do not have your essay ready for peer review on the date specified,
 you will not have extra time to complete the project and
 you will not receive participation credit for writing the rough draft
o I will accept the final draft of an essay one class day late with no penalty;
o However, after that grace period, you will lose 10 points per class day that the
essay is late, regardless of the reason.
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Grade Equivalents for essays and projects
A+ = 97-100%
B+ = 89-87%
C+ = 79-77
D+ = 69-67%
F = 59% and below
A = 96-94%
B = 86-84%
C = 76-74
D = 66-64%
A-= 93-90%
B- = 83-80
C- = 73-70%
D- = 63-60
Grade Equivalents for course
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% and below
Incompletes
The “I” grade is granted under exceptional circumstances. See Information Bulletin (available
online)
Paper Format (for traditional, linear composition)
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o
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Use APA or MLA documentation
 in-text citation
 Works Cited/Reference page
 Don’t mix these documentation styles. Choose one or the other.

For guidelines, see
o APA Publication Manual of the American Psychological
Association (6th ed., 2nd printing) or
o MLA Handbook for Writers of Research Papers (7th ed.).
 Both MLA and APA have revised their documentation styles effective
2009, so an old handbook containing MLA and APA samples will not
provide up-to-date information
 APA has a multi-page error sheet to the 1st printing of the 6th edition
Format
 Typed, double-spaced
 12-point Times New Roman
 Print on only one side of each page
 Use 8.5” x 11” paper
 Number pages at top right corner
 If you use APA, you will need an appropriately formatted cover sheet
 If you use MLA, you should not include a cover page
Submit essay in 2-pocket folder
 Include prewriting
 Include notes
 Include drafts
 Copies of your sources
 Include peer reviews (if completed)
 Include Writing Center tutoring slips (if completed)
 Include final draft for evaluation
 Include evaluation sheet (available from Blackboard)
Response Journal-- due at the beginning of each Tuesday’s class, unless stated otherwise
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Purpose:
o basis of class discussion
o opportunity to practice writing w/ minimum risk
 Journals are an opportunity to practice processing ideas and trying out
different stylistic devices you read about in the texts and articles and
those we discussed in class
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I will provide formative comments on your organization, coherence, style
(sentence structure, word choice), punctuation, grammar, and
mechanics.
These comments are to help you further develop your writing skills
The comments will not be the basis of your grade for this activity since
the point is to encourage you to practice writing in a nonthreatening
situation.
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Length:
o minimum: 250 words (about 1 full page, typed, double spaced)
o maximum: 500 words (about 2 typed pages, double spaced)
Instructions:
o Sometimes you will be asked to summarize and respond to a chapter.
o Sometimes you will be asked to respond to a specific topic or question
o Evaluation √ (full credit), √- (half credit), √+ (credit and a half: your evaluation
shows an extraordinary depth of thought)
 Credit will be based on
 how well you follow directions
 whether or not you write at least 250 words, and
 how well you demonstrate your thinking about the chapter/topic
Mini-Presentations
Each student will select and present a topic related to editing. The presentation should be no
more than 10 minutes (but no less than 5 minutes). The goal is to present an editing topic to the
class in a creative way such that every member of the class will be so enlightened that any class
member will be able
 to explain the vocabulary involved to anyone who ever asks about it AND
 to apply relevant rules to any writing situation.
Quizzes
From time to time we may have a quiz (objective or subjective) on content from George and
Trimbur or on the editing topic of one of the current or past mini-presentations. Usually these
quizzes will be unannounced. If you keep up with the reading assignments and pay attention
during the mini-presentations, you shouldn’t have a problem with these quizzes.
Academic Integrity
According to the UTSA Information 2007-2008 Bulletin, “The University can best function and
accomplish its objectives in an atmosphere of high ethical standards. All students are expected
and encouraged to contribute to such an atmosphere in every way possible, especially by
observing all accepted principles of academic honesty…” (76).
Academic or scholastic dishonesty includes, but it not limited to, cheating, plagiarism, collusion,
the submission for credit of any work or materials that are attributable or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student, or attempt to commit such acts. Academic dishonesty is a violation of the Student Code
of Conduct…” (76).
Plagiarism includes, but is not limited to, the appropriation, buying, receiving as a gift, or obtaining
by any means another’s work and the submission of it as one’s own academic work offered for
credit (128).
Collusion includes, but is not limited to, the unauthorized collaboration with another person in
preparing academic assignments offered for credit or collaboration with another person to commit
a violation of any section of the rules on scholastic dishonesty” (129).
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Course Schedule--Subject to change as needed
Week 1 January 12, 14
 Introduction to the course, projects, expectations, Blackboard
 Annotated bibliography: What is it? How do you create one?
 Searching UTSA databases
Project 1: MLA/APA Treasure Hunt due January 26
Project 2: Annotated bibliography
Part 1 due February 11; Part 2 due March 23
Week 2 January 19, 21
 MLA and APA documentation formats
 Story Telling (A)
o Read: “Story Telling,” pp. 327-28
 “’The Hook’ and Other Teenage Horrors, ” pp. 341-46
o In class: group discussion

“Talking about the Reading, p. 341
Journal #1: p. 340, “Exploratory Writing,” due January 19
Paper #1: Profile due February 2
Week 3 January 26, 28
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*Census Day, January 27, 2010, 5 p.m.
MLA/APA Treasure Hunt due January 26
Story telling (B)
Read “I Heard It Through the Grapevine,” pp. 341-46
In class: “Writing Sequence,” group discussion
o As Jan Harold Brunvand writes, “People of all ages love a good scare.”
o Explain why people enjoy being scared by ghost stories, horror films, thrillers,
and urban legends.
o Draw on both Burnvand’s and Turner’s explanations of urban legends to develop
your discussion.
o What kinds of stores scare you but still you read or watch them anyway.
 What is it that draws you to them?
 What kinds of stories did you and your friends tell to scare each other as
you were growing up?
o Considering how they interpret urban legends, how would you say Turner and
Brunvand might interpret the appeal of stories that frighten us?
Read: “Why Heather Can Write: Media Literacy and the Harry Potter Wars,” pp.
347-56
In class: p. 356, “Talking about the Reading”
Peer Review (possible)
Journal #2: p. 348, “Suggestion for Reading”
Week 4 February 2, 4
 Generations (A)
o Read: pp. 48-49
 “Gen (Fill in the Blank): Coming of Age, Seeking an Identity,” pp. 50-53
 “Goths in Tomorrowland,” pp. 54-59, 60-63, 90-96
o In Class: “Talking about the Reading,” p. 59
o Peer Review (possible)
o “Exploratory Writing,” p. 97 (in class group discussion)
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Explain what Margaret Mead means when she says that we are all “third
generation.”
 Describe how she answers the question “What is this American
character?”
 Why do you think she has chosen to locate the formation of the
American “character structure” in the dynamics of the American family?
 How does her analysis of the immigrant family from first to second to
third generation work in this discussion?
Journal #3: Looking for a defining feature of the generation of young people eat the
beginning of the 21st century, Arlie Russell Hochschild suggests that there “it’s a trend
toward a more loosely jointed, limited-liability society, the privatizing influence of that
trend and the crash-boom-bang of the market.” Explain what exactly she means by this
trend. In what sense does it help explain the collective mood of a generation (adapted
from p. 53)?
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Paper #2: Cultural analysis—Topic Focus: due February 9; Essay due: February 25
Week 5 February 9, 11
1st 5 entries of annotated bibliography due
 Generations (B)—Read
o “A Portrait of ‘Generation Next’: How Young People View Their Lives, Futures,
and Politics,” pp. 60-63
o “We Are All Third Generation,” pp. 90-96
Week 6 February 16, 18
 Film Review (A)—read:
o pp. 104-105, “Hollywood Stars: Brando, Dean, and Monroe
o p. 186, “Reading and Writing about Film: Reviews, History Criticism”
o pp. 241-43Camera Work: Screening the Gaze”
o pp. pp. 277-78, “Makeup and Costumes: Monsters and the Middle Ages
o pp. 379-80, “The Art of Adaptation”
o pp. 427-28, “Documentary Film and the Narrator”
o pp. 506-507, Film Genres: The Western”
o pp. 561-62, “Bollywood”
 In class: Hancock
Journal #4: p. 364, “Suggestion for Reading”
Assignment #1: film selection due February 23
Week 7 February 23, 25
 Film Review (B)--Read:
o “Able to Leap Tall Buildings, Even if Hungover,” pp. 364-66
o “Desperate Men,” pp. 366-68
o In class:
 Discuss the criteria that Denby and Dargis use for their reviews (pp. 36466, 366-68).
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In what ways are they similar?
 Where do they differ?

When does personal preference or personal taste seem to come
into play in their assessments?”
Journal # 5: p. 53, “Exploratory Reading”
Paper #3: p. 369, #3, film review due March 11
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Week 8 March 2, 4
*Midterm grades due
 Mini lesson #11, 12
 Literature Review
 Inverted triangle/funnel organization
 Peer review (possible)
 Style (A)--Read:
o pp. 246-47
o “Style in Revolt: Revolting Style,” pp., 247-51
o “Women and the Rise of Raunch Culture,” pp. 261-63
Journal # 6:
1.
2.
Pick one of the examples Levy gives of raunch culture or choose one that’ s
not mentioned. Write a double-column entry. On one side, explain what’s
wrong with the example in terms of the way it represents women and
sexuality. On the other side, explain what’s liberating or empowering about it
for women
Levy describes a cultural shift but, in this excerpt, does not explain what
caused it. Assume that Levy is correct about the shift. Offer some tentative
reasons for the shift. Being tentative here allows you to try out ideas and to
evaluate what they explain and what they leave out (adapted from “Writing
Assignments,” p. 263.
Paper # 4: Literature Review—draft due to reviewer March 25
Assignment #2: p. 255, #3, “Writing assignments” due March 2
Week 9 March 9, 11
 Style (B)--Read:
o “The Alpha Geeks,” pp. 264-65
o “Geek Love,” pp. 268-71
o “The Aura,” pp. 272-74
o In class: discuss assignment #4
Journal #7: p. 271, “Exploratory Writing”
Assignment #3: p. 201 #3
SPRING BREAK MARCH 15-21
Week 10
*March 22: last day to drop an individual class
with a W for students with 30+ hours)
Completed (all 10 entries) ANNOTATED BIBLIOGRAPHY due March 23
Typed drafts of literature review due to reviewer—March 25
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March 23, 25
Images (A)--Read:
 Read: pp. 194-96
 “In the Shadow of the Image,” pp. 196-201
 “Reading the Gaze: Gender Roles in Advertising,” pp. 220-21
 “Photographic Icons: Fact, Fiction, or Metaphor?” pp. 230-35
 In class: “Writing Assignments” p. 201, # 3 (group discussion)
 In class: “Writing Assignment,” p. 223
o Imagine the look on the models for the ads (pp 222-223) reversed
o That is, what would change if the woman posing in the breast cancer
research ad were looking at the camera?
o What if the woman changed places with the man in the “Beckham” ad?
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Journal # 8: p. 196, “Suggestion for Reading” due Tuesday March 23
Assignment # 4: prepare for the discussion listed under Week 11; due march 30.
Fieldwork report due at final exam
Week 11
March 30, April 1
 Images (B)
 In class: In class: “Talking about the Reading,” p. 236
 In class:
o Gefter makes the point that where a photograph appears and what use is
made of the photograph makes all the difference in how much “truth” the
photo carries. Test out Gefter's argument by changing the way an iconic
photograph is presented. Choose either a photo from Gefter’s essay or
another that you have access to and place it in more than one context. Place
it in an advertisement for a product, in a news story, as an illustration in a
novel, or a political poster, etc. Where you place it or how you change it is up
to you. You might colorize a black and white photo or use a photo
manipulation program to add something into the photo or remove something
from it. When you have finished, analyze how the image changes with each
change you make. Are there certain contexts or changes that give this photo
higher truth value? Refer to Gefter’s discussion of the truth-value of
photography for you discussion (adapted from “Writing Assignment” #3, p.
236).
Journal #9: p. 227, #1, “Writing Assignments”
Week 12
April 6, 8
 Read: “Rewriting the Image,” pp. 237
Draft of Literature Review due April 8
Journal #10: “Suggestion for Reading,” p. 237
Week 13
April 13, 15
*IDEA & English Department Surveys
 Literacy (A)—Read:
o pp. 14-15
o “What is Literacy?” p. 15
o “Literacy in Three Metaphors,” pp. 15-17
o “From Literacy in the New Media Age,” pp. 19-21
o In class: “Writing Inventory,” p. 24, #1, 2, 3
Journal #11: p. 21, “Talking about Reading”
Assignment #5: Literacy Log, p. 36—Due April 20
Week 14
April 20, 22
Literature review due April 22
 Literacy (B)00Read:
o “Literacy Narratives,” p. 25
o “From the Autobiography of Malcolm X,” pp. l 27-29
o “Confessions of an Instant Messenger,” pp. 29-30
o “Talk Is the Thing,” pp. 31-36
 Literacy Log analysis—in class
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Week 15
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April 27
*April 29 *last day to drop an individual class with a W for
students with 29 hours or less.
Workshop: Team assignment presentation
Study days—April 29, 30
Final Exam—Thursday, May 6, 10:30 a.m.- 1 p.m.
Fieldwork report presentations
Final grades due: May 11, 2 p.m.
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ASSIGNMENT DUE DATE SUMMARY
JANUARY
January 19—Annotated bibliography topic selection
January 28—Treasure Hunt
FEBRUARY
February 4—Oral history paper
February 16—Annotated Bibliography—1st 5 entries
February 23—assignment #1: film selection
February 25—Cultural analysis paper
MARCH
March 2—assignment #2: p. 255, #3, “Writing assignments”
March 11—film review paper
March 23
A. Assignment #3: p. 201 #3
B. Annotated bibliography—completed (all 10 entries)
March 30— Assignment # 4: prepare for the discussion listed under Week 11
APRIL
April 8—draft of literature review
April 20—Assignment #5: Literacy Log, p. 36
April 22—Literature review paper
MAY
May 6—final: field work presentations due