English 180 – Composition II – Sports and Athletics (section 7)
Spring 2011 – meets GE III requirement
Location: CSB 029 (T/F); LC 110 (F)
Time: 9:25 – 10:40 a.m. (T/F); 10:50-11:50 a.m. (F)
Instructor: Matt Newcomb
Office Hours: (T) 12:15-2:15 p.m. (TH) 1:30-3:30 p.m.
Email: newcombm@newpaltz.edu
Phone: 845-257-2732
Description:
Our course is primarily about your writing. Specifically, we will work on becoming stronger writers for
the academic discourse communities that we participate in. We will focus on research elements and
argument in our writing—but issues like our writing voices and the contexts in which we write will be
important too. At the same time, we will be working through the theme of Sports and Athletics for this
class—specifically as it relates to writing. We will also write frequently in class and will have multiple
other papers.
Texts: (both main texts available at the campus bookstore)
Beckelhimer, Lisa. Sports Talk. New York: Pearson Longman, 2009. Print.
The Composition Program Handbook: 20010-2011. SUNY New Paltz. Web.
Rigolino, Rachel, Ed. New Voices, New Visions: Composition at the State University of New
York at New Paltz. Upper Saddle River, NJ: Prentice Hall, 2010. Print.
Troyka, Lynn and Douglas Hesse, Eds. Simon and Schuster Handbook for Writers. 9th ed. Custom for
SUNY New Paltz. Upper Saddle River, NJ: Prentice Hall, 2009. Print. (especially chapters 1-6, 1622, and 31-34; abbreviated as SS)
-Handouts as assigned (usually on Blackboard)
Objectives:
1. To develop the ability to write in different rhetorical situations, i.e., for different purposes,
occasions, and audiences.
2. To develop the ability to write effectively in a variety of rhetorical modes, i.e., description,
narration, exposition, and particularly analysis and argumentation.
3. To develop the ability to write well-developed, well-organized, and clear paragraphs and essays.
4. To develop the abilities to reason, to think critically (i.e., to analyze, to infer, to synthesize, to
interpret, and to evaluate information), and to argue effectively (i.e., to develop a position,
reasons, and evidence).
5. To analyze and evaluate arguments (i.e., premise, deductive and inductive reasoning, forms of
appeals, logical fallacies, and forms of evidence).
6. To analyze literary works.
7. To increase the ability to write correctly, grammatically, and coherently.
8. To read and critique one’s own writing and the writing of others effectively.
9. To evaluate courses of information using criteria such as currency, authority, objectivity,
accuracy, specificity, and relevance.
10. To use information ethically and legally (i.e., to avoid plagiarism).
11. To develop oral presentation skills.
12. To critique the oral and written discourse of members of the class.
13. To develop methods of conducting research (i.e., develop a research topic and search strategy,
use general or specialized databases, use Internet search engines; locate, retrieve, and evaluate
information sources; construct a bibliography; and organize and synthesize information).
Schedule:
Day
1-Jan 25 – (T)
2-Jan 28 –(F)
3-Jan 28 (F)
4-Feb 1 (T)
5-Feb 4 (F)
6-Feb 4 (F)
7-Feb 8 (T)
8-Feb 11 (F)
9-Feb 11 (F)
10-Feb 15 (T)
Activities for the day
Intro class, go over syllabus, diagnostic
Key terms and issues for class; self-assessment of
writing
intro paper 1; rhetorical situation
Unit I – Categorical Proposals (CP)
Discourse communities, Sentence control, CPs
MLA style/format; thesis statements
Assignments due
SS ch. 1
ST 180-85
SS ch. 36, DFW tennis
article (Blackboard)
How to do RD wkshop, Fahnestock/Secor on 4
levels of argument
(categorical/causality/evaluation/proposal);
enthymemes
ST 18-20
Rough draft workshop; read intros and
conclusions aloud
5-paragraph essay; diamond intro;
Paper 1 RD due, ST 18085
Intro paper 2, Assess a source as a group
Paper 1 Turn-in due, ST
60-64
Unit II – Cause/Effect Arguments
11-Feb 18 (F)
12-Feb 18 (F)
13-Feb 22 (T)
14-Feb 25 (F)
15-Feb 25 (F)
Library Day
SS ch. 3
Paragraph types and transitions
Cause and effect – maps vs. directions
Title IX (online)
Ethos, logos, pathos; grammar terms
Rough draft workshop; writing conclusions
SS ch. 14, ST 186-90
Paper 2 RD due
16-Mar 1 (T)
Intro Paper 3; multimedia lesson; assign all 3
parts – oral, written, web
Paper 2 Turn-in due; ST
40-46
Unit III – Evaluation Arguments, Oral
Presentations, and Online Arguments
17-Mar 4 (F)
18-Mar 4 (F)
19-Mar 8 (T)
20-Mar 11 (F)
criteria and argument, examine web sites and SS ch. 4 + SS ch. 15,
look at online tech options (blog, vuvox, wiki, Jenkins’ Matrix chapter on
Blackboard
facebook, weebly). Brainstorm topics
look at visual arguments (nytimes slideshows
or time.com slideshows) with visual
argument materials; Practice oral skills in
class. Go over notecards and outlining. Make
better oral version of one of our readings.
Brief mid-term prep (timed writing tips);
assign oral presentation days. Discuss what is
unique about writing on the web – chunking,
etc. Write proposal / visual sketch of what
ST 11-17, ST 136-39
SS ch. 5, ST 197-203
web version will be like. Work on projects in
class.
21-Mar 11 (F)
22-Mar 15 (T)
23-Mar 18 (F)
24-Mar 18 (F)
March 21-25
25-Mar 29 (T)
26-Apr 1 (F)
Mid-term
rd workshop of papers. Make- up other
missed activities or just workshop or work
with a reading or practice the tech stuff if all
using same technology.
ST 176-79, Mid-term in
class
Paper 3 RD due, SS ch. 9
Spring Break
In class, explain what your web version will
be like – standing in front of class – 2 minutes
or so each. Discuss delivery issues
oral presentations with student feedback
and teacher feedback and questions from all.
27-Apr 1 (F)
28-Apr 5 (T)
Style exercises and work with readings
oral presentations with student feedback
and teacher feedback and questions from all.
29- Apr 8 (F)
oral presentations / web versions due. In
class write on how you adapted things to
move from web with visuals to paper to oral,
etc.
Paper 3 Turn-in due, ST
214-16
ST 93-95, SS ch. 8,
Outline and notecards
due with presentations
Outline and notecards
due with presentations,
ST 210-213
Outline and notecards
due with presentations ;
Web documents due; SS
ch. 10
Unit IV – Proposal Arguments and Research
30-Apr 8 (F)
31-Apr 12 (T)
32-Apr 15 (F)
33-Apr 15 (F)
34-Apr 19 (T)
35-Apr 22 (F)
36-Apr 22 (F)
37-Apr 26 (T)
38-Apr 29 (F)
39-Apr 29 (F)
40-May 3 (T)
41- May 6 (F)
Introduce paper 4, brainstorm ideas
Start with question that is not answered.
Determine audience issues and re-formulate
the problem. Make at least two hypotheses
Create research plan
SS ch. 33, ST 81-92
SS ch. 11 + 32,
Passover – No Class
Do annotated bibliography, compile and
comment on quotes
Annotated bibliography
due, SS ch. 12 + 34
Re-visit your research question with
preliminary ideas and new questions.
Outline in some form
SS ch. 35, ST 171-75
Rough draft workshop
Paper 4 RD due, ST 20409
Paper 4 Turn-in due; ST
217-28
Film?
SS ch.7 , ST 47-57
42-May 6 (F)
43-May 10 (T)
Write reflections on the course,
Course evaluations, review for exam, final
questions
Final exam session
ST 3-10
44-May 17 (T)
Final Exam
10:15-12:15
a.m.
Assignments:
You must complete all major assignments to pass the course. Late work will be reduced by up to
one letter grade per day late. Approximately 1000 words per essay (more on the research paper). You
may revise any of the first three essays for a completely new grade (you get two weeks from the day I
hand them back to the class).
1. Paper 1 – 15 points: Categorical Proposition
2. Paper 2 – 15 points: Causal Argument
3. Mid-term Essay (in-class) – 5 points: (timed in-class essay, may also include definitions, short answer,
and grammar questions)
4. Paper 3 – 25 points (in two parts): Evaluation Argument—Make a case for something being good or
bad. This paper will have a text-only version (worth 15 points) and a web version (worth 10 of the
points) that has images and a changed format.
5. Paper 4 – 20 points: MLA-style Research Paper/Proposal Argument (approximately 6-8 pages): with an
annotated bibliography and research proposal/plan along the way.
6. Oral Presentation – 5 points: On an aspect of paper 3.
7. Library workshop and journal/FB entries – 10 points
9. Participation and attendance – 5 points
10. Final -- (P/F)
Total – 100 points
A total of 100 points will be possible. You have 15% of the grade (participation and writing exercises)
that should be easy to get an “A” on from effort alone, so I do not round grades at the end of the
semester. The grade ranges are below:
93-100 = A
90-92.9 = A87-89.9 = B+ 83-86.9 = B
80-82.9 = B77-79.9 = C+
73-76.9 = C
70-72.9 = C60-69.9 = D
59.9 or below = F
Statement on Academic Integrity: “Students are expected to maintain the highest standards of honesty
in their academic work. Cheating, forgery, and plagiarism are serious offences, and students found
guilty of any form of academic dishonesty are subject to disciplinary action” (SUNY NP Faculty Handbook
33).
Plagiarism is the unacknowledged (intentional or unintentional) use of summary, paraphrase,
direct quotation, language, statistics, or ideas from articles or other information sources including the
Internet. A student must cite according to the Modern Language Association (MLA) format (which is
outlined in the Simon and Schuster Handbook and other locations).
Accommodation and Disability: “Students with disabilities are entitled to the right to accommodation
under Section 504 of the Rehabilitation Ace and ADA of 1990. ADA students are responsible for selfidentifying to the Disability Resource Center, who will inform me of your needs of accommodation
related to the structure of the course” (Faculty Handbook 30).
Attendance: Students are expected to be in class every day. Much of work will involve in-class writing
and discussion, so the class time is important. For significant health issues or family emergencies we will
work out what to do on an individual basis. The key is to communicate with me in absence situations
(before you miss class if at all possible). Also, class will start and finish on time. Excessive lateness will
lead to being counted as absent (three days late equals one absence).
For this section of ENG 180 we have a workshop session for an hour every Friday. You are expected to
attend these like any other class. Also, we will be given a writing tutor whom you will meet with each
week to work on aspects of your papers. These are required attendance elements and are potentially of
great benefit for you too.
Absences from class and/or tutoring sessions for whatever reason in excess of four will mean an
automatic failing grade. Tutoring outside of class is essential. This means that your attendance at
tutoring is just as important as your attendance in class. Also, if you are dropped from tutoring because
of excessive unexcused absences (more than two), you are also eligible to fail this course. If you are
dropped from tutoring, you must be reinstated by the Tutoring Center Coordinator in order to pass this
course. In summary, even if your class attendance is perfect, if you are dismissed from tutoring and not
reinstated, you will not be able to pass this course. You are responsible for reviewing Tutoring Center
policies about attendance with your tutor and knowing these policies.
Tutoring Center Information
Location: South Classroom Building (SCB), Room 132
Phone: 845-257-3580
Coordinator of Tutoring: Landan Gross; SCB 130; 845-257-2636; grosslg@newpaltz.edu
Classroom Courtesy: I want this course to be a place where, for a brief three hours a week, we can
freely discuss ideas and work on our writing. I have found that certain interruptions can be extremely
distracting to both your classmates and me, so I ask that you observe these basic guidelines of classroom
decorum:
-Please turn your cell phones off or to silent for the duration of our classroom meetings.
-I expect you to fully present during our time together, so during class, please do not text
message, send e-mail, surf the web, use Morse code, telepathy, or do anything else that will
distract you or others from the work of the course.
-Please come on time to class and make your bathroom breaks, coffee runs, and smoke breaks
BEFORE coming to class. Unless you have an emergency, I ask that you join us for the entirety of
class.