Babcock / FDENG 101C / Winter Semester / January 7 to April 9, 2009
FDENG 101C: Writing & Reasoning
To write or even speak in English is not a science but an art
--“The English People”
George Orwell (1947)
Table of Contents
Course Description
Topic
Attendance
Page
1
Caveats
4
Class
Schedule
Course
Description
Essays
Essay Appeals
Essay
Evaluation
Essay
Penalties
Essay
Revisions
Exams
1
Grading
Honor Code
In-class
Writing
Instructor
Late Work
Learning Logs
Pen Name
Quizzes
Reading
Schedule
Text
Writing Center
3
3-4
2
Writing is a party. I couldn’t
live without it. It’s a lifelong
free pass to sunny green Eden
with every Friday off. Writing is
where you find your heart, soul,
and mind slumbering and
sedated in a moonlit cave
somewhere, waiting to be roused
and made to shine.
In this class, we’ll participate
with alacrity and verve in all
stages of the writing process:
vocabulary enhancement,
language usage, group
discussion, prewriting, drafting,
revision, and postwriting.
Warning: this class is a writing
workshop, not a lecture. Come
prepared with heart, mind,
hands, spirit, ear, voice, and
lexicon to learn and participate.
1
2-3
3
3
3
3
2
Language
PTIC Modules
5 min.
5-10 min.
Writing
Workshop
Learning Logs
35-40 min.
1
1
Writing Center
Name: Matt Babcock
Office: Rigby 319
Hours: (see schedule)
Email: babcockm@byui.edu
Phone: 208.496.1461
10 min.
The campus writing center
provides free help with your
writing. Take advantage of this
resource!
- Place: McKay Library, 2nd
Floor
- Phone: 496-1189
- Web: byui.edu/writingcenter
Text
I Think, Hartvigsen, 1st
Edition, 2008, ISBN: 2-810009142308
Late Work Policy
No late work is accepted. If
you miss class, please keep up
with the reading. I’ll give you
credit for missed classwork in
three cases:

if you suffer serious,
prolonged illness or
hospitalization, for
which documentation
from a physician will
be required.

if you are absent on
official BYU-Idaho
business, for which the
required signed excuse
form will need to be
submitted to the
English Department
Office (Smith Annex
110) prior to your
absence.

if you contact the Dean
of Students Office
regarding your
absence, and the Dean
of Students Office
contacts me in your
behalf
Class schedule:
1
1-2
2
2
2
5
Instructor
grade, writing skills, and
appreciation for the subject.
Note: Please see policies
under “In-class Writing.”
Please feel free to contact the
Dean of Students Office by
calling (208) 496-1120 or
coming by Kimball 230 or emailing at dos@byui.edu
Attendance Policy
There is no attendance policy
or seating chart in this class.
Regular attendance, however,
will inevitably enhance your
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Notes: Failure to follow this
procedure will result in your
losing credit and points for those
days missed.
Babcock / FDENG 101C / Winter Semester / January 7 to April 9, 2009
To avoid late penalties, feel
free to have a friend, classmate,
spouse, or trusted associate turn
in drafts of essays in class or
early at the English Department
office before their due dates
(Rigby Hall 180).
This “late work” policy takes
into account all scenarios:
(i.e. funerals, mission farewells,
minor illness, the baptism of
your third nephew twice
removed, your wedding, your
honeymoon, the birth of your
children, your birth, mission
farewells, skiing trips, skiing
trips before mission farewells
that resulted in minor illnesses
and funerals).
It is your responsibility to plan
ahead. Do not ask me to grade
you according to your life
schedule. Do not email me and
ask me to “give you a break.” I
will grade everyone according to
the same schedule and hold all
students accountable to that
standard. To try and ask me to
“let things slide” for you and you
alone is a gross violation of my
interpretation of the scriptures
and the BYU-Idaho Honor Code.
learned about the nature and
craft of writing?”
Note: I won’t make
exceptions to exam times.
Please take note of exam times
now and plan your travel
arrangements around your
academic schedule in advance.
Learning Logs
d.
Each day in class, we’ll
participate in BYU-Idaho’s
“scholarship of teaching and
learning” by keeping learning
logs.
Each entry will do the
following: 1) answer the
question “What have I learned
(or not learned) today and why?”
and 2) evaluate the day’s
teaching and learning
experience, exploring strengths,
weaknesses, and future
improvements.
Your learning logs will not be
graded but will forge a way for
us to become more accountable,
class by class, for the way we
teach and learn and will provide
for us an ongoing forum for
reflection and improvement.
Pen Name
Essays
Create and record a pen name
for yourself for use in in-class
discussion, writing, and response
exercises:
In-class Writing
In-class writing assignments
will be announced or
unannounced and can’t be made
up if missed. Each in-class
writing assignment is worth five
points. I’ll randomly select up to
thirty in-class writing
assignments that will count
toward your final grade.
Final Exam
Your final exam will be a
one-page, double-spaced, twoparagraph exit “micro-essay” in
which you answer the following
two related prompts: 1) “What
have I learned about myself as a
writer?”; and 2) “What have I
c.
You’ll write three essays for
this course. All drafts, when
turned in, need to be stapled,
titled, typed, and in 12-pt.
Times or Times New Roman
font. Rough drafts need to be at
least one typed page long, and
final drafts need to be four to
five pages in length. All final
drafts should conform to MLA
standards of documentation and
layout.
Note 1: I will also require
you to link drafts of your essay
to “I-Learn” at various stages, so
access to a computer will be
mandatory.
Note 2: Feel free to turn in
essays early!
Argumentative Research Essay
a. A personal or local
issue that is arguable
(has at least two sides).
b. A clear, narrowed
thesis (first or delayed)
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e.
and paragraphing and
organized structure
that relates to the
thesis.
Adequate support
(evidence, support,
proof, logic, reasoning,
examples and research
including at least five
outside electronic or
print sources).
Good, readable
writing.
MLA format.
Interpretive Essay
f. A clear, creative, and
thorough interpretation
of the lyrics to a
recording (CD) you’ll
select.
g. A clear, narrowed
thesis (first or delayed)
and paragraphing and
organized structure
that relates to the
thesis.
h. Adequate support
(evidence, textual
citations, examples,
interpretations,
explanations, textual
proof).
i. Good, readable
writing.
j. MLA format.
Explanatory Essay
k. An identifiable
concept, idea,
relationship, process,
or object.
l. A clear, narrowed
thesis (first or delayed)
and paragraphing and
organized structure
that relates to the
thesis.
m. Adequate support
(details, specifics,
terms, descriptions,
facts, analogies,
illustrations, clear
directions, and
sufficient specialized
knowledge).
n. Good, readable
writing.
o. MLA format.
Babcock / FDENG 101C / Winter Semester / January 7 to April 9, 2009
Profile Essay
a. A specific culture,
individual, or subject
who is “unlike” you or
comes from a culture
“unlike” your own.
b. A clear, narrowed
thesis (first or delayed)
and paragraphing and
organized structure
that relates to the
thesis.
c. Adequate support
(details, anecdotes,
biographical
background, physical
descriptions, unique
characteristics, habits,
mannerisms,
representative beliefs).
d. Good, readable
writing.
e. MLA format.
Descriptive Narrative
f. An interesting,
meaningful experience
that bears retelling in
writing.
g. An overall theme,
followable
organization, and
climactic scene or
moment.
h. Details (specific facts,
vivid description,
setting, sensory details,
narrative voice).
i. Good, readable
writing.
j. MLA format.
Essay Evaluation
A large reading and scoring
load has prompted me (and my
TA’s) to evaluate essays using a
“controlled arbitrary” system of
grading. Please note that you
won’t receive in-depth
corrections on your essay, but a
rubric indicating how you’ve
fared initially in the areas of
content (17), organization (13),
style (5), grammar (2.5), and
mechanics (2.5). This system
allows me (and my TA’s) to
evaluate essays in the time it
takes to read them and to return
them to you quickly for revision.
It also allows us to produce a
“working portfolio” in which
each student revises as much or
as little as he or she desires.
year without an appointment!
You must have an
appointment every time!
Essay Revisions (with TA’s)
Essay Penalties
You may revise any essay as
many times as you want during
the course of the semester,
taking into account the following
considerations:
Notes: 1) My TA’s can see
one essay per 15-30 minute
conference; 2) You must sign
up to see a TA; 3) You must
have an appointment each time
you see a TA; 4) you are not
guaranteed any appointments
with a TA. Things always
bottleneck near the end of the
term. Each year, students wait
until the last half of the
semester to see my TA’s and
find that the time slots fill up
rapidly! 5) My policies apply
to every single day of the term,
including the last week and
after. This means you can’t
revise your essay and just drop
it off for a TA at the end of the
year without an appointment!
You must have an
appointment every time!
Essay Appeals (with TA’s)
If you feel your essay has
been scored innaccurately, you
may appeal your grade. Bring
up to three written reasons (in
the areas of content,
organization, style, grammar,
and mechanics) to your appeal
and present your claims.
Notes: 1) My TA’s can hear
one appeal per 15-30 minute
conference; 2) You must sign
up to see a TA; 3) You must
have an appointment each time
you see a TA; 4) you are not
guaranteed any appointments
with a TA. Things always
bottleneck near the end of the
term. Each year, students wait
until the last half of the
semester to see my TA’s and
find that the time slots fill up
rapidly! 5) My policies apply
to every single day of the term,
including the last week and
after. This means you can’t
revise your essay and just drop
it off for a TA at the end of the
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Each essay score will be
docked ten points if any of the
following events occurs for that
essay draft: 1) you fail to turn a
rough draft in on time; 2) you
fail to turn a final draft in on
time; and 3) your rough or final
draft is not typed (handwritten,
for example).
Grading
Overall grades: A (100-93);
A- (92-90); B+ (89-87); B (8683); B- (82-80); C+ (79-77); C
(76-73); C- (72-70); D+ (69-67);
D (66-63); D- (62-60); F (59 and
below).
Grade Breakdown:
 In-class Writing (30)
x 5 pts.
 Exams (1) x 100 pts.
 Essays (3) x 100 pts.
Essay grades: Content (17),
organization (13), style (5),
grammar (2.5), mechanics (2.5).
40+60=100 pts. per essay.
Grade reports: Periodically,
I’ll provide grade printouts for
you in class. Generally, I won’t
make it my responsibility to tell
you what your grade is. Feel
free to call me, drop by, or email
me for a grade printout.
Note: I don’t grade on a curve
or round grades down or up.
Honor Code
Please uphold the honor code
in class, which pertains to all
areas of academic honesty, dress,
grooming, and behavior. I know
life’s hard, but please don’t even
think of wearing skanky clothes,
sweats, shorts, hats (for men),
Capri pants, or shirts that show
us your back or gut in class.
Frankly, I wish I could wear
shorts to class, but I’m so tired
of reminding students to abide
by something they’ve all signed
Babcock / FDENG 101C / Winter Semester / January 7 to April 9, 2009
if I’m pushed over the edge I just
might go psycho with a
chainsaw. And I’ve got a wife
and kids, so help me out . . .
Note: Please don’t do any of
the following in class: 1) read
the Scroll or other books or
magazines while we’re having
class; 2) use the Internet,
headphones, email, electronic
pagers, or cell phones while
we’re having class; 3) call me a
pig; 4) tell me or others in the
class to shut up; 5) use racially
or sexually demeaning terms in
your speech or writing; 6) see
me in my office alone and ask if
you can close the door; 7) ask
me if I’d like to come over to
your apartment after class and
party with girls who like to have
sex with married men; 8) play
20-minute audio excerpts of
someone breaking wind; or 9)
bring newborn babies or small
children to class.
All of these things have
happened in my class. Let’s
have a good time, but let’s not
add to this list.
publication “English Department
Guidelines for Classroom
Readings”:
o
o
Caveats
“Reasonable
Accommodation”: The Office
of Services for Students with a
Disability (SSD), located in
McKay Library, East 158, assists
in facilitating reasonable
academic accommodations for
all qualified students who have
documented learning, emotional,
and/or physical disabilities (as
defined by applicable disability
law) and have need for
reasonable accommodation.
o
Contact: Richard G.
Taylor, Ph.D.
Phone: (208) 496-1159
Fax: (208) 496-5159
Email: taylorr@byui.edu
Revisions and appeals:
Please sign up soon to see my
TA’s! Every year, students wait
until the last three or four weeks
of the semester and can’t get in!
Course content: the
following are excerpts from the
BYU-Idaho English Department
o
Literature: “Some
literature and essays
judged by scholars to
have merit realistically
or figuratively depicts
life in language which
may, paradoxically, be
either beautiful or
offensive or both.
Nevertheless, literature
and essays should not
be judged merely by
their diction and
subject matter or the
contents of isolated
passages.”
To Students:
“Education is, in one
sense, a dialogue, and
at times your beliefs
may be at odds with
those of your
instructors or fellow
students. In both
instances, your
obligation, as clearly
outlined in scripture
(D&C 42:88), is to
speak directly with the
instructor or fellow
students” in cases of
misunderstanding or
conflict.
To Faculty: “Faculty
should never
intentionally do or say
anything to undermine
faith. The choices of
texts and class
discussions should
build intellectual
growth as well as
spiritual understanding
and maturity. . . .
[T]exts which contain
excessive, graphic, or
extraneous profanity,
sex, and/or violence
are not appropriate.”
To Administrators:
“If students register
complaints about
course content, they
should be encouraged
to speak to their
4
instructors first to
work out their
disagreements.
Encouraging students
to come to you first
before talking to their
instructors undermines
the Lord’s stated
method of filing
grievances (D&C
42:88) and
demoralizes faculty.”
Syllabus: Our syllabus, like
your writing, is revisable—an
organic, fluid document. I
reserve the right to change our
direction midstream, but I will
keep you apprised of any
changes.
Reading Schedule
1. Week 1, 1/7-1/9/09:
W- Course introduction; PITC
introduction (pps. 2-14);
A. R. essay introduction.
F- “Thinking about Society”
(Hansen), p. 198
2. Week 2, 1/12-1/16/09:
M- “Lifeboat Ethics” (Hardin),
p. 210
W- “The Unlucky Penny”
(Hartvigsen), p. 204
F- “Letter from Birmingham
Jail” (King), p. 220
3. Week 3, 1/19-1/23/09:
M- Civil Rights Day! No class!
W- “Terror in Closed Spaces”
(Jones), p. 208
F- “The Indispensible
Opposition” (Lippmann),
p. 232
4. Week 4, 1/26-1/30/09:
M- A. R. essay due!
W- ?
F- ?
5. Week 5, 2/2-2/6/09:
M- Profile essay
introduction; “Thinking about
the Other” (Harrell), p. 144;
A. R. essay responses! (in
class)
W- “Climb Up and
Down the Ladder of
Abstraction” (Clark), p. 246;
A. R. essays returned and
revised!
Babcock / FDENG 101C / Winter Semester / January 7 to April 9, 2009
F- “Cooking with Kritika”
(Evensen), p. 150
6. Week 6, 2/9-2/13/09:
M- “The Perils of Indifference”
(Wiesel), p. 192
W – “Final Salute” (Sheeler),
p. 158
F- “A Future Entrepreneur”
(Sevy), p. 154
F – D. N. essays returned and
revised! Final exam
description in class!
14. Week 14, 4/6-4/8/09:
M- Final exam revision and
drafting!
W - Final exam revision and
drafting!
7. Week 7, 2/16-2/20/09:
M- President’s Day! No class!
W – Profile essay due!
F – English Department
Training! No class!
8. Week 8, 2/23-2/27/09:
M- ?
W- ?
F–?
9. Week 9, 3/2-3/6/09:
M- D. N. essay introduction;
Profile essay response (in
class!)
W – “Politics and the English
Language” (Orwell), p. 254;
Profile essays returned and
revised!
F- “Thinking about the Self”
(Bennion), p. 114;
10. Week 10, 3/9-3/13/09:
M- “The Essence of Life”
(Holman), p. 122
W- “Of my Friend Hector”
(Kaufman), p. 130
F - “Stronger Bonds”
(Anderson), p. 126
11. Week 11, 3/16-3/20/09:
M- “Shooting an Elephant”
(Orwell), p. 132
W- “Learning to See” (Scudder),
p. 138
F- D. N. electronic pre-draft
due! At least one page!
(tense and perspective)
12. Week 12, 3/23-3/27/09:
M- D. N. essay electronic
pre-draft due! 2-3 pages!
(theme)
W- D. N. essay due!
F- ?
13. Week 13, 3/30-4/3/09:
M- ?
W- D. N. essay responses in
class!
5