Course Syllabus 14772, 14775 -- UN 1015 -- R21, R24
Written, Oral, & Visual Composition
Department of Humanities – Winter/Spring 2014
Instructor Information
Instructor:
Office Location:
E-mail:
Office Hours:
Shelly Galliah
Walker 332
sagallia@mtu.edu
TR 12:40-2:00 PM* (I may also come in on Wednesdays before and after
assignments are due: stay tuned.)
Course Identification
Course Number:
Course Name:
Course Location:
Class Times:
14772, 14775 -- UN 1015 -- R21, R24
Composition
Fisher Hall 126 (R21), and 125 (R24)
TR 9:35 AM – 10:50 AM, 11:05 AM – 12:20 PM
Course Description & Expectations
This course, which fulfills some of the requirements of MTU’s General Education program, is
designed to help you become a more effective oral, written, and visual communicator and to help
you develop awareness of and practice the skills related to information literacy. To accomplish the
first goal, you will do the following: carefully read, analyze, and apply the readings in the course
textbook; study additional visual, verbal, and written texts on some connected subjects (such as
advertising, alternative argument, and the writing process); create a few writing-intensive
projects; and design & deliver an audio/visual presentation. To achieve the second aim, you will
complete information literacy tutorials, attend a mandatory library session, conduct research on a
topic, and plan, draft, and finalize a persuasive essay with research.
In constructing all of these assignments, you are expected to consider audience, purpose, context,
and rhetorical situation. As well, you are also required to create carefully structured, dynamic,
visually engaging texts and to produce polished prose that attempts to respect grammar,
punctuation, mechanics, spelling, and formatting conventions.
For some of you, this course may provide new material; for others, it may be a review. Likewise,
some of you may find this course more or less relevant. Be advised that this course, although it
provides transferable skills, is not solely meant to make you think or write like an engineer; it is
designed to make you think, write, argue, create, and research like a university student. That is,
regardless of your program, you need a degree before you become a professional in your field.
Understand that all Composition courses are under the umbrella of the General Education program.
Therefore, instructors are expected to evaluate student assignments while taking into
consideration certain university-wide rubrics, which are available as links on the course. As well,
student work products (exams, essays, projects, etc.) may, at the end of the term, be used for
purposes of university, program, or course assessment. Note that work used for assessment
purposes will not include any individual student identification.
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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Course Website & Other Resources

Sign in to Canvas at http://mtu.instructure.com Next, choose UN 1015 from your list of
courses. Here, you will find the following:
o Syllabus
o copies of assignments (when they are created)
o links to various texts (under modules), and other materials.

I check my email daily from Sunday night to Friday morning. If you have questions, you
can reach me through the course website OR at sagallia@mtu.edu



Multiliteracies Center:
MTU Library:
Purdue Owl Website:
Walker 107 -- (906)-487-2007
http://www.mtu.edu/library/
http://owl.english.purdue.edu/owl/
Required Course Texts
Alfano, Christine L. and Alyssa J. O’Brien. Envision: Writing and Researching Arguments. 4th
edition. Boston: Pearson, 2011. ISBN: 978-0-321-89995-8.
You are required to have this edition, used or new, as soon as possible . Don’t buy the third
edition. In class, we will cover most of the material from this text, but not in chronological
order; that is, we jump around within and between chapters. As well, you are also expected
to read certain sections on your own.
Ptolemy, Gary, Dir. Transcendent Man. Ray Kurzweil, Stevie Wonder. Web. (On your own time, you
may need to watch this documentary, which can be accessed free on Amazon Prime.)
Other materials will be given out, posted on Canvas, or watched/read during/outside class. If you
prefer not to read online, and I haven’t provided you with a paper copy, please use MTU’s awesome
printing services.
Grading
Although you will receive grades and detailed feedback from me, these grades will also take into
account the rubrics designed by the General Education Coordinator, which you can access and view
through the Canvas Course.
LG
%
DESCRIPTOR(S)
A
AB
B
BC
C
CD
D
F
G
93-100
86-92.5
80-85.5
75-79.5
69-74.5
63-68.5
56-62.5
50-55.5
40-49.5
Superior:
Exemplary work on all assignment components
Excellent: Exemplary work on most components
Very Good: Fairly strong work on assignment components
Average to Good: Above average work on assignment components
Average:
Good but rough/uneven work on assignment components
Below Average: Very rough work on assignment components
Unsatisfactory: Extremely rough work on assignment components
Failing Grade: Failing work on most assignment components
No Hope: Failing work on most assignment components
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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Weighting of Course Requirements & Due Dates
NAME & ASSIGNMENT TYPE
WEIGHT
DUE DATE(s)
Assignment 1: Four Blog Entries
16%
Various: See Canvas
Assignment 2A-2B: Rhetorical Analysis Components
20%
Feb. 13, Feb. 15
Assignment 3A-3C: Research Essay Components
34%
Feb. 27, March 27, April 10
Assignment 4: Audio-Visual Rhetoric Presentation
10%
April 15, April 17, April 22
Assignment 5: Revision & Final Portfolio
10%
April 24, April 27
Class Participation, Class Activities, Quizzes
10%
Ongoing
Strategies for Succeeding: Preparing for Class & Being Responsible
 Because your job, as a student, is to
attend, you don’t receive marks for just
showing up. Instead, your class mark is
derived from the following: being prompt;
having a positive attitude; avoiding
negative behavior, such as complaining,
sleeping, snoring, texting, or chatting
about
unrelated
subjects;
making
informed comments; bringing your texts
to class; accepting feedback graciously;
doing any in-class activities; and
completing the random reading quizzes.

Study the syllabus thoroughly and consult it regularly. Use it to plan your strategy for
finishing all of the assignments and for succeeding in this course.

Read all of the assigned materials thoroughly before class, bring the relevant text(s) to
class, and be ready to contribute. To test your reading, you may have random quizzes. You
must attend class to complete these quizzes. You cannot do them after the fact, even if
you are absent, ill, incarcerated, or otherwise indisposed.

Understand that for every hour of class time, you should allocate at least 1.5 hours
preparing. Unless you are exceptionally gifted, not putting in the minimal effort and
neglecting this course could result in weak comprehension, poor results on assignments, a
lack of improvement, and an unsatisfactory overall grade.

Check your gmail from Monday to Friday and read any messages; if I send you a message
on with instructions for class on the following Tuesday, you must read & follow them. Not
checking your email and “not knowing” are lame excuses, especially in our digital world.
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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
When we are doing online readings, bring in your computers; on other days, keep your
laptops closed. Sans technology, you will not be distracted, and you will also get to practice
the fine arts and often lost skills of paying attention and taking notes by hand.

Realize that your instructor has a somewhat serious allergy to certain scents, especially
floral ones and strong perfumes, which can cause headaches, mental fuzziness, and
congestion. Thus, when attending class or visiting me in my office, please refrain from
wearing strong perfumes, body lotions, colognes, embalming fluid, and so on. After class,
feel free to retire to the lady’s or men’s room and spritz away.
Strategies for Succeeding: Completing Assignments and Receiving Grades

Know that great writing takes time and patience, so expect to spend a few hours per page
of most formal assignments to achieve an average (BC/C) grade. Strong essays are not just
written; they are planned, revised, and rewritten. Good writing, like good art, doesn’t
come naturally: As Macklemore says, “The greats weren’t great because at birth they could
paint; the greats were great because they’d paint a lot.” To this end, most assignments are
scaffolded -- designed so that you can’t complete them the night before.

Understand that due to peer editing and my copious amount of grading, most of you will
get to revise ONE major assignment in this course, either Assignment Two OR Three.

Realize that I don’t give out grades; you receive them. You also get the grade you earn and
deserve, rather than the one you need. Similarly, you don’t get a super-fast 10k time by
whining and wishing for it; you need to put in a lot of miles, many of which are painful.

Follow assignment instructions carefully and know that due dates vary (sometimes there
are windows). When you are asked for electronic copies, submit your essays on time and
online as Doc(x) or PDF, which are formats that turnitin can read. No odt files please.

Submit your own entirely new and original work and understand that plagiarism and
cheating, which take many forms, have serious academic consequences, such as serious
mark deductions or zeroes. We will be addressing what constitutes plagiarism throughout
the course. If you have additional questions before I mention them, ask me at any time.

Hand in assignments promptly, for late papers are penalized by 10% per calendar day,
which includes weekends. If you cannot submit quality work, submit something, for a low
grade is better than NO grade. If you are in the hospital, attending a funeral, incarcerated,
or abducted by aliens, exceptions can be made. However, computer crashes, major
partying, binge gaming, excessive procrastinating, bad planning, technological breakdowns,
impromptu road trips, relationship crises, and minor meltdowns are not valid excuses,
especially for the last research assignment when these disasters seem to happen. Back up
your work. It’s 2014, but computers still crash.
University Policies
Michigan Tech has standard policies on academic misconduct and complies with all federal and
state laws and regulations regarding discrimination, including the Americans with Disabilities Act
of 1990. For more information about reasonable accommodation for or equal access to education
or services at Michigan Tech, please call the Dean of Students Office, at (906) 487- 2212 or go to
the following link: http://www.mtu.edu/provost/faculty-resources/syllabus-policies/
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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Disclaimer and Note about the Course Schedule

This schedule presents an ideal scenario; that is, depending on class need, speed, and
interest, readings may be removed, reorganized, or substituted. As well, be prepared to
jump around between and within chapters of the Envision text.
Relevant
grammar/mechanical issues may also be added.

I make mistakes, so if there is a discrepancy between due dates, go with the later date
or that placed on Canvas. Also note that some minor assignments, because students often
have difficulty meeting the Friday, 11:59PM deadline, are actually due on Saturday at
noon. These Sat. deadlines are firm.

You may have regular but not daily reading quizzes, which are not posted on the outline.
These quizzes will consist of various types of short answer questions, which may test not
only on your reading for that day but also on previous days. These quizzes cannot be
made up if you are late or absent for ANY reason.

There are mandatory library sessions before and immediately after the break; you must
attend these to complete the research essay. Therefore, if you had planned to take an
extra long break, this course is not the one for you.
LIST OF READINGS AND ASSIGNMENTS
INTRODUCTION TO THE COURSE AND TO WRITING AS A PROCESS
Tues, Jan. 14:
First Day of Class: Outline/Exercise Sheet
Thurs, Jan. 16:
Ann Lamott, “Shitty First Drafts” (handout)
William Zinsser, “Simplicity” (handout)
In-Class Exercises Related to the essays
Handing Out Assignment One
INTRO TO LOOKING AT THE WORLD RHETORICALLY & TO THE FIRST TWO ASSIGNMENTS
Tues, Jan. 21:
Chapter 1, “Analyzing Texts” (Envision 1-18)
Please also read Assignment #1: Ongoing Blog Entries
Thurs, Jan. 23:
Chapter 1, “Analyzing Texts” (Envision 18-43)
PLUS examining a student essay analyzing the cartoon
Handing out Assignment #2
Tues, Jan. 28:
Understanding Assignment #2
Essay Essentials: Intros, Conclusions, Thesis Statements, & Topic Sentences
PLUS Using Visuals Effectively
Read these pages from select pages of Envision (29-33, 96-101, 253-259)
FIRST BLOG ENTRY DUE BETWEEN JAN. 23 AND JAN. 28 BY 11:59 PM
ASSIGNMENT:
Thur, Jan. 30:
Chapter 2, “Understanding the Strategies of Persuasion” (Envision 44-71)
Recognizing Organizational Strategies and Rhetorical Appeals
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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LIST OF READINGS AND ASSIGNMENTS CONTINUED:
Tues, Feb. 4:
ASSIGNMENT:
Chapter 2 Cont’d (return to the logical fallacies: 57-58, 60-63, 68-69)
William Lutz, “With These Words, I Can Sell You…” (handout/link on course)
Understanding Logical Fallacies & Weasel Words in Ads
SECOND BLOG ENTRY DUE BETWEEN FEB. 4 AND FEB. 6 BY 11:59 PM
Thurs, Feb. 6:
NO CLASS -- WINTER CARNIVAL
Tues, Feb. 11:
Brad Hoover, “Good Grammar Should Be Everyone’s Business”
http://blogs.hbr.org/2013/03/good-grammar-should-be-everyon/
Kyle Wiens, “I Won’t Hire People Who Use Poor Grammar. Here’s Why.”
http://blogs.hbr.org/2012/07/i-wont-hire-people-who-use-poo/
In-Class Grammar Exercises/Possibly Bring In Resumes
Thurs, Feb. 13:
Chapter 3, “Composing Arguments” (Envision 78-89)
Invention, Arrangement, & Style
DRAFT OF ASST 2 IN PORTION OF CLASS; FINAL COPY DUE SAT. FEB. 15, NOON
ASSIGNMENT:
CREATING AND SUPPORTING YOUR OWN ARGUMENT: THE RESEARCH ESSAY ASSIGNMENT
Tues, Feb. 18:
Chapter 3, “Composing Arguments” (Envision 101-114), (Envision 255-64)
Introduction to the Research Essay Assignment:
Extended Position Paper with Research
Thurs, Feb. 20:
Chapter 4, “Planning & Proposing Research Assignments” (Envision 117-41)
Other Instructions TBA
Tues, Feb. 25:
Composing Arguments Continued: Counterarguments & Naysayers
Jason Zinsser, “The Good, The Bad, & The Daily Show” (handout)
Excerpt from Student Essay
THIRD BLOG ENTRY DUE TONIGHT BY 11:59PM
ASSIGNMENT:
Thurs, Feb. 27:
ASSIGNMENT:
Chapter 5, “Finding and Evaluating Research…” (Envision 143-157,165-175)
Primary Vs. Secondary, Search Terms, Evaluating Websites for Credibility
ASST 3A: PLEASE COMPLETE RESEARCH ESSAY TOPIC AND TUTORIALS BETWEEN
FEB. 27 AND SATURDAY, MARCH 1, NOON
Tues, March 4:
Review these pages from Envision (152-157)
FIRST MANDATORY LIBRARY SESSION
Thurs, March 6:
Please watch most of Transcendent Man at home and before this class
http://www.amazon.com/Transcendent-Man-RayKurzweil/dp/B0051Y6NUQ/ref=sr_1_1?ie=UTF8&qid=1388417767&sr=81&keywords=transcendent+man
Practicing Film & Argument Analysis with the docudrama Transcendent Man*
14772, 75 -- UN 1015 – R21, R24 – Winter/Spring 2014, Instructor Shelly Galliah
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LIST OF READINGS AND ASSIGNMENTS CONTINUED
UNDERSTANDING PLAGIARISM AND CONDUCTING MORE RESEARCH
Tues, March 18:
SECOND MANDATORY LIBRARY SESSION TO PREPARE RESEARCH MEMO
Thurs, March 20:
Segments from Chapter 6 & Chapter 7 (Envision 186-198, 223-233)
Trip Gabriel, “Plagiarism Lines Blur for Students in Digital Age”
http://www.nytimes.com/2010/08/02/education/02cheat.html?pagewanted=all
PLUS: In-Class Plagiarism Exercises from the OWL
Tues, March 25:
Handout PLUS these pages from Envision: (57-58, 60-63, 68-69)
Recognizing & Avoiding Fallacies in Other Texts
Thurs, March 27:
Reading/Viewing TBA
Using Humor and Satire to Persuade
ASST 3B: RESEARCH ESSAY REPORT DUE IN CLASS
ASSIGNMENT:
PREPARING FOR THE FINAL ASSIGNMENTS: THE PRESENTATION AND THE PORTFOLIO (NOTE: I
MIGHT REARRANGE, ADJUST, OR ADD TO THE READINGS BELOW.)
Tues, April 1:
ASSIGNMENT:
Chapter 8, “Designing Arguments (Envision 252-255, 265-284)
Chapter 9, “Delivering Presentations” (Envision 285-295)
PLUS Chip Kidd’s TT: https://www.youtube.com/watch?v=cC0KxNeLp1E
FOURTH BLOG ENTRY DUE TONIGHT BY 11:59 PM
Thurs, April 3:
Chapter 9: “Delivering Presentations” (Envision 307-317)
Watch Amy Cuddy’s talk at http://www.businessinsider.com/power-pose-20135?op=1
Read “How Power Poses Can Help Your Career”
http://online.wsj.com/news/articles/SB100014241278873236085045790229420
32641408
Tues, April 8:
ASSIGNMENT:
Chapter 6, “Organizing & Writing Research …” (Envision 205-220)
DRAFT OF RESEARCH ESSAY FOR PEER EVALUATION
Thurs, April 10:
ASSIGNMENT:
Chapter 9: “Delivering Presentations” (Envision 295-307)
Things Not to Do: Avoiding Death by Powerpoint (in-class viewing)
ASST 3C: FINAL COPY OF RESEARCH ESSAY DUE IN CLASS TODAY*
Tues, April 15Tues, April 22:
PRESENTATIONS -- ROUNDS ONE, TWO, & THREE
Thurs, April 24:
ASSIGNMENT:
In-Class Work on Portfolios
OPTIONAL REVISION OF EITHER ASSIGNMENT TWO OR THREE DUE IN CLASS
Fri, April 25:
ASST 5: FINAL PORTFOLIOS DUE NO LATER THAN SUNDAY, APRIL 27 AT NOON.
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