English 1301 Syllabus - Van Piercy

Course Information
Course Title: Composition & Rhetoric
Course Number: ENGL 1301
Credit Hours: 3 credit hours; 3 hrs. lecture
Prerequisite: Placement by testing or
completion of ENGL 0305/0316 and
ENGL 0307/0326
Faculty Information
Name: Van Piercy, PhD
Office Location: S-153J
Office Phone: (281) 401-1814
Office Hours: MW 12:30-2:00; TTh
(Note: I am on campus most days. Feel
free to knock at my door or catch me in the
hall or make an appointment.)
Email: van.a.piercy@lonestar.edu
Online Faculty Office:
http://vpiercy.wordpress.com (main
site; updtaed regularly)
IM: vpiercy1 (Yahoo); vpiercy (Google Talk
and Meebo)
Lone Star College-TOMBALL
A Member of Lone Star College System
Required Book:
Elizabeth Wardle & Doug Downs. Writing About Writing: A College Reader.
Bedford St. Martins, 2011.
Kirszner, Laurie G., and Stephen R. Mandell. The Wadsworth Pocket Handbook. 5th ed.
Boston: Thomson/Wadsworth, 2008. Or other writing handbook would be fine.
Required Materials:
A college-ruled composition notebook. A pack of 4 x 6 index cards. Internet
access. You can use the library or campus wireless if you do not have Internet
access at home. If you use the library or other public computers, you should get
a USB flash drive for saving your own files or be sure to have access to file
saving space online (e.g., Dropbox or MyLoneStar). Ability to print 30-50 pages
throughout the semester (funds, ink, paper, etc.).
Course Description: Intensive study of and practice in writing processes, from invention
and researching to drafting, revising, and editing, both individually and collaboratively.
Emphasis on effective rhetorical choices, including audience, purpose, arrangement,
and style. Focus on writing the academic essay as a vehicle for learning, communicating,
and critical analysis.
Rationale: Writing is a necessary form of communication, and clear communication promotes success
across the academic disciplines and in all professional endeavors. The primary objective of English 1301 is
to provide students with the knowledge and skills that will enhance their written communication and
In addition to writing papers, you will read a number of essays in your textbook and in links I will
provide periodically in the course. The more you read, the more your own writing improves, and
the more you analyze and ask questions about what you read, the better writer you become as
well. The essays I have assigned expose you to many writers, ideas, styles, and approaches to
topics in rhetoric and the study of writing. You will discuss many of these essays in class and in
small groups--studying them carefully to understand exactly what they say, how they organize
and get their points across, what new ideas they convey, and how their idea communicate
within other writers’ frameworks. Then eventually, you will apply their ideas to your own
papers, using some of these writers' essays as a means of examining an issue within the
disciplines of rhetoric and writing studies.
Learning Outcomes :
Basic skills in punctuation, grammatical usage, and diction are expected upon entrance.
The following learning outcomes can be found at
Upon successful completion of this course, students will:
Demonstrate knowledge of individual and collaborative writing processes.
Develop ideas with appropriate support and attribution.
Write in a style appropriate to audience and purpose.
Read, reflect, and respond critically to a variety of texts.
Use Edited American English in academic essays.
Classroom expectations
Don’t be rude to others. Good manners matter. Please no text messaging, no listening to iPods or
browsing the web on a laptop or doing other non-class related activities during class. Cell phones
should be silenced and put out of sight. If you are on call for some reason, please put your phone
on vibrate and exit the classroom quietly should you need to take a call. If your behaviors interfere
with class, I’ll ask you to leave. If you don't want to be in class, please consider why you persist in
Avoid coming to class late. If you come to class late, please get class notes from someone besides
me. Get contact information for sharing class information from other students the first day of class.
Read the syllabus.
Please come prepared. Read the assignments before class. Do the assigned homework so that you
may participate fully in class discussion. There will be quizzes on the readings.
I do not mind if you have a coke or a cup of coffee and a snack bar or something that you can eat
quietly without drawing attention to yourself, but please do not bring noisy-to-eat food or a full
meal to class (whether that includes a sandwich or plate of food or large pile of chili fries with
cheese, or a box of chicken with sides, along with bag of chips, drink, etc.). Please treat our
classroom and those in it in a professional, courteous, and respectful manner. Be discrete. Be
polite. If your food draws attention, I may ask you to leave.
Attendance Policy: If you have missed more than four consecutive class periods and
have turned in only a few small assignments or no assignments at all, done little or no
documented work in the class, or are carrying a failing grade, then I will feel free to drop
you without warning. Anyone who has missed more than six class periods and is
maintaining less than a "D" in the course may be dropped from the course or will
receive a final grade of “F” if the final drop day has passed. NOTE: You may or may not
be dropped for excessive absences. If I do not drop you, you will receive an F. It is your
responsibility to drop the course if you decide not to finish the course and do not want
an F.
Though class attendance is expected and is not mandatory, an excessive number of
absences will work against your successful completion of this course. I take attendance,
though not coming to class will not directly affect your grade, except in what work or
assignments or updates or exams in-class that you miss by being absent. There is no
make-up work or extra credit in this course. In case of absence, it is the student’s
responsibility to obtain lecture notes and assignments from a classmate and to consult
the course website and D2L pages for any changes to the course schedule or policies. Do
not email me asking what happened in class if you weren’t there and didn't consult the
syllabus and get notes from someone else. If you need to discuss your class work, you
are always welcome at office hours. I will be experimenting with lecture capture and
podcast of the course, but cannot promise that every class period will be recorded or
sufficiently audible at all times.
Missing Quizzes, in-class assignments, and Tests: Absences will hurt your grade. I do
not give make-up quizzes. A student who is absent or who misses quizzes will not be
able to make up the points missed.
Tardiness: Tardy students create a disruption when they enter class. Therefore,
tardiness is strongly discouraged. Two (2) tardies will constitute one (1) absence.
Leaving class early: It is disruptive to the class to walk out of class early. If you have an
emergency, you should explain later to the professor why you left class early either in
person or through an email. If you know that you must leave class early, you should
explain this to the professor before class on that day.
In-class Devices and Technology: I expect you to turn your cell phones to vibrate or off
for the duration of the class period. If you have an emergency situation which requires
you to be available via phone during my class, please take the call in the hall. Repeated
violation of this courtesy rule will result in your being asked to leave the class
permanently. Cell phones going off randomly is disruptive. Also, please do not text
message in class unless to do so is part of a class activity. Unless you have an approved
accommodation sheet, or as part of a class activity, please do not open and use tablets
or laptop computers during class. Unless you get my approval, wearing earbuds or
headphones and listening to music during class is very unprofessional behavior and you
will be asked to put the music player away or to leave class.
Class Participation: The college classroom is a place for adults to come together with
the common purpose of improving their intellectual, academic, and professional skills.
All students deserve a classroom environment free of interruptions or distractions that
impede learning. The key word in the college’s Academic Code of Conduct is “disruptive.”
Anything that disrupts our class and students’ learning is against the Academic Code of
Conduct. Because active participation in class discussions is essential, it is important that
all students are fully prepared for class each day. Any student who arrives unprepared,
sleeps in class, or is disruptive will be asked to leave class and will be counted absent.
Likewise, repeated tardiness and early walkouts are not acceptable behaviors. If you are
asked to leave class, you will need to meet with the Dean of College Life and with me
outside of class before you are allowed back into class. Please refer to the “Student
Code of Conduct” in the LSCS Policy Manual: http://www.lonestar.edu/studentresponsibilities.htm
Honors Credit:
Students can earn Honors credit in this course by contacting the instructor and
completing an Honors by Contract. Contracting allows a student to receive Honors
credit for a non Honors course by completing work that is above and beyond, even
different from, what is required of the other students in the course. An Honors by
Contract is one of three ways students may receive Honors Credit. Once you
complete the Honors by Contract form, you are expected to honor this agreement.
This means that you fulfill all regular course assignments as well as complete the
Honors Project outlined in the contract. We will meet periodically throughout the
course of the semester to evaluate your progress. You will be expected to present
your Honors Project to the class at the end of the semester to receive Honors Credit.
A student can earn Honors Credit without concurrent membership in the Honors
Program. Students will receive an H designation on their college transcript next to
the course they earned Honors Credit in.
More information is available at the Honors Program website:
Class grades and assignments
Essays/Papers (80% of the course grade): You will have a total of six writing
assignments in this class. These papers will take the following forms:
Total Final
Value %
500 words
1 source
50 points
750 words
1 source
Rhetorical Analysis
750 words
At least 3 sources
Research Paper
At least 5 sources
Final Exam
500 words
To be determined
Type of Essay
Revision of
Research Paper (20% of final grade It is reflected in the chart above): The research
paper is the culminating activity in the course. Every assignment, every paper we do in
English 1301, is preparation for the research paper project. The professors of the college
courses you take after English 1301 will assume that you know how to write a research
paper and will make their assignments accordingly. The minimum requirements for this
project are as follows:
a. You must complete the preliminary work associated with the project.
b. The paper must be at least 1500 words long, not including the Works Cited
c. The paper must incorporate at least 5 credible outside sources.
NOTE: This project will be given in stages, in the form of a draft, evidence of research,
notecards, and draft Works Cited page. Successful completion of each stage is crucial to
the next stage. All work done that is associated with the research paper is worth up to 5%
of the total research paper grade.
Failure to turn in any or all of the work preceding the final draft of the research paper
will decrease the grade for the entire project.
Because the research paper is the culminating activity in English 1301, failure to turn
in a research paper will result in a failing grade in the entire course.
Plagiarism: Plagiarism is a serious offense in all academic and professional settings. In a
nutshell, plagiarism involves intentional and unintentional copying of any written or
unwritten material or idea without attributing that material or idea to the original
source. This includes material retrieved from the Internet.
Any student who plagiarizes is telling me that he/she would rather cheat to get a good
grade than learn the material to earn the grade. Any student who turns in a plagiarized
paper will receive “0” (zero) credit for that assignment. Any student who turns in a
second plagiarized paper will receive an “F” in the course. (Refer to the “Academic
Integrity” section of the Policy Manual for more details on plagiarism). Keeping track
of drop dates is your responsibility, not mine.
Turning in Assignments: All work due is due at the beginning of each class unless
otherwise specified. Work that is turned in the day it was due but after the class period
in which it was due will suffer a 5 percentage point penalty. Work that is turned in the
next day will lose 10 percentage points. I will deduct 10 percentage points every day
after that.
Late work can be put in my mailbox in the South hallway at Tomball College, room S-150.
All work put in my mailbox must be stamped with the time and date. There is a
time/date stamp machine in the mailroom. I will assume that any work not stamped and
dated was turned in the day that I pick it up. In these cases, the maximum deduction of
points will be applied.
Final Exam: A final exam will be given and is listed on the paper chart above. It cannot
be made up.
Grading Scale: rounding up at .5:
59.4 and below
Other graded work (20% of course grade):
Quizzes: You may be given quizzes on the readings. These would simply be reading
check quizzes to test your understanding of the material.
Homework: You will have homework in the form of readings and exercises connected
with these. You will be tested on these readings. You will also be asked to conduct
research, complete writing assignments, and complete other types of assignments. All
homework is to go into your composition journal to be graded.
Journals: You will be asked to write short reflections on the course discussion or the
readings, usually using one of the questions in the textbook that are at the end of each
reading. You should complete at least twenty entries this semester.
Annotations: You will be asked to write short annotations in your composition journal
on all the course readings. You will complete approximately ten during this semester.
Prior to your research paper, you will read five articles and write an annotation on each
(at least 200 words each). Each annotation will include a one or two sentence summary
of the article, a bulleted list of the most important three to five points, and two
responses to specific passages (responses should each be three to five sentences). I
encourage you also to write annotations as you read the articles assigned from the
textbook. I also encourage you to add additional markings and notations directly on the
articles, marking all major points, quotes you like, and writing brief notes. You should
transfer these to your journal or read the articles with your journal at hand so that you
may take notes directly in your journal. These in-text annotations are encouraged
because they will save you a lot of time and energy late when you write your papers.
Research-related work and other paper preparation “pre-writing” assignments: Each
paper that requires research will also require certain preliminary work, such as:
1. Evidence of Research
2. Note cards
3. A draft Works Cited page
Not all papers will require all of these assignments. The points for this work will fall into
this “other graded work” category.
Essay Formatting (Revised from "MLA Formatting and Style Guide" at
owl.english.purdue.edu by Russell, et al.)
General Guidelines
All essays written outside of class must be typed. Type your paper on a computer
and print it out on standard, white 8.5 x 11-inch paper.
Double-space the text of your paper, and use a legible font (e.g. Times New
Roman). Whatever font you choose, MLA recommends that the regular and italics
type styles contrast enough that they are recognizable one from another. The font
size should be 12 pt. Computers are available in E268, the Learning Assistance
Center, and the library; printing costs ten cents per page.
Leave only one space after periods and one space after other punctuation marks
(unless otherwise instructed by your professor).
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left margin. MLA
recommends that you use the Tab key as opposed to pushing the Space Bar five
Create a header that numbers all pages consecutively in the upper right-hand
corner, one-half inch from the top and flush with the right margin. (Note: Your
instructor may ask that you omit the number on your first page. Always follow
your instructor's guidelines.).
It is your responsibility to have a copy of your essay in case one of us loses it.
Back-up your work!
If you have any endnotes, include them on a separate page before your Works
Cited page. Entitle the section Notes (centered, unformatted).
Formatting the First Page of Your Paper
Do not make a title page for your paper unless specifically requested.
Staple pages together in the upper left-hand corner, and please do it before class
In the upper left-hand corner of the first page, list your name, your instructor's
name, the course, and the date. Again, be sure to use double-spaced text.
Double space again and center the title. Do not underline, italicize, or place your
title in quotation marks; write the title in Title Case (standard capitalization), not
in all capital letters.
Use quotation marks and/or italics when referring to other works in your title, just
as you would in your text: Fear and Loathing in Las Vegas as Morality Play;
Human Weariness in "After Apple Picking"
Double space between the title and the first line of the text.
Create a header in the upper right-hand corner that includes your last name,
followed by a space with a page number; number all pages consecutively with
Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the
right margin. (Note: Your instructor or other readers may ask that you omit last
name/page number header on your first page. Always follow instructor guidelines.)
Here is a sample of the first page of a paper in MLA style:
Image Caption: The First Page of an MLA Paper
Extended Learning Center Tutoring Resources:
The Extended Learning Center (ELC), located on the second floor of the Tomball library,
is available for students to help them perform better in their academic classes. Free
tutoring by professional tutors, resource materials, and computer-based instruction are
available to help students with their academic goals.
The English department highly recommends taking advantage of the resources available
through our tutors and reference librarians.
If you are having trouble in my class, I urge you to do two things:
1. Discuss your difficulties with me and get my input.
2. Visit the Extended Learning Center and take advantage of the tutor coaches
and the Writing Center. These services are free of charge and exist to help
you achieve your goal of being a successful college student.
Withdrawal Policy:
Withdrawal from the course after the official day of record (see current catalog) will
result in a final grade of “W” on the student transcript, and no credit will be awarded.
Prior to the official day, it is the student’s responsibility to initiate and complete a request
for withdrawal from any course. Withdrawals are processed only if the student completes
and submits for signature(s) the required withdrawal form(s) available from the
Admissions Office.
If you are considered a first-time college student, a new law was passed in Fall 2007 that
limits to six the number of courses you may drop (withdraw with a grade of "W") while
enrolled at any Texas public institution of higher education. A first time in college
student is a student not currently enrolled in high school and who has never taken a
college or university course anywhere at any time.
If you consider dropping this course during the semester, you might want to go to
advising prior to dropping and get information about the Six-Drop Rule.
Code for Academic Honesty:
The System upholds the core values of learning: honesty, trust, respect, fairness, and
accountability. We promote the importance of personal and academic honesty. We
embrace the belief that all learners – students, faculty, staff and administrators – will
produce their own work and must give appropriate credit to the work of others. No
fabrication of sources or unauthorized collaboration is permitted on any work submitted
within the System. Even inadvertent cheating or plagiarizing must be avoided by careful
documentation of the other people’s ideas and language. Please refer to the Academic
Honesty and Student Success brochure for more information: Refer to section“VI.E.1.09 Academic Integrity” in the “LSCS Policy Manual” under “Student Responsibilities”:
The Lone Star College System subscribes to Turnitin.com, an online collaborative
learning tool for faculty which supports faculty in their quest to uphold academic
integrity. Student coursework will be submitted to the scrutiny of the Turnitin software.
Please note that these submissions of assignments to Turnitin do not necessarily
constitute an accusation or suspicion of plagiarism on the student’s part.
ADA Statement:
If you require reasonable accommodations because of a physical, mental, or learning
disability, it is your responsibility to contact the instructor during the first two weeks of
class. Check the System Office Catalog for the statement concerning people with
Equal Opportunity Statement:
Check the System Office Catalog for the statement concerning the equal opportunity
Emergency Notification: Lone Star College System (LSCS) is committed to
maintaining the safety of the students, faculty, staff, and guests while visiting any of our
campuses. See http://www.lonestar.edu/oem for details. Register at
http://www.lonestar.edu/12803.htm to receive emergency notifications. In the event of an
emergency contact LSCS Police at (281) 290-5911 or X5911.
A copy of this syllabus can be found online at the following address:
Spring Semester 2014
Tentative Daily Schedule for English 1301
(Spring 2014 Jan 13-May 9)
NOTE: All reading and writing assignments are to be completed before class on the date
on which they appear on the schedule. It is a good idea to mark the due dates of major
assignments from all your classes so that you can see what weeks will be especially busy.
Also, bring your textbook to class whether or not reading is assigned for a particular day.
Unless otherwise indicated, all readings are from Wardle and Downs, Writing About
Writing (WAW). Always bring your composition journal and textbook to class.
WEEK 1 Introduction and Unit I: What is Academic Writing?
* Introduction to the course; examine syllabus and course schedule. Introduction to
summary writing. Go over criteria of a good summary. Cf. paraphrase. Discuss plagiarism
and academic writing expectations. Annotations. Preview WAW pp. 1-5. Assign text for
diagnostic summary: David Bartholomae, “Inventing the University” (available online at
http://firstyearwriting.wikispaces.com/file/view/Inventing+the+University.pdf; you
can find this link on the course website at http://vpiercy.wordpress.com.
* In-class diagnostic essay (1st draft of Summary 1); David Bartholomae, “Inventing the
University.” Bring a "Blue Book" to class (available from the bookstore) for writing your
WEEK 2 1/20-1/22
* No class. MLK Day.
* Go over in-class diagnostic essay; discuss Bartholomae essay and “Introduction: What
Is Academic Writing?” WAW pp. 1-5. Discuss annotation assignments and journals.
WEEK 3 1/27-1/29
* Read "'Create a Research Space' (CARS) Model of Research Introductions," WAW pp.
6-8. Read Greene, "Argument as Conversation" WAW pp. 9-21. Journal: Write on one of
the "Questions..." on p. 20. Students need to bring their annotations of the Greene
reading to class (do the annotations in your journal). Discuss in groups; share best
annotations on overhead. Introduce rhetorical analysis. Review four elements for
rhetorical analysis.
* Read Kleine, “What Is It We Do When We Write Articles Like This One...?” (pp. 22-33).
Journal: Write on one of the "Questions..." on pp. 32-33. Write a rhetorical analysis (one
sentence each on Situation, Purpose, Claim, Audience) on one paragraph of the Kleine
for your journal. Bring your annotations (in your journal) of Kleine to class.
WEEK 4 2/3-2/5
* Summary 1 due, typed; peer edit. Upload a copy to the dropbox via our D2L course.
Refer to Purdue’s OWL website for MLA format: LMGTFY. Read Lamott, "Shitty First
Drafts," pp. 301-304 and Dominieq Ransom, "How Do I Write?" WAW pp. 292-298.
Discussion of writing process.
* Writing Process: Blockers and Non-blockers: Read Rose, "Rigid Rules, Inflexible
Plans...," pp. 236-238 & 242-245. Journal: Write on one of the "Questions..." on pg. 249.
Bring annotations of the Rose reading to class. Skim the "Glossary," pp. 719-734 and
consult as needed. SpongeBob on paper procrastination. View Across the Drafts?
WEEK 5 2/10-2/12
* How we study writing process? Read Rey, “Letter to West Port High School's English
Department,” WAW pp. 271-277, and read Stark, "The Average Writer: A Self-Analysis,"
pp. 278-285 (skim Appendices A, B, and C, pp. 285-291). Journal: Write your response
on the Rey or Stark essays using the “Questions to Consider” at the end of the readings
to aid you. Bring annotations of the reading to class. Discuss: Revising versus editing
versus proofreading. What is your current understanding of the differences between
revision and proofreading? How have the readings and activities of this class tried to
interfere with your understanding? Reference specific readings, activities, and concepts.
* From writing process to forming readers: Literacies: “How Have You Become the
Reader and Writer You are Today?” (pp. 328-330). Malcolm X, “Learning to Read,” pp.
353-361. Journal: Write on one of the "Questions..." on p. 361. Write a brief rhetorical
analysis (one sentence each on Situation, Purpose, Claim, Audience) on one paragraph
of the Malcolm X for your journal. Reminder: Quiz in D2L.
WEEK 6 2/17-2/19
* Sherman Alexie, “The Joy of Reading and Writing: Superman and Me,” pp. 362-366.
Journal: Write on one of the "Questions..." on pp. 365-366. Write a brief rhetorical
analysis (one sentence each on Situation, Purpose, Claim, Audience) on one paragraph
of the Alexie for your journal.
* Deborah Brandt, “Sponsors of Literacy,” pp. 331-339. Journal: Write on Question 1, 2,
or 3 in the “Questions for Discussion and Journaling” section on pg. 351. Be sure to write
your annotations of the Brandt into your journal for sharing in class. Skim the
"Glossary," pp. 719-734 and consult as needed.
WEEK 7 2/24-2/26
* Deborah Brandt, “Sponsors of Literacy,” pp. 339-352. Journal: Write on Question 4 or
5 in the “Questions for Discussion and Journaling” section on pg. 351. Write a rhetorical
analysis (one sentence each on Situation, Purpose, Claim, Audience) on one paragraph
of the Brandt for your journal.
* Cecchini & Perez, “Motivation in Literacy Development,” pp. 442-457. Journal: Write
on one of the "Questions..." on p. 457.
WEEK 8 3/3-3/5
* Devoss, et al., “The Future of Literacy,” pp. 395-421. Journal: Write on one of the
"Questions..." on p. 420-421.
* Journal Review. Please bring your journal to class. Be prepared to share it with
classmates. Group assessment.
WEEK 9 3/17-3/19
* Read Grant-Davie, “Rhetorical Situations and Their Constituents,” WAW pp. 101-111.
Be sure to read the "Framing the Reading" section (101-103) that introduces the Grant-
Davie piece. Homework: in your journal, write a rhetorical analysis of a paragraph of
Grant-Davie, pp. 104-106 (first paragraph of his essay. Remember, for a brief Rhetorical
Analysis, write a sentence or two each for Situation, Purpose, Claim, Audience). Note
you can review Grant-Davie’s special vocabulary in the "Glossary" of our textbook, pp.
* Read Grant-Davie, continued, pp. 111-119. Journal: Write on the "Questions..."
section, pg. 118, question #4 and #7. Be sure to write your annotations of the GrantDavie into your journal for sharing in class. Bring two political cartoons on the same
issue to class. Journal: Develop a rhetorical analysis (a sentence or two each for
Situation, Purpose, Claim, Audience) for each cartoon you bring.
WEEK 10 3/24-3/26
* Margaret Kantz, "Helping Students Use Textual Sources Persuasively," pp. 67-85.
Journal: Write on Question One or Two in the “Questions...” section on pg. 85. Be sure
to write your annotations of the Kantz into your journal for sharing in class.
* Read Talbot, "A Rhetorical Analysis of Authors on the CIA Torture Inquiry," pp. 156164. See Online Debate: “Why American Students Can’t Write?” The Atlantic (Oct. 2012);
or the New York Times debate on Writing Assessment. See assignment sheet for the
Rhetorical Analysis paper.
WEEK 11 3/31-4/2
* Read Haas and Flower, "Rhetorical Reading Strategies and the Construction of
Meaning," WAW pp. 120-138. Journal: Write on two of the "Questions..." pp. 137-138.
Bring annotations of the Haas and Flower to class.
* Bring in draft of Rhetorical Analysis paper (three copies, typed)
WEEK 12 4/7-4/9
* Rhetorical Analysis paper due, peer edit. Discuss research paper assignment. Upload
it to D2L dropbox as well.
* Discussion of research paper on Writing With Authority (con’t). Read
introduction to chapter 5, "Authority: How Do You Make Yourself Heard as a
College Writer?" pp. 578-580; read Kelsey Diaz, “Seven Ways High School
Prepares You to Fail,” pp. 706-711; read Josh Keller, “Studies Explore Whether
the Internet Makes Students Better Writers,” pp. 595-601. Journal: Write on one
of the “Questions...” on pp. 600-601. In-class: Review plagiarism and correctly
integrating quotations; primary and secondary sources, and scholarly and popular
sources. Meet in class: Introduction to library and electronic research. Citation
practice. Finding sources. Database searches. Discuss research objectives. Review
“Sample MLA-Style Research Paper” (see the examples online at Diane Hacker’s
handbook or at OWL). Citing Interviews, email, instant messages, text messages,
chat logs. Last day to drop with "W."
WEEK 13 4/14-4/16
* Read pp. 578-580. Read Harris, "The Idea of Community in the Study of
Writing," pp. 581-594. Journal: Write on the "Questions..." section, pg. 593-594,
choose two. Bring annotations of the Harris to class.
* Penrose and Geisler, "Reading and Writing without Authority," pp. 602-610. Journal:
Write on Question One of the "Questions..." section, pg. 617. Bring annotations of the
Penrose and Geisler to class.
WEEK 14 4/21-4/23
* Con’t: Penrose and Geisler, "Reading and Writing without Authority," pp. 610-617.
Journal: Write on the "Questions..." section, pg. 617, choose one of the questions other
than question One.
* Draft workshop. Bring copies of a rough draft of your paper to class. Bring your
journal and bring your notes on your paper. Note cards (10 total) due. Re-read:
Margaret Kantz, "Helping Students Use Textual Sources Persuasively," pp. 67-85. Journal:
Write on Question Three or Four in the “Questions...” section on pg. 85. Bring
annotations of the Kantz to class in your journal.
WEEK 15 4/28-4/30
* Draft of Research paper due (typed, including works cited); peer review; Note Cards
(20 total) due. Draft workshop. Bring copies of a rough draft of your paper to class.
Bring your journal and bring your notes on your paper. Draft Works Cited page due. Reread: Bartholomae, “Inventing the University.”
* Read Adrienne Rich, "Claiming an Education" (linked on course website). Final copy of
Research paper due. Introduction to ENGL 1302. Final exam assignment. Journal Review.
WEEK 16 (Final exam week, May 5-10)
9:30AM class: May 7 9:00 - 10:50 am
11:00AM class: May 7 11:00 - 12:50 am