English 101.10 - Composition as Critical Inquiry
Section 28 (29 & 30)
Fall 2015
Mon/Wed 2-3:15 p.m.
STV 250 B
Instructor:
Office:
Email:
Office hours:
Mac Scott
413C
mscott4@ilstu.edu
Monday 3:30-5, Wednesday 12-1:30, and by appointment
Consultant: Andrew Boomhower
Email: amboomh@ilstu.edu
Course Description (from the University):
Composition as Critical Inquiry (ENG 101) challenges students to develop a range of rhetorical
and intellectual abilities. Students learn how to analyze the multiple dimensions and meet the
multiple demands of any written rhetorical situation. These dimensions and demands include:
topic, audience, purpose, primary and secondary research, forum, genre, ethos, and kairos
(timing). Students also develop an array of strategies to help them navigate any rhetorical terrain.
These strategies include: reading, brainstorming, writing to learn and think, drafting, research,
giving and receiving helpful responses, revision, editing and proofreading, publication, and
critical reflection on one’s own rhetorical processes.
ENG 101 addresses the following General Education outcomes:
II. intellectual and practical skills, allowing students to
a. make informed judgments
b. analyze data to examine research questions and test hypotheses
c. report information effectively and responsibly
d. write in a variety of genres, contexts, and disciplines
III. personal and social responsibility, allowing students to
c. demonstrate ethical decision making
d. demonstrate the ability to think reflectively
IV. integrative and applied learning, allowing students to
a. identify and solve problems
c. work effectively in teams
Course Description (from the Writing Department):
ENG 101.10 is a course that is designed to provide more hands-on writing experience for
students who decide they can benefit from extra help with writing. Students self-place into
sections of ENG 101.10, which meets 3 days a week. The regular class sessions meet 2 days a
week (MW), but 101.10 students get the added advantage of organized study groups, led by your
writing consultant, which will meet once each week. Additionally, students are expected to make
use of one-to-one meetings with consultants to improve your understanding and ability to
complete the work of this course.
Course Description (from me):
This course looks to build upon the rhetorical savvy that you possess and have spent a lifetime
cultivating. My intent is to help you turn your “rhetorical ‘street smarts’ into conscious methods
of analysis.”1 An essential component of this class is the reconceptualization of genre and text,
and I have structured our course to analyze the complex factors that influence and give form to
genres, as well as the ways genres actively shape content and interact with a variety of people.
By researching a range of writing situations and their components, we will work to develop and
document a set of strategies that will help you compose in whatever genres you may encounter
throughout your personal, academic, and professional lives.
The content of this course is built around learning outcomes the Illinois State University Writing
Program has developed for ENG 101:
Learning Outcome #1
Writing Research Identity: Living and Writing in the World
Students will learn to understand and articulate how learning new skills and ideas affects their
thinking and behavior as writers. Students will use knowledge gained in all of the other 7
learning outcome areas to demonstrate this ability.
Learning Outcome #2
Peer and Self-Assessment: Learning to Assess What’s Working and What isn’t Working
Students will learn to assess their own and others’ writing productions, to provide specific and
accurate evidence to document the successes and problems in their writing productions, and also
offer this kind of evidence-based assessment to their peers.
Learning Outcome #3
All About Genres: Exploring, Researching and Analyzing Genres
Students will learn to identify key features of genres, use specific techniques for studying and
analyzing genres (genre studies and cultural-historical activity theory – CHAT), and produce
texts with clear explanations of how genre conventions have been adhered to, modified, or even
resisted in a particular production.
Learning Outcome #4
Researching your Content: How to find and evaluation information and cite what you
Know
1
Linda S. Bergmann and Janet Zepernick. “Disciplinarity and Transfer: Students’ Perceptions of Learning to
Write.” Writing Program Administration. 31.1-2 (2007): 124-149.
Students will learn to identify effective information seeking behaviors for a range of research
situations. These include skills for finding information, evaluating sources for validity and
usefulness, documenting and citing sources, and learning to research literate activity.
Learning Outcome #5
Cultural-Historical Activity Theory: CHATting about Literate Activity (and Other Terms
& Concepts)
Students will be expected to demonstrate familiarity with the terms of Cultural-Historical
Activity Theory and other important terms and concepts – this specifically includes your ability to
use Activity Theory and other concepts as a practical writing research tools for making decisions
about new genres and writing situations.
Learning Outcome #6
Uptake and Antecedent Knowledge: Documenting Knowing and Learning
Students will be expected document knowledge in new writing situations by clearly articulating
how existing knowledge and skills have adapted and changed over the course of a new writing
experience.
Learning Outcome #7
(Multi)media and (Multi)Modalities: The Forms, Structures, Tools and Modes of Writing
Students will be expected to demonstrate skill at moving content between different modes and
media.
Learning Outcome #8
Cultural and Ethical Impacts: Translingual and Cultural Studies Approaches to Thinking
about Writing
Students will be expected to demonstrate the ability to consider the implications of diverse
cultural and linguistic influences on the activities of textual production and use, and to produce
texts that are responsive to these issues within particular contexts.
The Learning Outcomes can be read in their entirety here:
http://isuwriting.com/2015/02/28/learning-outcomes-101/.
Extra Session Components
Working with your peers and your writing consultant will be an important part of your work in
this course, and 15% of your course grade will be based on these activities. In addition, you’ll
use work that you do in the study and one-to-one sessions to improve your work on projects in
the class -- so working with your consultant can really help you succeed in the course.
● Study Groups: You’re expected to attend a 1-hour Study Group session each week, in
addition to our two class meetings. Missing these counts against your grade in the course.
● One-to-One Meetings: You’re also expected to meet with your consultant in a one-toone meeting, at least once for each of our Units (or at least three times per semester). If
you don’t attend a one-to-one meeting, your unit project will be considered
incomplete and will not be accepted.
● Extra One-to-One Meetings: If you meet with your consultant more than one time
during a particular Unit, you can “bank” a little bit of extra credit, which you can use at
the end of the semester. Each extra meeting can count for ⅓ of a point, so three extra
meetings would be an entire point towards improving your grade average in the course -remember, though, that meetings need to be productive in order to be counted -- so you
need to make good use of your sessions.
● Participation: You’ll be expected to participate fully in both study group and one-to-one
sessions. The consultant doesn’t “grade” you with an A, B, etc., but he/she will make
note of students who “sit with their arms cross” and refuse to try to make the study
groups and one-to-one sessions useful. Also, remember that your fellow students also
count on you for their learning.
● Student Class Notes: At least four times during the semester, you’ll be asked to be a
note-taker for class. These notes will then be used in the study sessions, and for other
parts of the course as well.
● Study Session Notes: When you’re one of the class note-takers, you also help create the
Study Session notes at the end of the session.
● One-to-One Session Notes: When you meet for a one-to-one session with your
consultant, the two of you will also create meeting notes after the session.
Course Materials:
● Grassroots Writing and Research Journal 6.1
● A cheap notebook
Attendance Policy
Two absences are unpenalized (although missing work can still be assessed). Each absence
beginning with the third receives a penalty of ⅓ of a letter grade. This means that whatever the
FINAL grade in the course, it is reduced by the accrued absences. Eight absences is just slightly
over 20% of the classes for the course, and results in an automatic failing grade for the course.
Unit Projects
This course is split into three units, each of which includes a project. For your Unit 1 project,
you’ll be asked to research and analyze a genre. For your Unit 2 project, you’ll be asked to
research, compose in, and analyze your participation in a specific genre. And finally, for your
Unit 3 project, you’ll write a Grassroots Writing Research Journal article (as well as research
the genre of the journal and analyze your performance in it). All of these projects will involve
you documenting and assessing your research and composition process. Additionally, you’re
required to meet with your consultant for a one-to-one meeting during each unit project. More
information will be provided at the beginning of each unit.
Reading Notebook
You’ll keep a reading notebook in which you’ll write a brief response to each of the Grassroots
Writing Research Journal articles we read as a class. You’ll be required to “come to terms” with
the author’s overall project, as well as discuss valuable passages/ideas. (I’ll model a notebook
entry early in the semester.) Although this is only required for Grassroots articles, please feel
free to respond to or quote from any other readings. You’ll turn your notebook in at different
points throughout the semester.
Grade Breakdown
Components
Points (out of 100)
Study Group
15
In-class work/participation
10
Reading Notebook
10
Unit 1 Project
15
Unit 2 Project
25
Unit 3 Project
25
*In order to pass the class, all work needs to be submitted.
The ISU Writing Program uses the following grading scale (without – or + grades):
90-100 = A
80-89 = B
70-79 = C
60-69 = D
0-59 = F
Late Work Policy:
You are responsible for turning your work in on time. For each day that an assignment is late, the
grade will be lowered by a letter grade. Missing class is not an excuse for missing a due date; if
you are absent on the day an assignment is due, the late assignment penalty still applies.
Project Revisions:
If you receive a C+ or lower on your first two unit projects, you have the option to revise your
work and potentially earn as high as a B-. Due dates for revised work will be dependent on the
specific circumstances. Because of time constraints, revisions aren’t possible for the Unit 3
project.
Classroom Behavior:
Be respectful. It’s really that easy. We’re all part of a learning community; this only works,
though, if people feel comfortable enough to be themselves and speak their minds. If you wish to
discuss a topic that you feel has the potential to make others uncomfortable, please broach the
subject with compassion, understanding, and an open mind. If I find you’re being disrespectful
(which I don’t expect), you may be asked to leave and will forfeit your attendance for the day.
More severe cases will be dealt with accordingly. That being said, don’t hesitate to challenge one
another (and me)--that’s how we learn.
ISU’s Code of Conduct / Academic Dishonesty:
Students are expected to be honest in all academic work. A student’s placement of his or her
name on any academic exercise shall be regarded as assurance that the work is the result of the
student’s own thought, effort, and study. Violations include but are not limited to:
● possessing or utilizing any means of assistance (books, notes, papers, articles, etc.) in an
attempt to succeed at any quiz or examination unless specifically authorized by the
instructor.
● taking any action with intent to deceive the person in charge as to the student’s acting
without honesty to complete an assignment, such as falsifying data or sources, providing
false information, etc. Students are prohibited from conversation or other communication
in examinations except as authorized by the instructor.
● appropriating without acknowledgement and authorization another’s computer program,
or the results of the program (in whole or part) for a computer-related exercise or
assignment.
● plagiarizing. For the purpose of this policy, plagiarism is the unacknowledged
appropriation of another’s work, words, or ideas in any themes, outlines, papers, reports,
speeches, or other academic work. Students must ascertain from the instructor in each
course the appropriate means of documentation.
● submitting the same paper for more than one University course without the prior approval
of the instructors.
● willfully giving or receiving unauthorized or unacknowledged assistance on any
assignment. This may include the reproduction and/or dissemination of test materials.
Both parties to such collusion are considered responsible.
● substituting for another student in any quiz or examination.
● being involved in the unauthorized collection, distribution advertisement, solicitation, or
sale of term papers, research papers, or other academic materials completed by a third
party.
Disability Services
Any student needing to arrange a reasonable accommodation for a documented disability should
contact Disability Concerns at 350 Fell Hall, visit disabilityconcerns.illinoisstate.edu, call 309438-5853, or email ableisu@ilstu.edu. (Also, don’t hesitate to let me know if I can do anything to
facilitate your learning process.)
Counseling Services:
Student Counseling Services at ISU provides students with a variety of support systems to
manage everyday life issues. Students can receive help from trained professionals on topics such
as individual and group counseling, self-help and assessment, career and life choices, sexual
assault, outreach workshops, and help for friends and family. Emergency walk-in service is also
available at 320 Student Services building. You can also call 309-438-3655 or visit
counseling.illinoisstate.edu.
(Very) Tentative Schedule - Fall 2015*
WEEK 1
8/17
Introductions/Syllabus
8/19
Genre Studies/Writing Research Overview
Technology and communication/affordances and limitations
Readings:
Bell, “Don’t Touch That Dial”
http://www.slate.com/articles/health_and_science/science/2010/02/dont_touch_that_di
al.html
WEEK 2
8/24
Activity Systems/Genre Studies
Readings:
Sheets, “Angela Rides the Bus” http://isuwriting.com/wpcontent/uploads/2015/03/Angela-Rides-the-Bus.pdf
Harris, “Coming to Terms” (pdf on ReggieNet)
8/26
Conventions/“Rules”/Antecedent Knowledge
Readings:
Ragan, “Tumbling through Tumblr”
http://isuwriting.com/wpcontent/uploads/2015/06/Tumbling_Through_Social_Media.pdf
Gilson, “The Genre of Grandma’s Letters”
WEEK 3
8/31
Content & Formal Conventions
Readings:
Berek, “Mystery Novels”
9/2
Research Basics/Library Resource Day
WEEK 4
9/7
Labor Day - No Class
9/9
Intent and Effect/Audience/Trajectory
Readings:
Jones, “I’m with Stupid” http://isuwriting.com/wp-
content/uploads/2015/06/Im_With_Stupid.pdf
Youtube clips:
Springsteen, “Born in the USA” https://www.youtube.com/watch?v=tIekamBDiAw
Pearl Jam, “Alive” https://www.youtube.com/watch?v=NFz9vf3nG0I
Reading Notebooks due in class
WEEK 5
9/14
Non-traditional Compositions/Identity
Readings:
Dieken, “Summer Hit (Me Baby One More Time)”
Ginzburg, “You’ve Got Mail”
9/16
Unit 1 Project due Thursday, 9/17 at 11:59 p.m.
WEEK 6
9/21
Cultural-Historical Activity Theory
Readings:
Walker, “Just CHATing”
http://isuwriting.com/wp-content/uploads/2015/04/Walker_Joyce_Just_Chatting.pdf
Garcia & Skokan, “When ‘Leaning In’ Becomes ‘Falling on Your Face’”
9/23
Readings:
Gilbert’s “Letter” to LeBron James http://deadspin.com/the-cavaliers-finally-tookdown-dan-gilberts-insane-com-1601145301
WEEK 7
9/28
Correctness, Power Dynamics
Readings:
Scott, “I Spy with My Little i”
O’Connor, “Hehree Pawtuh” http://isuwriting.com/wpcontent/uploads/2015/06/Hehree_Pawtuh_en_thuh_Sawsuhrers_Stown.pdf
9/30
Readings:
Wallace, “Tense Present” (excerpt, pdf on ReggieNet)
Reading Notebooks due in class
WEEK 8
10/5
Breaking Conventions
Readings:
Pyrz & Stoklasa, “We wrote an unpublishable article . . .” http://isuwriting.com/wpcontent/uploads/2015/06/We_Wrote_an_Unpublishable_Article.pdf
10/7
Readings:
Wallace, “This is Water” http://moreintelligentlife.com/story/david-foster-wallace-inhis-own-words (text)
https://www.youtube.com/watch?v=8CrOL-ydFMI (audio version, optional)
WEEK 9
10/12
Activity Theory/Systems
Readings:
Giovagnoli, “On Space Battles, Character Development, and Over-Writing”
Romero, “Story Summaries and Author’s Notes and Reviews, Oh My!”
10/14
Multimodal Compositions
WEEK 10
10/19
Revisit Identity/Authenticity; Consumerism
Readings
Dooley, “Mixed Messages”
10/21
Unit 2 Project due Thursday, 10/22 at 11:59 p.m.
WEEK 11
10/26
Readings
Parish, “the shithouse poet strikes again”
10/28
Reading Notebooks due in class
WEEK 12
11/2
Social Commentary/Cultural Criticism
Readings TBD
Unit 3 Project Proposal due in class
11/4
Social Commentary/Cultural Criticism (continued)
WEEK 13
11/9
Rhetoric
Readings TBD
11/11
WEEK 14
11/16
Peer Review/Revision
11/18
WEEK 15
11/23
Thanksgiving - No Class
11/25
Thanksgiving - No Class
WEEK 16
11/30
12/2
End of semester wrap up
Project due in class (or finals week)
*This document and the course content are subject to change as the semester progresses.