Contact Information
Office: 121 Meggers Hall 
Office hours: TBA & by appointment
Email: nchick@uwc.edu
Phone: 234-8176, ext. 5425
Meeting Times & Places
9:30 - 10:45 am (TR) in SC 402C; 11:00 - 11:50 am (MWF) in SC 402C

Required Materials
Lunsford & Connors St. Martin's Handbook ("SMH" on syllabus)
Moser & Watters Creating America ("CA" on syllabus)
An unabridged college dictionary (for sale at UW-BC front office)
A large, three-ring notebook & plenty of paper (Keep all notes, assignments, and essays in this notebook.)
3" floppy disk (All essays should be saved on this disk using Word or a program compatible with Word.)

Course Description
According to the UW Colleges English Department, English 102 is a "rhetoric course that focuses on writing which presents information and ideas effectively, with attention to the essay and techniques of documentation. Emphasis will be on academic writing which is applicable across the curriculum." The English Department guidelines also emphasize certain skills, such as the "ability to develop ideas and to write effective expository and argumentative prose," as well as the reinforcement of the "writing principles earned in English 101." Thus, this course builds on what you learned in English 101. By the end of the semester, the department expects you to
1. write clearly, precisely, and in a well-organized manner.
2. construct and support hypotheses and arguments.
3. read and listen with comprehension and critical perception.
4. analyze, synthesize, evaluate, and interpret information and ideas.
5. read and interpret critically professional and student writing.
6. gather and document information from printed sources, electronic sources, and observation.
As the professor of this particular class, I would add the following specific goals for students in this course:
1. Apply key course concepts (such as organization, rhetorical argument, clarity, conciseness, grammatical correctness, formality, and documentation) to your writings and use them to evaluate your own writings and others' writings.
2. Read actively and critically.
3. Write logical, persuasive, well-organized, clear, appropriately documented essays that integrate secondary materials smoothly.
Finally, because writing is a collaborative process, as is all language use, group work and discussion (in short, full class participation) are important components of this course. This significance of in-class activities is reflected in the grade breakdown at the end of this document.

Classroom Environment
Be prepared to work together often, to participate in class activities beyond simple note-taking and typing, and to have your writing read by multiple readers. I do not merely want bodies in attendance; I expect to see prepared and thinking students. This means that you should bring the required materials and complete any assignments due for that particular day, as well as read the assignments listed on the syllabus before class. In addition to writing good essays, the best way to illustrate that you are an active, engaged, and interested student is by contributing regularly to class discussions. Lecturing in a composition course doesn't teach you what you need to learn; instead, we will be work-shopping on most days, which requires you to participate actively in creating a learning environment in the class by discussing, giving feedback, and supporting each other's learning. Those who consistently and positively contribute to class discussions will receive the highest marks.

Reading
Expect to do plenty of reading. Since you signed up for this course, I expect you to fulfill the very least of your responsibilities: complete the readings listed on the syllabus before you come to class. You should schedule appropriate times for reading every day to make sure you have completed all assignments before you come to class, not just by skimming the material but by actively and carefully reading each assignment. Further, to help you enter into class discussions, read the assigned selections carefully, take notes in the margins or on a sheet of paper, and look up unfamiliar words in the dictionary.

Absences & Their Effects On Your Work
As a student, you assume responsibilities, including regular and active class attendance. I expect you to attend class every day and to be on time, prepared, and attentive. Whether you attend class or not, you are responsible for ALL assignments. You should get missed assignments, notes, and handouts from your study partner BEFORE you return to class, rather than asking me my least favorite question, "Did I miss anything important in class yesterday?" In-class exercises are cumulative learning moments that build on each other. By the end of each exercise or workshop, you will have improved some writing or reading skills. If you miss the workshop, you should make sure your study partner fills you in, and you should do the exercise on your own. Absent or not, I expect you to learn the skills and techniques of each and every workshop before the next class period. Quizzes and Reading Logs cannot be made up since they assess your preparedness for that particular class period's activity. Essays and the portfolio (the major assignments for this class) must be turned in on time. The only exception to this firm rule is by using your one "Grace Period Coupon" found at the end of this document. Use it wisely because you get only one.
 

Conferences & Tutoring
I will be available to see you (121 Meggers Hall) during my office hours to discuss your work, the progress of your papers, or any other  concerns you may have. If you do not understand something or if you think you should be doing better in the class, use my office hours to work with me individually. It is ultimately your responsibility to work for the grade you want, and for some of you, individual help may be necessary. To assure that I will be able to see you, you should try to set up an appointment with me. I am also available for questions and concerns via e-mail (nchick@uwc.edu). If you want extra help on your essays, UW-BC now has writing tutors in the Learning Lab (Meggers 124), and the UW Colleges English Department has an Online Writing Center, both of which are free. You can find information about both on the door of the Learning Lab or at http://www.barron.uwc.edu/English/engdept.htm.
 

Writing Groups
Early in the semester, we will set up writing groups. One role of these groups is to establish study partnerships. Your partners will be responsible for for providing notes and handouts for you if you are absent, for reviewing your papers critically when needed, and for general support. List the names, phone numbers, and e-mail addresses of your groupmates below, listing your primary study partner first:

Computers Composition
You must submit all work for this class, except in-class prewriting exercises, in a typed or computer-printed form. Using computers is & advantageous for composition because it makes the necessary steps of revision and editing much easier. There is ample computer lab space on campus if you do not have a computer at home, so familiarize yourself with this equipment as soon as possible.
 

Plagiarism & Scholastic Conduct
As a student at the University of Wisconsin-Barron County, you are part of an academic community and therefore are expected to respect and follow the rules of this community, including not engaging in academic misconduct. According to the Student Rights and Regulations Handbook (you have a hard copy from Orientation, but it can also be found online at http://www.legis.state.wi.us/rsb/code/uws/uws014.pdf), Academic Misconduct is an act in which a student, among other acts not relevant to this class, "seeks to claim credit for the work or efforts of another without authorization or citation." Examples of academic misconduct include, but are not limited to, "submitting a paper or assignment as one's own work when a part or all of the paper or assignment is the work of another," and "submitting a paper or assignment that contains ideas or research of other without appropriately identifying the sources of those ideas." The consequences for such misconduct are serious. Refer to the Handbook for details. I take this offense very seriously, as should you.
 

Grades
You are now writers in a college-level English course, so I expect each paper to be polished, proofread, and provocative. Never hand in an assignment for any college class without carefully and thoroughly proofreading the final print copy. You should treat your essays as formal assignments written for a college-level context, and they should be compiled in a file folder with prewriting exercises, drafts, peer review sheets, and the final draft. At the heart of this class, you will learn that composition--writing--is a process with necessary steps along the way, so papers that are turned in without these materials that document this process will be lowered at least two letter grades. Your course grade will be determined in the following way:

10% Process Essay
25% Research Project -- includes the following assignments:

7% Proposal Essay
3% Full Sentence Outline
3% Annotated Works Cited
12% Research Essay

This coupon entitles me to one "grace period" of 24 hours from the beginning of the class period in which the assignment was due. I am not using this for my portfolio or final exam, and I realize that once this coupon is used for the semester, I do not get another one. I also acknowledge that turning in a major assignment late will cost me a letter grade on this assignment. (Include this coupon with your paper when you turn it in.)
 

Name: ___________________ Today's Date: ______________
 

Assignment Name: _____________________ Due Date: _________________
 

Reason for Turning in a Major Assignment Late:
 

___________________________________________________________
 

T 9/4 1^st Exposure, Process, & Response⁽⁷⁾: Introductions to the course, your professor, and your classmates; Review course materials; Composition pretest

R 9/6 1^st E: "Learning from Your Surface Errors" (SMH I-13 to I-29 [blue pages in front of book])⁽⁸⁾, "Writing, Reading, and Research" (SMH chapter 1 -- great overview of this course)
P & R: As you read, note which surface errors you have problems with, which you may know from comments by previous teachers or because the rule was a complete surprise. / Diagnostic In-class Essay
 

T 9/11 1^st E: "How to Succeed in English 102," Wiggins "The Six Facets of Understanding," Magolda "The Four Ways of Knowing" (hs)⁽⁹⁾; Complete questionnaire at http://www.active-learning-site.com/inventory1.html and copy or print out the study strategies suggested for your learning preference(s).
P & R: Class activity & discussion of readings and diagnostic essays
 

Grammar School: A Refresher Course
R 9/13 1^st E: "Sentences" (SMH 7), "Pronouns" (SMH 8a, b, c), "Using Verbs" (SMH 9a, c ["verb tenses" only], d, e, f, g ["voice" only])
P & R: While note-taking as you read, write definitions of the parts of speech, parts of a sentence, sentence types, pronouns, verbs, and verb voice, all in your own words. Then make up 4 sentences, indicating each of the above concepts in each sentence. Be prepared to use this information in class. / Set up writing groups & study partners.

T 9/18 1^st E: "Commas" (SMH 30), "Comma Splices, Fused Sentences" (SMH 15), "Semi-colons" (SMH 31)
P & R: While note-taking as you read, write down which of these rules apply to the kinds of sentences you most often write. (Looking back at your diagnostic essay or other writings will help.) Write these rules in your own words and make up a sentence that employs each of them. Be prepared to use this information in class.
 

Truth & Consequences: A Writing Process That Works
R 9/20 1^st E: "Exploring, Planning, Drafting," "Revising, Editing" (SMH 3 & 4), "Writing and Research" (CA 47-69)
P & R: Concept map; Get Writing Inventory Sheet

T 9/25 1^st E: "Considering Purpose and Audience" (SMH 2), Judith Ortiz Cofer "5 a.m.: Writing as Ritual" (h)
P & R: Prewriting Workshop; Lab workshop on drafting (meet in Ritzinger computer lab); Between this class and the next, the drafter will need to draft Essay 1 and print out 3 copies, which must be brought to the next class period for the Revision Workshop.

R 9/27 1^st E: "Fame Instead of Shame" (CA 229)
P & R: Revising Workshop (Drafter, bring 3 copies of the completed draft of Essay 1.)

T 10/2 1^st E: "Quotation Marks" (SMH 30h, 34)
P & R: Quoting & Citing Workshop
 

Rhetorical Arguments: From Analysis to Writing
R 10/4 1^st E: "Reading and Analyzing Arguments" (CA 1-46), "Establishing credibility, Appealing to logic, Appealing to emotion" (SMH 5f-5h)
P & R: Be prepared to map out the concepts of rhetorical argument; Process Essay due at the beginning of class

T 10/9 1^st E: Watch Writing an Argumentative Essay video on reserve in the library by class time, "Thinking Critically: Constructing and Analyzing Arguments" (SMH 5a-5c), Richard Rhodes "The Media-Violence Myth" (h)
P & R: After you read the Rhodes article, write a Reading Log to be handed in in class. Also be aware that you should be looking for an argumentative topic to research from one of the essays in this unit. You will need to discuss it with me briefly in my office ASAP, before you begin your proposal essay (due 10/30), so think about these readings and what might interest you. / Class activity/discussion of readings/video; Argumentative thesis workshop

R 10/11 - 1^st E: Eyal Preston & Jennifer Washburn "Digital Diplomas" (h)
P & R: After you read the Preston & Washburn article, write a Reading Log to be handed in in class. / Class activity/discussion of reading

T 10/16 1^st E: Lynda Olsen's articles on Restorative Justice from the Chronotype (h)
P & R: After you read the Olsen articles, write a Reading Log (one that's comprehensive about all of the articles) to be handed in in class. / Class activity/discussion of reading

R 10/18 1^st E: Earl Shorris "On the Uses of a Liberal Education: As a Weapon in the Hands of the Restless Poor" (h)
P & R: After you read the Shorris article, write a Reading Log to be handed in in class. / Class activity/discussion of reading

T 10/23 1^st E: Harriet Brown "Failing Grade: Standardized Testing May Be Doing More Harm Than Good" (h)
P & R: After you read the Brown article, write a Reading Log to be handed in in class. / Class activity/discussion of reading

R 10/25 - 1^st E: Patricia T. O'Conner "Saying Is Believing: How to Write What You Mean" (h), "Being Concise" (SMH 19b), "Voice: Active/passive" (SMH pages 224-226), "Choosing between active & passive voice" (SMH 23b), "Choosing strong verbs" (SMH 23a)
P & R: " as Long!" Diction Workshop I; Arrange to meet with your writing group outside of class to conduct a Peer Response session of proposal essay

T 10/30 1^st E: "Enriching Vocabulary" (SMH 26), "Considering Diction" (SMH 27)
P & R: Diction Workshop II; Proposal Essay due at beginning of class
 

Essay Structure: The Architecture of an Argument
R 11/1 1^st E: "Paragraphs" (SMH 6 & the blue box on p.131)
P & R: While note-taking as you read, write down the key concepts (with meanings) for introductory, body, and concluding paragraphs. / Class activity/discussion of readings

T 11/6 1^st E: "A Rough Plan" (SMH 3e)
P & R: Outline Workshop
 

Your Voice in the Academic Conversation: A Researched Assertion
R 11/8 1^st E: "Becoming a Researcher," "Conducting Research," & "Research Essays" (SMH 40, 41, 43)
P & R: Lecture and workshop on good research

T 11/13 1^st E: "Using Sources" (SMH 42), "Documentation" (CA 87-90, Refer to SMH 44 for specific questions about MLA Documentation Style)
P & R: Workshop on integration of sources and avoiding plagiarism; Full Sentence Outline and Annotated Works Cited due at beginning of class

R 11/15 1^st E: "Subject-Verb Agreement" (SMH 10), "Fragments" (SMH 16); "Apostrophes" (SMH 33), "Pronoun-Antecedent Agreement" (SMH 11)
P & R: Class activity (Conference of the National Council for the Teachers of English in Baltimore, MD)

T 11/20 P & R: Peer Evaluation of research essay (Bring a completed, typed draft to class or else you will be counted absent because you are not contributing to this learning exercise.)

R 11/22 Thanksgiving Recess, no classes
 

Literacy: Reading Actively and Critically
T 11/27 1^st E: Jacobs & Hjalmarsson "Literacy" from The Quotable Book Lover (h); 1^st pages of The Awakening & Moby Dick (hs)
P & R: After you read the "1^st pages" readings, write a Reading Log to be handed in in class. / Class activity/discussion of readings

R 11/29 - 1^st E: 1^st pages of The Things They Carried & Song of Solomon (hs)
P & R: After you read the "1^st pages" readings, write a Reading Log to be handed in in class. / Class activity/discussion of readings; Research Essay due at the beginning of class

T 12/4 1^st E: 1^st pages of Beloved & Paradise (hs)
P & R: After you read the "1^st pages" readings, write a Reading Log to be handed in in class. / Class activity/discussion of readings

R 12/6 1^st E: "Parallelism," "Varied Sentences," "Memorable Prose" (SMH 21, 22, 23)
P & R: Style Workshop

T 12/11 1^st E: Excerpts from Stephen King On Writing: A Memoir of the Craft
P & R: After you read the King excerpts, write a Reading Log to be handed in in class. / Class activity/discussion of reading

R 12/13 - P & R: Portfolio and Self-Reflective Essay due at beginning of class; Class discussion and presentation of portfolios

Final Exam: Close-reading Analysis Map Presentation and Paper due during final exam period (Tues, Dec 18, 8-10am)