Contact Information
Office: 121 Meggers Hall
Office hours: TBA & by appointment
Email: nchick@uwc.edu
Phone: 234-8176, ext. 5425
Meeting Time & Place
9 - 9:50 (MWF) in SC 402B
12:30 - 1:45 (TTh) 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, available in UWBC bookstore
A large, three-ring notebook & plenty of paper
3½" floppy disk
Course Description
According to UWBC, 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, you will be expected 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 that writing
is a collaborative process, as is all language use. Thus, 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 weight of grades earned for your work.
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 will bring
the required materials and complete any assignments due for that particular
day. You should read the assignments listed on the syllabus before
class. To help you enter into class discussions, read the selections
twice, take notes, annotate your readings, and look up unfamiliar words
in the dictionary. In addition to writing excellent 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 selections
carefully, take notes in the margins or in a reading journal, and look
up unfamiliar words in the dictionary. You will write reading logs
in which, along with summaries of each essay noted on the syllabus, you
will write a paragraph exploring something of interest to be brought up
in class discussion — for instance, a significant quotation and your interpretation
of it and how it relates to the work as a whole, observations/interpretations/questions
about a detail, a challenge to the logic of an argument, how it relates
to another reading, or why you agree or disagree with the argument's assertion.
If class discussions lag too much and it appears that too many of you are
skimming and not taking good reading notes (or not reading at all), I reserve
the right to give reading quizzes that will weigh heavily on your grades.
I do not wish to institute such a procedure, though, so be good and active
readers!
Absences
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?" As a student, you assume responsibilities, including
regular and active class attendance. In class exercises are cumulative
learning moments that build on each other. By the end of each exercise
or workshop, you will have mastered some writing or reading skill. 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. You may miss up to three classes with no excuse
necessary. Missing any more classes than three (with or without an
excuse) will seriously affect your course grade. If, because of a
medical or family emergency, you must miss class, you should email me or
telephone me as soon as possible, leaving a message on my voice mail that
includes a phone number if I am not at my desk. If you miss a due
date on any assignment for any reason, you should turn in that assignment
the very next day (not the next class period) and expect your work to be
lowered by a single grade. Finally, I will not accept work more than
one day late for any reason.
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 want to be getting
higher grades, 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)
even when I am not on campus. If you want extra help on your essays,
UWBC now has writing tutors in the Learning Lab (Meggers 124), and the
UW Colleges English Department has an Online Writing Center. You
can find information about both at www.barron.uwc.edu/English/engdept.htm.
Study Partners
Early in the semester, we will set up study partnerships. Your
partners will be responsible for providing notes and handouts for you if
you are absent, for reviewing your papers critically when needed, and for
general support. List the name, phone number, and e-mail address for your
partner here: Name ________________________________ phone number
_______________________ email address ____________________________.
Just in case you and your partner are absent on the same day, you should
get a third partner as a backup. Name ________________________________________
phone number _________________________ email address _________________________________.
Computers & Composition
You must submit all work for this class, except in-class prewriting
exercises and drafts, 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. You will also need an email address
as soon as possible since I am consistently available via email, even on
most weekends and most nights.
Scholastic Conduct
As a student at the University of Wisconsin-Barron County, you are
part of an academic community and therefore expected to behave in a manner
that is respectful of that community, by not engaging in academic misconduct.
(1) Academic misconduct is an act in which a student: (a) seeks to claim
credit for the work or efforts of another without authorization or citation;
(b) uses unauthorized materials or fabricated data in any academic exercise;
(c) forges or falsifies academic documents or records; (d) intentionally
impedes or damages the academic work of others; (e)engages in conduct aimed
at making false representation of a student's academic performance; or
(f) assists other students in any of these acts. (2) Examples of
academic misconduct include, but are not limited to: cheating on an examination;
collaborating with others in work to be presented, contrary to the stated
rules of the course; 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; submitting
a paper or assignment that contains ideas or research of other without
appropriately identifying the sources of those ideas; stealing examinations
or course materials; submitting, if contrary to the rules of a course,
work previously presented in another course; tampering with the laboratory
experiment or computer program of another student; knowingly and intentionally
assisting another student in any of the above, including assistance in
an arrangement whereby any work, classroom performance, examination or
other activity is submitted or performed by a person other than the student
under whose name the work is submitted or performed.
Essays
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. Since writing is a process with necessary steps along the
way, I will not grade any papers that are turned in without these materials
that document this process.
Your course grade will be determined in the following way:
15% Reading Logs
10% Essay 1 (Argument)
10% Essay 2 (Argumentative Analysis)
15% Essay 3 (Single-work Analysis)
15% Essay 4 (Research)
15% Essay 5 (Literary Analysis)
10% Research Group Presentation
10% Class participation
F, 9/3 Introductions
M, 9/6 Labor Day, no classes
W, 9/8 How to Study for English 102, "Learning from Your Surface
Errors" (SMH I-11 to I-27 [blue pages in front]), "Commas" (SMH 29)
F, 9/10 "Reading and Analyzing Assignments" (CA 1-27),
"Recognizing ethical fallacies, Appealing to logic, Appealing to emotion"
(SMH 5d4, 5e, 5f), "Errors in Logic" (h)
Why Are We Here?
M, 9/13 John Henry Newman "The Idea of a University" (h); Reading
log due
W, 9/15 Jacob Neusner "The Speech the Graduates Didn't Hear"
(h); Barrett Seaman "What Makes a Good College" (h); Reading logs due
F, 9/17 Mark Edmundson "On the Uses of a Liberal Education: As Lite
Entertainment for Bored College Students" (h); Reading log due
M, 9/20 Earl Shorris "On the Uses of a Liberal Education: As
a Weapon in the Hands of the Restless Poor" (h); Reading log due
W, 9/22 Jane Tompkins "Postcards from the Edge" (h); Reading log
due
F, 9/24 Writing Workshop: "Developing Essays" (CA
47-51), "Analyzing essay examination questions" (SMH 46b), "Analyzing academic
assignments & expectations [in different disciplines]" (SMH 45a; skim
the rest of the chapter to see if any discussions apply to your other classes
or your field of study), "Deciding to write, Understanding writing assignments,
Deciding on purposes" (SMH 2a, 2b, 2c)
M, 9/27 Writing Workshop: "Writing with a Computer" (SMH 48),
"Preparing Your Manuscript" (SMH 49), "Documentation" (CA 86-90, Refer
to SMH 43 for specific questions about MLA Documentation Style), "Using
Sources" (SMH 41c), "Interpreting sources" (SMH 41e)
W, 9/29 Drafting Day (in Ritzinger 706)
F, 10/1 Peer Evaluation (for Peer Evaluation days, you must bring
a completed, typed draft or you will not be able to attend class and you
will be counted absent), "Revising, Editing" (SMH 4)
A Picture is Worth a Thousand Words
M, 10/4 "Persuasion in Diverse Genres" (CA 27-46); Benjamin Franklin
"Join, or Die" (CA 94), Sartain's Union Magazine of Lit & Art "Liberty
Introducing the Arts to America" (CA 160), "Paragraphs" (SMH 6 & blue
box on p.135); Reading logs due; Essay One due
W, 10/6 "Enlist: On Which Side of the Window are YOU?" (CA 227), "Fame
Instead of Shame" (CA 229), "Focusing on your audience" (SMH 2e), "Recognizing
& Using Argument" (SMH 5a-5d) "Considering Others: Building Common
Ground" (SMH 28), "Choosing the appropriate register" (SMH 27e), "Balancing
general and specific diction" (SMH 27c); Reading logs due
F, 10/8 "Deliver Us from Evil" (CA 445), Edward T. Adams
"Saigon Execution" (CA 449), Huynh Cong "Nick" Ut "The Terror of War" (CA
451), "Exploring, Planning, Drafting" (SMH 3); Reading logs due
M, 10/11 Drafting Day (in Ritzinger 706)
W, 10/13 Peer Evaluation (bring completed typed draft), "Writing
and Research" (CA 51-69)
Research Unit on American Identity
F, 10/15 "Identities" (CA 91-94), "American Dreams" (CA 147-51),
"Images of Gender and Family" (CA 219-24), "Work and Play" (CA 295-99),
"Justice and Civil Liberties" (CA 359-64), "War and the Enemy" (CA 431-35),
"Frontiers" (CA 477-81); Essay Two due
M, 10/18 Hector St. John de Crevecoeur "What is an American?"
(h), Joseph Keppler The U.S. Hotel Badly Needs a Bouncer (CA 102); Reading
logs due
W, 10/20 Frederick Douglass "Independence Day Speech at Rochester"
(CA 382), Eudora Welty Dolls (CA 399); Reading logs due
F, 10/22 Luther Standing Bear "What the Indian Means to
America" (CA 106), Police Gazette "Indian Treachery and Bloodshed" (CA
502); Reading logs due
M, 10/25 Charlotte Perkins Gilman "Women and Economics" (CA 305),
Susan B. Anthony "Women's Right to Vote" (CA 387), unknown artist Keep
Within Compass (CA 224); Reading logs due
W, 10/27 Jacob A. Riis from How the Other Half Lives (h), Margaret
Bourke-White There's No Way Like the American Way (CA 184); Reading
logs due
F, 10/29 Group Division & Organization/Explanation of Task, Introduction
to research techniques (CA 69-86); Essay Three due
M, 11/1 Group Conferences/Work Day
W, 11/3 Video: Anthem
F, 11/5 Video: Anthem
M, 11/8 Video: Anthem
W, 11/10 Discussion of Anthem; Reading log due
F, 11/12 Group Conferences/Work Day
M, 11/15 "Incorporating source materials" (SMH 42d), "Quotation
Marks" (SMH 29h, 33); Review documentation (CA 86-90)
W, 11/17 "Being Concise" (SMH 19b), "Choosing between active
& passive voice" (SMH 23b), "Choosing strong verbs" (SMH 23a)
F, 11/19 Group Presentations
M, 11/22 Group Presentations
W, 11/24 Drafting Day (in Ritzinger 706)
F, 11/26 No classes, Thanksgiving Break
M, 11/29 Peer Evaluation (bring completed typed draft)
W, 12/1 "Varied Sentences," "Parallelism," "Memorable Prose"
(SMH 21, 22, 23); Essay Four due
Literary Studies
F, 12/3 Robert Frost "The Gift Outright" (h), Louise Erdrich
"Dear John Wayne" (CA 535); Reading logs due
M, 12/6 Langston Hughes "Let America Be America Again" (CA 181),
Donna Langston "My, My, My, What We Got Today in the Food Bank Line" (h);
Reading
logs due
W, 12/8 Kate Chopin "The Story of an Hour" (h); Reading log due
F, 12/10 Peer Evaluation
M, 12/13 Final Day of Class, Final Exam Review
Final Essay due TBA