Prerequisites

C or better (and no R) in ENG 101 or appropriate test scores

Required Materials

· Andrea Lunsford & Robert Connors, The New St. Martin's Handbook (rental; SMH on syllabus)

· Joseph Gibaldi, The MLA Handbook for Writers of Research Papers (rental; MLA on syllabus)

· Osha Gray Davidson, Broken Heartland: The Rise of America's Rural Ghetto (1996 edition only; for sale in the Business Office; BH on syllabus)

· A good dictionary (for sale in Business Office, if you don't have or can't borrow one for the semester)

· A large, three-ring notebook & plenty of paper (Keep all notes, assignments, drafts, and essays in this notebook, and bring it to every class.)

· 3½ floppy disk and knowledge of how to use your share folder on the campus network (All essays should be saved on this disk using MS Word or a program/file-type compatible with MS Word. When you bring the disk to class, make sure your file is readable on our computers, or make sure you can access your documents in your share folder.)

· "Open-mindedness, self-discipline (autonomy), tolerance for ambiguity, and reflectiveness"[1] J

Course Description

The work of English 102 will primarily be writing that presents information and ideas effectively, with attention to the essay and techniques of documentation. Students should become proficient in the following goals and skills by the end of the course:

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.

7. apply key course concepts (organization, argument, clarity, formality, conciseness, grammatical correctness, research, and documentation) to your writings and use them to evaluate your own and others' writings.

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 bringing your materials (including your writings), discussing, giving feedback, and supporting each other's learning.

Absences and Late Policies
To state the obvious, you must be present to participate in class. I expect you to attend class every day and to be on time, prepared, and attentive. Except under the extraordinary circumstances for which I excuse the absence, missing the equivalent of three weeks of class will result in a failing grade for the course. You are responsible for all assignments whether you attend class or not. If you do miss a class or part of a class, you should get missed assignments, notes, announcements, 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?” (Every class is important.) In-class exercises are cumulative learning moments that build on each other. By the end of each exercise or workshop, you will have added some writing, reading, and/or researching skills to your repertoire. If you miss the workshop, you should make sure your study partner fills you in, and you should do the exercise on your own, with me, or with the Writing Tutors in Meggers 124. Some assignments, however, assess preparedness for that particular class period, so they cannot be submitted late. (See the Grade Breakdown below for details.) If you miss the class in which an essay is due and you can’t get it to me through someone else by the time class begins, you should turn it in immediately because late papers will be reduced according to the following scale:

after class, but the same day it's due

next calendar day

every day after that

1/3 of a letter grade (A to A-)

2/3 of a letter grade (A to B+)

1 letter grade per day (A to B)

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.

Grades

UW Colleges' policy stipulates that you must receive a C or better to pass this class. Additionally, all assignments must be completed to receive a passing grade for the course. Your course grade will be determined in the following way:

10% Class Participation (see class participation rubric)

10% Various Daily Reading/Writing/Research Activities (submitted only during assigned class period, no exceptions)

5% Draft due dates and peer response activities (see drafts and peer response rubrics)

10% Summary Analysis Essay (see essay rubric)

7% Annotated Works Cited (see essay rubric)

15% Research Review Essay (see essay rubric)

15% Local Issue Essay Proposal (see essay rubric)

20% Local Issue Essay (see essay rubric)

8% Final Exam

Plagiarism & Scholastic Conduct

As a student in the University of Wisconsin system, you are part of an academic community and therefore expected to behave in a manner that is respectful of that community, in part by not engaging in academic misconduct. According to the Student Rights and Regulations Handbook, 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” (emphasis added). The consequences for such misconduct are serious. Refer to the Handbook for details by going to http://www.uwc.edu/student_se/student_R&R.pdf (“Student Academic Disciplinary Procedures,” section UWS 14). I take this offense very seriously, as should you.

Assessment

The UW Colleges-wide assessment program was established to enhance the quality and effectiveness of the curriculum, programs, and services of the institution. The institution-wide assessment activities focus on analytical, quantitative, and communication skills because they are of primary importance in the general education of our students. This semester, students in some composition courses will be assessed on communication skills, specifically the ability to communicate clearly, precisely, and in a well-organized manner. Each department also conducts assessment activities that address discipline-specific learning goals. This year, the English Department is focusing on what students learn in literature courses, specifically the skills of reading with complexity and for multiple meanings. (Last year, the department assessed composition courses, and those who aren't teaching literature will be re-assessing their composition courses this year.) These results will not affect your grades in the course except insofar as analytical and writing skills are a part of your assignments. Your institutional assessment rating will be linked to your name solely for the UW Colleges' analyses of student learning over time. Your personal assessment ratings, however, will be strictly confidential and again irrelevant to your course grade.

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. (Be aware, though, that when I’m in my office, I’m working, so while I enjoy social or "extracurricular" visits, please keep them brief. J Otherwise, I will fall into a pattern of waking up at 3am, just to get my work done. I would prefer not to do that!) 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 your grade, 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. If you want extra help on your essays, UW-BC 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.uwc.edu/uwc/depts/english/UW-BC/engdept.htm, where you will also find other helpful information related to this class ("Tutoring Services” and "Online Writing Resources”).

Study Partners & Writing Groups

Early in the semester, we will set up writing groups and 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 names, phone numbers, and e-mail addresses of your groupmates below:

Names

Phone Numbers

Email Addresses

Understanding the Learning Process & Our Syllabus: Pre-Class Exposure, Process, and Response

Barbara Walvoord (Fellow of the Institute for Educational Initiatives and professor of English at the University of Notre Dame) describes first exposure, process, and response as the three stages of the learning process. First exposure occurs when a student has initial contact with new information, concepts, skills, etc. To maximize class time and time spent with other learners and the professor, first exposure should happen out of class as much as possible. (For clarity, I call it pre-class exposure.) Processing (P) occurs when the student applies, analyzes, critiques, contrasts, synthesizes, argues, etc, the material from pre-class exposure. This stage can take place in both in- and out-of-class activities. Finally, response (R) is when the professor or a peer responds to the results or products of processing. Anything on this syllabus listed under Pre-Class Exposure (PC-E) should be completed before coming to class on that assigned day, and anything under P & R is what is scheduled for the classroom on that day, unless otherwise indicated.

Syllabus

Introductions

1-24

Introductions to the course

1-26

Pre-Class Exposure: Read all handouts distributed on Monday (and always read handouts before the next class period, unless otherwise specified). Read SMH 1 and MLA 1.1 & 1.2[2] as an introduction to research papers and how writing classes work.

Process & Response: Introductions to your classmates, professor, and Broken Heartland. Start reading together in class.

1-28

P-CE: Read "Learning from Your Surface Errors" (SMH I-12 to I-27 [peach pages in front of book]). As you read, note which surface errors you need to work on, which you may know from comments by previous teachers/professors or because the error was new to you. You may skip errors 6, 7, 13, & 19. Also read “Parts of Speech and Parts of a Sentence” (SMH 7a, 7b1-3, 7b6-7, 7c [don't worry about memorizing the different types of phrases and clauses], 7d1).

P&R: Get assigned to your writing group and BH chapter for Summary Analysis Essay. Workshop on surface errors homework. Quiz on course policies, syllabus, and other introductory course handouts.

Unit One: Reading with Understanding, Writing for an Audience

1-31	P-CE: Read BH chapter one. P&R: Close reading and analysis of BH chapter one
2-2	P-CE: Reread BH chapter one using assigned questions, and begin reading your assigned chapter. P&R: Continued discussion of BH chapter one
2-4	P-CE: Finish reading your assigned chapter from BH. continued on next page P&R: Close reading and analysis of your BH chapter with your writing group.
2-7	P-CE: Read "Paragraphs" (SMH 6 [note the box on pp.114-5]) and Prewriting and Drafting (SMH 2-3). P&R: Paragraphing workshop and introduction to Summary Analysis Essay
2-9	P-CE: Read SMH3e and outline on SMH pages 541-543 P&R: Outline workshop using BH chapter one.
2-11	P-CE: Make an outline of your Summary Analysis Essay, and bring it to class. Read about how to format your essays (MLA 4.1–4.6). P&R: Draft in computer classroom using your outline and stick figure handout (½ class). The 11am class will meet in Ritz 706, and the 1pm class in SC 400. If you don’t finish your first draft in class, finish it after class, and then thoroughly revise it at least once before the 18^th.
2-14	P&R: Draft in computer classroom using your outline and stick figure handout (other ½ class). The 11am class will meet in Ritz 706, and the 1pm class in SC 400. If you don’t finish your first draft in class, finish it after class, and then thoroughly revise it at least once before the 18^th.
2-16	P-CE: Gather at least two different local newspapers from your community and bring them to class. P&R: Thinking locally workshop
2-18	P-CE: Read "Revising and Editing" (SMH 4) and bring a printout of your completed draft of Summary Analysis Essay to class. P&R: Editing workshop: group peer review of Summary Analysis Essay

Unit Two: Research Strategies and Reflecting Upon Research

2-21	P-CE: Complete final revision of Summary Analysis Essay, and bring two copies—one for Dr. Chick, one for class packet. P&R: Summary Analysis Essay due at the beginning of class. Introduction to Research Review Essay
2-23	P-CE: Read “Conducting Research” (MLA 1.4, 1.5; skim SMH 41 [read where it goes into a little more depth with some of these research issues]). P&R: Research Lab and Assignments (The 11am class will meet in Ritz 706, and the 1pm class in SC 400.)
2-25	P-CE: Read “A Quick Guide to Commas” (h) and SMH 30a (©IE), 30b (©2IC), 30c & 30e (©NRC), 30d (©S), 30h (©Q). Make sure you have your graded Summary Analysis Essay in your notebook, and bring whatever you have drafted of Research Review Essay or your Annotated Works Cited (or a piece of writing from another class). Continue research for Annotated Works Cited and Research Review Essay. P&R: Review and Practice of Most Common Uses of the Comma
2-28	P-CE: Read SMH pp. 516-18, 523 and MLA 5.1 – 5.5, 6.1 – 6.3. Carefully look through 5.6–5.9 and 6.4, so you know where to find details about each type of entry, as well as the lists on pages 139-141 and 237. Bring to class a completed, polished Works Cited for your Annotated Works Cited, and bring hard copies of those sources, as well as at least one source for your Research Review Essay. Continue research for Research Review Essay. P&R: Workshop on MLA Documentation and Documenting Sources Correctly (The 11am class will meet in Ritz 706, and the 1pm class in SC 400.)
3-2	P-CE: Skim Broken Heartland chapters two and three, and read packet of essays on these chapters, using assigned question sheet. Continue research for Research Review Essay. P&R: Discuss Broken Heartland chapters two and three and student essays.
3-4	P-CE: Complete your Annotated Works Cited, and bring final revision to class. Continue research for Research Review Essay. P&R: Annotated Works Cited due at beginning of class. Workshop on patterns in Summary Analysis Essays. Fill out Writing Inventory Sheet, and plan for progress in next essay.
3-7	P-CE: Read "Evaluating Sources" (MLA 1.6; SMH 42a-b) and Punctuating Titles (MLA 3.6.2, 3.6.3). Bring to class Broken Heartland and hard copies of your sources for Research Review Essay. P&R: Workshop on evaluating sources
3-9	P-CE: Read about using quotes in writing (MLA 3.7.1, 3.7.2, 3.7.5, 3.7.6, 3.7.7; SMH 30h, 34, 42c1-2, 43d1-2). Bring to class hard copies of your sources for Research Review Essay. P&R: Workshop on quoting and citing
3-11	P-CE: Read SMH 31 and 35d. Find examples of semicolons and colons in Broken Heartland, and bring to class. Make an outline of your Research Review Essay. P&R: Workshop on semicolons and colons and Research Review Essay.
3-14	P-CE: Skim Broken Heartland chapters four and five, and read packet of essays on these chapters, using assigned question sheet. P&R: Discuss Broken Heartland chapters four and five and student essays.
3-16	P-CE: Revise your outline of Research Review Essay, and bring it to class. continued on next page P&R: Draft in computer classroom using your outline and stick figure handout (½ class). The 11am class will meet in Ritz 706, and the 1pm class in SC 400. If you don’t finish your first draft in class, finish it after class, and then thoroughly revise it at least twice before the 28^th.
3-18	P&R: Draft in computer classroom using your outline and stick figure handout (other ½ class). The 11am class will meet in Ritz 706, and the 1pm class in SC 400. If you don’t finish your first draft in class, finish it after class, and then thoroughly revise it at least twice before the 28^th.
March 21-25 is spring vacation—no classes! J
3-28	P-CE: Bring a printout of your completed, revised draft of Research Review Essay to class. P&R: Editing workshop: peer review of Research Review Essay

Unit Three: Investigating Local Issues

3-30	P-CE: Complete final revision of Research Review Essay, and bring to class. Read SMH 40 and 43 and MLA 1.3. P&R: Research Review Essay due at the beginning of class. Introduction to Local Issue Essay Proposal and workshop on entering the research conversation.
4-1	P-CE: Make an outline of your Local Issue Essay Proposal. P&R: Workshop on Local Issue Essay Proposal outlines.
4-4	P-CE: Read about writing academic arguments (handout and SMH 5f-5h, 29a, 29b1-2). P&R: Workshop on entering the conversation by writing academic arguments.
4-6	P-CE: Skim Broken Heartland chapters six and seven, and read packet of essays on these chapters, using assigned question sheet. P&R: Discuss Broken Heartland chapters six and seven and student essays.
4-8	P-CE: Bring a printout of your completed, revised draft of Local Issue Essay Proposal to class. P&R: Editing workshop: peer review of Local Issue Essay Proposal
4-11	P-CE: Revisit your Writing Inventory Sheet and your graded essays, and bring to class. P&R: Workshop on patterns in Research Review Essays. Fill out Writing Inventory Sheet, and plan for progress in next essay.
4-13	P-CE: Read BH chapter eight. P&R: Close reading and analysis of BH chapter eight.
4-15	P-CE: Complete final revision of Local Issue Essay Proposal, and bring to class. P&R: Local Issue Essay Proposal due at the beginning of class.
4-18	P-CE: Read SMH 5a-c, and draft an outline of your Local Issue Essay. P&R: Workshop on thesis statements, topic sentences, and coherence.
4-20	P-CE: Read BH coda. P&R: Close reading and analysis of BH coda.
4-22	P-CE: Read SMH 42c-e, MLA 2, and Minnick "Ideas as Property" (h). P&R: Workshop: How to Research and Write Responsibly and Avoid Plagiarism
4-25	P-CE: Revisit your Writing Inventory Sheet and your graded essays, and bring to class. P&R: Workshop on patterns in Local Issue Essay Proposals. Fill out Writing Inventory Sheet, and plan for progress in next essay.
4-27	P-CE: Read SMH 19b, 23a, pp.187-8, "voice" on p724, 23b, and 27a-c. P&R: "½ as Long!" Diction Workshop
4-29	P-CE: Read SMH 21. Bring all graded essays and current draft to class. P&R: Parallelism Workshop
5-2	P-CE: Read SMH 22. Bring all graded essays and current draft to class. P&R: Varying Sentences Workshop
5-4	P-CE: Read SMH 23. Bring all graded essays and current draft to class. P&R: Memorable Prose Workshop
5-6	P-CE: Read SMH 35a and 35c. Find examples of dashes and parentheses in Broken Heartland, and bring to class. P&R: Workshop on dashes and parentheses
5-9	P-CE: TBA P&R: Workshop TBA
5-11	P-CE: TBA P&R: Workshop TBA
Final Exam	P-CE: Complete final revision of Research Essay, and bring to class (Tues, May 17, 11am-1pm for 11am class; Fri, May 13, 2-4pm for 1pm class). P&R: Local Issue Essay due at the beginning of period. Final Exam.

[1]According to Grant Wiggins and Jay McTighe's Understanding by Design, these are the "attitudes and habits of mind" that are required for "the development of understanding" or true learning (171). They also quote John Dewey’s ideas on what it takes to learn: "Alertness, flexibility, curiosity are essentials; dogmatism, rigidity, prejudice…are fatal."

[2] These numbers and letters indicate the sections in your New St. Martin’s Handbook or MLA Handbook. If you look in your SMH, you’ll see these numbers/letters in a mustard-colored box on the top corner of the page, next to the page numbers. (For instance, SMH 1d-f appears on pages 12-17.) In your MLA book, the numbers are on the top outer corners. You should read these selections carefully and actively, taking notes (especially details about terms in bold and about the headings/subheadings), annotating the book with Post-It notes, and looking up words in the dictionary, before you come to class.