When & Where: Name: Marnie Dresser

Section 01 9-9:50 MWF/Room 204 Phone: 647-6186

Section 02 1-1:50 MWF/Room 204 My Office: 413 Melvill Hall Section 03 9-10:15 TuTh/Room 206 √ Email: mdresser@uwc.edu

Office Hours: M&W 2-3 and Tu&Th 1-2 and by appointment virtually any other time I’m on campus.

Course: The timetable describes English 102 as "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." That’s the official description. The unofficial description, from my perspective, would go like this: “A chance to learn argumentation and research skills that will help in other college classes and in any other situation where you want other people to respect your point of view.”

Keep in mind that you must earn a C or higher in order for ENG 102 to count toward the Associates Degree.

Proficiencies: The UW Colleges has selected the entire list of proficiencies below as those that must be demonstrated in order for a student to earn the Associates Degree. The English Department has designated which of those proficiencies must be taught in these courses: 101, 102, 203, 250, and 278. UW Colleges policy also allows professors to add appropriate proficiencies. Those chosen by the English Department for ENG 102 are marked with a a. The proficiencies I’ve added are marked with a r.

	Clear and logical thinking
a	Analyze, synthesize, evaluate and interpret information and ideas.
a	Construct and support hypotheses and arguments.
r	Distinguish knowledge, values, beliefs, and opinions.
	Select and apply scientific and other appropriate methodologies.
	Solve quantitative and mathematical problems.
	Interpret graphs, tables, and diagrams.
	Use statistics appropriately and accurately.
a	Integrate knowledge and experience to arrive at creative solutions.
	Evaluate situations of social responsibility.
	Make decisions based on an informed understanding of the moral and ethical issues involved.
r	Articulate accurately strengths and weaknesses of one's own work.
	Effective Communication
a	Read and listen with comprehension and critical perception.
r	Recognize fallacies and inconsistencies.
	Respond to the media actively and analytically.
a	Write clearly, precisely, and in a well organized manner.
r	Develop a large and varied vocabulary.
	Recognize and use a variety of written communication forms and styles.
	Transmit information effectively through skillful speech delivery.
r	Respond orally to questions and challenges.
r	Work collaboratively as part of a team.
r	Understand and communicate with people different from themselves.
a	Gather information from printed sources, electronic sources, and observation.
r	Use computer technologies for communication and problem solving.
r	Learn independently, stimulating and satisfying intellectual curiosity.
	Aesthetic response
r	Employ and expand the imagination.
r	Engage in creative expression.
r	Respond to the natural world and creative expression with knowledge and sensitivity.
	Life After Graduation*
r	Attend class and complete assignments responsibly, to prepare for the world of work.
r	Demonstrate improvement over the course of the semester, as practice for the habit of lifelong learning.
r	Articulate the relevance of course to experiences outside academia.
r	Discover the secret all teachers know—you learn best by teaching.
	Revise with the goal of publication.
	*Note: I added the entire category, “Life After Graduation.”

Texts: There are three required textbooks for this course. The first two are available from textbook rental: Making Literature Matter, ed. Schilb & Clifford; and Keys for Writers, ed. Raimes. We’ll be reading sections of Moo, by Jane Smiley—you should have that book already (talk to me if you don’t). Other required texts include all class handouts and our class web page, including certain sites on the world-wide-web. I strongly recommend that you buy Random House Webster's College Dictionary (hardcover), from the bookstore or elsewhere--a small, paperback dictionary is handy for proofreading, but it will not suffice for the vocabulary work you'll need to do this semester. (Consider buying a big dictionary together and sharing?)

Procedures and Assignments We will have two class modes this semester: traditional, which means everyone will be in the same place at the same time with the same responsibilities; and then (late in the semester) individualized, which means everyone will have the same responsibilities, but will meet them at different times (by a certain deadline) and in different places. When we’re in traditional mode, we’ll meet to discuss the reading assignment for the day, go over writing exercises finished outside of class, and work on writing exercises in class. When we’re in individualized mode, each student will meet with me for a series of one-on-one conferences about the last essay assignment, as well as working on revisions, and conducting peer editing, and preparing for the final.

When we’re in traditional mode (which we will be, until the last four weeks of the semester), you’re required to participate in class activities in two ways. You will need to bring a completed reading response with you to class if one was assigned—I’ll typically check them at the door (come to class late and you won’t get credit for this) and you’ll need to participate in exercises during class (be present, awake, and cooperative for these points). You’re certainly welcome to turn reading responses in early, if you have a good reason for missing class—otherwise you’re limited to the extra credit points described below. You must be in-class to earn in-class exercise points. I plan to be strict about this, but I’m also offering limited extra credit points.

Description of Reading Responses: They’ll be a little different each time, but in general, a reading response should include a brief summary of what you were assigned to read, as well as a more creative or adventurous or thorough response. I’ll typically assign these at least one class period ahead of time, but sometimes the assignment will be “Read ____ and be ready for anything when you get to class.” Be prepared to share your reading responses with the class.

Description of In-Class Exercises: These will be diverse! Sometimes we’ll do writing exercises that students have found useful in the past. Sometimes we’ll work on-line. Sometimes we’ll do creativity-enhancing exercises that students have found useful. Sometimes we’ll watch videos. If you’re writing in class, be prepared to share what you’re writing. We’ll work on documentation, grammar, logic….

Major Assignments: You are required to turn in six major assignments, some details below. The first major assignment is a pre-test, which you will be taking the second week of class. The sixth major assignment is our final exam--a post-test, similar to the pre-test. Other major assignments are Essays #1-4.

What is required for each essay assignment: Turning in a topic proposal and then a suitable rough draft ON TIME, meeting in small groups to do peer editing, turning in a final draft ON TIME, writing a self-assessment, xeroxing or printing all secondary sources, as well as demonstrating the criteria described in gradesheets. For Essay #4, the peer editing will be done on-line, and you’ll be required to meet with me at least once for a one-on-one conference to go over your rough draft. All these things affect your grade on essay assignments.

A full description of essay assignments will be handed out the first week of class, but on the next page you will find a table with assignment types, point totals, and deadlines.

Grades Your final grade will consist of the number of points you have earned divided by the total number of possible points. I will keep track of grades in an Excel spreadsheet and on the Blackboard gradebook; you are responsible for double-checking my data entry as well as keeping track of your own grade as the semester goes on.

Assignment	Type	Word Count	Points		Deadlines
In-Class Exercises	(varies)	(n/a)	3 ea. for a total of 90		Typically these are DAILY.
Reading Responses	(varies)	(n/a)	3 ea. for a total of 60		Typically once or twice a week.
Pre-Test	Multiple Choice + Essay Question	(n/a)	40		Th 9/12
Essay #1	Analysis	500	50		RD Tu 9/24 FD Tu 10/1
Essay #2	Argument/Research	1000	100		RD Tu 10/15 FD Tu 10/22
Revision of Pre-Test	Narrative explanations of corrections. NOTE: this is an optional assignment.		(Will replace earlier grade)		Due no later than Th 10/17.
Essay #3	Argument/Research	1250	120		RD Tu 11/12 FD Tu 11/19
Essay #4	Argument/Research	1500	200		RD Tu 12/3 FD Tu 12/10
Extra Credit Points	Informal & brief writing	N/a		(Up to 12)	Accepted until beginning of final.
Post-Test	Multiple Choice + Essay Question	(n/a)	40		FINAL M 12/16 10:15-12:15
TOTALS			700

Grading Scale:

Grade	%	Points	Grade	%	Points	Grade	%	Points
A+	100%	700	B+	88-91	616-643	C+	78-81	546-573
A	95-99	665-699	B	85-87	595-615	C	75-77	525-545
A-	92-94	644-664	B-	82-84	574-594

Grade	%	Points	PLEASE NOTE! C-, D+, D, D-, and F all mean you will have to take ENG 102 again in order to count it toward the UW Colleges Associates Degree.
C-	72-74	504-524
D+	68-71	476-503
D	65-67	455-475
D-	62-64	434-454
F	0-61	0-433

Attendance, Participation, Late Work, and Weather: I expect you to attend class and turn in required work on scheduled days—if there are class-wide changes to be made on the schedule, I will announce those as soon as possible. I will extend deadlines/accept work late/reschedule deadlines for major assignments ONLY if the both the following criteria are met:

· You miss class or are unable to turn in required work because of verifiable, unavoidable circumstances--circumstances which could not be anticipated, prepared for, or worked around. Examples might be the illness of you or someone you care for, car trouble, ice storm, field trip….These examples are only relevant if you also meet the following criteria:

· You have established yourself as a generally reliable student previous to your missed class/late assignment by attending class regularly, being prepared for class discussions, turning work in on time and showing up for scheduled conferences, etc.

gIf you miss fail to turn work in a major assignment on time, and you have not met the two previous criteria, the grade on the particular assignment will drop by 5% each business day it is late (M-F excluding holidays). g Assignments are due at the VERY beginning of class. Ask students who have had classes with me in the past; I'm very picky about this. gI take attendance and take note of participation in order to determine if you’ve met the second criteria listed above. gNote: UW Colleges policy governs how we accommodate religious observation and final exam over-bookings—see the catalogue or me for details.

Academic and Non-Academic Misconduct can affect your grade, your permanent student record, even your ability to continue as a student. These are serious consequences, clearly explained in a publication called Student Rights and Responsibilities available from Student Services. Plagiarism and other forms of cheating are considered academic misconduct, and interfering with other students’ ability to learn is considered non-academic misconduct.

Schedule: The following is my best estimation of how the course will proceed. I reserve the right to change the schedule to meet the needs of the class, but I will announce changes as soon as possible.

Week	Day/Date	Note	Mode	Reading	Book	Room #
1	TU 9/3		T	Introductions & Review