University of
Wisconsin-Marathon County
English 102 Section 7 Dr.
Holly Hassel
Composition II Office:
340
Room: 090 261-6265
(o)
Fall 2002 hhassel@uwc.edu
Office
Hours: MWF 12-1, 2-3 TR 1-2:30
Objective/Aim and Scope
The work of English 102 will primarily
be writing that presents information and ideas effectively, with attention to
the essay and techniques of documentation.
Some goals we will work toward this semester include the following:
Some
points to remember about writing courses:
developing skill in writing is an ongoing project, one developed through
practice, patience, and time. Through portfolios, group-work, discussions,
readings, and lots and lots of writing, we will work hard to attain greater
proficiency and fluency in writing.
Materials
Lunsford,
Andrea, John Ruszkiewicz, and Keith Walter. Everything’s an Argument.
Lunsford,
Andrea and Robert Connors. The New St. Martin’s Handbook.
One notebook
for your writer’s journal
$10-12 set
aside for copies throughout the semester for peer workshops
Five
two-pocket folders for your paper portfolios
Requirements
Four Formal Essays: 15% each (60% total) Four
essays of between 3-6 pages in length. Each essay will contribute toward the
overall course objectives. The final essay will be written and graded
collaboratively. Detailed descriptions of each project will follow.
Writer’s Journal: 25% Your
writer’s journal will be kept in a bound notebook and will consist of almost
daily entries. It is a place for you to document informally your
thinking about the reading and writing of the course. Most days I will have a specific assignment
(responding to readings, describing your writing process, generating ideas for
an essay). Each entry should be one page
unless otherwise specified.
Citizenship: 15% Citizenship is something like
participation but entails a bit more; it means being a good student: arriving
to class on time and prepared, participating in large and small group
discussions actively, attentively, and effectively, refraining from distracting
or obnoxious behavior in class, bringing copies on workshop days, and
consistently engaging and investing in the work of the course and in one’s own
development as a writer, reader, and thinker.
This letter grade will be assigned based on how active you have been in
class (active meaning making an informed comment during discussions, being
consistently prepared for the day’s activities, etc.). A-level will indicate almost constant
involvement, B-level will indicate solid, frequent involvement, and C-level
will indicate minimal involvement. I
will expect an active commitment toward learning from each and every student in
the course; we will be working hard this semester, but it will be worth it!
Conferences: You are required to meet with me
once during the semester individually. Conferences will be held in my office
during week ten of the semester and will be scheduled the week prior. This will
be on opportunity to get individual feedback from me on the work you’ve done
over the semester, to ask questions, and to get suggestion for revision on the
current paper. This meeting will count as one day of class attendance.
Policies and Procedures
Grades:
Grades are
equal to the following percentages:
A+ 98-100
A 93-97
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F 59 and below
I reserve the
right to assign borderline grades as I deem appropriate.
A Note on Grades: An “A” grade is not a gift you get
at the end of the semester for always coming to class and participating and
completing your work on time. For that,
you earn a “C.” Beyond that, your work must be more than average—it must be
good to earn a “B” and excellent to earn an “A.” Please also remember that you are not your
grades—you are a person, not a letter.
Good people can get average grades and vice versa.
Attendance: Since many of the activities in this
class are interactive and occur during class, attendance is crucial. I do not
differentiate between excused and unexcused absences. Students should plan to
attend every class meeting. Students missing 20% of the course meetings, or
nine class meetings over the semester, will receive a failing grade. Further,
missing more than three class periods will result in a half-grade deduction
from your final grade for every absence beyond two.
Academic Dishonesty:
Academic dishonesty is also known as plagiarism. Plagiarism is the use
of another person’s language/words or ideas without proper citation. If you use
more than four words in a row from another source, you should put quotation
marks around them. If you borrow an idea from a published source, you need to
use parenthetical documentation to give proper credit to that source. Any
quote, paraphrase, or indirect quote must be cited appropriately. Please be
aware that I will not hesitate to check on sources that seem incorrectly documented.
The consequences of plagiarism are spelled out in the Student Rights and
Regulations handbook. For the purposes
of this course, deliberate misuse of language or ideas will result in, at the
least, failure of the assignment or paper, and possibly failure of the course
with referral of the student to a disciplinary committee for further action by
the university.
Policy on Late Work: I’m pretty good about accepting late
work. I ask that out of consideration you contact me 24 hours prior to the due
date of the work to let me know the mitigating circumstances preventing the
work from being in on time and to make arrangements and agreements for when the
work will be turned in. Late work may be downgraded.
Participation: All students are expected and required
to participate actively in class. Students who fail to come to class prepared
and/or misuse provided workshop time will be asked to leave and charged with an
absence.
Policy Policy:
Ideally, this
syllabus would cover every contingency of every possibility that might arise in
the course of the semester. Of course, reality dictates that
will not be the case. Thus, I reserve the right to make changes to this
syllabus as the need arises.
Philosophy:
This class operates under a workshop format, which values peer response
and reader feedback as key principles of generating good writing. You should be
prepared to participate fully in the revising and refining stages of the
writing process as a collaborative contributor to the work of your classmates.
Students with Disabilities: Students with physical disabilities
that will in any way affect their work in this course should let me know so
that I can work with you. Also, please
contact an advisor in Student Services to make arrangements for any necessary
special services.
Schedule
Week One
Wednesday September 4: syllabus
Introductions
Dear
Holly letter/writing autobiography
Friday September 6 Introduction to research
Read:
From the St Martin’s Handbook (SMH) “Becoming a Researcher”
435-443
I-Search
paper
Invention
Activity
Week Two
Monday
September 9 Read: SMH “Conducting Research” 444-475
Wednesday
September 11 Sample small group workshop: sample
I-Search
Friday September 13 Doing
research
Library visit
Week Three
Monday September 16 Read: SMH, “Using Sources”
476-498
Wednesday September 18: Small Group Workshop
Friday September 20 Defending a Belief Paper
Invention Activity
I-Search Paper Due
Week Four
Monday September 23 Read:
SMH “Writing a Research Essay” 499-515
Read
from Everything’s an Argument (EAA): “Everything is an Argument”
pp. 1-48
Wednesday September 25 Read: EAA “Lines of Argument” 47-88
Thesis
Statements
Friday
September 27 MLA
Documentation
Read: EAA
“Intellectual Property” 326-333, “Assessing and Using Sources,” 334-341,
“Documenting Sources,” 342-346.
Week Five
Monday
September 30 Read: EAA
“Structuring Arguments” 89-108 and “Arguments of Definition” 109-134
Writer’s
journal collected
Wednesday
October 2 Read: EAA
“Evaluations,” 135-160 and “Causal Arguments” 161-189
Friday October 4 Revision
Ideas
Week Six
Monday October 7 Small group
workshop
Wednesday October 9 Local Revision and Editing
Friday October 11 Round Table
Exchange
Week Seven
Monday October 14 Devil’s Advocate paper
Invention
Activity
Defending
a Belief Paper Due
Wednesday October 16 Read: EAA “What Counts as Evidence” 297-311
Friday October 18 Research Day
Week Eight
Monday October 21 Read:
EAA “Fallacies of Argument” 312-325
EAA:
“Time off, Time Out” 478-507
Wednesday October 23 Small Group Workshop
Friday October 25 Mini-Lessons:
Semicolons, colons, commas
MLA
Review
Week Nine
Monday
October 28 Read: EAA “Havin’
a Good Time or Just Chasing the Benjamins” 509-534
Wednesday October 30 Small Group Workshop
Friday November 1 Glossing and Interpretive
Paraphrasing
Week Ten:
Monday November 4: Read: EAA “Beliefs and Stances” 629-670
Writer’s
journals collected
Wednesday: No Class: Meet in my office (340) for
Conferences
Friday: No Class: Meet in my office (340)
for Conferences
Week Eleven
Monday November 11 Collaborative
Paper: Analyzing a subculture
What
is a subculture?
Devil’s
Advocate Paper Due
Wednesday November 13 Read: TBA
Friday November 15 Grammar and Mechanics Q and A
Week Twelve
Monday November 18 Read: TBA
Wednesday November 20 Group Work/Research
Friday November 22 Group Work/Research (Progress
Report Due)
Week Thirteen
Monday November 25 Read: TBA
Sample
Subculture Papers
Wednesday November 27 Sample Collaborative Paper workshop
Friday: No class, Thanksgiving Break
Week Fourteen
Monday December 2 Read: TBA
Wednesday December 4 Group Work: (Progress Report Due)
Friday December 6 Collaborative Paper Due
Writer’s
journals collected
Week Fifteen
Monday December 9: Collaborative paper presentations
Wednesday December 11: Collaborative paper presentations
Friday December 13: Collaborative paper presentations
Course Evaluations and Celebrations