Considering the Future

ENGLISH COMPOSITION 102-04 & 102-05
 MWF 8:00-8:50 & 3:00-3:50

FALL 2005 SYLLABUS

                                               

Instructor:  Alayne Peterson

Office: C-229   Office Phone: 920-929-3659

Email:  alpeters@uwc.edu 

Office Hours:  MWF 1:00-3:00PM and by appointment; also via email

 

COURSE OVERVIEW

You may be wondering how a book with forty year-old ideas can possibly help us understand the future, our future—when we are living in the future right now. It’s not the things that Alvin Toffler predicted, in his role as futurist, that we are interested in (though some have come true and some are still off in the realm of science fiction, and some are so fantastic they hadn’t even been thought of yet). Instead, we are going to use this book to examine the effects of the rate of change—how fast things happen.  The obsolescence of his data only proves his point about how rapidly our information is updated, and how we have to pick and choose which data we keep, and which data we dump.  We have so much to learn, and so little time to learn it all.

 

English 102 is a composition course that focuses on writing which presents information, ideas, analyses, and arguments. We will be learning about MLA documentation, and we will go through a process of drafting, peer review, and revision to achieve final products that are examples of acceptable college-level writing.

REQUIRED MATERIALS

☼     Dick, Philip K.  Do Androids Dream of Electric Sheep?

☼     Hacker, Diane.  Rules for Writers

☼     Schmidt, Stanley.  Which Way to the Future? Selected Essays from Analog

☼     Toffler, Alvin.  Future Shock 

☼     Trimmer, Joseph.  A Guide to MLA Documentation, Sixth Edition

☼     One folder for turning in completed essay assignments

☼     One folder for collecting all work for the end of term Portfolio

 

STRONGLY RECOMMENDED: A good dictionary and/or thesaurus

 

COURSE OBJECTIVES

This three-credit hour course is designed to help prepare you for the rest of your college writing career.  To that end, these are the objectives for this course:

1.     Develop the ability to formulate ideas and to write effective expository and argumentative prose.

2.     Develop the ability to use secondary print and electronic materials as sources for student essays.

3.     Develop the ability to use research and documentation techniques.

4.     Develop the ability to read and critically interpret professional and student writing.

 

To achieve the course objectives, you will be required to complete 4 formal essays, as well as participate in class discussion and peer review.  Generally, you can expect to have some sort of writing due almost every week.
 

*      BREAKDOWN of ASSIGNMENTS and POINTS AVAILABLE

Short Writings                                     ? points

Four Units:

1.     Personal/Interview                    40 points

2.     Review/Analysis of a film           50 points                       

3.     Comparison argument               70 points

4.     Researched Argument               100 points

       TOTAL POINTS AVAILABLE               +/- 300

 

*      PARTICIPATION

You should come to class prepared to discuss that day’s reading assignment. To that end, you should have three questions prepared to start the discussion. At the beginning of class, I will draw a name out of a hat, and it will be that person’s turn to start the discussion. If that person is not prepared, the student is docked 5 points and another name will be chosen.  Your active participation in class discussion is important; however, if you have difficulty speaking in front of people, please see me so that we can work out other arrangements.

*      PAPERS
There will be four formal papers for this class; three of the assignments are comprised of at least two elements: the rough draft for peer review, and the final draft.  Each paper is written in process, and for the last paper, you will be asked to do “extras” such as outlines and annotated bibliographies. These “extras” ARE part of the final grade you receive for the paper, though you may not receive points immediately for having completed them.  IF YOU ARE ABSENT ON THE DAY A PAPER IS DUE, YOU MUST HAVE A DOCTOR’S NOTE OR YOUR PAPER WILL BE MARKED DOWN.

COURSE EXPECTATIONS

*      ATTENDANCE/LATE POLICY

I take attendance every day during the first five minutes of class. Student participation is extremely important in a composition class, and therefore your presence is essential to the process.  Save your absences for real emergencies—illness, a death in the family, a religious holiday (if it’s not covered by the University calendar), sick children, unavailable childcare, etc. “I overslept” is not a valid excuse.**

 

IT IS YOUR RESPONSIBILITY TO MAKE UP WHAT YOU MISSED DURING CLASS.

You can contact me via email, stop by my office, or get the information from one of your classmates.  I would suggest that at the very least, you email me to let me know when you plan to be back.  You will notice that there are no points available for attendance; that is because I expect you to be here. 
If you miss:

6 or more classes = your final course grade will be adversely affected.

9 classes = AUTOMATIC FAILURE of the course EVEN IF YOU HAVE TURNED IN ALL OF YOUR WORK AND ARE PASSING AT THAT POINT.


**If you are chronically LATE to class, be advised that 3 lates = 1 absence.

 

*      PEER REVIEW
A portion of your final paper grade will be dependent upon your attendance at scheduled peer review sessions. You will not receive points for coming to class on those days, but points will be deducted if you skip.  UNLESS YOUR ABSENCE IS EXCUSED BY ME, your final paper grade will be ONE HALF GRADE LOWER if you miss peer review, or if you come to class without a draft.
For example, if your paper receives a B+ and you skipped peer review, your final paper grade will be a B-. Why?  Because if your writing is good enough to receive a B+ without review, this means that you could have helped a fellow student.

 

*      LATE PAPER POLICY
All writings are due at the beginning of class; anything turned in later is considered LATE, and will be docked accordingly.  Late Briefs/Proposals and/or Peer Review drafts will not be reviewed by your peers or by me; as a result, your essay grade may suffer for it.  If you show up on a Peer Review Day without a working draft, you will not be allowed to participate or receive points.  If you have an emergency, please contact me BEFORE class to make arrangements for other due dates.

¯      If you turn in a paper late (w/no explanation), you will be docked ½ a grade for each class period it is late.  (This means a B paper will receive a B- if turned in at the next class meeting and so on.)

¯      Papers late more than one week (5 working days) past the due date will not be accepted without a doctor’s note or other documentation.

¯      You must submit ALL essay assignments in order to pass the course.           For example, if you submit all but the final essay, you will FAIL the course for the semester.  Only the most extraordinary circumstances will merit other consideration.

*      A FEW WORDS ON PLAGIARISM

It’s fraud.  Don’t do it.  Using someone else’s work as your own without citation is always unethical; sometimes it’s even illegal.  It’s also unethical to let someone else use your work.  Don’t sell yourself short through academic dishonesty.  If you use any material that did not come from your own brain, you must cite the source of that information (unless it qualifies as common knowledge).  If you are unsure about your methods, ASK ME.  I am here to teach you how to write and how to properly document your sources; I am not here to be the Plagiarism Police.  If you receive a paper back with “NG” written on it, chances are you did not cite your sources properly.  Having said all of this, I am well aware of the proliferation of “Buy-a-Term-Paper” websites, and I encourage you in the strongest possible terms to avoid the temptation to gamble on my ignorance.

 

Academic dishonesty is a serious offense and may result in, among other things, your receiving a “0” for the entire assignment, as well as possible referral to the Dean. 

 

Please refer to your Student Handbook for the Colleges policy on Academic Honesty.


 

*      ACADEMIC ASSISTANCE

If you have questions, comments, concerns, etc., please call or stop by during my regular office hours; if these hours are not conducive to your schedule, I will try to schedule an appointment time that is mutually beneficial.  You may reach me via email on the days I am not on campus.

 

The Work Zone is open Monday-Friday, and will have tutors available to help you with your work at any stage. I strongly encourage you to make use of this resource, especially if you find that you are struggling.

 

You may also make use of the UW-Colleges online writing lab (O.W.L) for more help with your papers. You can find the OWL at http://waukesha.uwc.edu/academics/owl

 

 

Good luck, and try to enjoy yourself this semester! J

 

 

 

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 composition will be assessed on analytical skills, specifically the ability to interpret and synthesize information and ideas.

 

Each department also conducts assessment activities that address discipline-specific learning goals.  This year, the English Department is conducting a research project about how “peer review” is used and perceived by students.  As a part of this project, students may be asked to fill out a survey or complete one or more assignments pertaining to peer review.

 

English 102 Considering the Future

MWF Fall 2005

Reading Assignment Schedule


“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” -Alvin Toffler          

*FS = Future Shock
*AN = Analog
*RW = Rules for Writers

*SW = Short Writing Due

*DADoES = Do Androids Dream of Electric Sheep?

 

*Please refer to your writing workshop schedule for that day’s topic.

DATE

TOPIC

ASSIGNMENT

1M 9/5

NO CLASS—LABOR DAY

 

W 9/7

First day of class—Syllabus, calendar, books, etc.; Diagnostic

AN Introduction (11-14); Toffler bio sheet; Read FS Ch. 1

F 9/9

Discuss Minsky’s intro; FS Ch.1 (The 800th Lifetime)

Read FS Ch.2 and AN “The Old-Timer Effect” (123-127)

2M 9/12

Discuss Ch.2 (The Accelerative Thrust); WRITING WORKSHOP ONE

Read FS Ch. 3 & Ch. 4 (49-59)

W 9/14

Discuss Ch. 3 (The Pace of Life)  & 4 (Things: The Throw-Away Society);
SW

Read FS Ch.6 and AN “Time-Unbinding” (25-29) and “Bold and Timid Prophets” (75-80)

F 9/16

Paper One assigned; Discuss Ch. 6 and AN “Time-unbinding” (25-29) and “Bold and Timid Prophets”; if time, brainstorm possible interview questions

 RW (39-50); Begin drafting paper one (interview questions, etc.)

3M 9/19

WRITING WORKSHOP TWO

Read FS Ch.9

W 9/21

 Discuss FS Ch.9 (The Scientific Trajectory)

SW

Continue Ch.9; Begin Ch.10

F 9/23

Continue Ch.9; begin Ch.10 (The Experience Makers)

Finish Ch. 10

4M 9/26

PAPER ONE DUE; Discuss FS; Paper Two assigned; Discuss verboten films.

Read “Science Faction” handout; Choose your film from the list; view it & write a brief summary (300 words)

W 9/28

Discuss “Science Faction” article; WRITING WORKSHOP THREE: Writing a Review

Continue work on film summary and begin initial analysis; Bring Hacker to class —read pgs. 387-395

F 9/30

Turn in brief (1-2 pg) film summary/analysis (this will be your SW); Discuss searching for credible sources (mini workshop)

AN “On Being Human” (39-43) & “Primitive Machines” (95-100); RW (395-412)

5M 10/3

Discuss AN readings; WRITING WORKSHOP FOUR

Begin DADoES (Ch. 1-9)

W 10/5

 

DADoES (Ch.6-9)

F 10/7

NO CLASS—I will be in Madison

 

6M 10/10

 

Begin DADoES (Quiz on Ch 1-9);

DADoES (Ch.10-14)

W 10/12

PEER REVIEW of Paper Two; Continue DADoES

DADoES (Ch.15-19)

F 10/14

WRITING WORKSHOP FIVE; DADoES

 

7M 10/17

 PAPER TWO DUE; DADoES; Blade Runner

 

W 10/19

Blade Runner

Read Dick essay “Notes on Do Androids Dream of Electric Sheep?”

F 10/21

Blade Runner

 

8M 10/24

Blade Runner

Read “Androids as a Reflection on Personhood” for class discussion

W 10/26

Discuss Gwaltney handout

SW

See workshop schedule for reading assignment

F 10/28

WORKSHOP SIX

Read Hacker (370-74)

9M 10/31

WORKSHOP SEVEN: Conducting Library Research; Paper Four Assigned (research project)

 

W 11/2

LIBRARY INSTRUCTION DAY

Rough draft for Peer Review; begin library research for final paper

F 11/4

TBA

Read FS Ch. 15 & 16

10M 11/7
PEER REVIEW PAPER THREE

 

W 11/9

Discuss FS Ch.15 & 16 (The Physical Dimension & The Psychological Dimension); Stress worksheet

AN “Haste Makes Haste” (185-190); See workshop schedule for reading assignments

F 11/11

Continue FS/AN discussion

SW

Choose topic and begin outline; Read FS Ch. 17

11M 11/14

PAPER THREE DUE; discuss Paper Four

 

W 11/16

WORKSHOP EIGHT

 

F 11/18

WORKSHOP NINE FS Ch. 17

 

12M 11/21

Finish FS discussion; Sign up for conferences (if you miss class today, you will get whatever slots are leftover.)

IF YOU WERE ABSENT TODAY, YOU MUST CONTACT ME TO FIND OUT YOUR CONFERENCE TIME. FAILURE TO DO SO WILL NEGATIVELY IMPACT YOUR GRADE.

W 11/23

Preliminary OUTLINE due

ANNOTATED BIBLIOGRAPHY DUE when you come in for your conference

F 11/25

NO CLASS—THANKSGIVING BREAK

 

13M 11/28

CONFERENCES in my office

 

W 11/30

CONFERENCES

 

F 12/2

CONFERENCES

 

14M 12/5

CONFERENCES

 

W 12/7

CONFERENCES

 

F 12/9

WORKSHOP TEN: DOCUMENT DESIGN

 

15M 12/12

PEER REVIEW OF FINAL PAPER

FS Ch. 18 and AN “I/O” (239-243) and “Relevance” (251-255)

W 12/14

FS/AN discussion

 

F 12/16

LAST DAY OF CLASS

 

PAPER 4 WILL BE DUE DURING OUR SCHEDULED EXAM TIME:

ENG 102-04: Monday, December 19th @ 9:00 am

ENG 102-05:  Wednesday, December 21 at 2:00pm