January 2005
English 102 Students:
Welcome to the academic community! Our focus in this course is to guide you more smoothly into active membership in that community. We will study research methods, writing tactics, and critical reading strategies. All of these will help you to be more successful in the university and beyond.
What is the academic community? It includes your other courses, their students and professors, the journals which are relevant to your field, and all of those engaged in research and discussion in your area. Why would you want to become more active in this arena? As a future member of a particular disciplinary community, you will have many ideas to contribute, ideas that will help other people to understand concepts better, persuade them to see yet another perspective on an issue, or clarify a point of contention. It will not be enough, however, to simply write out your ideas as you would an e-mail to your friends. You know that. However, you do not yet know all of the techniques that various disciplines use to communicate in a professional and clear manner. Our purpose in this course is to prepare you to effectively communicate your ideas in a written form. That way when you advance in your discipline and have ideas you want to share, others will read what you have to say with full understanding and with respect for your thoughts.
I began to feel like a member of the academic community in college when I encountered professors and fellow students who expressed genuine interest in what I had to say. I remember in a Spanish conversation class, Professor Bill Katra sat across from me in a circle and asked what we thought of the situation unfolding then in the former Soviet Union; I stumbled to express my thoughts in Spanish, but he waited patiently with a look of intent interest on his face. My classmates listened too and then responded to what I had to say. My viewpoint on that subject had been formed through my participation in other relevant classes on world history, politics, and government structures. I brought all of these experiences together and had something valid to share. The communications skills my English classes had honed gave me the ability to share my thoughts in a logical, coherent way—regardless of the language in which I spoke or wrote. Experiences like that Spanish conversation class were a thrill for me and I know many similar experiences await you in your college career. English 102 is designed to help you make the most of those opportunities to share your ideas and knowledge.
The syllabus that follows is a description of how the course will be run, what will be expected of you, what assistance I will provide, and how your work will be assessed. It is perhaps the most important document you will receive from me. It shows you how to succeed in the course. The schedule lays out what we will be doing in class each day and allows you to look ahead to see when projects (big and small) are due. My classes tend to follow the schedule closely; I will let you know of any changes that might be necessary as soon as possible. Please read both documents carefully and let me know of any questions that you have. Again, welcome to the academic community! May your future experiences in that community be as fulfilling as mine have been and continue to be.
English
102 – Section 4 (3 cr.) TR
Dr. Stolpa L-117 735-4332 jstolpa@uwc.edu
Required Texts:
MLA Handbook for Writers of Research Papers (6th edition) – Joseph Gibaldi
The Diagnosis – Alan Lightman
Most course readings will be accessible through library databases and on reserve in the library.
Students must have access to a good college-level dictionary and thesaurus.
Course description and purposes:
English 102 is “a rhetoric course that focuses on writing which presents information, ideas, and arguments, with attention to the essay and techniques of documentation. Emphasis will be on academic writing which is applicable across the curriculum” (UW Colleges Catalog 61).
This class will provide you with experience in particular skill areas:
1. Critically
reading others’ writing
2. Developing
ideas fully
3. Seeing
multiple perspectives to an argument
4. Practicing
research and documentation techniques
5. Writing
argumentative essays
6. Revising
your own and others’ writing
(Paraphrase of UWC English Department standards)
Assessment:
A 94-100% Article Analysis 10%
A- 92-93% Exploration Essay 10%
B+ 90-91% Survey of Literature 15%
B 86-89% Position Paper 15%
B- 84-85% Literary Analysis 10%
C+ 82-83% Preparation of Articles 10%
C 78-81% Assignments/Drafts 10%
C- 76-77% Attendance/Participation 10%
D+ 74-75% Final Exam 10%
D 70-73%
D- 68-69% Remember, you must earn a grade of C or better
F 67% and below to fulfill the English 102 requirements for the AAS Degree.
Attendance and Participation:
Attendance is required and is necessary for your successful completion of this course. Notify me as soon as possible if an emergency arises that prevents your attendance. Work due on the date of an excused absence may be turned in for full credit; otherwise, late work will receive a lower grade. An excused absence is when something beyond your control prevents you from attending. Examples of this include illness (you or a family member for whom you are responsible), bad weather conditions, car trouble, etc. Examples of unexcused absences are things you could control but chose not to (i.e. skipping because you are tired or your assignment is not completed, making an appointment/scheduling a meeting during class time, etc.). After two unexcused absences in the semester, this portion of your grade will be reduced one letter grade for each additional absence. Your participation will be assessed according to the following rubric:
|
Exceeds Expectations (A to B+) |
Meets Expectations (B to C) |
Fails to Meet Expectations (C- to F) |
|
· Answers questions posed directly, indicating completion of reading assignment · Responses move beyond summary of text into analysis/response · Asks questions when appropriate · Actively listens to others, responding to their ideas with helpful questions or comments · Participates fully in small groups/peer review groups · Demonstrates awareness of others’ need to participate · Indicates on quizzes that reading has been completed and ideas are being engaged before class begins |
· Answers to direct questions indicate reading of assignment, but not digestion of material or interaction with its ideas before class · Responses tend to summarize ideas from reading rather than analyzing/responding to text · Listens to others, and comments respond to others’ ideas · Answers questions in small groups but may not initiate dialogue · Indicates on quizzes that reading has been partially digested |
· Unable to answer direct questions about reading · Responses simply summarize reading or others’ comments · Not listening to others and/or repeating what others have said · Unable to participate in small groups/peer review groups · Indicates on quizzes that reading was not completed or inadequately understood |
Preparation of Articles:
You must carefully read and prepare to discuss each of the ten articles we will cover in this course. This preparation will often mean reading the article more than once, looking up words you do not know, and doing background research on the topic or ideas raised in the article. Plan ahead accordingly. Reading academic articles takes longer than you think. Your preparation will be assessed during each of the discussions; this assessment may involve quizzes, informal written assignments, and productive, meaningful participation in the discussion.
In addition to this participation, you will be responsible for working with two classmates to prepare our discussion of one article. This will involve further research into the topic presented in the article and an even more careful reading of the article. Plan ahead. Use the resources we will discuss in class. Keep careful track of what you do and how long it takes you to prepare for leading class discussion; turn in a written “diary” of your activities at the start of that class period. Your leading of the discussion for one article will be assessed according to the rubric which follows.
|
Exceeds Expectations (A to B+) |
Meets Expectations (B to C) |
Fails to Meet Expectations (C- to F) |
|
· Brings in materials from additional journal articles indicating further research and shares these materials and this information in a relevant manner · Includes questions of different types and structures questions in a way that builds towards drawing certain conclusions from article · Discussion is closely tied to the article and an analysis of its ideas and structure · Discussion allows for assessment of peers’ preparation for class · Leaders participate as discussants when appropriate · Group uses methods appropriate to article (i.e. quiz, small group, large group, particular types of questions, group paraphrase…) |
· Brings in materials from outside sources, but sometimes of questionable credibility and/or presented in a matter-of-fact way (to fulfill requirement) · Includes questions of different types as covered in class · Discussion connects to article at all times, but sometimes allows students who have not read the article to participate · Leader participates largely as question-asker · Group uses some methods appropriate to article, but tends to revert to question-answer large group mode |
· Does not bring in materials from outside sources or all outside sources used of questionable credibility/utility · Questions are mainly of a factual nature or opinion-related · Discussion often veers from article toward topic in general and students able to participate who have not read article · Leader dominates discussion or fails to participate in discussion · Little attention paid to whether approach matches the article’s level of difficulty, topic, etc. |
Formal Essays:
You will write five formal essays during the semester. All of these formal essays must be typed, double-spaced, and stapled. (Staplers are available in the main office and library if you do not have your own.) Avoid large fonts and extended margins. Follow the guidelines in the MLA Handbook for format. MLA guidelines must be followed when documenting any source. Individual essays will be assessed according to a rubric which I will go over with you in the first weeks of classes.
Drafts:
In order to ensure that you make progress with an essay, drafts will be due for each essay. All professional writers go through multiple drafts before completing a project. You should expect to do the same. Often the draft you bring to class will be your second or third of that paper. When drafts are due, they will be assessed according to the rubric which follows.
|
Exceeds Expectations (A to B+) |
Meets Expectations (B to C) |
Fails to Meet Expectations (C- to F) |
|
· Draft is typed and double spaced for ease of reading and peer review · Draft is roughly the same length required for the final paper · Draft addresses all of the elements required in the final paper · Organization, development of ideas, mechanics indicate that the writer has been working, but still needs input from others (as all writers do); this is clearly a second or third draft · Specific questions or concerns the writer has about the draft are written out somewhere |
· Draft is typed and double spaced · Draft is about two thirds the length required for the final paper · Draft addresses most of the elements required for the final paper · Organization, development of ideas, mechanics indicate that this is an early draft; ideas are sometimes difficult to follow · Writer has some generic questions and concerns about the draft for peer reviewers (i.e. does it make sense), but little specific to his/her paper |
· Draft is handwritten · Draft is incomplete and does not meet final essay length requirement · Draft is not connected to final paper requirements · Ideas are not developed · Writer is unprepared to gain from peer review experience |
Writing Process:
Writing is a process and this course is designed with that in mind. Assignments and deadlines incorporate different stages of the writing process, including revision, editing, and proofreading, into the course calendar. A writing assignment will not be graded until the final draft. Use available resources (OWL, the writing tutor on campus, your writers’ groups in class, and me) to help you make an essay as strong as it can be before you turn it in for grading.
Please feel free to make an appointment with me or drop by at any time to gain feedback on your writing. However, please note that I cannot proofread your essay for you before you submit it for assessment. If I did so for some students, others would be unfairly disadvantaged. However, I will meet with you to read an essay draft and make some suggestions or discuss with you particular issues with which you are grappling. Keep in mind that the writing tutor and OWL are also not proofreading services; both will offer you their ideas as to how your writing could be improved. It is always up to you to take full responsibility for creating the best essay you can. Allow yourself sufficient time to achieve your best and utilize the drafts throughout the course calendar to help you do so.
Late Essays/Assignments:
Late essays and assignments will be reduced according to the following scale:
after class, but the same day it is due 1/3 of a letter grade
next calendar day 2/3 of a letter grade
next class day 1 letter grade
This scale will continue in a similar way if the paper is turned in after the next class day.
If there are emergency circumstances beyond your control that cause a paper to be late, please discuss the matter with me before the paper is due or at the earliest time possible. Computer problems are generally not considered circumstances beyond your control; print out your papers before the day they are due to avoid such problems.
If you are turning in a final paper outside of class time
and I am not in my office, you may take it to the main building. Be sure to have one of the individuals working
in the front office sign and date it.
That individual will place it in my mailbox. The signature and date are required or the
paper will be considered late according to the date I pick it up, not the date
you delivered it.
Plagiarism and Academic Dishonesty:
Any student who is guilty of plagiarism or academic dishonesty will be subject to UWC policies and punishments.
Americans with Disabilities Act (
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Student Services office and speak with me. All students are expected to fulfill essential course requirements.
Institutional/Departmental 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 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 close reading and interpretation. (Last year, the department assessed composition courses, and those who are not teaching literature will be re-assessing their composition courses this year.)
Schedule
January 25 Introduction: New terms and new definitions for old terms
Reading academic texts (vocabulary, disciplinary jargon, audience/purpose)
January 27 Response letter due
Rethinking Research
MLA Handbook 1.1-1.2
Using databases
February 1 MLA/APA/Chicago Style Assignment Due
Setting up group preparation assignments
MLA Handbook 1.4.1-1.4.9
February 3 Article 1: “History’s Ethical Crisis: An Introduction” by Joanne Meyerowitz (1325-26); “Plagiarism and Professional Ethics—A Journal Editor’s View” by Michael Grossberg (1333-40); “A Heartbreaking Problem of Staggering Proportions” by Richard Wightman Fox (1341-46)
In The Journal of American History – On reserve in library
Draft of Exploration Essay due
February 8 Article 2: “Social Accounts and Metaphors about Cheating” by Stephen L. Payne and Karen S. Nantz
In College Teaching – Academic Search Elite (EBSCO)
Plagiarism
MLA Handbook 2.1-2.8
Quotations and using sources
MLA Handbook 3.6-3.7
Paraphrase/Summary Practice
February 10 Paper format
MLA Handbook 4.1-4.6
End citations
MLA Handbook 5.1-5.5, 5.7.1-5.7.2, 5.9.7
Parenthetical citation
MLA Handbook 6.1-6.3
Exploration Essay due
February 15 MLA practice/quiz
Using
the rest of the MLA Handbook
February 17 Paraphrase Assignment Due
Article 3: “The First Seven Years of the Political Life Cycle” by Benjamin Highton and Raymond E. Wolfinger
In American Journal of Political Science – Academic Search Elite (EBSCO)
February 22 Article 4: “Character and Undergraduate Education” by Donald C. Dahlin and James W. Abbot
In Education – Academic Search Elite (EBSCO)
Journal Assignment due
February 24 Write like a pro: Parallel structure
Rhetorical terminology: proofs, claims, logical fallacies
Draft of Article Analysis due
March 1 Write like a pro: Formality
Integrating sources
March 3 Article 5: “The Dea(r)th of Student Responsibility” by Holly Hassel and Jessica Lourey
In College Teaching – Academic Search Elite (EBSCO)
Write like a pro: Sentence variety
Article Analysis due
March 8 Article 6: “Transition to College: What Helps At-Risk Students and Students Whose Parents Did Not Attend College” by Susan P. Choy, Laura J. Horn, Anne-Marie Nuñez, and Xianglei Chen
In New Directions for Institutional Research – Academic Search Elite (EBSCO)
March 10 Article 7: “Advising and Counseling Student Athletes” by Elizabeth Broughton
In New Directions for Student Services – Academic Search Elite (EBSCO)
March 15 Draft of Survey of Literature due
March 17 Article 8: “Beauty Knows No Pain” by Alexander Alberro
In Art Journal – Wilson Web (Art Full Text)
March 22 and March 24 – No classes (Spring Break)
March 29 Survey of Literature due
March 31 Article 9: “
In The American Historical Review – On reserve in library
April 5 Draft
of Position Paper due
April 7 Article 10: “The Literal and the Literary: A Note on the Historical References in Isabel Allende’s ‘La casa de los espíritus’” by Scott Macdonald Frame
In Studies in 20th Century Literature – WilsonWeb (Humanities Full Text)
Note: April 8 is the last day to withdraw from courses or change from credit to audit.
April 12 Position Paper due
Literary terms and analysis
April 14 The Diagnosis 3-63
April 19 The Diagnosis 64-126
April 21 The Diagnosis 127-187
April 26 The Diagnosis 188-251
April 28 The Diagnosis 252-369
May 3 Draft
of Literary Analysis due
May 5 Final Exam discussion/preparation
May 10 Literary Analysis due
Final Exam is scheduled for Tuesday, May 17 from