Dr. Peter Whalen, Lecturer ENG 102 Lec P001 MWF 8-8:50 am C164
A142, x5468 ENG 102 Lec P003 MWF 9-9:50 am N224
(262) 521-5468 (office) ENG 102 Lec P004 MWF 10-10:50 C164
(414) 327-7192 (home) ENG 102 Lec P008 MWF 12-12:50 C164
pwhalen@uwc.edu, pjwhalen4@sbcglobal.net
OFFICE HOURS: MWF 11 am-12 noon, or by appointment
PREREQUISITES: A grade of C or better in English 101 or exemption through sufficiently high placement test score. NOTE: Students entering 102 should have basic knowledge of sentence construction, essay organization, and general grammar principles.
COURSE OBJECTIVES: This class will provide further study and practice in writing strategies, rhetorical forms and language mechanics, as well as critical thinking, reading and discussion skills, while also gaining a greater understanding of the writing process, including the generation of ideas, drafting, research, revision, and editing. In this class, you will learn how:
Building on the following objectives from ENG 101 and previous composition courses, this course will:
REQUIRED TEXTS:
The Riverside Reader (Eighth Edition). Ed. Trimmer and Hairston. Houghton Mifflin.
Hacker, Diana. Rules For Writers. 5th edition. New York: Bedford St. Martin’s, 2004.
MATERIALS: Journal/notebook, folder, typing paper, funds for copies, access to a computer, a dictionary.
VIDEOS: These and other materials will be used to compliment our reading, discussion and lectures.
REQUIREMENTS: According to departmental course guidelines, at least five formal essays must be assigned, which produce at least 5,500 words. I will assign 5-7 essays of varying length (from 2 to 7 pages) written in various styles and forms, with particular attention paid to argumentative writing and research. All essays are expected to be computer-generated and follow MLA guidelines. Other types of assignments will also be given. You are expected to keep a journal or notebook, to complete prewriting and practice exercises, in-class responses to readings, grammar exercises, reading quizzes, and other in class work. Group work will be a priority. Class discussion and participation is required.
COURSEWORK and GRADES:
Classmate Profile (1-2 pages) 10% Sept-Oct
Critical Response (2-3 pages)
Persuasive Editorial (2-4 pages) 35% Oct-Nov
Argumentative Essay (3-5 pages)
Definition Essay (2-3 pages) 35% Nov-Dec
Research Paper (5-7 pages)
In-Class Essays and Writing Exercises
Reading Quizzes and Homework Assignments
Grammar Exercises from Handbook 20% throughout
Class Discussion and Workshop Participation
Journals & Discussion Notes
GRADING CRITERIA FOR PAPERS: See Rubrics and Additional Handouts (distributed later).
IN-CLASS WORK: Class participation is an essential part of this course. Asking and answering questions is vital and a sure sign of interest and intelligence. Besides contributing to class discussions, you must also be an active participant in small-group discussions and peer critiques (writing workshops). When an in-class workshop is scheduled, bring completed drafts of the paper in progress to share with your group.
JOURNALS: Students are asked to keep a journal or notebook. Write three entries a week and date each one. Journals will be collected at random. Assigned readings need to be completed by the next class period. Reading the essays in The Riverside Reader means looking up words you do not know and coming to class prepared to discuss the essay. Ask questions about points that confuse you. Use your journal to reflect on, argue with, and understand the essays. Use your journals to generate paper topics. Use your journals to take notes and complete practice exercises. On occasion, I may collect discussion questions and comments about your reading assignments.
REWRITING PAPERS: You will need to distinguish between two forms of revision: 1) fixing surface errors or improving fine points in spelling, punctuation, grammar, and sentence structure; 2) rewriting, or "deep-structural" changes, such as refocusing the thesis, reorganizing ideas, or adding/deleting content. Drafts always need rewriting, not just correcting. I will assign a letter grade only when the final draft, revised at least twice, is turned in. To improve an essay’s grade, you can turn in another revision. This grade will replace the previous one.
FORMAT FOR PAPERS: On the upper right corner of first page, identify the assignment, course name, date, and your name. Title the paper in the top center. Specifically label the assignment: "Draft of Paper ___” or "Revised Paper__”. Type double-spaced copy; leave at least a one-inch margin on all sides. Number pages after the first page. Staple or clip papers together. Do not use plastic binders.
LATE PAPERS AND ASSIGNMENTS:
All papers are due on the dates specified. To allow for emergencies, I will accept one late paper without penalty if it is handed in within a week of the due date. Additional late papers will receive a progressively lower grade the later they come in. A paper more than two weeks late cannot be turned in for a passing grade. The same rules apply to all assignments. There is no makeup for in-class exercises and quizzes.
RETURN OF PAPERS: Papers are usually returned within 2 weeks of your final deadline. However, you must know that my paper load is significant. Here is the math: With 4 courses at 22+ students each, I will have 88 papers to grade every few weeks. 88 papers X 3 pages each = 264 pages to read, edit and grade. Each paper takes 25 minutes on average to grade. Therefore, 88 papers at 3 pages each would take 110 hours or 4.5 full days to grade. In other words, your patience and understanding is required.
ATTENDANCE: It is the policy of the UW-Waukesha English department that students who miss the equivalent of more than three weeks of any composition class cannot pass the class. Thus, any student with more than 9 unexcused absences will receive an automatic “F.” The English Department expects students to attend scheduled classes. This policy expresses our conviction that the student must contribute to the class and personally engage with the material presented. Failure to do so will impair achievement. By law, I must excuse absences for some religious holidays and disability reasons. A few classes may be held outside of the regular classroom (a field trip for example), some may be replaced by individual conferences, and others may be cancelled due to the instructor’s personal needs.
TARDINESS: If you are ten minutes late, you will be counted as absent. If you are habitually tardy, your grade will be reduced. If something unavoidable keeps you from class, please contact me in advance.
ACADEMIC HONESTY: The Board of regents, administrators, faculty, academic staff, and students of the University of Wisconsin system believe that academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin System. The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others’ academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.
PLAGIARISM:
Do not put your name on anything that you have not written yourself unless you give proper credit by citing a source. Responsibly citing sources gains the reader's trust, whereas using the ideas, words, and data without crediting the source is a serious breach of ethics. I will show you how to cite sources during the semester. If you are unsure how to cite a source and have consulted Rules for Writers without getting your question answered, please ask for help. Any plagiarism will result in an F for the work and notification to the Dean and/or Chair of the English Department. Failure of the course and more serious sanctions like expulsion are also the result of cheating. Plagiarism involves using anyone’s ideas or exact words without giving that person credit. It also includes failing to give documentation, handing in a paper from a previous class, sloppy paraphrasing, having your friend or relative revise your paper, pulling an essay off the web, using parts of a paper pulled off the web, using other people’s information to give a speech, etc.
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.
HELP: Student writing tutors are available for one-on–one tutoring in the Study Center. Students can also work with a writing tutor via e-mail with the UW-Waukesha Online Writing Lab, located at http://waukesha.uwc.edu/academics/owl/
DISABILITIES: Students with disabilities that affect their work in this class 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. This instructor wishes to positively affirm the intent of Federal Law, the Rehabilitation Act of 1973, Section 504. If you have a disability and require alternate instruction or evaluation procedures, please feel free to discuss these needs with me so that we can make appropriate arrangements for you.
FINAL PROJECT: Your final project will be a 5-7 page research paper on a topic of your choice. This paper will be due on the day of the Final Exam: 10:00 AM, Monday, December 19, 2005.
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I, ______________________, have read and understand the policies and expectations for this class.
Signed _________________________________________ Date ____________________________
Comments:
Questions:
TIMELINE (subject to change)***:
W, Sept. 7 Review of Syllabus/Calendar/Objectives
Index Cards: Student Information
Assign: (1) Read Syllabus / Sign Agreement Form
(2) Find Interview Partner
F, Sept. 9 Research Strategy: 5Ws & 1H/Interviews
Begin Classmate Interviews
Assign: (1) Prepare Follow-Up Questions
(2) Begin Profile Draft
M, Sept. 12 Complete Follow-Up Interviews
Begin Drafts
Assign: Classmate Profiles (1-2 page draft by Wed.)
W, Sept. 14 Read/Workshop Classmate Profiles
F, Sept. 16 Finish Reading Classmate Profiles
DUE: CLASSMATE PROFILE (1-2 pages)
M, Sept. 19 Writing Process: General Review
Read: Hacker, “The Writing Process,” p. 1-57
W, Sept. 21 The Writing Process
Read: Alvarez, p.125
F, Sept. 23 The Writing Process
Read: Goleman, 412
M, Sept. 26 Critical Reading
Read: “Claiming An Education”
W, Sept. 28 Interpreting/Responding to Text
Read: Quindlen, p. 420
F, Sept. 30* Video: Reading as a Thinker
M, Oct. 3* Video: Reading as a Writer
W, Oct. 5 DUE: CRITICAL RESPONSE ESSAY (2-3 pages)
Intro to Persuasion