4. analyze, synthesize, evaluate, and interpret information and ideas.

5. read and interpret critically professional and student writing.

6. gather and document information from printed sources, electronic sources, and observation.

As the professor of this particular class, I would add that writing is a collaborative process, as is all language use. Thus, group work and discussion (in short, full class participation) are important components of this course. This significance of in-class activities is reflected in the weight of grades earned for your work.

Classroom Environment

Be prepared to work together often, to participate in class activities beyond simple note-taking and typing, and to have your writing read by multiple readers. I do not merely want bodies in attendance; I expect to see prepared and thinking students. This means that you will bring the required materials and complete any assignments due for that particular day. You should read the assignments listed on the syllabus before class. To help you enter into class discussions, read the selections twice, take notes, annotate your readings, and look up unfamiliar words in the dictionary. In addition to writing excellent essays, the best way to illustrate that you are an active, engaged, and interested student is by contributing regularly to class discussions. Lecturing in a composition course doesn’t teach you what you need to learn; instead, we will be work-shopping on most days, which requires you to participate actively in creating a learning environment in the class by discussing, giving feedback, and supporting each other’s learning. Those who consistently and positively contribute to class discussions will receive the highest marks.

Reading

Expect to do plenty of reading. Since you signed up for this course, I expect you to fulfill the very least of your responsibilities: complete the readings listed on the syllabus before you come to class. You should schedule appropriate times for reading every day to make sure you have completed all assignments before you come to class, not just by skimming the material but by actively and carefully reading each assignment. Further, to help you enter into class discussions, read the selections carefully, take notes in the margins or on a sheet of paper, and look up unfamiliar words in the dictionary. You will write Reading Logs in which, along with summaries of each essay noted on the syllabus, you will write a paragraph exploring something of interest — for instance, a significant quotation and your interpretation of it and how it relates to the work as a whole, observations/ interpretations/questions about a detail, a challenge to the logic of an argument, how it relates to another reading, how you would apply the information to your own writing or writing history, or why you agree or disagree with the argument’s assertion. If class discussions lag too much and it appears that too many of you are skimming and not taking good reading notes (or not reading at all, especially with the readings for which there are no Reading Logs), I reserve the right to give reading quizzes that will weigh heavily on your grades. I do not wish to institute such a procedure, though, so be good and active readers!

Absences & Their Effects On Your Work

I expect you to attend class every day and to be on time, prepared, and attentive. Whether you attend class or not, you are responsible for ALL assignments. You should get missed assignments, notes, and handouts from your study partner BEFORE you return to class, rather than asking me my least favorite question, “Did I miss anything important in class yesterday?” As a student, you assume responsibilities, including regular and active class attendance. In-class exercises are cumulative learning moments that build on each other. By the end of each exercise or workshop, you will have mastered some writing or reading skill. If you miss the workshop, you should make sure your study partner fills you in, and you should do the exercise on your own. Absent or not, I expect you to learn the skills and techniques of each and every workshop before the next class period. If you miss a due date on an assignment for any reason, you should turn in that assignment the very next day (not the next class period) and expect your work to be lowered by a single grade. (This does not include Reading Logs -- those may be turned in only during class on the day assigned, no exceptions. The function of Reading Logs is to prepare you for a particular class period, so if you miss the class period, you Log will not be graded.) Finally, I will not accept papers more than one day late for any reason.

Conferences & Tutoring

I will be available to see you (121 Meggers Hall) during my office hours to discuss your work, the progress of your papers, or any other concerns you may have. If you do not understand something or if you want to be getting higher grades, use my office hours to work with me individually. It is ultimately your responsibility to work for the grade you want, and for some of you, individual help may be necessary. To assure that I will be able to see you, you should try to set up an appointment with me. I am also available for questions and concerns via e-mail (nchick@uwc.edu). If you want extra help on your essays, UW-BC now has writing tutors in the Learning Lab (Meggers 124), and the UW Colleges English Department has an Online Writing Center. You can find information about both on the door of the Learning Lab or at www.barron.uwc.edu/English/engdept.htm.

Study Partners

Early in the semester, we will set up study partnerships. Your partners will be responsible for providing notes and handouts for you if you are absent, for reviewing your papers critically when needed, and for general support. List the name, phone number, and e-mail address for your partner below:

Name ______________________________ phone number _____________________ email address__________________________. Just in case you and your partner are absent on the same day, you should also choose a backup partner.

Name ______________________________ phone number _____________________ email address___________________________.

Computers & Composition

You must submit all work for this class, except in‑class prewriting exercises, in a typed or computer-printed form. Using computers is advantageous for composition because it makes the necessary steps of revision and editing much easier. There is ample computer lab space on campus if you do not have a computer at home, so familiarize yourself with this equipment as soon as possible.

Plagiarism & Scholastic Conduct

As a student at the University of Wisconsin-Barron County, you are part of an academic community and therefore expected to behave in a manner that is respectful of that community, by not engaging in academic misconduct. According to the Student Rights and Regulations Handbook, Academic Misconduct is an act in which a student, among other acts not relevant to this class, “seeks to claim credit for the work or efforts of another without authorization or citation.” Examples of academic misconduct include, but are not limited to, “submitting a paper or assignment as one's own work when a part or all of the paper or assignment is the work of another,” and “submitting a paper or assignment that contains ideas or research of other without appropriately identifying the sources of those ideas.” The consequences for such misconduct are serious. Refer to the Handbook for details. I take this offense very seriously, as should you.

Essays

You are now writers in a college-level English course, so I expect each paper to be polished, proofread, and provocative. Never hand in an assignment for any college class without carefully and thoroughly proofreading the final print copy. You should treat your essays as formal assignments written for a college-level context, and they should be compiled in a file folder with prewriting exercises, drafts, peer review sheets, and the final draft. Since writing is a process with necessary steps along the way, I will not grade any papers that are turned in without these materials that document this process. Your course grade will be determined in the following way:

10% Reading Logs/Quantitative (consistency)

10% Reading Logs/Qualitative (quality)

10% Essay One

10% Essay Two

15% Essay Three

15% Essay Four

10% Group Writing Project

10% Final Exam

10% Class participation

Syllabus

T 9-5 Introductions to the course, your professor, and your classmates

Th 9-7 “How to Succeed in English 102" (h), “Learning from Your Surface Errors” (SMH I-13 to I-29 [blue pages in front of book]), Composition Pretest

T 9-12 “Sentences” (SMH 7), “Using Verbs” (SMH 9), Reading logs due at beginning of class

Writing Well and Without Stress: Using a Process, Seeing the Parts of the Whole

Th 9-14 The Writing Process: “Exploring, Planning, Drafting,” “Revising, Editing” (SMH 3 & 4), “Writing and Research” (CA 47-69), Reading logs due at beginning of class

T 9-19 Writing Paragraphs: “Paragraphs” (SMH 6 & note the blue box on p.131), “Thinking Critically: Constructing and Analyzing Arguments” (SMH 5a-5c), Reading logs due at beginning of class

Th 9-21 “Subject-Verb Agreement” (SMH 10), Patricia T. O’Conner “They Beg to Disagree: Putting Verbs in Their Place” (h), “Fragments” (SMH 16), Group Writing Project Description

T 9-26 Quoting & Citing: “Quotation Marks” (SMH 30h, 34), “Documentation” (CA 86-90, Refer to SMH 44 for specific questions about MLA Documentation Style), “Using Sources” (SMH 42), Reading logs due at beginning of class

Th 9-28 Peer Evaluation (with all Peer Evaluation days, bring a completed, typed draft to class or else you will be counted absent), Group Writing Project Organizational Workshop (very important!)

T 10-3 Audience: “Purpose, Audience” (SMH 2), “Considering Others: Building Common Ground” (SMH 29), “Choosing the appropriate language and register” (SMH 27a), Essay One due at beginning of class

Why Are We Here?: A Liberal Arts Education, You, Me, and UW-BC

Th 10-5 John Henry Newman “The Idea of a University” (h), Ben Jacobs & Helena Hjalmarsson “Reading” from The Quotable Book Lover (h), Reading logs due at beginning of class

T 10-10 Edmund J. Hansen “Essential Demographics of Today’s College Students” (h), Richard H. Hersch “Intentions and Perceptions: A National Survey of Public Attitudes Toward Liberal Arts Education” (h), Reading logs due at beginning of class

Th 10-12 Earl Shorris “On the Uses of a Liberal Education: As a Weapon in the Hands of the Restless Poor” (h), Reading log due at beginning of class

T 10-17 Library Orientation for Research Paper: Meet in the library for Zora Sampson’s guided introduction to specific sources and places in the library that will help you begin your research paper

Th 10-19 Diction Workshop: “Considering Diction” (SMH 27), “Enriching Vocabulary” (SMH 26), [Note that Reading Logs for the 3 primary sources for your Research Paper are due on or before Thursday, November 2]

T 10-24 “Commas” (SMH 30), “Comma Splices, Fused Sentences” (SMH 15), Mark Edmundson “On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students” (h), Reading log due at beginning of class

Th 10-26 “Apostrophes” (SMH 33), Peer Response

Writing Good Essays: Developing and Recognizing a Solid Argument

T 10-31 The Rhetorical Triangle: “Reading and Analyzing Assignments” (CA 1-27), “Persuasion in Diverse Genres” (CA 27-46),“Establishing credibility, Appealing to logic, Appealing to emotion” (SMH 5f-5h), “Recognizing ethical fallacies, Appealing to logic, Recognizing logical fallacies, Appealing to emotion” (SMH 5f4, 5g, 5f), [Note that your Research Paper Detailed Sentence Outline (see SMH 3e) & Works Cited are due on Thursday, November 9], Essay Two due at beginning of class

Th 11-2 Frederick Douglass “Independence Day Speech at Rochester” (CA 382), Susan B. Anthony “Women’s Right to Vote” (CA 387), Reading logs due at beginning of class (for both Douglass & Anthony, and for your 3 primary sources for your Research Paper)

T 11-7 Martin Luther King, Jr. “Letter from Birmingham Jail” (CA 406), “Pronoun-Antecedent Agreement” (SMH 11), Reading log due at beginning of class

Th 11-9 Sartain’s Union Magazine of Lit & Art “Liberty Introducing the Arts to America” (CA 160), “Enlist: On Which Side of the Window are YOU?” (CA 227), “Fame Instead of Shame” (CA 229), “Deliver Us from Evil” (CA 445), Edward T. Adams “Saigon Execution” (CA 449), Reading logs due at beginning of class, Research Paper Detailed Sentence Outline (see SMH 3e) & Works Cited due at beginning of class

T 11-14 Peer Response

Th 11-16 “½ as Long!”: Patricia T. O’Conner “Saying Is Believing: How to Write What You Mean” (h), “Being Concise” (SMH 19b), “Voice: Active/passive” (SMH pages 224-226), “Choosing between active & passive voice” (SMH 23b), “Choosing strong verbs” (SMH 23a), Essay Three due at beginning of class (bring your final draft on a disk to print out in class)

T 11-21 Peer Response, Research Draft due at beginning of class (if you would like feedback from me before you turn in your final copy, bring 2 copies of your draft: one for me, one for classmate)

Th 11-23 Thanksgiving break, no class; If you brought me a draft on 11-21, pick up your Research Draft at my office on Monday, November 27, so you have a few days to make necessary revisions.

Reading to Become a Better Writer

T 11-28 Style Workshop: “Parallelism,” “Varied Sentences,” “Memorable Prose” (SMH 21, 22, 23)

Th 11-30 William Safire’s “Fumblerules” (h), Writing Workshop TBA, Essay Four (Research) due at beginning of class

T 12-5 Strunk & White “An Approach to Style” from Elements of Style (h), William Zinsser excerpts from On Writing Well, Reading logs due at beginning of class

Th 12-7 Patricia T. O’Conner Woe Is I: The Grammarphobe’s Guide to Better English in Plain English

“Introduction” (h), Jacobs & Hjalmarsson “On Writing” from The Quotable Book Lover (h), Reading logs due at beginning of class

T 12-12 Jacobs & Hjalmarsson “Literacy” from The Quotable Book Lover (h), Reading logs due at beginning of class

Th 12-14 Group Writing Project due at the end of class, Constance Hale “Music” from Sin & Syntax: How to Craft

Wickedly Effective Prose (h), Reading logs due at beginning of class

W 12-20 Final Exam 2:00 - 4:00 pm