MWF, 1-1 :50 PMCONGER 323

ENGL 1102

Dr. Andrea Krafftandrea.krafft@abac.edu

King 110

MWF, 10-12 TR, 9:30-11:30

and by appointment (24 hrs notice) 

This course emphasizes effective writing and argumentative strategies tailoredfor specific audiences and purposes. I define “writing” in a broad sense toinclude not only the familiar page of text but also visuals, sound, and electronicmedia. We will approach these skills through the lens of monsters. I chose thistheme because monsters in all forms of media (TV, movies, comics, games,literature, and music) function as ways to explore and better understand a widerange of cultural and psychological concerns.

PARTICIPATION AND PREPAREDNESS

Collaborate respectfully

INSTRUCTOR INFO

DROP-IN HOURS

COURSE DESCRIPTION

Ask questions Listen

Take notes Do the readings Schedule your time

COURSE WEBSITEhttps://engl1102spring2020.wordpress.com

Allowedabsences

10% off participation gradeper additional absence

Failure risk

REQUIRED MATERIALS

GRADE DISTRIBUTION

Cryptids30%

Blog Posts15%

Participation10%

Blog Comments10%

ABSENCES AND LATENESS

Lateness = 3 strikes, then 5%off participation per additional late

10 minutes late = absent

READINGS

See GeorgiaVIEW

Blog Posts 15%

Rhetorical Analysis 10%Podcast 25%

Cryptids 30%

Participation 10%

Blog Comments 10%

Netflix

Rhetorical Analysis: Your first formal assignment inthis course will be a brief paper in which you breakdown the rhetorical situation of one of the shortpieces of fiction assigned during weeks 2 and 3.

MAJOR ASSIGNMENTS

Blog Comments: You will post blog comments onspecific dates. Each blog comment should offerfeedback, advice, or constructive criticism that canhelp the original poster. 

Blog Posts: You will create 3 blog posts. 2 of theseposts will have deadlines that vary from person toperson. Your 3rd blog post will act as our final.

Participation: Throughout the course, you will reflect on andassess the quality of your participation. In-class work andyour attendance record also affect your participation grade.

Podcast: After watching Stranger Things, you willproduce a podcast in which you discuss the continuingrelevance of some aspect of the show. To prepare for thisassignment, you will locate and listen to other podcasts tobetter understand how they combine spoken word withother elements such as music and sound effects.

Cryptids: In a group, you will research a cryptid,which is a monster that exists in folklore or otherstories (such as Bigfoot). Each group will develop ateam contract, project proposal, and a documentdescribing your research findings. You will thencreate a short video explaining the primary featuresof your cryptid, accompanied by a persuasivepresentation in which you argue (using research)whether your cryptid could be real or not.

GENERAL ASSIGNMENT POLICIES

Due dates arein the course

calendar

Ask forclarification

and help

I'll provideassignment

sheets 

Back yourwork up andsave drafts

Cite sourcesCheck yourwork

Late work isbetter than no

work

See OWLPurdue forMLA help

GRADING POLICYOutstanding work that demonstrates strongawareness of audience and purpose. Well-organized and exceptionally designed, with fewto no issues in grammar and mechanics.

High-quality work that demonstrates above-average rhetorical awareness, organization, and/ or design. May have minor flaws that could beimproved upon revision. 

Competent work that meets minimumassignment requirements, but lacks therhetorical awareness, organization, andproficiency in design of A- and B-levelassignments. 

Less than competent work that does notdemonstrate comprehension or engagement.Attempts to complete assignment criteria, butmay have missing, erroneous, or rhetoricallyinappropriate elements. 

Unacceptable work that does not meetexpectations or misunderstands assignmentcriteria. 

You can revise one individually producedassignment if it:

REVISING ASSIGNMENTS

Received a grade of 85% or below, was on time,and met minimum requirements. You cannotrevise plagiarized work. 

To request a revision, email me or meet with meno later than 3 days after I return the grade andlay out your revision plan in detail. 

Your revision is due no later than 7 days afterthis meeting or email.

The revised assignment will receive an entirelynew grade (not an average of the old and newgrade).

HOW I COMMUNICATE WITH THE CLASS

Important courseinfo is always on

GeorgiaVIEW

I won't discussgrades over email(that's best left to

office hours)

I'll email you aboutmissed work orother concerns

COMMUNICATING WITH THE CLASS Emails should include: Subject lineGreeting + recipient nameClosing + your nameProper spelling

Address your recipient respectfully andwith consideration.

My correct title is Dr. Krafft or ProfessorKrafft. 

It can take me up to 24 hours to reply to

emails, potentially longer on theweekend. I may not respond immediatelyto emails sent after 9 PM.

UNIVERSAL DESIGN FOR LEARNINGMy goal is that our class will accommodate the needs of all

learners. This class does not discriminate on the basis of race,color, age, religion, national original, sexual orientation, gender,marital status, disability, or status as a veteran. I hope that all

students will join me in creating an inclusive environment where wecan all engage and learn. Alternative viewpoints are welcome;

however, they should be stated in a way that respects thepersonhood and value of all other human beings.

SELF-CARE AND ASKING FOR HELP

College isn’t only about your classes. Please remember to takecare of yourself. Do your best to maintain a healthy lifestyle thissemester by eating well, exercising, avoiding drugs and alcohol,

getting enough sleep and taking some time to relax. This will helpyou achieve your goals and cope with stress.

Sometimes life happens and you encounter unexpected events.For example, many of my students have lost family members,

gone through breakups, been affected by natural disasters,struggled with chronic illnesses, and faced financial difficulties. If

something stressful or traumatic happens, please reach out to me,campus resources, and your families and friends for support. 

PLAGIARISMThe following count as plagiarism:• Using someone else’s ideas,words, images, or sounds  withoutciting them• Submitting a project created bysomeone else • Reusing an assignment createdin another course Plagiarized assignments willreceive a 0. We will then have ameeting and I will report you tothe Dean of Students. 

Scan the QR code forthe plain-text syllabus(also available on the 

GeorgiaVIEW).

PLAIN SYLLABUS

STUDENT RESOURCES

Academic Support Branch 3rd floorAcademic counselors provide advice aboutadd / drop, graduation, and other course-related matters 

Student Development CenterBranch 216Contact Student Development if you believeyou have a disability and requiredocumentation for your classes See this office for confidential and freecounseling services

Academic Achievement CenterBranch 3rd floorOffers free tutoring services Hours: M-R 9 AM-8 PM; F 9 AM-1 PM

Additional ResourcesFor my full list of resources, scan the QRcode to the left orvisit https://goo.gl/KijWpZ

CAT PIC, PLEASE!

If you have read thesyllabus, send me a

meme, GIF, or picture ofa cat via email (subjectline: cat pic) by the end

of week 2. 

COURSE CALENDAR • Readings and assignments are listed on the date they are due (by the start of class unless otherwise specified)

• Readings (except for Stranger Things) are available on GeorgiaVIEW (content is organized by week)

• Abbreviations

o CS = Class Summary. You only have to do one of these.

o STR = Stranger Things Response. You only have to do one of these.

o BC = Blog Comments. These are due by 11:59 PM on the days listed.

• Blank activity / discussion areas mean that we’re continuing a topic from the previous day

• Minor parts of this syllabus may change to accommodate course needs throughout the semester

RHETORIC, MULTIMODALITY, AND ANALYSIS Week Day Date Reading Activity or Topic Assignment

Due

1 W 1/8 Syllabus and course principles

F 1/10 Selection from Writer /

Designer and “Why Should I

Study Monsters?”

What is multimodality? How are

monsters multimodal and rhetorical?

Syllabus meme creation

2 M 1/13 Selections from The Bedford

Book of Genres and Shelley,

Frankenstein

About rhetorical analysis assignment;

practice analysis activity

Statement of

understanding

W 1/15 Matheson, “Dress of White

Silk”

WordPress crash course; About class

summary and blog comments; vampires

F 1/17 Bradbury, “The Veldt” Technology come to life

3 M 1/20 NO CLASS

W 1/22 King, “The Boogeyman” and

Carroll, “His Face All Red”

Doppelgangers and paranoia CS 1 and CS 2

F 1/24 Selections from The Norton

Field Guide

Tips for getting the draft started Analysis

checklist

4 M 1/27 Methods of peer review Rhetorical

analysis draft;

BC 1

W 1/29 Selection from The Norton

Field Guide

Writing and revision workshop; About

STR and sign-ups

F 1/31 Reflection and assignment debrief;

About podcast assignment; Advice for

watching TV analytically

Rhetorical

analysis final;

BC 2

STRANGER THINGS AND PODCASTING 5 M 2/3 Chapter 1: The Vanishing of

Will Byers

Analyzing Stranger Things STR 1; CS 3

W 2/5 Chapter 2: The Weirdo on

Maple Street

STR 2; CS 4;

BC 3

F 2/7 Continue discussing episode 1 and 2 CS 5

6 M 2/10 Chapter 3: Holly, Jolly Continue analysis of Stranger Things STR 3; CS 6

W 2/12 Chapter 4: The Body STR 4; CS 7;

BC 4

F 2/14 Individually chosen podcast

episode

Discuss podcasting principles Podcast

location and

response

Week Day Date Reading Activity or Topic Assignment

Due

7 M 2/17 Chapter 5: The Flea and the

Acrobat

Continue analysis of Stranger Things STR 5; CS 8

W 2/19 Chapter 6: The Monster STR 6; CS 9;

BC 5

F 2/21 Continue discussing episode 5 and 6 Podcast

proposal; BC 6

8 M 2/24 Chapter 7: The Bathtub Continue analysis of Stranger Things STR 7; CS 10

W 2/26 Chapter 8: The Upside Down STR 8; CS 11;

BC 7

F 2/28 Revisit podcasting principles; midterm

course feedback

9 M 3/2

Technology advice and podcasting

practice

CS 12 and CS

13

W 3/4 Script drafting and workshop

F 3/6 Peer review; Fair use reminders Podcast draft;

BC 8

10 M 3/9 Team technology day

W 3/11 Team technology day

F 3/13 Reflection and debrief; complete team

survey for next project

Podcast final;

BC 9

SPRING BREAK 11 M 3/16 NO CLASS

W 3/18 NO CLASS

F 3/20 NO CLASS

CRYPTIDS 12 M 3/23 About cryptid project; split into teams;

discuss options and sign up for topics

CS 14 and CS

15

W 3/25 Team contract development

F 3/27 NO CLASS Team contract

13 M 3/30 Tips for researching cryptids; research

workshop

CS 16 and CS

17

W 4/1 MLA style and ethical source use;

writing effective annotations

CS 18 and CS

19

F 4/3 Research workshop

14 M 4/6 Selection from Writer /

Designer

Peer review; developing a video concept Bibliography

and proposal;

CS 20; BC 10

W 4/8 NO CLASS – teams meet

with Dr. Krafft

F 4/10 NO CLASS – teams meet

with Dr. Krafft

15 M 4/13 Peer review Video

storyboard and

presentation

draft; BC 11

W 4/15 Understanding film editing; software

tutorials

CS 21 and CS

22

Week Day Date Reading Activity or Topic Assignment

Due

15 F 4/17 Selection from The Bedford

Book of Genres

Advice for a persuasive presentation CS 23 and CS

24

16 M 4/20

Peer review Video rough

cut and

presentation

draft; BC 12

W 4/22 Workshop

F 4/24 Screening and presentations Final video

and

presentation;

BC 13

17 M 4/27

Final class meeting; advice for end-of-

semester reflection; wrap-up

FINAL EXAM – SUBMIT END OF SEMESTER REFLECTION F 5/1

End of

semester

reflection due

no later than

2:30 PM

Standard Course Syllabus

Course Name:

Composition II

Course Number:

ENGL 1102

Course Description:

A composition course which emphasizes analysis, interpretation, and evaluation of a variety of texts.

The course focuses on academic writing and research. Fall, Spring, Summer. 3 hours.

Pre-requisite:

ENGL 1101 with a grade of C or better.

Course Learning Outcomes:

Students who successfully complete English 1102 will be able to:

• Employ argumentative strategies appropriate to the rhetorical situation.

• Make an interpretive claim about a text and support that claim with evidence from multiple

texts.

• Summarize and synthesize the positions of multiple texts and place their own ideas among those

of the texts.

• Follow the academic conventions of organization and standard written English.

• Practice the collaborative and social aspects of the writing process and demonstrate an ability to

analyze and evaluate their writing and the writing of others.

• Select and employ multiple research methods, such as interpreting, evaluating, and explaining

sources, and document sources ethically.

Weather Hotline: 229-391-5225

College Policy on Class Attendance:

Courses at ABAC are provided for the intellectual growth and development of students. The interaction

with instructors and other students is an important element of the learning process, and a high

correlation exists between class attendance and course grades. Therefore, to attain maximum success,

students should attend all their classes, be on time, and attend all scheduled course activities. Absence

from class does not excuse students from full responsibility for class work or assignments missed.

Students must accept this responsibility.

Individual instructors will establish attendance policies for each class, will publish the policy in the

course syllabus, and keep attendance records. The penalty for absences is at the discretion of the

instructor and may include failure of the course. Students who stop attending class without officially

withdrawing will receive a grade for the course. A student penalized for excessive absences may appeal

through the grade appeal process as stated in the ABAC Catalog and the Student Handbook.

Institutional Absence:

Institutional absence is defined as an absence that occurs due to activities students are involved in as

official representatives of the College. A student who serves as an official representative of the College

is defined as meeting the following criteria:

• Authorized to use the College name in public relationships outside the institution;

• Regularly interacts with non-College individuals and groups over an extended period-of-time

(at least one semester);

• Represents the College as a part of a group and not as an individual;

• Represents the College under the direct supervision of a college faculty or staff member; and is

authorized, in advance, by the President, or President’s designee, of the College.

Students with institutional absences are not released from the obligations and responsibilities of all

students. However, these students will not be penalized with unexcused absences when absences result

from regularly scheduled activities in which they represent the College.

Further, students are to contact instructors, prior to the absence, for arrangements to make up any work

that will be missed in a manner acceptable to the instructor. Advisors of activities will schedule off-

campus activities in a manner that does not unduly disrupt the learning process for students.

College Policy on Academic Dishonesty:

A. Code: Academic integrity is the responsibility of all ABAC faculty and students. Faculty

members should promote academic integrity by including clear instruction on the components of

academic integrity and clearly defining the penalties for cheating and plagiarism in their course

syllabi. Students are responsible for knowing and abiding by the Student Code of Conduct (SCC)

and faculty members’ syllabi. All students are expected to do their own work and to uphold a high

standard of academic ethics.

B. Academic Dishonesty: Academic irregularities include, but are not limited to, giving or

receiving unauthorized assistance in the preparation of any academic assignment; taking or

attempting to take, stealing, or otherwise obtaining in an unauthorized manner any material

pertaining to the education process; selling, giving, lending, or otherwise furnishing to any person

any question and/or answers to any examination known to be scheduled at any subsequent date;

fabricating, forging, or falsifying lab or clinical results; plagiarism in any form related to themes,

essays, term papers, tests, and other assignments; breaching any confidentiality regarding patient

information.

C. Disciplinary Procedures: If a student admits responsibility in a case of suspected academic

dishonesty which does not involve a grade penalty significant enough to alter the student’s final

grade in the course, the faculty member may handle the case on an informal basis by talking with the

student and securing a signed statement from the student admitting responsibility and acknowledging

the penalty to be imposed, if any. In all cases of suspected academic dishonesty in which the student

does not admit responsibility or in which the grade penalty would alter the student’s final grade in

the course, the faculty member will contact the Office of the Provost and Vice President for Academic Affairs. The Provost and Vice President for Academic Affairs will appoint a facilitator

from among the faculty or staff to meet with the faculty member who reported the matter and the

student(s) believed to have engaged in academic dishonesty. The purpose of the meeting will be to

provide a facilitated discussion about what may have occurred. The faculty member who reported

the matter, the student(s) believed to have engaged in academic dishonesty, and the facilitator are the

only participants in the meeting. Audio nor video recordings of these proceedings will be permitted.

Following the discussion, the facilitator will submit a form summarizing results of the proceedings

to the Office of the Provost and Vice President for Academic Affairs.

1. The faculty member and student(s) may reach an agreement about the matter and, if

dishonesty is involved, may determine the appropriate consequences. If no resolution is

agreed upon or if the alleged dishonesty could lead to suspension or expulsion, the matter

will be resolved according to the process outlined in Section IV above.

2. Prior to any finding of responsibility on the part of the student, the faculty member shall

permit the student to complete all required academic work and shall evaluate and grade all

work except the assignment(s) involved in the accusation of dishonesty. The faculty member

may, however, take any action reasonably necessary to collect and preserve evidence of the

alleged violation and to maintain or restore the integrity of exam or laboratory conditions.

3. A student may not withdraw from a course to avoid penalty of plagiarism or other forms

of academic dishonesty.

D. Appeals: Appeals shall follow the procedures outlined in the ABAC Catalog and Student

Handbook.

If there is a student in this class who has specific needs because of learning disabilities or any other

disability, please notify the instructor. The Student Development Center is located on the second floor of

Branch Hall, Suite 216 or call (229) 391-5135.

This is a partial syllabus. More detailed information relating to the class and instructor will be made

available to each student.