ENGL 1101-105, 115, 127, 136 (Fall 2018)

Instructor Information

Joshua Nicholas Black

Office: TLC 3138 Email: joshb@westga.edu

Fall 2018 Office Hours: Telephone: (678) 839-4890

Mondays/Wednesdays, 10-11:30 a.m. (online)

Tuesdays/Thursdays, 12:30-2 p.m.

By appointment

Fall 2018 Writing Center Hours:

Wednesdays, 1-4 p.m.

Course Information

Course DescriptionENGL 1101 is a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation.

Required Materials Fetter-Vorm, Jonathan. Trinity: A Graphic History of the First Atomic Bomb. Hill and

Wang. (ISBN: 0809093553) All additional readings are, or will be made, available on CourseDen. Be advised,

however, that you are responsible for having access to them during class—whether through printing them in advance, or bringing an electronic device onto which you have saved them.

You will also need to have writing utensils (e.g., a notebook and a pen) to take notes and complete activities in class, and a reliable internet connection and word-processing software (SITS provides students with complementary Microsoft Office software) to complete out-of-class assignments.

Course Objectives and Learning Outcomes To identify and employ a variety of rhetorical modes and techniques of persuasion and

acquire reasonable mastery of conventions of college-level prose writing.

To develop and apply critical thinking skills in effective expository, analytical, and argumentative writing and to gain facility with the entire writing process from invention through revision.

To develop organizational strategies, incorporate and document additional textual materials to strengthen and support argument.

Course Assignments and Grade Distribution

Assignment Description Due Date Weight

Essay 1Summary/Response

2-3 pages minimum (500-1000 words)Friday, September 28 20%

Essay 2Critique

3 pages minimum (1000-1200 words)Friday, November 2 20%

Essay 3Argumentative Synthesis

3-4 pages minimum (1000-1200 words)Friday, December 3 30%

Miscellaneous

“Miscellaneous,” here, encompasses all nonmajor assignments in the course. You will complete, at minimum, a number of homework assignments intended to assist you with the writing process leading up to the major essays, as well as pre- and post-test assignments (graded for completion) to assess your progress in the course. Please know, however, that I reserve the right to include additional assignments such as reading quizzes if I see a pedagogical reason (such as incentivizing student participation) to do so.

Various (Consult the Course Reading and Assignment Schedule for information about specific assignments)

20%

Multimodal This project is a “repackaging” of Essay Thursday, December 13 10%

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Assignment Description Due Date Weight

Project

3 using a mode other than or in addition to the written word; for example, a physical or digital academic-style poster or comic strip. This project will also have a presentation component. See CourseDen for more detailed information.

Total 100%

Course Reading and Assignment Schedule

Fall 2018 – English Composition I – Reading and Assignment Schedule

*You should complete all readings and homework assignments prior to the class meeting under which you seem them listed.

**I have given significant thought to the following reading and assignment schedule, and in an ideal world I would keep it unchanged throughout the upcoming semester. But, as I'm a pragmatist, I recognize that I likely will need to make occasional changes to the document in order to best accommodate the specific needs and interests of the class. I therefore reserve the right to amend the course schedule with the qualification that I will always announce and discuss changes in class. Please ensure, for your part, that you remain informed, and that you ask questions should you ever be unclear about the schedule.

Date Reading Assignment Homework In Class

TR 8/16

Unit 1 – Summary and Response

T 8/21 N/A N/A

Review the “Summaries” PowerPoint on CourseDen

Introduce discussion of “informative” and “explanatory” summaries

TR 8/23 View “Chapter 3: Compose one paragraph or Discuss readings/viewings

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The Bomb” from The Untold History of the United States (Oliver Stone, 200X)

more in which you (1) articulate the overall thesis presented in “Chapter 3: The Bomb,” and (2) summarize the most significant parts of the argument made in support of that thesis. Consult the “Summaries” PowerPoint on CourseDen should you need to review the principles and strategies that characterize effective summaries

Model informative and explanatory summarization strategies using the homework assignment

T 8/28

“Thank God for the Atom Bomb,” (Paul Fussell, 1981) [You can find a PDF of the article in the “Unit 1 – Response” folder on CourseDen.]

Complete the “Reading Questions – ‘Thank God for the Atom Bomb” assignment in the “Unit 1 – Response” folder on CourseDen.

Review the “Paraphrases and Quotations” PowerPoint on CourseDen

Continue discussion of “informative” and “explanatory” summaries

Discuss readings

TR 8/30 N/A Part 1 – Select a passage in “Thank God for the Atom Bomb” that you consider especially important to understanding the overall argument presented in the article, but that for whatever reason you would find difficult to quote—whether because it is too long or contains too much extraneous information or something else altogether. Using the strategies discussed at previous class meetings, paraphrase the passage in as few words as possible.

Part 2 – Select five additional passages from the article that

Continue discussing readings

Model specific paraphrasing (i.e., informative summary) and quoting techniques using the homework assignment

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you consider important, and quote each one using a different quotation strategy. Consult the “Paraphrases and Quotations” PowerPoint should you need to review the five possible quotation strategies.

T 9/4 N/A N/A

Review the “Responses” PowerPoint on CourseDen

Review the “Topic Sentence Calculus” document on CourseDen

Practice drafting thesis statements and, if time permits, topic sentences in preparation for the response paper.

Assign “E1 – Response”

TR 9/6

“Entering the Conversation” (1-14) and “They Say” (19-28), excerpted from They Say, I Say (Graff and Birkenstein, 20XX) [Note: You can find scans of both excerpts in the “Unit 1 – Response” folder on CourseDen.]

Complete the “E1 – Response – Argument Outline” assignment in the “Unit 1 – Response” folder on CourseDen

Review, and model, how to compose an effective introduction to a paper with reference to the They Say, I Say readings

Model how to compose effective and argumentative claims (viz., thesis statements and topic sentences) in general, and for a response paper in particular, using the homework assignment

T 9/11 N/A Compose an introduction paragraph in which you summarize the various views of the atomic bomb and the atomic bombings presented throughout our course readings, class discussions, and so on, and in which you

Review the “Content Paragraphs and the TEA Model” document on CourseDen

Discuss the qualities that make effective content paragraphs in general, and model how to compose

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articulate an argumentative thesis statement that responds to or otherwise engages with those views.

effective content paragraphs when writing a response paper in particular

Workshop homework

TR 9/13 N/A

Compose two or more well-constructed content paragraphs (1) that elaborate on the argument outline completed for the previous class meeting, and (2) that follow the rhetorical, organizational, and other compositional principles (e.g., “they say, I say”; “claims, evidence, analysis”; etc.) discussed throughout the first unit. Post what you write to the “E1 – Content Paragraph Workshop” discussion forum on CourseDen, and come prepared to discuss it with the larger class.

Review the “Example MLA-style Paper’ document on CourseDen

Discuss organizational considerations (esp., introductions and conclusions) at the document-level

Workshop homework

T 9/18 N/A Compose, print, and bring to class a draft of the first paper for peer review. Note: You should attempt to produce a draft as close to the final version as possible, as you will make the peer review workshop more productive, and the weekend less stressful, for yourself in doing so. You, however, will be evaluated on effort and participation rather than content, grammar/style, etc. Thus, if you're unable to complete three full-length pages before the present class meeting, please don't stress. Just complete as much as you

Peer Review Workshop

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can, outline what remains, and come prepared with specific questions about how best to proceed.

Unit 2 - Critique

TR 9/20 Trinity (1-25)

Locate a recent commercial (1) that you can link to on YouTube; (2) in which you see at least one of the rhetorical appeals (e.g., ethos, pathos, logos, etc.); and (3) that you want to share with the larger class. Compose a paragraph in which you summarize the commercial, and in which you explain how you see it using the identified rhetorical appeal to persuade viewers to purchase the product or service advertised. Bring what you write to the present class meeting, and—as always—be prepared to discuss it.

Review the “Critiques” PowerPoint on CourseDen

Introduce discussion of rhetorical situation, and of classical rhetorical appeals

Discuss how to read, assess, and engage with a graphic text using the epigraph and exposition to Trinity

F 9/21

E1 Preferred Deadline – Submit a full-length final draft of the first paper to the appropriate dropbox on CourseDen on or before the date listed, and I will return it to you with an estimated grade and “big picture” feedback before the actual deadline. If desired, you can then revise the document, and resubmit it on or before the actual deadline.

T 9/25 Trinity (26-50) Access, and begin to work on, the “Critique Grid” assignment on CourseDen. [Note: the assignment asks you to document instances of criteria relevant to assessing graphic texts, and to evaluate each as effective, ineffective, successful, unsuccessful, etc. with a tentative explanation of the reasons for that evaluation. It is intended to help you collect and organize your thoughts on the text

Discuss readings Review homework

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with a eye toward composing the formal critique paper later. Thus, while the assignment will not be collected until the end of the unit, you should make an effort to keep up-to-date on it, as you will make the writing process much easier for yourself in doing so.]

TR 9/27 Trinity (51-75)Continue work on the “Critique Grid” assignment on CourseDen

Discuss “visual rhetoric,” and how it applies when reading and assessing graphic texts

Discuss readings Review homework

F 9/28

E1 Deadline – You must submit a full-length final draft of the first paper to the appropriate dropbox on CourseDen on or before the listed date in order to receive full credit. Submissions after 9/28 will result in late penalties as described on the course syllabus.

T 10/2 Trinity (75-100) Continue work on the “Critique Grid” assignment on CourseDen

Discuss readings Review homework

TR 10/4 FALL BREAK – NO CLASSES

M 10/8WITHDRAWAL DEADLINE – Be advised that Monday, October 8 is the deadline to withdraw with a “W” grade. Withdrawals after October 8 will result in a “WF” grade. See the Registrar for additional information.

T 10/9

Trinity (100-125)

Review the “Principles of Argumentation” document linked on CourseDen

Continue work on the “Critique Grid” assignment on CourseDen

Introduce discussion of argumentation, logical fallacies, etc.

Discuss readings Review homework Assign “E2 – Critique”

TR 10/11Trinity (125-END)

Complete the “E2 – Argument Outline” assignment on CourseDen

Finalize discussion of Trinity

Review homework

T 10/16 N/A Compose both introduction and conclusion paragraphs

Workshop homework MLA Refresher (as needed)

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for the second paper using the principles and strategies discussed at previous class meetings, and with reference to the “Critique Grid” and “E2 – Argument Outline” assignments that you have completed. [Note: Yes, I am asking you to write the conclusion before, or while, drafting the content paragraphs. Don’t stress—you’ve got this! You’ve completed enough of the writing process thus far to be able to meet the two main objectives for conclusions (i.e., to restate your thesis in other words and to summarize the main points of your argument). And, if you encounter problems, we can always talk about and address them.]

TR 10/18 N/A Compose two or more well-constructed content paragraphs (1) that elaborate on the argument outline completed for the previous class meeting, and (2) that follow the rhetorical, organizational, and other compositional principles (e.g., “they say, I say”; “claims, evidence, analysis”; etc.) discussed throughout the course. Post what you write to the “E2 – Content Paragraph Workshop” discussion forum on CourseDen, and come prepared to discuss it with the

Workshop homework TBA – Since we will not

conduct a traditional peer review workshop, as you will have noticed if you have looked ahead, I would like to earmark part of the present class meeting for in-class writing in order to provide everyone a chance to solicit peer and instructor feedback on issues pertaining to the writing process. Please bring all materials that you will need to work on the second paper, including the assigned text, your class notes, the critique grid, and your preferred writing

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larger class. instruments (e.g., a laptop, a tablet, pen and paper, etc.).

T 10/23

Review the “Example Critique Papers” document on CourseDen

If needed, reread the “E2 – Critique – Assignment Sheet” and “E2 – Critique – Grading Rubric” documents on CourseDen.

Rather than conduct a traditional peer review workshop, as we did for the response paper, we are going to use the information and skills that we have learned throughout the second unit to assess our own work, which—if you think about it—seems much more appropriate given that we’ve spent a significant part of the unit critiquing things. For the present assignment, then, I would like for you to complete two activities. First, after you’ve read the “Example Critique Papers” document, and reviewed the assignment materials (esp., the grading rubric), imagine that you are the instructor/grader of record for the course, and for each example critique paper, write a few sentences in which you assign it a grade, explain the grade with reference to the grading rubric, and offer some feedback on how to improve. Second, after you’ve gotten some practice critiquing others’ work, do the same for your own critique paper thus far. Bring what you write to class, and be prepared to discuss it.

Review the “Example Critique Papers” document on CourseDen

Review, and model, the qualities that characterize effective/successful critiques with an emphasis on argumentation at the paragraph-level.

Discuss homework

TR 10/25 N/A Continue working on the second paper. Remember: the deadline to submit the paper

The present class meeting largely is earmarked for troubleshooting outstanding

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for a grade estimate, and some “big picture” feedback, is Friday at 11:59 p.m.

issues regarding the second paper.

F 10/26

E2 Preferred Deadline – Submit a full-length final draft of the second paper to the appropriate dropbox on CourseDen on or before the date listed, and I will return it to you with an estimated grade and “big picture” feedback before the actual deadline. If desired, you can then revise the document, and resubmit it on or before the actual deadline.

Unit 3 – Argumentative Synthesis

T 10/30 N/A Brainstorm, and write down, a topical subject that you might want to explore during the final unit, and begin to research it in an unstructured manner. I'm not looking for anything in particular. I would just like you to get a sense for the “state” of the subject that you have identified—what others have said about it, what problems or issues remain unresolved in it, who thinks what with respect to them. Come to the present class meeting prepared to present what you have learned to the larger class, and—in an ideal world—come invested enough to want to persuade others to explore the identified subject alongside you, as you will be voting on the readings assigned and issues discussed in the last unit. Example “topical subjects” include, but are not limited to, the following: bioethics, euthanasia, and informed consent (e.g., the Charlie Gard case); gender, racial, and ideological representation in various professions (e.g., the so-

Vote on the subject of the last unit as a class, and begin suggesting and/or brainstorming possible readings. [Note: Keep an eye on our CourseDen homepage, as I’ll be posting links to the readings for the final unit later in the week.]

Assign “E3 – Argumentative Synthesis”

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called “Anti-Diversity Manifesto” at Google); vaccination, communal health, and individual rights (e.g., the so-called “anti-vaxxer” movement); food ethics; etc. So long as you can connect your chosen subject to the overall “society and culture” theme for the course, you’re welcome to propose it.

TR 11/1 TBA TBA TBA

F 11/2

E2 Deadline – You must submit a full-length final draft of the second paper to the appropriate dropbox on CourseDen on or before the listed date in order to receive full credit. Submissions after 11/2 will result in late penalties as described on the course syllabus.

T 11/6 TBA (Student-Directed Readings)

Access, and begin to complete, the “Annotated Works Cited” assignment on CourseDen. [Note: You will update the present assignment for each reading in the last unit. I provide more detailed instructions and examples on the assignment sheet itself, but in preparation, know that you will be doing the following after completing each reading: (1) you will cite the reading according to MLA documentation guidelines, (2) you will summarize the argument of the text in a few sentences, and (3) you will evaluate it using the principles and strategies discussed in the previous unit. The goals are to generate some prose that you can revise and recycle in the

Discuss readings Review homework Assign “Multimodal

Presentation”

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final paper, and to begin thinking about the assigned texts from a critical/rhetorical perspective.]

TR 11/8

TBA (Student-Directed Readings)

Continue work on the “Annotated Works Cited” assignment on CourseDen

Discuss readings Review homework Introduce the “Final Paper

Proposal” assignment due next class

T 11/13 N/A

Compose a one to two paragraph proposal in which you explain (1) the subject on which you want to concentrate in the final paper, (2) what others have said about the identified subject based on the “Annotated Works Cited” assignment, and (3) the argument that you intend to make about it. Print the resulting document, and bring it to the present class meeting. Consult the “Example Final Paper Proposal” document, on CourseDen, should you need to review how to format and complete the assignment.

Review proposals for the final paper

Claims Workshop

TR 11/15 TBA TBA

Writing Workshop – The present class meeting is earmarked to address concerns about the writing process for the final paper. Please bring to class everything that you need to work on it, including the assigned

T 11/20 THANKSGIVING BREAK – NO CLASSES

TR 11/22 THANKSGIVING BREAK – NO CLASSES

T 11/27 N/A Compose two or more well-constructed content paragraphs (1) that elaborate

Workshop homework Discuss “project

management” for an

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on the argument outline completed for the previous class meeting, and (2) that follow the rhetorical, organizational, and other compositional principles (e.g., “they say, I say”; “claims, evidence, analysis”; etc.) discussed throughout the course. Post what you write to the “E2 – Content Paragraph Workshop” discussion forum on CourseDen, and come prepared to discuss it with the larger class.

argumentative synthesis paper, i.e., how to compile the various process work into a working draft

TR 11/29 N/A

Compose, print, and bring to class a draft of the third paper for peer review. Note: You should attempt to produce a draft as close to the final version as possible, as you will make the peer review workshop more productive, and the weekend less stressful, for yourself in doing so. You, however, will be evaluated on effort and participation rather than content, grammar/style, etc. Thus, if you're unable to complete three full-length pages before the present class meeting, please don't stress. Just complete as much as you can, outline what remains, and come prepared with specific questions about how best to proceed.

Peer Review Workshop

T 12/4 N/A Continue work on the argumentative synthesis

Review homework Finalize plans for the end of

the semester, and address

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paper

Continue work on the multimodal presentation

remaining course-related administrata

TR 12/6 N/A

Continue work on the argumentative synthesis paper

Continue work on the multimodal presentation

Individual Consultations – I am earmarking the present class meeting for individual consultations on the remaining assignments for the course. I recommend continuing to meet as a class, but I am also amenable to one-on-one or small group meetings in my office. We will discuss what works best given the needs of the class as a whole as we get closer to the present date.

F 12/7

E3 Deadline – You must submit a full-length final draft of the second paper to the appropriate dropbox on CourseDen on or before the listed date in order to receive full credit. Submissions after 12/7 will result in late penalties as described on the course syllabus.

TR 12/13Multimodal Project Deadline – You must submit the multimodal project to the appropriate dropbox on CourseDen on or before the listed date in order to receive credit. Submissions after 12/13 will not be accepted.

Course Policies

Attendance Policies

AbsencesI observe the First Year Writing policies on attendance. I thus allow you to accumulate no more than four absences during the semester. You will have two options upon the fifth absence: (1) you can withdraw from the class, and receive a “W” or “WF” grade depending upon the withdrawal deadline; or, you can remain in the class, if you desire, and receive an “F” grade for the semester. Please note that I make no distinction between excused and unexcused absences. Therefore, if you anticipate a need to accumulate more than four absences, you should consider taking the course another semester.

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Arriving Late and Partial AttendanceI count all tardies (i.e., arriving more than three minutes late to class) as one-half of an absence when I calculate attendance. In addition, if you arrive late, I will not allow you to retake missed quizzes. Please do not arrive late to class. Please, too, do not leave the classroom until I have dismissed the class itself, as I will observe the same policies.

Disruptive BehaviorThe Student Conduct Code, section 3.00 (Appendix A in the Student Handbook) prohibits disruptive behavior on campus, defined as “interfering with normal university sponsored activities, including, but not limited to, studying, teaching, research, university administration, disciplinary or public service activities, or fire, police or emergency services.” Reasonable examples of appropriate classroom behavior prohibit such actions as cell phone use, eating in class, talking while the instructor is talking, coming late or leaving early, sleeping, etc. Specific information on disruptive behavior in the classroom and how such behavior is addressed can be found by visiting the following: http://www.westga.edu/vpsa/index_4721.php (Office of Student Affairs and Enrollment Management)

Late Work and Extensions

Late WorkI will accept papers up to ten days after the deadline, but will deduct five points (one-half of a letter grade) per day late. If you submit a paper a full ten days late, for example, you will have lost half of the points that you otherwise could have earned, and can make no grade higher than an “F.” I will not accept papers more than ten days, weekends included, after the deadline. I thus urge you to submit all papers on time to avoid potentially devastating penalties. I do not accept homework, classwork, pre-drafts, or other miscellaneous assignments after the posted deadline, nor do I allow students to make up missed quizzes.

ExtensionsI also will grant extensions to students who possess and, furthermore, who can document a persuasive reason to request additional time. Please note, however, that I consider “persuasive reasons” uncontrollable and unfortunate incidents such as hospital stays, the deaths of immediate relatives, and court summons. Note, too, that you must speak to me before the due date.

Revisions of Graded WorkYou can revise either the first or second paper on the following conditions:

1. I expect you to submit all revisions no later than one week after I return the graded original.

2. I expect you to have read, considered, and responded to the comments provided in a “metacognitive reflection paragraph” that reflects on the parts of the assignment requiring the most significant revision, and that articulates a clear plan through which to address them. Additional instructions for the metacognitive reflection will be made available later in the semester. Please, too, visit office hours or send an email if you have questions. I am more than willing to explain comments, discuss revision strategies, and review drafts.

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3. I expect you to make significant changes to the original paper. In other words, then, I expect you to do more than just correct the grammar, reword some sentences, and change the title; I expect you to add to, subtract from, and otherwise reorganize the original paper.

4. You cannot submit a “revision” of a paper that you never submitted the first time, and you cannot use revisions to erase late penalties that you have accumulated.

Plagiarism, Excessive Collaboration, and Recycled Work

Plagiarism and Excessive Collaboration:The university considers plagiarism and other forms of academic dishonesty to be a serious breach of academic ethics. Section 207 of the University of West Georgia Faculty Handbook, which defines plagiarism as “Improper academic conduct…the purchase and use of ghost-written papers and reports, or incorporating into a report, term theme, research paper, or project, ideas and information obtained from another person without giving credit to the person from whom such information was obtained.”

Excessive Collaboration: By the end of the term in both ENGL 1101 and 1102, students should demonstrate the ability to produce independent writing (writing without collaborative assistance of peers, writing tutors, or professionals in the field) that shows an acceptable level of competence. Although classroom activities and out-of-class assignments may highlight collaborative learning and collaborative research, excessive collaboration (collaboration that results in the loss of a student’s voice/style and original claims to course related work) is considered another form of academic dishonesty and therefore will not be permitted.Each incidence of plagiarism is subject to review and consideration by the instructor, and is subject to a range of penalties including but not limited to failing the assignment, failing the course, and referral to the disciplinary review board (which may ultimately result in the expulsion, suspension, or disciplinary removal of the student from the university). In order to facilitate the prevention and detection of plagiarism the Department of English and the University of West Georgia will maintain records of plagiarized assignments and those who prepare and/or submit them.

Recycled WorkPlease note that I will never accept work completed for another course. However, should you have completed work that you consider relevant to a given assignment, I invite you to schedule a meeting to discuss the subject with me. I am glad to help you elaborate on a project that interests you.

Electronic vs. In-Person CommunicationI welcome all MyUWG correspondence that I receive, and I invite students to contact me via that channel to ask questions, schedule conferences, and otherwise discuss the course. Please note, however, that I have found email most useful in addressing specific, rather than general, issues. Thus, if you would like to discuss more general issues such as paper ideas, revision strategies, class performance, and similar subjects, I encourage you to visit the office hours that I hold each week, or to contact me to schedule an appointment to meet another time. Please do not contact me via CourseDen if you want a quick response; I seldom check it.

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Common Language for Course Syllabi

Please ensure that you review and understand the most up-to-date information on institutional-level policies and procedures each semester. You can access said information at the following URL: https://www.westga.edu/administration/vpaa/common-language-course-syllabi.php

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