SYLLABUS: ENGLISH COMPOSITION I, Sec 92 & 94

Meeting Times

Sec 94: Mon & Wed 7:30-8:45

Sec 92: Mon & Wed 2:00-3:15

Classroom

Newnan Center Computer Lab Room 164

Required Texts and Materials

In Conversation, A Writer’s Guidebook by Mike Palmquist and Barbara Wallraff

ISBN: 9781319235840

Other material will be provided via links

NOTE: Bring your syllabus to class. Assignments develop as we proceed together. This document provides a basis for our work.

Grades: 65% (65 points) Essays or Major Projects, 20% (20 points) Process Work, 15% Participation.

Course Description

· Catalog description: A composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. Required in Core Area A.

Course Goals

· To develop skills in effective expository, analytical, and argumentative writing.

· To develop facility with the whole writing process from invention through revision.

· To understand and employ a variety of rhetorical modes and techniques of persuasion.

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

· To incorporate and document additional textual materials to strengthen and support argument.

· General and Specific Learning Outcomes in detail

Program Goals

· Oral and written communication will be characterized by clarity, critical analysis, logic, coherence, persuasion, precision, and rhetorical awareness (Core Curriculum learning outcomes I)

Assessment activities

· The course will require at least 4000 words of graded writing.

· The course will require no fewer than three out-of-class essay assignments that make use of revising opportunities and are graded according to the Grading Rubrics for out-of-class writing.

Class Policies

Help: If you need help developing ideas or understanding a project, please make an appointment with me. Appointments are most helpful when you bring your notes and freewriting with you to begin our discussion, so take an hour or more to do some brainstorming and freewriting before we meet.

Grades: Grades come from three categories of work: Essays and Major Projects: 65%; Process Work: 20%; Participation 15%. Grades are a result of your effort and academic performance. Ethically, I can not give you additional points because you need to pass the course in order to avoid academic suspension or because you may lose a scholarship. It wouldn’t be fair to you or to other students. I do not round up grades. An 89 is a B. A 79 is a C. Do not ask me to change your grade. Please know that I have designed the course so that all conscientious students can succeed. Process work and revisions are your friends! I promise.

Attendance: Because your success is important to me, I take attendance and encourage you to be present by having in-class exercises and quizzes. We only meet 30 times. For that reason, if you miss four classes, you lose 10% of your grade. These 10 points are deducted from the participation category. Please come to class. I love to see you and hear what you have to say. I also want you to succeed. If you miss more than four classes, you lose the entire participation grade.

Make up work: If you miss a quiz or daily class assignment, you may check Course Den or ask a classmate for the information. However, no grade will be entered for that activity on that day. Because everything we do builds toward the goal of writing successful essays, I recommend that you complete missed assignments in your notebook even of you won’t get a point for them. Grading and entering grades is very time consuming. As a result, if your name is not on paper quizzes or assignments, you will not receive a point for that exercise.

Plagiarism & Academic Dishonesty: The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; this is another form of misrepresenting the truth. In addition, working closely with someone else to the point at which his/her ideas significantly contribute to your paper also constitutes a form of plagiarism known as excessive collaboration.  

Regardless of the extent of the plagiarism, students who plagiarize will be given a 0 on the assignment and an automatic F in the course, and may face possible expulsion (Note: This policy extends to cheating on all other assignments as well, including journal entries, quizzes, or other in-class work.). See below for University policies for handling Academic Dishonesty: The Faculty Handbook, sections 207 and 208.0401: http://www.westga.edu/~vpaa/handrev/ Student Uncatalogue: "Rights and Responsiblities"; Appendix J: http://www.westga.edu/handbook/

Withdrawal period ends on October 8. If you have already missed three classes and quizzes by that time (including late arrivals), you are advised to withdraw with a W instead of risking a WF or a failing grade. This is the final withdrawal deadline. After this date, a student must seek a hardship withdrawal (initiated through Health Services or Counseling).

Disruptive Behavior Policy (FYW policy ): Students may be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others. Such behavior includes – but is not limited to – arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or visual devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance policy above. (Department Policy)

Classroom Decorum: Respect, compassion and support for the class, the instructor, yourself, and your fellow students is critical. If I feel that a student is behaving in a way that creates conflict or stops our progress, I will ask them to take a break outside and return when they are ready. Such behaviors include texting, sleeping, disruptive side-conversations, rude or inappropriate remarks, and general disregard for the classroom experience.

Cell Phones: Because cell phones and tablets are distracting and mind-numbing, all electronic devices (cell phones, ipods, etc.) should be turned off and out of sight during class.

Late Work Policy: Each day that a paper is late will result in the loss of 5%. Please do not submit late papers.

Protocol for out-of-class essays: All final essays will be delivered via Course Den Drop Box. Paper copies may be requested on a case by case basis.

Student-Professor Email correspondence: You are welcome to email me with any questions, and you may also email your thesis statement to me if you’d like feedback. While I’m happy to help via email, please do not abuse this privilege (i.e. re-sending thesis statements multiple times with changes made according to my suggestions). Likewise, do not send emails asking questions that I have covered in class or that you can find on your own (due dates, course policies, etc.). Should you miss class, it is your responsibility to find out what work you missed (by consulting the online course calendar, a classmate, course den). Do not, however, ask me; I will be planning our next class and looking forward to seeing you again.

*Note: All student-professor email correspondence must take place via your myUWG account; likewise, if you need to reach me outside of class and/or office hours, email is the most efficient way to do so.

IMPORTANT: I give only 5 grades: A, B, C, D, F. I do not round up. An 89 is a B, and a 79 is a C.

(Late papers are penalyzed. Plagiarized, Recycled or Collaborated papers receive a 0. )

Plagiarism Defined: http://www.westga.edu/writing/index_153.php

Plagiarism Exemplified: https://drive.google.com/drive/folders/0BycRKttSSms-ZHA1OUJoVXJiaUU

IMPORTANT NOTES -- Some repeats.

● This schedule is subject to change in order to accommodate the progress of the class. Changes will be discussed in class as needed. Please check and update your syllabus.

● Because we will read selections from our texts during class discussions, you should bring the text we are discussing to class. In some cases you may be required to print the text.

● Because students who participate in class discussions tend to write better papers and craft stronger arguments, I expect all students to participate in class discussions and draft workshops.

● Because students who attend class have a much higher success rate, attendance and classroom behavior directly affect your grade.

● Because students who take notes on paper have higher recall and comprehension, I review your notebooks for evidence of notetaking.

● Because plagiarism robs students of the opportunity to learn and to develop, plagiarized papers receive no points. Remember, I give you the opportunity to revise with no penalty. As long as you turn in a paper, it is always better to turn in an imperfect paper that you can revise than to submit a perfect plagiarized paper. I use plagiarism software, such as Turnitin, to check your work. I also Google passages that don’t sound like the student’s voice and compare papers to former student work.

● You will submit final essays to Course Den. Printed copies of drafts will be required for draft workshops.

● Because students who read the assigned texts perform better on the essays and classwork, reading the assigned material is essential to your success in class. Read and succeed!

● Your final grades will be posted to BanWeb before the deadline imposed by the University. Also, per University policy, no grades can be given via telephone or e-mail.

● Brutal truth: I enjoy explaining assignments to you, but no matter how hard I try, I cannot understand them for you. Therefore, confusion is not an excuse for inaction. To me, confusion or questions are part of the natural process of learning and transforming. Come to me with specific questions after you have reviewed the material and completed several pages of free writing and exploration. Understanding emerges from participation in the process. 👉COMMON LANGUAGE FOR COURSE SYLLABI (July 2017)

IMPORTANT: Students are responsible for reviewing the following information each semester. https://www.westga.edu/administration/vpaa/assets/docs/faculty-resources/common_language_for_course_syllabi_v2.pdf

This is a QEP Course. Clear written communication is important in all disciplines, and increasingly employers are expecting college graduates to be good writers. That's one reason why UWG is focusing on improving undergraduate student writing across the core. When you hear about the QEP—UWG's Quality Enhancement Plan—know that what your peers and professors are talking about is WRITING, because we are committed to giving you opportunities across your core curriculum to improve the quality of your writing. Want to know more? Visit the QEP website at http://www.westga.edu/qep/

HONOR CODE

At the University of West Georgia, we believe that academic and personal integrity are based upon honesty, trust, fairness, respect, and responsibility. Students at West Georgia assume responsibility for upholding the honor code. West Georgia students pledge to refrain from engaging in acts that do not maintain academic and personal integrity. These include, but are not limited to, plagiarism, cheating, fabrication, aid of academic dishonesty, lying, bribery or threats, and stealing. The University of West Georgia maintains and monitors a confidential Academic Dishonesty Tracking System. This database collects and reports patterns of repeated student violations across all the Colleges, the Ingram Library, and the School of Nursing. Each incidence of academic dishonesty is subject to review and consideration by the instructor, and is subject to a range of academic penalties including, but not limited to, failing the assignment and/or failing the course. Student conduct sanctions range from verbal warning to suspension or expulsion depending on the magnitude of the offense and/or number of offenses. The incident becomes part of the student’s conduct record at UWG. Additionally, the student is responsible for safeguarding his/her computer account. The student’s account and network connection are for his/her individual use. A computer account is to be used only by the person to whom it has been issued. The student is responsible for all actions originating through his/her account or network connection. Students must not impersonate others or misrepresent or conceal their identities in electronic messages and actions. For more information on the University of West Georgia Honor Code, please see the Student Handbook.

CREDIT HOUR POLICY (Expect 6 Hours per week out of class work)

The University of West Georgia grants one semester hour of credit for work equivalent to a minimum of one hour (50 minutes) of in-class or other direct faculty instruction AND two hours of student work outside of class per week for approximately fifteen weeks. (See complete information at Common Language link)

Departmental Paperless Policy: As of Fall 2006, our English Department has implemented a “paperless” policy.  I will post things on Course Den to download, print, and bring to class  It is your responsibility to check the syllabus and follow through. 

FERPA: Please be aware that I cannot communicate with your parents unless you complete a FERPA form (available upon request). Should you have concerns about your progress in the course, or any other issues that arise, it’s best that you address them with me personally.

👉 PER THE BOARD OF REGENTS ALL FACULTY MEMBERS ARE MANDATORY REPORTERS OF SEXUAL MISCONDUCT: This means that no conversation I overhear, or that we have, is confidential if any sexual misconduct is mentioned. Even if the incident occurred off campus or before you became a student at UWG, or doesn’t even involve you personally, I am legally obligated to report the information I hear. To review the policy in full: http://www.usg.edu/policymanual/section4/policy/C327/

👉 RESOURCES FOR ACADEMIC SUPPORT AND PERSONAL GROWTH

ONLINE COUNSELING: https://www.westga.edu/student-services/counseling/online-counseling.php

TRADITIONAL COUNSELING SERVICES: https://www.westga.edu/student-services/counseling/appointments.php

REPORT AN INCIDENT: https://publicdocs.maxient.com/incidentreport.php?UnivofWestGeorgia

HEALTH SERVICES: https://www.westga.edu/health/

PEER TUTORING: http://www.westga.edu/cas/6024.php

SUPPLEMENTAL INSTRUCTION: http://www.westga.edu/cas/6083.php

LIBRARY: http://www.westga.edu/library/

📌 Norman Augustine,

Former CEO Lockheed Martin

BASIC COURSE PLAN WITH RUBRICS

Project 1 Dates: August 15-September 19 Paper Due: Friday Sept 21 by 10 am

Read Sarah Stewart Johnson’s “O-Rings.” Learn to understand how a writer persuades as you conduct a rhetorical analysis directed by the materials provided. We will do a number of in and out of class exercises to prepare for this paper. See pages 51- 54, In Conversation. Always use MLA Style in our formal papers. See page 341- 379, In Conversation. This prompt will be developed more in class. Stay tuned for details. 20% or 20 Points.

To earn a “C” on essay #1, a student must

1. Respond to all of the constraints of the assignment:

a. Paper should be formatted according to MLA style guidelines with no major errors.

b. Paper should meet the minimum length requirement specified on the assignment sheet.

c. Paper should adequately respond to one of the assigned topics.

2. Posit a clear thesis/argument:

a. Thesis must center on a concrete claim.

b. Essay should be comprised primarily of textual analysis in support of the thesis.

c. Essay should illustrate an understanding of the text that extends beyond the surface level.

3. Present a well-organized essay:

a. Essay should contain distinguishable introductory and conclusion paragraphs of adequate length and appropriate tone.

b. The majority of body paragraphs should provide supporting evidence and accompanying analysis, with few in need of further elaboration.

c. Paragraphs should contain topic sentences and/or transitions.

4. Maintain a tone appropriate for the audience:

a. Essay should not contain colloquialisms or excessively informal language.

b. Essay should not rest on personal opinion.

5. Construct grammatically sound paragraphs with no pervasive pattern of grammatical errors and/or sentence-level incoherence.

To earn a “B” on essay #1, a student must

1. Adhere to all assignment requirements (MLA style and formatting, length, assigned topic).

2. Anchor essay via concrete thesis statement focusing on a thoughtful analysis of the assigned text(s) and topic(s).

3. Provide sound analysis that follows standard rules of paragraph construction (topic sentences, supporting evidence, explication) and displays adequate paragraph development.

4. Have no distracting pattern of error and no more than two major grammatical errors.

5. Display tangible improvement with respect to errors marked on previous essays/graded writing (meaning the student cannot have a repeated pattern of errors marked on previously graded work).

To earn an “A” on essay #1, a student must

1. Adhere to all assignment requirements, with no major errors in MLA style or formatting.

2. Provide a thesis that is insightful, sophisticated and well-articulated.

3. Remain focused on the topic and thesis, providing sound and compelling analysis throughout the essay.

4. Guide argument via strong topic sentences and appropriate transitions.

5. Have very few grammatical errors, none of which interfere with coherence.

6. Display significant improvement with respect to errors marked on previous essays/graded writing.

A “D” grade results from

1. Failing to adhere to basic assignment requirements (length, flagrant disregard for MLA style and formatting).

2. A lack of substantive analysis (i.e. an essay resting primarily on observation or summary).

3. A pervasive pattern of minor errors that undermines sentence-level coherence.

4. A pattern of repeated errors marked on previously graded work.

An “F” grade results from

1. Failure to adhere to basic assignment requirements.

2. Two or more of the faults listed under “D.”

Project II Dates: September 26-October 31 Paper Due: Friday Nov 2 by 10 AM

In this section we will examine and analyze three podcasts available online and decide which one should receive a hypothetical $100,000 grant. You will work individually and in groups as we scaffold assignments that help us develop arguments and come to a decision. This exercise will help us practice critical skills necessary at work and in life. We’ll strive to adopt an appropriate professional tone and strong persuasive evidence. 20% 20 Points.

RADIOLAB: https://www.npr.org/podcasts/452538884/radiolab

LORE: https://www.lorepodcast.com/

HIDDEN BRAIN: https://www.npr.org/series/423302056/hidden-brain

Essay #2

C To earn a “C” on essay #2, a student must

1. Respond to all of the constraints of the assignment: a. Format essay according to MLA style guidelines with few errors b. Paper should meet the minimum length requirement specified on the assignment sheet. c. Paper should adequately respond to one of the topics assigned.

2. Posit a clear thesis/argument: a. Thesis must center on a claim, though it may lack specificity. b. Essay should be comprised primarily of textual analysis, though it may lack development in some areas. c. Essay should demonstrate an understanding of the text(s).

3. Present a reasonably organized essay: a. Essay should contain introductory and conclusion paragraphs. b. Body paragraphs should be of reasonable length with supporting textual evidence and accompanying analysis, though further elaboration may be in order. c. Most paragraphs should contain recognizable topic sentences with appropriate transitions.

4. Maintain a tone appropriate for the audience: a. Avoid excessive colloquialisms or informal language. b. Essay should not rest on personal opinion.

5. Construct grammatically sound paragraphs with no pervasive pattern of grammatical errors and/or sentence-level incoherence.

B To earn a “B” on essay #2, a student must

1. Adhere to all assignment requirements (MLA style and formatting, length, assigned topic). 2. Anchor essay via a clear thesis statement that posits concrete claim(s) about the assigned text(s) and topic(s). 3. Provide sound analysis that follows standard rules of paragraph construction (topic sentences, supporting evidence, explication), with most paragraphs adequately developed. 4. Have no distracting pattern of error, with no more than three major grammatical errors.

A To earn an “A” on essay #2, a student must

1. Adhere to all assignment requirements (MLA style and formatting, length, assigned topic). 2. Provide an insightful and sophisticated thesis. 3. Remain focused on the topic and thesis, providing effective textual evidence and compelling analysis throughout the essay. 4. With few exceptions, guide the argument via strong topic sentences and appropriate transitions. 5. Have few grammatical errors, none of which interfere with coherence.

D A “D” grade results from

1. Failing to adhere to basic assignment requirements. 2. A lack of substantive analysis (i.e. an essay that rests primarily on observation or summary). 3. A pattern of major grammatical errors and/or sentence-level incoherence.

F An “F” grade results from

Two or more of the issues listed under “D” above.

MIDTERM REVISION EXAM: Wednesday, October 3

Bring your Grade-marked paper, a bluebook, and one page of notes including an outline.

1101 Project III Dates: Nov 5- Nov 29 Paper Due: Friday, Nov 30 by 10 AM

Read George Washington’s Rules of Civility. http://www.foundationsmag.com/civility.html

Prepare to discuss ways that these rules might be interpreted in contemporary society. Choose one rule to apply to a contemporary situation, conduct research using appropriate sources, and write a paper in which you explain an aspect of contemporary etiquette or culture associated with the rule you have chosen. Support your claims with evidence from your research. The prompt will be developed in class. The exercise gives you an opportunity to connect the past to the present and to practice critical thinking and research skills essential in college and in many jobs. 20% 20 Points.

To earn a “C” on essay #3, a student must

1. Respond to all of the constraints of the assignment: a. Paper should be formatted according to MLA style guidelines with no major errors. b. Paper should meet the minimum length requirement specified on the assignment sheet. c. Paper should adequately respond to one of the assigned topics.

2. Posit a clear thesis/argument: a. Thesis must center on a concrete claim. b. Essay should be comprised primarily of textual analysis in support of the thesis. c. Essay should illustrate an understanding of the text that extends beyond the surface level.

3. Present a well-organized essay: a. Essay should contain distinguishable introductory and conclusion paragraphs of adequate length and appropriate tone. b. The majority of body paragraphs should provide supporting evidence and accompanying analysis, with few in need of further elaboration. c. Paragraphs should contain topic sentences and/or transitions.

4. Maintain a tone appropriate for the audience:a. Essay should not contain colloquialisms or excessively informal language. b. Essay should not rest on personal opinion.

5. Construct grammatically sound paragraphs with no pervasive pattern of grammatical errors and/or sentence-level

incoherence.

To earn a “B” on essay #3, a student must

1. Adhere to all assignment requirements (MLA style and formatting, length, assigned topic). 2. Anchor essay via concrete thesis statement focusing on a thoughtful analysis of the assigned text(s) and topic(s). 3. Provide sound analysis that follows standard rules of paragraph construction (topic sentences, supporting evidence, explication) and displays adequate paragraph development. 4. Have no distracting pattern of error and no more than two major grammatical errors. 5. Display tangible improvement with respect to errors marked on previous essays/graded writing (meaning the student cannot have a repeated pattern of errors marked on previously graded work).

To earn an “A” on essay #3, a student must

1. Adhere to all assignment requirements, with no major errors in MLA style or formatting. 2. Provide a thesis that is insightful, sophisticated and well-articulated. 3. Remain focused on the topic and thesis, providing sound and compelling analysis throughout the essay. 4. Guide argument via strong topic sentences and appropriate transitions. 5. Have very few grammatical errors, none of which interfere with coherence. 6. Display significant improvement with respect to errors marked on previous essays/graded writing.

A “D” grade results from

1. Failing to adhere to basic assignment requirements (length, flagrant disregard for MLA style and formatting). 2. A lack of substantive analysis (i.e. an essay resting primarily on observation or summary). 3. A pervasive pattern of minor errors that undermines sentence-level coherence. 4. A pattern of repeated errors marked on previously graded work.

An “F” grade results from 1. Failure to adhere to basic assignment requirements. 2. Two or more of the faults listed under “

GENERAL CALENDAR

(Subject to updates and spontaneous implosion)

August

1 W 8/15 Welcome and Syllabus Review.

H 8/16Open Drop – (non-eCore); drop ends at 11:59 pm August 17th; Open Add -

(non-eCore); add ends at 11:59 pm August 20th

F 8/17 Open Drop ends at 11:59 pm

2 M 8/20 Course Preview. Diagnostic Assigned. Prepare for class by reading 12 Steps in

T 8/21Course Den: https://westga.view.usg.edu/d2l/le/content/1710088/Home

Open Add ends at 11:59 pm

W 8/22Discuss Sample Essays and Diagnostic paper. See Course Den Week 2. Prepare for class

H 8/23by reviewing sample essays.

3 M 8/27Discuss Rhetorical Analysis. Prepare for class by reading or reviewing Week 3 Class 1

T 8/28materials in Course Den. MLA Review. In Conversation, 51-54

W 8/29Prepare for class by reading and annotating “O-Rings” Bring Printed copy of

8/30“O-Rings” with your notes to class. In Conversation, 3-12

September

4 M 9/3 Labor Day

T 9/4Prepare for class by reviewing information on the Rhetorical Situation available

in Course Den, Week 4.

W 9/5Prepare for class by reviewing information on the Rhetorical Situation available

H 9/6 in Course Den, Week 4. In one page, explain the rhetorical situation of “O-Rings”

5 M 9/10Thesis Workshop. Prepare for class by reading In Conversation pages 161-177.

T 9/11What are the themes and tropes of “O-rings”? How would you describe Johnson’s tone and

point of view? See Course Den Week 5.

W 9/12Topic Sentence Workshop. Fitting it all together. Essay Organization Review.

H 9/13Paragraph Review.

6 M 9/17Draft 1 Due -- may be handwritten if your handwriting can be read by classmates.

T 9/18If not, please type and print. Prepare for Class by reading In Conversation p 215-223

W 9/19Draft 2 Due. Must be typed and printed. Must be revised from Draft 1.

H 9/20Prepare for Class by reading In Conversation, p 230-253 and 264-271

7 M 9/24Section II. Prepare by reviewing the websites of the podcasts listed on Course Den, Week 7.

T 9/25Take notes using questions and materials on CD. Read In Conversation, 75-84

W 9/26In-Class writing and discussion. Prepare for class by continuing your analysis of

H 9/27the websites.

October

8 M 10/1Revision Prep for Midterm. Prepare for class by bringing a PRINTED copy of

T 10/2your Grademarked paper. See Course Den Guides “How to Access GradeMark

and Turnitin Feedback” If you do not need to do a revision, begin your listening and notetaking for section III. Read In Conversation, 215-222.

W 10/3Revision in Class. Must have: Blue Book, Grade Mark Essay Printed, One Page

H 10/4of notes including new outline.

Th 10/4 Fall Break

9 M 10/8 Prepare for class by listening to one episode from each podcast. Take notes.

T 10/9Be prepared to discuss. NOTE: ** Last day to withdraw with a grade of W from Full Term (non-eCore) 16 week courses. Students who withdraw from a Full Term (non-eCore) class between August 21st and October 8th will receive a grade of W. Reminder there is no refund associated with withdrawing from a course.

W 10/10Prepare for class by watching the video link and reviewing In Conversation, pages 105-148

H 10/11https://www.youtube.com/watch?v=zETDM9qiYcY

10 M 10/15Duane Theobold Research Workshop. Prepare for class by reviewing In Conversation, 105-148

T 10/16In Class Team Prep .

W 10/17In Class Team Prep

T 10/18Prepare by reading In Conversation p 39-50 and 54-72

11 M 10/22Group Presentations

T 10/23

W 10/24In class discussion and analysis to prepare for final paper. Read In Conversation, 161-185

H 10/25

12 M 10/29Prepare for Class by Writing a Draft of your recommendation. Thesis and TEA Workshop

T 10/30Review In Conversation, 186-194

W 10/31Prepare for Class by revising and typing your draft. Sentence level workshop. Review In Conversation, 230-288

H 11/2

F 11/2Paper due to Course Den

November

13 M 11/5Section III Prepare for class by reading Rules of Civility

T 11/6 http://www.foundationsmag.com/civility.html

W 11/7Prepare for class by reading In Conversation, p 201-212

H 11/8

14 M 11/12Class Discussion, In-Class Writing, Research. Review genre, In Conversation, 39-72

T 11/13

W 11/14Outline Due

H 11/15

M 11/19 Thanksgiving Break

W 11/21 Thanksgiving Break

15 M 11/26Draft 1 Due

T 11/27

W 11/28 Draft 2 Due. Paper due to Course Den on Friday, November 30 by 10 am.

H 11/29

December

16 M 12/3Course Review and Student Evals

T 12/4

W 12/5Revision Workshop for Final Exam

H 12/6

Note: Grades will be posted to BanWeb by noon on December 17th. No grades will be distributed via phone or email.

Final Exam Week: The last day of Fall semester is Friday, 12/7/18. Final exams take place between 12/8-14/18. Please note that the date/times for exams are different from the class day/times for the semester. Please refer to this link for the schedule. Exams cannot be held at any other time since it would conflict with other classes students are taking.

Our Final Exam is a revision of Essay 2.

Section 92 Monday, Dec. 10, 2:00-4:00 pm

Section 94 Tuesday, Dec. 11, 8:00-10:00 am

Mountain of Notes (For Reference – a great way to wrap your head around a difficult text)

Dr. Master’s Mountain (of notes)

Stage one involves collecting a mountain of textual evidence, ideas, thoughts, and interpretations. You will create a typed, single-spaced document, at least two pages in length (but hopefully more like three or four), with a series of numbered entries.

Most will be quotations from the texts that you plan to use in your paper, but these entries can also be general thoughts and musings, ideas you wrote down during discussion that you want to include, and questions you have that you know you will have to answer.

Under each typed passage or big idea, type out a series of notes (I find it helps to assign each sub-note a letter). What does the passage reveal? What is the significance of a particular word, phrase, or image? How does it speak to a specific conflict or theme? I often find that some of these individual notes later become larger ideas that may or may not get positioned near the particular passage that inspired them.

Stage two will be to construct an outline based on your notes. Using Roman numerals, set up your paragraphs, assigning each body paragraph a specific topic and establishing a sense of what you intend to prove in it.

Looking over your mountain of notes, what pieces of textual evidence do you want to include? How might you group various quotations and ideas together? What other thoughts and ideas should go into this paragraph?

For each body paragraph heading, include a sentence that explains why the new paragraph needs to follow the previous one. How will it build on it? Why does the new paragraph need to follow it?

In stage three, you will finally write the first complete draft of your paper. In your introduction you should establish a strong central argument, or thesis, which establishes the foundation of the entire paper. You will need to introduce the story and its author and a sense of your paper’s larger purpose. Spend some time setting up the paper’s central concerns, and then move towards defining a thesis about the story itself and how it reflects, challenges, and complicates your central concerns.

Each body paragraph should then work to develop, substantiate, and elaborate on your main argument, and each must begin with an argument or interpretive position about the literature that announces the paragraph’s “big idea.” These opening arguments also act as bridge statements: they remind your readers of where they’ve been, and they point them to where they’re going. In other words, they help to establish the logical structure of the paper and provide a sense of forward progress.

Calculating Your Final Grade

A = 90-100, B = 80-89, C = 70-79, D = 60-69, F=0-59

Essays & Major Projects 65% or 65 points

Process Work 20% or 20 points

Participation 15% or 15 points.

English Composition 1: 1101-92 and 94, Melissa Dickson Jackson

Newnan Campus, Room 225 Mjackson@westga.edu Office Hrs: Mon/Wed 10-12 and Tues/Thurs 12-3

___________________________________________________________________________

Page 1

Categories

Participation: 15% or 15 points

Did you attend class, respond to the instructor’s questions, participate in discussions, and support your peers with constructive feedback during peer review? If you did, you can be pretty sure you will receive the full 15 points. If you did not, your score will probably be lower. Write your estimate in the column to the right.

Process Work: 20% or 20 points

You accumulate points each time you complete a task or an assignment such as an in-class quiz, a draft, or an exercise that Prof Jackson has assigned a point to. Some in-class exercises do not acquire points. Add up the points in the process category on Course Den to see where you stand. Write the total in the column to the right.

Essays, Major Projects: 65% or 65 points

Diagnostic essay: 5% or 5 points

Project One Essay 20% or 20 points

Project Two Essay 20% or 20 points

Project Three Essay 20% or 20 Points

Total Score: Earn 100% by earning 100 points

Just add up your points to calculate your final grade.

Enter The Points You Earn Here

Participation

Enter 1 Point for Everytime you

Completed a Process Assignment

Enter The Points You Recieve

on the Major Projects and Essays

Diagnostic:

Essay/Project 1:

Essay/Project 2:

Essay/Project 3:

Add Them Up To See Your Total Points:

If you have 90 points or over, you made an A!

TOTAL: