English 102, Spring 2012       Syllabus

111, T&R 200-315, ILC 129

176, T&R 330-445, ILC 129

167, T&R 500-615, ILC 129

 

instructor  Jeremy Frey       email  freybaby@email.arizona.edu         website www.u.arizona.edu/~freybaby/       phone 626-4875 (only during office hours)

 

office  Computer Center (CCIT), room 236, pod G, desk 1 (at Speedway & Highland)                  office hours  T&R 1245-145pm, and by appointment

 

messages & mailbox  621-1836   Department of English; Modern Languages, room 445 (wire basket – sign the ledger)

 

listservs   engl102-111@listserv.arizona.edu, engl102-176@listserv.arizona.edu, engl102-167@listserv.arizona.edu

 

Note: This Syllabus may change with advance notice.

 

REQUIRED TEXTS & SUPPLIES

 

Hacker, Diane. Rules for Writers, 6th edition. Boston: Bedford, 2009.

 

Haley-Brown, Jennifer, Jerry W. Lee, and Caitlin Rodriguez, A Student’s Guide to First-Year Writing, 32nd  edition.  Plymouth: Hayden-McNeil Publishing, 2011.

 

Minnix, Christopher, and Carol Nowotny-Young. Writing Public Lives: From Personal Interests to Public Rhetoric, 3rd edition. Plymouth: Hayden-McNeil Publishing, 2012.

 

Copies of your work as needed for class and group discussion.

 

UA Net account.

 

COURSE OVERVIEW

 

English 102 is an intensive writing course designed to build on your strengths as readers, scholars and writers: it will help you further develop your critical thinking skills, improve your research strategies and help you write more effectively for an academic audience. Our overall goal is to improve your ability to research and write at the college level. To this end, we will study a variety of nonfiction and poetry, make use of some sculpture and centers on campus, closely read some short films --- the course content will loosely circle around the current political season, in regards to what’s commonly referred to as “rhetoric,” “persuasion” and good old “manipulation” of information.

 

COURSE DESCRIPTION

 

Building on the close reading, focused research and reflective writing done in English 101, English 102 combines reflection on general education with exploration of varied fields of inquiry to enable you to synthesize what you are learning and use it to write for varied purposes and audiences. The course breaks down and presents the processes of academic inquiry, research, analysis and argument to acquaint you with the type of study and writing you will be doing throughout college and in your career(s). As you examine how knowledge is composed in varied fields of study, you will work on analyzing and revising your own writing and reflecting on your writing process. In English 102, reflection, research, writing and revision are interrelated processes of inquiry fundamental to academia, specialized studies and public life.

English 102 will ask you to think, to write, to “read between the lines,” to critique your and other’s writing, and to revise. This writing intensive course emphasizes critical literacy and composing – the entire process, from invention to revising for focus, development, organization, active style, voice. You will explore independent thinking through intensive workshopping in class. You will be expected to apply concepts discussed in class to your writing. Assignments will ask that you comment, analyze, and reflect on your writing and on how the writing of others is put together. You will be encouraged to go beneath the surface of representation, to speculate not only on what things say but how they are put together, to locate assumptions, beliefs, and values at work in various forms of text. In short, this course asks you to become more of a critical thinker and a more effective presenter of your perspective. Since your responses, ideas and writing will form the subject matter of our course, you will want to be sure to come to class having completed the research, writing and reading homework for the day. Please always be prepared to discuss your questions, responses, ideas and writing.

 

COURSE PURPOSE & GOALS

 

ENGL 102 provides opportunities to develop your abilities in analytical, reflective reading and writing. What distinguishes this course from ENGL 101 is an emphasis on how rhetoric and research contribute to the writing process. Rhetoric is not an easy term to define, but for working purposes let’s say that rhetoric can be considered the art, study, or practice of human communication, especially insofar as it pertains to persuasion. By looking at texts (and human behavior, for that matter) rhetorically, we mean an interest in how language and symbols move others (either overtly and with intention, known as ‘exigent rhetoric,’ or at the level of ideology and unstated persuasion, known as ‘conditional rhetoric’). We’ll be interested, for example, in studying the logic, emotions, shared characteristics, and evidence deployed by writers, the character and motives of communicators, the values and experiences of audiences, and the factors that influence a communication situation. Analyzing texts in such a way makes us better able to read and write critically and effectively. Of course, in addition to analyzing the rhetoric of others, you will also be producing your own rhetoric when you complete written assignments and participate in class discussions.

Research is the second feature of English 102 that distinguishes the course from 101. Learning to be a good researcher will help you to be a more creative, credible, and convincing writer and communicator. Some of you may be more interested in research than others, but regardless of your academic, personal, and professional situation, research is an invaluable skill to develop: if we have a problem to solve, a challenge we want to overcome, then in order to understand it better we need detailed, credible information. Doing research will often mean using internet search engines, the library, or other special sources dedicated to providing particularized information about a situation. However, research is more than just locating sources electronically or through the library. When we call or visit friends and trusted-others and ask them for advice, details, or resources, then we are doing research. If you’re looking into an ongoing situation with local connections, doing research means going to the place itself, looking around, and asking questions. And this is important as well: Good research often raises more questions than it answers, and this process is dependent on your willingness to wonder, to become curious, and to begin to place yourself in relation to very complex topics and ethically limit those topics for your audience.

 

REQUIRED WRITING ASSIGNMENTS AND SCHEDULE

You must complete all required writing in order to receive credit for the course.

 Completing all in-class assignments, Peer Responses and Essay drafts to the best of your ability, with thought and care,

 will be worthwhile in and of itself, and will improve your writing … and therefore, your final grade.

 

Unit 1: Rhetorical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25%

Unit 2: (Annotated Bibliography and) Controversy Analysis . . . . 25%

Unit 3: Public Argument  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25%

Unit 4: Revision & Reflection  . . . . . . . . . . . . . . . . . . .  . . . . . . . . 25%

 

Numerous short assignments throughout the semester are Pass/Fail --- these include writing exercises, written peer reviews, responses to readings, quizzes, in-class writing, etc. (you will pass each of these. trust me; there is no fail.)

 

Unit 1, Weeks 1-5, Rhetorical Analysis --- students should explore three different types of rhetorical analysis through class discussion and group exercises and then choose one type to write in the rhetorical analysis essay. The teacher may choose a group of texts for analysis or students may choose for themselves from one or more of the following: Documentaries, Political cartoons, Ads (print or filmed), Speeches from American Rhetoric website (www.americanrhetoric.com), Writing Public Lives, or documents from a site or community chosen as a focus of individual interest/research.

 

Unit 2, Weeks 5-11, Controversy Analysis --- using research instruction and assistance developed with the librarians or electing to use The Curious Researcher, 6th ed., teachers design a program of research for their students. Students write an analysis of a controversy:  this is an analytical paper about their research into the main arguments about a controversy. They must analyze the sources they gather. Students should write and submit an Annotated Bibliography of their sources in addition to the Controversy Analysis. In class, teachers select texts from Writing Public Lives to analyze and demonstrate the process of inquiry and analysis required for this project. They may also select a documentary or two that demonstrates the type of inquiry required, such as any of the Secrets of the Dead episodes from PBS.

 

Unit 3, Weeks 11-15, Public Argument --- students will write a Public Argument based on the research they analyzed in the Controversy Analysis unit. Students MUST define their rhetorical situation for their paper, including an audience that is not currently in total agreement with them but not totally against them either.  These public arguments can take the form of a speech, an open letter, a blog, an editorial, or an article for a specific publication. If they write a speech, the written text will be graded. Once students decide on a form and rhetorical situation, they may need to do some additional research, but most of the information should come from the research done for the Controversy Analysis. Teachers may also include a visual/spatial rhetoric component in this unit, requiring students to do presentations of their arguments in class or in the Student Showcase (spring only).

 

Unit 4, Weeks 15-16, Revision & Reflection --- teachers choose one of the following options for this assignment:

       1) Students write another form of public argument, written for a different rhetorical situation than students wrote to for their previous public argument; they then write a rhetorical analysis comparing the strategies they used in the two public arguments.       

      2) Students write a reflective essay comparing the strategies they used in the Controversy Analysis and in the Public Argument. They can also reflect on the ways they used rhetorical analysis throughout the course: in essay one, in the research process, for the peer reviews, and in the writing and revision of their own arguments.

The final version of this assignment will be due at 9am the first Friday of exam week. Because this assignment is treated as the final exam, this assignment will not be returned to students.

 

COMPOSITION COURSE POLICIES STATEMENT              approved by WriPAC on 11/01/09

 

A Student’s Guide to First-Year Writing: All first-year composition students are required to purchase the Student’s Guide. The Guide addresses the matters outlined below. Also see the Writing Program web page: http://english.arizona.edu/index_site.php?id=36.            Introduction to Research: All First-Year Composition Students are required to do documented research. For more on research, see also the Main Library web page.             Attendance: Attendance is mandatory. Composition courses are workshop classes that include in-class writing, peer group work, and conferences. Therefore, students should not be late and should not miss classes. Any class work missed as a result of tardiness or absence is the student’s responsibility to make up, if the instructor allows make-up work. Students who miss more than three classes of a MWF course or more than two of a TR course may be dropped within the first 8 weeks with a W. Each absence above the allowed number will result in a one percent deduction from a student’s final grade if that student remains in the course. Students may fail during the second half of the semester for excessive absences. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. Note that a dean’s note justifies absences for UA functions but must be presented to your instructor. Doctor’s appointments, etc. do not count as excused absences, so use your absences wisely. If you have a legitimate conflict or an extreme emergency, discuss it with your instructor.            Requirements for Writing Assignments: 1) In-class and out-of-class writing will be assigned throughout the course. Students not in class when writing is assigned are still responsible for completion of the assignment when due. 2) Late work will not be accepted without penalty unless students make arrangements for an extension before the due date. 3) Students are required to keep copies of all drafts and major assignments until after the end of the semester. 4) Drafts must be turned in with all essays. Drafts should show significant changes in purpose, audience, organization, or evidence. 5) Final copies should be typed and double-spaced with numbered pages and a title.               Course Content: If any of the course materials, subject matter, or requirements in this course contain materials that are offensive to you, speak to your instructor.  Usually, the resolution will be to drop the course promptly.              Conferences: Individual or small group conferences with the instructor may be scheduled. Students should come to conferences prepared to discuss their work. A missed conference counts as an absence.            Grades: The Student’s Guide explains grading policies, methods of responding to drafts and final copies, and the standards of assessment of the Writing Program. Instructor’s comments will consider the following aspects of writing, in the context of a particular assignment: purpose, audience, content, expression, organization, development, mechanics, and maturity of thought. Students cannot receive a passing grade in first-year composition unless they have submitted drafts and final versions for all major assignments and the final exam. Incompletes are awarded in case of extreme emergency if and only if 70% of the course work has been completed at the semester’s end.            Academic Dishonesty and Plagiarism: All UA students are responsible for upholding the Code of Academic Integrity, available through the office of the Dean of Students and online at http://deanofstudents.arizona.edu/codeofacademicintegrity. Read the summary in the Student’s Guide. Submitting an item of academic work that has previously been submitted without fair citation of the original work or authorization by the faculty member supervising the work is prohibited by the Student Code of Conduct.              Class Conduct: All UA students are responsible for upholding the Student Code of Conduct, which can be read online at http://deanofstudents.arizona.edu/studentcodeofconduct.              Students with Disabilities: If you anticipate accessibility issues related to the format or requirements of the course, please meet with your instructor to discuss ways to ensure your full participation. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and that you notify your instructor of your eligibility for reasonable accommodations so that you and instructor can coordinate them.             Syllabus: Each instructor will distribute a course syllabus during the first week of class. Instructors will review the course syllabus and policies with students. Students should talk with the instructor if they anticipate a need for alternative assignments or readings.               Essay Grades and Credit: 1) An E is assigned to an essay that has been completed but that falls short of acceptable college-level work. This grade earns points (determined by assignment percentage) toward your course total. A zero is recorded for work not handed in at all. Always submit your work even if it is so late that it will earn an E. Failure to hand in a major assignment automatically results in a failing grade for the course. 2) You are required to keep hard copies of all of your work to file a grade appeal at semester’s end (see Guide Appendix A) or in case an assignment is misplaced and you are asked to resubmit it. 3) The instructor will not evaluate an essay or assign credit for it without first seeing the required drafts.          Electronic submissions are not acceptable unless special arrangements have been made. You may not assume that you have met a deadline by sending work in electronic form without permission.            Class Etiquette: Cell phone and other electronic devices may not be used in class. (Exception: approved note-taking equipment.) Eating is not allowed in class. Please plan on staying in class for the whole class period unless it is urgent for you to leave or you have made arrangements with your instructor ahead of time.

 

MY ADDITIONS TO THE ABOVE COURSE POLICIES

 

This syllabus constitutes a contractual arrangement. In other words, by teaching the class, I agree to abide by these rules; by taking the class, you agree to abide by them as well.

 

Required Writing: Daily writing assignments, responses to readings, drafts, peer responses, and any other writing assigned on the Daily Schedule or in class are required: you must complete all assigned writing in order to receive full credit. Doing all work to the best of your ability will improve your writing and earn you a higher grade – but the following are some specifics.

 

Essay preparation (for all rough, revision and final drafts): Typed, double-spaced, 12-point Times New Roman with 1” margins and numbered pages. Create a title, insert a header at ½” margin from the top. Proofread. Computers are available without charge at several OSCR labs on campus; for info see Student’s Guide Appendix C, or call CCIT 621-HELP. A note on printing problems: If your printer jams and you can’t get the assignment to class on the day it is due, come to class on time anyway and turn the assignment into the ML445 office by 5pm that day and you will get full credit. If you miss class, you don’t get to turn in the daily work; no exceptions, and not via email.

 

Plagiarism, even when unintentional, is a serious offense. Learning how to correctly document your sources is an important part of this course as you will be expected to know how to do this in your other courses. If you ever have any questions about how to document a source, ask me. What’s more, plagiarism probably won't work in this class. Work will require that you use your voice and do your own thinking, which is all part of good writing. Plagiarized papers don't sound like you. They sound canned, disembodied, processed, and often have little sense of context, purpose, or audience. They are also very searchable. Using plagiarized work is not worth the risk.

 

Phones/Blackberries/IPods/Laptops/Notebooks/Any&All Technology Devices: Use at your own discretion and for your own purposes; but do not distract, disturb or otherwise detract from another student’s education, or from mine for that matter.

 

Attendance – Be prompt. Please use courtesy as well as common sense. Chronic lateness will affect your grade; arriving extremely late and/or leaving extremely early counts as an absence, and can be considered as distracting/disturbing behavior.

 

Guidelines for Classroom Interaction: We will sometimes read/view and discuss controversial or disturbing texts, and will need to respect one another’s opinions about them.

 

Grading: To complete this course successfully, you must attend class, participate in the workshops, complete all assignments on time, prepare for class, and participate in class activities and discussions. You cannot receive a passing grade in this class unless you have submitted all major assignments and the drafts that show your revisions of your essay. To receive full credit, all written assignments must be submitted on time, in the proper format and with the required supporting materials (i.e., all drafts, peer reviews, etc.) associated with that particular assignment. Late essays will receive a grade reduction of one letter grade per day that the paper is late, unless you have arranged an extension with me before the due date. Also, I do not except a final draft of an essay unless the essay meets the length and formatting requirements.

 

Be sure to keep a digital copy of each assignment in the (rare) event that it gets lost: If you do not keep a digital copy, you will have to rewrite it.

 

Specific requirements of individual assignments may vary, but in all cases my evaluation of your essays will consider content, organization, development of ideas, expression, mechanics, and maturity of thought. "C" work is competent, adequate work for college level writing. "B" work shows some original, complex thought about your topic and has the expressive mastery to convey those thoughts to an interested, educated reader. "B" work goes beyond self-evident, general ideas that only summarize, and it focuses the discussion on a topic narrow enough to discuss in a short paper. "B" work makes an original, debatable, important claim that teaches something, creates new meaning. "A" work is this and more: It is eminently readable, engaging, and interesting as a piece of writing. It fulfills the assignment by becoming more than the sum of its parts. It is complex, important, developed, organized, rhetorically appropriate, and mechanically flawless. To get an "A" in this course, all work will have to be superbly thought through and presented; you will have to hit the ground running and keep running throughout the semester. If you have a question about my comments or a grade you have received, be sure to talk to me about it as soon as possible.

Turn in all assignments, even if you believe they are poorly done. The difference between an E grade and 0 is that E is assigned for something turned in; 0 means the assignment was never submitted. Even an E will carry some credit toward your final grade, so always turn in the assignment.

 

The Think Tank is a free resource for UA undergraduate and graduate students as well as faculty and staff. At the Writing Center, a trained peer consultant will work with you individually on anything you’re writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended but not required. For more information or to make an appointment, call 626-0530, drop by the office in the east lobby of the Nugent Building, or visit their website.

 

Another free resource, the Writing Skills Improvement Program, offers free professional writing assistance to students in any course or discipline, at all levels from first-year composition through graduate school, at any stage of the writing process. At WSIP, students can register to work one-on-one in hourly sessions with a member of their professional staff, each of whom has an advanced degree (M.A. or Ph.D.) as well as years of experience in teaching at the university level.  Students may register with WSIP if they meet just one of the following eligibility requirements: 1) are a member of an ethnic minority, 2) are receiving need-based financial aid, or 3) have a referral from an instructor (a quick phone call or e-mail is sufficient). WSIP also offers three series of free Weekly Writing Workshops for which no prior registration is necessary. For more information, call 621-5849, visit their office at 1201 E. Helen Street or their website.