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ENGL 1101- English Composition I(CRN 86372)Course Syllabus - Fall 2013Mary Cynthia Thompson, Ph.D.M W F 11:00 – 11:50Room G-211

Contact InformationOffice: Arts & Science Building, G-210PPhone: 678-466-4885Office Hours: MW 2 – 4,

F 12 – 2,and by appointment

Email: MaryThompson@mail.clayton.edu

Course Description (1101):ENGL 1101 English Composition I (3-0-0) 3 semester credit hours. A composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exploration, analysis, and argumentation, and also including introductory use of a variety of research skills. Prerequisites: Learning Support students who are required to take ENGL 0099 and/or READ 0099 must exit the requirements(s) before they can enroll in this course. For all students, a grade of C or better (or K) is required in ENGL 1101 prior to enrollment in ENGL 1102. Grades of D in ENGL 1101 will not count toward graduation in any degree program.

Clayton State’s Emphasis:At Clayton State, English 1101 is designed to increase students’ ability to construct academic written essays. The course offers instruction in writing processes, collaborative writing strategies, methods of organization, research skills, discourse conventions of Standard Written English, rhetorical strategies, computer-based writing, and the production of expository academic essays. Readings consider issues of contemporary and cultural concern. In addition, some sections are part of the freshman experience.

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Learning ActivitiesThroughout this course, we will focus on making a rich connection between the reading and writing process. We will also make a connection between the essays we read and our own lives. These processes develop a habit of the mind that we want to encourage – the habit of questioning and making connections. We will use reading to explore writing in at least three ways: to develop a way of thinking through ideas; to talk about the elements of a strong essay; and, to see how to make students’’ writing more effective.

The course methodology is process-oriented. You will collect your thoughts through various planning methods and further these thoughts into actual content-oriented rough drafts. You will then present these rough drafts through collaboration with a group of your peers, to stimulate discussion and encourage learning. You will work with your peers to review and edit essays, focusing on your own global and surface strengths and weaknesses to better understand your own thinking/writing process.

Classes will consist of mini-lessons, in-class writing sessions, and group activities. Individual and small group reading and writing conferences will also be a part of this course. Program OutcomesGeneral Education Outcome:Students will write effective expository and argumentative essays that consider purpose and audience. See http://a-s.clayton.edu/core_curriculum_outcomes_clayton.htm

Course OutcomesOutcome 1: Writing ProcessStudents will understand and engage in writing as a process.

Related Objectiveso consider audience and conduct audience analysiso use effective annotation of essays and note-taking strategieso write multiple draftso revise, edit, and proofread drafts o evaluate their writing processes

Outcome 2: CollaborationStudents will engage in the collaborative, social aspects of writing.

Related Objectiveso effectively engage in group writing ad projectso respond constructively to peers’ paperso critique their own and others’ work in written and oral formatso seek and use feedback from instructors and writing tutors o engage in writing-to-learn activities

Outcome 3: Purpose/Audience AwarenessStudents will write clearly for a specified audience and purpose.

Related Objectives

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o read a variety of texts and analyze their rhetorical situations (I.e. context, audience, and aims)

o write papers with a clearly developed thesis and support designed to appeal to various audiences and contexts

o read for various purposesOutcome 4: Rhetorical StrategiesStudents will read and write a variety of nonfiction expository and argumentative genres.

Related Objectiveso summarize, analyze, respond to, and evaluate print and digital textso compare and contrast various genres, including essays (academic and

popular), literature reviews, annotated bibliographies, proposals, blogs, websites, and reports

o identify and use various methods of developing paragraphso identify and use various organizational strategieso distinguish types of evidence used in essays (i.e. anecdotes, logical reasoning,

studies, reports, statistics, interviews, academic or popular essays, etc.)o recognize fact, opinion, inference, and bias in texts.

Outcome 5: Discourse Conventions and Effective StyleStudents will produce coherent, organized, effective, readable academic writing for a variety of rhetorical situations, both print and digital.

Related Objectiveso understand the conventions of common academic writing (such as reading

responses, blogs, listservs message boards, academic arguments, rhetorical analyses, synthesis essays, and reviews)

o analyze discourse conventions in professional and civic contextso select evidence appropriate to the context to evelop a claim and supporto organize papers effectivelyo practice grammatical revision to produce readable, effective Standard

Written English (SWE)Outcome 6: Citation FormatsStudents will learn basic citation formatting in academic writing

Related Objectiveso understand that different disciplines use different style manualso understand the difference between in-text quotations, block quotations, and

proper formatting for eacho use MLA to format papers and cite informationo summarize, paraphrase, and quote sources accurately to support claims

Outcome 7: Writing Aids and TechnologiesStudents will effectively use writing ids such as handbooks, dictionaries, online aids and resources, and tutors to research ideas and improve their writing.

Related Objectiveso provide constructive feedback on others’ writingo name and use one writing handbook an OWLo name and use an authoritative online or print dictionary

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o solicit constructive feedback from tutors in the Writers’ Studioo use word processing software to effectively draft, revise and edit paperso use online databases to search for scholarly and popular articleso use the Clayton State library resources to locate sources for papers

Required TextsHoward, Rebecca Moore. Writing Matters: A Handbook for Writing and Research. With

Connect Plus 2.0 New York: McGraw-Hill, 2011. ISBN 978-0077-6710-20. Approx. $84.00. (Keep all four years at CSU; your Connect Plus access lasts four years).

Lamb, Mary R., ed. Connections: Guide to First-Year Writing @ Clayton State University. Fountainhead press, 2012. ISBN 978-1-59871-564-4. Approx. $46.00. Available only through CSU University Bookstore.

These books are used for BOTH English 1101 and 1102, so please do not sell back your book at the end of English 1101. Your total coast for textbooks for both semesters is approximately $130, or $65 per semester. Please note that Dr. Lamb does not receive any royalties on these books; any royalties go to the first-year writing program and its students to enhance instruction.

Other Required Materialso Costs for printing and photocopying multiple copies of drafts of paperso A CSU student email account that you check daily for changes, handouts, and

announcements; a laptop computer (with the CSU standard software package installed). For further information on CSU’s official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.

o Daily, reliable Internet access for GA View

Computer Skills Prerequisiteso Ability to use the Windows operating systemo Ability to use M:icrosoft Word word processingo Ability to send and receive email using Outlook or Outlook Expresso Ability to attach and retrieve attached files via emailo Ability to use a web browser

Portfolio RequirementStudents are also required to create and post a FYW webpage in English 1101 and to submit and electronic portfolio on this website in order to pass English 1102. See the First-Year Writing website (clayton.edu/firstyearwriting) and me for further information. Webpages due: end week 6 in 1101 and 1102; Portfolios due: end week 15 in 1102

Course PoliciesStudents must abide by policies in the Clayton State University Student Handbook and the Basic Undergraduate Student Responsibilities.

1. University Attendance Policy

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Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.

2. Course Attendance PolicyWriting is a skill that requires practice through revisions, tutoring, and collaboration. Talking about ideas with others – including class discussions – improves your writing as it help hone, clarify, and create knowledge. Since we are working together to improve our own and others’ writing, you should expect to participate; this is not a lecture class. Therefore, your attendance and thoughtful participation is expected of all students in this class. Students who miss 20% of classes will probably fail the course (9 classes for MWF; 7 classes MW). Because of the cumulative nature of the course material, if you miss 5 classes before midpoint, you should consider withdrawing. Present or not, students are responsible for everything that goes on in class. Call or email a classmate to find out what you missed and come prepared for class.Please discuss any issues are extenuating circumstances that may prevent you from successfully completing the course.

3. Missed and Late WorkLate work is bad for both of us; it reinforces poor time management strategies and makes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the classwork and many of the daily activities we do simply cannot be made up since they focus on your active engagement with others’ ideas. If you miss these, and they are graded, you many earn a 0 that cannot be made up. With this in mind, I do accept late work within one week of its due date. When you’re out, contact a classmate and come to the next class prepared to submit the work that is due that day. All late work must be submitted by the end of week 15.

4. Submitting PapersThis course emphasizes the development of your ideas in various stages of the writing process. We will have peer review for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with 1-inch margins and font, and follow MLA guidelines. Always keep a copy of any paper you submit so you can re-submit if a paper is lost . All essays, including the portfolio, must be completed to pass the course. Late papers will receive a letter grade deduction for each day late.

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5. Academic MisconductAll students will follow the “Academic Conduct Regulations” section of the online Student Handbook (http://www.clayton.edu/Portals/46/docs/student-handbook.pdf). Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the last page of this syllabus for definitions and consequences.

6. Essay GradingGrades reflect my best and fairest judgment of the overall quality of your paper, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; and how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript). For further information, see the First-Year Writing rubric included in this syllabus.

o Essay Revision: Revision is an integral part of the writing process and an essential part of improving one’s writing. To that end, multiple drafts of papers that show substantial revision are required. However, once a paper has been graded, it may not be revised for an improved grade. Although class participation and collaboration improve your writing and are habits I hope you will develop, they are graded as classwork and not part of your final paper grade. As such, your paper grade reflects your final written product rather than your effort.

o Midterm Grades: Please keep up with your progress in class by recording grades you receive. (I’m happy to help you with averaging these during office hours). I will provide you a midterm average based on your graded work to date the week of the midpoint (the deadline for withdrawal without academic penalty.)

7. In-Class Use of Notebook Computers and Electronic DevicesStudent notebook computers will be used regularly in this course, but I will announce when they’re required in class. They will also be used to access course materials and communicate with your instructor. Unless otherwise announced, laptop computers will not be used in class; thus, laptops must be closed. All other electronic devices must be off.

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8. Office Hours/Contact InformationOne of the most valuable ways to improve your writing is through sustained, personal attention to your work. I offer this attention during office hours (MW 2- 4, F 12 – 2, and by appointment). In addition, you may email me to discuss specific questions you have about your writing. You should check your CSU student email account daily for handouts, updates, and announcements; I’ll email your CSU email address if I must cancel class unexpectedly.

9. Writers’ Studio 224 (Arts and Sciences Bldg. 224Web:http://www.clayton.edu/writersstudio/homeEmail: ws224@clayton.edu; 678-466-4728)I encourage students to seek additional personal instruction and tutoring at the Writers’ Studio, located in Room 224 Arts and Sciences Bldg. They offer face-to-face and online tutoring as well as workshops. The staff can assist you with all stages of the writing process, from invention to organization to revising. They will not, however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular appointment. Note.: You, not your tutor, are ultimately responsible for the quality and content of the papers you submit.

10.Operation Study At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items.

11.Accommodations for Students with Special Needs Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center Room 255, phone 678-466-5445, or email: disabilityservices@mail.clayton.edu.

12.Disruption of the Learning EnvironmentBehavior that disrupts the teaching and learning processes during class activities will not be tolerated, and a disruptive student may be dismissed form the course and may receive a grade of WF. Please see the Student Handbook (http://clayton.edu/Portals/46/doc/student-handbook.pdf) for a full explanation. According to the Student Code of Conduct, behavior which disrupts the teaching – learning process during class activities will not be tolerated.

o While a variety of behaviors can be disruptive in a classroom setting, some include arriving late or leaving early, interrupting others, eating in class, playing music or using electronic devices, texting, and doing homework for another class.

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o More serious examples include belligerent, abusive, profane, and/or threatening language and/or behavior.

o A student who fails to respond to reasonable faculty directions regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.

o A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.

Learning Activities1. In-Class Writing Activities - 15%

These include in-class and out-of-class writing assignments that practice skills we discuss in class, respond to assigned readings, and serve as invention strategies for papers. You will have a number of writing activities that will be completed or begun in class. These writing activities will prepare you for the papers that re required in this class. They will also provide you with skills and strategies that promote good writing in this class and other classes.

2. Drafting/Peer-Reviews/Conferences – 15%You will be actively involved in exchanging ideas with your classmates, as you go through the process of writing to an end product. You will have significant time both in and out of class to fully develop a thoughtful piece of writing that you will produce through the following process: planning, drafting, organizing, revising, and editing. Usually, these process elements are recursive and we may revisit them at any time during the writing process.

3. Rhetorical Response Papers – 30%Throughout the semester, you will write three responses to assigned readings that may lead to invention strategies for future papers. This one page response will develop the art of using rhetoric – arranging words, phrases, sentences, and paragraphs in such a way as to engage and sustain the reader’s attention. One pagers will afford you practice in exploring ideas and writing about them. In many instances, these RRP will become frameworks for the longer papers that will be assigned for this class.

4. Major Essays – 30%You will produce three papers over the course of the semester: an autobiographical narrative, a concept essay, and a cultural criticism essay. These papers will range in length from four to six pages.

5. Portfolio Posting – 5%You will post three papers from this class into your E-Portfolio: Concept Rhetorical Response Paper, Concept Paper (including a Works Cited page), and a Reflective Essay (Final in-class writing exam). You must upload these three artifacts on your web page, and you must email me with a notification to get credit.

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6. Final Exam – 5%The final exam will be an in-class reflective writing that encompasses many of the skills and strategies that we have developed over the course of the semester.

GradingGrades reflect the best and fairest judgment of the overall quality of your work, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript).

Revision is also an integral part of the writing process and an essential part of improving your writing. Therefore, multiple drafts of papers that show substantial revision are required

When evaluating papers, the Rubric for Papers in First – Year Writing will be used, and I will consider the following letter grade criteria:

A – High proficiency in invention of content, development, organization, style and grammar/formatting/mechanics. B – Good proficiency in invention of content, development, organization, style and grammar/formatting/mechanics.C – Adequate proficiency in invention of content, development, organization, style and grammar/formatting/mechanics.D /F – Non-proficiency in invention of content, development, organization, style and grammar/formatting/mechanics.

Grades will be distributed, based on a 10 point scale:A 90 – 100%B 80 – 89%C 70 – 79%D 60 – 69%F below 60%

Schedule of Readings and Learning ActivitiesReading and writing assignments are due at the beginning of class on the day for which they are listed. I will make changes to the syllabus to meet the class’s educational goals more effectively. Please stay on top of these changes by recording them on the calendar below. Again, if you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed.

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ENGL 1101 Fall 2013

Connecting to Your Experience – Personal Essay

Topics Covered/Learning Activities

Readings Assignments

Week 1Mon., Aug. 12 Introductions and

SyllabusDeveloping a Community of Writers and ReadersTo Say the Name is to Begin the Story

Begin in – class writing assignment: What’s in a Name?

Wed., Aug. 14 What teachers want in papersRubric for Papers in First Year WritingPlagiarism- What is it ?Writer’s StudioPeer ReviewePortfolio

Connections Ch. 1 – 5Writing Ch. 1 - 2

Continue in-class writing assignment: What’s in a Name?

Fri., Aug. 16 What is literacy?The writers responsibility

Continue in-class writing assignment: What’s in a Name?

Week 2Mon., Aug. 19 Discuss Personal Essay

- Paper 1Discuss Rhetorical Reading ResponsesGenresLife Maps

Connections Ch. 6 - 7

Wed., Aug. 21 Reading CriticallyWhat is Criticism?Writing a Rhetorical

Writing Ch. 3 In – class RRR paper 1

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Reading Response paperLife Maps

Fri., Aug. 23 Writing a Rhetorical Reading Response paperLife Maps

In-class RRR 1

Week 3Mon., Aug. 26 Peer response of RRR 1

Planning your Personal EssayIntroduction for Personal EssayWriting Paragraphs

Writing Ch. 4Connections Wright, Hughes Writing Ch. 5

Rough Draft of RRR1

Wed., Aug. 28 Writing Workshop -Begin draft of introduction for Personal Essay

Fri., Aug. 30 The Read – AroundWriting Workshop -Begin draft of introduction for Personal Essay

Final Draft of RRR 1

Week 4Mon., Sept. 2(Labor Day holiday - no class!)Wed., Sept. 4 Reviewing Grammar

and MechanicsFormatting a paper in MLA StyleStudent examples

Writing Ch. 22Connections p. 92 - 99

Fri., Sept. 6 Writing Workshop Peer Review -Rough Draft of Personal Essay

Rough draft of Personal Essay

Week 5Mon., Sept. 9 Writing

Workshop/Peer Review of Personal Essay

Writing Ch. 6

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Wed., Sept. 11 Writing Workshop – Writing the Final Draft

Fri., Sept. 13 Read Around Final draft of Personal Essay

Connecting to Others’ Experiences: Writing About Concepts

Week 6Mon., Sept. 16 Discuss paper 2 –

Explaining a ConceptFormulating Criteria

Connections Ch. 8 and Becker p. 101 – 124

FYW ePortfolio Website Due

Wed., Sept. 18 Writing Group: Introducing WarrantsApplying Knowledge in Collaborative Writing

“The Adventure of the Mason”

In-Class Group Essay

Fri., Sept. 20 Writing Group: In-Class Group EssayIntroducing WarrantsApplying Knowledge in Collaborative Writing

In-Class Group Essay

Week 7Mon., Sept. 23 Writing Group: In-class

group essayFinding InformationBrainstorm/Discuss ideas for Concept Essay

Connections Shedd, Johnston p. 125-135

In-Class Group Essay

Wed., Sept. 25 Writing Group: In -class group essayFinding InformationBrainstorm/Discuss ideas for Concept Essay Evaluating Information

Writing Ch. 14 - 15 In-Class Group Essay

Fri., Sept. 27 Writing Group: In -class group essayFinding InformationBrainstorm/Discuss ideas for Concept Essay Evaluating Information

In-Class Essay

Week 8Mon., Sept. 30 Using information

responsiblyDiscuss RRR2Writing Workshop:

Connections Guzman, DeVeauxWriting Ch. 16:

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RRR2 and Concept Paper

Wed., Oct. 2 Using information responsibly/Avoiding plagiarismWriting Workshop: RRR2 and Concept Paper

Concept Paper Update

Fri., Oct. 4 Using information responsibly/Avoiding plagiarismWriting Workshop: Peer Review of RRR2

Rough Draft of RRR2

Week 9Mon., Oct. 7 Using Information

ResponsiblyWriting Workshop: RRR2 and/or Concept Paper

Writing Ch. 16

Wed., Oct. 9 Writing Workshop: RRR2 and/or Concept PaperRead Around

Concept Paper Update

Fri., Oct. 11 Writing Workshop: RRR2 and/or Concept PaperRead Around

Final draft of RRR2

Week 10Wed., Oct. 16(Fall Break Oct. 14- 15; no class M)

Documenting and Citing Sources/MLA

Writing Ch. 18 – 19

Fri., Oct. 18 Documenting and Citing Sources/MLA Peer editing of Concept Paper

Rough draft of Concept Paper

Week 11Mon., Oct. 21 Peer editing of Concept

PaperMLA FormatRevising, Editing and Proofreading

Writing Ch. 6 & Ch. 18 – 19

Wed., Oct. 23 MLA FormatRevising, Editing and Proofreading

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Writing WorkshopRead Around

Fri., Oct. 25 MLA FormatRevising, Editing and ProofreadingWriting WorkshopRead Around

Concept Paper due (upload to ePortfolio)

Connecting to Your Community – Cultural Criticism

Week 12Mon., Oct. 28 Discuss Paper 3 –

Cultural CriticismWhat is Cultural Criticism?Writing Workshop: Analyzing culture

Connections Ch. 9; Dillard, Zay, and DiSalvo (149 – 168)

In-Class Group Writing Assignment

Wed., Oct. 30 Writing Workshop: Analyzing Culture

In-Class Group Writing Assignment

Fri., Nov. 1 Writing Workshop: Analyzing Culture

In-Class Group Writing Assignment

Week 13Mon., Nov. 4 Writing Workshop:

Analyzing CultureIn-Class Group Writing Assignment

Wed., Nov. 6 Writing Workshop: Cultural Criticism Paper

Connections Ch. 9; Bui and Olivera (169 – 179)

Fri., Nov. 8 Writing Workshop: Cultural Criticism Paper

Cultural Criticism Paper Update

Week 14Mon., Nov. 11 Writing Workshop

Peer ReviewMini-Lesson

Rough Draft of RRR3

Wed., Nov. 13 Writing WorkshopPeer ReviewMini-Lesson

Fri., Nov. 15 Writing Workshop for Cultural Criticism Paper

Cultural Criticism Paper Update

Week 15Mon., Nov. 18 Writing Workshop for Final Draft of

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Cultural Criticism PaperRead Around

RRR3

Wed., Nov. 20 Writing Workshop/Peer Review Cultural Criticism Paper

Rough Draft of Cultural Criticism Paper

Fri., Nov. 22 Writing Workshop/Peer Review Cultural Criticism Paper

Week 16Mon., Nov. 25(Thanksgiving Holidays – Nov. 27 – 29) In-Class Group Writing Assignment

Read Aloud Cultural Criticism Paper Due

Final Exams