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ENGLI-1101-012 Composition IT. SotirakopulosSummer Session: May 26, 2015 through June 25, 2015Class Meeting Times:T/Th: 8:00 a.m. -12:20 p.m.Locations: Tuesday: BIC 2411Thursday: SRC 3005Faculty Instructor: Trina Sotirakopulos Office: BIC 2615APhone/Voicemail: (630) 942-2177 Email (Primary source of contact): sotirakopulost@COD.EDUOffice Hours (BIC 2615A): M-Th: 12:20 p.m. -2:20 p.m.Additionally, by appointment. Required Textbook:Roen, Duane, Gregory R. Glau, and Barry M. Maid. The McGraw-Hill Guide: Writing for College, Writing for Life. 3nd ed. New York: McGraw-Hill, 2013. Course DescriptionThe first of two courses in the one-year composition sequence. Introduces students to college-level writing as a process of developing and supporting a thesis in an organized essay. Requires students to read and think critically. Emphasizes using appropriate style and voice as well as the conventions of standard English and citation. Prior to enrollment, student must have a satisfactory score, as determined by the English faculty, on an English Composition entrance test, and evidence of having met the Reading Competency Requirement. (3 lecture hours)Course ObjectivesUpon successful completion of this course, the student should be able to do the following:Apply a process approach to writingDevelop and support a thesisApply strategies for organizing textsAnalyze and respond critically and creatively to the ideas and strategies in the writing of others through reading a variety of texts, including academic discourseConstruct effective proseDevelop the writing process to include other writers’ discourseUse methods of research and citation at the introductory levelCoursework Expectations In order to do your best, it is generally accepted that you spend approximately 6-9 hours per week outside of class for a three-credit hour course. Please consider your other obligations, such as the number and difficulty of the other courses you are taking, your job, your family commitments, etc. so that you are able to devote the time needed to be successful in this course.Academic Assistance: If, at any time during the term, you find yourself having difficulty with the reading or writing assignments, please feel free to discuss this with me in person or via email. You can also get assistance in the Reading and Writing Center located in the Learning Commons in SRC 2102. Email:I will use your COD email address to contact you, so please check this account for messages. Also, I check email regularly and try to respond within one business day (not over weekends). If you send me an email and do not receive a response from me within 24 hours, it probably means that I have not received the message, so please check the address and try again or contact me by voicemail.Grading: There will be three graded essays (two drafts of each) in this course, as well as in-class and out-of class writing assignments. Each of your assignments will count as follows:Essay 1: Writing to Share Experiences (Introspective) (3 pages)100Essay 2: Writing to Analyze (Analytical) (3 pages)100Essay 3: Writing to Convince (Argumentative) (3-4 pages)100Peer Reviews (20 pts. each)60Online Portfolio100Homework, in-class writing, group collaboration, drafts, participation worth 3-5 points each. Your final grade will be computed on the following percentage scale:A90-100B80-89C70-79D60-69F59 and belowIt is expected that all work will be done on a computer (typed). Your work must be submitted on the date due to receive full credit. Please keep copies of your essays, electronic and/or hard copy. Also, keep all of your graded assignments, along with drafts and peer reviews so that we can discuss them when you come for conferences to discuss your progress. It is important that you verify that the grades noted in Blackboard match those noted on your papers. If there are any discrepancies, we will then be able to resolve the matter. Since this is a writing course, you will, of course, be writing every day. There will be written work turned in every class period (e.g., homework, in-class writing, drafts, peer reviews, etc.) At the end of the semester, I will drop the two lowest daily assignment scores, which can include missing assignments.AttendanceTo be successful in this or any course, it is important that you attend class regularly and on time. In class we will have activities every day to help you learn the complex writing skills and strategies needed for academic and professional success. There will be points given for these activities, so missing class will directly affect your grade. In addition, students who miss class are less likely to understand and apply the concepts that are being taught during their absence. If you must miss a class or part of a class, please ask a classmate for notes or information from another student outside of class. You can find a list of student e-mails in Blackboard under “Send Email.”Late Work/Make-up WorkPeer reviews and final drafts of each essay cannot be made up. If you know that you must miss class, you will need to notify me and ask another colleague for class notes. Also, as mentioned above, at the end of the semester, I will drop your two lowest daily assignment grades. In other words, you can miss two of these sorts of writing without penalty. When an essay is due, you must submit it on or before the deadline. Late papers are not accepted. Any paper turned in late will receive only half credit.Academic HonestyAcademicians and professional writers take plagiarism very seriously since their livelihood is based on their writing, research and ideas. Plagiarism includes not only copying directly without acknowledging a source, but also rewriting materials in your own words or summarizing without acknowledging that the ideas come from a source. Collaborative work, which we will do in class, is obtaining feedback on your writing; it is not having another person write your essays and assignments for you, either in whole or in part. Having someone else (including web-based sources) write your work is academically dishonest. Penalties for academic dishonesty and plagiarism will significantly affect your grade. For the first instance, you will receive a zero on the assignment; subsequent instances will result in an F for the course and disciplinary action taken by the Dean of Students.If you have any questions about when, where, or how to properly acknowledge and cite a source, please contact me so that I can help you. This is a constant learning process as information becomes available in new technology-based formats. The rule of thumb is: when in doubt, cite the source.Student ConductIn a writing course, we will sometimes discuss serious and controversial ideas as we learn how skilled writers present information or points of view. We will naturally have different opinions about some of these topics. We will also be providing feedback on the work of members of the class, and I will deliberately assign each of you to work with different classmates at different times during the semester. Therefore, it is important to maintain a mature professional approach to class work and discussions. We will focus on the writing and how successfully it supports the writer’s rhetorical purpose, rather than whether or not we agree with or like the opinion. Students are expected to behave in a mature, responsible manner as discussed in the College catalog under “Standards of Conduct.” Appropriate conduct includes listening and responding respectfully to the opinions of others, turning off all portable music devices as well as setting cell phones, beepers, and pagers to vibrate, refraining from texting during class and emailing and surfing online during Computer Lab sessions. Inappropriate conduct may result in the loss of points for class activities. Repeated or serious misconduct may result in disciplinary action, including removal from class.Statement of Conduct and DiversityStudents are expected to participate in dialogue with the instructor and fellow students in a prideful and respectful manner. This includes polite conversation and consideration of viewpoints and perspectives that are perhaps different from our own. Deviations from these, including, taunting, derogatory slurs, personal attacks, physical outbursts or aggression, and other forms of blatant disrespect towards a person’s race, cultural/ethnic group, gender, physical/learning disabilities, socioeconomic status, sexual orientation, gender identity, or gender expression will NOT be tolerated and may result in dismissal from the class.Withdrawal ProcedureFor five-week courses this summer, the last day to officially withdraw is June 18th, 2015. After that date, students may file a Petition for Late Withdrawal through the Registration Office. Petitions for Late Withdrawal will be granted for extenuating circumstances only, including student illness, death in the immediate family, family emergencies, call to active duty, or other appropriate extenuating circumstances. The student will be required to provide appropriate documentation for all requests for Late Withdrawal. Prior to withdrawing from this class, students are encouraged to speak with the instructor. IncompletesIncompletes are reserved for students with emergencies occurring near the end of the semester (e.g., serious illness, hospitalization, or death in the family, etc.) but who are otherwise passing the course with at least a C to that date. An incomplete will not be granted for students who are receiving an F, students who want to hand in revised papers late, students who want more time to complete their work or who are absent on the final “exam” day. I will consider a request for an Incomplete if you have attended class regularly, have missed no more than the equivalent of two weeks of class, and have turned in at least 80% of the work with a passing grade (C or better). I may also request documentation of the emergency from you. If an Incomplete is given, we will sign an agreement that will show what work is to be completed and when it is due.DisabilitiesIn compliance with the Americans with Disabilities Act, all qualified students enrolled in this course are entitled to reasonable accommodations. It is the student’s responsibility to inform me of any special needs. If you have a blue card and you think you may need accommodations for this class, please discuss your needs with me during the first two weeks of the semester. Instructor’s NoteThank you for dedicating time to improve your academic writing. I look forward to working with you!-TS______________________________________________________________________________English 1101 Class ScheduleSummer 2015, 1st 5 weeksWeek 1Rhetoric and the Power of Words5/26In-class: Introduction to classIn-class Writing: Write a paragraph about one form of digital literacy.Small group discussion of your paragraphs about digital literacy.Discussion of Ch. 1 with focus on rhetorical purpose Pathos/Ethos/Logos talk with commercialsDiscuss pre-reading, critical reading, annotating, summarizing, post-readingHomework: Read Ch. 1, “Writing Goals and Objectives for College andfor Life,” pp. 1-13 in The Guide. Read Ch. 2, “Reading Critically for College and for Life,” pp. 14-30. Find a sample of a visual advertisement; see p. 28 for details5/28In-class: Class discussion of visual literacy Group collaboration using samples of visual advertisements. Writing Activity, p. 30, “Writing a Rhetorical Analysis”Presentation of group analysis of advertisementsDiscussion of summarizing sources Study “I Have a Dream” by Dr. Martin Luther King, note rhetorical strategiesRespond to “I Have a Dream” Narrative IntroductionHomework: Writing Activity, p. 26, “Synthesizing Information”Read Ch. 5, “Writing to Share Experiences, pp. 74-109.Read “Se Habla Espanol” by Tanya Barrientos and “Superman and Me” by Sherman Alexie. Be prepared to discuss the essays in class.Essay 1: Writing to Share Experiences6/2In class: Barrientos and Alexie discussionVideo EssaysClass discussion of Ch. 5—Rhetorical concerns in writing about personal experiences. Elements of a narrative “This I Believe” writing exerciseHomework: Discuss scenarios, pp. 78-80. List the scenarios in order of importance and write a sentence or two about your preferences. Find photographs, newspaper articles, and other memorabilia related to your essay topic. Bring items to class.6/4In-class: Prewriting strategies. Narrative elements, continued.Setting discussion and exemplification.Narrative writing in academia. Brainstorming and clustering due at the end of class. Work on Essay 1. Rough Draft Due 6/9. Bring two copies.Homework:Work on Essay 1. Rough Draft Due 6/9. Bring two copies to class.Week 36/9In-class: Peer Critique Essay 1. Bring two copies to class.Revision strategies using “Farm Girl” by Jessica Hermauer on pp. 98-99 and her final version on pp. 102-6.Analytical WritingDiscuss writing thesis statements.Library Visit, 11:00-12:20Homework:Revise Essay 1. Due 6/11.Read Ch. 8, “Writing to Analyze,” pp. 196-2376/11 In-class:Essay 1 Due.Portfolio DiscussionPortfolio LabExplain Essay 2Class discussion of analytical writing—rhetorical concerns, research, interviewing, use of visuals, etc.Review Scenarios for Writing, pp. 202-4. Individually, list in order which of these scenarios interests you and a sentence or two about your preferences. Turn in your list at the end of the class.Small group scenarios analyzing local issues that concern COD students. Homework: Writing Activity p. 137: “Conducting Research.” Review the process of summarizing sources.Summarize two sources that will benefit your Analytical Essay.Write a thesis statement for your Analytical Essay.Week 46/16In-class: Discussion of analytical writing. Analyzing visual texts to discover effectiveness.Freewrite.Searching for the greater meaning: Analyzing song lyrics.In-class work: Choose your favorite song and identify rhetorical strategies employed by the artist(s). Write up to one page analyzing the historical, biographical, or textual elements of the song. Works Cited CreationHomework:Read the analytical essay samples in the Guide: “Putting in the Hours” by James M. Lang, “The Power of Introverts” by Susan Cain, or “Irony as a Disguise” by Jesse Hassenger.Write the rough draft of Essay 2: The Analytical Essay. Bring two copies to class.6/18In-class:Peer Critique of Essay 2. Bring two copies.Discussion of argumentative writing—rhetorical concerns, fair discussion of various viewpoints, appeals, fallacies, deduction, induction, etc.Discuss Essay 3: The Argumentative EssayReview Scenarios One and Three, pp. 244-6; write a sentence about each scenario and choose your favorite topic. (Omit Scenario 2.)Class discussion of various issues and suggested questions you will need to research to write an effective persuasive essay.Sources for argumentative topics.Logos, ethos, pathos review. Homework: Revise Essay 2, due 6/23.Read Ch. 9, “Writing to Convince,” pp. 238-79 and review Scenarios for Writing, pp. 244-46. Read “Still Hungry in America” by Marian Wright Edelman and “Our Own Warrior Princess” by Maureen Dowd (including the visual following the essay).Week 56/23In-class: Essay 2 DueDiscussion of both assigned readings: Addressing a social issue; writing a proposal argument and writing an editorial.In-class writing: Write a Letter to the Editor responding to your topic.Solidify topic and write thesis statement for Essay 3. Argumentative Writing Speed-dating.Homework: Write a rough draft of Essay 3. Bring two copies. 6/25In-class: Peer Critique of Argumentative Essay. Bring two copies. Revision Strategies. In-class writing to complete Argumentative Essay. Essay 3 due at the end of class. Online Portfolio check. ................
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