Course Syllabus

Course Syllabus: English 101.019

Freshman Composition/Critical Thinking

Instructor: Randy Pease

Office: OC2028

Office Phone: 461-5211

Cell Phone: 812/589-5031 (Don't call unless it's an emergency.)

Email: rpease@usi.edu OR OR randallpease@sbcglobal.net

Office Hours: MWF 9-10 a.m., 11-11:50 a.m.

Course Description:

English 101 is a course in the critical arts of reading, writing, reflection, and discussion with an introduction to rhetoric and informal logic. Meets University Core Curriculum Goal A1: Composition/Speech. Prerequisites: ENG 100 or appropriate placement. Basic keyboarding skills required; see ASBE 121.

University Core Curriculum Goals for English 101

A. The Mind: Enhancement of Cognitive Abilities

A1. The ability to communicate effectively

Students should be able to write clear, concise, and coherent prose in both expository and persuasive modes. They should be able to speak clearly, effectively, and persuasively in both formal and informal circumstances.

Course Goals and Outcomes:

1. Academic Literacy

Prepares students to:

· Read and comprehend academic discourse.

· Discover, develop, and articulate ideas through discussion and writing.

· Communicate effectively within various rhetorical contexts.

· Reflect on their reading and writing practices.

2. Academic Discourse Conventions

Are the basic rules for writing academic prose. These rules include:

· Reasoned arguments.

· Organized ideas.

· Developed supporting evidence.

· Correct grammar, spelling, and punctuation.

· Appropriate documentation and format.

· Language appropriate to the rhetorical context.

3. Enhancement of Individual Development

Means that, through critical thinking, reading, and writing, students will:

· Discover, develop, revise, and express their ideas.

· Become members of academic discourse communities.

· Develop, refine and defend a personal ethos.

· Evaluate positions on issues from critical perspectives.

Description of Required Coursework

In all sections of ENG 101, students are required to write at least 16 pages (4500 words) of revised, finished prose, developed through a process of invention, development, and revision. Major assignments, either individually or in combination, will ask students to practice the following:

· Exposition

· Analysis

· Critique

· Argumentation

· Reflection

Since this is a writing course, you will be doing a lot of writing and rewriting, both in and out of class. You will compile writings in a student portfolio which will be reviewed twice during the course of the semester. We will make use of the computer lab (OC 2005) on alternate Mondays to work on various phases of the composition process. You will also work in teams to present material from the text and guide discussion one day this semester.

“Each major writing assignment emphasizes at least one of the following: exposition, analysis, critique, argumentation, reflection. All formal writing assignments will be evaluated based on the Academic Discourse Conventions, the weights of which will vary from assignment to assignment. Individual assignments will address particular aspects of Academic Literacy and the Enhancement of Individual Development.”

Since this is a writing course, we will be doing a lot of writing and rewriting, both in and out of class. Students will compile selected writings in a student portfolio which will be reviewed two or three times during the course of the semester. We will spend Wednesdays working on various phases of the composition process, using our laptop cart. Students will also work in teams to present material from the text and guide discussion one day this semester. Time and circumstances permitting, I plan to compile selected student works in an online student anthology.

Course Goals:

To convey the following principles and philosophies about the expository writing course:

Writing considers a particular audience, the writer’s relationship to that audience, and the shared values and language use that exemplify that relationship. Students should understand the importance of, and orientation to the university community as a primary or secondary audience, and develop the ability to write successfully within the university context;
Writing is done for a purpose—to solve a problem, call for action, propose a solution, or create awareness—and writers should consider their purpose for writing to state, develop, organize, and support an argument or position;
The writing process as a recursive act that consists of planning, drafting, revising and editing;
Writing must consider the rhetorical situation, and thereby students and instructors should be willing to accept flexible, rather than mechanistic views of text. Organizational strategies or formulaic structures, while perhaps useful teaching strategies, do not develop an awareness for writing in real-world contexts;
We use writing to learn or as a means of discovery to help us better understand and situate ourselves in cultural and social contexts;
Structure, style, and grammatical and mechanical correctness facilitate effective communication by preventing awkwardness and incoherence which may affect the writer’s credibility.

Text:

Mauk, John, and John Metz. The Composition of Everyday Life. Thomsen/Wadsworth.

The Little Brown Handbook

Any decent dictionary and thesaurus.

Stuff You'll Need:

One portfolio folder with pockets
Flash drive

Grades:

Course Grade Breakdown

Essay #1 (final draft) - 15%
Essay #2 (final draft) - 15%
Portfolio #1     -    15%
Portfolio #2    -    15%
In-class presentation     - 15%
Final essay    -    15 %
In-class work    (peer reviews, participation, worksheets, etc.) - 10%

Grades will be awarded as follows: A = 94-100, B = 84-93, C = 75-83, D = 66-74, F = 0-65. Do your work according to guidelines and turn it in on time. Late work will not be accepted beyond two class days after an assignment is due. All work submitted must be typed and double-spaced unless otherwise specified.

Statement on Academic Dishonesty and Plagiarism:

All work submitted for this course must be your own and written exclusively for this course. If you have any questions regarding this policy, please see me. According to the University of Southern Indiana Bulletin, “The University considers plagiarism a form of academic dishonesty and proof of plagiarism may subject a student or student organization to disciplinary action as outlined in the University of Southern Indiana Code of Conduct.” Penalties for plagiarism range from failure on an individual assignment to dismissal from the university, depending on the severity of the infraction.

Composition Program Grievance Policy

The Composition Program recognizes that even in the best of circumstances misunderstandings can occur between students and their instructors. If an issue arises that students feel may affect the quality of their instruction and/or final grades, they should first seek to resolve the issue with the instructor. If students and the instructor cannot come to an adequate resolution, then either the students or the instructor may seek further assistance from the Composition Program administration by contacting the Assistant Director of Composition at ahillhyer@usi.edu.

The Writers’ Room

The Writers’ Room (ED 1102) has peer writing consultants available to help all USI students with any writing project for any class. In one-to-one sessions, consultants help students become aware of effective writing processes and strategies while providing feedback at any stage of the writing process. Some areas a student might focus on during a session include brainstorming, revising, writing a thesis statement, organizing ideas, citing, or using language effectively and correctly. Appointments and more information about our free services are available by calling 461-5359.

Attendance:

Students may miss up to two weeks of class periods: six (6) classes in sections that meet three days per week; four (4) classes in sections that meet two days per week; and two (2) classes in sections that meet one day per week. For sections that meet one day per week, class periods may be divided into two so that students may miss the one half while attending the other half of a given class meeting. Students who miss more than two weeks of class periods will not earn a grade of C or better in the course.

According to the University Handbook, “Students who expect to be absent from classes should confer with their instructors prior to the absence. Students who miss classes are not excused from their obligations to instructors” (84).

University-sanctioned absences will count toward the total number of excused absences. Students who believe they cannot complete the semester without missing the maximum permissible number of classes should either seek another section that poses fewer conflicts with their extracurricular schedules (students can change sections only until the end of the first week of classes) or drop the course and enroll in it during another semester.

If you do not wish to be charged with an unexcused absence, you must write a 600-750 word paper explaining why you weren't in class on the day you missed. The paper may be real or it may be bogus. (I want to see how creative/persuasive you are.)

Cell Phones: Turn them off in class!

Disability Policy:

If any member of the class has a disability, please advise me of desired accommodations by the end of the first week of the class or as soon as you have written documentation. I will work with you and the staff of the Disability Support Services to provide reasonable accommodations to ensure that you have a fair opportunity to perform and participate in class.

Some Final Thoughts:

If you wish to succeed in this class, do these things: show up, show up prepared, participate in class, do your own work, turn your assignments in on time, and turn them in according to guidelines. Do these things and you will not fail! (I can't guarantee you an A, mind you; I just said you will not fail). Don't even think about plagiarizing. You could fail if you do that, and you could face disciplinary action from the university as well. (See USI policy for academic misconduct.) The objective of this course is to hone YOUR critical thinking and writing skills. If you are having problems, visit me in my office, call me, or email me. If you need help, visit USI's Online Writing Lab. Have a nice semester:-)

Aug. 22 - Welcome/Orientation
Aug. 24 -- Diagnostic Essay:
Aug. 26-- Discussion of policies/procedures

Aug. 29 -- Author interview assignment.
Aug. 31 -- Film: Stand By Me
Sept. 2 -- Film: Stand By Me

Sept. 5 - Labor Day
Sept. 7- in-class writing
Sept. 9 -- tba

Sept. 12 -- Bogus grammar test
Sept. 14 -- Student writing: First person memoir.
Sept. 16 -- Chapter II presentation: (Remembering Who You Were)

Sept. 19 -- Sentence combining/grade BGT
Sept. 21 -- In-class writing
Sept. 23 -- Chapter III presentation (Explaining Relationships)

Sept. 26-- (Figure of speech scavenger hunt)
Sept. 28 -- Student writing: (Timed writing)
Sept. 30 -- (Progress report on author interviews)

Oct. 3 -- Grading exercise
Oct. 5 -- in-class writing
Oct. 7 -- Chapter IV presentation (Observing)

Oct. 10 -- Fall Break
Oct. 12 -- Portfolios due at end of period.
Oct. 14 -- Student Conferences in OC 3028

Oct. 17 -- Student Conferences in OC 3028
Oct. 19 -- in-class writings
Oct. 21 -- Chapter V presentation (Analyzing Concepts)

Oct. 24 -- Reading log/reading history
Oct. 26 -- Short Story assignment (Halloween)
Oct. 28 -- Film: tba

Oct. 31 -- Film: tba
Nov. 2 -- in-class writing (work on portfolio #2)
Nov. 4 -- Film: tba

Nov. 7 -- Film: tba
Nov. 9 -- Film: tba
Nov. 11 -- Chapter VI presentation (Analyzing Images)

Nov. 14 -- Chapter IX presentation (Evaluating)
Nov. 16 -- in-class writing
Nov. 18 -- Chapter 12 presentation (Thinking Radically)

Nov. 21-- portfolios due
Nov. 23 -- Thanksgiving
Nov. 25 -- Thanksgiving

Nov. 28 -- Chapter 11 presentation (Proposing Solutions)
Nov. 30 -- Chapter 14 presentation (Everyday Rhetoric)
Dec. 2 -- Film: TBA

Dec. 5 --Film: TBA
Dec. 7 -- No classes
Dec. 9: -- No classes

Dec. 12 -- Final exam

Disclaimer: This document is not chiseled in stone. It is a flexible, dynamic document which will bend and change during the semester to meet class needs. Make it a point to check this site frequently to make note of changes, modifications, explanations, or clarifications.