engl 1102 - andreakrafft.com...mwf, 1-1:50 pm conger 323 engl 1102 dr. andrea krafft...
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MWF, 1-1 :50 PMCONGER 323
ENGL 1102
Dr. Andrea [email protected]
King 110
MWF, 10-12 TR, 9:30-11:30
and by appointment (24 hrs notice)
This course emphasizes effective writing and argumentative strategies tailoredfor specific audiences and purposes. I define “writing” in a broad sense toinclude not only the familiar page of text but also visuals, sound, and electronicmedia. We will approach these skills through the lens of monsters. I chose thistheme because monsters in all forms of media (TV, movies, comics, games,literature, and music) function as ways to explore and better understand a widerange of cultural and psychological concerns.
PARTICIPATION AND PREPAREDNESS
Collaborate respectfully
INSTRUCTOR INFO
DROP-IN HOURS
COURSE DESCRIPTION
Ask questions Listen
Take notes Do the readings Schedule your time
COURSE WEBSITEhttps://engl1102spring2020.wordpress.com
Allowedabsences
10% off participation gradeper additional absence
Failure risk
REQUIRED MATERIALS
GRADE DISTRIBUTION
Cryptids30%
Blog Posts15%
Participation10%
Blog Comments10%
ABSENCES AND LATENESS
Lateness = 3 strikes, then 5%off participation per additional late
10 minutes late = absent
READINGS
See GeorgiaVIEW
Blog Posts 15%
Rhetorical Analysis 10%Podcast 25%
Cryptids 30%
Participation 10%
Blog Comments 10%
Netflix
Rhetorical Analysis: Your first formal assignment inthis course will be a brief paper in which you breakdown the rhetorical situation of one of the shortpieces of fiction assigned during weeks 2 and 3.
MAJOR ASSIGNMENTS
Blog Comments: You will post blog comments onspecific dates. Each blog comment should offerfeedback, advice, or constructive criticism that canhelp the original poster.
Blog Posts: You will create 3 blog posts. 2 of theseposts will have deadlines that vary from person toperson. Your 3rd blog post will act as our final.
Participation: Throughout the course, you will reflect on andassess the quality of your participation. In-class work andyour attendance record also affect your participation grade.
Podcast: After watching Stranger Things, you willproduce a podcast in which you discuss the continuingrelevance of some aspect of the show. To prepare for thisassignment, you will locate and listen to other podcasts tobetter understand how they combine spoken word withother elements such as music and sound effects.
Cryptids: In a group, you will research a cryptid,which is a monster that exists in folklore or otherstories (such as Bigfoot). Each group will develop ateam contract, project proposal, and a documentdescribing your research findings. You will thencreate a short video explaining the primary featuresof your cryptid, accompanied by a persuasivepresentation in which you argue (using research)whether your cryptid could be real or not.
GENERAL ASSIGNMENT POLICIES
Due dates arein the course
calendar
Ask forclarification
and help
I'll provideassignment
sheets
Back yourwork up andsave drafts
Cite sourcesCheck yourwork
Late work isbetter than no
work
See OWLPurdue forMLA help
GRADING POLICYOutstanding work that demonstrates strongawareness of audience and purpose. Well-organized and exceptionally designed, with fewto no issues in grammar and mechanics.
High-quality work that demonstrates above-average rhetorical awareness, organization, and/ or design. May have minor flaws that could beimproved upon revision.
Competent work that meets minimumassignment requirements, but lacks therhetorical awareness, organization, andproficiency in design of A- and B-levelassignments.
Less than competent work that does notdemonstrate comprehension or engagement.Attempts to complete assignment criteria, butmay have missing, erroneous, or rhetoricallyinappropriate elements.
Unacceptable work that does not meetexpectations or misunderstands assignmentcriteria.
You can revise one individually producedassignment if it:
REVISING ASSIGNMENTS
Received a grade of 85% or below, was on time,and met minimum requirements. You cannotrevise plagiarized work.
To request a revision, email me or meet with meno later than 3 days after I return the grade andlay out your revision plan in detail.
Your revision is due no later than 7 days afterthis meeting or email.
The revised assignment will receive an entirelynew grade (not an average of the old and newgrade).
HOW I COMMUNICATE WITH THE CLASS
Important courseinfo is always on
GeorgiaVIEW
I won't discussgrades over email(that's best left to
office hours)
I'll email you aboutmissed work orother concerns
COMMUNICATING WITH THE CLASS Emails should include: Subject lineGreeting + recipient nameClosing + your nameProper spelling
Address your recipient respectfully andwith consideration.
My correct title is Dr. Krafft or ProfessorKrafft.
It can take me up to 24 hours to reply to
emails, potentially longer on theweekend. I may not respond immediatelyto emails sent after 9 PM.
UNIVERSAL DESIGN FOR LEARNINGMy goal is that our class will accommodate the needs of all
learners. This class does not discriminate on the basis of race,color, age, religion, national original, sexual orientation, gender,marital status, disability, or status as a veteran. I hope that all
students will join me in creating an inclusive environment where wecan all engage and learn. Alternative viewpoints are welcome;
however, they should be stated in a way that respects thepersonhood and value of all other human beings.
SELF-CARE AND ASKING FOR HELP
College isn’t only about your classes. Please remember to takecare of yourself. Do your best to maintain a healthy lifestyle thissemester by eating well, exercising, avoiding drugs and alcohol,
getting enough sleep and taking some time to relax. This will helpyou achieve your goals and cope with stress.
Sometimes life happens and you encounter unexpected events.For example, many of my students have lost family members,
gone through breakups, been affected by natural disasters,struggled with chronic illnesses, and faced financial difficulties. If
something stressful or traumatic happens, please reach out to me,campus resources, and your families and friends for support.
PLAGIARISMThe following count as plagiarism:• Using someone else’s ideas,words, images, or sounds withoutciting them• Submitting a project created bysomeone else • Reusing an assignment createdin another course Plagiarized assignments willreceive a 0. We will then have ameeting and I will report you tothe Dean of Students.
Scan the QR code forthe plain-text syllabus(also available on the
GeorgiaVIEW).
PLAIN SYLLABUS
STUDENT RESOURCES
Academic Support Branch 3rd floorAcademic counselors provide advice aboutadd / drop, graduation, and other course-related matters
Student Development CenterBranch 216Contact Student Development if you believeyou have a disability and requiredocumentation for your classes See this office for confidential and freecounseling services
Academic Achievement CenterBranch 3rd floorOffers free tutoring services Hours: M-R 9 AM-8 PM; F 9 AM-1 PM
Additional ResourcesFor my full list of resources, scan the QRcode to the left orvisit https://goo.gl/KijWpZ
CAT PIC, PLEASE!
If you have read thesyllabus, send me a
meme, GIF, or picture ofa cat via email (subjectline: cat pic) by the end
of week 2.
COURSE CALENDAR • Readings and assignments are listed on the date they are due (by the start of class unless otherwise specified)
• Readings (except for Stranger Things) are available on GeorgiaVIEW (content is organized by week)
• Abbreviations
o CS = Class Summary. You only have to do one of these.
o STR = Stranger Things Response. You only have to do one of these.
o BC = Blog Comments. These are due by 11:59 PM on the days listed.
• Blank activity / discussion areas mean that we’re continuing a topic from the previous day
• Minor parts of this syllabus may change to accommodate course needs throughout the semester
RHETORIC, MULTIMODALITY, AND ANALYSIS Week Day Date Reading Activity or Topic Assignment
Due
1 W 1/8 Syllabus and course principles
F 1/10 Selection from Writer /
Designer and “Why Should I
Study Monsters?”
What is multimodality? How are
monsters multimodal and rhetorical?
Syllabus meme creation
2 M 1/13 Selections from The Bedford
Book of Genres and Shelley,
Frankenstein
About rhetorical analysis assignment;
practice analysis activity
Statement of
understanding
W 1/15 Matheson, “Dress of White
Silk”
WordPress crash course; About class
summary and blog comments; vampires
F 1/17 Bradbury, “The Veldt” Technology come to life
3 M 1/20 NO CLASS
W 1/22 King, “The Boogeyman” and
Carroll, “His Face All Red”
Doppelgangers and paranoia CS 1 and CS 2
F 1/24 Selections from The Norton
Field Guide
Tips for getting the draft started Analysis
checklist
4 M 1/27 Methods of peer review Rhetorical
analysis draft;
BC 1
W 1/29 Selection from The Norton
Field Guide
Writing and revision workshop; About
STR and sign-ups
F 1/31 Reflection and assignment debrief;
About podcast assignment; Advice for
watching TV analytically
Rhetorical
analysis final;
BC 2
STRANGER THINGS AND PODCASTING 5 M 2/3 Chapter 1: The Vanishing of
Will Byers
Analyzing Stranger Things STR 1; CS 3
W 2/5 Chapter 2: The Weirdo on
Maple Street
STR 2; CS 4;
BC 3
F 2/7 Continue discussing episode 1 and 2 CS 5
6 M 2/10 Chapter 3: Holly, Jolly Continue analysis of Stranger Things STR 3; CS 6
W 2/12 Chapter 4: The Body STR 4; CS 7;
BC 4
F 2/14 Individually chosen podcast
episode
Discuss podcasting principles Podcast
location and
response
Week Day Date Reading Activity or Topic Assignment
Due
7 M 2/17 Chapter 5: The Flea and the
Acrobat
Continue analysis of Stranger Things STR 5; CS 8
W 2/19 Chapter 6: The Monster STR 6; CS 9;
BC 5
F 2/21 Continue discussing episode 5 and 6 Podcast
proposal; BC 6
8 M 2/24 Chapter 7: The Bathtub Continue analysis of Stranger Things STR 7; CS 10
W 2/26 Chapter 8: The Upside Down STR 8; CS 11;
BC 7
F 2/28 Revisit podcasting principles; midterm
course feedback
9 M 3/2
Technology advice and podcasting
practice
CS 12 and CS
13
W 3/4 Script drafting and workshop
F 3/6 Peer review; Fair use reminders Podcast draft;
BC 8
10 M 3/9 Team technology day
W 3/11 Team technology day
F 3/13 Reflection and debrief; complete team
survey for next project
Podcast final;
BC 9
SPRING BREAK 11 M 3/16 NO CLASS
W 3/18 NO CLASS
F 3/20 NO CLASS
CRYPTIDS 12 M 3/23 About cryptid project; split into teams;
discuss options and sign up for topics
CS 14 and CS
15
W 3/25 Team contract development
F 3/27 NO CLASS Team contract
13 M 3/30 Tips for researching cryptids; research
workshop
CS 16 and CS
17
W 4/1 MLA style and ethical source use;
writing effective annotations
CS 18 and CS
19
F 4/3 Research workshop
14 M 4/6 Selection from Writer /
Designer
Peer review; developing a video concept Bibliography
and proposal;
CS 20; BC 10
W 4/8 NO CLASS – teams meet
with Dr. Krafft
F 4/10 NO CLASS – teams meet
with Dr. Krafft
15 M 4/13 Peer review Video
storyboard and
presentation
draft; BC 11
W 4/15 Understanding film editing; software
tutorials
CS 21 and CS
22
Week Day Date Reading Activity or Topic Assignment
Due
15 F 4/17 Selection from The Bedford
Book of Genres
Advice for a persuasive presentation CS 23 and CS
24
16 M 4/20
Peer review Video rough
cut and
presentation
draft; BC 12
W 4/22 Workshop
F 4/24 Screening and presentations Final video
and
presentation;
BC 13
17 M 4/27
Final class meeting; advice for end-of-
semester reflection; wrap-up
FINAL EXAM – SUBMIT END OF SEMESTER REFLECTION F 5/1
End of
semester
reflection due
no later than
2:30 PM
Standard Course Syllabus
Course Name:
Composition II
Course Number:
ENGL 1102
Course Description:
A composition course which emphasizes analysis, interpretation, and evaluation of a variety of texts.
The course focuses on academic writing and research. Fall, Spring, Summer. 3 hours.
Pre-requisite:
ENGL 1101 with a grade of C or better.
Course Learning Outcomes:
Students who successfully complete English 1102 will be able to:
• Employ argumentative strategies appropriate to the rhetorical situation.
• Make an interpretive claim about a text and support that claim with evidence from multiple
texts.
• Summarize and synthesize the positions of multiple texts and place their own ideas among those
of the texts.
• Follow the academic conventions of organization and standard written English.
• Practice the collaborative and social aspects of the writing process and demonstrate an ability to
analyze and evaluate their writing and the writing of others.
• Select and employ multiple research methods, such as interpreting, evaluating, and explaining
sources, and document sources ethically.
Weather Hotline: 229-391-5225
College Policy on Class Attendance:
Courses at ABAC are provided for the intellectual growth and development of students. The interaction
with instructors and other students is an important element of the learning process, and a high
correlation exists between class attendance and course grades. Therefore, to attain maximum success,
students should attend all their classes, be on time, and attend all scheduled course activities. Absence
from class does not excuse students from full responsibility for class work or assignments missed.
Students must accept this responsibility.
Individual instructors will establish attendance policies for each class, will publish the policy in the
course syllabus, and keep attendance records. The penalty for absences is at the discretion of the
instructor and may include failure of the course. Students who stop attending class without officially
withdrawing will receive a grade for the course. A student penalized for excessive absences may appeal
through the grade appeal process as stated in the ABAC Catalog and the Student Handbook.
Institutional Absence:
Institutional absence is defined as an absence that occurs due to activities students are involved in as
official representatives of the College. A student who serves as an official representative of the College
is defined as meeting the following criteria:
• Authorized to use the College name in public relationships outside the institution;
• Regularly interacts with non-College individuals and groups over an extended period-of-time
(at least one semester);
• Represents the College as a part of a group and not as an individual;
• Represents the College under the direct supervision of a college faculty or staff member; and is
authorized, in advance, by the President, or President’s designee, of the College.
Students with institutional absences are not released from the obligations and responsibilities of all
students. However, these students will not be penalized with unexcused absences when absences result
from regularly scheduled activities in which they represent the College.
Further, students are to contact instructors, prior to the absence, for arrangements to make up any work
that will be missed in a manner acceptable to the instructor. Advisors of activities will schedule off-
campus activities in a manner that does not unduly disrupt the learning process for students.
College Policy on Academic Dishonesty:
A. Code: Academic integrity is the responsibility of all ABAC faculty and students. Faculty
members should promote academic integrity by including clear instruction on the components of
academic integrity and clearly defining the penalties for cheating and plagiarism in their course
syllabi. Students are responsible for knowing and abiding by the Student Code of Conduct (SCC)
and faculty members’ syllabi. All students are expected to do their own work and to uphold a high
standard of academic ethics.
B. Academic Dishonesty: Academic irregularities include, but are not limited to, giving or
receiving unauthorized assistance in the preparation of any academic assignment; taking or
attempting to take, stealing, or otherwise obtaining in an unauthorized manner any material
pertaining to the education process; selling, giving, lending, or otherwise furnishing to any person
any question and/or answers to any examination known to be scheduled at any subsequent date;
fabricating, forging, or falsifying lab or clinical results; plagiarism in any form related to themes,
essays, term papers, tests, and other assignments; breaching any confidentiality regarding patient
information.
C. Disciplinary Procedures: If a student admits responsibility in a case of suspected academic
dishonesty which does not involve a grade penalty significant enough to alter the student’s final
grade in the course, the faculty member may handle the case on an informal basis by talking with the
student and securing a signed statement from the student admitting responsibility and acknowledging
the penalty to be imposed, if any. In all cases of suspected academic dishonesty in which the student
does not admit responsibility or in which the grade penalty would alter the student’s final grade in
the course, the faculty member will contact the Office of the Provost and Vice President for Academic Affairs. The Provost and Vice President for Academic Affairs will appoint a facilitator
from among the faculty or staff to meet with the faculty member who reported the matter and the
student(s) believed to have engaged in academic dishonesty. The purpose of the meeting will be to
provide a facilitated discussion about what may have occurred. The faculty member who reported
the matter, the student(s) believed to have engaged in academic dishonesty, and the facilitator are the
only participants in the meeting. Audio nor video recordings of these proceedings will be permitted.
Following the discussion, the facilitator will submit a form summarizing results of the proceedings
to the Office of the Provost and Vice President for Academic Affairs.
1. The faculty member and student(s) may reach an agreement about the matter and, if
dishonesty is involved, may determine the appropriate consequences. If no resolution is
agreed upon or if the alleged dishonesty could lead to suspension or expulsion, the matter
will be resolved according to the process outlined in Section IV above.
2. Prior to any finding of responsibility on the part of the student, the faculty member shall
permit the student to complete all required academic work and shall evaluate and grade all
work except the assignment(s) involved in the accusation of dishonesty. The faculty member
may, however, take any action reasonably necessary to collect and preserve evidence of the
alleged violation and to maintain or restore the integrity of exam or laboratory conditions.
3. A student may not withdraw from a course to avoid penalty of plagiarism or other forms
of academic dishonesty.
D. Appeals: Appeals shall follow the procedures outlined in the ABAC Catalog and Student
Handbook.
If there is a student in this class who has specific needs because of learning disabilities or any other
disability, please notify the instructor. The Student Development Center is located on the second floor of
Branch Hall, Suite 216 or call (229) 391-5135.
This is a partial syllabus. More detailed information relating to the class and instructor will be made
available to each student.