english 1302 fall 2016 ttr - angelo state university 1302—fall 2016 ttr page 6 of 15 and/or the...

English 1302—Fall 2016 TTR

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Instructor: Mr. Scott Office: Academic Bldg. Rm. 110 B Phone: (325) 486-6510 E-Mail: [email protected] Office Hours: M/T/W/T 9 a.m. to 10:30 a.m. & 2 p.m. to 2:30 p.m. Friday 9 a.m. to 10:30 a.m. Or by appointment

Section One: Course Description, Outcomes, and Objectives

Course Description: There is no such thing as universally “good writing.” What counts as “good

writing” in one situation may be completely inappropriate and ineffective n other situations. So,

if you want to succeed in college and beyond, you will need to become an agile writer who can

adapt your writing to a wide variety of audiences, contexts, purposes, and media. A common

assumption is that once students learn to write in their English courses, they should be

prepared to write effectively in all other situations. This class will challenge that assumption.

This course will exam and discuss forms of writing, methods of inquiry, genres, stylistic

conventions, and communicative situations relevant to your major or potential major. The

topics of discussion will not be about content in your chosen field but about how professionals

in your field communicate to various academic and professional audiences. Questions we will

set out to answer include the following:

How do writing expectations vary across different professional and academic fields?

How do research methods across the disciplines differ?

Which genres do academics and professionals in the disciplines learn and use to do

and share their work?

How and where do they share this research?

Which manuscript and documentation styles do they use?

Which writing processes and organizational strategies do effective experienced writers

employ?

**Prerequisite: English 1301 or equivalent.

mailto:[email protected]


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Core Student Learning Outcomes: Upon completion, students will be able to:

Gather, analyze, evaluate, and synthesize information relevant to a question or issue

Develop and demonstrate a logical position (i.e. perspective, thesis, & hypothesis) that

acknowledges ambiguities or contradictions

Develop, interpret and express ideas through effective written communication

Consider different viewpoints as a member of a team

Effectively work with others to support and accomplish a shared goal

Demonstrate the ability to evaluate choices, actions, and consequences as related to

ethical decision making

Course Objectives: In an effort to help you achieve the learning outcomes above, I have

prepared lessons, readings, and assignments that will help you:

28. Develop skill in expressing yourself orally or in writing

29. Learn how to find and use resources for answering questions or solving problems

31. Learn to analyze and critically evaluate ideas, arguments, and points of view

Methods of Assessing Learning Outcomes: Core student learning outcomes will be assessed

through course assignments.

Section Two: Student Responsibilities, Grading, Assignment

Submissions Required Text & Materials:

Bullock, Richard and Maureen Daly Goggin. The Norton Field Guide to Writing With Readings 4th

edition. New York: W.W. Norton and Company, 2016.

Note taking materials ( paper and writing implement)

Three ring binder

Color highlighters

Blackboard (Bb): As a student enrolled in this course, you are enrolled automatically in

Blackboard (Bb) for this course. Through Bb you have access to course materials, course

assignments, lesson presentations, and a variety of other items throughout the semester. You

are required to print out supplemental materials and bring those print-outs to class. Course

materials posted in Bb include: course syllabus, assignments, assignment examples, lesson

presentations, and a variety of other supplements and aids.


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From time to time, course announcements will be delivered through Bb and distributed via ASU

email to all students enrolled in the course. You are responsible for updates distributed via ASU

email. As a result, you should check your email on a daily basis (especially before attending

class).

**All assignments directed to be submitted in Bb, must be submitted to Bb in the form of a

PDF file. No other type of file or submission method will be accepted. This especially means

that no assignment will ever be accepted through email.

Adobe Acrobat Reader: You will need to obtain Adobe Acrobat Reader (which can be

downloaded free from the internet), as you will use it to access some documents in Bb.

Technical Support: if you have technical problems with Bb, you can contact ASU technical

support through one of the following methods:

Phone: (325) 942-2911

Email: [email protected]

Web: http://www.angelo.edu/services/technology/

**Any course content-related question should be directed toward me.

Assignment Submission Policies: Most assignments will be submitted to Bb, although at times

additional materials may be required to be turned in with an assignment. Assignments turned

in to Bb must be submitted as a PDF file and will not be accepted as an attachment via email.

Graded Bb submission, along with my comments, will be returned to you via Bb in your Bb

gradebook.

Late Submissions: All elements of an assignment (drafts, editing sheets worksheets, final

copies, and/or Bb submissions) are due at the assigned time and date. Late submissions will not

be accepted, resulting in a zero for that assignment. Any exceptions must be approved by me

on an individual basis, most of the time requiring a visit to my office during my posted office

hours.

Lost Work: You need to devise a strategy for securely storing digital files and back-up files. You

must keep back-up files for all work as hard drives can fail and flash drives can disappear. Back

up all your work in multiple locations. I will not accept technological breakdowns or lost files as

a valid excuse for missing assignment deadlines.

mailto:[email protected]

http://www.angelo.edu/services/technology/


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Grading: You are responsible for keeping up with the schedule outlined in the course syllabus.

Missing class is not an excuse for a lack of preparedness. Information about changes in the

syllabus, content of lectures, and/or changes in assignment deadlines will not be given out by

telephone or email, a personal visit to my office is required.

Grade Determination: Grades for the semester will be determined as follows:

Sequence 1 15%

Sequence 2 15%

Sequence 3 25%

Oral Presentation 10%

Participation 10%

Reflections 10%

Peer Review 5%

Final 10%

Total 100%

**November 2nd is the last day to drop. Withdrawal grades will be indicated by W.

Participation: Participation will constitute 10% of your final grade. I factor in the following

when determining your participation grade: reading quizzes, graded Bb discussion postings,

graded in-class group work, and graded homework assignments. I do not offer make-ups for

daily quizzes or exercises. A student must be present to receive credit for in-class exercises.

Peer Review: This class will teach you skills for effectively offering feedback to your peers about

their writing and for incorporating peer feedback in your writing. Your grade for the peer

review sessions will constitute 5% of your grade. All students will participate in writing

workshops during this semester. As with any routine, we will experiment and make changes in

order to determine what most effectively serves the needs of the group and the individual.

Using Student Writing in the Classroom: Sometimes I use student writing or Bb postings in the

classroom for discussion or workshops. I do this because you can learn things from your peers’

writing that are hard to learn from any other source. This means that each student will likely

have his or her writing (anonymously) discussed by the whole class at some point. If you turn

something in to me that you do not want me to share with others, please let me know when

you turn it in. If you have concerns about this please let me know.


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Plagiarism Policy: Plagiarism is a type of academic dishonesty. It occurs when writers

deliberately use another person’s language, ideas, or materials and present them as their own

without acknowledging the source. This class will cover plagiarism in great detail; so, there is

little excuse for failing to understand what constitutes plagiarism or the consequences that will

result.

Types of Plagiarism: Plagiarism can include any of the following:

Failing to quote material taken from another source

Failing to cite material taken from another source

Submitting writing that was written by another person or for another class

Submitting writing that was substantially edited by another person

Procedures for Handling Plagiarism Cases: If an instructor thinks a student may have

plagiarized, he or she will follow these steps:

Meet privately with the student to discuss the assignment in question and the evidence

of plagiarism

Identify the appropriate consequence

File a report with the Office of Student Services

Possible Consequences: The instructor and the English Department Chair decide the academic

consequences to be imposed, depending on the seriousness of the violation. Sanctions include

the following:

Adequately redo or revise the assignment in question

Fail the assignment in question

Fail the class, or

Be subject to more severe sanctions imposed by the Dean of Students

All students suspected of plagiarism will be reported to the Office of Student Services, who

maintains a file of past plagiarism cases. The ASU Student Handbook further elaborates the

Academic Integrity policy at https://www.angelo.edu/student-handbook/.

Section Three: Course Policies & Services

Attendance Policy: “Responsibility for class attendance rests with the student. Regular and

punctual attendance at all scheduled classes is expected, and the University reserves the right

to deal at any time with individual cases of non-attendance. In case of an illness requiring an

absence from class for more than one week, the student should notify his/her academic dean

https://www.angelo.edu/student-handbook/


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and/or the Office of Student Affairs. Angelo State University Operating Policy 10.04, Academic

Regulations Concerning Student Performance provides complete information regarding class

attendance and reporting student illness and emergencies” (2015-2016 Student Handbook pgs.

56-57).

Because this is a student-oriented class, regular attendance is required. Each student will be

allowed four (4) absences. When the allowed number of absences has been exceeded, the

student automatically fails the course. Classes begin promptly at the designated time, and role

will be called at the beginning of class. Once role is taken, the door to the classroom will be

closed and locked. Not on will be admitted after that time.

Attendance is more than simply occupying a chair. Students who fail to have required

homework or are unprepared for class (lacking materials to take notes, assignment hand-outs,

workshop drafts, or other required materials) may be marked as absence. Participation in

classroom activities is also required. If in my opinion a student is not participating, I reserve the

right to count that student absence (this includes laying heads on desk, sleeping messing with a

cell phone or other device or carrying on conversation unrelated to classroom activities).

Exceptions: There may be at times special circumstances that might require addition

consideration on my part (such as medical emergencies). In such cases, the student must

appeal to the Student Life Office. Only after I have been contacted by that office with an official

notification indicating that clear documentation has been submitted substantiating the

emergency, will any additional consideration be given.

Students who are participating in sanctioned university events may petition for an excused

absence. Excused absences for university sanctioned events and athletic events are not

automatic and will not be considered if the student fails to notify me before the absence

occurs. Students missing class for a school sanctioned event is still responsible for meeting all

assignment requirements and deadlines.

The Writing Center: When necessary, you may be referred to the Writing Center for tutoring.

Referrals are not a form of punishment but are mandatory. When you go to the Writing Center,

you must allow the Center to send me an email concerning the visit. Failure to comply with a

referral can have a serious impact on subsequent assignment grades. The Center is located on

the third floor of the Porter Henderson Library, Room C305. The Center’s hours of operations

are as follows:


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Monday-Thursday: 9:30 a.m. to 4 p.m.

Wednesday evening: 6 p.m. to 8 p.m.

Friday: 9:30 a.m. to noon

Sunday: 1 p.m. to 4 p.m.

Academic Honesty: “Academic misconduct includes cheating, plagiarism, collusion, falsifying

academic records, misrepresenting facts, violations of published professional ethics/standards,

and any act or attempted act designed to give unfair academic advantage to oneself or another

student.” (2015-16 Student Handbook pg. 12).

“Students must understand the principles of academic integrity, and abide by them in all class

and/or course work at the University. Academic Misconduct violations are outlined Part I,

section B.2 of the Code of Student Conduct. If there are questions of interpretation of academic

integrity policies or about what might constitute an academic integrity violation, students are

responsible for seeking guidance from the faculty member teaching the course in question”

(2016-2016 Student Handbook pg. 51).

Special Accommodations: “Any students seeking remedy on the basis of a disability must

register as a disabled student with Student Disability Services and must provide all required

documentation of a disability. Students who are denied services or denied a specific

accommodation request by a Student Disability Services counselor may appeal the decision to

the Executive Director of Student Affairs. The ADA Campus Coordinator for Students is the

Director of Student Disability Services, room 112, Houston Harte University Center, (325) 942-

2047” (2015-2016 Student Handbook p. 59).

Religious Holidays: A student who intends to observe a religious holy day should make that

intention known in writing to the instructor prior to the absence. As student who is absent from

classes for the observance of a religious holy day shall be allowed to take an examination or

complete an assignment scheduled for the day within what the instructor deems a reasonable

time after the absence.

Classroom Behavior Policies: ASU students and instructors are bound by the terms of the Code

of Student Conduct, which is published in the Student Handbook. The following is a list of

behavior requirement for this course:

Students are expected to behave as adults—this is not a high school

Active engagement in classroom activities is required

Students who sleep or disrupt the classroom will be asked to leave the room and

counted as absence


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Continuous disruptions in the classroom will result in disciplinary action

Leaving the classroom during class is disruptive. Personal needs should be addressed

prior to class. Students who continually leave the classroom during class will be asked to

leave and counted as absence

No cell phones or other electronic devices are allowed in the classroom during class

unless otherwise notified. Students who violate this rule by having a cell phone out or

using an electronic device during class, may be asked to leave the class room and be

counted absence.

No food or drinks are allowed in the classroom

Section Four: Course Syllabus

Readings: Assigned reading are due the day following the date the assignment appears in the

syllabus. The content of each reading may or may not be discussed in the lecture; however, you

are responsible for having an understanding of the reading assignment and participation in

classroom discussions. In-class visual presentation and other course materials will be made

available through Bb from time to time: you are also responsible for those materials.

Quizzes, Workshops, and Classroom Exercises: Students missing class should make it a point to

visit with me in my office about missed materials; however, quizzes, workshops, and/or in-class

exercises cannot be made up. If you miss class, do not send me an email about what you missed

in class. You must visit with me in my office during my posted office hours.

Syllabus Schedule: The schedule for this course is likely to change at some point. Any changes

to the schedule will be announced in class and via Bb email. Students missing classes are also

responsible for any schedule changes. Students who miss class are also responsible for being

prepared for the next class. Students who are not prepared with the necessary materials can be

counted absence.


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Week One . . . Tuesday 8/29 . . . . . . . . . . . . Discussion:

Course Description and Syllabus

What is college-level writing?

What do you want to learn about college-level

writing (in this class)?

Homework:

Log onto Bb and explore this course

Thursday 9/1 . . . . . . . . . . . . . Discussion:

Ice-breaker activity: discuss your major and the

types of writing you’ve completed in college so

far.

Homework:

Explore “What Can I Do with This Major?” web

link available in Bb.

Read “Profiles” on pp. 224-234 in NFGTW

Read “Doing Field Research” on pp. 463-468 in

NFGTW

Week Two . . . Tuesday 9/6 . . . . . . . . . . . . . .Discussion:

Sequence One—Profile

Selecting and contacting an interviewee

Homework:

Begin SQ1LSA1

Thursday 9/8 . . . . . . . . . . . . . Discussion:

Conducting an interview

The interview script

Recording the interview and taking useful notes

Taking pictures of interviewee

Homework:

Read “Rhetorical Situations” on pp. 53-70 in

NFGTW

Read “The Concept of Discourse Community” (PDF

posted in Bb)


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Week Three . . . Tuesday 9/13 . . . . . . . . . . . . .Due to Bb by midnight SQ1LSA1

Discussion:

Discourse Community and Rhetorical Situations

Homework:

Read “Exploring Genre: A College Writer’s Tool for

Understanding Writing” and portions of “Coaches

Can Read Too” (PDFs posted in Bb)

Thursday 9/15 . . . . . . . . . . . .Discussion:

Ted Talk: “Academic Writing” and “Exploring

Genre”

Mini Grammar lesson

Homework:

Find a writing assignment (the prompt) either

from last semester or this semester and bring it to

class for discussion.

Read James Hamblin’s “Living Simply in a

Dumpster” on pp. 885-892 and Rob Baker’s

“Jimmy Santiago Baca: Poetry as Lifesaver” on pp.

893-897 in NFGTW

Week Four . . . Tuesday 9/20 . . . . . . . . . . . . .Discussion:

Sample writing assignments

Sample Profiles

Homework:

Read Marcia F. Brown’s “Maine’s First Graffiti

Artist” on pp. 898-903 and Tatiana Schlossberg’s

“At This Academy, the Curriculum is Garbage” on

pp. 905-910 in NFGTW


Sample Profiles

SQ1LSA2

Homework:

Begin SQ1LSA2

Continue working on your profile


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Week Five . . . Tuesday 9/27 . . . . . . . . . . . . .Due to Bb by midnight SQ1LSA2

Discussion:

Repurposing interview data for the profile

Selecting and incorporating images

Homework:

Continue drafting your profile


Drafting parts of the profile

Homework:

Draft the profile and bring copies to Tuesday’s

class. (If you fail to bring a draft, you cannot

participate in the workshop and will receive a

peer-review grade of zero)

Week Six . . . Tuesday 10/4 . . . . . . . . . . . . Class Activity:

Peer Review

Homework:

Revise and edit profile draft

Thursday 10/6 . . . . . . . . . . . .Class Activity:

Peer Review

Homework:

Revise and edit profile draft

Week Seven . . . Tuesday 10/11 . . . . . . . . . . . .Due to Bb by Midnight Sequence One-Profile assignment

Discussion:

Sequence Two—Annotated Bibliography

Finding sources using USearch

Homework:

Read “Reading in Academic Contexts” pp. 10-32

and “Guiding Your Reader” pp. 344-349 in NFGTW

Begin SQ2LSA1 (find two sources and bring to

class on Thursday)

Draft Profile Reflection


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Thursday 10/13 . . . . . . . . . . .Discussion:

Analyzing and Comparing Pieces of Writing

Active Reading

Homework:

Read “Developing a Research Plan” pp. 435-444 in

NFGTW

Print out and bring to class on Tuesday “How to

Quote” (PDF posted in Bb)

Week Eight . . . Tuesday 10/18 . . . . . . . . . . . .Due to Bb by midnight Profile Reflection

Discussion:

Quoting, Paraphrasing and Summarizing

Citation Formats

Homework:

Read “Annotated Bibliographies” pp. 188-196 in

NFGTW

Read “Format Guide” (PDF posted in Bb)


Academic Formats

In-Text and Bibliographic Citations

Homework:

Continue working on Sq2LSA1

Week Nine . . . Tuesday 10/25 . . . . . . . . . . . .Due to Bb by midnight Sq2LSA1

Discussion:

Annotated Bibliography

Writing annotations

Bibliography format

Homework:

Find two additional academic sources

Begin Annotated Bibliography


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Thursday 10/27 . . . . . . . . . . .Class Activity:

Workshop—creating bibliographic citations

Homework:

Read “Documentation” pp. 496-578 in NFGTW

(there will be special instructions concerning what

parts must be read in this reading selection)

Continue working on Annotated Bibliography

Week Ten . . . Tuesday 11/1 . . . . . . . . . . . . .Class Activity:

Peer-Review—Annotated Bibliography

Discussion:

Plagiarism

Homework:


Wednesday 11/2 . . . . . . . . . .Last Day to Drop with a “W”

Thursday 11/3 . . . . . . . . . . . .Class Activity:

Final Peer-Review—Annotated Bibliography

Homework:


Week Eleven . . . Tuesday 11/8 . . . . . . . . . . . . .Due to Bb by midnight Sequence 2—Annotated

Bibliography

Discussion:

Sequence Three—Guide to Writing

Gathering Information for Guide

Homework:

Begin Guide to Writing

Draft Annotated Bibliography Reflection


Writing Guide Templates

Student Examples

Homework:

Identify a guide format that is suitable for your

field of study

Read “Designing Text” pp. 597-606 and “Using


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Visuals, Incorporating Sound” pp. 607-614 in

NFGTW

Continue gathering information for guide

Week Twelve . . . Tuesday 11/15 . . . . . . . . . . . .Due to Bb by midnight Annotated Bibliography Reflection

Discussion:

Incorporating Visual Elements

Design Guidelines

Homework:

Continue working on guide


Documentation for Guide

Homework:

Read “Giving Presentations” pp. 625-636 in

NFGTW

Continue working on guide

Week Thirteen . . . Tuesday 11/22 . . . . . . . . . . . .Class Activity:

Peer-review Guide

Thursday 11/24 Thanksgiving Holiday

Week Fourteen . . . Tuesday 11/29 . . . . . . . . . . . .Due to Bb by midnight Sequence Three Guide to Writing

Discussion:

Making a Presentation

Homework:

Begin working on Presentation


Using PowerPoint

Assign Presentation Schedule

Homework:

Continue working on Presentation


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Week Fifteen . . . Tuesday 12/6 . . . . . . . . . . . . .Presentations

Scheduled Order

Thursday 12/8 . . . . . . . . . . . .Presentations

Scheduled Order

Week Sixteen . . . Tuesday 12/13 . . . . . . . . . . . .Due to Bb by 12:30 p.m Final Reflection:

English 1302-050

Thursday 12/15 . . . . . . . . . . .Due to Bb by 12:30 p.m. Final Reflection:

English 1302-080 (The final reflection is due to Bb

by 12:30 p.m.)

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