€¦ · web viewa composition course that develops writing skills beyond the levels of...

English Composition II: 1102-91, 92, and 95, Melissa Dickson JacksonNewnan Campus, Office Room 225 [email protected] Office Hrs: Mon/Wed 10-12

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Sections 91, 92, & 95Meeting TimesSec 91: M/W 12:30-1:45Sec 92: M/W 2:00-3:15Sec 95: T/H 9:00-10:15ClassroomNewnan Center Computer Lab 164

Required Texts and MaterialsEssay Survival Kit provided in Course Den. Other materials will be

provided online or in class. Bill Murray movies: Groundhog’s Day, Life Aquatic, Get Low.

NOTE: Bring your syllabus to class. Assignments develop as we proceed together. This document provides a basis for our work.

GradesEssays 65% (65 points) , Independent ESK Project 10% (10 points) , Process Work 15% (15 points) , Participation 10% (10 points) .

Course DescriptionA composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101 that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods.

Learning Outcomes:(Recently revised learning outcomes coincide with English 1102 rubrics as part of FYW sequence.) To extend the skills of effective expository, analytical, and argumentative writing established in English 1101 and to comprehend principles important to constructing analysis-based essays.To apply critical thinking skills to analyze, synthesize, and evaluate information and ideas from diverse oral, written, and/or visual sources.To conduct research, develop organizational strategies, and compose documents using the academic conventions of English and to include both primary and secondary sources.

Course GoalsTo extend the skills of expository writing and critical thinking established in English 1101.To read, understand, and interpret texts and write analytically about them.To construct essays using textual evidence from both primary and secondary sources.

Program Goals


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Oral and written communication will be characterized by clarity, critical analysis, logic, coherence, persuasion, precision, and rhetorical awareness (Core Curriculum learning outcomes I)

Assessment ActivitiesThe course will require at least 5000 words of graded writing.The course will require no fewer than three out-of-class essay assignments that make use of revising opportunities and are graded according to the Grading Rubrics for out-of-class writing.

Class PoliciesHelp: If you need help developing ideas or understanding a project, please make an appointment with me. Appointments are most helpful when you bring your notes and freewriting with you to begin our discussion, so take an hour or more to do some brainstorming and freewriting before we meet.

Grades: Grades come from three categories of work: Essays, 65%; Independent Project, 10%; Process Work, 15%; Participation, 10%. Grades are a result of your effort and academic performance. Ethically, I can not give you additional points because you need to pass the course in order to avoid academic suspension or because you may lose a scholarship. It wouldn’t be fair to you or to other students. I do not round up grades. An 89 is a B. A 79 is a C. Do not ask me to change your grade. Please know that I have designed the course so that all conscientious students can succeed. Process work and revisions are your friends! I promise.

Attendance: Because your success is important to me, I take attendance and encourage you to be present by having in-class exercises and quizzes. We only meet 30 times. For that reason, if you miss four classes, you lose 10% of your grade. These 10 points are deducted from the participation category. Please come to class. I love to see you and hear what you have to say. I also want you to succeed.

Make up work: If you miss a quiz or daily class assignment, you may check Course Den or ask a classmate for the information. However, no grade will be entered for that activity on that day. Because everything we do builds toward the goal of writing successful essays, I recommend that you complete missed assignments in your notebook even of you won’t get a grade for them. Grading and entering grades is very time consuming. As a result, if your name is not on paper quizzes or assignments, you will not receive a point for that exercise. Plagiarism & Academic Dishonesty: The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; this is another form of misrepresenting the truth. In addition, working closely with someone else to the point at which his/her ideas significantly contribute to your paper also constitutes a form of plagiarism known as excessive collaboration.


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Regardless of the extent of the plagiarism, students who plagiarize will be given a 0 on the assignment and an automatic F in the course, and may face possible expulsion (Note: This policy extends to cheating on all other assignments as well, including journal entries, quizzes, or other in-class work.). See below for University policies for handling Academic Dishonesty: The Faculty Handbook, sections 207 and 208.0401: http://www.westga.edu/~vpaa/handrev/ Student Uncatalogue: "Rights and Responsiblities"; Appendix J: http://www.westga.edu/handbook/Plagiarism Defined: http://www.westga.edu/writing/index_153.phpPlagiarism Exemplified: https://drive.google.com/drive/folders/0BycRKttSSms-ZHA1OUJoVXJiaUU

Withdrawal period ends on February 27. If you have already missed three classes and quizzes by that time (including late arrivals), you are advised to withdraw with a W instead of risking a WF or a failing grade. This is the final withdrawal deadline. After this date, a student must seek a hardship withdrawal (initiated through Health Services or Counseling).

Disruptive Behavior Policy (FYW policy ): Students may be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others. Such behavior includes – but is not limited to – arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or visual devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance policy above. (Department Policy)

Classroom Decorum: Respect, compassion and support for the class, the instructor, yourself, and your fellow students is critical. If I feel that a student is behaving in a way that creates conflict or stops our progress, I will ask them to take a break outside and return when they are ready. Such behaviors include texting, sleeping, disruptive side-conversations, rude or inappropriate remarks, and general disregard for the classroom experience. Cell Phones: Because cell phones and tablets are distracting and mind-numbing, all personal electronic devices (cell phones, ipods, etc.) should be turned off and out of sight during class. Late Work Policy: Each day that a paper is late will result in the loss of 5%. Please do not submit late papers.

Protocol for out-of-class essays: All final essays will be delivered via Course Den Drop Box. Paper copies may be requested on a case by case basis. Student-Professor Email correspondence: You are welcome to email me with any questions, and you may also email your thesis statement to me if you’d like feedback. While I’m happy to help via email, please do not abuse this privilege (i.e. re-sending thesis statements multiple times with changes made according to my suggestions). Likewise, do not send emails asking questions that I have covered in class or that you can find on your own (due dates, course policies, etc.). Should you miss class, it is your responsibility to find out what work you missed (by consulting the online course calendar, a classmate, course den). Do not, however, ask me; I will be planning our next class and looking forward to seeing you again, *Note: All student-professor email correspondence must take place via your myUWG account; likewise, if you need to reach me outside of class and/or office hours, email is the most efficient way to do so.


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Please Remember: UWG gives 5 grades: A, B, C, D, F. I do not round up. An 89 is a B, and a 79 is a C. 👉COMMON LANGUAGE FOR COURSE SYLLABI (July 2017)

IMPORTANT: Students are responsible for reviewing the following information each semester. https://www.westga.edu/administration/vpaa/assets/docs/faculty-resources/common_language_for_course_syllabi_v2.pdf

This is a QEP Course. Clear written communication is important in all disciplines, and increasingly employers are expecting college graduates to be good writers. That's one reason why UWG is focusing on improving undergraduate student writing across the core. When you hear about the QEP—UWG's Quality Enhancement Plan—know that what your peers and professors are talking about is WRITING, because we are committed to giving you opportunities across your core curriculum to improve the quality of your writing. Want to know more? Visit the QEP website at http://www.westga.edu/qep/ HONOR CODE At the University of West Georgia, we believe that academic and personal integrity are based upon honesty, trust, fairness, respect, and responsibility. Students at West Georgia assume responsibility for upholding the honor code. West Georgia students pledge to refrain from engaging in acts that do not maintain academic and personal integrity. These include, but are not limited to, plagiarism, cheating, fabrication, aid of academic dishonesty, lying, bribery or threats, and stealing. The University of West Georgia maintains and monitors a confidential Academic Dishonesty Tracking System. This database collects and reports patterns of repeated student violations across all the Colleges, the Ingram Library, and the School of Nursing. Each incidence of academic dishonesty is subject to review and consideration by the instructor, and is subject to a range of academic penalties including, but not limited to, failing the assignment and/or failing the course. Student conduct sanctions range from verbal warning to suspension or expulsion depending on the magnitude of the offense and/or number of offenses. The incident becomes part of the student’s conduct record at UWG. Additionally, the student is responsible for safeguarding his/her computer account. The student’s account and network connection are for his/her individual use. A computer account is to be used only by the person to whom it has been issued. The student is responsible for all actions originating through his/her account or network connection. Students must not impersonate others or misrepresent or conceal their identities in electronic messages and actions. For more information on the University of West Georgia Honor Code, please see the Student Handbook.

CREDIT HOUR POLICY (Expect 6 Hours per week out of class work)The University of West Georgia grants one semester hour of credit for work equivalent to a minimum of one hour (50 minutes) of in-class or other direct faculty instruction AND two hours of student work outside of class per week for approximately fifteen weeks. (See complete information at Common Language link)

Departmental Paperless Policy: As of Fall 2006, our English Department has implemented a “paperless” policy. I will post things on Course Den to download, print, and bring to class It is your responsibility to check the syllabus and follow through.

FERPA: Please be aware that I cannot communicate with your parents unless you complete a FERPA form (available upon request). Should you have concerns about your progress in the course, or any other issues that arise, it’s best that you address them with me personally.

PER THE BOARD OF REGENTS ALL FACULTY MEMBERS ARE MANDATORY REPORTERS OF SEXUAL MISCONDUCT:👉 This means that no conversation I overhear, or that we have, is confidential if any sexual misconduct is mentioned. Even if the incident occurred off campus or before you became a student at UWG, or doesn’t even involve you personally, I am legally obligated to report the information I hear. To review the policy in full: http://www.usg.edu/policymanual/section4/policy/C327/

RESOURCES FOR ACADEMIC SUPPORT AND PERSONAL GROWTH👉ONLINE COUNSELING: https://www.westga.edu/student-services/counseling/online-counseling.phpTRADITIONAL COUNSELING SERVICES: https://www.westga.edu/student-services/counseling/appointments.phpREPORT AN INCIDENT: https://publicdocs.maxient.com/incidentreport.php?UnivofWestGeorgiaHEALTH SERVICES: https://www.westga.edu/health/PEER TUTORING: http://www.westga.edu/cas/6024.phpSUPPLEMENTAL INSTRUCTION: http://www.westga.edu/cas/6083.phpLIBRARY: http://www.westga.edu/library/

BASIC COURSE PLAN WITH RUBRIC

Diagnostic Essay: Analysis of sample essays presented in MLA style. You will study the rubric and compare it to the three samples. This project will give you an opportunity to understand how our projects relate to the rubric and what makes a paper successful. 5 points.


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Project 1 Paper Due: Friday, February 15 by 10 am Bill Murray Project One. Response to Groundhog Day. You will develop your proposal and prompt in class. Three page minimum. 20 points

Project II Paper Due: Friday, March 15 by 10 AM Bill Murray Project Two. Scene Analysis from the Bill Murray movie of your choice. Three page minimum. 20 points

MIDTERM REVISION EXAM: Sec 91 and 92, Wednesday, March 13 Sec 95, Thursday, March 14

Project III Paper Due: Friday, April 26 by 10 AMBill Murray Project Three. Find an idea, theme, historical, or literary allusion in a Bill Murray movie and do independent research to support a claim. Three page minimum. 20 points.

FINAL REVISION OPPORTUNITYSee the Exam schedule

DEPARTMENT RUBRIC FOR ALL 1102 ESSAYSTo earn a “C” on any 1102 essay, a student must1. Respond to all of the constraints of the assignment: a. Paper should be formatted according to MLA style guidelines with no major errors. b. Paper should meet the minimum length requirement specified on the assignment sheet. c. Paper should adequately respond to one of the assigned topics. 2. Posit a clear thesis/argument: a. Thesis must center on a concrete claim. b. Essay should be comprised primarily of textual analysis in support of the thesis. c. Essay should illustrate an understanding of the text that extends beyond the surface level. 3. Present a well-organized essay: a. Essay should contain distinguishable introductory and conclusion paragraphs of adequate length and appropriate tone. b. The majority of body paragraphs should provide supporting evidence and accompanying analysis, with few in need of further elaboration. c. Paragraphs should contain topic sentences and/or transitions. 4. Maintain a tone appropriate for the audience:a. Essay should not contain colloquialisms or excessively informal language. b. Essay should not rest on personal opinion. 5. Construct grammatically sound paragraphs with no pervasive pattern of grammatical errors and/or sentence-level incoherence.

To earn a “B” on essay #3, a student must1. Adhere to all assignment requirements (MLA style and formatting, length, assigned topic). 2. Anchor essay via concrete thesis statement focusing on a thoughtful analysis of the assigned text(s) and topic(s). 3. Provide sound analysis that follows standard rules of paragraph construction (topic sentences, supporting evidence, explication) and displays adequate paragraph development. 4. Have no distracting pattern of error and no more than two major grammatical errors. 5. Display tangible improvement with respect to errors marked on previous essays/graded writing (meaning the student cannot have a repeated pattern of errors marked on previously graded work).

To earn an “A” on essay #3, a student must1. Adhere to all assignment requirements, with no major errors in MLA style or formatting. 2. Provide a thesis that is insightful, sophisticated and well-articulated. 3. Remain focused on the topic and thesis, providing sound and compelling analysis throughout the essay. 4. Guide argument via strong topic sentences and appropriate transitions. 5. Have very few grammatical errors, none of which interfere with coherence. 6. Display significant improvement with respect to errors marked on previous essays/graded writing.

A “D” grade results from


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1. Failing to adhere to basic assignment requirements (length, flagrant disregard for MLA style and formatting). 2. A lack of substantive analysis (i.e. an essay resting primarily on observation or summary). 3. A pervasive pattern of minor errors that undermines sentence-level coherence. 4. A pattern of repeated errors marked on previously graded work.

An “F” grade results from 1. Failure to adhere to basic assignment requirements. 2. Two or more of the faults listed under “D.”


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GENERAL CALENDAR (Subject to updates and spontaneous implosion)

JANUARYWEEK 1M 1/7 T 1/8 Syllabus Review and IntroductionW 1/9 H 1/10 Diagnostic Assigned. Open drop ends at 11:59 p.m. No dropping classes with a refund after this date and time.TH 1/10 Open add ends at 11:59 p.m. F 1/11 Diagnostic Due to Course Den by 10 am

WEEK 2M 1/14 T 1/15 Watch, take notes: Groundhog Day

(Writing Center opens) W 1/16 H 1/17 Continue Groundhog Day Assignment: Use the UWG Library to find and read three articles about Bill Murray. Come to class Monday prepared to write about and discuss what you found.

WEEK 3M 1/21 MLK Day: NO CLASS.

T 1/22 Ind ESK Project #1 “The Academic Essay” W 1/23 H 1/24 Ind ESK Project #1 “The Academic Essay” ( & Ind ESK Project 20 “MLA Basics” for M/W class only) “This is Only a Test” by Carey Scott Wilkerson Discussion and in-class Free Writing

WEEK 4M 1/28 T 1/29 Ind ESK Project 3 “Planning and Pre-writing” W 1/30 H 1/31 Ind ESK Project 2 “Essay Checklist” Come to class with a proposal for your essay.

FEBRUARYWEEK 5 M 2/4 T 2/5 Ind ESK Project 5 “Thesis Statements” Thesis WorkshopW 2/6 H 2/7 Ind ESK Project 4 “Outline Template” Develop your outline

WEEK 6 M 2/11 T 2/12 Ind ESK Project 6 “Analysis and Summary” DRAFT 1 Due W 2/13 H 2/14 Ind ESK Project 7 “Four Basic Comma Rules” DRAFT 2 DueF 2/15 Paper due to Course Den by 10 a.m. WEEK 7


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M 2/18 T 2/19 Watch and take notes, Life Aquatic W 2/20 H 2/21 Continue Life Aquatic Assignment: Use the UWG Library Online to find and read: “La Camera-Crayola: Authorship Comes of Age in the Cinema of Wes Anderson” by Devin Orgeron

WEEK 8 M 2/25 T 2/26 Ind ESK Project 8 “Umbrella Comma Rule” Scene Analysis Workshop with Duane TheobaldW 2/27 H 2/28 Ind ESK Project 9 “The Semicolon” In-class writing and discussion, Develop your thesis. Last day to withdraw with a W. Withdrawals after this date will result in a grade of WF.

MARCHWEEK 9M 3/4 T 3/5 Ind ESK Project 10 “The Colon” & Ind ESK Project 11 “Karnofel’s Run-on Cure”

In-class writing and discussion Draft 1 DueW 3/6 H 3/7 Ind ESK Project 21 “Old but Good Advice from Strunk and White”

In-class writing and discussion Draft 2 Due

WEEK 10M 3/11 T 3/12 Ind ESK Project 12 “Best Practices for Quote Integration” Revision WorkshopW 3/13 H 3/14 Ind ESK Project 13 “Transitions” In-Class Revision OpportunityF 3/15 Paper 2 Due to Course Den

WEEK 11M 3/25 T 3/26 Field Trip by Foot -- In-class writing W 3/27 H 3/27 Get Low

SPRING BREAK! M 3/18-H 3/21 (Go find Bill Murray! 😲😲😲)

APRIL WEEK 12M 4/1 T 4/2 Continue Get Low Ind ESK Project 14 “Conclusions” W 4/3 H 4/4 Ind ESK Project 15 “Common Errors” In-Class discussion and writing

WEEK 13 M 4/8 T 4/9 Ind ESK Project 16 “Passive and Active Voice” Free Writing and Proposal GeneratingW 4/10 H 4 Ind ESK Project 17 “Some Great Verbs” Research Notes Due - Annotated Bibliography

WEEK 14 M 4/15 T 4/16 Ind ESK Project 18 “Misplaced Modifiers” Thesis ProposalW 4/17 H 4/18 Draft 1 Due Ind ESK Project 19 “Parallel Structure” Outline Due

WEEK 15


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M 4/22 T 4/23 Draft 2 DueW 4/24 H 4/25 Course Review and Response F 4/26 Paper 3 due to Course Den Writing Center ClosesWEEK 16M 4/29 Revision Workshop

Spring Classes End

MAYW 5/1- T 5/7 Spring ExaminationsFinal Exam Week: The last day of Spring semester is Monday, April 29, 2019. Final exams take place between May 1 and May 7. Please note that the date/times for exams are different from the class day/times for the semester. Please refer to this link for the schedule. Exams cannot be held at any other time since it would conflict with other classes students are taking.

Our Final Exam is a revision of Essay 2. See The Scoop for dates

Note well: Grades will be posted to BanWeb by noon on May 13. No grades will be distributed via phone or email. -----------------------------------------------------------------------------------------------------------------------------------------------------------------

The Work We’ve Done Together Matters! Look at this list of skills employers want: Strong Communication Skills – Employers are looking for people who speak well, write well and understand the importance of listening. This might sound simple, but often people struggle to communicate effectively, and this can slow down business in a world where speed is valued. Analytical and Research Skills – Sometimes the answer isn’t always right in front of us, and employers want people who aren’t afraid to dig into data and research to find it. Computer Skills – There really aren’t many, if any, jobs that don’t require at least basic computer skills (how to open and write a document, email, browse the internet, etc.). This isn’t a problem for the younger generations as computer classes are now part of even elementary school curriculum, but it can be a struggle for older people. Luckily, there are many classes available that teach basic computer skills.Adaptability and Flexibility – Things change all the time and employers want to hire people who can adapt and move forward when they do. The ability to change position when new facts are presented and make the best of necessary changes is important.

Problem Solving and Creativity – Things rarely go as planned and employers are looking for people who can come up with solutions when plans go off track. They also value creativity and the ability to come up with new answers that nobody has thought of.Teamwork – Working well with others is critical in most work environments. Rarely is there a job, project, or task that doesn’t have a better result when the minds of multiple people come together rather than going at it alone. Planning – With so much going on at once many businesses value employees that can plan well. People who can plot out what needs to be done and prepare accordingly keep businesses running smoothly.


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Decision Making – Being able to make an informed decision and advise others on your opinions is critical. Somebody who can make good decisions based on facts and not emotions is important.Organization - Everyone has their own way to organize, but what’s most important is that things get done well and on time. Employers want employees who can handle multiple projects at once and work in a fast paced environment, and this takes organizational skills.Leadership – This is probably the most valued skill of all because a good leader can inspire, motivate and raise the bar for everyone around him or her. Having a good leader at any level in the organization can create a lot of value.


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Mountain of Notes (For Reference – a great way to wrap your head around a difficult text)

Dr. Master’s Mountain (of notes)Stage one involves collecting a mountain of textual evidence, ideas, thoughts, and interpretations. You will create a typed, single-spaced document, at least two pages in length (but hopefully more like three or four), with a series of numbered entries.

Most will be quotations from the texts that you plan to use in your paper, but these entries can also be general thoughts and musings, ideas you wrote down during discussion that you want to include, and questions you have that you know you will have to answer.

Under each typed passage or big idea, type out a series of notes (I find it helps to assign each sub-note a letter). What does the passage reveal? What is the significance of a particular word, phrase, or image? How does it speak to a specific conflict or theme? I often find that some of these individual notes later become larger ideas that may or may not get positioned near the particular passage that inspired them.

Stage two will be to construct an outline based on your notes. Using Roman numerals, set up your paragraphs, assigning each body paragraph a specific topic and establishing a sense of what you intend to prove in it.

Looking over your mountain of notes, what pieces of textual evidence do you want to include? How might you group various quotations and ideas together? What other thoughts and ideas should go into this paragraph?

For each body paragraph heading, include a sentence that explains why the new paragraph needs to follow the previous one. How will it build on it? Why does the new paragraph need to follow it?

In stage three, you will finally write the first complete draft of your paper. In your introduction you should establish a strong central argument, or thesis, which establishes the foundation of the entire paper. You will need to introduce the story and its author and a sense of your paper’s larger purpose. Spend some time setting up the paper’s central concerns, and then move towards defining a thesis about the story itself and how it reflects, challenges, and complicates your central concerns.

Each body paragraph should then work to develop, substantiate, and elaborate on your main argument, and each must begin with an argument or interpretive position about the literature that announces the paragraph’s “big idea.” These opening arguments also act as bridge statements: they remind your readers of where they’ve been, and they point them to where they’re going. In other words, they help to establish the logical structure of the paper and provide a sense of forward progress.


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Calculating Your Final Grade

A = 90-100, B = 80-89, C = 70-79, D = 60-69, F=0-59 Essays & Major Projects 65% or 65 pointsProcess Work 15% or 15 pointsParticipation 10% or 10 points. Independent Peer Reviewed Project 10% or 10 pointsCategories Participation: 10% or 10 points

Did you attend class, respond to the instructor’s questions, participate in discussions, and support your peers with constructive feedback during peer review? If you did, you can be pretty sure you will receive the full 10 points. If you did not, your score will probably be lower. Write your estimate in the column to the right.

Process Work: 15% or 15 points

You accumulate points each time you complete a task or an assignment such as an in-class quiz, a draft, or an exercise that Prof Jackson has assigned a point to. Some in-class exercises do not acquire points. Add up the points in the process category on Course Den to see where you stand. Write the total in the column to the right.

Essays: 65% or 65 points

Diagnostic essay: 5% or 5 points

Project One Essay 20% or 20 points

Project Two Essay 20% or 20 points

Project Three Essay 20% or 20 Points

Independent ESK Project: 10% or 10 pointsYour score will be generated from peer evaluations, up to 10 points:

Total Score: Earn 100% with 100 points Add up points to calculate your final grade. Enter The Points You Earn Here

Participation

Enter 1 Point for Every Time you Complete a Process Assignment

Enter The Points You Recieve on the Major Projects and Essays

Diagnostic:

Essay/Project 1:

Essay/Project 2:

Essay/Project 3:

Independent ESK Project:

Add To See Your Total Points:


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Selected Bill Murray Readings:

https://www.vanityfair.com/hollywood/2015/11/bill-murray-mitch-glazer-cover-story

https://geektyrant.com/news/bill-murray-and-dan-aykroyd-have-reportedly-joined-zombieland-2

https://www.theguardian.com/film/2018/jun/01/im-nothing-but-compost-bill-murray-on-good-friends-bad-bosses-and-harvey-weinsteinhttps://www.telegraph.co.uk/film/what-to-watch/bill-murray-true-stories/

https://jezebel.com/reminder-your-celebrity-folk-hero-bill-murray-was-once-1746069734

https://www.nytimes.com/topic/person/bill-murray

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