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 Instructor Office Location Phone number email addressOffice Hours
 English 101
: Semester, Year 
Course Description
What is your vision of a writer? What does literacy mean? What does it mean to be a writer? areader? a writer in college contexts? a writer at work? a writer at home? Does place matter whenit comes to writing and writers? What about purpose? audience? Are you a writer when you aretexting with friends? playing video games? writing an email to a relative? corresponding with a business about a recent transaction? offering feedback on a product or book purchased via eBayor at Amazon.com? Who is a writer? Are you a writer? What do you write? When? Why? Where?For what purposes?This term, we will explore this question and so many others. You will write about writing andyourself as a writer. You will read about writing and writers. And you will join the NationalConversation on Writing, by viewing what’s there and offering your own, original contributionsto be read by future English 101 students. Seewww.ncow.org/sitefor more.
 Required Materials
• Lindquist, Julie and David Seitz.
 Elements of Literacy
. Longman, 2009• Regular internet access (additional readings available online)• Three-ring binder that will later serve as your Final Portfolio•Camera (disposable kind will work, but you need to be able to work with the photos in digitalformat)•Flash drive or other means of storing digital versions of the essays and other written material yougenerate (always, always keep a backup of everything you turn in!)•A valid, working email address that you check often (everyday)
 Assignments
 
WA1: Literacy History--
2-4 page essay about your literacy experiences thus far, including your earliest memories of reading and writing and one or significant events that help explain who youare as a writer today. Essay may include both images and text.
WA2: Everyday Literacy--
3-5 page essay illustrating when and where (and how) do we encounter literacy in our everyday lives. Essay must effectively incorporate images created and collectedduring the research phase of this project, including the “Clock Activity” and photographs of everyday experiences with literacy.
WA3: Writing in/for School--
3-5 page essay describing the ways in which writing may beexperienced in school, by yourself and/or by those around you. Essay may incorporate bothimages and text.
Sample Syllabus
 
 
WA4: Attitudes About Literacy--
3-5 page essay in which you reflect on your own attitudes aboutliteracy as you've experienced them in order to draw conclusions about the role society's perspectives about literacy might have on your own experiences with literacy. Essay mayincorporate images and text and even video/audio.Final Project:
Writing Matters
--Publication of choice projects (your choice) called “WritingMatters.” For this publication, you will select three of the essays you’ve written for this class,revise them (deeply), create an introductory chapter and a table of contents, and produce a final project that presents your arguments about writing and writers. See “Writing Matters” for additional details. This publication will be submitted to the National Conversation on Writing(www.ncow.org/site
 
) for inclusion in the NCoW archives and to be featured in the “Spotlight On”section of this Council of Writing Program Administrators initiative.
Grading Procedure
Your grade for this course will be determined by a number of factors. The first is, perhaps, themost obvious. You must write the above essays and submit them on time. Do a good job withthese, make good use of the feedback provided (by your instructor, by your classmates during peer review, by tutors in the writing center) and revise effectively, keep up with the readings,involve yourself in all the in-class and online discussions, and otherwise take every minute of thisseriously, and you should do well in this course. Need something more specific than that? Here’s a breakdown of your grade:
WA1-WA4 ( 
40% of final course grade
 ):
How can you do well with this score? Have a strong draftready on the day it is due for peer review. Take that feedback seriously and generate an effectiverevision, which is ready for your instructor to review on the day it is due. In each draft, makegood use of the readings, in-class discussions, and other activities designed to inform the writingassignment (hint: all readings, in-class discussions, and other activities we do in here are designedto help you generate your formal writing assignments). Meet the minimum page lengthrequirement each time. Be sure to address the prompt completely, directly, and thoughtfully.Always submit your work on time. That’s how you do well in here.
 Final Project: Writing Matters ( 
30% of final course grade)
:
How can you score well on thisimportant project? Choose carefully. You will need to select three of the writing assignmentsyou created this term, so choose the three that you think can yield the absolute strongest revisions.Present these revised essays as chapters in a well-articulated publication about how writingmatters in your life. See the handout “Writing Matters” for additional details about this project,and follow those requirements carefully. Be sure to offer an effective, appropriate introduction for this project, and remember the audience will extend far beyond the classroom. In fact, the potential audience for this project includes anyone interested in the national conversation onwriting (through the National Conversation on Writing). Select the most appropriate format todisplay this publication. Include images. If you wish, you may also include audio and/or video.Think about the best way to present this. Be sure your instructor knows what you are doing andwhy. Get your project in on time and in a format NCoW can use. Fill out the submission form atwww.ncow.org/siteand don’t forget to print out, sign, and submit the “consent form” (locatedthere as well).
 Participation ( 
30% of final course grade
 ):
Keep up with the readings. Complete thehomework as assigned, Be ready for each class project having completed what’s required of you.Show up to class on time and prepared. Stay involved in all the class discussions. Participate inall group activities. Participate in all peer reviews. Don’t miss class. Don’t miss assignments. Be aforce for good in the classroom. That’s all we are asking here.
Sample Syllabus
 
Writing Center 
The Writing Center (or the “Communication Skills Center”) offers writers free, one-on-oneassistance. We welcome all writers, majors, and disciplines—undergraduate and graduate studentsalike. In fact, we work from the premise that all writers, no matter their ability level, benefit fromthe feedback of knowledgeable readers. The Writing Center staff is trained to provide writers with just this service. In short, we are here to help you help yourself. In order to ensure the mosteffective session possible, we offer visitors the following suggestions: (1) Get started on your writing project early, and visit the Writing Center at least one day before your final draft is due.You will need time to work with the ideas and suggestions generated in your tutorial sessions. (2)Bring a written copy of your assignment, any relevant readings, and one or two specific questionsor concerns you would like to discuss with us. We are located in the Hall of Languages, Room103 (903-886-5280) and online at <http://www7.tamu-commerce.edu/litlang/CSC/index.htm>.
 Academic Honesty
The official departmental policy: “Instructors in the Department of Literature and Languages donot tolerate plagiarism and other forms of academic dishonestly. Instructors uphold and supportthe highest academic standards, and students are expected to do likewise. Penalties for studentsguilty of academic dishonesty include disciplinary probation, suspension, and expulsion. (TexasA&M University-Commerce Code of Student Conduct 5.b [1,2,3])If you ever have any questions about a particular use of a source, always ask your instructor. Theywant you to avoid plagiarism, too, so they will help you do so whenever and wherever they can.Do what you can to take advantage of this support—to look innocent in addition to beinginnocent when it comes to charges of plagiarism.
On University-Sanctioned Activities
To accommodate students who participate in university-sanctioned activities, the First-Year Composition Program offers sections of this course at various times of the day and week. If youthink that this course may conflict with a university-sanctioned activity in which you areinvolved--athletics, etc.--please see me after class today.
 Additional Official Statements
Student Conduct 
: All students enrolled at the University shall follow the tenets of commondecency and acceptable behavior conducive to a positive learning environment. In addition, youare requested to turn off your cell phones before entering the classroom. Common courtesy saysyou do not receive or answer calls during class. If there is an emergency that requires you to leaveyour phone on, talk to me about it beforehand and switch the phone to vibrate so you don'tsurprise me when you leave class to take a call and you don't interrupt class when the call comesin. Also, Instant/Text Messaging is off limits.
 Americans with Disabilities Act Statement:
Students requesting accommodations for disabilitiesmust go through the Academic Sup port Committee. For more information, please contact the Director of Disability Resources and Services, Halladay Student Services Building, Room 303D,903.886.5835.
 
Sample Syllabus
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