Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
English 110.01 Syllabus

English 110.01 Syllabus

Ratings: (0)|Views: 59 |Likes:
Published by Silas Hansen
Syllabus for a 10-week first-year writing course with a rhetorical analysis focus.
Syllabus for a 10-week first-year writing course with a rhetorical analysis focus.

More info:

Published by: Silas Hansen on Jun 12, 2012
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





English 110.01 | Spring 2012
What We Talk About When We Talk About Difference:The Rhetoric of “Othering” in America
Class Meets:
Tuesdays, 316 Denney Hall; Thursdays, 206 Central Classrooms | 9:30-11:18am
: Silas Charles Hansen, hansen.312@osu.edu
Office Hours/Location
: T 11:30-12:30/Th 11:30-1:30pm | 461 Denney Hall (or by appointment)
Course Description and Objectives
 In this first-year writing course, you will develop your capacity for undertaking academicresearch and analysis through an original research project and presentation of the results of yourwork to an audience of your peers. You will identify an area of interest within our coursetheme—The Rhetoric of “Othering”—and you will find materials to analyze, develop analyticalresearch questions, explore secondary texts, and make claims that are connected to the evidenceyou have discovered. As many researchers do at this stage in their work, you will then reframewhat you have learned for a public audience. You will write a short, persuasive article with thegoal of publication in Commonplace, for which you will also serve as an editor. Over the courseof the quarter, you will also supplement your work as a writer through responses to prompts in aclass blog. These responses will provide additional practice at key skills and serve as the basis forseveral classroom activities and discussions.
In terms of our specific course theme, we will look at a variety of primary sources – including,but not limited to: television shows, movies, music videos, song lyrics, short stories, poems,advertisements – and analyze the way they talk about “difference” in American culture. Based onthese analyses, we will draw conclusions about the ways in which we, as a culture, talk aboutdifferences based on race, ethnicity, religion, socioeconomic class, sexuality, gender identity, etc.After researching what the experts have to say on the subject, we will use those secondary sourcesto support or complicate our conclusions. We will also look at the differences between academicand public writing and try different rhetorical techniques based on audience and purposethrough The Blog Project, Commonplace, and in-class writing assignments.Goals and Objectives for the General Education Curriculum
Writing and Related Skills coursework develops students’ skills in written communication and expression, reading, critical thinking, and oral expression.
Students apply basic skills in expository writing.2.
Students demonstrate critical thinking through written and oral expression.3.
Students retrieve and use written information analytically and effectively.
Specific Learning Outcomes
1. Students learn the conventions and challenges of academic discourse.2. Students can read critically and analytically.
Required Materials
Rossenwaser, David & Jill Stephen.
Writing Analytically
ed. Boston: Thomson, 2012.
Commonplace Online User’s Manual (purchased online athttp://www.commonplaceuniversity.com/-- instructions for purchasing are available onCarmen)
Readings posted to Carmen website (you must have access to readings during each classmeeting, either in hard copy or digitally)
Course Requirements
 During the quarter, you will complete several major assignments designed to build on each otherintellectually and conceptually. These assignments are:
Analytical Research Project 50%
Primary Source Analysis
  Annotated Bibliography
 Analytical Research Paper 
: Identification of appropriate primary sources for analysis, accessing university librarydatabases, application of analytical frameworks and rhetorical methods, analysis of primary and secondary sources, synthesis of multiple critical viewpoints into new interpretations, thesisdevelopment, composing process, style and grammar.
The Blog Project 15%
: Transfer of analytical skills to new genres and media, contribute meaningfully in writing toongoing thematic discussion.
Commonplace Essay 10%
: Making appropriate rhetorical decisions to reframe the results of academic research for anew audience, understanding genre expectations, revising, style and grammar.
Peer-Editing for Commonplace 10%
: Editorial editing, responding to author with clear and practical advice, suggesting revision for publication.
Participation 15%
: Active participation in discussion, in-class writing, productive collaboration, respect for classmates and instructor.
Course Policies
is important to the success of this class and to your development as a writer.Therefore, each unexcused absence after two will result in the lowering of your final grade by one-third of a letter grade (for example, from a B+ to a B). Excused absences, such as those forcontagious or debilitating illness, family tragedy, religious observance, or travel for intercollegiateathletics, will not affect your grade. I reserve the right to require documentation for any excusedabsence.
It is your responsibility to contact me as soon as possible if you miss class.
It isprogram policy that five unexcused absences will automatically result in failure of English110.Participation
grades – like all other grades – are earned by student,
awarded by theinstructor.
To earn an A for participation, students must arrive on time to each class (unlessexcused), participate productively and respectfully in class discussion, come prepared – with all required materials, having completed all reading and writing assignments for that class – and remain mentally “present” throughout class.
is disruptive to the classroom environment, and prevents you from fully participatingand understanding information and class discussion. Excessive tardiness will lower yourparticipation grade. If you are more than thirty minutes late for class, you will be marked asabsent for that day.
is the unauthorized use of the words or ideas of another person. It is a seriousacademic offense that can result in referral to the Committee on Academic Misconduct andfailure of the course. Faculty Rule 3335-5-487 states, “It is the responsibility of the Committee onAcademic Misconduct to investigate or establish procedures for the investigation of all reportedcases of student academic misconduct. The term ‘academic misconduct’ includes all forms of student academic misconduct wherever committed, illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report allinstances of alleged academic misconduct to the committee.”
Student Work 
should be turned in at the time indicated on the syllabus and in the formatdesignated by the instructor (in other words, if I say to submit to the drop box,
do not
email it orturn in a hard copy; if I request a hard copy,
do not
email it or submit to a drop box). Latesubmission of an assignment will result in the deduction of 
one full letter grade
for each day pastthe due date (for example, B+ to C+).Important Note: All work turned in via the Carmen drop box
be in either .doc or .docxformat. Microsoft Word is available on public computers throughout campus, and you can alsodownload Open Office, a free word processing program, which will save work in these fileformats. I will email you if your work is in an unacceptable format and you will have 24 hours toupload a new file before the late work policy goes into effect.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->