Important Course Information and Policies

Congratulations! By choosing to enroll in ENGL 1301 or ENGL 1302 at Texas Tech, youre on your way to
building the writing and reading skills that will help your throughout your time at TTU. In the next 15
weeks (11 if youre taking this course in the summer), youll practice key types of academic writing
rhetorical analysis, literature review, and researched argumentall of which you will do repeatedly in
your coursework. You will work with a team of instructors assigned to your course section who will
provide you with the feedback you need to improve all aspects of your writing.
Some key things you should know:

You will meet one day weekly with your classroom instructor (summer schedules will
vary).
You will turn in all assignments, except weekly homework assigned by your
classroom instructor, through Raider Writer. You will access your graded
assignments in Raider Writer, as well.
You will have 24/7 access to your grades and attendance records throughout the
semester

The following pages contain important information about the courses. Please read those
carefully and ask your instructor right away if you have any questions about the course. We
hope you have a great semester!
English 1302: Advanced College Rhetoric
English 1302 focuses on persuasive writing and writing from sources. Students will build on the
skills learned in English 1301 as they conduct preliminary research and write a literature review,
develop claims for argument, compile and evaluate evidence and support for their claims, learn
to recognize and avoid fallacious reasoning, and gain a better understanding of the role of
language in argument. Students will also conduct academic research using both print and
electronic sources, evaluate and incorporate source material into an argument, and practice
citing that material appropriately.
By the end of the course, students will be able to:
Identify, discuss, and analyze various rhetorical strategies and elements of writing arguments
Construct specific claims, supporting arguments, and rebuttals to opposing arguments
Evaluate source material for use in a variety of rhetorical situations
Integrate source material into arguments and cite that material appropriately according to
specified style guides
STUDENT LEARNING OUTCOMES and ASSESSMENT METHODS
TTU STUDENT LEARNING OBJECTIVE

1. Identify and adapt appropriate

ASSESSMENT METHODS

Instructor evaluation of five six brief writing assignments

communication choices based

on subject, occasion, and
audience.

2. Develop, apply, and express

appropriate form and content in

written, visual, aural and oral
communication.

3. Demonstrate basic principles of

critical thinking, problem solving and

technical proficiency as evidenced
through their communication choices,
including those of organization, genre,
and platform.
COLLEGE-LEVEL COMPETENCY

Students graduating from Texas Tech

University should be able to develop
ideas and express them clearly,
considering the effect of the message,
fostering understanding, and building
the skills needed to communicate
effectively.
THECB OBJECTIVES
1. Critical Thinking Skills: to include creative
thinking, innovation, inquiry, and analysis,
evaluation, and synthesis of information
2. Communication Skills: to include
effective development, interpretation and
expression of ideas through written, oral
and visual communication.
3. Personal Responsibility: to include the
ability to connect choices, actions, and

of 300 600 words

Instructor evaluation of classroom discussions and
impromptu speaking activities.
A minimum of two instructor(s) evaluations of four 1200
1500 word texts: two literature reviews and two
researched arguments
Written communication: evaluation of fifteen- sixteen
written assignments
Visual Communication: some texts used for literature
reviews and researched arguments contain visual elements.
Student analysis of these will be evaluated
Oral Communication: Instructor evaluation of classroom
discussions.
Completion of fifteen - sixteen formal written assignments
and evaluation of those using a locally-developed and
nationally developed critical thinking rubric.

ASSESSMENT METHODS

Instructor evaluation of fourteen written assignments.

Comparison of pre- and post- grammar diagnostics.

ASSESSMENT METHODS

Completion of fifteen - sixteen formal written assignments

and evaluation of those using a locally-developed and
nationally developed critical thinking rubric.

Written Communication
Completion of fifteen sixteen formal writing assignments
Oral Communication
Participation in classroom discussions.

Self-rating of teamwork using the Peer Rating Rubric.

Analysis of team role in the teamwork reflection paper.
Pre- and post-class survey items exploring understanding of

personal ethics and readiness to manage ethical issues.

consequences to ethical decision making.

4.Teamwork: to include the ability to
consider different points of view and to
work effectively with others to support a
shared purpose or goal

Instructor evaluation of classroom and small group

discussions
Instructor evaluation of synthesis as exhibited in literature
reviews and researched arguments
Instructor evaluation of four written peer critique
assignments

Course Requirements
Complete assigned readings and in-class and out-of-class writing assignments and
exercises, including worksheet notes, brief assignments, drafts, peer critiques, writing
reviews, and grammar diagnostics and activities
Participate actively in full-class and small group discussions
Participate thoughtfully and respectfully online
Required Materials
Texas Tech's English 1301/1302 Textbook (Custom Edition 2014-2015)
The St. Martins Handbook (TTU E-Custom Edition)
Electronic storage media to hold copies of all work completed and submitted for the
course
Access to a computer with Internet capabilities
Assignments
You will have one or more writing assignments due each week. The weight or value of each
assignment varies, depending on the type of assignment and where each assignment falls in the
curriculum. You will find specific details concerning each assignment prompt and weight online;
the types of assignments you will write are described briefly below. Please note that there is no
final exam in ENGL 1301 or 1302.
There are five types of assignments in this course:
Brief assignments
Essay drafts
Peer critiques
Writing reviews
Grammar activities
Brief Assignments
In both courses, you will complete a number of targeted writing assignments. These brief
assignments will enable you to focus on a particular skill, such as identifying an audience or
evaluating source material.
Essay Drafts

At different points in the semester, you will write longer essays. Completing these drafts
enables you to practice a number of key writing skills, including generating a substantial
amount of text, revising that text, and editing the text.
Peer Critiques
To complete a peer critique, you will read another students draft and respond to a series of
questions about that draft. Peer critiques can benefit both the writer who composes the
critique and the writer who receives the critique. When you write a peer critique, you will
practice both your critical reading and writing skills. The student who receives your critique will
then practice critical reading, thinking and writing by examining your advice and then deciding
whether it should be followed in revising his or her draft.
Writing Reviews
At the end of the course, you will compose a writing review. A writing review is a first-person,
reflective narrative that discusses some of the choices you made in composing various texts as
well as detailing what you have learned during the course and how you can apply this
knowledge in other areas.
Grammar Diagnostics and Activities
You will be asked to complete a grammar diagnostic. Throughout the semester, you will
complete a series of online grammar activities that are selected for you based on your
demonstrated abilities. These activities will be assigned for completion out of class.
Grading
All assignments carry specific value or weights, and your grade for each assignment will be a
number of points (on a 0100 scale) multiplied by the relative weight of the assignment. Each
assignment in this course will be evaluated and assigned a numeric grade according to a scoring
rubric for that assignment.
In both ENGL 1301 and 1302, your assignments will be assessed anonymously by a group of
qualified instructors via the Raider Writer interface. These instructors include current M.A. and
Ph.D. students in our graduate English programs, recent graduates of those programs, lecturers
who hold either an M.A. or a Ph.D., or tenure-line faculty. All instructors, regardless of
experience level, engage in professional development and training activities every semester.
Brief assignments, peer critiques, and writing reviews are graded by one instructor, and all
major drafts in the class receive at least two reads in order to obtain an averaged score. When
you submit to Raider Writer, one of the instructors assigned to your course will receive your
assignment and begin the grading process.
Your final grade for the course will be calculated by dividing the number of points you have
earned by the total weights of all assignments. You may check online throughout the course to
see your accumulated grade totals.

Grades are awarded based on the following scale:

90 100 (A)
80 89 (B)
70 79 (C)
60 69 (D)
0 59 (F)
Note that grades are not rounded. A 79.6, for example, is still a 79, or a C.
If your instructor chooses to use class participation grades, he or she will provide you with a
written description of those policies on the first day of class.
The following descriptions explain more about what the various grades in ENGL 1301 and 1302
indicate about your performance on each assignment. Please refer to these, the specific rubric
for each assignment, and your instructors commentary if you have questions about your
grades.
A
An A text effectively meets the needs of the rhetorical situation by illustrating a thorough
understanding of purpose, audience, and context. The topic is clearly defined and focused. The thesis is
clear, supported with specific and appropriate evidence. Sources are used appropriately and cited
correctly. The organization is effective. The introduction establishes a context for writing and contains a
focused thesis statement; the body paragraphs are well developed and follow logically from the
information that precedes them; the conclusion moves beyond restating the thesis to discussing the
implications and/or significance of the topic. The language used is clear, readable, and sometimes
memorable as well as appropriate in tone. The writer has followed all directions for the assignment.
B
A B text has a clear sense of purpose and audience. The topic is adequately defined and focused. The
thesis is adequate, but could be focused more, especially given the quality of evidence the writer has
used. Sources are used appropriately and cited correctly. The text has an effective introduction and
conclusion. The order of information is logical, and the reader can follow the line of argument because
of the transitions and topic sentences used. Paragraphs contain sufficient detail to assist the reader in
understanding the argument. The language used is clear and readable. Sentence structure is appropriate
for educated readers, and the writer has used subordination, emphasis, and varied sentences.
Vocabulary is appropriate. The text contains few surface errors, few, if any, of which impair the
readability of the assignment. The writer has followed all directions for the assignment.
C
A C text demonstrates some sense of purpose and audience. The topic is generally defined, and the
thesis is general. It is supported with evidence; however, the essay doesnt demonstrate an

understanding of the complexity of the topic or of alternative points of view. Sources are used, although
there may be some minor mistakes in the in- text citation or works cited list. The organization is fairly
clear; the reader can understand the structure of the text although the lack of some transitions and/or
topic sentences may make the task more difficult. Paragraphs are adequately developed and divided
appropriately. The language is competent. Sentence structure is simple, but generally correct, and word
choice is correct, but limited. The text contains errors in spelling, usage, and punctuation. The writer has
followed all directions for the assignment.

D
A D text demonstrates little awareness of the rhetorical situation. It might, for example, over- or
underestimate or ignore the audiences prior knowledge, assumptions, or beliefs. The text may have
little sense of purpose. The thesis statement may be flawed or missing, and the evidence presented
irrelevant or inadequately interpreted or understood. The text might rely too much on outside sources
with little or no original analysis, and the essay may contain incorrect in- text or works cited. The
organization is problematic. Introductions or conclusions are not functional; paragraphs are
inadequately developed, and transitions and topic sentences are dysfunctional or missing. The text has
numerous and consistent errors in spelling, usage, punctuation, and sentence structure, many of which
may hinder communication. The writer has attempted to follow all directions for the assignment, but
may, for example, have omitted one or more parts of the assignment.
F
An F text is inappropriate in terms of the rhetorical situation. The text has no purpose or direction. The
text is insufficiently developed, states the obvious about the topic, and falls short of the minimum length
requirements because of this. The text has multiple problems with organization. The text contains
numerous and consistent errors at the sentence level that seriously hinder communication. The text
may be borrowed or purchased from elsewhere, recycle from another course (including a previous
iteration of this course), or use sources improperly or without documentation. It may be plagiarized. The
writer makes little or no attempt to follow the directions provided for the assignment.

Attendance
All sections meet once weekly (except during summer); it is expected that you will arrive on
time and attend all scheduled classes. If you must miss class because of an official university
activity, you must notify your instructor at least one week in advance, provide documentation
in the form of a letter from the sponsoring department or unit, and arrange to turn in work
either before your departure or immediately upon your return.
Your instructor will take attendance each week. After your second absence, 5% of your final
grade may be deducted for each additional absence. Your Dean may also be notified in
accordance with University policies. Chronic attendance problems, such as tardiness, will be
dealt with at the discretion of the classroom instructor.
Regular attendance is essential to your success in this course.

Due Dates and Late Penalties

All assignments must be turned in online by 11:59.59 p.m. (Central Standard or Central Daylight
Time) on the date stipulated in the online syllabus. After you turn in an assignment, confirm
that it has been received by checking your list of submitted assignments. Be sure you keep an
electronic copy of your work.
If you have trouble submitting your work online for any reason, email your instructor and
include a copy of your completed assignment, along with an explanation of the technical
problem, prior to the deadline for the assignment. As soon as the technical problem has been
resolved, you must submit your assignment as usual. Your instructor reserves the right to
remove the late penalty if he or she has proof that you completed the assignment on time.
Otherwise, any assignment(s) submitted late will receive the following deductions:

1 3 days late: 5 points will be deducted per day late

4 or more days late: starting on the fourth day, the penalty increases to 10 points per
day late

Penalties for late assignments are assessed after the assignment has been evaluated.
For example, if a draft is two days late and receives an initial grade of 88, the 10 point penalty
assessed will make the final grade for that draft a 78. If that draft is four days late, it will
receive a final grade of 63 (a 25 point deduction).
Turning in assignments on time is essential to your success in this course.
Classroom Behavior
As college students you are expected to behave in a courteous and respectful manner toward
your instructor and the other students enrolled in the course. The following behaviors are
among those viewed as unacceptable:
Reading newspapers in class
Using electronic devices, including but not limited to cell phones, iPods, and laptops
without the instructors permission
Talking while others have the floor
Interrupting others
Acting belligerently or in a belittling manner
Challenging the instructors authority
Displaying disruptive behavior
An additional note concerning correspondence: Students are expected to behave in civil and
appropriate ways both in the classroom and online. Verbal harassment of instructors or fellow
students orally, through email, through the writing concern box, or through the comment
evaluation function will not be tolerated. Students should be especially careful of their online
communication in this regard, for it sometimes encourages aggressive language (flaming) or

even inappropriately informal language. Language that might be appropriate for friends is not
always appropriate for academic discourse. Students must maintain a professional and
courteous tone in all online correspondence.
Individual instructors may have additional policies concerning classroom behavior; these will be
distributed to students in writing at the beginning of the course and kept on file in the
Composition Program office.
Students who repeatedly disturb the progress of the class may be asked to leave the class and
discuss their behavior with a writing program director and/or a representative from Student
Judicial Programs as a result of an instructor-initiated Campus Incident Report.
Verbal harassment of instructors or fellow students orally or through email will not be
tolerated. Instructors reserve the right to count absent or to drop from the course those
students who repeatedly disrupt the class in ways that are unacceptable.
Academic Integrity and Plagiarism
Texas Tech University aims to foster a spirit of complete honesty and a high standard of
integrity. The attempt of students to present as their own any work that they have not honestly
performed is regarded by the faculty and administration as a serious offense and renders the
offenders liable to serious consequences, possibly suspension (Undergraduate Handbook 49).
The university defines several types of dishonesty. Scholastic dishonesty includes, but is not
limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts,
and any act designed to give unfair academic advantage to the student (such as, but not limited
to, submission of essentially the same written assignment for two courses without the prior
permission of the instructor) or the attempt to commit such an act. More detailed information
concerning each form of dishonesty can be viewed at the official university academic integrity
website: http://www.depts.ttu.edu/studentjudicialprograms/academicinteg.php.
In writing courses, plagiarism is the most common form of academic dishonesty. For the
purposes of this course, plagiarism includes, but is not limited to, the appropriation of,
buying, receiving as a gift, or obtaining by any means material that is attributable in whole or in
part to another source, including words, ideas, illustrations, structure, computer code, other
expression and media, and presenting that material as ones own academic work being offered
for credit. Any student who fails to give credit for quotations or for an essentially identical
expression of material taken from books, encyclopedias, magazines, Internet documents,
reference works or from the themes, reports, or other writings of a fellow student is guilty of
plagiarism.
The instructor or Writing Program Director is responsible for initiating action against academic
dishonesty or plagiarism. In the case of convincing evidence, the instructor should and will take
appropriate action. A Campus Incident Report will be filed with Student Judicial Programs.

Note: Except on assignments where revision of past text is called for, the re-submission, or
recycling, of text that has been used on previous assignmentsin this course or in any other
course, in this semester or any previous semesterwill result in a 0 for the assignment.
Incompletes
A final grade of Incomplete, according to the Undergraduate Catalog, is given only when a
student's work is satisfactory in quality but, due to reasons beyond his or her control, has not
been completed. It is not given instead of an F. The instructor assigning the grade will stipulate,
in writing, at the time the grade is given the conditions under which the I may be removed
(50). To qualify for an Incomplete, students must have completed at least 60% of the work for
the class with a grade of C or better. Students seeking an Incomplete must work with both the
instructor and a writing program administrator to determine a proposed completion date. The
Incomplete becomes an F if the proposed completion date (up to one year from the date filed)
passes without the work being submitted.
Annual Essay Awards
All students in ENGL 1301 and 1302 are eligible to compete for annual awards for best
rhetorical analysis, literature review, and argument. Students are nominated by their classroom
instructor. The awards ceremony takes place toward the end of the spring semester. Prizes
include a certificate and small cash award.
Getting Help with the Course
To get help with assignments, or grammar and mechanics, you can meet with your instructor
during office hours. Some instructors prefer to meet with you during office hours to discuss
your question rather than conducting the discussion via email; instructors will let you know
their preferences during the first week of class.
You may also meet with a tutor at the University Writing Center (UWC). The
UWC is located in room 175 of the EN/PH Building. You may also access tutors and writing
resources via the UWC website at http://uwc.ttu.edu/.

When you do meet with your instructor or a tutor, make sure you come prepared with specific
questions, having reviewed the assignment, the supporting material in the textbook, and the
assignment description.
For assistance with other course-related issues, please visit a writing program director in room
211D in the EN/PH Building. Directors can answer questions about the program, the instruction,
the assignments, and our online tools.
Software for the Course
The first-year writing program uses the Raider Writer course-management software for
submission and grading of documents. Key features for student use include the following:

24/7 access to your essays, assignments, due dates, commentary, grades, and
attendance records
A submission box for you to turn in writing assignments, including brief assignments,
drafts, peer critiques, and writing reviews
A page in which you examine grades and comments on all assignments, as well as see
your cumulative grade in the course
To begin using Raider Writer, look for an activation email, which will be sent to your ttu.edu
email account within 24 hours of your first day of class. When you receive the email, follow the
instructions in it to reset your password and begin using Raider Writer. If you do not receive
this email, or if you have any other problems resetting your password and logging in, it is your

responsibility to notify your instructor immediately in order to resolve the problem. No late
penalties will be waived if you have not notified your instructor of any trouble you have
logging in. All students must successfully login to RaiderWriter no later than the last day of the
add/drop period. Failure to do so will jeopardize your progress in the course.
Also, please keep your account and password confidential. The enrolled student is responsible
for all content posted under his or her name throughout the semester. Do not share your
account information with anyone.
Disabilities
"Any student who, because of a disability, may require special arrangements in order to meet
the course requirements should contact the instructor as soon as possible to make any
necessary arrangements. Students should present appropriate verification from Student
Disability Services during the instructor's office hours. Please note: instructors are not allowed
to provide classroom accommodations to a student until appropriate verification from Student
Disability Services has been provided. For additional information, please contact Student
Disability Services in West Hall or call 806.742.2405."
(http://www.depts.ttu.edu/opmanual/OP34.22.pdf)

Religious Holy Days

Texas law requires institutions of higher education to excuse a student from attending classes
or other required activities, including examinations, for the observance of a religious holy day.
The student shall also be excused for time necessary to travel.
An institution may not penalize the student for the absence and allows for the student to take
an exam or complete an assignment from which the student is excused.
While no prior notification of the instructor is required, OP 34.19 indicates that a student who
intends to observe a religious holy day should make that intention known to the instructor prior
to the absence. The student should make up any missed work.
If the work is not made up in a timely fashion, the instructor may respond appropriately.

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Syllabus:1302 Spring 2015

Due Dates

Assignment

Reading 1

Type

Monday

Tuesday

Wednesday

Thursday

Reading

1/26/2015

1/20/2015

1/14/2015

1/15/2015

Brief Assignment 1: PreSemester Diagnostic

Brief

Reading 2

Reading

1/30/2015

1/26/2015

Brief

Reading 4

Reading

2/6/2015

2/9/2015

Brief

Reading 5

Reading

2/13/2015

2/16/2015

Draft 1.1: Literature Review

2/20/2015

Draft

Reading 6

2/23/2015

Reading

Peer Critique 1.1a

Peer Critique 1.1b

Peer
Critique

Peer
Critique

2/27/2015

2/27/2015

2/19/2015

2/23/2015

2/24/2015

2/23/2015

2/28/2015

2/17/2015

2/18/2015

2/28/2015

2/12/2015

2/16/2015

2/24/2015

2/10/2015

2/11/2015

2/21/2015

2/5/2015

2/9/2015

2/17/2015

2/3/2015

2/4/2015

2/14/2015

1/29/2015

2/2/2015

2/10/2015

1/22/2015

1/28/2015

2/7/2015

1/20/2015

1/21/2015

2/3/2015

Brief Assignment 3: Annotated

Bibliography

1/20/2015

1/27/2015

2/2/2015

Reading

Brief Assignment 2:
Synthesizing Sources

1/24/2015

Reading 3

MWF

2/24/2015

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Reading 7

3/2/2015

Reading

Brief Assignment 4: SentenceLevel Revision

Brief

Reading 8

Reading

3/6/2015

Brief Assignment 5: Analysis of

Logical Support and Underlying Brief
Assumptions in an Argument

Reading 10

Reading 11

Draft 2.1: Researched

Argument

Draft

Reading 12

Reading

4/13/2015

Brief Assignment 6: Use of

Sources

Brief

Reading 13

Reading

4/17/2015

4/20/2015

Peer Critique 2.1a

Peer Critique 2.1b

Reading 14

Peer
Critique

Peer
Critique

4/24/2015

4/24/2015

4/27/2015

Reading

Draft 2.2: Revised Researched

Argument

5/1/2015

Draft

4/21/2015

4/22/2015

4/23/2015

4/27/2015

5/2/2015

4/21/2015

4/20/2015

4/28/2015

4/16/2015

4/20/2015

4/25/2015

4/14/2015

4/15/2015

4/25/2015

4/9/2015

4/13/2015

4/21/2015

4/7/2015

4/8/2015

4/18/2015

4/2/2015

4/7/2015

4/14/2014

3/26/2015

4/1/2015

4/11/2015

3/24/2015

3/25/2015

4/7/2015

4/10/2015

3/12/2015

3/23/2015

3/31/2015

3/30/2015

Reading

3/10/2015

3/11/2015

3/28/2015

3/30/2015

Reading

3/5/2015

3/9/2015

3/24/2015

3/27/2015

3/3/2015

3/4/2015

3/23/2015

3/23/2015

Reading

3/2/2015

3/10/2015

3/13/2015

2/26/2015

Reading 9

3/7/2015

3/9/2015

Draft

2/25/2015

Draft 1.2: Literature Review

3/3/2015

4/28/2015

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Reading 15

5/4/2015

Reading

Writing Review

Writing
Review

5/5/2015

5/8/2015

4/29/2015

5/9/2015

4/30/2015

5/4/2015

5/5/2015

Save Due Dates

Raider Writer, TTU English Department, P.O. Box 43091,Lubbock, TX 79409-3091

T: 806.742.2476

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