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RHET1311, Composition 1, Section 2

Rhetoric and Writing Department Instructor: Email: Class Days/Time: Office Hours: Bethany May M,W, F 8-8:50 By Appointment

Course Description and Student Learning Objectives
Prerequisite: A minimum ACT English score of 19, a minimum SAT I verbal score of 450, or a grade of C or higher in RHET 0310 or RHET 0321. Practice in writing, with an emphasis on personal, expressive writing as well as transactional writing. Students will focus on organizing and revising ideas and writing well organized, thoroughly developed papers that achieve the writer’s purpose, meet the readers’ needs, and develop the writer’s voice. Final course grades are A, B, C, or NC. Students must complete this course with a grade of C or greater to take RHET 1312. Three credit hours. By the end of both 1312, students should have the skills outlined in the outcomes for first-year composition. The Department of Rhetoric and Writing has adapted the following outcomes for first-year composition courses from the outcome statements of the Council for Writing Program Administrators. • Rhetorical Knowledge: Students will learn how audience, purpose, genre, and content shape the meaning and effectiveness of writing. • Critical Reading, Thinking, and Writing: Students will use writing and reading for inquiry, learning, thinking, and communicating. Students will learn that writing is a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. They will discover how to integrate their original ideas with the ideas of others. • Writing Process Strategies: Students will develop strategies for generating ideas, revising, and editing their writing through successive drafts. Those strategies will include collaborating with others, including giving and receiving feedback in peer groups. • Knowledge of Conventions: Students will have extensive practice in writing and will develop knowledge of conventions, including organization, formats/genre, style, control of surface features, and incorporation and documentation of materials from sources. • Composing in Electronic Environments: Students will learn how to use electronic environments for drafting, reviewing, revising, editing, and sharing texts. They will also be able to locate, evaluate, organize, and use research material collected from electronic sources. Additionally, they will understand and exploit the differences in the rhetorical strategies and in the capabilities of both print and electronic composing processes and texts.

Composition 1, RHET 1311, Fall 2012

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Required Texts and Materials
Textbook Joining the Conversation
Mike Palmquist

ISBN-10: 0312412150 Handbook Rules for Writers, Seventh Edition Diana Hacker and Nancy Sommers ISBN-10: 0312647360 Other Please bring paper and a writing instrument to class every day. I will also supply handouts occasionally to supplement our discussions and the textbook.

Classroom Etiquette
A few words about classroom etiquette: Cell Phones Let’s turn off our cell phones for the three hours a week we are in class together and engage with each other in-person rather than through wires. When we do use our phones and laptops, it should only be as an extension of classroom activities and discussion. Behavior Please treat me and your classmates with respect at all times. There are no exceptions or excuses not to. Showing up prepared, on time, silencing your phone, and staying engaged are some of the ways I will gauge your respect to our class. Academic integrity College and University regulations regarding academic dishonesty, as set forth in the UALR student handbook and other University documents and publications, will be strictly enforced in this class. In accordance with Section VI: Statement of Student Behavior, under the code of student rights, responsibilities, and behavior, the university defines academic dishonesty under the classifications of cheating, plagiarism, collusion, and duplicity. Cheating and blatant plagiarism in this class can result in disciplinary sanction. There is no excuse for plagiarism. Always give proper credit when using another person’s ideas. (You may consult our textbooks, the Internet, the Writing Center, or me to insure that you have documented and attributed your work appropriately.) Because we cannot tolerate academic dishonesty, you will receive no credit for any assignment in which you have not upheld University standards for academic integrity.

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Assignments and Grading Policy

1000 points possible

Reading Responses (100 points) 10% of final grade In our society, it is extremely important to be able to engage in discussion both online and off. I expect every student to read the assigned text before each class and to thoughtfully respond to these readings in class and online. Use the blog tool in Blackboard to write a response to each week’s reading. Blogs can be informal and ask questions about things you didn’t understand or relate our reading and discussion to personal experience. You should write an original blog of at least three paragraphs each week. Please read and comment on a classmate’s blog, as well. Every original blog should be published before Friday classes, and comments should be posted before the next week’s classes begin. These responses will be for credit or no credit. If you make an honest attempt to engage with each other and the text each week, you are doing it right and will receive credit. First Writing Project: Reflection (150 points) 15% of final grade For your first project, you will write a reflection on some experience you have had with technology. Work out your relationship with the technology, whether positive or negative, in this paper. Second Writing Project: Review (150 points) 15% of final grade Your second project is a review. You will use criteria to evaluate the quality of a film, book, website, artwork, event, or another chosen topic. Third Writing Project: Critical Analysis (150 points) 15% of final grade For your third project, you will use the work you evaluated for your review and research further. You will be going beyond a quality judgment this time. This project will require you to narrow the focus to one aspect of what you reviewed and analyze the rhetorical choices of the creator. Fourth Writing Project: Proposal (150 points) 15% of final grade For your final project, you will work in a small group to identify a problem on campus or in the community and propose a solution. This will require research and anticipation of opposition. Groups will collaborate on a written and visual presentations. Final Project: Portfolio (200 points) 20% of final grade At the end of the semester, you will review your work in the course and how you have met the objectives in the WPA outcomes. This should be an electronic explanation and compilation of all the skills you have acquired. Keep all your work (every draft)) from this class until the end. Participation/Attendance (100 points) 10% of final grade

Because your voice in the class is important, you should not miss more than 3 classes this semester. After the third absence, you will lose one letter grade for each additional day you miss class. Attendance will be tracked by your participation in our daily classroom writing. Hand in your efforts before you leave class, and your attendance will be recorded.

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Peer Review Classes This is a writing-intensive course. I expect students to make multiple attempts before I receive the final draft for grading. We will be working on these drafts individually and collaboratively in peer review groups. IF YOU DO NOT BRING A DRAFT ON PEER REVIEW DAY, YOUR GRADE ON THIS ASSIGNMENT WILL BE AFFECTED (see rubric for each assignment). Peer reviewers should  ask questions about confusing parts  give their impression of the text  be specific, honest, and respectful Peer reviewers should not  give evaluation without explanation (I liked it/I didn’t like it.) Please consider all writing for this class to be "public.” Part of becoming an effective writer is learning to appreciate the ideas and feedback of others; in this course, our purpose is to come together as a writing community. Remember that all students will be expected to share writing with others. Avoid writing about topics that you wish to keep private or that you feel so strongly about that you are unwilling to listen to the perspectives of others. Additionally, the feedback that is provided is intended to help improve your writing; be open to the suggestions about your writing.

Revision Policy
Writing is an open process, and the best writers do not sit down and create perfect words the first time. Quality writing comes from a quantity of steps and attempts. We will be tracing the steps of the process over and over this semester. However, at some point, I have to assign a grade. If you’d like to continue the revision process for a better grade after you receive my feedback and evaluation, I welcome you to keep going. If you turn in a revision of your final draft of a project with a letter explaining what you revised and why before the next project is due , you will have the opportunity to raise your grade on the project by a letter grade.

Campus Dates and Course Deadlines
August 23: Classes Begin August 29: Late Registration Ends September 3: Labor Day Holiday September 10: Peer Review for Reflection Assignment September 14: Project 1 Due October 1: Peer Review for Review Assignment October 5: Project 2 Due October 8: Midterm Grades Open October 15: Students View Midterm Grades October 22: Peer Review for Critical Analysis October 29: Project 3 Due
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Campus Dates and Course Deadlines (continued)
November 16: Last Day to Drop an Individual Class November 16: Project 4 Due November 22-23: Thanksgiving Holiday (begins at 5pm on November 21st) December 10: Last Day of Class December 10: Portfolio Due December 11: Consultation Day-Faculty available to meet with students December 12: Finals Begin-See Final Exam Schedule December 20: Commencement December 21: ALL GRADES ARE DUE by 12pm (noon)

Students with Disabilities
Your success in this class is important, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or need to have a disability documented), and need an accommodation, please contact me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please visit the DRC website at

Web Accessibility Policy
It is the policy and practice of UALR to make all web information accessible to students with disabilities. If you, as a student with a disability, have difficulty accessing any part of the online course materials for this class, please notify the instructor immediately.

UALR Weather Policy
The UALR website, UALR email, the University’s main telephone number (501.569.3000), and the campus emergency alert system are the official means of communicating all information concerning weather-related closing. Local television and radio stations will also be notified. Weather and road conditions vary from place to place. Employees and students are expected to exercise good judgment regarding the safety of travel when road conditions are affected by the weather.

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