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English 1001-007 Fall 2014 Syllabus Instructor: Nicole Moran Meeting Place and Times: McMicken 46, MWF

8:00-8:55 Office Hours: Wednesdays and Fridays, 9:00-10:30, or by appointment. English Composition 1001 emphasizes critical thinking and persuasive writing skills. We will learn to read critically and analyze a text’s content as well as its rhetorical strategies. In addition, we will be immersed in research writing practices, including how to integrate source material into our papers, evaluate sources, and position our ideas in relation to published research. This course aims to develop confident writers who know how to pursue and develop a relevant, consequential line of inquiry. After successful completion of the course, students should be able to:       Understand the complexity of different kinds of arguments/issues. Read a text critically, recognizing the rhetorical strategies and understanding its content. Recognize that different writing situations call for different strategies. Develop an appropriate research project, discover and read sources, and write convincingly and persuasively on that subject. Understand and demonstrate the ethical responsibility of the research writer to cite sources and report findings accurately. Recognize that texts are in conversation with other texts – and that students can join that conversation.

Required Texts Malek, Joyce, Synthia Ris, Catherine O’Shea, and Christina LaVecchia, eds. Student Guide to English Composition 1001, 2012-2014. Plymouth, Mi: Hayden-McNeil, 2012. Ramage, John D., John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. New York: Pearson-Longman, 2012. Course Grading Including individual essays, the following grade breakdown illustrates that your class work and daily assignments impact your final grade in a significant way and should be given the appropriate consideration. Text in Action Research Argument Essay Small Writing Assignments Attendance & In Class Participation 15% 30% 10% 10% Research Steps Recast Project Reflection 15% 15% 5%

Possible course grades include A, A-, B+, B, B-, C+, C, C-, NP (Not proficient), W (Withdrawal), and WX (Official Withdrawal, No participation).

2 Instructor Availability Email is definitely the best way to reach me. Please feel free to contact me or come to me during office hours if you have any questions or concerns. If you are unable to come to office hours, please email me to schedule an appointment, and I will do my best to work around your schedule. Major Assignments English 1001 will begin by examining how texts are constructed to achieve certain effects. The first assignment, your Text in Action paper, introduces you to the concept of rhetoric and strategies of analysis (1200-1550 words). The second part of the course is completing Research Steps, which will focus on the development of a research project, including doing research, crafting an argument, and learning necessary writing strategies. The third part of the course is a Researched Argumentative Essay (2100-2800 words). This will grow directly out of the research and development from your Research Steps and will utilize the rhetorical strategies you studied while writing your Text in Action. The fourth part of the course is a Recast Project, where you will reshape your Researched Argumentative Essay into a different genre for a public audience. Course Policies Classroom Expectations I expect you to come to class prepared and ready to contribute to the discussions and activities. Just showing up isn’t enough – I want to hear from you. Please refrain from using cell phones in class. At certain times in the semester, I will ask you to bring laptops/technology to class, but during that time they must be used explicitly for class-related tasks (i.e. not Facebook or Twitter). Attendance Since writing is an activity, you will learn by practicing; as a result, much of your time in class will be spent in activities, not in lectures. Therefore, attendance is mandatory. You are allowed four free absences over the course of the semester – use them however you want, but be sure to save them in case of sickness or family emergencies. For every subsequent absence, two percentage points will be deducted from your final grade, and you may be asked to drop the course. The only exceptions to this are absences due to religious holidays or participation in a University-sponsored event. Please notify me ahead of time if you have to miss a class. You are responsible for contacting classmates for the information you missed. Late Work Late work will not be accepted unless you make arrangements with me beforehand. If you are concerned about meeting a deadline, please contact me immediately. I understand that things happen, but do not show up to class claiming an alien abduction so you didn’t do the homework.

3 Also, frantic emails the night before a paper is due do not count as prior arrangements – you must contact me at least 48 hours before the deadline. Plagiarism Plagiarism is the action of using without due acknowledgement the thoughts, writing, scholarship, or the inventions of another person. It is often the result of carelessness or ignorance: a person does not fully understand the importance of the issue or does not know the appropriate procedures for acknowledging sources. Sometimes, however, a person is fully aware of submitting ideas or work belonging to someone else. The University of Cincinnati considers plagiarism a serious moral issue and a form of academic dishonesty. In the English Composition Program, the penalty for plagiarism, even if it is not intention, is an automatic grade of F for the course and letter detailing your plagiarism in your college file. Therefore, if you are unsure about whether or not you have cited all of your work properly, ask your instructor before submitting your paper. You can find the official policy on plagiarism on pages 10-11 of the Student Guide. Blackboard This class will be using Blackboard for online communication and announcements, and is where you’ll find the syllabus, class schedule, assignment descriptions, and additional readings that will be assigned. You can also use Blackboard to email your instructor and peers in the class. Make sure you check the Blackboard page and your email regularly, because our schedule is flexible and subject to change! Students with Disabilities If you have a disability and require assistance of any kind, please provide me with the appropriate form from the Disability Services office. Additional Resources  Don’t struggle silently! See me early if you have problems that affect your class performance or attendance. I am eager to see you succeed in this class.  Take advantage of the Academic Writing Center in McMicken 149. Their phone number is (513) 556-3912, and you can schedule appointments at http://www.uc.edu/aess/lac/writingcenter.html. Their drop-in hours (no appointment required) are 12pm-4pm Monday through Friday.  3 a.m. computer crisis? UC has 24-hour computer labs and printers. I will not print things for you. (http://labs.uc.edu/labHours.php)  If you’re facing personal problems or stress that affect your ability to concentrate on your academics or your quality of life, the Counseling Center (316 Dyer Hall, or call 513-5560648) provides confidential counseling, outreach programs, and related services for UC students. Together, we can have a great semester! The following schedule is tentative and subject to change at the discretion of the instructor.

4 Professor Nicole Moran English 1001-007 Spring 2014, MWF COURSE SCHEDULE, WEEKS 1-4 Week One M 1/6/14  Overview of Composition 1001  First-Day Writing Prompt  For Next Class: Read SG p. 27. W 1/8/14  Text as Conversation  Introduction to Texts in Action Paper  For Next Class: How We Read Microtheme (1-2 single-spaced pages, option 2 on SG p. 63 using “Show Runners” by Sasha Frere-Jones on Blackboard. See Assignment Goals on SG p. 64) F 1/10/14: “How We Read” microtheme due  MLA format  How We Read discussion  For Next Class: Read Allyn & Bacon Chapter 3, p. 51-64. o Post topic for Text in Action paper on Blackboard. Week Two M 1/13/14: Topic for TiA paper due on Blackboard.  Text in Action Prompt  Rhetoric (Ethos, Logos, Pathos)  For Next Class: Read A&B Chapter 2, 25-29; 37-49. Context Microtheme (1-2 singlespaced pages, p. 68) W 1/15/14: “Context” microtheme due  Audience, Purpose, Genre  Context  For Next Class: Continue working on TiA paper. F 1/17/14:  Rhetoric, continued  Discussion: previous student samples  For Next Class: Continue working on TiA paper. Week Three

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M 1/20/14 – No Class, Dr. Martin Luther King Jr.’s Birthday W 1/22/14:  Strong Writing Techniques Discussion  For Next Class: Polish Text in Action paper and bring 2 copies to class. F 1/24/14: Text in Action Draft Due – bring 2 copies of your draft to class.  Peer Conferences Week Four M 1/27/14: Revised Text in Action Due  Research Topic Discussion  Introduce Researched Argument Essay and Research Steps W 1/29/14: Library Day  Meet in library to complete RS1.  For Next Class: Complete RS1: An Issue Worth Arguing, due next class. F 1/30/14: RS1: An Issue Worth Arguing due.  Wallowing in Complexity  Forming Research Questions Week Five M 2/3/14: Conferences, no official class meeting W 2/5/14  Evaluating Internet Sources  Citation and Documentation  For Next Class: Read A&B Ch. 17 (Skills 1-4). F 2/7/14  Discuss Ch. 17 (Skills 1-4)  For Next Class: Revise TiA paper: due Monday. Read A&B Ch. 20. Week Six M 2/10/14: Text in Action Final Revision Due  Preview RS2: Annotated Bibliography.  Discuss Ch. 20: Evaluating Sources. W 2/12/14  Evaluating sources continued.

6  For Next Class: Complete Annotated Bibliography (10 sources).

F 2/14/14: R2: Annotated Bibliography Due  In Class work on RS3: Proposal. Week Seven M 2/17/14: R3: Research Proposal Due  Proposal Peer Review Activity  For Next Class: Read Ch. 13: Using Evidence Effectively W 2/19/14  Discuss Ch. 13: Using Evidence Effectively  Discussion of sample student Research Essays and Essay Writing  For Next Class: Revise Research Proposal. F 2/21/14: R3: Revisions of Research Proposal Due  Ch. 13: Addressing Opposition  Preview RS 4: Outline Week Eight M 2/24/14:  Thesis Writing and Outlining W 2/26/14: RS 4: Outline Due  In-class peer review F 2/28/14 – No Class, independent working day  For Next Class: work on revising outline. Week Nine M 3/3/14  Integrating Sources discussion and Activity  For Next Class: First 3 pages due for Peer Review on Wednesday W 3/5/14: Draft of First 3 pages due. Bring 2 copies.  Strong Writing Tips  Peer Review Workshop F 3/7/14  Peer Review Workshop Day 2: Organization and Transitions Week Ten

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M 3/10/14  Writing the Opposition Activity W 3/12/14  Conclusions F 3/14/14: RA Drafts Due  No Class: RA drafts due in Mailbox by 12:00 PM Week Eleven M 3/17/14 – No Class, Spring Break W 3/19/14 – No Class, Spring Break F 3/21/14 – No Class, Spring Break Week Twelve M 3/24/14  Introduction to Recast Assignment: Audience W 3/26/14  Recast Part 2: Purpose, Genre  For Next Class: Bring at least two solid ideas for recast project. F 3/28/14: Two solid ideas for recast project due.  Discuss Recast Proposal  Project Examples  Inkbleeding Activity Week Thirteen M 3/31/14 No Class Meeting - Conferences W 4/2/14 Library Day: Student Technology Research Center F 4/4/14  Recast proposal group discussions  Recast Presentation Sign-ups Week Fourteen M 4/7/14  Recast: Aiming at an Audience  Recast Rationale intro

8 W 4/9/14  Intro to Reflection Assignment  Research Paper: Revision/Peer Review F 4/11/14 **RECAST PRESENTATIONS** (Recast Rationale and materials due) Week Fifteen M 4/14/14: **RECAST PRESENTATIONS** (Recast Rationale and materials due) W 4/16/14 **RECAST PRESENTATIONS** (Recast Rationale and materials due) F 4/18/14: Final Portfolio Due (including FINAL Draft of Research Paper and Reflection).