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Text Required

Bullock, Richard and Maureen Daly Goggin. The Norton Field Guide to Writing with Readings. New York: W.W. Norton & Company, 2007.

Other Materials: Notebook, 2 Folders, Stapler, Thumb drive or other device for storing files
(use ilocker), Ball point online @ password is POP.

Course Description
English 103 is a core curriculum course that introduces students to college level writing. In this course you will become familiar with the fundamentals of rhetoric, elements, strategies, and conventions common to persuasion, how to use those elements, strategies, and conventions in the constructing persuasive visual and verbal texts. In this course those skills will be introduced and developed through discussions and activities centered on the reading and writing of a variety of media.

University Core Curriculum
The University Core Curriculum component of the Undergraduate curriculum is designed to develop the knowledge, skills, and values that should be held in common by all graduates of the university. The central purpose of University Core Curriculum is to enable men and women to live rich and satisfying lives and to undertake the broad responsibilities of citizenship in a free society. Although The University Core Curriculum seeks to discover and nurture individual talents, its primary emphasis is preparation for roles people share as human beings and as members of family and community groups. The University Core Curriculum consists of more than the requirement that students have contact with the major fields of knowledge. Program suggests concern for direction, organization, spirit, appropriate instruction, and the kinds of intellectual attitudes the university strives to develop in students. Through their core curriculum courses, students will be able to 1 Engage in lifelong education by learning to acquire knowledge and to use it for intelligent ends. 2 Communicate at a level acceptable for college students. 3 Clarify their personal values and be sensitive to those held by others. 4 Recognize and seek solutions for the common problems of living by drawing on a knowledge of historical and contemporary events and elements of the cultural heritage surrounding those events. 5 Work with others to solve life’s common problems. 6 Assess their unique interests, talents, and goals and choose specialized learning experiences that will foster their fulfillment.

Course Objectives
At the completion of English 103, students will be able to achieve the following goals: 1 Understand that persuasion-both visual and verbal-is integral to reading and composing. 2 Understand how persuasive visual and verbal texts are composed for different audiences and different purposes. 3 Develop effective strategies of invention, drafting, and revision for different rhetorical

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situations and individual composing styles. Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness. Integrate primary and secondary research as appropriate to the rhetorical situation. Develop strategies for becoming more critical and careful readers of both their own and others’ texts. Demonstrate a professional attitudes towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling. Take responsibility for their own progress. Develop the ability to work well with others on composing tasks.

Course Content
The content and format of English 103 are designed to enable students to achieve the course goals; specifically, students in English 103 will: 1 Discuss, analyze, and respond to a variety of visual and verbal texts to identify rhetorical elements, strategies, and conventions. 2 Discuss, analyze, and respond to the persuasive logics by which various visual and verbal texts achieve, or fail to achieve, their purposes. 3 Collaborate in developing ideas, analyzing visual and verbal texts, and providing peer feedback. 4 Compose persuasive texts through multiple drafts, revising based on peer feedback, selfreflection, instructor’s written comments, and teacher-student conferences. 5 Reflect (orally and textually) on the rhetorical choices and decisions they are required to make as authors to shape a text for a specific audience and purpose. 6 Reflect (orally and textually) on the rhetorical choices and decisions they are required to make in order to construct meaning out of another’s text. 7 Complete a variety of writing assignments for multiple purposes, audiences, and contexts, using various media, and including primary and secondary research.

Course Policies
Successful Completion: In order to pass successfully pass this course you must attend class, participate in class discussions, complete in class writings, outside readings, homework, and complete all four formal writing assignments. Successful completion of the four formal assignments includes turning in all required drafts and attending workshops and conferences. Attendance: What happens in class each day only works if everyone is here to participate as much as possible; therefore, attendance is mandatory. You are allowed three absences for the semester free and clear. I don’t need to know where you were or what you were doing. However, each absence over three will automatically lower your grade by 1/3 of a letter grade. For instance a B will go down to a B-. If you miss more than six classes you will fail the course. Tardiness: I value the time we have together in class to accomplish our goals for the semester. I do not appreciate students that interrupt class by habitually coming in late. It is distracting to me

and to your peers. Please come to class on time. Participation: This course depends heavily on your readiness and willingness to contribute to class discussions and activities daily. I expect each of you to work with me and each other to make this a real community of learners. Therefore, you must come to class each day fully prepared, having done all assigned readings and work, and ready to participate in class. A portion of your grade depends upon class participation. In addition keep in mind: 1 Being absent is not an excuse for turning in late work. All assignments are expected to be turned in at the class period they are due. Late papers will be penalized half a letter grade for each day they are late. For example, a B paper will go down to a C+. Late work will no longer be accepted a week after the due date. 2 In class work cannot be made up so it would be wise to come to class prepared each day.

Format for Assignments: All formal writing should be: 1 Computer generated/typed 2 Double-spaced in 12 point Times New Roman font 3 1 inch margins on all sides 4 Name, date, course, and instructor should be listed on the top left, single-spaced. 5 Mulitple pages should be stapled 6 Do not double space between paragraphs 7 Do not include cover sheets unless specified Classroom Behaviors: 1 Our class meets in a computer classroom, which may pose several distractions. Checking e-mail and surfing the web during class time is both rude and inappropriate. This behavior will not be tolerated and will affect your participation grade. 2 Please remember to turn off all cell phones, ipods, mp3 players, and other communication devices that pose a distraction to our class. If your phone rings, vibrates, sings, or makes any other noise during class I get to answer it. In return, should my cell phone ever ring in class you get to answer it. Failure to follow the policy will affect your participation grade. 3 Class time is not a time for private discussions amongst each other. Such behavior is rude and disruptive to the class. Please save such conversations for after class.

Respect: Respect for others in our classroom is non-negotiable. We will be discussing many ideas and concepts that may challenge your current thinking. This is the fun of college! Have respect for one another and be open to new ideas.

Academic Dishonesty: Presentation of someone else’s work as your own is dishonest and unacceptable. If I find out that you have plagiarized you will receive a zero for the assignment and, possibly, fail the course. In addition, your offense will be reported to the Associate Provost for Academic Programs. Be assured that I will find out if you have plagiarized, therefore it would be wise for you to do your own work and cite any and all material you take from other sources. Plain and simple-if it isn’t your own words or idea than tell me where you found it. Course Adaptations: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are located at the top of the syllabus. Writing Center: You are encouraged to take advantage of the Writing Center. The Writing Center offers free one-to-one assistance on all your writing projects for all of your classes. The Writing Center is located in RB 291. It is open Monday to Wednesday 10-7 and Thursday & Friday 10-5. You may drop by or schedule an appointment online at The writing center also offers help via e-mail and instant messaging.

Course Requirements
Formal Essays: For this class you will write four essays that are 3-4 pages each outside of class. Each essay will require a draft that will be responded to by me and your peers. Assignment will be discussed throughout the semester as the time for each approaches. Detailed assignment sheets can be located on my website and will be posted on blackboard. All formal essays, unless other wise stated, should be typed and double-spaced in Times New Roman font with one inch margins. In the top right corner place your name, course and section number, date, and instructors name on four separate lines single-spaced. Assignments are due at the beginning of class as stated on the course schedule. Please come to class with your assignment already printed out. Please do not waste our class time printing documents during class. There are many computer labs throughout campus that you can print at prior to class.

In-class Writing: During class time you will be asked to write on a variety of issues, ideas, and prompts that relate to readings and class material. These writings will assist in class discussion and serve as a tool for both of us to reflect on the work you are doing. These will be completed on blackboard during class time. You will find that each of you has your own section on the discussion board where you will produce these assignments. This will allow you to view them all in one place when it comes time to put together your portfolio. Reading Journals: You will be required to write a one paged journal entry each week that discusses your thoughts and ideas on the assigned reading for that class period and how it may relate to your own writing. This is your chance to reflect on the reading and writing you do each week. Journal entries should be typed and double-spaced in Times New Roman font with one inch margins. In the top right corner place your name, course and section number, date, and

instructors name on four separate lines single-spaced. Journal entries are due at the beginning of class as stated on the course schedule. Please come to class with your assignment already printed out. Please do not waste our class time printing documents during class. There are many computer labs throughout campus that you can print at prior to class. Remember to place these in your folder when they are returned to you so you have them for your portfolio.

Portfolios: The best way I have found to help students understand and appreciate what it means when I say “writing is a process” is to include a portfolio component in my writing classes. Twice this semester, once at midterm and once at the end of the semester, you will be responsible for collecting and revising the work you’ve done in and outside class. You will turn in both formal and informal writing, some of it revised, some of it not. You will also include an introductory letter to me that discusses what you’ve learned and provides a self-evaluation of your writing. These portfolios will be returned with a formal letter grades attached that evaluate the work in the portfolio as well as your success in the class. Group Project: Once this semester you will get together with a group of your peers to deliver a power point presentation. A detailed assignment sheet will be handed out and posted on blackboard. Readings: Outside readings will be assigned for each class period. They are listed on the schedule. It is vital to your grade that you complete all readings and come to class prepared to discuss them. Conferences: Once at midterm we will meet outside of class to talk about the progress of your portfolio revisions. The meetings will be about fifteen minutes long. I will tell you very specifically what you should bring to the meeting at the time we schedule it. Failure to come to these conferences and/or failure to come to these conferences prepared with a draft to work on will count as one week of absences-furthermore, do not waste my time or your own by not showing up or showing up unprepared. I am just as busy as you are, but if you are prepared to invest time in your writing then I am too. A sign up sheet will be passed around as time the time approaches for conferences. Note: All writing you do in this class-drafts, revisions, in-class writing, journals-should be saved so you have a wide selection to choose from when putting together your portfolio. It is imperative that you save all your writing so you can see how you have developed as a writer throughout the course of the semester.

Evaluation and Grading Policies
In this course you will not receive letter grades on individual drafts and assignments. I know many of you are probably thinking that I am completely crazy for doing this. I also know not receiving a letter grade on each paper will make some of you nuts however, it really is for the best. Using this portfolio system of evaluation allows me the opportunity to give you credit for the things that grading individual papers does not: such as effort and revision and improvement. Although you will not receive individual letter grades on each draft you turn in, you will receive

extensive comments and feedback from me that will help you understand the quality of the work you are doing as well as assist you in improving your writing. You will receive a letter grade at mid-term and at the end of the semester when you turn in your portfolio. These two grades will be based on the following criteria: 1 Meeting all of the requirements described above. 2 The quality of your written work, including how successful your revision work is. 3 The quality of your effort in class, in workshops, in discussion, in groups, in conferences, and in general. 4 Your demonstration of a willingness to try new things, think in new ways, and explore different perspectives as both a reader and a writer. My comments should provide you with a clear understanding of your progress in the class; if you ever feel as though you are unsure, come see me and we will discuss it.

Grading Percentage Breakdowns
Different assignments in this course require different levels of effort. The following breakdowns should provide you with an idea of the amount of time and energy needed for each. 1 Journals 10% 2 Group Project 10% 3 Participation- this includes attending class having completed all outside reading and assignments, participating in class discussion, completing in-class writing assignments, coming to conferences, and participating in other class activities. 10% 4 Formal Writing Assignments 4 essay Drafts (10% each) 40% Portfolio (mid-term 15% and final 15%) 30% I will be using the Writing Program grading rubric to grade all assignments. Please note: A minimum grade of C is required to move into English 104.