WRA 125: RACE IN AMERICA

FALL 2014

Tier 1 Writing: Rethinking Racial Realities in America

M/W: 10:20am12:10p

Instructor:

Holden C131

Email: fofanaka@msu.edu

Office 5A Olds

Office: 5A Olds Hall

Office Hours: MW 1-2p and by

appointment
______________________________________________________________________
Email Communication
I do my best to respond to all messages within twenty-four hours
(24hrs), Monday through Friday. My response times may be slower on
the weekend. All email you send to me needs to contain a course title as
subject line, some body text, and your first and last name. Subject
Line example: WRA125: Student Name. Emails not containing these three
components will be deleted unread.

Course Description
WRA 125 is a Tier I Writing Course designed to help you draft, revise, and edit
compositions related to the evolution and thoughts of American higher education. In
Tier I writing, students will receive instruction and practice in inventing, arranging
revising and completing papers of various lengths. This session, WRA 125:002, we will
focus on language use as racial markers as well as quasi-community service-learning
experiences in an American University. As a quasi-service-learning course, you can
expect to work with an international campus organization community organizations
throughout the semester to identify issues that racializes language and accents. In all
Tier I writing courses at MSU, participants practice different kinds of writing and
contemplate what writing does and how it does it. As part of the general education
requirement, the course contributes to the MSUs mission by focusing on inquiry-based
teaching and learning that encourages students to understand themselves as:
o
o
o

Contributing members of MSUs community of scholars,

Committed to asking important questions and to seeking rich responses
to those questions, and
Developing skills, knowledge, and attitudes that improve the quality of
life for self and others through scholarly, social, and professional
activities.

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

Our section of WRA 125 Our class work and writing assignments will focus on
skills, knowledge, and attitudes that enhance your ability to become successful
readers, writers, and researcher in higher education across disciplines in
America. Some course materials have been pre-selected to support this goal and
focus us on the shared learning outcomes for the First-Year Writing Program at
MSU. This course will connect literacy, inquiry and critical thinking and
analysis through the lens of American Ethnic and Racial experiences by closing
looking at language (non-native accents and languages) as identity markers. By
the end of this course you should be able to:

Discuss literacy practices across a diverse range of contexts

Engage in critical reading, writing, and researching skills
Be able to intellectually form and contribute to conversations (both
academic and popular) about the diversity of the American racial and
ethnic experience
Express themselves competently through both the form of traditional
writing and alternative forms of presentation.
We will analyze what we know about literacy, how we know what we
know, and how we can engage and enhance our literacies through deep
explorations of what things mean.

I look forward to working with you this semester. We all have some shared and
some different literacy experiences, struggles, strengths and weaknesses; please
remember to be respectful of the other members of this class as we support one
another this semester.
Required Course Materials

Ballenger, Bruce. The Curious Researcher. 7th ed.

Aaron, Jane E. The Little, Brown Compact Handbook. Special Edition for Michigan
State University.
DeJoy, Nancy, Collin Craig, Steven T. Lessner, and Bonnie J. Williams. Reading
and Writing Literacies. A Custom Publication for Michigan State University.
Additional PDF* readings posted to D2L: Most readings for this course will be
posted on D2L for you to print copies and bring to class with you.

Course Requirements & Grades

There are 5 major assignments, each worth a specific percentage of your final grade. You
will be given a detailed assignment sheet outlining expectations for each one. Each
assignment will be evaluated on a 4 point grading scale based on the following
percentages:
This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

25% Disciplinary Literacies: Professional Research (minority & your discipline)

15% Cultural Literacies: Artifact Analysis (local community research)
15% Lived Literacies: Personal Narrative (self & community)
15% Remixing Literacies: Alternative Text
15% Revised Literacies: Personal Literacy Progression
15% Class participation (homework (5%*), discussions (5%), and attendance
(5%*))

All assignmentsincluding rough drafts, final drafts and homeworkmust be

complete by the beginning of class on the due date. Major written papers should be 12point serif font, double-spaced with one-inch margins; your name and page number
must also be on the header of every page. You will receive written feedback with your
grade on every major assignment, which target key communication relationships
between purpose, audience, writer, and subject. As a writer, reader, and researcher, you
need to think critically about these rhetorical relationships because they foster
understanding and help you make smarter decisions about focus, arrangement,
development, and style/language strategies in your own drafts.
With each major assignment, you will engage in a series of writing, reading, and critical
thinking activities (i.e., invention exercises, group discussions, responses to readings,
peer reviews, reflections on projects, etc.) both in and out of the classroom. These
activities are not busy-work; they are integral to the development of your major
assignments. Homework activities will be turned in via designated drop boxes in D2L
before class begins on the due date; some will include in-class discussions as well, so be
prepared with a printout or notes of your homework to help prompt your participation.
Evaluations of homework activities will vary with the kinds of activities; for some, you
may only receive notification that it was completed on time and for others, you may
receive detailed comments. Because of the interactive nature of peer review sessions,
you must have a complete, typed draft of your assignmentplus two copieswith
you on peer review days.
You are responsible for staying in touch with the course schedule and homework
requirements, both of which are likely to evolve and change as the semester unfolds.
Grades
Assignments and Grading Scale:
Major Papers / Projects and your final course grade will be assigned based on the following scale:
4.0
3.5
3.0
2.5
2.0
1.5

100-93%
92-86%
85-80%
79-75%
74-70%
69-65%

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

1.0
0.0
4.0 -

3.0 -

2.0 -

1.0 -

64-60%
Below 60%

Students who earn a 4.0 are consistently excellent colleagues. They are always
present and prepared for class, and they bring interesting and relevant questions
and comments to bear on the subject material. They are equally good listeners
and show a genuine interest in their fellow students thoughts. These students
have completely bought into the class and made it better through their
contributions, energy, and hard work.
A student who earns a 3.0 may have missed two classes during the semester but
generally has been an active and enthusiastic participant in the course; or s/he
may have been in class and prepared for class every day but will have
occasionally articulated ideas without reference to the direction of the
conversation (that is, s/he actively participated in discussions without listening
to their colleagues previous statements).
A student who earns a 2.0 is very much an average student. He or she may have
missed several classes throughout the semester or may have come to class
several times during the semester without having fully read and understood the
assigned materials. Other students who earn a 2.0 will be prepared for class and
come to every class meeting, but will not fully participate in class activities and
discussion; instead, they hold back, waiting for others to ask the tough questions
or take the chance at making a mistake. Still other 2.0 students will occasionally
dominate a class discussion and use rhetorical tactics that limit other students
participation.
Students who earn a 1.0 will have missed multiple classes or will have come to
class several times without being fully prepared for the class meeting. In the class
discussions

Policies & Procedures

Class Preparedness and Participation: I care deeply about being a respectful and
effective teacher; I do a significant amount of preparation before each class session and I
try to bring an enthusiastic and encouraging attitude to class every day. I expect my
students to respect me by preparing for each class and participating in the days
activities. To truly participate and share in learning, we must not only present our own
ideas but we must also listen attentively as our fellow learners ask questions and offer
opinions. As an engaged participant, you must be able to work individually,
cooperatively in small groups, and with the class as a whole.
Course Participation
Attendance: Attendance at all class sessions is expected for students in the Tier I Writing
Program. Classes are designed around regular in-class writing, group work, and
discussion. If you miss class, you not only hinder your own learning but that of others
who depend on your participation. If you miss more than 2 classes, your final grade for
the course will be reduced .25 for each additional absence. Students who miss more than
8 classes (4 weeks) will fail the course, regardless of the work they have done. If you do
This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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miss a class, for whatever reason, it is your responsibility to find out the assignments
you missed and be prepared for the next class.
Coming to class late 3 times will equal one absence. Sleeping in class or engaging in
activities not related to class will also be counted as an absence. It is your responsibility
to inform me of your presence verbally and ask for the sign-in sheet if you are late to
class. If you do not inform me after I have collected attendance, you are marked as
absent.
Distractions: Please turn off your cell phone sounds before entering the classroom. Wait
until after class to check for text messages. If I see a student on his or her cell phone, I
will deduct your attendance for the class. (I wont inform you that Ive done so, so dont
take my lack of comment as acceptance of your behavior.) If you cant get through a
class period without texting, this isnt the class for you. Please do not bring your
computers to class unless I request you to do so in advance. Moreover, it is not
acceptable to carry on extensive private conversations, read other course material, do
work for another class, doze off, or wander in and out of the classroom at your whim
during class. I will contact you if you consistently display this kind of behavior. If such
behavior continues after my warning, I will deduct your attendance for the class.
Academic Integrity: Student-teacher relationships are built on trust. You should assume
that I have made good decisions about the content and structure of the course; I will
assume that the assignments you hand in are yours (that you are the one who produced
them); and so on. Acts that violate this trust undermine the educational process.
Turning in Your Work
Unless otherwise noted, you will submit most to a Desire2Learn (D2L) folder on
the Due date before the Due time. This means that all folders will be locked a
minute after the set time. I strongly suggest that you do not wait until the last
minute to turn in your work. I am aware of technological interruptions, which is
why I will only allow late work that comes with a verification report from MSU
D2L staff.
Late Work
Extensions are granted under extreme circumstances, and if I am notified ahead
of time or in the event of an emergency. All other work turned in past its due
date and set D2L time will be subject to a 1.0 drop in grade for each class period
it is late. I do not accept any late work nor will you receive credit for missing
online or in-class peer reviews.
Respect
Debate and disagreement will surely arise at some point during the semester
this is unavoidable in a class on literacy and rhetoric, and can result in expanded
This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

understanding for all participantsso it is important that everyone be civil and

respectful.

First-Year Writing Shared Learning Outcomes

By the end of a first-year writing course students should be able to do the following:
Writing

Use writing for purposes of reflection, action, and participation in academic

inquiry.
Work within a repertoire of genres and modes to meet appropriate rhetorical
purposes.
Exercise a flexible repertoire of invention, arrangement, and revision strategies.
Demonstrate an understanding of writing as an epistemic and recursive process
and effectively apply a variety of knowledge-making strategies in writing.
Understand diction, usage, voice, and style, including standard edited English,
as conventional and rhetorical features of writing.
Reading

Engage in reading for the purposes of reflection, critical analysis, decision

making, and inquiry.
Understand that various academic disciplines and fields employ varied genre,
voice, syntactical choices, use of evidence, and citation styles.
Read in ways that improve writing, especially by demonstrating an ability to
analyze invention, arrangement, and revision strategies at work in a variety of
texts.
Demonstrate an understanding of reading as an epistemic and recursive meaning
making process.
Understand that academic disciplines and fields employ varied genre, styles, and
syntactical patterns, uses of evidence, and documentation practices that call for a
variety of reading strategies.

Researching
Apply methods of inquiry and conventions to generate new understanding.
Demonstrate the ability to locate, critically evaluate, and employ a variety of
sources for a range of purposes.
Demonstrate the ability to generate and apply research strategies that are
purposeful, ethical, and balanced.
Demonstrate an understanding of research as epistemic and recursive processes
that arise from and respond back to various communities.
Academic Honesty
This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

Plagiarism is using the ideas and/or words of someone else as your own without
providing credit to the author or source from where it came. Plagiarism is not
tolerated in this class. Im interested in what YOU have to say, not what others
have said before you. Here is a further statement from MSU about academic
honesty:
Michigan State University has adopted the following statement about academic policy:

GENERAL STUDENT REGULATIONS

1.00 PROTECTION OF SCHOLARSHIP AND GRADES: The principles of truth and
honesty are fundamental to the educational process and the academic integrity of the
University; therefore, no student shall:
1.01 claim or submit the academic work of another as ones own.
1.02 procure, provide, accept or use any materials containing questions or answers to
any examination or assignment without proper authorization.
1.03 complete or attempt to complete any assignment or examination for another
individual without proper authorization.
1.04 allow any examination or assignment to be completed for oneself, in part or in
total, by another without proper authorization.
1.05 alter, tamper with, appropriate, destroy or otherwise interfere with the research,
resources, or other academic work of another person.
1.06 fabricate or falsify data or results.
Procedures for responding to cases of academic honesty and possible repercussions are
outlined in Spartan Life: Student Handbook and Resource Guide. They can also be
found on the web at: http://www.msu.edu/unit/ombud/honestylinks.html.
Plagiarism can be a wide variety of things, some you may know about and others that
may surprise you. Cutting and pasting from the Internet, and using another writers
ideas without giving proper credit (citing) all constitute plagiarism. Any time you quote
someone, you need to cite them. Even paraphrasing should include a citation.
Plagiarism also includes a variety of other digital offenses, too (like film or music
copyright infringement). Any form of plagiarism is a serious academic offense and will result
in a failing grade on the assignment. A second offense will result in failure of the course.
Plagiarism offenses will be reported to the registrars office.
Available Resources:

Me: Instructor
Outside of class, you may talk with me during my office hours or by special
appointment. You may also email me, although email is sometimes unreliable. Servers
may be down, computers may malfunction, etc. As a result, I cannot be responsible for
any email messages that are lost or addressed incorrectly. If you send me an email, I will
ordinarily email you back within 48 hours. If you dont receive a reply, this means I did
This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

not receive your message and that you should discuss the content of your message with
me personally. NOTE: I only answer student emails Monday Friday from 9am to 5pm.
Expect a reply within 48 hours.
All email you send to me needs to contain a course title as subject line, some body text,
and your first and last name. I will not respond to any email that does not contain these
components.
Your classmates: While you can always come to me for questions, also remember to rely
on each other. Together, you represent a vast body of knowledge and experience.
Online University Resources for Writers

http://writing.msu.edu - The MSU Writing Center

http://lrc.msu.edu - The Learning Resources Center
http://elc.msu.edu - The English Language Center
http://www2.lib.msu.edu - MSU Libraries
http://computing.msu.edu - Computing at MSU
http://www.couns.msu.edu - MSU Counseling Center
http://www.rcpd.msu.edu - MSU Resource Center for Persons with Disabilities
http://bcs.bedfordstmartins.com- Research and Documentation Online
http://owl.english.purdue.edu/owl/- Purdue Owl Online Writing Lab
http://www.couns.msu.edu- Counseling Services
http://www. Olin.msu.edu -Olin Health Center

Tentative Schedule: Project & Important Dates

Please note the following in your calendars to help you plan accordingly. A more detailed
schedule with homework/reading assignments will be provided after reviewing student interest areas.
#1 Disciplinary Literacies: Professional Research

Project I Intro: August 27

Library Visit: Monday Sept 8; bring your personal laptops
Email Interview Request after Sept. 5 (cc me- fofanaka@msu.edu)
Interview Timeline: September 10-19
o All interviews should be conducted no later than Sept. 19.
1st Rough Draft: (2 hard-copies) Monday September 22, (at least 1000 words
2nd rough draft: (2 hard-copies) Monday, September 29, (full word count)
Final Draft: Tuesday, September 30, 2014 (D2L)

#2 Cultural Literacies: Artifact Analysis

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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Project II Intro: Monday, Sept 22

Writing Center Workshop on Communicating with Visuals 9/24
First Rough Draft for Peer Review: 10/1
Second Draft For Peer Review Due: Monday 10/6
Group Presentation: Wednesday, October, 8

Final Draft Due: Mon., October. 13

#3 Literacy Memoir: Personal Narrative

Project III intro: Mon Oct. 13

First Draft Due for Peer Review: 10/20
Second Draft For Peer Review Due: Wed 10/22
Final Draft Due: 10/27

#4 Remixing Literacies: Alternative Text for Cultural Artifact Analysis (Project 2)

Project IV intro: 10/22
Linton Hall Visit: 10/29
First Draft Due: Mon, 10/31
Final Draft Due: 11.3
Remix Presentations: 11/3 & 11/5
#5 Revised Literacies: Alternative Presentation For Disciplinary Literacy (Project 1)
Project V intro: Mon., 11.10
First Draft Due: 11.17 & 19
Thanksgiving Break 11/26
Presentation Dates: 12. 1& 2
Final Presentation reflection Due: 12.3.

This grading rubric provides information about how grades will be assigned and what I will be
looking for in your work.

Focus

4.0

3.0

Original,
sophisticated
focus; takes risk
by attempting a
complex
approach

Clear and well

maintained
focus
appropriate to
the assignment;
uses
appropriate
RAIDS
strategies

2.0
Maintains a
clear and
appropriate
focus
throughout
most of the
paper; Some
appropriate
RAIDS
strategies used

1.0

0.0

Lack of focus;
seems more like
a rough draft
than a final
version; uses
inappropriate
RAIDS
strategies

Does not meet

minimum
requirements for
the assignment
or engages in
acts of
plagiarism

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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FALL 2014

4.0

3.0

2.0

1.0

Development

Engages a
significantly
developed
purpose;
illustrates
sustained
inquiry, though,
and analysis

Developed ideas
and well chosen
evidence
support a clear
purpose; careful
thought and
analysis

Some examples
and supporting
evidence, but
purpose is
unclear or lacks
full
development;
surface level
analysis

Inadequate
development of
ideas with few
or weak
supporting
examples; little
to no analysis

Arrangement

Extremely
effective use of
arrangement
strategies;
arrangement
patterns
support the
purpose of the
essay

Effective use of
arrangement
strategies that
do not inhibit
the purpose

Arrangement
strategies could
be more
appropriate
and/or more
effective at
supporting the
purpose of the
paper

Lacks clear or
appropriate
arrangement
strategies;
arrangement
detracts from
the papers
purpose

Audience

Tone
appropriate for
writing situation
and audience;
establishes a
strong
connection with
audience
interests

Tone
appropriate for
writing situation
and audience;
establishes a
connection with
audience
interests; meets
the revisionary
purpose

Tone is
sometimes but
not always
audience
appropriate;
connections
with audience
interests are
weak;
revisionary
purpose is not
fully realized

Uses
inappropriate
tone for the
writing
situation; lacks
audience
awareness;
purpose is
unclear

Language

Varied language
structures
engage the
reader;
language
enhances
meaning and
purpose

Illustrate more
than minimum
facility with
language;
engage the
reader; few
sentence-level
problems

Illustrates a
basic facility
with language;
some significant
sentence-level
problems

Sentence-level
problems
obscure
meaning

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

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WRA 125: RACE IN AMERICA

Visual &
Design
Elements

FALL 2014

4.0

3.0

2.0

1.0

Visual
contributes to
the overall
purpose of the
paper and is of
high quality;
design enhances
the message

Visual supports
the purpose of
the paper and is
appropriate to
subject and
purpose; visual
is clear and
easy to read

Visual is
appropriate for
subject and
audience and
does not impair
the message of
the text

Visual is not
subject and/or
audience
appropriate;
visual is difficult
to read

This syllabus is subject to change throughout the semester based on the needs of the class. Please feel free to talk to me
about any questions or concerns you may have over the course of the semester.

WRA 125 :: Fall 14 :: Fofana

0.0