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English 1010: Introductory College Writing

Fall Semester 2017 CRN XXXX
Instructor Andrea Richards
Course Schedule, Time, XXXXX
Location XXXXX
Office & Office Hours XXXXX
Contact Information andrearichards@weber.edu
Prerequisites English 955 or equivalent with a C or better

"For some of us, writing anything at all is a tense experience. We are too aware of our deficiencies:
either we feel dumb, or we can't spell, or it simply takes too much time. . . It's the the critic in us who
tells us we can't write." Louise Plummer Thoughts of a Grasshopper p.87-88

My personal goal for this course is to help making writing less of a tense experience and more of a process
and skill that is useful, rewarding and maybe even enjoyable.

Students are sometimes reluctant to visit their instructors during office hours. They may feel that they are
interrupting the instructor or that they dont have a clear enough reason for the visit. Please know that
office hours are specifically reserved for you, and I encourage you to make use of them. We can discuss
any questions you have about the course, an assignment that you are working on, or anything else that
will help you achieve your goals for the course. If you are unable to meet with me during my regular
office hours, please contact me and we will setup an appointment time that is convenient for both of us.
Email or messaging through Canvas are the best means of communicating with me outside of class or
office hours. If you choose email, you must do so from your eWeber account.
Course Description:
Introductory College Writing introduces you to the basic principles of writing at a university level. This
course will teach you to find, evaluate, and understand sources while emphasizing that sources exist as
part of an ongoing conversation. The skills and educational values taught in ENGL 1010 are described in
greater detail in the Outcomes section of this site.
This course is divided into three related sections. In the first section, you will learn to read and summarize
texts. In the second section, we will read a common set of texts and work on summarizing them and
understanding how they exist in conversation with one another. This section of the course will culminate
in a literature review. In the third section, you will practice your newly acquired skills by choosing your
own topics, finding your own sources, and constructing a literature review on that topic.
Required Texts, Resources, & Materials:

"They Say / I Say": The Moves That Matter in Academic Writing, with Readings (Third Edition)
ISBN: 9780393937510 Edition: 3
Supplemental readings and videos as assigned (linked in Canvas)
Weber Writes 2016. (This title is only available through the bookstore.)
Purdue OWL: https://owl.english.purdue.edu/owl/
Reading/Writing Journal
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Course Outcomes: Introductory College Writing is a course in which you will integrate the tasks of
critical reader and writer. To that end, you will be assigned various essays written by published authors
from a variety of disciplines as well as essays written by your fellow Weber students to read, summarize,
analyze and synthesize. You will also have the opportunity to conduct research and analyses of essays
beyond the assigned readings. The specific course outcomes as they relate to assignments are posted at
the end of the syllabus.
Assignment and Grading:
5% Literacy Narrative (2-3 pages)
20% Summary and Connection Essays (8 1-2 page essays and 3 revised 11 total)
10% Literature Review #1 (6-8 pages)
10% Annotated Bibliography (1-2 pages)
20% Literature Review #2 (6-8 pages)
10% Portfolio (1 Reflection essay 2-3 pages and revisions of earlier work)
5% Class Participation
10% Writing for and Participating in Peer Reviewing (in class and/or discussion posts)
10% In-class Writing (responses and notes to be evaluted periodically throughout the semester)

100% Total

A 94-100
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 65-66
F 0-64

POLICIES

Attendance and Late Work: I realize that there are various reasons why you may need to miss class
or submit an assignment late, but I do not feel it is my place to decide whether or not your reason for an
absence or late paper is more "justified" than another's. Frankly, the reason for your absence or late paper
may be none of my business. And regardless of the reason, the result is the same; you were not in class as
expected or were late submitting the assignment. For these reasons, I apply the following attendance and
late work policies to every student. My hope is that the policies strike a balance between holding
you accountable for good attendance and deadlines but also allows you some leeway for the obstacles that
we all encounter in our lives.
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As far as attendance is concerned, you are expected to attend every class and participate in classroom
activities and discussions; however, you may miss three days without penalty. Keep in mind that
no make-up assignments will be assigned for missed in-class exercises in writing and peer reviewing and
that the lessons for each class are designed to help you achieve success on writing assignments. In short,
excessive absences will have a negative effect on your overall grade both directly and indirectly.

Similarly, I will provide you three opportunities to submit assignments one-day late without penalty. In
other words, you have three free days that will be applied to late assignments. For example, if you submit
your first summary & connection essay a day late, you will have used one of your free days, and I will
grade it without applying a late penalty. If you submit that essay two days late, then you will have used
two of your three free days and will have one free day left to apply to a later assignment. After the free
days are used, late assignments will be reduced by 5% for each day late. After two weeks of being late, an
assignment can no longer be submitted for credit.

Communication: The universitys official form of communication is email, and messages from
university personnel or offices will be sent to the email address you have listed in the e-weber system.
The best way to communicate with me outside of class is also via email. Please message me on Canvas or
at andrearichards@weber.edu (preferred).

Canvas: You will receive alerts from Canvas, which you can configure in accordance with your
preferences. I recommend you set your preferences to alert you immediately if an announcement is posted
or if a due date changes (such occurrences will be rare and will usually be discussed in class prior to the
change). You are responsible for ensuring that your email address is correct in Canvas. To check it, click
on your "Profile" at the top right-hand corner of Canvas, and review the information there. You are
responsible for checking your email messages and checking Canvas for new information regularly.

For assistance with Canvas-related technical issues, please call XXXX. This phone is staffed Mon-Thurs
from 8am-5pm and Fridays from 8-4:30pm. A message can be left during non-business hours for a return
call. Alternatively, you can send an email message to XXXXX.

Behavior: All class participants must behave civilly and respectfully at all times. Disrespectful or
threatening behavior, toward classmates or the instructor, is unacceptable and will be penalized.
Neglecting this class in any way (by doing work for other classes, texting, goofing off, reading
magazines, etc.) will not be tolerated. Any students engaged in such conduct will be considered absent.
Additionally, you must be willing to accept constructive criticism on your work. All major writing
assignments in this class are peer-reviewed in class, and all comments will be geared toward improving
your writing.

Sexual Harassment: Sexual harassment is defined by the Affirmative Action/Equal Employment

Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other
verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual harassment, you may
talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office.

Disability Accommodation: Any student requiring accommodations or services due to a disability must
contact Services for Students with Disabilities (SSD) in room XXX of the Student Services Center. SSD
can also arrange to provide course materials (including the syllabus) in alternative formats if necessary.
For more information about the SSD contact them at XXXX.
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Core Beliefs: According to PPM 6-22 IV, students are to [d]etermine, before the last day to drop courses
without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict,
the student should consider dropping the class. A student who finds this solution impracticable may
request a resolution from the instructor. This policy does not oblige the instructor to grant the request,
except in those cases when a denial would be arbitrary and capricious or illegal. This request must be
made to the instructor in writing and the student must deliver a copy of the request to the office of the
department head. The student's request must articulate the burden the requirement would place on the
student's beliefs.

Academic Integrity: Each student has the right and duty to pursue his or her academic experience free of
dishonesty. No form of academic dishonesty (e.g., cheating, or plagiarism on any scale) will be tolerated.
Proof of academic dishonesty will result in a failing grade for the course. Plagiarism and Turnitin.com:
Plagiarism includes knowingly "representing, by paraphrase or direct quotation, the published or
unpublished work of another person as one's own in any academic exercise or activity without full and
clear acknowledgment. It also includes the unacknowledged used of materials prepared by another person
or agency engaged in the selling of term papers or other academic materials." Students found guilty of
cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of
the entire course. In this class, you will be taught how to avoid plagiarism, and you will be expected to
abide by the specific rules and guidelines given in class. WSU also subscribes to TurnItIn.com, an
electronic service that verifies the originality of student work. Enrollment in this course will require you
to submit many of your assignments to it this semester, and documents submitted to TurnItIn.com are
retained, anonymously, in their databases. Continued enrollment in this course constitutes an
understanding of and agreement with this policy.

Emergency Campus Closure: In the event of a campus closure, class will be held online. Check Canvas
and your email account for further instructions about how to keep up with class. It will be your
responsibility to check in frequently with Canvas and your email account in order to complete the class.

Writing CenterThis is a great resource. You can visit during drop in hours or schedule an appointment.
Bring a visit slip back from the center and I will give extra credit.

Location: XXXXX

Phone Number
XXXXX

Fall & Spring Drop-in Hours:

M 8:00 a.m. - 6:00 p.m.

T 8:00 a.m. - 6:00 p.m.
W 8:00 a.m. - 6:00 p.m.
T 8:00 a.m. - 6:00 p.m.
F 8:00 a.m. - 3:00 p.m.
S 10:00 a.m. - 2:00 p.m.

Schedule:
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A schedule of readings and assignments is provided below. Readings should be completed before coming
to class. Writing projects should be submitted through Canvas before class on the days they are due. On
days when a peer review is scheduled, please bring a printed copy of the appropriate assignment with you
to class. As we proceed through the course, I may assign additional readings from Weber Writes and other
publications, but I will do so with enough advance notice so that you will have plenty of time to read the
material.

Monday
Aug 28
In class: Dicsuss Discourse
Communities and Narratives
and the Syllabus
Assignments:
Read assigned narratives
through Canvas links
Sep 4
Holiday
Sep 11
In class: Discuss Say ch. 3
(Quoting) and MLA Citation
and ch. 8 Connections
Assignments: Read
SayShould Everyone Go Work on summary 1
to College? and Colleges (summarizing sentences and
Prepare People for Life
6
Wednesday Friday
Aug 30 Sep 2
In class: Dicsuss Discourse In class:
Communities and Narratives Discuss Say intro and The
Narrative of the Life of
Assignments: Fredrick Douglas (Academic
Read The Narrative of the Discourse)
Life of Fredrick Douglas
Chapter 7, (canvas link) and Assignments:
Say Intro Start Personal Literacy
Narrative
Read Say chapters 1 and 12
Sep 6 Sep 8
In Class: Discuss Say and Due:
ch. 1 and 12 (Academic Personal Literacy Narrative
Discourse and discussion
etiquette) In Class: Discuss Say ch. 2
and article Dont Blame the
Eater (summarizing) and
Assignments: understanding writing
Read Say ch. 2, Dont assignments
Blame the Eater p. 462 and
Understanding Writing
Assignments at OWL Assignments: Read Say ch. 3
and 8 and MLA Citation
Guide at OWL
Sept 13 Sep 15
In class: Discuss Should Due: Summary 1
Everyone Go to College? and In class: Discuss Hidden
Colleges Prepare People for Intellectualism and Avoiding
Life Plagarism from OWL
Assignments:
Read SayBowie State
connections) (examples) University Commencement
Speech and Keeping Close
Assignments: Read to Home: Class and Education
SayHidden (canvas link)
Intellectualism
And Avoiding Plagarism at
OWL
Write summary #1

Sep 18
In class: Discuss Bowie State
University Commencement
Speech and Keeping Close
to Home: Class and Education
Discuss suggested revision
from Summary #1
Assignments: Read
SayTwo Years are Better
than Four
Write summary 2
Sep 25
Due: Summary 4
In class: Discuss article The
New Liberal Arts
Peer Review summary 4
Assignments:
Read SayAre Too Many Necessary Edges: Arts,
People Going to College?
Edit and submit choice of
summary 3 or 4
Edit and submit choice of
summary 3 or 4
Oct 2
Due: Summary 6
In class: Discuss The
Coddling of the American
Mind and Should Colleges
Really Eliminate the College
Lecture
7
Sep 20
Due: Summary 2
In class: Discuss Two Years
Are Better than Four and
prepare for peer review
Assignments: Write Summary
3 and bring a paper copy to
class for peer review tomorrow
Arts
Read SayBlue-Collar
Brilliance
Sep 27
Due: Edited Summary
choice from 3 or 4
In class: Discuss Are Too
Many People Going to
College?
Assignments: Read Read
Empathy, and Education and
Why Americas Business
Majors Are in Desperate Need
of Liberal-Arts Education
(canvas links)
Oct 4
Due: Edited choice of
Summary 5 or 6
In class: Discuss On Liberal
and Vocational Studies
(canvas link) and The Impact
of Financial Stress on
Academic Performance in
Sept 22
Due: Summary 3
In class: Discuss Blue-Collar
Brilliance
Peer Review summary 3
Assignments: Read
SayThe New Liberal
Sep 29
Due: Summary 5
In class: Discuss article
Necessary Edges: Arts,
Empathy, and Education and
Why Americas Business
Majors Are in Desperate Need
of Liberal-Arts Education
Peer review summary 5
Assignments:
Write Summary 6
Read The Coddling of the
American Mind and Should
Colleges Really Eliminate the
College Lecture (canvas
links)
Oct 6
In class: Discuss Lit Reviews,
Is College Still Worth It? and
OWL material outlines and
paragraphs and Evaluating
Sources
Assignments:
Working Lit review #1 draft

Peer Review Summary 6
Give intro to library search
engines
Assignments: Read On
Liberal and Vocational
Studies (canvas link) and
The Impact of Financial
Stress on Academic
Performance in College
Economic Cources (locate in
library database)
Edit choice of Summary 5 or 6
Oct 9
Due: Lit Review #2 intros + 2
sources
In class: Discuss Lit Reviews,
Losing the Orangutan and
OWL material transitions and
quoting
Assignment: Keep writing lit
review
Oct 16
Due: Lit review draft #1
In class: Discuss Annotated
Bibliographies and
Peer Review Lit 1 Draft
Assignments: Revising Lit
Review #1
Researching topic and sources
for Lit Review #2
Oct 23
Due:
8
College Economic Cources Writing intro and finding 2
(locate in library database) additional sources
Introduce research basics and Read Losing the Orangutan
How to organize a lit review and OWL material transitions
and quoting
Assignments: Read Is College
Still Worth It? in Weber
Writes Outlines and
Paragraphs and Evaluating
Sources from OWL
Transitions and Quoting from
OWL
Start working Lit review #1
draft Writing intro and
finding 2 additional sources
Oct 11 Oct 13
In class: Working Lit Review In class: Follow up on Lit
#1 review
Peer reviewing Intros Assignments:
Read Annotated
Assignments: Bibliographies from OWL
Working Lit Review #1
Working Lit Review #1
Researching topic for Lit
review #2
Oct 18 Oct 20th No Class
In class: Library
Assignments:
Revising Lit Review #1
Researching topic and sources
for Lit Review #2
Due:
Oct 25 Oct 27
Due: First draft of In class: Workshop topics and
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Lit review #1 Final draft due bibliography with 5 sources sources

In class: Workshop topics and
sources
Assignments: First draft of
annotated bibliography with
intro and a minimum of 5
sources for Lit review #2
for Lit review #2 with 5
sources Assignments: Annotated
In class: Workshop topics and Bibliography with 10 sources
sources
Assignments:

Oct 30 Nov 1 Nov 3

Due: Annotated Bibliography Due: Summary and Due: Summary and
with 10 sources Connection Essay 7 Connection Essay 8

In class: Peer Reivew
Annotated Bibliography with
10 sources
Assignments: Summary and
Connection Essay 7 from Lit
Review #2 Sources
In class: Peer Review
Summary 7
Assignments: Write Summary
and Connection Essay 8
In class: Bring your annotated
bib to begin writing Lit Review
#2
Peer Review Summary 8
Assignments:

Nov 6 Nov 8 Nov 10

In class: Bring annotated bib to
start writing Lit Review #2
Assignments: Writing Lit
Review 2
Due: Intro to Lit Review #2 In class: Workshop intros
In class: Write Lit 2 Assignments: Write Lit review
2
Assignments: Write Lit review
#2 Due:

Due: Intro to Lit Review #2

Nov 13 Nov 15 Nov 17

In class: Progress check Lit In class: Write Lit 2 Due: Lit Review #2 draft
review #2 Assignments:
Assignments: Write Lit In class: Peer Review Lit
Review 2 Due: review 2

Due: Assignments: Revising Lit

Review #2

Nov 20 Nov 22 Class? Nov 24No Class

In class: Peer Review Lit Due: Final Draft Annotated
Review #2 draft Bib

Assignments: Revising Lit In class:


Review #2
Nov 27
In class: Discuss Portfolio
Assignments: Revising Lit
Review #2
Begin working portfolio
Dec 4
In Class: Peer Review
Reflections & Portfolio (must
have at least one document to
peer review)
Assignments:
10
Assignments
Nove 29 Dec 1
Due: Lit Review #2 Final In class: Peer Review
Draft Reflections & Portfolio (must
have at least one document to
In class: Discuss Reflections & peer review
Portfolio
Assignments: Reflections
Peer Review Reflections & essay & Portfolio
Portfolio (must have at least
one document to peer review)
Assignments: Reflections
essay & Portfolio
Dec 6 Dec 8
In class: Peer Review Last day of class!
Reflections & Portfolio (must
have at least one document to Due: Reflections & Portfolio
peer review)
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Course Outcomes:

Students will:

1. Identify connections between and among texts and their ideas.

2. Compose writing that is structurally coherent and unified.

3. Compose writing assignments with a clear thesis or main idea.

4. Control such surface features as syntax, grammar, punctuation, and spelling.

5. Paraphrase, summarize, and use sources appropriately.

6. Use MLA and/or APA citation method correctly.

Course Assignments:
Literacy Narrative (CO2, CO4): For the literacy narrative, you will write a 2-3 page story about an
experience that you had as a reader and/or writer. It should express a theme regarding the development of
reading and writing ability, the uses of written language, or another theme related to reading and/or
writing. The goal is to explore who you are as a reader and writer before you begin analyzing the works
of others.
Summary & Connection Essays (CO1, CO2, CO3, CO4): You will write 6 summary & connection essays
that summarize assigned readings and make connections to other works you have read. Summarizing
sources and identifying the connections between them is an important academic skill that will serve you
well throughout your academic career. These short essays (1-2 pages) will also form the foundation of
your first long essay, Literature Review #1. You will find that if you put time and effort into these short
essays, the long essay will be much easier to write. You will also choose 2 of these essays in the first unit
to further revise and submit as your best work in this category. You will also write 2 summary and
connection essays from readings from your chosen research in preparation for literature review #2.
Literature Review #1 (CO1, CO2, CO3, CO4): You will write a 6-8 page literature review based on the
readings that were assigned plus two additional sources related to the main idea of your review. Your
summary & connection essays will be particularly useful in composing this review. While your summary
& connection essays asked you to summarize and make connections between two sources, the literature
reviews will ask you to summarize and make connections among several sources. This skill will benefit
you when you are asked to write about complex ideas in your major field of study.
Annotated Bibliography (CO1, CO2, CO3, CO4): In preparation for Literature Review #2, you will
construct an annotated bibliography of ten sources that you have found related to your chosen focus for
Literature Review #2. Being able to conduct effective research is important in all fields of study and will
help you further develop as a scholar. Just as the summary & connection essays formed the basis of the
first review, the annotated bibliography will form the basis of the second.
Literature Review #2 (CO1, CO2, CO3, CO4): Literature Review #2 will be essentially the same as #1;
however, you will choose your own topic and focus. You will make use of the sources in your annotated
bibliography and any other sources that you feel are needed to write this review. This is a good
opportunity to explore an issue related to your major or possible major.
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Portfolio (CO4): You will create a portfolio of your best work from the course that will include a table of
contents, a reflection essay, and revised versions of your literacy narrative, one of your summary &
connection essays, and one of your literature reviews. This will serve as the final project in the course and
will allow you to reflect on your development as a writer over the course of the semester.
In-Class Writing (CO2): During the course, you will be assigned various in-class writing assignments that
will help you improve your overall writing skills. In-class writing assignments cannot be made up if you
are absent. Since we will have an in-class writing assignment almost every class, excessive absences can
have a negative effect on your overall grade.
Online Discussions (CO2): You will occasionally be assigned to participate in an online discussion that
asks you to respond to a given prompt or comment on other students posts. Online discussions will be
scored as part of the in-class writing assignments.
Peer Reviewing (C04): You will particpate in the editing process during in class peer review sessions.