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English 1110.

01 – First-Year English Composition

Class Meets: MWF 8:00am-8:55am, Enarson 204
Office Hours: TTh 11:00am-12:30pm, Denney Hall 569
Instructor: Jacinta Yanders

Gender in Pop Culture
Course Description and Objectives
Each of us brings to this classroom, and to the world at large, an assortment of identities as well
as many thoughts about those identities. In this course, we will focus on one particular aspect of
identity: gender. We will explore numerous artifacts in order to analyze how gender is
represented, perceived, and embodied in popular culture. While it may not always seem obvious,
these artifacts can provide us with a great deal of information. What does it mean to be a man or a
woman or both or neither in the world of popular culture? Why did the removal of gender-based
signage at Target cause such a stir? How does what we see in terms of gender in music videos,
print advertisements, commercials, and movie trailers mimic, reinforce, and/or challenge society
in general? We will consider these issues, and many more, in this course, while also keeping in
mind that perceptions and performances of gender will vary when intersected with other aspects
of identity, such as race, class, and sexual orientation.

Writing and Communication
Students are skilled in written communication and expression, reading, critical thinking, oral
expression and visual expression

Level One (1110)
Expected Learning Outcomes:
1. Students communicate using the conventions of academic discourse.
2. Students can read critically and analytically.

In this first-year writing course, you will develop your capacity for undertaking academic
research and analysis through an original research project and presentation of the results of your
work to an audience of your peers. You will identify an area of interest within our course
theme—Gender in Popular Culture—and you will find materials to analyze, develop analytical
research questions, explore secondary texts, and make claims that are connected to the evidence
you have discovered. As many researchers do at this stage in their work, you will then reframe
what you have learned for a public audience. During the research process, you will also be
preparing for the English 1110 Symposium by working on your own Symposium Presentation, a
5-minute presentation consisting of 15 images, each accompanied by 50-65 words of narration.
The creation of your Symposium Presentation will provide significant opportunities for
considering the nature of your research, the relationship between visual and written text, and
issues of writing craft.
Required Materials

● Readings posted to Carmen site
● Rosenwasser, David and Jill Stephen. Writing Analytically 7th Ed. Boston: Cengage,
● You will need to have access to all readings during each class meeting, either in hard
copy or digitally.

Course Requirements

During the semester, you will complete several major assignments designed to build on each
other intellectually and conceptually. These assignments are:

Analytical Research Project: Analysis of Primary and Secondary Sources 50%

Skills: Identification of appropriate primary sources for analysis, accessing university library
databases, application of analytical frameworks and rhetorical methods, analysis of primary and
secondary sources, synthesis of multiple critical viewpoints into new interpretations, thesis
development, composing process, style and grammar

Symposium Presentation 30%

Skills: Making appropriate rhetorical decisions to reframe the results of academic research for a
new audience, understanding genre expectations, attribution and citation of digital and visual

Process Posts & Symposium Active Listening and Response 15%

Skills: Preparatory writing and image collection, careful listening, responding to presentations in
oral and written form

Participation 5%

Skills: Active participation in discussion, in-class writing, productive collaboration, respect for
classmates, punctuality, reading quizzes
Course Policies

Classroom Community: Each student in this course is responsible for fostering an atmosphere
of dignity, respect, appreciation of diversity, and positive regard for all members of the class. As
a community we will endeavor to be free from racism, sexism, homophobia, transphobia,
religious intolerance, ageism, ableism, harassment, or discrimination based upon an individual’s
political views or beliefs. While the college classroom should be a forum for the exchange of
diverse and conflicting ideas and rigorous, sometimes passionate debate, any attempt to silence or
to denigrate class members or their points of view will not be tolerated.
Attendance is important to the success of this class and to your development as a writer.
Therefore, each unexcused absence after three will result in the lowering of your final grade by a
third of a grade. Excused absences, such as those for documented illness, family tragedy,
religious observance, or travel for inter-collegiate athletics, will not affect your grade. It is your
responsibility to contact your instructor as soon as possible if you miss class. It is program
policy that nine unexcused absences will automatically result in failure for the course.
Tardiness is disruptive to the classroom environment, and prevents you from fully participating
and assimilating the information and materials discussed in class. Excessive tardiness will lower
your participation grade.
Plagiarism is the unauthorized use of the words or ideas of another person. It is a serious
academic offense that can result in referral to the Committee on Academic Misconduct and
failure for the course. Faculty Rule 3335-5-487 states, “It is the responsibility of the Committee
on Academic Misconduct to investigate or establish procedures for the investigation of all
reported cases of student academic misconduct. The term ‘academic misconduct’ includes all
forms of student academic misconduct wherever committed; illustrated by, but not limited to,
cases of plagiarism and dishonest practices in connection with examinations. Instructors shall
report all instances of alleged academic misconduct to the committee.” In addition, it is a
violation of the student code of conduct to submit without the permission of the instructors work
for one course that has also been submitted in fulfillment of the requirements of another course.
For additional information, see the Code of Student Conduct
Student Work should be turned in by 11:59pm on the due dates listed on the schedule. Late
submission of an assignment will result in the deduction of one full letter grade for each day
past the due date (for example, B+ to C+). The grade will not be affected when an assignment is
late for reasons that would result in an excused absence.
Grade Scale: The First-Year Writing Program uses a four-point scale in line with the registrar's
interpretation of letter grades on transcripts. Each assignment will assigned a letter grade, which
will be interpreted as follows when determining a final grade.

Assignment Weights
A A- B+ B B- C+ C C- D+ D E
Weight 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

Final Grade Ranges
Letter Grade A A- B+ B B- C+ C C- D+ D E
4.00– 3.84 3.49 3.14 2.84 2.49 2.14 1.84 1.49 1.14 0.99
Range 3.85 –3.50 –3.15 –2.85 –2.50 –2.15 –1.85 –1.50 –1.15 –1.00 –0.00
Class Cancellation Policy: If class is cancelled due to emergency, I will contact you via email
and request that a note be placed on the door. In addition, I will contact you as soon as possible
following the cancellation to let you know what will be expected of you for our next class


Edgar Singleton is the Director of First-Year Writing at Ohio State. You can reach him at

The Ombud of the Writing Programs, Debra Lowry, mediates conflicts between instructors
and students in Writing Programs courses. Her Autumn 2015 office hours in Denney Hall 441 are
Mondays 1-3, Thursdays 9-11, and by appointment. Email All conversations
with the Ombudsman are confidential.
The OSU Writing Center is available to provide free, professional writing tutoring and
consultation. You may set up an appointment by visiting
Students with documented disabilities who have registered with the Office of Student Life
Disability Services will be appropriately accommodated and should inform the instructor as soon
as possible of their needs. SLDS is located in 150 Pomerene Hall, 1760 Neil Avenue; Tel.: 614-
292-3307; VRS: 614-429-1334; Email:; Web:
Daily Schedule

Day Topics/Activity Reading Due Writing Due
Wednesday,  Introduction to English 1110 First-Day Writing
August 26  Syllabus overview due in Carmen
 First-Day Writing dropbox (on
Thursday Aug. 27)
Friday,  Preview ARP WA, Ch. 1 – The Analytical
August 28  Considering the writing Frame of Mind,
process Counterproductive Habits of
Mind (1-16)
Monday,  Preview Symposium Sample Symposium
August 31  Finding primary sources for Presentation
the ARP
Wednesday,  Exploring course theme “The Social Construction of
September 2 Gender” by Judith Lorber

Friday,  Intro to sourcing and citing Sourcing and citing reading
September 4 images on Carmen

Monday,  No Classes – Labor Day
September 7
Wednesday,  Modeling analysis of primary WA, Ch. 1 – Five Analytical Process Post 1 due
September 9 sources Moves (16-36)

Friday,  Analyzing complex texts Bring in two possible
September 11 using the Analytical Toolkit primary sources
Monday,  More practice with analytical “Spice World: Constructing
September 14 tools Femininity the Popular Way”
by Dafna Lemish
Wednesday,  What is rhetoric? On Rhetoric in English 1110 Process Post 2 due
September 16

Friday,  Rhetorical Analysis WA, Ch. 2 – Reading
September 18 Analytically (39-53)
Monday,  Rhetorical Analysis WA, Ch. 2 – Reading
September 21 Analytically (53-68)
Wednesday,  Getting started with research Primary Source
September 23  Introducing the Annotated Analysis due in
Bibliography and Secondary Carmen Dropbox
Source Integration (SSI)
Friday,  Finding your way in the “Masculinity as
September 25 library Homophobia” by Michael S.

“What Really Makes Katniss
Stand Out? Peeta, Her Movie
Girlfriend” by Linda Holmes
Monday,  Working with secondary WA, Ch. 7 MLA Style and
September 28 sources Integrating Quotations (196-
 Understanding MLA citation 8, 227)
Wednesday,  Evaluating secondary sources Model secondary sources on Process Post 3 due
September 30 Carmen
Friday,  Integrating secondary sources WA, Ch. 7 – Conversing with
October 2 Sources (181-95)
Monday,  Thematic exploration “Tennis’ Top Women
October 5 Balance Body Image With
Ambition” by Ben
“I’m a Man, And I’ve Spent
My Life Ashamed of My
Body” by Tyler Kingkade
Wednesday,  Interpretation WA, Ch. 5 –Interpretation
October 7 (119-131)
Friday,  Evidence and claims WA, Ch. 4 – Reasoning from Annotated
October 9 Evidence to Claims (89-117) Bibliography due in
Carmen Dropbox
Monday,  Thesis development WA, Ch. 6 – Finding and
October 12 Evolving a Thesis (147-75)

Wednesday,  Making your thesis complex WA, Ch. 6 – Recognizing and
October 14 and your argument Fixing Weak Thesis
compelling Statements (175-9)
Friday,  No Classes – Autumn Break
Monday,  Working with secondary “Born in Between” by Azeen Process Post 4 due
October 19 sources Ghorayshi

“In Fashion, Gender Lines are
Blurring” by Ruth La Ferla
Wednesday,  Secondary Source Integration WA, Ch. 9 – Forms and
October 21 Formats (229-36)
Friday,  Intros and conclusions WA, Ch. 9– Intros and
October 23  Sign up for conference times Conclusions (236-43)
Monday,  Working with Prezi Secondary Source
October 26 Symposium Presentation Integration due in
template Carmen Dropbox
 Getting started with
Symposium Presentation
Wednesday,  Style and revision in WA, Ch. 10 – Style and Process Post 5 due
October 28 academic and public writing Meaning, 263-65; Choosing
Words for Meaning, 293–303

Friday,  Symposium Outlining
October 30

Monday,  Symposium Presentation WA Ch. 11 — Nine Basic
November 2 Writing Errors, 305–327

Wednesday,  Conferences Symposium
November 4 Presentation
Friday,  Conferences Symposium
November 6 Presentation Script
Monday,  ARP
November 9
Wednesday,  No Classes – Veteran’s Day
November 11
Friday,  Out of Class Work Day
November 13 (Jacinta available in office for
assistance & feedback from
Sunday, Analytical Research
November 15 Paper full draft due
in Carmen Dropbox

Presentation due in
Carmen Dropbox
Monday,  Symposium Symposium
November 16 Presentations and
Active Listening
Wednesday,  Symposium Symposium
November 18 Presentations and
Active Listening
Friday,  Symposium Symposium
November 20 Presentations and
Active Listening
Monday,  Symposium Symposium
November 23 Presentations and
Active Listening
Wednesday,  No Classes – University
November 25 Closed for Thanksgiving
Friday,  No Classes – University
November Closed for Thanksgiving
27 Break
Monday, Symposium
November 30  Symposium Presentations and
Active Listening
Wednesday,  Symposium Symposium
December 2 Presentations and
Active Listening
Friday,  In-class peer review Revised Draft of
December 4 ARP (bring hard
copy to class)
Monday,  Course summary Process Post 6
December 7  Evaluations

Wednesday, Final Analytical
December 9 Research Paper due
in Carmen Dropbox