ENGLISH 1510: Writing and Rhetoric 1

“Education and the 21st Century”

Section 137: T, Th. 12:00-1:20 pm
Ellis Hall 009

Instructor: Sarah Haak

Email: sh385416@ohio.edu
Office: Ellis Hall 352
Office Hours: T, Th 3:00 – 4:30 pm

Welcome! This course will provide an overview of rhetorical writing and beginning composition. As English 1510 students,
you will learn to analyze rhetorical situations in terms of audience, contexts, purpose, mediums, and technologies and apply
this knowledge to your reading and writing. You will also extend your understanding of how writing and other modes of
communication (such as visual and audio elements) work together for rhetorical purposes.

The theme of this course is meant to complement the course objectives and learning outcomes. As we study rhetorical writing
strategies and analytical methods, we will also consider the current climate of education. We will read examples of literacy
narratives and consider their social and cultural implications. We will read essays, poems, and scholarly writing from
creatives and professionals alike, trusted individuals who make the study of education their primary concern. As many of you
are in the beginning stages of your academic career, the research unit of this course will allow you to investigate topics in
education that may turn out to guide your development within your chosen discipline. You will spend a good deal of time
considering yourself as an academic in this course, along with developing your skills as an analytical thinker and writer. Get
ready to view yourself as part of a dynamic community of scholars, and your work as part of the greater conversation at large.

REQUIRED TEXTS: "They Say / I Say" (4th Edition) by Gerald Graff and Cathy Birkenstein

SUPPLEMENTAL MATERIALS: In addition to the textbook listed above, you will be required to read a fair number of
articles and periodicals uploaded to our class Blackboard Learning Platform in the "Supplemental Materials Folder." You will
be required to print out the readings before class in order to best come prepared for class discussion. You are expected to read
all assignments before class on the day they appear on the schedule. Some of these readings are difficult, even though they
span a small number of pages. If you read assignments only the night before we discuss them in class, it is unlikely that you
will have absorbed them as fully as is necessary for truly effective learning and class participation.

UNITS AND REQUIREMENTS:

This class will be compromised of four units: Introduction to Analysis, Introduction to Collegiate Research, Introduction to
Persuasive Writing, and Reflective Synthesis. You will also create an academic portfolio as part of the final unit. We will
practice the art of scaffolding in this class. Each unit will consist of one minor assignment leading up to, and preparing you
for, one major assignment. There will also be several in-class assignments to build up to each major assignment. The
discussion board posts will also work to prepare you for your major papers and projects. You will write a reflective statement
for each of the first three major assignments which will prepare you for the fourth unit, the Reflective Synthesis. Finally, for
two of the units we will conduct peer reviews, and for one of the units you will present your project to the class. To get credit
for your major projects, you will need to complete each step of the process on time and to the best of your abilities.

Unit one: Introduction to Analysis

Minor: Literacy Narrative (Due Monday, January 28th at midnight)
Major: Textual Analysis (Due Monday, February 11th at midnight)

Unit Two: Introduction to Collegiate Research

Minor: Annotated Bibliography (Due Monday, February 25th at midnight)
Major: Infographic / Timeline Review (Due Friday, March 8th at midnight)

Unit Three: Introduction to Persuasive Writing

Minor: Fieldwork Memorandum (Due Monday, April 1st at midnight)
Major: Solution-Oriented Multimodal Proposal (Due Monday, April 15th at midnight)

Unit Four: Reflective Synthesis

Minor: Extended Reflection (Due by the end of the examination period)
Major: Final Portfolio (Due by the end of the examination period)

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BLACKBOARD (Bb): It is imperative you have regular access to Blackboard and that you check it often for updates and
announcements, and to engage with the supplemental material. https://blackboard.ohio.edu We will use Bb often, so I suggest
you familiarize yourself with the site. You can also use the site to connect and collaborate with/email other students.
Throughout the semester you will be required to submit essays and drafts electronically to Dropbox through Bb, a program
used to submit work online and to safeguard against plagiarism. You will also use Blackboard to conduct discussions in
forums designed to promote online conversation and multimodal learning.

Participation: Your regular attendance is mandatory in class and your attendance will be factored into your grade. If you
know you need to miss class, let me know ahead of time. In addition to the direct impact on your grade (see attendance policy
below), absences have an indirect impact on your grade through the projects. If you miss class, you will miss information that
is vital to completing the projects successfully. More importantly, your participation in both formal and informal discussions
will be essential to making this course engaging, interesting, and fun. I would like to hear from all of you during the semester
– you all have unique opinions and personal experiences to bring to the table. Please share them! You are also expected to be
respectful during discussions as well as give others the opportunity to speak. Early on in the course we will establish a set of
guidelines together for how to facilitate discussions in our classroom.

In Class Activities, Freewrites, Reading Responses and Reading Quizzes: There will be a number of in-class assignments,
freewriting activities (process work), out-of-class reading responses, and pop reading quizzes during the semester. They are
designed to complement the course and they do not require any preparation on your part besides completing the readings and
staying abreast with the course itself. We will also be watching a number of short videos over the course of the semester that
will complement my lectures and the texts. There will occasionally be free-writing activities based on material presented in
class. These assignments will count toward your participation grade and will not typically be scheduled. You should attend
class on a regular basis to ensure you do not miss these assignments.

Discussion Board Postings and Peer Responses: In addition to traditional class participation, routinely you will share your
ideas about our course topics with your classmates in a Blackboard discussion forum. The goal of this requirement is to allow
you to discuss ideas or questions with classmates in an informal, but highly accessible manner beyond the boundaries of our
scheduled class time. It is designed to help you expand your critical thinking and collaborative problem-solving skills.
Further, being able to express and discuss ideas openly with others is an essential professional skill for success in most
careers. You will complete eight discussion board posts total, each consisting of at least two thoughtful, articulate, and
grammatically-correct paragraphs on specified prompts. Some of these posts will be in response to something we are reading
for class while others will ask you to consider yourself as a writer, an academic, and an educated human.

In addition to the discussion board posting requirements as listed above, you will also respond to your peers in at least four of
the discussion forums over the course of the semester. As so with your posts, your responses must be thoughtful and
articulate, and must consist of at least one full paragraph. You are more than welcome to respond to as many discussion posts
as you would like, as often as you would like. Doing so will make the discussion boards livelier and will benefit you as you
prepare for your final projects. Making more than the minimum requirement of 4 responses will help assure that you earn the
maximum points possible for this requirement. As with posts, while responses may use informal language, you are expected
to present ideas in relatively error-free writing (i.e., no typos, grammatical errors, texting abbreviations, etc.).

Workshops / Peer Reviews and Conferences: Peer collaboration is an important part of the writing process, and as such I
schedule a time to workshop every major assignment you will do this semester. You are hurting both yourself and your peers
when you do not bring in a complete draft on workshop days, but you hurt everyone more by not attending at all. Peer
reviews and conferences are built into your final grade (see below)—you cannot make up a missed workshop. If you are
absent you will earn a “0.” You must bring a complete draft to every workshop. A “complete” draft does not mean a “final”
or a “perfect” draft—it means a draft with a beginning, middle and end. It may be shorter than a final and may contain
placeholders.

Final Portfolio: As part of the final unit you will create a portfolio intended to transfer the skills you’ve learned in 1510.
Ideally, this portfolio will also serve to represent your academic identity. The portfolio will be entirely online and will serve
as a way for you to practice with multimodality, interfacing with new technologies, and transferring your writing to electronic
environments. We will use the Weebly platform (https://weebly.com) to design our portfolios, though if you have experience
with other website-building platforms you are welcome to utilize them as long as they meet the standards for the portfolio
requirements.

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GRADING SYSTEM:
Assignments are graded on a 1000-point system. You are allowed up to two (2) homework passes per semester to be applied
to discussion board posts and responses, in-class graded assignments, reading responses, and reading quizzes without
consequence to your final grade. (Homework passes do not apply toward minor and major assignments including peer
review, reflections, or presentations.)

1. Class participation (quizzes, in-class activities, homework, and process work)—150 points or 15% of your grade.
2. Discussion Board Posts and Responses
a. 8 Discussion Board Posts—100 points (10%)
b. 4 Discussion Board Responses—50 points (5%)
3. Minor and Major Assignments
a. Unit 1: Literacy Narrative—50 points (5%)
b. Unit 1: Textual Analysis—75 points (7.5%)
i. Analysis (50) + Peer Review (15) + Reflection (10)
c. Unit 2: Annotated Bibliography—75 points (7.5%)
d. Unit 2: Timeline Review—100 points (10%)
i. Review (90) + Reflection (10)
e. Unit 3: Fieldwork Memorandum—100 points (10%)
f. Unit 3: Solution-Oriented Proposal—75 points (7.5%)
i. Proposal (50) + Peer Review (15) + Reflection (10)
g. Unit 3: Proposal Presentation—25 points (2.5%)
h. Unit 4: Extended Reflection—50 points (5%)
i. Unit 4: Final Portfolio—100 points (10%)
4. Mid-semester Conference—50 points (5%)

Grade Scale:
Letter grade value ranges are as follows:
A 93-100% B 84-86% C 74-76% D 64-66%
A- 90-92% B- 80-83% C- 70-73% D- 60-63%
B+ 87-89% C+ 77-79% D+ 67-69% F Below 60%

COURSE POLICIES:
 Email: I use e-mail to communicate important information about the class. You are responsible to check your school
account daily. Please note that I do not check my email on weekends, and I generally do not check it at night. Emails sent
after 5:00 p.m. on Fridays will receive a response on the following Monday. When you send me a message, please do so
through your OU email account, and please practice proper email etiquette.
 Community Writing: Our class will function as a community of writers, which means your peers will often read and
critique your work. Please submit work you are comfortable sharing.
 Typed work: All out-of-class work must be typed and formatted according to MLA guidelines. All submitted homework
and projects must use Microsoft Word or be Word compatible (please do not submit using Mac Pages).
 Complete drafts: Peer Review drafts must be complete and ready for classmates’ feedback on the assigned dates in order
to get credit.
 Late Assignments: I will not accept late assignments.
 Class Culture: Participate in the class with an open mind and understanding that each person brings unique experiences,
cultures, values, etc. to class. Remain respectful to one another, for each individual and every idea, especially as we
connect and communicate online. We will often have the opportunity to share our opinions and beliefs, but no racist,
sexist, homophobic, ableist or any other negative communication harmful to an individual or group will be tolerated.
Whether something is offensive or not will be determined by the people whom it might offend or their advocates.
Furthermore, I expect none of you to remain bystanders in the classroom; if something offensive is said, address it.
Classroom incivility will not be tolerated on any level; if you are disrespectful or if you do not adhere to the student code
of conduct, you will be asked to leave.
 Technology: I will allow computers in class unless given a reason to ban them, and I will do so if I sense they are
becoming a distraction to you or your classmates. Please do not text, Facebook, surf the internet, etc. during class.
Students who do so will be marked absent for the day.
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Attendance Policy: Because classroom discussion is a central part of the learning process in this course, students are expected
to attend all class sessions. Please note the following policies:
 Students are allowed a maximum of three (3) absences (excused or unexcused) per semester before the overall grade
is negatively impacted. Any more than three and I reserve the right to drop your final grade by 20 points (2%) for each
additional absence. If there are extenuating circumstances that will affect your attendance, it is your responsibility to
discuss these with me in advance of the absence to determine a plan to make-up class work, or to request an extension.
I cannot retroactively grant extensions on missed assignments.
 Email me to tell me that you will be absent.
 Absence is not an excuse for late work. Late work will not be accepted. If you miss class for any reason, including
athletic events, you are responsible for 1) contacting me, 2) turning in your work on time/early, and 3) finding out from
a classmate what you missed in class.
 I take attendance at the beginning of class. If you arrive late, you risk being marked absent.
 If you spend the class session doing work for other courses, texting, etc., I reserve the right to mark you absent.

AUTHORING SOFTWARE:
All submitted homework and projects must use Microsoft Word, or be Word compatible. Microsoft Office 365 ProPlus is
available at no charge to OHIO students through Ohio University OIT:
http://store635.collegestoreonline.com/ePOS/form=robots/catalog.html&this_category=95&store=635.
 Additionally, be sure to save your work often, on a flash drive and through an online storage system such as Drop
Box, OU’s Box, or Google drive.

PLAGERISM:

All students are required to uphold the highest academic standards. Plagiarism, or academic dishonesty, is presenting someone
else's ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people's thoughts and
writing--as long as you cite them. Many students do not have a clear understanding of what constitutes plagiarism, so feel free
to ask questions at any time. For our class, plagiarism includes:

• a student failing to cite sources of ideas

• a student failing to cite sources of paraphrased material
• a student failing to site sources of specific language and/or passages
• a student submitting someone else's work as his or her own
• a student submitting his or her own work produced for another class

If you have any doubt about how to cite or acknowledge another's writing, please talk to me. Any plagiarism or academic
dishonesty will result in failure of an assignment or of this course. It is always better to be safe than sorry. Please review the
Ohio University's Academic Misconduct page at https://www.ohio.edu/communitystandards/academic/students.cfm

STUDENT WRITING CENTER (SWC):

When writing your papers, you should consider taking advantage of the Student Writing Center (SWC). Regardless of your
writing ability, you will benefit from discussing your paper and your ideas with a trained writing center tutor.

The SWC is located in Alden Library on the 2nd floor and provides free scheduled and walk-in face-to-face appointments as
well as online appointments. Tutors can assist with any stage of the writing process, from understanding the assignment to
looking at a near-completed draft. You can get help with developing your thesis or main idea, organizing or developing your
content, working through tricky grammatical issues, or any other writing concerns. Register online at
http://ohio.mywconline.com prior to scheduling an appointment.

CLASSROOM ACCESSIBILITY:
Let me know as soon as possible if you need an accommodation to work successfully in this class. This classroom strives for
full accessibility, and it is not necessary for you to have an official accommodation letter from Disability Services to request
changes to the classroom that will better serve your needs as a student, although you are encouraged to explore the possible
support they can offer if you are a student with a disability. If you do have a letter from Disability Services, please let me
know.

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COURSE OBJECTIVES:
The course will focus on the following areas and objectives. By the end of the semester, you should be able to

 Rhetorical Knowledge: recognize the elements that inform rhetorical situations. This understanding should enable you to
produce expository texts that:
o Have a clear purpose
o Respond to the needs of intended audiences
o Assume an appropriate stance
o Adopt an appropriate voice, tone, style, and level of formality
o Use appropriate conventions of format and structure
 Critical Thinking, Reading, and Writing.
o Use reading and writing for inquiry, learning, thinking, and communicating
o Analyze relationships among writer, text, and audience in various kinds of texts
o Use various critical thinking strategies to analyze texts
 Cultural Competencies.
o Recognize presuppositions and consider how they shape what we perceive as “reality.”
o Recognize that beliefs and arguments are framed by specific cultural contexts
o Communicate with diverse audiences through recognizing that genres and conventions are specific to
communities.
o Reflect on how privilege impacts ourselves and others, while exploring options that seek to balance the
playing field.
 Knowledge of Composing Processes.
o Understand writing as a series of steps that includes generating ideas and text, drafting, revising,
o Recognize that writing is a flexible, recursive process
o Apply this understanding and recognition to produce successive drafts of increasing quality
 Collaboration.
o Work with others to improve your own and others’ texts
o Balance the advantages of relying on others with taking responsibility for your own work
 Knowledge of Conventions.
o Employ appropriate conventions for structure, paragraphing, mechanics, and format
o Use a standard documentation
o Control syntax, grammar, punctuation, and spelling and editing
 Composing in Electronic Environments. To the extent that technology is available and appropriate,
o Understand the possibilities of electronic media/technologies for composing and publishing texts
o Use electronic environments to support writing tasks such as drafting, reviewing, revising, editing, and
sharing texts

Your continued enrollment in this course constitutes your acceptance and understanding of the policies outlined in this
syllabus and all attached OU or English Department policies and your commitment to adhere to all policies and employ your
best efforts to accomplishing course objectives and outcomes.

MAY WE ALL HAVE A CREATIVE AND FRUITFUL SEMESTER TOGETHER.