ENGLISH 1101

INTRO TO COLLEGE WRITING

August 23rd-December 3rd
FALL 2021

Professor Christian Bouselli

Class Meeting Times: Hill Hall Room 203 (Tuesdays and Thursdays 7:00-8:30)

Office Hours: TBD between teacher and student (virtual office hours also available)

Contact Information:
Phone: 717-640-7618
cjbouse@carrollk12.org/ cbouselli@mcdaniel.edu

Course Description:
This course provides training in college level expository writing-that is, the techniques of successful
written argumentation and rhetoric through developing one’s skills in written prose. This class will work
specifically on the development of an effective composition process that begins with critical reading,
formulating opinions, engaging with the thoughts and arguments of others, and multiple stages of
drafting. We will be critically engaging with texts that will help us understand our own strengths and
writers and thinkers. Topics will include multiple perspectives that affect our own understanding of
culture, society, education and identity. These texts will challenge you to think critically, reach an
informed opinion and respond coherently and creatively. In essence, the focus of this course is the
crafting of effective argument in response to argument. In addition to our formal essays, we will do
several other types of writing to clarify ideas, work on style, and prepare for final essays. Many of the
skills you will work to develop in this class (defending an argument for instance) will be helpful not only
for your future success at McDaniel, but beyond and in a variety of fields.

Student Learning Outcomes

COMP_SLO1: Students demonstrate an ability to construct an argument and offer appropriate evidence in
support of their argument.
COMP_SLO2: Students can identify the resources and processes they need to use in order to write well.
COMP_SLO3: Students have strategies for analyzing and interpreting written texts.
COMP_SLO4: Students understand and employ the conventions appropriate to particular writing
situations.

By the end of the course, writing and class contributions should demonstrate that as a writer one can:
 Formulate and present a thesis for your argument
 Produce coherent essays that make a claim and consider the implications of that claim
 Advance a thesis with support from evidence organized in a coherent and logical progression
 Communicate with clarity at the sentence level, and in a writing style appropriate to a given
task, context and audience.
 Critically evaluate the qualities, arguments, and structures of our course readings
  Make use of the composition process as a process, recognizing that good writing usually
emerges only from several stages of thinking, engaging with the object/topic of analysis, and
written production over an extended period of time.

It is also my hope that you will also:

 Become more confident in your writing
 Appreciate writing as a tool for self-discovery and working through your thoughts
 Expand your thinking by engaging with challenging essays that critique and question cultural
practices and assumptions
 Recognize that effective writing can be a powerful means to convey your opinions.

Required Texts:
 Hacker, Diana, et al. A Writer's Reference. Bedford/St. Martin's, 2018.
 Kirszner, Laurie G., and Stephen R. Mandell. Patterns for College Writing: a Rhetorical Reader
and Guide. Bedford/St. Martin's, 2018.

Additional Materials such as power-point notes and lecture materials will be available through module
pages on blackboard. All materials may be updated within one week prior to class, depending on the
needs of the class. My suggestion is to bring a laptop to class and access these materials as a reference
tool during lectures and discussion periods.

Additional Support
If you are unable to purchase required texts due to unexpected financial hardships, you should
contact your financial aid specialist to submit a special circumstances appeal. If you need
support securing food, housing, or other basic needs which will affect your performance in your
courses, please contact the Dean of Students for support (etowle@mcdaniel.edu). Furthermore, if
you are comfortable doing so, please see me so that I can provide assistance in accessing
resources.  

Course Policies and Expectations:

I am confident in you, and that the work we do in this class will help you develop critical reading and
writing skills in accordance with the course goals. The following are basic expectations for your work in
this course:

Informal Writing Assignments/Short Responses:

While you will complete 5 formal assignments and a portfolio/self-evaluation, we will also do several
types of less formal writing. At several points in the semester, sometimes in class and often as
homework, I will ask you to write informal responses and submit them to the class discussion board.
These assignments might be notes from a reading or a reflection on your thoughts in preparation for
essay writing. At times there will be a specific exercise from the text and on other occasions I will simply
ask for your reaction. These assignments are exploratory and experimental, in a way, they are to
practice techniques that you will use in the major writing. These assignments should, however, provide
evidence of thoughtful and serious engagement with the text.

Final Portfolio=Final Exam (SAVE YOUR WORK)

At the end of the semester, you will be asked to submit a portfolio containing all your essay drafts from
the course (rough and final copies). Accordingly, you will be saving and editing drafts on blackboard
which require you to complete a self-evaluation. You will be expected to have paper or electronic
copies the class prior to the assignment due date. Class will usually end early and allow for class office
hours.

Guidelines for Submission:

All written assignments must be submitted to your weekly module page. An MLA header and proper
citations must be used in each paper following guidelines in the Hacker text.

Non-Discrimination Policy

McDaniel College does not tolerate discrimination or harassment on the basis of race, religion,
color, national origin, disability, age, sex, sexual orientation, pregnancy, military status, genetic
information, marital status, veteran’s status, or any other legally protected status. To report an
incident occurring within an academic context, contact the Office of Academic Life. To report
other on-campus incidences, contact the Division of Student Affairs.

Diversity, Equity and Inclusion Statement

McDaniel College was the first coeducational college south of the Mason-Dixon Line, and one
of the first coeducational colleges in the nation. We strive to continue this tradition of social
justice by committing ourselves to being a diverse and inclusive community. We are guided by
our First Principles, which compel us to place students at the center of a humane environment
and demand that we respect others and share responsibility for the common good.

Resources for Students Who May Witness or Experience Bias, Discrimination,

Harassment, or Violence
McDaniel College does not tolerate discrimination or harassment on the basis of race, religion,
color, national origin, disability, age, sex, gender identity, sexual orientation, pregnancy, military
status, genetic information, marital status, veteran’s status, or any other legally protected status.

To report a bias-related incident, you may use the online form found on the portal and in the
footer of the College’s webpage. The online form may be submitted anonymously if that is
preferred. You may also contact the Dean of the Faculty, the Dean of Students, the Director of
Human Resources, or the Director of the Office of Diversity, Equity, and Inclusion.

Please note that according to Title IX, any claims of gender-based discrimination, gender-based
harassment, sexual harassment, sexual violence, relationship violence, or stalking must be
reported to the Title IX Coordinator. For these concerns, faculty members are not considered
confidential resources and therefore incidents shared with them must be reported to the Title IX
Coordinator. If you wish to speak confidentially about an incident, please contact the Wellness
Center.

Request for Accommodations

McDaniel College, in accordance with the Americans with Disabilities Act Amendments Act of
2008 (ADAAA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide
reasonable accommodations for eligible students with disabilities. If you require special
assistance, please see me privately and/or seek assistance directly from the Student Accessibility
and Support Services Office (SASS). You are responsible for initiating arrangements for
accommodations for tests and other assignments in collaboration with the SASS Office and me.

Honor Code: “I have neither given nor received unauthorized aid on this piece of work, nor have I
knowingly tolerated any violation of the Honor Code.”

What is the Honor Code?

The McDaniel College Honor Code is a contract between students and faculty based on the
assumption that academic integrity is important to the community. Simply stated, students pledge
honesty – to do their own work and not to cheat.  In addition, students pledge to report others
who violate the Honor Code. Faculty agree to set clear guidelines at the beginning of each course
about what is expected of each student, to take appropriate steps to discourage cheating, and to
refer alleged violations to the McDaniel College Honor and Conduct Board.

What is the meaning of the Honor Code?

The Honor Code affirms that honest people are the most important elements of a good
community.  It assumes that all students accepted for enrollment at McDaniel College believe in
and practice academic integrity, which is central to the pursuit of knowledge.  As a community,
we are committed to the ideals of personal integrity and community honor.  The rights of the
honest majority must be protected against the actions of individuals acting dishonestly.

What are examples of Honor Code violations?

 Cheating on tests, quizzes or homework, or giving unauthorized help to others

 Plagiarism – the use of another person’s work, facts or ideas, including computer
programs or information from the Internet, without proper acknowledgement
 Submitting a copy of a paper or substantially the same paper in different courses without
permission of the instructors
 Misuse of computing or library resources and borrowing privileges

For more detailed information refer to:

https://my.mcdaniel.edu/studentresources/studentaffairs/CPAP/Pages/The-Honor-Code.aspx

Office Hours: I encourage you to view office hours as an extension of our in-class interaction.
They are a great opportunity to follow up on a class discussion, ask for further clarification or
bring something to my attention. It is to your benefit to gather your thoughts or identify a
particular question or concern prior to visiting so that we may spend as much time as possible
thinking through your question or concern. Be prepared to spend about twenty minutes
discussing your writing and have papers available to share.

Writing Center: McDaniel College Writing Center (located in Hill Hall, Room 111) is
available to provide you with focused support as you write for this class as well as every course
in which you enroll. Trained peer consultants are available to talk with you as you plan, draft
and revise your writing. The Writing Center tends to get busy toward the end of the semester;
plan ahead and make an appointment.

Graded Assignments
Total Points Name of Assignment Due Date Submission
25 Rhetorical Analysis Due Thursday, September 9th
Paper 1 on the Module 1 Page
25 Narrative Essay Due Thursday, September
Paper 2 16th on the Module 2 Page
25 Annotated Bibliography 1- Due Thursday, October 5th
Slide Sorter (1-15) on the Module 3 Page

25 Research Report 1 Due October 12th on the

(Expository) Module 4 Page
1,200 words
Paper 4
25 Annotated Bibliography 2- Due November 2nd on the
Slide Sorter (15-30) Module 5 Page

25 Research Report 2 Due November 16th on the

(Argument) Module 6 Page
2,000 words
25 Final Exam Due December 2nd on the
Final Exam Module Page
Portfolio and Self-Reflection
5 Module 1 Discussion Forum Due September 2nd on
Discussion Forum
5 Module 2 Discussion Forum Due September 16th on
Discussion Forum
5 Module 3 Discussion Forum Due September 30th on
Discussion Forum
5 Module 4 Discussion Forum Due October 14th on
Discussion Forum
5 Module 5 Discussion Forum Due October 28th on
Discussion Forum
5 Module 6 Discussion Forum Due November 11th on
Discussion Forum

(Total Points ________/205 = Grade Percentage)

Grade Scale
A 97-100 B+ 87-89 C+ 77-79 D+ 67-69
A 93-96 B 83-86 C 73-76 D 63-66
A 90-92 B- 80-82 C- 70-72 D- 60-62
*Students must complete English 1101 with a grade of C or higher. If a student
does not earn a grade of C, he or she must take the course again by the end of
sophomore year and earn a grade of C or better.
The following guide is strongly suggested to keep your learning organized and meaningful.
Schedule of Class Assignments
Module 1-Week 1 Class Activities
August 24th Introductions: Review of the
Introduction and Overview syllabus and blackboard
The reader and writer
relationship-an active reading
with the text and discovering
the author’s purpose.
Practice Annotating
“Digging” by Seamus Heaney
August 26th Warm-up: What does active
engagement as a reader mean?
Reader Response Theory-The
ways we engage with a text.
Selected Text
Annotating the text
Active Reading Practice in Class
with a selected passage
Module 1-Week 2
August 31st Writing a rhetorical analysis.
How to write about your active
reading in four paragraphs.
Writing about critical reading;
formulating a thesis statement
and creating an outline (refer
to Hacker pages 69-72)
Writing body paragraphs that
Assignments to do
Understand requirements for
success in class; develop habits
for engagement with a text.
Homework: Read Hacker A1-a
(Pages 57-61)
Complete the discussion board
under goals for the course
Understand the process and
goal of engaging with a text.
Work on annotating a text.
Select a short poem or work of
non-fiction.
Homework: Annotate from
one selected text posted on the
discussion board and then post
your findings on the class
discussion board.
Paper 1
Complete a two-page rhetorical
analysis of either Lyndon
Johnson’s Voting Rights Act
Speech or Malcolm X’s The
Ballot or the Bullet Speech.
Bring in a draft of your paper
for Thursday’s workshop class.
 make sense.

September 2nd Revision Workshop in class RHETORICAL ANALYSIS PAPER 1

followed by scheduled office IS DUE ON THE MODULE 1
hours. PAGE BY THE START OF CLASS
Checkpoints ON SEPTEMBER 9thTH.
The Thesis Statement
The Introduction
Body Paragraphs
The conclusion
Citations (refer to Hacker MLA
2b- pages 369-372)

Module 2-Week 1
September 7th
Planning Phase
The Narrative Voice
The structure of the narrative.
Reading and Understanding the
rhetorical situation and
achieving the dominant
impression.
Class Model
“Guilty Not as Charged” from
This American Life by Darin
Straus
Listen and Interpret-group
discussion period.
Brainstorming Period for
Narrative
Patterns Text
Chapter 6
Read the introduction to
Narration (pages 180-200)
Select one of the following
texts to read and respond to
questions on the discussion
board by the end of module 2.
 Junot Díaz, The Money
 Ocean Vuong,
Surrendering
 Bonnie Smith-Yackel,
My Mother Never
Worked
 Martin Gansberg,
Thirty-Eight Who Saw
Murder Didn’t Call the
Police
 George Orwell,
Shooting an Elephant
Sherman
 Alexie, Indian
Education (Fiction)

September 9th Drafting Phase Bring a draft of your narrative

to next class.
1. Controlling points of
view.
2. Using evocative
language
 3. Brush stroke
techniques
4. Achieving the
dominant impression
Module 2-Week 2
September 14th Edit and Revision Phase
Class workshop to revise and
edit your drafts.
September 16th Introduction to Expository
Texts-Understanding the
Research Process and the Idea
of Multiple Perspectives
through Lenses
Accessing Stimulus Sources 1
and 2
Module 3-Week 1
September 21st Finish analysis of stimulus
sources and taking notes.
Questioning
Writing the potential research
question that identifies a
PERSONAL NARRATIVE PAPER
2 IS DUE ON THE MODULE 2
PAGE BY THE START OF CLASS
ON SEPTEMBER 16TH.
Keep track of stimulus sources
1-2 on the stimulus analysis
worksheet. Complete analysis
of stimulus sources 3-4 for next
class.
Class Discussion Board
Read one of the following texts
from Patterns and respond to
questions on the discussion
board by the end of module 3.
 Zeynep Tufekci: Why
the Post Office Makes
America Great
 Judith Ortiz Cofer: The
Myth of the Latin
Woman: I Just Met a
Girl Named Maria
 Brent Staples: Just
Walk On By: A Black
Man Ponders His
Power to Alter Public
Space
 Deborah L. Rhode: Why
Looks Are the Last
Bastion of
Discrimination
 Maia Szalavitz: Ten
Ways We Get the Odds
Wrong
 Jamaica Kincaid: “Girl”
(Fiction)
Write a research question that
poses a potential problem and
solution for next class. Submit
your potential research
question to the discussion
 problem. board for review by next class.
September 23rd Class meeting in the library. Analyze one perspective
Media-lead presentation. First five slides of notes are due
Selection of sources and how next class for peer review.
to locate the best information.
Finding the best information
using databases.
Taking notes using the slide-
sorter.
Module 3-Week 2
September 28th Class meeting in the library. Second set of five notes are
Teacher lead discussion of due next class for peer review.
C.A.R.S. Practice evaluating
sources as a class using the
CARS format.
September 30th No scheduled class-Office ANNOTATED BIBLIOGRAPHY 1
Hours and Writing Center are IS DUE ON THE MODULE 3
available. Work Time for PAGE BY THE START OF CLASS
Research Report ON OCTOBER 5TH.
Module 4-Week 1
October 5th Organizing your bibliography Outline and draft your research
into a working model and paper. Bring your paper to
outline. class next class for peer review.

Discussion of samples outlines

and models.

October 7th Peer review session in class for RESEARCH REPORT 1 IS DUE ON
research report. Office Hours THE MODULE 4 PAGE BY THE
after class. START OF CLASS ON OCTOBER
12TH.
Module 4-Week 2
October 12th Hacker Access the google slideshow
What is Argument? on the discussion board and
(Pages 736-770) make an argument using the
various images. Caption the
Practice analyzing visual texts images in order to make your
as argument. visual argument.

October 14th The Toulmin Model as Practice Read and annotate the
Claim following text. Be prepared to
Lines of Reasoning discuss this argument next
Counterclaim class.

Analyzing argumentative texts Selected Texts

in class. Questioning the  Debate: Should Public
legitimacy of argument. Colleges and

Module 5-Week 1
October 19th Defining and identifying logical
fallacies or faulty lines of
reasoning.
Logical Fallacy Activities in
Class
October 21st Revisit the comments from
your research report. Look at
the report from two more
lenses in order to form a new
perspective.
Module 5-Week 2
October 26th Class meets in the library for
scheduled research time.
October 28th Class meets in the library for
scheduled research time.
Module 6-Week 1
November 2nd Organizing your bibliography
into a working model and
outline.
Discussion of sample outlines
and models.
November 4th Grading sample papers. Peer
review 1. Revising for content.
Module 6-Week 2
November 9th Grading sample papers. Paper
review 2. Revising for
academic language.
November 11th Office Hours
Prepare for Final Exam-Week 1
November 16th Explanation of your final exam
Part 1-Revision Techniques for
Content and Organization
November 18th Explanation of your final exam
Universities Be Free?
Locate any potential logical
fallacies or faulty lines of
reasoning. Share your findings
on the class discussion board.
Add five more slides to your
slide sorter for next class.
Add five more slides to your
slide sorter for next class.
ANNOTATED BIBLIOGRAPHY 2
IS DUE ON THE MODULE 5
PAGE BY THE START OF CLASS
ON NOVEMBER 2ND.
Outline and draft part two of
your research paper. Bring
your paper to class next class
for peer review.
RESEARCH REPORT 2
(ARGUMENT) IS DUE ON THE
MODULE 6 PAGE BY THE START
OF CLASS ON NOVEMBER 16TH.
RESEARCH REPORT 2
(ARGUMENT) IS DUE ON THE
MODULE 6 PAGE BY THE START
OF CLASS ON NOVEMBER 16TH.
Sign up for office hours or
writing center time.
Working on revisions in your
paper involving content and
organization.
Working on revisions in your

Prepare for Final Exam-Week 2
November 23rd
November 25th No Class
(Thanksgiving)
November 29th-Final Exam
(Portfolio Presentation)
December 2nd-Final Exam
(Portfolio Presentation)
*This schedule is subject to be modified.
Part 2-Revision Techniques for
Style and Grammar/Mechanics
Office Hours
No Class
Present your portfolio at your
assigned time.
Present your portfolio at your
assigned time
paper involving style and
grammar.
Work on your final exam
portfolio and reflection.
Work on your final exam
portfolio and reflection.
Sign up for a fifteen-minute
time slot to present your
portfolio
Sign up for a fifteen-minute
time slot to present your
portfolio