ENGL 1100/Bangert/Fall 2020

ENGL 1100 – Fall 2020

English Composition I

Instructor: Cristopher Bangert, they/them/theirs

Office: HC 2104
Phone: 334-446-2543
Email: ctb0023@auburn.edu
Office Hours: I am available by phone/chat/Zoom variably everyday M-F by appointment. I
answer emails frequently and will respond to your emails generally within the day. If it is a quick
problem not covered in the assignment guidelines or syllabus, texting me is fine.
Pronouns: they/them/theirs

Reminder: Please include [ENGL 1100-024] or [ENGL 1100-040] in the subject to your
emails to me (whichever section you are in). My email randomly decides some
messages are spam/trash, so it is the only 100% way to guarantee that I will see your
message.

Required Texts and Materials

 Joining the Conversation: Guide and Handbook for Writers (4th Ed.). (Provided through
All Access)
 Supplementary materials made available online and through AU Canvas.
 Auburn email account and memory drive (or cloud storage) to save and store work.
Basic, free programs such as Zoom, Microsoft Word, etc.

Course Description & Objectives

ENGL 1100: English Composition I is designed as a broad yet focused introduction to the
fundamentals of college-level writing, research, and argumentation. Toward that end, students
enrolled in the course can expect to participate in a range of activities that will assist them in
developing their craft as writers throughout the semester. These include learning strategies for
rhetorical invention and inquiry; engaging critically with written texts and other modes of
communication; learning and applying techniques of rhetorical analysis and argumentation;
constructing arguments that are responsive to audience, genre, and context; using multiple media
resources to engage in processes of reading, writing, research, and collaboration; and developing
intellectual habits that ultimately contribute to their success as writers both in school and across
the diverse contexts of work and community life.

At the conclusion of the course, students enrolled in English 1100 should be able to:

 Recognize conventions associated with college-level writing;

 Compose essays that are responsive to audience, genre, and context;
 Use reading and writing to engage in critical thinking and rhetorical inquiry;
 Deploy flexible strategies for planning, drafting, revising, and editing their work;
 Employ a voice, tone, and level of formality appropriate to audience expectations;
 Demonstrate proficiency in grammar, mechanics, and conventions of academic citation;
 ENGL 1100/Bangert/Fall 2020

 Utilize a range of technologies for reading, writing, and research (which may include the
production and analysis of verbal, visual, and multimodal texts).

This course also meets Auburn University’s SLO D: In order to become lifelong learners and use
their education to solve practical problems, by the time of graduation students will be able to
effectively write and revise for a variety of purposes.

Please Note: The points listed above indicate just some of the objectives that will guide your
learning in this course. Students should also identify and set their own goals both as students and
as individuals who will continue to write throughout their personal and professional lives.

Course Theme: Our course theme is “Humor and Media.” Throughout the semester, we’ll be
reading and responding to a series of articles and short essays that deal with this general topic in
some capacity or another. Our discussions will focus on questions like “What makes something
funny?” “Who gets to joke about certain topics?” “How does the perspective on humor change
across different identities/cultures?” and “Why is certain media used in certain ways?” “Who is
media created for?” “How do different people engage with the same media?” Your research topic
must also be related to this theme, but I’ll allow quite a bit of latitude in terms of how close that
relationship is. As long as your research has something to do with humor/media (at any age level,
in any setting, for any purpose) we can probably make it work. You'll be investigating and
writing about the same topic for the entire semester, so it is critical the topic is viable for an in-
depth inquiry. You’ll have plenty of opportunities to make sure your topic is appropriate for our
course as the assignments progress.

Conferences: Throughout the semester, we will occasionally meet for individual conferences
over Zoom. Attendance at conferences is mandatory and, outside of extraordinary circumstances,
missing a conference will be result in considerable participation points being lost.

Major Assignments: Students can expect to complete a range of writing assignments

throughout the semester, from informal exercises to formal papers to reflective notes. Taken
together, these assignments support the philosophy that learning to write is similar to “joining a
conversation”: we research and gather information; we listen to and learn from what others have
to say; we generate our own ideas; we analyze and develop arguments; and we compose texts
that contribute to an ongoing dialogue. Each assignment will take place within the context of
three major projects and culminate in a final essay.

Project I: Researching a Conversation

 Writing Exercise: Find a Written Conversation (1-2 single-spaced pages)
 Major Paper: Writing to Inform (3-4 double-spaced pages)
 Focal Chapter from Joining the Conversation: Chapter 7—“Writing to Inform”

Project II: Analyzing a Conversation

 Writing Exercise: Analyze a Text (1-2 single-spaced pages)
 Major Paper: Writing to Analyze (4-5 double-spaced pages)
 Focal Chapter from Joining the Conversation: Chapter 8—“Writing to Analyze”

Project III: Joining a Conversation

 Writing Exercise: Map a Conversation (1-2 single-spaced pages)
 ENGL 1100/Bangert/Fall 2020

 Major Paper: Writing to Persuade (6-7 double-spaced pages)

 Focal Chapter from Joining the Conversation: Chapter 11—“Writing to Convince or
Persuade”

Continuing the Conversation: Final Exam Essay

Students will compose a brief essay (2-3 double-spaced pages) in which they reflect on the work
they completed throughout the course and explain how they expect to use it beyond the course—
in their personal lives, majors, jobs, communities, and any context, generally, where they wish to
achieve a rhetorical objective or join a conversation.

Author Notes
Students will compose brief notes after each major project that reflect on the work they have
completed and anticipate how they will apply their instructor’s feedback to guide future
assignments. Taken together, these notes will also be used to develop and complete the final
exam essay.

Oral Presentation
Students will present their research to the class based on the work they completed throughout the
semester, with particular emphasis on the arguments they developed in Project III.

Assessment and Grading: Students will complete a number of assignments throughout the
semester, some of which will be weighted differently. Final grades for the course will be
determined as follows:

Project Writing Exercise Major Paper Total Percentage

Project I 5% 10% 15%
Project II 5% 15% 20%
Project III 5% 20% 25%
Reflective Essay 10%
Other* 30%

“Other” will include the Reading Quizzes (10%) and engagement on Discussion Boards and
Perusall (10%), and Authors Notes and conference attendance/preparedness (10%).

Revision: Because writing (and learning) is a recursive process, I strongly encourage revision.
You may choose to revise Paper 1, Paper 2, and one Exercise, provided that: 
 You visit me during office hours to discuss the assignment, the feedback you received,
and your plans for revision. You should come to these meetings having already reviewed
the feedback you received and prepared with any specific questions you might have.
 Your revision is comprehensive and focused on better demonstrating your
communication competency—not just on fixing typos. 
 Your revision is submitted no more than two weeks after it was originally graded and the
meeting is no more than one week after the paper is returned.
Note: It is not possible to revise your Author’s notes, Paper 3, or your Final Reflective Essay.

Please Note: You will receive additional instruction and handouts regarding day-to-day writing
assignments, major papers, peer review, and other assignments, generally, the completion of
which will be essential to your success as writers in this course and beyond. Should you ever
 ENGL 1100/Bangert/Fall 2020

have questions about anything—this syllabus, this class, basic or any other requirements—do not
hesitate to ask.
Attendance & Punctuality: Students enrolled in this course will be held accountable to the
following attendance policy: none? A lack of participation will be noticeable, but once again
COVID-19 demands a certain flexibility. Linking excuses to healthcare is dangerous in a society
that chooses to have inequitable access to healthcare. Assignment due dates will be posted and
viewable in advance, so an excused absence—e.g., university-sponsored trip, doctor’s visit—on
the day of the deadline will not necessarily be enough to excuse you from turning in the
assignment. See “Assignment Submission...” below for more info.

A factoid that may encourage participation (doing the readings and assignments): You have paid
~$64-$96 if full time (~$97 if part time) per week of this course just in tuition and fees. For all of
your courses. It’s worthwhile to get all you can out of them.

Assignment Submission & Late Work: All assignments will be due on the day and time
specified by the course outline. For each calendar day a paper is late, starting immediately after
the stated deadline, the grade on that paper will be reduced by a full letter grade (e.g., from a “B”
to a “C”) unless a prior arrangement is made (which, again, I am open to). Weekly assignments
(quizzes, discussion boards) will not be graded if submitted more than a week after they are due.
I will provide you with additional information about all assignments through Canvas (AU’s
course management technology) <auburn.instructure.com>.
In effect, just email me if something is happening. I will ground this course in compassionate
assumptions and not be “out to fail” anyone. My goal is you learning. That typically happens
best when you can submit your best work and not stay up all night panicking, work through an
illness, or by chance have 4 major assignments due in the same week.
BERT (Bias Education and Response Team)
http://studentaffairs.auburn.edu/bert/
BERT is a free resources that allows students, faculty, and staff to report other students,
faculty, and staff for “bias incidents,” such as microaggressions, non-inclusive language (e.g.,
“women” instead of “people with periods” when talking about menstruation—which
excludes/isolates trans people and women without periods—or saying “the gays” if you mean the
entire LGBTQIA+ community), or other instances of racial, religious, or any other
bias/xenophobia. Professors and other faculty sometimes make people uncomfortable, and it’s
awkward/impossible to call out a professor in the middle of class for using a harmful stereotype
or hurtful, outdated language. BERT allows a way to improve the campus community by not
ignoring these individual instances which define our campus culture. Reports can be anonymous
and can result in only a report to the individual notifying them that they impacted a student in a
certain way with accompanying resources provided by BERT. Reports can also, if both
participants are willing, result in a mediated discussion between the reporter and person(s)
reported. While usable by anyone on campus, BERT particularly gives power to students, and I
urge you all to use it in this or any class when appropriate.

Withdrawal from the Course: No grade penalty will be assigned for dropping a course on or
before midterm. A student who withdraws from a course prior to the 15th class day during Fall or
Spring semester will receive no grade assignment; however, after the first 15 days, a “W”
 ENGL 1100/Bangert/Fall 2020

(Withdrawn Passing) grade will be recorded for the course. A course may be dropped with a
“W” after midterm only under unusual conditions which we are currently in! You are able to
drop this (any?) course up until November 24th
(http://www.auburn.edu/main/auweb_calendar.php) When approval for dropping the course
under such circumstances is granted by the student’s dean, a “W” may be assigned only when the
instructor indicates that the student is clearly passing the course. Otherwise, a grade of “WF”
(Withdrawn Failing) will be assigned.
Language Diversity: Composition courses at Auburn University will prepare students to
recognize the conventions of writing for English-speaking universities, and how to employ
audience-oriented strategies of writing and meaning-making. Language and language use are
strategic and stylistic choices made by writers. Linguistically diverse writing that does not
correspond with English-Only models are not only welcome but are viewed as valuable and
innovative contributions to the writing process. Students have a pronounced and sovereign right
to access, employ, and experiment with their inherited and learned languages when speaking and
writing for the classroom and beyond. A primary goal of this class will be to expand and enhance
your writing, not to necessarily make it look like some “Ideal.”

Observance of Religious Days: Federal law prohibits discrimination on the basis of

religious belief. It is University policy to accommodate students who observe religious work-
restricted holy days. Students who choose to observe work-restricted religious holy days must be
allowed to do so without jeopardizing their academic standing in any course. I will accommodate
student requests for adjustments in course work on the grounds of religious observance, provided
that a student makes such a request in writing during the first two weeks of the term. Title
IX/Clery Act Notification: Sexual misconduct (including sexual harassment, sexual assault,
and any other nonconsensual behavior of a sexual nature) and sex discrimination violate
University policies. Students experiencing such behavior may obtain confidential support from
the Counseling Center (334-844-5123), the Rape Crisis Line (334-705-0510) and Safe Harbor
(334-844-7233). To report sexual misconduct or sex discrimination, contact the Auburn Title IX
Coordinator (334-844-4794) or Auburn Police (334-501-3100). For a comprehensive explanation
of reporting procedures and available resources, please see here. Accessibility Statement:
Students who need accommodations are asked to submit their approved accommodations
electronically through AU Access and to make an individual appointment with the course
instructor during the first week of classes—or as soon as possible if accommodations are needed
immediately. If you have not established accommodations through the Office of Accessibility,
but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley
Center, 844-2096. For more information, you can also visit the website for the Office of
Accessibility: https://cws.auburn.edu/accessibility Academic Honesty: All regulations
outlined in the Auburn University Student Academic Honesty code
(http://www.auburn.edu/student_info/student_policies/) will apply to this course. In particular,
we will spend time discussing academic honesty and the issue of plagiarism: what it is, why it
matters, and how to avoid it. All academic honesty violations or alleged violations of the SGA
Code of Laws will be reported to the Office of the Provost, which will then refer the case to the
Academic Honesty Committee. Emergency Contingency: If normal class activities are
disrupted due to illness, emergency, or crisis, the syllabus and other course plans and
assignments may be modified to allow completion of the course. If this occurs, an addendum to
your syllabus and/or course assignments will replace the original materials. If I (your instructor)
gets sick, another instructor will take over this course to allow your completion. Early Alert
 ENGL 1100/Bangert/Fall 2020

Grades: You will receive an “Early Alert Grade” one week prior to midterm (31st class
day). The Early Alert Grade represents your current performance on class work graded at that
point in the semester. If your Early Alert Grade is a “D,” “F,” or “FA,” you will receive an email
from the AU Retention Coordinator. Early Alert Grades can be viewed by logging into AU
Access, opening the “tiger i” tab, selecting “Student Records,” and opening the “Midterm
Grades” window from the drop down box. If the grade appears inaccurate, please contact the
instructor.

Course Calendar: Each week, there will be a list of readings and videos to view (often before
a Tuesday or Thursday Reading Quiz on material since the last quiz) before completing a related
task due later in the week. Considering the state of the U.S., this schedule is quite tentative. All
material should be posted ~2 weeks before it is required to be engaged with.
Remember: Some of the reading is in lieu of face-to-face meetings. If it takes less than 2.5 hours,
you still “come out ahead” :). Even if it takes more than that, that’s still just the allotted in-class
time.

TENTATIVE COURSE SCHEDULE

Week 1 (August 17-21)
 Welcome to ENGL 1100! video (will be posted soon)
 Introduction to Project I & Exercise 1
 Review course syllabus and Getting Started module.
To Read:      
 Read Joining the Conversation (JTC) p. 1-17*, 24-32 (Understanding
Yourself as a Writer Joining a Conversation) (*bookmark page 9. It’s
useful.)
 Read JTC pp. 522-533 on source use and how to avoid plagiarism (It is
very important for both your overall academic success as well as your
success in this course that you understand how to avoid plagiarism and
how to properly and professionally incorporate and document your
sources.)

To Write/Do:  
 Video Introduction (< 1min) Discussion Board Post due
o Discussion board (initial post due by August 21st by 11:59 p.m.
CST;
 Friday, Saturday, and Sunday: View at least a few
classmates yourself so you know who you’re responding to
all semester!
 Syllabus Quiz due August 20th 11:59p.m. CST
 Log into Perusall and leave a comment.

Week 2 (August 24-28)

 Writing to Inform
 Steps to Follow as You Work on Exercise 1 and Essay 1 (handout)
 ENGL 1100/Bangert/Fall 2020

 Research: finding a written conversation and finding credible sources

o Example video
o RBD Library videos

To Read:      
 JTC pp. 33-49 (Analyzing and Understanding an Assignment)
 JTC pp. 194-210 (Writing to Inform)
 JTC pp. 465-473 (on beginning a research project).

To Write/Do:  
 “Inventory Your Writing Life” Discussion Board (JTC pg. 4). Initial Post
due August 26th 11:59p.m., 2 responses to classmates due by August 28th
11:59p.m.
 Reading Quiz due by Aug 28th by 11:59 p.m. CST

Week 3 (Aug 31-Sept 4)

 Ways to read critically/actively.
 Strategies for reading and using sources
 Introduction to Paper 1
To Read:       
 JTC 50-73 “Guiding the Budding Writer” (on reading to write)
 JTC pp. 543-555 (on reading like a writer + principles of organization)
 WATCH ON PERUSALL: https://www.youtube.com/watch?
v=f3pIEKE1Jqk “Somebody once told me....” Vlogbrothers, Aug 25, 2020
video.
 https://www.youtube.com/watch?v=ANUtOjOnJxo “Why Is It So
Hard To Change Someone’s Mind? | The Status Quo Bias and
Society” Curious Tangents, July 19, 2020 video.

To Write/Do:    
 Writing Exercise: Find a Written Conversation (1-2pg) due September 1st by
11:59 p.m. CST
 Discussion Board Post due Sept 4th by 11:59 p.m. CST, 2 replies due by Sept
5th
 Leave a comment or two on the Perusall Videos by Sept 5th 11:59p.m.—if you
did not figure out Perusall the first week please see the “Perusall” link under
getting started/the sidebar and email me if you still have questions :)

Week 4 (September 7-11)

 The Writing Process
 Collect all sources for Paper I. Focus on honing your draft for instructor/peer review.
 Required Individual Conferences! Submit a working draft of your paper and considered
sources at least a full day in advance to a scheduled conference or we will just talk about
your Exercise. Detailed outlines are okay. Meetings will be ~5/10 minutes each. Details
to follow on Canvas under “Collaborations” on the sidebar.
 ENGL 1100/Bangert/Fall 2020

To Read:       
 JTC pp. 210-213 (on drafting an informative essay)
 Watch: https://youtu.be/VNBozrj_qmc, “People Love Zombie Stories
Because They Represent Hope.”
 (Consider reading ahead a week if you are confident in your paper)

To Write/Do:    
 Schedule a conference through the document on Canvas
 Reading Quiz due Sept 8th by 11:59 p.m. CST

Week 5 (September 14-18)

 Understanding writing to analyze
 Exploring principles of rhetorical inquiry (video)

o To Read
 JTC pp. 106-110 (on strategies for peer review)
 JTC pp. 225-232 and pp. 243-246 (writing to analyze and principles of
inquiry)
 “If a story moves you, act on it” Sisonke Msimang
https://www.ted.com/talks/sisonke_msimang_if_a_story_moves_you_act_
on_it#t-760058

To Write/Do:    
 3-page Draft for Peer Review due Sept 16th by 11:59 p.m. CST; Peer
Reviews must be completed by Sept 18th by 11:59 p.m. CST. IF YOU DO
NOT SUBMIT TO CANVAS ON TIME (Sept 16th) setting up a Peer
Review will be tricky. This and all future peer reviews are strict deadlines.
 Watch and submit comments on Perusall for the Sisonke Msimang video.

Week 6 (September 21-25)

 Rhetorical Analysis
 Introduction to Exercise 2

To Read
 JTC pp. 262-292 (Example of student essay that focuses on rhetorical
analysis)
 JTC 443-450 (types of logical fallacies/argumentative forms)*** (these will
be useful/important to your upcoming paper. I’d bookmark this page in some
way.)

To Write/Do:      
 Major Paper 1: Writing to Inform (3-4 pages) due Sept 24th by 11:59 p.m.
CST
 ENGL 1100/Bangert/Fall 2020

 Discussion Board post due Sept 24th by 11:59 p.m. CST; responses to
classmates due Sept 26th by 11:59 p.m. CST

Week 7 (Sept 28-Oct 2)

 Focus on Process: conducting and writing a rhetorical analysis.
 Work on Exercise II!

To Read:
 So You’ve Been Publicly Shamed excerpt
https://www.esquire.com/uk/culture/news/a7933/exclusive-extract-from-jon-
ronson-book-so-youve-been-publicly-shamed/
 TED Talk by the author of the excerpt Jon Ronson
https://www.ted.com/talks/jon_ronson_what_happens_when_online_shaming
_spirals_out_of_control
 JTC 407-412 “What Americans Keep Ignoring about Finland’s School
Success
 JTC pp. 575-577 (on making an argument)

To Write/Do:       
 Author Note 1 due Sept 29th by 11:59 p.m. CST
 Reading Quiz due Oct 2nd by 11:59 p.m.
 Watch and submit comments on Perusall for the each reading.

Week 8 (October 5-9)

 Discussing writing to analyze
 Introduction to Paper II

To Read:
 https://www.bestcolleges.com/resources/voting-in-college/
 JTC 728-748 (on avoiding confusing language)
 JTC pp. 241-243 “The Goldilock’s Number” (look for clear writing in this!)

To Write/Do:
 Exercise II: Analysis of a Text (1-2 pages) due October 9th by 11:59 p.m. CST
 Work on paper/source collection in preparation for conferences.
 REGISTER TO VOTE (if able)—ALABAMA DEADLINE OCT 20TH (some
places are sooner if you’re voting absentee—you are able to register in Lee
County while in school here, though.) (Also check if you got de-registered
even if you think you are registered...)
https://www.sos.alabama.gov/alabama-votes/voter/register-to-vote
https://www.usa.gov/register-to-vote

October 5th MIDTERM ALERT GRADES POSTED

 ENGL 1100/Bangert/Fall 2020

Week 9 (October 12-16) (REGISTER TO VOTE—ALABAMA DEADLINE OCT 20 TH)

 Individual Conferences! Submit a working draft of your paper in advance to a scheduled
conference. Detailed outlines are okay. Meetings will only be 10 minutes each. Details to
follow on Canvas.
 Focus on developing clarity in language

To Read:       
 JTC pp. 556-571 (on drafting an essay)
 JTC pp. 744-755 (on writing style/building ethos)

To Write/Do:           
 Schedule a conference from the link on Canvas
 Reading Quiz due October 13th by 11:59 p.m.

Week 10 (October 19-23)

 Introduction to Exercise 3
 Researching the conversation and gathering sources for the annotated bibliography

To Read:    
 Annotated Bibliography sources
 Sample annotated bibliography:
https://www.une.edu.au/__data/assets/pdf_file/0008/11132/WE_Writing
-an-annotated-bibliography.pdf

To Write/Do:           
 4-page Draft for Peer Review due Oct 19th by 11:59 p.m. CST; Peer
Reviews must be completed by Oct 21st by 11:59 p.m. CST
 Major Paper II: Writing to Analyze (4-5 pages) due October 23rd by 11:59
p.m. CST

Week 11 (October 26-30)

 Introduction to Argumentation/Persuasion.
To Read:  
 JTC pp. 404-452, (just read the text, skim the examples between 407-430.
Pay great attention to 443-445) (on recognizing and crafting arguments
and fallacies)
 Topic Reading, tbd

To Write/Do:
 Reading Quiz due Oct 27th by 11:59 p.m. CST
 Author Note 2 due Oct 30th by 11:59 p.m. CST
 Submit a list of sources and plan for how you will create a visual map of
the sources and focus of your paper; due October 30th by 11:59 p.m. CST
 ENGL 1100/Bangert/Fall 2020

Week 12 (November 2-6) ELECTION DAY IS TUESDAY, NOVEMBER 3 RD.

 Vote! If you are able.
 Plan! Introduction to Paper III
 Plan for your (and our) future by voting!

To Read:   
 n/a :) (Seriously please vote.)

To Write/Do:       
 Exercise III: Mapping a Conversation (1-2 pages) due November 7th by
11:59 p.m. CST
 Discussion Board post due November 7th by 11:59 p.m. CST

Week 13 (November 9-13)

 Individual Conferences! Submit a working draft of your paper in advance to a scheduled
conference. Detailed outlines are okay. Meetings will only be 10 minutes each. Details to
follow on Canvas.
 Editing and Revising the Persuasive Essay

To Read:       
 JTC pp. 535-541 (on developing a thesis statement)
 JTC pp. 640-661 (on revising and editing)

To Write/Do:
 Peer Reviews due Monday November 9th by 11:59 p.m. CST. Responses
to Peer Reviews due Wednesday November 11th
 Optional: Schedule a conference through the document on Canvas

Week 14 (November 16-20)

 Focus on reflective writing and revision.

To Read:       
 JTC pp. 145-59 (writing to reflect)
 Topic Reading, tbd

To Write/Do:
 Reading Quiz due November 17th by 11:59 p.m. CST
 Discussion Board post due November 20th by 11:59 p.m. CST; responses
to classmates due November 22nd by 11:59 p.m. CST

Week 15 (November 23/24)

 Finishing the Final Reflective Essay
 ENGL 1100/Bangert/Fall 2020

 Working toward your presentation

To Read:       
 JTC pp. 618-627 (making an effective presentation)

To Write/Do:
 Major Paper III: Writing to Persuade (6-7 pages) due November 23rd by
11:59 p.m. CST
 Author Note 3 due November 24th by 11:59p.m. CST

Nov. 24 Classes End.

Nov. 25-27 Thanksgiving Break
Nov 30–Dec 1 Study/Reading Days

Dec. 2-8 Final Exam Period

 To Write/Do:
 Final Reflective Essay (10% of Course Grade)
 Due December 8th by 10:30a.m. CST