English 110.01 - First-year English Composition

English 110.01 - First-Year English Composition Section 08290-0, Spring 2007

Instructor: Ms. Jessica E. Clements (a.k.a. "Ms. C.") Instructor E-mail: [email protected] Class Meets: Tuesday and Thursday, 9:30 a.m. -11:18 a.m., Denney Hall 316 Office Hours: Tuesday and Thursday, 11:30 a.m. - 1:00 p.m. (and by appointment), Denney Hall 449

Packaging America: Consumer Gazes and .American Society Course Description and Objectives English 110 is an introductory writing course that employs methods of rhetorical analysis to provide students with the tools to think and to write analytically about print and non-print texts. The course builds sequentially on students' ability to practice rhetorical analysis across a variety of texts that range from public speeches and critical essays to paintings, photographs, and films: to identify cultural and representational trends within these sources; and to generate texts that engage their own perceptions as well as the perspectives of scholars and cultural critics. Grammar and style will be addressed in several ways throughout the quarter. I will identify patterns of error in response to students' drafts, through individual conferences, and in class on designated days. Good writing involves three interdependent goals: critical reading, thinking and writing. Because good writing necessarily involves good thinking, we will achieve stronger writing and critical thinking skills through an exploration of the relationship between consumerism and its cultural representation in the U.S. media. In the first unit, we will examine consumerism and how consumerism helps to shape people's perceptions within American society. The second unit focuses on the larger picture of consumerism and the questions, problems, and difficulties that consumerism presents within a global and capitalistic society. We will end our theme looking at how various aspects of consumerism are represented in American culture through a research topic of your choice. The course readings in Rhetorical Visions will supplement the critical process framed through WritWg Analytically. Together, these texts will provide a framework for the writing process, writing examples to be examined rhetorically, and readings that will provide challenging topics for discussion. The goal is not only to improve your skills as a writer, reader, and thinker, but also for you to gain and to contribute insight and understanding on issues that our society grapples with on a daily basis.

Goals and Objectives for the General Education Curriculum: Writing and Related Skills

Writing courses across the disciplines develop students' skills in writing, reading, critical thinking, and oral expression. Learning Objectives: 1. Students apply basic skills in expository writing 2. Students demonstrate critical thinking through written and oral expression 3. Students retrieve and use written information analytically and effectively

Three (3) Required Texts 1.

2. 3.

Brueggemann, Brenda and Wendy Hesford. Rhetorical VISions. Upper Saddle River, NJ: Pearson, 2007. ISBN #: 0-13-177345-3 [DO NOT purchase the used custom (2005) edition with separate researchpampbJed. Kirszner, Laurie G. and Stephen R. Mandell. The Pocket WadswoIth Handbook. 3rd Ed. Boston: Heinle, 2006. ISBN #: 1-4130-1168-3 Rosenwasser, David and Iill Stephen. WritWgAnalytically. 4th Ed. Boston: Heinle, 2006. ISBN #: 14130-1012-1

Course Requirements Assignment Sequence (80% of final grade): Assignment #1: Analytical Summary 2 pages, 15%

Skills:Readingcomprehension and accurate summary of an author's main points, paraphrase, movingfrom description to interpretation,writingan analytical summary that goes beyond mere agreement/disagreement,introduction to revision, grammar issues

Assignment #2: Comparative Rhetorical Analysis 4-5 pages*, 20%

Skills:Readingcomprehension, summary, and applicationof analyticalframeworksand rhetorical methods, integratingquotations, introductions and conclusions,developinga thesis, attention to composingprocess, coherence, grammar issues. * Alternative"project" T.B.A.

Assignment #3: Annotated Bibliography and Research Project Proposal 15%

Skills:Identifyresearch questions and sources for Assignment #4, librarysearch skills,evaluatingand analyzingsources, citationformats, reading comprehension, formulation of research questions

Assignment #4: Analytical Research Project Rhetorical Analysis of Representational Trend 7-8.pages*,

30%

Skills:Applicationof analyticalframeworksand rhetorical methods, analysisof primary and secondary sources, synthesisof multiple criticalviewpointsinto new interpretations,thesis development, composing process, styleand grammar issues. * Alternative"project" T.B.A.

Grammar Group Presentation (10% of final grade): One of the ways grammar and style will be addressed throughout the quarter is by cooperative partner presentations on one of the nine basic writing errors from chapter 14 of WritingAnalytically(1 am open to additional suggestedpre-approvedtopics). This presentation will involve a five to 10-minute in-class mini-lecture and creation of a complementary digital document. Further details forthcoming. Partici.pation (10% of final grade): Good participation takes place both inside and outside the classroom. In-class participation includes coming to class on time and remaining in class for the entire hour and 48 minutes, active listening, in-class writing, being prepared to contribute your views on the assigned readings, showing a positive attitude, collaborating appropriately, and showing respect to your classmates and to me. Showing up more than five minutes late will constitute a tardy. Three tardies will constitute one unexcused absence. Don't come to class to sleep; you will receive the same grade as if you were at home in bed. Outside participation includes completing assigned readings and writing activities such as Key Rhetorical Concept exercises and response papers among other possible homework assignments. No late responses will be accepted. Should there be any reason that hinders your ability to participate, please speak with me (in person or bye-mail), and we will work together to resolve the situation. This class is held in a computer-supported classroom, and we will be using technology to accomplish the course objectives. The only technical skills I expect you to have, however, are the ability to use a word processor, an email program, and Ohio State's course management system, Carmen (see below). You will use Carmen to participate in online class discussions, to download and to print additional course materials, to gain easy access to helpful resources, to turn in some daily and all larger drafts and final assignments, and to track your grades, among other things. Navigate to hUps:/!ca.nnen.osu.edu/, double click "log in," and sign in with your OSU Internet User name and Password. Click the "+" next to "Spring 2007" under "My Courses" in the middle of the page, then click an additional "+" if necessary, until you find "ENGLISH 110.01 (CLEMENT) -27." Click this once, and you will fmd you are already enrolled in the course. Additional navigation techniques will be discussed on the first day of class, and help is available

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at http://telr.osu.edu/c;mnen/stu/index.htm. I rely heavily upon Carmen and communication via e-mail; therefore, you will need to check your university e-mail account at least once or twice daily.

Course Policies Computer Lab Behavior: Some "Do"s and "Don't"s Most of these should be matters of common sense and common courtesy in a computerized classroom, but it's a strange irony that these machines sometimes bring out the animal in some of us.

DO: • • • • •

Engage in course-related discussion on line and face-to-face. Share your technical expertise with fellow students. Share your discoveries of on-line material that is relevant to the course. Use your initiative and creativity in pursuing on-line course assignments. Take responsibility for your all of your statements.

DON'T: •

• • •

Engage in anyon-line activity that is not related to this course (which includes reading personal email, engaging in social chat on the web with people inside or outside the classroom, or doing recreational web surfing). Do any typing or other computer work when we are having face-to-face discussions or when someone in the class is addressing the group. Engage in any "flaming" in on-line discussions: disagree with each other, but don't be abusive. Cause me to embarrass you for engaging in any of the above-mentioned misbehaviors.

Attendance is important to the success of this class and to your development as a writer; therefore, each unexcused absence after two will result in the lowering of your final grade by a third. It is program policy that five unexcused absences will automatically result in failure for the course. Excused absences, such as documented illness, family tragedy, religious observance, or travel for inter-collegiate athletics, will not affect your grade. Whether the absence is excused or unexcused it is your responsibility to check Carmen for the ..-"Da.tly-Slreet"oflheda:yoh:lrsence-:--Tlle nailySneet -actails dailyctasn)oJectiVe-~raswenasliomcW6rk aue- for the next class day. Feel free to contact me for clarification.

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. (See "Participation" above).

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. Please remember that at no point during the writing process should the work of others be presented as your own. Student Work must be completed and submitted on time. All assignments must be turned in during the class period when they are due. 1.

Draft assignments: Turning in draft assignments late will mean that you cannot receive a timely or full response from me. Failure to turn in an assignment draft at all will result in the deduction of one-third ofaletter grade on the final version of the paper (for example, B+ to B). Further, if the assignment draft was part of a peer group exercise, failure to turn in the draft will lower your participation grade.

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2.

Final graded assignments: Late submission of a final graded 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 a draft or final graded assignment is late for reasons that would result in an excused absence. Students who know they will miss the class when the assignment is due must contact me as soon as possible in advance of class to arrange for submission of the assignment. Please pick up all late-quarter work as soon as possible. Materials will be held until the end of the second quarter subsequent to the quarter in which you take English 110.

Paper Format: double spaced, 12 point font, standard 1 inch margins, your name, my name, the class (English 110), and the date should appear in the upper left comer of the first page; pages should be numbered according to MLA standards; paper should have a title.

Mandatory Conferences: Students must attend one mandatory conference with me on the research project. Failure to attend this conference will result in a class absence. Class Cancellation Policy: In the unlikely event due to emergency, I will contact you via email and request that a note on department letterhead 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 meeting.

Resources The Ombudsman of the Writing Programs, Dr. Matthew Cariello, mediates conflicts between teachers and students in 110 and 367. You can contact him at 292-5778 or cariello. [email protected]. Spring 2007 office hours in Denney 533 are Monday, Tuesday, and Wednesday 1.30-3.00, but other times are available by appointment. All conversations with the Ombudsman are strictly confidential.

Writing Center consultants hold one-to-one writing tutorials with any member of the OSU community at 475 Mendenhall Laboratory (Monday-Friday, 9:30 a.m.-5:30 p.m.), at the Younkin Success Center (Monday-Thursday, 5:30-7:30 p.m.), and through the Carmen chat system (www.c:mnen.osu.ed~. In addition, clients can have face-to-face tutorials recorded to CDs and can schedule appointments online. Please visit www.CS.tw.OJl{tomakeanappointmentortohaveanonlinetutorial.Clients may also call 6884291 to take advantage of this free, professional writing tutoring and consultation service.

The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact the ODS at 292-3307.

Daily Schedule (subject to change) IIRV = reading(s) from Rhetorical Visions, WA = reading(s) from Writing Analytically!! Day 1 Tues., 3/27

Introduce instructor, classmates, and course (syllabus, texts and Carmen) Complete Introduction Activity: What is Rhetoric? Render the dia ostic "First Da Essa "

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Day 3 Tues., 4/3

WA: From Ch. 2, "Five Analytical Moves" (44-59), From Ch 1, "Pushing Observations to Conclusions: Asking So What?" (32-3) RV: Jane Kuenz - "It's a Small World After All" 357-65 Method Worksheet (Kuenz's essay) "Sa , Cheese!" Assi ent

Complete Review Activity (The Method) Review Sample Assignment #1

DayS Tues., 4/10

RV: "Introduction" (1-11), Charles Kernaghan - "An Appeal to Walt Disney" (390-401)

Introduce the "Rhetorical Triangle" Complete the "Rhetorical Triangle Bingo" Worksheet/Activity Apply the Rhetorical Triangle and Notice and Focus to a new text: a

Day 7 Tues., 4/17

WA: From Ch. 4 ''What to Do with the Reading: Avoiding the Matching Exercise" (120-6), from Ch. 4, "Paraphrase X3" (116-7), from Ch. 11, "Organizing Comparisons and Contrasts" (249) RV: Barbara Ehrenreich - "Maid to Order"(427-40) Final Due of Assi ment #1

Complete Reading as a Critical Lens Activities: Ehrenreich and Audience, ''What Would Nakamura Notice?" Introduce Assignment #2

WA: from Ch. 1 "Section 4: How to Mark Up a Draft" (34-

Practice applying a reading as a critical lens with Large-group activity: Enloe and Nike Adbuster images Complete auditory and WA guided, paired peer review of draft of Assignment #2

Day 9 Tues., 4/24

8) Review: WA: review from Ch. 5, "Converting a 1-on-10 Paper into a 10 on 1 Paper" (155-62) (155-62), review from Ch. 7, "Recognizing and Fixing Weak Thesis Statements" (197-216), review from Ch. 5, Complicating Evidence (146) RV: Cynthia Enloe - "The Globetrotting Sneaker" (379-86) Images: RV: 371-2 Draft Due of Assi

Day 13 Tues., 5/8

WA: from Ch. 12, "Writing the Researched Paper" "A. What to Do with Secondary Sources" (295-9), from Ch. 13, "A. Getting Started" and ''B. Electronic Research: Finding Quality On The Web" (323-34)

Participate in large-group Ethos and Representational Trend activity Explicate the "Finding and Evaluating Sources" worksheet Facilitate small-group analysis of sample A' ent#3

Day 15 Tues., 5/15

WA: from Ch. 13, "e. Plagiarism and the Logic of Citation" 335-8 Review: WA: review from Ch. 6, ''The Evolving Thesis" 163-7,192-5 Draft Due of Assi

Complete Peer Review of Assignment #3 Learn "Avoiding Plagiarism" Re-learn the evolving thesis: Students Teaching Students activity

FINAL Assignment #4 Due During Finals Week on or before

Thurs., Jun. 7, by 11 :18 a.m., electronically through your Eng, 110 Carmen Dropbox. Please see Course Policies regarding late work.