English 115 English Composition III—Accelerated Composition

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					English 115 English Composition III—Accelerated Composition Sections A (MWF 9-9:50) and B (MWF 10-10:50) th 4 Hour TBA; LRC 301 Instructor: Email: Mailbox: Dr. Kristin Czarnecki #339 Office: Pawling 110 Phone: (502) 863-8132 Office Hours: MT 2:00-4:00 and by appointment

Course Description from the Catalog English 115—Accelerated Composition (4 hours). This course engages students in research techniques, text analysis, advanced academic writing, and instruction in the principles of documentation and scholarship, while developing students’ skills in rhetoric, style, clear thinking, and successful communication. Students must demonstrate their ability to produce a portfolio of literate, reasonably logical and perceptive short themes, including the following essay types: analysis, impromptu, and research. Grades given are A, A/B, B, B/C, C, D, or F. This course is open to students who have been notified of their eligibility. English 115 fulfills the lower-division writing requirement. ENG 115 Introductory Period The first few weeks of the course will serve as the introductory period to accelerated composition, where students’ skills and readiness will be assessed to determine if they are likely to succeed in ENG 115. During this period, students who indicate they may not be ready for accelerated composition may be placed in an ENG 111 reset course, requiring them to complete the 111/112 sequence. Required Texts th Hacker, Diana. A Writer’s Reference. 6 ed. Boston, New York: Bedford/St. Martin’s, 2007. [NOTE: English Department Statement on the Hacker handbook: “Diana Hacker’s A Writer’s Reference is required for this course. In addition, professors outside of the English Department may expect you to purchase the text and use it in their courses. For this reason, you should keep this text and expect to use it for the next four years. You will not be able to sell this text back to the Store as it is expected to be a resource for you throughout your college career.”] Rothenberg, Paula S. Race, Class, and Gender in the United States: An Integrated Study. 7 ed. Worth Publishers: New York, 2007. Course Requirements To satisfy the requirements of ENG 115, you must attend class consistently; turn in assignments on time; participate constructively in class activities; achieve the objectives stated below; produce a proficient portfolio containing an analysis essay, an impromptu essay, and a research essay; and successfully complete assigned compositions, revisions, and assignments in a manner that allows for the earning of at least a grade of D or better. Course Objectives At the completion of ENG 115, students should be able to:  Use a writing process that includes revision, editing, and proofreading;  Comprehend, interpret, and respond to texts;  Write essays that illustrate their mastery of basic writing skills, including appropriate content, coherence, organization, support, and grammar/mechanics;  Summarize, paraphrase, quote, and critique readings and argument;  Demonstrate critical thinking skills, especially as it relates to readings and research projects;  Understand and practice basic strategies for argumentation;  Consider the rhetorical elements of readings and arguments;

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Use the library’s services, collections, and databases, including reference materials such as specialized encyclopedias, dictionaries, and indexes; Evaluate library and www sources; Locate, synthesize, and integrate relevant academic scholarship and other research sources into their own writing; Plan and carry out research paper assignments; Compile a bibliography and document research using an assigned style sheet; and Justify source choices and use of research in a research verification conference.

As this is a writing course, there will be written homework assignments and/or in-class writing nearly every day as well as occasional quizzes over the readings and the principles of research. Homework and quizzes (some announced, some unannounced) are designed to help you articulate your ideas fully, clearly, and regularly in writing and develop essays from those ideas. When evaluating your written homework, I will consider both your effort to think seriously and at some length about the assigned topics as well as your sentence mechanics. Note: Missed quizzes cannot be made up. Daily written homework assignments must be at least one full page typed, double-spaced, 12-point font, with 1” margins. All written homework is due in class on the specified day. Late homework will be marked down. For each day a formal essay is late, it will be penalized 10% of the point total. Any assignment turned in more than one week late will receive a zero. With that in mind, here are a few tips:  As you type, save your work frequently (every few minutes).  Print drafts of longer assignments every so often in case you have a computer disaster.  Save longer assignments in more than one place in case you have a hard drive disaster.  Familiarize yourself with campus computer labs (locations, hours, etc.) and printers in case you ever need them in an emergency because…  Computer crashes and malfunctioning printers do not excuse late work. Participation You are expected to arrive for class each day fully prepared, with all reading and writing assignments completed and with a willingness to participate meaningfully in class discussions and activities. “Participation,” then, means more than just showing up for class. Please note: no food, cell phones, or texting in class. Moodle Our class will use Moodle throughout the semester. I will post the syllabus and other class documents, suggest web resources to go along with course materials, send emails to the entire class, and provide space and sometimes prompts for conversational threads. From time to time, I may want to use Moodle to continue discussions begun in class. It is also a simple way for me to make announcements, and you should check it regularly for that purpose. Note: Whenever the schedule says “Print and bring,” please print and bring to class the relevant document from Moodle. Gportfolio This class will also use Georgetown’s Gportfolio system. Everyone will set up their own Gportfolio (which is in essence another Moodle site, but between just you, the individual student, and me). You will post your essays and all process work (drafts, revisions, writer’s memos, etc.) to this site on specified due dates. This is how I will access, respond to, and grade your work. NOTE: You will also turn in hard copy of some of your assignments. If you ever have a question about what is due, and when, and where, and how, please ask. Attendance You are allowed three absences in case of illness or emergencies. If you miss more than three classes, regardless of reason, your participation grade will be lowered. After an excessive number of absences, you may be asked to withdraw from the class. Telling me ahead of time that you are going to miss class

does not excuse the absence. If you miss a class, it is crucial that you check with me or a classmate to learn what you missed. Honor Code and Academic Honesty Academic Honesty is governed by the Georgetown College Honor Code. According to the Georgetown College Student Handbook, Honor Code infractions include cheating, stealing, and lying related to academic matters. I will address any infractions using the procedures outlined in the Handbook. If you violate the Honor Code, you will fail the assignment in question and could potentially fail the class as a result. Methods of Evaluation See the Grading Rubric and Explanation of Grading Rubric on Moodle. We will review these in class at several points throughout the semester. Grade Breakdown/Scale Minor Essays Research Essay 1 Research Essay 2 Impromptu Essays Homework & Quizzes Participation 30% (10% each) 20% 30% Pass/Fail 15% 5% 100%

A 95-100; A/B 88-94; B 84-88; B/C 79-83; C 70-78; D 63-69; F 62 and below. GPA scale: A = 4; A/B = 3.5; B = 3; B/C = 2.5; C = 2; D = 1; F is 0.

Daily Schedule Schedule is subject to change. RCG = Race, Class, and Gender; WR = Writer’s Reference Week One M 8/24 W 8/26

Course introduction. Read WR 7, 57-66, and 345-7. Read RCG 23-32 (Wright). Annotate the text, and prepare to discuss in detail. Discuss and set-up G-portfolios. Read RCG 123-30 (Tatum). Write: briefly summarize the essay, and then discuss what you feel are its most interesting points. Highlight what you believe are some of its most important phrases or sentences.

Hour Four F 8/28

Week Two M 8/31

Read RCG 143-52 (Sethi). Write: summarize the essay, then analyze its key ideas, paraphrasing as you go. Complete take-home Quiz. Read RCG 177-82 (McIntosh). Write: Summarize McIntosh’s main point, then discuss some ways in which you think you might be “privileged”—by group identity, class, gender, education, etc. How does this privilege manifest itself? Have you ever thought you were privileged in this way? What are you assumptions about others who do not share this privilege? Also: Print and bring Minor Essay 1 Assignment. Read WR 3-18. Writing Workshop for Minor Essay 1. Print and bring Grading Rubric and Explanation of Grading Rubric. Read WR 18-23. Bring draft of Minor Essay 1.

W 9/2

Hour Four

F 9/4 Week Three M 9/7 W 9/9

Labor Day—No Class Minor Essay 1 Due. Print and bring timed writing handout. In class: read RCG 296 (“Hospital Apologizes”), 309-11 (Brick), 314-16 (“More Blacks”), and 319 (“Boy Punished”); practice timed writing. Read RCG 13-22 (Omi and Winant) and WR 358-69. Feedback on timed writing. Impromptu 1. Read RCG 182-95 (Mantsios). Write: discuss your own class position, using Mantsios’s essay to clarify and support your ideas (practice paraphrasing and quoting). How does your class position affect your life? How can understanding this help you understand class and class discrimination in America? Reread Mantsios. Print and bring Minor Essay 2 Assignment. Writing Workshop for Minor Essay 2. Bring draft of Minor Essay 2 to class.

Hour Four F 9/11 Week Four M 9/14

W 9/16 Hour Four F 9/18 Week Five M 9/21

Draft Conferences—No Class

W 9/23 Hour Four F 9/25 Week Six M 9/28 W 9/30 Hour Four F 10/2

Draft Conferences—No Class Peer Review for Minor Essay 2 Minor Essay 2 Due in Class.

Research Tutorial. Read WR 317-32 in preparation. Read WR 77-84. Print and bring research Paper 1 Assignment. Bring Research Paper 1 Topic Write-up. Also read WR 333-41. Meet in LRC reference room. Find and print first two research sources. By Wednesday: read and annotate your first three sources.

Week Seven M 10/5 W 10/7

Fall Break-No Class Read WR 67-76. Begin Research Paper 1 outline. Bring all materials to class. Read WR 344-47 on plagiarism/avoiding plagiarism. Quiz. Find, read, and annotate research sources 4 and 5. Finish Research Paper 1 outline; work on integrating sources; review evaluating sources. Bring materials to class. Begin draft of Research Paper 1. Read WR 348-9 and 355-69 on MLA.

Hour Four

F 10/9 Week Eight M 10/12

Continue drafting Research Paper 1. See WR 48-9. Work on MLA and Works Cited pages. Draft and research conferences—no class. Writing Workshop: MLA and Works Cited pages. Draft and research conferences—no class

W 10/14 Hour Four F 10/16 Week Nine M 10/19 W 10/21 Hour Four F 10/23 Week Ten M 10/26 W 10/28 Hour Four [Th 10/29 F 10/30

Research Paper 1 Due. Watch video: Affluenza. Read RCG 621-8 (Jhally). Read RCG 636-43 (Mantsios). Print and bring Minor Essay 3 Assignment. Read RCG 730-3 (Leonard) and 734-8 (Blanchard). Discuss Minor Essay 3 topics.

Bring outline of Minor Essay 3. Begin drafting Minor Essay 3. Continue drafting Minor Essay 3. Final day to drop a course without a grade, change to P/F, or audit] Peer Review for Minor Essay 3.

Week Eleven M 11/2

Minor Essay 3 due. Print and bring Research Paper 2 Assignment (read carefully before you come to class). Discuss research questions and possible topics. Discuss possible topics for Research Paper 2. Topic write-up due for Research Paper 2. By class time: find, read, and annotate sources 1 and 2. Bring materials to class.

W 11/4 Hour Four F 11/6

Week Twelve M 11/9 Meet in LRC reference room. Locate and print sources 3 and 4. By Wednesday: read and annotate sources. W 11/11 Hour Four F 11/13 Find, read, and annotate source 5. Bring all materials to class. Begin outline. Continue outline. Brief presentations of research/sources thus far. Find, read, and annotate sources 6 and 7. Continue outline. Continue research presentations if necessary.

Week Thirteen th M 11/16 Find, read, and annotate 8 research source. Finish outline of Research Paper 2. [Final day to drop a course WP/WF] W 11/18 Hour Four F 11/20 Research verification conferences—no class. Writing Workshop for Research Paper 2: Begin drafting. Research verification conferences—no class.

Week Fourteen M 11/23 Continue drafting Research Paper 2. Bring materials to class. W 11/25 F 11/27 Week Fifteen M 11/30 W 12/2 Hour Four F 12/4 Continue drafting Research Paper 2. Bring materials to class. Thanksgiving Holiday-No Class!

Continue drafting. In-class topic debates. Continue drafting. In-class topic debates. Work on MLA, Works Cited pages. Bring complete draft to class for first part of Peer Review.

Week Sixteen M 12/7 Finished Peer Review due. Final questions. W 12/9 In-class: Optional Impromptu 3. Research Paper 2 and ENG115 Portfolio due in my office and in Gportfolio by 5:00 p.m.

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