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									English 1301 Learning Community                                                            SPRING 2010

                                       Texas Wesleyan University


    PSPRING 2010 English 1301-04 LCB MWF 10:00 – 10:50 a.m. EJW B24
              Instructor: Dr. Carol Johnson-Gerendas
                                 Office: PUMC #215 Tel: 817.531.4913
                                     E-mail: cjohnson07@txwes.edu
                                 Website: faculty.txwes.edu/cjohnson07
                                       Wiki's: drcjg.wetpaint.com


Office Hours:*
    Monday                   Tuesday                Wednesday                Thursday            Friday
 1:30-4:00 p.m.           3:30-5:30 p.m.         1:30 – 7:00 p.m.         By Appointment     1:30-3:30 p.m.
    PMC 215                  PMC 215                PMC 215                                     PMC 215

*also available by appointment
Our Learning Community Theme is . . .
http://www.zmag.org/FCKFiles/image/feb09zmoimages/Slowpoke-TeaBetan-Big.gif



                                                              (De) Constructing Identity
                                                                      & Values:

                                                             Consumerism, Culture, and

                                                                   Socio-Economic Class
                                                                              Welcome! Welcome!

                                                               In this class we will explore ideologies and
                                                            ideas related to consumerism, culture and class--
                                                                and how these concepts contribute to the
                                                             construction of our own identities as well as the
                                                               ways in which we socially construct others.


     We will explore, research, write, and discuss how Identity and Values are influenced by
  consumerism, culture, and socio-economic class-- by critically reading/ viewing/ analyzing a
recent memoir, short articles, and artifacts about family, advertising, malls, and youth culture. In
addition to your texts, we will explore short videos, rap/pop, film, websites, wiki's, and blogs--all
        the various places that Consumerism, Culture, and Class intersect with our lives.

                              Get prepared for an exciting adventure!
Texas Wesleyan University                                                                             Page 1
English 1301 Learning Community                                                    SPRING 2010

English 1301-04 LCB is partnered in a LEARNING COMMUNITY with Dr. Mary Landers
MAT 1301-03LCB Intermediate Algebra.

UNIVERSITY MISSION: The University endeavors to create a learning environment where
each student is provided an opportunity to pursue individual excellence, to think clearly and
creatively, to communicate effectively, and to develop spiritual sensitivity, with a commitment to
moral discrimination and action, and with a sense of civic responsibility.

Syllabus as Guide:
This English 1301 syllabus is intended to provide students with basic information concerning the
course. This syllabus can be viewed as a ―blueprint‖ for the course; changes in the syllabus can
be made but students will be informed of any substantive changes concerning examinations,
grading, attendance policies, or changes in project assignments in a timely fashion.

Course Description:
Prerequisite: Passing score on English Placement Exam or Credit in English 1300.
Entrance Competencies: Students are expected to know how to use a web browser, Microsoft Word,
campus email, and online blogs.
English 1301 is the first semester of freshman composition. As the catalog indicates, this course focuses
on student writing, emphasizes reading and analytical thinking, accentuates the principles of correct
English usage, and introduces research skills. Students practice writing for a variety of audiences and
purposes. In order to succeed in English 1301, students must demonstrate proficiency in word processing
and computer searches.

About the Instructor:
Dr. Johnson-Gerendas holds a Ph.D. in Rhetoric from Texas Woman‘s University. Her master‘s
degree is in English & Literature, and her bachelor‘s degree is in English. Dr. Johnson-Gerendas
is a TWU Learning Coach, member of the Learning Community Advisory Council, and teaches
professional writing and communication for both the English and Business departments at TWU.
Her research interests include rhetorical theory, social theory, new media writing pedagogies,
discourse analysis, and the rhetoric of women and poverty. She enjoys teaching writing with
new media at all levels. She loves research, reading, gardening, biking, and especially spending
time with family and friends.

MATERIALS
Hult, Christine A. and Tomas N. Huckin. The New Century Handbook. (edition @ university
       bookstore)
Behrens, Laurence, and Leonard J. Rosen. Writing and Reading Across the Curriculum. 10th ed.
       New York: Longman, 2008.
Walls, Jeannette. The Glass Castle: A Memoir. New York: Scribner, 2005.




Texas Wesleyan University                                                                        Page 2
English 1301 Learning Community                                                  SPRING 2010

                                       Your writing in this course will be captured in electronic
                                       form BY YOU on both a USB drive and your website
                                       portfolio.

                                       You will need the following:
                                           USB Storage Unit for saving your work.
                                           Money for copying and presentation handouts.
                                           Access to a computer with internet connection.


Course Rationale:
English 1301 occupies a central place in the sequence of courses that make up the Texas
Wesleyan University Writing Program. English 1301 builds on the writing, reading, and
thinking skills developed in high school. The skills that students learn will prepare them for
writing assignments in other college courses and for writing tasks in the work world. Students
will learn to develop papers around a central idea, enabling them to transfer those learned skills
to essay exams, term projects, research papers, and professional correspondences. Students will
also learn to adjust writing processes to various time constraints and audiences. This skill will
enable students to cope successfully with timed written work in college and work environments.

This section of English 1301 will focus on reading, analyzing, and writing texts in academic
style and for new media. Completing the assignments in this course will encourage you to
practice various writing styles in different media genres and venues and to analyze the rhetorical
strategies that work best for each. Our goal this semester is to connect intellectually, socially, and
socio-academically in order to explore the ways in which knowledge is produced through careful
and thoughtful writing.

This course is student-centered, designed to provide abundant practice in college-level reading,
researching, and writing. You will learn more about your own thinking, reading, and writing
processes, paying close attention to how content and form are related and to how evidence and
support are used to support claims. We will focus on skills of audience analysis, rhetorical
analysis, informative research writing, and argument. You will also have opportunities to
practice and to demonstrate skills of organization, coherence, and paragraph development.

Because writing or communication of any kind is a social process, you will be asked to present
information orally and to participate in groups to complete collaborative assignment and peer
reviews. Small group work may be face-to-face or via Wiki discussion threads.

All writing in this course should be considered public be prepared to share it with the class. In
addition, when topic choice is allowed, you should choose only topics about which you are
excited and willing to think critically.




Texas Wesleyan University                                                                     Page 3
English 1301 Learning Community                                               SPRING 2010

Course Objectives:
1. To value writing as a way to learn, communicate, and understand.
2. To explore techniques that strengthen written communication:
         by recognizing that writing is a process that involves generating ideas, drafting,
            collaborating, revising, and editing;
         by writing essays in a variety of rhetorical situations and by applying appropriate
            grammar and usage;
         by adapting language, sentence structure, and organization to fit the audience and
            purpose; and
         by producing effective and mature papers of varying lengths.
3. To develop critical reading skills so that students can better understand and appreciate
    written communication and can realize the alliance between reading and writing.
4. To develop students‘ abilities to read, think, and write critically by gaining maturity of
    thought through analyzing, questioning, and reflecting.
5. To strengthen research skills in preparation for advanced research needs by utilizing library
    resources, including electronic databases as well as traditional methods.
6. To demonstrate basic mechanics of completing a research paper using the MLA format.
7. To produce essays using one of a variety of word-processing programs.
8. To improve attitudes toward communication by learning to write more confidently with a
    greater awareness of individual writing processes.
9. To provide students with a working vocabulary of the terms necessary to understand focus
    and genre of written communication.
10. To encourage students to read and write for pleasure and knowledge.

Instructional Method:
This instructor employs a highly-visual, active learning, student-centered, constructivist
approach to teaching composition and argumentative writing. Students will work individually
and in groups (in a computer classroom environment) to analyze, synthesize, and critically
examine written and visual artifacts, as well as visual media, such as advertisements, websites,
Web 2.0, wikis, blogs, and visual arts. Students will write inside of class in a collaborative
workshop environment both individually and collectively using new media. Students will be
challenged to explore, critique, and analyze together as a learning community.

Departmental Requirements:
Every English 1301 student will be required to write a minimum of six (6) essays. These essays
will vary in length and focus:
         Two (2) essays must be a minimum of the equivalent of 2 typed pages. One of these
            two essays must be written in class.
         Three (3) essays must be a minimum of the equivalent of 3-5 typed pages. Each of
            these essays must go through the drafting, revising, editing processes.
         One (1) research essay must be a minimum of 4-6 doubled-spaced, typed text. Each
            instructor will determine the type of research, but each project must require proper
            MLA documentation.




Texas Wesleyan University                                                                  Page 4
English 1301 Learning Community                                               SPRING 2010

Individual Student Objectives
   1) To demonstrate the ability to develop ideas in appropriate order to produce effective,
      unified, coherent essays using various methods of development and rhetorical strategies;
   2) To determine audience and purpose of the essays you write and the essays you read;
   3) To refine critical thinking skills while investigating a broad spectrum of issues, including
      ethical and moral discriminations and cultural diversity;
   4) To demonstrate research and documentation skills;
   5) To demonstrate a command of style and grammar, including punctuation, coordination
      and subordination, agreement, parallelism, and precision and variety in sentence
      construction and in choice of words;
   6) To become a proficient reviser, editor, and proofreader—both for self-benefit and for the
      benefit of your editing partner(s);
   7) To become an active group member who contributes to collaborative learning and writing
      experiences.

Student Responsibilities:
       1. To ask for help when needed.
       2. To attend class regularly. (If you do miss class, be prepared for the next class session
          and have your work completed and up-to-date, unless prior arrangement has been
          made with your professor.) Please see detailed attendance policy below.
       3. To turn in out-of-class assignments on time and in the format designated by the
          instructor.
       4. To read the assigned textbook selections before class and to be prepared to discuss
          them.
       5. To participate in class discussion and to read aloud when requested to do so.
       6. To make a friend in class so that notes can be exchanged and assignments can be
          discussed.
       7. To visit the Academic Resource Center or to talk with the instructor when help is
          needed or when asked to do so by the instructor. This help must be obtained in a
          timely fashion, not the day before a written assignment is due.
       8. NOT to expect the instructor to repeat a lecture or give instructions missed during an
          absence.
       9. Respect for classmates and instructor (No cell phone use, no text messaging, no
          beepers, no PDA use, no checking email, no checking FB or MS, no hats, no
          sunglasses, no food unless treating the whole class, no liquids near the computers, no
          disrupting class, no verbal harassment of a classmate, no sleeping on your neighbor,
          no talking while someone else is speaking to the class, no outside reading material.)

The Academic Success Center:
You are strongly encouraged to seek additional instruction and tutoring at the Academic Success
Center in the West Library. The consultants can help you plan and revise a specific paper or
with developing general writing skills. The center‘s services are free to all enrolled students.

Please note the following statement of ethics regarding tutorials:
     A text should reflect the student‘s own work and efforts; thus, consultants do not write
       any portion of a student‘s paper.

Texas Wesleyan University                                                                  Page 5
English 1301 Learning Community                                                SPRING 2010

    For the same reason, consultants do not proofread what a student has written.
    Consultants do not guarantee a particular grade or even suggest what grade a student is
     likely to receive on an assignment.
    Consultants do not assist students with take-home exams or final portfolios.

Going over an essay with a writing specialist at any stage in your writing process is a wise
choice. However, remember that you will be responsible for what you turn in. All judgment
calls regarding your writing before it is turned in are yours and yours alone. Students in English
1301 who receive tutoring, formal or informal, are responsible for assuring that any assistance
adheres to the ethical standards described above. Students whose writing violates these
standards are subject to penalties of academic misconduct.

Absences:
According to your university handbook, the maximum number of authorized absences during
one semester is five for a Monday-Wednesday-Friday class, three for a Tuesday-Thursday
class, and two for a class or laboratory meeting once a week. When a student has a number
of unauthorized absences equal to the number of hours the class meets per week, the
student may be dropped from the class roll by the instructor of the class.


     Exchange phone numbers and email addresses with at least 3 other students in this
      classroom. If you miss class, contact those students for notes on class lectures,
                         discussions, and assignment changes.


Students representing Texas Wesleyan University in a university-mandated activity that requires
missing class should provide official documentation of schedules and turn in work in advance.

               If you stop attending class, it is YOUR responsibility to drop
                 the class. If you fail to drop the class, I will be required to
               report your grade in the class as an ―F.‖ Let’s work together
                            to ensure this does not happen to you.



Because this is a student-centered course, regular attendance is crucial. Your active participation
as both critical reader and developing writer is essential. You are expected to be on time,
prepared, and willing to participate in class activities involving wiki discussions, peer review,
and group discussions. Your fellow students will depend on your participation and attendance
for collaborative projects.

Enrollment in this class suggests a commitment to learning. Attending class is important in that
endeavor; moreover, the study of rhetoric is a participatory event. When a student misses class,
he/she also misses instructions about rhetorical techniques, an interchange of ideas, and the
enjoyment of sharing his/her own work. You are allowed 3 absences for a class that meets two
days a week. You are responsible for all work you miss due to absence.

Texas Wesleyan University                                                                   Page 6
English 1301 Learning Community                                                SPRING 2010

Absences over three will be treated as follows:
        4th absence, you will lose a letter grade from the final grade in the course;
        5th absence, you will lose another letter grade from the final grade in the course;
        6th absence, you will need to drop the course.
It is none of my business why you are absent; you may make your own decisions about not
attending class, but remember to use your absences wisely. You never know what may happen
at the end of the semester. Three tardies will be the equivalent of an absence, and if you are more
than 20 minutes late, you will be counted absent.

Grading
Major Assignments and Grade Determination:

Daily Average:
(In-class writing, Wiki discussion threads, reading quizzes, oral                   10%
reading, peer review grades, draft checks, etc.)
Project #1
Summary, Paraphrase, Quote, & Respond: Annotated Bibliography                       10%
WRAC Chapters 1 & 8 ―Marriage and Family in America‖
 (2-3 pages)

Project #2
Rhetorical Analysis                                                                 15%
WRAC Chapters 6 & 10 ―What‘s Happening at the Mall?‖
(3-5 pages)
[3 research resources, 1 graphic]
Project #3
Explanatory Synthesis                                                               15%
WRAC Chapters 4 & 12 ―Fairy Tales: A Closer Look at Cinderella‖
 (3-5 pages text)
[3 research resources, 1 graphic]
Project #4
Book Review & Movie Review                                                          15%
WRAC Chapter 2 & The Glass Castle and The Soloist
(4 pages: 2 page book review and 2 page movie review, include
graphic and 2 research sources each)
Project #5
In-Class Essay – Critique: Students as Consumers of Education                       10%
(50 minute, 2 pages)
Project #6                                                                          25%
Exploratory Argument Research - Web-Essay (8-9 web pages)
[must include 6 graphics, 1 video, 4 academic articles or
resources] - (4-6 pages text)
(Will require an Annotated Bibliography of resources – 2 pages)
PRESENTATION OF PORTFOLIO – 5 pts. of 25 pts.



Texas Wesleyan University                                                                   Page 7
English 1301 Learning Community                                                               SPRING 2010

Policy on Late Work:
All assignments should be submitted on the due date. Late writing projects in English 1301 will
be penalized one letter grade for each class day beyond the due date. No major assignment will
be accepted that is more than three class days late. Quizzes, presentations, collaborative
assignments, and in-class daily work may NOT be made up. Late essays will not be penalized if
a) the student had an official university absence and b) the course instructor has agreed to late
submission in advance of the due date.

Rewrite policies: Missed in-class writing assignments and homework may not be made-up or rewritten. However,
if a student has turned in the major component/essay of an out-of-class project on time AND has followed all other
writing assignment requirements, that student may rewrite any out-of-class essay for a better grade. Here is how
you should proceed:
1. Consult with your instructor or go to the Academic Success Center for help or both.
2. Take your writing assignment, your original essay, and your texts from which to work.
3. Do not only correct grammar or punctuation; if you need to rewrite, you probably need to
    work on organization, style, development, transitions, etc.
4. Carefully heed the instructor‘s comments on the original essay and follow her suggestions.
5. Turn in the original essay with your rewritten copy (I will not grade a rewrite without the original):
          a print out a fresh rewritten copy of your essay.
          b. include a new Works Cited page, if required.
The rewrite grade will be an average of the grade on the rewrite and the original grade. If the rewrite grade is lower
than the original, then the original grade will stand. NOTE: Rewritten essays are due one week from the day the
original essay is returned to you—no later.

Document Format Requirements:
We will use MLA style format on each typed writing assignment. This means using:
1. clean, white 8 ½-by-11-inch paper
2. one-inch margins on all four sides of the paper
3. double-spacing throughout—unless otherwise indicated
4. size 12 font, Times New Roman
5. exact headings and page numbering according to the MLA
This information can be found in the Modern Language Association and Document Design sections of your
handbook and, of course, in the MLA Handbook. When you have a question about documenting sources, go to your
source or ask; do not just ―wing it.‖ Documentation is an exact science.

Policy for Contesting Grades:
To meet with me concerning a grade, you must 1) wait 24 hours after the essay is returned, 2)
turn in within one week of the assignment a 1-page statement explaining the specific reasons the
essay fulfills the assignment and merits a higher grade.

Academic Integrity:
The University Catalog addresses academic integrity, which includes cheating and plagiarism.
Plagiarism is the presentation of another person‘s work as one‘s own, whether he/she means to or
not. Copying or paraphrasing passages from another writer‘s work without acknowledging that
writer is plagiarism. It is easy to avoid this situation by simply acknowledging any words,
phrases, or ideas received from other writers. If students are not sure how to quote or paraphrase
a source or if they need help with documentation, they are encouraged to ask for help.

A serious offense, PLAGIARISM is ― . . . the wrongful act of taking the product of another
person‘s mind, and presenting it as one‘s own, adopting a particularly apt phrase as your own,

Texas Wesleyan University                                                                                    Page 8
English 1301 Learning Community                                                                   SPRING 2010


     The penalty for plagiarism in this course ranges from an F on the paper to an F
     in the course. (If you copy or purchase a paper from the Internet and turn it in as your
     own work, you will earn an F in the course.) The incident will go on your university
     record. Disciplinary action may be taken beyond the academic discipline
     administered by the course instructor.


paraphrasing someone else‘s argument as your own, or even presenting someone else‘s line of
thinking in development of a thesis as though it were your own‖ (MLA Handbook).

                      What you think is important to me.
Please present your ideas and thoughts—and acknowledge when you use those
                            that belong to others.

Grading Standards:
Written comments will be provided on each graded assignment in order to help students
understand the grade earned. However, general criteria for grading papers are summarized as
follows:

The A paper is an extraordinary example of college writing. It demonstrates a clear main idea that can be followed
throughout the development of the paper. It maintains a strong structure from the beginning to end of the paper,
with carefully defined connections between the paragraphs and sentences that consistently give the entire essay a
definite sense of purpose and indicates an understanding of audience. It reflects the writer‘s control of language,
which is vivid, precise, and interesting. Its ideas are clear, logical, and thought provoking; it contains all the positive
qualities of good writing listed below:
           Original
           Organized
           Developed
           Focused
           Controlled voice and tone
           Careful choice of effective words and phrases--no clichés
           Freedom from flagrant errors in spelling, punctuation, and grammar (see list below)
           Appropriate and dynamic word usage
           Controlled and varied sentence patterns

The B paper reflects superior writing. It clearly, logically, and adequately states its central purpose. Its ideas are
clear because it contains most of the positive qualities in writing. It is comparatively free of usage, mechanical, and
spelling errors. Although the B paper indicates competence, it lacks the originality of thought and style which
characterize the A paper.

The C paper reflects average skills in writing. It fulfills the basic requirements of the assignment. The paper offers
sufficient support for the thesis, which is concrete, but some of the details may be somewhat vague or inadequately
explained. The paper has an organizational pattern, but it may be incompletely carried through in some respects.
The language generally communicates with the reader, but there may be times when sentence structure or wording is
somewhat awkward. It may, in fact, have few correction marks on it, but it lacks the vigor of thought and
expression that would entitle it to a higher grade.




Texas Wesleyan University                                                                                         Page 9
English 1301 Learning Community                                                               SPRING 2010
The D paper indicates below average achievement in expressing ideas correctly and effectively. Most D papers
present a central idea but fail to develop it adequately. The paragraphs within the paper may deviate from the thesis
or may fail to help the paper move forward with a clear sense of progression. The paper may contain language that
repeatedly becomes hard to follow or major grammatical errors that seriously interfere with its meaning.

An F paper seriously falls short of appropriate college level writing. F papers have major flaws in structure,
organization, focus, and development. Moreover, an F paper usually indicates failure to avoid grave errors in
grammar, spelling, punctuation, sentence structure, and word usage.

Revisions:
I frequently issue a R grade in order to provide you a second chance because you are in this
course to learn; moreover, I believe all students learn by examining their own strengths and
weaknesses. Therefore, when you submit a major document that is not strong enough to receive
a grade of C or better, you will receive a grade of R. This grade provides you a second chance to
rework the essay. Failure to do rewrite will result in a grade of D or F for the R paper.

Any student who scores lower than desired is free to resubmit any revised work within one week
of the date that the written assignment was returned. All revised assignments must be submitted
within two class meeting days of the date when the assignments were returned to the class. The
revised written assignment will be averaged with the original assignment to compute its grade.
Acceptable revisions can improve an assigned grade upward, but revision does not guarantee a
better grade. Students receiving an A will not be allowed to resubmit revised work. No
revision will be allowed for in-class writing, web responses, wiki responses, or team project
assignments.


Texas Wesleyan Policies / Special Accommodations:
―Texas Wesleyan University complies with the American with Disabilities Act (ADA) and with
Section 504 of the Rehabilitation Act f 1973 regarding students with disabilities. Texas
Wesleyan University also complies with Title IX of the Education Amendments of 1972 and
does not discriminate on the basis of sex‖ (Handbook). Students should read the current Texas
Wesleyan University Catalog and Student Handbook to become familiar with University
policies. These policies include but are not limited to ―academic integrity, grade appeal, sexual
harassment, student access to records, and others; policies specified in the current catalog are
applicable unless otherwise stated in this syllabus."

Moreover, Texas Wesleyan University adheres to a disability policy which is in keeping with
relevant federal law. The University will provide appropriate accommodation as determined by
the Director of the Counseling Center, Dr. Michael Ellison, at mellison@txwes.edu or
817.531.7565. Students must notify instructors of any permanent or temporary disabilities and
must provide documentation regarding those disabilities prior to the granting of an
accommodation. For assistance, students should consult with Dr. Ellison.

NOTE:
This course is concerned with formal academic composition using traditional and new media.
Much of your work will be completed outside of class, so expect to spend some of every day
reading or writing or both. Be prepared for quizzes over assigned readings. You will be

Texas Wesleyan University                                                                                  Page 10
English 1301 Learning Community                                               SPRING 2010

required to read, understand, and apply the readings listed in this course schedule. In class, we
may not discuss everything you are assigned to read, but you are nevertheless responsible for that
information. Thus, when the schedule lists a chapter, pages, and /or articles on that certain day,
you must read that assignment before class meets and be prepared to discuss and apply the ideas
at class time. Always bring all of your textbooks, note-taking materials, and a computer storage
device to every class meeting. We will be using our handbooks to bolster your research,
grammar, usage, and editing skills as necessary.

Instructor Communications:
If you need to speak with me for any reason, please feel free to email me at
cjohnson07@txwes.edu or call me during my office hours (see page 1) at 817.531.4913.

Feel free to drop by my office if you have a question or want to schedule a conference. I check
my email Monday through Friday.

Each student enrolled in this class must meet with me for an individual conference at least
once during the semester. (This conference will be scheduled as part of your research
paper writing process and will be recorded in my grade book.)




Texas Wesleyan University                                                                Page 11
English 1301 Learning Community                                  SPRING 2010

Graphic Syllabus

You will do lots of INTERESTING writing in this course!!!

                      Most projects will require
                     research in the TWU Library and on-line
                     databases (we will help you become a research wizard)


                                              Project #1
              Summary, Paraphrase, Quote, and Respond
   WRAC Chapters 1 & 8 ―Marriage and Family in America‖
                                     (The Co$t of Love)


            Project #2
            Rhetorical Analysis Essay:
            The Malls: Consumerism, Culture, Social Space (What‘s it cost us?)
            WRAC Chapters 6 & 10

                                                    Project #3
                            Explanatory Synthesis: Fairy Tales
                                     WRAC Chapters 4 & 12
         Project #4
         Critical Reading
         WRAC Chapter 2 & The Glass Castle / The Soloist
         (Hidden costs of homelessness?)

                                                    Project #5
                                      In-Class Essay Critique:
         Students as Consumers of Education (You do the math!)
                                             WRAC Chapter 2

       Project #6
       Argument Synthesis Research Project – Web Essay & Presentation
       Advertising & Consumer Culture: Identity, Values, and Social
       Implications (Buy!!!!! Spend!!!!! Debt!!!!!)
WRAC Chapter 5 & 13 ―New and Improved: Six Decades of Advertising‖



Texas Wesleyan University                                                    Page 12
English 1301 Learning Community                                                     SPRING 2010

DAY-TO-DAY ENG1301-04 LCB                           SYLLABUS – CALENDAR

WEEK 1

Wednesday, January 13th
Introduction to the course, overview of syllabus. Buy textbooks and bring to next class.
WIKI Sign-on and Posting ―Getting Acquainted‖ http://drcjg.wetpaint.com


Friday, January 15th
Discussion of LEARNING COMMUNITY CLUSTER AND INTEGRATIVE THEMES
Consumers-Social Networks: Ebay, Craig‘s List, Acobay, TechSoup, iTunes, Groupon, others?
READ before class and identify two key quotes from each article—and reflect on each quote:
        ―Thoughts on Facebook and Identity,‖ Emily Rutherford (See 1301LC-07 course website
                 http://faculty/txwes.edu/cjhnson07 ―Resources‖) or link to
                 http://worthlessdrivel.net/2009/02/21/thoughts-on-facebook-and-identity/
        WIKIPEDIA http://en.wikipedia.org/wiki/Identity
                 http://en.wikipedia.org/wiki/Identity_formation August 7th 2009
                 http://en.wikipedia.org/wiki/Social_identity
                 http://en.wikipedia.org/wiki/Collective_identity
                 http://en.wikipedia.org/wiki/Personal_identity
                 http://en.wikipedia.org/wiki/Gender_identity
                 http://en.wikipedia.org/wiki/Identity_politics
        List of Social Networking Sites:
                 http://en.wikipedia.org/wiki/List_of_social_networking_websites
IN-CLASS Exercise:
        Discussion of Entity and Incremental Theories of Intelligence
WIKI Sign-on and Posting ―Getting Acquainted‖ http://drcjg.wetpaint.com


             [Begin Reading The Glass Castle, Due                Week 11]
WEEK2

Monday, January 18th
Martin Luther King Day – No Class Meeting – University Closed

Wednesday, January 20th
Discussion of Essay Structure --- (Myth Busters and Q&A Session)
DISCUSSION of readings
Documentation Prep Unit
READ during class time:
         WRAC, Chapter 7, ―Making Ethical Decisions‖ by Gerald F. Cavanaugh, pp. 235-237 and
HOMEWORK for next Monday, January 25th :
Check out one movie viewer‘s list of movies about identity
         http://www.epinions.com/Movies/search_string_~identity/adv_search_~1
Then, write a description of a movie that you would add to this list or one movie that you
really like on this list and explain why.



Texas Wesleyan University                                                                  Page 13
English 1301 Learning Community                                                  SPRING 2010

Friday, January 22nd
DR. JOHNSON-GERENDAS PRESENTING AT A CONFERENCE ON COMPOSITION & NEW
MEDIA IN AUSTIN, TEXAS

Work in Library or at Home—Use this time wisely! Remember you need to read the entire text, The
Glass Castle for one of your essay assignments later in the semester.


WEEK 3

Monday, January 25th
DUE: HOMEWORK
      A typed description of a movie that you would add to epionions‘ movie list or one movie that you
      really like on this list and explain why.
BRING your New Century Handbook for Documentation Skills and Practice
      Why do you love or hate writing??? Who has writing anxiety?
      Documentation Skills & Practice: Introduction to MLA
      Discussion of Rhetoric, the Rhetorical Situation, Academic Genres, and the Ethics of
      Documentation


Wednesday, January 27th
READ before class:
        WRAC Chapter 1: Summary, Paraphrase, Quote, and Respond, (pp. 3-21 STOP after 21!)
READ this online article about body language (identity) and Michael Jackson and summarize the article
        in one paragraph. Be prepared to discuss it in class:
        http://www.religiondispatches.org/archive/mediaculture/1673/body_language%3A_michael_jack
        son_and_the_illogic_of_white_superiority
Brief Grammer Workshop on Sentence Boundary Errors (Fragments, Run-Ons, and Comma Splices)
Group activity using skills of summary


Friday, January 29th
READING DUE: Read the rest of Chapter 1 in WRAC, pp. 22-49 (Class Discussion)
REMINDER: You have written homework due on Monday for a grade!
Brief Grammar Workshop on Sentence Boundary Errors (Fragments, Run-ons, and Comma Splices)


WEEK 4

Monday, Feb 1st
     HOMEWORK DUE: A typed, one-page document that outlines the most important principles
       of ethical documentation—and do not plagiarize from online sources!—that would be crazy!
DOCUMENTATION QUIZ --
Discussion of the Writing Process, Incorporation, and Attribution
READ before class:
       WRAC, pp. 50-62 (authors‘ purposes)
       WRAC Chapter. 3: Intros, Theses, and Conclusions, pp. 76-90 (Stop at top of 91!)
       Bring your New Century Handbook

Texas Wesleyan University                                                                    Page 14
English 1301 Learning Community                                                 SPRING 2010

Discuss Assignment for Project #1: Summary, Paraphrase, Quote, Respond—using articles about
Marriage (and Family): Identity & Consumer Culture (The Cost$ of Love);
Based on WRAC Chapter 1 and 8 ―


Wednesday, Feb 3rd
READ before class: WRAC Chapter 3: Intros, Theses, and Conclusions, pp. 91-98 (rest of chapter)
READ before class: from Chapter 8, ―Marriage and Family in America‖
     ―Single Minded‖ by Keith O-Brien, pp. 337-43
     ―The State of Our Unions‖ by David Popenoe and Barbara Dafoe Whitehead, pp. 263-75
DISCUSSION of assigned readings & relation to Project #1
Brief Grammar Workshop on SUBJECT-VERB AGREEMENT
         Bring your New Century Handbook


Friday, Feb 5th
READ before class:
       ―Debunking Myths about Marriages and Families‖ by Mary Ann Schwartz and Barbara
Marliene Scott, pp. 276-81
       ―The Radical Notion of Marrying for Love‖ by Stephanie Coontz, pp. 250-62
Quiz and DISCUSSION of assigned readings & relation to Project #1


WEEK 5

Monday, February 8th
READ before class:
     ―Work Vs. Family, Complicated by Race‖ by Lynette Clemetson, pp. 298-302
     ―A Marriage Agreement‖ by Alix Kates Shulman, pp. 303-08
     ―The Myth of Co-Parenting: How It Was Supposed to Be. How It Was‖ by Hope
     Edelman, pp. 320-27
IN-CLASS WRITING for a daily grade (Bring storage device to save your work!)

Wednesday, February 10th
READ before class:
       ―My Problem with Her Anger‖ by Eric Bartels, pp. 328-33
       ―The Satisfactions of Housewifery and Motherhood/Paradise Lost (Domestic Division)‖
             By Terry Martin Hekker, pp. 244-49
Prewriting Workshop for Project #1: Summary, Paraphrase, Quote, and Respond

Friday, February 12th
DUE: TWO copies of your complete draft of Project #1 (for a grade)
Brief Grammar Workshop on PRONOUN REFERENCE and PRONOUN-ANTECEDENT
AGREEMENT
Peer Review Workshop / BRING HANDBOOK!




Texas Wesleyan University                                                                   Page 15
English 1301 Learning Community                                           SPRING 2010

WEEK 6
Monday, February 15th
STUDENT SATISFACTION SURVEY 40 minutes
DUE: FINAL PACKET FOR PROJECT #1 Summary, Paraphrase, Quote, & Respond
Turn in your paper in the following order from top to bottom and have it prepared
BEFORE class begins!:
   1) 2nd final copy separate from rest, 2) final copy for grading, 3) all drafts & peer
      review evidence, 4) assignment sheet.


Wednesday, February 17th
Discuss Assignment for Project #2: Rhetorical Analysis
       (based on WRAC Ch. 6 ―Analysis‖ and Ch. 10 ―What‘s Happening at the Mall?‖)
READ before class:
              ―Shopping for American Culture‖ by James J. Farrell, pp. 431-37
              ―A Brief History of Malls‖ by Kenneth T. Jackson, pp. 438-42
              ―The Mall as Civic/Cultural Center‖ by Victor Gruen and Larry Smith, pp. 443-44
Continue discussion of malls and American consumer life

Friday, February 19th
READ before class:
              ―The Mall as Disneyland‖ by Richard Fancaviglia, pp. 444-49
              ―The Mall as Prison‖ by David Guterson, pp. 450-57
              ―The Mall as Sacred Space‖ by Jon Pahl, pp. 463-68
Continue discussion of malls and American consumer life
READ TOGETHER OUT LOUD from Chapter 2, pp. 50-62 (Authors‘ Purposes)
Discussion of mall field investigation (due on ________________)


WEEK 7
Monday, February 22rd
READ before class:
               ―The Mall as Threat to Democratic Values‖ by Lizabeth Cohen, pp. 484-90
               ―Mallaise: How to Know If You Have It‖ by William Kowinski, pp. 491-95
Prewriting for Project #2: Rhetorical Analysis
Workshop on Generative Themes


Wednesday, February 24th
DUE: TWO complete drafts [not final draft] of Project #2 (for a grade!)
Peer Review workshop
Setting Revision Goals




Texas Wesleyan University                                                           Page 16
English 1301 Learning Community                                            SPRING 2010

Friday, February 26th
Brief Grammar Workshop on SHIFTS IN PERSON, NUMBER, AND TENSE
Editing Workshop / BRING HANDBOOK!
Find a movie, TV show, play, or musical that plays off the Cinderella theme. Bring a 1
paragraph description of your selection to class and provide a one paragraph reflection on
why you chose your piece. (Anticipates Project #3)




WEEK 8
Monday, March 1sr
DUE: FINAL PACKET FOR PROJECT #2 Rhetorical Analysis
Due in the following order from top to bottom: 1) 2nd final copy separated from rest, 2)
final copy for grading, 3) all drafts and evidence of peer review and revision, 4) assignment
sheet.

Wednesday, March 3rd
Discuss Project #3: Explanatory Synthesis (with readings from WRAC Chapter 4
―Explanatory Synthesis‖ and Chapter 9, ―Fairy Tales: A Closer Look at Cinderella‖
READ TOGETHER OUT LOUD IN CLASS:
       Explanation of Explanatory Synthesis, Chapter 4, pp. 99-106
Read before class:
       ―Universality of the Folktale,‖ Stith Thompson, pp. 587-590(write 1 paragraph summary)
       ―My Best White Friend: Cinderella Revisited,‖ Patricia J. Williams, pp. 640-643

Friday, March 5th
READ before class:
       Great Advice on writing synthesis papers, pp. 117-134
       ―Nine Variants of ‗Cinderella,‘‖ pp. 590-591―Walt Disney‘s ‗Cinderella,‘‖
              Adapted by Campbell Grant, pp. 617-619―The Seven Foals,‖ Andrew Lang,
              pp. 612-617
       ―The Maiden, the Frog, and the Chief‘s Son,‖ (An African ―Cinderella‖), pp. 606-610
       ―A Chinese ‗Cinderella,‘‖ Tuan Ch‘ȇ ng-shih, pp. 604-606
       ―Oochigeaskw-The Rough-Faced Girl (A Native American ‗Cinderella‘), pp.610-612
       ―‗Cinderella‘: A Story of Sibling Rivalry and Oedipal Conflicts,‖ Bruno Bettelheim,
              pp. 627-634
       QUIZ (What values are embedded in each of the stories?)


WEEK 9
Monday, March 8th
Workshop to Develop Generative Themes (Discussion of Topic for synthesis paper)
Prewriting Workshop for Project #3: Synthesis
Searching for Additional Sources – Exploring Electronic Databases and Online Articles

Texas Wesleyan University                                                               Page 17
English 1301 Learning Community                                               SPRING 2010


Wednesday, March 10th
REVISION Workshop for Project #3: Synthesis
       Bring Working Draft of your paper
Brief Grammar Workshop on WORD CHOICE, USAGE, and AUDIENCE
Brief Writing Workshop on Writing Cohesive Paragraphs


Friday, March 12th
Grammar Workshop on SENTENCE VARIETY via INTRODUCTORY PHRASES/CLAUSES
DUE: TWO COPIES of Complete draft [pre-final draft] of Project #3 (for a grade!)
Peer Review Workshop / BRING HANDBOOK!


WEEK 10
          MARCH 15 – 19 = SPRING BREAK = NO CLASS MEETINGS
                         = ENJOY AND BE SAFE!

      !!!!!!!!!!!!!!! FINISH READING THE GLASS CASTLE !!!!!!!!!!!!!!
SPRING BREAK HOMEWORK: Rent the movie The Soloist, watch it with a friend, and type a
one-page response paper that explores the various social issues identified in the movie.


WEEK 11
Monday, March 22nd
DUE: ―The Soloist‖ 1 page response (typed)
DUE: Project #3 Explanatory Synthesis Packet in order from top to bottom: 1) 2nd final
copy separated from rest, 2) all drafts and evidence of revision and peer review, 3) copies of
sources found outside our textbook, 4) assignment sheet.

Discuss Project #4: Critical Reading (Movie and Book Reviews)


Wednesday, March 24th
Project #4: Critical Reading
READ before class
                      The Glass Castle: ―I – A Woman on the Street‖ pp. 3-5
                      The Glass Castle: ―II – The Desert‖ pp. 9-89
                      QUIZ


Friday, March 26th
READ before class
              The Glass Castle: ―II – The Desert‖ pp. 90-125
              The Glass Castle: ―III– Welch‖ pp. 129-220


Texas Wesleyan University                                                             Page 18
English 1301 Learning Community                                                 SPRING 2010

               QUIZ


WEEK 12
Monday, March 29th
READ before class
               The Glass Castle: ―IV—New York City pp. 245-288
               QUIZ
Check-In for Project #4: Critical Reading
Share with the Class your focus for Project #4 and your plans for Doing Research
Pre-writing & Research

Discuss Project #6 Assignment: Research Project
READ TOGETHER OUT LOUD IN CLASS: Chapter 5, Argument Synthesis, pp. 146-53; 176-
82 (in preparation for Project #6)


Wednesday, March 31st
Project #4: Writing Workshop / Peer Editing—Group Editing


Friday, April 2nd
EASTER BREAK – THURSDAY & FRIDAY (APRIL 1ST & 2ND )
BE SAFE & STUDY


WEEK 13
Monday, April 5th
DUE: Project #4: Critical Reading Packet in order from top to bottom: 1) 2nd final copy
separated from rest, 2) all drafts and evidence of revision and peer review, 3) copies of
sources found outside our textbook, 4) assignment sheet.

Begin Project #6 – Exploratory Argument Research Web Project on Advertising & Consumer
Culture
Web Essay on Advertising (Consumerism, Values, and Culture in Advertising for various media)
VIEW In-Class
Madonna - Like a Prayer - Pepsi Commercial or
Madonna - Like a Prayer (Remix)
"Rich Talks Religion and Advertising" on The One Show on BBC 1
"True Blood Opening Credits" (from HBO- Rate R, not required viewing)
Discussion – small group and Wiki
DISCUSS Advertising & Consumer Culture—how they influence Identity and Social Values
Develop Research QUESTION:
CREATE GENERATIVE THEMES together in a brainstorming session
VIEW: Jean Kilbourne Film

Wednesday, April 8th

Texas Wesleyan University                                                                  Page 19
English 1301 Learning Community                                               SPRING 2010

Create a Google G-mail account before class.
READ before class:
     Great Advice on writing synthesis papers, pp. 117-34
     ―A Portfolio of Advertisements: 1945-2003‖ pp. 691-737
     ―The Indictments Against Advertising‖ by Courtland L. Bovee and William F. Arens, pp. 685-
     690
     ―Advertising‘s Fifteen Basic Appeals‖ by Jib Fowles, pp. 657-674
     ―Elements of Effective Layout‖ by Dorothy Cohen, pp. 681-684
     QUIZ and Group DISCUSSION on assigned readings
DUE: Advertisement Assessment Sheet & Ads for SHOW AND TELL: ADVERTISEMENTS

Friday, April 10th
READ or before class: [from our website: faculty/txwes.edu/cjohnson07 select your course
number and go to <Course Documents and Links>
       "Women at Risk" by Bob Herbert (Op Ed Columnist, August 8, 2009)
       Jean Kilbourne Research on Advertising

Begin Web Development& Prewriting – using Google Sites

WEEK 14
Monday, April 12th
DUE to DR. CJG at the beginning of class: Preliminary Research Plans—a typed page that
introduces your topic and possibilities for research at this point in the process. Use the
following five headings:
    1) My Research Topic
    2) The Question that Motivates My Research
    3) Five Keywords or Phrases that Relate to My Topic
    4) Places I have looked and people I have seen for help with discovering source
       materials
    5) Names of Two Periodicals (magazines or journals) in which I have found
       information on my topic
ALSO DUE: SHOW DR CJG all of YOUR ACTUAL SOURCE COPIES!! (for a grade)

Continue Web Development & Project Research/Pre-Writing

Wednesday, April 14th
READ before class:
      Handbook Ch. 11 Writing the Research Paper

DUE: A COMPLETE OUTLINE showing the organization of your research paper
Note: You will need to continue library research on your own time
DISCUSSION of Project #6 Research (Web) Essay (8-9 pages) & Annotated Bibliography (what
it is and how to build toward it)


Texas Wesleyan University                                                                Page 20
English 1301 Learning Community                                                       SPRING 2010

Continue Web Development & Project Research/Pre-Writing


Friday, April 16th
INTRODUCTION to Project #5: Critique – Students as Consumers of Education/Learning (2 to 3 pp,
written in class on Monday, April 26th). Keep your tasks ON YOUR CALENDAR by name to keep the
assignments straight!). Review economic benefits of advanced degrees; social benefits; personal
(intrinsic) benefits—what is the cost per class? What does it cost in lost earnings each year you delay
graduation?

Workshop for Project #6
Writing Workshop on Website, Annotated Bibliography, Structure Outline, and Works Cited
page.
Bring all of your sources and your written work (notes, annotations, Works Cited entries,
introductions, etc.)
COURSE EVALUATIONS

WEEK 16
Monday, April 19th
DUE: Final Annotated MLA Bibliography and Copies of all Sources (Show all for 2 daily
grades)
Oral Readings of Parts of Web Drafts (Listening Workshop on Tone and Word Choice)

Sign-up for individual conference with Dr. CJG to discuss research paper (8-9 page web
essay) (Project #6)

Advice for Friday‘s Project #5 In-Class Essay: Critique—Students as Consumers of Education
Review economic benefits of advanced degrees; social benefits; personal (intrinsic) benefits—what is the
cost per class? What does it cost in lost earnings each year you delay graduation?

Wednesday, April 22nd
PEER-Editing Writing/Web workshop

Friday, April 24th
PROJECT #5 = IN-CLASS ESSAY: 50 minutes only, 2 to 3 pp
The in-class essay is worth 10% of your grade


WEEK 16
Monday, April 26th CLASS MEETING REPLACED BY INDIVIDUAL CONFERENCES
Individual Conferences with Dr. CJG to discuss Project #6 research web essay drafts - by
appointment


Wednesday, April 28th CLASS MEETING REPLACED BY INDIVIDUAL CONFERENCES


Texas Wesleyan University                                                                          Page 21
English 1301 Learning Community                                                                        SPRING 2010

Individual Conferences with Dr. CJG to discuss Project #6 research web essay drafts - by
appointment



Friday, April 30th
CLASS MEETING REPLACED BY INDIVIDUAL CONFERENCES
Individual Conferences with Dr. CJG to discuss Project #6 research web essay drafts - by appointment


WEEK 17
Monday, May 4th
Check-In—bring final packet of Project #6 for Instructor & Peer Review
EMAIL Instructor your website address. NO Final grade will be given without this e-mail.
LAST DAY OF CLASS.




FRIDAY, MAY 7th, 10:30 a.m. – 12:30 p.m.
OUR FINAL EXAM = PRESENT YOUR FINAL RESEARCH PROJECT
WEB-FEST: Oral Presentations of Project #6: Argument Synthesis Research Web Essay
DUE: Project #6: Argument Synthesis Research Web Essay (Print each web page and turn
in as a packet, include MLA bibliography, and all copies of research used in your project.)




        Have a wonderful and adventurous summer!
                                            Enjoy. Be Safe.
                                                 Hurry Back!

Texas Wesleyan University                                                                                    Page 22

								
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