Syllabus
English 1101: English Composition I Honors, Fall 2010
Section 01H: MW 3:30-4:45PM, Arts & Sciences 353
Professor
Professor: Dr. Alex E. Blazer
Email: alex.blazer@gcsu.edu
Web: www.faculty.de.gcsu.edu/~ablazer/
Phone: 478.445.0964
Office: Arts & Sciences 330
Office Hours: MW 5:00-5:30 A&S 330, T 2:00-3:15 A&S 330, R 2:00-3:05 Blackbird, and by appointment
The undergraduate course catalog describes English 1101 as "a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on the personal essay and also including introductory use of a variety of research skills." This particular section of 1101 will use informal writing and peer responses to draft and revise four formal papers, including a personal analysis, a summary evaluation, an argumentative analysis, and a research essay. The dialectical trajectory of the course will be to reflect upon the self, engage a dialogue with a text, and then comment upon, if not engage the world: self + text + world. A World of Ideas will not only introduce you to seminal and diverse ideas regarding government and justice and ethics, individuality and psyche, wealth and poverty, and gender and culture that you will study in greater depth at this public liberal arts institution but also stimulate topics for discussion and model modes of analysis in your last three essays. We will use the Convocation book, John Marks' Reasons to Believe, for a sustained study of how a particular belief system affects the cultural world. Writing and Revising will demonstrate the writing process, and the EasyWriter will serve as a grammar and usage handbook. This course's Academic Assessment page describes our topics:
- Strategies for college-level writing, including vocabulary, grammar, style, purpose and audience;
- Revision;
- Basic research methods for college-level work, including an introduction to library resources;
- Analysis of texts orally (class discussion) and in writing.
as well as course outcomes:
- To acquire an ability to write organized, clear, correct, and purposeful prose;
- To understand the principles and strategies of argumentation and analysis;
- To acquire sensitivity to written and oral language as a means of understanding how we relate as individuals to the larger community;
- To grasp the essential nature of research and how to synthesize research in writing so that the insights and documentation are logical and clear;
- To understand through the use of textual models how writing and reading are means for connecting the writer to contemporary culture and its diverse problems and conditions.
Students must earn a grade of C or better in English 1101 in order to take English 1102.
required (GCSU Bookstore or Amazon.com)
Jacobus, A World of Ideas, 8th ed.
Kennedy, Kennedy, and Muth, Writing and Revising
Lunsford, Easy Writer, 4th ed.
Marks, Reasons to Believe
required (online)
supplemental articles
Assignments and Grade Distribution
informal writing, 5%
Throughout the semester, you will write brief informal responses to essays in our textbook that encourage you to practice aspects of the formal writing process. You will also respond to the first drafts of peers' formal papers in order to help them write better drafts and to help yourself become a better writer.
personal reflection, 15%
In this five page personal reflection, you will reflect on an important issue in your own experience.
summary and evaluation, 25%
In this five to seven page dialogue between Self and Text, you will summarize the key argument of one of the texts from A World of Ideas and then evaluate it. This essay will be drafted and revised.
analysis and argument, 25%
In this five to seven page dialogue between Text and World, you will summarize how one issue is ideally theorized in one government or justice article from A World of Ideas and analyze and argue how you see that topic really functioning in American today with the help of two contemporary scholarly publications. This essay will be drafted and revised.
research project, 30%
In this research project demonstrating the full dialectic of Self, Text, and World, groups of three or four will select any topic broached by the course texts, research that issue more deeply and more contemporaneously with the support of scholarly sources found outside the course reading list, and then present their findings to the class. Finally, each group member will compose a seven to nine page research paper defining her individual (as opposed to her group's) analysis of the situation and arguing her position for the world.
Class Preparation and Participation
I expect you to come to class having read, annotated, and reviewed the assigned reading. Moreover, you should prepare at least two comments and two questions for each reading. We're going to be working with challenging texts; therefore, we'll all benefit from sharing our ideas and questions. If I feel that you're not participating because you're not keeping up with the reading, I will give a pop quiz.
Office Hours and Email
I encourage you to stop by my office hours to discuss any aspect of the course, of literature. I'm happy to answer minor questions such as due dates over email, but I prefer face-to-face conversations for more substantive topics like papers and exams. Please use email etiquette.
Technology
The syllabus is available at http://www.faculty.de.gcsu.edu/~ablazer/. We will be using GeorgiaVIEW and TurnItIn for assignments. It is your responsibility to learn GeorgiaView and TurnItIn. Check your university email for course-related messages. I suggest using a a free cloud computing service such as Dropbox, Live Mesh, or Mozy to save your work-in-progress. Students who text and web surf in class will be marked absent.
Attendance
There will be a one letter final grade deduction for every absence beyond three days. Therefore, missing four class periods will result in a one letter final grade deduction and missing seven classes will result in automatic failure of the course. I suggest you use your three days both cautiously and wisely; and make sure you sign the attendance sheets. Habitual tardies, consistently leaving class early, texting, and surfing the internet will be treated as absences. Excuses like work, family, and scheduled doctor's appointments will be declined. The only acceptable excuses are death in one's immediate family and one's own medical emergency. If you participate in an extracurricular activity that you anticipate will cause you to miss class, I suggest you switch sections now. You can check your attendance online by looking for your course number and the last four digits of your student identification number.
MLA Style
Formal assignments should adhere to the Modern Language Association (MLA) style. Formal papers and take-home exams require MLA style while in-class exams; discussion board responses, informal writing, and peer review may be informally formatted. One-third of a letter grade will be deducted from a formal paper or take-home exam for problems in each of the following three categories, for a possible one letter grade deduction total: 1) header, heading, and title, 2) margins, font, and line-spacing, and 3) quotation and citation format. Before you turn in a formal paper, make sure your work follows MLA style by using the checklist on the MLA style handout. I encourage students to use my MS Word template.
Late Assignments
There will be a one letter assignment grade deduction per day (not class period) for any assignment that is turned in late. I sparingly give short extensions if you request one for a valid need at least one day before the assignment is due. I will inform you via email if I cannot open an electronically submitted assignment; however, your assignment will be considered late until you submit it in a file I can open. Failing to submit an assignment that is worth 15% or more of the course grade within five days (not class periods) of its due date will result in automatic failure of the course. Failing to submit a final exam or final paper within two days of its due date will result in automatic failure of the course.
Length Requirements
A formal paper or take-home exam will be penalized one-third of a letter grade if it does not end at least halfway down on the minimum page length while implementing 12 pt Times New Roman font, double-spacing, and 1" margins. Each additional page short of the minimum requirement will result in an a one-third letter grade penalty.
Plagiarism
Do not do it. The Honor Code defines plagiarism as "presenting as one's own work the words or ideas of an author or fellow student. Students should document quotes through quotation marks and footnotes or other accepted citation methods. Ignorance of these rules concerning plagiarism is not an excuse. When in doubt, students should seek clarification from the professor who made the assignment." Section 3.01 of the Academic Affairs Handbook elaborates other examples of academic dishonesty and outlines disciplinary procedures and appeals for academic misconduct. Submitting the same paper in two different courses constitutes academic dishonesty. As plagiarism is not tolerated at GCSU, any student found guilty of willful plagiarism or dishonesty will fail the assignment and the course. Students must submit all formal papers to TurnItIn.com.
Failure of the Course
There are three ways to fail the course: 1) failing to regularly attend class, 2) plagiarizing, 3) failing an assignment that is worth 15% or more of the course grade, be it from poor quality, lateness of submission, or a combination of poor quality and lateness. By contrast, students who regularly attend class, complete their work with academic integrity, and submit assignments on time will pass the course.
Withdrawal
The last day to add a course is Wednesday, August 18. The last day to drop a course without fee penalty is Friday, August 20. The last day to withdraw from all courses without academic penalty (unless previously assigned an F by professor for absences) is Thursday, October 14.
Assistance for Student Needs Related to Disability
If you have a disability as described by the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, Section 504, you may be eligible to receive accommodations to assist in programmatic and physical accessibility. Disability Services, a unit of the GCSU Office of Institutional Equity and Diversity, can assist you in formulating a reasonable accommodation plan and in providing support in developing appropriate accommodations to ensure equal access to all GCSU programs and facilities. Course requirements will not be waived, but accommodations may assist you in meeting the requirements. For documentation requirements and for additional information, we recommend that you contact Disability Services located in Maxwell Student Union at 478-445-5931 or 478-445-4233.
The Writing Center
The Writing Center is a free service available to all members of the university community. Consultants assist writers in the writing process, from conception and organization of compositions to revision to documentation of research. Located in Lanier Hall 209, the Center is open Monday through Friday. Call 445-3370 or email writingcr@gcsu.edu for more information.
Fire Drills
Fire drills will be conducted during the semester. In the event of a fire alarm signal, students will exit the building in a quick and orderly manner through the nearest hallway exit. Learn the floor plan and exits of the A & S Building. Do not use elevators. Crawl on the floor if you encounter heavy smoke. Assist disabled persons and others if possible without endangering your own life. Assemble for a head count on front lawn main campus.
This schedule is subject to change, so listen in class and check online for possible revisions.
Introductions |
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Gender and Culture Wollstonecraft, "Of the Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society" (World 799-814) Mill, "The Subjection of Women" (World 815-836) Kennedy, Ch2 Reading Processes (Writing 11-25) |
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Mead, "Sex and Temperament" (World 855-72) Lévi-Strauss, "Men, Women, and Chiefs" (World 873-88) Kennedy, Ch3 Critical Thinking Processes (Writing 26-40) Informal Writing 1 Brainstorming the Personal Reflection Paper Due |
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The Individual Emerson, "Self-Reliance" (World 255-70) Du Bois, "Of Our Spiritual Strivings" (World 287-300) Informal Writing 2 Evidence and Purpose of the Personal Reflection Paper Due |
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Durkheim, "Individualism and the Intellectuals" (World 271-86) Fromm, "The Individual in the Chains of Illusion" (World 325-46) Kennedy, Ch1 Writing Processes (Writing 1-10) |
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Fromm, continued |
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No Class: Labor Day |
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Government Lao-Tzu, "Thoughts from the Tao-te Ching" (World 21-36) Machiavelli, "The Qualities of the Prince" (World 37-55) Kennedy, Ch4 Strategies for Generating Ideas (Writing 41-59) |
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Rousseau, "The Origin of Civil Society" (World 55-76) Jefferson, "The Declaration of Independence" (World 77-86) Kennedy, Ch5 Strategies for Planning (Writing 60-82) |
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Becker, "Ideal Democracy" (World 101-20) Arendt, "Total Domination" (World 121-42) |
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Justice Cicero, "The Defense of Injustice" (World 143-56) Thoreau, "Civil Disobedience" (World 173-200) Kennedy, Ch6 Strategies for Drafting (Writing 83-100) |
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Stanton, "Declaration of Sentiments and Resolutions" (World 201-10) King, "Letter from Birmingham Jail" (World 211-32) In Class Activity: Comparing and Contrasting Ideas of Justice |
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Paper 2 Peer Response (Anderson, Blankenship, Callahan, Edmondson, Janiszewski, Kuenzi, Lambert) |
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Paper 2 Peer Response (Mobley, Morris, Parrish, Perret, Phillips, Rutherford, Smith) |
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Wealth and Poverty Marx, "The Communist Manifesto" (World 359-86) Carnegie, "The Gospel of Wealth" (World 387-404) |
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Library Visit: Meet in Library Room 241 |
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No Class: Fall Break |
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Galbraith, "The Position of Poverty" (World 405-18) Reich, "Why the Rich Are Getting Richer and the Poor, Poorer" (World 419-46) Kennedy, Ch7 Strategies for Developing (Writing 101-36) In Class Activity: Analyzing and Arguing Informal Writing 4 Brainstorming the Analysis and Argument Paper |
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Kennedy, Ch10 Strategies for Arguing (Writing 190-203) Informal Writing 5 Introducing and Outlining the Analysis and Argument Paper |
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Kennedy, Ch9 Strategies for Editing and Proofreading (Writing 155-89) |
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Paper 3 Peer Response Groups 1-2 (Callahan, Lambert, Parrish, Smith; Edmondson, Phillips, Mobley) |
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Convocation Book Marks, Book 1: The Way (Reasons 3-104) Cambre, "Tearing Down the Walls: Cyber Charter Schools and the Public Endorsement of Religion" (selected by Katelyn, Hayley, Feliscia, and Allison) Domke and Coe, "The God Strategy: The Rise of Religious Politics in America" (selected by Jason, Katlyn, and Chris) Kennedy, Ch8 Strategies for Revising (Writing 137-54) In Class Activity: Reasons to Believe: Reactions and Definitions |
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Marks, Book 2: The Truth (Reasons 105-226) Rah, "Prophetic Voices and Evangelical Seminary Education", (selected by Caroline, Lauren, and Kelly) |
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Marks, Book 3: The Life (Reasons 227-365) Gatsiounis, "Uganda: Debating God in a God-Fearing Country" (selected by Ashley, Alana, Victoria, and Chelsea) In Class Activity: Reasons to Believe: Day 3 Kennedy, Ch11 Strategies for Integrating Sources (Writing 204-31) |
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Screening: A Purple State of Mind (82 minutes) |
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Research Groupwork |
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Research Groupwork |
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Research Groupwork |
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No Class: Thanksgiving |
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Research Presentations: Groups 1-2 Student Opinion Surveys (Bring your laptops) |
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T, 12-7 |