Syllabus 101
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This 3-sentence summary provides an overview of the English 101 course syllabus: The syllabus outlines the goals, assignments, policies, and schedule for an introductory college writing course, which will explore identity, writing as technology, and include weekly writing assignments, larger projects, and using student blogs to share work with classmates. Students will develop their writing skills through reflections, essays, and revising work based on peer and instructor feedback to earn a final grade determined by assignments, responses, and participation.
Syllabus 101
- 1. Page 1 English 101-04 Introduction to College Writing Contact Info: [email protected] / 502-759-4083 / Office: Hum 319F, Hours: MWF 10-Noon Course Description Course Goals In this course, we will explore three topics. The first By the end of English 101, students should demonstrate the abil- has to do with how you balance your unique identity ity to produce writing that: with a new sort of anonymity here in college. We’ll • Focuses on a clear and consistent purpose also be thinking about the ways that writing is a • Analyzes and responds to the needs of different www.ryantrauman.com/eng101-04 technology, as well as the ways technology affects audiences our writing. There will be a lot of short weekly assign- • Uses a variety of genres or adapts genres to suit dif- ments, as well as four larger assignments. Each of ferent audiences and purpose you will create your own blog, and you will use it to • Identifies the purpose(s) for which a given text may share your writing assignments with the rest of the have been constructed class. We will also spend a lot of time reading and • Identifies the audience(s) for which a given text may writing about each others’ papers and weekly assign- have been constructed Course Website ments, so be prepared to share your work often with • Summarizes argument and exposition of a text ac- me and your classmates. curately • Demonstrates understanding of knowledge and Schedule of Assignments information as existing within a broader context Date What’s Due: • Demonstrates awareness of multiple points of view Thur Aug 26 Response to Langer • Demonstrates through reflection awareness of their Tues Aug 31 Response to Horner and Lu own writing processes across multiple drafts Thus Sept 9 Response to Hass • Demonstrates ability to critique own work and work of peers Mon Sept 13 Project #1 Proposal • Demonstrates control of such surface features as syntax, Tues Sept 14 Response to Sullivan grammar, punctuation, and spelling Thurs Sept 16 Response to Baron Sun Sept 19 Project #1 Participation: Attendance, Community, and Deadlines Sun Sept 26 Project #1 Revision We will have discussions and they will be good, so don’t ditch class Tues Sept 28 Response to Sanders unless it’s really important. If you must be absent, it is your respon- Thur Sept 30 Response to Kelly & Glass sibility to get caught up. Make sure you contact a classmate if you Sun Oct 03 Response to Hughes need to get the assignments. Tues Oct 05 Response to Kelly Tues Oct 12 Response to Anzaldua You may accumulate up to 5 absences with no penalties beyond Sun Oct 17 Project #2 assignment deadlines. If you reach six or more absences, you’ll Sun Oct 24 Project #2 Revision have to visit me during office hours so that we can come up with a Tues Oct 26 Response to Harris plan to get you Sun Oct 31 Response to Rodriguez back on track. Course Prerequisites Tues Nov 02 Response to Rose That might entail English 101 is open to all incoming students. Mon Nov 08 Project #3 makeup work, Wed Nov 17 Project #3 Revision extended dead- Required Materials Mon Dec 06 Final Portfolios lines, etc. It just Readings available on course Blackboard site. Tues Dec 14 Portfolio Conferences depends on what You will also be required to purchase a pair of your needs are. headphones and USB drive with at least 1GB of Assignments If you decide not space for this course. Process Reflection: You’ll write about the habits to see me about you’ve already developed for your writing process, getting back on track, I won’t really have much to go on in terms of and think about how those habits change for each cutting you some slack. In that case, I’ll have to use my best judg- different writing situation you encounter ment about adjusting your grade. For some students this will mean not passing. For others it will mean only a heavy reduction in the From Where I Stand: You’ll write about how you final grade for the course. It’s not that I’m going to need a full expla- come to terms with your own unique identity and nation. It might be none of my business. But that doesn’t mean you your new anonymity here in college. don’t need to catch up with your classmates and invest as much as they do in the course. Language Works: You’ll write about how you use language as a tool to perform different kinds of I expect you to have your work done on time. Late submissions work. on your major assignments will be reflected in your grade for the assignment (at least a letter grade, sometimes more for extended Final Portfolio: You’ll collect your three major ass- delays) and class participation. Late “short writing responses” will ingments and reflect on how they fit together. not be accepted.
- 2. Page 2 English 101-04 Intermediate College Writing Contact Info: [email protected] / 502-759-4083 / Office: Hum 319F, Hours: MWF 10-Noon Grading and Feedback Plagiarism Your final grade for this course will be determined according to The University defines plagiarism as “representing three criteria. The most important will be your performance on the words or ideas of someone else as one’s own in four major writing assignments. Your active participation in the any academic exercise.” Thus, all writing you do for course will be assessed by this course must be your own and the two remaining criteria: Respect must be exclusively for this course, short writing responses, and I probably don’t need to mention these, but just in unless I stipulate differently. Please your community interaction case... Don’t talk over other people. Don’t be rude. pay special attention to the quotes, with your classmates on the Avoid profanity unless it’s really appropriate. Don’t paraphrases, and documentation discussion board, student be late. Turn off your cell phones. When we’re practices you use in your papers. blogs, and classroom discus- having a class discussion, that means one class If you have any questions about sions. discussion; let your neighbors pay attention. Brush plagiarism, please ask me. If you your teeth. Eat your vegetables. plagiarize, I reserve the right to For most of the semester, grant you a failure for the course you’ll have the option to revise and resubmit any of your assign- and your case may be reported to the College of Arts ments for a better grade, provided you initially turned in a full and Sciences. length version on time. Also, if you think I’ve missed something in grading one of your assignments, and you’d like to make a For additional information concerning plagiarism, case for a better grade, I’m always willing to listen. Be prepared please consult the undergraduate catalog and/or con- to support your arguments with explanations and evidence sult a writing specialist in the Writing Center on the about the quality of your work in terms of the major ideas for the third floor of the library. course, assignment descriptions, lecture notes, etc. General Education Statement Regarding the short writing responses, you’ll receive full credit This course fulfills a General Education Written Com- for these assignments if you a) do them, and b) give it your best munication Requirement. It focuses on writing as a effort when you do them. These assignments are designed to process of thinking as well as a mode of expression help you process information and think through the new ideas and communication. Writing will be presented as an we’re developing in the course through our readings, classroom integral aspect of thinking and learning and will there- discussion, and Blackboard interface. fore be a pervasive activity in this class. In an effort to give fair warning, I will issue an “in-process” grade Disabilities Access sometime before the final drop/add day. This will be an assess- Students who have a disability or condition which may ment of your work in the class to date, including—larger projects, impair their ability to complete assignments or other- weekly writing assignments, attendance, and participation. wise satisfy course criteria are encouraged to meet with instructor to identify, discuss and document any The point distribution breaks down likes this: Four major assign- feasible instructional modifications or accommoda- ments: 50%; Short writing responses: 30%; Community Partici- tions. Please inform instructor about circumstances pation: 20%. Letter grades correspond following this chart: no later than the second week of semester or as soon A+ 100-98 A 97-94 A- 93-91 as possible after a disability or condition is diagnosed, B+ 90-98 B 87-84 B- 83-81 whichever occurs earliest. For information and aux- C+ 80-78 C 77-74 C- 73-71 iliary assistance, contact the Disabilities Resource D+ 70-68 D 67-64 D- 63-61 Center. F 60 and below Grievance Procedure Students who have questions or concerns about their grades, the class, or an assignment are encouraged to see their instructor as soon as possible. If not satisfied with that discussion, students may see an assistant director of composition, HM 319F, 852-5919. I reserve the right to make changes to this syllabus in order to address scheduling conflicts and/or class needs.