Fall 2021
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This is a "real time" syllabus that will be regularly updated and reflect our progress throughout the semester. You can easily check it from a mobile device or from any computer.
The syllabus consists of the Reading Schedule and Course Policies. You are responsible for understanding and following the reading schedule and the course policies, which are in effect from the first day of class. Please read them carefully (and review them throughout the semester). Please see me if you have any questions.
Think of the syllabus as a flexible guide. It will structure our semester, but we will adjust it to fit our needs as the semester progresses. Not all assignments and quizzes are listed at the beginning of the semester; some will be added throughout the semester. It may also be necessary to finish some readings/writing assignments the following class period, in which case I will update the syllabus after each class. Again, be sure to check the syllabus regularly.
You do not need to print the syllabus, but if you decide to, be sure to check the online syllabus regularly for new information, added assignments, or reading schedule changes. The print icon above is for print copies.
Our main vehicle this semester will be the course website, but we will use Canvas for some things, such as discussion posts or for accessing video. We will not use the Canvas Gradebook; instead, the Grade Sheet on our Course Notes page (on the course website) will help you track assignments and grades.
The course texts are not an unnecessary expense but rather helpful resources we will use in class and you will use outside of class to help you become a more effective writer. You will use the grammar handbook, Rules for Writers, for this course, English 202, and other courses until you graduate. The following acronyms are used on the Reading Schedule.
TSGW=The St. Martin's Guide to Writing
RW=Rules for Writers
Readings and assignments should be finished for the day assigned. For example, chapter 1 from TSGW should be read (completed) by January 28, when we will discuss it. Check each class period to see what book(s) you need to bring.
| January | |
|---|---|
| Tuesday | Thursday |
| 26Course Introduction: Reading, Discussing, Writing Pre-semester quiz Course Website (Syllabus)/Canvas site |
28
Review
Course Website (Syllabus, Course Notes)/Canvas site TSGW - Ch 1: Composing Literacy |
| February | |
| Tuesday | Thursday |
| 02
TSGW - Finish Ch 1 (essays)/Ch 13 Final Thoughts Chpts 1 & 13 | 04
Essay 1 - Introduction: Personal Narrative
- Life with the Coronavirus PowerPt Slides (Course Notes) TSGW: Preview Chpts 2, 14 (470-77; 480-89) Preview Couse Notes links for Essay 1 Choose topic (TSGW, pp 37-38): Have three topics with notes; bring to class Scratch outline (TSGW, p 422-23) |
| 09
Essay 1 - Planning TSGW, Chpts 2, 14 (Note key ideas/strategies) Review Audience Sheet/PPt Slides--Course Notes Begin drafting audience sheet - in class Have topic selected (TSGW, pp 37-38) Planning your topic: TSGW, pp 37-44 Scratch outline (TSGW, p 422-23) Begin drafting outline - in class RW, Ch 14: Coord/Subord (Preview this chapter/Concept: What is Coordination? Subordination?) |
11 Essay 1 - Planning TSGW, Chpt 2: Sample essays: "Calling Home," p 18; "An American Childhood," p 22. Discuss these Bring to class **Topic list + notes (You should have a topic) **Rough draft of scratch outline - in progress **Rough draft of audience sheet - in progress RW, Ch 14: Coord/Subord. Discuss examples Outside of Class **Begin drafting your essay - introduction (TSGW, p 44) **TSGW, pp 37-44; Chpt 14 |
| 16
Essay 1 - Planning/Drafting: Bring your laptop to class
to work on your draft in the classroom. TSGW: "Calling Home" and "An American Childhood" **Am Childhood": pars 1 & 2/final three pars. **Review both narratives, Final Thoughts **"Calling Home": rising action - Brandt's thoughts, feelings RW, Ch 14 Draft pages one and two. Today you will work on drafting and reviewing these two pages. You should consult and adjust your audience sheet & scratch outline while drafting. Finish pages one and two by TH Bring **scratch outline - I will go around class and check everyone's outline **audience sheet - I will go around class and check everyone's audience sheet **TSGW, Chpts 2 (sample essays) & 14 **RW, Ch 14 |
18
Essay 1 - Drafting: Bring your laptop to class to work on
your draft in the classroom. Due: Print copy of scratch outline (5pts). Either print or photocopy; Do not turn in your original. Pages 1-2 of your draft should be finished Today you will work on drafting and reviewing pages three and four. You should consult and adjust your audience sheet & scratch outline while drafting Review PPt Slides Bring **scratch outline **audience sheet **TSGW, Chpts 2 (sample essays, pp 38-44) & 14 (pp 480-489) RW, Ch 14 |
| 23 Essay 1 -
Peer Review--Must Attend Class In Person (See peer review policy on the syllabus) Bring all books--TSGW, pp 44-45 (preview peer review questions)/scratch outline Bring 1. Copy of Audience Sheet (typed) 2. Copy of completed draft (typed), minimum 3.5 full pages/max 4.5 full pages Electronic (laptop) or handwritten copies of your audience sheet or draft are NOT acceptable for peer review | 25
Essay 1 -
Return Peer Review Materials to Partner In Class Revision Chart (Handout) TSGW, Ch 2: pp 46-49 (Improving the Draft)/38-44. Chpt 14: 470-77; 480-85 Editing **RW, Ch 16 (Wordiness)/Ch 14 |
| March | |
| Tuesday | Thursday |
| 02
Essay 1 - Revision, Editing Bring "clean drafts" (not peer review drafts) to class of your essay + audience sheet so that you can write on these. Bring completed revision chart, scratch outline TSGW, Ch 2: pp 15, 46-49 (Improving the Draft)/38-44. Chpt 14: pp 470-77; 480-85 Revision **Resolution/Significance (TSGW, Ch 13) **Conflict - Specific Thoughts, Feelings Editing **Topic Sentences (TSGW, Ch 13) **RW, Ch 16 (Wordiness)/Ch 14 |
04
Essay 1 - Revision, Editing, Proofreading Bring drafts from TH (3/2) or latest copies Bring scratch outline & completed revision chart Discuss Coates narrative ("Losing My Innocence"): TSGW, pp 26-28 Ch 14: 470-77; 480-85 Revision (TSGW, p 49-51: Writer at Work) **Audience sheet **Organization **Vivid Description Editing **RW, Chpts 14 & 16 Essay 1: Peer Review Docs Due (Aud Sheet + Draft + Responses on notebook paper). Paper clip these (do not staple). |
| 09
Due: Essay 1 (final copy)
+ Aud Sheet (final copy) + Revision Chart.
Paper clip (do not staple) essay and then all docs together
Essay 2 - Introduction: Evaluation Essay (Movie Review) of The Way Back Preview the following **PPt Notes (Course Notes) **Audience Sheet (Course Notes) **TSGW - Ch 8: Note key pages/strategies; Invention Strategy - Scratch Outline, pp 422-23 Criteria for an evaluation, p 287, 316 Watch The Way Back by 3/15 (Access on Canvas) Take notes during and after watching the movie. Do not look up reviews online to avoid plagiarism |
11 Essay 2 - Planning Criteria for an evaluation, p 287, 316. List criteria for reviewing a movie in class TSGW - Invention Strategy - Scratch Outline, pp 422-23 Also, Ch 8, p 320 (Organizing an evaluation) TSGW - Ch 8: Scott Pilgrim review, pp 292-97; Moana (Disney) review, pp 297-300. Also, pp 289-291; 300-301; 305-306. Discuss these reviews **Judgment, p 316 **Reasons, p 317 **Organization, p 320 Over the weekend **Once you screen the movie, begin working on your scratch outline and aud sheet |
16
Essay 2 - Planning Finish discussing Scott Pilgrim & Moana reviews (see 3/11) Discuss movie - Bring movie notes If/As time allows, draft plot summary of TWB in class For Thursday **Draft your scratch outline and audience sheet **You can begin your review before TH if ready--see TSGW, p 322 | 18 Essay 2 -
Drafting in class. Bring your laptop **I"ll come around to check your audience sheet and scratch outline Continue discussion of movie: The Way Back Bring notes (class/movie), scratch outline, audience sheet, books Begin draft in class. Focus on judgment, plot summary, and reasons TSGW, Ch 8: pp 315-22 RW - Ch 15 (Sentence Variety) |
| 23 SPRING BREAK |
25 SPRING BREAK |
| 30
Essay 2 - Drafting in class. Bring your laptop Continue draft in progress--should have at least a few paragraphs completed. Focus on judgment and reasons. **Share your draft with the class for comments/revision advice Bring notes, scratch outline, audience sheet, books TSGW, Ch 8: pp 315-22 RW - Chpts 14, 15, 16 | 01 April See Below |
| April | |
| Tuesday | Thursday |
| 30March See Above |
01 Draft of Audience Sheet Due -
Hand in typed, print copy ------------------------------- Essay 2: Peer Review--Must Attend Review Peer Review Policy (see syllabus) TSGW, pp 322-24 (preview peer review questions) 1. Copy of Audience Sheet (typed) 2. Copy of completed draft, (typed): 3 pages minimum/3.5 max 3. Bring TSGW & RW **You can also bring your scratch outline with you Electronic or handwritten copies of your audience sheet or draft are NOT acceptable for peer review Discuss assessment with partner if/as time allows after peer review is finished. Online students can use chat function Essay 3: You should begin previewing stories (handouts). When you start reading, take notes on all stories--have an organized system of taking notes for each story. See 4/13 |
| 06
Return Peer Review Materials to Partner Essay 2: Revision, Editing, Proofreading Revision/Editing Chklist (Handout) TSGW - Ch 8/pp 324-327 Formatting the review into columns (See PPt Notes) Revision **Judgment Editing **RW - Ch 8 (Active Verbs) Continue/review discussion of The Way Back as time allows: **Other sports (dramas) movies to compare to The Way Back **Themes--Sport as a microcosm of life **Jack Cunningham (Ben Affleck) **Other characters/actors **Other points for discussion you wish to discuss Essay 3: You should be reading stories (handouts) and taking notes on all stories--have an organized system of taking notes for each story. See 4/13 |
08
Essay 2: Revision, Editing, Proofreading Bring copies (don't use peer review copies) of your aud sheet and draft (formatted in columns) to class for revision and editing. Bring laptop, too, if you wish Discuss What College Rankings Really Tell Us (TSGW, pp 307-10) Discuss "Birds of Prey" movie review (handout) Discuss Scott Pilgrim revision notes: TSGW, pp 327-28 (Writer at Work). Also, bring your peer review docs, completed revision/editing chklist Revision (TSGW, Ch 8) **Plot Summary **Reasons **Organization **Audience Sheet Editing **RW - Ch 8 (Active Verbs)/14, 15, 16 Proofreading |
| 13
Peer
Review Materials Essay 2 Due: Essay Draft + Aud Sheet Draft + Partner's
Responses (Notebook Paper) Bring copies of your aud sheet and draft (formatted in columns) to class for revision and editing. Bring laptop, too, if you wish Also, bring your scratch outline, completed revision/editing chklist Revision (TSGW, Ch 8) **Reasons **Organization **Conclusion Editing **RW - Ch 8 (Active Verbs)/14, 15, 16 Proofreading -------------------------------------------- Essay 3: Introduction - Literary Analysis Preview Course Notes: Essay 2 - All links You must read all stories, but you will choose ONE to write about. (You should have already previewed these and even read one or two). These four stories are handouts--bring these to class during the next weeks "Babylon Revisited" "Brokeback Mountain" "56 - 0" "Slinkers" **Choose your story for Essay 3 by 4/20. Once you choose a story, you cannot change it. You should be reading stories and taking notes on all stories--have an organized system of taking notes for each story Planning: TSGW - Ch 10. Note key pages/strategies Formal Outline: RW pp 13-14; TSGW, pp 424-25 |
15
Essay 2 Due:
Scratch Outline + Revision/Editing Chklist + Aud Sheets (Graded Copy & Final Copy) + Essay
(Final Copy) Essay 3 - Planning Reading and Writing about Literature (Lecture). We will combine this lecture with preliminary discussion of the stories. TSGW, pp 391-95 (thesis)/All of Ch 10 **Formal Outline: RW, pp 13-14; TSGW, pp 424-25 **Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc) |
| 20
Essay 3: Planning Story Choice Paragraph Due Finish discussion of Reading/Writing about Literature: Pt of View (see 4/15) Focused Freewriting in class (TSGW p 428) - use short story you are writing about. Bring your laptop to class **Formal Outline: RW, pp 13-14; TSGW, pp 424-25 **Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc) TSGW, Ch 10 (Sample Essays, pp 382 & 386) TSGW, Ch 10 (Introduction, p 400; Thesis, pp 379-80; Well-Supported Argument, pp 380-81; Organization, pp 381-82.) Begin working on formal outline + audience sheet. Audience sheet these must be typed. Work on these all of next week |
22
Essay 3: Planning Quiz - short stories (all 4 are in play) Discussion of Stories Use reading notes + all stories Be prepared to discuss stories/ask questions We will discuss "Babylon Revisited" & "Slinkers" Continue working on formal outline and audience sheet. Audience sheet must be typed |
| 27
Essay 3: Discussion of Stories Use reading notes + all stories Be prepared to discuss stories/ask questions Continue discussion of "Babylon Revisited" (see Course Notes) We will then discuss "56-0" and "Brokeback Mountain" as times allows Bring a draft in progress of your formal sent outline Discuss audience sheet (Course Notes), Q 1: Profile your average reader. Bring draft in progress Continue working on formal outline and audience sheet. Audience sheet must be typed. |
29
Essay 3: Planning/Drafting Formal Sentence Outline--Bring completed outline to class Discuss Discussion of stories *"56-0" Begin drafting in class: Bring your laptop We will quick draft the introduction to your essay in class. (TSGW, p 400/sample essays) **Use Aud Sheet draft and completed Formal Sentence Outline. (Revise your formal outline as you draft) TSGW, Ch 10 Thesis: pp 396-97 Support: pp 397-98 Sample Essays: pp 382 & 386 Consult Reading notes, PowerPt notes, Focused Freewriting, Stories Integrating Quotations: See Power Pt notes; also TSGW, pp 546-51 |
| May | |
| Tuesday | Thursday |
| 04
Essay 3: Drafting Discussion of stories **"Brokeback Mountain" **Use Aud Sheet draft and completed Formal Sentence Outline. (Revise your formal outline as you draft) You should have 1-2 pgs of your draft completed. We will work on pgs 3-4 as time allows TSGW, Ch 10 Thesis: pp 396-97 Support: pp 397-98 Sample Essays: pp 382 & 386 Consult Reading notes, PowerPt notes, Focused freewriting, Stories Integrating Quotations: See Power Pt notes; also TSGW, pp 546-51 | 06
Essay 3: Peer Review--Must Zoom in for
class to receive points for peer review Before peer review 1. Discuss "BM" as time allows. (Pages I shared on Tues) 2. Using quotations--RW (PPt Slides) ------------------------------------------------------------ TSGW, pp 401-402 (preview peer review questions) You will email your partner before class begins: 1. Copy of Audience Sheet (typed) 2. Copy of completed draft, including quotations (typed): 3.5 pages min - 4.5 pages max **I will pair you up (see 12/1 email), and you will email your partner these three documents. Answer the questions in TSGW (pgs above), the Blue, Green, and Purple boxes--3 questions each box (9 questions total). In addition, you will assess 1.) the audience sheet and 2.) grammar/mechanics **You will answer the questions from TSGW on a separate Word doc, but you can also comment on the drafts too: the Comment function in Word (under Review) and 2.) the Highlight function (under Home). **Return aud sheet, draft, and Word doc with your written responses to your partner on Tues, Dec 8, before class begins |
| 11
Essay 3: Return Peer Review Materials to Partner **Return your partner's 1.) audience sheet, 2.) essay, and 3.) Word doc with your comments today, before class begins Revision Chklist (handout) Revision (TSGW, Ch 10/Stories) **Conclusion **Audience Sheet Editing **RW, Ch 12 Modification/Review of chpts 14, 15, 16, 8 | 13
Essay
3: Revision, Editing,
Proofreading Due Friday by 11pm: Three separate peer review docs. But turn in the peer review you completed for and sent to your partner--not the peer review docs you received from your partner. You should send the 1.) your partner's audience sheet draft, 2.) your partner's essay draft, 3.) the comments (Word doc) you made about your partner's draft. Upload all three docs on Canvas--see directions there. Use a "new" draft of your audience sheet and literary analysis; do not use your peer review drafts Completed Revision Chklist Formal Outline + Audience Sheet Revision (TSGW, Ch 10/Stories) **Intro/Thesis **Reasons (Support)/Quotations Editing **RW, Ch 12/Review of chpts 14, 15, 16, 8 ------------------------------------------------------- **Course Review **Look at quiz from first day of class Due date for Essay 3 + Supporting docs--see below |
Finals Week: May 17 - May 21
Office Hrs during Finals Week: See website home page
Essay 3 (essay + audience sheet + formal sentence outline + revision
chklist) Due: TBA
Course Grades
available on AccessPoint:
TBA
At
all UW-Stevens Point campus locations, the wearing of face coverings is
mandatory in all buildings, including classrooms, laboratories, studios, and
other instructional spaces.
Any student with a condition that impacts their use of a face covering
should contact the
Disability and Assistive Technology Center
to discuss accommodations in classes. Please
note that unless everyone is wearing a face covering, in-person classes
cannot take place. This is university policy and not up to the discretion of
individual instructors. Failure to adhere to this requirement could result
in formal withdrawal from the course.
Introductory writing classes provide an essential foundation of communication skills on which students can build throughout the rest of their university careers and beyond. They develop students' skills in analyzing audience, structuring written documents, and understanding and applying the conventions of effective writing. Subsequent writing courses build upon these skills by helping students learn to locate sources, critically analyze information, and synthesize their ideas with those of others to write well-supported academic arguments. They also provide an essential starting point for the more specialized writing students will be expected to do in the future within their fields of study.
The General Education Program Learning Outcomes for Written Communication (Foundation Level) are as follows:
- Compose an articulate, thoughtful, grammatically correct, and logically organized piece of writing with properly documented and supported ideas, evidence, and information suitable to the topic, purpose, genre, and audience
- Apply your understanding of elements that shape successful writing to critique and improve your own and others' writing through effective and useful feedback
Freshman Composition 101 is a writing-intensive course that
will give you experience writing for various purposes, for various audiences,
and in different contexts. More than just a knowledge of "good
grammar," effective writing requires a range of activities, from invention
and planning to drafting and revising, activities that you will practice
throughout the semester. All of our
assignments will return to the questions of why and how we write, which are
important questions to think about as you choose topics, develop ideas, and
reflect on what you write. In
addition to thinking carefully about each writing subject, we will examine
the relationship between the writer and his/her subject as well as the
issues outside of the classroom that shape the writer's thinking and connect him/her
to communities and society. You
will also participate in peer editing sessions in which you will evaluate the
essays of others as a way of helping your classmates and of improving your own
evaluative skills. Integrating
computer technology into the study of writing, in the form of
planning and drafting, editing, or research, will also be an important goal of
the course. Along with these goals, you will need to develop your own writing
goals as a means of assessing your progress throughout the semester. The St. Martin's Guide to Writing. Axelrod and Cooper. 12th ed., Bedford/St. Martin's P, 2019. Purchase at Bookstore Rules for Writers. Hacker and Sommers. 9th. ed., Bedford/St. Martin's P, 2019. During the semester, you will complete weekly and longer-term writing assignments dealing with the topic of sports. Class discussions will be the most informative and helpful if the reading assignments have been carefully thought over and all students participate and share ideas. To prepare for class discussions, it will be helpful to take notes. Note key passages or language that points to central concerns or ideas in the reading assignments. Write out key ideas and concepts along with your thoughts and questions that you have. Throughout the semester you will be required to complete planning assignments and rough drafts. Please be prepared to bring these to class to share with classmates so that we can discuss them and make suggestions for improving them. During the semester, there will be weekly writing assignments, some quizzes (announced and possibly unannounced), peer review assignments, and three essays. The course grade will be determined mathematically using the percentages below. Please remember that your course grade will be based on the work that you submit, not simply the effort you make or my subjective opinion. All work must be completed on time. It is your responsibility to keep copies of all of your planning work, assignments, and quizzes. Some assignments may be submitted via email, and email communication will be required throughout the semester. Peer review: Peer review days are very important because you will receive specific, targeted feedback about your essays and, in turn, provide feedback for a writing partner. This process will help you become a more effective writer. Peer review days are mandatory. If you miss them, you will lose all peer review points. If you do not have all of the required documents, properly prepared, you will lose all points for peer review and your essay grade may be lowered too. For any special circumstances, please contact me ahead of time. It may not be
possible to make up a missed peer review class. Regular attendance is your responsibility and is essential for success in the course. As stated in the online UWSP Course Catalog (UWSP Course Catalog pgs 25-26), you cannot "cut" classes. There are no excused or unexcused absences. You have personal days to use
and manage as needed:
For three-days-a-week classes: 5/For two-days-a-week
classes: 3
If you miss a total of two weeks of class (six class meetings
for classes meeting three times a week; four class meetings for classes
meeting twice a week), you may fail the course. However, if you have
to quarrantine, then we
will adjust your absence limit.
Zooming into class (if an option) is not a substitue for being in class
(in person). If you are not in class, you will be marked absent.
For any students who are fully online, you need to attend class
synchronously--in real time. Watching recordings (if available) is not a
substitute for real-time participation. The same attendance
requirements
It may be possible to make up missed assignments/quizzes
with my approval; therefore, it is your responsibility to
contact me to determine work that needs to be completed and to follow up with all logistical requirements.
However, it may not be possible to make up some assignments
or quizzes.
During class meetings, we will discuss and debate issues about writing and literature. It is fine to express your views passionately and debate others in class, but do so in a civil, constructive manner. Please do not use phones and mobile devices during class, even if you believe you are doing so quietly. Not only is this rude, but also it distracts other students as well as your ablity to focus on and follow class instruction and discussion. It is English Department policy that students cannot and should not record class lectures and discussion without permission from the intstructor. Also, please get drinks of water or use the washroom before or after class, not during class, so that our classroom does not become a bus station. Please see me if you need special accomodations. You will be expected to do your own work throughout the course. Intentionally or unintentionally passing off the ideas, words, or sentences of others (e.g., published authors, website authors, other students) as your own is plagiarism, which will result in failing the plagiarized assignment and possibly the course. Please review the University policy regarding plagiarism. Anyone who is caught cheating during quizzes or exams (e.g., looking at someone else's paper or using a cell phone) will fail the quiz or exam and be reported to the Dean of Students Office.
For quizzes and exams taken online, you are on your honor to follow
established guidelines: No books, notes, printed or online materials,
sharing information with others.
Text Rental
**You will use this handbook for English 202 and throughout your university education.
Course Grade
%
Weekly Writing/Quizzes**
15%
Peer Review
10%
Essay 1 - Personal Narrative
25%
Essay 2 - Evaluation (Movie Review: The Way Back)
20%
Essay 3 - Literary Analysis
30%
** Will be determined by point values: 10pts: A=10; A- =9; B=8.5;
B- =8; C- =7; D- =6; F=5-0//5pts: A=5; B- =4; C- =3.5; D- = 3; F=2.5-0
Late Assignment Policy: Assignments due on a given day must be submitted at the beginning of the class period. An assignment that is finished but not printed out and ready to hand in is late. Late assignments will be accepted one day after the original due date, but will lose one letter grade or the point equivalent. After that, they will not be accepted. (Assignments due on Friday that are late must be turned in by 5pm.) Assignments due electronically must be received by the day and time specified. Late email assignments will be accepted 24hrs from the original due date. For any special circumstances, please contact me ahead of time. No incompletes will given in the course.
Essays submitted late will lose 1/3 of a letter grade each day they are late, including weekends (e.g., original grade B. Two days late, C+). For any special circumstances, please contact me ahead of time. It may not be possible to make up some quizzes or assignments.
Since this is an in-person class, you need to attend class regularly.
for in-person students applies to you.
If you are absent, you do not need to email me to explain your absence. If you would like to find out about missed information
or assignments, it is best to stop by during office hours or make an appointment to see me. You can
also email me, but I may not be able to respond before our next class meeting.
However, you should email about an absence if an assignment is due.