Freshman Composition101-4 MWF 11:00–11:50
Spring 2023 Log into Canvas

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 schedule and the course policies, which are in effect from the first day of class. Please read them carefully (more than once and throughout the semester). Please see me if you have any questions about them.

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 the following class period; 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 for course content will be the Course Website, but it is linked to Canvas, which we may use 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.

We will use three texts for the course to help you learn about sports and the writing process. These texts are not superfluous or an unnecessary expense but rather helpful resources. We will use in them class, and you will use them outside of class to help you become a more effective writer. Students will use the grammar handbook, Rules for Writers, for this course and other courses until graduatation and beyond. The following acronyms are used on the Reading Schedule.

TSGW=The St. Martin's Guide to Writing
SL=Sports in Literature
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 27, when we will discuss it. Check each class period to see what books you need to bring.

January
Monday	Wednesday	Friday
23 Course Introduction: Why Write about Sports? Review Course Website (Syllabus/Policies)/Course Notes/Canvas First-day quiz	25 Review Course Website (Syllabus/Policies)/Course Notes/Canvas Essay 1: Game Story -Before you start writing your game story, you must see your game and complete interviews by 2/20 Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)	27 TSGW - Ch 1 **Discussion (Have reading notes)  Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)
30 Guest Speaker: former sports writer Larry Morgan--Taking notes for a game story/interviews Bring 2-3 sample interview questions (in your notebook) you might use, at least one for a player and one for a coach Sample game notes available for review during office hours	01 February - Look Below	03 February - Look Below
February
Monday	Wednesday	Friday
30 January- Look Above	01 TSGW - Ch 1 **Finish discussion You might bring RW for our review of the first-day quiz (bring to class) Essay 1: Game story: Continue planning.  Choose a game you will go see and set up interviews with players and coaches--See Course Notes  Course Notes - Covering/Watching a Sporting Event (Taking Notes, Interviews)	03 TSGW - Finish Ch 1/Ch 13 **Discussion (Have reading notes) Sample game notes available for review during office hours Sample game stories (handouts).  Begin reviewing these
06 Finish Ch 13 **Discussion Final Thoughts, Chpts 1 & 13 ---------------------------------- Sports Poetry Analysis - Interpret a poem about sports; choose one poem from below SL--Read these poems: "In the Pocket" (p 24); "The Sprinters" (p 121); "The Pitcher" (19-20) Planning:  See cluster diagram, TSGW, pp 426-27.  Try this for the poem you wish to write about **You must see your game for Essay 1 by 2/20	08 Sports Poetry Analysis Discuss poems - SL Bring your cluster diagram (TSGW) to class for the poem you will write about. Drafting strategies:  Intro/Thesis statement, paragraphing (topic sentences), quotations, formatting Have draft for Friday's class (quotations - see Course Notes)	10 SL - Sports Poetry Analysis Discuss poems - SL Bring the following to class: **Cluster diagram (TSGW, Chpts 1, 11) **Draft (Bring a hard copy or have a copy on your laptop/tablet.  Even if you bring your laptop, you might bring a hard copy too)         --Focus on thesis statement & supporting points: examples/quotations--analysis RW - Ch 14 Coordination & Subordination (Preview this chapter/Concept: What is Coordination? Subordination?)
13 Sports Poetry Analysis Bring cluster diagram + draft (see 2/10) Bring draft (most recent or from Friday, 2/10) SL - discuss poems as/if needed: Finish "Pitcher" and "The Sprinters"	15 Sports Poetry Analysis Bring cluster diagram + draft + SL **Body Pars (Topic Sents/Quotations--RW) **Final Thoughts ---------------------------------- Essay 1 - Introduction: Writing a Game Story (**PowerPoint Slides - Course Notes) Preview Course Notes: Essay 1 - All links Planning: TSGW - Ch 2: 27-29; Ch 14: 475-82; 485-94. We will refer to these chapters during the next several weeks)	17 Essay 1:Game Story--Planning RW - Ch 14 Coordination & Subordination (Examples/Exercises) Finish Introduction (PPt Notes/Course Notes) Scratch outline (TSGW, 428-29) and audience sheet (Course Notes) TSGW, Chpts 2, 14 (Have reading notes) Bring sample game stories (3 handouts). We'll begin highlighting and annotating in class See Organizing a Game Story (Course Notes) Sports Poetry Analysis Assignment Due at the beginning of class (See course late assignment policy) Outside of Class Once you've seen your game, begin drafting your scratch outline and audience sheet
20 Essay 1: Game Story--Planning **Description exercise--in class **Continue discussion of sample game stories Review Audience Sheet (Course Notes) and Scratch Outline (TSGW, Ch 11).  TSGW, Chpts 2, 14 Course Notes: Organizing a Game Story Outside Class **Continue drafting scratch outline (TSGW, 428-29) and audience sheet (Course Notes)	22 Essay 1: Game Story--Planning Lecture: History of Sports Journalism	24 Essay 1: Game Story--Planning Quiz on the History of Sports Journalism (10pts) Continue discussing sample game stories: review and annotate Course Notes: Organizing a Game Story TSGW, Chpts 2, 14 Outside Class **Continue drafting scratch outline (TSGW, 428-29) and draft audience sheet (Course Notes)
27 Essay 1:Game Story--Planning **I'll check drafts of your scratch outline + aud sheet Review revised description exercise paragraph (1/20) Discuss Essays - SL: [See Course Notes - Write out responses (notes) to questions] In-class group assignment--card Answer all questions on Course notes page.  (You do not have to answer questions at the end of each piece in SL.) Have these read for today: 1. "Ace Teenage Sportscribe" 2. "Johnson is Everywhere" 3. "Great Day for Baseball in the 90s" Make connections to TSGW, Chpt 14 Outside of class **Finish drafting scratch outline (TSGW, 422-23) + audience sheet (Course Notes)  Start drafting game story ahead of drafting day, Friday: Headline + lead	01 March - Look Below	03 March - Look Below
March
Monday	Wednesday	Friday
27 February- Look Above	01 Essay 1: Game Story--Planning Continue discussing sample game stories: review and annotate Discuss Essays - SL: [See Course Notes - Write out responses (notes) to questions] In-class group assignment--card due (5pts) Answer all questions on Course notes page.  (You do not have to answer questions at the end of each piece in SL.) Have these read for today: 1. "Ace Teenage Sportscribe" 2. "Johnson is Everywhere" 3. "Great Day for Baseball in the 90s" Make connections to TSGW, Chpt 14 Outside of class Continue drafting game story ahead of drafting day, Friday: Headline + lead, begin game summary	03 Essay 1: Game Story: Drafting (Bring charged taptop) Bring completed scratch outline Bring completed draft of audience sheet  (See Course Notes page) Draft game story (in progress) TSGW: Review chapters 2, 14 Bring game & interview notes, sample (annotated) game stories/SL, other planning docs SL--discuss readings as time allows RW, Ch 14: Coordination & Subordination **Continue drafting over the weekend
06 Essay 1: Game Story: Drafting (Bring charged taptop) Bring completed scratch outline Bring completed draft of audience sheet  (See Course Notes page) Draft game story in progress: Everyone should have a minimum of two pages finished TSGW: Review chapters 2, 14 Bring game & interview notes, sample (annotated) game stories/SL, other planning docs Review sample game stories as time allows	08 Essay 1: Game Story: Peer Review--Must Attend RW, Ch 14: Coordination & Subordination TSGW: 61 - read intro (top of pg): purpose of peer review.  I will give you a peer review sheet in class with questions tailored to a game story.  Also, see Course Policies on Peer Review Bring to class: 1. Typed, print (hard) copy of Audience Sheet  2. Typed, print (hard) copy of completed game story. Minimum 3 full pages/Max. 4 1/4 full pages. Drafts must have quotations **An electronic version of your draft or audience sheet for peer review is not acceptable Please bring TSGW & SL, sample game stories, scratch outline, notebook	10 Essay 1: Game Story: Must Return Peer Review Materials Revision checklist (handout) Formatting - Columns (See PPt notes)
13 Essay 1: Game Story: Revision, Editing, Proofreading 1. Bring/Have "clean drafts" (not peer review drafts) to class of your essay + audience sheet so that you can write on these.  Bring/Have a copy of your game story formatted in columns with heading: on laptop or print copy.  (You can, however, bring your peer review drafts if you wish.) 2. Bring/Have completed revision/editing checklist + scratch outline Revision (Bring TSGW) **Conclusion **Lead **Quotations Editing **RW, Ch 16; Ch 33: Commas (a-b)/Ch 14	15 Essay 1: Game Story: Revision, Editing, Proofreading 1. Bring/Have drafts from Monday (see 3/13) on laptop and/or print copies 2. Bring/Have completed revision/editing checklist + scratch outline Revision **Game Summary (TSGW, Chpts 2,14) **Audience Sheet Editing **RW, Ch 16; Ch 33: Commas (a-b)/Ch 14 Proofreading Due: Game notes  + interview questions and responses.  Staple or paper clip--no loose pages, please.  Label clearly Due: Game Story Peer review materials: aud sheet draft  + gs draft + notebook paper--responses: paper clip)	17 Introduction - Assign 1: Personal Sports Narratives TSGW, Ch 2 (pp 26, 28-29, 54-60).  Note key pages/strategies TSGW, Ch 11 (pp 426-27; 428-29 cluster diagram or scratch outline) Readings from SL: Preview these personal sports narratives.  You will choose ONE of these for Assign 1.  We begin looking at these in class 1. "Finding Myself" - p 10; 2. "Four-Minute Mile" - p 38 3. "Take the Plunge" - p 73 **Finalize your choice of the ONE narrative you will write about--by Monday's class--after spring break Due: Game Story: 1. Game story (in columns) + 2. Revised Audience sheet + 3. Revision/Editing chklist + 4. scratch outline (handwritten or typed). Paper clip these items
20 Spring Break	22 Spring Break	24 Spring Break
27 Assign 1 - Planning You should selected have the sports narrative you will write about. TSGW, Ch 2 (pp 26, 28-29, 54-60).  Note key pages/strategies TSGW, Ch 11 (pp 426-27; 428-29 cluster diagram or scratch outline) Readings from SL: Discussion See study questions on Course Notes page for Assign 1 1. "Finding Myself" - 10; 2. "Four-Minute Mile" - 38 3. "Take the Plunge" - 73 Discuss "Finding Myself" & start "Take the Plunge" Have draft ready for class on Friday **Begin previewing/reading stories for Assign 2--see 4/7	29 Assign 1 - Planning See study questions on Course Notes page for Assign 1 TSGW, Ch 2 (pp 26, 28-29, 54-60) TSGW, Ch 11 (pp 426-27; 428-29) cluster diagram or scratch outline).  Bring cluster diagram or scratch outline for the essay you are writing about to class in your notebook/laptop **Finish Finding Myself" & "Take the Plunge" If/As time allows, set up "F-M Mile" Have draft ready for class on Friday	31 Assign 1 - Planning **Discuss "F-M Mile" Bring laptop to class and/or hard copy of your draft.  Have planning work, e.g., completed cluster diagram or scratch outline, discussion notes, Course Notes study questions, TSGW: Ch 2 SL: Personal Sports Narratives **Thesis **Support **Organization **Use of quotations (RW: 38e, pp 294-95; TSGW, pp 553-555) Formatting - email
April
Monday	Wednesday	Friday
03 Assign 1: Peer Review--Must Attend **Bring a hard, print copy of your draft. **An electronic version of your draft for peer review is NOT acceptable** Revision, Editing, Formatting SL: Personal Sports Narratives **Final questions about narratives & personal sporting experiences Revision **Thesis **Support **Organization Editing **Use of quotations (RW: 38e, pp 294-95; TSGW, pp 553-555) **RW - Ch 23: Pronoun Clarity Formatting - email **Continue previewing/reading stories for Assign 2--see 4/7	05 Assign 1 - Revision, Editing, Proofreading **Bring "clean" draft to work on, electronic and/or hard copy Revision (SL-Narratives; TSGW, Ch 2) **Introduction **Narrative Analysis/Personal Sporting Exp Editing **RW, Ch 23: Pronoun Clarity/ Chpts 33 (a-b), 14 & 16 Use of quotations (RW: 38e, pp 294-95; TSGW, pp 553-555) Formatting - essay will be pasted into body of an email/using an appropriate subject line, etc.	07 Assign 1: Final Thoughts **Bring "clean" draft to work on, electronic and/or hard copy Revision (SL-Narratives; TSGW, Ch 2) **Introduction **Narrative Analysis/Personal Sporting Exp Editing **RW, Ch 23/Chpts 33 (a-b), 14 & 16 -------------------------------- Assign 2 - Introduction: Formal Sentence Outline for Short Story about Sports (PowerPoint Slides) Review Course Notes: Assign 2 - All links TSGW, Ch 10 You must read all stories, but you will choose one to write about. Preview these "The 7-10 Split"--SL "Tennis"--SL "Doe Season" (handout) "Raymond's Run"--SL (You should be reading stories and taking notes--have an organized system of taking notes for each story) Formal Sentence Outline: RW 12-14; TSGW, 430-31
10 Assign 1: Final Thoughts (Bring draft) Assign 2: Planning **For the rest of the semester, bring SL + "Doe Season" and bring TSGW Finish Introduction Reading and Writing about Literature (Lecture). We will combine this lecture with preliminary discussion of the stories. TSGW, 399-403: Character & Plot/Setting TSGW, Ch 10 Formal Sentence Outline: RW 12-14; TSGW, 430-31 **Choose your story for Assign 2 by 11/14. Once you choose a story, you cannot change it.	12 Assign 2: Planning Reading and Writing about Literature (Lecture). We will combine this lecture with preliminary discussion of the stories. TSGW, 399-403: Pt of View & Theme Formal Sentence Outline: RW 12-14; TSGW, Ch 11, 430-31 Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc--Course Notes) TSGW, Ch 10 (Sample Essays, pp 390 & 393) Assign 1 Due via email by 5pm.  Peer review docs (question sheet + draft) will be turned in at the beginning of class	14 Assign 2: Planning Story Choice Assignment due: hand in at beginning of class (must be typed).  Once you choose a story, you cannot change it Quiz - short stories (all 4 are in play).  In-class Focused Freewriting (TSGW p 434) - use short story you are writing about.  Bring a charged laptop or tablet OR write by hand Formal Sentence Outline: RW 13-14; TSGW, 430-31 Audience Sheet (Course Notes) **TSGW, Ch 10 (Writing Introductions, p 370-71/Thesis, pp , 384, 404-05) **Course Notes: Notes Link for Essay 2 **Ch 10, Sample essays
17 Assign 2: Planning SL + "Doe Season" Bring Focused Freewriting with annotations to class (4/14) Discussion of Short Stories: "The 7-10 Split" **Use reading notes + all stories (SL + handout) **Be prepared to discuss stories/ask questions as a class Begin Drafting Formal sentence outline: RW 12-14; TSGW, 430-31 Audience Sheet: Course Notes   **TSGW, Ch 10 (Writing Introductions, p 370-71/Thesis, pp , 384, 404-05/ Supporting a thesis, pp 385-86; 405-06) **Course Notes: Notes Link for Assign 2 **Ch 10, Sample essays	19 Assign 2: Planning Discussion of Short Stories **Use reading notes + all stories (SL + handout) **Be prepared to discuss stories/ask questions as a class We will discuss "Raymond's Run" Begin drafting Formal sentence outline: RW 12-14; TSGW, 430-31 Audience Sheet: Course Notes   **TSGW, Ch 10 (Writing Introductions, p 370-71/Thesis, pp , 384, 404-05/ Supporting a thesis, pp 385-86; 405-06) **Course Notes: Notes Link for Assign 2 **Ch 10, Sample essays	21 Assign 2: Planning Be prepared to share your working thesis statement RW: Grammar review Discussion of Short Stories **Use reading notes + all stories (SL + handout) **Be prepared to discuss stories/ask questions as a class Finish "Raymond's Run." Then we will discuss "Doe Season" Begin drafting Formal sentence outline: RW 12-14; TSGW, 430-31 Audience Sheet: Course Notes   **TSGW, Ch 10 (Writing Introductions, p 370-71/Thesis, pp , 384, 404-05/ Supporting a thesis, pp 385-86; 405-06) **Course Notes: Notes Link for Assign 2 **Ch 10, Sample essays
24 Assign 2: Planning Discussion of Stories **Use reading notes + all stories (SL + handout) **Be prepared to discuss stories/ask questions Finish "Doe Season."  Then we will discuss "Tennis" Continue drafting Formal sentence outline: RW 12-14; TSGW, 430-31 Audience Sheet: Course Notes   **TSGW, Ch 10 (Writing Introductions, p 370-71/Thesis, pp , 384, 404-05/ Supporting a thesis, pp 385-86; 405-06) **Course Notes: Notes Link for Assign 2 **Ch 10, Sample essays	26 Assign 2: Drafting (Bring charged laptop) Bring your formal sent outline and audience sheet to class--drafts in progress.  I will check (not collect) these Finish discussion of "Tennis" In class: Work on draft of formal sentence outline + audience sheet Resources for drafting TSGW, Ch 10 **Thesis: pp 384; 404-05 **Support: pp 385-87; 405-07 **Sample Essays: pp 390 & 393 Consult Reading notes, PowerPt notes, Focused freewriting, Stories Integrating Quotations: See Power Pt notes (RW); also TSGW, pp 549-55	28 Assign 2: Drafting (Bring charged laptop) Finish "Tennis"/Other stories - Final Thoughts In class: Work on draft of formal sentence outline + audience sheet Resources for drafting TSGW, Ch 10 **Thesis: pp 384; 404-05 **Support: pp 385-87; 405-07 **Sample Essays: pp 390 & 393 RW, pp 12-14 Consult Reading notes, PowerPt notes, Focused freewriting, Stories Integrating Quotations: See Power Pt notes (RW); also TSGW, pp 549-55
May
Monday	Wednesday	Friday
01 Assign 2: Drafting (Bring charged laptop) In class: Work on draft of formal sentence outline + audience sheet Resources for drafting TSGW, Ch 10 **Thesis: pp 384; 404-05 **Support: pp 385-87; 405-07 **Sample Essays: pp 390 & 393 Consult Reading notes, PowerPt notes, Focused freewriting, Stories Integrating Quotations: See Power Pt notes (RW); also TSGW, pp 549-55	03 Assign 2: Peer Review--Must Attend In Person (No make up for this peer review) Review Peer Review Policy (see syllabus) Bring TSGW, pp 409-410 (preview peer review questions) Bring SL + "Doe Season" 1.) Typed copy of Audience Sheet 2.) Typed copy of formal sentence outline, including introductory paragraph (with thesis) Electronic or handwritten copies of your formal sentence outline and audience sheet are NOT acceptable for peer review	05 Assign 2: Return Peer Review Docs Revision Chklist (handout) Revision (TSGW, Ch 10/Stories: SL + "DS") **FS Outline Introduction/thesis and Introductory Paragraph **Formatting (FS Outline) **Aud Sheet as time allows Editing **RW, Ch 8 (Active Verbs) **All concepts we've studied: Coord/Subord, Commas, Sent Variety, Pronoun Clarity, Run-ons
08 Assign 2: Revision, Editing, Proofreading Bring all books 1. Bring "clean drafts" (not peer review drafts) to class of your formal sentence outline + audience sheet so that you can write on these and share in class: on laptop or print copies 2. Bring completed revision/editing checklist Discuss stories if needed (SL + :"DS") Revision (TSGW, Ch 10/Sample Stories) **Intro (Thesis)/Intro Paragraph **Audience Sheet **Supporting Reasons **Quotations Editing **RW, Ch 8 (Active Verbs) **All concepts we've studied: Coord/Subord, Commas, Wordiness, Pronoun Clarity, Run-ons Proofreading ------------------------------- Final Class Meeting: 5/17, in our usual classroom See below Course Wrap Up **Grammar Competition for extra pts! **Discuss articles sent via email: TBA **Course Review/Final look at SL **Look at quiz from first day of class Assign 2 Docs Due: May 17, Wed See blue boxes below	10 No Class Meeting	12 No Class Meeting

Finals Week: May 15 - 19
Office Hrs during Finals Week: See website home page

Final Class Meeting: May 17, Wed, 12:30-2:30pm, in 304CCC

Assign 2 Docs Due: Wed, May 17.  Turn in during our final class meeting: 1.) Formal Sentence Outline, 2.) Revised Aud Sheet, 3.) Rev/Editing Checklist, and 4.) Peer Review docs (Notebook paper responses, outline draft, audience sheet draft). Paper clip all of these

Course Grades available on AccessPoint (Not Canvas): May 25 or 26

The General Education Program--Written Communication

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.

Course Description and Learning Outcomes

This section of First-Year Composition 101 is a writing-intensive course that will focus on sports, mainly in the United States. Like all writing courses, this course is designed to 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, however, will examine ideas about the meaning of sport in our society and how sport shapes our culture and our sense of identity. No one can doubt the central role of sport in our society today, and even throughout the world, so it makes sense to explore why this is the case through reading, thinking, discussing, and writing. Why are we so interested in, obsessed with, and attracted to sport? The appeal of sport has to be more than its entertainment value. Of course, the most notable sports cliche--life is like a game (or is it a game?)--underscores the significance of sports for us.

Through sports journalism, popular culture, and literary analysis, we will try to gain insights into these questions. You will find your own experience with sport--either as spectators, participants, or both--is a key source of your knowledge and understanding about it. In addition to thinking carefully about sport as a subject for writing, you will

• Understand how writing is a way of sharing information, expressing viewpoints, bringing about social change, and connecting people, all essential for an inclusive democracy
• Analyze the relationship between the writer and his and her audience as well as the contexts that shape the writing about sport as well as other types of writing
• Integrate reading, planning, drafting, peer review, editing, revision, and proofreading into the writing process with a focus on grammatical correctness to acheive effective written communication
• Express an understanding of the ways in which sport is a microcosm of society.

Texts

Text Rental

The St. Martin's Guide to Writing. Axelrod and Cooper. 13th ed., Bedford/St. Martin's P, 2022

Sports in Literature. Bruce Emra. 2nd. ed., National Textbook Co., 2000

Purchase at Bookstore

Rules for Writers. Hacker and Sommers. 10th. ed., Bedford/St. Martin's P, 2022.
**You will use this handbook throughout your university education.

Requirements

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.

There will be weekly writing assignments, peer review assignments, and 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 on the effort you make and not on my subjective opinion.

Course Grade	%
Weekly Writing/Quizzes**	25
Peer Review**	10
Essay 1 - Game Story	30
Assign 1 - Personal Sports Narrative**	15
Assign 2 - Formal Sentence Outline for Short Story about Sports	20
** Will be determined by point values: (Approx Grades): 5pt Assignments: A=5-4.5; B=4; C=3.5; D=3; F=2.5-0//10pt Assignments: A=10-9; B=8.5-8; C=7.5-7; D=6.5-6; F=5-0 See the course Grade Sheet for information about how to calculate grades

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.

Late Assignment Policy: Assignments/essays due on a given day must be submitted at the beginning of the class period. An assignment/essay that is finished but not printed out and ready to hand in is late.

Late weekly 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 Friday 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 or Assigns 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.

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 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.

Attendance

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 in this course.  The only relevant factor is your number of absences.  However, you have personal days to use and manage as needed: For three-days-a-week classes: 5.  For two-days-a-week classes: 3.  Use personal days for family situations or sickness.  Be careful not to squander them.

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.  If you are on a sports team, absences for games still count as personal days.  However, we will adjust your absence limit if absences because of games exceed the absence limit.  The attendance policy begins with the second class meeting. 

*It may be possible to make up missed assignments/quizzes with my approval; therefore, it is your responsibility to contact me immediately 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.

If you are absent and have not exceeded your absence limit, 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 ahead of the due date if an assignment is due.

For an extended absence, do the following:  Follow the syllabus and keep up with readings/assignments; Stay in contact with me for information/resources/help; Look into getting notes from classmates (I can help with this); See me during office hours when you return to class.

Classroom Etiquette

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.

Plagiarism (from the Latin "to Kidnap")/Cheating

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 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.

Updated July 2024