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English 1301: Composition and Rhetoric I
Required Texts:
The Language of Composition: Reading, Writing, Rhetoric - Provided
Everything’s an Argument - Provided
Sentence Composing in College - Provided
Vocabulary Workshop: Level H – Student required to purchase
Overview: English 1301 provides practice in rhetorical analysis and writing, with emphasis on writing for various audiences and purposes. It develops writing skills through fostering critical thinking and through instruction in the stages of the writing process, from invention to revision. An emphasis is placed on thesis development, organization, logic, sentence construction, diction, grammatical usage, and punctuation. This course, while primarily intended to develop the ability to communicate, can also strengthen each individual’s powers of perception and can promote an increased awareness of the world around him or her, which can be of immeasurable benefit both in college and throughout life.
Prerequisites:Placement by testing or completion of ENGL 0309; ENGL 0307 or 0375 and ENGL 0305 or 0365
Credits: 3 credit hours
Description:
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Instructor: Keith G. Page
Office: Room 2409
Office Hours: available upon request
E-mail: [email protected] Phone: 281-641-6978
Department Chair: Ms. Anne Amis, CLB 102-I 281-312-1737
Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis.
Learning Outcomes:Upon successful completion of this course, students will: 1. Demonstrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution, following standard style guidelines in
documenting sources. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Use edited American English in academic essays.
Core Competencies:1. Critical Thinking Skills : To include creative thinking, innovation, inquiry, and analysis, evaluation and
synthesis of information2. Communication Skills : To include effective written, oral, and visual communication3. Teamwork : To include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal4. Personal Responsibility : To include the ability to connect choices, actions, and consequences to ethical
decision-making
Essential Course Requirements:
1. Writing: The writing for English 1301 includes at least six formally assessed writing experiences. The strength of this writing course lies in constant feedback. Therefore, you will receive one paper before submitting the next.
Students will write three 650-800-word expository essays . Students will be offered a variety of writing experiences:
Menu of Assignments: Essays based on the rhetorical modes: comparison/contrast, classification/division, cause/effect,
persuasion/argumentation, problem/solution. Critical analysis Rhetorical Analysis Synthesis Essay Literary Analysis Visual Analysis Technical Report Informative Essay (with sources)
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Annotated Bibliography Comparative Analysis (comparing two texts)
Students will also complete at least two 300-500-word written responses . One must be an in-class writing assignment.
Menu of Assignments: Diagnostic Writing Sample Reader-Response Reflective Essay Writing based on the rhetorical modes: narration, description, exemplification, definition,
process analysis. Critical Analysis Annotated Bibliography Letter (informative or argumentative) Proposal Field Research-based Writing (such as interview, observations) Critical Review Digital Communication (blogs, forums, websites, wikis, emails) Portfolio Written Response(s) or Essay as part of a Mid-Term or Final Exam
Students will be assessed on at least one pre-writing/revision/conference exercise .
Students will be assessed on at least one peer review and/or collaborative writing assignment .
2. Research Paper/Project:This course places an emphasis on teaching students the foundational components of information literacy and research methodologies.
Students will complete a 1000-word minimum (not including Works Cited) research paper/project, including at least five sources.
Upon successful completion of this course, students should demonstrate the ability to Formulate questions that can be investigated through research, collaboration, and writing Develop a thesis that articulates a specific point of view Determine the extent and type of information needed Conduct responsible research by evaluating, analyzing, and synthesizing relevant critical sources Use research to support and develop their own opinions and ideas Use a variety of print and electronic primary and secondary sources Integrate source material effectively and ethically into coherent formal writing to accomplish a
specific purpose Document sources accurately using 2009 MLA documentation methods
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Demonstrate academic integrity by avoiding plagiarism
3. Grammar: Although students should enter English 1301 understanding the basics of standard American grammar and usage, many need sustained remediation throughout the semester. Therefore, grammar will be taught, as needed, through direct instruction, supplemental instruction, and/or editing and proofreading activities.
The Grammar Proficiency Test is a diagnostic and assessment tool: Form A of the Grammar Proficiency Test will be given the first week of class as an ungraded diagnostic assessment. Form B of The Grammar Proficiency Test will be given during the seventh week, and the score on that exam will be a summative test grade.
4. Reading: Reading, writing, and thinking skills are inextricably linked in this course, therefore rich and varied readings will be assigned from the textbook, as well as other sources. Throughout the course, critical reading strategies will be taught and reinforced. These include annotating, summarizing, analyzing, and evaluating texts in order to recognize the rhetorical and structural choices that make up effective written communication.
5. Oral and Visual Communication:English 1301 integrates oral, written, and visual communication. Therefore, direct instruction and formal assessment of mixed communication modes is required. Students will be exposed to a variety of oral and visual “texts,” such as speeches, photographs, advertisements, debates, and documentary film, to name a few. Students should explore the rhetorical strategies used for effective oral and visual communication, and they should demonstrate their ability to communicate using these modes.
Menu of Learning Activities and Assignments for Oral Communication: Create and deliver a formal presentation on an assigned topic, either individually or as a group Engage in class debates and class discussion Read aloud from selected texts Analyze speeches Write a review of a live performance (speech, panel discussion, play, etc.) Conduct an interview Select and explain how a musical score or song supports the mood or tone of a visual image or text Teach assigned concepts to others, either individually or in groups Analyze TED Talks Analyze narrative techniques and/or speech patterns in documentary films and/or news broadcasts
Menu of Learning Activities and Assignments for Visual Communication: Analyze political cartoons Use graphic organizers, such as concept maps, VENN diagrams, and timelines, to understand and
think about topics Use carefully selected and appropriately documented images in a formal presentation Create editorial cartoons
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Critique print ads Analyze photographs Analyze documentary film Create public service announcements Analyze graphs and charts contained in selected readings for class and/or textbooks from other
classes Analyze and critique clips from YouTube Analyze TV commercials
Course Policies:
Absence Policy: English 1301 DC students will be held accountable to the KHS absence policy
Tardy Policy: English 1301 DC students will be held accountable to the KHS tardy policy
Withdrawal Policy: If you choose to drop this course for any reason, you must fill out all the official paperwork before Monday, November 11th to avoid receiving an F on your transcript.
Class Behavior Policy: Misbehavior should not present a problem in a college course. However, if a student disrupts the class, he or she will be asked to leave the classroom. A notice of this action will be sent to the English department chair and/or the Dean of Arts and Humanities. If the student disrupts the class a second time, he or she will be dropped from the course. Inappropriate behavior includes (but is not limited to): extraneous conversation, texting, sleeping, reading another text, lack of participation, and disrespectful or negative comments. **Please turn OFF and put away all electronic devices prior to class.
Late Work Policy: A paper is late if it has not been successfully uploaded to the online class prior to
the start of class on the day it is due. I will accept only one (1) short essay late; however, there will be a
10-point deduction. The last opportunity to submit a late essay will be one class meeting after the
original due date. This policy only applies to the short essays. No late research papers will be accepted.
Plagiarism Policy:
Successful students demonstrate a high standard of individual integrity: Lone Star College System is committed to a high standard of academic integrity, and students are responsible for honesty and independent effort. Failure to uphold these standards includes, but is not limited to, the following:
Cheating includes looking at or copying from another student's exam, orally communicating or receiving answers during an exam, having another person take an exam or complete a project or assignment, using unauthorized notes, texts, or other materials for an exam, and obtaining or distributing an unauthorized copy of an exam or any part of an exam.
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Plagiarism means passing off as his/her own the ideas or words of another (that is, without giving proper credit by documenting sources) or using outside sources when the assignment requires students to come up with the ideas and words completely on their own. Plagiarism includes submitting a paper, report, or project that someone else has prepared, in whole or in part.
Collusion is inappropriately collaborating on assignments that are to be completed independently. You should also not submit a paper that was previously submitted for another class, even if it is
your own work and did not receive a grade. All work must be original to this course.
Due to the rise in plagiarism cases, be advised that your work must be submitted to an anti-plagiarism site called Turnitin.com. Students found guilty of plagiarism may also be reported to Student Services.
Participation Policy:
Equal Opportunity Statement:The Lone Star College System is committed to the principle of equal opportunity in education and employment. The system does not discriminate against individuals on the basis of race, color, gender, religion, disability, age, veteran status, national origin, sexual orientation, or ethnicity in the administration of its educational policies, admissions policies, employment policies, scholarship and loan programs, and other district or college administered programs and activities.
Americans with Disabilities (ADA) Statement:The Lone Star College System is dedicated to providing the least restrictive learning environment for all students. LSCS promotes equity in academic access through the implementation of reasonable accommodations as required by the Vocational Rehabilitation Act of 1973, Title V, Section 504 and the Americans with Disabilities Act of 1990 (ADA) which will enable students with disabilities to participate in and benefit from all post-secondary educational programs and activities. If you require reasonable accommodations because of a physical, mental, or learning disability, please notify the instructor of this course within the first 2 weeks of the term.
(Optional) Veteran Statement: If you are a veteran, you might be interested in the link to Federal Benefits for Veterans & Dependents (2008 Edition): http://www1.va.gov/opa/vadocs/current_benefits.asp
(Optional) FERPA Statement: Please aware that unless you have signed a FERPA statement, I cannot communicate with anyone except for you, the student, with respect to your work in this course. For more information, please contact Student Services.
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PLAGIARISM POLICYThe penalty for any plagiarism at any time during the course
is a zero on the assignment, an F in the course, and/or possible suspension from the college.
*College Grade Scale: A = 100–90; B = 89–80; C = 79–70; D = 69–60; F = 59–0
*High School grade will follow KHS grade scale
A = 100-90; B = 89-80; C = 79-75; D = 74-70; F = 69-0
Emergency Notification
Alternate Contacts
Ms. Anne Amis, Chair, English Department CLB 102-I 281-312-1737Ms. Mitzi Payne, Division Coordinator PAC 117 281-312-1501Mr. Jim Stubbs, Dean PAC 117 281-312-1730
English 1301 Course Schedule
The instructor reserves the right to amend the course policies, assignments, and schedule at any time. It is the student’s responsibility to keep up with changes as they are announced.
Dates of Major Grades:
The Language of Composition Test – Wed/Thu, September 11th/12th
Paper 1 due – September 27th
Grammar Test – October 2nd/3rd
Paper 2 due – October 9th/10th
Vocabulary Test 1 – October 16th/17th
Paper 3 due – October 29th
Vocabulary Test 2 – November 13th/14th
Research Paper due – November 29th
Non-Fiction Unit Test – December 4th/5th
Presentations – December 11th/12th
Course Work: Syllabus will be updated weekly
WEEK ONE
Monday, August 26th Introduction to class and syllabus; issue class texts; student introductions; an introduction to rhetoric. READ: pp. 1-34 for Wed/Thu class
Tuesday, August 27th Diagnostic grammar test
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Wed/Thu, Aug 28/29th Chapter 1: Lou Gehrig’s speech; ethos, logos, pathos; Diagnostic writing assignment: pp. 9-10 in The Language of Composition; READ: pp. 35-59 for Friday’s class
Friday, August 30st Grammar workshop; Close Reading: The Art and Craft of Analysis; quiz terms assigned: pp. 58-59
WEEK TWO
Monday, September 2nd Labor Day Holiday Tuesday, September 3rd [Teacher off campus] In-class assignment; p.55-56
Wed/Thu, September 4th/5th Purchase Vocabulary Workshop: Level H; Writing expectations; Chapter 1: Everything's an Argument; exploring visual texts
Friday, September 6th Purchase Vocabulary Workshop: Level H; Terminology quiz;READ AND RESPOND: pp. 66-68 in The Language of Composition and answer questions 1-7 on p.68 for Monday’s class. NOTE: First summative grade will be on Wed/Thu, September 11th/12th over Chapters 1-3 of The Language of Composition
WEEK THREE
Monday, September 9th Return terminology quiz; review homework; practice synthesis essay; how to annotate; The Language of Composition pp. 52-77
Tuesday, September 10th Annotating; discussing visual arguments; Chapter 1-3 test review
Wed/Thu, September 11th/12th Chapter 1-3 test; annotate President Obama’s September 10th speech (available on my website)
Friday, September 13th Essay: Rhetorical devices employed in President Obama’s speech; HW: Read "I Know Why the Caged Bird Cannot Read" on pp. 89-99; Answer attached questions: Questions
WEEK FOUR
Monday, September 16th If you did not complete the reading assignment, do so now. Answer questions 1-10. Visual Arguments: Today’s NPR political cartoon; everything’s and argument pp. 934-937; Read pp. 923-929 in Everything's an Argument. Answer questions 1-5 on pp. 929-930
Tuesday, September 17th Fallacies in Argument: pp. 491-512 in Everything's an Argument; Study appeals for Friday's quiz; Fallacies of Argument; Read today's David Brooks editorial: http://www.nytimes.com/2013/08/30/opinion/brooks- one-great-big-war.html?ref=davidbrooks&_r=0
Wed/Thu, September 18th/19th Complete Fallacies in Argument assignment; Discuss David Brook's commentary; Assign Essay: Choose speech from the following link: http://www.americanrhetoric.com/top100speechesall.html; Rhetorical Analysis of Speech paper
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Friday, September 20th Fallacies of Argument quiz; Fallacies analysis; rhetorical analysis of
JFK’s Inaugural Address
WEEK FIVE
Monday, September 23rd Return Fallacies of Argument quiz; Chapter 5 of Everything's an Argument pp. 102-15: Composing a Rhetorical Analysis; Grammar unit: Chapter 18 of The Little Brown Handbook, pp. 342-49
Tuesday, September 24th Grammar unit: Sentence grammar, pp. 357-63,370-73, 405-11; Grammar
Proficiency test on October 2nd/3rd; organizing the rhetorical analysis paper: Rough draft due for peer edit tomorrow/Thursday.
Wed/Thu, September 25th/26th Peer edit rhetorical analysis essay; Grammar: The Transitive Vampire: A
Handbook of Grammar for the Innocent, the Eager, and the Doomed; Strunk & White's Elements of Style
Friday, September 27th Rhetorical analysis paper due; begin comedy unit: Monty Python
WEEK SIX
Monday, September 30th Unit 1 Vocabulary Quiz; comedy unit: David Sedaris – Me Talk Pretty One Day
Tuesday, October 1st Grammar test practice; comedy unit: David Sedaris – “Six to Eight Black Men,” “Dave Barry on College”
Wed/Thu, October 2nd/3rd Grammar test; comedy unit: assign paper
Friday, October 4th Unit 2 vocabulary study; comedy unit
WEEK SEVEN
Monday, October 7th Unit 2 vocabulary quiz; comedy unit: drafting the comedy paper; humor terms
Tuesday, October 8th Peer-edit draft of comedy paper
Wed/Thu, October 9th/10th Research paper assignment; vocabulary practice: Internet resources; The Language of Composition: "A Talk to Teachers" - James Baldwin pp. 123-29; Answer questions 1-12 on p.129
Friday, October 11th Comedy paper due; Unit 3 vocabulary quiz; Units 1-3 vocabulary test preparation: A, B, C technique
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WEEK EIGHT
Monday, October 14th Student holiday
Tuesday, October 15th In-class essay
Wed/Thu, October 16th/17th Unit 1-3 vocabulary test; Library orientation
Friday, October 18th Library time
WEEK NINE SECOND QUARTER BEGINS
Monday, October 21st One annotated source due; Unit 4 definitions; Everything’s an Argument: Read pp. 139-173 in everything's an argument - focus on the Toulmin method of argumentation
Tuesday, October 22nd Unit 4 vocabulary quiz; Unit 5 definitions; Toulmin method
Wed/Thu, October 23rd/24th Return vocabulary quizzes; everything’s an argument: pp.528-47; MLA exercise (formative grade given)
Friday, October 25th Documentary study
WEEK TEN
Monday, October 28th How to create a visual argument; Non-fiction unit: "The Culture of Thin Bites Fiji" pp. 589-90; "Television, Disordered Eating, and Young Women in Fiji: Negotiating Body Image and Identity During Rapid Social Change" pp. 592-99 in Everything's an Argument
Tuesday, October 29th Unit 5 vocabulary quiz; Unit 6 definitions; Work on visual argument
Wed/Thu, October 30th/31st Visual argument instructions
Friday, November 1st MEET IN LIBRARY - RESEARCH
WEEK ELEVEN
Monday, November 4th MEET IN LIBRARY – RESEARCH
Tuesday, November 5th Unit 6 vocabulary quiz; Non-fiction unit: From The Destruction of Culture pp. 922-28 in The Language of Composition; research: annotated bibliography
Wed/Thu, November 6th/7th Present visual argument; research questions
Friday, November 8th 6 annotated sources due; Non-fiction unit: "Who's a Looter? In Storm's Aftermath, Pictures Kick Up a Different Kind of Tempest" pp. 640-42; "Gay-Asian American Male Seeks Home" pp. 644-48 in Everything's an Argument
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WEEK TWELVE
Monday, November 11th Non-fiction unit: "Mainstream/Business-to-Business Advertising Best Practices" pp. 654-58; "Not Only Natalee Is Missing: Is the Media Inattention to Missing Women Who Aren't White Due to Deliberate Racism or Unconscious Bias?" pp. 659-61
Tuesday, November 12th Unit 4-6 Vocabulary Test
Wed/Thu, November 12th/13th Peer edit research paper; go to library if you need to conduct research
Friday, November 15th Non-fiction unit: “Skin Deep: What Polls of Minorities Miss.” pp. 663 – 65; “Advertising Sets Double Standard for the Male Gender.” pp. 667-68; “Graphic Artist Carefully Assigns Ethnicities to Anthropomorphic Recyclables.” pp. 669-71
WEEK THIRTEEN
Monday, November 18th Sentence Composing for College: Sentence Unscrambling Tuesday, November 19th Non-fiction unit: synthesizing an argument: synthesis paper; write
outline/draftWed/Thu, November 20th/21st Non-fiction unit; write final copy of synthesis essay, type, and turn in.Friday, November 22nd Research paper due; presentation instructions: Instructions
NO-HOMEWORK THANKSGIVING BREAK - 25th - 29th
WEEK FOURTEENMonday, December 2nd Presentation workshop: Instructions 2Tuesday, December 3rd Sentence Composing for College: Sentence ImitatingWed/Thu, December 4th/5th Sentence Composing for College: Sentence Combining and ExpandingFriday, December 6th Effective presentations:Effective Presentations;Presentation Checklist;
Presentation workshop: http://aaude.org/system/files/documents/public/air2010.pdf
WEEK FIFTEEN Monday, December 9th Presentations – Final ExamTuesday, December 10th Presentations – Final ExamWed/Thu, December 11th/12th Presentations – Final ExamFriday, December 13th Pre-Finals Christmas extravaganza. COLLEGE GRADES DUE AT
LONE STAR
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