ENGLISH 103 | Spring 2014

Instructor: Melissa C. M. Glidden

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Section 5: MWF, 10 A.M., Room RB 107 Section 10: MWF, 1 P.M., Room RB 112

My Contact Info Office: Contact Email: Office Hours: TBA

RB 249 mcglidden@bsu.edu

Texts and Required Material: Everythings an Argument, 6th Edition Author: Andrea Lunsford An active email account A laptop computer Additional Resources: The Purdue Owl - http://owl.english.purdue.edu/ BallPoint - http://goo.gl/nMnnb Writing Center: If you need additional assistance editing and/or revising your papers, or just want some help brainstorming ideas, please feel free to go to the Writing Center. The Writing Center is located in RB 291 and the phone number is 765-285-8387. You may also schedule appointments online by visiting ballstate.mywconline.com.

Course Description
ENG 103: Rhetoric and Writing introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in ENG 101 or 102.

Course Goals

Understand that persuasionboth visual and verbalis integral to reading and composing Understand how persuasive visual and verbal texts are composed for different audiences and different purposes Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness Integrate primary and secondary research as appropriate to the rhetorical situation Develop strategies for becoming more critical and careful readers of both their own and others texts Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling Take responsibility for their own progress Develop the ability to work well with others on composing tasks.

Course Content and Format

The content and format of ENG 103 are designed to enable students to achieve the course goals: Discuss, analyze, and respond to a variety of visual and verbal texts to identify rhetorical elements, strategies, and conventions Discuss, analyze, and respond to the persuasive logics by which various visual and verbal texts achieve, or fail to achieve, their purposes Collaborate in developing ideas, analyzing visual and verbal texts, and providing peer feedback

Compose persuasive texts through multiple drafts, revising based on peer feedback, self-reflection, instructors written comments, and teacher-student conferences Reflect (orally and textually) on the rhetorical choices and decisions they are required to make as authors to shape a text for a specific audience and purpose Reflect (orally and textually) on the rhetorical choices and decisions they are required to make in order to construct meaning out of anothers text Complete a variety of writing assignments for multiple purposes, audiences, and contexts, using various media, and including primary and secondary research.

Requirements

As an outcome of the course content and format, which enable the accomplishment of the course goals, students in ENG 103 are required to complete:

Four or more writing projects, approximately four to five pages each that address different rhetorical situations Reading assignments for discussion, analysis, and response Informal writing assignments (such as journals, reading reflections, in-class writings, or smaller pieces that lead to the major writing assignments).

NOTE: In order to fulfill the University's Core Curriculum requirement in Writing Program courses, students must earn a minimum grade of C to pass; a grade of C- is not considered acceptable. Writing Program courses may be repeated as many times as necessary to meet the requirement but:

The first and all other grades will show up on the transcript. All grades except the first will be used to compute the GPA. A grade of W will not replace a previous grade. Course credit hours apply only once to graduation requirements.

Attendance and Participation

Because class participation and collaboration are important learning opportunities for you in this course, your class attendance is required. Treat this class like you would a job. If you dont show up, you dont get paid (or in this case, get a good grade). Please choose your absences wisely because your grade will reflect your class participation, and there are no excused absences. Excessive absences (4 or more) provide sufficient grounds for me to fail you for the course. Excessive lateness is also discouraged: two tardies (more than fifteen minutes late) will count against you as one absence. If you are not in class (or the designated meeting spot), you will be counted absent (exceptions to this policy are the Universitys Bereavement Policy, Ball State University field trips with documentation, and military service). You are responsible for all work missed during any absence. If you will have a long-term absence, please contact me so that we can discuss if you should continue with the class. For the rare, miscellaneous absence, contact a classmate and ask that individual if he/she can explain to you what happened during your absence OR refer to the syllabus. Another option is to come by my office during office hours and I will go over with you what you missed. DO NOT EMAIL OR COME UP TO ME DURING CLASS WITH THE QUESTION: Did we do anything while I was gone? It just isnt cool, dude. Surfing the web, checking email, doing homework for other classes, talking disruptively, etc. will not be tolerated during our meeting times. Your participation and attentiveness is necessary for you to do well in this class. If your behavior proves disruptive, you will be counted absent.

Technology Guidelines

You need your laptop for this class. Bring it. Every day. But, to reiterate, do not use your laptop or phone during class time for anything other than note-taking and participatory classroom activities. Im even okay if you Google something we just talked about really quickly or search for a word in the online thesaurus. But consider the work your instructor has put into this class, the work your classmates are putting into the class, and the outcomes that await you if step away from the Facebook for fifty full minutes and provide the class with your attention and respect. Itll be worth it. I promise.

Special Needs

A student who needs course adaptations or accommodations because of a disability, who has emergency medical information to provide, or who needs special arrangements in case the building must be evacuated, should let me know as soon as possible. For further assistance, contact the Disabled Student Development Office (Student Center, Room 116, Phone: 2855293 TTY: 765-285-2206)

Academic Honesty

Honesty, trust, and personal responsibility are fundamental attributes of the university community. Academic dishonesty by a student will not be tolerated, for it threatens the foundation of an institution dedicated to the pursuit of knowledge. To maintain its credibility and reputation, and to equitably assign evaluations of scholastic and creative performance, Ball State University is committed to maintaining a climate that upholds and values the highest standards of academic integrity Refer to Ballpoint on-line for further information.

Paper Requirements
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All papers must be written in MS Word. Handwritten or printed papers will not be accepted. (Printed copies of your paper are okay for in-class peer reviewing.) Email a .docx file of your paper to me at glidden103@gmail.com - do not use my contact email address (at the top of the syllabus). Papers should hit my inbox by the beginning of your class time on their due date.

Papers/Major Assignments
Unless otherwise noted, all papers are to be double-spaced in 10 to 12 point basic serif or san-serif font. (In other words, nothing weird. Arial/Times New Roman. Calibri/Cambria. All are acceptable.) I also expect proper MLA headings, paginations, and works cited sheets where applicable. With the exception of the diagnostic essay, I am looking for the following in every single paper: THESIS You have an argument to make in every paper. Before Im finished with your introduction, I should know what that argument is going to be, and what I can expect glean from the rest of your paper. CONTENT Im looking at your writing to be sure youve analyzed and scrutinized the writing prompt. Have you answered all pertinent questions? Are your claims supported with evidence? Are your arguments strong and convincing, or fallacious and vague? Are there transition sentences? Strong vocabulary and specificity? Are quotes incorporated smoothly? ORGANIZATION Whats a good argument if its not organized in such a way that your audience can grasp it? Whats a good message if its so disorganized that we arent sure what were supposed to learn from you? Here, I want to be sure that your paper, on the whole and at the paragraph level, is structured in such a way that your unique ideas shine. Your papers should have introductions that are intriguing and significant and conclusions that resonate. Your paragraphs should begin with sentences that set me up for what the main idea of that paragraph is more importantly, each paragraph should have a clear main idea that I can grasp. MLA DOCUMENTATION Learning how to use citations properly is a key skill in college. Proper citations can make your argument shine. Its like say, Heres my argument. Heres how I know Im right. And to prove to you that Im right, heres a citation: go look it up. Im telling you, Im right. Im checking every paper to make sure youve followed directions carefully. I want to see proper MLA headings, page numbers, works cited sheets (where applicable), and in-text citations. (Please be aware that improperly cited sources are a plagiarism risk. And plagiarism can get you in gigantic trouble. Watch out.) PUNCTUATION/GRAMMAR/SENTENCE FLUENCY I understand that we arent all linguists. That being said, by college, there are certain things you should know, and if you dont know them, its time to learn them. Six or more typos or major grammatical errors (capitalization, improper use of semi-colon, possessive/plural, comma splices) will result in a failing grade for this portion of your paper. If youre really worried about your punctuation and grammar, I urge you to us e peer review to your advantage, read your papers aloud to yourself and to friends, or visit the Writing Center. This portion of your paper is important. There is a huge difference between Lets eat Grandma, and Lets eat, Grandma! Commas save lives. Diagnostic Essay: Due Monday, January 13 (Quiz Grade) (1-1.5 Double-Spaced Pages) This simple, introductory essay will help me gain perspective concerning the needs and strengths of our class this semester. Though it is for a simple pass/fail grade (100 if you turn it in, 60 if its incomplete, 0 if it is not turned in at all) I still urge you to do your best on it so that I can get an accurate snapshot of where our class is as a community of writers. Otherwise, we may end up spending too much time reviewing material in class that students already have a good grasp on, and time is valuable. (This is also a chance for you to practice turning in papers to me via email.)

You will write 1-1.5 pages, reviewing and selling a favorite film, T.V. show, or book. The paper should be one part summary, one part argument. Consider your audience: youre trying to influence me or one of your classmates to watch this show or film or read this book. Use proper MLA headings and pagination. Paper 1 Rhetorical Analysis: Due Wednesday, February 5 (4-5 Double-Spaced Pages) Youve been studying the rhetorical appeals. Now, put your knowledge to work. In a 4-5 page essay, you will summarize and analyze a commercial of your choosing. Your introduction should be thoughtful, and should contain a thesis statement something along the lines of, This commercial appeals to the college-aged demographic by using upbeat music, and popular celebrities that young people seek to emulate, or This commercial appeals to ethos with its choice of spokesperson, pathos with its sad, wistful music, and logos when it clearly lists facts about the organization at the end. Something, anything that says here is what I will be arguing in my paper. State your argument, summarize the commercial, and break the appeals within the commercial down by ethos, logos, and pathos. You will also discuss whether or not the commercial felt effective to you, what the advertisers did right, OR what the advertisers needed to do to improve the effectiveness of the commercial. Paper 2 Researched Proposal Paper: Due Wednesday, March 5 (4-5 Double-Spaced Pages) Now that you know how to appeal to an audience, use your skills the change the world. In this paper, were going to practice appealing to a specific audience and making strong, concrete arguments based in fact. Assignment sheet to follow. Paper 3 Persuasive Narrative: Due Wednesday, April 2 (4-5 Double-Spaced Pages) Time for some fun, creative non-fiction writing! You will choose an event in your life that you believe has shaped who you are as a person. This event should have either inspired you to adopt a particular life philosophy, inspired you to make a change in your community, etc. Tell your story in such a way that your audience might be inspired to consider your viewpoint as well. Assignment sheet to follow. Group Short Documentary: Due Wednesday, April 23 For this final, multi-modal project, the class will be broken up into 6-7 groups. Using what youve learned this semester regarding argument, organization, and creativity, you will film and edit a short documentary film (About 5-7 minutes) that will teach and inspire your class. Your goal is to inform and persuade us. The project will have a speech component (one-minute introductory presentation), multi-media component (the video), and a written component (one-page reflection). Assignment sheet to follow. Optional Final Paper Revision: Due Finals Day You will be given the opportunity to revise one paper with the potential to raise your lowest essay grade by up to ten points.

Discussion Boards/Quizzes/Participation

DISCUSSION BOARDS Due by classtime on due dates: Every other week, you will begin a new thread in the Blackboard discussion boards, and respond to at LEAST one of your classmates posts with a week after posting your own thread. These posts should be 150-300 words long, and may be on the topic of your choosing. The goal is simple: reflect on something weve covered or discussed in class in an organized, thoughtful manner. Share your thoughts, questions, concerns, and ideas. You will be scored as follows on your discussion board posts: New thread, 150-300 words: 25 At least one response: 25 Proper grammar/punctuation: 25 On time (By classtime on due date): 25 Total points possible: 100 QUIZZES My quizzes are short (about five questions each) and random. See, Im here to do a lot of things. Teaching you how to pose strong arguments and convey your ideas in writing is one of them. Keeping you on your toes is another. Show up to class, do the readings, pay attention, and quizzes will be cake. PARTICIPATION As an introvert, I respect anyone who thinks and learns better internally than by speaking up in class constantly. That being said, we all have something to gain when we speak up, ask questions, and pose ideas. Be it in small groups, or during full-class discussions, its expected that you will participate with your voice and energy in some regard. If the semester has passed and you realize youve said next to nothing, or your discussion group is beginning to suffer because

you just dont know what to contribute, expect that you and I will be having a talk about your class participation. Participation in this class is graded holistically.

Scoring Breakdown
Paper 1: Paper 2: Paper 3: Group Short Documentary: Discussion Boards/Quizzes/Participation TOTAL POINTS 20% 20% 20% 25% 15% 100%

Grading and Grades

I will grade your formal written work based on the master rubric for all Writing Program courses. Here is the grading scale (in percentage terms, for the final course grade). Please do not ask me to give extra points at the end of the semester. You have all semester to make sure you pass. Remember, you must make a C or better to successfully pass ENGLISH 103. PASSING A 92 and above A90-91 B+ 88-89 B 82-87 B80-81 C+ 78-79 C 72-77 FAILING C70-71 D+ 68-69 D 62-67 D60-61 F 59 and below