Composition I Syllabus for 2013-2014
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Instructor Information
Instructor
Shelby Amiro-Wilson (Curriculum Vitae)Office Hours
Available via Google Meets with appointment.
Course Information
Recording Policy
Disability Statement
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.
Statement for Mental Health and Advocacy & Resource Center:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Amarillo College Tutoring for Success Policy:
Administrative Drop Policy
N/A
Student Withdrawal Procedures
N/A
Privacy Statement
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
Course
ENGL-1301-DC027 Composition I
Prerequisites
RDNG 0331 and ENGL 0302-minimum grade of C or scores on a state-approved test indicating college-level reading and writing skills
Course Description
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.
Student Resources Student Resources Website
Department Expectations
\ Amarillo College English Department Plagiarism Policy, revised Spring 2013
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\\ The English Department takes plagiarism seriously.
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\\ Plagiarism is defined as the following: the use of someone else’s exact words that are neither quoted nor cited; paraphrasing someone else’s words without citing them; or using someone else’s research without citing it.
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\\ Student plagiarism in the Amarillo College English Department is internally tracked. To clarify, records will be kept in the Department of those students who have plagiarized. At the beginning of each new semester, the names of students who plagiarized the previous semester will be sent to all English Department faculty.
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\\ Plagiarism may receive a penalty of a zero. A subsequent infraction will be deemed a reason for expulsion from the class. At this point, the case will be referred to the Vice President of Student Affairs.
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\\ Note: Self-plagiarism will be discussed with the class by each instructor and infractions for such are left up to the individual instructor’s discretion.
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\\ In addition to the learning outcomes listed, students will be expected to use the library’s online databases and other computer resources for research and word processing. Also, all students will write a third person, argumentative research paper following the MLA format for citing sources.
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Hours
(3 sem hrs; 3 lec, 1 lab)
Class Type
Dual Credit Course
Syllabus Information
Textbooks
Amarillo College English Department. A Rhetoric Handbook for English 1301 & 1302. Plymouth, MI: Hayden McNeil, 2013. Print.
Faigley, Lester, and Jack Selzer. Good Reasons: Researching and Writing Effective Arguments. Amarillo Coll. ed. New York: Pearson, 2010. Print.
Supplies
A computer with reliable access to the internet and a word processing program, such as Microsoft Word, OpenOffice, or LibreOffice .
OpenOffice and LibreOffice contain free word processing applications and can be found here:
· Group 1: Personal (letter of application, narrative, topic response, journal, descriptive) · Group 2: Analytical (visual, written, summary-response, evaluative, rhetorical analysis) · Group 3: Research (researched argument, classical argument, proposal) · Group 4: Wild card (selection from groups 1-3, teacher option) In addition to the learning outcomes listed, students will be expected to use the library’s online databases and other computer resources for research and word processing. Also, all students will write a third person, argumentative research paper that follows the MLA format for citing sources and utilizes peer review. |
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
Students must be in compliance with all Palo Duro High School Rules and Code of Conduct.
No Cell phones visible or in use (including text messaging)
No behaviors which interfere with other students' learning
As Palo Duro High School Students, you are expected to follow the D-FORCE guidelines:
- Be focused, organized, respectful, and consistent every day
Amarillo College English Department Plagiarism Policy (Revised 2013):
The English Department takes plagiarism seriously.
Plagiarism is defined as the following: the use of someone else’s exact words that are neither quoted nor cited; paraphrasing someone else’s words without citing them; or using someone else’s research without citing it.
Student plagiarism in the Amarillo College English Department is internally tracked. To clarify, records will be kept in the Department of those students who have plagiarized. At the beginning of each new semester, the names of students who plagiarized the previous semester will be sent to all English Department faculty.
Plagiarism may receive a penalty of a zero. A subsequent infraction will be deemed a reason for expulsion from the class. At this point, the case will be referred to the Vice President of Student Affairs.
Note: Self-plagiarism will be discussed with the class by each instructor, and infractions for such are left up to the individual instructor’s discretion.
Grading Criteria
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Percent-weighted scores for Amarillo College: Essays (including semester test essay): 60 % In-Class Timed Writings: 15% Active Participation in Discussions (including Socratic circles and Roundtable Discussions): 15% Daily Work (out of class writings, book conference, writing conference, quizzes, homework): 10% For your Amarillo ISD grades, each assignment has a point value. More comprehensive and complex assignments are worth more points than daily grades and homework assignments. Your Amarillo ISD and Amarillo College grades may differ. Amarillo College Grading Scale:
90-100% = A It is the responsibility of the student to request make up work when absent. Work must be turned in on the assigned due date in class or no later than 11:59 PM of the due date in digital format to one of my email accounts or your e-Backpack: shelby.wilson@amaisd.org or shelby.wilson@actx.edu https://amaisd.ebackpack.com/login Missed work must be made up within three days of the absence unless you make arrangements with me during your absence or immediately upon your return. Please be aware that failing to make up missed work in a timely manner puts you at risk of failling further behind. This impacts your overall grade. Remember: Stay current with the daily lesson—if you fall behind it is easy to keep up via email. Late Work Policy: I do not accept late work on major assignments. Deadlines are posted well in advance. However, if it becomes apparent that you will not meet the deadline for some unforeseeable reason, you must contact me before the due date. In this case, you will agree to a new deadline after which no work will be accepted. Should you choose this option, be aware that 70 will be the highest grade you can achieve. Use this option only in an emergency. I would highly suggest keeping up with your Amarillo College email and monitoring your grade through AC Connect: Monitoring your college grade is entirely your responsibility. I cannot contact your parents/guardian about your Amarillo College grade. I also cannot discuss your Amarillo College grade with your parents without your express written consent. If you have difficulties with using Amarillo College’s online systems, you can contact the CTL HelpDesk at (806)371-5992 or at ctl@actx.edu. |
Attendance
Students attend this class at Palo Duro High School and must abide by AISD attendance policy.
Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class and to complete all assignments. If during the semester you consider dropping, please check with me first for an alternate plan, one that protects your investment in the course and gives you an opportunity to complete it. Remember that the deadline for drops this semester is November 20, 2013.
The Texas Education Code stipulates that students attending Texas institutions of higher education for the first time in fall 2007 and later may not withdraw from more than six courses during their academic career, including courses from which transfer students have withdrawn at other Texas institutions of higher education. There are certain exceptions to this policy and petitions for exceptions should be directed to the Registrar.
Calendar
Major assignments and exams:
- Essay over summer reading texts (The Shallows or The Dumbest Generation). Self-selected topic. Argumentative stance.
- Visual text analysis
- College Portfolio: Two college essays; cover letter, thank you letter
- Annotated bibliography of "wide reading" in preparation for research paper.
- Research Paper (long) with MLA documentation
- Class Participation (class discussions, roundtable discussions, Socratic Seminars)
- Timed writings (in class)
- Book conference (one, during office hours)
- Writing conference (one, during office hours)
- Semester Exam
Required and recommended reading
Selections from:Good Reasons: pages 12-21, 22-29, 30-51, and readings 327-28, 329-31,332-33,380-85,394-98,399-405, choice from 406-449,450-57,458-61,462-65,484-85,514-21.
A Rhetoric Handbook for English 1301 and 1302: pages 3-60.
Additional non-fiction readings as assigned.
Literature: Things Fall Apart; The Importance of Being Earnest; various poetry and short stories as assigned
Major assignments, required reading, and subject matter of each lecture and discussion:
Unit 1: The Building Blocks of Argument approximately 7 weeks: 8/26-10/10):
Essential Questions:
- Who controls the message?
- Who SHOULD you trust? Why?
- Is there a way to determine TRUTH?
- Is TRUTH relative?
August 26: Intro to course
8/27: Writing as a process review: prewriting strategies
Writing: George Steiner Quote
8/28: Writing as a process review (cont.)- even more prewriting strategies, present response to George Steiner Quote
8/29: Writing as a process review (cont.)
- “S***** First Drafts” (Good Reasons pp.458-461) and “The Maker’s Eye” (Good Reasons pp. 462-465)
- Self Reflection
8/30: Word Hoards: Word Game (begin Word Hoards in journals)
9/3-4: Rhetorical choices: Prejudice, Pleasantville, and Prom through a variety of genres
9/5: Conversational Roundtable: Essential Questions
9/6: What Makes a Good Argument? Good Reasons pp. 12-21, Grammar Handbook p. 23
- Opposing viewpoints: death penalty
9/9: Conversational Roundtable: Rhetorical analysis—Why do some arguments succeed? What are the goals of argument? What are appeals and how do you use them?
9/10: Discuss Aspects of Style, Poetry Explication, Figurative language
9/11: Intro to Poetry Analysis: Using TPCASTT
· “I Felt a Funeral in My Brain” Emily Dickinson
· “I Heard a Fly Buzz When I Died” Emily Dickinson
· “And Death Shall Have No Dominion” Dylan Thomas
9/12: Timed Writing: Poetry Analysis
9/13: Visual Analysis: Class model—“Swagger Wagon"
- Media and Politics—Here we go again!
- “The White House”: Metonym for the Message
- Close Reading/Writing/Speaking/Listening: What is our responsibility in all this?
9/17: Good Reasons, pp. 22-29, Grammar Handbook, pp. 24-29 continued
- Deconstruct messages—discuss rhetorical strategies/appeals
9/18: Good Reasons, pp. 30-51: How do I find and build an effective argument?
- “Bare in Mind” by Rick Reilly (327-28)
- “Love Your Fat Self: Rejecting Fear, Loathing, and Sacrifice” by Courtney E. Martin (380-85)
9/19: In-class writing: Grouping for Visual Analysis Essay
9/20: Sentence Imitation: How to write better sentences from the experts
9/23: Summer Reading Roundtable Discussion: Preparation for Essay
9/24: In-class Writing: Apply elements of effective argument: analysis of essays
“The Case for Torture” OR “The Perfect Picture”
9/25: Deconstruct “Adam Goes to School” OR “Adam”: partner activity
9/26: Visual Analysis Due (see format on pages 42-44 Rhetoric Handbook)
- continue discussion and deconstruction of articles
9/27: In-class writing: Grouping for Summer Reading Essay (Analyzing an argument), Introduce Ratiocination and apply
9/30: Pick one: “El Doctor” by Julia Alvarez (406-414); “How to Tame a Wild Tiger” by Gloria Anzaldúa (415-25); “The Myth of the Latin Woman: I Just Met a Girl Named María” by Judith Ortiz Cofer (428-432); “Hearing Voices” by Linda Hogan (433-35); “What Means Switch” by Gish Jen (436-449): Prepare for Socratic Seminar
10/1: Socratic Seminar: Elements of multicultural/feminist viewpoints
10/2: “The Human Cost of an Illiterate Society” by Jonathan Kozol (450-457) and other related texts: Conversational Roundtable
10/3: Summer Reading Essay Due
· continue discussions
10/4: “Gay” by Anna Quindlen (484-85)
- conversational roundtable
10/7: “Why Are We Dressing Our Daughters Like This?” by Lianne George (514-521).
- Conversational roundtable
- Quickwrite
10/8: Analyzing Prose Excerpts
10/9: Timed Writing: Prose Analysis
10/10: Take a breath: Unit reflection
- Review Essential Questions: In-class writing
Unit 2: Create Your Ethos, Pathos, and Logos: Create Your Future (approximately 2 weeks: 10/11-10/25).
Essential Questions:
- Does language make the man/woman?
- What is YOUR message and do you know how to take control of it?
- Who is your audience? What do you know or not know about them? How can you find out?
- What is your purpose? How do you separate YOUR goals, needs, dreams, plans from everyone else’s and make them stand out?
10/11: Introduction to “college portfolio”
10/14: The College Essay as Genre
· Show sample essays
10/15: Additional Samples of “winning” essays
· Socratic Seminar/Conversational Roundtable
10/16: Do your research/Know your audience: What does your college require? What do you know about this college and its culture?
10/17: Building a resume; creating a cover letter; giving thanks
10/18, 10/21: Writers’ Workshop: Grouping and Ratiocination
10/25: College Portfolio due
Unit 3: “Drawing Imaginary Lines: Who’s the REAL bad guy?” (approximately 3 weeks/will overlap unit 2—10/22-11/1)
Essential Questions:
- To what extent does cultural narrative reflect truth?
- Is any single culture better than another?
- What does cultural diversity mean to the world presently? Has it changed?
- What happens when dominant cultures become the recorders of history? What happens to the other side of the story?
10/22: Introduce Things Fall Apart: Postcolonialism and the Concept of Hybridity
10/23-25, 28: class discussion: focus on narrative, point of view (perspective), language, purpose, audience
10/29-30: “Who’s the bad guy?” Non-fiction texts on colonization of Africa and the aftermath
· Class Discussion
10/31: Socratic seminar
11/1: Timed Writing: Things Fall Apart
Unit 4: Find Your Passion, Change the World (approximately 3 weeks: 11/4-11/18)
Essential Questions:
- What drives you? Do you have a passion, a cause?
- What are the limits of personal responsibility? Can one person save the world?
- How can you change the world?
- What is your journey? Do you have a plan? Are you the hero of your own journey or just an aimless traveler?
11/4: The Rhetoric of Revolution Through Multiple Mediums
· “Revolution” by Lennon/McCartney
· “See How We Are” by Blake Schwarzenbach
· Paintings by Norman Rockwell, Hieronymus Bosch, and Jackson Pollock
11/5: Good Reasons, “Researching Arguments” (pp. 247-320)
· Class Discussion
11/6-8: Finding a topic: wide reading on databases and prewriting
11/11-14: Minilessons on research process: summarizing, quoting, paraphrasing; blending quotes, using the modified four square for research; avoiding misdocumented/undocumented plagiarism; using alternative sources: primary/secondary; evaluating sources.
11/15: Annotated bibliography due
-grouping: research paper draft
11/18: Ratiocination: Research Paper Draft
Unit 5: Searching for Self Amid the Chaos: Finding Answers for Some of the Questions and More Questions for Some of the Answers (approximately 3 weeks, overlap with Unit 4: 11/19-12/13.)
Essential Questions: What do I really believe? What are my core values?
11/19: Introduce The Importance of Being Earnest
11/20-26: Read, discuss, view clips from film (Earnest)
12/2: Timed Writing: Earnest
12/3: Research Paper Final draft due
12/4-6: Reviewing the semester
12/10-13: Semester Exams
12/13: Last day of class for dual credit students; final grades due to AC by noon.
Additional Information
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Syllabus Created on:
11/30/-1 12:00 AM
Last Edited on:
11/30/-1 12:00 AM