Instructor: Dr. Jesse Peters
Office: Dial 260 A
Office Phone: 521-6635
Office Hours: TR 10:00-11:00; W 2:15-3:15; MW 8:00-9:00 (online) And by Appointment/Email
Links to assignments and groups are at the end of this syllabus.
ENG 1050 places students in a text-rich environment for the purpose of cultivating skills in critical reading and writing through analysis and synthesis. Within this context, students develop rhetorical reading and writing practices, recognizing and interpreting differing perspectives and constructing claims about texts.
By the end of this course, students will be able to:
* practice reading and writing as recursive processes.
* identify a text’s purpose, audience, genre, and context.
* recognize the elements of an argument: claims, reasoning, and assumptions.
* demonstrate academic ways of thinking by writing for multiple purposes, which include paraphrase, summary, explication, analysis, and synthesis.
* produce varied and sophisticated sentences and paragraphs.
* observe differing discourse conventions, including citation formats.
* write with academic integrity at all stages of the composing process.
Ways of Reading, Bartholomae & Petrosky
The Little Brown Compact Handbook, Aaron
This is a writing intensive course, so we will be doing a lot of it. It is up to you to keep up and come to class prepared each day. We will also be using your essays as a means of entering into discussion about the readings and about how to improve your writing abilities. Your writing will be talked about openly in a workshop format, so you have a responsibility, not only to yourself, but to your classmates as well, to explore and explain your thoughts to the best of your ability. Composition is not a way to answer questions; it is a way to ask them, to enter into them, to look at them, and, hopefully, to move forward toward other questions. The best writing reflects difficulty and frustration and acknowledges the fact that answers are neither steadfast nor universal. Writing is using language to create and understand.
During the first eight weeks or so of the semester, we will be working towards producing three essays in response to the readings we will discuss. The last part of the semester will be devoted to revising two of these essays to be included in a final portfolio.
1. Attendance is mandatory. If you miss class, you are responsible
for familiarizing yourself with the material you missed. If you miss more
than 4 classes, I can fail you--no questions asked. I suggest saving your absences
for when you are sick or have an emergency; that's what they are for.
2. I do not accept late papers or assignments of any kind without my previous consent. See me ahead of time if you have problems with assigned due dates. Also, be sure to talk to me if you are having trouble with assignments.
3. You will be assigned to work with a group throughout the semester; groups may be changed at mid-semester. Sometimes you will be meeting with me and sometimes on your own. Individual conferences may also be scheduled. Attending all meetings is mandatory. Missing meetings or group sessions will count as absences.
4. All work done outside of class is to be typed, double-spaced. The longer essays and all work included in the portfolio must be typed and submitted electronically through Safe Assign in Blackboard.
5. Disruptive behavior will not be tolerated (talking while others are talking, coming in late, cell phones ringing, rude comments, etc.). If behavior like this persists, you will be asked to leave the class and receive a grade of F for the course.
Note: Please refer to the ETL department’s website for departmental guidelines and plagiarism policy http://www.uncp.edu/etl/ If you are caught plagiarizing, you may fail the course and could be reported to the Vice Chancellor for Student Affairs. The usual penalty is a grade of "F" in the course.
Note: This course fulfills some requirements for the General Education Curriculum at UNCP. The goals and objectives can be found at http://www.uncp.edu/catalog/html/acad_prog.htm.
Note: Any student with a documented learning, physical, chronic health, psychological, visual or hearing disability needing academic adjustments is requested to speak directly to Disability Support Services (DF Lowry Building, Room 107, 521-6695) and the instructor, as early in the semester (preferably within the first week) as possible. All discussions will remain confidential.
Statement on First-Year Composition Program Assessment:
Committed to improving the quality of educational services offered to students, the first-year composition program seeks to assess student achievement of course learning outcomes. Student work from this class may be randomly selected and used anonymously for program assessment. Copies of your coursework including any submitted papers and/or portfolios may be kept on file for assessment and accreditation purposes. The assessment process will not affect your grade in this class or require you to complete additional work.
|Informal Writing||50 pts. 5%|
|Peer Review 1||50 pts. 5%|
|Peer Review 2||50 pts. 5%|
|Peer Review 3||50 pts. 5%|
|Portfolio||800 pts. 80%|
|Total||1000 pts. 100%|
I use a thousand point grading system. All grades will be given as numbers with final grades computed as follows: A=933-1000; A-=900-932; B+=866-899; B=833-865; B-=800-832; C+=766-799; C=733-765; C-=700-732; D+=666-699; D=633-665; D-=600-632; F=<600.
During the last week of class, you will turn in to me a portfolio which contains the following:
1) Two revised papers (4-6 pages each) developed from sequenced assignments
>the writer’s ability to analyze, interpret, and evaluate another writer’s text
>the writer’s ability to make and support a point incorporating information and evidence from or responding to another writer’s text (using the text in the body of the paper)
> Note: all drafts of these essays must be included, so don't lose your work.
2) A reflective essay written by the student.
In this essay, students should discuss what they were trying to accomplish in each academic essay within the portfolio, offer an analysis of their writing strengths and weaknesses, and acknowledge any outside tutoring they have received (from the writing center, friends, family, etc.)
In order to take 1060 after this course, you must receive a grade of C or better or at least 733 points total.
Each short essay will be three to five pages in length, typed double-spaced with one inch margins on all sides. Do not use a title page; put your name, ID, and title on the top of the first page. Number all pages. These papers will be commented on extensively and will receive a mark of P (pass), NP (no pass), or P- (borderline). I believe that composition students should have the opportunity to be rewarded for improving their writing. Therefore, these essays will not be "graded" in the traditional way. The goal is to make the papers the absolute best that they can be by the time they go into the portfolio. All essays must be completed, and all deadlines met in order to pass the course. If you do not turn in an essay on time, you may fail.
Each student will be assigned to a group of three or four other students. These groups will work together as you help each other improve your essays. Sometimes the groups will meet with me in a workshop format, and other times the groups will work individually. On some occasions, you will be asked to fill out peer review sheets which will be graded. The peer reviews and conferences are a significant part of your grade, and I expect everyone to take it seriously and to put effort into making your papers better and helping others. If you miss a conference with me or a peer review session, you will be counted absent. It is also up to each group to make sure that your peer review sessions run smoothly. If a member of your group shows up unprepared (without a quality draft) tell them to come and see me. Don't allow your grade to suffer because of someone else. A schedule of conference and peer review dates and times with more detail is available at the bottom of this page.
Sometimes the schedule may call for you to log into the Blackboard Course Site rather than meeting in the classroom. There we will use the Discussion Board and/or other features to complete assignments. Being late for these meetings is the same as being late for class. The same goes for absences.
Periodically, you will be asked to write short assignments which I will take up and grade. These assignments will usually be worth 5 or 10 points each, but you should take them very seriously. I expect good writing at all times, not just on the long essays. It is up to you to put in the effort required for improving your writing.
Detailed assignment sequences will be posted on the web throughout
All reading and writing assignments are due on the date they are described.
WR means Ways of Reading
LB mean The Little Brown (handbook)
This publication is available in alternative formats upon request. Please
contact Mary Helen Walker, Disability Support Services, DF Lowry Building,
Room 107, 521-6695.
UNCP Religious Holiday Policy Statement
The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays; we must be careful not to inhibit or penalize these students for exercising their rights to religious observance. To accommodate students’ religious holidays, each student will be allowed two excused absences each semester with the following conditions:
1. Students, who submit written notification to their instructors within two weeks of the beginning of the semester, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith. Excused absences are limited to two class sessions (days) per semester.
2. Students shall be permitted a reasonable amount of time to make up tests or other work missed due to an excused absence for a religious observance.
3. Students should not be penalized due to absence from class or other scheduled academic activity because of religious observances.
A student who is to be excused from class for a religious observance is not required to provide a second-party certification of the reason for the absence. Furthermore, a student who believes that he or she has been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure.
Updated: Thursday, November 8, 2012
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