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Department of English
English 105: Rhetoric and Composition
Spring 2012
Section: OM01 - Monday and Wednesday 2:00-3:15 p.m.
Instructor: Dustin Marquis
Office address: Reavis Hall 313
Office hours: Monday 3:15-4:15 p.m. or by appointment
E-mail: dustin.marquis.niu@gmail.com – this is the best way to reach me
Classroom: Lincoln Classroom D
Lab: Wednesdays - Lincoln Lab (in “the pit” next to the classroom)
Course Description:
The Undergraduate Catalog describes ENGL 103 in the following terms: “Concentrated rhetorical approach to the writing and revising of expressive, expository, and persuasive essays accompanied by the critical reading of various forms of writing. Documented writing required in all sections. Grade of C or better required to satisfy English core competency requirement.”
Prerequisites & Notes
“PRQ: Placement only through English Core Competency Examination or a score of 30 or higher on the ACT combined English/Writing Test.”
(Go to: http://catalog.niu.edu/)
Course Objectives:
• Draft and revise essays appropriate for college academia
• Communicate to a variety of audiences and in various forms
• Engage in active critical reading and questioning
• Explain connections that you see between others’ ideas and your own
• Provide evidence and reasoning that back up your informed opinions
• Please see the attached list for the breakdown of all departmental outcomes
Required Texts:
• Hacker, Diana, Stephen Bernhardt, and Nancy Sommers. Writer’s Help. Boston: Bedford/St. Martin’s Press, 2011. Web. 22 Aug. 2011.
• Moore, Kathleen Muller and Susie Lan Cassel. Techniques for College Writing: The Thesis Statement and Beyond. Boston: Wadsworth Cengage Learning, 2011. Print.
Grade Breakdown:
• In-Class Work: Active participation in class discussion, activities, and in-class free writing. In-class work will be graded as either + (100%), “check” (75%), or - (0%). 5%
• Reading Quizzes and Peer Reviews: These "pop quizzes" will be given without warning at the beginning of class and will be based on assigned reading assignments for that day's class. Any hand-written notes taken over the reading may be used so long as the notes are the student’s own and are not located in the text being quizzed over. These quizzes do require active reading and retention, however they are not meant to be extremely challenging when familiar with the material. Students will be assigned a grade of A (100%) B (85%) C (75%) D (65%) or F (0%). Peer reviews and blog commenting will require students to read their peers’ work closely and critically while offering helpful and specific feedback. Over the course of the semester all students must offer at least 8 responses of at least 200 words to their peer’s blog entries. These will also be graded on a A/B/C/D/F system and will weigh the same as one reading quiz toward the final grade - 10%
• Final Electronic and Physical Portfolio with Reflective Writing – Students will write a reflection of their writing as the “final exam” for the course. Over the semester, students will populate their blog with weekly writing assignments. They will be responsible for turning in a physical copy of their work with comments at the end of the semester. Keep all work. You will be handing this in. 5%
• Weekly Blog Entries – Each week students will write a 2-3 page (800-1000 word) blog entry unless there is another major assignment due (such as near the end of the semester.) I will give you an assignment sheet detailing what I’m looking for in the week’s blog. 30%
• Research Presentation: You will find an argumentative topic which you will extensively research and, ultimately, make a claim about. This can be done individually or in a group of 2, 3, or 4 people. I will give more details on this assignment as the semester progresses, however you will be required to create a proposal, source list, tri-fold, and present your claim to the class as part of an organized presentation. The two best presentations will advance to the University’s Showcase of Student Writing on Wednesday, April 11th from 3:00-4:30 at the Holmes Student Center. The entire class will attend. 30%
• Argumentative Research Essay: This 9-14 page essay marks the culmination of the semester’s efforts as you pool the ideas you’ve gathered in your research to make an argumentative claim about your topic. You should include at least 12-15 quality sources which you critically examine. You are free and encouraged to use any researched gathered during the research presentation so long as you properly cite it. 20%
Paper Specifications:
Many assignments will be handed in by “posting” as a blog. You may also be required to “turn in” assignments via your GoogleDocs account which will be created in class. Documents handed in via GoogleDocs should meet the following specifications:
Use Times New Roman 12 pt. font and double-space. Do note that this is often NOT the default in MSWord. Use 1" margins (standard). Headings and documentation should conform to the appropriate (MLA) style as will be discussed in class. Electronic submissions should be saved in Word (.doc / .docx) or Rich Text Format (.rtf) formats. Other formats will NOT be accepted.
Late Work:
Late papers will be penalized a letter grade for each day late. For example, if a paper was due on Friday, August 27th, and was submitted to Google Docs at 3 in the morning on Sunday August 29th and would have otherwise received a B+ the paper would be counted as a D+. After 4 days, I will not accept the essay and it will be considered a 0% F except in a few extreme situations. These will be handled on a case-by-case basis.
I will often offer extensions on an assignment or two so long as students talk to me at least 24 hours before the assignment is due and explain the situation.
Folder:
Keep all of the informal writing, quizzes, exercises, drafts, graded papers—everything handed back to you. You are required to turn this folder in at the end of the semester.
Grading:
I use the following scale when determining final grades. Do note that the NIU English Department does not distinguish +’s or –‘s in their grading scale.
100-98 A+ 73-71 C-
97-94 A 70-68 D+
93-91 A- 67-64 D
90-88 B+ 63-61 D-
87-84 B 60-0 F
83-81 B-
80-78 C+
77-74 C
B represents solid, readable writing that does what the assignment asks. B-level writing demonstrates sufficient support for claims, logical organization, and thoughtfulness, but it is not rich in specific detail or style. B-level writing is relatively free of grammatical problems or careless mistakes. Students are often in class and notify the instructor of absences. They often do the assigned readings and follow directions on writing assignments.
A represents a writing level of unusual polish and style, often taking a surprising angle in developing the topic. A-level writing is rare, because it shows consistent excellence throughout a piece. A-level writing always surpasses assignment expectations. “A” students are often attentive and in class. When not, they notify the instructor before or on the day of class. They make up all missed work. They read all assigned readings at a retention level. Perhaps one of the most important attributes of “A” work is following the assignment prompts for writing assignments. Not all students who achieve a fine performance overall receive an A.
C represents writing that probably satisfies all the requirements of an assignment. However, such writing lacks sufficient, concrete support needed to illustrate its assertions or prove its point. C-level writing often shows lapses in editing proficiency and contains careless errors, as well. These students either lack clarity in their writing, or fail to follow the directions of the assignment. This work may occasionally be turned in a day or so late. These students may not do some of the reading assignments or may not read closely enough to retain all they have read.
After having read these descriptions consider what your goal for this course is. Write it here: __________. Diligently follow through with the appropriate expectations listed above.
Accommodations for Students with Disabilities:
Students who believe that they may need academic accommodations based on the impact of a disability should contact the NIU Center for Access-Ability Resources (CAAR) to discuss their individual needs. CAAR is located on the 4th floor of University Health Services and can be reached at 815-753-1303. Students are encouraged to inform the faculty of their requests for accommodations as early as possible in the semester or as soon as they become aware of the need for an accommodation.
Plagiarism Statement:
“The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or an assignment written, in whole or in part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources or if they paraphrase ideas from such sources without acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university.” Northern Illinois University Undergraduate Catalog.
Also, please read the English Department Plagiarism Statement at: http://www.engl.niu.edu/composition/guidelines/plag.shtml
Anonymous Use of Student Work for Program Assessment:
Student folders, in print or electronic form will be kept by the First-Year Composition program for a minimum of four weeks into the following semester. Occasionally, some work may be kept longer and used anonymously for program assessment. If you wish that your work not be used for program assessment, please inform your instructor in writing as soon as possible.
Attendance Policy:
Attendance and punctuality are required. Illnesses and real life do happen and I am understanding of such situations. If you are ill or have a serious real-life incident (i.e. death in the family, etc.) you must notify me (preferably) before or on the day of class. You will be expected to make up missed work. If you have a legitimate reason for missing class I will excuse you. Illnesses will require a doctor’s note that confirms your absence and real-life situations may require proof on a case-by-case basis.
Each student will be offered 4 unexcused absences (1/8 of the total class meetings.) After that, your final grade will be deducted 1/3 of a letter grade for each unexcused absence greater than 4. Habitual tardiness will begin counting as unexcused absences. If this is the case, I will let you know. Students will sign-in at the beginning of each class. Students caught “cheating” this system (having friends sign them up, signing up on days they were absent, etc.) may automatically fail the course. If there is a discrepancy on the sign up (you sign up on the wrong day, etc.) let me know immediately after class.
Conferences:
We will have two scheduled conferences during the semester. These will take place near the coffee shop in the Holmes Student Center. You will sign up for these conference times via a sign-up sheet in class. Missing these conferences is considered missing the full amount of cancelled class time so do not miss these!
Writing Center:
The Writing Center in Stevenson Towers South, Lower Level is a resource for improving your written work. Contact the tutors and schedule appointments by walking in, by calling 753-6636, or by going to the website at: http://uwc.niu.edu/. I offer extra-credit to those students who utilize the writing center. You will receive 1% added to your final grade for each of your first three trips to the writing center.
Schedule
This
schedule accounts for the major assignments and is still an estimate. If assignment due-dates change I will give
you adequate notice in class. Also,
shorter assignments will be given in class and can be written here. I will try to keep the course website
up-to-date with reading and other short assignments.
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Week
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Topic
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Day
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Major Assignment
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1
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Course Expectations
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Mon: No Class
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Wed: Introduction to Class; Setting up GoogleDocs
and Blogging
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2
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Writing for College
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Mon: Expectations for college writing; Blogging;
Thesis statements
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Wed: Ethos, logos, pathos, and finding quality
sources for academic research
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Blog: Academic Biography
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3
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Finding and Evaluating Sources
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Mon: Library Visit – Tools for fruitful research
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Wed: Evaluating sources
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Blog: Objective Summary
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4
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Analysis in Academia
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Mon: Analysis strategies
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Wed: How to use analysis with your thesis
statement
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Blog: Evaluative Summary/Review
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5
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Analysis
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Mon: Discuss analysis; Discuss Research
Presentation
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Blog: Mini-Analysis #1
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Wed: Working with multiple sources
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Blog: Mini-Analysis #2
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6
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Working with Multiple Sources
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Mon: Organizing multiple sources
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Groups and topics for research presentation
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Wed: Research Day / Flex-Day
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Blog: Three-Source Analysis
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7
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Presentation Conferences
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Mon: No Class – Student Conferences
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Project Proposal
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Wed: Flex-Day/ Proposal Work Day
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8
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Class Proposal Presentations
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Mon: Class Proposals
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Project Proposal
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Wed: Class Proposals
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Project Proposal
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9
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No Class – Spring Recess
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10
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Research Presentations
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Mon: Research Work Day
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Wed: Flex/Work Day
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Source List due
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11
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Research Presentations: How to use the research
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Mon: Visual Media / Work Time
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Wed: Presentation Strategies / Work Time
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Presentation Outline and Annotated Bibliography
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12
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Class Research Presentations
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Mon: Research Presentations
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Research Presentation
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Wed: Research Presentations
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Research Presentation
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13
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Switching Gears: Using research in your individual
essay
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Mon: Research Essay
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Wed: Research Showcase 3:00-4:30, Holmes
Student Center Duke-Ellington Ballroom – No Regular Class. All students must attend.
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Blog: Proposal for Research Essay
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14
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Research Essay
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Mon: Research Essay
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Wed: Research Essay
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15
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Individual Research Essay Conferences
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Mon: No Class - Conferences
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Polished, first-version of Research Essay must
be done prior to your conference.
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Wed: No Class - Conferences
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16
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Revising Research Essay
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Mon: Flex/Peer Review
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Wed: Finish up portfolios
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Individual Research Essay
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Final
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Monday, May 7th 2:00-3:50 p.m. –
Computer Lab
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