Writing 1010: Composition
Professor:
Office:
E-mail:
Office hours:
Jackson Shultz
Spaulding 110
[email protected]
Monday & Friday: 10:45-12:45; additional times by appointment
Texts:
Aaron, Jane E., and Ellen Kuhl Repetto, eds. 40 Model Essays. 2nd Ed. New York:
Bedford/St. Martins, 2013. Print.
Preston, Richard. The Hot Zone: A Terrifying True Story. New York: Random House, 1994.
Print. (Any edition is fine.)
Online Citation Guides:
Diane Hacker’s Research and Documentation Online (5th edition):
http://bcs.bedfordstmartins.com/resdoc5e/
The Purdue Online Writing Lab: https://owl.english.purdue.edu/
Course Description: The first-year composition course plays a central role in crafting the
foundation of a four-year education at New England College. The central goal of the composition
curriculum is to produce confident writers who are “rhetorically aware,” who analyze the social
contexts that create occasions for writing, consider the needs of potential audiences, and make wise
choices about content, format, and style. This course emphasizes a process approach to writing that
involves critical thinking, drafting, and revising. In order to be successful in any discipline, students
are going to be required to demonstrate their knowledge and abilities through writing.
Composition 1010 is an evidence-based, writing intensive course designed to improve critical
thinking, reading, and writing proficiencies through guidance in a variety of academic formats.
Students will develop strategies for turning their experience, observations, and analyses into evidence
suitable for academic writing. Over the course of the semester, students will build upon their
developing critical thinking skills to learn the processes necessary for gathering and incorporating
research material in their writing. Students will learn how to evaluate, cite, and document primary
and secondary research sources, as well as how to develop arguments and support them with sound
evidence.
This course is offered every semester and is required of all students to meet institutional graduation
requirements. Students must earn a grade of C or better to fulfill the College writing
requirement.
Outcomes: The outcomes for Composition 1010 follow those adopted by the Council of
Writing Program Administrators (WPA), April 2000; amended July 2008.
Our writing courses focus on critical and creative thinking, conventions of academic
discourse, and persuasive argumentation. Through writing, students learn to use the methods
of inquiry and the specialized forms and styles appropriate to the major disciplines.
Rhetorical Knowledge:
By the end of first year composition, students will:
• Focus on a purpose
• Respond appropriately to different kinds of rhetorical situations
• Use conventions of format and structure appropriate to the rhetorical situation
• Adopt appropriate voice, tone, and level of formality
Critical Thinking, Reading, and Writing:
By the end of first year composition, students will:
• Use writing and reading for inquiry, learning, thinking, and communicating
• Understand a writing assignment as a series of tasks, including finding, evaluating,
analyzing, and synthesizing appropriate primary and secondary sources
• Integrate their own ideas with those of others
• Understand the uses of writing as a critical thinking method
• Understand the interactions among critical thinking, critical reading, and writing
Processes:
By the end of first year composition, students will:
• Be aware that it usually takes multiple drafts to create and complete a successful text
• Develop flexible strategies for generating, revising, editing, and proof-reading
• Understand the collaborative and social aspects of writing processes
• Learn to critique their own and others' works
• Use a variety of technologies to address a range of audiences
Knowledge of Conventions:
By the end of first year composition, students will:
• Practice appropriate means of documenting their work
• Control such surface features as syntax, grammar, punctuation, and spelling.
Composing in Electronic Environments:
By the end of first-year composition, students will:
• Use electronic environments for drafting, reviewing, revising, editing, and sharing
texts
• Locate, evaluate, organize, and use research material collected from electronic
sources, including scholarly library databases; other official databases (e.g., federal
government databases); and informal electronic networks and internet sources
Grading and Assignments
Grading Percentages and Scale: The evaluation of student work in this course will be
determined by the following grading percentages:
Writing 1010 Grading
Assignment
%
Participation
5%
Conferences
5%
Quizzes*
10%
Personal Narrative
10%
Research Paper
10%
Persuasive Paper
10%
Final Reflective Paper
10%
Critical Assignments
15%
Final Portfolio
25%
Total 100%
New England College Grading Scale
A
100-94
A93-90
B+
89-87
B
86-84
B83-80
C+
79-77
C
76-74
C73-70
D
69-60
F
59 and below
Attendance: Attendance in this class is vital to success. Participation, conferences and
quizzes amount to 20% of your total grade–all of which require attendance and active
engagement in the class.
Course Readings: Students will read carefully assigned essays and identify the rhetorical
modes, themes, implications, and figures of speech and discuss the relevance the reading has
to their world or the worlds of others. The students’ writing will often reflect these readings.
*Reading Quizzes: There will be seven pop quizzes throughout the course of the semester.
The quizzes will cover the reading assignments, and will be easily answerable by all who have
completed the readings. The best five of these quizzes will count toward your grade.
Assignments: Our assignments are based on the assumptions that writing is an activity,
that people learn to write by writing and by giving and listening to feedback on their writing,
that writers can gain more control over their writing by becoming aware of their own
processes, and that texts written by the students in this class are therefore central to this
course.
Essay Assignments: Students in this course write four essays. Each will go through an
extensive writing process, and each will introduce new challenges. They will be broken into
four units:
•
•
Unit I: Personal Narrative: Through the use of a personal narrative, this unit asks
you to explore an aspect of your personal context and begin the process of finding
your literary voice.
Unit II: Adding to the Conversation: This unit asks you to pursue a question that
interests you. From this initial interest, you will engage in research purposefully, and
effectively communicate what you learn to a more public audience. You will also be
•
•
able to learn about the credibility of sources, as well as learn to think critically about
your stance on any given issue.
Unit III: Argument/Persuasion: Building off the foundations from the last unit,
students will be asked to pick a current social issue social issue and compose a
comprehensive argument/persuasion essay. This essay utilizes critical thought, an
understanding of online research, personal opinion, and the power of process and
revision in the creation of an argument.
Unit IV: Final Reflection: Lastly, our course will conclude with a reflection essay
that analyzes what you’ve written in this course and reflects on where you are headed
as a writer.
Critical Analysis Papers and Reflective Writing: Throughout the course, students will also be
asked to write several smaller critical analysis papers in response to the daily readings
provided by the instructor. This course will help you explore the choices available to you as a
writer. Through a process of reading texts by other writers, including classmates, you will be
able to generate ideas, converse with various texts, and become aware of the options you
have for developing, organizing, and presenting your own ideas. Throughout the writing
process, you’ll write short reflections about the choices you made throughout the various
units and explore why you made them. The course will end with a more extensive Unit IV:
Final Reflection essay on all of you’ve written in the course.
Final Portfolio: Writing 1010 is based on the belief that writing is a process. In order to grow
as writers, we need to write, write, and then write some more. For each essay, you will
engage in a rigorous writing process, which includes:
•
•
•
•
•
generative reading and writing to explore ideas and writing options;
an initial draft;
a substantially revised draft, based on feedback from self, peers, instructor, and
others;
a further revised and copy-edited final draft;
reflective writing about your writing processes and products
These steps are meant to help you focus on specific aspects of your writing and get relevant
feedback at different points in the writing process. With certain assignments, we may devote
more time to certain stages of the process, and at other times, we may move more quickly.
Be sure to save every draft of your writing. For each unit, you’ll create a portfolio that
includes the final essay as well as generative writing, initial and revised drafts, and written
feedback from classmates. At the end of the semester, your comprehensive portfolio—
including all writing from the course—will serve as the basis for your Final Reflection.
The culmination of your writing projects in this course will be a final portfolio, consisting of
all major drafts, editorial feedback, and graded papers that you produce during the term. You
will also have an opportunity to revise up to two papers for inclusion in the final collection.
The last section of the portfolio will be a self-analysis of your work: a 3-5 page essay that will
contribute substantially to the larger portfolio grade (see above). This portfolio replaces a
final exam in this course, as it better represents the scope and nature of the composition
work we do. It is imperative that you save all of your assignments.
Policies and Mission
Conferences: Twice during the semester you are required to meet with the instructor to evaluate
your progress. These conferences count toward 5% of your grade. Sign-up sheets will be available
in the week prior to the conferences. Conferences can take place in-person or via Skype or
FaceTime. Once you sign up for a conference time you are expected to keep your appointment, or
arrange with the instructor in advance to reschedule. Missed conferences will not be
rescheduled.
Content warnings: The classroom needs to be an environment where all students feel welcome and
able to learn. In that spirit, I will provide content warnings for material that discusses or conveys
depictions of violence, death, or other graphic or sexual content. Please feel free to step out of class
(or speak with the instructor to make prior arrangements) during class discussions that involve these
topics. Students experiencing PTSD may be given alternate assignments under the reasonable
accommodation policy.
Class discussion policy: Students are expected to engage in class discussions in order to receive
full participation points. Some of the topics covered in this class may be controversial, and while
students are free to express their opinions, they must treat one another (and the instructor) with
respect at all times. In order to create a safe classroom environment, language that targets a
particular group of people based on race, ethnicity, gender, sex, religion, socioeconomic status,
country of origin, ability, size, et cetera ad nauseam will not be tolerated. Students who refuse to abide
by a policy of respect will be asked to leave class and will forfeit participation points for the day.
Materials policy: Students are expected to bring their reading materials to class each day, in order
to fully participate in classroom exercises and discussions. Assignments listed as “Due” on the
syllabus are due at the beginning of the class. Students who fail to bring assignments for workshop
days will forfeit participations points for the day.
Cell phone policy: Turn your phones on silent while in class. If you need to answer an emergency
call, do so in the hallway with minimal interruption of class. Students texting in class will be given a
warning for the first offense, and asked to leave class for subsequent offenses. Students who are
asked to leave will forfeit participation points for the day.
Food policy: Food is permitted in class so long as it is not a distraction. Please do not bring in
foods that create a mess, have loud packaging, or have strong odors that may distract others.
Extra Credit: There will be several extra credit opportunities available. Each extra credit assignment
is due on or before the last day of class. Topics and rubrics for these assignments will be handed out
periodically throughout the term. Each assignment is worth 2.5 points, and students may complete a
max of two extra credit assignments for a possible total of 5 points.
Reasonable Accommodation Policy: Reasonable accommodation will be made for students with
physical, cognitive or emotional learning differences. If you are requesting accommodation for this
course, please schedule an appointment with me as soon as possible. Accommodations will not be
applied retroactively. If you have a learning difference and need the instructor to make
accommodations you should first meet with the Coordinator of Disability Services who will provide
you with information about academic modifications. Remember, reasonable accommodation can be
made for those with identified disabilities and the faculty is under no obligation to make
accommodations for those without proper documentation.
Academic Integrity and Plagiarism: In this course you are encouraged to build on the
ideas and texts of others. You are also required to document each use of another writer’s
ideas, language, or syntax. You are certainly encouraged to discuss your work with peers,
seek assistance from the tutoring center, and help each other work through ideas during the
in-class peer review process. However, when using another writer’s ideas or language,
whether through direct quotation, summary, or paraphrasing, you must cite each instance
according to current MLA standards. Handing in work that was not completed by you, work
completed for another class, or work in violation of copyright will result in disciplinary
action.
New England College’s Mission Statement: New England College is a creative and supportive
learning community that challenges individuals to transform themselves and their world.
Description of Mission: New England College emphasizes experiential learning as an essential
component in the development of an enduring academic community. Building upon a strong liberal
arts foundation, we challenge our students to reach their full potential through informed discourse
and the pursuit of excellence in a framework of academic freedom that reflects the following values:
• imaginative, innovative, and creative approaches to all their endeavors;
• respect for self in the development of personal, social, physical, and intellectual abilities;
• caring and collaborative relationships among members of our community;
• respect for the varied qualities of individuals, communities, and the world;
• an appreciation of beauty and elegance in the search for truth;
• inquiry into and the pursuit of social justice;
• ethical and responsible citizenship, including service to the community;
• the pursuit of ecological sustainability;
• continuous learning and a lifetime of personal achievement.
Weekly Calendar
Note: Due dates and assignments are subject to change. Changes will be announced in class
and posted to Blackboard. There may be additional short articles assigned during the term.
Week 1
9/5
Week 2
9/8
9/12
Week 3
9/15
9/19
Week 4
9/22
UNIT I: Personal Narrative
Introduction to writing; discussion of expectations and syllabus
In Class: Introductory exercise - due at end of class
Continued introduction to writing and reading concepts
In-class: Introduction to close reading and critical writing/review;
Close reading of Judy Brady’s “I Want a Wife” in 40 Model Essays;
Begin Critical Analysis #1
Developing a narrative essay
Due: Read The Hot Zone
• Chapter 1: Something in the Forrest
• Chapter 2: Jumper
Due: Critical Analysis #1
In-class: Developing a narrative essay;
Discussion of readings
Developing a narrative essay continued
Due: Read pgs. 62-67 in 40 Model Essays
Due: Initial brainstorming ideas on Essay #1
In-class: Discussion of organization and developing an introduction;
Discussion of essay ideas;
Close reading of Annie Dillard’s “The Chase” in 40 Model Essays
Developing and expanding your central arguments
Due: Read The Hot Zone
• Chapter 3: Diagnosis
• Chapter 4: A Woman and a Solider
• Chapter 5: Project Ebola
Due: Introductory paragraph to Essay #1
In-class: Discussions of essay outlines;
Discussion of readings
Editing and peer review
Due: First draft of Essay #1
Due: Read Langston Hughes “Salvation” in 40 Model Essays
In-class: Peer-review workshop: editing and revising;
Discussion of reading
Week 4 Continued
9/26
Revisiting prior work
Due: Read The Hot Zone
• Chapter 6: Total Immersion
• Chapter 7: Ebola River
In-class: Close reading of Jennifer Finney Boylan’s “In the Early Morning
Rain” in 40 Model Essays;
Discussion of readings
Week 5
9/29
Conferences: No class
Reminder: conferences = 5% of your grade; missed conferences will not be rescheduled
DUE: Revision of Essay #1 submitted via Blackboard by 8PM on 9/29
10/3
Week 6
10/6
Conferences: No class
Reminder: conferences = 5% of your grade; missed conferences will not be rescheduled
Over the break: Read The Hot Zone
• Chapter 8: Cardinal
• Chapter 9: Going Deep
Library Day
In-Class: Additional revisions to Essay #1
UNIT II: Adding to the Conversation
10/10
Week 7
10/13
Critical analysis and citations
Due: Final draft of Essay #1
Due: Read The Hot Zone
• Chapter 10: Reston
• Chapter 11: Into Level Three
In-class: Discussion of readings;
Close reading of Sherry Turkle’s “Privacy Has a Politics” in 40 Model
Essays
Critical analysis and citations continued
Due: Critical Analysis #2
Due: Read Richard Rodriguez’ “Private Language, Public Language” in 40 Model
Essays
In-class: Discussion of readings;
Fact checking exercise;
Determining the legitimacy of sources
10/17
Week 8
10/20
10/24
Week 9
10/27
10/31
Organizing cogent critiques
Due: Read The Hot Zone
• Chapter 12: Exposure
• Chapter 13: Thanksgiving
• Chapter 14: Medusa
• Chapter 15: The First Angel
Due: At least three articles to support the issue you’ve chosen for Essay #2
In-class: Discussion of Essay #2 articles;
Discussion of readings
Mid-semester break: No class
Developing critical analyses
Due: Read The Hot Zone
• Chapter 16: The Second Angel
• Chapter 17: Chain of Command
• Chapter 18: Garbage Bags
Due: Outline of Essay #2
In-class: Discussion of readings;
Workshop outlines
Workshop and peer review
Due: First draft of Essay #2
Due: Read Perri Klass’ “She’s Your Basic LOL in NAD” in 40 Model Essays
In-class: Workshop through Essay #2;
Critical analysis of Klass’ essay
Workshop and peer review continued
Due: Critical Analysis #3
Due: Read The Hot Zone
• Chapter 19: Space Walk
• Chapter 20: Shoot-Out
• Chapter 21: The Mission
• Chapter 22: Reconnaissance
In-class: Discussion of readings;
Revision of drafts
Week 10
11/3
11/7
Week 11
11/10
11/14
Week 12
11/17
11/21
UNIT III: Argument/Persuasion
Introduction to Essay 3: Argument/Persuasion
Due: Final draft of Essay #2
Due: Read Martin Luther King, Jr.’s “I Have a Dream” in 40 Model Essays
In-class: Argument and persuasion discussion;
Exercise: Expanding the argument 1-3-5;
Close reading of Brent Staples’ “Black Men and Public Space” in 40
Model Essays
Understanding the argument
Due: Read The Hot Zone
• Chapter 23: Insertion
• Chapter 24: A Man Down
In-class: Discussion of the ethical/moral dilemma;
Begin screening of “Outbreak”
Understanding tactics of persuasion
Due: Critical Analysis #4
Due: Read Steven Pinker’s “Mind Over Mass Media” in 40 Model Essays
In-class: Finish screening of “Outbreak”;
Discussion of media and film
Both sides of the equation: researching counter-arguments
Due: Read The Hot Zone
• Chapter 25: 91-Tangos
• Chapter 26: Inside
• Chapter 27: A Bad Day
Due: Introduction with clear thesis statement to Essay #3 and bibliography of 4
sources in MLA format
In-class: Discussion of readings and sources
Workshop and peer review
Due: First draft of Essay #3
Due: Read Virginia Postrel’s “In Praise of Chain Stores” in 40 Model Essays
In-class: Peer review workshop;
Discussion of incomplete arguments and exploring multiple sides
Workshop continued
Due: Read The Hot Zone
• Chapter 28: Decon
• Chapter 29: The Most Dangerous Strain
In-class: Revision workshop;
Discussion of readings
Week 13
11/24
11/28
Week 14
12/1
12/5
Week 15
12/8
12/12
UNIT IV: Final Reflection
Growing as a writer and crafting a portfolio
Due: Final draft of Essay #3
Due: Read Nancy Mairs’ “Disability” in 40 Model Essays
In-class: Introduction to final reflection and crafting a portfolio;
Discussion of reading
Fall Break: No Class
Succinct writing
Due: Critical Analysis #5
Due: Introductory paragraph of Essay #4
Due: Read Lars Eighner’s “Dumpster Diving” in 40 Model Essays
In-class: Discussion of portfolio creation;
Exercise: succinct writing 5-3-1;
Discussion of reading
Presentation
Due: Draft of Essay #4
Due: Read The Hot Zone
• Chapter 30: Highway
• Chapter 31: Camp
In-class: Discussion of readings;
Workshop essays
Workshop and review
Due: Read Cheryl Peck’s “Fatso” in 40 Model Essays
Due: Critical Analysis #6
In-class: Editing and organizing your final and portfolio;
Review of readings
Final discussion of The Hot Zone
Due: Final Portfolio
Due: Final draft of Essay #4