ENG 1213: ENGLISH
COMPOSITION &
RESEARCH
SECTION 10661
LIBERAL ARTS, RM 128A
MWF 11:00‐11:50 A.M.
FALL 2012
ENGLISH DEPARTMENT
INSTRUCTOR INFORMATION
Holly Kreidler
405.974.5668 (UCO English Adjunct Office Phone)
Liberal Arts English Department, RM 118
[email protected] or Desire2Learn email
MWF 8:00‐9:00 a.m. or by appointment
COURSE DESCRIPTION AND OBJECTIVES
CATALOGUE DESCRIPTION
The primary purpose of this course is to help students write clear, concise, and coherent academic prose
in both expository and persuasive modes. The major emphasis of the course will be in improving
research and investigative skills.
PREREQUISITES
ENG 1113, 1143, 1153, or 1173 TRANSFORMATIVE LEARNING OUTCOMES
Transformative learning is a holistic process that places students at the center of their own active and
reflective learning experiences. All students at the University of Central Oklahoma will have
transformative learning experiences in six core areas: discipline knowledge; leadership; research;
P a g e | 2 creative and scholarly activities; service learning and civic engagement; global and cultural
competencies; and health and wellness.
This course supports the following tenets of transformative learning:
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Discipline Knowledge—students explore, discuss, and practice the techniques, conventions,
and processes that produce researched written arguments.
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Leadership—students learn how to present claims and evidence fairly and civilly, to
consider thoroughly and respond ethically to counterevidence and counterarguments, and
to develop a clear, well‐informed stance about ongoing issues or problems.
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Global and Cultural Competency—students read and write arguments about global and
cultural issues and direct writing to divers audiences.
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Problem Solving (Research, Scholarly, and Creative Activities)—students learn to analyze
complex arguments, to produce arguments informed by careful research, and to document
sources following academic conventions.
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Service Learning and Civic Engagement—in service learning sections, students research and
write about a significant service learning experience; in other sections, students learn how
the public use of argument has the potential to affect an audience and to effect a change in
their communities.
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Health and Wellness—students read arguments about, write arguments about, and discuss
those intellectual, emotional, and spiritual issues that give human existence vitality and
meaning.
COURSE OBJECTIVES
Students taking ENG 1213 will review and build upon the objectives of ENG 1113 and learn the
following:
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The conventions of academic arguments
Various types of academic arguments
How to support claims with evidence
What counts as evidence in differing situations
How to shape written arguments for particular audiences
How to conduct basic source‐based research
How to integrate research material into an academic paper
How to evaluate the evidence and claims of other writers
How to document source material using MLA style
Examination and the process of inquiry
Find, Use and Articulate Your Voice
P a g e | 3 TEXTBOOKS
Crusius, Timothy W., and Carolyn E. Channell. The Aims of Argument: A Text and Reader. 7th ed. New
York: McGraw Hill, 2009.
Hacker, Diana, and Nancy Sommers. A Pocket Style Manual. 7th ed. Boston: Bedford/St. Martin’s, 2012.
Orwell, George. 1984. New York: Penguin Group, 1950.
OTHER SUPPLIES OR RESOURCES
 Flash Drive
 Notebook
COURSE OUTLINE, GRADING, AND PARTICIPATION REQUIREMENTS
COURSE OUTLINE
See pages 8‐12 for full Course Schedule
DATE AND TIME OF FINAL EXAM
Wednesday, December 12: 9:00‐10:50 a.m.
P a g e | 4 REQUIRED ASSIGNMENTS AND PERCENTAGES FOR EACH ASSIGNMENT
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Diagnostic (In‐Class, First Week):
Show & Tell Assignment
Article Reviews (2 total):
Discussion Boards (10 total):
Essay I: Critique
Essay II: Persuasion
1984 Quizzes (3 total)
Class Participation
Portfolio (w/Research Paper, Presentations)
Total:
5%
5%
10%
10%
10%
10%
10%
20%
20%
100%
GRADING SCALE
100‐90%
89‐80%
79‐70%
69‐60%
59% and below
A
B
C
D
F
CLASS MANAGEMENT INFORMATION
ATTENDANCE POLICY
The First‐Year Composition Program has a standard attendance policy for all courses in the program.
Upon the ninth (9th) absence in our MWF section, the student will automatically fail the course.
Absences due to a university sponsored event or military service will not be counted towards these
totals. DO NOT BE TARDY. Every three (3) late arrivals to class will equal an absence.
LATE WORK POLICY
If you miss assigned deadlines, you may submit only the following assignments up to one week late for up to 75% credit or up to two weeks late for up to 50% credit; I will not take late assignments after 2 weeks: 
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Show & Tell Assignment (except for 2‐minute presentation)
Article Reviews
Discussion Board Responses
Essays (#1 Critique; # 2 Persuasion)
DIAGNOSTIC (5% OF COURSE GRADE)
During the first week of class, you will complete a Diagnostic exercise. You will receive full credit
for completion as long as you appear to have given adequate effort. This exercise is crucial in
providing me a context of your individual and collective skills and interests.
P a g e | 5 SHOW AND TELL ASSIGNMENT (5% OF COURSE GRADE)
This assignment will complement discussion concerning “Reading and Writing about Visual
Arguments” in our Aims of Argument text. You will be expected to respond to an assigned prompt
in some type of visual form, and then articulate what the visual form represents in writing. You will
also give a 2‐minute presentation about your visual and written interpretations of the assignment.
A more detailed assignment sheet will be provided to you later in the semester.
ARTICLE REVIEWS (10% OF COURSE GRADE)
During the first half of the semester will be required to complete two Article Reviews. For each
assignment you will search for an online magazine or newspaper article or editorial of your choice
that pertains to the specific unit we are studying (see course schedule for due dates). Your
reviews will consist of three sections: 1) Source Information; 2) Article Summary; and 3) Your
Assessment. More detailed information will be provided to you later in the semester.
DISCUSSION BOARDS (10% OF COURSE GRADE)
The Discussion Board via Desire2Learn is designed to provide an open exchange of thoughts,
comments and responses to prompts that are visible to your instructor and other students. There
are ten (10) total Discussions that will be assigned during the semester. Your instructor will offer a
prompt, and you will be expected to post your response to each prompt in a complete, thoughtful,
and coherent way. Each response is required to be an original comment of at least 100 words.
Your grade will be determined by the content and thoughtfulness of your responses, as well as
your thoughtful and relevant responses to other students’ offerings. You will not be graded on
grammatical prowess, but try to respond clearly and coherently. The subject matter of the prompts
will vary, but largely focus on the topics and readings we discuss in class.
ESSAY #1: CRITIQUE (10% OF COURSE GRADE) & ESSAY #2: PERSUASION (10% OF COURSE GRADE)
You will be required to write two short documented essays for the class. The first essay will be
presented in the form of a Critique of a selection from your Aims of Argument text or another
approved article. The second essay will be presented in the form of Argumentative Persuasion.
Your topic must focus on an issue highlighted in the assigned selections of your text or another
approved source. Detailed assignment sheets for each essay will be provided to you later in the
semester. Each essay will be 3‐5 pages in length, will be supported by 2‐3 outside and credible
sources, and will follow MLA format.
Please refer to your Course Schedule for specific due dates. Each short essay is worth 10% of your
overall grade (total of 20%).
1984 NOVEL QUIZZES/STUDY QUESTIONS (10% OF COURSE GRADE)
Toward the end of the semester we will read the novel 1984 by George Orwell. The novel is divided
into three separate books; therefore, you will be required to complete a Quiz/Study Questions
P a g e | 6 over each Book to ensure synthesis of the material. More information will be provided to you later
in the semester. Please consult the Course Schedule for due dates. Quizzes will be completed
through Desire2Learn.
CLASS PARTICIPATION (20% OF COURSE GRADE)
The goal of a Transformative Learning class environment is to place students at the center of their
own active and learning experiences. This course will allow you to discuss, test, and/or question
ideas and positions on issues in a supportive atmosphere. Active participation in class activities
and discussion will encourage and support critical and creative thinking as well as the expression of
diverse viewpoints and approaches to a variety of topics, issues or problems. A Class Participation
Grading Rubric will be provided to you early in the semester.
As additional support of your in‐class and overall experience, early in the semester you will be
randomly assigned to small cohort groups with other students. These groups will stay together for
the duration of the semester and will work together as teams to encourage individual and
collective participation and success.
THE PORTFOLIO (20% OF COURSE GRADE)
The capstone project of this semester will be a “Portfolio.” This portfolio will contain select
assignments submitted throughout the semester as well as specific new elements. You will also be
required to give a 3‐5 minute presentation about your Portfolio concept at the end of the
semester. A more detailed assignment sheet will be provided to you later in the semester. This
project includes material and assignments from the entire semester; therefore it is worth a
significant portion of your overall course grade.
DESIRE2LEARN PLATFORM
UCO has moved from WebCT to Desire2Learn as its supplemental course delivery platform. This
portal will allow you to post responses to Discussion Board prompts, digitally submit assignments
(Essays, Article Reviews), take our novel quizzes, and communicate with your instructor and each
other. All course information (syllabus, assignment sheets, useful tools) will be posted to this site
throughout the semester, so it is critical you become familiar with it. To access information about
our course, please do the following:
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Log in to UCONNECT
Click on “My Courses”
Click on the title of our class: “English Composition & Research”
Click on the appropriate tabs for information access
PLAGIARISM POLICY
Plagiarism is a form of academic dishonesty in which a student presents the words or ideas of
another author in a way that intentionally misleads a reader to believe that the words or ideas
P a g e | 7 were the student’s. Instructors have numerous options for dealing with confirmed cases of
plagiarism, ranging from asking students to repeat an assignment to failure of the course and other
severe university sanctions. The procedures for dealing with confirmed cases of academic
dishonesty are located in the Student Code of Conduct, section IV.D.4.
TURNITIN.COM POLICY
UCO subscribes to the Turnitin.com plagiarism prevention service as part of our Desire2Learn platform.
Students agree that by taking this course, all required assignments (particularly essays, the research
paper) may be subject to submission for textual similarity review to Turnitin.com for the detection of
plagiarism. These assignments will be included as source documents in the Turnitin.com restricted
access reference database for the purpose of detecting plagiarism of such assignments. Use of the
Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com website.
TECHNOLOGY POLICY
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Cell phones: turn them off or on silent and store them out of sight in your personal belongings. TEXTING DURING CLASS IS NOT PERMITTED, UNDER ANY CIRCUMSTANCES. Do not leave the room during the class to take calls or make calls. This is highly disruptive.
Tablets and Laptops: turn off and keep closed UNLESS OTHERWISE DIRECTED BY YOUR INSTRUCTOR. There will be times when we do in‐class research and note‐taking. Only when your instructor announces you can use these devices may you do so. You may only use the devices in the manner allowed (do not read emails, shop, view facebook, tweet, etc.)
IPODS: do not use (keep stored away) unless otherwise permitted.
Earphones/Buds: Do not use unless specifically allowed by your instructor (to block out noise during in‐class work, etc.).
Penalty for Misuse: If you are caught using personal technology in a manner or at a time not permitted, you will be given up to three (3) warnings. If you misuse personal technology a fourth (4th) time, you will be excused from the class, counted as absent and receive a 0 for your class participation score that day. From that point forward, you will incur the same penalty with each instance of misuse. OTHER UCO POLICIES
UCO STUDENT INFORMATION SHEET AND SYLLABUS ATTACHMENT
See separate titled Document. P a g e | 8 Eng 1213/10661: English Composition & Literature
FALL 12 COURSE SCHEDULE
11:00‐11:50 a.m. MWF
WEEK I
“Come Together” Intro, Syllabus Review
Write Here, Write Now Activity
Building Our Course
Writing Myths
Aims of Argument Textbook
Appendix A: “A Brief Guide to Editing and Proofreading” – pgs. 591‐608
WEEK II
Aims Chapter 1: Understanding Argument – pg. 3‐13
Assigned Readings
Aims Chapter 2: Reading an Argument – pg. 15‐30
Assigned Readings
Discussion I due Today via Desire2Learn Aims Chapter 3: Analyzing an Argument: The Toulmin Method – pg. 31‐40
Assigned Readings
WEEK III – MONDAY: LABOR DAY (NO CLASS)
LABOR DAY HOLIDAY – NO CLASS Aims Chapter 4: Writing a Critique – pg. 41‐62
Critique Essay – Due Fri, Sept. 28 Discussion Board II due Today via Desire2Learn Writing a Critique II
P a g e | 9 WEEK IV
Aims Chapter 5: Reading & Writing about Visual Arguments – pg. 63‐76
“Show & Tell” Assignment ‐ Due Fri, Sept. 21
Aims Chapter 5: Reading & Writing about Visual Arguments – pg. 76‐94
Discussion Board III due Today via Desire2Learn Aims Chapter 6: Writing Research‐Based Arguments – pg. 95‐133
Aims Appendix B: Logical Fallacies and Critical Thinking – pg. 609‐622
Article Reviews (AR I due Wed, 9/19; AR II due Fri, 10/19)
WEEK V – ARTICLE REVIEW I DUE WED, IN LIBRARY WED; SHOW & TELL DUE FRI
Aims Chapter 6: Writing Research‐Based Arguments – pg. 133‐166
Do it in style…MLA Style
LIBRARY TUTORIAL – MEET IN THE LIBRARY TODAY! Article Review I due TODAY via Desire2Learn Discussion Board IV due Today via Desire2Learn SHOW & TELL PROJECT DUE TODAY; 2‐min Presentations WEEK VI – ESSAY #1 DUE FRI!
Essay #1: Critique
Peer Review/Conferencing
Essay #1: Critique
Peer Review/Conferencing
ONLINE CLASS TODAY Discussion Board V Due Today via Desire2Learn ESSAY #1: CRITIQUE – DUE TODAY via Desire2Learn P a g e | 10 WEEK VII
Aims Chapter 7: Ethical Writing & Plagiarism – pg. 167‐176
Aims Chapter 8: Joining the Conversation, Arguing to Inquire – pg. 179‐205
Aims Chapter 9: Making Your Case: Arguing to Convince – pg. 207‐240
Discussion Board VI Due Today via Desire2Learn Aims Chapter 10: Motivating Action: Arguing to Persuade – pg. 241‐269
Persuasion Essay – Due Fri, Oct. 26 WEEK VIII – FALL BREAK: NO CLASS TR, FRI
More about Persuasion: Go Ahead…Twist My Arm
Discussion Board VII due Today via Desire2Learn Aims Chapter 11: Resolving Conflict: Arguing to Mediate – pg. 271‐305
FALL BREAK – NO CLASS WEEK IX – ARTICLE REVIEW II DUE FRI
Introduction: The Novel
The Novel: a Vehicle for Change
The Novel: a Vehicle for Argument Writing
Article Review II due TODAY via Desire2Learn Discussion Board VIII due Today via Desire2Learn
Persuasion Essay Reboot (Essay due Fri, Oct. 26)
THE PORTFOLIO (Presentations on W 12/5 and F 12/7; Portfolios due Wed, Dec. 12)
WEEK X – ESSAY #2 DUE FRI!
Essay #2: Persuasion
Peer Review/Conferencing
P a g e | 11 Essay #2: Persuasion
Peer Review/Conferencing
Essay #2: Persuasion ‐ DUE TODAY via Desire2Learn Introducing 1984 by George Orwell
Research Paper – Due with Portfolio (Wed, Dec. 12) WEEK XI – 1984 BOOK I: QUIZ DUE FRI
1984 Book I, Chapters 1‐3
1984 Book I, Chapters 4‐6
1984 Book I Quiz Due Today via Desire2Learn 1984 Book I, Chapters 7‐8
WEEK XII – 1984 BOOK II: QUIZ DUE FRI
1984 Book II, Chapters 1‐3
1984 Book II, Chapters 4‐6
1984 Book II Quiz Due Today via Desire2Learn 1984 Book II, Chapters 7‐8
WEEK XIII – 1984 BOOK III: QUIZ DUE WED; WATCH MOVIE
1984 Book III, Chapters 1‐3
1984 Book III Quiz Due Today via Desire2Learn 1984 Book III, Chapters 4‐6
Discussion Board IX due Today via Desire2Learn Novel Wrap‐Up
Portfolio, Presentations
ASSIGNMENT: WATCH 1984 (the movie) by Mon, Nov. 19 P a g e | 12 WEEK XIV – WATCH V FOR VENDETTA MOVIE; THANKSGIVING BREAK WED‐FRI
1984 Novel and Movie Discussion Portfolio, Presentations
ASSIGNMENT: WATCH V for Vendetta (movie) by Mon, Nov. 26
THANKSGIVING HOLIDAY – NO CLASS THANKSGIVING HOLIDAY – NO CLASS WEEK XV
1984 and V for Vendetta Discussion
Discussion Board X due Today via Desire2Learn Into the Looking Glass: Reflection of a Semester & your “Next”
In‐Class Presentation, Portfolio Prep Discussion/Work
WEEK XVI – PORTFOLIO PRESENTATIONS WED, FRI
Research Paper – Peer Review/Conferencing
Portfolio Presentations
Portfolio Presentations
WEEK XVII – FINALS WEEK
FINAL – Turn in Portfolios