English 101

Paul Knox

Contact: knoxp@unr.edu

Course Time: MWF 10:00-10:50 AM: Frandsen 207   MWF 11:00-11:50 AM: Frandsen 106

Office Hours: MWF 12:00-12:50 PM and by appointment.

Phone: 775.784.6709 ext 257

Introduction:

At its best writing is a way to make and share meaning, to write something in your own voice that matters. Writing is not assembling an essay according to some set of instructions. Hence, there is no shortcut to strong writing.  Instead, it is a process in which you as the author make choices. That is to say writing is the ability to re-see ideas that you have already accepted and essays you have already written. Such revision requires time. To provide you that time, this class is centered on the writing process.

                This semester, we will negotiate the writing process through two general forms of writing: informal writing which includes writing journals, response papers, and in-class writing as well as formal writing. At the end of the semester, you will select some of these writings to include in your portfolio.

As you find something to say, I encourage you take risks both about what you say and how you say it. Those who do not take an occasional risk may write correct and even accepted pieces, but they will rarely, if ever, write something deeply meaningful. Of course, we will also discuss the mechanics and conventions of academic writing. These are relatively simple to learn and are important because they help us to communicate with others.         Finding something to say can be tricky. That is why reading is an important element in any writing process.  Because you will explore these readings both for ideas as well as to understand the rhetorical choices an author makes, they will prove invaluable as your writing grows increasingly complex, integrating other’s ideas into your own.

                 I’m truly forward to working with you to develop your familiarity and facility with University level writing this semester. In a composition classroom, there is an opportunity to establish community and to explore and imagine ideas in a way that may not be possible in other classes. This process of imagination is challenging and may occasionally be frustrating.  If you find yourself frustrated, don’t worry. You will get it, but please come and speak with me.  We can work on solutions together.

In this class you will read both published texts and one another’s work.

Materials:

Books: Three texts are required: ·     The EveryDay Writer ·     Reading Rhetorically ·     Been There, Done That ·     Working UNR email account & Reliable access to a computer.

·     A college level dictionary ·     One ½” three ring binder and tab dividers ·     One self-addressed stamped envelop with sufficient postage to mail back essay # 5 ·     8 ½ x 11 spiral notebook.

Email:

Because you will be submitting drafts to me both as hardcopy and by email, you are required to have a working UNR email account. Email has the added advantage of providing me with an easy way to contact you.

Assignments:

This class will engage you in an ongoing writing process. If you choose not to participate in this process, you are not likely to pass the class. So discipline yourself to do the work on-time and to stay focused. To facilitate this process, your assignments for this class include both informal and formal writing:

·         Informal writing includes journal entries, in-class writing, reading responses, peer comments, writing workshop essay drafts, and in-class exercises. 

·         Formal writing includes the essay drafts I comment on, Essay #5, and your Portfolio.

Grades:                        

Informal writing                        10%	Portfolio (including cover letter)                       60%
Essays   (4 total)                      25%	Essay #5                                                                5%

Your final course grade will be determined according to the following percentages:

                Informal writing:

You will not receive grades on your informal writing; however, you will receive points for completing these assignments on-time and satisfactorily (proper development, level of engagement, format, etc.)

Essays:

Because essays represent significant effort on your part and should represent your best work for the semester, I consider the essay drafts that I comment on to be formal writing.  However, because I want you to revise throughout the semester, I do not assign grades to essays. Instead, they are graded like informal writing (see above).

Portfolio and Essay #5: Your portfolio and essay #5 will be graded, and together they account for 65% of your course grade.     

Your final course grade will be determined according to the plus / minus scale below:

93%-100% = A 90%-92%   = A-

89%-87%  = B+ 86%-83%  = B 82%-80%  = B-

79%-77%  = C+ 76%-73%  = C 72%-70%  = C-

69%-67%  = D+ 66%-63%  = D 62%-60%  = D-

59%-0%    = F

Writing Journal:

            Your Writing Journal is a place for you to play fearlessly with language and ideas. To earn full credit for your journal, which figures into the informal writing portion of your class grade, you need to write one-half page in your Journal at least three times a week.  Throughout the semester we will explore new ways of using your journal in class, so it is important for you to have it with you.  Directed Journal writing counts as one of the three entries for that week. I will collect your Journal two or three times over the semester. I will not read entries that you specifically ask me not to.  If you do not want me to read that entry, please fold and staple the page closed.

Essay Drafts:

All essays will begin with drafts which will be critiqued by other students.  Using these critiques, you will revise the draft and turn in the revision for my comments; I will not assign a grade.

You must submit all assigned drafts and revisions to pass the course. Please understand that if you fail to do so, you will automatically and immediately fail the course.

The requirements for each essay will be specified on that essay’s assignment sheet.  These specifics will include the topic, minimum number of sources, formatting conventions, and recommended page length. Failing to follow these guidelines will lower the points awarded for that essay between 10% to 50%. All essays must be submitted both in hard copy and by email to knoxp@unr.edu.

Portfolio:

Almost all strong writing is a product of revision because it is through revision that you come to literally re-see the issue. With revision, writing is more than a product; it is a vehicle for both communication and discovery. To encourage this experience of writing, this semester you will work on a portfolio. 

You will have thirteen weeks to develop the writing in your portfolio before any of it will be graded. On the fourteenth week, you will submit your portfolio, and it will account for 60% of your final course grade. (For further details, please consult the Portfolio Guideline handout.)

Writing Groups:

In addition to writing your own papers, you will also practice commenting on another’s work. This is the best way of learning to read your own work with a critical eye.

                You will form writing groups on the second day of class. Members in each of these groups will critique each other’s drafts—we will discuss appropriate ways of doing so in class. On all workshop days, you must bring 4 copies of your drafts to class. You will receive two sets of comments on each essay, the first will be from your writing group and the second will be from me. I expect you to attend to these comments and carefully choose which you will incorporate into all future drafts.

Conferences:

                Again and again, students comment on how useful they find one-to-one conferences with their teachers.  This semester, I will require you to sign up for two fifteen minute scheduled conferences with me.  At the conference, we’ll chat about your writing and any questions / concerns you have about the class.

Writing Center:

The UNR Writing Center is staffed by excellent and friendly tutors with experience with both writing and teaching, and many students come to regard the Center as one of the best resources on campus.  So that you are fully aware of this resource, I require you to visit the Center at least once before the seventh week of  this semester and to bring me a slip. The Writing Center is located in EJCH 239.

Late Work:

Work is late if it is not submitted at the start of the assigned class. I do not accept late informal work.  Late essays may be submitted for 50% credit for the first day (not class period) late, 40% credit for the second day, 30% for the third, and so on.  Late essays will also lower your final portfolio grade by 1/3^rd of a letter. (B – 1/3 = C+).

Attendance:

Occasionally, we all run a bit late, so you are given three free tardies. After that, each tardy will count as 1/3^rd of an absence. You may be absent three times this semester with no effect on your grade. After that, your grade may be lowered. If there is an emergency or special problem, please let me know immediately. Of course, you are responsible for any work and information you missed due to any absence.

Etiquette:

We will respect everyone in the class.  However, you are encouraged to question any idea put forward in the class as long as you do so respectfully. Anyone who does not do so will be asked to leave class for that day and must schedule a meeting to speak with me.  Subsequent disruptive behavior may be grounds for removal from the class. (For more specific guidelines please consult the official “Student’s Rights and Responsibilities,” as established by the college. These may be found on the college website at < http://www.cgf.org/cat209/100191.pdf> starting on page 59.

Plagiarism:

I have no doubt that each of you has something interesting to say and an individual perspective to share.  When people plagiarize they not only steal someone’s work, but they also deprive themselves of the opportunity to write their own thoughts.  Please do not fall into the trap of allowing another to speak for you. 

Of course, if you are caught deliberately plagiarizing, you will fail the class, and I will place a letter in your permanent file. 

However, we all get confused about what counts as plagiarism, so if you are confused ask me.  If, for any reason, you can’t ask me before the paper is due, include a letter indicating the passage you have a question about with your draft. I will give you some advice, and more importantly, I will not think you are plagiarizing. University guidelines for plagiarism can be found at < http://www.cgf.org/cat209/100191.pdf> starting on page 59.

Paper Format:

All papers should have your last name and the page number as a right-justified header.  Left justified on the first page of your paper in descending order should be you name, the date, the class, and the assignment.  Each paper should also include a title centered on the first page. All papers are to be in Times New Roman, 12pt font, double spaced with one inch margins.  I will penalize papers that do not follow these guidelines 1/3^rd of the points possible. (Example: A paper earns 30/30 points, but it is improperly formatted. The paper earns 20 / 30 points.)

Miscellaneous:

Except for your Journal, all out of class work must be typed. Work that is not typed will not be accepted for credit.

Equal Opportunity:

The English Department and I are committed to equal opportunity in education for all students, including those with physical or learning disabilities. If you have a documented disability, it is your responsibility to contact me during the first week of the semester so that we can discuss appropriate accommodations.

Office Hours:

My office hours are posted at the top of the syllabus and are for you! I enjoy speaking with students, so please stop by. If the scheduled times are inconvenient for you, please let me know. I’m sure we can schedule a time that will work for us both.

Extra-Assignment Policy:

I may occasionally assign exercises on an individual basis or require you to enroll in the Writing Center. This is not punitive, but is designed to strengthen skill that would otherwise impede your ability to pass this class. In any case, I urge each of your to use the Writing Center. It is free, and the tutors can provide much more individual attention than I can in class—you are, of course, always welcome during office hours. Students who utilize these programs earn higher grades than they might otherwise.

  Things You Already Know:

 If you don’t know how to mute the sound on a cell phone or pager, you probably shouldn’t have one; you are not allowed to take calls during class.   Likewise, if you have questions about your homework for another class, it is ok to ask me, although I probably don’t know the answer. However do not do other class work in my class.  Finally, the Surgeon General has shown that sleeping in while sitting at conference tables or in desks can cause neck and back strain that may contribute to serious injury. Therefore, for your own safety, I do not allow you to sleep in class.

  Final Essay:

You must include a self addressed stamped envelope with essay #5. Otherwise, you will earn a zero on the assignment.

Exceptions:

        This syllabus outlines the policies, assignments, and schedule for this class. If you are concerned about any of these, please talk to me during my office hours.  If you need an exception to any policy or assignment, you must submit a request with an explanation in writing. I will review your request and answer you in writing within one week. Your requests must be submitted before the assignment is due or the policy comes into effect.

Schedule:

	Please note this schedule is subject to change. Any changes will be announced in class.  All homework is due on the date indicated.  Also, remember to write at least three 1/2-page journal entries per week.
Week1	Introduction / Analysis
M 8/26	Warm-up essay, distribute syllabus
W 8/28	Discuss syllabus, Syllabus quiz, Getting to know you. Discuss and practice using Writing Journal.
F 8/30	Essay  #1. Chapters 1+2 RR Journal entry: Write or draw what it was like writing your warm-up essay.  Send me an email. Journal response #1 see handout.
Week2	Writing as Revision
M 9/2	Labor Day Class Canceled
W 9/4	Writing Center. Qualities of strong writing. Journal: 2 topics you could have used in your warm-up essay?
F 9/6	Journal Response:  Why did you select the topic you did for essay #1?
Week3	Centers of Gravity / Workshopping
M 9/9	Practice Workshop. Write about experience of working with Peer Workshop.
W 9/11	Workshop Revise Essay #1 + Revision Plan
F 9/13	Meet in Library. 10:00 AM Projection Room 11:00 AM Instruction Room. Distribute Essay  #2. Essay #1 Due
Week4	Reading / Language as Meaning Making
M 9/16	Chapters 3+4 RR.  Journal: What sort of things do you read?  How do you read them?  Where? Why?
W 9/18	In-class "Humpty Dumpty."  Journal: What element of the story did you find most difficult?
F 9/20	Chapter 5 RR. Writing Journal due
Week5	The Right Word / Language and Definition / Conference #1
M 9/23	"Bitch"(236-44), Two page self-analysis of how well you are doing in the class
W 9/25	Conference #1 Class canceled.
F 9/27	"Mommy, What does 'Nigger' Mean?" (245-48)
Week6	Organization
M 9/30	Bring in typed copy of Essay #1. "Toys" (354-55)
W 10/2	Workshop #2. Revise Essay #2 + Revision Plan
F 10/4	Distribute Essay #3. Essay #2 Due
Week7	Language As Meaning
M 10/7	"Language" (159-68) Journal: How has language shaped you?
W 10/9	"An American Land Ethic"  Online
F 10/11	"Should a Boy" (434-37)
Week8	Beginnings and Endings
M 10/14	"Almost Brown" Journal: How does Language shape identity?
W 10/16	House of Leaves. (3-7) Online Journal: What is an introduction? How does this introduction work? What do you expect to follow it?
F 10/18	"An American Land Ethic” Online, Journal:  What is a conclusion? How does the ending conclude the essay?
Week9	Integrating Support
M 10/21	Workshop #3. Revise Essay #3 + Revision Plan Journal: How does "Land Ethic" use support? How does "Toys?"
W 10/23	Distribute Essay #4. Essay #3 Due
F 10/25	Nevada Day Class Canceled
Week10	Inventing the University
M 10/28	Read: "Inventing the University." (Online)  Journal: What does the title suggest to you?
W 10/30	Journal: How have you shaped your own education?
F 11/1	Journal:  Write three interview questions and three survey questions. For each explain why you asked them and why the information you hope to find is significant. Also discuss how they might relate specifically to essay #4.
Week11	Editing / Conference #2
M 11/4	"keeping close to home" (184-94) Journal: How has your education been kept close to home?
W 11/6	Conference #2 Class Canceled.
F 11/8	Writing Journal due
Week12	Revising Ideas
M 11/11	Class Canceled Veterans’ Day
W 11/13	Workshop #4. Revise Essay #4 + Revision Plan
F 11/15	Distribute Essay #5. Essay #4 Due
Week13	Revising Organization / Support
M 11/18	Journal: How have you grown as a writer this semester?
W 11/20
F 11/22	Draft of Cover letter, Journal: What advice could you give to an incoming Freshman
Week14	Revising Style and Mechanics
M 11/25	Portfolio Workshop
W  11/27	Portfolio Due
F 11/29	Thanksgiving
Week15	Concluding
M 12/2	Return to essay #4
W 12/4	Wrapping up
F 12/6	Review
Week16	Final
M 12/9	Workshop #5. Revise Essay #5+ Revision Plan
W	Dead Day No Class
F	Pick up Portfolio. Essay #5 Due

English 101 Grading Rubric

A EXCELLENT--A paper in this category                      
* Addresses the assignment thoughtfully and analytically, setting a challenging task. 
* Establishes a clearly-focused controlling idea and demonstrates strong sense of purpose and audience awareness.  
* Cites and analyzes relevant sources and evaluates their validity, effectively integrating them into text when appropriate.  
* Demonstrates coherent and rhetorically sophisticated organization; makes effective connections between ideas.  
* Provides clear generalizations with specific detail and compelling support.  
* Demonstrates superior control of grammar, sentence variety, word choice and conventions of standard written English. ESL/Dialect Guideline: Grammatical errors are rare and do not interfere with overall effectiveness of paper,- occasional imprecise in word choice or usage may occur

B STRONG--A paper in this category
* Addresses the assignment clearly and analytically, setting a meaningful task.
* Establishes a clearly-focused controlling idea and demonstrates a clear sense of purpose and audience awareness.
* Cites and analyzes relevant sources, effectively integrating them into text when appropriate.
* Demonstrates a clear and coherent organization, and makes connections between ideas.
* Provides clear generalizations and effective supporting detail and reasoning.
* Displays consistent control of grammar, sentence variety, word choice, and conventions of standard written English. ESL/Dialect Guideline: Some grammatical error may occur in the paper but do not interfere with overall effectiveness; occasion, inappropriate word choice or usage may occur.

C ADEQUATE--A paper in this category
* Addresses the assignment, establishing a controlling idea and clear purpose.
* Establishes a clearly-focused controlling idea and meets most audience needs and expectations.
* Cites sources, adequately integrating them into text.
* Demonstrates adequate organization, though connections between ideas may not be consistent.
* Provides support for and some analysis of generalizations.
* Demonstrates adequate control of grammar, sentence variety, word choice, and conventions of standard written English ESL/Dialect Guide: Grammatical errors, inappropriate word choice, or incorrect usage may occur in the paper, but rarely interfere with communication.

D SERIOUSLY FLAWED--A paper in this category may be flawed in one or more ways. It may:
*Not address the assignment directly or clearly; it may distort or wander from the assignment or set a trivial task.
*Show insufficient awareness of purpose, audience, or persona.
*Display a lack of understanding of appropriate texts; fail to cite, integrate, or analyze material from the texts. *Display formulaic, random, or confusing organization.
*Replace analysis with narration, summary, or description.
*Fail to provide clear controlling general statements or supporting detail.
*Show inadequate control of standard written English; error may distract or impede understanding.
ESL/Dialect Guideline: Serious and frequent errors in grammar, word choice, or usage hinder communication.  

F  FUNDAMENTALLY DEFICIENT--A paper in this category will be flawed in one or more ways. It may:
*  Fail to address the assignment.
*  Demonstrate a lack of purpose or audience awareness.
*  Lack a controlling idea.
*  Lack organization or organize illogically.
*  Display inability to generalize, analyze, or support ideas.
*  Fail to use sources or misuses the texts of others.
*  Show substantially inadequate control of standard written English; error may prevent communication. ESL/Dialect Guideline: Serious and frequent errors in grammar, word choice, or usage prevent communication.

 

Download and RTF version of Engl 101--Knox.