English 110, Section 429: Introduction to
UWEC, MW 5-7:15 pm, HHH 221
425 Phone: (715) 836-4369
T 2:40-4:30 pm, T 9:50-10:30 pm, W 2:40-3:30 pm, F 3:40-4:30 pm,
Senior Student Mentor
1. Writing with style.
2. Autobiographical writing.
3. The writing process/the powers of revision.
4. Critical and argumentative writing in relation to
controversial contemporary issues/writing as critical citizenship.
Who and What are
"College writers" are men and women who know and
care about what is happening in the world, and who strive to do what
they can to make this world a better place. These are men
and women who conceive of college education as entailing a social
responsibility, and who commit themselves to do what they can, in
practice, to meet this responsibility.
"College writers" are not, therefore, simply those
men and women who have "mastered the rules," who have "learned how to
play the game," and who can, as such, write in technically competent
and skillful fashion sufficient to enable them to "get by" in their
college courses, and to obtain "good jobs" afterward. "College
writers" do not approach their writing as a mere means of finding the
best way to "fit in," "obey orders," submit to authority, and conform
to the dictates of those in dominant positions of power.
"College writers" learn that writing is not a mere
"product" that displays what these women and men have thought, in an
"acceptable form," after thinking is done, and after they have
self-censored anything that might "upset" or "disturb" anyone
else. On the contrary, college writers conceive of writing as a
process of thinking, and as a process, more precisely, of exploring,
inquiring, reflecting, interpreting, evaluating, expressing,
communicating, and of taking up and pushing forward important positions
to which they can and do commit themselves with sincerity,
determination, passion, and enthusiasm.
Writing as a College Writer
College writers learn that writing is always
intrinsically connected with reading, thinking, feeling, speaking, and
acting. And they learn as well that how we write always
depends upon what we write, for whom we write, and, especially, why we
write. College “composition" is not mere manipulation: it is
construction, design, and creation. To learn how to compose in
written language, at the college level, is to learn how to express,
communicate, develop, and refine ideas, beliefs, thoughts, and feelings
of significance and urgency.
Writing to Persuade and Compel
In order to engage effectively as a college writer,
one must first be able to reflect critically on where one is coming
from, how, and why–and to be able to account for this in a lively,
precise, concrete, and compelling fashion. That is why we spend
the first half of the semester focused on autobiographical writing,
writing with style, and learning how revision extends far beyond mere
editing and proofreading.
Yet from that point, over the course of the second
half of the semester, we move more directly from ‘self’ to ‘society’–a
crucial step for an effective college writer. Here you learn how
to develop intellectually serious arguments capable either 1.) of
persuading others to accept and/or identify with a particular position
with which they are not already previously in agreement, or 2.) of
compelling these others to have to reformulate and rearticulate their
previously maintained positions in response to the pressure your
arguments exert upon these previously maintained positions.
Writing as Critical
The ultimate goal of learning to write critically is
to enhance your ability to engage effectively as a critical
citizen. Critical citizens strive, within the communities of
which they are a part, to help make these better places–i.e., more just
and fair as well as more meaningful and fulfilling–for those who live
within them (and not just for yourself or for your immediate family
members and close friends). One of the principal aims of a
liberal arts education, such as what we offer you at the University of
Wisconsin-Eau Claire, is to provide you an opportunity to reflect on
how you will engage as a critical citizen, as well to reflect on where
you can do this–and where you are needed to do this–while assisting you
in developing and refining the abilities that doing this work will
require (and these include abilities such as thinking, reading, and
writing critically; speaking forth publicly with confidence and
conviction; and arguing compellingly and persuasively).
The following required texts may be purchased at the
UWEC Bookstore in Davies Center:
1. Trimble, John R. Writing with Style.
2nd Edition. Prentice-Hall, 2000. ISBN#: 0-13-025713-3.
2. Bishop, Wendy, ed. Acts of Revision: a Guide
for Writers. Boynton/Cook, 2004. ISBN#:
3. Lazere, Donald. Reading and Writing for
Civic Literacy: The Critical Citizen’s Guide to Argumentative
Rhetoric. Paradigm, 2005. ISBN#: 1-59451-085-7.
The following required text–the English Department’s
‘Common Book’ which we will use in multiple sections of English 110
this fall is available for purchase at Crossroads Books, 301 South
Barstow St., in Downtown Eau Claire:
4. Perry, Michael. Population: 485–Meeting Your
Neighbors One Siren at a Time. Harper Perennial,
In combination with our support of a critically acclaimed and widely
popular local author, Michael Perry, from New Auburn, Wisconsin, the
English Department also wishes to support a local independent
bookstore, Crossroads Books, as part of this common book project.
You may feel free to purchase these texts from any
other bookstore or book outlet, including by means of on-line ordering
outlets (such as www.amazon.com),
as you wish, as long as you acquire
them in time to use in and for class.
*** Please note well: all reading assignments indicated in the schedule
below are due AHEAD of the class meetings in which we will discuss
these readings. You are responsible for bringing the course book
or books to class on the days in which we will be discussing readings
from this book or these books. Failure to do so will negatively
affect your learning and contribution grade. Students who consistently
fail to bring their books to class, or who fail to come prepared to
discuss the assigned readings, will suffer the loss of one full letter
grade per each half of the semester. ***
WS= Writing with Style; P485=
485; AR= Acts of Revision;
and RWCL= Reading and Writing for
F 8/31: Introduction and Orientation Part One.
W 9/5: Introduction and Orientation Part Two; Thinking Well; and
Read for Class, By W 9/5: WS, Chapters 1-2, 3-24.
M 9/10: Openers, Middles, and Closers.
Read for Class, By M 9/10: WS, Chapters 3-5, 25-52.
Autobiographical Essay Assigned, M 9/10.
W 9/12: Diction, Readability, and Superstitions.
Read for Class, By W 9/12: WS, Chapters 6-8, 53-83.
M 9/17: Discussion, Michael Perry, “Jabowski’s Corner” and “My People.”
Read for Class, By M 9/17: P485, Chapter 1, 1-17,
and Chapter 7, 108-127.
W 9/19: Discussion, Michael Perry, “Beagle,” “Tricky,” and “Cat.”
Read for Class, By W 9/19: P485, Chapters 2-3,
19-51, and Chapter 10, 164-181.
M 9/24: Discussion, Michael Perry, “Death,” “Call,” and “Sarah.”
Read for Class, By M 9/24: P485, Chapters 8-9,
128-163, and Chapter 13, 211-234.
W 9/26 and M 10/1:Writing a Critical Analysis.
Read for Class, By W 9/26: WS, Chapter 9, 94-98.
Autobiographical Essay Due, W 9/26. *
W 10/3: Punctuation.
Read for Class, By W 10/3: WS, Chapter 12, 105-132.
M 10/8: Punctuation Continued, Quoting, and Usage.
Read for Class, By M 10/8: WS, Chapter 13, 133-148,
and Chapter 15, 151-159.
Learning and Contribution Reflection Paper #1
Assigned, M 10/8. *
W 10/10: Editing.
M 10/15, W 10/17, M 10/22, and W 10/24: Revision.
Read for Class, By M 10/15: AR, Introduction, v-x,
and Chapters 1-2, 11-27.
Read for Class, By W 10/17: AR, Chapter 6, 61-69,
and Chapter 9, 108-124.
Read for Class, By M 10/22: AR, Chapter 4, 38-50.
Learning and Contribution Reflection Paper Due, M
M 10/29: Introduction to Reading and Writing for Civic
Literacy/Introduction to Critical Citizenship and Argumentative
Read for Class, By M 10/29: RWCL, Chapter 1: 3-41.
Argument and Research Paper Assigned, M 10/29. *
W 10/31: What is an Argument and What is a Good Argument.
Read for Class, By W 10/31: RWCL, Chapter 2: 42-62.
M 11/5: Writing Argumentative Papers.
Read for Class, By M 11/5: RWCL, Chapter 4: 89-122.
W 11/7: Collecting and Evaluating Sources–Writing the Research Paper,
Documentation, and Research Resources.
Read for Class, By W 11/7: RWCL, Chapters 21-23,
M 11/12 and W 11/14: (Recognizing and Avoiding) Logical and Rhetorical
Read for Class, By M 11/12: RWCL, Chapter 12:
M 11/19: Uses and Misuses of Emotional Appeal.
Read for Class, By M 11/19: RWCL, Chapter 14:
* Argument and Research Paper Due, M 11/19. *
M 11/26: Thinking Critically About Political Rhetoric.
Read for Class, By M 11/26: RWCL, Chapter 15:
W 11/28: Thinking Critically About the Mass Media, Propaganda,
Advertising and Hype
Read for Class, By W 11/28: RWCL, Chapter 16,
391-422, and Chapters18-19, 444-482.
M 12/3, W 12/5, M 12/10 and W 12/12: Class Debate.
Learning and Contribution Reflection Paper #2
Assigned, M 12/3. *
Learning and Contribution Reflection Paper #2 Due, M 12/17, by 5 pm, in
my English Department mailbox,
HHH 405. *
*** THIS SCHEDULE
IS SUBJECT TO CHANGE ***
THE GOALS OF THE UWEC BACCALAUREATE
This university is a liberal arts institution;
education in the liberal arts (and sciences) represents the historic,
central commitment of what we do together on this UW campus-not
vocational training and pre-professional development. According
to the UWEC administration, the baccalaureate degree shall work to
develop the following for UWEC students:
1.) an understanding of a liberal education.
2.) an appreciation of the University as a learning community.
3.) an ability to inquire, think, analyze.
4.) an ability to write, read, speak, listen.
5.) an understanding of numerical data.
6.) a historical consciousness.
7.) international and intercultural experience.
8.) an understanding of science and scientific methods.
9.) an appreciation of the arts.
10.) an understanding of values.
11.) an understanding of human behavior and human institutions.
UWEC strives to help you meet these objectives in
the course of the higher education you pursue here. English
110, Introduction to College Writing aims to help contribute to you
meeting goals 1-4 and 10-11. These goals cannot be met passively
by the student: each requires your striving toward it to be met.
Striving means learning actively, completing assignments in a thorough
and timely fashion, participating in class discussion, and making
connections between what we do while meeting in class and what you do
when engaged outside of the classroom.
CHALLENGES, ACADEMIC FREEDOM, AND CURRICULAR INTEGRITY
The English Department would like to call your
attention right away to one key difference between high school and
college. In short, at this institutional level we will
consistently address and treat you as adults, not children. Our
aim as such is to provide you with an intellectually challenging
education. This means we will at times include texts and
introduce topics in our courses that may well run sharply counter to
your preconceived understanding, based upon high school experience, of
what is and is not “appropriate” for direct engagement in class.
We will, in short, candidly explore adult texts and topics, including
ones offering representations that may, on occasion, prove unsettling,
disturbing, and even offensive to some of you.
The higher educational academy is not a “safe space”
separate from the rest of the “real world” where you can expect to be
sheltered from encountering anything you might find disagreeable or
objectionable. On the contrary, we expect you to take up the
challenge to confront these kinds of texts and topics in a mature,
responsible way, and that means bringing directly to bear your negative
reactions-including any reactions of shock, dismay, and discontent-into
class discussions and into your writings and presentations for
class. If you find a position or practice represented by a text
or topic included in the assigned readings for class to be
objectionable, it is therefore of crucial importance that you raise
your objections openly and honestly, not simply claim personal
exemption from having to talk, read, and write about these kinds of
matters. After all, disturbing positions and practices exist
extensively outside of the classroom as well as in what we read, and
otherwise confront in and for class; what we confront in class exists
in this institutional space as symptomatic of positions and practices
that operate beyond the confines of the classroom, the course, and the
university. If and when you find any text or topic
genuinely appalling, you maintain the ethical responsibility, as a
mature adult and as a responsible citizen, not simply to try to hide
from these positions and practices but rather to work to critique and
Students should expect therefore that you may well
on occasion encounter representations that you will find troubling, in
this UWEC course and in many others as well; within this Department you
will receive no right of exemption from engaging with these and
absolutely no welcome for simply complaining (especially to a higher
administrative authority) about their inclusion. Instead you
should bring your objections forthrightly to bear in your contributions
to class discussion.
Finally, to conclude this particular point of
discussion, a professor differs from a high school teacher in many
respects, but one key difference is that we maintain a principal
professional, ethical responsibility forthrightly to represent the most
advanced knowledges in our fields of expertise and to proceed from
there to work toward their further development and
dissemination. In short, we must create, advocate for, and
profess these knowledges; you should expect that your professors may
from time to time take strong and indeed controversial positions on
difficult and challenging issues, eschewing the pretense of
disinterested neutrality. To do anything less than assume this
responsibility, and to do so with alacrity, would be to shirk our
professorial responsibility and to render ourselves unworthy of
maintaining our professorial positions.
I encourage you to meet with me in conference during
office hours or at another mutually convenient time to discuss any
issue of interest or concern related to what we are doing in this
course. Learning that takes place in conferences can at times be
equally as important, and in fact occasionally even more important,
than what takes place in class. Please do not hesitate to meet
with me during office hours or to ask for an appointment at any time
you think this might be helpful; I regard making myself available for
conferences with you outside of class to be an indispensable part of my
responsibility as your teacher. Moreover, I always
sincerely do welcome getting to know and work with my students outside
as well as inside of class. I am ready to do whatever I can to
help you in your understanding of issues addressed in discussions and
readings, as well as to help you in your writing for and participation
in this course. I want to make sure that I do all that I can to
help you succeed in this course and I want to help you, as far as I
can, to gain as much out of it as possible through your participation
in and work for it. You may also feel free to write me via
e-mail, and to call me–or leave a message for me on the answering
machine–at my office. I enjoy meeting and working with students
outside as well as inside of class; I really do. I would rather
talk with you during my office hours than do anything else, so please
do not worry about “disturbing” me in coming to talk with me; my office
hours are time that I have set aside to meet, talk, and work with
you. PLEASE DO TAKE ADVANTAGE OF THIS OPPORTUNITY!
Also, Callis Buss has joined this class as a senior
student mentor because she wants to work with and help you. Calli
will be helping me conducting class session, and she will also hold
regular office hours and be readily accessible to assist you outside of
* Any student who has a disability and is in need of
classroom accommodations, please contact the instructor and the
Services for Students with Disabilities Office early in the semester. *
THE WRITING CENTER
The Writing Center provides free tutoring to help
students enrolled in English 099, 110, and 112. For more
information about this assistance, see the Writing Center webpage:
ORGANIZATION AND CONDUCT OF CLASS
Class will proceed according to a variety of
discussion formats. I will, from time to time, make short,
relatively informal presentations (and even perhaps somewhat longer and
less informal ones on rare occasion, as need be). Yet, for the
overwhelmingly majority of class time, I plan directly to involve you
in actively participating as part of the work of educating both
yourself and the rest of the class through what you have to say as well
as share with us in written form. You need to work with me in
learning; students always learn better, in this kind of class, through
active participation and collaboration rather than by remaining quiet
and merely taking notes during the course of long lectures. Many
times you will be working in groups in class, and many times you will
be sharing your writing with the rest of the class, either prepared
before class meets, or during class time itself. At other
points, you will be asked to do some research and bring the results of
this research to class to share with the rest of us. You will
also be working outside of class in groups–to prepare for the class
debate, and, most likely, on several other occasions as well. In
addition, we may from time to time refer to your postings on our
Desire2Learn electronic classroom while meeting and talking together in
class. Throughout this process, and in all of these projects and
discussion formats, I will help you in every way I possibly can.
I want you to succeed.
I will maintain ultimate responsibility, authority,
and control for the direction of our class discussions, assisted
by Calli, yet I aim to insure that we hear extensively from everyone
else. I recognize and respect that the students enrolled in
this class represent considerable differences in prior knowledge,
experience, training, work, or other preparation versus the diverse
subjects we will engage, as well as versus the kinds of skills that the
course will require. Likewise I well know, and understand, that
students differ considerably in terms of how more versus less inclined
as well as more versus less comfortable they feel in speaking as part
of class discussions. Yet I expect that these differences, along
with differences in social, cultural, economic, political, and
ideological affiliations, all will be brought to the fore so that each
member of the class can contribute to its success from both where she
is at and toward where he aspires to be.
EXPECTATIONS OF STUDENTS
While I am providing you an elaborate framework to
direct our work together, I firmly believe that the success of any
course I teach depends as much–if not often in fact much more–on what
my students bring and give to the process of learning as what I
do. I see college teaching and learning as a collaborative
project and this means its success–or failure–depends upon the degree
and kind of commitment and the quantity and quality of contribution of
everyone involved. Some of the best teachers with whom I have
ever worked have insisted that they do not teach their students as much
as they teach their students how to teach themselves. It is
impossible to teach someone who does not sincerely want and who does
not assiduously strive to learn. I will always work equally hard
and equally seriously to help students who demonstrate this kind of
effort succeed, both within my courses and beyond.
I expect you to approach this course as one that you
sincerely want to take, and in which you sincerely want to learn.
I expect you to work hard in this course and to approach this course
with both diligence and enthusiasm. I expect you to become, and
to remain, interested in the subject matter of the course as an end in
itself and not merely as a means to achieve a passing grade and five
credits. Remember, a liberal arts undergraduate education means
giving priority emphasis to a broad–general–education, not giving
priority emphasis to a narrow–major–area of specialization. You
will do well at UWEC if you keep this in mind: this university values
general education courses as much as, if not in fact more than,
specialized courses within specific major fields.
I expect you to be actively engaged in class
discussion, in an intellectually serious manner. Some students
prefer courses in which teachers simply tell them what is right, what
is true, and everything that these students are supposed to do, so that
the students need merely repeat all of this back to their teachers to
obtain a good grade while not expending much of any intellectual energy
or demonstrating virtually any genuine intellectual growth. This
is definitely not that kind of course, and if you approach your work in
and for this section of English 110 as a passive learner you will do
If you experience problems at any point over the
course of the semester I expect you to contact me right away to discuss
these forthrightly with me; I am ready to do whatever I can to help you
if and when you experience problems in this course, or elsewhere, as
long as you are candid and sincere, but I can't help if you are not
upfront about what's going on and if you don't level with me. I
am a compassionate as well as a passionate person, so don't hesitate to
talk with me about problems if and when you experience them; we can
work past many of these, if you contact me in time and if we work
together. Likewise, please do seek out assistance from Calli as
well if you should experience problems; Calli is prepared to help and
committed to doing so.
REQUIREMENTS FOR THE COURSE GRADE
In evaluating all work done for this course, I will
take account of how carefully, seriously, intelligently,
enthusiastically, and imaginatively students engage with the concepts,
issues, positions, and arguments addressed in the course and
represented by the texts we read, by me, by Calli, and by each other.
This course cannot contribute effectively to
students' learning if students do not attend class. What
happens in class is an indispensable part of this course.
Therefore, the following attendance policy will apply for students
enrolled in this section of English 110:
1.) Students who exceed a maximum of two unexcused
absences will suffer a penalty of a loss of one full letter grade for
each additional unexcused absence.
2.) Students should provide me with written
confirmation of a debilitating injury or illness, or of any other
serious individual or family emergency, for the excusing of any further
absences beyond the maximum of two unexcused absences.
3.) In addition to the maximum of two unexcused
absences, students may miss a maximum of three excused absences without
suffering a grade penalty. Six total absences will result in a
loss of two full letter grades. Students who miss more than
six classes total should withdraw from the course and enroll again in a
subsequent semester; otherwise they will receive a grade of F.
* Students are expected to arrive for class on time and to stay through
the very end of class. If you don’t do so, you won’t be counted
as attending class. In addition, you need to be awake,
alert, and attentive while in class; this means you can’t expect to
sleep or rest in class. Again, if you do so, this will count as
an absence from class. And the same is true of doing other school
work in class or attending to other–personal– matters irrelevant to the
focus of what we are about in this course (e.g., text-messaging). *
** In addition, IT IS VERY IMPORTANT IN THIS CLASS THAT YOU COME TO
CLASS HAVING DONE THE READING REQUIRED OF YOU PRIOR TO CLASS. The
quality of your own learning, and that of the rest of your classmates
depends upon you taking this seriously and carrying it our
Learning and Contribution/Learning and Contribution Reflection Papers
What This is and Why it is Important
My foremost aim in teaching this course is to help
you to learn something of significance and value. I will judge
you to a significant degree on what you learn, how-and how hard-you
strive to learn, and on how-along with how well-you contribute to the
learning for the rest of the class.
You cannot learn or help others learn if you do not
contribute. If you don't contribute to the work of this class not
only will you fail to derive as much gain from it as would be the case
if you did contribute, but also you will deprive everyone else of the
benefit of your thoughts, feelings, beliefs, values, knowledge, and
experience. In fact, to remain passively silent in class exploits
the work of others who actively engage.
Class participation represents an important
opportunity to learn, not just a place in which to demonstrate what you
have learned. By raising questions, testing and trying out ideas,
taking risks and making mistakes, you learn a great deal-and help
others learn a great deal as well. You learn through talking, not
just talk to show what you have learned. Don't hesitate to speak
forth in class if you have anything at all to throw into the mix.
At the same time, just talking a great deal does not
necessarily mean that you are making a quality contribution to the
class by aiding the learning that we aim to accomplish. Quality
of participation is much more important than quantity, although a
sufficient quantity is indispensable to insure quality. Still, I
want to emphasize here that I perceive talking which pulls us off on
far-fetched tangents, which remains disconnected from and disengaged
with the reading and the rest of the class, or which effectively
silences others, to be negative participation.
Quality class participation does not, moreover,
involve merely asking questions of me and responding to my questions;
quality class participation requires you to work as assiduously as you
can to advance a serious and substantial discussion with your peers
about the texts and topics subject to discussion. Students
should, therefore, be prepared to engage with and respond to each other
in class discussion, and I will take particular note of how well you do
I would like you to come to class with strong
opinions on the topics of discussion, to be ready to share your
opinions with the class, and to be open-minded enough to debate your
own and others’ thoughts and to push them as far as they will go.
In evaluating class participation, I find this grade
scale useful: A = Nearly daily response, and with consistently
useful, insightful comments and questions; B= Daily response, with
regular, relevant comments and questions; C = Less frequent, occasional
questions and comments; D = Almost always entirely quiet; F= Engaging
in behavior that disrupts the learning process for yourself and your
fellow students, such as talking while others are speaking, not paying
attention in class, or doing other work or attending to other interests
during the time class is meeting.
Contribution to the class certainly can extend far
beyond mere speaking in class: it may include a variety of ways in
which you can bring to bear your insights to help yourself as well as
the rest of us gain from the experience of this course.
Excellent writings for and in response to class (on Desire2Learn,
see below) and as part of your learning and contribution reflection
papers (see below as well) can help make up for limitations as far as
participation in class goes. At the same time, listening
carefully, respectfully, and thoughtfully in class discussions is yet
another important means of contribution.
Learning and Contribution Reflection
Papers/Learning and Contribution Reflection Grades
Learning and contribution will constitute a
significant proportion of your overall course grade. As
part of this grade, you will write two learning and contribution
reflection papers. For these papers I will ask you questions that
will require you to sum up what, most significantly, you have been
learning as a student enrolled in this course, and to assess how, along
with how well, you have been contributing to your own learning, and to
that of others in the class.
As I see it, these papers provide you a useful
opportunity to communicate with me how you believe you are doing with
the course, as well as why so, and to demonstrate your critical
self-reflexivity, the hallmark of a liberal arts education. As
you are assessing your own learning and contribution, you may include
thoughts in reaction to issues raised in class discussion that you did
not have the opportunity or did not feel comfortable enough to share in
class; these additional reflections will help me get a better sense of
what you have been thinking about and how you have been responding to
class discussions, as well as to the readings. I will take into
account what you write in determining your learning and contribution
grade for the preceding semester period; performance on these papers
represents a vital component of your learning and contribution grade.
I will provide you specific directions in the
assignments I give you for each of these papers; please note well that
the questions you address will change from the first to the second
reflection paper. The first learning and contribution grade
(including the first learning and contribution reflection paper) will
be worth 15% of
the overall course grade. The second learning and
contribution grade (including the second learning and contribution
reflection paper) will be worth 20% of the
overall course grade.
At the beginning of the second week of the semester
you will be assigned an autobiographical essay. The specific
details of this assignment will be announced and explained in
class. The initial finished version of this assignment will
be ungraded. I will however respond to what you write by offering
extensive comments, critiques, and suggestions and recommendations for
revision. You then will take all of these into account in
revising this paper. The revision of the autobiographical essay
will be due approximately one week after I return the initial finished
version of this paper to you, and will be worth 15% of the
I strongly advise you to take time carefully to plan
out both versions of your autobiographical essay before writing it, and
to write, and then revise and edit, at least one rough draft before
preparing the version you turn in to me. Be prepared for me to
ask that you give me copies of your pre-writing notes and/or outlines,
as well as your edited rough drafts in relation to each version of this
During the course of our work with Donald
Lazere’s Reading and Writing for
Civic Literacy: The Critical Citizen’s
Guide to Argumentative Rhetoric, over the second half of the
you will write an argument and research paper. The assignment
will relate directly to specific readings and concepts from Lazere’s
book that you will have been reading, studying, and discussing in
class. Specific details of the assignment will be announced and
explained in class. The argument and research paper will be worth
20% of the overall course grade.
Formatting Requirements: Papers
All papers should be typed, double-space, on single
sides of standard white letter-sized (8" X 11") typewriter, computer
printer, or photographic paper. You may use any standard font you
wish but your print size must remain between 10 and 12 points. Pages
should be numbered, and your name should be at the top of the first
page. The pages of your paper must be stapled together and you
are responsible for doing so; I do not bring staplers to class.
You are also responsible for proofreading your paper
before you turn it in; if you catch any typographical errors, you
should neatly cross these out and write your corrections on top of
these with a pen (but not a pencil).
I will expect you, furthermore, to observe the rules
and conventions of Standard Written English to the very best of your
ability in writing these papers, including MLA format for citation and
documentation of sources for the argument and research paper.
Late papers will lose 1/3 of a letter grade per day
late unless you have made arrangements ahead of the time with me to
turn in these papers late due to a serious personal or family
problem. Consistently late Desire2Learn postings will lead
to lower evaluations as well.
Plagiarism and Academic Honesty
Plagiarism, cheating, and other forms of academic
dishonesty are serious offenses. They not only undermine the goal
of learning but also are exploitative of the work of others.
Dishonesty in written work as part of this course will result in a
failing grade. In addition, dishonesty may result in further
disciplinary action on the part of the University administration;
dishonesty can ultimately lead to expulsion from the
University. It will be very difficult to buy a paper for
this course from another source, given the nature of the assignments
you will be asked to address, yet if you try to do so, please keep in
mind we in the English Department know all of the sites, we maintain
ready access to advanced plagiarism detection software, and we will
catch you. Also, If you directly echo someone else’s thoughts as
articulated in the course of class discussion you should add the last
name, followed by the letters CD (for class discussion), followed by
the date, in a parenthetical citation right after the end of the
sentence, viz: (Nowlan, CD, 9/17/07).
Toward the end of the course you will be given an
assignment to participate in a class debate organized in response to a
proposition that relates to reading and discussion from Donald Lazere’s
Reading and Writing for Civic Literacy: The Critical Citizen’s Guide to
Argumentative Rhetoric. As part of this assignment you will also
be required to work extensively preparing, including researching, ahead
of the actual debate itself. At the end of the debate you will
have an opportunity to evaluate your own performance, as well as those
participating on your team. Specific details of this
assignment will be announced and explained in class.
Preparation for and performance in the debate will be worth 15% of the
Postings (Reflections, Comments, Critiques)
Students will be asked to post short reflections,
comments, and/or critiques approximately every two to three weeks on a
Desire2Learn electronic classroom website that I have prepared for this
class. I will explain how to access this site and where to post,
as well as retrieve, your responses, comments, and critiques (along
with other material I post to this site).
For each posts assignment you will respond twice:
first, to a specific question or problem, and then, second, to what
your classmates have posted in response to this same question or
problem. The assignment will always relate to course content
and/or issues of college life.
Calli will enter into dialogue with you in relation
to what you write in these posts. I will take account of
Calli’s recommendations in grading you on your performance for these
assignments, where I will be looking for seriousness of effort and
initiative as well as careful thought and active engagement.
These posts are, nonetheless, semi-formal, meaning that we will not be
sticklers for stylistic perfection, yet you should try always to
express yourself and communicate to the rest of your classmates as
clearly and precisely as possible.
The D2L posts will give you a chance to test out and
explore ideas, as well as to raise questions and engage in extended,
serious conversations outside of class time with your peers and your
senior student mentor. For those who are relatively quiet
in class this is a great opportunity to show Calli and I that you are
in fact paying careful attention, well-prepared, and seriously engaged.
Your Desire2Learn posts for the first half of
semester will be worth
7.5% of the overall course grade, while your
Desire2Learn papers for the second half of
the course will be worth
additional 7.5% of the overall course grade.
First-Year-Experience Program Class
This class will be conducted much the same as any
other Introduction to College Writing Class. It will be neither
harder nor easier because it is a First-Year Experience Program (FYE)
class. The principal aim of FYE classes is to help you begin
successfully to make the transition from high school to
college. To that end, FYE section classes are confined
entirely to first-year, first-semester new college students, the total
enrollment size is capped at a considerably lower than average number
for a freshman class, and you will get to work more closely, thereby,
with a professor and a senior student mentor than otherwise would be
the case. In addition to helping you with the work of the course
inside and outside of class, we will take three short outings together
over the course of the semester–outings which will be relaxing and fun,
and enable us to get to know each other all the better.
Students will receive 2.5% extra credit each time they actively and
fully participate in one of these outings, and students thereby can
earn up to a maximum of 7.5% extra credit.
In the interest of accountability–me to you–I am
here providing you links: 1.) to my statement of philosophy as a
college teacher: http://people.uwec.edu/ranowlan/philosophy.htm;
2.) to my
autobiographical profile: http://people.uwec.edu/ranowlan/PROFILE_.htm
(if you too are on myspace
feel free to contact me to become myspace friends); and 3.) to my
professional vita (the academic equivalent of a resume):
I encourage you to check
these sites out; it is useful for you to know who your teacher is, what
he’s about, and where he’s coming from–and I like to be very open,
honest, and forthright with you about all of that. I look forward
to a great semester working together with you!