Dual Enrollment Engish

Dual Enrollment

Fall 2016

ENGL 1010––English Composition Syllabus

 

Description     

Writing is not only something that we do: it is also something we study. This course is designed to provide you with guided practice to help you develop into a more effective college writer and reader. This course is also designed to provide you with an introduction to writing studies, which is the academic inquiry into the ways we write and the ways writing works in the world. You will read and respond to an array of writing research that will help you better understand your own writing as well as that done in––and beyond––the university. You will analyze your own literacy practices and those of others, and you will conduct original research into aspects of writing that interest you.

 

Learning Outcomes

The work assigned in ENGL 1010 is designed to develop in first-year college writers a deeper understanding of the complexities of writing through instruction and guided practice in the skills, processes, and strategies necessary for effective, successful writing.

Students should develop and demonstrate the abilities to do the following:

A) Identify how an author’s purpose, audience, genre, and context determine effective writing

B) Discover, develop, and explain ideas through writing processes that include generating, planning, revising, editing, and proofreading multiple drafts of a text

C) Compose an effectively organized essay that focuses on a clear purpose and that develops major points that support its main idea(s) in reasonable and effective ways

D) Adopt appropriate voice, tone, and level of formality

E) Critique their own and others’ writing

F) Control features such as sentence structure, grammar, punctuation, spelling, and appropriate documentation (MLA)


Required Text:
 (Available at University of Memphis Bookstore and at Tiger Bookstore.)

Wardle, Elizabeth and Doug Downs. Writing about Writing: A College Reader. Second           Edition. Boston: Bedford/St. Martin’s, 2014.
(ISBN-13: 9781457636943 /ISBN-10: 1457636948)


Policy on Late Papers

Due dates for assigned work are clearly noted on the course schedule. It is expected that you will comply with those due dates. Should there be circumstances that prevent you from submitting an assignment on its due date, it is your responsibility to notify the instructor to discuss a mutually acceptable alternative. Otherwise, a late final draft of a major writing assignment will be accepted only one class period after the posted due date and will be marked down one full letter grade. No homework assignments will be accepted late for credit.

 

Policy on Academic Honesty 

The University of Memphis Code of Student Conduct identifies cheating, plagiarism, forgery, and falsification as acts of academic misconduct. The guiding principle of academic honesty is that your submitted work is your own with accurate attributions to, and citations of, others' work where appropriate. Academic misconduct will result in failure on the assignment or other consequences as per university policy, which can include failure in the course, suspension, and/or expulsion from the university. See the Office of Judicial and Ethical Programs website for full descriptions of academic misconduct and its consequences.

Your written work may be submitted to Turnitin.com, or a similar electronic detection method, for an evaluation of the originality of your ideas and proper use and attribution of sources. As part of this process, you may be required to submit electronic as well as hard copies of your written work, or be given other instructions to follow. By taking this course, you agree that all assignments may undergo this review process and that the assignment may be included as a source document in Turnitin.com's restricted access database solely for the purpose of detecting plagiarism in such documents. Any assignment not submitted according to the procedures given by the instructor may be penalized or may not be accepted at all.

 

Format for Assignments

Unless otherwise indicated, all assignments should be submitted typed, double-spaced, in a standard 12-point font, with one-inch margins and numbered pages. Documentation and citations should conform to MLA specifications. Assignments submitted electronically should be similarly formatted and submitted as either a Microsoft Word file or in rich text format (RTF). Assignments submitted in other formats will be considered late (see policy above). Name your electronic submissions as follows: Yourlastname_Onewordassignmentname (e.g., Smith_Narrative).

 

Course Requirements and Grading

Semester Grade Percentages

 

A+ (98 – 100)

A (94 – 97)

A- (90 – 93)

B+ (88 – 89)

B (84 – 87)

B- (80 – 83)

C+ (78 – 79)

C (74 – 77)

C- (70 – 73)

D+ (68 – 69)

D (64 – 67)

D- (60 – 63)

 

F (0 – 59)

 

 

Assignments    

A separate handout and/or verbal explanation that describes the purpose and process for each major assignment, as well as its grading criteria, will be presented and discussed in class.

            Assignment                                           Final Grade %

            Literacy Narrative                                            20%

            Discourse Community Analysis                       20%

            Writing Research                                              20%

            Letter w/Portfolio                                             15%

            Drafts                                                               15%

            Homework and In-class Assignments               10%

                                                                        Total    100%

 


Fall 2016

Weekly Schedule

NOTE: This schedule is subject to revision. Revisions will be discussed in class. You are responsible for tracking schedule revisions. Unless indicated otherwise, readings will be found in Writing about Writing (WaW). Unless directed otherwise, please bring your notebook and textbook to every class session.

 

Unit One – Learning to Read and Write

1. The Study of Writing

Monday, August 8:

Before class <   N/A

In class:            Introduce course and review syllabus  

Why Study Writing?

Homework >   

  • Read Introduction to Chapter 1, paying special attention to “Why Study Writing?” “Two Stories about Writing” “Conceptions and Misconceptions about Writing” and “Constructs”. Complete “Conceptions, Misconceptions, and Constructs” Worksheet.
  • Read “Learning to Read” (WaW 119-27) and prepare responses to “Questions for Discussion and Journaling” (QDJ) 2 and 3 (WaW 127).
  • Read “The Joy of Reading and Writing: Superman and Me” (WaW 128-131) and complete QDJ 1 and 4 (WaW 131-32).
  • Purchase (or rent) course textbook:

Wardle, Elizabeth and Doug Downs. Writing about Writing: A College Reader. Second Edition. Boston: Bedford/St. Martin’s, 2014. (ISBN-13: 9781457636943 / ISBN-10: 1457636948)

You must have this text in hand or show proof of purchase by Friday, August 12th.

 

Wednesday, August 10:

Before class <   Review readings and worksheet “Conceptions, Misconceptions, Constructs”.

In class:            Where Do Your Ideas about Writing and Reading Come From?

Can Literacy Transform Lives?

Homework >    Read “Sponsors of Literacy” (WaW 43-62) and prepare responses to QDJ 1, 2, and 5 (WaW 63).

2. Literacies

Friday, August 12:

Before class <   Review key ideas from “Sponsors of Literacy” (WaW 43-62)

In class:            DUE: Student must have textbooks in hand or show proof of purchase.

                        What Are Literacy Sponsors?

Homework >    Complete QDJ 4 (WaW 127) and QDJ 3 (WaW 131)

 

Tuesday, August 16:

Before class <   Review key ideas from “Sponsors of Literacy” (WaW 43-62), QDJ 4 (WaW 127) and QDJ 3 (WaW 131)

In class:            What (Who) Are Your Literacy Sponsors?       

Homework >    Read “Excerpt from Bootstraps: From an Academic of Color” (WaW 107-18) and prepare responses to QDJ 1, 2, 3, and 4 (WaW 117)        

                        Begin drafting Literacy Narrative.       

 

Thursday, August 18:

Before class <   Review QDJ 1, 2, 3, and 4 (WaW 117)

In class:            What Does Race Have To Do with Literacy?                

Homework >    Read “Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block” (WaW) 533-46) and prepare responses to QDJ 1, 2, 4 (WaW 545).

                        Continue working on Literacy Narrative.

 

3. Composing Literacy Narratives:

Monday, August 22:

Before class <   Review “Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block” (WaW) 533-46) and responses to QDJ 1, 2, 4 (WaW 545)                       

In class:            What Can You Learn about Your Literacy from the Experiences of Others?    

Homework >    Read “Writing What Matters: A Student’s Struggle to Bridge the Academic/Personal Divide”(WaW 199-205) and complete QDJ 1, 2, and 3 (WaW 205).

 

Wednesday, August 24:

Before class <   Review QDJ 1, 2, and 3 (WaW 205)

In class:            What Rules Have You (Mis)Learned?

Homework >    Read “Responding––Really Responding––to Other Students’ Writing” (WaW 16-25)

Continue drafting Literacy Narrative.

 

4. Reading and Responding to Writing

Friday, August 26:

Before class <   Prepare draft of Literacy Narrative for class workshop

In class:            DUE: Full Draft of Literacy Narrative Essay

                        Writers’ Workshop      

Homework >    Revise Literacy Narrative draft.

 

Tuesday, August 30:

Before class <   Edit/proofread Literacy Narrative

In class:            DUE: Final Draft of Literacy Narrative Essay                      

Sharing Narratives / Reflections on Writing

Homework >    Read “The Concept of Discourse Community” (WaW 215-29) and prepare response to QDJ 1 (WaW 229).

 

Unit Two – Writing Happens in Communities

1. Discourse Communities

Thursday, September 1:

Before class <   Review “The Concept of Discourse Community” (WaW 215-29) and QDJ 1 (WaW 229)       

In class:            What is a Discourse Community?                                

Homework >    Begin AEI 3 (WaW 229) (this will not be due until Friday, Sept. 9)

Answer QDJ 2, 4, and 6 (WaW 229)

 

Monday, September 5:

No School: Labor Day Holiday         

 

Wednesday, September 7:

Before class <   Review your answers to QDJ 2, 4, and 6 (WaW 229)

In class:            What Discourse Communities Do You Belong To?

Homework >    Complete AEI 3 (WaW 229)

 

Friday, September 9:

Before class <   Review AEI 3 (WaW 229)

In class:            Lexis List?

How can we study discourse communities?

Homework >    Read “A Stranger in Strange Lands: A College Student Writing across the Curriculum” (WaW 230-61) and prepare response to QDJ 1 (WaW) 261

Begin Discourse Community Analysis research.

 

2. Discourse and Language Use

Tuesday, September 13:

Before class <   Review “A Stranger in Strange Lands: A College Student Writing across the Curriculum” (WaW 230-61) and QDJ 1 (WaW) 261

In class:            How Are Classrooms Discourse Communities?

How Do You Discourse in Classrooms?

Homework >    Read “Joining the Engineering Community: How Do Novices Learn to Write Like Engineers?” (WaW 640-46) and prepare responses for QDJ 1 and 6 (WaW 645-46)

Continue Discourse Community Analysis research.

 

3. Studying Discourse in Discourse Communities

 

Thursday, September 15

Before class <   Review “Joining the Engineering Community: How Do Novices Learn to Write Like Engineers?” (WaW 640-46) and responses for QDJ 1 and 6 (WaW 645-46)

In class:            What Is Involved in Studying a Discourse Community?

Homework >    Continue drafting Discourse Community Analysis

 

Monday, September 19:

Before class <   Review notes and materials collected for your Discourse Community Analysis.           

In class:            Research Forum

Homework >    Read “Coaches Can Read, Too: An Ethnographic Study of a Football Coaching Discourse Community” (WaW 262-72). Complete QDJ 1, 2, and 3 (WaW 672). 

Continue drafting Discourse Community Analysis

 

Wednesday, September 21:

Before class <   Review QDJ 1, 2, and 3 (WaW 672).

In class:            What Else Can a Discourse Community Analysis Look Like?

Homework >    Continue drafting Discourse Community Analysis

 

 

4. Analyzing Writers, Analyzing Composition

Friday, September 23:

Before class <   Prepare Discourse Community Analysis full draft for class workshop

In class:            DUE: Full Draft of Discourse Community Analysis

Writers’ Workshop

Homework >    Revise Discourse Community Analysis draft

 

Unit Three – Writing Research

1. Reading Writing Research

Tuesday, September 27:

Before class <   Edit/proofread Discourse Community Analysis

In class:            DUE: Discourse Community Analysis

                        Why Research Writing?

Homework >    Read “Revisualizing Composition: Mapping the Writing Lives of First-Year College Students” (WaW 724-39) and prepare responses to QDJ 1 and 3 (WaW 738)

 

Thursday, September 29:

Before class <   Review “Revisualizing Composition: Mapping the Writing Lives of First-Year College Students” (WaW 724-39) and prepare responses to QDJ 1 and 3 (WaW 738)

In class:            How Might Writing Be “Revisualized”?

                        Consider QDJ 5, 6, and 7 (WaW 738)  

Homework >    Read “Researching Writing” assignment and prepare list of feasible research questions.

 

Monday, October 3:

Before class <   Review list of feasible research questions         

In class:            Read/Discuss “Past Experiences and Future Attitudes in Literacy” (WaW 191-98)

                        Submit preliminary research questions.

Homework >    Read “Writing, Technology, and Teens: Summary of Findings” (WaW 710-18 and prepare responses to QDJ 1, 2, and 3 (WaW 717)

                        Begin research for Writing Research assignment.

 

 

 

2. Surveying Writing

Wednesday, October 5:

Before class <   Review answers to QDJ 1, 2, and 3 (WaW 717).                       

In class:            What Can Surveys Reveal about Writing?

Homework >    Read “College Admissions Essays: A Genre of Masculinity” (WaW 460-68) and prepare responses for QDJ 1, 2, & 3 (WaW 467-68)

                        Continue research for Writing Research assignment.

 

Friday, October 7:

Before class <   Review your answers to QDJ 1, 2, & 3 (WaW 467-68).

In class:            What Can Writing Research Look Like?

Homework >    Continue research for Writing Research assignment.

 

End of Q1 Grading Period.

 

Monday, October 10 – Friday, October 14: Fall Break—NO CLASS

 

Tuesday, October 18:

Before class <   Prepare for Research Forum    

In class:            Research Forum                                              

Homework >    Read “Revision Strategies of Student Writers and Experienced Adult Writers” (WaW 576-89) and prepare responses to QDJ 1, 3, 5, and 7 (WaW 587-88).         

 

3. Researching Writing

Thursday, October 20:

Before class <   Review responses to QDJ 1, 3, 5, and 7 (WaW 587-88)

In class:            What Do We Know about How Writers Write?

Consider AEI 1 (WaW 588)                

Homework >     Continue drafting Writing Research assignment.         

                                   

Monday, October 24:

Before class <   Preview “The Maker’s Eye: Revising Your Own Manuscripts” (WaW 610-14)           

In class:            What Do You Know about How You Write/Revise?      

Homework >    Read “Fanfiction, Poetry, Blogs, and Journals: A Case Study of the Connection between Extracurricular and Academic Writings” (WaW 653-72).                       

Wednesday, October 26:

Before class <   Review key points of “Fanfiction, Poetry, Blogs, and Journals: A Case Study of the Connection between Extracurricular and Academic Writings” (WaW 653-72)

In class:            What Else Can Writing Research Look Like?

                        Consider QDJ 1, 2, and 3 (WaW 672)  

Homework >    Continue drafting Writing Research assignment

 

4. Writing Research Writing

Friday, October 28:

Before class <   Prepare to discuss Writing Research assignment progress

In class:            Read/Discuss “Shitty First Drafts” (WaW 527-31)

Homework >    Continue drafting Writing Research assignment

 

Tuesday, November 1:

Before class <   Prepare draft of Writing Research assignment for class workshop        

In class:            DUE: Full Draft of Writing Research assignment      

Writers’ Workshop      

Homework >    Revise Writing Research assignment draft

 

Thursday, November 3:

Before class <   Revise Writing Research assignment draft        

In class:            Writers’ Workshop      

Homework >    Revise Writing Research assignment draft

 

Monday, November 7:

Before class <   Revise Writing Research assignment draft        

In class:            Writers’ Workshop      

Homework >    Revise Writing Research assignment draft

 

5. Writing about Learning

Wednesday, November 9:

Before class <   Edit/proofread Writing Research assignment    

In class:            Due: Writing Research assignment  (Research Forum)

Homework >    Read “I Stand Here Writing” (WaW 565-75) and prepare responses to AEI 2 and 3  (WaW) 575.      

Friday, November 11: Veteran’s Day Holiday – NO SCHOOL

 

Tuesday, November 15:

Before class < Review key points of “I Stand Here Writing” (WaW 565-75).

In class:            How Have You Changed as a Writer?

Consider QDJ 8 (WaW 574) and Meta Moment (WaW 575)

Homework >    Begin drafting Reflective Portfolio Letter.

 

Thursday, November 17:

Before class < Begin drafting Reflective Portfolio Letter.

In class:            Work with laptops to complete Reflective Portfolio Letter.

Homework >   Complete Reflective Portfolio Letter.

 

Monday, November 21:

Before class <   Prepare draft of Reflective Portfolio Letter for class workshop

In class:            DUE: Draft of Reflective Portfolio Letter

Writers’ Workshop

Homework >    Edit/Proofread Reflective Portfolio Letter; finalize portfolio

 

Wednesday, November 23 – Friday, November 25: 

Thanksgiving Break – NO SCHOOL

 

Tuesday, November 29:

Before class <   Edit/Proofread Reflective Portfolio Letter; finalize portfolio

In class:            DUE: Reflective Portfolio Letter with portfolio.