SALT LAKE COMMUNITY COLLEGEFALL SEMESTER 2013

WEEK 1 :8 .21 .13-8 .23 .13 .DR. PAUL ANDERSON.

ENGLISH 1010

English 1010 – Introduction to Writing

Fall Semester 2013Course SyllabusProfessor: Dr. Paul AndersonEmail: pander88@bruinmail.slcc.edu – Please use

this email in the first instance to get the quickest response. NB. andersonmpaul57@gmail.com

Office Hours: SCC: M-W-F: 11:00am – 4:00pm, or by

appointment. NB. Use email, conference or chatPhone: 435-201-4687 Writing Center: best by appointment AD 218)

AGENDA

Calendar & Semester length: number of classes

ENG 1010 TextCourse DescriptionAcademic Habits of MindCourse OutcomesGradesMajor AssignmentsIntroductions

Fall Semester

August 21 – December 4 (12)Breaks – No Classes:1. Labor Day: Monday September 2 (1)2. Fall Break: Thursday Oct 17-Sat Oct 19 (1)3. Thanksgiving Holiday: Thursday Nov 28-Sat

Nov 30Last class on: Wednesday December 4 Finals: December 9-12 Grades Posted on December 18 Thus: 43 classes for the semesterAttendance Requirement: 40/43 (93%)

1010 TEXT

The Academic Writer: A Brief Guide (2nd edition) by Lisa Ede.

Portions of the following text will be provided in weekly PP Lessons: They Say / I Say with Readings by Gerald Graff, Cathy Birkenstein, and Russell Durst, 2nd edition. New York: W. W. Norton: 2011. 2012. (ISBN# 978-0-393-91275-3 pbk).

There are many good, free, online aids to help with grammar and the mechanics of American Written English. We will cover these mechanics and any others skills on a needs basis in class. That is, if a problem occurs with a number of students, we will Taylor-make a lesson to address these specific needs.

Class lessons will be based on Power Point Lessons that will be posted on Canvas, or your college email address (emailed directly to you on request).

Course Description

English 1010 emphasizes that academic writing (and much other writing and discourse) is fundamentally about entering ongoing conversations and understanding the rhetorical choices (choices of effective expression) people use to communicate their ideas to an audience.

To this end, as writers, you must attend to what “they say” before answering with “I say.” It is only by connecting your ideas to others’ ideas that you can write effectively, making an impact on readers and issues.

College/Academic Habits of Mind

Habits of mind this course develops: To help you write with an impact, to connect what you want to say with what

others have said, the course breaks the writing process into a series of moves, or habits of mind, you will learn to deploy for your own purposes. These include attending to the complexity of issues by

learning the contexts within which writing/reading/talking about issues takes place;

summarizing others’ writing and synthesizing several threads of a larger conversation about an issue;

examining your own ideas in response by analyzing and evaluating the persuasiveness of others’ writing;

doing research to expand your knowledge and take a position on an issue; revising your ideas and responses through drafts and conversations with

class members. Through this process, you will strengthen your ability to make thought-

provoking contributions to written conversations both assigned and of your choice.

Course Outcomes

English Department's Outcomes for English 1010. By the end of English 1010, you should be able to

demonstrate:Rhetorical strategies, including adapting to

differences in purpose, audience and genre;Critical thinking processes, including summary,

analysis, synthesis, and argument;Composing processes, such as invention, drafting,

revision, editing, peer feedback, and self-assessment.

Conventions of writing, especially the conventions of correctly citing (MLA style) multiple texts and incorporating them into your own writing.

GRADES

Your final grade is determined thus: 30 %: Daily/Class Work, Discussions, Participation,

Attendance. The semester is about 16-17 weeks long, or 43 classes). You should

aim for 100% attendance, BUT ARE ALLOWED 3 ABSENCES. Attendance enables you to receive critical instruction and

clarification, and complete in-class assignments. Please let me know beforehand if you will not be able to attend a class. You can email or call me, or even text me. Also, as we work towards graded writing assignments, we will do much preparation work including: discussions, drafting, peer reviewing/ responding to others, exercises at the end of chapters, quizzes, and in-class or other writing, such as summary and reflections that will earn you points. Most importantly, daily assignments include short journal entries based on new/key concepts or skills. All this work earns credit if it is done on time and completely.

Major Assignments

Midterm Portfolio During the first half of the semester (weeks 1-8), you

will create drafts of three essays:Reflection/Reflective EssayVisual Analysis (visual text)Rhetorical AnalysisRhetorical RationaleEach revised essay should each be from 2-4 pages in

length and should follow current MLA (Modern Language Association) format: typed, double-spaced, 1” margins on all sides of the document and an 11-12 point font.

Midterm Portfolio …

Your midterm portfolio will also include a short rhetorical rationale that briefly introduces your work and provides a rationale for how/why you selected the topic for each of the essays. This document should be from 1½-2 pages in length and should also follow current MLA format as outlined above.

Q’S & A’S?

Introductions:NameMajorCareer aspirationsStrengthsWeaknessGoals for ENG 1010 Spring Semester

Cont’d.

As you work on these essays, you will participate in a series of in-class peer review workshops where you will:

1. Give feedback to your peers and 2. Receive feedback on your own writing. You will then revise each of your essays for

submission in your midterm portfolio. Each revised essay should each be from 2-4 pages

in length and should follow current MLA (Modern Language Association) format: typed, double-spaced, 1” margins on all sides of the document and an 11-12 point font.

Midterm Portfolio

Your midterm portfolio will also include a short rhetorical rationale that:

Briefly introduces your work and Provides a rationale for how/why you selected

the topic for each of the essays. This document should be from 1½-2 pages in

length and should also follow current MLA format as outlined above.

Issue Exploration Project (AKA IEP)

Issue Exploration Project (IEP) This is the final writing project for English 1010. In the IEP, you will explore an issue of public (and personal)

concern as you practice some of the skills you were introduced to earlier in the semester (ex. reflection, summary, analysis, etc.).

Specifically, your work for the IEP will include the following assignments:

Notebook/research journal (this is part of your work/grade for the Notebook Assignment. For details, refer to the assignment description outlined just above.)

Notebook Assignments Throughout the semester, you will complete a series of 10 weekly notebook assignments. They will be comprised of responses to brief writing projects found in the course textbook, peer review work and research note/source evaluations for the Issue Exploration Project (IEP).

Assignments …

annotated bibliographyissue exploration essaybrief self-assessment

IEP …

The main focus of the IEP is threefold: 1) Take time to investigate an issue that you

really care about; 2) Investigate conflicting viewpoints about

this issue; and 3) Learn to analyze and summarize

viewpoints that you both agree and disagree with.

IEP …

Additionally, this assignment aims to help you:Learn how to conduct research, including

evaluating sourcesBegin to learn and practice using MLA format,

including citation/documentationThe IEP is also the foundation of the work that

you will post on your SLCC e-Portfolio site at the end of the semester: the issue exploration essay and a brief self-assessment. For more specific details about the e-Portfolio requirement, refer to the e-Portfolio section of this syllabus.

REVIEW OF CHAPTER 1.

1. Writing in the 21st Century – role of technology (email, blogs, Facebook, the web, PP, Photoshop …

2. Key Concepts: RhetoricThinking Rhetorically: ways that words and images are

used to engage – and sometimes persuade – others.Rhetorical Approach: 4 key elements – writer,

readers/audience, text (words, images and other graphics), Medium (print text, Power Point, poster, brochure, report, blog, video clip, etc.) that makes communication possible.

The relationship between these 4 elements is dynamic. How? _______________________________

Review …

The role of “design” in composing (writing)There are endless strategies, but it is important to

consider what is appropriate for a given task (and audience).

Rhetorical Sensitivity: analyze the situation, think about the purpose (persuade, inform, etc.), and goals of the project, the meaning you wish to communicate, your reasons for composing, and the needs and wants of your intended audience, and textual conventions.

Involves the use of both words and images, and other graphic elements.

Unit One/Block One: The Rhetorical Process

Reading: Text chapter 1. Guiding Questions: 1. What is meant by rhetoric? What did you understand by the term

before, and what do you now understand by it? 2. What is: rhetorical sensitivity? What is “critical” reading/thinking/writing? 3. List the kinds of writing you do and the role (4-5). 4. How might this list be different to the kinds of writing your parents

and grandparents did at school/college? 5. What kinds of writing are students required to do in classes?

(Interview another student for your response). Note: this is often discipline specific.

6. How is college writing evaluated? 7. What are “productive and satisfying writing experiences?” Have you

had any? 8. What is the relationship between writing and design? (12)

WRITING PROJECT #1.

ENGLISH 1010 WRITING PROJECT #1. Reflection Essay Choose one of the following options and write a 2-3 page (typed and

double-spaced, 1” margins) reflection essay: Option #1: Reflection (develop your answers on a rhetorical

situation from page 19 in the textbook) Option #2: Literacy Narrative (page 21 in the textbook and/or

page 20 in the Reflective Writing PDF – see below) In addition to thinking about and engaging your own writing

processes as discussed in Chapter 2, you should use the PDF document entitled Reflective Writing from “Writing for College and Beyond” by Lester Faigley as a guide for writing the reflection essay. We will discuss this PDF document in class during Week 2; please review it before you come to class. Thanks!

 

Option #1: Reflection

For this essay option, take a look at page 19 in The Academic Writer by Lisa Ede. Develop your analysis of the rhetorical situation by considering the people/places/events that significantly impacted this situation. You might choose to focus on a moment of conflict and how it was resolved.

 Helpful Hints for Beginning a Reflection Essay: Consider the following ideas as you begin your first draft of the reflection

essay: What is reflective writing? What ISN’T reflective writing? Review pages 5-12 of the Reflective Writing PDF. More Tips: Think about what literacy is and why it’s important Think about your own experience writing in different situations Write about something that’s important to you Articulate your audience and purpose before you start writing Think about how to move around in time (“I Now”, “I Then”)

Option #2: Literacy Narrative

For this essay option, you can consider either one (just pick one) of the following ideas:

A childhood memory of reading or writing (consider the questions on page 21 in The Academic Writer)

An experience with learning a new language For either of these ideas, think about how the

experience impacted your life. What did you learn? (Refer to page 20 of the Reflective Writing from “Writing for College and Beyond” by Lester Faigley PDF for more ideas.)

Q & A

WEEK 2

WEEK 2 Ending August 30.