English 101

English 101

Course and Instructor Information

Course Overview

Course Goals and Objectives

Course Materials

Course Schedule

Assignments and Evaluation

Learner Support

Institutional Policy Statements

Course and Instructor Information

Course Title: Introduction to College WritingCourse Number: ENGL 101Credits: 3 semester hours Prerequisites: ENGL 001 or ENGL 002 with a grade of ASemester: Spring 2020 Date and Time: Tuesday &Thursday 8:00 am - 10:00 amLocation: Main Campus Building 12, Room 103

Instructor: Wejdan Almunive Office Address: Building 17, Office 220Phone Number: (540-629-1423)Email: wejdan3@vt.eduOffice Hours: Tuesdays 8:30-4:30

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wejdan3@vt.edu

Course Overview

Class discussion and readings will address the function of rhetoric and of composing processes in a variety of contexts, with attention to various audiences. Throughout the course, students will learn to respond constructively to their peers’ texts and to use peer responses (along with extensive instructor feedback) to improve the quality of their own work.

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English 101 provides students with the rhetorical foundations that prepare them for the demands of academic and professional writing. In this course, students will learn and practice the strategies and processes that successful writers employ as they work to accomplish specific purposes. In college, these purposes include comprehension, instruction, entertainment, persuasion, investigation, problem-resolution, evaluation, explanation, and refutation.

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Course Goals and Objectives

After taking English 101, students should be able to:

Goals and Objectives

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Develop an ability to write about problems from historical, philosophical, rhetorical and/or cross-cultural and interdisciplinary perspectives.

Engage in group discussions and activities to develop critical perspectives, a clear sense of audience, and a fluent and effective style.

Continue to develop critical attitudes toward culture and media, and evaluate the relevance, validity and authority of information, and use and cite this information ethically.

Plan, write, and revise three to four formal essays approximately 4-6 pages in length, at least one of which will involve research and the integration of multiple sources. Essays will include analytic, interpretive, and persuasive strategies to present and support a considered position.

Course Materials

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BOOK LINK

Required Text:Writing and Reading Across the Curriculum, 10th edition (2008), edited by Laurence Behrens and Leonard J. Rosen.Note: Please bring the text with you to each class meeting.Recommended Text:The writing handbook recommended by the English Department is Diana Hacker’s A Pocket Style Manual, 4th ed. (Bedford/St. Martin’s).

Course Schedule

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Week 1

Project 1: Reading and Responding to Texts—Culture and Identity

Week 2

Project 2: Arguing Through Research—Pop Culture and Social Issues

Week 3

Project 3: Reflection Essay

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Critical/Academic Reading o Rhetorical Analysis Essay (900 words) o Identity Essay (+ rough draft) (1200 words)

Critical/Academic Reading o Argument Proposal Essay (900 words) o Annotated Bibliography (5 sources, 600 words) o Research Paper (+ rough draft) (2000 words)

• Writing Process Reflection Essay (400 words)
• Extra Credit Presentation of Research Project – OPTIONAL 25 EXTRA CREDIT POINTS

Topics: Class Introduction and Overview of Schedule. Pass out Prompt for Project 1 and discuss. Due: First day, nothing due yet! Please look ahead to see what is due each week

Topics: Defining “pop culture”. Discuss the readings. Overview of Section “Identities”(111). Brainstorming your essay topics. Due:

• Read Pop Perspectives p. 4-6, 9-12, and 15-16 (this will help with your Rhetorical Analysis!)
• Read these 3 essays in Pop Perspectives and answer 1 “Critical Perspective” question after each: “Identity
• Beyond Stereotypes” p.139, “Being an Other” p.144, and “Finding My Eye-Identity” p.149

Topics: Discuss writing rough drafts and essay organization. Discuss the readings. Due:

• The Little Seagull Handbook: “Rhetorical Analyses” p. 49-53 (Read this first, it will help you write your Rhetorical Analysis)
• Read these 3 essays in Pop Perspectives and answer 1 “Critical Perspective” question after each:“Punk’s Not Dead” p.554, “Throws Like the Girl She Is” p.264, and “Goin’ Gangsta, Choosin’ Cholita” p.125

Topics: Discuss writing about the self—narrative and identity writing. Due:

• Project 1: Rhetorical Analysis – upload to turnitin.com
• The Little Seagull Handbook “Writing Process” p. 9-16

Topics: Discussing Diversity and Representation in the Media. Discussing Rhetorical Appeals: Ethos, Pathos, Logos Due:

• Read these 2 essays in Pop Perspectives and answer 1 “Critical Perspective” question after each: “NAACPTakes a Closer Look at Television Diversity—Diversity No Laughing Matter” p. 458 and "Vote the Bitch Off!” p. 434-444
• Read Pop Perspectives “Rhetoric” p. 24-29

Topics: Introducing Project 2 and the Research Paper. Discuss the Argument Proposal. Due: Pop Perspectives “Research and Writing on Popular Culture” p. 78-86

Topics: Introduce Project 2. Discuss upcoming readings and Pop Culture/Social Issues. Due: Final Draft of Project 1: Identity Essay.

Topics: Peer Review Workshop in class! Come prepared with 4 copies of your rough draft. Due: Rough Draft of Identity Essay for Peer Review Workshop. Rough Draft should be at least 2-3 pages. Print 4 copies and bring to class.

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Assignments and Evaluation

Point system:

Project 1

30%

Project 2

40%

Project 3

30%

Reading and Responding to Texts—Culture and Identity

Arguing Through Research—Pop Culture and Social Issues

Final Essay

Final Grades:

Letter grades for the quarter correspond to the points

Extra Credit

1. Rhetorical Analysis Essay 50 POINTS
2. Identity Essay (+ rough draft) 100 POINTS

Writing Process Reflection Essay – 100 POINTS

1. Argument Proposal Essay – 50 POINTS
2. Annotated Bibliography – 50 POINTS
3. Research Paper (+ rough draft) – 200 POINTS

Final grades for the quarter correspond to the points as follows: 550-525 = A 524-495 = A- 494-465 = B+ 464-435 = B 434-405 = B- 404-375 = C+ 374-345 = C under 345 = NC Late papers (beyond the one allowed): First and second essays: 10 points subtracted for each class meeting late; researched paper: 25 points subtracted for each class meeting late. Note: Although you need a C or better to pass as a final grade for the class, these letter grades reflect the work on the individual essays.

Presentation of Research Project – OPTIONAL 25 EXTRA CREDIT POINTS

Learner Support

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Admissions and Records:Students can register for classes, request transcripts, file petitions for graduation, and drop classes at this office.Writing Center:Work with writing and reading assignments from any course in the University. Library:Offers a diversity of resources to produce, disseminate, use, share, workshops, service, and sustain data and information.Counseling Department Office: Seeks to provide a safe, welcoming, and affirming environment for all persons who seek our services.Financial Aid: Facilitate access to a universty education through the timely and accurate administration of student financial assistance.

Institutional Policy Statements

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Diversity Statement:The university does not discriminate on the basis of race, ethnicity, color, national origin, sex (including pregnancy), religion, age, disability, sexual orientation, gender identity, genetic information, veteran status, marital status, and/or political affiliation.Technology Statement:Students will be using a variety of software programs to accomplish their research tasks for this class. While students should expect to use Microsoft Office tools (and should duly equip themselves with this before class starts).Academic Misconduct Statement:Academic honesty is essential to the existence and integrity of an academic institution. The responsibility for maintaining that integrity is shared by all members of the academic community. The University's Student Code of Conduct. Students who commit acts of academic dishonesty are subject to disciplinary action and are granted due process and the right to appeal any decision.Accommodation of Students with Disabilities:The University strives to make all learning experiences as accessible as possible. If you anticipate or experience barriers based on your disability (including mental health, chronic or temporary medical conditions), please let me know immediately so that we can discuss options privately. To establish reasonable accommodations, I may request that you register with Services for Students with Disabilities (SSD). If you are eligible for services and register with their office, make arrangements with me as soon as possible to discuss your accommodations so they can be implemented in a timely manner.