English 1102 Sample Syllabus 2English 1102 (CRN )(semester and year)Georgia State UniversityInstructor(Day and time) (Location)Contact InformationOffice:Phone: (Dept. of English: 404-651-2900)Office Hours:Email:Course DescriptionThis course is designed to develop writing skills beyond the levels of proficiency required by English 1101. It stresses critical reading and writing and incorporates several research methods; readings will be drawn from a wide variety of texts. A passing grade is “C.” A prerequisite for this course is passing 1101. This course earns 3 credit hours.This section of this course will increase your ability to construct written prose for academic rhetorical situations by introducing theories of argumentation and rhetorical concepts relevant to academic writing. Kenneth Burke, a twentieth-century rhetorician, defines rhetoric as “the use of language as a symbolic means of inducing cooperation in beings that by nature respond to symbols” (Rhetoric 43). This course applies Burke’s idea by studying how language “induces” us to various attitudes and actions. Thus, you will learn to read culture rhetorically—to be sensitive to how language affects us in all arenas—academic,economic, cultural, social, and interpersonal. Subsequently, you will learn to produce academic arguments that deploy these rhetorical concepts. Thematically, the course is divided into two parts. In “Languages and Identities,” you study the complex ways language shapes us and is shaped by us. The second half of the semester reads essays about “Images and the Media;” you will both analyze mediated arguments and form an argument of your own about the rhetorical effects of a media phenomenon. This last essay is a proposal argument requiring sources as evidenceusing MLA documentation. In addition to the skills acquired in ENGL 1101, by the end of the course, students will be able to:· analyze, evaluate, document, and draw inferences from various sources · identify, select, and analyze appropriate research methods, research questions, andevidence for a specific rhetorical situation· use argumentative strategies and genres in order to engage various audiences integrate others’ ideas with their own· use grammatical, stylistic, and mechanical formats and conventions appropriate torhetorical situations and audience constraints· produce well reasoned, argumentative essays demonstrating rhetorical engagement· reflect on what contributed to their writing process and evaluate their own workRequired Texts and MaterialsHodges, John C. et al. Hodges’ Harbrace Handbook. 14th ed. Fort Worth, TX: Harcourt College Publishers, 2001. (HH)Lunsford, Andrea A., John J. Ruszkiewicz, Keith Walters. Everything’s An Argument with Readings. 2nd ed. Boston: Bedford, 2001. (Everything)Morley, Deborah. Getting Started with the Internet and the World Wide Web. 2nd ed. Published with An Introduction to Pullen Library at Georgia State University. By Lynée L. Gaillet. Ft.Worth, TX: Harcourt Brace, 1999. (Morley)Photocopying costs for printing multiple copies of drafts of papersRecommended Textsa college dictionary and thesaurusCourse Work1. Reading Responses (RR), Quizzes, and Short Writing Assignments 30%These include in-class and out-of-class writing assignments that practice skills we discuss in class, respond to assigned readings, and serve as invention strategies for papers. 2. Classwork, Peer Review, Required Revisions 10%These include exercises, oral presentations, group collaboration, drafts of papers, and your written and oral feedback of others’ papers.3. Papers 60%These include out-of-class essays that follow MLA format. Topics and specific assignments will be provided in class; drafts are due a couple of days before the final paper is due; specific dates will be announced.Paper 1 (3-5 pages long) Due Thursday, February 1 10%An essay that summarizes and analyzes an essay using both personal experience and the rhetorical concepts we’ve learned.Paper 2 (3-5 pages long) Due Thursday, March 1 15%An essay that offers a rhetorical analysis of an essay we read about languages and identity that illustrates the rhetorical concepts we’ve learned.Paper 3 (3-5 pages long) Due Thursday, March 29 15%An essay that evaluates a media phenomenon; it draws on rhetorical analysis of essays in our book that address key issues related to the phenomenon. Paper 4 (6-8 pages long) Due Thursday, April 26 20%An essay that makes a causal argument about the rhetorical effects, causes, or consequences of the media phenomenon or issue you studied in Paper 3; for evidence it uses both essays from our reader and other sources that are appropriate to the subject.My grading scale is: 90-100=A; 80-89=B; 70-79=C; 60-69=D; below 60=F.Course Policies1. Late work: Late work is bad for both of us; it reinforces poor time management strategies andmakes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the class activities we do simply cannot be “made up” since they focus on your active engagement with others’ ideas. For these reasons, I do not accept late work. If you must miss class, you may talk with me ahead of time to arrange for make-up work; late work under these circumstances is penalized two letter grades per day late. Otherwise, see a classmate and come to the next class prepared tosubmit the work that is due that day.2. Submitting papers: This course emphasizes the development of your ideas in various stages of the writing process. We will have a workshop for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with standard margins and font, and follow MLA guidelines. Computers are available in the Writing Center (976 GCB), the Learning Lab in 120 Kell Hall, and the Computer Lab in 106 Library South. Papers are due by 5:30 p.m. in my office on the date they are due; I do not accept emailed or faxed papers for final submission. Always keep a copy of any paper you submit so you can re-submit if a paper is lost (hasn’t happened in my thirteen years teaching, but it’s a good habit to