1 ENG132—11: Writing Experience II Instructor: Katie Piper Greulich Time: Monday/Wednesday 1:00pm-2:27pm Location: William Atkinson 120 Office Hours: MW—8:30am-9:30am and TR—1:00pm-5:00pm Office Location: 235 Bert Walker Hall Email: [email protected] Language is an instrument for controlling our becoming---I.A. Richards Course Description: This course is a continuation of the writing instruction and practice begun in ENG 131, with an emphasis on critical thinking, information gathering, and those forms of writing useful to academic and professional life. Developing strong research and research writing skills is the primary focus of this course. We will be analyzing, discussing and researching the complex network of academic discourse communities, the people who are active in those communities, and how to make our own stance in the dc’s in which we participate every day. Academic writing is a complex creature, requiring both an organized approach to idea development and research, and an acceptance of the chaos that inevitably becomes part of the research process. In the process, I hope that we think about how language and writing shape our understanding of the world, each other, and our selves. We research to learn. In the process, I hope that we all become not only excellent readers and writers, but continue to become the best versions of ourselves. That is the purpose of our study, and of writing education at the college level. Prerequisite: ENG131 Required Materials: The Norton Field Guide to Writing, with Readings by Richard Bullock, Maureen Daly Goggin, and Francine Weinberg ISBN: 978-0-393-93382-6 They Say/I Say: The Moves that Matter in Academic Writing by Gerald Graff and Cathy Birkenstein ISBN: 978-0-393-93361-1 The Little Seagull Handbook by Richard Bullock and Francine Weinberg ISBN 978-0-393-91151-0 Flash Drive Access to your JCC email account and JetNet Performance Objectives: The goal of this course is to help you improve you composition skills. Additionally, “The course goal incorporates specific Associate Degree Outcomes (ADOs) established by the JCC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges and universities and reflect input from the professional communities we serve. ADOs guarantee students achieve goals necessary for graduation credit, transferability, and professional skills needed in many certification programs. The ADOs addressed in this course are:2 ADO 1 – Writing Clearly, Concisely, and Intelligibly at the Proficient Level ADO 9 – Working in Small groups at the Proficient Level. Primarily, you will compose essays that effectively incorporate information from research sources. To satisfy the expectation stated in ADO 1, you must carefully pre-write, draft, revise, and edit your compositions so that they reflect your stated purpose and target audience. You will be expected to participate in peer-critiquing activities. This class activity will help you meet the expectations stated in ADO 9. Course Expectations and Grading: Expectations: 1. This is a reading and writing intensive course—thus you will need to be prepared to read and write in every class meeting. The more work you put into reading, analyzing and contemplating the work that we study, the more you will get out of our class discussions. I expect you to read the syllabus and complete the assignments posted there. I will not remind you to do this. 2. I will help you develop excellent research and writing skills this semester; it is your job to give me your best effort at every class meeting and every conference. This means you should stay on top or your reading, ask me for help with difficult concepts or assignments, and keep track of your own progress in the course (ie. average your grade periodically). 3. No cell phones, Facebook, or texting in class. Offending students will be asked to leave and will take an absence for the day. 4. Attendance is mandatory; however, you will be allowed to miss two classes for any reason this semester. After those two absences, your grade will be deducted 5% points per absence. If you are absent four consecutive days, you will be dropped from the course, following JCC’s HQV Federal attendance reporting guidelines. 5. Plagiarism will result in a failing grade for the assignment plagiarized, and possibly a failing grade for the course, depending on the severity of the plagiarism in question. You are expected to cite your work correctly in MLA format. If you don’t know how to cite in MLA or need help setting up a Works Cited Page, see the Purdue OWL, the Writing Fellows, or come see me in office hours. Please read JCC's Academic Honesty Policy. 6. Late work is not accepted and will not be read. Make every effort to turn assignments in on time. This applies to all assignments—NO EXCEPTIONS. Grading: You will be responsible for completing the assessment portions of this course in their entirety for a passing grade. They are listed below:  Rhetorical/Literary Analysis Essay: This short essay of 3-4 pages will ask you to closely examine (close read) a single text—poem, short story, essay, or speech—and discuss the extent to which its author demonstrates and responds to the conventions of its discourse community. This essay asks you to formulate a thesis that argues your opinion on how well the author appeals to his/her target audience. Prompts that list possible topics for the essay will be handed out closer to the due date, although you may choose a topic if you clear it with me. This essay is worth 15% of the final grade; I will take up two drafts as listed on the Assignment Schedule. It may be multi-modal, but it should include an extensive written element.3  Argumentative Essay—This short essay of 3-4 pages is a formal argumentative essay that will state a written version of the argument that your group presents in the in-class debate. This is an individual essay, although the In-Class debate will be a group project. This essay is worth 15% of the final grade; I will take up a two drafts as listed on the Assignment Schedule. It may be multi-modal, but it should include an extensive written element.  In-Class Debate—We will be holding a formal debate during class this semester in which you will formulate and present an argument on a contemporary topic in your discourse community. This is a group