English 2010

English 2010.044 & .049: College Writing

044: TR, 2:30-3:45 LA 219

049: TR, 4:00-5:15 LA 205

Stephen D. Gibson

CB 407 F (MTWTF 1:00 & by appointment), 863-6287 stephen(dot)gibson(at)uvu(dot)edu

 

Required Texts and Materials

Lunsford, Andrea, et al. Everyone’s an Author with Readings. 2nd edition, Norton, 2017. 978-0-393-61746-7

Access to Canvas and MetaphorByMetaphor.com

 

Course Prerequisites: Completion of English 1010 with a grade of C- or better. (Given these prerequisites, you should argue using thesis statements, examples and specifics, and document your work using the Modern Language Association method of documentation.)

 

Course Description: “Emphasizes academic inquiry and research in the humanities and social sciences. Explores issues from multiple perspectives. Teaches careful reasoning, argumentation, and rhetorical awareness of purpose, audience, and genre. Focuses on critically evaluating, effectively integrating, and properly documenting sources. In addition to major essay assignments, may include in-class writing and collaboration, an annotated bibliography, oral presentations, and portfolios.”

— Utah Valley University Catalog

 

Course Outcomes:

Upon successful completion of English 2010, students should be able to:

  • Identify audience, purpose, and genre in research-focused writing projects.
  • Use reading and writing for inquiry.
  • Evaluate and integrate source materials into writing projects.
  • Apply knowledge of college-level, academic writing and research.

This course is designed to prepare students for writing projects in academia and other workplaces. Together we will strive to refine critical thinking, research, reading, writing, and argumentation skills. The class helps students contribute to the academic and cultural conversations around them.

 

Assignments: Students will write in class almost each time the class meets. This writing will usually be collected and graded. Grades given in-class writing assignments include a zero (not completed), a three (completed poorly), and a five (successfully completed). By the end of the semester, the total value of these assignments will equal approximately one hundred points. In-class writing may serve as material from which the major assignments of the course will be composed and may motivate the completion of reading assignments. Since in-class writing will often grow out of in-class events, it can’t be made up. It will only be collected in the classroom as we meet. My record of completed in-class writing exercises serves as the record of your punctuality, participation, and attendance.

 

The four writing projects required in the class are each worth one hundred points. Watch the attached schedule for due dates; read the pages assigned from the textbook, attend class, and ask questions for help completing these projects.

 

I may allow the revision of writing projects turned in on time that earn less than 70% of the total points possible. Mandatory meetings with me are required for you to take advantage of this revision option. I will not grade revised papers that are not the result of meetings with me. In order for the grade to improve, the revision must be substantial as I define that term. Substantial revision includes changes at both the sentence and global level. Revisions that are not substantial may receive worse grades than the original. A due date for the revised assignment will be determined together with each student, but the latest deadline for any and all revisions will be one week before the last class meeting. The last essay, because its due date is so close to the end of the semester, can’t be revised.

 

This semester, students are responsible for their own paper topics. Consider writing about a problem that interests you. Essays should follow the conventions of academic prose, which include addressing opposing views fairly and civilly. Students should not write about problems they cannot address in a civil way.

 

The writing assignments are worth a total of four hundred points, the in-class writing is worth about one hundred points, and the final exam will be worth twenty-five points. The final exam will consist of sending a proposal to an audience that can enact it. Five hundred and twenty-five points are possible in the course. Earning more than 93% of the total points possible in the class will result in an “A” grade, 90%-92.9% an A-, 86%-89.9% a “B+,” and so on. As the UVU Catalog indicates, “The letter grade ‘A’ is an honor grade indicating superior achievement; ‘B’ is a grade indicating commendable mastery; ‘C’ indicates satisfactory mastery and is considered an average grade; ‘D’ indicates substandard progress and insufficient evidence of ability to succeed in sequential courses; ‘E’ (failing) indicates inadequate mastery of pertinent skills or repeated absences from class.”

 

In order to protect their privacy, students must come to see me privately in my office if they wish to discuss a grade on an assignment or for the course. It is your responsibility to periodically check your grades on Canvas.

 

Late Paper Policy: If for some good reason you won’t be able to turn something in when it is due, contact me (preferably in advance). You’ll be able to develop the habit of meeting deadlines by emailing copies of assignments before the end of class on their due dates. Students should send attached copies of their papers, not links to their papers. In order to discourage procrastination, for each day (not class period) an assignment is late I’ll take ten points away from the total points it earns. For example, a paper due on Friday but not turned in until Monday would have thirty points deducted from the points it receives. A paper is turned in on the day when I feel I have personally received it, not when it is left in my box, office, or in the English department. I do not usually grade papers faxed to me, and I encourage you to always make and keep a copy of all the work you turn in. You can, of course, turn things in early.

 

Classroom Behavior and Grievance Criteria: The “Student Rights and Responsibilities Code,” section VI A-X is the guide for your classroom behavior, and section XVI C is the guide for registering a formal grievance or requesting a grade change. The “Student Rights and Responsibilities Code” is available online at http:www.uvu.edu.

 

Students with Disabilities: If you have any disability that may impair your ability to successfully complete this course, please contact the Accessibility Services Department (LC 312; 863-8747; http://www.uvu.edu/asd/). Academic accommodations are granted for all students who have qualified disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department.

 

Academic Honesty: “Plagiarism, or the use of others’ words or ideas without proper attribution, is an impediment to your education and to the educational mission of Utah Valley University. Under the policy of the English and Literature Department of UVU, work that has been plagiarized must receive a failing grade. A distinction is made between unintentionally plagiarized work, which must be corrected in order to be considered for a passing grade, and intentional plagiarism, which will be forwarded to the Office of the Dean of Student Life as a disciplinary matter in accordance with UVU’s statement on Student Rights and Responsibilities. Evidence of intentional plagiarism will cause you to fail this course. Please read the department’s full statement on plagiarism, and speak to your instructor if you have any questions about avoiding plagiarism.”

–Utah Valley University English and Literature Department Homepage

 

Waitlist and Add Policy: It is against the policy of Utah Valley University for students who are not registered and enrolled in a class to attend it. Students who are on a class waitlist, even if they are the first on the list, are not enrolled. There is absolutely no guarantee any student on the waitlist will ever be enrolled. Students on a waitlist must wait for and respond appropriately to email notifications that allow registration and enrollment in the course. All adds and enrollments into a course from a waitlist are through the online system. Instructors cannot add students. Department administrative staff and academic advisors cannot add students.

 

 

 

 

Tentative Schedule

 

Reading should be completed before class starts on the dates listed below. Come to class ready to ask questions about and discuss your reading of the pages listed. I may bring additional material.

 

Aug 22 Introducing the course, picking a problem, “Project Proposals” 356-360

Aug 24 xxix-xxxiv, “Starting Your Research” 445-454

 

Aug 29 “Thinking Rhetorically” and “Rhetorical Situations” 5-24

Aug 31 “Meeting the Demands of Academic Writing” 40-52

 

Sep 5 Peer-review Draft Due, “Project Proposals” 356-360

Sep 7 Project Proposal Due, “Annotating a Bibliography” 500-504

 

Sep 12 “Keeping Track: Managing Information Overload” 485-490, “Evaluating

Sources” 491-499

Sep 14 “Finding Sources” 455-470

 

Sep 19 “Finding Sources” continued 470-484

Sep 21 Peer-review Draft Due, “Annotating a Bibliography” 500-504

 

Sep 26 Annotated Bibliography Due, “Writing Analytically” 219-220,

“Representing Yourself in Your Writing,” “Establishing an Appropriate Tone,” and “Connecting to Audiences” 657-661

Sep 28 “Quoting and Paraphrasing” 512-520

 

Oct 3 “Summarizing” 520-526

Oct 5 “What’s Your Style” 641-646

 

Oct 10 “What’s Your Style” continued 646-651

Oct 12 Peer-review Draft Due, “Writing Analytically” 219-220

 

Oct 17 Audience Analysis Due

Oct 19 Fall Break

 

Oct 24 “Writing a Proposal” 361-365, Arguing for your proposal

Oct 26 “Making a Proposal” 340-351

 

Oct 31 “Analyzing and Constructing Arguments” 379-389

Nov 2 “Means of Persuasion” 389-405

 

Nov 7 “Strategies for Supporting an Argument” 419-427

Nov 9 “Strategies for Supporting an Argument” continued 428-435

 

Nov 14 “Strategies for Supporting an Argument” continued 436-441

Nov 16 Review “Writing a Proposal” 361-365, Arguing for your proposal

 

Nov 21 Thanksgiving Break

Nov 23 Thanksgiving Break

 

Nov 28 “Giving Credit, Avoiding Plagiarism” 527-534, Review “Writing a Proposal”

361-365

Nov 30 Peer-review Draft Due

 

Dec 5 Peer-review Draft Due

Dec 7 Proposal Due

 

Final Exam

2010 044 12 Dec 1pm – 2:50pm

2010 049 12 Dec 3pm – 4:50pm