English 1320: College Writing II

Academic Semester/Term: Spring 2018

Course description (from catalog): Expository writing as a means of exploring and shaping ideas. Emphasis on critical reading and the improvement of essays through revision.

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Departmental phone: 512.245.3018

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General Education Core Curriculum (Code 010)

Communication Foundational Component Outcomes

Students will examine ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.

Core Objectives/Competencies Outcomes:

  • Critical Thinking
  • Students will demonstrate creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
  • Communication
  • Students will effectively develop, interpret, and express ideas through written, oral and visual communication.
  • Teamwork
  • Students will recognize different points of view and work effectively with others to support a shared purpose or goal.
  • Personal Responsibility
  • Students will relate choices, actions, and consequences to ethical decision-making.

Course texts and materials

  1. The Bedford Handbook, 10/e. Diana Hacker and Nancy Sommers.
  2. The Aims of Argument, 8/e, Timothy Crusius and Carolyn Channell.

Course description

English 1320 is a continuation of English 1310 with emphasis on expository writing as a means of analyzing, synthesizing, and understanding texts. In this course, you will learn to read critically and to draw on written sources to support your ideas. All papers in the course are documented, with at least one of them requiring the use of several secondary sources.

English 1320 requires a minimum of 5,000 words of graded writing. The length of papers and projects in English 1320 will vary, but the assignments will include one 1,250-word paper that incorporates secondary research. For English 1320, you will be citing your sources using a standard citation system. The final exam is in addition to the 5,000-word minimum.

Besides the papers you submit for a grade, you will do a good deal of other writing in the course, including drafts, commentaries on the work of other students, and impromptu reactions to reading assignments. You may also be asked to keep a journal or writing log, and/or post to an online class forum or blog.

After completing English 1320, you should be able to draft, revise, and edit texts in which you demonstrate the ability to understand and analyze a variety of texts; quote, paraphrase, and summarize print and/or online sources to support your ideas; and use standard procedures of citation and documentation.

Academic Honesty

The Texas State University Honor Code states, “We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, . . . conflict as much with academic achievement as with the values of honesty and integrity.”

Plagiarizing is submitting work that is in any way not your own. Refer to the First-Year English Syllabus and to The Bedford Handbook for definitions and general policies concerning plagiarism. Any cases of verifiable plagiarism, whether deliberate or accidental, will result in a failing grade on the assignment and may result in a failing grade for English 1320. (Note: Peer review and consultation with your instructor or a counselor at the Writing Center do not constitute plagiarism and are encouraged.) As evidence of your commitment to academic honesty, I will ask that you write by hand on every paper you submit for this class the student’s pledge: “I pledge to uphold the principles of honesty and responsibility at our University.”

Attendance policy

Students are expected to attend every class. No absence is excused. When an absence is unavoidable, the student is responsible for acquiring missed course materials and the information supplied in class. Students absent more than THREE days may receive a lower final grade for the course; students absent more than SIX days may fail the course.

Late paper policy

Papers are due at the beginning of class on the deadline indicated on the course calendar. If you arrive late, your paper is considered late and is subject to a grade reduction. A technological reason for a late paper is not a valid excuse. For each day a paper is late, I will deduct 10 points from the final grade. This includes weekends. You must submit all paper assignments (1-6) to pass the class.

Accommodations

Students who need accommodations in order to succeed in this course must inform me within the first two weeks of class.

The Writing Center

I encourage you to use the tutoring services provided by The Writing Center, located on the 1st floor of ASBN. You can book your 30- to 60-minute appointment at

Classroom Policies

Before class: It is vital that you come to class prepared and fully present. Complete all assignments before coming to class.

During class: You should behave in the classroom as in any other professional setting or workplace. Do not arrive late. Remain calm, polite, and respectful as you interact with your classmates, your instructor, and their ideas. Turn off and stow cell phones. Use personal computers only for taking notes.

Outside of class: Email is the best way to contact me if you have questions. Please get in the habit of checking your Texas State email regularly—multiple times a day—since this is the primary method of communication used by the university. Before you email me, please make sure that your question is not already addressed in this syllabus or course handouts. Allow 24 to 48 hours for a response.

Essays Assignments

Essay #1: Personal Manifesto

You will either research a behavior that you would like to change (Why is x bad? How can you change x? Why will you have trouble changing x?) OR research a behavior that others might assume you need to change, but you disagree. (Why is x assumed to be bad, but why is it actually not bad?)

Essay #2: Visual Rhetoric Flashback

You will research and critique a visual (ad, cartoon, product, photograph, painting) from a specific decade (1950s, 1960s, 1970s, 1980s, or 1990s).

Essay #3: Research proposal for Essay #5

You will write a proposal for your research paper. The proposal will contain an introduction, background/history, proofs, refutation, conclusion, and a works cited page.

Essay #4: Literature Review for Essay #5

You will summarize and synthesize five sources for Essay #5 (research paper).

Essay #5: Research Paper/Classical Argument

You will write a formal research paper.

Essay #5: e-Magazine Article

You will write an article for a specific e-magazine (e.g. Texas Monthly, Texas Parks and Wildlife, Texas Highways).

Final exam: “Presenting Arguments”

You will be presenting your e-magazine article to the class.

Grade breakdown

Essay #1 (750-1,000 words): 15%

Essay #2 (1,000 words): 15%

Essay #3 (500 words): 5%

Essay #4 (750 words): 10%

Essay #5 (1,250 words): 20%

Essay #6 & Final Exam (750-1,000 words): 15%

Daily work: 5%

Forum Posts (5 total): 15%

Grading Standards

C C indicates a satisfactory performance. A C paper demonstrates positive qualities and avoids serious errors. The positive qualities include the presentation of a central idea that is adequately developed and competently organized. The errors to be avoided include serious flaws in the construction of paragraphs and sentences, in the selection of appropriate words, and in the use of conventional written English. The style of the writing is generally clear.

B The B paper surpasses the C paper by demonstrating a higher level of effectiveness in the organization and development of a central idea. The B paper shows greater complexity of thought and development, while sustaining clarity in expression. It has few or none of the common errors in the use of conventional written English. The style of the writing is generally fluent and polished

A The A paper is outstanding work. It is clearly a superior performance according to the criteria of clarity of expression and logical development of a central idea. It shows originality of thought and imaginative competence in the development of the material. It engages and holds the reader’s attention and invites rereading. The style of the writing is consistently fluent, polished, and distinctive.

D D indicates an unsatisfactory performance. A D paper is flawed by any one or several of the following: weakness in establishing or developing a central idea; serious errors in sentence or paragraph construction; serious errors in grammar, spelling, or the mechanics of written expression.

F F indicates an unacceptable performance. An F paper is flawed by one or more of the following: failure to follow the assigned topic; failure to conceive, state, or develop a central idea; serious repeated errors in sentence construction or paragraph development; serious repeated errors in grammar, spelling, or the mechanics of written expression.

U Grade. A grade of U (Unearned Failing) is awarded to students who do not officially withdraw from, but fail to complete, a course (i.e., do not take a final exam, stop attending, etc.) and fail to achieve the course objectives.

ENGLISH 1320 COURSE CALENDAR, SPRING 2017

*This calendar is tentative. I will distribute written revisions as I adapt instructions and materials to your needs.

*You should come to class already having completed the assignments/readings for that date.

Aims = Aims of Argument, 8/e

BH=The Bedford Handbook, 10/e

Week / Day / Date / Reading/Assignments Due / In Class
1 / T / 1/17 /
  • Course syllabus and calendar (TRACS)
/
  • Discuss the course syllabus and how to read the course calendar. Write a letter to me about yourself and your research interests.

TH / 1/19 /
  • Chapter 1: “Understanding Argument,” Aims 3-15
/
  • Discuss reading.

2 / T / 1/24 /
  • “Is Too Much Pressure Healthy?” Aims 260- 263
  • “Out-of-Body Image,” Aims 322-327
  • “X-Large Boys,” Aims 327-331
  • “15 Ways to Make a Wedge,” pp. 352- 353 & “Ten Personal Solutions,” Aims 372-374
  • “Bullying Victims: The Effects Last into College,” Aims 472-479 & “Don’t Be a Bystander,” Aims 479- 482
  • “The Tyranny of Happiness,” Aims 487-492
/
  • Discuss reading.
  • Begin brainstorming for Essay #1: Research a behavior you would like to change/do not believe you need to change. You must incorporate at least two secondary sources and some form of primary research. (750-1,000 words)
  • Forum Post #1

TH / 1/26 /
  • Chapter 50: “Thinking like a Researcher,” BH 525-542; Chapter 51: “Managing Information Responsibly,” BH 543-552;
/
  • Discuss reading.
  • Develop a research question for Essay #1.
  • Begin research process for Essay #1.

3 / T / 1/31 /
  • Chapter 9: “Making Your Case: Arguing to Convince,” Aims 201-233
  • Chapter 55: “Integrating sources,” BH 585- 597
/
  • Discuss reading.
  • Bring research question and three secondary sources to class (you’ll use at least two sources in this paper).
  • Begin drafting Essay #1.

TH / 2/02 /
  • Chapter 54: “Citing sources; avoiding plagiarism,” BH 563-570
  • Chapter 7: “Ethical Writing and Plagiarism,” Aims 163-172
/
  • Typed draft of Essay 1 due; peer review.

4 / T / 2/07 /
  • Chapters 56 & 57: “MLA Documentation” and “MLA Manuscript Format,” BH 598- 673.
/
  • MLA citing workshop for Essay #1.
  • Essay 1 due by midnight.

TH / 2/09 /
  • “The Aesthetic Imperative,” Aims 306-310
  • “False Connections,” Aims 315-320
  • “Going beyond Edgy—and Falling off the Cliff,” Aims 465-467
  • “Left is Mean but Right is Meaner, Says New Study of Political Discourse,” Aims 467-469
  • “Lance Armstrong and the Cult of Positive Thinking,” Aims 514-516
/
  • Discuss reading. Begin brainstorming for Essay #2: Research and critique a visual from a specific decade (1950s, 1960s, 1970s, 1980s, or 1990s). You must incorporate three secondary sources. 1,000 words
  • Forum Post #2

5 / T / 2/14 /
  • Chapter 6: “Writing Research-Based Arguments,” Aims 91-161;
/
  • Discuss reading.
  • Bring your artifact for Essay #2 and a research question.
  • Begin research process for Essay #2.

TH / 2/16 /
  • Bring draft of historical background section of Essay #2 to class.
/
  • Peer review.

6 / T / 2/21 /
  • Chapter 5: “Analyzing and Using Visual Arguments,” Aims 73-90
/
  • Discuss reading.
  • Forum Post #3

TH / 2/23 /
  • Bring draft of entire Essay #2 to class.
/
  • Peer review.
  • Essay #2 due by midnight.

7 / T / 2/28 /
  • “Why Prisons Don’t Work,” Aims 209-211
  • “Consuming Faith,” Aims 239-243
  • “The Factories of Lost Children,” Aims 243-245
  • “Genetically Modified Athletes,” Aims 506-509
/
  • Discuss readings.
  • Begin work on Essay #3 (research proposal) and #4 (5-source literature review), and #5 (1,250-word Classical Argument in the style of John Oliver’s Last Week, Tonight)
  • Forum Post #4

TH / 3/02 /
  • Chapter 4: “Critiquing an Argument,” Aims 51-72
  • Bring research topic and question(s) to class.
/
  • Discuss reading.
  • Begin work on research proposals.

8 / T / 3/07 /
  • Bring research proposal to conference.
/
  • Conferences

TH / 3/09 /
  • Bring research proposal to conference.
/
  • Conferences

9 / T / 3/14
3/16 /
  • SPRING BREAK
/
  • No class.

10 / T / 3/21 /
  • Bring draft of Essay #3 (Research Proposal) to class.
/
  • Peer review.
  • Essay #3 (proposal) due by midnight.

TH / 3/23 /
  • Peruse Chapters 8-11 (“Arguing to Inquire, Convince, Persuade, and Mediate”), Aims 175-299
/
  • Discuss how to shift from proposal to Essay #5 (Classical Argument research paper).

11 / T / 3/28* /
  • Chapter 2: “Reading Arguments,” Aims 17-38; Chapter 3: “Analyzing Arguments: The Toulmin Model,” Aims 39-49
/
  • Bring five secondary sources to class.
  • Work on Essay #4: Literature Review of 5 secondary sources

TH / 3/30 /
  • Bring draft of Essay #4 to class.
/
  • Peer review.
  • Essay #4 (Literature Review) due by midnight.

12 / T / 4/04 /
  • Bring thesis, outline, and sources for Essay #5, as well as The Bedford Handbook.
/
  • Peer review.

TH / 4/06 /
  • Draft of Essay #5 due.
/
  • Peer review.
  • Essay #5 (Research paper with literature review) due by midnight.

13 / T / 4/11 /
  • Part XI: Writing in the Disciplines,” BH 805-833.
/
  • Begin work on Essay #6: Write for a specific e-magazine (e.g. Texas Monthly, Texas Parks and Wildlife, Texas Highways) with 2 secondary sources and 750 words.

TH / 4/13 /
  • “Global Warming: An Overview” (National Geographic), Aims 347-351
  • “Who’s ‘Most to Blame’ for Global Warming?” (ABC News Online), Aims 353-358
  • “Play with Your Food, Just Don’t Text” (New York Times), Aims 459-462
/
  • Discuss reading.
  • Forum Post #5 (genre and audience analyses)

14 / T / 4/18 /
  • Bring sample texts from your targeted publication and your Essay #6 topic.
/
  • Perform genre and audience analyses.
  • Drafting workshop

TH / 4/20 /
  • Bring thesis, outline, and sources for Essay #6.
/
  • Peer review.

15 / T / 4/25 /
  • Bring draft of Essay #6.
/
  • Peer review.

TH / 4/27 /
  • Discuss presenting.
/
  • Prepare for final exam (5/03-5/10): presentations of Essay #6.
  • Essay #6 due.

*Last day to drop with anautomatic “W”