English Comp 101Adamo: Spring 2018
English Composition 101
Spring 2018
“I write to understand as much as to be understood”
–Elie Wiesel
“Reading maketh a full man;
conference a ready man;
and writing an exact man.” –Francis Bacon
Course Information –Semester, 101:section;Meeting days and times; Location
Professor: Ms. Adamo; E-mail address:
Office: Office Location;Office Hours: Office Hour days and times
Course Description – English Composition 101, the first writing course required of all non-transfer students usually taken the first semester, is designed to introduce students to academic discourse. This course provides instruction in reading thoroughly, thinking critically, and writing analytically in response to non-fiction texts. Through a series of sequenced assignments, emphasis is placed on writing as a process, which includes brainstorming, outlining, drafting, and revising. We will work on recognizing and assessing the argumentative and rhetorical strategies of other writers; effectively constructing well-informed, sophisticated, and logical essays; maintaining an individual voice; and synthesizing increasingly complex academic essays. More specifically, we will be looking at various pop culture texts to analyze the world around us more deeply. By examining the media we consume on a daily basis, we will question how it shapes and influences our lives socially, politically, or economically.
Learning Goals – At the successful completion of English Composition 101, students should be able to: recognize strategies of persuasion in their own and others’ texts; critically analyze readings of intermediate to advanced complexity; identify underlying assumptions, appeals to audience’s values, and rhetorical strategies; construct and create analytical, argumentative essays that observe the basic conventions of academic writing, including proposing a thesis, organizing and analyzing main points, and supporting ideas with well-chosen textual evidence from multiple sources; effectively differentiate between voices in texts, skillfully shifting from their own voice to sources’ voices; and demonstrate control of grammar and syntax as well as to convey ideas in standard English. In other words, we will be reading, writing, and revising work quite extensively this semester in order to develop effective communication and argumentation skills.
Texts – Readings will be provided on Canvas, thus readings for each unit can be found on Canvas under Modules (along with each Essay Assignment). Students must come prepared to class with the readings and notes directly on them or in notebooks. They can also use digital notes on laptops; however, students will not be permitted to read off their phones in class.
Canvas– We'll be using the web-based course software Canvas. I will post the syllabus, homework announcements, and course updates there as well as course documents, texts, and assignments; students will turn in most of their work to Canvas as well. Please go to canvas.rutgers.edu to find our course; you can also download the Canvas app. Be sure that you have created a Net ID; you'll need it to access the site.
Course Requirements –
English Comp 101Adamo: Spring 2018
-Four formal essays
-Four in-class essays
-Weekly Reading /Notes
-Drafts/Revisions/Outlines
- Online Discussion Boards
- Reflection/Self-Assessments
- Workshops
- Portfolio
- Course Evaluations
English Comp 101Adamo: Spring 2018
Assignments – Students will be required to write four formal essays during the course; essays will primarily be based on an assigned reading as well as visual texts, which we will discuss in class. For every reading completed at home, students must come into class prepared to explain their reading of the text. Students will be chosen randomly to share their notes and should be able to answer the following questions: What is the argument? What are the supporting details and evidence? Is the piece effective? How do you personally connect to the piece? The instructor will also regularly check student notes prior to discussions to make sure each person is actively reading the assignments. Students are responsible for printing all readings; students will not be permitted to read off phones. Students will receive points for class notes when checked. (Refer to the schedule for due dates on readings, writings, and other assignments.)
Due Dates:Final drafts are due on the dates indicated. Papers that are not submitted the due date/time will be lowered half a letter grade; papers that are two classes late will be lowered one full letter grade; papers four classes late will receive a failing grade. A failing grade is better than a zero though so be sure to turn in all work. What’s more, All work must be submitted, however, in order to pass this course. Please note though too that work will not be accepted after by the last day of classes. I cannot grade what I do not have.
Writing is a process and in order to do well in this class, students must complete all steps; earlier drafts and assignments that build toward the paper count toward the participation grade; 5 points for discussion board, 4 points for an outline, 6 points for draft.Such assignments are turned in online (students might also be required to bring hard copies to class for workshop). These steps must be submitted in a timely fashion in order to receive comments from the instructor or peers—students will not receive comments on drafts if submitted late. Moreover, points will be deducted if drafts are late, eventually, no points will be given. *All work must be submitted as a Word doc to receive credit and feedback.
Formatting: All assignments should be double spaced with one-inch margins, typed in Times New Roman 12pt font, and proofread for spelling and grammatical errors. The top left corner of the first page should include: student name, instructor name, the course title, and the date. The title should be centered underneath, before the text of the essay. Do not change the font size of the title, and do not include any extra spaces before or after the title or in between paragraphs. On all pages, the top right corner should have the student’s last name and the page number. All essays must be stapled, and additional documents should be organized as described on individual prompts. Works Cited page should be separate sheet after draft, using proper MLA format.
*Students will have the opportunity to revise paper one or two. Students can only revise though if they meet with the instructor and get approval (please email for appointment time in advance). In this meeting, students must print the graded copy of the paper with comments, and they must present a revision plan: this will entail drafting revisions by beginning to edit/revise their paper and tracking changes. Students should go through each comment to begin fixing issues or asking any questions they might have on unclear comments. All of these documents as well as tracked changes on the final draft will be required to receive a new grade. Lastly, students will include a typed reflection of the process (250-400 words) with the final draft: what did they learn, what helped, what they plan to do for the rest of the semester. The new grade will be averaged with the original. Papers must be turned in though no later thanMarch 8.I will not accept late revisions.
In-class Essays– In-class writings, both graded and ungraded, will be used to help you develop your skills as a writer throughout the various stages of the writing process. There will be frequent in-class writing assignments designed to help you develop skills in constructing a thesis statement, creating a clear focus on your paper’s argument through strong topic sentences, working on developing paragraphs, effectively using textual support, writing introductory or concluding paragraphs, and editing for grammatical errors. Completion of low-stakes assignments goes toward your participation grade. There will also be 4 graded in-class essays, which will count for 30% of the final grade. If students miss the in-class essay, they are responsible for contacting the professor to set up a make up. If students do not make up the in class before we go over it in class, the grade on that make-up essay will be lowered. If students continually miss the in-class essay exam date, they could be in jeopardy of failing make-up essays.
Portfolios – Students are required to keep all of their graded essays in a pocket folder, with formal, typed essays on one side, and in-class essays (including the diagnostic) on the other. All outlines and drafts should be included—these papers should have additional notes or corrections on them from you or your peers. Please keep your portfolio in chronological order (from oldest to most recent), and remember that the portfolio represents the student. Therefore, keep a neat and professional folder. The portfolio will be used around midterms and at end of the semester to review and assess student progress in this course. The portfolio must be submitted at the end of the semester in order to receive a final grade and move on to English Composition 102.
Grading–
4 Formal Essays – 65%
(Essay 1:10%, Essay 2:15%, Essay 3:20%, Essay 4:20%)
4 In-Class Essays – 30%
(IC Essay 1: 5%, IC Essay 2: 10%, IC Essay 3: 5%, IC Essay 4: 10%)
Participation and Homework – 5%
Students can find the Assessment Criteria on our online page as well as on the Rutgers website: Writing Program-Grading Criteria
*Students need a "C" to pass a writing course. A "C-" is not a passing grade; therefore, if a student receives a "C-" on an assignment, he/she has not passed that assignment.
Attendance – To benefit students as a course participant and writer, attendance is mandatory. In order to cover any emergencies—illness, family issues, sports, transportation issues, etc.—students are permitted three absences; excuses are neither needed nor accepted. Absences after the allotted three will result in a losing a letter grade for each subsequent absence. Students will automatically fail the course if they miss six classes. Attendance will be taken at the beginning of each session; therefore, please arrive by the scheduled time. Two late arrivals (within 10 minutes of the start of class) are considered an absence. Leaving class early for any reason counts the same. If students consistently arrive only a few minutes late, that too will eventually count as a Late. Even if a student is absent, he or she is responsible for all assignments. If missing class, contact me through email to alert me of this or turn in work. Students are expected to come to the next class fully caught up on all reading and writing assignments. All formal assignments are still due on dates indicated online regardless of an absence. Students are also responsible for stopping by my office before our next class to get missed work, which will be on my door for the students with their name on it. **In case of any class cancellations due to weather, please check our course online page for instructions, as we might have some work online to make up for missed time.
Class Citizenship–Contributions in the classroom should be thoughtful and meaningful. Participation is what will make our classroom meetings dynamic, interesting, and illuminating. Students active engagement both in the classroom and online is required. To be actively engaged in the classroom means being on time and prepared to discuss the day’s reading by having annotated the texts and having all necessary materials in class. In order to meet the requirement, students must contribute to class discussion, peer review, group work, or whatever the in-class activity is for the day. Texting or consulting a cell phone takes one out of the class and negates participation for the day, as does dozing off, obviously; students’ attendance records will reflect this. For each unit, students have the chance to earn 3 points in class participation.
How we treat others demonstrates our respect for them. Our classroom and our shared online site are collaborative spaces and the home of our writing community. In all communication with each other, respect is the order of the day. We will often disagree with one another but always respect the right of the other to hold a different opinion. However, even in regards to opinion, no form of intolerance or hostility is allowed to enter our environment, including but not limited to racism, sexism, or religious intolerance. Occasionally, although not often, immature “high-school” type behavior surfaces in the form of shared looks, eye-rolling, giggling, or otherwise making fun of someone in class. This type of behavior has no place in the college environment, and I will not tolerate it. We are all adults and colleagues and have the right to be treated as such.
Food/drink are permitted in class. However, if a student brings them to class, they must clean up after themselves. Students should not bring in anything that is loud or odorous, as it would be disruptive. All cellphones must be on silent—not vibrate! We can all hear those pants buzzing. Talking to peers in class or via a cell phone while someone is talking in the room, whether that is the instructor or a classmate, will not be tolerated. Students also have the rare option of turning their phone off.
Emails to the instructor must contain the student’s last name and subject in the section line (Example: Mark Jones, Homework questions). Students should be sure to note which class section they are in within the email. Emails must also demonstrate the respect we will always show each other: a salutation, which can be informal (Hello,” “Dear Prof.,” etc.) and the student’s name as signature. Beginning or ending an email without these conventions is impolite. (Keep that in mind for all courses). *Additionally, please note that although I will read a thesis or body paragraph via email, I will not read through a full draft. If a student wishes to go through a full draft with me, he or she will need to set up an appointment for a conference and come prepared with questions and concerns. Like the writing centers appointments, such conferences aren’t meant as editing services.
Students with Disabilities – Student success in this class is important to me. If there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together.What’s more, Rutgers University is committed to providing equal educational access for individuals with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. An individual with a disability who is qualified for admission will have the same access to programs, services, and activities as all other students.If you need accommodations in the classroom to fully participate in this class, please contact: Allen Sheffield, the Director of Disability Services. The office is located in Suite 219 of the Robeson Campus Center. The phone number is 973.353.5375, and the email address is more information visit: Disability Services
Writing Program Academic Integrity Policy – The Writing Program at Rutgers University values students’ honest efforts in the classroom and as writers. In Writing Program courses instruction is given and emphasis is placed on attribution and citation skills. Thus, plagiarism (which the Rutgers University Academic Integrity Policy defines plagiarism as “the use of another person’s words, ideas, or results without giving that person appropriate credit”)
is strongly discouraged. This class will educate students about what it is and how to avoid it. Should a student choose to plagiarize or even accidentally plagiarize—turning in written work as their own that has been copied from some other source, whether a website, print medium, another student’s work, or the student’s own work from a different course— that student will fail the paper automatically. What’s more, Writing Program instructors are required to report students who intentionally violate this policy to the Director of the Writing Program and to the Office of Student Judicial Affairs and that student will face disciplinary action from the University. The Rutgers University Academic Integrity Policy establishes levels of violations and recommends sanctions. Depending upon the severity of the case and the level of the violation, the sanctions for these violations include: failure in the course, mandatory participation in a series of noncredit academic integrity workshops, and/or suspension.
The most common academic integrity violations by writing students are:
-“Copying word for word (i.e. quoting directly) from an oral, printed, or electronic source without proper attribution.”
-“Paraphrasing without proper attribution, i.e., presenting in one’s own words another person’s written words or ideas as if they were one’s own.”
-“Submitting a purchased or downloaded term paper or other materials to satisfy a course requirement.”
If students are in doubt as to what constitutes plagiarism or are concerned that they are misappropriating someone’s words or ideas, students should speak immediately with their instructor. For more information, consult the Rutgers UniversityAcademic Integrity Policy