ENC 1101.0244. Composition I: Civil Rights and Social Justice
Fall 20031:30-2:20 MWF CL1-301
K. Dunn, Adjunct Instructor
Office: Colbourn Hall 304B 823-5097Hours: T 12-1 & by appointment*
Required Texts
Trimbur, John. The Call to Write. New York: Longman, 2002.
Troyka, Lynn. Quick Access: A Reference For Writers. New Jersey: PrenHall, 2003.
The UCF Common Theme Reader. (Included in packet w/Quick Access)
A dictionary and thesaurus. (Included in packet w/Quick Access)
The Guide to FY Writing CD. (Included in packet w/Quick Access)
Introduction to the Course
In May of 1954, the U.S. Supreme Court handed down its decision in the case Brown v. Board of Education [Topeka, Kansas]. The Court declared that separate was not equal, and ordered public institutions to end segregation. For the 2003-2004 school year, the Orlando community will be hosting events related to the topic of civil rights and social justice. This common theme is also being explored across the curriculum here at UCF.
It almost goes without saying that this course will be very different than any high school English course you have had. First, this is not a literature course. This probably will make some of you very happy. We'll still have plenty to read, but this is a writing course. This means we will concentrate on the processes of writing and the techniques of effective communication, not “symbolism” or “light/dark imagery” or all those other things that made some of us (myself included) scratch our heads in high school. This class is about close readings—exploring the author's ideas, not his/her content. A lot of what we will do involves rereading and rewriting, also called revision. Revision should not be confused with "editing." Editing is for grammar classes; this is not a grammar class. We'll talk about grammar, but there will be no drills or tests.
During the next 15 weeks, you will not only be honing your reading and writing skills, but you will be developing a new method of thinking as well. I will not feed you the answers and/or claim those are the only answers. You will need to think about and understand the particular perspective you bring to this class, and have respect and tolerance for the (possibly alternate) perspectives presented by the texts or your classmates.
Class Participation and Attendance
A lot of class time will be spend discussing your drafts, either in small peer groups or the larger class. In your peer groups, you will be discussing your ideas, conferencing on drafts, and helping each other with revisions/editing. I expect you to attend all classes and be an active participant in your own learning. All writing assignments are interconnected and as they often lead into the next assignment, late work will not be accepted. If you're typing it, save often (at least once every 10 minutes.) "My computer ate it" will not be accepted as an excuse, and I don't accept submissions by e-mail. If you are not going to come to class, keep up with the reading, or do the assignments, I suggest dropping the class.
Grading
At the beginning of each class, we will have a short (5-7 minute) reflective writing. These will receive a minus, a check, or a plus. Individual assignments will not receive a letter grade. At the end of each Core essay, I will collect the final and all related prewriting, drafts, and revisions. Your grade will reflect the quality of not only the final product, but of the thinking and rewriting processes as well. You may contact me if you wish to set up a personal writing conference. I also highly recommend bringing your drafts to the University Writing Center. (No, you don't get extra credit for it.) All assignments are due at the beginning of class.
Your final Core essays should be about 4-5 pages. They must be typed, 12 point "normal" font (Times New Roman, Arial, etc.), 1" margins, double-spaced. Your last name and the page number must be in the top right corner of each page. I would prefer your drafts typed, but you may handwrite them if you wish, as long as they are legible. Your classmates and I can't help you if we can't read what you've written.
Class participation (includes attendance and peer workshops): 10%
Memoir (incl. drafts and prewritings): 20%
Commentary (incl. drafts and prewritings): 20%
Review (incl. drafts and prewritings): 20%
Social/political argument (incl. drafts and prewritings): 20%
Final Exam: 10%
Grading Scale
A=95-100C=73-76
A-=90-94C-=70-72
B+=87-89D+=67-69
B=83-86D=63-66
B-=80-82D-=60-62
C+=77-79F=59 and below
Attendance Policy: If you miss more than 9 classes during the semester, you will automatically fail the course. I am merely a conduit of this policy, which is mandated by the English department. (See The Guide to FY Writing for more information.) Please note the withdrawal deadline (Oct. 17.) If you're missing a lot of classes, I suggest you withdraw before you fail.
Plagiarism: Unacceptable. Plagiarism goes beyond just copying something word for word or buying a paper. Committing plagiarism will result in an automatic F for that Core assignment. Depending on the seriousness of the offense, cases may be referred to the Office of Student Conduct; consequences may include an F in the course or suspension from UCF. We will be going over the plagiarism section in The Guide to FY Writing as a class. Students may be required to submit papers to Turnitin.com.
Disability Statement: UCF will provide reasonable accommodations for all persons with disabilities. However, students must register with Student Disability Services first. They are located in the Student Resource Center (right across from the dining hall, near the mailboxes.) You may call them at (407) 823-2371; TDD users dial (407) 823-2116.
Tentative Schedule (may be adjusted for time)
DATE / CLASS /ASSIGNMENT
8/25-8/27 / Introduction; Guide to FY Writing CD /Call to Write, 32-62
Handbook: Writing Process8/29 & 9/1
*8/29 Last Day to Add/Drop. FEES DUE! / NO CLASS (professional conference; Labor Day holiday) / Common Reader: Baldwin essay. Library tour.
9/3 & 9/5 / Beyond the Words; Quick(er) Access. /
CW: 145-167.
Week of 9/8 / Rhetorical Context; Time Capsule; Sketching a Thesis /Work on Memoir.
Week of 9/15 / Memoir Draft Due 9/15. Peer workshop; reading photos and visuals /Find photo of a neighborhood from 2 different decades. Revision of draft.
Week of 9/22 / Past & Present perspectives. 2nd draft for peer workshop /Work on final draft
Week of 9/29 / FINAL DRAFT DUE 9/29. Introduction to Core 2. Ethics of Commentary /CW 307-328.
Week of 10/6 / In class drafting of Commentaries in groups. Using visuals paraphrases. /Draft of commentary.
Week of 10/13*Last Day to Withdraw 10/17 / TBA. E-mail me by 4 p.m.10/15 what you plan to review for Core 3. /
Work on revisions of commentary. Attend Rebecca Walker lecture on 10/15 (location & time TBA)
10/20 & 10/22 / FINAL DRAFT DUE 10/20. Oral presentations. Introduction to Core 3. /CW 386-404
10/24 / Class may not meet this day. I'll decide by Oct. 20.Week of 10/27
*spring registration appointments begin / Establishing criteria; handbook 126-132; Plagiarism, summaries, quotations / Drafts of review
Week of 11/2
*Nov 4 Election Day. /
Review Draft due. Peer workshops. Rhetorical appeals
/ Work on final draft of reviewWeek of 11/9 /
FINAL DRAFT DUE 11/10. Introduce Core 4. E-mail me Core 4 topic by 4 p.m. 11/14.
/ CW 63-91Week of 11/17 /
Establishing arguments; logical fallacies; credibility.
/ Work on draft of argument.11/24 & 11/26
*Thanksgiving Holiday 11/27-11/30 /
TBA, but includes review of MLA format.
/ Work on revision of argument draftWeek of 12/1 /
Peer workshop of rough draft. Organizing arguments; discussion of evidence. FINAL DRAFT DUE 12/6.
/ Work on final draft of argumentWeek of 12/8
FINALS WEEK
Grades Available 12/18 on Polaris /FINAL EXAM. Bring 1 blue book with you.
Core 3: The Review
This is a list of some of the "Civil Rights and Social Justice" events being held on campus and in the area. If you know of anything else going on near UCF, let me and your classmates know about it. Please note that attendance at the Rebecca Walker lecture on October 15th is mandatory. If you're employed, tell your boss now that you need the night off. If your boss tells you to put your job before your education, s/he's not someone you want to work for.
Your Core 3 may be a review of anything on this list (except for Rebecca Walker.)
- 9/11: Dr. Gary Orfield, Director, Harvard Project on School Desegregation
- 9/30: Brown v. Board Student Forum
- 10/1: "To Kill a Mockingbird" (film), 7-10 p.m., Libra Community Center
- 10/8: "The Long Walk Home" (film), 7-10 p.m., Libra Community Center
- 10/9-10/19: "The Laramie Project," Theatre UCF
- 10/15: Rebecca Walker lecture
In addition, you may choose from the following films. Because of its popularity (and the likelihood many of you have seen it), there will be a limit to how many people may review Philadelphia.
- And the Band Played On. The early years of the AIDS crisis. I have several copies of this and am willing to lend them out.
- Cry Freedom. The life of South African anti-apartheid activist Stephen Biko. You can find this in the UCF library.
- Philadelphia. Lawyer is fired from his firm because of his HIV-positive status. Any Blockbuster will have this.
- Rabbit Proof Fence. Three Aboriginal girls, removed from their home, try to find their way home across the Australian Outback. May be hard to find.
Core 4: The Argument
The following may not be used as topics for the Core 4 essay, because honestly, there's nothing new to be said about them. This list may be added to.
AbortionEuthanasia
Legalization of marijuanaBirth control
Capital PunishmentGun control
Prayer in schools