English 1301-Rhetoric & Composition 1
Time & Location:
1301.01, 08, 151
MWF: 7:45 in ARHU 258, 9:45 in MAGC 1.414 and MW 2:35 - 3:50
in ARHU 246
Instructor: Katherine Hoerth
Office Hours: MWF 8:45-9:45
Office Number: COAS 269
Cell Phone: 887-0202
Email: kghoerth@utpa.edu
In the first part of this syllabus, you’ll find a lot of
information about what the class is and what different groups of people (at
different levels of the university) want you to get out of it. You should read
through that information, see what you think, and ask me any questions you have
about it. My language and my approach to these goals starts immediately after
that with the section What I Want To Do in English 1301.
Interrelated Goals for English 1301
Background
To ensure consistency in instructional approaches throughout
Texas public institutions, the Texas Higher Education Coordinating Board
devised in 1998 exemplary objectives for all courses required in universities’
core curricula. Institutions throughout the state, including UTPA, have used
the THECB exemplary objectives to define objectives for required core
curriculum courses. In addition, all UTPA major programs of study now have
Student Learning Outcomes (SLOs) which promote consistency and accountability
in preparation of majors. Finally, within each program, individual courses have
objectives that reflect accepted theories, content, and practice in that
discipline. This section of your syllabus also demonstrates how these various
sets of goals are implemented in your specific English 1301 course through your
instructor’s course objectives.
Texas Higher Education Coordinating Board Exemplary
Objectives for Communication
1. To understand
and demonstrate writing and speaking processes through invention, organization,
drafting, revision, editing, and presentation.
2. To understand
the importance of specifying audience and purpose and to select appropriate
communication choices.
3. To understand
and appropriately apply modes of expression, i.e., descriptive, expositive,
narrative, scientific, and self-expressive in written, visual, and oral
communication.
4. To participate
effectively in groups with emphasis on listening, critical and reflective
thinking, and responding.
5. To understand
and apply basic principles of critical thinking, problem solving, and technical
proficiency in the development of exposition and argument.
6. To develop the
ability to research and write a documented paper and/or to give an oral
presentation.
Departmental Goals: Student Learning Outcomes for English
(SLOs)
SLO 1. Students will be able to interpret and analyze a text
using different approaches from literary, rhetorical, and/or linguistic
theories.
SLO 2. Students in certification tracks will demonstrate
knowledge and skills in the areas of writing, literature, reading, oral
communication, media literacy, and English language arts pedagogy.
SLO 3. Recent graduates who majored in English will
demonstrate satisfaction with the programs in the English department.
SLO 4. Students will be able to use discipline-appropriate
technology applications (such as library databases, computer applications, Internet
research, non-print media, multi-media applications, desktop publishing, etc.)
in preparation and presentation of course projects.
Student Learning Outcomes for the Writing Program
The following statements describe what we want our students
to know, think/value, and do when they finish the First-Year Writing Program
and successfully complete 1302 with a "C" or better.
1. The student
improves his/her writing by engaging in processes of inventing, drafting,
organizing, revising, editing, and presentation (corresponds with THECB
Communication Objective #1).
2. The student
writes with a purpose and composes texts in genres appropriate to his/her
purpose and audience (corresponds with THECB Communication Objectives #2 &
3)
3. The student
productively interacts with his/her peers, engaging in small group activities
regularly and in which students give one another feedback on their writing
(corresponds with THECB Communication Objective #4).
4. The student
thinks critically about his/her position in the context of a larger ongoing
conversation about the issue he/she is investigating (corresponds with THECB
Communication Objective #5).
5. The student is
aware of the choices that writers have to make and feels confident in his/her
ability to use that awareness to engage in a variety of future writing tasks
(corresponds with THECB Communication Objective #5).
6. The student
finds, evaluates, and uses appropriate sources for research (corresponds with
THECB Communication Objective #6).
7. The student
meaningfully integrates and correctly documents information from sources
(corresponds with THECB Communication Objective #6).
8. The student is
aware of the ways technology affects writing (corresponds with THECB
Communication Objectives #1, 3, 5, & 6).
English 1301 Undergraduate Catalog Description
English 1301 is designed to help students become more
effective and confident writers as well as more active and engaged readers of
complex texts. To do this, students will engage in a variety of writing
projects which will help them become more reflective writers who are better
able to revise their work to meet the needs of a given writing situation.
Course Goals for English 1301 (not necessarily in order of
importance)
English 1301 is designed to help students:
1. See that
writing is an opportunity for learning (THECB 1-6; WPSLO 1-8; English SLO 1-3);
2. Develop an
understanding of writing as an interactive and recursive process (THECB 1, 4;
WPSLO 1, 3; English SLO 1-2);
3. Become
reflective writers, aware of the rhetorical choices writers make (THECB 1-3, 5,
6; WPSLO 2, 5-8; English SLO 3);
4. Identify their
own purposes for writing (THECB 2; WPSLO 2; English SLO 3);
5. Develop their
abilities to write in a variety of genres appropriate for their audience and
purpose (THECB 2, 3; WPSLO 2; English SLO 1);
6. Become actively
engaged readers, able to use multiple reading strategies for a variety of
complex texts, including their own (THECB 5, 6; WPSLO 4, 6; English 1, 3);
7. Learn how to
interact productively with their peers throughout the writing process (THECB 4;
WPSLO 3; English SLO 1-3);
8. Know how to use
various types of feedback (teacher, peer, self-assessment) to revise their
texts effectively (THECB 1, 4; WPSLO 1, 3; English SLO 1-2);
9. Gain more
confidence in their abilities to engage in future writing tasks successfully
(THECB 5; WPSLO 5; English SLO 3);
10. Use technology in
their writing in rhetorically effective ways (THECB 1, 3, 5, 6; WPSLO 8; English
SLO 4);
11. Learn about and
effectively use the conventions of writing that govern a given writing
situation (THECB 2, 3, 5; WPSLO 2, 5; English SLO 1-2); and
12. Understand the
rhetorical implications of writing style and grammatical conventions for a given writing situation (THECB 1; WPSLO
1, 5; English SLO 1-2).
What I Want To Do in English 1301
English 1301 is what we call a core curriculum requirement.
That means everyone has to take it. It's also what I sometimes call a threshold
course—a place somewhere between what came before college and what you'll
eventually accomplish here. So there's a lot of stress and adjustment going on.
You’ll notice that the course’s title is “composition,” but
that probably doesn’t give you much of an idea as to what this class is going
to be like. I know, too, that you bring with you your perceptions as to what an
“English” class is, whether it was something you dreaded or enjoyed. First of
all, this class is going to challenge what your notions of “English” and
“writing” are. This class isn’t just about grammar (though we’ll work on that
if we need to!) or reading literature or writing the five paragraph essay you
might be used to. In this class, we’ll be using writing as a tool for inquiry,
a way to understand the world and the conversations around us. And perhaps even
more important, I hope you’ll begin to see writing as a way of interacting with
the community, a way of participating in the larger conversations that are
going on around you. You’ve got something to say, and I want to hear (and read)
it!
In this class, you’re going to do a lot of writing, but
that’s a given, right? You’re also going to read a lot, and some of the
readings might take you out of your comfort zone. We’ll be drafting,
reflecting, revising (which is NOT editing, by the way!), and giving feedback
to your peers in a workshop setting. You’ll have the freedom to ask questions
and write about your own interests.
To do well in this class, you’ll need to think critically,
to stretch your creativity, and interact with your peers. Through the readings,
assignments, and conversations, I hope that you’ll begin to understand YOUR
writing process, how and why you write, and what makes for “good” writing.
I look forward to teaching you, learning from you, and
hearing what you have to say. Don’t be shy; you’re a writer J!
My English 1301 Goals
Through your work in this class, you should begin doing the
following things:
1. Develop and
build confidence in your abilities to create, interpret, and evaluate texts in
all types of media (THECB 1, 2, 3; WPSLO 1-8; English SLO 1-4).
2. Develop
knowledge and inspire new ideas through writing (THECB 3, 5; WPSLO 1-4, 6-8;
English SLO 1-4).
3. Become a
rhetorically effective writer who can respond credibly and accurately to a
variety of writing situations (THECB 1, 2, 3, 5; WPSLO 1-8; English SLO 1-4).
4. Learn to write with a purpose (THECB 2;
WPSLO 1-3, 5; English SLO 2-4).
5. Develop an
awareness of how and why you revise your writing (THECB 1, 2; WPSLO 1-3, 5, 8;
English SLO 1-4).
6. Develop an
understanding of the importance of getting feedback from others when writing
(THECB 1, 4; WPSLO 1, 3, 5; English SLO 2-4).
7. Develop habits
for thoughtful and effective questioning (THECB 4, 5; WPSLO 1, 3-4; English SLO
1-4).
8. Develop reading
strategies for analyzing texts (your peers’ papers as well as the readings
you’ll be working with) (THECB 4, 5; WPSLO 1, 3-4, 6-7; English SLO 1-4).
9. Learn how to
work constructively with each other through group work (THECB 4, 5; WPSLO 3;
English SLO 1-4).
10. Learn how to
creatively take risks (THECB 1, 2, 3, 4; WPSLO 1-3, 5, 8; English SLO 2-4).
11. Become familiar
with appropriate style guidelines for class projects (THECB 1, 6; WPSLO 1, 7;
SLO 2-4).
Requirements
● A reliable pen
drive/jump drive/memory stick. Get one for 5-10 bucks almost anywhere, keep it
safe, and make duplicate copies of all your work. This is not an option.
● All of your
readings will be electronic, so find, print, read, and bring 'em. You have free
access to many of the readings through JSTOR via our UTPA Library,
(http://lib.utpa.edu/research/databases/#j). For off campus access to JSTOR,
you will need to follow the Library’s directions for establishing a proxy index
(http://lib.utpa.edu/research/research/proxyproblems/). It is best to keep
these articles in a binder that you can bring to each class meeting, as we will
continually be referring back to previous readings. If you’re not prepared with
the readings, you can’t participate in class, which will cause you to lose
points!
● You'll need
Adobe Acrobat Reader to read the PDFs, but there's a free download at:
http://www.adobe.com/products/acrobat/readstep2.html or computer labs on campus
have it if you don't have a computer of your own.
● And UTPA has a
new policy about STUDENT-TEACHER EMAIL CORRESPONDENCE. This policy “requires
all electronic communication between the University and students be conducted
through the official University supplied systems; namely BroncMail for email or
Blackboard for course specific correspondence. Therefore, please use your UTPA
assigned BroncMail or Blackboard account for all future correspondence with
UTPA faculty and staff.”
It is also your
responsibility to regularly CHECK THE BLOG for updates, changes, and
assignments. The key areas to check are the home page and course calendar.
Readings
[NOTE: Other than the “Available at...” line you’ll find
after some of these readings, these source citations are in correct MLA format
the way they would appear in a Works Cited page.]
Downs, Douglas, and Elizabeth Wardle. “Teaching about
Writing, Righting Misconceptions: (Re)Envisioning ‘First-Year Composition’ as
‘Introduction to Writing Studies.’” CCC 58.4 (2007): 552-84. [Available at (1)
http://faculty.tamu-commerce.edu/scarter/CO0854Teaching.pdf or (2) 2nd Floor
UTPA Library: PE1001.C6.]
Haas, Christina, and Linda Flower. “Rhetorical Reading
Strategies and the Construction of Meaning.” CCC 39.2 (1988): 167-83.
[Available through JSTOR with your UTPA access.]
Rose, Mike. “Rigid Rules, Inflexible Plans, and the Stifling
of Language: A Cognitivist Analysis of Writer’s Block.” College Composition and
Communication 31.4 (1980): 389-401. [Available through JSTOR with your UTPA
access.]
Gillam, Alice M. “Research in the Classroom: Learning through
Response.” The English Journal 79.1 (1990): 98-99. [Available through JSTOR
with your UTPA access.]
Neubert, Gloria A., and Sally J. McNelis. “Peer Response:
Teaching Specific Revision Suggestions.” The English Journal 79.5 (1990):
52-56. [Available through JSTOR with your UTPA access.]
Lamott, Anne. “Shitty First Drafts.” Bird by Bird: Some
Instructions on Writing and Life. New York: Anchor, 1995.
Sommers, Nancy. “Revision Strategies of Student Writers and
Experienced Adult Writers” CCC 31.4 (1980): 378-88. [Available through JSTOR
with your UTPA access.]
Kantz, Margaret. “Helping Students Use Textual Sources
Persuasively.” College English 52.1 (1990): 74-91. [Available through JSTOR
with your UTPA access.]
Grades
Writing Portfolio (60%)
This semester, you will be working towards the creation of a
writing portfolio, and you will do it through a set of distinct stages,
revising (which means adapting, changing, and tweaking your ideas) along the
way.
● Stage
1-Reflecting on Reading, Writing, and Learning
● Stage
2-(Re)Theorizing Misconceptions
● Stage
3-Planning Inquiry
● Stage
4-Developing Your Theory
● Stage
5-Adapting Your Theory to a Public Audience
● Stage
6-Reflecting on Reading, Writing, and Learning in Your Portfolio
One of my main goals when I teach writing is to help you
develop a sense that your writing is a work in progress. You’ll be receiving
half the points for these assignments throughout the semester (see calendar for
due dates), and the other half at the end when you turn in your final
portfolio. You will be re-thinking and re-writing parts or all of every piece
of writing based on feedback you get from me and your peers. As you write and
re-write your stages, you will need to keep track of the feedback you receive,
the revision and editing changes you make, and each successive draft. This
means not throwing them away, including the feedback I give you. Save
everything! You’ll need it at the end of the semester.
Because your course grade depends heavily on your portfolio,
it is difficult to estimate your course grade throughout the semester. If you’d
like to have an idea of where you stand after you’ve completed a substantial
amount of writing and revision, please make an appointment to meet me outside
of class, and I will review your work with you and give you a better sense of
where you are grade-wise. At mid-term, I will send out D/F notices if you are
in danger of not passing the course at that time, and I will let you know if
you're in trouble with your absences. There is no need for you to be surprised
by your final course grade even though I do not put grades on the stages of
your writing. It is your responsibility to set up a meeting if you're curious
or concerned, and it's important that you not wait until the last week or so to
start asking about grades. At that point, it’s too late for you to do what
needs to be done to significantly raise your overall course grade. IMPORTANT
NOTE: If you do not submit a complete portfolio at semester’s end, you may not
receive a passing grade.
Daily Work (40%)
Daily grades come from homework, quizzes and in class
assignments. Different assignments will be worth different amounts of points,
of which you can earn all or part of depending on how well you do. There will
be a total of 40pts possible throughout the semester from daily work, and this
will account for 40% of your overall grade.
Extra Credit:
You’ll have numerous opportunities to earn extra credit
throughout the semester. These assignments usually will involve attending an
event in the community and writing a one page analysis of it. These assignments
are entirely optional and can only help your grade.
Attendance and Drop by Instructor Policy
“The student is expected to attend all classes and
laboratory sessions. It is the responsibility of the student to inform each
instructor of absences. When, however, in the judgment of the instructor, a
student has been absent to such a degree as to impair his or her status
relative to credit for the course, the instructor may drop the student from the
class with a grade of ‘DP’ or ‘DF’" (HOP 5.2.4). For more information on
university policies that affect you in terms of drops and such, see the chart
at the end of this syllabus.
Attendance is very important in this class. If you miss
class, you’ll miss out on daily assignments that cannot be made up. This
translates to missing out on points towards your overall grade! As further
incentive to attend class, if you miss fewer than 3 class meetings (MWF, 2
class meetings for TR classes), I will add 5pts to your final grade. Attend
class. It just makes sense.
Late Work
Late work makes life hard for all of us, so don’t count on
turning any in. If you know of an upcoming absence, complete and turn in your
work early. The class is designed so that you can miss some work in an
emergency without it destroying your standing in the class.
So in short, NO LATE WORK.
Materials in Class and Punctuality
Bring everything every day, and be on time. If we start an
activity and you don’t have the necessary materials or walk in late, you won’t
be able to constructively contribute to the work we do in class (which means
you won’t earn the points).
Accommodating Students with Disabilities
If you have a documented disability that will make it
difficult for you to carry out the work as we have outlined and/or you need
special accommodations/assistance because of the disability, please contact
immediately the Disability Services Office (DSO), University Center Rm. 322.
Appropriate arrangements and accommodations can be made. Verification of
disability and processing for special services, such as note takers, extended
time, separate accommodations for testing, is required and will be determined
by DSO. Consult DSO Coordinator at (956) 316-7005.
Plagiarism and Academic Integrity Statement (department
approved)
Dishonest acts, such as plagiarism (using words or a
specific author’s ideas from another source without acknowledging the source)
or collusion (having other people write parts of your paper for you), may
result in an “F” on the assignment and may lead to a disciplinary hearing
conducted through the office of the Dean of Students, which could result in
suspension or expulsion from UTPA (this policy is consistent with the Student
Conduct Code printed in the UTPA Student Guide). If you have questions about
whether your use of other sources (such as books, websites, friends, writing
center tutors) is fair or not, please ask before turning in the work that you
have a question about.
UTPA Academic Policies for Faculty and Advisors-Fall 2008
1. Three-peat Rule
(Subchapter F 13.105-13.107; Effective Fall 2005): (1) Classes before Fall 2002
(UTPA term 031) do not count in three-peat calculation; (2) Classes taken
during or later than Fall 2002 (UTPA term 031) can be taken twice within the
same institution at the state resident tuition; (3) The third enrollment to a
class taken at the same institution will be charged a “repeat class fee” in
addition to the state tuition. UTPA repeat class fee: $100 per credit hour.
2. Six Course Drop
Rule (Subchapter A 4.10; Effective Fall 200): (1) Applies to students who first
enrolled in Texas public university or college credit courses during Fall 2007
(UTPA term 081); (2) An institution of higher education may not permit an
undergraduate student to drop a total of more than six courses. Includes any course a transfer student has
dropped at another institution of higher education; (3)Concurrent enrollment
courses and developmental courses do not count towards the six course drop
limit; (4) After the student has reached the six course drop limit, he/she will
not be allowed to drop the course and receive a grade for the course; (5) Exceptions to the six course drop rule
exist. The Office of the Registrar
(William Morris, Joni Thomas, or Cindy Blanco) can be contacted to answer
questions concerning policy exceptions and procedures 381-2201.
3. Seven Year
Catalog Limit (UTPA 2007-2009 Catalog p. 73): (1) The degree requirements that
must be completed for graduation are those in effect at the time of the
student’s entrance or those provided in a subsequent catalog. In any case, the
catalog used to determine the degree requirements must not be more than seven
years old; (2) The College Catalog for 1998-2000 expired for students who did
not graduate by August 7, 2007.
Therefore, students who were under the 1998-2000 Catalog have been
automatically moved to the 2000-2002 catalog and must obtain 51 advanced hours
for graduation.
4. Enrollment
Cap-Excess Hour (Includes drops, repeats and withdrawals; Subchapter F
13.102-13.104; Effective Fall 1999–Summer 2006): (1) Students first enrolled in
Texas public university or college credit courses will have calculated
enrollment caps based on the following criteria: before Fall of 1999 (UTPA term
001): NO enrollment cap; Fall 1999 through Summer 2006: Degree Plan + 45 hours;
During or later than Fall of 2006: Degree Plan + 30 hours; (2) The student will
be charged additional fees for those accumulated attempted college credit hours
above the enrollment cap (= required degree plan credits + either 30 or 45
credit hours); (3) The additional UTPA “Excess Hour fee” for each credit hour
starting Fall 2008 is $125 per credit hour. (NOTE: No student will be charged
for both “Repeat Class Fee” and Excess Hour
fee for the same course.)
5. Transfer of
Credit-Limit (Chapter 4, Subchapter B 4.25 (f); Effective 2005): No institution
of higher education shall be required to accept in transfer, or apply toward a
degree program, more than sixty-six (66) semester credit hours of
lower-division academic credit. Institutions of higher education, however, may
choose to accept additional credit hours.
6. Transfer of
Credit-Core Completed (Chapter 4, Subchapter B 4.28 (c)): Transfer of
Credit-Completed Core Curriculum. If a student successfully completes the 42
semester credit hour core curriculum at a Texas public institution of higher
education, that block of courses may be transferred to any other Texas public
institution of higher education and must be substituted for the receiving
institution's core curriculum. A student shall receive academic credit for each
of the courses transferred and may not be required to take additional core
curriculum courses at the receiving institution unless the Board has approved a
larger core curriculum at that institution.
7. Drop/
Withdrawal Deadline (Approved by Provost Leadership Team on February 26, 2008
Fall 2008): That a drop and withdrawal date deadline at the completion of 75%
of the semester be set. After that drop
withdrawal deadline, students will not be allowed to drop or withdraw from
classes and will receive one of the following grades: A, B, C, D, F, I, P, S, or U for a
class. The drop dates will be published
in the UTPA Catalog and Calendar. The
drop/withdrawal date for Fall 2008 is November 12, 2008.
8. Grading Policy
Changes (Approved by Provost Leadership Team on February 26, 2008 Fall 2008):
(1) Grading policy (codes) for
Developmental Educational courses (ENG 1310, ENG 1320, MATH 1300, MATH 1334) be
changed from grades of A, B, C, etc. to grades of RA, RB, RC, etc. to indicate
these courses are “Remedial”; (2) Grading policy for drops: DP and DF will no longer be given, only a
single, non-punitive drop symbol, DR will be used.
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