ENGLISH 101
SYLLABUS
Assignments and Grading Policies
GRADING POLICIES
Your course grade will be calculated according to the combination of percentages from your portfolio, major writing assignments, small-stakes writing assignments, and daily writing/class participation. Final grades will be determined using a ten point scale and derived from the following percentages:
aka Pop Culture Rhetorical Analysis
CLASS PARTICIPATION
I believe that a class should have a comfortable but focused atmosphere; however, this cannot be achieved unless everyone in class is committed to certain standards of behavior and engagement. Students must show RESPECT at all times. Every classroom participant must demonstrate respect and understanding toward me, other classmates, new ideas, and the materials that we are reading. (Just because you don’t agree with something does not mean that it isn’t valid or inherently valuable). Class discussion is not intended to make you believe in something specific, but rather to make you question, think, and ultimately know. Coming to class is important, but it is not enough.
The participation grade will be based not only on your daily presence, but also your level of focus and preparation. Preparation includes, of course, reading and your ability to engagingly respond to that reading both in the classroom and in online discussions. Rigor is the differentiating factor in curriculum, instruction, and assessment between a composition course in college and your previous classes. Determination and diligence are expected, whereas laziness and apathy are not tolerated.
To be particpating fully in class, you should:
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be actively engaged during class time and class activities
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respond to all class discussions at least once daily
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use the daybook as a way to organize your thinking and your writing
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offer insight into large and small group discussions
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commit to peer response workshops and offer critical feedback to peers
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arrive to class on time and stay the duration of the class
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only use technology (laptops, tablets, smartphones) when appropriate
ANALYSIS
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Homework/Classwork 10%
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Daybook/Participation 10%
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Rhetorical Analysis 15%
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Science Remix 15%
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Ethnography 20%
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Writer's Website 30%
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Digitized Pieces 30%
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Blog Posts 50%
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Digital Composition 20%
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How is everything graded?
80% Polished Writing | 10% Small Stakes Assignment
10% Class Participation
The majority of your grade for this class will come from your polished writing, which will be graded throughout the semester (on a typical 10-point scale) and will be included in the writer's website with your blog. We will begin these websites at the beginning of the semester and will use them weekly.
Aside from the major assignments, you will also be given smaller assignments (forums, reflections, responses, blog posts, etc.) that build into the major assignments. These smaller assignments will not have the benefit of a required drafting process; therefore, you must be assiduous in your completion of these “smaller” assignments. You will be graded on these small-stakes or homework assignments on a four-tiered quality scale (Awesome, Darn good, Meh, and Not so Much).
Awesome! (100): You have really expressed yourself in a way that shows deep engagement with the topic, a clear understanding of what you were trying to accomplish, taken some risks perhaps with your writing by trying out new forms, and/or have made some real discoveries while writing the piece. This is top-notch thinking and writing.
Darn Good (93): You have produced writing that shows thoughtfulness, care, and attention to the assignment, but is perhaps less engaging than what an Awesome piece may be.
Meh (85): You clearly understand the assignment but you could have done so more thoughtfully--with more attention, intention, or rigor.
Not So Much (70): You need to come talk to me. Either you didn't understand the assignment, or you didn't try very hard. Either way, we need to chat. Make an appointment to do so.
***If you fail to turn in the assignment or completely miss the mark, then you will receive no credit for the assignment.
In class, we will analyze how rhetoric is present in everything that surrounds us from the way that we dress to the things that we buy to the things that we see.
For this assignment, I would like for you to explore and analyze your understanding of rhetoric and its presence in our everyday lives. You will choose a text that uses both words and "not words" to convey a particular message to its audience. The final draft of your rhetorical analysis will be in the form of a multimodal essay.
In this assignment, you will be choosing an article or essay written in the scientific discipline from an academic source. Your purpose in this assigment is to understand, evaluate, and translate one discipline into another one. You will not only "translate" the scientific article into another disipline's genre, but you will also write a reflective piece explaining your choices and what you learned in the process.
aka Discipline Translation
With a typical research paper, we tend to come up with a thesis first and then hunt down all facts and people who support that thesis. However, inquiry-based research in the social sciences relies on the idea that somewhere “out there” is something to discover that we don’t already know.
For this ethnography, you will use your intended academic discipline as your primary object of study. Through observation, interviews, and analysis, you will develop an original argument about how communication and discourse functions within that discipline.
aka Discipline Inquiry
REMIX
ETHNOGRAPHY
The Drafting Process:
As you work through the process of writing, you will be turning in drafts of your various assignments. Although you will earn points of credit for each assignment, keep in mind that writing is a process and you will gain points as you take part in that evaluation process. Each rough draft that you turn in will be given a completion grade as well as receive comments from your peers. The completion grade will be “all-or-nothing” for every rough draft: if you turn it in according to guidelines, you receive full credit; if you fall short of guidelines, you receive no credit. The revised draft that you turn in to me will receive the final grade for the assignment. You will be allowed ONE REVISION for one of the three major assignments per your discretion.
Ongoing Reading:
You will also be involved in a process of reading as you work through your writing process. You are responsible for bringing any required reading with you to class every day. Please keep in mind that we are reading to understand what the writer is doing with his text; therefore, it is imperative that you take notes as you read!!! If we are using ancillary texts, then you are responsible for printing, reading, annotating, and bringing the material to class with you.
After each reading you will be required to respond to the material through homework assignments, discussion forums, your daily writing notebook, or reading evaluations/reading quizzes. Your grades for these reading assignments will be reflected in your small stakes/homework grade or in your daily participation grade if given in class.
DIGITAL
aka Writer's Website
The writer website will serve as the culminating project for the semester; however, every piece (small-stakes and major) that you write could be used on the website through both content and the blog. Your writer’s website will display your polished work from the semester as well as your final thoughts on writing (the blog).
The website will be graded on the polished writing, the blog, and the aspects of digital design and composition.
GENERAL GRADE DESCRIPTIONS
Please keep in mind that this class is a “C” wall class, which means that you must earn a C- or better to receive credit for English 101. For those of you who are wondering what the other grade breakdowns may look like, please read the following general descriptions. Completion of these descriptions is NOT a guaranteed grade—these descriptions merely provide general markers for achievement.
A typical student who earns an A in the class has attended all class sessions, has completed all assignments (both major and small-stake) on time, has participated or contributed to every class in a thought-provoking way, and has consistently produced exemplary work. A-level work goes well above and beyond the general requirements and illustrates thoughtful and complex thinking as well as carefully revised writing. A is the exception, not the rule.
A student who produces B-level work typically attends all class sessions, but may be absent a time or two. Although the B student has typically completed all assignments, the writing may not always be indicative of careful thought or revision. The B student may participate in all class activities, but may not always generate thoughtful discussion or demonstrate considerate feedback. The B student remains above average, but does not hit the exemplary mark.
A student who produces C-level work typically has missed a few classes, but shows up to class and completes the work. The C student participates in all activities and does the class work, but rarely contributes to class discussion. The C-student may be missing some of the small-stakes assignment and may have been late on a major assignment. The C-level student tends to aim for completion rather than mastery of the assignments.
A student who produces D-level work has failed to meet the requirements of both small-stakes and major assignments. The D student rarely contributes to class discussion and is reluctant to work with others in the class. The writing of a D-level student shows little to no drafting or revision as well as little care given to complex thinking.
Failure of the class occurs with five absences or failure to turn in one of the major assignments.
