Course Syllabus—Fall 2003

W131--ELEMENTARY COMPOSITION

Ms. Nicole Detter

W131-31 MW 4:30-5:45 pm in SB G11

W131-33 MW 6:00-7:15 pm in SB G11

W131-75D Online

Office: CM 143

Telephone: 418-9362 (home) or 425-7570 x246 (Snider)

Office Hours: MW 4:00-4:30pm and by appointment

E-mail: dettern@ipfw.edu

Required Materials

• Writing for Your Portfolio by C. Beth Burch
• Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared by Mike Rose
• The New Century Handbook
• Four colored folders with pockets
• 3-Ring Binder (1 ½" to 2")
• Dividers for binder
• Paper and pens
• Multiple (3-4) copies of each paper draft

Course Goals

The department has set the following goals for W131. Upon completion of W131 students should:

1. Demonstrate critical thinking through the interrelated activities of reading and writing. To achieve this goal, students will:

• Annotate, analyze, evaluate, and discuss a variety of student and professional texts, focusing primarily on rhetorical principles under study.
• As a means of developing and supporting their ideas, practice summarizing and paraphrasing material from a variety of texts. These texts should include both mid-level (substantial) periodicals and scholarly journals.

• Analyze and discuss in writing their own work through reflective memos and/or journals.

1. Read critically and write clearly and persuasively for various rhetorical contexts. To achieve this goal, students will:

• Read and write a variety of texts for distinct purposes and for a variety of personal, public, and academic audiences. Written work should include four out-of-class papers and some in-class writing. Most out-of-class papers should be four-to-five double-spaced, word-processed pages and should include some type of research. At least one longer (six-to-seven page) researched paper is recommended.
• Develop and support a significant and insightful main point, or thesis, in all papers.
• Compose texts that are focused and well-developed thought the use of details, examples, comparisons, statistics, citing of authorities, and so forth.
• For each paper, practice the recursive stages of the writing process (e.g., inventing, drafting, organizing, revising, editing) and become aware of the differences in the processes required for different texts.
• For each paper, practice different ways of organizing and arranging ideas and content that are appropriate for various rhetorical contexts; experiment with different document designs by manipulating spacing, fonts, etc.
• Demonstrate knowledge of usage, spelling, punctuation, and diction conventions.
• Practice methods that will lead to greater stylistic maturity.

1. Apply methods of inquiry appropriate to various rhetorical contexts. To achieve this goal, students will:

• Generate information using a variety of heuristics (e.g., freewriting, brainstorming, clustering, cubing, etc.)
• Learn to use, for specific purposes, computer databases and indexes, printed indexes, document delivery services, and the Internet.
• Use primary research methods such as observing and interviewing and incorporate the results in their papers.
• Synthesize materials drawn from primary and secondary sources with their own ideas and experiences.
• Move beyond mere reporting of information to make an original contribution to knowledge.
• Formally document research writing using a documentation style appropriate for audience and forum (most often APA or MLA).

Course Requirements

• Attendance at all classes. More than three absences will result in a lower course grade, including failing the course. Writing is not only an individual, but also a social act. Writers need readers. You will learn to write better by participating in the writing, discussing, and peer responding process that takes place in class.
• Having papers and assignments prepared when they are due! Late work will be penalized. Papers will not be accepted if they are more than two days late (unless arrangements are made before the due date).
• A minimum of one conference with Ms. Detter for each project.
• A minimum of one conference per paper with the Writing Center
• Active participation in class discussions and in group work
• Having work ready to share in class peer response workshops—all paper drafts must be word processed or typed
• Arrival at class on time and prepared. Chronic tardiness or lack of preparedness will result in a lower course grade.
• Read assigned pieces for class discussions.
• Journals assigned in and out of class.
• Four papers. For each paper, you will submit a minimum of at least three drafts. Additional, each draft will include a reflective cover memo. Keep all work because you will need to turn in all drafts when you turn papers into the instructor.
• Portfolio
• Additional requirements deemed appropriate by your instructor J

Course Evaluation

• Portfolio: (Choose 2 of 3 Projects) 50%

Projects #1, #2, #3

(Including all drafts, all reflective cover

memos, and all peer reviews.)

• Longer argumentative paper 10%
• Journals & Other Assignment 20%
• Participation & Class Discussions/Workshops 20%

A quick note on plagiarism and "recycling papers". You many not "borrow" someone else’s words without giving credit to that source—this is plagiarism. You may fail this class and/or be expelled from the university for purposeful acts of this kind. Other dishonest acts, which could carry the same consequences, are "recycling papers" from past English courses, "borrowing" papers from the Internet or friends and other actions not mentioned here. Dishonest activities of any kind will not be tolerated.

Writing Center Information

Improve your writing for any class through free individual conferences with experienced writing consultants in The IPFW Writing Center—an excellent resources for all writers. Bring assignments, questions, ideas, and drafts. The staff will help you organize your ideas; work on style; and improve your documentation and editing skills.

Drop-ins are welcome, but to ensure help when you need it, sign for appointments on the bulletin board outside Kettler. Come early and often to the Writing Center! Hours: Sunday 1-5, Monday 10-5, Tuesday-Thursday 10-7, Friday 10-2. When you can’t get to campus, try Writing Online at: <www.ipfw.edu/engl/wchome.htm>.

Assignment Sequence

Project #1 – Interview and Researched Paper into Writing

Many students in W131 think that once they finish this course they really will not have to write much again. In order to show you how important writing will become in your future classes and careers, we will do on and off campus research to find out how much writing you will be doing in the future. A minimum of one interview, although two are suggested, will provide the main body of information. As well, a visit to your department major to get information on courses and graduation requirements will be required. Suggestions to help develop paper include interviews or correspondence (via e-mail or telephone) with 300/400 level course instructors in your major, employers of people in your major and an individual who is employed in your desired future job.

Project #2 – Literacy Narrative

For this project, you will remember a significant event in your past that has had a profound impact on your view of literacy (may include only reading or only writing or both reading and writing). Detail and completeness of story are the important aspects of this assignment. The length of essay should be 3-4 pages.

With this project, you will have another requirement. You will write a letter to one of the people who had an impact on your success in school or a profile of this person. This letter or profile could be to or about a teacher, friend, parent, peer or other individual who helped you get to college. This could also be someone you did not directly help you, but rather influenced you by example or by his or her own struggles.

Project #3 — Annotated Bibliography

This paper will be based on research. You will go to the library and research the topic for your argumentative essay. After completing this research, you will choose the best ten sources and write a summary of the sources.

Project #4 — Argumentative Essay

This paper will be based on research. You will pick a topic that is controversial either in your field of study or in the general news. Once you pick your topic, you will then begin to do some preliminary research. After some basic research, you will need to chose a side of the argument and write a paper. While you will acknowledge the other perspective, or side, to this issue, you will be trying to prove that your perspective is the "correct" perspective. This essay will be a bit longer than the other three, about 6-8 pages long.

Course Schedule—Fall 2003

(Subject to change at the whim of the instructor!)

Date	Topic	Reading Assignment (complete by next class meeting)	Writing Assignment
Monday, 8/25	Intro. to Course, Information sheets, course philosophy Discussion of portfolios, how class will work	Burch 1-16
Wednesday, 8/26	Discuss Project One, go over portfolio course philosophy,	in class Burch 18-24, 218-232 and home Burch 30-32	Bring list of interview questions to next class!
Monday, 9/1	NO CLASS Labor Day Holiday	Lives on Boundary Preface xi-9	Begin contacting people for your interview!
Wednesday, 9/3	Writing Center Orientation	Lives on Boundary pages 11-37
Monday, 9/8	Helmke Library Orientation Get ready for Interview! Discuss Rose book	Lives on Boundary pages 39-48
Wednesday, 9/10	No Class! Instead, use this time to interview and prepare your interview transcript!	Burch 218-232, Burch 312-320	Interview transcript due next class!
Monday, 9/15	Discuss interviews, organization of Project One, Rose discussion, and how to workshop	Lives on Boundary pages 48-65	Draft of Project One due next class! Bring 3-4 copies for Workshop!
Wednesday, 9/17	Draft Workshop! Attendance MANDATORY!	Read Lives pages 67-83	Revise!
Monday, 9/22	Group Conferencing! Attendance MANDATORY!	Read Lives pages 67-83	Revise!
Wednesday, 9/24	Revision vs. editing, how to revise, what to do now...		Revise Project One for "final" draft
Monday, 9/29	Introduction to Project Two, discuss Rose		Revise Project One for "final" draft--Project One due WEDNESDAY!
Wednesday, 10/1	Questions on Project Two, discussion of Rose		Project One Due! Draft of Project Two due Monday!
Monday, 10/6	Draft Workshop! Attendance MANDATORY!	Read Lives pages 85-111
Wednesday, 10/8	Individual Conferencing! Attendance MANDATORY!	Read Lives pages 85-111	Revise!
Monday, 10/13	FALL BREAK - NO CLASS!
Wednesday, 10/15	Individual Conferencing! Attendance MANDATORY!	Read Lives pages 85-111	Revise
Monday, 10/20	Discussion of Project #3 and Lives, meet in Helmke Library 4^th floor classroom	Continue conducting research	Project Two due Wednesday by 3pm in English Office box or via e-mail!
Wednesday, 10/22	Research Day - No Class		Project Two due Wednesday by 3pm in English Office box or via e-mail!
Monday, 10/27	Discuss questions on Project #3, how to do citations, how to summarize.	Read Lives pages 111- 132	Journal on pages 85-111 (topics given in class today)
Wednesday, 10/29	Discussion of Lives, in class writing		Draft of Project #3 due Monday for draft workshop!
Monday, 11/3	DRAFT WORKSHOP—ATTENDANCE MANDATORY!	Read Lives pages 133-155 for next class meeting	Keep revising project for "final" draft!
Wednesday, 11/5	INDIVIDUAL CONFERENCING & WRITING CENTER	Read Lives pages 133-155 for next class meeting	Keep revising project for "final" draft
Monday, 11/10	INDIVIDUAL CONFERENCING & WRITING CENTER	Read Lives pages 155-165 and journal	Journal over Lives
Wednesday, 11/12	Discuss problems with Project #3, meet in Helmke Library 4^th floor classroom-how to use visuals in your portfolios	Read Lives pages 167-185 and journal.	Journal over Lives
Monday, 11/17	Introduction of Project #4, meet in Helmke Library 4^th floor	Read Lives pages 185-223	Final draft of Project #3 due Wednesday!
Wednesday, 11/19	Discussion of Lives, in class writing, in class writing, writing a researched paper, meet in Helmke Library 4^th floor		"Final" draft of Project #3 due today! Portfolio due Monday!
Monday, 11/24	Writing a researched paper, address problems & concerns		Portfolio due today! Paper Proposal & Paper Organization due next class
Wednesday, 11/26	No Class! HAPPY THANKSGIVING!		Draft of Project #4 due next class!
Monday, 12/1	DRAFT WORKSHOP--ATTENDANCE MANDATORY!		Revise Project #4!
Wednesday, 12/3	Conference—ATTENDANCE MANDATORY!	Read Lives pages 239-242	Revise Project #4!
Monday, 12/8	Conference—ATTENDANCE MANDATORY!
Wednesday, 12/10	Course evaluations, final exam information		"Final" draft of Project #4 due
	Final Examination		Have a WONDERFUL holiday break!