English 104, Composition and Rhetoric

Spring ‘05

Department of English

Texas A&M University

Course Description

English 104, Composition and Rhetoric (3 credit hrs.), focuses on critical thinking, writing to learn, and writing to communicate with others.  While the course emphasizes writing documented papers, it provides practice in writing for a variety of rhetorical situations and in a variety of genres.  English 104 also

·         recognizes the link between critical reading skills and effective writing skills;

·         emphasizes writing as process;

·         recognizes writing as an activity for inquiry, reflection, and learning;

·         emphasizes the importance of evaluating written and electronic sources;

·         stresses properly acknowledging the use of other writers’ words and ideas;

·         recognizes writing as a collaborative activity; and

·         introduces document design.

Learning Objectives

During the semester, you will learn

·         to understand how writers consider purpose, audience analysis, voice and tone in various genres and rhetorical situations;

·         to understand the conventions of written discourse that govern format, usage, and style in various rhetorical situations and genres;

·         to understand how audience and culture shape discourse;

·         to synthesize sources effectively and provide appropriate attribution;

·         to support a thesis and construct a convincing written argument for a specific audience;

·         to paraphrase and summarize accurately the ideas of others;

·         to use electronic resources to support library research;

·         to analyze and revise your own writing and the writing of others;

·         to practice scholastic honesty, academic integrity, and the ethics of communication.

Course Requirements

Writing.  Major writing assignments (Writing Projects) include four documented papers, each 4-5 pages in length.

Effective writing involves drafting, rethinking, reshaping, reflecting, and rewriting.  You will support major writing assignments with a series of short informal writing assignments that develop ideas, reflect on and critique your work, and provide evidence of this recursive process.  Papers submitted without required supporting assignments will not receive a passing grade.

You will submit electronic and paper copies of major writing assignments and drafts, as required. All major assignments and supporting assignments are due on dates specified on this syllabus. You must complete all required work in English 104 in the sequence outlined on this syllabus to receive a passing grade.

Reading.  Reading assignments and peer review require critical reading, with attention to audience, purpose, tone, style, and other elements of rhetorical context.  You’ll also need to read your own work with a critical eye.

Homework.  As specified during the semester, homework may include exercises, short writing assignments, and other work that develops writing skills and helps you plan, draft, and revise major writing assignments.  These assignments may require downloading and printing online materials.  While these assignments do not carry the weight of Writing Projects, they are to be completed in a timely manner (following the schedule I provide), and they should illustrate your best effort and serious consideration of the assignment.

In-Class Work.  You will be expected to participate in collaborative activities, presentations, and class discussion and to write during or after every class. In addition, there will be five unannounced quizzes throughout the semester.

Required Texts & Materials

By enrolling in this course, you accept responsibility for purchasing all required textbooks and materials.  Failure to purchase them will not be accepted as an excuse for late or incomplete assignments.

Gaines, Ernest J.  A Lesson Before Dying.  New York: Vintage, 1997.

Glen, Cheryl, et al.  The  Writer’s Harbrace Handbook.  2^nd ed. New York:  Thomson/Heinle.  2004. 

Lunsford, Andrea, et al. Everything’s an Argument. 3^rd ed. Boston: Bedford/St. Martins. 2004.

·         Four standard-sized file folders

·         Photocopies of essay drafts and sources used in essays, as specified throughout the semester

·         Binding, cover, and dividers for Writing Project #4

·         TAMU Neo E-mail account

Your homework and daily assignments will be filed in one of the manila folders you turn in to me.  These papers will be available to you six months (180 days) after the end of the semester, during my regularly announced office hours.  After that time, all papers will be discarded.

Recommended Texts

The New American Webster Handy College Dictionary, The American Heritage Dictionary, Webster's II: New Riverside University Dictionary, or any standard college-level dictionary (hardback or paperback).

Grade Determination

Homework, quizzes, and in-class assignments, 20%

Writing Project #1, 20%           

            (narrowing a topic/taking a stance)           

Writing Project #2, 20%           

            (rhetorical analysis)                           

Writing Project #3, 20%

            (global revision of WP #1 or 2)           

Writing Project #4, 20%           

            (argument based on A Lesson Before Dying)           

Writing Projects.  In addition to the paper you submit for grading, each Writing Project requires supporting materials:  short assignments that illustrate the process you followed to develop a topic, draft your paper, revise drafts, reflect on your writing, research your topic, and critique your own work.  Supporting materials may also count as homework or in-class grades.  After I have graded your paper, I will deduct points for any missing supporting materials. In order to eliminate confusion, a handout will be distributed before each project due date with a detailed list of supporting materials.

For supporting materials that are not done to specifications or submitted without sufficient labels and organization, a minimum of 10 pts will be deducted.  With sufficient supporting material, for papers submitted on time and according to my specifications, no points will be deducted from the grade.

You will submit each Writing Project in one of the required file folders. For Writing Project #4, collect your first three Writing Projects from me during announced office hours, and have Writing Projects #1-#4 (papers and all supporting materials) bound (comb binding and cardboard cover with your name, English 104, your section number, and the date).  Writing Projects #1- #4 bound together are due at the last class meeting.

When I return a graded paper to you, it is your responsibility to return it to me within the week.  I’ll be glad to discuss the paper with you, but only after you’ve had plenty of time to read and reflect on my comments (usually 24 hrs).  E-mail is not a good way to discuss papers, so plan on making an appointment for a conference or drop by during regular office hours.

The Aggie Honor Code and Academic Integrity

Aggie Honor Code:  “An Aggie does not lie, cheat, or steal or tolerate those who do.”

Information about the Honor Council Rules and Procedures is available online at http://www.tamu.edu/aggiehonor

During the semester, you will be expected to sign the following statement as you hand in papers, quizzes, and exams: "On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work."

Scholastic Dishonesty. It is your responsibility to know the Aggie Honor Code and to understand what constitutes scholastic dishonesty and to avoid it all costs.  As specified in TAMU Student Rule 20, any apparent scholastic dishonesty (e.g., plagiarism) will be promptly reported to the proper authorities.  Should there be evidence of violation of the Aggie Honor Code, a violation report will be sent to the Honor Council. 

Insite

Insite is an Internet-based service that allows students and instructors to check papers for plagiarism.  When you submit a paper to Insite, the program checks it against online sources and a database that includes books, journals, and online paper-selling services.  Then the program sends a report to me, highlighting any passages that appear in other sources.  If you’ve done your own work, I will be the only person with access to your paper.  You maintain intellectual property rights to your work.

You’ll have the opportunity to submit papers to Insite before you give them to me to be graded, so you need to think of this program as a safety net.  If you know in advance that you have problems with the fair and appropriate attribution of sources, there’s no excuse for not addressing the situation and learning how to acknowledge your indebtedness to other writers’ words and ideas. 

To register for Insite, go to http://insite.wadsworth.com and follow the instructions for creating a user profile.  The class ID for ENGL 104-572 is #1240385. 

The University Writing Center

The University Writing Center (UWC) offers undergraduate students one-on-one help at any stage of the writing process.  Located on the second floor of the Sterling C. Evans Library, the UWC also offers online assistance and computer- based lessons.  See their Web page < http://uwc.tamu.edu/> for details and hours of operation.

Policies—Texas A&M and Writing Programs Office

Writing Programs Policies are available on the Web at

< http://www-english.tamu.edu/wprograms/WPOstudentpolicies.html>.

Texas A&M Student Rules are available at <http://student-rules.tamu.edu>.

You are responsible for being familiar with these policies, especially those that address plagiarism and scholastic dishonesty.

Attendance.  It is your responsibility to attend the section in which you are officially registered.  Neither purchase of textbooks nor completion of assignments is a valid reason to continue attending the wrong section.

Authorized Absences.  According to TAMU Student Rules, students are expected to attend class and to complete all assignments.  You are responsible for providing evidence to substantiate "authorized absences."  If you know in advance that you will miss a class, you are responsible for informing me.  I will take attendance and enter the number of absences on the final roster. See Writing Traditions and TAMU Student Rules for an explanation of authorized absences.  Excessive unexcused absences (more than three) will be reported to your college advising office and will result in the final course grade being lowered one letter grade. 

You are expected to meet class according to the times published in the fall schedule of classes.  To have credit for attendance, students who arrive in class after attendance is checked (first five minutes) must provide evidence (memo and documentation) to substantiate their late arrival. 

Group Work.  If group work is assigned outside of class, you should meet on University premises.  The Sterling C. Evans Library provides areas for group study.  To make group work efficient and productive, all members should exhibit professional behavior and remain on task—that is, everyone should work on the project at hand.

Classroom Behavior.  Disruptive classroom behavior is defined as anything that would interfere with "an instructor's ability to conduct the class" or "the ability of other students to profit from the instructional program." TAMU Student Rules explicitly prohibit disruptive behavior.

Paper Format.  Unless otherwise specified, essays should be typed (letter-quality printing required), double-spaced on bond paper, according to MLA guidelines.  A more complete guide to MLA formatting styles is available in The Writer’s Harbrace Handbook.

Late Papers.  You are required to submit assignments to me in class and electronically on due dates listed on this syllabus.  Late submission of Writing Projects #1-#4 (paper and/or required supporting materials) will result in a deduction of 10 pts per day.  Papers submitted outside of class (for example, left under the door or left in the wrong office) will receive a grade of zero (“0”) if they are lost, and will have points deducted for late submission if they are late.

You are responsible for presenting appropriate documentation to excuse late work.   If you do not submit appropriate written documentation, you will have points deducted for late submission (10 pts a day).

Peer Review Makeup.  Writing classes function on the basis of community; therefore, the entire class’ experience depends upon the participation of each person.  If you come to class on peer workshop days without a completed draft, you will not be prepared to participate in peer review and will not receive the benefit of peer editing.  Peer review is difficult to make up, but it is mandatory.  For your drafts to be eligible for Writing Projects, arrange for peer feedback with your group members outside of class time.  It is unacceptable to submit peer workshop feedback sheets that have been filled out by anyone not enrolled in your section of English 104.

Grade of I.  You should not assume that you may "take an incomplete" in this course. TAMU Student Rules provide guidelines for assigning a grade of I.  Requests for Incompletes should be addressed to Dr. Joanna Gibson, Associate Director of Writing Programs.  Your college advising office will be contacted to verify your reason for requesting a grade of I.  Requests will be considered only if you have a grade of C or above and only if you have completed 60% of the work in the course.  (See Writing Traditions for more information.)

Mid-Semester Grades.  Grades reported at mid-semester will be based on Writing Project #1, homework, quizzes, and in-class assignments.  This is not 50% of your final grade.

Appropriate Attribution.  Any assignment that fails to include clear and appropriate attribution of sources will receive a grade of zero (“0”). 

Acknowledging Assistance.  Peer review drafts will include notations from your classmates; otherwise, any handwritten notes on drafts must be in your writing, and all drafts and supporting documents must be your writing—that is, your ideas and your words.  If you work with a tutor, plan on discussing your writing, but let the tutor know that all writing must be your own.  Cover memos submitted with each writing project will acknowledge the assistance of anyone who contributed to your paper—for example, your peer review group or your roommate.  Any paper that shows evidence of assistance and fails to acknowledge that assistance will receive a grade of zero (“0”).

Handouts.  The handouts used in this course are copyrighted.  “Handouts" are all materials generated for this class, which include but are not limited to exams, quizzes, syllabi, in-class materials, sample papers, and peer critique sheets.  Because these materials are copyrighted, you do not have the right to copy handouts.

Grades.  Grades are not negotiable.  Your final course grade will be based on your work in the course.  If you are concerned about a grade, see me during office hours. 

E-mail and Fax. I will not discuss grades on e-mail and, unless otherwise specified, I will not accept assignments attached to e-mail messages.  The English Department will not accept papers or excuses for missing class faxed to instructors.

Students Needing Support Service

“The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities.  Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.  If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room 126 of the Koldus Building, or call 845-1637.”  (See Writing Traditions for information on services for students with disabilities.)

Due Dates:

Writing Project #1: Thursday, February 10

Writing Project #2: Tuesday, March 8

Writing Project #3: Tuesday, April 5

Writing Project #4: Thursday, April 28

Why should students take English 104 at Texas A & M University?

A composition course is required at most colleges and universities for first year students.  Otherwise known as first-year or freshman composition, this course is a challenging introduction to writing at a university level.  The goals for this course are clear: to help students structure argumentative essays, to be able to analyze and critique the writing of others, and to be aware of the fact that writing is a process – good writing happens after multiple drafts and a great deal of time.  In this description, however, the concept of composition becomes a shriveled version of its earlier self. 

To compose is to create, to see something in a new way.  Photographer Edward Weston says that “composition is the strongest way of seeing,” and there are an infinite number of ways to see something.  You can compose music, a photograph, websites, emails, paintings, and essays (just to name a few!).  The unstated goals of this course are for students to leave the classroom thinking about things in new ways and for students to be able to express these new perspectives.  As a one-semester course, it would be impossible for instructors to teach every way of expressing oneself and, because this is a course that acts as an introduction to learning in the university, our focus is on writing.

Writing is not easy.  Students enrolled in English 104 have different backgrounds, different histories, and different feelings about writing.  Being in a classroom with students who come from different places and who have different perspectives is one of the best parts of being in a composition classroom.  There is a clear emphasis on recognizing and understanding multiple perspectives in this course.  Students are encouraged to write from a variety of prompts, expressing themselves in many different forms and thinking about argument in ways that go beyond what they have been exposed to.  Plus, students get a chance to work with each other in collaborative assignments, which is an exciting way to think about how writing happens.  Students work together to discuss papers that they’ve written and why certain things work.  When students go over their papers with each other, they begin to see their writing from the reader’s perspective, a crucial element to university writing.  Moreover, writing in English 104 is a process – it begins with an idea and goes through multiple drafts before the assignment is turned in.  In this way, ideas are visibly evolving.  Supported by research, the ideas turn into arguments and positions.

English 104 is an invitation for students to compose, for students to express their understanding of subjects ranging from politics and international affairs to art and popular culture.  While writing is only one way to express these ideas, it’s a way that students will be asked to use throughout their academic careers.  Many students will say “English is not my thing,” or “I’m no good at grammar.”  Our curriculum shows students that, while some comprehension of grammar is needed, the most important thing about writing is the generation and expression of ideas.  The ability to communicate something meaningful through a written medium, both in classes and in life, is what our students should walk away knowing.           

In the fall of 2004, the English 104 courses are teaming up with the Brazos Valley Reads Program to include a novel as part of the standard curriculum.  The novel, A Lesson Before Dying, will be read in university courses as well as throughout the community, giving students an opportunity to discuss the text and the issues raised by it outside the walls of the classroom.  While taking an exam or using advanced placement credit takes care of the introductory composition requirement, students who choose to take English 104 will have the opportunity to participate in this program, engaging in discussion with members of the community.  Further, English 104 students learn skills and methods that will prove useful to them in both their academic career and their professional lives.  Not only does this course introduce students to new ways of evaluating and understanding argument, it gives them an opportunity to create a solid foundation for expression through writing.