JOE LOVE

SAINT LOUIS UNIVERSITY

Advanced Strategies in Rhetoric and Research

English 190-30 Fall 2009

 

 

Joe Love, jlove5@slu.edu Office: Humanities 209 (977-3569)

Class: TR 2:15-3:30, Ritter 134 Office Hours: TR 4:00-5:00 & by appt.

 

Course Description:

Welcome! English 190 focuses on the elements of rhetoric that govern communication (audience, purpose, discourse community, and context). This section of English 190 is designed to introduce you to and help you develop the rhetorical strategies necessary for writing and speaking persuasively in academic and public settings. We will develop your skills of critical reading, writing, and thinking – tools that you will require as you journey through the academic setting of the university. This course will explore what writing is and why we do it; we will also examine how to compose persuasive arguments and incorporate research methods into writing.

 

Course Objectives:

Throughout the course, you will be asked to pursue a series of reading, research, and writing activities that help you to understand the exploratory process that leads to a knowledge base for a specific area of interest. The class will introduce you to particular strategies necessary for designing and developing research papers and for seeking, collecting, and evaluating the information essential to that project.

 

Upon successful completion of this course, you will be able to demonstrate:

• an understanding of concepts common to written and oral communication: audience awareness, organization and development of ideas, research, and style.

• effective skills in analytical reading, critical thinking, and deployment of rhetorical strategies.

• the ability to discuss your writing in group settings with confidence, acuity, and articulation.

• competence and correctness in grammar, spelling, and usage.

• mastery of library research methods and sources, organization of material, and documentation.

 

Course Texts and Materials:

• Faigley, Lester. Writing: A Guide for College and Beyond. Custom Edition. New York: Pearson, 2010.

• Faigley, Lester. The Brief Penguin Handbook. Custom Edition. New York: Pearson, 2009.

• Course materials on The Class Blog, MyCompLab (MCL) & Blackboard (Bb)

• Binder for textbook

• Folder for course materials & portfolios (no binders, please!)

• Email address you check daily

 

Course Requirements:

• Class participation (peer review, quizzes, discussion, group work) 10%

• Unit 1 Portfolio: Writing to Reflect     15%

• Unit 2 Portfolio: Writing to Inform      15%

• Unit 3 Portfolio: Writing to Persuade      15%

• Unit 4 Portfolio: Writing to Argue      20%

• Oral presentation of Unit 4 project       5%

• Final Portfolio         20%

 

Course Work:

There will be several sorts of activities during the semester, including formal and informal papers, peer review, group work, and class presentations. We will discuss these assignments in detail during our class time, and you are responsible for following all written and verbal guidelines in addition to those outlined in this syllabus.

 

Unless your writing is part of an in-class activity, I will not accept documents that are handwritten. Assignments should be double spaced using 12 point Times New Roman font and one-inch margins all around. Use MLA headers and documentation where appropriate.

 

Portfolios:

You will have five portfolios for this course; these will include all of your written work for the respective units (and organizing that work carefully will be crucial). DO NOT DELETE YOUR WORK OR THROW ANYTHING AWAY! You will hand in all your work, including assignments that have already received grades. Your final unit grades are based not only on the final drafts, but on your preparatory work as well.

 

Portfolio due dates are as follows:

Unit 1 Portfolio Tuesday, September 15

Unit 2 Portfolio Thursday, October 1

Unit 3 Portfolio Thursday, October 27

Unit 4 Portfolio Thursday, November 19

Final Portfolio During final exam period (12.10 or 12.15)

 

While your final portfolio takes the place of a formal final exam, we will be completing several activities during our final examination period. The University requires that all classes meet during the final exam period. You must show up, and you must personally give your final portfolio to me.

 

Grading:

While it may seem that an English course is graded entirely subjectively, this is not true. Just as with any subject, assessment of a writing project involves identifying a set of criteria that must be present in order for the essay to be successful. While the amount of work put into the course and natural talent could obviously influence your grade, meeting the basic criteria of a successful essay is necessary for you to receive a passing grade. I will spend a significant amount of time making sure that you understand and know how to incorporate the elements necessary for a successful essay. In addition, you will find a list of each unit’s goals on your unit calendars.

 

The work for this course is carefully sequenced and grows out of ongoing class work as well as your homework assignments. Staying on top of your assignments, doing them seriously, and turning them in on time are all crucial for your success in this class.

 

In addition, I expect you to take an active role in achieving your desired grade. If you have questions about a grade you received, or if you would like help improving your writing, please speak with me. The time to do this is as your concerns arise, not during the final weeks of class.

 

 

 

The grading scale used for this class is as follows:

A 100-94 C+ 79-77

A- 93-90 C 76-73

B+ 89-87 C- 72-70

B 86-83 D 69-60

B- 82-80 F 59 and below

A
In A papers/assignments, the student has exceeded expectations.  This level of work completes the assignment in unique and thoughtful ways.  All of the claims made in the work are fully supported and explained.  The author clearly has an audience and purpose in mind and has made this evident in the work.  The argument is well structured and supported and logically supports the thesis and conclusion.  Citations are used appropriately and not illegally or overbearingly.  This work is relatively free of grammatical or mechanical mistakes.

B
B papers/assignments demonstrate the student’s ability to begin to go beyond what is required of her or him.  This level of work completes the assignment while demonstrating some critical thinking skills.  Most of the claims made in the work are fully supported.  The argument supports the thesis and conclusion, though the reasoning may be unclear at times.  The author has appropriately used citations and references and has not plagiarized any portion of the paper.  This work may have a few grammatical or mechanical errors.

C
C-level work demonstrates the student’s ability to complete the assignment.  This work has completed every aspect of the assignment in a satisfactory way.  There are claims in C-level work that are not supported or thought through all the way.  The language is clear most of the time, but there are confusing passages throughout.  The author has appropriately used citations and references and has not plagiarized any portion of the paper.  The argument is not well structured or the conclusions do not follow from the thesis and supporting paragraphs.

D
In D papers/assignments, the student has failed to meet the requirements of the assignment.  The argument is poorly structured and relies on flawed logic and reasoning throughout.  Citations are unclear or confusing.

F

This paper does not complete the assignment in any clear or thoughtful way.  There is no evidence; claims are not supported.  There are no citations or it is improperly cited.

 

 

 

Attendance:

Being in class and on time, working constructively with your classmates, and taking a role in class discussions are all equally important. If unusual circumstances arise, talk to me about them (and do not stop coming to class without trying to work something out!) But it is very difficult to complete the work of this course successfully if you have more than a few absences, even if they are excused and you try to keep up with the work.

 

You have three unexcused absences over the course of the semester, but for every unexcused absence after that, your final grade may drop one level (i.e., if you earn a B for your final grade but have four unexcused absences, your grade becomes a B-; if your final grade is a B but you have five unexcused absences, your grade becomes a C+, and so forth). I reserve the right to contact your academic advisor(s) if your absences exceed three; if you miss six days or more of class, you should not expect to pass this course.

 

Be aware that I will not check with you when you have reached your three allowed absences – it’s your responsibility to keep track of your attendance. If you miss class, your work is still due at the next class period. If you have a serious situation that prevents you from meeting deadlines or being in class, please speak with me so we can create a solution to the problem.

 

 

 

Excused absences are of the following sort:

• Religious holidays

• Participation in SLU-sponsored activities (note from sponsor/coach is required in advance)

• Illness (doctor’s note is required)

• Civil responsibilities (documentation is required)

• Unavoidable absences deemed reasonable by the instructor (documentation is required)

 

Even if you have six or more excused absences, I will strongly recommend that you withdraw from this class. In-class work and peer feedback are absolutely essential to your success in this course and missing class will only affect your writing, and others’, negatively.

 

Do not come late to class. If you cannot arrive on time, please take another section. Consistent tardiness (three or more arrivals after I have taken attendance, for whatever reason) will be reflected in your participation grade.

 

In all cases, notify me of your absence in a timely manner and provide timely and acceptable documentation if it is to be excused. You may phone my office during scheduled office hours only; do remember that I share a space with many other instructors and know that I may not receive your message if I am not there to answer your call. The best way to contact me is via email (Monday – Friday, 9am – 5pm). In most cases, I will respond to your email in 24 hours. If you miss class, contact a classmate for notes, reading assignments and handouts, and check our Blackboard page. Please do not email me to ask “Did I miss anything important?”

 

If you know in advance you are going to miss class, email me your work, submit early to MCL2, or drop it off in the English Office (Humanities 127) in my mailbox. Plan to make arrangements with me at least one class before your expected absence.

 

 

Participation:

Your participation grade depends upon regular, thoughtful, sincere effort each week. You should participate fully in every class activity regardless of where our class takes place (the regular classroom, the CAI lab, the library, etc.). I welcome all thoughtful contributions to class. Rude, disruptive, or disrespectful behavior will not be tolerated. Inappropriate behavior (sleeping, texting / IMing, using laptop or lab computers for activities not related to class, doing homework for other classes, or in other ways not focusing on the task at hand) will affect your participation grade negatively, even if your behavior affects only you. Please monitor yourself; you will not receive warning that your behavior is inappropriate unless it becomes disruptive to your peers. Remember that you cannot earn participation points if you do not participate!

 

You will also receive points for the work you do in our peer review workshops each unit. Thoughtful and constructive feedback is your goal – you do not need to be a grammar “expert” or writing pro to help your classmates make positive changes to their essays. We’ll spend time each unit developing your peer reviewing skills.

 

If you miss peer review because of an unexcused absence or because you do not have a draft, if you do not turn in your original peer review draft with your unit portfolio, or if you in other ways fail to participate fully in the review session, you will not receive credit. You may wish to arrange draft exchanges with your peers on your own time or a visit to the Writing Center to receive the benefit of an outside reader; unless we have made prior arrangements, however, you cannot make up a missed peer review session.

 

I use the following guidelines to evaluate your participation grade:

 

D Do the minimum: speak only when called upon. Pay attention, but without taking an active role in discussions, group work, and writing workshops. Provide only superficial peer review feedback. Do not exceed your allowed number of unexcused absences and tardies. This is the bottom line for receiving a passing participation grade.

 

C Read and prepare assigned readings so you are never at a loss if you are asked a question, but volunteer infrequently. Do sufficient but ordinary work on in-class writings, quizzes, and small group activities. Provide peer review comments that show a basic understanding of the unit’s goals and criteria.

B Prepare assigned readings thoroughly and initiate discussions about them by asking good questions or suggesting ways to interpret and incorporate readings into the writing process. Make interesting and meaningful contributions to our group activities. Participate regularly in class discussion and perform well on quizzes. Offer thorough responses and comments to peer review drafts, drawing from the unit’s criteria.

 

A Prepare readings thoroughly, finding and talking about connections among them and among your writing projects. Take a leadership role in class discussions, including working to get others involved in the discussion. Make your group activities stand out by bringing to them something extra in terms of your own interests and abilities. Offer detailed peer review feedback that comments on strengths and weaknesses, asks questions, and suggests revisions. An A indicates the very best grade a student can earn – this should indicate the type of work you need to do to earn this grade.

 

If you feel you may not be able to meet these requirements, plan to speak with me during the first week of classes. You may meet with me any time if you have questions about your participation grade.

 

Preparation:

Doing the assigned work for each day in a thoughtful way – whether that assignment is reading, writing short responses, or composing an essay – is essential. I will accept one assignment (this does not include final essays) up to 24 hours late, no questions asked; however, after that freebie, consider yourself warned. I will not accept work that is over 24 hours late! Work submitted within 24 hours may be subject to a late penalty, dropping one level (i.e., if you earn a ü+ on your assignment but turn it in after it has been collected in class, you will earn a ü). Work submitted over 24 hours late will not receive credit.

 

You may email me an electronic copy of your assignment to ensure that you meet the 24 hour deadline; however, you must also submit a hard copy or an electronic copy via MCL2 within one week of the original due date to receive credit. If your assignment is due on a Thursday, you have until the start time of class (9:30 or 11:00 a.m.) on Friday to get the work to me electronically and until the beginning of the following Thursday’s class period to turn in a hard copy / electronic copy via MCL2. After that, the work will receive a zero.

 

Formal essays will under no circumstances be accepted other than on the due dates on the unit calendars (unless we negotiate a special arrangement due to circumstances beyond your control).

 

Students with Special Needs - Disability Services

Any student who feels that s/he may need academic accommodations in order to meet the requirements of this course—as outlined in the syllabus, due to presence of a disability – should contact the Office of Disabilities Services. Please telephone the office at 314-977-2930, or visit Room 331 in the Busch Student Center. Confidentiality will be observed in all inquiries.

 

Academic Integrity and Honesty

It is crucial that you use sources in an honest, responsible, and ethical manner, reflecting the accepted norms of citation for the genre and community in which you are writing. Thus, academic honesty and the avoidance of plagiarism, intentional or otherwise, are both expectations and requirements of this course.

 

The University reserves the right to penalize any student whose academic conduct at any time is, in its judgment, detrimental to the University. The University has defined academic dishonesty as any of the following: plagiarism, collusion, cheating, giving or receiving answers on an exam, using previously prepared material in exams or quizzes, and submitting work completed for a previous course.

 

If you plagiarize or commit any form of academic dishonesty and are caught, you may face severe penalties, including, but not limited to, a failing grade for the assignment, a failing grade in the course, disciplinary probation, suspension, or expulsion from the University. Evidence of academic dishonesty may also lead to a review of prior work submitted for this class. In addition, you are ethically responsible to report any incidents of plagiarism of which you are aware. Further details on academic honesty can be found in the Academic Honesty brochure available from the Arts and Sciences Office.

 

Please take this issue seriously and see me if you have any questions, or for intervention if you have any temptations along these lines.

 

 

 

Conferences:

You are always welcome to arrange an appointment with me to discuss your essays or other aspects of course work. My office hours are on Tuesdays and Thursdays from 1:00 to 2:00 p.m.; I will do all I can to meet with you at another time if you cannot make office hours.

 

I require that you see a writing assistant in the Writing Center at least once before Fall Break (October 20) to work on one of your essay drafts. Be sure to get documentation of your visit to the Writing Center by either (1) attaching it to your unit portfolio, or (2) having the Writing Center email me directly. You should make your appointments early (that is, not the day before your essays are due).

 

During Unit Four, I require you to come see me for conferencing on your research project. The meeting will most likely take 15 – 20 minutes just to touch base on your topic and research progress. When we get closer to Unit Four, I will provide more details and a schedule.

 

If you do not see a writing assistant and/or meet with me during Unit Four, I will count it as an absence.

 

Course Content Disclaimer

In this course, students may be required to read text or view materials that they may consider offensive. The ideas expressed in any given text do not necessarily reflect the views of the instructor, the English Department, or Saint Louis University. Course materials are selected for their historical and/or cultural relevance, or as an example of stylistic and/or rhetorical strategies and techniques. They are meant to be examined in the context of intellectual inquiry of the sort encountered at the university level. 

 

Final Caveat:

In regards to all policies and assignments, I reserve the right to make changes as needed to best meet the needs of all students. Changes will never be designed to deliberately penalize students.

 

English 190-30 Fall 2009 Course Outline

 

Week Date Topic/HW

1 8/25 Course introduction

Homework for 8.27: Read Writing Ch. 7 (p. 52-59). Write 250 words in which you describe how your life has changed since you started college. What aspects of your life do you enjoy more now, or less? Which everyday tasks are easier, or more challenging? How has college changed you?

8/27 Finding a topic

Homework for 9.1: Read Writing Ch. 7 (p. 65-76). Write topic proposal (250-500 words).

 

2 9/1 CAI Lab. Writing Center presentation. Lab assistant pres. Word Comp. Diagnostic.

9/3 Thinking about audience & context

Homework for 9.8: Read Writing Ch. 6 (p. 42-48) & Handbook Ch. 1 (p. 4-6). Write 250 words in which you think about the approach to your topic. Whatever song you have chosen to write about can be looked at in a completely mundane way – describe the “regular” way of seeing your topic. Next, explain how your way of looking at the song differs: what will be unique and interesting about your approach? Finally, analyze your audience. Consider the four “Analyze Your Audience” questions on Writing p. 93.

 

 

3 9/8 CAI Lab. Writing to reflect

Homework for 9.10: Read Writing Ch. 4 (p. 31), Handbook Ch. 2 (p. 17-19) & Ch. 3 (p. 23-30). Write a complete draft of Essay One. UPLOAD one copy to MyCompLab and PRINT one copy for class.

9/10 Peer Review (writing a vivid reflection)

Homework for 9.15: Read Writing Ch. 4 (p. 28-32) & Handbook Ch. 4 (p. 37-46). Revise draft.

 

4 9/15 CAI Lab.

Portfolio One Due: Using MCL2, upload copies of your informal writings and final draft. Bring your peer review draft with comments to class. You may also submit a hard copy of your portfolio.

Writing to Inform

Homework for 9.17: Read Writing Ch. 9 (p. 166-70) & Handbook Ch. 8 (p. 75-84). Write 250 words in which you identify two or three things about which you are an expert. What experiences or knowledge do you have that qualify you to write as an expert? Complete Engl 190 Library Assessment at libraries.slu.edu/liaisons/schmidj/freshmanwriting.html.

9/17 Introduction to Research. Meet in café area of Pius Memorial Library.

Homework for 9.22: Read Writing Ch. 9 (p. 171-5, 222-9). Write a 250-word topic proposal. Be sure to answer the following questions: (1) What is your topic? Be specific, and make sure you choose a narrow enough topic to cover within the page limits. (2) What information do you already know, and what will you need to research? (3) How much does your audience already know, and what is their attitude towards your topic (interested, bored, misinformed, etc.)? (4) What is the “new” way you want your audience to think about your topic?

 

5 9/22 CAI Lab. Introduction to Research. Meet in café area of Pius Memorial Library.

Homework for 9.24: Read Writing Ch. 9 (p. 171-5, 222-9). Write a 250-word topic proposal. Be sure to answer the following questions: (1) What is your topic? Be specific, and make sure you choose a narrow enough topic to cover within the page limits. (2) What information do you already know, and what will you need to research? (3) How much does your audience already know, and what is their attitude towards your topic (interested, bored, misinformed, etc.)? (4) What is the “new” way you want your audience to think about your topic?

9/24 Engaging the Audience

Homework for 9.29: Read Writing Ch. 9 (p. 206-13). Write 250 words in which you explore the limits of your topic. (1) What do you not need to cover, because it is beyond the scope of your project or something readers already know? (2) How far do you need to go in breaking down your explanations to keep readers informed? (3) What 2-3 points do you most need to make about your topic? Bring Handbook to class.

 

6 9/29 CAI Lab: Mastering MLA Citations

Homework for 10.1: Read Writing Ch. 4 (p. 31) & Handbook (p. 17-9 & 23-30). Write a complete draft of Essay Two. Print one copy for class.

 

10/1 Peer Review (refining thesis statements)

Homework for 10.6: Read Writing Ch. 4 (p. 28-32) & Handbook Ch. 4 (p. 37-46). Revise draft. Complete Entry Diagnostic in MCL2 if you’re not finished.

 

7 10/6 CAI Lab: Portfolio Two Due: Using MCL2, upload copies of your informal writings and

final draft. Bring your peer review draft with comments to class. You may also submit a hard copy of your portfolio.

CAI Lab: Why evaluate? Who cares about my evaluation?

Homework for 10.8: Read Writing Ch. 12 (pg. 368-76). Write a 150-word brainstorm, listing at least three possible topics for your evaluative essay

10/8 Creating a persuasive evaluation & criteria

Homework for 10.13: Read Writing Ch. 12 (pg. 385-411). Write a 250-word topic proposal in which you describe the media phenomenon you intend to evaluate. In addition, explain the criteria you will use to evaluate your media phenomenon.

 

8 10/13 CAI Lab: Refining criteria

Homework for 10.15: Read Writing Ch. 12 (412-5) and Handbook Ch. 3 (31-7), Ch. 27 (359-65). Write complete draft of Paper Three. Print one copy for class.

10/15 Peer Review (writing with style)

Homework for 10.20: Read Writing Ch. 4 (p. 28-32) & Handbook Ch. 4 (p. 37-46). Revise

 

9 10/20 CAI Lab: Portfolio Three Due: Using MCL2, upload copies of your informal writings and