ENG 1010Basic Writing Wayne State University

Summer 2013 Sect. 008

Instructor: Christopher W. Susak Class: M/T/W/Th 8:30-10:30 Location: 029 State Hall M/W 409 State Hall T/Th

Office: #9306 5057 Woodward Ave. Office hours: F 11-1 or during lunch Email: er5356@wayne.edu (Feel free to contact me with any questions or concerns. I usually respond within 24 hours).

Course description and rationale Welcome to ENG 1010! In this class, you will develop strategies for reading, writing, revision, and critical thinking that you will use throughout your college careers. Writing is both a means of communication, and a tool for developing new ideas. Good writers are flexible. They know how to assess the expectations of a variety of audiences with whom they want to communicate, and how to draw on or develop different writing strategies to meet those expectations. Good writers also understand that different kinds (genres) of writing have different conventions, and they can move fluidly between those conventions. Practicing writing will make us stronger, better writers. This class seeks to strengthen students reading, self-reflection, writing, and revision skills. Its approach is a workshop format involving activities, discussion, mini-lessons, reflection and collaboration. By working together, we will develop ideas and analyses, learn processes for drafting (writing) and revision, and explore genres of writing for various audiences/contexts. English 1010 prepares students for English 1020 by building upon their diverse skills to help them become critical readers and effective writers at the college level. The main goals of the course are (1) to teach students to integrate reading and writing in basic academic genres (e.g. summary, response, analysis); (2) to use a writing process that incorporates drafting, revising, and editing for grammar and mechanics; and (3) to write according to the conventions of college writing, including documentation. To achieve these goals, the course emphasizes four core learning objectives:

READING: Read college-level texts for information and understanding of multiple perspectives, integrating ideas from sources along with your own ideas in order to perform the foundational genres of summary, response, and analysis. WRITING: Write with a clear purpose/thesis and well-developed, consistently-focused ideas. Developing your own flexible writing process, write with all available resources (Word documents, collaborative webspaces, classic pen and paper, etc). REVISION: Generate multiple drafts and revise them by providing and responding to feedback from peers and your instructor. Revise for all issues of clarity including grammar, organization, and logical progression of ideas. REFLECTION: Use reflection to make choices and changes during the composing process and after an essay has been submitted and assessed. Explain how you will use skills you have learned in various writing situations to approach future writing tasks/assignments.
Required materials: Regular access to computer with internet A dictionary Dedicated place for saving all work, readings, etc. for this class over the entire semester Writing utensils Spiral notebook (paper used only for this class)

A note on technology and late work: Broken, inaccessible, or otherwise flawed technology is
NOT an excuse for turning in late work. Familiarize yourself with the computer labs and facilities on campus and plan ahead!!! R-e-s-p-e-c-t: Thank you for being punctual, prepared for class and ready to explore the topics at hand. It is essential that we show the highest degree of respect for each other in this class, in every way. This respect should translate from our interpersonal interactions to how we address each others writing to how we ourselves write. Rude, mean, divisive, and/or dismissive attitudes, chronic tardiness, sleeping, unproductive discussions or comments are not appropriate for the college classroom, nor will they be tolerated. I expect attentive and thoughtful conduct in every situation. Cell-phones, I-pods, mp3 players, Dres Beats gigantic headphones, boom boxes, mixing turntables, etc. The respect policy extends to these items. Do NOT use any electronic gadgetry in our class that does not pertain to class work. Just dont do it. Do not leave them on vibrate. Turn them off. Dont hurt my feelings.

Methods of Instruction: As a composition course, we will place a heavy emphasis on the process of drafting, work-shopping, and revising the various essays required for the course. This means that on scheduled workshop days, it is imperative that students not only bring a piece of work that is ready for peer review, but that they also give and receive constructive criticism in a productive way. This course will also include a fair amount of discussion as well as group activities based upon assigned readings. In order to adequately participate in class activities, students should come to class having read, taken notes, and ready to offer questions or comments relevant to the topics under discussion. Required reading responses and wiki posts will assist in preparing students for class participation. Besides lecture and in-class note taking, course materials will also be delivered via our class wiki hosted at http://eng1010comp.pbworks.com. Students are responsible for checking the wiki regularly for updates, making use of the resources hosted on the wiki site, and observing appropriate online etiquette at all times. Students will also be required to use the course wiki and the Blackboard site for assignment submissions and various other activities related to this course. Attendance/Participation: This class does not exist without you, so you must be present to participate! If you come to class unprepared or unable to participate, you will be marked absent for the day. Regardless of the reason for your absence, you are responsible for any material that you miss. Additionally, it is rude and distracting to enter class late and to leave early. If you arrive after the attendance sheet has been passed, you will be marked absent; if you leave class early, you will also be marked absent. If you miss more than four class sessions (i.e. a week of class), you would expect not to do well in the course. NOTE: Each assignment is due on the assigned due date unless otherwise specified by the instructor. Communicating with Me (your instructor): Email is my preferred communication method for any inquiries related to this course. All communications must be directed through your Wayne State Email Address. Any messages sent from personal email addresses will not be answered unless routed through a Wayne State account. One of the best things you can do for yourself in this course is to keep up a solid, consistent line of communication with me. Making an appointment for office hours and/or chatting with me during your lunch hour is a great way to do that. Also, email. EMAIL ME!!! Please. Its my job, and one of the more satisfying parts of my life, to support you and help you succeed in my class. I make myself as available as I canyou have to do your part and avail yourself of the resources that are provided (i.e. emailing me with questions, being prepared for class, stopping by the Writing Center. I check my email frequently, and really do want to hear from you!! The one caveat is that, while I check my email a lot, I dont check it every hour of the day. Dont email me at midnight the night before something is due with a questionbecause I guarantee you Ill be asleep and youll be out of luck. Do give me about 24hrs (usually less, but still) to respond to emails, so that I can give you the careful, thoughtful responses you deserve.

Course Writing: Blogging

Each student will be responsible for maintaining a blog that will include lecture notes, reading responses, reflection and occasional freewriting topics for every class meeting. The class blog must be public so that the instructor can view all entries. Blogs will be checked for specific materials be sure to keep *one* blog for our class exclusively. Blog points: 50 Blog is exclusive to the class; materials are dated and thorough; 90-100% of in-class exercises/notes/freewriting/reflection are present 30 Blog is exclusive to the class; materials are present but lack substance; most in-class exercises/notes/freewriting/reflection are present. 10 Blog is not exclusive to the class/entries are collected together but lack order; materials lack substance; several in-class exercises are missing. 0 No class blog.
In-class writing As this is a writing course, we will write a LOT. In class, out of class, in various modalities and for multiple audiences. In class writing may include journals, reflection pieces, impromptu presentations, notes, responses to others writing, lists, questions, etc. In short: just be ready to write always. Projects We will be writing four Projects (of varying lengths). These projects are designed to cover the genres important to Basic Writing at WSU. In other words, these projects will help you prepare for the work youll do in ENG 1020. Reflections For each major project and at other points in the semester, you will have opportunity to reflect on your processes and the choices made in your writing. These reflections, written in your journal, in the form of a letter, or posted on the class wiki, can help you understand why you do what you do, as well as help you develop strategies for more effective practices. Final Course Portfolio The work done in ENG 1010 is extensive and important for continued growth as a writer and reader at the university and beyond. The Portfolio calls for thoughtful and through consideration/inclusion of work that exemplifies the reading, writing and revision skills youve acquired throughout the course, as well as a well-thought-out and well-written Reflective Argument, which draws on experiences throughout the semester to serve as evidence of success in the course. Grading Breakdown: Project 1: Project 2: Project 3: Project 4: Participation: Wiki Responses: Blog Process Writing (Anything we do in our notebooks): Total Points Possible: 100pts 150pts 200pts 300pts 50pts 50pts 50pts 100pts 1000pts

Grading Policies for Assignments: Most assignment descriptions will be included in the assignment packet for the project. Major projects will be evaluated using the rubric for that assignment (which will also be included unless we write collaboratively).

Grading Grades will be determined on a 1000 point system. Since English 1010 is taken for an S or U grade, total points falling below 750 will receive a U for the course
Unless noted otherwise, all assignments, including drafts, must be completed using word processing software (i.e., typed). Per MLA format, all papers must: have one-inch margins on all four sides be written in 12-point, standard font (seriously, readers can tell the difference!) be edited, spell-checked, and proofread (seriously, I wont accept red squiggly lines under words. Cmon). include the writers first and last name, instructors last name, assignment name, and date in the upper left corner (no cover pages) Course Writing Policies: Late Work Policy Thank you for not turning in late work. In class assignments cannot be made up. I do realize that life is complicated, but there will be consequences for coordinating actions. Late rough drafts will receive a reduction in overall points. If you turn in a rough draft late, please do not expect me to promptly return it to you with substantive comments as if you turned it in on time. I will do my best, but I make no promises. It is not possible for me to accept late Final Portfolios, at all, ever. If you do not submit your Final Course Portfolio on time, it will be impossible for you to pass this class. Rough Draft Workshop Policy Rough Draft Workshops are an important feature of this class that is both highly valuable to you and highly representative of the writing process. You must be present and you must bring a Rough Draft to class on the day it is due. If you show up sans draft, or not at all, you will not receive credit for that RD Workshop, and as a result your class grade will suffer. Final Course Portfolio Policy In order to most effectively demonstrate your progression as reader-writers, at the end of the semester you will put together a portfolio of your work. This portfolio will include assignments (both drafts and final papers) as well as a Reflective Argument addressing very specific points (which we'll discuss MUCH later) about your work and the Course Learning Objectives. Due to the large percentage of your course grade the portfolio represents, if you do not turn in the portfolio, you should expect it to be impossible to pass the course. Plagiarism Policy Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers that were written by another student or purchased from the internet. Plagiarism is a serious academic offense: the minimum penalty for plagiarism is an F for the assignment; the full penalty for plagiarism may result in an F for the course. All cases of plagiarism in ENG 1010 will be reported to the Department of

English. Throughout the course, well talk extensively about how terrible the act of plagiarism is and how well never, ever do it not here, not now, not ever. WSU Writing Support The University Writing Center (Under renovation and currently located on the first floor of the UGL), provides individual writing consultations free of charge for WSU students. The Writing Center is a fabulous writing resource, providing consultation on a number of aspects of the writing and research processesconsidering audience, analyzing the assignment or genre, brainstorming, drafting, revising, editing, and correctly documenting sources. The Writing Center is not an editing or proofreading service; it is so much more than that. Students are guided as they engage collaboratively in the process of academic writing. To make an appointment, head to the Writing Center web site: http://www.clas.wayne.edu/writing/ To submit material for online consultation, check out the Writing Center HOOT web site: http://www.clas.wayne.edu/unit-inner.asp OWL Also helpful: The Online Writing Lab (OWL) at Purdue University. This is an excellent writing resource on a number of helpful topics, from issues of content and style to citation help. http://owl.english.purdue.edu Student Disabilities Services If you need accommodation based on the impact of a disability, please contact me to discuss your specific needs. The Student Disabilities coordinates reasonable accommodations for students with documented disabilities. The office is located in 1600 David Adamany Undergraduate Library, phone: 577-1851/577-3365 (TTY). http://studentdisability.wayne.edu Other Resources Adamany Undergraduate Library http://www.lib.wayne.edu/info/maps/ugl.php Academic Success Center http://www.success.wayne.edu/ Counseling and Psychological Services (CAPS) http://www.caps.wayne.edu

Summer 2013 (Rough) Schedule

Please reference this schedule throughout the summer. HOWEVER: Be advised - it WILL change
Date Wed. June 26 Reading due Work due Class plans

Read Allen The Myth of Syllabus intro; Wiki, blog, Inferiority; Create Home Page (Completed in class) Google Doc and Blackboard mini-lesson; introductions; pass out article list; pass out Adler How to Read Article; Assign Summary chapter

Thurs. June 27

Course syllabus; List of texts; Custom Text:

Select Article from List; Wiki Post: The most useful

Discussion: Based on Wiki posts Exercise: to gain/gauge understanding of summary chapter (group summaries? Discussion? ) Debrief after exercise. Choose Groups Discuss Article Choices Assign: New Yorker Article Brain Gain w/ Annotation, AND Group Article Choice

Summary chapter; Assigned techniques from readings Article

Mon. July 1

Democratic Article Choice

Brain Gain NY Times Annotation

Choose Groups Exercise: Group Summary using techs from article Whole Class: Public Critique of Summaries

Tues. July 2

Article of Choice

Annotation of Article

Group Work: Brainstorm Consensus/Disputes;

Skeletal Outline Development; Early Drafting Wed. July 3 Rough Draft of Summary Rough Draft Workshop AND Revisions Mon. July 8 Custom Text: Response Section Summary Due In-Class Free Write: Summarize Major points of article read Supplemental Mats: (Either Yellow High or Adler whichever wasnt used) Bazerman Discussion: based on Free Write Exercise: Think, Pair, Share share/discuss summary points pick a response tech. begin to develop notes/brainstorm response to article. Pair up and share (discuss strengths/weaknesses) then double (com)pair pairs Tues. July 9 Finish Bazerman as needed and brush up on Response Techniques depending on individual class needs Wed. July 10 Sample Student Response Papers Notes: Review Response Protocols and Approaches Discuss/Critique/Identify pieces and types of Student Samples Thurs. July 11 Re-read Choice Article Response-Geared Annotations AND Semantic Map Mon. July 15 Shitty First Drafts Wiki Post: Thoughts on Shitty First Drafts In-Class individual conferences

Response Notes/Mats, Early Response Workshopping Drafts Day 2nd Hour: Group Planning

Tues. July 16 Weds. July 17

Rough Draft 1pg Response to Groups feedback

Rough Draft Workshop Group Presentations: Summary Different Response

Approaches Thurs. July 18 -Custom Text: Analysis Section -Project 3 Assignment Sheet Final Response DUE -Reflection on Summary/Response Unit Discuss Analysis Readings/Develop Analysis Vocabulary (Understanding Comics?) Introduce and Discuss Project 3

Mon. July 22

Mats from Understanding Rhetoric

Wiki Post: Response to Understanding Rhetoric

Term Presentations or Term Stations: Students should use terms/concepts from rhetorical analysis and either present the terms in class or move around to different stations and demonstrate their understanding/capability with the concept

Tues. July 23

Blogs/Newspaper Articles/Supplemental Mats

Practice Rhetorical Analysis in class. Can be in groups, or as individuals that then come together in groups to discuss findings. Whole Class Discussion on practice RAs and application to

Wed. July 24

Reading Comm. Article for -Analysis Annotation Analysis -Semantic Web -Apply Reading Strategies from Reading Intensive Course

Lecture/Discussion: Developing Thesis and Outline for analysis (skeletal structure from Jeffs wiki) Workshopping/Individual Conferences on Analysis

Outline Thurs. July 25 Analysis sample papers Analysis Sample Papers: Split class into groups (2 papers, 4 groups) Read papers in class and develop critiques in groups. Whole class discussion on findings: Compare group opinions and apply to analysis assignment Mon. July 29 Analysis Mats. In-Class Work/Individual Conferences Tues. July 30 Analysis Mats. In-Class Work/Individual Conferences Wed. July 31 Complete Rough Draft: Textual Analysis Thurs. Aug 1 Passage from Ed White: Phase II Portfolio Assessment Analysis DUE (Can Negotiate moving DUE Date to Monday 8/1) Informal/Low Stakes Introduce Portfolio Assignment Initial Instruction on Reflection/Discussion of Rough Draft Workshop

reflective letter on Analysis Whites Article Unit Mon. Aug 5 Yancey: On Reflection & Reflection and Action Discussion of articles Begin selecting pieces for portfolio Tues. Aug 6 Student Samples of Reflective Arguments Weds. Aug 7 LOs Brainstorm connections be LOs and Course Work Thurs. Aug 8 Introduce/Practice Reflective Argument Presenting Preliminary Brainstorm Work Day/Individual Conferences 1st Mon. Aug 12 Work Day/Individual Conferences 2nd 1/2 Tues. Aug 13 Student Evals. Work Day