Rhetoric & Composition II

Course Details

Course Number: ENGL 1123  Section Number: 107 & 108

Fall 2010

Location: Bolin Hall

Classroom Number: 103

Days & Times:

 Sec 107: 8-9:20 AM Bolin 103; sec 108: 11 AM-12:20 PM



Course Attachments

Schedule  ENGL 1123 107 & 108 TR Schedule 2010-20120402-141407.doc

Textbooks

LB Brief
Aaron, Jane. 4th ed. Upper Saddle River, NJ: Pearson, 2011. Print.
  ISBN: ISBN 978-0-205-75155-6

A Short Guide to Writing About Literature
Barnet, Sylvan, and William E. Cain, eds. 11th ed. New York: Longman, 2009. Print.
  ISBN: ISBN 978-0-205-60295-7

MSU Faculty Member
Dr. Peter Fields   
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Course Objectives

ENGLISH DEPARTMENT OBJECTIVES for all ENGLISH 1123 courses

  • Write thesis-based essays that provide strong support and specific details
  • Engage in a writing process that includes invention, drafting, and revision
  • Demonstrate proficient use of Standard Written English
  • Find, evaluate, and synthesize credible sources in support of a research paper
  • Document sources responsibly and follow a designated style guide  

Additional information about course objectives can be found on the department webpage, http://libarts.mwsu.edu/english/.

Specific Objectives for ENGL 1123 with Dr Fields

Writing about Literature. For the first several weeks, students must write critically on assigned literary topics: a five-paragraph essay on poetry and a five-paragraph essay on fiction. Writing must follow MLA standards (both in-body and in the Works Cited). This module is designed to introduce students to supporting, demonstrating, and reinforcing a thesis with evidence and proper citation of sources—without as yet venturing onto the databases or into the book stacks.

 Student Research Project. The final 10 weeks are devoted to a three stage 15-paragraph research project (each stage of which is a five-paragraph essay in its own right) on a topic of the student’s own choosing (subject to instructor approval). Each stage will be evaluated for grade. The grade for the final combined document will reflect the degree to which the student has accommodated the corrections and concerns indicated by the instructor at each stage of the process. The research topic must relate to the student individually, whether in regard to the student’s personal experience (including family history), or the student’s prospective field of study, goals, or career. All writing must follow MLA standards (both in-body and in the Works Cited). Sources must be scholarly (e.g., peer-reviewed and recent research in professional journals) and come from the Moffett-supported databases or Moffett book stacks.


Course Expectations

MINIMUM REQUIREMENTS FOR ALL ENGL 1123 courses

 Assignment                                                                              % of Grade

Minimum of 2 In-Class Essays (350-word min. each)                            

Minimum of 3 Formal, Revised Essays (750-word min. each)               

1 Annotated Bibliography (including both print and web sources)   

1 Final Research Paper (1500-word min.)                                           

 Writing assignments should require students to produce approximately 5000 words of graded writing and count for at least 80% of the final grade.

Specific Requirements for ENGL 1123 with Dr. Fields:

Writing about Literature(see sample Hughes essay)

Students will write two five-paragraph literary essays based on key texts in A Short Guide to Writing about Literature. These essays are drafted in class to insure originality. Errors in grammar and punctuation will affect the grade.

  • The first paragraph, or introduction, begins with the clearest possible explanation (3-5 sentences) of the student’s argument (and, for that reason, the first paragraph is best composed last). In the middle of the first paragraph, students should utilize a quote from the assigned student essay in our book. The significance of the quote in the student’s own words should precede the quote. The first paragraph should end with one or two sentences that provide a context for the Block Quote that immediately follows.
  • Each essay features a Block Quote (BQ), a long passage from the poem or story cited word for word in the essay. Instead of quotation marks, students set it off an extra 10 spaces on the left all the way down. For the essay on poetry, the BQ cannot be fewer than four lines. For the essay on fiction, the BQ cannot be fewer than five lines of student typing.
  • The second paragraph mines the BQ for ideas. The second paragraph does NOT have any quotes, either from the Block Quote or from elsewhere in the poem or story.
  • The third paragraph, regarding character (the motivation of a person in the story), utilizes four Short Quotes (SQs) that were not part of the BQ.
  • The fourth paragraph, regarding irony (when the opposite of what we expect proves to be true), utilizes four more (never before used) SQs.
  • The fifth paragraph begins with the position, offers a concession, and then reinforces the position (refined position) with THREE sub-points: i.e., three supporting reasons in support of the position (derived from key points in pars. 2-3). NO quoting in this paragraph.

  

Instead of an exam Tuesday, Dec. 7th, students must come to the office of the instructor between 9 AM and 4 PM. They will receive their folder with their grade for the final due date and their grade for the semester.

The Student Research Project (see sample essays)

Students choose their own individual topic (subject to instructor approval). Here are some of the topics students have chosen in recent semesters:

Bariatric Surgery, School Bullies, Palliative Care, Nursing and Stress, Racism in Hiring of Coaches, Surrogate Mothers, Fetal Alcohol Syndrome, Praise & Classroom Discipline, Shaken Baby Syndrome, Concussions & College Athletics, Epidural Anesthesia, Enforcing Title IX, Spiritual Counseling in Nursing, Breast Feeding vs. Bottle, Coaching for Life, Attention Deficit Disorder, Antidepressants, Radio Frequency Identification for Inventory, Accounting Education, Pre-School Education, Telemedicine in Developing Countries,  Nanotechnology, Video Games as a Virtual Classroom, Black Holes, International Adoption, DNA Profiling, Vaccines and Autism, Genetic Causes of Obesity, Government Accreditation of Religious Colleges, Restructuring of Air Traffic Control, Natural Remedies for Alzheimer’s, Maternal Smoking & SIDS, Fertility, Lorenzo’s Oil for ALD, Female Body Image, Alcohol Abuse in College, Hooking Up on Campus, The Ethical Business Model & Profitability, The Global Business Model, Wind Power, Effect of Military Deployment on Children and Marriage, Physical Therapy & Post-Traumatic Stress, Educating Incarcerated Young People, Horizontal oil drilling, Engineering Challenges in Rebuilding New Orleans, The Risk of Infection with Pacifiers, Schizophrenia and Heredity, Commotio cordis (chest impacts and cardiac arrest),HIV Origin and Zoonosis, and Treating Parkinson’s.

 

  • Students must have at least FOUR sources (scholarly sources—peer-reviewed, recent research articles in professional journals—from a Moffett-supported database, Moffett electronic books, and/or scholarly titles from the Moffett book stacks).
  • The POSITION source is the basis of the five paragraph POSITION essay—the first stage of the research project.
  • The OPPOSITION source is the basis of the five paragraph OPPOSITION essay—the second stage of the research project.
  • The REFINED POSITION source (which reinforces the POSITION essay) is the basis of the five paragraph REFINED POSITION essay—the third stage of the research project.
  • The SUPPLEMENTAL source is not the basis of an essay. Instead, students will utilize a point of fact from the SUPPLEMENTAL source at the end of par. 3 or 4 of the REFINED POSITION essay.
  • Each of these five paragraph essays—Position, Opposition, and Refined Position—has its own due date and grade value.
  • The final due date of the semester is the COMBINED DOCUMENT. Based on the instructor’s evaluation of each 5-paragraph stage (Position, Opposition, and Refined Position) students will make corrections and then combine the revised essays (Position, Opposition, and Refined Position) in one computer file. The result is a polished COMBINED DOCUMENT which is also the FINAL due date of the semester. Errors in grammar and punctuation will affect the grade.

 

Before students start drafting the three stages of the research project:

  • This course requiresthat students develop an expertise in utilizing the Moffett-supported data bases. Training is provided during the sessions with Faculty Partners.
  • Before students may start the in-class drafting of the Position essay, the instructor must approve and sign their ANNOTATED BIBIOGRAPHY.
  • The Annotated Bibliography features the four required sources formatted like a standard MLA Works Cited, but with a difference. After each cited item, the student indicates the source’s argument, bias, and alternative views (one sentence for each).
  • In each of the three principal sources (position, opposition, and refined position), students must highlight and identify three passages: the argument passage (the main idea of the source), the bias passage (the source’s core convictions, overview, history, or theoretical assumptions), and the alternative views passage (where the source acknowledges a specific opposition or a range of views other than its own, and/or the problems and limitations of its own study or model).
  • In each of the three sources (Position, Opposition, Refined Position), students should clearly identify and highlight which passage will serve as argument, bias, or alt views. Each of the three passages must themselves be divided into three parts, each part clearly labeled “A,” “B,” and “C.” There can be no gaps between A, B, and C. The order must always be A, B, and C.
  • The “B” of bias and alt views passages should be equal to about two to four lines of the student’s typing. The “B” of argument should be substantial (6-10 lines). The “B” is a point that students make in their own words, which is then backed up by the “B” as a quote—with quotation marks in bias and alt views, and with a Block Quote for argument.

 

Writing each Stage of the Research Project (each stage a five-paragraph essay):

  • Each of the three essays (or stages) of the research project are FIVE paragraphs. The introductory paragraph features the clearest possible expression of the source’s position along with key sub-points (some three to four sentences). Then students provide full attribution, title of the article, and name of the journal, along with a brief summary of the article. The introductory paragraph also provides a meaningful context for the Block Quote which follows.
  • The second paragraph which follows the Block Quote addresses the A, B, and C of the argument passage of a given source.
  • The third paragraph explains the bias passage of the same source (i.e., making three points, the A, B, and C of the passage in that order, at least three sentences for each point followed by the source’s page number in parentheses).
  • The fourth paragraph explains the alt views passage of the same source (again, the A, B, and C).
  • For a given point (A, B, or C), students should express the implication and insight in their own words (at least three sentences for A, three sentence for B, and three sentences for C).
  • NOTE: It is IMPERATIVE that students provide a page number (or paragraph number) in parentheses at the end of the last sentence of a given A, B, or C point which they express in their own words.

Grading Standards

 In this class, the following numerical equivalents for final grades are used: A = 100-90%; B = 89-80%; C = 79-70%; D = 69-60%; F = 59-0%.

Grading and Evaluation

  • There are four due dates and six grades.
  • Grammar and punctuation errors will affect a given grade.
  • The Hughes essay is worth 10 percent; the Chopin essay, 20 percent.
  • The instructor must approve the Annotated Works Cited before writing begins on the research project.
  • The three stages of the research project (Position, Opposition, and Refutation) are each worth 10 percent. The COMBINED document is worth 40 percent.
  • The instructor must approve (and sign) the Works Cited before the due date of the combined document.
  • Students are required to send their six documents to Dr. Fields by e-mail attachment for archival purposes.
  • MSU Legal Stipulation By enrolling in this class, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.


Final Exam12/7/2010  Folders Returned

Submission Format Policy

 

Proper Format and Submission of all Work

  • All writing must be typed (12 point Times New Roman), double-spaced, with a header for the student’s last name (in the default .5 setting in upper right corner), page numbers inserted (upper right, .5 setting), and MLA format for citing, including the Works Cited. However, while the top, right, and bottom margins should be set at one inch, the left margin should be an inch and a quarter to accommodate the folder.On the first page of an essay, the student name, instructor name, course, and date should be in the upper left, double-spaced.
  • Students must submit, and retain, all their typed hole-punched assignments in the clasps (i.e., “brads”) of a folder (which has both brads and pockets) in the order that they were assigned. The photocopy or printout of the relevant sources must be in the left pocket. Each source should be clearly bracketed or highlighted for argument, bias, and alt views. In each source, each of these three passages is clearly divided into three sections which are marked as A, B, or C. The most recent assignment that needs to be graded is always the last item (hole-punched and fixed in the brads).
  • Students must submit their work in person (from their hands into the instructor’s hands). Submission for a due-date is never by e-mail attachment or under the office door, or left on a desk, or by surrogate (classmate or relative). Late work also must be submitted in person.
  • Work submitted apart from the guidelines of this syllabus will not be evaluated and must be resubmitted and penalized for lateness.


Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

 An assignment is late if submitted after the class period it is due. If late by one period, the assignment will be penalized 10 points. If late by two class periods, the essay is penalized 20 points (the penalty is capped at 20 points). No late work may be submitted after the last official class period, Dec. 2. A class period is officially over when the instructor dismisses it.All late work must be submitted IN PERSON.

 If students are too ill to submit their work personally, they should submit it when they return to class. They may avoid penalty for late submission by obtaining documentation from a relevant professional in a timely fashion (e.g., a doctor or the Dean of Students’ office). Absence for the sake of others requires similar documentation.


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities 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 Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Roll is taken right away as soon as class begins. The instructor is not obliged to count people present who arrive late. A student with three unexcused absences receives a warning from the instructor. As of the fourth unexcused absence, the instructor reserves the right to notify the Dean of Students and to initiate removal of the student from the course.


Other Policies

ENGLISH DEPARTMENT POLICY ON PLAGIARISM

Plagiarism is the use of someone else’s thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")–whether you use that material in a quotation, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

LANGUAGE TOO CLOSE TO SOURCE (even if the sources are documented in the Works Cited)

In ENGL 1123 (w. Dr. Fields) restating language word for word (or close to word for word) from the source without using quotation marks or setting it off as a Block Quote will receive a failing grade, even if the student provides a parenthetical page at the end of a sentence and includes the source in the Works Cited.

 The three stages of the research project are opportunities for the instructor to have teachable moments with students regarding language which is TOO CLOSE TO SOURCE. Students must revise these lapses—dynamically, creatively, and insightfully—for the final Combined document. Students who persist even at this final stage in using language too close to source risk repeating the course and their plagiarism being reported.

STUDENTS WITH DISABILITIES

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 Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

SAFE ZONE STATEMENT

The professor considers this classroom to be a place where you will be treated with respect as a human being – regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor’s expectation that ALL students consider the classroom a safe environment.

CONTACTING YOUR INSTRUCTOR

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor’s phone number and e-mail address to both email and cell phone lists of contacts.

UNIVERSITY WRITING LABS

I encourage you to begin drafting papers as early as possible and to take advantage of the MSU Writing Labs located in 224 Bea Wood and RC246 Moffett Library.  Writing tutors will not edit your papers for you, but they will provide you with specific suggestions for improving your writing. 

 CLASSROOM POLICIES

  • In the lab during class there should be no eating or drinking.
  • Students should not spend time on computer sites the instructor has not authorized.
  • Except for emergencies, students shouldn’t text or talk on their “cells” during class. In a crisis, students should take the call outside.
  • Students may consult with each other during class as long as they don’t hinder the progress of those around them.
  • Students may go to the restroom as the need arises except when the instructor is explaining a detailed point to the whole class.
  • In this course students must allow other class members to see their works-in-progress, including on the big screen. Most importantly, students should know that we write in class. Students need their own memory device applicable to the lab computer. Students MUST demonstrate progress in the lab on the computer.
  • Students must have the instructor’s permission to leave class early.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.