Sec 107 Bolin 103: TR 8:00 to 9:20 AM. Sec 108 Dillard 306: 11:00 AM to 12:20 PM
Basic Objectives of all ENGL 1123 courses:
Specific Objectives for ENGL 1123 with Dr Fields:
Writing about Literature. For the first four weeks, students must write critically on assigned literary topics: a five-paragraph essay on poetry (“The South” by Langston Hughes) and a five-paragraph essay on fiction (“The Story of an Hour” by Kate Chopin). 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. In ENGL 1123 with Dr. Fields, students will develop a 15 paragraph research essay in three five-paragraph parts: position, opposition, and refined position. Students will submit the position essay for a grade, and the opposition and refined position together in a second essay for a grade. Students will make all the corrections stipulated by the instructor for their position, opposition, and refined position, and combine them in one revised document which carries the highest grade value of the semester. 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.
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.
In-class Essay Exam. In ENGL 1123 with Dr. Fields, students will develop a five paragraph essay in class which is meant to prepare them for the WPE.
Students are required to come to the FINAL on Saturday, Dec. 3rd (specific time & place to be announced). They will receive their folder with their grade for the revised research paper and their grade for the semester.
IMPORTANT (the “D repeat” policy): For freshman or transfer students entering MSU in Fall 2011, a grade of “C” or higher in ENGL 1113 is a prerequisite for enrolling in ENGL 1123. A grade of “C” or higher in ENGL 1123 is required for graduation from MSU.
Minimum English Department Requirements: Minimum of 2 In Class Essays (350-word min. each); Minimum of 3 Formal Revised Essays (750-word min. each); 1 Annotated Bibliography (incl. both print and web sources); 1 Final Research Paper (1500 words min.). Writing assignments should require students to produce approximately 5000 words of graded writing and count for at least 80% of the final grade.
100 percent of the course grade is student writing and all documents begin as in-class writing.
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 outlined and drafted in class to insure originality. Errors in grammar and punctuation will affect the grade.
NOTE FOR HUGHES & CHOPIN: Do not lead with quotes:
“Does it stink” (6) is really a disturbing question, and we cannot help but be repulsed.
Do not cluster quotes:
We really have to wonder what these quotes mean: “crust and sugar over” (7), “Maybe it just sags” (9), and “does it explode?” (11).
NOTE FOR CHOPIN ESSAY: If the Short Quotes are indeed very short, they should be used in the context of the student’s own sentence. Here, for example, we find the use of three SQs (notice: the longer quote belongs at the end of a thought).
Surprisingly, Mrs. Mallard’s “storm of grief” (24) gives way to a “monstrous joy” (25). She can’t help but delight in the prospect of a life “that would belong to her absolutely” (25).
In the case of a longer SQ, the quoted passage should follow a comma or colon, and be preceded and followed by the student’s own original discussion:
Ironically, the sinister, mysterious creature that creeps through Mrs. Mallard’s window turns out to be herself. Specifically, the terrifying intruder is a long-repressed “self-assertion” (26) to live her own life “which she suddenly recognized as the strongest impulse of her being” (26). Never before had she questioned the restraints of her highly-dependent existence. Now she was totally of an opposite conviction. No life except that of uncompromised freedom would be acceptable to her.
The Student Research Project (see sample essay). These essays are outlined and drafted in class to insure originality. Errors in grammar and punctuation will affect the grade.
Students choose their own individual topic (subject to instructor approval). Here are some of the topics students have chosen in recent semesters:
Accounting Education, Alcohol Abuse in College, Amputees & Prosthetic Limbs, Antidepressants, Attention Deficit Disorder, Baby Pacifiers, Bariatric Surgery, Bilingual Education, Birth Control, Breast Reconstruction after Mastectomy, Black Holes, Breast Feeding vs. Bottle, Charter Schools & Post-Katrina New Orleans, Coaching for Life, Commotio cordis, Concussions & Collegiate Athletics, Congenital Heart Disease, Domestic Violence, DNA Profiling, Dream Act, Eating Disorders & Depression, Emotional Eating, Educating Incarcerated Young People, Enforcing Title IX, Engineering Challenges in Rebuilding New Orleans, Epidural Anesthesia, Ethical Business Model & Profitability, Failure of NCLB, Families without Fathers, Female Body Image, Fertility, Fetal Alcohol Syndrome, Freshman 15, Genetic Causes of Obesity, Global Business Model, Global Food Shortage, Government Accreditation of Religious Colleges, Hague Adoption Convention, HIV Origin & Zoonosis, Homosexual Parents & Adoption, Hooking Up on Campus, Inclusive Classrooms, Internet Loneliness, Lorenzo’s Oil for ALD, Maternal Smoking & SIDS, Military Deployment & Effect on Children and Marriage, Music Therapy, Nanotechnology, New Oil drilling Techniques, Nursing and Stress, Obesity & Diabetes, Online Dating, Online Gambling, Organic Cattle Ranching, Palliative Care, Parkinson’s & L-Dopa, PATRIOT Act, Post-Traumatic Stress, Praise & Classroom Discipline, Pre-School Education in Developing Countries, Racism in Hiring of Coaches, Radio Frequency Identification for Inventory, Restructuring of Air Traffic Control, Schizophrenia and Heredity, School Bullies & Suicidal Ideation, Cosmetic Surgery, School Cafeterias & Obesity, Shaken Baby Syndrome, Spiritual Counseling in Nursing, Surrogate Mothers, Telemedicine in Developing Countries, United Nations Sanctions, Vaccines and Autism, Video Game Addiction, Video Games as a Virtual Classroom, and Wind Power.
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).
Before students start drafting the three stages of the research project:
Writing each Stage of the Research Project (each stage a five-paragraph essay):
Grading and Evaluation
There are six due dates and six grades: Hughes essay, Chopin essay, Position Essay (five paragraphs), Opposition & Refined Position Essay (two five paragraph stages in one paper), in class essay (based on a prompt and due at the end of class); revised Research Paper (combined Position, Opposition, & Refined Position stages, corrected as required for one polished 15 paragraph project with MLA styled bibliography).
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.
Proper Format and Submission of all Work
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, Thursday, Dec. 1. 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.
Attendance Policy: 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.
Workshop Decorum (ENGL 1123 is a WORKSHOP, not a lecture--but courtesy is paramount):
Plagiarism and use of sources:
ENGLISH DEPARTMENT 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 quotation, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
Language too close to the student’s own documented sources: In our course, restating language word for word (or close to word for word) from the student’s own documented sources without using quotation marks or setting it off as a Block Quote puts an essay at risk of penalty in regard to the 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 their own documented source (e.g., any four words in a row verbatim from the documented source must be revised; use of the same key nouns, verbs, adjectives, and phrases must be revised). Students must revise such lapses in the three stages of the research project—fully, dynamically, creatively, and insightfully—by the due date for the combined document. Students who persist even at this final stage in using language too close to their own documented sources risk penalty to the project’s grade and the grade for the course.
Non-Documented Sources: Students who use information and/or phrasing from sources that are not documented in the Works Cited bibliography are guilty of plagiarism and will receive a failing grade of 0 (no points) for the assignment even if the rest of the essay is original and the other sources are properly documented. Use of undocumented sources is an infraction of the university’s policy on academic dishonesty and may be reported to the university.
Disabilities Act: 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: 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.
Writing Tutors: I encourage you to begin drafting papers as early as possible and to take advantage of the MSU Writing Labs located in Bea Wood 224 (MTWR 9 AM to 4 PM) and Moffett Library Lounge (Tue/Thur/Sunday, 6-9 PM).
Writing Proficiency Exam after 60 earned credits: All students seeking a Bachelor’s degree from Midwestern State University must satisfy a writing proficiency requirement once they have 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 have 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.