ENGL 1123 212 8:00-9:20AM; ENGL 1123 216 11:00 AM-12:20 PM
English 1123-212 & 216 Rhetoric & Composition II Spring 2014
Additional information about course objectives can be found on the department webpage, http://libarts.mwsu.edu/english/.
Assignment % of Grade
Department Requirements: Minimum of 3 revised formal essays for 75 percent of the semester grade; at least one of these essays requires research and correct use of MLA in-body citing and Works Cited bibliography. Recommended: in-class writing and emphasis on writing process.
The requirements of Dr. Fields (4 due dates and a Blue Book Final):
In ENGL 1123 212 and 216, students will outline and practice drafting their first essay before they must write it in class under timed conditions. This essay will feature in-body MLA citing and proper MLA citing of the source at the end.
The research project is in three stages, each one a complete essay in its own right: Part One (based on two sources), Part Two (based on two other sources), and the Revised Project (Parts One & Two together, representing all four sources). All research sources must be scholarly and come from the Moffett Library databases or book stacks.
Parts One and Two are individually evaluated and graded and must fulfill MLA style requirements. The Revised Research Project combines Parts One and Two, addresses the concerns indicated by the instructor’s evaluation of Parts One and Two, and fulfills MLA style requirements.
Students will produce a minimum of 3500 words of graded writing for 100 percent of the final grade.
All essays (except for the final Blue Book) require MLA in-body citing and MLA Works Cited. In all their writing, students must avoid run-together constructions (Little Brown Ch. 36), fragments (LB 35), comma faults (LB 39), and errors of agreement (LB 29 & 31). Errors in grammar affect the grade.
ESSAY ONE (In-class): More than a Pretty Face. In preparation for a FOUR paragraph in-class essay, students must (with a pen or pencil) bracket two passages in the reprinted research article “More than just a Pretty Face: Men’s Priority Shifts Toward Bodily Attractiveness in Short-Term versus Long-Term Mating Contexts” (Writing Today 756-61). A passage should be about 150 to 300 words (three to four inches of printed column without gaps or skipping). Essay One will be written and submitted in the same class period.
Students will prepare a bullet point (sentence) outline for this essay. They will practice adding sentences and fleshing out body paragraphs based on their bracketed passages in the source.
Students may start with their outline when writing the timed essay in class. They will add sentence to the bullet point sentences for FOUR complete paragraphs. The required quote (from one of the bracketed passages) may be pre-entered according to MLA in-body style standards.
The essay requires the MLA-styled bibliographic citation which may pre-entered at the end of the bullet-point outline:
Confer, Jaime C., Carin Perilloux, and David M. Buss. “More Than Just a Pretty Face: Men’s Priority Shifts toward Bodily Attractiveness in Short-term versus Long-term mating contexts.” Evolution and Human Behavior 31.5 (2010): 348-53. Rpt. in Writing Today. Richard Johnson-Sheehan and Charles Paine. 2nd ed. Pearson: Upper Saddle River, NJ. 755-61. Print.
OUTLINE: Each bracketed passage is the basis of a body paragraph. For each body paragraph, the outline should have three bullet-point sentences: one each for POINT, ILLUSTRATION, and LESSON. The actual body paragraph will require significant fleshing out of each element—especially the illustration.
POINT: The POINT answers this question: what is the bracketed passage trying to say? In the actual body paragraph, the POINT would require additional sentences to clarify and explain the basic idea.
ILLUSTRATION: The bullet-point sentence is a head start on what will definitely require at least several sentences in the body paragraph. The ILLUSTRATION may review examples cited by the source itself in the bracketed passage—or be wholly invented by the student. The ILLUSTRATION may be based on the student’s own personal observations. The ILLUSTRATION must have specific details and examples that set a scene and paint a picture. The best ILLUSTRATION centers on a scenario with a beginning, middle, and end. NOTE: The illustration is NOT an explanation of the point. The explanation of the point belongs with the point—not the illustration.
LESSON: The bullet-point sentence is a head start on the LESSON of the ILLUSTRATION. The lesson is not necessarily interchangeable with the POINT. The LESSON is the student’s opinion—the student’s own take—for which the POINT is a point of departure. The LESSON is the implication or moral of the ILLUSTRATION.
INTRO: The outline should have a bullet-point sentence as a head start on the THESIS (the actual paragraph will require additional sentences of explanation). The outline should also have a sentence each for the POINT, ILLUSTRATION, and LESSON of one of the bracketed passages (but not the same wording as the bullet-point sentences for the body paragraph).
In addition, the INTRO outline should pre-enter the ACCORDING TO statement which comes at the end of the introductory paragraph: i.e., the authors, title of article, and name of journal in an introductory subordinate clause and a brief summary of the article in the main clause (see page 4 of this syllabus for an example).
CONCLUSION: The outline needs a couple of sentences anticipating the concluding paragraph which reinforces the thesis and offers a final reflection.
QUOTE: Students should pre-enter in the outline a verbatim (word-for-word) section of one of the bracketed passages. If under five lines, the quote is set off by quotation marks with a parenthetical page before the period (but after the quotation mark). If five lines or more, the passage is set off by pushing it further in by 10 passages (or one inch)—what we call a Block Quote for which we do NOT use quotation marks. The parenthetical page then follows the period.
The QUOTE should come after the POINT and before the ILLUSTRATION (see page 4 for an example of setting up a quote).
STUDENT RESEARCH PROJECT. In ENGL 1123 with Dr. Fields, students will develop a research essay over the course of several drafts, each one constituting more material than the previous. The final due date carries the most point value because the student has had three previous opportunities to draft all or part of the paper, and each draft has been marked and commented on by the instructor prior to the final version.
The 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. Sources must be scholarly research articles (e.g., peer-reviewed) and come from the Moffett-supported databases and/or Moffett book stacks. MLA citation is required. Errors in grammar and punctuation will affect the grade.
Students begin by finding their FOUR sources. Sources may be either Moffett-supported databases or books from the Moffett stacks. Most students utilize Academic Search Complete and/or other Moffett-supported databases and print out full-text research articles based on search words pertaining to the topic they have chosen. Usually, the best articles are from the last five to 10 years. Books, of course, may be perennial depending on the topic or author.
Students (with pen or pencil) bracket two significant passages from each of three sources and one significant passage from the fourth source (a total of SEVEN significant passages). A bracketed passage, ideally, should be about 50 to 150 words (ie., one to three inches of a printed left or right column in a PDF).
NINE PARAGRAPHS & FOUR SOURCES. The final project will consist of an introductory paragraph, seven body paragraphs, and a concluding paragraph. Each body paragraph pertains to a bracketed passage in one of the FOUR sources (the fourth source provides just ONE bracketed passage).
ANNOTATED OUTLINE AND BIBLIOGRAPHY (must be signed by the instructor before students write the actual paragraphs of their research essay): For each of the four sources, students need to make sure they have THREE things in their outline:
First, the students provide a stand-alone ACCORDING TO statement (attribution & summary) for a given source. Notice below that the introductory subordinate clause pertains to authors, title of the article, and the name of the journal; the main clause (following the comma) briefly summarizes the article:
According to John Smith, Jane Doe, and Matthew Friend in their article “Ritalin’s Side-Effects” for the journal School Counselor, doctors are prescribing Ritalin to even very young children who have not yet started school.
For each bracketed passage, students provide a sentence in their own words for POINT, ILLUSTRATION, and LESSON. At the end of each POINT should be the parenthetical number for the page in the source.
QUOTE: Students should put quotation marks around that part of the bracketed passage which would make a good verbatim (word-for-word the same) quote. The quote can be pre-entered after the POINT:
Today, doctors are prescribing amphetamines and other psychoactive drugs to an ever younger school age demographic to the point that many children arrive in kindergarten already on prescription stimulants: “Today’s parents are beating the teacher to the punch and relying on doctor-prescribed amphetamine, dextroamphetamine, methylphenidate, or other psychoactive drugs just to keep their children calm outside the classroom” (22).
BLOCK QUOTE: If the quote is five lines or longer (of the student’s typing), the quote should be set-off by pushing it in another inch from the left margin (without the use of quotation marks):
Today, doctors are prescribing amphetamines and other psychoactive drugs to an ever younger school age demographic to the point that many children arrive in kindergarten already on prescription drugs designed to make them more amenable not only to teachers but also parents:
Teachers used to be the first professional to notice a child’s problems with paying attention or settling down in class. Today’s parents are beating the teacher to the punch and relying on doctor-prescribed amphetamine, dextroamphetamine, methylphenidate, or other psychoactive drugs just to keep their children calm outside the classroom. “I can’t even dress my hyperactive child,” one mother lamented, “without giving him something to calm him down for at least five minutes.” (22)
WORKS CITED MODEL: Finally, students need to provide an MLA-styled source citation in their bullet-point outline when they are done with the bullet-point sentences for a given source:
Smith, John, Jane Doe, and Matthew Friend. “Ritalin’s Side-Effects.” School Counselor 31.4 (2011): 44-54.
Academic Search Complete. Web. 10 Sept. 2012.
The 31.4 means volume 31 and issue number 4. The 44-54 are beginning and ending page numbers. The 10 Sept. 2012 is the student’s download date. Academic Search Complete is the name of the Moffett-supported database.
To create the hanging indent for a source citation: With their cursor, students should highlight the source information, click on “paragraph,” and then under “Special,” click on “hanging” and “double-spaced.”
RESEARCH TOPICS students have chose in the past:
African-American AIDS Awareness, Alcohol Abuse, Amputees, Antidepressants, Artificial Intelligence, Athletic Trainers, Attachment Disorder, Attention Deficit Disorder, Autism, Baby Pacifiers, Herniated Backs, Bariatric Surgery, Bilingual Education, Bipolar Disorder, Biracial Children, Birth Control, Black Holes, Bully-Victims, Border Fence with Mexico, Border Line Personality, Brain Tumors, Breast Feeding, Breast Reconstruction, Cheerleading Injuries, Classroom Discipline, Coaching, Commotio cordis, Concussions, Congenital Heart Disease, Corticosteroids, Cosmetic Surgery, Credit Cards, Dental Care, Dissociative Trance Disorder, Divorce, Domestic Violence, Dream Act, Dyslexia, Eating Disorders, Incarcerated Young People, Enforcing Title IX, Epidural Anesthesia, Ethical Business Model, Families without Fathers, Female Body Image, Fertility, Fetal Alcohol Syndrome, Fibromyalgia, Global Business Model, Global Food Shortage, Government Accreditation of Religious Colleges, Guantanamo, Hague Adoption Convention, Helms-Burton Act & Cuba, HIV Origin, Housing Crash, Hooking Up, Incarceration, Inclusive Classrooms, Insomnia, Lorenzo’s Oil for ALD, Lucid Dreaming, Mandatory Reporting of Child Abuse, Maternal Smoking, Martial Arts, Migraines, Military Families, Minority Enterprise, Multiple Personality, Music, Nanotechnology, Psychotherapy, Nursing (stress, substance abuse, counseling patients, hospice, neonatal), Nuclear Power, Oil drilling, Online controversies (dating, gaming, education), Organics, Palliative Care, Parkinson’s & L-Dopa, PATRIOT Act, Physical Therapy, Police Stress, Prescription Drug Abuse, PTSD, Pre-School Education, Racism in Hiring of Coaches, Radio Frequency Identification for Inventory, Rebuilding New Orleans, Restructuring of Air Traffic Control, Robotics, Sarbanes-Oxley, Schizophrenia, Service Dogs, Sex Education, Shaken Baby Syndrome, Sickle Cell Disease, Single Mothers, Stem Cells, Surrogate Mothers, Sports (benefits for youngsters), Tanning, Tasers, Tattoos, and Vaccines.
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%.
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.
Grading and Evaluation
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 (EXCEPT FOR BLUE BOOK FINAL)
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 of the semester according to the MSU official calendar. 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).
SEVEN absences from class (excused or not) will result in an automatic F for the semester grade. Roll is taken right away as soon as class begins. Late is the same as ABSENT. Naturally, some of these seven absences may be due to unforeseen accident, car breakdown, natural disaster, illness (even documented illness), illness of a relative (including child or parent), court date (including for custody or to avoid jail), or university sanctioned event (sports, theatre, etc)—but the reason does NOT matter. SEVEN of any sort of absence (except official closing of the campus) means an F for the semester
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 in the body of the paper and a listing in the "Works Cited" bibliography)—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.
Plagiarism and Proper Documentation
Any use of a non-documented source as if it were a student’s original work is considered plagiarism and academic dishonesty. Plagiarism can be of ideas; it can be of exact phrasing. In either or both cases, if the student has failed to acknowledge the source in the body of the essay and to document it in the Works Cited, the grade will be a “0” (no points) for the assignment (even if the rest of the assignment is original and use of other sources properly documented). Upon being informed of the plagiarism, the student is no longer welcome in the class. The student may withdraw from the course with a penalty-free “W” if available; if not, the student must cease attending and the grade will be whatever points the student has accumulated minus the plagiarized document and any other tests or assignment as yet not completed (which are forfeit). If the student continues to attend, the instructor will contact the Dean of Students and withdraw the student with a WF.
Phrasing that is too close to the student’s own documented sources.
Students who reproduce the phrasing of their documented source(s) as if it were their own phrasing will be penalized for language that is too close to source. Students can use terminology they find in their documented sources, but four words in a row are too much without quoting. Verbatim use of a documented source must be confined to QUOTES set off with quotation marks or ten extra spaces on the left if more than four lines of poetry, five lines of prose. Poetry requires line numbers in parentheses; prose quotes require parenthetical page numbers.