s3.amazonaws.com · Web viewENGL 1320. College Writing . i. I. COURSE DESCRIPTION. This course introduces students to rhetorical strategies as language for developing new insights

ENGL 1320

COLLEGE WRITING IICOURSE DESCRIPTION

This course introduces students to rhetorical strategies as language for developing new insights about the historical, material, and theoretical processes of writing. This course emphasizes published arguments and the invention of written texts that address interesting social phenomena in students’ social groups and communities. Rhetoric is examined and discussed through unit assignments. There is a strong emphasize placed on the revision process. In addition, students are expected to look outside the classroom for inspiration and knowledge, which may include other disciplines, and then align it with course materials.

Basic InformationInstructor Contact Information: Professor Kelly MitchellOffice: TBA Office Hours: M-F 2pm (by appointment only) and Tuesdays 9-11am (via email, phone or text) Email: [email protected] or through the Canvas inbox option on the left side of the Canvas shell. Catalog Description: 3 hours. Writing as a means of ordering and shaping experience, information and ideas. Emphasis on perfecting texts through several drafts. Prerequisite(s): None. Core Category: English Composition and RhetoricRequired Materials:

An Insider’s Guide to Academic Writing for UNT’s First-Year Writing Program, 2018-2019 (Susan Miller-Cochran, Roy Stamper, Stacey Cochran) ISBN# 9781319229269

Evicted (Matthew Desmond) ISBN# 978-0553447453 Supplementary Course Readings (provided through our Macmillan course

website: https://courses.hayden-mcneil.com/) NOTE: When you purchase your text, do not throw out the red online access card! You will use this card to access the digital version of the text.

Notebook or journal for your Commonplace Book (Hupomnemata)

ENGL 1320 Syllabus p. 1 of 23

https://courses.hayden-mcneil.com/

Course CompetenciesCourse Competencies

Hone and develop writing skills through practice, repetition, and careful attention to style and strategy

Practice rhetorical listening; taking an open and engaged stance towards others and their perspectives

Learn to craft arguments for academic disciplines using rhetorical genres Learn to recognize and respond to arguments in our everyday experiences Learn rhetorical terms to gain fluency in argumentation Think critically about arguments and texts Understand revision as a collaborative, recursive process Understand the ethical dimension of argumentation—including crediting and documenting

sources, using persuasive strategies ethically, and analyzing ethical implications of argumentation

Collaborate with others openly and tactfullyCore ObjectivesThis course addresses the following University Core Curriculum Objectives:

Critical Thinking Skills, including creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Communication Skills, including effective development, interpretation and expression of ideas through written, oral and visual communication

Empirical and Quantitative Skills, including the manipulation and analysis of numerical data or observable facts resulting in informed conclusions

Teamwork, including the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

Personal Responsibility, including the ability to connect choices, actions and consequences to ethical decision-making

Assignments and UnitsThe course is composed of 5 units: Unit 1: Argument Description (Annotated Bibliography (AB)o Assignment: This is an argument description assignment, but instead of dealing with

just one essay from our course reader, you will create an annotated bibliography of no less than five academic sources on a research topic that you are assigned. Your sources can include 1) the assigned essay, 2) minimum 4 EBSCO host scholarly (peer reviewed) database articles as sources. Your description should identify the writer’s purpose and audience in order to describe the other aspects of the argument, which include arrangement, evidence, implications, and word choice. A successful argument description does not evaluate the writer’s claims. Instead, it documents the qualities of the argument so that you can evaluate it more precisely. (page UNT-18/19)

Unit 2: Argument Synthesis (based on the AB)o Assignment: produce an argument-driven academic research essay that synthesizes at

least 5 academic sources. Use the essay selected from the required course readings (that you annotated) and analyze an ethical problem that it raises. Your discussion of the ethical problem should work from the writer’s stated purpose (what is he or she trying to accomplish?) and target audience (who is the argument directed toward?). Be


sure to describe the ethical problem in detail, using evidence from the essay or book to support your claims. Then, identify the potentially helpful or harmful consequences (or, implications) that will occur if audiences are persuaded by the writer’s argument. When identifying these consequences, you must cite passages from the essay as evidence and provide analysis to support your claims. In the conclusion, you should propose a solution to the ethical problem that you have analyzed, offering justification for your recommendations (with evidence and analysis) and anticipating potential counterarguments. (page UNT-19)

Unit 3: Argument Revision (revising unit 2 essay)o Assignment: Revise your argument analysis essay (from Unit 2) in a substantive way,

which means focusing on both the essay’s content and style. As with the previous two units, you will focus on revising your essay with an eye toward its purpose, audience, arrangement, evidence, implications, and word choice. The first step to revising your essay is to produce a revision memo that responds to your instructor’s feedback from the previous unit. Your revision memo will be comprised of four parts: 1. You will write an executive summary that reflects on how your instructor’s questions and comments suggest areas of improvement. 2. You will respond in writing to the questions that your instructor raises. Your response should be elaborate and practice the methods of analysis you have learned to this point. 3. You will develop a revision plan that includes specific strategies for improving your essay’s content and style. Again, please focus on your essay’s purpose, audience, arrangement, evidence, implications, and word choice. 4. You will raise a series of questions that signal where you need help. To complete the unit, you will submit a revised essay that will be included in the final portfolio assignment in Unit Five. (page UNT-19)

Unit 4: Collaborative Multi-Work Interviewo Assignment: A multi-work interview – you will synthesizing two works rather than one.

You will use Matthew Desmond’s Evicted and compare it to Marilynne Robinson Housekeeping. This assignment will help you develop effective habits for close reading and group collaboration. As an added benefit, this assignment will prepare you for the Writing Program’s invited guest lecture in the spring semester. For more instructions, see your textbook, UNT 20

Unit 5: Portfolio & Executive Portfolio Summaryo Assignment: A portfolio is a collection of documents that demonstrate how you have

developed as a writer over the course of a semester. An executive portfolio summary is an argumentative essay that explains the contents of the portfolio to someone who was not privy to your learning process. In addition to your final revised essay and collaborative interview project, you should draw on written documents that you have produced throughout the semester to demonstrate your learning. You will then use these documents as evidence of your learning in the portfolio executive summary. (UNT-20)

o Portfolio Order of Contents • Portfolio Executive Summary • Final Revision of Argument Analysis Essay • Copy of Collaborative Interview Project, Single-Work • Appendix: Representative (Cited) Writing Development Documents • Hupomnemata (Commonplace Book)


More information about each unit and the assignments listed above, including rubrics used to grade each assignment, is provided in your course textbook.

Hupomnemata (commonplace book): Ancient peoples used the hupomnemata as a commonplace book to collect their thoughts and opinions about the world around them. As noted philosopher and historian Michel Foucault writes, the hupomnemata is built around the idea that “no technique, no professional skill can be acquired without exercise.” For your commonplace book, you will need a notebook or journal to use daily/weekly in the recording of your thoughts about class themes and topics. Your notebook overall should help you develop the arguments and ideas you use in the final portfolio for the course. To earn full points for this assignment, you need to represent daily note-taking, full, engaged responses to our class writing assignments, and an overall attentiveness to issues that you discover outside of class through your own reading, observation, and attunement.

Instructor Policies and Expectations:Attendance and Absences: Absences: The policy of the UNT FYW program is that no student missing more than 20% of classroom instruction in a first-year writing course should be able to pass the course. Writing courses are by nature participatory, collaborative, and discussion-based. For this course, I will take grades at the beginning of every class period for quizzes and/or writing assignments. Upon missing six of these assignments, whether for absence or tardiness, you will receive an automatic 10% deduction from your final grade. Not participating in class may also result in missed grades for a class period. Please arrange any planned absences with me ahead of time in order to avoid penalization. Do not schedule doctors appointments during class time. Note that absences for the following reasons are authorized as excusable by the university (policy 06.039): (1) religious holy day, including travel for that purpose; (2) active military service, including travel for that purpose; (3) participation in an official university function; (4) illness or other extenuating circumstances; (5) pregnancy and parenting under Title IX; and (6) when the University is officially closed by the President.

Disruptions: You cannot have your cell out during class. No cell use during class without professor’s permission. Excessive disruptions of our class time—including talking, sleeping, texting, cell phone usage, and doing work for other classes—hurt the class atmosphere and will hurt your grade should you engage in them. Please respect the class environment by giving your classmates and me your full attention at all appropriate times. Frequent tardiness or disruptions will affect your overall grade for the course.

Participation and Civility: We are all members of an academic community where it is our shared responsibility to cultivate a climate where all students/individuals are valued and where both they and their ideas are treated with respect. Therefore, I expect you to conduct yourself in a professional and respectful manner during all class meetings and class-‐related activities. I expect you to listen to and respect the viewpoints of others, even if you strongly disagree with them. When you do voice


disagreement, do so in a civil manner. I expect you to come to class having done the reading and writing assignments assigned for the day and to be prepared to discuss the reading, to participate in draft workshops, or to conduct group work as the case may be. On days that are allotted for group work, I expect you to come prepared to work in the classroom for the entire period.

Everyone will have multiple opportunities to participate in class. Participation can be many things, including all of the following: Participating actively in small group work, class activities, and presentations Participating and listening carefully in class discussion Bringing all required materials to class Completing all homework assignments on time Coming prepared to conferences/office hours

Using Canvas: Announcements, assignments, and grades for this course will all be handled within UNT’s CANVAS Learning Management System. All students have access to CANVAS through their UNT accounts. For more information on using CANVAS, see https://community.canvaslms.com/docs/DOC-10701. If you have any questions regarding your use of the Canvas learning management system, please contact the student help desk at: Email: [email protected], Phone: 940-565-2324.

Formatting Your Assignments: All written work needs to be typed and submitted online to our CANVAS site, with a paper copy brought to class. For all essays – use MLA title page information per MLA guidelines. Use a text font for all essays (Times Roman or Garamond for example) at 12 points, with all one-inch (1”) margins, and double-spacing. Assignments are due at the beginning of class on the date indicated by the assignment prompt.

Late Work: All papers are due by class time on the due date (Even if they are required to be submitted in Canvas). No late work will be accepted unless you as a student have previously made arrangements with me prior to the assignment due date.

Contacting Your Instructor: Please communicate with me formally through my UNT email address or the Canvas inbox. When you write me, please include the subject of your email in the subject line, and write your email with appropriate salutations and grammatical language. Note that I am not able to discuss any information relating academic records through email.

Using Electronic Devices: Please refrain from using phones, laptops, notebooks, or other electronic devices in class, except for the purposes of accessing the digital version of the textbook (with professor’s approval). Disruptive or excessive use of such devices may result in a grading penalty or being expelled from the class for the day.


https://community.canvaslms.com/docs/DOC-10701

Using the UNT Writing Lab: It is recommended that you visit the UNT Writing Center with all of your assignments for this class. All writers can benefit from sharing and discussing their work with a trained peer tutor, early and often. A writing tutor can help you get started on a paper or help you decide what to revise on an existing draft. In order to make an appointment with a writing tutor, visit writingcenter.unt.edu, call 940-565-4665, or stop by Sage Hall 150. During your appointment, a writing tutor can help you develop your ideas, organize your thoughts, and clarify your prose.

Evaluation and Grading: Grade Breakdown

Unit 1 10% Unit 2 20% Unit 3 20% Unit 4 5% Unit 5 35%

(includes Hupomnemata) Active engagement 10%

(participation; attendance; quiz grades) Total 100%

Points Percentage Grade

900 – 1,000 90% – 100% A

800 – 900 80% – 89% B

700 – 800 70% – 79% C

600 – 700 60% – 69% D

Below 599 Below 60% F

Note: You must complete each of the units above in order to receive a passing grade in the course. Missing one unit will result in a failure of the course.

Grading Policies and TipsThis course has a demanding reading and writing load commensurate with a first-year writing class. Students will be expected to read all assigned texts carefully and to come to class prepared to discuss the texts analytically and critically on the day that they are assigned. Much of our class time will be spent discussing, course readings, practicing writing, and working together collaboratively. If you do not understand or need help, please make arrangements to talk to me right away.

Please also keep up with all writing assignments. On days when writing is due, come to class with your drafts prepared and several copies for your other writing community members. Evaluating, revising, and editing our writing together is a vital part of this class.


Sometimes we will also engage in collaborative or individual assignments or activities during class. When we talk as a class, I encourage you to move beyond simply talking about what parts of the texts that you “like.” Work hard to think about how the texts support and contradict one another. Bring experiences and ideas from your own life into the discussion where appropriate. Look for ways that class readings and discussions are relevant in the world around you. Pay attention to what your classmates say and build off of their ideas when you can. Encourage, support, and learn from each other.

Rubrics and Scoring SystemsFor the purposes of this course,“A” WORK will constitute a final score of 90-100% of total points, and will represent an overall response that is impressively sophisticated and illuminating: inventive, balanced, justified, effective, mature, and expertly-situated in time and context“B” WORK will constitute a final score of 80-89.99% of total points, and will represent an overall response that is thorough and systematic: skilled, revealing, developed, perceptive, but not unusually or surprisingly original“C” WORK will constitute a final score of 70-79.99% of total points, and will represent an overall response that is acceptable but limited: coherent, significant, and perhaps even insightful in places, but ultimately insufficient in organization, articulation, perception, and/or effectiveness“D” WORK will constitute a final score of 60-69.99% of total points, and will represent an overall response that is incomplete and severely lacking: incoherent, limited, uncritical, immature, undeveloped, and overall not reflective of the performance expected of UNT undergraduates“F” WORK will constitute a final score of 0-59.99% of total points, and will represent an overall response that is unacceptable. **Note that rubrics for each assignment can be found in your course textbook.

UNT Policies (https://policy.unt.edu/policy/06-049)Academic Integrity Standards and Consequences. According to UNT Policy 06.003, Student Academic Integrity, academic dishonesty occurs when students engage in behaviors including, but not limited to cheating, fabrication, facilitating academic dishonesty, forgery, plagiarism, and sabotage. A finding of academic dishonesty may result in a range of academic penalties or sanctions ranging from admonition to expulsion from the University. [Insert specific sanction or academic penalty for specific academic integrity violation].

ADA Accommodation Statement. UNT makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide a student with an accommodation letter to be delivered to faculty to begin a private discussion regarding one’s specific course needs. Students may request accommodations at


https://policy.unt.edu/policy/06-049

any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the ODA website at disability.unt.edu. Students with a disability should consult with the ODA department.

Walk-in HoursMonday - Friday3:00 PM - 4:00 PMSage Hall, 167

No Appointment Needed (940) 565-4535 ODA’s full policy can be found at https://policy.unt.edu/policy/18-1-14

Emergency Notification & Procedures. UNT uses a system called Eagle Alert to quickly notify students with critical information in the event of an emergency (i.e., severe weather, campus closing, and health and public safety emergencies like chemical spills, fires, or violence). In the event of a university closure, please refer to Blackboard for contingency plans for covering course materials. II. Optional Statements.

Retention of Student Records. Student records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Blackboard online system, including grading information and comments, is also stored in a safe electronic environment for one year. Students have the right to view their individual record; however, information about student’s records will not be divulged to other individuals without proper written consent. Students are encouraged to review the Public Information Policy and the Family Educational Rights and Privacy Act (FERPA) laws and the University’s policy. See UNT Policy 10.10, Records Management and Retention for additional information.

Acceptable Student Behavior. Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The University's expectations for student conduct apply to all instructional forums, including University and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at deanofstudents.unt.edu/conduct.

Access to Information –Students’ access point for business and academic services at UNT is located at: http://my.unt.edu. All official communication from the University will be delivered to a student’s Eagle Connect account. For more information, please visit the


http://my.unt.edu/

website that explains Eagle Connect and how to forward e-mail: http://eagleconnect.unt.edu

Student Evaluation Administration Dates. Student feedback is important and an essential part of participation in this course. The student evaluation of instruction is a requirement for all organized classes at UNT. The survey will be made available during weeks 13, 14 and 15 of the long semesters to provide students with an opportunity to evaluate how this course is taught. Students will receive an email from "UNT SPOT Course Evaluations via IASystem Notification" ([email protected]) with the survey link. Students should look for the email in their UNT email inbox. Simply click on the link and complete the survey. Once students complete the survey they will receive a confirmation email that the survey has been submitted. For additional information, please visit the SPOT website at www.spot.unt.edu or email [email protected].

Sexual Assault Prevention. UNT is committed to providing a safe learning environment free of all forms of sexual misconduct. Federal laws and UNT policies prohibit discrimination on the basis of sex as well as sexual misconduct. If you or someone you know is experiencing sexual harassment, relationship violence, stalking and/or sexual assault, there are campus resources available to provide support and assistance. The Survivor Advocates can be reached at [email protected] or by calling the Dean of Students Office at 940-565- 2648

WEEKLY COURSE SCHEDULE

NOTE: This course will be a mix of classroom and Canvas activities and assignments.

Hupomnemata (HOOP-OH-NAY-MAUGHT-AHH)

Schedule of Readings, Assignments, and Class TopicsPlease note that this schedule is subject to change. Check CANVAS and email for any changes in assignments. Note also that all assignments and readings are due by the beginning of class on the date indicated. All Canvas quizzes, DQ and misc assignments are due each Sunday of the current week. Major assignment due dates vary (not necessarily due on a Sunday).

IGW = Insider’s Guide to Academic Writing (Course Textbook)UNT = Custom UNT pages at the front of the Insider’s Guide (UNT 1- UNT 238)EV = Evicted (Desmond)SR = Supplementary Essays (available on digital course website; see syllabus above)

Week Preparation, Activities, and Evaluation

1 Course introduction

(UNT 1-83)

Preparation Reading(s) Unit 1

Activities

In class writing: 8/27– 8/31


mailto:[email protected]

http://eagleconnect.unt.edu/

Hupomnemata

Syllabus review and required reading review Discuss: what is the value of writing? Why do we

spend multiple semesters learning it? Why should we revise? (Read UNT 13-20)

Discuss course goals and objectives Discuss 1320 writing assignments (UNT 43-74;

63-83) Lecture: Identifying Argument Structure (UNT

85-87) In-Class Writing: Argument Discussion Questions

(UNT 124-125, selected)TASKRead “Autism as Design Principle” (UNT 88-128)Read Matthew Crawford article pp UNT 88-UNT 126Canvas – Review and complete all of the Canvas module for week 1

2 UNIT 1: Annotated Bibliography -- Understanding Academic Audiences and Conventions (IGW Ch. 1)Close readingsElements of an argument

No class on September 3rd – Labor DayActivities

In class writing: Hupomnemata (Goal setting) Growth mindset In class activity

Lecture: Intro to course themes: Spaces and Emotion (UNT 117-149)

Discuss: Academic Audiences Audience, purpose, assumptions Rhetorical appeals : Ethos, Pathos, Logos

Discussing mentor textsTASK Read “Intro to Studying How Public and Private Spaces Shape Our Emotions” (UNT 147-149)

Read IGW Ch. 1, “Inside Colleges” (3-19) DQ Matthew Crawford article pp UNT 124 -UNT 126

Read Evicted, EV 1-31 DUE: Commonplace Book: Checkup 1 Canvas – Review and complete all of the Canvas module

for week 2

9/3 – 9/7

3 TOPICS


UNIT 1: Annotated Bibliography -- Reading in Academic Disciplines (IGW Ch. 5)

What argumentative strategies make the writer’s claims persuasive?

How does the arrangement of the argument make it persuasive?

How does attending to style in a writer’s argument help us understand its purpose, audience, and forms of evidence?

In class writing: Hupomnemata Thesis statements Critical thinking UNT library

Lecture: Using Rhetorical Context and Structure to Analyze Writing (IGW 94-101)

Activity: Reflecting on Disciplinary Writing (IGW 99)

Discuss: Translating Scholarly Writing (IGW 102-107)

In-Class Writing: Outline of Argument DescriptionTASK: Read IGW Ch. 5, “Reading and Writing in

Academic Disciplines” (59-85)Real World Argument exercise (in Canvas)

In class exerciseCanvas – Review and complete all of the Canvas module for week 3

9/10 – 9/14

4 UNIT 1:

Annotated Bibliography -- Peer review and revision

Preparation Reading(s) Unit 1

Activities In class writing: Hupomnemata Claim/Evidence UNT library

Peer Review: Unit 1 Assignment Discuss Revision Strategies In class exercise

TASKSTextbook pp 31-33 President Bush’s letter. In class exerciseMLA overview/quiz (Canvas)Canvas – Review and complete all of the Canvas module for week 4

9/17 – 9/21

5 TOPICS Understanding Argument Analysis


UNIT 2: Argument Synthesis-- Reading and

Writing Rhetorically (IGW Ch. 2)

What assumptions is the author making? What are the implications of the argument?

What are the ethical problems that this issue raises or addresses?

What are the passages that best represent the author’s argument and the claims that lie therein?

What predictable critiques might you level against this argument?

How might you move beyond predictable solutions and offer new insights that result in measurable changes?

Lecture: Context and Genre (IGW 20-24) Activity: “Reading Rhetorically” (IGW 25) Discuss: Writing a Rhetorical Analysis (IGW 30-

31)In-Class Writing: Analyze Rhetorical Features of EvictedTASKRead IGW Ch. 2, “Reading and Writing

Rhetorically” (20-35) Read EV 32-93DUE: Commonplace Book: Checkup 2Canvas – Review and complete all of the Canvas module for week 5

9/24 – 9/28

6 UNIT 2:

Argument Synthesis -- Peer Review and Revision

TOPICS Distinguishing between revision vs. editing What is the relationship between collaboration and

successful revision? How does one develop a sophisticated revision

plan? organize for the meticulous work that responds to feedback? productively use comments s/he doesn’t fully agree with?

How do we carry out REVISION, the most important work of successful writers?

What must change in order for your to become a better writer?

Remembering to save multiple drafts for the Portfolio at the end of this course

Lecture: Proofs, Claims, Reasons, and Assumptions (IGW 37-46)

Activity: “Constructing Thesis Statements” relevant to SR Essay (IGW 42)

Discuss: Student and Professional Analysis (IGW 48-56)

In-Class Writing: Class Analysis of SR Essay

10/1 – 10/5


TASKUnit 1: Annotated Bibliography DUERead IGW Ch. 3, “Developing Arguments”

(37-58) Read SR Essay Canvas – Review and complete all of the Canvas module for week 6

7 UNIT 2:

Argument Synthesis -- Peer Review and Revision

TOPICS Argument Analysis… it’s everywhere! Revisiting. Revision. How can I improve my writing? = How can I

improve my revision process? How do we carry out REVISION, the most important

work of successful writers? What must change in order for you to become a

better writer? Remembering to save multiple drafts for the

Portfolio at the end of this courseActivities

In class writing: Hupomnemata Peer Review: Unit 2 Assignment

In-class Revision: Unit 2 TASKCanvas – Review and complete all of the Canvas module for week 7

10/8 – 10/12

8 UNIT 3:

Argument Revision -- Peer Review and Revision

TOPICS Writing/Drafting an Argument Analysis Writer’s Workshop: guided, collaborative, revision;

concurrent in-class conferencesActivities

In class writing: Hupomnemata Discuss: Student Revision Memo (UNT 220-235) Activity: Develop revision plan

In-Class Writing: Discussion Questions: Revision Memo (UNT 235)

TASK Read Student Revision Memo, UNT 220-235 Meet with instructor to discuss revision planDUE: Commonplace Book: Checkup 3Unit 2: Argument Analysis DUE

10/15 -10/19


Canvas – Review and complete all of the Canvas module for week 8

9 UNIT 4:

Collaborative Interview

TOPICS Understanding the Collaborative Interview Diving into our Secondary Text: Evicted How can you collaborate with your peers in a

manner that is flexible, generous, and professional? How might you represent this in your discussion?

Activities In class writing: Hupomnemata One/on/one meetings

Discuss: Evicted Activity: brainstorm questions In-Class Writing: Discussion Questions: Collaborative

Interview (UNT 219) Opening Activity: Evicted and Academic Conventions (UNT

159) In-Class Writing: Evicted Discussion Question 1 (UNT 167)

TASK Read EV, 94-185

Read Student Collaborative Interview example, UNT 214-219Canvas – Review and complete all of the Canvas module for week 9

10/22 -10/26

10 UNIT 4:


TOPIC Collaborating for deeper understanding of the text How can watching the revision process of your

peers help you revise more effectively? What makes a question to an author more or less

successful? How can you help your group reach a decision on

the questions that best represent your collective work?

Activities In class writing: Hupomnemata Multi- work interview collaboration

Lecture: Revising your argument with attention to space and Home

Activity: Revise the book cover for EVICTED

10/29 – 11/2


Discussion: How does revision help refine content for different audiences?

In-Class Writing: How might Matthew Desmond plan out revision for Evicted if he were to respond to the comments of your class?

TASKS Read Portfolio Assignment, A Quick Overview, UNT 81-83

Read EV, 185-endCanvas – Review and complete all of the Canvas module for week 10

11 UNIT 4:


TOPICSActivities

In class writing: Hupomnemata Multi- work interview collaboration

Peer Review: Unit 3 Assignment In-class Revision: Unit 3

TASKDUE: Commonplace Book: Checkup 4Canvas – Review and complete all of the Canvas module for week 11

11/5 –11/9

12UNIT 5:

Portfolio – Understanding

Writing Habits

TOPICS Understanding a Curated Portfolio and the

Executive Summary + Foliotek What passages from your drafts or other artifacts

from everyday writing activities best exemplify your writing development?

What claims about your writing development this semester can you make and support?

What are some potentially dangerous pathetic appeals in your analysis of your unfolding writing development?

Activities In class writing: Hupomnemata Peer Review

Lecture: Rhetorical Writing Processes (IGW 27-30)

Watch: Insider’s View: Finished Product (IGW 29, available on digital course)

Discuss: Scribbles and “polished” writing Activity: sketch out YOUR writing process

11/12 –11/16


In-Class Writing: What parts of your writing habits this semester have been most helpful? Frustrating?TASK Read Student Executive Summary, UNT 236-238

Unit 3: Revision Memo DUECanvas – Review and complete all of the Canvas module for week 12Thanksgiving week – No class: University closed Nov 22-25

13UNIT 5:

Portfolio – Portfolio

Workshops

TOPICSUnderstanding a Curated Portfolio and the Executive Summary + Foliotek

What passages from your drafts or other artifacts from everyday writing activities best exemplify your writing development?

What claims about your writing development this semester can you make and support?

What are some potentially dangerous pathetic appeals in your analysis of your unfolding writing development?Activities

In class writing: Hupomnemata Group project

Lecture: Reviewing rhetorical analysis, developing arguments, and academic conventions

Discuss: how does the revision assignment prepare you to write for both academic and nonacademic audiences?

In-Class Writing: Which of the class strategies for writing has been most difficult for you? Identify a place in your writing where you have tried to use it. How could you do it better?TASKReview IGW Ch. 3; Ch. 1Canvas – Review and complete all of the Canvas module for week 13

11/19 –11/23

14UNIT 5:

Portfolio –

Activities In class writing: Hupomnemata


Portfolio Workshops

Finish group project Project presentations

TASK Bring portfolio materials to use in class DUE: Commonplace Book: Checkup 5In class presentations with your groupCanvas – Review and complete all of the Canvas module for week 14

11/26 –11/30

15UNIT 5:

Portfolio – Portfolio

Workshops

Friday December 7 – No class (readings day)Preparation

Prepare for portfolio submissionsTASKIn class presentations with your group

SPOT: Student Perceptions of Teaching (Evaluations), time allowed in class

Writer’s Workshop: guided, collaborative, revision; concurrent in-class conferences

Canvas – Review and complete all of the Canvas module for week 15

12/3 – 12/7

16Finals Week

PreparationFinals Time = TBA – Turn in portfolio Successfully upload required artifacts to Foliotek ePortfolio Turn in portfolios and Hupomnemata TASKUnit 5: Portfolio DUE (including Executive Summary)

12/10 –12/14

ASSIGNMENT TRACKING FOR DRAFT AND REVISED VERSIONS:

AssignmentWeek Due

Assignment 1: Annotated Bibliography

Analysis 2: Research Essay


Assignment 3: REVISION OF RESEARCH ESSAY

NOTE: MUST DO THE REVISION TO GET CREDIT FOR UNITS TWO AND THREE

Assignment 4: Collaborative Multi-Work Interview (use Google Docs)

Assignment 5: Portfolio & Executive SummaryNOTE: If you do not turn in a portfolio you will not pass the class.

Unit 1 (Annotated Bibliography )Hupomnemata (HOOP-OH-NAY-MAUGHT-AHH)

COURSE LEARNING OUTCOMES

Help students accumulate strategies for their own writing process by describing argumentative strategies of other writers.

Help students recognize intimate relationships between an author’s argument and evidences he or she uses to support it.

Help students describe the entirety and specific details of an author’s argument through close readings.

Help you track arguments by isolating primary and secondary claims. Help students develop strategies for composing academic research essays. Help students use the concept of rhetorical arrangements

Unit 2 (Research Essay)



Helps students implement the descriptive and analytic strategies they have learned in previous units in a new argumentative context.

Help students track argumentative tendencies across multiple essays Help students abstract implications from multiple essays Help student’s abstract new perspectives or course of actions from multiple essays. Help students learn citation practices, which includes grammar. Help students evaluate different types of academic research in the context of an

argumentative purpose. Unit 3 (Revision)



Help students recognize how language uses functions as rhetorical action.


Help students describe patterns in rhetorical action of genres. Help students transfer their analytic habits in first year writing to future writing

scenes. Help students develop sophisticated revision plans that produce substantive revised

essays Help students realize the best version of their revised essay through meticulous

work and feedback. Help students make informed decisions about how best to use the feedback they

received. Help students invent ways to either participate within or break the conventions of

social genres. Help student understand the relationship between genre, ethos, and karios.

Unit 4 (Collaborative Multi- Work Interview)



Help students develop close reading strategies. Help students learn to contribute consistently to group projects Help students understand the value of collaboration to their writing process Help students revise their perspective through collaboration Help students understand the difficulty of reaching agreement on how a group

wishes to represent itself.

Unit 5 (Portfolio)Must include the Hupomnemata Must include the portfolio executive summaryMust include the appendix: representative (cited) writing development documentsMust include the Annotated Bibliography (and have notes in ES)Must include the Research Essay and RevisionMust include the Collaborative Multi- Work Interview

Special instructions and additional class information and expectations

This syllabus is fluid and the professor reserves the right to change the syllabus as needed throughout the semester.

The professor reserves the right to ‘nix’ a paper topic chosen by a student.

All paper assignments, or anything turned in to the professor must be typed and stapled. No exceptions.

Do not plagiarize or do anything that could be deemed as academic dishonesty. It will not be tolerated. The full policy can be found at


https://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf

Professor has up to two weeks to grade assignments.

If you are in a UNT athletic program or music program do let the professor know.

Some class content maybe controversial. If this is an issue do let me know.

All student papers must be typed in Times New Roman, 10-point font, single-spaced for one to two pages. No exceptions.

A grading rubric for each assignment is in your custom textbook.

Portfolios will be turned in on a rolling date (This will be explained in class).

When calculating grades the professor will round up if it lands on .5 >

If a student misses class it is his or her responsibility to get the class information from a fellow student or peer.

Class attendance required – It’s the student’s responsibility to review the university’s absence policy, which can be found in the student handbook. Coming late or leaving early (two times) constitutes an absence (even if you do the engagement).

No cell phone use in class (Including text, email, phone call, Web search, etc…) Phone must be put away in your bag and not out on desks or visible in any way. Professor will determine any exceptions.

Recording lectures is strictly prohibited. (No recording)

Photographing Power Point slides is strictly prohibited.

Weekly participation is required from each student. You will have a daily assignment/quiz/discussion question, etc… at the beginning of class.

Daily sign-in per student is required in order to be counted present for each class.

Must be respectful to each other and the professor at all times.

Mandatory writing style – 12 pt font, Times New Roman, double spaced (no exceptions).

In this class you will use MLA works citing and formatting.


Contact the professor – use Canvas Inbox or [email protected]

All email correspondence must be formal. Emails are not private.

Computer note taking will be allowed in class for note taking only, unless otherwise instructed. If you are on any Web site or social media instead of taking notes, you will be asked to leave class and will not be allowed to bring your computer back to class. This action will also result in an absence for the day.

No ear buds or any electronic device usage in class unless approved by the professor.

Extra credit – Will be offered through Monday November 5, 2018. Opportunities for extra credit include:

Use of the writing center for help (must write a one page paper double spaced on what was discussed, AND who you worked with at the writing lab.

Attend a local social event; write three fully developed purposeful paragraphs (one page, double spaced, Times New Roman) describing and analyzing the event using course material to support claims.

Do not be disruptive in class. If a student is disruptive and asked to leave class it will result in a zero for the day and the student will be counted absent – regardless of how long he or she has been in the class for that day. Please review university policy for more information.

It is the student’s responsibility to monitor his or her classes to ensure he or she isn’t administratively dropped for any reason. Dropping classes or failing to complete and pass registered hours may make you ineligible for financial aid. You must meet Satisfactory Academic Progress (SAP) requirements to maintain eligibility for financial aid as defined by the UNT Office of Student Financial Aid and Scholarships. For more information on UNT's SAP policies, please visit financialaid.unt.edu/satisfactory-academic-progress-requirements.

Course Schedules and Drops within the First Two Weeks of

Class

Students need to monitor their course schedule every day for the first two weeks of class to make sure that they have not been dropped from their courses by the registrar's office. Students who are dropped from classes for nonpayment of financial aid or other reasons will not be readmitted to the course; it is the student's responsibility to make sure that all of his or her financial records are up to date to avoid being dropped.

For more information on UNT Add/Drop procedures, please visit the UNT Registrar's page at http://essc.unt.edu/registrar/schedule/scheduleclass.html.

If at any time a student has a question (s) about anything in this syllabus he or she should schedule a meeting with the professor during office hours.

A note from the professor:


http://financialaid.unt.edu/satisfactory-academic-progress-requirements

http://financialaid.unt.edu/satisfactory-academic-progress-requirements

Hello Eagles – I am very much looking forward to accompanying you through the beginning of your journey, or perhaps middle of your journey, here at UNT. I have great confidence you will learn a lot and leave this class more knowledgeable than when you entered it. Your success is my success so let’s succeed together. I know you can do it! Wishing you all the very best this semester!Prof. Mitchell

UNIVERSITY POLICIES Campus Carry

& Active Shooter Policies

Senate Bill 11 (“Campus Carry”). You must read UNT’s policy on concealed handguns on campus (see http://campuscarry.unt.edu/untpolicy). Note that 1) only licensed persons may legally carry handguns on campus, and 2) this right only authorizes the licensed carrying of “handgun[s], the presence of which is not openly noticeable to the ordinary observation of a reasonable person.” Per policy, if a gun is “partially or wholly visible, even if holstered,” it’s not legal on campus, whether or not it’s licensed. I report all illegal activities to the UNT police, regardless of their nature.All students should be aware of UNT’s guidelines for responding to “active shooter situations” (see http://emergency.unt.edu/get-prepared/Active-Shooter).

Sexual Discrimination Harassment, &

Assault

UNT is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or experiences any of these acts of aggression, please know that you are not alone. The federal Title IX law makes it clear that violence and harassment based on sex and gender are Civil Rights offenses. UNT has staff members trained to support you in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more.

UNT’s Dean of Students’ website offers a range of on-campus and off-campus resources to help support survivors, depending on their unique needs: http://deanofstudents.unt.edu/resources_0. Renee LeClaire McNamara is UNT’s Student Advocate and she can be reached through e-mail at [email protected] or by calling the Dean of Students’ office at 940-565-2648. You are not alone. We are here to help.

Fall 2018 TermDate Event

August 27, 2018 First Class Day (Monday)September 3, 2018

Labor Day (no classes; university closed)

November 22-25, 2018

Thanksgiving Break (no classes; university closed)

December 5-6, 2018

Pre-finals Days

December 6, 2018 Last Class DayDecember 7, 2018 Reading Day (no classes)December 8-14, 2018

Finals

December 24, 2018 -

Winter Break (no classes; university closed)


http://[email protected]/

http://deanofstudents.unt.edu/resources_0

Date EventJanuary 1, 2019
