GEORGE MASON UNIVERSITEORGE MASON UNIVERSITY ENGLISH 101 COMPOSITION FALL 2007 INSTRUCTOR: RACHAEL LYON EMAIL: rlyon1@gmu.edu • OFFICE HOURS: M, W 12:00-1:00PM • OFFICE: Robinson A 468 Required Texts and Materials • Robert DiYanni, Pat C. Hoy, II: Occasions for Writing: Evidence, Idea, and Essay ISBN-10: 141301206X ISBN-13: 9781413012064 • Diana Hacker: A Pocket Style Manual 4th Edition ISBN-10: 0312406843 ISBN-13: 9780312406844 • Composition Notebook (Standard Size): may be wide-ruled, college-ruled, blank, or graph paper • Binder or Folder, in which to organize drafts of essays and all handouts Course Description This course is designed as an approach to thinking, reading, and writing. In this course we will focus on the elements of the writing process from generating to revising. We will also practice different kinds of writing, both formal and informal, in an attempt to critically examine and engage in the discourse surrounding certain cultural issues. Our goal is to use writing both as a means of exploring ourselves as individuals and as a way of paying close attention to, and occasionally challenging, certain cultural norms and assumptions, including but by no means limited to assumptions about the role of writing in any given culture. At the end of this class, every student will be able to move with ease into the next stage of his/her college career and be comfortable with thinking, studying and writing like a scholar. Course Requirements and Grading Your grade in this course will be based on primarily on the writing you do, both for formal assignments and for other writing exercises. A smaller portion of your grade will be based on class participation. You will earn an A, A-, B+, B, B-, C+, C, or NC in this class. If you earn an NC (No Credit), you will have to retake ENGL 101; however, a grade of NC will not affect your overall GPA. Grade Breakdown • Participation/Student-led Discussion 10% • Journal Writing/Essay Pre-writing 15% • Quizzes/Free-write Responses to Readings 10% • Essay 1 (900-950 words) 15% Exploration: Using Images and Experience as Evidence • Essay 2 (1200-1500 words) 20% Research and Cultural Analysis: Analyzing Issues of Race or Gender • Annotated Bibliography for Essay 2 5% • Essay 3 (950-1200 words) 15% Research and Analysis: Moving from Evidence to Idea to Essay • Final Portfolio with Reflection Essay 10% George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 1 Attendance In the event that a student misses class it is his/her responsibility to contact another student, get notes on the material and discussion missed, and find out if there are any additional assignments or schedule changes. In-class activities and participation points cannot be made up. Below, please write the names, email addresses, and phone numbers for two classmates to contact in the event that you miss class: E-mail Every student must set up a GMU email account by the end of the first week of class. I will notify students of any changes to the schedule or syllabus via email. Students will be responsible for checking e-mail regularly to get these messages. Participation Students are expected to bring the following to every class session: the assigned reading, a response to the reading (if assigned), a journal, the syllabus, and all applicable handouts and writing assignments (as requested). The participation portion of the final grade will be determined by the Student-led Discussion (5%) and each student’s regular attendance and active involvement in class discussions and activities and in-class free-writing (5%). Student-led Discussion In the second week of class, each student will sign up to lead a class discussion on one reading. Students will be responsible for preparing discussion questions and a free-writing exercise as well as moderating the class discussion. No student will be assigned a presentation during the first two weeks; that time is reserved for students’ observation of class set-up and procedure. If a student is unable to attend class on the day originally scheduled, he/she is responsible for finding another classmate to exchange readings and discussion days. Students who do not come to class on the day they are scheduled to lead discussion may not make up that portion of the final grade (5%) unless they make arrangements with me. Writers’ Workshops/Peer Reviewing You will often work with in small groups to critique each others’ essays, and to give ideas for revision before the essays are graded. Keep in mind that while these are intended to assist the writer of the paper, the process will also benefit the student providing the feedback. (More on this as the semester rolls.) Conferences Students will meet one-on-one with the professor at scheduled times twice during the semester to discuss the student’s work, and specifically the assignment that is due next. Students are encouraged to meet with the teacher during his office hours beyond this. Journal Writing/Essay Pre-writing Students will be asked to maintain a journal for the duration of this class. A portion of the journal-writing is designed to generate ideas and evidence for the formal Essays. While journal assignments will be regularly provided, students are encouraged to use their journals beyond the required assignments in order to further explore and take an active role in their writing progress throughout the semester. George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 2 Quizzes Quizzes will be given at the beginning of class. Students who are late may not make up a quiz. At the end of the semester, each student’s lowest quiz grade will be dropped. Quizzes will generally pertain to reading, class discussions, and/or student activities. Free-write Responses to Readings For every reading, students will be asked to complete a free-writing exercise that addresses issues discussed in the reading. These may either be typed or included in students’ journals, depending on whether they are completed before class or during the first portion of class sessions (as assigned). Length will vary. Formal Essays Each student will write three formal Essays, which will undergo multiple revisions. The first draft of each essay should be a complete essay; the final draft will be a substantial revision of the first draft. Since one of the aims of this class is to teach techniques of revision and editing, these revisions are an integral part of each assignment. When turning in a revision, the student must turn in all prior drafts and all assigned elements of that Essay. If I have collected drafts and made comments, or if the student is submitting a post-grade revision, the student must include the draft I commented on, as well as any additional comment or grade sheet. The annotated bibliography students will produce as part of the second essay will receive a separate grade, but it is considered a required element of the second essay. Therefore, each student must turn in the annotated bibliography in order to receive credit for the second essay. Detailed instructions for each essay will be handed out as the course progresses. All three Essays must be completed and receive grades in order to receive credit for this class. Brief Description of Essays Essay 1 (900-950 words) 15% Exploration: Using Images and Experience as Evidence • Prior to this essay, students are asked to complete a series of free-writes on varying topics: 1) closely examine a painting or photograph and clearly describe it for someone who will never see it; 2) establish a scene for the painting or photograph; 3) write your own literacy narrative; and 4) create your own self- portrait. • Then the students—using their free-writes—draw on images and experience as evidence to generate an idea for an essay topic. • The entire essay writing process and final draft demonstrate the progress from evidence to idea to essay. Essay 2 (1200-1500 words) 20% (+5% Annotated Bibliography) Researched Argument • As part of the preparation for this assignment, students will complete the following: a research proposal identifying a topic or issue, questions, possible sources, and reasons for pursuing the issue; a research journal noting how they located sources and how their ideas are evolving; a thesis and/or outline for the essay; and a short position paper. Then the students must conduct critical research, both of popular and scholarly sources, in order to generate a finalized idea. • Students will also be introduced to academic databases and other periodical material. • The essay should include 5 sources, which will be examined in a complete annotated bibliography before the first draft of the essay is due. • Students will summarize and evaluate sources in an attempt to comment critically upon their essay idea and add to the literature already surrounding that idea. George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 3 Essay 3 (950-1200 words-1200 words) 15% Analysis: Moving from Evidence to Idea to Essay • The evidence and eventual idea for this essay may draw from any of three areas of focus as outlined in the course text: language and thought, nature and environment, and portraits and identity. Several free-writes may contribute to the formation of the essay idea. • Students must use evidence they have gathered from the essays and from their free-writes to establish an idea for their essay. • Essays must critically examine—and thereby challenge—some overwhelmingly accepted cultural norm, or “unthought known.” Format for Writing Assignments • Typed in Times New Roman, 12 point font • Double-spaced, proofread, and stapled • Accurately meet all MLA format guidelines with a Works Cited page • Appropriate length, as outlined in the assignments Final Portfolio Each student’s Final Portfolio will include all drafts of each Essay in addition to a Reflection Essay. The purpose of the Final Portfolio is to allow the student and me to recognize achievements made throughout the semester. The Reflection Essay should examine the student’s own progress as well as any frustrations, questions, and wisdoms the student has about the process of writing. Students will receive more detailed information on this portfolio as the course progresses. Revision Policy Once an essay has received a grade, a student may choose to do one additional revision if the essay received a grade lower than a B-. The new grade for the revised essay will become the final grade for that essay. Revising an essay after it has received a grade will never result in a lower grade for that essay. Post-grade revisions are due one week after the original graded essays are returned to the class, unless students make other arrangements with me. If an individual student is absent the day essays are returned, he/she will still be held to this deadline. All post-grade revisions must include an accompanying paragraph of no more than 200 words explaining what revisions have been made, the reasons for those changes, and how the essay is improved. Late Assignment Policy Formal Essays will be collected at the beginning of class on the day they are due. After that time, they will be considered late. Late Essays will be treated in one of the following ways: 1. If an Essay is turned in by the first class session following the due date, it will be accepted but will lose one full letter grade. (An Essay that would have received an A-will receive a B-if turned in late.) OR 2. A First or Final Draft of an Essay may be turned in 1 week from the original due date with a “1 Week Free” coupon. (No explanations required. No questions asked.) If a student utilizes either option 1 or 2 to extend the due date of a First Draft, he/she must still attend class and participate in the peer review session of his/her classmates’ Essays. This may mean reading the Essays of a small group of classmates before class and being fully prepared to comment on them during class. Essays turned in more than one class session late without a “1 Week Free” coupon will not be accepted. Each student may only use a single “1 Week Free” coupon per semester. Any other extensions on Essays are subject to my discretion. If meeting a deadline is impossible, students are urged to speak to me at the earliest possible time. George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 4 Grading Policy A = Superior B = Above Average C = Average D = Below Average/Fails to meet some of the requirements of the assignment F = Fails to meet most or all of the requirements of the assignment Students are asked to keep in mind that there is a significant difference between an “F” and a “0.” In academic grading, “F” usually represents around 50%. Therefore, even if a student is uncertain that his/her assignment will meet the requirements, he/she is encouraged still to submit the best assignment possible. Mid-term Grading In English 101, students receive a midterm letter grade based on the work of the first seven weeks of the course. The purpose of this grade is to help students determine how well they are doing in the first half of the course in order to make any adjustments necessary for success in the course as a whole. Instructors calculate letter grades based on the completed course assignments as weighted on the syllabus through the seventh week. The work in the second half of the semester may be weighted more heavily, so the midterm grade is not meant to predict the final course grade. Students may view their grade online as soon as it is recorded. Methods of Instruction I will provide students with assignments and feedback to help them in the writing process. I will also make myself available to students for any help they need along the way. As my student, it is your job to come to class prepared, put forth your best effort, and turn in your work on time. Your success in this class directly reflects your effort. I take my responsibilities as your teacher very seriously, and I expect all students to take this course seriously as well. Plagiarism According to the English Department’s Statement on Plagiarism: Plagiarism means using the exact words, opinions, or factual information from another person without giving that person credit. Writers give credit through accepted documentation styles, such as parenthetical citation, footnotes or endnotes; a simple listing of books and articles is not sufficient. We will be discussing ways to avoid and prevent plagiarism in class. Plagiarism is an issue that is not meant to intimidate new writers but that ought to be taken seriously. Writing Center The Writing Center is a free service for all full-time or part-time students. Tutors in the Writing Center can work one-on-one with students at any stage of the writing process. Though they will not merely proofread or edit papers, they can help find ways to develop and improve writing. All students are encouraged to take advantage of the Writing Center’s services. The Writing Center is located in Robinson A114; they can be reached by phone at (703) 993-1200 or by email at wcenter@gmu.edu. Their website is located at http://writingcenter.gmu.edu. Accommodation for Students with Disabilities Students who have disabilities documented with the Disability Resource Center should let me know as soon as possible. The Disability Resource Center is located in SUB I, Room 234; they can be reached by phone at (703) 993-2474. George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 5 Schedule Week Lesson Plan Readings Due Assignments Due August 27 – 31 Monday Journal: literacy narrative Wednesday Journal: re-creation of painting or photograph Occasions for Writing (OFW) p. 12-20 3 questions about the reading Hand out Assignment for Essay 1 Friday Journal: reflection/letter OFW p. 20-35 Journal: creating a scene September 5 – 7 Monday (Labor Day): No Class Wednesday Friday Journal: cataloguing details Peer Review Session for First Paragraph Peer Review Session for Essay 1 On Keeping a Journal (WebCT) First paragraph of Essay 1 1 copy of First Draft of Essay 1 Turn in Journals September 10 – 14 Monday Reading Quiz Video clip from Adaptation Journal: generating ideas Where Do You Get Your Ideas From? (OFW 538) Hand out Assignment for Essay 2 Wednesday Friday Thesis exercise: asking questions Journal: relationship between thought and language Preparation for MLA workshop Integrating quotations Politics and the English Language (OFW 514) MLA Guide (WebCT) 3 topic ideas Reading Response (RR): In 250 words complete the following: Reading and Thinking (R&T) #3 & 4, Thinking and Writing (T&W) #3 on p. 522 September 17 – 21 Monday Wednesday Friday Student-led discussion Analyzing argument Logical fallacy Evaluating sources MLA Workshop Introduction to databases Aria: A Memoir of a Bilingual Childhood (OFW 501) MLA Guide (WebCT) MEET IN COMPUTER CLASS Information Cycle (Library WebCT) Username: library; password: basics Final draft of Essay 1 RR: 200 words T&W #2 on p. 509 Bring your ideas/research questions! INNOVATION HALL 336 Bring your ideas/research questions! September 24 – 28 Monday Wednesday Thursday: Mark Doty 4:30 pm Friday: No Class & Last Day to Drop Journal: imitation of Mark Doty Conferences 9:30 am – 4:30 pm (If you go to Doty’s reading, question for Doty due 10/1/07) GO TO FALL FOR THE BOOK! Selection from Dog Years (WebCT) SCHEDULE A TIME TO MEET (If you don’t go to Doty’s reading, 100 word summary/reaction due 10/1/07) WORK ON YOUR RESEARCH! Hand back Essay 1 Jazzman’s on bottom floor of the JC (If you miss class on Monday, sign up for an extra conference time) ENJOY YOUR WEEKEND! October 1 – 5 Monday Wednesday Friday Student-led discussion Journal: letter to Deborah Tannen Paraphrase, Summary & Analysis Use of evidence/Integrating quotations Student-led discussion Journal: current assumptions about gender Asymmetries: Men and Women Talking at Cross-Purposes (OFW 213) Oranges and Sweet Sister Boy (OFW 226) Thesis Proposal for Essay 2 7 sources: Evidence, Idea, Essay FFTB question OR 100 words Hand back Thesis Proposal and 7 sources RR: 250 words – Locate & evaluate a strong moment of persuasion October 9 – 12 Monday: No Class Tuesday: Mon. classes meet Wednesday Friday HAPPY COLUMBUS DAY! Student-led discussion MLA Workshop Review: formatting sources Journal: constructing identity Student-led discussion Hotel Kitchens (634) How It Feels To Be Colored Me (OFW 159) RR: 250 words Bring 7 sources/all publication information OR Works Cited Page Rough Outline for Essay 2 including Introductory Paragraph, Topic Sentences, Integration of Sources, and Works Cited Page RR: 250 words – Compare/Contrast Hurston’s discussion of race with Rodriguez’s perception of race OR Use Tannen to interpret differences of language between the two. October 15 – 19 Monday Student-led discussion Graduation (OFW 335) RR: 250 words George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 6 Wednesday Friday Computer day Friday Computer day Conferences 9:30 am – 4:30 pm Annotated Bibliography Workshop (WC Handout) SCHEDULE A TIME TO MEET MEET IN COMPUTER CLASS 9:30 – Inn 327; 10:30 – Inn 223 Jazzman’s on bottom floor of the JC Bring Works Cited Page OR email it to yourself in a Word document. October 22 – 26 Monday Computer day Peer Review Session for Essay 2 Track changes using Word MEET IN COMPUTER CLASS INNOVATION HALL 336 1 paper copy First Draft of Essay 2 AND email it to peer review group Wednesday Student-led discussion Review Annotated Bibliographies Indian Education (WebCT) RR: 250 words Hand out Assignment for Essay 3 Friday Computer day Review corrections made to Annotated Bibiographies Student-led discussion MEET IN COMPUTER CLASS 9:30 – Inn 326; 10:30 – Inn 223 Why I Went to the Woods (OFW 577) Email Annotated Bibliography to peer review group AND Track changes to review group’s work RR: 250 words – Letter to Thoreau October 29 – November 2 Monday Student-led discussion The Trouble with Wilderness (OFW Final Draft of Essay 2 Journal: relationship of self to “wildness” and “wilderness” 419) RR: 250 words Wednesday Review of 3 Sections Bring OFW AND 3 WebCT Essays Journal: finding evidence Choose 5 readings you enjoyed Friday Journal: generating a thesis The Death of the Moth (OFW 385) RR: 250 words Bring OFW AND 3 WebCT Essays November 5 – 9 Monday Wednesday Friday Student-led discussion Peer review session of Theses Summary/Analysis Analyzing essays Integrating quotations Transfiguration (OFW 398) Thesis Proposal for Essay 3 RR: transfiguration after Annie Dillard November 12 – 16 Monday Wednesday Friday Journal: close reading Logos, ethos, and pathos Journal: position paper Conferences (optional) Outline for Essay 3 including Introductory Paragraph, Topic Sentences, and Works Cited Page Hand out portfolio assignment November 19 Monday Wednesday-Friday: Thanksgiving Break Peer review Session for Essay 3 HAPPY THANKSGIVING! TAKE TIME TO REVISE! 1 paper copy First Draft of Essay 3 AND email it to peer review group November 26 – 29 Monday Wednesday Friday Catch-up, review, needed lesson or fun activity Portfolio Work Day Portfolio Work Day Journal: reflective writing Final Draft of Essay 3 Bring all drafts of all Essays Hand back Essay 3 (If you choose to revise Essay 3, revisions are due 12/3/07) December 3 – 7 Monday Wednesday Friday Portfolio Work Day Journal Day Journal Day (Paper copy of Reflective Essay, if you’d like me to look it over before you turn it in with your Portfolio) Hand back Reflective Essay Final Portfolio Complete Journal Final: December 17 or December 12 9:30 – 10:20 a.m. class exam scheduled for Monday 12/17 at 7:30 – 10:15 a.m. 10:30 – 11:20 a.m. class exam scheduled for Wed. 12/12 at 10:30 – 1:15 p.m. HAPPY HOLIDAYS! George Mason University – Fall 2007 Syllabus – ENGL 101 – Lyon Page 7