ENG 121-0006 Instructor: Anthony Scott College Composition II

ENG 121-0006 Instructor: Anthony Scott College Composition II Folsom Hall, Room 303 [email protected] (contact email) TuTh: 9:30 AM-10:45 AM [email protected] (course assignment dropbox)

Required Texts:

NextText: Making Connections Across and Beyond the Disciplines by Anne Kress and Suellyn Winkle. The Curious Researcher by Bruce Ballenger, 7th edition. Resources for additional assistance with your writing:

UMPI Writing Center! Located on the first floor of South Hall, the writing center offers one-on-one tutoring for all writers, at all stages of the writing process. You can find out more at http://www.umpi.edu/programs/cas/english/writing-center. Call 768-9615 or stop by to set up an appointment. Some walk-ins are also available.

Blackboard The use of Blackboard is required. Small exercises and responses should be posted to the appropriate week’s discussion board. All students are required to log on to the course's “Blackboard” page, found at http://www.courses.maine.edu . Please see http://www.learn.maine.edu/crs/bb5_guide.html for current login info – if students have not already done so, they must activate their UMaine System email account before they can enter Blackboard. For further information, see the Quick Guide at http://www.learn.maine.edu/crs/bb5_guide.html.

Library Services Students have a lot of resources within library services, through the UMPI library pages and the University College resource pages. To access the UMPI library electronically, visit: http://www.umpi.edu/library . Students may contact Virginia Fischer, the Reference Librarian, directly by phone at 768-9602 or via email at [email protected]. General contact information for the UMPI library can be found at http://www.umpi.edu/library/directory. Students will need their ID number to access databases or order and reserve texts. Remote access to University System resources is available through www.learn.maine.edu/ocls.

--http://www.noodletools.com/ This is a commercial site, but there are some

services they provide for free. They are helpful in formatting your papers, and

they do provide some research options (but don’t assume that the sources they

suggest are always of academic quality.)

mailto:[email protected]


http://www.umpi.edu/programs/cas/english/writing-center

http://www.courses.maine.edu/

http://www.learn.maine.edu/crs/bb5_guide.html

http://www.learn.maine.edu/crs/bb5_guide.html

http://www.umpi.edu/library


http://www.umpi.edu/library/directory

http://www.learn.maine.edu/ocls

--http://owl.english.purdue.edu This site provides excellent, detailed information

on writing. For formatting (sources, citations, essay/paper structure), this site

always explains the method and provides several examples.

--http://www.umpi.edu/library There are many valuable resources on this web

page. I want to draw your attention to two of them. At the top of the left column

of links is URSUS. This is the catalog of literature in all UMS libraries across the

state. If the book is in UMPI library, URSUS will list it. If the book is in Orono

or Augusta (or any other UM campus’s library), you can request for it to be sent

to UMPI library. It usually only takes a few days (less than a week), and when it

arrives, the library will send you an email notifying you. At the top of the second

column of links, there is the link Databases. This takes you to an immense list of

databases of academic sources, literature, peer-reviewed journals, news papers

etc. With these resources (plus the public library and the UMPI library), there is

no need to use substandard internet sources such as Wikipedia. Wikipedia is not a

valid source!

Disabilities and Accommodation The University of Maine at Presque Isle provides reasonable accommodations upon request to qualified individuals with documented disabilities. Students with documented disabilities have a right to ask for accommodations and are encouraged to talk directly with the responsible faculty member, supervisor or other staff person to explore possible accommodations. For assistance with accommodations or academic support services, contact Mary Kate Barbosa, Director of Student Support Services, South Hall, at 768-9613 or by email at [email protected] . A copy of the accommodations request form can be found at http://www.umpi.edu/current-students/sss/disability-services/registration .

Essential Learning Outcomes (ELO) for All ENG 121 Classes 1a. Students will be able to use written and oral communication as a means to engage in critical inquiry by exploring ideas, challenging assumptions, and reflecting on composing processes. (Pertinent course components: Weekly online responses to texts and peers; Essays 1-3, including drafting and revision process; Weekly in-class discussion of material and viewpoints; Final reflective essay) 1b. Students will be able to write and speak with a clear purpose, point of view, and awareness of audience. (Pertinent course components: Weekly online responses to texts and peers; Essays 1-3; Weekly in-class discussion of material and viewpoints; Final reflective essay) 1c. Students will be able to engage primary and secondary sources effectively and employ appropriate documentation systems. (Pertinent course components: MLA Essay 1; APA Essay 2; Research-heavy Essay 3; Research binder; Research/source evaluation exercises in The Curious Researcher) 2c. Students will be able to accurately interpret evidence/findings, especially positions different from their own. (Pertinent course components: Weekly

http://www.umpi.edu/library


http://www.umpi.edu/current-students/sss/disability-services/registration

http://www.umpi.edu/current-students/sss/disability-services/registration

online responses to texts and peers; Essays 1-3; Research binder; Cross-discipline readings in Next Text; Source-evaluation exercises in The Curious Researcher) 2d. Students will be able to evaluate the quality of reasoning behind arguments, interpretations, and/or beliefs. (Pertinent course components: Weekly online responses to texts and peers; Essays 1-3, especially the feedback gained and then incorporated into later drafts; Weekly in-class discussions; Research binder; Cross-discipline readings in Next Text; Information-sifting exercises in The Curious Researcher) 4b. Students will distinguish between scholarly and popular sources and effectively assess the quality of the information: e.g., is it current? Reliable? Legitimate? Pertinent? (Pertinent course components: Library/tentative source list exercise for Essay 3; Essays 1-3; Source-evaluation exercises in The Curious Researcher)

Goals Specific to This Class

--Learn and demonstrate strategies for reading complex academic texts from various disciplines. --Collect data through library research, experimentation, and/or field work. --Write papers for academic readers from various disciplines, using conventions appropriate for those disciplines. --Understand the difference between primary and secondary sources, and use both in writing. --Evaluate the validity and reliability of sources. --Use and contextualize quotations and sources. --Use appropriate documentation. --Identify and use the rhetorical strategies of summary, analysis, synthesis, narration (when appropriate), explanation, and argument in reading and writing. --Demonstrate revision as an integral part of the writing process. --Incorporate insights from the Writing Center into subsequent drafts.

Requirements Attendance is required. This is a workshop/discussion style class, which only works if you’re present. Three absences is the maximum you can miss without jeopardizing your grade. Each absence beyond that drops your grade one step, i.e. from a B to a B-, or a C- to D+. Good students have failed because they ignored this policy. Completed assignments are required. The graded written work in this class is divided into weekly Blackboard posts, three drafts of three essays (that means nine drafts in all), your research binder, and your personal reflection paper, which goes in your portfolio along with the third drafts of all three essays. Students in the past have gambled with their grade by not turning in some of these, and have then been somehow shocked when they got a bad grade. So I’ve simplified it. If you don’t turn in a research binder, you will receive an F for this

class. If you don’t do all three drafts of all three essays, you will receive an F for this class. If you don’t put a personal reflection essay in your portfolio, you will probably fail this class (your grade will be cut by 15%, and that is hard to overcome). If you don’t turn in a certain percentage of your Blackboard posts, you will fail this class (I’m not telling you the percentage because I want you to do them all.).

Essays You will write three essays this semester.

--Essay 1: Three or more pages, in MLA format, with at least two sources (one from our texts, and one from outside our texts). --Essay 2: Seven or more pages, in APA format, with at least three sources (one from our texts, and two from outside our texts. One of the latter two needs to be a primary source, such as scientific research logs or a personal interview). --Essay 3: Ten or more pages, in either MLA or APA format, with at least six sources. This essay is considered your “research paper.” While all three essays require some sources and research, Essay 3 is more research-intensive, requiring more sources. This is to help you further develop your research skills and ability to evaluate the quality and relevance of sources. Toward this end, a part of the Essay 3 process is compiling a list of at least ten tentative sources which will be turned in prior to any drafts. From this list, you will choose the final six that will actually be a part of your paper. We will discuss later what kinds of sources you want and why.

I will critique the first and second drafts of essay 1. The first draft of essays 2 and 3 will be critiqued in the Writing Center. The second drafts of essays 2 and 3 will be critiqued by me. Drafts must be attached to an email and sent directly to me at [email protected]. They must be .doc, .docx, or .rtf documents, double spaced, in number 12 Times New Roman font. Your works cited page does not count toward your required number of pages. Third drafts of every essay go in your portfolio at the end. Occasionally, a student who is an experienced writer comes through the class and requires only a modest amount of critique to get his or her essays into shape. But that’s not common. Almost all students need a lot of work on their writing. That means I will be putting a lot of critique on your early drafts. You will be held accountable for that critique in the next draft of an essay. If you don’t make any changes, or if you only make a few changes and leave the majority of the things I point out uncorrected, I will not count that as a new draft. I consider that turning in the same draft twice. And remember, if you are missing any of the required drafts, you will fail this class. I spend hours working on your papers. I have no mercy when I detect that you care less about your paper than I do, that you spend less time on your paper than I do. Make those revisions; produce the new drafts; pass the class. Reading Responses


All responses to the readings and class discussion, and exercises from the text, are to be posted to the correlating week’s Blackboard discussion board.

--Weeks 1-7: Your personal responses/posts must be at least 300 words (except your response to the Intro to the Curious Researcher), and are due by 8:00 a.m. Monday of each week. I want your perspective on the readings before you’ve been affected by class discussion. At least two replies to your peers’ posts on NextText, of at least 150 words each, are due by midnight on Friday of each week, which also gives your perspective after taking part in class discussion. --Weeks 8-14: Instead of personal responses or regular posts, you will perform the exercises from The Curious Researcher and post them on Blackboard when due. You don’t have to respond to your peers’ posts from The Curious Researcher. Some exercises from this textbook are group exercises. You won’t be able to post them on Blackboard until we’ve done them in class.

Research Research is an important component of this class. You will need to keep a Research Binder. This should include the following sections: Brainstorming and Potential Topics, Sources and Research Notes, and Drafting/Research Journal.

--Brainstorming and Potential Topics: In this section, you will jot down ideas to write essays about. These ideas can occur to you at any time, especially while reading or during class discussion. It’s important to keep the Research Binder close in case you need it. Also in this section of the Binder, you will take those ideas and brainstorm, listing questions to explore, things connected or similar or opposed. --Sources and Research Notes: Once you have decided on a topic, you bring that topic idea to this section. Here, you compile a number of potential sources. Not all sources may wind up matching your topic, but that’s okay as long as you have the required sources when it’s done. This is also where you will take notes from those sources, listing things that are important to your project, data that affects it in any way. Also, any quotable passages can be listed here. --Drafting/Research Journal: Once you’ve narrowed down your sources and have gleaned information from them, you can use this section to begin pulling it all together in your own voice, your own writing. You can also use this section to journal your experiences during the research and writing process. This will be valuable to have when writing your personal reflection paper at the end of the semester.

Your research binder will be turned in along with your portfolio at the end of the semester. Personal Reflection Paper At the end of the semester, you will have to write a two-page reflective paper. This should examine your journey through the class, providing details about how

the research and cross-discipline focus affected you and your writing. You will need to revise and edit and polish this for your portfolio. Final Portfolio At semester’s end, you will bring your final portfolio to South Hall and leave in my box at the front desk. It should include a cover page with your name, the class, and a date (and a title if you desire); a table of contents listing all the components; the third drafts of all three essays, and your reflective paper. This portfolio should contain only your best work, the product of all of your revisions. Also, because this is a single portfolio, all of your work should be combined into a single document, with one set of page numbers, all in one binder. Grading --Participation and Attendance 15% --Reading Responses and Exercises 25% --Research Binder 15% --Final Portfolio 45% Academic Integrity Plagiarism is basically presenting someone else’s work as yours. But there are many levels of plagiarism; some of it is even unintentional. Here are some examples of plagiarism:

--Writing another’s words exactly, without using quotations, direct mention, or citations to give the original writer/speaker credit. --Paraphrasing another’s words or thoughts without mentioning directly or via citations the original writer/speaker.

--Resubmitting all or part of one’s own work as new work. --Filling large percentages of your page requirement with quotations, even cited. (This may seem nonsensical to some, but consider the following scenario: If you turn in a four-page paper that is 25% quotations, that means only three pages are your own thoughts and words. The other page is somebody else’s, but your name is at the top.)

Plagiarism, especially blatant and intentional plagiarism, will result in failing the class. Classroom Etiquette All personal electronic devices (cell phones, mp3 players, I-pads etc.) should be put away and silent during class. Laptops are allowed ONLY on days when specified as project work days.

Semester Schedule September

Week 1

3rd

Introductions, the syllabus and semester explained, and Q & A.

Essay 1: Draft 1 is due Sept. 19th

.

Assignment: From The Curious Researcher, read “Introduction:

Rethinking the Research Paper” and do all exercises in the chapter. Post

exercises and thoughts on the provided Blackboard forum discussion

board.

Start bringing your research binders to class now. All discussions are

potential leads and ideas for your papers.

5th

Workshop training.

Assignment: From The Curious Researcher, read “Introduction:

Rethinking the Research Paper” and do all exercises in the chapter. Post

exercises and thoughts on the provided Blackboard forum discussion

board.

Week 2

10th

Assignment: From NextText, you should have read pages 2-26 by now.

Post a response in the proper discussion board on Blackboard.

If you have difficulty posting, store your work on a flash-drive or your

laptop and bring to class Wednesday. We will take some time in class to

demonstrate how to post to discussion boards. This is the only time when

posts can be made later than Tuesday morning.


, next Thursday.

*Monday the 9th

is the last day to add a class.

12th

Assignment in NextText: Read pages 27-55.

Respond to two of your peers on the discussion on Blackboard by

midnight Saturday.


, next Thursday.

*Wednesday the 11th

is the last day to drop a class.

Week 3

17th

Assignment in NextText: Pages 86-120. Post your response on

Blackboard.

Essay 1: Draft 1 is due Thursday.

*Monday the 16th

is the last day to request pass/fail option.

19th


Essay 1, Draft 1, is due today. Bring three copies of your essay to class to

be workshopped.


midnight Saturday.

Essay 1: Draft 2 is due Oct. 3rd

, two weeks from today.

Week 4

24th


Blackboard.

Essay 1: Draft 1 workshop continued. If your essay hasn’t been

workshopped yet, bring three copies to class.

Essay 1: Draft 2 is due next Thursday, Oct. 3nd

.

26th



midnight Saturday.

Essay 1: Draft 1 workshop continued. If your essay hasn’t been

workshopped yet, bring three copies to class.

Essay 1: Draft 2 is due next Thursday, Oct. 3nd

.

Week 5

October

1st Assignment in NextText: Pages 310-351. Post your response on

Blackboard.

Sign up for workshops or online to bring Essay 2 the Writing Center.

Essay 1: Draft 2 is due this Thursday.

3rd


Sign up for workshops or online to bring Essay 2 the Writing Center.

Essay 1: Draft 2 is due today.


midnight Saturday.

Week 6

8th


Blackboard.

Essay 2: Unless you attend one of the workshops next week, the Writing

Center document showing you’ve had Draft 1 critiqued is due Oct. 22nd

.

10th



midnight Saturday.

Essay 2: Unless you attend one of the workshops next week, the Writing


.

Week 7

FALL BREAK, MONDAY AND TUESDAY


Blackboard.

Essay 2: Unless you attend one of the workshops this week, the Writing


.

17th

Class will be used to workshop the first draft of Essay 2.



midnight Saturday.


Center document showing you’ve had Draft 1 critiqued is due next

Tuesday, Oct. 22nd

.

Essay 2: Draft 2 is due Thursday, Oct. 31st.

Week 8

22nd

Assignment in The Curious Researcher: Read “Chapter 1—The First

Week” up to Exercise 1.4. Post Exercises 1.1 through 1.4 on Blackboard

by noon.

Research Binders: Many of the exercises from Curious Researcher are

designed to go into and work with your research binder. They aren’t just

demonstrations; they are actual steps toward writing the paper you will

turn in at the end.

Essay 2: Unless you attended one of the workshops last week, the Writing

Center document showing you’ve had Draft 1 critiqued is due today.


24th

Assignment in The Curious Researcher: Read the rest of “Chapter 1—

The First Week.”

Complete and post the remaining exercises from Chapter 1 of The Curious

Researcher on Blackboard by midnight Saturday.


*Mid-term grades.

Week 9

29th

Assignment in The Curious Researcher: Read “Chapter 2—The Second

Week” up to Exercise 2.1. Post Exercise 2.1 on Blackboard by noon.

Essay 2: Draft 2 is due this Thursday, Oct. 31st.

31st


The Second Week.”



Essay 2: Draft 2 is due today.

Essay 3: Your tentative list of sources is due next week by midnight

Saturday, Nov. 9th

.

November

Week 10

5th

Assignment in The Curious Researcher: Read “Chapter 3—The Third

Week” up to Exercise 3.3. Post Exercises 3.1 through 3.3 on Blackboard

by noon.

Sign up for workshops and Writing Center appointments for Essay 3.

Essay 3: Your tentative list of sources is due by midnight this Saturday,

Nov. 9th

.

*Monday the 4th

is the last day to withdraw from any class, from

the University, or to request a leave of absence (with a “W” for your grade).

*Advisement and registration for Spring/Summer 2014 also begins on

Monday the 4th

.

7th


The Third Week.”



Sign up for workshops and Writing Center appointments for Essay 3.

Essay 3: Your tentative list of sources is due by midnight this Saturday,

Nov. 9th

.

Week 11

VETERAN’S DAY, MONDAY

12th

Assignment in The Curious Researcher: Read “Chapter 4—The Fourth

Week” up to Exercise 4.2. Post Exercises 4.1 and 4.2 on Blackboard by

noon.

14th


The Fourth Week.”



Week 12

19th

Workshops for the first draft of Essay 3.

If you already have Draft 1 of Essay 3 done, use today to get it critiqued in

the Writing Center.


Center document showing you’ve had Draft 1 critiqued is due Nov. 26th

.

21st Workshops for the first draft of Essay 3.


Center document showing you’ve had Draft 1 critiqued is due Nov. 26th

.

Essay 3: Draft 2 is due by Wednesday, Nov. 27th

.

Week 13

26th

Assignment in The Curious Researcher: Read “Chapter 5—The Fifth

Week.”

Complete and post the exercises from Chapter 5 of The Curious

Researcher on Blackboard by Dec. 2nd

..

Essay 3: Unless you attended one of the workshops last week, the Writing

Center document showing you’ve had Draft 1 critiqued is due today.

Essay 3: Draft 2 is due by Wednesday, Nov. 27th

.

THANKSGIVING BREAK, WEDNESDAY THROUGH FRIDAY

December

Week 14

3rd

Research and Library Day. Draft 2 of Essay 3 should already be turned in.

Go back and catch up on any missing Blackboard posts. Work on the

third drafts and personal reflection paper for your portfolio.

Assignment: The final exercises from the Curious Researcher are due

today.

5th

Research and Library Day. Draft 2 of Essay 3 should already be turned in.

Go back and catch up on any missing Blackboard posts. Work on the

third drafts and personal reflection paper for your portfolio.

Week 15

10th

In-class writing and portfolio polishing. Bring your projects and your

laptops.

12th

In-class writing and portfolio polishing. Bring your projects and your

laptops.

FINALS WEEK: NO CLASSES; TURN IN PORTFOLIOS AND RESEARCH

BINDERS TO SOUTH HALL.

ENG 121-0006 Instructor: Anthony Scott College Composition II

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