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Drexel University Dept of English and Philosophy English 101 Expository Writing and Reading Christopher T Nielson PhD MacAlister Hall 5037 215 895 6994 christophernielsondrexeledu Of ce Hours MWF 200 330 amp By Appointment Freshman Writing Program Goals and Outcomes The Freshman Writing Program FWP at Drexel is a threeicourse yearlong writingiintensive sequence During the year you will learn to Focus on purpose Appreciate and respond to diverse audiences Respond to different kinds of rhetorical situations Use format and structure conventions appropriate to the rhetorical situation Adopt appropriate voice tone and level of formality Understand how genres shape writing Write in different genres Use writing and reading for inquiry thinking and communicating Integrate your ideas with the ideas of others 9 99Y E JP HH HO39 Use research to develop support and enhance your ideas Understand how to develop and document ideas H N Understand writing as a process H w Critique your own and others7 works H 4 Use writing technologies to address a range of audiences Use conventions including citation methods such as MLA Control mechanics such as syntax grammar punctuation and spelling HH 001 A comprehemive deteription ofoutcomerfor Englirh IO 139 located at the end ofthi Syllabur Required Texts Jackson Major Hoops Poems New York Norton 2006 Print Roen Duane Gregory R Glau and Barry M Maid The McGraW Hill Guide Writingfor College Writingfor Ly e 2 d ed New York McGrawilIill 2009 Print Stein Scott Albert DiBartolomeo and Kathleen Volk Miller eds The 33 An Anthology Philadelphia Drexel Publishing Group 2011 Print A Tip for Academic Success Drexel University Dept of English and Philosophy Drexel University Writing Center The Drexel Writing Center DWC is located in 0032 MacAlister x1799 Whether you are developing a rough draft or trying to put the finishing touches on a wellideveloped paper peer and faculty readers will help you to evaluate your own writing and determine how to improve it according to your purpose and your audience The DWC s Web page has more details http wwwdreereducoaswritingcenter Stop by the DWCiyou may nd it s one of the best places on campus to help you enhance your writing and thinking My Role in Helping You to Reach the Freshman Writing Program Goals and Outcomes I will be serving the class as an experienced writer and reader who will help you to become successful in your academic and professional careers Ideas that are new to you will probably appear often in your reading But the ideas will make little or no impression on your mind unless you read for understanding Consequently I ll assist you to understand more completely what there is to be understood so that you may engage thoughtfully with a text and its subsuIning ideas The emphasis on ideasiboth your ideas and the ideas of othersishould give you an iInportant clue to the kind of course this will be It has been designed to give you a chance to learn to read with understanding and to writefor understanding Writing serves your needs in exploring and claiming intellectual territory Thus writing well is empowerment Course Requirements Composition Projects You will have two major composition projects in this course see descriptions below These projects should demonstrate the following in line with the course goals and learning outcomes A clear understanding ofaudience and purpose A welliarticulated and clear main point or thesis A commitment to revising your project from invention to completion Research and evidence appropriate for the project incorporated correctly and cited accurately Clear organization Attention to grammatical and stylistic elements appropriate for collegeilevel writing Adherence to the conventions and guidelines of the project due dates length format Drexel University Dept of English and Philosophy Criteria used to Grade Essays Overview Correctness in grammar mechanics and usage does not in itself assure a passing grade An essay must be mature and intelligent in content must be sound in structure and must conform closely to the assignment These are the essential requirements for a Passing grade Grade A An essay at this level shows originality of thought in formulating stating and developing a thesis Its ideas are clear logical and convincing It embodies all the following 1 careful construction and organization of sentences and paragraphs with appropriate transitions to show relationships 2 use of effective words and phrases 3 concentration on a single idea with effective development and adequate support 4 freedom from major errors in mechanics Grade B An essay at this level has a clearly stated thesis and logical and adequate development Its ideas are clear and it re ects the qualities listed for the A essay It is mostly free from mechanical errors Although indicating a high level of competence the B essay lacks the originality of thought and the excellence of thinking and writing which characterize the A essay Grade C An essay at this level has a clear thesis relevant to the topic assigned and adequate development It is satisfactorily organized and has few serious mechanical errors It may in fact have few correction marks on it but it lacks the vigor and originality ofthought which would entitle it to a higher grade Grade D An essay at this level is weak in expressing ideas correctly and effectively Its thesis lacks clarity and completeness Usually the essay contains a pattern of serious mechanical andor grammatical errors Grade F An essay at this level has a poor thesis a badly stated thesis or no thesis at all It lacks development and organization It has many mechanical andor grammatical errors Grade F An essay that is handed in late DocuInented emergencies excluded Grade F An essay that is plagiarized Writing Portfolio Keep all ofthe work you do in this course At the end of the term you will select a number of formal and informal compositions you ve written and develop an electronic portfolio using an online program called iWebfoIio your instructor will give you more information on how to set up your iWebfoIio account later in the term You will return to this eiportfolio again in English 102 and 103 and later in your Drexel career Informal Writing Informal writing assignments are a major component ofyour grade in this course Each week you will be required to write the equivalent ofseveral hundred words in response to readings instructor questions conversations with colleagues and your ongoing discussion ofyour projects These informal writings may include notebooks journals peer reviews and iniclass writings Drexel University Dept of English and Philosophy Quizzes Your will complete several quizzes during the term generally about the readings I may drop one of your lowest quiz grades Grading Note To earn a purring gradeyou murt complete both comporition project and the portfolio A 977100 3 87789 C 77779 D 67769 F below 60 A 93796 B 83786 C 73776 D 6366 A7 90792 Bi 80782 C7 70772 D7 60762 Composition Project 1i15 Informal Writingi20 Composition Project 2i20 Writing Portfolioi10 Project 2 Research QuestionProject Plani5 Class participationi10 Project 2 Annotated Bibliographin0 Quizzesi10 Course Policies Academic Integrity All students must abide by Drexel s academic integrity policy The Drexel Q icial Student Handbook states If an act of academic dishonesty is determined to have occurred one or more of the following sanctions will be imposed depending on the severity of the offense Reduction ofa course grade An F for the assignment or exam Failure for the entire course Other action deemed appropriate by the faculty member Any of the above sanctions with the inability to withdraw Examples ofother action deemed appropriate include but are not limited to requiring the student to retake the exam reicomplete an assignment or complete an assigned exercise The decision of the faculty member and the department head shall be reported to the Of ce of Student Conduct and Community Standards which is responsible for maintaining student conductrecords The incident will result in an official disciplinary record for the students 128 A violation of academic integrity is not limited to copying a passage from a source word for word If you acquire specific information from a source you murt acknowledge that source even ifyou have used your own words and paraphrased that information You must also refrain from fabricating source material stealing or buying compositions or being complicit in a violation of academic integrity eg writing a peer s paper for hirnher 127728 Please review chapters 19 and 20 of MHG for acceptable ways of acknowledging the work ofother writers Drexel University Dept of English and Philosophy According to the Drexel Q icial Student Handbook a second academic integrity offense may result in suspension or expulsion in addition to any sanction issued from the list above 129 For further questions about Drexel s academic integrity policy please talk with your instructor and consult the Drexel Q icial Student Handbook which may be found here httpwww Jr 9 mlquot quot39 I I quot 39 Handlmnlz l39lfml Disability Students with disabilities who request accommodations and services at Drexel need to present a current accommodation veri cation letter AVL to faculty before accommodations can be made AVLs are issued by the Office of Disability Services ODS For additional information contact the ODS online at http wwwdrexeleduods The ODS is located at 3201 Arch St Ste 210 Philadelphia PA 19104 Phone 215789571401 TTY 215789572299 Class Participation Attendance and Etiquette Your participation is essential to your success in this class and thus you should assuIne that attendance is mandatory Class participation means being present and prepared and actively engaging with discussion readings and writing Students who miss more than 10 of class meetings due to unexcused absences will have their grades penalized Except under extraordinary circuInstances a student who misses more than 20 ofscheduled class tiIne as a result ofunexcused OR excused absences will fail the course NOTE An excused absence is de ned as one that is the result ofa condition or circuInstance beyond the student s control such as illness a family crisis or emergency or essential travel an official university event eg academics athletics or performing arts or areligious holiday Normally an absence will be excused only if there is some docuInentation verifying the circuInstances that caused the absence Absence from class does not excuse late work Always assuIne that iInportant work went on in class and contact a classmate to find out what you missed Being on time is also important Students who are often late to class may be marked absent at my discretion Tardiness any tiIne after Ihave taken roll and early departures are disruptive and will cause you to miss armouncements quizzes and discussion Late arrivalsearly departures are not acceptable Bathroom breaks during class tiIne are not acceptable Take care ofyour bodily needs before class Drexel University Dept of English and Philosophy Criteria used to Grade Participation Grade A Exceptional Characterized by being an outstanding participant You far exceeded expectations Your classmates and I learned a great deal gained insights were emotionally affected or inspired Grade B Substantial Characterized by meaningful involvement that added to the process Your performance exceeded that which would be expected by your classmates and me You offered provocative and relevant comments Grade C Expected Characterized by meaningful involvement that added to the process You lived up to the expectations ofyour classmates and me for how a member of our class should act You showed willingness preparation ability and understanding during discussion Grade D Marginal Characterized by minor involvement that added little to the process Grade F Insigni cant and or Disruptive Characterized by a failure either to display interest or to make relevant comments Either you listened but not intently or you disrupted the class Peer Review Attendance Policy Peer reviews are an iInportant component of this course Ifyou miss a peer review you ll be marked for m absences Note that a missed peer review is defined as one of the following 0 You do not come to class for whatever reason You are signi cantly late to class for whatever reason You give your essay to someone for example a classmate to bring to class but you are not present 0 You do not have a draft although you are present 0 You do not have a completed draft although you are present 0 You have a draft on your laptop but you have not printed it out 0 You do not have the requisite nuInber ofdrafts to distribute to your peers Deadlines and Assignment Submission Your learning in this course requires inidepth reading re ection writing discussion independent work and teamwork To achieve our goals you must complete your work in a timely manner Projects and other assignInents that are late will be penalized Whether you submit your assignInents in hard copy or electronically it is your responsibility to ensure that your instructor receives your work You also should back up all ofyour work and plan on saving it for some time especially materials you will use in future portfolios Drexel University Dept of English and Philosophy DropWithdraw Students have until the end of the 2nd week of the term to drop a course without financial responsibility Undergraduates have until the end ofthe 6d week of the term to withdraw with nancial responsibility according to the University39s sliding scale For details on the sliding scale7 see http www tire el edquot bursarSFS T quot39 n L J A quotr39reditPolicvhtml Library Skills In order to engage in the researchibased inquiry of this course you must know how to use the library resources Be sure to go to the librarst New Students7 Guide to the Libraries httpwwwlibrarv dre el edn about quot hrml Technology Expectations and Tech Support You must have an active Drexel email account It is easy to set up your Drexel account to forward mail to another account Ifyou are having problems setting up your email or using iWebfolio please contact httpwwwdrexeleduirt or call the Help Desk at 2158952020 Support for using iWebfoIio may also be found here http wwwdrexeleduirtcoursetoolstoolListeportfoliosiWebfolioTutorials Drexel University Dept of English and Philosophy Descriptions of Composition Projects Composition Project 1 Right Person Right Place Right Time A Rhetorical Analysis No one else has experienced your efforts or your challenges and the invaluable People who ve helped and inspired you have made iInprints that you ll always remember These people stand in your memory like lighthouses ofwisdom creativity and connection Indeed it is likely that you have taken some time to re ect on someone who s been particularly in uential But what made that someone the right person in the right place at the right moment such that hisher in uence on you was remarkable and pennante Project 1 begins with this question The ancient Greek rhetoricians had a distinctive word for the opportune moment when something extraordinary happens kairos Kairos is like a window ofopportunity Who the person was the time and place who you were at the tiIne and the way that person taught you a specific lesson all shape the kairos of your experience with this person These elements also combine to make what we call a rhetorical Situation Review pages 479 in the MHG and you ll see the key elements ofa rhetorical situation writer purpose audience topic context Note that your textbook discusses doing rhetorical analysis ofa text But conversations and experiences can also be texts we can look speci cally at who is trying to deliver a message written spoken gestured depicted to a speci c audience within a specific context In this project you ll look at your experience with this person as a rhetorical text In reading your experience with this person you ll use rhetorical analysis a close examination of the rhetorical situation to understand what was so special and persuasive about how this person taught you a lesson As you consider whom you ll choose as your focus think about all of the people who might have taught you something that has become critical to your life a parent teacher pastor rabbi coach sibling friend You might also choose someone you don tknow like a famous writer or someone who is ctional like a character from a novel or film As you do rhetorical analysis you ll go beyond the telling ofa story and look speci cally at how and Why the lesson you learned from this person was especially meaningful What elements shaped that window ofopportunity for this person to iInpact you so greatly As you analyze you might find these questions helpful Right person right message 1 What lessonmessage was this person trying to teach you 2 What tools did this person use to send the message Think about how heshe used ethos logos and pathos in guiding you 3 What was the purpose behind this lesson Why did you need to learn it Why did this person need to teach it to you Right place amp tiIne 4 What made the context time place mode of communication significant 5 Who were you as the audience at that time and howwhy were you ready to receive the message from this in uential person Drexel University Dept of English and Philosophy Your Audience In doing this rst project let us assume that you are addressing your instructor and your peers as you analyze and explore In your next project we will start to think even more speci cally about how you might utilize different textual and multimedia genres and contexts to address even more speci c audiences Research and Evidence Your project will draw on your own primary reSearchifirstihand experiences and observations interviews surveysito create an authoritative position from which you ll write Additionally you may feel welcome to draw on other sources journals newspapers or magazines Web sites images popular culture in order to add more creativity to your discussion and to relate your analysis to a larger context Speci cations No more than 1200 words Sources You must use at least one form ofprimary research You are also welcome to use other sources see above for support DocuInentation in MLA format see The Purdue OWL hgp owlenglishpurdueeduowlresource74701 Asyau draft and revise utilize Peer reviewfeedback 0 ice hours and The Drexel Writing Center Drexel University Dept of English and Philosophy Composition Project 2 You the Researcher Your Writing the Subject An Exploration One of the major outcomes ofthe FWP is that students will learn to use writing and reading for inquiry thinking and communicating see FWP Outcomes at the beginning and end of this syllabus English 101 anchors this outcome The hope in these courses is that you ll become more con dent and comfortable with writing such that it becomes a tool for you to authentically explore some of your challenging dilemmas test and strengthen your relationships and offer your wisdom to the social spaces around you In using writing as a toolfor inquiry you ll become more familiar with exploratory writing and research an approach to research that may be new to you Exploratory research aims to teach you something you don t already know and it often begins with a question to which you do not know the answer Though you may have an idea or hypothesis about what sources will reveal to you you aren t completely sure until you ve read analyzed and synthesized the data you collect One way to develop these writingitoilearn skills is to study what is already familiar to youi yourself and your experiences In Project 1 you began with a question and used rhetorical analysis to examine how an in uential figure in your life was especially persuasive in teaching you a lesson In Project 2 you ll continue to draw from your own experience as you do a selfistudy about how and why you write and you re going to address a speci c audience as you unfold your research and discover new knowledge Taking an inductive approach See MHG 249 you ll begin with a research question and you ll think critically about what kind of audience might be especially interested in knowing the answer to such a question Once you ve developed your question you ll begin to track your writing practices You ll observe description you ll examine analysis you ll collect priInary and secondary data more analysis and you ll make meaning out ofwhat you uncover synthesis As you begin to make meaning you ll think about what kind ofmedia text audio visual would best suit your audience and you ll draft and revise until you ve composed a nal product that depicts the results of your exploration as you discovered them what you saw in your writing life how each source you collected shaped your thinking about your research question and nally the amwer to your question Topic Possibilities Technology social networking creativity revision extracurricular writing resistance to writing identity and writing you ll decide what kind of inquiry intrigues you most Here are some possibilities Your writing habits revision copyediting brainstorming invention writing spaces Writing technologies word processing pen and paper tablets blogging Facebook Twitter IMiing Writing and con ict management Writing and your culture Resistance to writing Writing and learning styles Extracurricular writing vs school writing Your writing development as a child ESL writing experiences Endangered handwriting practices notes letters recipe cards diaries Drexel University Dept of English and Philosophy Research and Evidence Your project will use at least two scholarly sources peerireviewedjournal or book one form ofpriInary research formal observation interview survey one visual graph Photo chart drawing painting Other sources that could be quite helpful a daily journal written audio or visual screenshots ofyour writing examples of written conversations using pseudonyms to protect identity popular media newspaper and magazine articles TV film literature one or more of the cultural events you ve attended Components 1 Research Question and Project Plan You will write a 3507word summary that includes a clear research question you intend to explore why you think it is important and who you think your audience is You will also compose a detailed project plan that includes the types of sources you intend to explore where you expect to retrieve them and a schedule for the completion ofyour research and composition 2 1 nquot quot a l l In this 39 you will write annotations short evaluative summaries for the list ofsources that you have compiled Each armotation will begin with the correct MLA Works Cited information and will then be iInmediately followed by a description of the main points embedded in the source as well as an evaluation of the ethos of the source The annotated bibliography aims to teach at least three concepts critical attention to citation explication of source information and evaluation ofsources see MHG 1527153 3 Composition Project In your project you will present your analysis ofyour researched exploration as well as the conclusions you come to in response to your research question An essay of 2000 words maximum Doubleispaced throughout Documentation in MLA format Include at least one visual Evaluation Rubric to be determined together by the professor and the class Asyau draft and revise utilize Peer teviewfeedback a we hours and The DWC Drexel University Dept of English and Philosophy Writing Portfolio Your Writing Portfolio is an online space where you gather artifacts ofyour writing and make an argument about how those artifacts demonstrate how you have achieved the Drexel Student Learning Outcomes for Communication Your tool for constructing this argument is reflective analysis a Process by which you closely examine a variety ofyour own work over a Period of tiIne Re ective analysis helps you to make an evidenceibased argument about yourself a skill that will help you not only here at Drexel but also outside of Drexel In your academic and professional life it will be important to establish and re ect on goals to periodically examine what you have accomplished and to ask critical questions about your learning What did I hope to accomplish in this class projectexperience How did I grow as a person scholar or professional What evidence do Ihave for that growth How does this growth prepare me for what is next In myriad contexts you will be asked to discuss either in person or in writing what kind of student or employee you will be In these contexts you will be most convincing to your audiences ifyou can provide some prooffor the claiIns you make about your abilities and potential Re ective analysis can help you to provide a basis upon which to make these claiIns As you move through the FWP sequence the Writing Portfolio will give you lots ofpractice in doing re ective analysis The skills you gain by closely examining your compositions and by making larger claiIns about your writing abilities based on the composition artifacts you include will help to prepare you for the re ective analysis you will be asked to do later in your academic and professional life English 101 Writing Portfolio and Re ective Analysis Assignment In this culminating assignment of the course you will use the English 101 area ofyour iWebfoIio account to display at least four artifacts and a re ective analysis that explains how those artifacts provide evidence for your writing development In order to make this argument you ll draw on two iInportant FWP Outcomes as well as others 1 Students will re ect on their own and others7 writing and communication processes and practices They will learn that the term writer applies to themselves and their peers 2 Students will use writing to embrace complexity and think about openiended questions Components There are four major components to this assignment 1 Your argument the message you want to send about your writing development Drawing from the FWP Outcomes here are some possibilities Your revision ethic in writing Your ability to make an argument Your ethics in documentation either in research or style Your ability to use writing as a tool for inquiry Your re ective writing m s Your use ofwriting technologies 2 The artifacts you use as evidence Drexel University Dept of English and Philosophy a 2 major Projects from 101 b 2 informal compositions from 101 c Any other supporting artifacts you would like to use 3 Your choice of audience Professional employer friend teacher parent or guardian future child yourself you choose 4 Your metaianalysis of those artifacts 1000 words mainnuIn Metaianalysis is your exaInination of your own work your writingiaboutiyouriwriting Sources The sources required for this project are the texts that you ve written and selected for evidence In your re ective analysis you should ofcourse provide proper citation to these texts and you should include the texts in a Works Cited at the end You are also welcome to include texts that we have read over the course of the term or references to other sources that you think would be useful in your analysis Citing Your Own Work Last name First name Title of Project Course Title Professor Department Institution Date project was submitted Form of Media Print Web etc Organizing Your Artifacts in 139Webfalia Create each artifact as an ITEM in iWebfoIio and add a preface to the item in which you explain its original context when it was written in what situation and for what purpose or in response to what Note In iWebfolio Items are different than Files in that Items are created and formatted to be viewed within the portfolio while Files are linked to and must be downloaded unless we arrange otherwise in the case ofan unusual text that can39t be represented as an Item all of your artifacts in the portfolio should be ITEMS Within your Drexel Writing Portfolio add your artifacts to the English 101 Category ofyour portfolio using Add Attachment and then select Item in the pulldown menu to view Items H N you ve created 3 Add your re ective analysis to the main body of the English 101 area of the portfolio using the Edit feature Keep in Mind Your re ection is not a place to try to make your professor feel good about your growth as a writer it is a space for your honest re ection about your own work In your re ective analysis keep your focus on the arguInent you have established and use the compositions you have provided as evidence Drexel University Dept of English and Philosophy Course Schedule GOALS Thinking rhetorically about writing Class orientation Introduce Composition Project 1 For discussion What does it mean to think rhetorically How is writing in college different from high school writing How does the building ofsentences shape rhetoric MHG Chap 1 Writing Goals and Objectives for College and for Life 1714 MHG Handbook On building sentences 3710 The 3339 suggested reading Geesey Totalitarianism in Today s Society 2328 Hoop 2 poems First day FWP assessment Quiz Informal writing GOALS Reading rhetorically and writing to learn Explore Composition Project 1 topics Introduce Writing Portfolio For discussion What is rhetorical analysis How do analysis and synthesis differ How does writing act as a process ofdiscovery What does it mean to read poetry rhetorically MHG Chap 2 Reading Critically for College and for Life 1532 MHG Chap 3 Writing to Discover and to Learn 33745 MHG Appendix A Constructing a Writing Portfolio 6177624 MHG Handbook On building sentences 11720 The 3339 suggested readings BeniDavid Unfolding the Past 1012 Sreenivasan The Dancer in Me 13715 Interview with Major Jackson http wwwv prnetnews7detail74749 Hoop 2 poems Quiz Topic descriptions for Composition Project 1 Informal writing Begin composing drafts of Composition Project 1 GOALS Writing to share experiences ReVisioning writing Thinking rhetorically about Composition Project 1 activities and questions MHG 83787 For discussion Using priInary sources field observation interview survey How do analysis and synthesis work in narrative How might visuals work in a narrative What does show don t tell mean What does it mean to really revise What is peer review and how does it help writing How do Jackson s poems illustrate show don t tell Drexel University Dept of English and Philosophy READ MHG Chap 4 Writing to Share Experiences 46789 MHG Revising 79781 Editing 81782 SelfiAssessment 88789 MHG Handbook Sentence style 21729 and The Glossary ostage The 3339 suggested reading Omondi My Mission to Travel the World 4044 Hoop 2 Poems DUE Quiz Composition Project 1 first draft for peer reviewconference Peer Review Informal writing Week 4 GOALS Using writing and research to explore 1097 Introduce Composition Project 2 1015 Introduce the Research Question and Project Plan assignment for Composition Project 2 For discussion What does exploratory writing do and look like How do research choices impact ethos logos and pathos How does Jackson use sources outside ofhis own experience What is a research question and how does a writer develop one READ MHG Chap 5 Writing to Explore 907131 MHG Chap 19 Finding and Evaluating Information 53358 MHG Handbook Sentence style 37742 The 3339 suggested reading Sullivan Text Messaging and Con ict Resolution 4549 Hoop 3 poems DUE Quiz Informal writing Project 1 final draft Week 5 Major Jackson author of Hoops presents Wednesday 1019 57pm in Mitchell 10 167 Auditorium 10 22 GOALS Integrating your evidence synthesis and documentation Academic integrity Attend Major Jackson s presentation on October 19 5pm Explore Composition Project 2 research questions Focus on academic integrity Library orientations begin For discussion What is paraphrasing really How can a writer integrate sources and still maintain authority What does it mean to synthesize sources What is the logic behind documentation style Why is plagiarism such a complex issue READ MHG Chap 20 Synthesizing and DocuInenting Sources 559768 MHG Handbook At last Commas 44750 The 3339 suggested reading Brophy Breast or Bottle 16722 Hoop 2 poems DUE Quiz Drexel University Dept of English and Philosophy Research Question and Project Plan for Composition Project 2 Informal writing Week 6 GOALS Strategies to guide your audience 10237 Introduction to the Annotated Bibliography 1029 Iniclass workshop ofarmotations Integrating the cultural eventvisit into your research Library orientations cont For discussion How does a writer engage in conversation with an audience What creative strategies can support a writer s purpose Why is the integrity ofa paragraph important and how does paragraph development work How can punctuation empower a text READ MHG Chap 13 Using Strategies That Guide Readers 429756 MHG armotated bibliographies 15273 MHG Handbook Semiicolons and the freedom ofpunctnation 51763 The 3339 suggested readings Biallas Home is Where the Mine Fire Is 579 Nguyen To Eat or Not to Eat 35739 DUE Quiz 393 armotations for your Annotated Bibliography Cultural event visit Informal writing Week 7 GOALS Genre and medium packaging your composition Writing a rubric 10307 Work as a class to create Draft 1 of Composition Project 2 rubric 115 Set up iWebfoIio Library orientations cont For discussion How do the genre and mediuIn ofa composition shape its rhetoric What role does technology play in genre and mediuIn What criteria go into the composition ofa clear fair rubric READ MHG Chap 17 Choosing a Medium Genre and Technology 4937504 Sullivan Why I Blog http wwwtheatlanticcommagazinearchive200811why7i7 blog 7060 The 3339 suggested reading Burkhart The Extended Mind ofa Modern Cyborg 74781 DUE Quiz Cultural event visit Informal writing Annotated bibliography Week 8 GOALS Delivery and design bells and whistles that bring a composition to life 1167 Work as a class to create the final draft of Composition Project 2 rubric 11 12 Oneionione group conferences to review first drafts of Composition Project 2 For discussion What does visual rhetoric mean How do visuals shape the rhetoric ofa composition How is a studentJenerated rubric useful to writing development Drexel University Dept of English and Philosophy READ MHG Chap 18 Communicating with Design and Visuals 5057531 The 3339 suggested reading Sendualat Diary ofa 207something 1307133 DUE Quiz Composition Project 2 first draft for peer reviewconference Peer Review Informal writing Week 9 GOALS Re ective analysis the Writing Portfolio 11137 Re7introduction to the Writing Portfolio 11 19 For discussion How can maintaining a Portfolio enhance learning What is re ective analysis Composition Project 2 discussionre ective analysis Where is your research taking you What has been surprising READ MHG Review Appendix A Constructing a Writing Portfolio 6177624 DUE Informal writing Composition Project 2 nal draft Week10 GOALS Thanksgiving Break 11207 Iniclass workshop of rstparagraphs of Portfolio re ective analyses 1 1 26 DUE Begin assembling materials for portfolios First paragraph of Portfolio re ective analysis Informal writing Week11 GOALS Re ections on English 101 Finalizing the Writing Portfolio 11277 Iniclass workshop of rst drafts ofPortfolio re ective analysis 123 For discussion How does one frame a re ective analysis How does a writer use hisher own writing as evidence for an argument about his her writing READ The 3339 suggested reading Riggs Invention ofPoetry 2587261 DUE First draft of Portfolio re ective analysis early in the week Peer Review ofa classmate7s Portfolio re ective analysis Final Portfolio and reflective analysis Drexel University Dept of English and Philosophy Drexel Freshman Writing Program Course Outcomes What Students Learn and Do in English 101 Expository Writing and Reading Writing and critical thinking H v Students will understand and apply the process of creating substantive written assignments Assessment Deliverable a Students will create at least two 39 with a 39 written 1 Students will understand revision as part of the writing Process and they will learn how to implement N v revision comments and suggestions from others into their writing AssessmentDeliverables a Students will revise at least one substantive written assignment guided by rough draft comments created by their instructor and peers instructors7 evaluations can be delivered via written comments verbal comments and or conferencing b Students will meet their instructor at least once to discuss a draft of a specific writing assignInent w v Students will reflect on their own and others Writing and communication processes and practices They will learn that the term writer applies to themselves and their peers AssessmentDeliverables a Students will create one or more formal written assignments and several informal writings that re ect on their writing and communication processes and practices 17 Students will conduct an inadepth wellistructured peer review of other students7 written work Peer reviews will be graded or will count in some way in the course grade demonstrating the value of the review both to the reviewer as well as the student being reviewed c Students will create a writing portfolio that includes a re ective cover piece Students will understand and apply rhetorical concepts and terms such as rhetoric audience purpose genre revising problemiposing exploratory Writing Assessment Deliverable a At least one assignInent class discussion will be devoted to key rhetorical concepts and terms lt11 v Students will use writing to embrace complexity and think about openended questions Assessment Deliverable a At least one writing assignment will be assessed partly based on how well students use writing as a tool to think deeply about a complex issue or question a v Students will understand that grammatical and mechanical errors detract from achiean their communication purpose AssessmentDeliverables a In a variety of docuInents students will demonstrate their ability to write with minimal gramInatical and mechanical errors b Students will create a personalized finaliediting checklist to help in the creation of errorifree texts Students will understand the goals and means of assessment for assigmnents and for the course I v AssessmentDeliverables a With the help of instructors students will create rubrics for graded assignments b Students will articulate the course goals and how assignments fit into these goals Students will demonstrate an understanding of the importance of document design so v Assessment Deliverable a Assignments will ask students to consider elements of design and how design can help readers navigate documents Drexel University Dept of English and Philosophy Use ofresearch and evidence 9 Students will demonstrate an understanding of and uency with the following citation and use of researchevidence concepts and terms attributive tags quoting paraphrasing block quotes ellipses parenthetical citations indirect sources integrity Assessment Deliverable a Several course assignInents quizzes and or class discussions will focus on these concepts and students will use terms appropriately throughout the course 10 Students will demonstrate the ability to evaluate sources based on criteria such as reliability credibility angle ofvision degree ofadvocacy AssessmentDeliverables a In at least one assignment or class discussion students will be asked to explain the difference between scholarly and nonischolarly sources b Students will demonstrate their ability to use library databases 11 Students will understand the uses of annotated bibliographies and be able to create them Assessment Deliverable a Students will create an annotated bibliography of atleast eight sources This assignment will be graded or evaluated in some way by the course instructor 12 In a substantive written assignment students will demonstrate the ability to cite a variety ofsources scholarly l l I print W l t 39 using a recognized and accepted system such as MLA They will see citation as a choice of using language appropriate to a particular audience AssessmentDeliverables a Students will incorporate a correct citation style appropriate to the type of work and its audience in at least one assignInent and be able to discuss why they chose a particular citation style as appropriate to their purpose and audience Students will create a Works Cited page that includes various sources scholarly non scholarly print Web 17 Reading 13 Students will understand that good reading is connected to good writing and good thinking and they will re ect on their own process of using texts to develop ideas and written responses AssessmentDeliverables a Students will read a variety of challenging texts in the course Some of those readings will help students re ect on their writing and thinking processes b Students will read a substantial aInount of their peers7 writing in the course and will provide advice on improvement ie peer review to their peers 14 Students will see texts as ongoing discussions that they are invited tojoin Assessment Deliverable a Students will discuss and re ect on course readings in course assignments and class discussions