ENGL 1020 303 Syllabus PDF

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ENGL 1020: English Composition Course Syllabus Class Day/Time: MWF 10:20 am – 11:15 am Course Section: 303 Instructor: Daryl A. Anderson Jr. Room: Patterson Hall 321 Office: Virtual via Zoom e-mail: [email protected] Office Hours: upon request Office Hours Link: https://calendly.com/dndrson5/15min Description As the city of #gritandgrind, Memphis is made beautiful by its resilience—by a history of invention, contradiction, and even tragedy. Like dry-rub ribs, the Bluff City seems to be something you either get or you don’t. Some people think writing is the same way: that it is something you either get or you don’t…that you can be born a good or a bad writer. While this idea that people are born with innate writing talent is quite common, the reality is that successful writers read a lot and work hard to improve their writing skills. Everyone can become an effective writer, but effective writing requires hard work. Effective writing requires grit and grind. Consequently, this class will continue to build on the skills you developed in ENGL 1010 while focusing on Memphis as a subject of study and a place where writing is an essential part of community and society. In this class, you will read, research, and write about Memphis, recognizing that writing and reading go hand in hand. Following the writing about writing approach of ENGL 1010, this course will take a rhetorical approach, focusing on audience, the rhetorical situation, and rhetorical strategies in order to continue to build the analytical skills necessary for successful academic writing. As a class, we will consider how rhetoric functions in the Memphis community by analyzing argumentative prose and by developing our own researchbased arguments. Further, we will recognize the changing nature of communication in the twenty-first century by composing both alphabetic and digital writing. This course also emphasizes revision and remediation, asking students to create three different versions of an argument of their choice. Learning Outcomes By the conclusion of ENGL 1020, students should do the following: • Demonstrate rhetorical knowledge by writing effectively for different contexts, audiences, genres, and purposes. • Illustrate an awareness of composing processes, particularly when it comes to invention, drafting, revision, and delivery. • Demonstrate an ability to conduct research-based inquiries by posing research questions, conducting academic research, evaluating secondary sources, integrating sources to support claims, and citing sources appropriately. • Indicate an ability to thoughtfully use digital writing technologies when appropriate to the rhetorical situation.

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Demonstrate knowledge of conventions by producing organized, stylistically appropriate, and carefully proofread writing.

Prerequisites All students enrolled in English 1020 must have completed ENGL 1010 with a minimum grade of "C-" or met the requirements for receiving ENGL 1010 credit. Required Texts Fredlund, Katherine, editor. Writing Memphis. 3rd ed., Hayden-McNeil, 2020. Students can choose EITHER a print or digital version of the textbook. Print textbooks may be delayed at the bookstore due to the change in semester start date, but the press will provide a PDF of the first few readings that instructors can upload to the course website. Summary of Course Model and Student Responsibilities. I will post a video to ecourseware explaining everything about how to class will go. You need to watch this video as soon as possible. To replace the face-to-face meeting, you would normally attend if not for the pandemic, you will complete weekly writing assignments. These writing assignments will be due Friday at 11:59 pm unless otherwise specified on the syllabus. The course is designed to encourage students to develop their writing process so, if not for the pandemic, students would often have time to write while in the classroom, and therefore, these writing assignments are replacing the writing that you would have done in class. Please also note that many of the weekly writing assignments will be about the readings for that week.

Course Requirements and Grading Assignments Rhetorical Analysis: You will select an argumentative piece of writing (from a list provided by your teacher) and analyze how the author presents an argument. The purpose of your rhetorical analysis is to analyze another writer's argument. Of course, your essay should addres s what the writer has written, but the emphasis of your rhetorical analysis essay should be a close examination of how the writer has presented an argument. Your purpose is not to argue with (or state your agreement with) the writer's position. Your primary purpose is to analyze the strategies and features another writer has used to be persuasive. Researched Argument Draft 1: Your argumentative research paper will use academic sources to present an argument about Memphis. While there are obvious topic choices (The Blues, Beale St., Elvis, BBQ, etc) you can localize just about any topic you care about. For example, if you are interested in healthy eating, then you could do research on food deserts or school lunch

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programs in Memphis. If you are interested in business, then you might do research on FedEx or Autozone and use that research to argue that Memphis is a great place to start a business. You will choose your own topic and continue working with this topic for the remainder of the semester, so make sure it is something that you are REALLY interested in. This paper will be 6 pages and should use at least 5 sources (4 of which should be considered academic sources). New Media Group Software Demo Video: In groups of 4 to 5, you will teach the rest of the class how to use an open-access production tool by making a software demo video. Your instructor will provide you with a list of software to choose from and will create the groups. Students in the class should know how to use 4-5 new media production tools to create things like animations, infographics, new media slide shows, videos, etc. after watching the videos. New Media Writing: When you present an argument, you need to consider the rhetorical situation, and when that situation changes, your argument will change too. Thus, to give you practice at adapting to new rhetorical situations (while also allowing you to refine your argument), your next assignment will ask you to turn your researched argument into a new media writing project. Since your audience will change from an academic audience to a more general audience, this project will likely have a more conversational tone, use different argumentative tactics, and rely far more on visuals. This is not a PowerPoint or Prezi project. Revision of Researched Argument: Successful writers are successful revisers. Writing courses often don’t build in time to allow for revision, leaving the false impression that effective writing can actually happen in a few days. Thus, your final and major project for this course will ask you to take all that you have learned about writing, research, and revision in order to revise your researched argument. This is worth the largest portion of your grade, and the work that goes into it should reflect that. You may use writing you produced in your first draft, but if the paper does not change significantly, then you will fail the project. Your goal for this paper should be to improve your argument and to improve your presentation (tone, sentence structure, organization) of that argument. This paper should be 8-10 pages and use a minimum of 8 sources (5 of which should be academic). Weekly Writing Assignments: Throughout the semester, you will be asked to complete short, informal writing assignments that are intended to help you fine-tune your writing skills, engage with the course readings, and/or prepare for larger projects. Unless otherwise specified on the syllabus, these will always be due on Fridays at 11:59 pm. These writing assignments are replacing the additional face-to-face meeting that you would attend if not for the pandemic’s limits on class size. These weekly writing assignments were designed to help you process readings, discover and improve your writing process, and avoid procrastination on the formal writing assignments that make up the bulk of your grade. Thus, you will often write something for a weekly assignment that will become part of your researched essay. Attendance and Participation: Your attendance and participation grade requires you to attend our Zoom meetings and to complete the weekly writing assignments, peer responses, and other assigned tasks as such are vital to your success in this course. Thus, this portion of your grade will be decided based on how you participate in these sessions and may include quiz grades as well.

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Assignment Rhetorical Analysis

Worth 10%

New Media Group Presentation

10%

Researched Argument Draft 1

10%

New Media Writing

20%

Revision of Researched Argument

30%

Weekly Writing Assignments Attendance and Participation

10% 10%

Due Date 9/14 @11:59 pm 10/12 @11:59 pm 10/19 @11:59 pm 11/6 @11:59 pm 11/20 @11:59 pm See Syllabus N/A

Semester Grade Percentages A+ (98 – 100)

A (94 – 97)

A- (90 – 93)

B+ (88 – 89)

B (84 – 87)

B- (80 – 83)

C+ (78 – 79)

C (74 – 77)

C- (70 – 73)

D+ (68 – 69)

D (64 – 67)

D- (60 – 63)

F (0 – 59) Course Schedule All readings are due by the time of our Zoom Meetings All weekly writing assignments due by Friday at 11:59 pm unless otherwise specified in the schedule below. All readings are from the course textbook, Writing Memphis, unless otherwise specified. Week (1) 8/17-8/21

Content Introduction to Course and Argumentation

Reading Due • “Preface” pp. xi-xxi • Student Course Narratives p. 153 AND pp. 171-2 • “I’m a Memphian” pp. 197204

(2) 8/24-8/28

Argument and Introduction to the Rhetorical Analysis Assignment

• “What is Argument?” pp. 314 • “African American Rhetorical Traditions” pp. 15-28 • “African American English: From the Hood to the Amen Corner” (Chapter 37)

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Writing Due • After reading through the syllabus, post at least one question about the course to the discussion board. • Write your own a 300-400 word “I’m a Memphian” story. (If you aren’t from Memphis write one about where you are from.) • Write an informal 200-300 word response to #1 on p. 14 or # 1 or 5 on p. 26 • Write an informal 200-300 word response to # 3 or 4 in Chapter 37 •

• “Letter to My City” pp. 4548 OR “Real Museums of Memphis” pp. 219-226 • “Analyzing Argument” pp. 29-44 • “New Americans in Memphis” (Chapter 29) • “Report” (Chapter 30) • Student Examples pp. 15456 AND 173-77 • “The Education of Dasmine Cathey” (Chapter 31) • Selections from Southern Horrors (Chapter 28)

(3) 8/31-9/4

Analyzing Arguments and Summarizing Texts

(4) 9/8-9/11

Peer Review and Drafting

(5) 9/14-9/18

Introduction to Argument Draft and Research Assignment

• “Choosing a Topic” pp. 4548 • “Conducting Academic Research” pp. 49-58 • “Researching Memphis” pp. 75-90

(6) 9/21-9/25

Topic Proposal Assignment and Introduction to New Media Group Project

• “Memphis Burning” (Chapter 36) • “Collaborative Writing” pp. 91-8 • “F is for Fraud” (Chapter 33)

(7) 9/28-10/2

StudentTeacher Conferences

• WE WILL MEET VIA ZOOM FOR A CONFERENCE. • STUDENTS WILL ALSO MEET WITH THEIR NEW MEDIA GROUP TO DEVELOP THEIR SOFTWARE VIDEO DEMO.

(8) 10/5-10/9

Drafting

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• “Crafting Voice and Avoiding Plagiarism” pp. 59-74 • “Form, Function, and the…” (Chapter 41)

• Respond to # 1 in Chapter 30. • Select the article you want to analyze (see assignment sheet), and write a one paragraph summary of that article. • Write a 100-200 word response to # 1, 2, or 3 in Chapter 31. • Draft your analysis essay.

• Rough draft of Rhetorical Analysis Assignment Due Tuesday by 11:59 pm • Complete peer review assignment by Thursday at 11:59 pm online. • RHETORICAL ANALYSIS ASSIGNMENT DUE MONDAY AT 11:59 pm. • Complete #2 on p. 48. • After you have decided on your topic by responding to #2, complete #2 on page 89. • With the topic you chose last week, do #2 on page 57. Then write one paragraph explaining what research you found, another explaining what you are struggling to find, and then create citations for 2 of the sources you found and plan to use in your rough draft. • In your group, create a google doc that explains your group “rules of conduct” and outlines how you will grade one another’s contributions to the demo video. • Write a 200 word response to a question of your choice from Chapter 33 or 36. • Topic Proposals Due the day before your conference at noon. (Please don’t leave this until the last minute. The more time you spend on your proposal, the more productive our conferences will be. And remember, these require you to do some research using the library search engines.) • Note: Last day to drop with a W is 10/2. • Complete #2 on p. 72-73. • Now that you have selected a topic and done some research, begin to draft your essay. You should write a “shitty first draft” of around 400 words and turn that in. Try a different strategy for drafting than you normally would (an outline,

(9) 10/12-10/16

Writing and Workshopping

• Watch Group Project / Software Demo videos. • “Reflection Letter” p. 177

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(10) 10/19-10/23

(11) 10/26-10/30

Introduction to New Media Project

Revision and Self-Critique

• “Electracy” pp. 127-136 • “Composing Multimodal Texts” pp. 137-52 • Read https://theoatmeal.com/ comics/columbus_day • “Making Negrotown” (Chapter 38)

• “Critiquing Your Own Writing” pp. 99-114 • “Exploring Your Piece’s Potential” pp. 115-116 • “Student Example 1” pp. 157-60 and 161-68 • Student Example 2 178-194

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(12) 11/2-11/6

StudentTeacher Conferences

• Students meet with me individually via zoom

(13) 11/9-11/13

Citation and Revision

(14) 11/16-11/17

Course Wrap Up and Peer Review

• Review “Crafting Voice and Avoiding Plagiarism” pp. 59-74 • In class, we will go over citation and do an activity that will help you revise. • Optional Workshop

Final Exams 11/18-11/24

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free writing, writing with a software such as https://www.ilys.com/welcome.) When you turn in your draft, include a brief paragraph explaining what new drafting strategy you used and how it worked. NEW MEDIA GROUP PROJECTS DUE by Monday at 11:59 pm. Keep drafting! Bring your draft to your F2F meeting to workshop it with your peers. Write a letter to your teacher, like the letter included on p. 177. Further instructions posted to eCourseware. DRAFT OF ARGUMENT DUE MONDAY AT 11:59 pm Rewatch the software demo introducing the software you want to use to compose your new media argument. Fill out the rhetorical situation handout found on ecourseware. Write a 300 word response to any of the questions following Chapter 38. Work on your new media project. Work on new media project. Do your own reverse outline of your argument paper like the one found on pp. 108-12. Then write a paragraph or so reflection about what you learned from the outline and how you can revise to improve your paper. With a partner, switch drafts and complete the revision highlighting activity and reflection (directions found in ecourseware). NEW MEDIA ASSIGMENT DUE FRIDAY at 11:59 pm Revision plan due at conference (see eCourseware for more detailed instructions) Keep drafting, researching, and revising your research paper.

• Submit your revised draft for peer review by Monday at 9 am. • Complete peer reviews assigned to you by Wednesday at noon. • REVISION DUE 11/20 at 8 am • Write and submit your reflection letter to your instructor (more details found in ecourseware).

Course Policies Teachers should customize their course policies so that they reflect their practices, but all of the below policies are required by the Department. You should leave the policies on Disability, Title 9, and Incomplete grades as they are written. Please also include the first paragraph of the plagiarism policy. The rest you can revise to suit your own preferences, but they must be present on the syllabus. Policy on Absences Students must attend all scheduled Zoom meetings, or they will be marked absent. If you are absent 6 or more times, then you may not pass the course. Let the instructor know if you will miss a Zoom meeting Policy on Communication The best way to reach me is via email. Students can expect a response within 48 hours MondayFriday. If I do not respond within those timeframes, then you should feel free to resend your email as I likely missed it. You are also always welcome to come to my zoom room during office hours, and I am happy to schedule meetings outside of my office hours as well. Contact me via email to set up an appointment. Policy on Late Papers Due dates for assigned work are clearly noted on the course schedule. All writing assignments, both formal and informal, will be submitted online. It is expected that you will comply with those due dates. Should there be circumstances that prevent you from submitting an assignment on its due date, it is your responsibility to notify the instructor to discuss a mutually acceptable alternative before the due date. Otherwise, a late final draft of a major writing assignment will be accepted only one class period after the posted due date and will be marked down one full letter grade. Weekly writing assignments will not be accepted late for credit. Policy on Academic Honesty The University of Memphis Code of Student Conduct identifies cheating, plagiarism, forgery, and falsification as acts of academic misconduct. The guiding principle of academic honesty is that your submitted work is your own with accurate attributions to, and citations of, others' work where appropriate. Academic misconduct will result in failure on the assignment or other consequences as per university policy, which can include failure in the course, suspension, and/or expulsion from the university. See the Office of Judicial and Ethical Programs website for full descriptions of academic misconduct and its consequences. Policy on Classroom Conduct

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The Code of Student Rights and Responsibilities states: “The instructor has ultimate control over classroom behavior and may eject from the classroom any student engaged in disruptive conduct. Disruptive conduct is defined as conduct which may include, but is not limited to, intentional interference with the normal classroom procedure or presentation of the instructor or other student(s) and/or interference with another student’s right to pursue coursework.” Examples of disruptive classroom behavior include, but are not limited to the following: using electronic devices such as phones, tablets, and laptops; unexcused exits from class; talking while the instructor is talking; personal attacks or mean-spirited criticism of the instructor or another student; sleeping or overt inattention, such as texting, reading the newspaper, or doing homework from another course. A fuller description of disruptive classroom behaviors and their consequence can be found on the Office of Judicial and Ethical Programs website. Disability Resources for Students Reasonable and appropriate accommodations will be provided to students with disab...