ENGL 1120: English Composition II Course Policies

1120 Science and Technology Fall 2012

Instructor: Dr. Christopher Bloss Semester: Fall 2011 Section: 001 (11am) 004 (12pm) Classroom: HC 3104 and HC 3326 Office: HC 9052 Office phone: 844-9052 Office hours: MWF 10-11; MW 1-2pm; by appointment Cell phone: (706) 341-7447 Email: [email protected]

Prerequisites: Either ENGL 1100 or its equivalent is required for this course. If you have not had ENGL 1100 you will not receive credit for ENGL 1120.

Texts  Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. (Auburn Custom) Ed. Boston: Bedford/St. Martin’s, 2010.  I also use you to have easy access to one of the writing pocket guides such as Beat Writer and a good dictionary.

Other Tools  A binder with dividers or a divided portfolio. You must keep all essays and peer reviews for the term.  Money to photocopy and/or print out texts on peer review days  Some medium for saving computer files (flash drive, etc.)  Auburn Login ID and email for CANVAS (will replace Blackboard for this course) http://auburn.instructure.com/. This is absolutely crucial.

Over the next sixteen weeks, we will examine elements of argumentation in the field of Science and Technology and a specific focus on issues of sustainability. While our topic is broad, please keep in mind that our overall goal is to create a better understanding of arguments and how to employ them in formal writing. Using sustainability as our framework, we will use Science and Technology as our means of discussing arguments, creating arguments, and reviewing our community views of how sustainability impacts our lives.

COURSE GOALS

Course Goals: The overall goal of this course is to help you develop your proficiency at using the writing processes important to public and academic writing. The course is part of a pilot project to transform the first-year writing core sequence by developing its curriculum into a foundation that will directly support writing in the core and in upper-level disciplinary courses. You will be working with others to identify and analyze issues relevant to your field of study in order to create texts with the potential to contribute to that field. ENGL 1120 will help you improve your thinking, reading, and writing skills in several ways. In particular, you will learn:

▪ To think critically about issues of academic and public importance, including recognizing problems and devising solutions which relate to our course theme of Science and Technology as it pertains to sustainability. ▪ To read, compare, contrast, and critically engage texts about sustainability ▪ To evaluate a variety of texts for credibility, usefulness, and factual accuracy and to choose from those texts relevant information to support arguments ▪ To plan, organize, and write extended arguments, comparisons, proposals, and research papers for both a public and an academic audience as an individual and as 1120 Science and Technology Fall 2012

part of a group effort ▪ To revise your own writing holistically, at both surface and deep levels for style, clarity, and meaning, and structure ▪ To quote outside sources accurately and fairly using standard citation rules from MLA.

COURSE POLICIES Attendance: Prompt and consistent attendance is crucial to your performance in this class. Attendance will be taken at the beginning of each class. You are permitted three unexcused absences. Absences beyond the three allowed by the university may result in a grade of FA, or failure due to absences. If you know ahead of time that you are going to be absent or late to a class, you must notify me in advance. If your absence was unforeseeable, please let me know as soon as possible. Excused absences are described in the Student Guidelines. It is up to you to find out what you missed and determine late due dates and make-up work. Work missed due to unexcused absences and tardiness may NOT be made up.

Tardiness: Three instances of being late equals one unexcused absence.

Course etiquette: The classroom atmosphere should be one in which students feel both relaxed and safe. Be polite and respectful to your fellow students and to your instructor. All cellular phones should be silenced and kept out of sight. Texting or using Facebook or other distractions will lead me to an absence for the day; remember, three absences will result in a FA (failure due to attendance for the class).

Plagiarism and/or cheating: Please refer to your Student Guidelines description of plagiarism, as well as the procedural consequences in the University. If you have any questions regarding the description, or concerning plagiarism in general, please see me. Plagiarism is a serious offense and a loathsome one. Plagiarism will not be tolerated and will be reported to the Academic Honesty Committee.

Grading/grades: To pass this course, you must satisfactorily meet all its requirements. Grades on your written work are meant to reflect the quality of your work. When figuring your overall grade, I will use the following breakdown:

Four major essays are worth 80% of your final grade. These will require the use of sources and proper citation and documentation. The Final Exam is worth 10%. Homework is worth 10% (homework includes peer reviews).

Final grades will be calculated on the following scale:

A 90-100, B, 80-89, C 70-79, D 60-69, F 59 and below.

COURSE REQUIREMENTS Essays: We will be writing four major essays. The first asks you to analyze an argument and discuss how the goals of that argument are achieved. The second essay invites you to compare and contrast two sources in order to make a point about the two sources. The third essay builds upon the second, by including the analysis of several sources, and the fourth is a 8-10 research paper requiring you to engage meaningfully with multiple sources and develop and original argument. Staple all of your essays; I do not want loose pages. I do not bring a stapler to class. 1120 Science and Technology Fall 2012

Late papers: All assignments must be handed in on time. Papers will be penalized one full letter grade per class day (not each class period, but each day). Students with excused absences should see me concerning possible makeup work. Typically speaking, I do not accept late work unless the student is able to document clear and extenuating circumstances and even in those instances, I reserve the right to make a final decision. Absolutely no in-class work can be made-up due to an absence.

Accommodations for students with disabilities: Students who need accommodations are asked to arrange a meeting with me during office hours the first week of class or as soon as possible if accommodations are needed immediately. If you have a conflict with my office hours, an alternate time can be arranged. Bring a copy of your Accommodations Memo and an Instructor Verification Form to the meeting. If you do not have an Accommodation Memo but need accommodations, make an appointment with The Program for Students with Disabilities, 1244 Haley Center, 844-2096.

Email: You are expected to check your Auburn email account daily for updates and are responsible for any information relayed via email. I strongly recommend checking email at least once per day.

Materials: Please bring your textbook to class every day along with any relevant article for that day. Also, please keep a folder for all of your research sources. Failure to bring course materials will result in an absence for the class period.

The reading and assignment schedule is subject to change based on course needs.

8/17 F Class policies and discussion of CANVAS; introductions. Homework Sustainable Science and Technology scavenger hunt in Auburn; See assignment sheet. 8/20 M Discussion of Scavenger Hunt assignment 8/22 W WA pgs. 2-23 8/24 F “Science and Technology for Sustainable Well-Being” I will submit on Canvas. Try reading the article online. 8/27 M #1 Library Meeting—meet in RBD foyer. 8/29 W WA 60-88 8/31 F 89-108 9/3 M No class—Labor Day!! 9/5 W First writing assignment made. WA 109-144 9/7 F Classroom discussion p. 101; create a proposal for a technology to enhance sustainability at AU (in class) 9/10 M Present proposals from 9/7 9/12 W Peer review on paper 1 9/14 F Paper 1 due. 9/17 M #2 Library Meeting—meet in RBD Library 9/19 W Read “Ruling for the Future. . .” I will submit on Canvas. Try reading the article online. 9/21 F Discussion of paper 1. Lessons learned. 9/24 M WA 146-164 9/26 W WA 199-209. 9/28 F Reading will be provided. 10/1 M Paper 2 assigned 10/3 W WA 231-236 1120 Science and Technology Fall 2012

10/5 F “Socioenvironmental Sustainability and Actionable Science” .” I will submit on Canvas. Try reading the article online. 10/8 M #3 Library Meeting—meet in RBD Foyer. 10/10 W WA 284-299 10/12 F Peer Review paper 2 10/15 M Paper two due with peer review; 304; paper 2 due 10/17 W Search Newspaper for an article about Sustainable Technology/Science and Bring to class. 10/19 F Reading to be provided. 10/22 M MLA WA 268-386 10/24 W Paper 3 assigned. 10/26 F Reading to be provided. 10/29 M WA 436, 438, 556 (all essays) 10/31 W Peer review paper three 11/2 F Paper 3 due with peer review 11/5 M WA 467, 443, 445 (all essays). 11/7 W Paper four assigned 11/9 F Reading to be provided. 11/12 M Reading to be provided. 11/14 W Research and work day 11/19-11/23 Thanksgiving break!! 11/26 M Peer Review for paper four. 11/28 W Paper four due. 11/30 F Review for Final

GRADING GUIDELINES

Grade Description A This is an excellent paper, an innovative, creative and perceptive response to the assignment. The purpose is specific, and the clearly focused thesis is marked by some depth or breadth of insight. The support is not only interesting and relevant but boldly thought-provoking. The careful organization is not only markedly clear and coherent, but also reflects a particularly apt response to the rhetorical situation. The style demonstrates the high competence of the B paper as well as exhibiting finesse through the writer's skillful use of language to achieve specific goals. B This paper goes beyond a routine response to the assignment. The thesis reflects some originality or excites the curiosity of the audience. The development includes substantive support that is interesting, relevant, and complete. The organization is clear, coherent, and well suited to purpose and audience. Sentence structure shows variety, word choice is well suited to audience and purpose, and transitions function effectively to give the paper unity. The essay is generally free of distracting errors in grammar and mechanics. C This paper carries out the assignment in a competent way. While the C paper advances a reasonable thesis and offers some relevant support, these may be expressed in vague generalities or predictable and conventional ways. The pattern of organization is recognizable to the reader but may be formulaic or may not be the best for the purpose or audience of the paper. The voice and tone are generally appropriate. The style is 1120 Science and Technology Fall 2012

essentially readable: there are few really awkward sentences; few serious errors in wording; and few, if any, glaring errors in grammar and mechanics. The C paper typically lacks variety of sentence structure, transitions are often inadequate, and word choice may be imprecise or clichéd. D This is a paper that begins to meet the requirements of the assignment but is flawed in one or more of the following ways. The purpose may be confused or too general. The thesis may not be limited enough or clear enough. The support offered may not be wholly accurate or relevant, but in any case is far from sufficient. The organization may be unclear or confusing. The voice and tone may be inconsistent or somewhat inappropriate. And the style makes it difficult for the reader to understand what is being said: the sentence structure is at times awkward; the word choice is vague or ambiguous; and the number of grammatical or mechanical mistakes is sufficient to be distracting to the reader. F The failing paper does not meet the requirements of the assignment or has several interrelated flaws in purpose, support, organization, voice and tone, and style; and it is the combination of these distracting flaws that renders the paper essentially ineffective. Among the most serious flaws are lack of a purpose and/or lack of a controlling thesis that is clear, suitably limited, and on the assigned topic; almost total lack of support; absence of any apparent organizational or developmental plan; a voice or tone that alienates the audience; and a style that is unreadable either because of vagueness and imprecision or because of the number and magnitude of deviations from the conventions of edited American English.