English 102-06: English Composition II: Analyzing Literacies
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English 102-06: English Composition II: Analyzing Literacies Fall 2011; MHRA 1213, 9:30-10:45
Instructor: C. Wooten Email: [email protected] Office: MHRA 3210D Office Hours: 11:00-12:00 TR
Course Description: This writing course will focus on analyzing the ways “literacy” has been defined and how it can be broadened to include many different literacies. We will further clarify what “literacy” means throughout the semester, although Collins English Dictionary simply defines it as “the ability to read and write.” Although literacy seems a rather straightforward topic, individual literacy, as Deborah Brandt argues, “exists only as part of larger materials systems, systems that on the one hand enable acts of reading or writing and on the other hand confer their value.” Therefore, in order to understand “literacy” we must also pay attention to the systems that influence the ways people experience literacy. In class discussions and writing assignments, we will examine theories of literacy, the literacies of various people and groups of people, the systems that influence literacies, and historical aspects of literacies. We will study and employ rhetorical techniques to aid our ability to understand literacy. The projects, both written and spoken, will be built on our inquiries into questions developed in class discussion.
English 102 is designed to address three of the proficiencies listed under Student Learning Goals (SLOs) in the UNCG General Education Program. These proficiencies are:
Ability to write and speak clearly, coherently, and effectively as well as to adapt modes of communication to one’s audience; Ability to interpret academic writing and discourse in a variety of disciplines Ability to locate, analyze, synthesize, and evaluate information
English 102 also carries a speaking-intensive (SI) designation. The SI requirement states that “students receive instruction in an appropriate mode of oral communication (interpersonal or small group communication, or presentational speaking), and enhanced opportunities to practice improvement of oral communication skills” (UNCG Undergraduate Bulletin).
The following English 102 SLOs are thus course-specific methodologies which correspond to the goals of the General Education Program and the Speaking-Intensive requirement, and concomitantly allow instructors to apply these broader goals to the second-semester writing course.
Student Learning Outcomes (SLOs): 1) To advance and extend students’ knowledge of oral argumentative discourse, and apply this knowledge as a mode of learning how to write, do research and engage in inquiry; 2) To advance and extend students’ appreciation for writing and speaking as public and community- based processes through the activities of drafting, peer review, and revision, as well as individual and small group oratory exercises; 3) To introduce students to the principles of invention, arrangement, style, memory, and delivery in oral presentations; 4) To help students to develop the habit of synthesizing, versus reporting on or simply summarizing source information in both oral and written communication; 5) To expose students to research methods and library facilities in order to develop their abilities to collect, synthesize, and evaluate primary and secondary sources.
Required Texts: Babb, Jacob, Sally Smits, and Courtney Wooten, eds. Technê Rhêtorikê. 3rd ed. Hayden-McNeil, 2011. Print. ISBN: 9780738046693. Duncan, Matthew and Gustav W. Friedrich. Oral Presentations in the Composition Course. Boston: Bedford/St. Martin’s, 2006. Print. ISBN: 9780312417840. Various texts on Blackboard. These must be printed and brought to class or you will be asked to leave and counted as absent for the day.
Evaluation: Rhetorical Analysis Essay: 15% (SLOs 2, 4) This 6-7 page essay will call on you to write a rhetorical analysis of a literacy narrative, providing connections to class readings and discussions. Individual Presentation of Rhetorical Analysis Essay: 10% (SLOs 1, 2, 3, 4) This presentation will allow you to present your rhetorical analysis to the class in a six minute speech, providing more material for class discussion and our understanding of literacy. Literacies Memo: 5% (SLOs 1, 2) This 5-6 page memo will ask you to discuss your own literacies, answering questions I define to serve as primary material for all students to use for their collaborative essays. Literacies Collaborative Essay: 20% (SLOs 2, 4, 5) This 10-12 page essay will be written in tandem with a classmate and will allow you to conduct your own research into literacies through information from classmates and secondary research. Group Presentation of Literacies Essay: 10% (SLOs 1, 2, 3, 4) This presentation will allow you and your partner to present your findings from your collaborative essay to the class in a twelve-minute speech, again allowing the class to build on everyone’s findings to construct a more nuanced view of literacies. Critical Reading Response: 5% (SLOs 1, 2, 3, 4) Each student will sign up to write and present a 2-3 page critical response to one reading during the semester. It will connect with other classroom readings and with the larger themes that we explore in the course. The presentation of your ideas will be limited to five minutes and will serve the class as a springboard for discussion. Final Project and Presentation: 15% (SLOs 1, 2, 3, 4, 5) Over the course of the semester, you will produce a variety of written and oral communication “texts” that examine literacies. Drawing from these assignments, you will compose a 6-7 page re-envisioned text that combines essential ideas to make new claims and connections, showcasing this work in a five minute presentation during the final exam period. This project will allow you to pull from your best work to create a new text fully representative of your developing ideas, writing techniques, and oral presentation skills. Participation: 15% (SLOs 1, 2, 3, 4) See rubric below. Reading Quizzes and Informal Writing: 5% (SLOs 2, 3) Reading quizzes will be unannounced and will cover our daily reading; these will be open note. Informal writing may be completed in or out of class.
Grading Scale: 90-100 A 80-89 B 70-79 C 60-69 D 0-59 F Classroom Expectations: Eating, sleeping, or reading other materials during class are not acceptable. All cell phones must be turned off prior to coming to class, and no text messaging or web surfing will be tolerated. Laptops do not need to be used during class and should not be brought to class. Although students with disciplinary problems tend to be few and far between at the college level, if behavioral disruptions persist within a single class meeting (or, for that matter, across multiple meetings), the student in question will be asked to leave the class with a lowered participation grade and an absence for the day. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, or the subject matter we are studying. I reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly, and it goes without saying that remaining in my class is a tacit acknowledgment of this right.
Participation, Attendance, and Absences: I expect you to have read your assignments and to bring any required written work with you to class, and I expect everyone to participate in class discussion. You must also perform all in-class writing assignments, even if the assignment itself is ungraded. Failure to live up to my expectations will be reflected in your grade.
Because class time will be largely spent in large and small group discussions, class participation and attendance is vital. You can miss two class periods with no penalty; if you miss a third, your final grade will be lowered by half a letter grade; if you miss four classes then you will automatically fail the course. Students with exceptional circumstances necessitating additional absences should contact the Dean of Students’ office.
You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total of three non-penalized absences. If you plan to miss class because of religious holidays, you must notify me in advance of your absence and present me with some proof of your participation in religious activities (preferably something signed by your religious officiant).
If you are more than ten minutes late for class, do not bother to come. This will count as an absence. Being habitually late (more than three times) will also count as an absence. Participation Rubric: A Superior communicative skills; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities. B Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities. C Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities. D Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness; disruptive; etc.] F Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying or printing the course texts or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities. Late Work: I will not accept any work after I collect it in class. If you are not in class, YOU MAY NOT SUBMIT OR PRESENT YOUR WORK. Work may not be dropped off in my mailbox, and you may not e- mail papers to me. Work is taken up in class the day it is due, and that is it. If a major essay or presentation is due on a certain day, and you are absent, you may not complete your work or turn it in at a later date. You get a zero. Academic Integrity: “Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at
The University Speaking Center and Writing Center: These free services exist solely to help you become a better speaker and writer. Take presentations and papers at any stage of completion for a one-on-one consultation. The centers are located in MHRA 3211. No appointment is necessary for the Writing Center, but you must make an appointment for the Speaking Center. *** This schedule is tentative. I reserve the right to change its contents at any time. Any changes will be posted on Blackboard. The “Readings” column lists what you should read or work on before the day’s class. *** Day Readings Week One: Introduction to Class and Academic Integrity Tues., August 23 Introduction to class Thurs., August 25 TR: “Academic Integrity,” Tedder; “The Genre of Academic Discourse,” Morehead BB: “Lines for Plagiarism Blur….” Gabriel; “Why Colleges Shower Students with As,” Staples; Print Introductory Speech Assignment Fri., August 26 Add/Drop Ends Week Two: Rhetorical Foundations Tues., August 30 TR: “Understanding the Rhetorical Appeals,” Dodson; “Developing an Idea of the Audience,” Babb Thurs., Sept. 1 TR: “The Canons of Rhetoric as Phases of Composition,” Dodson OPCC: “Choosing a Topic,” “Determining Your Purpose,” “Analyzing Your Audience” Introductory Speeches Due (informal evaluation) Week Three: Rhetorical Analysis; Crafting an Argument Tues., Sept. 6 TR: “Reading an Assignment Sheet,” Sparks; “Reading for the Rhetorical Appeals,” Shook BB: Print Assignment 1 Sheet Thurs., Sept. 8 TR: “Beginning and Ending with Power,” Lancaster; “How the Thesis Guides Effective Writing,” Guy-McAlpin BB: “Sponsors of Literacy,” Brandt Reading Response: ______Reading Response: ______Week Four: Delivery Tues., Sept. 13 Delivery as Speaking OPCC: “Adapting Your Ideas and Evidence,” “Organizing Your Presentation,” “Developing Effective Introductions, Transitions, and Conclusions,” “Using Visual Aids,” “Practicing, Polishing, and Delivering the Presentation” Bring a copy of the literacy narrative you have chosen to work with for your rhetorical analysis to class. Thurs., Sept. 15 Delivery as Writing TR: “Summarizing, Paraphrasing, and Quoting,” Ray; “Viewing Peer Review as Rhetorical Process,” Ensor Week Five: Revisioning Writing
Tues., Sept. 20 Peer Review Bring Rhetorical Analysis Draft and Individual Presentation Outline Draft Thurs., Sept. 22 TR: “Revision is Writing,” Mullins OPCC: “Evaluating Presentations” Peer Review Letters Due via Email (send to individual presenters and copy to me) by 9:30am Week Six: Individual Presentations Tues., Sept. 27 Individual Presentations Thurs., Sept. 29 Individual Presentations Presentation Letters Due via Email (send to individual presenters and copy to me) by 9:30am Week Seven: Literacy Theories; Conferences Tues., Oct. 4 BB: “Literacy and Orality in Our Times,” Ong; “Protean Shapes in Literacy Events: Ever-Shifting Oral and Literate Traditions,” Heath Reading Response: ______Reading Response: ______Reading Response: ______Presentation Letters Due via Email (send to individual presenters and copy to me) by 9:30am Thurs., Oct. 6 Individual Conferences: Write down questions you have about the course and your progress. TR: “Conferencing Rhetorically,” Meriwether Week Eight: Literacies Memo Tues., Oct. 11 Fall Break Thurs., Oct. 13 BB: “Literacy and Individual Consciousness,” Akinnaso; Print Literacies Memo Assignment Rhetorical Analysis Due with Revision Letter. Reading Response: ______Reading Response: ______Reading Response: ______Week Nine: Literacies at Home and School; Peer Review Tues., Oct. 18 BB: “Whistlin’ and Crowin’ Women of Appalachia,” Sohn Reading Response: ______Reading Response: ______Reading Response: ______Thurs., Oct. 20 Peer Review BB: Print Literacies Collaborative Essay Assignment Bring Literacies Memo Draft for peer workshop Week Ten: Historical Literacies; Literacies Collaborative Essay Tues., Oct. 25 BB: “Reading as Situated Language,” Gee; “Literacy, Video Games, and Popular Culture,” Gee Peer Review Letters Due (send to individual presenters and copy to me) by 9:30am Reading Response: ______Reading Response: ______Reading Response: ______Thurs., Oct. 27 BB: “Kitchen Tables and Rented Rooms,” Gere; “Misperspectives on Literacy,” Greene; Print Collaborative Essay Assignment Literacies Memo Due with Revision Letter. Post to Blackboard discussion board. Reading Response: ______Reading Response: ______Reading Response: ______Week Eleven: Crafting Writing; Finding Sources Tues., Nov. 1 TR: “Understanding Tone,” Webb; “Understanding Voice,” Bufter BB: “A World Without Print,” Purcell-Gates OPCC: “Presenting as a Group” Reading Response: ______Reading Response: ______Thurs., Nov. 3 Library Day: Meet in the CITI lab in Jackson Library. Week Twelve: Group Feedback Tues., Nov. 8 Group Conferences: Write down questions about the second project. Thurs., Nov. 10 Peer Review Bring Collaborative Essay Draft and Group Presentation Outline Draft Week Thirteen: Group Presentations; Future Literacies Tues., Nov. 15 BB: “The Future of Literacy,” DeVoss et al. Peer Review Letters Due (send to individual presenters and copy to me) by 9:30am Reading Response: ______Reading Response: ______Reading Response: ______Thurs., Nov. 17 Group Presentations Week Fourteen: Group Presentations Tues., Nov. 22 Group Presentations Presentation Letters Due (send to individual presenters and copy to me) by 9:30am Thurs., Nov. 24 Thanksgiving Break Week Fifteen: Final Project Tues., Nov. 29 BB: Print Final Project Assignment Presentation Letters Due (send to individual presenters and copy to me) by 9:30am Thurs., Dec. 1 Collaborative Essay Due with Revision Letter. Tues., Dec. 6 Reading Day Thurs., Dec. 8 – 8:00am Final Exam Period: Final Projects and Presentations Due Essay Rubric (may alter based on individual assignments)
“ A” = excellent. Essays that earn an “A”: Posit focused thesis statements that are supported by ample evidence, examples, and analysis Always and skillfully integrate sources and cite these sources accurately Organize ideas and arguments in a fluid, logical, and coherent manner Contain substantive, well-developed paragraphs and supporting transitional elements Skillfully execute and sustain an argument of significant complexity Contain stylistically mature, engaging, and sometimes memorable prose throughout Contain few to no surface errors and/or exhibit no error patterns Exhibit substantial and consistent attention to revision of both content and structure
“ B” = good or highly competent. Essays that earn a “B”: Posit focused thesis statements that are supported by evidence, examples, and analysis Always integrate sources and cite these sources accurately Organize ideas and arguments in a logical and coherent manner Contain well-developed paragraphs and supporting transitional elements Execute and sustain an argument of some complexity Contain stylistically engaging and effective prose throughout Contain few surface errors and/or exhibit one error pattern Exhibit consistent attention to revision of both content and structure
“ C” = average or competent. Essays that earn a “C”: Posit thesis statements that may be partially supported by evidence, examples, and analysis Sometimes integrate sources but cite these sources with accuracy Organize ideas and arguments in a coherent, if sometimes mechanical or illogical, manner Contain reasonably developed paragraphs or supporting transitional elements Execute and sustain an argument of minimal complexity Contain stylistically coherent prose throughout Contain consistent surface errors and/or two or more error patterns Exhibit inconsistent attention to revision of both content and structure
“ D” = below average or limited competency. Essays that earn a “D”: Posit thesis statements that are unsupportable by evidence, examples, or analysis (i.e., statements of fact) Rarely integrate sources, and/or cite these sources inaccurately Organize ideas and arguments in an incoherent, or illogical, manner Contain underdeveloped paragraphs and supporting transitional elements Offer but do not sustain an argument Contain stylistically immature and/or incoherent prose throughout Contain significant errors and/or patterns of error that obscure meaning Exhibit little attention to revision of both content and structure
“ F” = failing. Essays that earn an “F”: Fail to posit a thesis statement Fail to integrate sources, or work is plagiarized from sources Fail to organize ideas and arguments in any discernable manner Contain no visible paragraphs or supporting transitional elements Fail to offer an argument Contain stylistically immature and incoherent prose throughout Contain significant errors and/or patterns of error that impede meaning Exhibit no attention to revision of either content or structure If any essay is determined to have two or more “F” grade items, that essay cannot receive higher than a “C” for its final grade.
Presentation Rubric (may alter based on individual assignments)
“ A” = excellent. Presentations that earn an “A”: Posit focused thesis statements that are supported by ample evidence, examples, and analysis; skillfully execute and sustain an argument of significant complexity Organize ideas and arguments in a fluid, logical, and coherent manner; use substantive supporting transitional elements Contain stylistically mature and sometimes memorable prose throughout; always utilize an appropriate and engaging tone Minimally rely on cue cards, always with information seeming to flow naturally Are effortlessly and articulately conversational; maintain consistent eye contact with all audience members; always speak clearly and slowly with little to no speech difficulties (filler words, stutters, inappropriate pauses, etc.) Contain visual aids that always support and skillfully highlight information in the presentation (optional)
“ B” = good or highly competent. Presentations that earn a “B”: Posit focused thesis statements that are supported by evidence, examples, and analysis; execute and sustain an argument of some complexity Organize ideas and arguments in a logical and coherent manner; use well-developed supporting transitional elements Contain stylistically mature and effective prose throughout; always utilize an appropriate tone Minimally rely on cue cards, with information usually seeming to flow naturally Are smoothly conversational; maintain focused eye contact with most audience members; consistently speak clearly and slowly with infrequent speech difficulties (filler words, stutters, inappropriate pauses, etc.) Contain visual aids that always support the presentation and highlight information in the presentation (optional)
“ C” = average or competent. Presentations that earn a “C”: Posit thesis statements that may be partially supported by evidence, examples, and analysis; execute and sustain an argument of minimal complexity Organize ideas and arguments in a coherent, if sometimes mechanical or illogical, manner; reasonably supporting transitional elements Contain stylistically coherent prose throughout; usually utilize an appropriate tone Minimally rely on cue cards with information sometimes seeming to flow naturally; Are conversational but occasionally stilted; maintain some eye contact with most audience members; usually speak clearly and slowly with occasional speech difficulties (filler words, stutters, inappropriate pauses, etc.) Contain visual aids that usually support and highlight information in the presentation (optional)
“ D” = below average or limited competency. Presentations that earn a “D”: Posit thesis statements that are unsupportable by evidence, examples, or analysis (i.e., statements of fact); offer but do not sustain an argument Organize ideas and arguments in an incoherent, or illogical, manner; undeveloped supporting transitional elements Contain stylistically immature and/or incoherent prose throughout; sometimes utilize an inappropriate tone Often rely on cue cards and/or fail to establish a natural flow of information Are awkwardly conversational, with frequent pauses or stilted language; maintain brief eye contact with a few audience members; sometimes speak clearly and slowly with frequent speech difficulties (filler words, stutters, inappropriate pauses, etc.) Contain visual aids that sometimes distract and/or often fail to support the presentation (optional)
“ F” = failing. Presentations that earn an “F”: Fail to posit a thesis statement; fail to offer an argument Fail to organize ideas and arguments in any discernable manner; no apparent supporting transitional elements Contain stylistically immature and incoherent prose throughout; fail to utilize an appropriate tone Usually or completely rely on cue cards Fail to maintain a conversational tone and pace; fail to maintain eye contact with most or any audience members; fail to speak clearly and slowly with frequent speech difficulties (filler words, stutters, inappropriate pauses, etc.) Contain visual aids that distract and/or fail to support the presentation (optional) If any presentation is determined to have two or more “F” grade items, that presentation cannot receive higher than a “C” for its final grade.