English 112 – English Composition, 3 credits (41211-017 and 42460-032)

Class Date, Time and Place: MWF, 9:00-9:50, Houston 209:

MWF, 10:00-10:50, Houston 217

Your Instructor: Dr. Julie Barak

Office Phone: 248-1072

Office Location LHH 452

Office Hours: MW 8:00-8:50, 2:00-2:50

F 8:00-8:50

E-mail: [email protected]

My Home Page: http://www.mesastate.edu/~jbarak

Syllabus subject to change. Changes will be announced in class.

Course Goals: To examine, discuss, and practice composing various styles and modes of writing in order to develop the confidence, independence, and skills necessary to tackle virtually any writing task assigned in any college class. In particular, this will include learning to read, think and write critically about literature and other types of texts; discovering the steps in the research process and applying those steps in our own writing; analyzing, summarizing, paraphrasing, quoting and citing source material without plagiarizing; eliminating distracting mechanical errors, developing an awareness of various citation styles, including, but not limited to, MLA.

State-wide General Education Requirements: This course has been accepted by the CCHE as a General Education Transfer course. To meet this requirement, the course must meet minimum reading and writing requirements, as well as address the following critical thinking skills: a) Identifying and differentiating questions, problems and arguments, b) Evaluating the appropriateness of various methods of reasoning and verification, c) Identifying and assessing stated and unstated assumptions, d) Critically comparing different points of view, e) Formulating questions and problems, f) Constructing and developing cogent arguments, g) Discussing alternative points of view, h) Evaluating the quality of evidence and reasoning.

MESA STATE GENERAL EDUCATION OBJECTIVES ADDRESSED IN THIS COURSE:

The following have been chosen from the list of General Education Objectives shown in its entirety in the Mesa State College Catalog:

OBJECTIVE 1—Students will be able to think critically and recognize issues across a broad spectrum of subjects.

OBJECTIVE 2—Students will be able to communicate effectively in the English Language.

Course Methods: Two things are important about the course in terms of methods. First of all, the course is designed as a writing workshop. That means that we’ll spend most of our class time writing, reading, and talking about writing and/or reading. We’ll write about others’ writing, write about our own writing process, write about various subjects, read our own writing out loud in large and small groups, read others’ writing, and discuss everything! Second, I’ve chosen a topic to help us begin our reading/writing/conversing. That topic is race/race relationships in a postcolonial environment. As we read and discuss the literature and the essays I’ve selected for the class, research topics and projects should begin to develop for you. We’ll spend time investigating how to turn these ideas into a researched writing project.

Required Texts:

Harris, Joseph

Rewriting: How to Do Things with Texts

Utah State UP

Shakespeare, William

Eds. Gerald Graff and James Phalan

The Tempest: A Case Study in Critical Controversy

Bedford, St Martin’s

Conrad, Joseph

Ed. Paul B. Armstrong

Heart of Darkness: A Norton Critical Edition, 4^th Edition

Norton

Other Expenses:

Occasional copies of your own writing for large and small group discussion.

Course Requirements:

1. Almost daily journal entries practicing a technique from Harris or some other related technique related to researched writing. (310 points)

2. Three Papers: One essay on The Tempest (100 points), one on Heart of Darkness (150 points), and one extended research paper (250 points). More details about these assignments will follow.

3. Various Assignments Connected to Research Paper: a) Thesis statement (10 points); b) Bibliography ( 50 points); c) Prospectus (50 points); d) Research log (15 points). More details about these assignments will follow.

4. Attendance, Participation, and Late Work: In a workshop setting, your contributions to discussion are very important. If you’re not here, you not only can’t learn from what goes on, you also can’t share what you know. So, show up and speak up. Attendance is required and points are lost when you don’t come to class. Every hour of class you miss, costs you 4 points. If you don’t miss any class time, you’ll receive 20 bonus points at the end of the semester which you can apply to any other grade you’ve received for the class.

Policies and Procedures:

1. Academic Honesty: Refer to the Student Handbook for college policies on Academic Honesty. You are cautioned a) against using, word for word, without acknowledgment, phrases, sentences, paragraphs, etc. from the printed or manuscript material of others; b) against using with only slight changes the materials of others; and c) against using the general plan, the main headings, or a rewritten form of someone else’s material. These cautions apply to the work of other students as well as to the published work of professional writers. (Department of English, Purdue University) Violations will be handled according to the guidelines suggested in the Student Handbook.

2. Students w/ Disabilities: In coordination with Educational Access Services, reasonable accommodations will be provided for qualified students with disabilities. Please meet with the instructor the first week of class to make arrangements. Educational Access Services can be contacted at 248-1856, or in person in Houston Hall, Room 100.

3. Tutorial Learning Center = TLC: The TLC is a FREE academic service for all MSC students. Tutors are available on a walk-in basis for many courses. Needing to ask a quick question? Seeking homework clarification? Looking for feedback on a paper? Reviewing for a test? Come to Houston Hall 110 on Mondays through Thursdays from 8AM-7PM and Fridays from 8AM-5PM to meet with one of our peer tutors. Please call 970-248-1392 with any questions.

Points and Grades:

Journal Entries 300 points

Tempest Essay 150 points

Heart of Darkness Essay 170 points

Research Essay 250 points

Research Question 10 points

Prospectus 50 points

Bibliography 50 points

Research Log 20 points

A = 900-1000 points, B = 800-899 points, C = 700-799 points, D = 600-699 points F = below 600

Spring 2009 – ENGL 112

Date		Reading Assignment	Activity	Assignments Due
Month	Day
Jan.	21		Introductions MLA Style Guide -- http://owl.english.purdue.edu/owl/resource/557/01/ Writing Assignment
	23	Define the Project – Harris 13-19.	Share and respond to the homework. Review homework assignment.	500 words in MLA format. Tell the class a story that you think defines the project of your life so far.
	26	Note Key Words and Passages – Harris 19-24. The Tempest – Acts 1-3	Share and discuss the homework. Review homework assignment.	Choose three key words, images, or passages from Acts 1-3 of The Tempest. Write a short essay (250-500 words) describing how these three words, images or passages unify the work.
	27		Last day to withdraw with 90% refund
	28	Assess Uses and Limits – Harris 24-28. Finish The Tempest	Share and discuss the homework. MLA Style Guide – Citing a book http://owl.english.purdue.edu/owl/resource/557/07/ In text citations – http://owl.english.purdue.edu/owl/resource/557/04/ http://www.colby.edu/personal/l/leosborn/quotes.html Templates for introducing an ongoing debate. Review homework assignment	Write a short essay (250-500 words) in which you assess the uses and limits of The Tempest. In particular, look at page 27 of Harris and try to respond to the play using one of the two questions in the middle of the paragraph.
	30	93-115 of The Tempest	Share and discuss homework. Discussion of reasons for summarizing. Verbs for introducing summaries and quotations. Review homework assignment.	Short response (no more than 750 words) to Will and Greenblatt debate or to the Traditionalist/Postcolonialist debate. Include works cited page. Cite your work properly, according to MLA style, in the text. In your response, practice the following moves: Define the project, Note keywords and passages, assess the uses and limits.
Feb.	2	The art of quoting – Harris 28-32. 183-202 of The Tempest	Share and discuss homework. The Art of Quoting. Templates for introducing quotations. Review homework assignment.	Short response (no more than 750 words) to Brower. Include works cited page. In your response, summarize Willis and define your own interest or “spin. You also have “an agenda.” Make sure it’s clear in your response.
	3		Last day to add or drop without receiving a grade
	4	229-245 of The Tempest	Share and discuss homework. Yes, No, Okay, but. . . Templates for responding. Review homework assignment.	Short response (no more than 750 words) to Barker and Hulme. Include works cited page. In your response, include 3 properly sandwiched quotations.
	6	256-268 of The Tempest	Share and discuss homework. PPT – Summarizing/Responding Review assignment.	Short response (no more than 750 words) to Willis. Include works cited page. In your response, 1) disagree – and explain why or 2) agree, but with a difference, or 3) agree and disagree simultaneously.
	9		Titles Workshop	Draft due
	10		Last day for total withdrawal with 50% refund
	11			Paper #1 Due 3-4 page response to The Tempest.
	13	Illustrating – Harris 34-44 Heart of Darkness -- 1-31	Small groups – Describe the Project, Key Terms, Uses and Limits of Conrad. Review homework.
	16	Authorizing and Borrowing – Harris 44-46. Heart of Darkness – 31-54	Share and discuss homework. Review Homework.	Short response (no more than 750 words) to eHeart of Darkness, in which you point to a repeated symbol and illustrate how it works in the novel. Include works cited page. Include 3 illustrations, at least, of your symbol.
	18	Extending – Harris, 46-52. Heart of Darkness – to end.	Share and discuss homework. Review next assignment.	Short response (no more than 750 words) to Heart of Darkness, in which you borrow a concept from some other field you’re familiar with and apply it to the novel’s characters or situations. Also, use at least one authority to support or define your concept. Include works cited page.
	20	Arguing the other side – Harris, 54-60. Achebe, in Heart of Darkness, 336-349 Hawkins in Heart of Darkness, 463-474	Share and discuss homework. Planting a naysayer. Templates for entertaining objections, naming your naysayers, making concession while still standing your ground. Review next assignment.	Short response (no more than 750 works) to Heart of Darkness, in which you extend a concept or term from some other field you’re familiar with and apply it to your reading of the novel. Include works cited page.
	23	Uncovering Values – 60-64 of Harris. Said, in Heart of Darkness, 422-429 Miller in Heart of Darkness, 463-474	Share and discuss homework. Review next assignment	Short response (no more than 750 words) to Heart of Darkness in which you choose to argue against Hawkins or Achebe. Please plant a naysayer using two or more of the templates from class. Include a works cited page.
	25	Dissenting – 64-72 of Harris.	Share and discuss homework. Review next assignment. PPT – Taking a position.	Short response (no more than 750 words) to Heart of Darkness in which you uncover the values of either Said or Miller. Include a works cited page.
	27		Workshop	Draft Due
Mar.	2	Revising – Harris 98-113	Workshop	Revision Plan Due Draft #2 Due
	4	Revising – Harris 113-116	Workshop	Revision Plan Due Draft #3 Due
	6	Revising – Harris 116-122	Workshop	Revision Plan Due Draft #4 Due
	8		Celebrate the midterm. Review what’s coming up next. Determine a subject. Break it into parts. Assign readers.	Paper #2 Due – include at least 4 of the following moves in your paper -- illustrating, authorizing and borrowing, extending, arguing the other side, uncovering values, dissenting. Include a works cited page.
	9		Spring Break
	11		Spring Break
	13		Spring Break
	16	Three articles on your subject. Writing Log – Harris 94-95.	Share info.	Reports due on ____________________
	18		Last day to withdraw from a full semester class with a grade or a W.	Reports due on ____________________
	19		Last day to withdraw with 25% refund
	20			Reports due on ____________________
	23		Library Day.
	25		MLA Style Guide -- http://owl.english.purdue.edu/owl/resource/557/09/	Report due from journal.
	27		MLA Style Guide -- http://owl.english.purdue.edu/owl/resource/557/09/	Report due from newspaper.
	30		MLA Style Guide -- http://owl.english.purdue.edu/owl/resource/557/09/	Report due from other database. Details/databases forthcoming.
Apr.	1	Nicholson article – handout.	Review . . . PPT – Organizational Strategies.	Read and research.
	3	Transform – Harris 73-79	In-class writing.	Read and research.
	6	Acknowledge Influences – Harris 79-82	Share homework and discuss. In-class writing.	Read and research. Short response (no more than 750 words) due to something you’ve read during your research, in which you practice transformation.
	8	Turning an Approach on itself – Harris 82-85 Reflexivity – Harris 85-93	Share homework and discuss. In-class writing.	Read and research. Short response (no more than 750 words) due to something you’ve read during your research, in which you practice acknowledging influences.
	10		Thesis Statement -- Handout	Read and research. Short response (no more than 750 words) due to something you’ve read in which you practice turning an approach on itself or reflexivity.
	13			Thesis Statement Due Conferences
	15			Conferences
	17			Conferences
	20		Prospectus/Bibliography PPT
	22			Prospectus Due
	24			Bibliography Due
	27	Revising – Harris 98-113		Draft #1 Due
	29	Revising – Harris 113-116		Revision Plan Due Draft #2 Due
May	1	Revising – Harris 116-122		Revision Plan Due Draft #3 Due
	4			Revision Plan/Draft #4 Due Conferences
	6			Revision Plan/Draft #4 Due Conferences
	8			Revision Plan/Draft #4 Due Conferences
	11	8:00 ENGL 112 – 10:00		Final due Log due
	13	8:00 ENGL 112 – 9:00		Final due Log due