Course+Syllabus

**ENGL 191-17: Introduction to Rhetorical and Analytical Writing**
Fall 2012 MTWF 12:00 – 12:50 p.m. 51 Building Room 322

Instructor: Jack Hennes Office: Wick Science Building Room 46 Office Hours: Tuesday 10:00-11:50 a.m. Thursday 11:00-12:50 p.m. (also by appointment – outside of the posted hours) Email: heja0805@stcloudstate.edu (primary form of communication) Google Voice: (424) 248-9230 (voice message for immediate concerns)

**Course Overview**
Our world changes rapidly, including the way in which we read, write, and communicate. The academic disciplines are also dynamic, becoming more and more interrelated. You will engage in critical conversations on literacy, cyberculture, and medical humanities – all topics of concern as we move further into the 21st century. This course will challenge you to write and interpret texts for a variety of rhetorical situations, audiences, and purposes. You will also extensively work alongside your peers, collaborating to explore and create texts representing diverse perspectives. This course is strongly peer-centered and technology intensive, and you will gain valuable experience publishing and collaborating on the World Wide Web. All of the assignments and projects in this course are designed to guide you through the writing process and include brainstorming, drafting, peer-review sessions, revision, and final copies. As a record of your writing development throughout the course, you will create both print and electronic portfolios. Most importantly, however, this course will enable you to develop rhetorical and analytical skills transferable to academic discourse, communication in the workplace, and success as active participants in a global society.

**Required Texts and Materials**
Aaron, Jane. //LB Brief: The Little, Brown Handbook//, Brief Version. 4th ed. Upper Saddle River, NJ: Pearson Education, 2011. Print.

Johnson-Sheehan, Richard, and Charles Paine. //Writing Today: Custom Edition for St. Cloud State University//. 2nd ed. Boston: Pearson Education, 2013. Print.

Skloot, Rebecca. //The Immortal Life of Henrietta Lacks//. New York: Broadway Paperbacks, 2011. Print.

In addition to the required texts, you will also need:
 * a notebook or bound section of loose-leaf paper dedicated to this course for in-class writing
 * a three-ring binder to preserve and present course materials in the form of a portfolio
 * a way to organize and manage electronic files of all final documents you create in this course
 * photocopies of your work for peer-review sessions

**Required Tools and Access**
All of your formal assignments will be typed, printed out, and saved as an electronic file. Writing on the Web is vital to this course. You will need to have access to a computer with a reliable Internet connection, an acceptable word processor, and a printer. As a student at St. Cloud State University, you have access to all general access computer labs on campus by logging in with your HuskyNet I.D. and password. If you anticipate having any issues with access to this technology, please inform me as soon as possible. We will hold regular class periods in a computer lab in the 51 Building. Please note that I will not allow you to use laptops, tablets, or phones in class unless I specifically tell you to do so.

D2L HuskyNet ENGL 191-17 Course Wiki MyCompLab eFolioMinnesota Library in the Miller Center You may also find the following resources to be enormously helpful when composing assignments for this class:
 * Class Resources**
 * Course Name: ENGL 191-17 Introduction to Rhetorical and Analytical Writing
 * Course ID: hennes88888

Dictionary and thesaurus (either print or online) St. Cloud State Literacy Education Online (LEO) Purdue Online Writing Lab Rhet Comp Wikitext Compleat Lexical Tutor

**Course Objectives**
The Department of English has agreed upon the following objectives for all sections of English 191. You will improve rhetorical sophistication by learning to make choices as writers and by developing your ability
 * to discern different situations, aims, and purposes in writing
 * to use different modes of inquiry, development, and presentation in writing
 * to modulate their written voices, diction, and style according to different rhetorical situations
 * to edit your own writing for grammatical correctness and appropriate usage
 * to develop in writing points, judgments, and critical perspectives coherently with appropriate support and evidence
 * to respond to, evaluate, and revise your own and others' writing

You will also develop your ability to engage critically with various kinds of discourse, texts, and information, learning
 * to describe, summarize, and analyze discourse, texts, and information accurately
 * to develop critical strategies for researching, evaluating, interpreting, and documenting various discourse, texts, and information
 * to use researched material for support and evidence in analytical and rhetorical writing

In addition to developing skills and abilities in reading, writing, and critical thinking, you will learn how written language informs or affects our understanding of human values, cultural perspectives or interrelatedness of disciplines.

**Attendance**
Your attendance to all classes is expected and critical to your success. As significant component of this course involves daily graded in-class assignments and activities, and failing to attend a class session may result in a loss of points for that day. It is your responsibility to obtain any missed assignments or notes from a classmate for any days missed. A semester total of 4 or more absences will result in a lowered final grade. The Department of English has agreed on a policy in which students may not miss more than 20% of any course. In our section of English 191, more than 12 absences will result in a failing grade for the course. The department policy, approved April 29, 1999, is firmly described below:

//The English Department agrees that attendance is especially important in English 191. In these classes, students not only turn in finished papers, but they also engage in a variety of other work that earns them university credit for the course: discussing essays, exploring ideas, developing drafts, reviewing and commenting on each other's writing, writing in class, and engaging in small-group activities. Thus the English Department has a policy that if a student misses 20 percent of the course's regular class meetings, then the student will not receive a passing grade for the course.//

You are expected to attend every class session in its entirety. Arriving to class late or leaving class early is not only disrespectful to your classmates and your instructor, but also may severely jeopardize your success in the course. There is a significant amount of material covered in every class session, and it is your responsibility to obtain any missed notes or information from a fellow classmate. I realize, however, that all of you have a variety of commitments outside of your role as a student. If you anticipate the need to leave early or arrive to class late, please seek my approval prior to the class session.

**Course Etiquette**
Active participation in this course will enhance your experience and enjoyment in class. You are provided with a variety of ways to participate, notably through writing activities in and outside of class, small group projects, discussions, and peer-review sessions, and full-class discussions. Strive to listen actively and contribute to every discussion and activity.

Your professionalism is vital to your growth and progress as a student. All communication between fellow students and the instructor – both in-class and online – must be formal, civil, and respectful. Please refrain from eating in class, and if you choose to have a beverage, do so carefully in a spill-proof container. As noted above, I will only allow the use of computers, tablets, cell phones, or other devices for specific activities with my approval. I ask that you either turn off or turn your cell phones to silent mode during class, and only use them in the situation of an emergency.

Most importantly, you must respect the contributions of your classmates. Any language and behavior must in the classroom must be affirmative, inclusive, and conscientious of other's social/cultural/ethnic backgrounds and individual needs. Any disrespectful language or behavior toward others will not be tolerated, and offending individuals will be asked to leave. Students who engage in disrespectful behavior are subject to disciplinary action and policies outlined in the St. Cloud State University Handbook.

**Individual Conferences**
Each of you are required to meet individually with the instructor throughout the semester. These sessions are primarily to discuss goals, progress, and issues with major writing assignments, but can also serve as sessions to voice concerns in the course. Attendance to each conference session is mandatory, and failing to attend may seriously inhibit your success. Failure to attend //one// conference session will result in //two// absences. If you must reschedule a conference session, please do so as early as possible.

**Completion of Course Requirements**
All of the assignments in this course require a great deal of brainstorming, writing, revision, and peer review. You will create both a print and an electronic portfolio in this course. At a minimum, you are required to include drafts, revisions, peer-review sheets, and final copies of all major writing assignments your final print portfolios, whereas your electronic portfolios will only feature the polished final copies of your major writing assignments. You must complete all major writing assignments. Failure to complete one or more major writing assignment may will result in a failing grade for the course.

Though rarely given, incompletes serve as a last resort when uncontrollable circumstances prevent you from completing the course requirements. Please seek my assistance as early as possible if such circumstances arise.

**Students with Disabilities**
Students who have a disability or condition which may impair their ability to successfully complete course requirements are encouraged to meet with me to identify, discuss, and document any feasible instructional modifications or accommodations. Please let me know as soon as possible if you wish to be provided with assistance.

**Plagiarism**
Plagiarism is defined by the use of research or ideas written by another individual or group without properly documenting the original author or source. This may include presenting the writing of another individual or group and presenting it as one's own original work. A great deal of assignments and activities will be dedicated to properly citing and documenting sources, and all major assignments will require documentation of your progression of each assignment. In short, proper measures have been taken to ensure that you do not plagiarize unintentionally. Plagiarism is unacceptable at St. Cloud State University and in English 191. A plagiarized writing assignment will result in a failing grade for the course. Please note that the English Department expects all students to be familiar with the Code of Conduct and related policies, which are outlined in the St. Cloud State University Handbook.

**Assignment Format and Presentation**
All major writing assignments must follow MLA style format and documentation guidelines. In all word-processed documents, this includes 1” margins and 12 point Times New Roman font. All MLA documents are double-spaced. You must also provide identification in the top right corner of your document (but still double-spaced), which includes: (1) your first and last name, (2) the name of your instructor, (3) your course and section (ENGL 191-17), and (4) the date of your respective assignment (27 August 2012). You must also provide your last name and page number in the header, which will appear on every page of your document (Smith 1), and a title which is centered and directly above your first paragraph. You are expected to cite all in-text sources correctly in MLA style as well as a Works Cited page at the end of the document. We will be covering MLA style in-depth throughout this course, and you may wish to consult the //LB Brief// handbook for an extensive chapter on this topic (pp. 437-490).

Please note that the online writing assignments for this course may not allow you to adhere to MLA conventions. In fact, I encourage you to stray from traditional notions of formatting as you craft these compositions. Please be aware, however, that you must properly cite any sources in MLA style you may include in your online compositions.

In-class writing may encourage your expression through journaling, or it may allow you to explore possibilities, ideas, and perspectives for major writing assignments. I ask that you keep all in-class writing assignments in one place, such as a notebook or section of loose-leaf paper dedicated to this course. While you are not required to include journal writing in your portfolio, you are required to include all documentation of every major writing assignment in your portfolio, including preliminary and exploratory pieces in your notebooks. Near the end of our course, you will turn in a completed, paper-based portfolio which includes every major writing assignment you completed throughout the course as well as any preliminary sketches, outlines, drafts, revisions, and peer-review sheets with each. Please save all electronic documents in an organized and recognizable format and location. You will post final electronic copies of your major writing assignments, a link to your blog, and a link to our wiki on an online e-folio.

**Evaluation Criteria**
An “A” paper is one which would move your instructor and the best members of your class to admiration. It implies not only that the theme is virtually free of errors but that it makes its point clearly, logically, and gracefully. An “A” final grade is the product of work of consistently high quality and occasional brilliance.

A “B” paper reveals effective performance of the assignment. The theme is clear and logical but perhaps some small problems in coherence or development and without the stylistic grace of the “A” paper. It has no more than an occasional error in spelling, sentence structure, diction, usage, or punctuation.

A “C” paper indicates that you have performed the assignment adequately but usually with some problems of clarity, logic, support or documentation, grammar, mechanics, and spelling. Improvement is desirable, but you should remember that a “C” grade does indicate average college work.

A “D” paper reveals a failure to perform the assignment adequately or to overcome some problems pointed out in previous themes. The “D” paper only partially fulfills the requirements of the topic, and it usually has a significant number of errors in spelling, sentence structure, usage, diction, and punctuation. When you receive a “D” you are being given warning that you must improve.

An “F” paper indicates gross failure at carrying out the assigned topic. An “F” grade may also be given to students who make errors or those who consistently fail to seek out help and correct their indiscretions. It is, of course, a failing grade.


 * Please note that any grade appeals must be made in writing.

**Assignment Descriptions**
A general overview of all assignments in this course is provided below. Please note that I will provide you with detailed assignment sheets throughout the semester.

//Four Major Writing Assignments//. These assignments are formal and must follow MLA essay format. All of these assignments require a great deal of brainstorming, composing, revision, and collaboration with your peers, both face-to-face and online. At a minimum, every major writing assignment will involve the creation of an initial draft a peer-review session. At the end of our course, these assignments will be presented in a print-based portfolio as well as an online e-folio.

//1. Electronic Literacy Narrative//. This assignment will encourage you to reflect on your history of reading and writing through digital means. You will revisit one specific experience with reading and writing on a computer, cell phone, tablet, or other device and reflect on how that experience changed or influenced your development, the way you read and write today, or the way you interpret or understand text. Length: 3 pages.

//2. Multimodal Rhetorical Analysis//. This assignment allows you to critically interpret the persuasive elements of a document which presents a collage of text, images, audio, and/or video. How does this conglomeration of elements present an effective or ineffective use of rhetorical tools? Does it change our perception of “text”? If so, how? Length: 5 pages.

//3. Researched Argument// //Essay//. This assignment will allow you to participate in an academic conversation, notably by selecting an issue of concern, researching that topic extensively, reading and interpreting sources critically, and responding by formulating a thoughtful and carefully supported argument. For this assignment, you will narrow your argument to an issue or debate raised in //The Immortal Life of Henrietta Lacks//. Length: 8 pages (not including Works Cited).

//4. Personal Blog Project//. Each of you will create your own blog, which will be used to post journal entries and other expressive writing throughout the semester. For each blog post, you will be provided with a writing prompt and/or particular criteria and media for inclusion. We will regularly spend entire course periods working in a computer lab, but you will occasionally be asked to post blog entries and comments outside of class. Your //Personal Blog// will allow you to generate content and ideas as we read //The Immortal Life of Henrietta Lacks//. Length: Variable.

//Group Wiki Project//. In a small group, you will create one wiki page related to a particular topic. In addition to creating a page, your group will conduct a brief and informal presentation of the content you created.

//In-class Writing Assignments//. Some of these assignments will be informal, while others will be much more formal in nature. Many of them will encourage you to reflect on our course readings, topics, and issues discussed in class, while others will allow you to generate ideas for major writing assignments. All of them will be graded on a pass/fail basis. Length: Variable.

//Reflection Essay//. For this assignment, you will reflect on your experience writing in this course. Does your portfolio reflect your best work? What worked and what did not? What sort of issues did you notice? What skills did you acquire, and how will those skills help you throughout college and your life? This assignment will serve as the first document of your portfolio. Length: At least 1 page.

//Portfolio//. The portfolio will preserve and record your writing throughout the course. All print-based materials involved in major writing assignments must be included (including preliminary and exploratory writing from in-class sessions, outlines, drafts, peer-review sheets, revisions, final drafts, and any documents associated with the rewrite process). You must also include your //Reflection Essay// as the first document of your portfolio. All final copies of your //Reflection Essay// and your major writing assignments should be stored in an acceptable format and location; you will post these files in an e-folio along with links to your personal blog project and our course wiki.

//Participation//. Your active participation throughout this course is vital. You are expected to have read and completed any assigned materials and tasks prior to every course meeting. Further, you are also strongly encouraged to //actively// read and analyze our course readings (I will provide you with some helpful strategies), and bring your textbooks, notes, and assignments with you to class. This course is also driven by in-class discussion, participation in small groups, and writing in and outside of class.

**Assignment Rewriting Policy**
In this class, you will have the option to rewrite **two** major writing assignments, the //Electronic Literacy Narrative// and/orthe //Multimodal Rhetorical Analysis//. Please note that you **cannot** rewrite your //Researched Argument Essay//. If you would like to rewrite your //Electronic Literacy Narrative// and/or //your// //Multimodal Rhetorical Analysis//, I ask that you:
 * 1) Write a one-paragraph proposal outlining the areas you did well in, the areas in which you would like to improve, and how you will change the respective paper. I stress that rewriting any of these assignments is vastly different from editing. I reserve the right to deny any proposal that does not address significant areas of improvement.
 * 2) You must meet with a writing consultant at the Write Place for each paper you decide to rewrite. Either before or at the end of the tutorial, the Consultant will ask if you would like an email sent to your instructor. This is the only way you can prove that you worked on your skills at the Write Place.
 * 3) Turn in any rewritten assignments along with your proposal for each. I strongly believe that your rewritten assignments will improve the overall quality of your final portfolios, and you absolutely must complete the revision process and turn in any rewritten assignments before final portfolios are due. There are no exceptions to this rule.

Note that if you choose to rewrite any of the possible assignments, the best score will be accepted. You have nothing to lose by rewriting an assignment, and receiving a lower score on a rewritten paper is highly unlikely. I strongly encourage all students to complete any rewrites.

**Weighted Grading Scheme**

 * Electronic Literacy Narrative || 5 pts ||
 * Multimodal Rhetorical Analysis || 15 pts ||
 * Researched Argument Essay || 20 pts ||
 * Wiki Project || 10 pts ||
 * Personal Blog Project || 10 pts ||
 * Portfolio (including Reflection Essay) || 25 pts ||
 * Participation || 15 pts ||
 * TOTAL || 100 pts ||

**Campus Resources**
The Write Place Offering free one-on-one tutoring to all members of the St. Cloud State University community, The Write Place works with writers from all levels of experience, ability, and expertise. For students, The Write Place offers the kind of individualized help that cannot be found in classrooms, textbooks, or occasional conferences with teachers. Writers at any stage in the writing process can work with trained tutors during appointments. Tutors help students identify writing strengths and potential problems, teach students strategies for revision and editing, and provide information about writing conventions in the academy. Tutors also assist students in developing and organizing their ideas, in clarifying their communications, and in adapting their texts for specific readers and purposes. Students working on assignments for classes, on special projects, on creative works, or on employment correspondence are encouraged to bring drafts in progress to their appointments. The Write Place accepts walk-in appointment sessions (time/staff permitting) by visiting them in 51B room 117. For more information or to schedule an appointment please contact The Write Place: Phone: (320) 308-2031 Email: writeplace@stcloudstate.edu

James W. Miller Learning Resources Center For most current regular hours (including holidays and breaks), visit the library website
 * Monday-Thursday 7:30 a.m. - 2:00 a.m.
 * Friday 7:30 a.m. - 7:00 p.m.
 * Saturday 10:00 a.m. - 8:00 p.m.
 * Sunday 11:00 a.m. - 2:00 a.m.

Help Desk The Help Desk is the technology support center for St. Cloud State University students, faculty, and staff. You may also want to pick up a copy of the Student Technology Handbook, which can be found in most General Access Labs and department offices. Locations: Atwood Memorial Center (main floor) or Miller Center B43 (basement) Phone: (320) 308-2077 Email: helpdesk@stcloudstate.edu


 * NOTE: I reserve the right to alter and adapt this course syllabus as needed.*

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