Topics
in Advanced Composition
MW
12:00-1:15
Spring
2007
BH
205
Professor:
Phone: 918-343-7593
Email: lgray@rsu.edu
Office: BH 204C
Office Hours: (appointments encouraged)
Monday,
Wednesday, and Friday
9-11
Tuesday
and Thursday
11-1
Practice
in writing with emphasis on style and strategies of composition. Focus varies:
practice in various literary genres; study of rhetoric; practice in various
modes; argumentative writing; advanced expository writing.
Students
completing this course will exhibit competency--through testing, course work,
portfolio, student/faculty interaction, and/or other appropriate measures--in
written communications skills, reasoning skills, and critical thinking skills.
Three
hours credit
Course Prerequisites: ENGL 1113 and ENG 1213 or
permission
Course Introduction
This section of Topics in Advanced Composition will emphasize the study of the art of rhetoric and advanced expository writing. You will be doing a great deal of writing because to write better means you must practice writing. Many of the topics will be assigned to you. However, within the parameters of the assignment, you will have the latitude to choose the specific area of the topic you will address. Good writers understand and are willing to put the necessary time and work into the process of writing. Understanding the process and working through the various preparations, drafts, and revisions are crucial to achieving the ultimate goal--a good finished product. Part of that process is reviewing your own writing and helping other writers review their writing.
This
class will consist of a number of activities, among them essays, discussions, summary/evaluations,
document sharing, peer review, outside reading and research, and editing.
Required
Texts:
Hacker,
Diana. A Writer's Reference. 5th Ed. Boston: Bedford/St. Martin's, 2003.
File
folders to submit major papers
RSU
student email account
Notebook
Blue
Books (2)
As
the focus of this class is on advanced writing skills, most of the time will be
spent allowing the student to do just that--write. Except when necessary, I
will seldom provide formal lectures. Instead, I have arranged the course to
guide the student through a variety of exercises with the goal of improving
critical reading, writing, and usage skills. I have selected texts that I hope
will provide useful guidance, but all-in-all, the only way to improve one's
writing is through copious practice.
Please
keep in mind that this is an upper division writing course. As advanced
writers, you are called on to display critical thinking and writing skills
within all your written assignments—your writing should be appropriately
mature, clear, and correct for this 3000 level course. Please see the Rubric
for evaluating papers (Attachment A).
We
will follow Modern Language Association (MLA) standards for usage and
documentation. Students are expected to know and adhere to these rules and
guidelines. Use the Hacker text for guidance.
Your
semester grade will be determined by your performance on the following:
Process (300 points)
50-Minute Writings (100 points)
Rhetorical Exercises (100 points)
(These will include, but are not limited to,
Proposals, Summaries, Rhetorical Précis, Abstracts, Evaluations, Rhetorical Vocabulary,
and Oral Presentations)
Peer Review and Editing Project(s) (50 points)
Meaningful Class
Participation and Discussion (50 points)
Product (400 points)
Paper I: Cultural Memory Essay (100 points)
Writing
Effectively from Primary Sources
Paper II: Argumentative Essay (150 points)
Writing
Effectively from Secondary Sources
Paper III: Critical Analysis (150 points)
Writing
Effectively about the Arts and Literature
Exams (300 points)
Midterm (150 points)
Final (150 points)
Total
Points:
900-1000 = A
800-899 = B
700-799 = C
600-699 = D
0-599 = F
Throughout
the term, you will write in a confined, timed environment. Two of these
writings are formal exams (the Midterm and the Final). The writings will serve
two purposes: first, you will have practice in writing in a timed environment;
second, the validity of the other submissions you make in the class will be
confirmed. These exams are mandatory.
Students who do not take these exams will receive an “F” in the class, regardless
of other grades.
Other
than the timed writing submissions, much of your grade will be based on the
formal writing process. Your writing grade will include not only the work you
submit but your evaluation and editing of work submitted by other students in
the class.
Learning Objectives
In
accordance with the
The
Communications and Fine Arts Department has adopted a standard grading scale:
90-100% A
80- 89% B
70-79% C
60-69% D
59% and below
Learning
is a cooperative and collaborative activity. Each student has an important and
unique role in this class and should be prepared to contribute fully throughout
the semester. Students who fail to prepare and attend regularly negatively
impact the success of the entire class. If you are not able to contribute fully
to this class throughout the semester, I strongly encourage you to take this
course when you can devote appropriate time and attention to it.
Standards
of Achievement
All student work will be held to the following
academic criteria:
Accuracy of information
Organization and clarity of thoughts
Depth of critical thinking and observation
Satisfaction of defined requirements (deadlines,
etc.)
Acceptable writing mechanics
Fidelity of work (no plagiarism, cheating, etc.)
Evidence of creative or innovative thinking
Effective cooperative learning
Please
see the Academic Profile (Attachment B).
Attendance
Policy
Class
attendance and participation are crucial to individual student success as well
as to the success of the class as a whole. Students missing 4 or more classes
will have their final course grade lowered accordingly. On the rare occasion
that you must miss class, you are responsible for obtaining, from a reliable
classmate, any information covered in your absence. You are expected to
return to class fully prepared to participate.
Late Papers
All
work is due at the start of class by the stated due date. For each day late,
five points will be deducted from the final assignment grade. No assignment
will be accepted later than one week (seven calendar days) past the posted due
date. Some assignments are in-class only and cannot be replicated; therefore,
students missing such assignments will receive a zero for that particular
activity.
Student
Conduct
I
encourage free and open exchange of ideas and opinions in this class. To ensure
that each student has this opportunity, each of us must respect every student’s
right to meaningfully contribute to the current discussions at hand. This class
focuses on the power of language, both written and oral, and the successful
student will learn how best to use language appropriately and persuasively. No
overtly hostile, sexist, racist, or other xenophobic language or behavior will
be tolerated.
It is disruptive and rude for cell phones and
portable music devices to be used during class—turn them off and put them away
during class time.
Cheating and Personal Misrepresentation and Proxy
Taking another person's place in an exam, placement
test, or other academic activity, either before or after enrollment; having
another person participate in an academic evaluation activity or evaluation in
place of oneself all constitute cheating and violate the Student Code of
Conduct.
Students should see and adhere to the RSU Code of
Conduct, printed in Student Code of
Responsibility and Conduct and online. See Title 12. Students will also adhere to the CFA definition of
plagiarism. Students must read and sign the Pledge, to be handed out
separately, to continue in this class. (See Attachment C)
Communications
and Fine Arts Policy on Plagiarism
Plagiarism is a
form of academic dishonesty. Plagiarism is representing someone else's ideas or
work as your own. To avoid plagiarism, when you use someone else's data,
arguments, designs, words, ideas, project, etc., you must make it clear that
the work originated with someone else by citing the source. Please review
the Student Code of Responsibilities and
Conduct published by
Contacting the Professor
My contact information is posted at the top of the syllabus.
I strongly encourage students to take advantage of my office hours. To ensure
that I am not in a meeting or meeting with another student, appointments are
encouraged. Please make appointments throughout the semester to visit with me
about your writing; you need not have a “problem” to see me. When sending an
email, please include your name, class, and question in the subject line. All
emails should be signed with your full name. Otherwise, I can not guarantee
that your email will receive appropriate attention. I will make every effort to
respond to emails within 48 hours. Emails received after noon on Friday will be
attended to the following week.
Americans with Disabilities Act
Computers are available in the UPA, Stratton Taylor
Library, and Student Support Services. Computers are available for class use in
BH 207.
The schedule and procedures in this course are
subject to change in the event of extenuating circumstances. It is the
student’s responsibility to stay apprised of any changes and make necessary
adjustments.
Schedule
Below
is a schedule of readings and major due dates. Specific details for each
paper and assignment will be given separately throughout the term. Rhetorical
Exercises, 50-Minute essays, and other Process assignments will be announced
in class. This schedule may change as necessary to benefit the class. It is
the student’s responsibility to stay apprised of any changes. |
Cultural
Memory
Week 1 (1/8-1/12) Introduction
to Course Chapters 1 and 2 from Ancient Rhetorics Begin Paper I Week 2 (1/15-1/19) Read Chapter 12 from Ancient Rhetorics Continue work with
Paper I Week 3 (1/22-1/26) Final Topics Due for
Paper I Read Chapters 6 and 7
in Ancient Rhetorics Week 4 (1/29-2/2) The Cultural Memory
Essay Due |
Classical
Argument
Week 5 (2/5-2/9) Read Chapters 3 and 4
in Ancient Rhetorics Week 6 (2/12-2/16) The Argumentative Essay Week 7 (2/19-2/23) Proposal Due Week 8 (2/26-3/2) Review chapters 1-2 and
5-7 from Ancient Rhetorics Midterm Exam Week 9 (3/5-3/9) Peer Review Argumentative Essay Due |
Analysis
Week 10 (3/13-3/17) Begin work with Short
Fiction and Analysis Week 11 (3/19-3/30) Spring Break Week 12 (3/26-3/30) Continue work with
Analysis Week 13 (4/2-4/6) Continue work with
Analysis Summary of Scholarly Article
from JSTOR Week 14 (4/9-4/13) Critical Analysis Due |
Revision
and Reflection
Week 15 (4/16-4/20) Revision Process Reflection Week 16 4/23-4/27) Final Exam Prep Final Exam Period (4/30-5/4) Our Final Exam, Monday, April 30, 12:45-2:45 All students will take the exam at this time—no exceptions. |
Attachment A
General Rubric
for Papers, Scale of 1-5
STUDENTS will
demonstrate mastery of course material and stated goals under the following
guidelines.
5
The paper displays mastery of the following
communication skills. All work is rich, smooth, and significant; it is free of
mechanical errors; and it shows stylistic finesse. The paper demonstrates
excellence in all areas. The paper is intriguing and thought-provoking.
Arguments are logical and persuasive. Ideas are well-articulated and presented
in original ways.
4
The paper is significantly more than competent. The
paper should be free of mechanical errors. The paper engages the reader, and
shows evidence of significant critical and creative thinking. The student
displays excellence in critical analysis or artistic creation, if not both.
Arguments show careful thought and are basically persuasive. Ideas are
presented in original ways.
3
The paper is generally competent, with few errors.
The paper shows evidence of significant progress, and as a whole gets the job
done. The paper provides evidence of some critical and creative thought. The
student may display excellence in either critical analysis or artistic
creation. Arguments are present and show some thought. Ideas are present and
developed, if not particularly original or well-articulated.
2
The paper is barely competent. The paper may have
mechanical errors and/or lack significance. The paper may provide evidence of
the student’s ability to communicate but not reveal skill. Evidence of critical
and creative thinking is marginal. The paper displays adequate critical and
creative thinking, but not much more than that. Arguments and ideas are
asserted without much critical thought. Little originality is evident. This is
a rote or hasty paper.
1
The paper is inadequate. There are frequent errors.
The paper is superficial and lacks organization. Evidence of critical and/or
creative thinking is largely absent. The paper shows little or no method or
planning. Work seems thrown together with minimal critical or creative thought.
Attachment B
Academic
Profile
|
|
Descriptor |
Description |
|
A |
Excellent |
Students receiving
an “A” can be considered to have exhibited extraordinary effort in class and
scholarship exceeding the expectations of the instructor and to have
exhibited most or all of the following: to have attended regularly and on
time (missed fewer than the equivalent of one week of class meetings); to
have participated fully in peer evaluations and in class discussion,
revealing personal initiative in both; to have used well-supported and
well-structured logical arguments in essay writing; to have revealed a grasp
of mechanics that prevents errors; to have revealed depth of critical thought
and observation; to have exhibited timeliness in turning in assignments; to
have revealed strong interest in intellectual, cultural, and personal growth
by reading and discussing assigned material; to have shown consistent
improvement in academics. |
|
B |
Above Average |
Students receiving a “B”
can be considered to have exhibited above-average effort in class, revealing noticeable
improvement in academics, and showing accurate and complete scholarship. The
student will have exhibited most or all of the following: have attended
regularly (not missed more than the equivalent of one week of class meetings)
and on time; have participated honestly and solidly in peer evaluations and
in class discussion; have used supported and structured logical arguments in
essay writing; have revealed a grasp of mechanics that prevents many errors;
have revealed critical thought and observation; have exhibited a moderate
grasp of timeliness in turning in assignments; have revealed interest in
intellectual, cultural, and personal growth by reading and discussing
assigned material. |
|
C |
Average |
Students receiving
a “C” can be considered to have exhibited average effort in class, performing
satisfactorily but not above average, with some self-direction, and have
shown signs of academic progress, meeting assignment parameters accurately.
The student will have exhibited most or all of the following: attended
regularly (not missed more than the equivalent of one week of class meetings)
and on time; participated willingly in peer evaluations and in class
discussion; have used supported and structured arguments in essay writing;
have revealed an average grasp of mechanics that prevents most errors; have
revealed average critical thought and observation; have exhibited a moderate
grasp of timeliness in turning in assignments; have revealed average interest
in intellectual, cultural, and personal growth by reading and discussing
assigned material. |
|
D |
Below Average |
Students
receiving a “D” can be considered to have exhibited some effort in class, but
not enough to show fully engagement with the subject and with the course
material, showing little or no initiative and academic improvement, and not
meeting the scholarship requirements of assignments. The student will have
exhibited most or all of the following: have participated somewhat in peer
evaluations and in class discussion; have attended somewhat regularly (missed
more than the equivalent of one week and less than the equivalent of two
weeks) and usually on time; have used some structured and supported arguments
in essay writing; have revealed a sub-standard grasp of mechanics that
prevents only some errors; have revealed below average critical thought and
observation; have exhibited some grasp of timeliness in turning in
assignments; have revealed below average interest in intellectual, cultural,
and personal growth by reading and discussing assigned material; have not met
the scholarship requirements of assignments; have not shown initiative; have
not revealed academic improvement. |
|
F |
Unsatisfactory |
Students
receiving an “F” can be considered to have exhibited little or no desire to
pass the course. This will usually involve poor participation and attendance
(missed more than the equivalent of two weeks of class meetings) and little
or no effort to attempt improvement as well as scholarship deficiencies and
lack of effort to complete assignments. |
Attachment
C
RSU Communications and Fine Arts Definition of Plagiarism
The RSU Student Code
defines plagiarism as “presenting the work of another as one’s own (i.e., without
proper acknowledgment of the source or sources), or submitting material that is
not entirely one’s own work without attributing the unoriginal portions to
their correct sources. The sole exception to the requirement of acknowledging
sources occurs when ideas or information are common knowledge” (see Title 12 in
the Student Code, available online at www.rsu.edu/scode).
Integrating the words and
ideas of others into your own work is an important feature of academic
expression. But plagiarism occurs whenever
we incorporate the intellectual property of others into our own work without
proper acknowledgement of whose words, ideas, or other original material we are
bringing into our work, either with quotation marks and direct mention of the
source or through other means of clear and precise acknowledgement.
Plagiarism can of course
be a purely intentional attempt at deceit, but whether or not there is
conscious intent to deceive, plagiarism occurs any time you do not give proper acknowledgement of others’
contributions to your work. Ignorance of
the responsibility of acknowledging sources is not a legitimate defense against
a charge of plagiarism, any more than not knowing the speed limit on a given
road makes a person stopped for speeding less at fault. Since the consequences of being charged with
plagiarism are serious, the Communications and Fine Arts Department has adopted
the following definition of plagiarism to ensure your more precise
understanding of what constitutes plagiarism, intentional or unintentional.
1. It is plagiarism to copy another’s words
directly and present them as your own without quotation marks and direct
indication of whose words you are copying.
All significant phrases, clauses, and passages copied from another
source require quotation marks and proper acknowledgement, down to the page
number(s) of printed texts.*
Source material from the
“Notice” to Mark Twain’s Adventures of
Huckleberry Finn: “Persons attempting to find a
motive in this narrative will be prosecuted; persons attempting to find a moral
in it will be banished; persons attempting to find a plot in it will be shot.”
Plagiarized: Surely it is an exaggeration to say that persons attempting to find a moral in Huckleberry Finn will be banished and persons attempting to find a plot in it will
be shot.
Proper acknowledgement of
source: Perhaps the author is exaggerating when
he says that “persons attempting to find a moral” in his novel “will be
banished” and “persons attempting to find a plot in it will be shot” (Twain 3).
Note that even brief clauses and
phrases copied from source material require quotation marks. Also note that
acknowledging the source without putting the quoted words in quotation marks is
still plagiarism: put all quoted
words in quotation marks.
2. It is plagiarism to
paraphrase another writer’s work by altering some words but communicating the
same essential point(s) made by the original author without proper
acknowledgment. Though quotation marks
are not needed with paraphrasing, you must still acknowledge the original
source directly.
Source material from Adolph Hitler, by John Tolland: “Ignored by the West, the Soviet Union once more looked to
Plagiarized: When Western nations continued to shun the Soviet Union, the
Russians drew closer to
Proper acknowledgement of
source: In Adolph
Hitler, John Tolland notes that when Western nations continued to shun the
Soviet Union, the Russians drew closer to
3. Plagiarism includes
presenting someone else’s ideas or factual discoveries as your own. If you follow another person’s general outline
or approach to a topic, presenting another’s original thinking or specific
conclusions as your own, you must cite the source even if your work is in your
own words entirely. When you present
another’s statistics, definitions, or statements of fact in your own work, you
must also cite the source.
Example 1: Say that you read Paul Goodman’s “A
Proposal to Abolish Grading,” in which he claims that an emphasis on grades
results in students’ caring more about grades than learning subject matter,
causing them to have a bad attitude when their grades are low and sometimes
even leading them to cheating. In order
to make these same essential points in your own work without plagiarizing—even
if your development of these ideas differs markedly from Goodman’s in examples
and order of presentation—you must still acknowledge Goodman as the basis for
your approach to the topic.
Plagiarized: Abolishing grades at the college level would allow students to
focus on subject matter instead of grades, it would prevent students from
getting a bad attitude towards a class when they receive low grades, and it
would virtually eliminate the temptation to cheat or plagiarize.
Proper acknowledgement of
source: As Paul Goodman argues in “A Proposal
to Abolish Grading,” doing away with grades would allow students to focus on
subject matter instead of grades, it would prevent students from getting a bad
attitude towards a class when they receive low grades, and it would virtually
eliminate the temptation to cheat or plagiarize.
Example 2: If you found a source indicating that
Americans consume more beer on Friday than on any other day of the week, to
make this claim in your work you must cite the source to avoid plagiarism. If the source indicated that American
beer-drinking on Fridays accounts for 21% of the whole week’s total
consumption, mentioning this statistic, or even approximating it, requires
acknowledgement of the source.
Plagiarized: Americans consume more beer on Fridays than on any other day of
the week.
Proper acknowledgement of source: Americans
consume more beer on Fridays than on any other day of the week
(Cox 31).
Plagiarized: Beer consumption on Fridays accounts for more than 20% of total
Proper acknowledgement of source: Beer
consumption on Fridays accounts for more than 20% of total
4. Plagiarism includes
allowing someone else to prepare work that you present as your own.
Allowing a
friend, parent, tutor, or anyone else to compose any portion of work you
present as your own is plagiarism. Note
that plagiarism includes copying, downloading, or purchasing an essay or any
other material in part or in whole via the Internet. Note also that plagiarism includes using
online “translator programs” in foreign language classes.
5. Plagiarism applies in
other media besides traditional written texts, including, but not limited to,
oral presentations, graphs, charts, diagrams, artwork, video and audio
compositions, and other electronic media such as web pages, PowerPoint
presentations, and postings to online discussions.
Conclusion:
·
If you are uncertain about any portion or
aspect of this definition of plagiarism, ask your instructor to clarify or
explain immediately. If at any point later
in the semester you have questions about potential plagiarism issues, talk to
your instructor about them before submitting the work in question.
·
Students who plagiarize often feel pressured
into submitting plagiarized work because they have either struggled with the
assignment or waited until the last minute to get the work under way. You will always be better served discussing
your situation with your instructor, however grim it seems, rather than
submitting any work that is not entirely your own.
Attachment D
Student Contract for Topics in Advanced Composition
Students read and sign this contract to remain in this class.
__I have read and
understood the guidelines and requirements in the syllabus.
__I understand that this class is for three hours
college credit; this implies three hours of class meeting.
__I understand that each hour of college credit
usually requires two or more hours per week study time outside of class. I
understand that means I have a reading/study/research/writing commitment of six
or more hours per week outside the three-hour participation requirement.
__I understand that participation is required.
__I understand that this class involves deadlines.
__I understand that peer critiquing is required in this
class; this means that any work I do for this class may be subject to peer
review by my classmates.
__I understand what plagiarism is, and I understand
that strict penalties will incur if I plagiarize material.
__I understand literary/academic/periodical
selections for this class may contain controversial or “offensive” material;
this is the nature of some works.
__I understand that the Midterm and Final Exams are
mandatory. Failure to complete either of these will result in an “F” in the
class, regardless of my other grades.
Name: ___________________________
Date: ___________________________
Signature: ____________________________