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Embed code for: ENG131.15 & 131.18 (Freshman Composition I) Syllabus Spring 2016 -- Dr. Albert Turner
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Professor: Dr. Albert U. Turner, Jr
Office Room Number: MLK 139
Office Phone: 713.313.7616
Office Hours: Mon., Wed., Fri.: 11a.m. - 2 p.m.
Texas Southern University
College of Liberal Arts and Behavioral Sciences, Department of English
Section:15 & 18
Mission of the University: Texas Southern University is a comprehensive metropolitan university. Building on its legacy as a historically black institution, the university provides academic and research programs that address critical urban issues and prepare an ethnically diverse student population to become a force for positive change in a global society. In order to achieve this mission, Texas Southern University provides: 1) quality instruction in a culture of innovative teaching and learning, 2) basic and applied research and scholarship that is responsive to community issues, and 3) opportunities for public service that benefit the community and the world.
Course Description: Intensive study of and practice in writing processes--from invention/research to drafting, revising, and editing texts, both individually and collaboratively. Emphasizes effective rhetorical choices based on an awareness of audience, writing purpose, structural arrangement, and style. Focuses on the close reading of verbal, visual, and multimedia texts and on writing the academic essay as a vehicle for learning, communicating, and analyzing texts critically. Three hours of lecture per week. Listed as ENGL 1301 in the Texas Common Course Numbering System.
Student Learning Outcomes
Upon successful completion of this course, students will:
Demonstrate knowledge of individual and collaborative writing processes.
Develop ideas with appropriate support and attribution.
Write in a style appropriate to audience and purpose.
Read, reflect, and respond critically to a variety of texts.
Use Edited American English in academic essays.
THECB Core Curriculum Objectives
Critical Thinking Skills
Kennedy, X.J., Kennedy, Dorothy M. Kennedy, and Marcia F. Muth, eds. The Bedford Guide for College Writers. 10th ed. New York: Bedford/St. Martin's, 2014.
Required Materials: USB Flash Drive, notebook, pen, pencil, scantrons, bluebooks, and college-level dictionary and thesaurus
University Attendance Policy: University policy states that class attendance is mandatory for all students. Within the first 20 days of a class, a student may be dropped from the course after accumulating absences in excess of 10 percent of the total hours of instruction (lecture and/or lab). In other words, a three credit-hour class meeting three hours per week results in 48 total hours of classroom instruction; consequently, a student can be dropped after six hours of absence. Failure to withdraw officially may result in a grade of F in the course. Students who wish to drop a course or withdraw from the university are responsible for initiating this action. Students may be dropped from courses in which they have accrued excessive absences. Class absences will be recorded and counted only from the actual day of enrollment for the individual student in this specific class.
Required Writing Lab Component: Students in ENG 131 are also required to complete 1 hour (min) of ancillary writing support work in the Writing Lab in Fairchild 161 (or in the Minnie T. Metters Writing Laboratory in MLK 252). The lab requirement takes advantage of the maximum number of contact hours allowed by the THECB for writing instruction. The extra time-on-task will enhance the writing performance of even the strongest writers. Students will arrange lab schedules with instructors at the beginning of the term. Students' attendance, and indication of activities accomplished, will be forwarded to instructors from lab attendees monthly.
Make-up Policy and Acceptance of Late Assignments: Students who miss class or work due to an absence bear the responsibility of informing the instructor of university-excused absences within one week following the period of the excused absence and of making up the missed work. The instructor shall give the student an opportunity to make up the work and/or the exams missed due to an excused absence within the semester. The method of making up this work shall be determined by the faculty member. If a student has an excused absence on a day when a quiz is given, the instructor may deny permission for a makeup exam and simply calculate the student’s grade on the basis of the remaining requirements. The faculty member should discuss the decision with the student.
Excused Absences fall into two categories: mandatory and discretionary. Mandatory excused absences must be granted for students whenever they are representing the University in an official capacity and have been granted permission by the Office of the University’s top Academic Office (Provost) to miss class. Students are responsible for all work missed while representing the University and are responsible for requesting makeup work when they return. Discretionary excused absences are at the discretion of the instructor and may be granted for verified illness, death in a student’s immediate family, obligation of a student at legal proceedings in fulfilling his or her responsibility as a citizen, major religious holidays, and others determined by individual faculty to be excusable.
Scholastic Honesty: Students are held accountable for doing their own work and for learning to research and to document material ethically. Students should avoid all forms of academic dishonesty, including plagiarism (presenting another person’s words or ideas as one’s own), collusion (working with another person in the preparation of written work for credit unless that collaboration is specifically approved in advance by the instructor), cheating (offering, soliciting, or using prepared material during a test), and impersonation (allowing another person to attend class, take examinations, or complete graded work on behalf of an enrolled student).
Disability Services: Through the Office of Disability Services, Texas Southern University provides individualized reasonable accommodations for students with disabilities as defined by the Americans with Disabilities Act of 1990, the Americans with Disabilities Act Amendments Act of 2008, and Section 504 of the Rehabilitation Act of 1973. These federal acts mandate equal opportunities for qualified persons with disabilities in all public facilities, programs, activities, services, and benefits derived from them. In order to receive accommodations a student must have documented mental or physical disability that substantially limits a major life activity. Some examples of major life activities that would impact learning are: seeing, hearing, concentrating, communicating, reading, and writing. Reasonable accommodations are recommended based on the application review process and supporting documentation; however, approved accommodations shall not modify course objectives.
Additional information: Professor Classroom Rules
Cell phones may not be used in the classroom or be audible or visible in the classroom.
Laptops or tablets may only be used in the classroom with the instructor’s permission.
Students should bring the class text and a notebook to every class.
Students are expected to speak to one another and the instructor with respect.
Students entering the class after roll call (15 minutes) will be marked absent.
Submission Format/Revision Policy: (see above grading opportunities) All papers must be typed (Times New Roman 12-point type) and double-spaced. The Modern Language Manuscript (MLA) Format must be used for all submissions, electronic and paper. Handwritten work for out-of-class assignments will not be accepted.
Schedule of Classes: This includes key reading and research assignments and exam dates; all other assignments will be posted on Blackboard:
Week 1: January 19 -22 Critical Reading & Rhetoric
Readings Assignments Due Ch. 2: Reading Processes, pp. 17-35
Ch. 3: Critical Thinking Processes, pp.36-55. In-class assignment
[Will be graded; post-test replaces score on pre-test] Week 2: January 25 -29
Readings Assignments Due Ch. 1: Writing Processes, pp. 6-16
Ch. 4: Recalling an Experience, pp. 58-76
- Discussion Question 1
- Participation (respond to 4 students)
-Review Prompt for Essay #1
- Weekly Writing Lab Assignment Week 3: February 1-5
Description & Interviewing a Subject
Readings Assignments Due Ch. 5: Observing a Scene, pp. 77-95
Ch. 6: Interviewing a Subject, pp.96-115
-Amy Tan’s “Mother Tongue,” pp.518-523
-Solotaroff’s “The Surfing Savant,” pp. 98-101
- Discussion Question 2
- Textbook Test
- In-class Assignment: Description
- Weekly Writing Lab Assignment:
Week 4: February 8-12
Identifying & Supporting a Thesis
Readings Assignments Due Ch. 20: Strategies for Stating a Thesis and Planning, pp. 400-421
Ch. 18: Strategies: A Case Study, pp.372-384
Ch. 23: Strategies for Revising and Editing, pp. 459-477
Ch. 42: Mechanics, pp. 890-903 - Rough Draft for Essay 1
- Discussion Question 3
- Library Orientation
Revise Essay 1
Week 5: February 15-19
Readings Assignments Due Ch. 7: Comparing and Contrasting, pp. 116-135
Ch. 19: Strategies for Generating Ideas, pp. 385-399 Anjula Razdan’s “What’s Love Got to Do with It?,” pp. 501-505
Eric Weiner’s “From The Geography of Bliss,” pp. 630-632
Examining a Student Essay: Tim Chabot’s “Take Me Out to the Ball game, but Which One?” pp. 121-123 and Suzanne Britt’s “Neat People vs. Sloppy People” pp. 118-120 - Essay 1 DUE
- Discussion Question 4
- Review Prompt for Essay 2
Critical Response to Visual Composition
(art, advertisement, political cartoon)
Week 6: February 22-26
Comparing and Contrasting
Readings Assignments Due Ch. 14: Responding to Visual Representations, pp. 285-310
Ch. 22: Strategies for Developing, pp.438-458
Ch. 21: Strategies for Drafting, pp. 422-437 -In-Class Writing Assignments: Image Analysis & Paragraph Development
-Review for MidTerm Exam
Campus Museum Visit and Synthesis Short
Week 7: February 29 – March 4
Evaluating and Reviewing
Readings Assignments Due Ch. 11: Evaluating and Reviewing, pp. 202-219
Sherry Turkle’s “How Computers Change the Way We Think,” pp. 602-609
Ch. 39: Effective Sentences, pp. 827-848
Ch. 40: Word Choice, pp. 849-861
-MidTerm Exam Multiple Choice
(30% of total test score)
-MidTerm Exam Timed Writing
(70% of total test score)
Rough Draft -- Crafting Effective
Week 8: March 7-11
Cause and Effects & Op-Eds
Readings Assignments Due Ch. 8: Explaining Causes and Effects, pp. 136-154
Stephen King’s “Why We Crave Horror Movies,” pp. 559-561
Sarah Seltzer’s “The (Girl) Geek Stands Alone,” pp. 562-567
Emily Yoffe’s “Seeking,” pp. 599-602
- Rough Draft for Essay 2
- Peer Review
- Review Requirements for Group
- Weekly Writing Lab Assignment
Week 9: March 12-18 Spring Vacation (NO CLASSES)
Week 10: March 21-25 (NO CLASSES held on March 25 due to Good Friday Holiday)
In-Class Course Topics and Activities Assignments Due Ch. 9: Taking a Stand, pp. 155-182
Ch. 10: Proposing a Solution, pp. 183-201
Discussion of Suzan Shown Harjo’s “Last Rites for Indian Dead” pp. 157-160 and Marjorie Lee Garretson’s “More Pros Than Cons in a Meat-Free Life” (student essay) pp. 160-162
Discussion of Wilbert Rideau’s “Why Prisons Don’t Work” pp. 185-187 and Lacey Taylor’s “It’s Not Just a Bike” (student essay) pp. 188-190
- Essay 2 is DUE
- In-Class Assignment: Op-Eds Revisited
- Review Prompt for Essay 3
Week 11: March 28- April 1
Readings Assignments Due Michael Pollan’s “The Cooking Animal,” pp. 581-585
Joseph Turow’s “Have They Got a Deal for You,” pp. 594-598
David Gelernter’s “Computers Cannot Teach Children Basic Skills,” pp. 590-593
Ch. 12: Supporting a Position with Sources, pp. 220-253 - Weekly Writing Lab Assignment:
Research Annotated Bibliography
-Group Presentations Begin
Week 12: April 4-8 Annotated Bibliography
Readings Assignments Due Introduction: The Nature of Research, pp. 645
Ch. 30: Planning and Managing Your Research Project, pp. 646-647
Clive Thompson’s “The New Literacy,” pp. 587-589
Ch. 31: Working with Sources, pp. 658-675
Ch. 33: Evaluating Sources, pp. 697-704
Ch. 32: Finding Sources in the Library, on the Internet, and in the Field, pp. 676-696
Ch. 34: Integrating Sources, pp. 705-716 - Rough Draft of Annotated Bibliography
-Library Literacy Test (online)
- In-Class Assignment: Citation Speed- Dating
-Review Prompt for Essay #4: Research Paper
- Weekly Writing Lab Assignment: Revise Annotated Bibliography
Week 13: April 11-15
Writing the Research Paper
Readings Assignments Due Ch. 35: Writing Your Research Paper, pp. 717-722
- Essay #3 Due Week 14: April 18-April 22
MLA Documentation & Avoiding Plagiarism
Readings Assignments Due Ch. 36: MLA Style for Documenting Sources, pp. 723-752
- Last Weekly Writing Lab Assignment: Week 15: April 25-April 29
Readings Assignments Due [Conferences with students] Week 15: May 2-6
Writing about Literature & Final Exam Review
Readings Assignments Due Ch. 13: Responding to Literature, pp. 256-284
Ch. 16: Writing and Presenting Under Pressure, pp.333-351 - Essay #4: Research Paper due
Post-Test Week 16 May 8-12
Your papers are graded on content, grammar, mechanics, and punctuation.
Your overall course grade will be computed according to the following breakdown:
Assignment Weight 4 Essays @ 10% each 40% Participation: In-Class Exercises & Assignments/ Attendance 15% Homework/Lab Work 10% Reading Quizzes/Objective Tests/Group Presentations 10% Midterm Exam 15% Final Exam 10% TOTAL 100%
Grading Standards Range Letter grade: A+ 96 –100 Letter grade: A 95-93 Letter grade: A- 92-90 Letter grade: B+ 89-86 Letter grade: B 85-83 Letter grade: B- 82-80 Letter grade: C+ 79-76 Letter grade: C 75-73 Letter grade: C- 72-70 Letter grade: D+ 69-66 Letter grade: D 65-63 Letter grade: D- 62-60 Letter grade: F 59-0 *Refer to the student handbooks and departmental standards for minimal acceptance for passing grade.
Conference (s): Each student enrolled in the course will have a conference with the professor scheduled outside of class time. Students are expected to keep this appointment.
Revised October 2013
Discussion of Wilbert Rideau’s “Why Prison