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English 1101 Fall 2013 Instructor: Benjamin Thomas Dudley Email: [email protected] Office: Cameron Office Hours: To Be Announced

Phone: To Be Announced

Writing is more than a product; it is more than a process; writing is a relation, a social relation that is first shared between two or more people in community and is subsequently internalized, individuated, and made concrete by the individual. James Thomas Zebroski What is Todays Introduction to English Class? ENGL 1101: Writing and Inquiry in Academic Contexts I: In English 1101, writing is both the primary subject of inquiry and the primary activity. Students write, revise, edit and reflect on their writing with the support of the teacher and peers. Students also engage critically with the opinions and voices of others, as they are encouraged to understand how their writing can have an effect on themselves and their environments. As the primary subject of readings and discussion, writing is explored as it relates to different contexts, discourses, cultures and textual media. As students inquire into literacy, they understand their own writing and development with heightened awareness. Grades are derived primarily from portfolios that include work generated throughout the term. What Do You Think Our Times 1101 Should Be? Throughout this class you will be reflecting on your writing, how you read and interpret, and how you learn to engage with your writing. Writing is social, and personal; your writing should not only evolve to reach and exceed the expectations of your audience, but also aid you in your search for an individual voice. What genres would you like to write in to develop your identity in ink? Which ones will you need to write in to communicate and reflect on the practical demands you see in your future? This is what this class should be for you.

Theory is practice; therefore you will be working through your theories of writing and developing a more coherent and individualized writing process. This is paramount towards finding your interest in writing, your voice, and understanding not only what others have written, but why they have written it. Learning how to do a rhetorical analysis is necessary to understand argumentation, and participate in a successful democracy. Discuss Your Theory of Writing

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Section 1 Writing Notebook and Forum Entries: At the end of the semester, you will choose at least seven entries from your writers notebook and seven from your forum posts that best illustrate your day-to-day writing work in the class. Section 2: Process Work: This section will contain working drafts of the four major projects. It will include selected workshop drafts as well as the drafts to which I have responded. It might also include the written responses of your classmates. Section 3: Peer Responses: This section will contain your three typed responses to peers work. Section 4: Polished Work: This section will contain your most polished version of the three major drafts you completed for the class. Section 5: Reflection: This folder will contain your midterm and end of term reflective letters. Portfolios will be evaluated according to the engagement they demonstrate in all aspects of the classdaily writing, process work, reflection, etc.not just the polished drafts. We will discuss the evaluation with more detail in class. It is important that you start collecting materials in the portfolio from the first week of class. Class Participation: Class participation points will not be easily earned in this class. I believe that a class should have a relaxed but focused atmosphere; however, this cannot be achieved unless everyone in class is committed to certain standards of behavior and engagement. Coming to class is important, but it is not enough. The participation grade will be based not only on your daily presence but also your level of focus and preparation. Preparation includes, of course, reading. Course Policies 1. Assignments are due by the beginning of class on the given due date, and they must be in the appropriate format. Failure to complete one of the major assignments will automatically result in your failing the class. Also, failure to turn in a completed portfolio at the end of the term will result in automatic failure of the class. Accidents happen with computers; therefore, it is a requirement for the class that you backup all of your work. 2. Unless you talk to me before the due date, I will only accept late papers under extremely extenuating circumstances. I also reserve the right to deduct points for late work. 3. You will automatically be dropped a full letter grade at your fourth and another at your fifth absence. If you miss six classes you will automatically fail the course. If you are absent you are responsible for any missed work and any modifications of the syllabus and/or assignments. 4. I periodically make minor revisions to the syllabus in class, and you are responsible for any announcements I make in class. I will announce these revisions in the class and they will be reflected in the on-line syllabus. Disabilities Statement: Students who have a disability or condition which may impair their ability to complete assignments or otherwise satisfy course criteria should meet with me to identify, discuss and document any feasible instructional modifications or accommodations. If

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you do need special considerations, inform me as soon as possible after a disability or condition is diagnosed, whichever occurs earliest. For information and auxiliary assistance, contact the Disabilities Resource Center. Plagiarism: All of the university policies concerning plagiarism apply. If you do plagiarize work, you will be reported to student affairs. Please see me whenever you have any questions. Daily Syllabus (Subject to ChangeSee Class Website for most Updated Version) August 26 28 Syllabus/Nuts and Bolts. Discussion of Writing/Composing. Distribution of first assignment (Literacy Memoir). Initial discussion of e-portfolios. HW: Read Scribner Literacy in Three Metaphors (pdf).

September 2 4 Discussion of reading. Warm-up. HW: Read Heath Protean Shapes in Literacy Events (367-394). Discussion of reading. Generating questions. HW: Read Malcolm x Learning to Read (353-361); Student Draft, The Average Writer (278-291). Discussion of reading. Discussion of progress memo. HW: Write memo. Conference day. HW: Continue to work on draft for first assignment. Workshop workshop. HW: Finalize drafts for workshop, post by noon 9/17. Come to class ready to discuss the drafts in your group. Workshop day. HW: Read Lamott Shitty First Drafts (301-304); Dawkins Teaching Punctuation as a Rhetorical Tool Discussion of reading. HW: Revise, post drafts by noon, 9/25. First assignment due for teacher/peer response. Peer response discussion. Distribution of second assignment (Rhetorical Analysis). Warm-up. HW: Read Gee Literacy, Discourse, and Linguistics: Introduction (481-497). Post peer response by 9/30. Peer response due. Discussion of reading. Genre exercise. HW: Read Swales The Concept of Discourse Community (466-481).

9 11 16

18

23 25

30

October 2 Discussion of reading. Generating questions.

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7 9 14 16 21

23

28

30

HW: Writing exercise. Discussion of reading. Discussion of progress memo. HW: Write memo. Conference day. HW: Finalize drafts for workshop. Post drafts by noon 10/15. Student Recess, no class Workshop Day. The soapbox. Discussion of midterm reflection. Distribution of third assignment (Discourse Community Ethnography). HW: Revise and post drafts by noon, 10/23. Second assignment due for teacher/peer response. Topic development. HW: Read Coaches can Read, Too: An Ethnographic Study of a Football Coaching Discourse Community (557-572). Post peer response by 10/28. Midterm reflection due. Peer response due. Topic Development. Discussion of reading. HW: Read Mirabelli, Learning to Serve. The Language and Literacy of Food Service Workers. Discussion of reading. HW: Write memo. Site observations.

November 4 Conferences. HW: Site observations. Bring notes to next class. 6 Analysis workshop. 11 Open Day. HW: Finalize drafts for the workshop. Post drafts by noon 11/12. 13 Workshop day. Web work. 18 The soapbox. Web publishing. Revise and post drafts by noon 11/20. 20 Third assignment due for teacher/peer response. Discussion of reading. HW: Come to class with fully compiled portfolios. Read The Phenomenology of Error (37-55). Post peer response by 11/25. 25 Peer response due. Discussion of reading. Portfolio workshop. HW: Revise one of the three major assignments and post by noon, 12/1. Work on websites with final reflection. 27 Thanksgiving Break, no class. December 2 4 9 16 Workshop day. The soapbox. Web work. Portfolios with final reflection due. Exam Time 2:00 - 4:45