EN110, Composition 1
Section B, MWF 11:00-11:50, meets in Classic Hall 100
Fayette, Main Campus
Fall 2018
Instructor: Bob Boon
Email: rboon@centralmethodist.edu Office: CU 425 Hours: MWF 12:00-12:50
CMU MISSION STATEMENT: Central Methodist University prepares students to make a difference in the world by emphasizing academic and professional excellence, ethical leadership, and social responsibility.
COURSE DESCRIPTION (PREREQUISITES AND COREQUISITES):
EN110 COLLEGE COMPOSITION I. 3 hours. EN110 focuses on techniques of topic development, drafting, and revision to help students write clear, concise sentences, paragraphs, and essays. EN110 is also the study of grammar, syntax, and diction and their relationship to effective writing. Required of all freshmen who score 19 and below on their ACT English subscore. Must be taken in the first two semesters of enrollment.
This course provides students with the foundations that prepare them for the demands of academic writing, especially the kinds of assignments encountered in other writing classes. In general, we’ll be working with various kinds of materials, exploring issues and ideas that require serious investigation. We’ll practice different ways of approaching writing assignments, including ways of gathering sources, taking notes and finding patterns, and producing documents that meet different goals. This course will also teach students to develop rhetorical sensitivity by responding to the writing of others and by using the suggestions of their teacher and their peers to improve their own writing.
As one aspect of this, we will work extensively in small groups. Be committed to this.
This specific section will be organized around the general idea of place—that is, early on, I’ll ask each of you to identify the key place that you want to investigate, ideally, your home town/city, perhaps a slightly larger region. Most of your assignments will be related to this key choice. Different pieces of reading and writing should, by the end, begin to echo and resonate with each other. Your final essay deal with this wealth of material.
TEXTBOOKS:
Can I Use I? Catherine Prendergast, Out of Pocket Press (2015),
ISBN-10: 0986145718 // ISBN-13: 978-0986145711
Flight Behavior, Barbara Kingsolver, Harper Perennial; Reprint edition (2013)
ISBN-10: 0062124277 // ISBN-13: 978-0062124272
OUTCOMES: In the course of EN110, students will...
Explore genre as a way to respond to various rhetorical situations and contexts
Practice writing as a process that usually includes multiple drafts and revisions
Give and act on productive feedback
Use strategies—such as analysis, interpretation, synthesis, description, and
summary—to compose texts that develop and support the writer's ideas
Edit for style, correctness, and clarity
DESCRIPTION OF MAJOR ASSIGNMENTS
Notice that all of these assignments involve several steps along the way. This will always include various brainstorming/invention activities, such as freewriting, so you will need to bring something to write with/on to every class. We will almost always work through stages of writing through group activities. When we do peer review, you will need to bring multiple copies of your work. We will decide how many copies depending on class/group sizes.
Where I’m From: In this first essay, I will ask each of you to choose a place/region that will become the focus of your writing/investigation for much of the semester. Probably, this will be your hometown, or a place where you have lived for an extended time. Some of this essay will involve describing and “locating” the place for us, but much of the paper will involve showing us your relation to this place, by telling us anecdotes or stories that help the rest of us gain insight into this locale. 5 pages, typed.
Reports: These short papers will involve both your own experience/memory, and various forms of research, which could include formal library/database searches, but might also involve interviews, phone calls, etc. Each paper will ask for you to investigate and objectively report on a different aspect of your chosen place/region. In general, the first will ask you for physical descriptions, such as the landscape, sources of energy and water, types of buildings, and so on. The second will ask you to talk about the people, the population of the place, numbers, ethnic/racial and religious aspects, employment, etc.
For this second paper, we’ll also conduct a bit of original “field research,” probably through an interview, in person, or via phone/email. (We’ll look for alternatives if there are special difficulties in that.) 2-3 pages each, with sources documented.
Film project/presentation: This is a group project. I’ll supply you with a list of film choices, and ask each group to view and discuss its chosen film, in terms of what we learn about place and how people adapt to places from the film. Each group should then present an overview of the film and the group’s ideas about it to the class. If possible, show a very brief film clip to the class to illustrate key points (preferably not a trailer). Do write, individually, a one-page paper to turn in to me, giving your key ideas, or disagreements with the group’s conclusions. This one page is due with the presentation.
Response papers: These informal papers will ask you to reflect and expand on your ideas about our book, Flight Behavior. These are not meant to be thesis-driven, 5 paragraph essays. Rather, each response paper is a place to test out your own ideas, to connect with your own experiences, your memories, travels, perhaps material from other classes, films, conversations you’ve had, and so on. 2 pages each. (Serious about two full pages.)
Position paper: This short essay should sketch out your ideas in relation to the film Before the Flood, which we will watch in class. 2 pages.
Synthesis/proposal: The goal in this final essay is to bring together your various experiences in relation to place, both personal and researched, and perhaps as influenced by our readings, films, and class discussions, and perhaps reflecting on Flight Behavior. So, consider the place/region you have been writing about all semester. What have you figured out? What future or possibilities do you see for this place/region? What would make life there better? (Not perfect, not utopian, but what needs to happen there?) Do you, your career, your future, still fit into this picture? 5 pages, plus Works Cited.
N. b., Paper format: all papers should be typed, double-spaced, in 12-point font, and stapled. I prefer Times New Roman. Page lengths: when a paper assignment asks, for example, for 2 pages, that means two full pages; a partial second page will not get full credit. Yes, go find a stapler! And when we have peer reviews, or papers to turn in, do that and be ready before class. Not ok to “check in” and then run off to go print/copy.
GRADING
Assessment of Student Learning:
Your final grade in the class will be largely determined from these activities:
Where I’m From (Narrative)
Draft/peer review 5
Final draft 20
Reports 30 (2 x 15)
Film project/presentation 15
Response papers 45 (3 x 15)
Position paper 15
Synthesis/proposal
Draft/peer review 5
Strategies presentation 5
Final draft 25
Writing Studio 12 (3 x 4 sessions)
In-class writing/activities, as time permits. Points open-ended
Grading Scale:
100%-90% = A
89%-80% = B
79%-70% = C
69%-60% = D
59% or below = F
STUDENTS WITH DISABILITIES POLICY: “Central Methodist University does not discriminate on the basis of race, color, religion, sex, national origin, age, or federally defined disability/state defined handicap ("disability"). This includes but is not limited to recruitment and admission of students, educational programs, services, activities, financial aid, and scholarship programs. The University complies with all federal and state non-discrimination requirements.”
The procedures, described in the university’s catalog, are intended to guide and assist faculty, staff, and students in complying with this policy and in determining reasonable accommodations to be made for the federally defined disability claimed. All materials and information regarding disabilities will be governed by the University’s normal policies regarding privacy.
To request reasonable accommodations for a disability, students must fill out and submit the application and information forms and provide professional documentation of the disability (These forms can be found at http://www.centralmethodist.edu/academics/learning-teaching/disability-accommodations.php). The information must be received by the staff of the Center for Learning and Teaching before reasonable accommodations are provided. Please see the website for the Center for Learning and Teaching for more information (http://www.centralmethodist.edu/academics/learning-teaching/ )
ACADEMIC CONDUCT: Any student found guilty of academic misconduct on any assignment, quiz or exam in this class will earn a zero for that assignment, quiz or exam. Furthermore, that student will come under the auspices of the Academic Conduct Policy of CMU. It is the student's responsibility to review and understand the CMU Academic Conduct Policy.
CLASS CONDUCT: In class, we need to be alert to being civil and courteous to others. Partly this means being prepared for the day’s work; partly this means staying reasonably focused on our activities. So, you shouldn’t be on Facebook or Snapchat or whatever other social media, not even texting, during class. Use your iPads, but if you abuse the privilege, you may be asked to leave class and not return until we have a talk with your adivor. Do be civil—we will discuss a number of controversial issues. You certainly don’t have to agree with everyone, or with me, but we do need to discuss issues, to argue productively, not insult or name-call. But you know these things.
ATTENDANCE: Regular attendance is not only expected, but is vital to academic success. We will have activities every class that add to the overall learning experience. In general, except for official school activities, I do not excuse any absences. However, please let me know if there are exceptional circumstances.
Like every teacher, I expect everyone to be in class each day and to arrive on time. And because this class depends on your active participation, it’s especially important that you be here to contribute. Of course, I understand that sometimes the circumstances of life may cause you to miss class (and maybe even to be a little late once or twice, but surely not every day). If you miss more than eight classes, however, your chances of getting at least a D will be in jeopardy, and so I reserve the right to drop you from the class or lower your final course grade. In general, except for official school activities, I do not excuse any absences. However, please let me know if there are exceptional circumstances.
WRITING STUDIO: All on-campus sections of EN110 have a writing studio component. I’ve assigned 12 points for this activity, spread over the semester, three points for each of the 4 required sessions. But there is this update:
Writing Studio will be a little different this year. The changes are as follows:
Instead of requiring students in EN110/EN111 to attend writing studio weekly, all students are required to attend at least two writing studio sessions before Fall Break, and at least two after. Writing Studio will continue to be held weekly (starting in week 2), but there will be fewer writing studio times per week.
Students can sign up for writing studio times with our new scheduling system: centralmethodist.mywconline.com. There will also be an icon on their iPad home screens that will take them to the scheduler.
MAKE-UP AND LATE WORK: We have a fairly tight schedule, and so a caution—late work will put you at many disadvantages throughout the course, not only in terms of grades. Not being prepared is more than a little rude to the group and class members who depend on your active contribution. So, I do reserve the right to penalize or refuse entirely any late work throughout the semester. Do not email papers without asking me first.
WRITING CENTER: Please take advantage of the Center throughout the semester. This extra attention to your writing can make a significant difference in what you learn about writing. Schedule appointments here: http://www.centralmethodist.edu/academics/english/writingcenter.php
COURSE SCHEDULE: This schedule is subject to change or modification, though hopefully we will stay close to this outline. Readings should be done prior to class. When we are reading a section of a book, please bring that book to class. Outside readings will be given as copies in class, or as web links. We will address grammar, depending on general class needs (and I’ll assign a few more sections of Can I Use I?)
Week 1 (August 20-24)
Course introduction / Writing sample
The technique of freewriting / assign Where I’m From / Can I Use I?, pp. 50-54
Explore ideas for the first essay / read at least three sections of Can I Use I?
Week 2 (August 27-31)
Can I Use I?, pp. 33-41
Peer review of your Where I’m From essay. Please bring paper copies to class for your group and one for me.
Flight Behavior, Chapter 1
Week 3 (September 3-7)
M. Labor Day
Flight Behavior, Chapter 2
F. Where I’m From essay due
Assign Report 1
Week 4 (September 10-14)
Library tour???
Flight Behavior, Chapter 3
Choose film groups
Flight Behavior, Chapter 4
Week 5 (September 17-21)
Report 1 due / Flight Behavior, Chapter 5
W and F—no class. I’ll be on the Missouri River. Check paddlemo.org
Week 6 (September 24-28)
Response paper 1 due
Flight Behavior, Chapter 6 / begin Film project/presentations
Film project/presentations
Week 7 (October 1-5)
Film: Before the Flood
Before the Flood, continued
Before the Flood, concluded
Week 8 (October 8-12)
:Flight Behavior, Chapter 7, 8
Position paper due / assign Report 2
brainstorm Report 2
Week 9 (October 15-19)
M. Fall Break—no classes
Flight Behavior, Chapter 9
Flight Behavior, Chapter 10
Week 10 (October 22-26)
Report 2 due / assign final essay
Brainstorming for Synthesis/Proposal
Week 11 (October 29-November 2)
Response paper 2 due
Flight Behavior, Chapter 11
film: Chasing Ice
film: Chasing Ice
Week 12 (November 5-9)
film: Chasing Ice
W. Free day – Young Writers’ Day
Flight Behavior, Chapter 12
Week 13 (November 12-16)
Flight Behavior, Chapter 13, 14
Response paper 3 due
To be arranged…
Thanksgiving Break, November 17-25
Week 14 (November 26-30)
Peer review of Synthesis/proposal essays
To be arranged…
Strategies presentations on Synthesis/proposal essays
Week 15 (December 3-7)
To be arranged…
F. Synthesis/proposal essay due