EN110, Composition 1 Fayette, Main Campus Spring 2019
Section A, MWF 10:00-10:50, meets in Classic Hall 100
Section B, MWF 11:00-11:50, meets in Classic Hall 100
Instructor: Bob Boon
Email: rboon@centralmethodist.edu Office: CU 425 Hours: MWF 9:00-9:50
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.
TEXTBOOKS:
Can I Use I? Catherine Prendergast, Out of Pocket Press (2015),
ISBN-10: 0986145718 // ISBN-13: 978-0986145711
The Monkey-Wrench Gang. Edward Abbey. HarperCollins (2010). ISBN: 9780061129766
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.
Where I’m From: In this first essay, I will ask each of you to choose the 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. 1 page, typed, double-spaced.
Plagiarism exercise: Please go to this website, http://www.lib.usm.edu/plagiarism_tutorial/, which contains a plagiarism tutorial. Work through the exercises, and take the test at the very end. Print that result for me, sign it, and turn it in.
Reports: These short papers will involve both your own experience/memory, and various forms of research. Each paper will ask for you to investigate and 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, the people, the population of the place, numbers, ethnic/racial and religious aspects, employment, etc. The second will ask you to investigate the ecology of your home state/region. For the third report, we’ll conduct a bit of original “field research,” 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.
Response papers: These informal papers will ask you to reflect and expand on your ideas about our book, The Monkey-Wrench Gang. 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.)
Homeplace: This longer paper is meant to give us a final, lively version of your homeplace, the one you have been writing about for several weeks. For the most part, this is a personal essay, which means you giving us your direct view of what goes on, what life there amounts to. This can include some material from the Reports, but could also include other stories/anecdotes that help your readers share your experience. Don’t simply cut and paste together the Reports. Aim for 3-4 pages, typed, double-spaced.
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—which means you do need to tell us the plot and main characters—and your group’s ideas about the film 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.
Looking Ahead: The goal in this final essay is to consider 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 The Monkey-Wrench Gang. But this time, instead of writing about where you have lived, talk about 2-3 places where you might live in the future—not fantasy places, but actual places we can point to on the globe. Tell us what appeals to you in each place. Explain its strengths and weaknesses, in terms of how you want to live. The places should be fairly different, so that you aren’t just repeating yourself in each section of your paper. This might require some new research, but more importantly, will ask you to think about what’s important to you, and what is possible in each place. 4-5 pages.
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 10
Plagiarism exercise 3
Reports 30 (2 x 15)
Film project/presentation 15
Response papers 45 (3 x 15)
Homeplace
Draft/peer review 6
Final draft 25
Looking Ahead
Draft/peer review 6
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. Plagiarism falls under this code. I have no sense of humor nor forgiveness for any plagiarism. At best, plagiarized work will receive a zero and be formally reported to the Provost. Plagiarized work cannot be done over. Severe or repeated episodes of plagiarism will likely guarantee an F in the course.
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 texting, not listening to music, 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 advisor. 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.
Tardiness: If you are late to class, you may be marked tardy. For every 2 tardy marks, I’ll deduct 1 point from your final course grade.
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 March 11, and at least two more before May 3. 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 (January 14-18)
Course introduction / Writing sample /Assign Where I’m From
The technique of freewriting / work more on first paper/ Can I Use I?, pp. 50-54
Where I’m From due / read at least three sections of Can I Use I?
Week 2 (January 21-25)
MLK Day
Library orientation / Plagiarism exercise due
Can I Use I?, pp. 33-41
The Monkey-Wrench Gang, Prologue and Chapters 1-3
Week 3 (January 28-February 1)
“Brown Wasps” http://members.tripod.com/nature_writer/Naturalist/eiseley.htm
Assign Report 1
W. Champs Day
The Monkey-Wrench Gang, Chapters 4-5
Week 4 (February 4-8)
“Once More to the Lake” http://fd.valenciacollege.edu/file/jcarpen1/Week_3_EBWhiteLakeEssay.pdf
Report 1 due
The Monkey-Wrench Gang, Chapters 6-7
Film: Before the Flood
Week 5 (February 11-15)
Before the Flood, continued
Before the Flood, concluded
Response 1 due
The Monkey-Wrench Gang, Chapters 8-10
Assign Report 2
Week 6 (February 18-22)
“The Pleasures of Eating” https://thecontraryfarmer.wordpress.com/2009/12/10/the-pleasures-of-eating-wendell-berry/
The Monkey-Wrench Gang, Chapters 11-12
Choose film groups
Excerpt, “Landscaping of Hell” https://www.thenation.com/article/encounter-wendell-berry-and-wen-stephenson/
Week 7 (February 25-March 1)
Report 2 due
The Monkey-Wrench Gang, Chapters 13-14
Film project/presentations
Week 8 (March 4-8)
Film project/presentations
The Monkey-Wrench Gang, Chapters 15-16
“Work of Local Culture” https://www.neh.gov/humanities/2012/mayjune/feature/excerpts-the-writings-wendell-berry
Week 9 (March 11-15)
Assign Homeplace essay
Report 3 due
The Monkey-Wrench Gang, Chapters 17-22
Week 10 (March 18-22)
Draft of Homeplace due / Peer review
The Monkey-Wrench Gang, Chapters 23-24
Wendell Berry “Faustian Economics” https://harpers.org/archive/2008/05/faustian-economics/
To be arranged…
Spring Break
Week 11 (April 1-5)
Response paper 2 due
The Monkey-Wrench Gang, Chapters 25-26
W. and F. No class—I’ll be at the AAG Convention
Week 12 (April 8-12)
The Monkey-Wrench Gang, Chapters 27-28
Film: Chasing Ice
Film: Chasing Ice
Homeplace due
Week 13 (April 15-17)
Film: Chasing Ice
The Monkey-Wrench Gang, Chapters 29-30
Response paper 3 due
Good Friday
Week 14 (April 22-26)
Peer review of Looking Ahead
The Monkey-Wrench Gang, Epilogue
Film: The East
Film: The East
Week 15 (April 29-May 3)
Film: The East
F. Looking Ahead due