English 1080 CRN 10978 – Advanced Composition/Honors (10:00-10:50 MWF)
Fall 2008
Dr. Kathleen Leicht
Martin 336-J / 543-8507
Office hours: Thursday 1:15-3:15, Friday 1-4, and by appointment
Texts
Aaron, Jane E. The Little, Brown Compact Handbook. 6th ed. New York: Pearson/Longman, 2007.
Bartholomae, David, and Anthony Petrosky. Ways of Reading. 8th ed. Boston:
Bedford/St. Martin’s, 2008.
General Education Competencies
COMMUNICATING: Students will demonstrate the ability to
-apply the criteria of effective communication to assess the communication of self
and others
-conceive of writing as a recursive process that involves many strategies,
including generating material, evaluating sources when used, drafting,
revising, and editing
-make formal written and oral presentations with consistent effectiveness
-adapt language and communication strategies to a variety of situations
-employ various organizational structures in a variety of communications
-adapt communication to a variety of audiences
MANAGING INFORMATION: Students will demonstrate the ability to
-access and/or generate information from a variety of sources, including the most
up-to-date technological information services
-evaluate information for its currency, usefulness, truthfulness and accuracy
-use appropriate technology to organize, store, and retrieve information
effectively
-reorganize information for an intended purpose, such as research projects
-present information clearly and concisely, using traditional and contemporary
technologies, while avoiding plagiarism
English Program Goals
The English Department has adopted a series of goals for its courses. The following goals apply to this course:
Expression Goal, Level 1 – Students should be able to write formally and/or informally as situations warrant and distinguish between tentative and polished expression as they develop a personal writing style.
Research Goal, Level 1 – Students should be able to understand the purposes of research and documentation.
Language Goal, Level 1 – Students should be able to distinguish among levels of English usage—colloquial, informal, formal, literary—and between the nature of spoken and written language; understand and apply traditional grammatical terms and rules to their own and to others’ writings.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
MoSTEP Competencies--Undergraduate English Classes
The beginning (pre-service) English 9-12 teacher will demonstrate knowledge of and/or competency in the following areas of study:
1.1 the interrelation of reading, writing, speaking, and listening.
1.2 effective oral and written usage.
3.1 reading processes (pre-, during, post-).
3.4 techniques and strategies for the ongoing development of independent
vocabulary acquisition.
3.5 how to locate and use a variety of print and non-print reference sources.
3.7 how to help students think critically about what they read.
3.8 methods for promoting personalized reactions to reading and the value of
sharing those responses.
4.1 a broad range of pre-, during, and post-writing strategies to generate
meaning and to clarify understanding.
4.2 varied methods of argument, types of appeals, and persuasive strategies
in writing and speaking.
4.3. use of evidence and documentation.
4.4 composing processes used to prepare information to share orally, visually,
and/or in writing.
4.5 different organizational patterns and strategies used for writing and
speaking for different audiences and purposes.
4.7 how to respond to film, video, graphic, photographic, audio, and
multimedia texts.
4.8 technology used to enhance learning and reflection on learning.
4.9 how to help students develop the capacity to listen so they comprehend,
analyze, consider, respond to, and discuss spoken material, non-fiction,
fiction, dramatic works, and poetry.
Course Requirements
Readings should be completed before class on the dates indicated below. Papers are due at the beginning of class. Late papers will be downgraded, but in this class it is always better to turn in a late paper than no paper at all. Papers should be 2-5 double-spaced, typed pages, unless otherwise indicated. Course requirements will include approximately six short papers (100 points each for those that will be graded), one longer researched paper (200 points), and a final exam (100 points). Several homework assignments, in-class writing assignments, and quizzes will also be required (10-50 pts. each).
I will meet with each of you in individual tutorial sessions during the semester to discuss your writing, but I hope you will meet with me at other times if you have concerns about your work.
Regular attendance at class meetings and at tutorial sessions is a requirement of this course. Grade penalties or failure to receive credit for the course are the consequences of excessive absence.
Readings and Assignments
Week 1 (8/20-8/22)
Introduction to Ways of Reading (1-23)
Week 2 (8/25-8/29)
Pratt, “Arts of the Contact Zone” (499-511)
Aaron (85-94)
hand in photocopy of two facing pages you have marked
Week 3 (no class Labor Day; classes 9/3-9/5)
PAPER #1 DUE (Choose #2 or #3 from “Assignments for Writing” on pp. 514-515) and Aaron (8-20)
Griffin, “Our Secret” (299-346)
Week 4 (9/8-9/12)
continue with Griffin
PAPER #2 DUE (Choose #1 or #2 from “Assignments for Writing” on p. 347; peer review: please bring two copies of your paper to class.)
Week 5 (9/15-9/19)
Tutorials
Week 6 (9/22- 9/26)
REWRITE OF PAPER #1 OR #2 DUE (#3)
Aaron (21-23, 69-74, and 95-113)
Appiah, “The Ethics of Individuality” (56-91)
Week 7 (9/29-10/3)
continue with Appiah
Aaron (23-37)
Week 8 (10/6-10/8; no class 10/10)
PAPER #4 DUE (Choose #1, #3 or #4 from “Assignments for Writing” on pp. 92-93)
Sebald, “The Rings of Saturn” (613-641)
Week 9 (10/13-10/17)
continue with Sebald
PAPER #5 DUE (Choose #1, #2, or #4 from “Assignments for Writing” on pp. 643-644; peer review: please bring two copies of your paper to class.)
Week 10 (10/20-10/24)
tutorials
REWRITE OF PAPER #4 OR #5 DUE (#6)
Week 11 (10/27-10/31)
Aaron (315-323)/RESEARCH PAPER PROSPECTUS DUE
Aaron (323-341)/library session
WORKING BIBLIOGRAPHY DUE
Week 12 (11/3-11/7)
Aaron (341-370)
ANNOTATED BIBLIOGRAPHY DUE
ORAL RESEARCH REPORTS
Week 13 (11/10-11/14)
ORAL RESEARCH REPORTS
THESIS/INTRODUCTION DUE
tutorials
Week 14 (11/17-11/21)
tutorials
RESEARCH PAPER DUE
student-selected readings
- THANKSGIVING HOLIDAY -
Week 15 (12/16-12/5)
student-selected readings
prepare final exam
OPTIONAL PAPER DUE/wrap-up
Final Exam
Wednesday, December 10 @8:00 a.m.
Accessibility
Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (Voice and TTY) 660-543-4421.