ENG 1010—Basic Writing

Wayne State University

Fall- 2017

Instructor: Dr.Amy Latawiec / Office: 9205.2 Maccabees bldg. (5057 Woodward)
Class: Sec. 053: T/Th 1:00pm-2:15pm / Office hours: Wed 2pm-3pm; Thurs 10-11am; or by appointment
Location: 029State Hall
/ Email: (Feel free to contact me with any questions or concerns. I respond quickly).

Course description and rationale

Welcome to ENG 1010! In this class, you will develop strategies for reading, writing, revision, and reflection that you will use throughout your college careers. You will learn that writing is both a means of communication, and a tool for developing new ideas.

This is a workshop-based class involving activities, discussion, mini-lessons, reflection and collaboration. By working together, we will develop ideas and analyses, learn processes for drafting (writing) and revision, and explore genres of writing for various audiences/contexts.

English 1010 prepares students for English 1020 by building upon their diverse skills to help them become critical readers and effective writers at the college level.

To achieve these goals, the course emphasizes four core learning objectives:

Reading

  • Use effective reading strategies, such as annotation, to explain, paraphrase, and summarize college-level material.
  • Analyze or break down college-level reading material in order to identify key ideas, passages, or details that support broader claims.

Writing

  • Plan and compose a well-organized thesis-driven text that responds to college-level material and is supported by relevant and sufficient evidence.
  • Use a flexible revision process that incorporates feedback to rewrite multiple drafts of a text for clarity of argument, organization, support, and rhetorical situation (audience, context, and purpose).
  • Use an editing process that appropriately applies conventions of language use, including standard academic English, to create prose relatively free of errors that interfere with meaning (e.g. errors in sentence structure, grammar, punctuation, citation style, etc.)

Reflection

  • Use reflective writing to evaluate the writing process and drafts of a text in order to make appropriate revisions
  • Use reflective writing to assess the reading and writing practices in ENG 1010 in order to develop and demonstrate awareness of how the course learning outcomes are being met.

Technology Use

  • Navigate institutional web-based interfaces, such as library databases and Blackboard Learn™, to find and access college-level material.
  • Use computer-based composition technologies, including word processing software (e.g. Microsoft Word, PowerPoint) to compose well-formatted texts.
  • Use software to read and annotate published college-level material and texts authored by students in ENG 1010.

Required materials:

Regular access to computer with internet

TheWarrior Writer (textbook can be purchased from the campus Barnes and Noble bookstore)

A dictionary (this doesn’t mean a physical one; just be sure to have a way to look up terms)

Dedicated place for saving all work, readings, etc. for this class over the entire semester

Writing utensils

Spiral notebook (paper used only for this class)

A note on technology and late work: Broken, inaccessible, or otherwise flawed technology is NOT an excuse for turning in late work. Familiarize yourself with the computer labs and facilities on campus and plan ahead!

Important University Dates

Holidays:Monday, September 4th (no class)

Last day to withdraw:Sunday, November 12th

R-e-s-p-e-c-t:

Thank you for being punctual, prepared for class and ready to explore the topics at hand. It is important that we show the highest degree of respect for each other in this class, in every way. This respect should translate from our interpersonal interactions to how we address each other’s writing to how we ourselves write.

Rude, mean, divisive, and/or dismissive attitudes, chronic tardiness, sleeping, unproductive discussions or comments are not appropriate for the college classroom, so just don’t do it. Let’s all agree to be attentive and thoughtful each class day.

Cell-phones, ipods, mp3 players, Dre’s Beats headphones, boom boxes, mixing turntables, etc.

The respect policy extends to these items. I understand that we use our cellphones for *a lot* these days – texting, Snapchat, Instagram, Twitter, laughing at memes, ordering Jimmy Johns, looking up the nearest Starbucks, Googling things for class, etc – HOWEVER – as a college student you should know how to use your cell phone responsibly in class. What I’m saying is, if I’m walking around and you’re always using your phone for non-class-related things, I’m probably going to ask you to shut it down.

*P.S. One of my biggest pet peeves is wearing earbuds in the classroom during class instruction/discussion. If you want to listen to music while you’re writing/revising during a workshop, ask permission. Otherwise, lose the earbuds.

Attendance/Participation:

This is a workshop-based class and therefore attendance is required.Regardless of the reason for an absence, you are responsible for any material that you miss.Because it is rude and distracting to enter class late and to leave early, if you arrive more than 10 minutes late, you will be marked tardy; two tardies equal one absence. More than 20 minutes late is an absence. If you leave class early without prior notice, you will be marked absent. If you come to class unprepared or unable to participate, you will be marked absent. If you havemore than five absences, you will not pass the course. I repeat: more than five absences equal automatic failure of ENG 1010.

Communicating with Me (your instructor):

One of the best things you can do for yourself in this course is to keep up a solid, consistent line of communication with me. Things you can do:

  • Email me to ask for an appointment
  • Visit my open office hours (see the top of the syllabus for days/times)
  • Email me with a question (before 8pm or I probably won’t see it)
  • BUT WAIT… before you email me with a question, be sure to check the following places for your answer(s):
  • The syllabus
  • Blackboard
  • The course website
  • Previous emails I send (don’t delete my emails!)

Course Writing:

We will do the following kind of writing:

  • In-class writing (a lot of it)
  • Major projects/essays (There will be 5 total)
  • Reflections (small stuff in your journal and bigger stuff you’ll upload to Blackbaord)
  • Quizzes
  • Reading Responses (short homework assignments you’ll have through the semester)
  • Final Course Portfolio (You’ll keep all the work you do throughout the semester and write it about it at the end)

Grading

In a college course, the syllabus acts as a contract between instructor and student, stating that students will complete a certain amount of work, to a certain level of quality, in order to pass a class. We will be using a contract grading system this semester.The following learning behaviors are intended to focus and support your efforts toward becoming a better writer:

  1. attend class regularly—not missing more than five class sessions (after five absences, you will be unable to pass the course);
  2. meet due dates and writing criteria for all major assignments (earning above a C average for 3 of 5 major essays);
  3. participate in all in-class exercises and activities when present (i.e. ask questions, take notes, write journal entries, participate in group quizzes, etc.);
  4. complete all reading responses, with a “check” on at least 8 of the 10reading responses;
  5. participate in rough draft workshops for 2 out of 3 workshops we will have during the semester, providing thoughtful feedback on peers’ work;
  6. attend the two required conferences with the teacher to discuss drafts;
  7. maintain a portfolio of all of your work including all rough drafts and final drafts
  8. sustain effort and investment during in-class writing workshops for all papers;
  9. substantive revisions when the assignment is to revise— responding to feedback and extending or changing the thinking or organization—not just editing or touching up;
  10. attend class on time and for the entire duration of each class session

Demonstrations of all the behaviors listed above will result in an “S” grade in ENG 1010.

Students will be provided with hard copies of the grade contract to sign and return during the first week of class, signifying their understanding of and agreement with these learning values.

Grading Policies for Assignments:

Assignment descriptions will be provided for each essay. Major projects will be evaluated using the rubric for that assignment (which will also be included unless we write one collaboratively).

Unless noted otherwise, all assignments, including drafts, must be completed using word processing software (i.e., typed). Per MLA format, all papers must:

  • have one-inch margins on all four sides
  • be written in 12-point, standard font (seriously, readers can tell the difference!)
  • be edited, spell-checked, and proofread (seriously, I won’t accept red squiggly lines under words. C’mon).
  • include the writer’s first and last name, instructor’s last name, assignment name, and date in the upper left corner (no cover pages)

You may earn one of the following scores on your reading responses:

  • A “check” denotes completion of the assignment with attention to all elements of content and with minimal error. A “check” is a passing grade on a response.
  • A “plus” denotes completion of the assignment with attention to all elements of content, minimal error, and especially insightful or well-written moments that demonstrate command of the material.
  • A “minus” denotes missing content components, significantly short responses, or distracting errors. A “minus” is a reminder to spend more time reading and responding to texts.

You need to earn a “check” or “plus” on 8 of the 10reading responses to meet the grade contract. ALLreading responses must be completed, however, to fulfill the contract.

Other course policies:

Late Work Policy

Thank you for not turning in late work. As a rule, I do not accept late work. I do not accept “make up” work.I do realize that life is complicated, but part of college is working around our circumstances. If you turn in a rough draft late, please do not expect me to promptly return it to you with substantive comments as if you turned it in on time. I will do my best, but I make no promises. It is not possible for me to accept late Final Portfolios, at all, ever. If you do not submit your Final Course Portfolio on time, it will be difficult for you to pass this class.

“Late Pass”

As mentioned above, college is a complex balancing act: writing, taking tests, attending lectures and labs, working other jobs, taking care of family, etc. You will get ONE late pass that may be used on any of your major assignments *EXCEPT FOR THE FINAL* (projects 1-4 only). Submitting the pass will give you an additional 3 days to submit the paper.The only catch is that you must tell me before the assignment is due that you will be using your pass.

To do this, email me the following (you may copy and paste this and fill in the blank):

Dear Dr. Latawiec,

I will be using my late pass on project _____.

Thank you,

(Your name)

Rough Draft Workshop Policy

Rough Draft Workshops are an important part of this class that is both highly valuable to you and highly representative of the writing process. You must be present and you must bring a Rough Draft to class on the day it is due. If you show up sans draft, or not at all, you run the risk of violating the grading contract for the course.

Final Course Portfolio Policy

In order to most effectively demonstrate your progression as reader-writers, at the end of the semester you will put together a portfolio of your work.This portfolio will include assignments (both drafts and final papers) as well as a Reflective Argument addressing very specific points (which we'll discuss MUCH later) about your work and the Course Learning Objectives.

Plagiarism Policy

Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers that were written by another student or purchased from the internet. Plagiarism is a serious academic offense: the minimum penalty for plagiarism is an F for the assignment; the full penalty for plagiarism may result in an F for the course. All cases of plagiarism in ENG 1010 will be reported to the Department of English. Throughout the course, we’ll talk extensively about how terrible the act of plagiarism is and how we’ll never, ever do it – not here, not now, not ever.

Incomplete grades:

The grade of incomplete is reserved for rare occasions when “there is, in the judgment of the instructor, a reasonable probability that the student can complete the course successfully without again attending regular class sessions.”(WSU Undergraduate Bulletin, 40).

As a rule I do not apply “I” grades because the largest portion of this class is based on in-class instruction and learning.

WSU Writing Support

The WRT Zone (2nd floor, UGL) provides individual tutoring consultations, research assistance from librarians, and technology consultants, all free of charge for graduate and undergraduate students at WSU. The WRT Zone serves as a resource for writers, researchers, and students’ technology projects. Tutoring sessions focus on a range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The WRT Zone is not an editing or proofreading service; rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics. Research and technology support is offered on a first-come-first served basis and covers research strategies, assessment of sources, general technology support, and help with Adobe Dreamweaver, Encore, Flash, Illustrator, Photoshop, and more. To make a face-to-face or online appointment, consult the Writing Center website:

OWL

Also helpful: The Online Writing Lab (OWL) at Purdue University. This is an excellent writing resource on a number of helpful topics, from issues of content and style to citation help.

Student Disabilities Services

If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY).

Other Resources

  • Adamany Undergraduate Library
  • Academic Success Center
  • Counseling and Psychological Services (CAPS) - CAPS provides many free and confidential services to Wayne State students, including but not limited to: individual therapy, couples therapy, support groups, crisis intervention, and workshops. If you are feeling overwhelmed, or simply need someone to talk to, CAPS is a great resource. You can call for an appointment (313.577.3398) or stop in at the office for an initial assessment between 8:30 AM and 4:00 PM, Monday through Friday. The CAPS office is located on the 5th floor of the newly renovated Student Center building. For more info, visit:

Schedule of Class work + Due dates

Date / Reading Due / Work Due / Class Plans
TH
8/31 / Course Syllabus; Project 1 assignment sheet / Syllabus game; Blackboard mini-lesson; ice-breaker/Project 1 introduced (if we have time)
T 9/5 / Adler: Being a Demanding Reader; Google “Why read?” / Due to Blackboard by class time: Project #1: Motivation Narrative; Reading response #1 due uploaded to Blackboard by class time / Reading quiz #1; Discussing reading & motivation & how it connects to annotating
TH 9/7 / Warrior Writer Summary Chapter; A reading of choice from Bad Ideas About Writing; Project 2 assignment sheet / Preliminary annotations of your reading; bring your book to class / Discussing our first annotation experience; reflecting on our strategies; applying what we know to summary-writing
T 9/12 / Re-read your own annotations; continue writing your summary / Your first summary draft / In-class writing for your summary
TH 9/14 / Read the MLA quoting/citation page on Purdue OWL: / Reading Response #2 due uploaded to Bb by class time; Bring materials and summary drafts to class / Reading Quiz #2; In-class group exercise (writing summaries); Group critique of summaries; group exercise on paraphrasing/quoting
T 9/19 / Your own draft / Due Date TBD: Project #2 Summaries (150 words each minimum due uploaded to Blackboard) / PEER REVIEW DAY
TH 9/21 / Response Chapter in WW; Project #3 assignment sheet; Beyond the Yellow Highlighter / Due to Blackboard by class time: Reading Response #3 / Reading Quiz #3; In-class activity practicing response as a genre
T 9/26 / Your readings from Project 2 (or new ones!) but now reading for response based on what you know about response annotations. / Preliminary response annotations due (for response)! / Preliminary annotations/ideas; choosing “quotable moments”; mini-conferences around the room
TH 9/28 / Your own essays again for the Response assignment / Reading Response #4 due uploaded to Bb before class time. / Mini-conferences around the room; using annotations to build a thesis for your response essay
T 10/3 / Conference day! / Conference day! / Conference day (thesis work)
TH 10/5 / Sample Response papers (on Blackboard) / A working thesis for your response paper / Critiquing sample response papers; thesis workshop
T 10/10 / Reading TBD / draft-in-progress (Minimum of two paragraphs due in class) / Mini-conferences; writing workshop on drafts in-progress
TH 10/12 / Chapter 8: Wayne Writer / Reading Response #5 due to Blackboard before class / Applying strategies from your homework to strengthen transitions
T 10/17 / Lamott:“Shitty First Drafts” / Due at the beginning of class:
Rough draft Project #3 / Peer review day!
TH 10/19 / Comments on your own draft / Reading Response #6: One-page response to peer comments due in class / Editing workshop; Mid-ish semester feedback; CLC presentation on Writer’s Showcase