Syllabus

Syllabus MASSASOIT COMMUNITY COLLEGE Professor Louis M. Rosenberg, PhD Fall, 2012

ENGL101 English Composition I 3 credits

English Composition I is a course designed to help students develop and organize extended pieces of writing. Students will focus on the correct and appropriate use of language and the organization and development of paragraphs and essays. Research techniques, documentation of sources, and a short research paper will be included. Constant reading and frequent writing will be required.

Prerequisites: Preparing for College Reading I (ENGL091) and Introductory Writing (ENGL099) or waiver by placement testing results, or Departmental Approval

REQUIRED COURSE MATERIALS

Textbooks

Current Issues and Enduring Questions (9th Edition) Sylvan Barnet, Hugo Bedau Bedford/St. Martins’ ISBN: 9780312547325

Dry Augusten Burroughs Picador ISBN: 9780312423797

Technology

• Daily access to the Internet and email • Ability to perform basic Internet operations necessary to life in the 21st century • Ability to purchase and view films (DVD, Netflix, online, etc.)

OTHER LEARNING RESOURCES

ONLINE You will be submitting assignments, downloading information, and interacting with me and other class members online. See “Technology” section for more information.

TO SUCCEED…

Without exception, the two most common traits amongst successful students is that they are intellectually curious. This curiosity, in turn, naturally clears away any resistances in which a lesser student would indulge himself. Such resistances come in a variety of forms: not enough time, past failures, lack of purpose and focus, etc.

• Successful students relentlessly seek out any and all resources that will add strength to that

MASSASOIT COMMUNITY COLLEGE English Composition I

Dr. Lou Rosenberg Syllabus – Fall, 2012

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which they are studying, regardless of course or major. • Successful students are not only willing but eager to learn new skills. • Successful students realize that anything that appears on their transcript “counts” such that

they never put their courses into a hierarchy of importance1. • Successful students possess an innate, healthy competitiveness. • Successful students get the job done. Period.

o They always meet their deadlines. o If necessary, they rearrange their schedules in order to devote more time to their

studies. o They strive to reach the highest level of objectivity so that they can consider

competing points of view. o They always surround themselves with and listen to the advice of those who have

proven track records in the field (i.e. tutors, professors, peers, etc.). Past failures do not dictate current (or even future) failures. In fact, many successful people throughout history were only mediocre high school students. And there are those who became wildly successful after they dropped out of college. However, never mistake the exceptions as the rule – doing so is, quite literally, catastrophic. The greatest minds throughout history realize that success is only a byproduct:

ACADEMIC RESOURCE

CENTER

As I have mentioned, it vital to your success that you engage the full resources of the university’s Academic Resource Center, particularly the Writing Center. Moreover, your university’s library holds workshops throughout the semester covering topics such as research methodology, computer- and Internet-based operations, etc., and you are strongly urged to participate in those workshops which address a skill(s) you’re lacking—although, it is yet another time commitment (usually, an hour or so), participation in these workshops will save you countless hours of trial-and-error during the completion of assignments. Check your university’s website, our course website, and your Student Handbook for more information about the academic services provided to you.

CONTACTING ME

I am available to you both (quickly) after class, via email and “online meetings,” and by appointment. To contact me via email, navigate to the website (lourosenberg.com/edu) and choose LOU > CONTACT LOU. And to book

1 Putting courses into a hierarchy of importance is perhaps the greatest cause for failure

SUCC

ESS

Creativity

Healthy control of the ego

Healthy relationships with others

Insatiable curiosity

Time management

Disallowing diversions which interfear with success



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an appointment with me, navigate to the website and choose LOU > BOOK AN APPOINTMENT.

LEARNING OUTCOMES 1. Read intellectually challenging texts with increased comprehension and enriched aesthetic response. 2. Incorporate the vocabulary of literary analysis into class discussion and writing in order to facilitate

thinking about texts from various literary genres. 3. Express in discussion and in writing an awareness of diverse voices found in literature. 4. Build a context for understanding literature by linking class readings to other academic disciplines and

to universal human experiences. 5. Write essays that go beyond summary to the analysis and interpretation of texts. 6. Apply the grammatical and rhetorical skills of Composition I to a variety of complex writing tasks in

preparation for writing across the curriculum. 7. Conduct research and assess information from a variety of sources in order to understand the research

topic. 8. Compose essays that incorporate research and documentation in preparation for the assignments of

other college courses. 9. Strengthen Core Competencies2 in order to increase success in this and other courses and in the

workplace.

TEACHING PROCEDURES & METHODOLOGY

LECTURES

a) It is during the lectures when students are expected to ask any questions concerning any aspect of the course and its assignments. It is, by far, more beneficial for you to ask questions of general academic concerns here, during the lectures, rather than to see me after class.

b) It cannot be overstressed how important it is for students to attend the lectures. However, should a student miss a lecture, he should see a fellow student to obtain the lecture notes, etc.

c) Generally, in-class assignment may not be made up.

PEER-EDITING

a) Throughout the semester, I may have students form groups for peer-editing. Traditionally, peer-editing is between two or three students who review and comment on each other’s assignments by using a preformatted rubric.

b) Peer-editing may also be handled completely online.

STUDENT DEBATES a) I may assemble students into two teams for debating a particular

subject/issue. b) Debates may also take place entirely online.

USE OF THE COLLEGE’S ACADEMIC

RESOURCE FACILITY

Students should plan to write at least three drafts of each essay, and this process should be undertaken with a tutor as it is impossible for one to be his own editor and produce anything of true quality.

2 Critical thinking, technology skills, oral communication, quantitative skills, reading, and writing.



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GRADE DISTRIBUTION

EVALUATION OF STUDENT PROGRESS In grading student essays, I usually employ a rubric where each domain (grammar, logic/reason, etc.) is given a qualitative value. Because I do not believe in marginalia (writing endlessly in the margins), the rubric serves as the grading explanation. However, included in my evaluative process is the expectation that students will make an appointment with me, or see me after class, should they require a further, more detailed analysis of their work. It is the students’ responsibility to determine when (and if) an appointment with me is necessary.

TERM EXAMS

a) Several times throughout the semester, students will sit for a Term Exam. Normally, these exams are composed of five short-answer questions. In evaluating the Term Exam, I am most interested in the content of the student’s answer rather than grammar/syntax issues—that said, chronic issues of such will be reflected in the grade.

b) Term Exams may not be made up; however, the lowest score is dropped.

Essays 35%

Term Exams 25%

Participation 30%

Final Exam 10%



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LECTURE RESPONSES

a) Each student is given a packet of Lecture Response forms which are to be completed during each lecture.

b) In addition, students are required to complete the lecture responses online. c) Should there be significant inconsistencies in depth and “grasp” between the Lecture

Response forms completed in class and their online companions, I may require the student to engage in an oral defense as proof of legitimacy.

d) Students will have at least twenty-four hours to complete each of the online Lecture Response forms.

e) Obviously, late-arrivers and absentees will miss (a great portion of) this assignment as it cannot be made up.

MID-TERM AND FINAL

EXAMINATIONS

a) Students will sit for both a Midterm and a Finale exam. Both are open-notebook. Please understand that neither of the exams may not be made up under any circumstances, whatsoever.

b) The Final exam is not cumulative.

FURTHER INFORMATION

Unless otherwise instructed, students may use their course notes on all exams (“Term,” “Midterm,” and “Final”), and I usually allow the exams to be written in small, quiet groups. However, students may not use any electronic devices, (including computers, PDAs, electronic dictionaries, etc.) during any exam because allowing these amenities would put those without them at a disadvantage. Therefore, if you take notes on a computer, simply print them out and bring them to the exam. Attention ESL Students: While you are certainly welcome to use ancillary

materials (dictionary, computer, etc.) during the lectures, you may not use them during any the exams. As aforementioned, only notebooks are allowed.

CONFERRING WITH ME

You must book at least three appointments with me throughout the semester. Credit for each meeting is given only once per month. One of the meetings is scheduled to take place during class and it will count as one of the three required meetings. See the Assignments section of this syllabus for that schedule.

ATTENDANCE It is important that you are present for all of the lectures. History dictates that grades are almost always reflected in parity with absences; therefore, absences or late arrivals will, indeed, compromise your grade. You are responsible for everything that occurs in your course, whether or not you are present during a particular lecture, either in-class or virtual (Internet). If you find that you must miss a class, it is your responsibility to see a fellow student to obtain the lecture notes as well as any announcements that were given. Remember that I may alter an assignment’s due-date and/or language, announcing such changes during class. Of course, these changes will also be reflected on the website, but such updates may not be immediate.



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ACADEMIC INTEGRITY I define academic integrity as,

The student has not submitted coursework that is inferior or plagiarized, that he has not offered false statements of any kind with regards to any aspect of the course, and that he embraces all of the qualities of what is generally considered an “upstanding college student.”

To that end, any student whom I determine to be in violation of academic integrity will, without exception, fail the course.

ASSIGNMENT POLICIES There may be activities which require a grade and/or participation prerequisite. Some specific examples of such prerequisites are

• earning a particular minimum grade on a previous essay in order for the current essay to be eligible for grading,

• the participation in all phases3 of a workshop that culminates in the submission of an essay, and • mandatory attendance of a particular class meeting where one’s absence may limit or prohibit the

successful completion of a future assignment.

Therefore, it is essential that students pay close attention to the language of each assignment as well as the schedule of assignments contained herein throughout their course.

ESSAYS…

• riddled with grammar, logic, syntax, non-sequitir issues will not pass. Students are expected to hand in only essays of final quality. This is achieved by working with tutors, showing me drafts of work-in-progress, etc.

• must conform to the MLA standard. This includes a Works Cited page even if the only source used for the particular essay is one of the class texts. In other words, if you use it, cite it!

SUBMITTING LATE ESSAYS

• The submission of essays beyond their deadline is not permitted. • The only exception to this policy is under an extraordinary circumstance

that prevented the essay’s timely submission. However, because 30 points are automatically deducted from the grade of a late submission, the highest grade one could achieve is a 70. So, be sure to meet your deadlines!

3 Peer-review of essay drafts, attending particular lectures, bringing material to a particular class, etc.



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COURSE FILMS

• Students are responsible for cost of obtaining and the time to screen all assigned films.

• All films are screened outside of class. • If at all possible, students should retain the films until the end of the semester

for study purposes. However, taking good notes on each film is also quite acceptable.

COURSE TEXTBOOKS

• Students must obtain all of the textbooks prior to the second class meeting. The only exception is a text that will be used later in the course4.

• If the university bookstore does not have a particular textbook in stock, students are expected to order it either online or from a bookstore and receive it by the second class meeting.

BACKUP COPIES AND THE ARCHIVING OF

ALL SUBMITTED ASSIGNMENTS

All students are required to backup throughout the course (or, in the case of written assignments, keep copies of) all of the assignments that are both submitted and graded. Further, you must have ready access to these backups should I request them. Such backups, however, do not in any way supersede my authority as final arbiter for the course.

TECHNOLOGY Your class website functions as the central hub for the course. It is where assignments, discussions, scheduling of appointments, course announcements, communications, booking appointments with me, etc. coalesce. Therefore, you must have access to the site on a daily basis as you are responsible for its official content – i.e. announcements, changes to assignments, class cancellations, etc.

General Technology Requirements: Ours is a technological world, and, therefore, one must have mastery over such fundamental computing activities as reading/replying/writing emails, uploading files, using a word processor, using a search engine (such as Google), as well as the ability to interact with a particular website’s technology (such as submitting forms, etc.). Students are strongly encouraged to delve into their primary software (email client, word processor, etc.) before the semester gets underway and learn both its basic and advanced functionality.

Technological issues of any kind are not valid excuses for missing deadlines, announcements, etc.5 Those who do not own a computer will have to make daily visits to their university’s computer lab, their

local library, etc. Time-management is of the utmost importance – you should never work up to the eleventh hour. This

is especially important concerning the composition and timely submission of assignments as technological issues do occur. You will always have a three day window during which to submit your online assignments.

4 See the assignment list, either herein or online at the course website, to determine when each text will be used. 5 Technological issues include, but are not limited to: Internet connectivity issues (where the student cannot access the Internet due to a disruption of service, whether or not it is the fault of the student or the service or computer or software that he/she is using); loss of data due to an unforeseen malfunction of computer hardware or software or transmission (Internet) errors; use of software/hardware that is not compatible with Professor Rosenberg’s servers; compatibility issues where the student’s assignment cannot be accessed by Professor Rosenberg; email delays of any kind; emails not received due to spam control software on the student’s computer/email service; Internet page errors of any kind; file size issues where a student’s file is rejected because it exceeds the maximum upload size; the use of improper software (as outlined herein); etc.



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• Again, Technological issues of any kind are not valid excuses for missing deadlines, announcements, etc.

Those who are “technologically challenged” are encouraged to visit their university’s computer lab immediately, before the semester gets underway, and work with a lab technician on the basic functions of the Internet and word processing. There are also free community courses on the basic operations of the Internet, the computer and its universal software (word-processing, browsing the web, etc.).



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FILMS Below, you will find the film roster for your course. Once again, it is important to note that you are responsible for screening the films, yourself—we will not watch the films in class. Some films may be available on your course’s website, free of charge. Otherwise, you must rent or purchase them.

Refer to the links for each film for version, cast, and crew information. Remember, if you quote from a film in an essay, be sure to do so using the MLA format (and include it in your Works Cited page).

Brokeback Mountain http://www.imdb.com/title/tt0388795/ Deconstructing Harry http://www.imdb.com/title/tt0118954/

Donnie Darko http://www.imdb.com/title/tt0246578/ Macbeth http://www.imdb.com/title/tt0079499/

Memento http://www.imdb.com/title/tt0209144/ Napoleon Dynamite http://www.imdb.com/title/tt0374900/



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ASSIGNMENTS Below is a general schedule of assignments. This schedule will almost certainly change as we progress through the semester, so be sure to check your course’s website for up-to-the-moment information.

Not to worry! You will always have plenty of advanced notice concerning any type of change to the syllabus.

• Unless otherwise indicated (below), students are not responsible for any of the assignments in the text(s). • All assignments must be completed by their due-dates. This includes all readings and film screenings – you must have read the

assigned pages and/or screened the assigned films before it is scheduled. • All essay assignment language is found on your course’s website. • Essays are always due on Fridays, as assigned. • Term Exams are administered on Tuesdays, as assigned.

WEEK

OF TOPIC ASSIGNMENTS

9/3 • Introduction to the course, etc. FILMS ESSAYS TERM EXAMS

9/10 • Critical Thinking and Reading 9/17 • Critical Reading: Getting Started

Deconstructing Harry

9/24 • Critical Reading: Getting Deeper into Arguments

10/1 • Visual Rhetoric: Images as Arguments • Writing an Analysis of an Argument

Napoleon Dynamite

10/8 • Developing an Argument of Your Own 10/15 • Using Sources Donnie Darko 10/22 • A Philosopher’s View 10/29 • Induction, Deduction, and Fallacies Macbeth 11/5 • Conferencing

11/12 • Ways of Thinking Ethically • Steps toward Civic Literacy

Memento

11/19 • Rogerian Argument • Writing about Literature

6

11/26 • Marriage: What Is Its Future? 12/3 • What Is the Ideal Society? Brokeback Mountain

12/10 • Course Wrap-Up – Parting Comments, etc.

6 In the spirit of Thanksgiving, this essay is due on Friday, 11/23.

Documents

Syllabus