SYLLABUS FOR WRITING 101Instructor Elizabeth Gooden, M.A. in English from San Diego State UniversityM.F.A. in Creative Writing from University of ArizonaSpring 2015 (16-week term) Jan. 20 - May 19

Section Meeting Times & Room Days of the WeekCRN 21900 8:40 - 9:55 am Pueblo C104 Mondays and WednesdaysCRN 22305 10:10 - 11:25 am Pueblo C104 Mondays and WednesdaysCRN 23454 11:40 am - 12:55 pm Pueblo C104 Mondays and Wednesdays

Pima Community CollegeDesert Vista Campus5901 S. Calle Santa Cruz, Tucson AZ 85709-6000

Contact Ms. GoodenEmail: egooden@pima.edu Pima Course Home Page: in My PimaWebsite: wrt101egooden.weebly.comHome phone landline: 514-9774 (okay to call 7am-9pm)Faculty Center Phone: 206-5025 (I may not get the message for a day or two.)Office Hours: by appointment, usually in the cafeteriaYour email: You need to check your Pima email for messages from me. Please stay in touch if you are out due to illness or a crisis situation. We may be able to work out a way for you to complete the class.Facebook page:8:40 class: Writing 101 at 8:40 with Ms. Gooden10:10 class: Writing 101 at 10:10 with Ms. Gooden11:40 class: Writing 101 at 11:40 with Ms. Gooden

CATALOG DESCRIPTION:

Description:Principles and practices of college-level writing. Includes using rhetorical principles in analyzing and creating texts, employing critical thinking skills, practicing multiple writing processes, using conventions in creating and revising texts, composing using appropriate technology, and writing college-level essays with an emphasis on argumentation.

Prerequisite(s):WRT 100 or 106 with a C or better or required score on writing assessment test.

Performance Objectives: Upon successful completion of the course, the student will be able to:1. Apply rhetorical principles to analyze and create texts.

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2. Employ critical thinking skills, through writing, reading, and research.3. Practice multiple writing processes in composing texts.4. Use appropriate conventions in creating and revising texts.5. Compose texts using appropriate technology. 6. Write college-level essays.

Outline:I. Apply Rhetorical Principles to Analyze and Create Texts

A. Use rhetorical principles to analyze texts B. Demonstrate awareness of the rhetorical situation C. Adapt writing to different audiences, purposes, and contexts

II. Employ Critical Thinking Skills through Reading, Writing, and ResearchA. Read texts from multiple points of view B. Interpret, synthesize, summarize, critique, and

analyze textsC. Respond in writing to texts that put the

writer’s ideas in conversation with those textsD. Develop and communicate an argument,

viewing writing as part of an ongoing conversationE. Evaluate sources for credibilityF. Use outside sources responsibly and appropriately to avoid plagiarismG. Integrate own ideas with others’

III. Practice Multiple Writing Processes in Composing TextsA. Engage in multiple strategies and stages of writingB. Reflect on writing progress and processC. Engage in writing process activities, including brainstorming,

drafting, revising, peer-feedbackD. Use feedback to address higher-order and lower-order concerns in

writingE. Engage in recursive processes to strengthen writing outcomes

IV. Use Appropriate Conventions in Creating and Revising TextsA. Use conventions appropriate for the purpose, audience, and genre of a specific

situation B. Strengthen basic writing skills, including sentence-level issues and grammarC. Use resources (such as print and online writing handbooks) with guidance to

edit draftsD. Use MLA documentation style

V. Compose Texts Using Appropriate Technology A. Develop information literacy including use of digital sourcesB. Use technology strategically and with a clear purpose that enhances the

writing for the audienceC. Adapt writing for changing electronic environments

VI. Write College-Level EssaysA. Write several essays (with one essay being at least 1,000 words)

1. Unify ideas around a thesis

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2. Organize and develop ideas logically to produce coherent and cohesive text

3. Master basic essay components a. Introductions and conclusionsb. Theses/claimsc. Body paragraphs including claims, evidence, and explanation

4. Employ argument and persuasion in thesis claim and developmentB. Use a minimum of four outside sources, properly documented, in at least one

essayC. Word count

1. Produce final polished writing totaling at least 3,500 words2. Produce a total semester output of 7,000 words

TEXTBOOK (Written in MLA Works Cited format featuring hanging indentation)

Alfano, Christine L. and Alyssa J. O’Brien. Envision in Depth: Reading, Writing, and

Researching Arguments, 3rd ed. Boston: Pearson, 2014. Print.

This is a great textbook! We will use it every time the class meets and for most homework assignments. Always bring it to class, please.(The book information is written in MLA format for Works Cited since you’ll be using this book in your essays.)

ONLINE HANDBOOKThe OWL at Purdue website can be found at https://owl.english.purdue.edu/owl/This is an online handbook where you can look up punctuation, grammar, writing process ideas, and other useful information.To get to the OWL for MLA format, go to https://owl.english.purdue.edu/owl/resource/747/01/This guide gives examples for MLA (Modern Languages Association) format for college writing. It shows you how to set up your essay, give correct citations for the quoted

material you include, and how to list your resources in the correct format at the end of the paper, the Works Cited page. This format is very detailed and specific and it’s necessary to have a guide like the OWL to help you. (The OWL also has the styles for APA and Chicago in case you need those formats

for other classes.)

RECOMMENDED MATERIALS A folder or 3-ring binder with pockets to keep handouts and written work handy. Paper for quizzes and note-taking. A computer and printer at home would be ideal. (Save your work to email!) Microsoft Word. It’s available for a low, low price at our campus bookstore. Or schedule yourself time to use the computers in the Learning Center or Library

if you don’t have a laptop or computer at home. Most everything we do in this class involves typing in Microsoft Word. (Save your work to email!)

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Copy card for printing out in the Learning Center and Library. (You need your student i.d. and a one-dollar bill to load up.)

OPTIONAL SUPPLIES A planner (or planner app) is helpful for making to-do lists and keeping track of

assignments. Keep a file or folder at home to hold your graded assignments. Paragraphs and

essays will be revised, so keep them along with teacher comments and grading sheet.

Keep all work until you receive your course grade, including work stored online. If you need to dispute a grade, you will have all the evidence you need. (This applies to all of your classes.)

Thumb drive to save your work in progress. Also save your work to your email and/or cloud storage.

CLASS PHILOSOPHYEveryone in this class is here to improve their

writing and bring it up to college level, so we’re all in the same boat. Ideally, this class will become its own happy community, working together toward more skillful writing in an atmosphere that is positive and encouraging. With lots of practice, instruction, and shared effort, students will gain confidence and have more tools in their writing toolbox.

Respect for each other is important to build community, understanding that our differences are what make us interesting as individuals. I personally make an effort to accept each person as they are. Let’s go beyond tolerance and celebrate our differences.

Also, understand that each student will be struggling with some areas while excelling in others, so patience will be required as well. All of us are headed in the same direction, playing on the same team that is progressing toward the goals of learning and improvement.

I see my role as instructor to be like a coach and the class is the team. I will cheer you on and encourage you, but I will also hold you to high standards and push you to do better. I want my students to be prepared for any writing situation in college, at work, and at home.

I expect you, as a student, to apply yourself, show up to class, complete all work, do your own work, and always do your best. (I’ll do the same.) Be a team player for maximum results!

The essays in our book and the essays we will write this term sometimes include current topics of controversy. My philosophy about controversy is that it is good and necessary in a society that wants things to get better. I also believe that young people have the ideas that we need to make things better now and in the coming years. Innovation usually comes from the youth in our culture, so, in short, this stuff matters. You are the ones who will make a difference in the future of our society and our planet.

BRAIN BASED EDUCATION

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I’m very excited to be reading new scientific research about how the brain operates and particularly how we learn and what teaching strategies promote learning and long-term memory. You will notice I use a variety of color slides, props, activities, groupings, media sources, clip art, and games to present new information, review what we’ve learned, and to get everybody thinking. Research shows that variety, novelty, visual stimulation, physical activity, and so on actually help promote learning and retention. I’ll do my best to keep your brain firing on all its synapses.

CELL PHONESIt’s fine with me if you listen to music on headphones during in-class writing

time. Otherwise they should be packed away. Phones can be the ultimate distraction, pushing all concentration on the classroom

subject aside. Do not waste precious class time texting, tweeting, facebooking, or doing your online shopping. Do not distract others with this behavior. I reserve the right to confiscate a phone for the duration of the class if someone abuses this rule. You may retrieve your phone after class.

No talking on cell phones in class, of course.

WEBSITEI will post homework and handouts on the website for this class on wrt101egooden.weebly.com. You can also access the website by going to My Pima and the course Home Page where there is a link to the website. I will send email to your Pima email address. You must check your Pima email for messages from me and from the college.

Being uncomfortable or unable to work with technology will hinder your success in this class. Make sure you are able to sign in to MyPima on the first day of class. If you have any technical difficulties with MyPima, call the PCC Information Center: 520.206.4500 or email infocenter@pima.edu

CLASSROOM BEHAVIOR Possession of drugs, alcohol or firearms on college property is illegal. Eating, drinking, smoking and soliciting are not allowed in classrooms. Pets, cell phones, pagers and other personal electronic devices that distract

students are not allowed in classrooms. Students creating disturbances that interfere with the conduct of the class or the

learning of others, violations of the Student Code of Conduct, will be referred to the Division Dean and/or the Dean of Students.

Disruptive behavior will not be tolerated and can be cause for being dropped from the class. Disruptive behavior is defined as behavior that is disruptive to the learning process and outside normal behavior parameters. See the Student Code of Conduct for particulars, but examples of disruptive behavior are inappropriate talking, arriving late or leaving early, sleeping or doing other class work in class, etc.

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The use of computers in the classroom is specifically limited to the functions that are related to the course content and appropriate use prescribed by the instructor. Inappropriate uses of computers in the classroom may be subject to the PCC Student Code of Conduct.

The use of the MyPima portal, for every student enrolled in this course, is specifically limited to the functions that are related to the course content and appropriate communications prescribed by the instructor. Inappropriate uses of MyPima may be subject to the PCC Student Code of Conduct. This applies to the class website as well.

Refer to the Student Code of Conduct for additional requirements relating to student behavior. All Pima students must uphold the Student Code of Conduct and Scholastic Ethics.

I will ask a student to leave the class for the day if behavior is disruptive. Continued or severe behavior problems will be referred to the administration.

The best behavior really can be simplified to consideration for others and respectful conversations or discourse. In this course we will often discuss controversial issues because that is the basis for the text and for argument, but we need to keep discussions respectful, kind, polite, and civil, full of reasoning. We won’t resort to belittling or mocking others for their opinions, and we won’t stoop to name-calling. (In other words, we won’t mirror the present political climate which is often NOT civil at all.) In short, treat others the way you would like to be treated. (The Golden Rule.)

Because of insurance limitations, people who are not registered students at Pima are not allowed in the class. This includes children.

LEARNING CENTERTutoring for this class is available to Pima students at The Learning Center at the

Desert Vista Campus. This is an excellent service that is provided free of charge while a private tutor could cost you $50/hour. I will post the description of essay assignments to the center’s site so the tutors have access to your project’s description in case you forget your handout. The Learning Center tutors will look at your draft and the assignment and help you improve your writing. They are great at explaining things. My students give the center strong, positive reviews.

CONTRACT GRADING Students will earn a course grade of B based not on my evaluation of their writing quality but solely on their completion of the specified activities. The contract lists activities that have been found to most reliably produce B-quality writing over sixteen weeks. I will freely give students evaluative feedback on their writing, but students can count on a course grade of B if they do all the required activities that meet the writing criteria we agree upon. My goal in using contracts is to enable us to give as much attention as possible to writing and as little as possible to grades.

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Basics of the Contract “B” Model

You are guaranteed a B if you:

1. attend class, be on time, and stay for the entire class (4 absences excused. 3 lates make an absense);

2. complete opening in-class activities such as quizzes, in-class writing;3. meet due dates and writing criteria for homework assignments;4. meet due dates and writing criteria for drafts, essays, and revisions; the four major

projects must all be satisfactorily completed to pass the class;5. participate in all in-class exercises and activities thoughtfully and respectfully;

give thoughtful feedback during class workshops and work faithfully in groups on other collaborative tasks (e.g., sharing papers, commenting on drafts, peer editing, group project);

6. make substantive revisions when the assignment is to revise—extending or changing the thinking or organization—not just editing or touching up;

7. write in Standard Written English. Having some punctuation, grammar, and spelling errors in informal writing assignments and early drafts will not keep you from meeting this requirement as long as the errors do not make your writing difficult to understand. However, all essays must be copyedited carefully: they must show you know the conventions of edited, revised English;

8. attend all peer reviews and conferences.

On the other hand, not upholding the contract will cause you to earn a C or lower in this class. At the end of this course, you will earn the grade that best describes your performance in this class:

A – meets all of the B contract requirements and demonstrates consistent outstanding qualities in writing including sophistication of thinking, expression, support, and organization. Work is always excellent and goes beyond the surface treatment of ideas and assignments digging down to something more expansive and questioning, to deeper layers of thought, more aggressive use of sources, and clear and/or imaginative expression.  

B – meets all B contract requirements.

C – Does not meet all B contract requirements: may miss some minor assignments (all the major essays must be turned in and satisfactorily completed), deadlines, and/or writing criteria, but, overall, work demonstrates an understanding of the requirements and an ability to achieve them. (For example: Missed 3-4 homework in in-class assignments, one essay unsatisfactory, more than 4 absences)

D – Does not meet all B contract requirements: does not do a significant amount of the work, submits work late, and/or does not meet writing criteria. (Missed 4-6 minor assignments, two essays unsatisfactory, more than 5 absences)

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F - Does not meet all B contract requirements: does not do a majority of the work or does not meet a majority of the writing criteria. Work does not demonstrate an understanding of the requirements or an ability to achieve them. 

You may schedule an appointment with me any time during the semester to discuss your standing.

This contract was adapted with the assistance of Elizabeth Rollins, based upon the following article:

Peter Elbow. "A Unilateral Grading Contract to Improve Learning and Teaching" College

Composition and Communication 61.2 (2009): 244-268.

Available at: http://works.bepress.com/peter_elbow/39

ESSAY AND HOMEWORK IN MLA FORMATAll essays must be typed and printed out. They must be prepared in Modern

Language Association (MLA) format (see The OWL at Purdue). Formatting includes 12 point Times New Roman font, double-spacing, and very specific headings. Works Cited pages must follow specific rules. We will learn the MLA format in this class, and you will be held responsible to apply it. As the instructor, I need to be precise about this because most of your other classes over the next four years of college and university will require papers in this format, and it’s my job to make certain you leave my class knowing the rules, knowing where to look up the rules, and knowing how to apply them.

Homework must be typed, in MLA format, and printed out unless the assignment states that it may be written by hand (such as in filling in graphic organizers or in some invention activities).

PRINTING POLICY The classroom printer is only for in-class assignments. You may not use the

classroom printer to print homework or essays and NEVER for other classes. You need to come to class with your essays already printed for their peer review day or due date. This requires planning ahead.

LATE WORKHomework is due at the beginning of class when it will

be collected and put away. No late homework will be accepted.Essays are due at the beginning of class, typed and

printed out, and sometimes must be submitted to turnitin.com. Essays that are late will damage the grade.

You must keep me informed with a phone call or email if you have emergency circumstances. (Additional time for

assignments may be granted in a genuine crisis such as a hospital stay or attending a funeral.)

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Active Participation* (Academic Activity) by Students: Throughout the term, students must substantively participate in such a way as to ensure successful completion of the course by the end of the term (i.e. regularly submit assignments and continue to interact with other students and the course instructor). Students must complete at least one

academic task per week/7-day period (including during the first 7 days of the course) that will serve as documented active participation. Examples include (but are not limited to): attending class during each scheduled face-to-face session participating in a class-related activity each week/7-day period such as

meeting with the instructor face-to-face in a conference completing a class-related task such as turning in an essay completing an assessment during each week/7-day period; the assessment

might address content that should have been learned to date or might be in the form of a progress self-assessment**

posting academically-related communications regarding course content on the class Facebook page

academically-participating in a discussion

Initial Participation (Syllabus version): Students who do not actively participate* (see above definition) in the class by the drop deadline will be dropped from the class. This may result in adverse financial consequences such as a change in financial aid, veterans’ benefits, other benefits related to being a full-time student. (See https://www.pima.edu/about-pima/policies/board-policies/BP-3108.html).

Continued Participation: If the student begins the course but does not actively participate* as per the above definition for 10 consecutive calendar days, the student’s record will be flagged with the Registered but Not Attending (RN) status. The College will initiate contact to determine whether the student intends to return to the course.  If the College is unable to confirm the student’s intent to return, the student will be considered unofficially withdrawn for purposes such as financial aid and Veterans’ benefits and adverse consequences may result for the student.

(See https://www.pima.edu/about-pima/policies/board-policies/BP-3103.html )

I GRADEThe “I” grade is rarely given and only in extreme circumstances if students have

completed 80% of the course. Paperwork must be filled out with a deadline and specific requirements to fulfill. The grade will turn into an “F” if not completed.

New Registration Status Definitions

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Students may see or hear about these two new registration status definitions. They are not grades but changes in their course registration based on participation in the course.

Never Attended (NA): If the student is registered for the course, but does not actively participate* as per the above definition by the drop deadline (Feb. 2), his/her registration will be converted to a Never Attended (NA) status. This status will have the effect of dropping the student from the course and causing a recalculation of the student’s enrolled credit hours.

Registered but Not Attending (RN): If the student begins the course but does not actively participate* as per the above definition for 10 consecutive calendar days, the student’s record will be flagged with the Registered but Not Attending (RN) status.  If the College is unable to confirm the student’s intent to return, the student will be considered unofficially withdrawn for purposes such as financial aid and Veterans’ benefits and adverse consequences may result for the student.

Official Withdrawal Statement(s) A student may withdraw him/herself from the class by April 9 and a grade of ‘W’ will be recorded on the transcript. It is strongly recommended that you speak with a financial aid staff member before deciding if a ‘W’ is the grade that best suits your needs and goals. Visit http://www.pima.edu/paying-for-school/financial-aid/managing-award/dropping-or-withdrawing.html to determine how dropping or withdrawing from class could impact your future as it is important for you to consider how the decrease in credits will affect your financial aid or scholarships. For example, you may be required to pay back funds to PCC and/or the U.S. Department of Education.  Dropping or withdrawing may also have a negative impact on your Satisfactory Academic Progress. Review the Standards of Academic Progress at http://www.pima.edu/new-students/register-for-classes/academic-progress.html to understand the criteria required for and consequences of official withdrawals.

If you are unable to initiate the Withdraw in time, or cannot due to some limitation; the faculty or Campus Administrator may be able to assist you, but it is not guaranteed. There are many factors that effect authorizing a “W” outside of Withdraw date and it may not be possible to award it. If you wish to check if it is possible to offer a “W” after the Withdraw date, follow these steps:

a) A printed and signed request or a request from the student’s Pima email account

b) A statement asking for a ‘W’ grade in lieu of the earned letter gradec) The student’s name and PCC IDd) The course name, CRN and semester

ATTENDANCE POLICY

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Students who attend every class ALWAYS earn better grades than students who miss classes. This course is intense. Students do best who attend class regularly. An absence will make things very difficult for you. Late work will bring your grade down. Good attendance contributes to good grades and more learning. Set yourself up for success: attend every class period. Keep in mind that what we do during class will prepare you to write your class assignments. Therefore, if life circumstances prevent you from attending class regularly, withdraw from the course and re-register when you are able to successfully complete the course.

Students are responsible to sign in for attendance every class period. Four class meetings are excused in the contract grading. 3 lates add up to an absense. More absences will bring your grade down.

CLASS CANCELLATION NOTIFICATION POLICYIf the instructor cannot attend class, the college will provide a substitute if

possible. If not, there will be a notice posted on the door, and I will make every effort to send an email notice through My Pima about the cancellation.

ADA Statement:Pima Community College is committed to providing accommodations for qualified individuals with disabilities in a timely and effective manner. To request a reasonable accommodation, students must be registered with the campus Disabled Student Resources (DSR) office.  Accommodations will be made based on eligibility determined by Disabled Student Resources. Services can be requested at any time during the semester. Requesting services well in advance will help to ensure that resources are available when needed. Please contact a DSR office at 206-6688 (West Campus), 206-5151 (Desert Vista) or DSRhelp@pima.edu.

Arizona’s Mandatory Reporting Law (A.R.S. 13-3620): Pursuant to Arizona law (A.R.S. §13-3620), College personnel, including faculty, staff, and administrators, who learn in the course and scope of their employment that a minor (defined as under 18 years of age) has been the victim of physical or sexual abuse, are required to report this information immediately to law enforcement.

Arizona’s Mandatory Reporting of Sexual Violence and/or Sexual Offenses (A.R.S. 13-14xx): Pursuant to Arizona law (A.R.S. §13-14xx) and Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistic Act; 34 CFR Part 668; College personnel, including faculty, staff, and administrators, who learn in the course and scope of their employment that an individual has been a victim of sexual violence, or is informed about an alleged sexual offence shall, as soon as possible, contact the Department of Public Safety.

Student Code of Conduct / Academic Ethics Offenses

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Pima Community College provides a safe and stimulating environment for the exchange of knowledge.  We encourage reasoned discussion, intellectual honesty, and a respect for the rights of all persons. The Student Code of Conduct provides you with information about your responsibilities as a student in regard to appropriate behavior and

respect for others in the College community. https://www.pima.edu/current-students/code-of-conduct/ and https://www.pima.edu/current-students/code-of-conduct/docs/Student-Code-of-Conduct.pdf

A student shall not:

1. Copy from another student’s test/quiz paper or knowingly allow one’s own test/quiz paper to be copied.

2. Use materials during a test/quiz that were not clearly authorized by the person giving the test/quiz.

3. Collaborate with another student during a test/quiz without permission.

4. Knowingly use, buy, sell, offer, transport, or solicit any of the contents of a test/quiz.

5. Take a test/quiz for another student or permit another student to take a test/quiz in one’s place.

6. Bribe or attempt to bribe another person to obtain a passing grade or a better grade on a test/quiz or for a course.

7. Intentionally misstate facts or events on a graded exercise or assignment in a manner that affects the grade.

8. Engage in plagiarism, which includes representing the work of another person as one’s own, including information downloaded from the Internet. The use of another person’s words, ideas, or information without proper acknowledgement also constitutes plagiarism.

9. Obtain from or give to another student unauthorized assistance on any course work.

10. Compromise instructional and test/quiz materials by acquiring, using, or providing to others unauthorized instructional and/or testing/quizzing materials.

Plagiarism:

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Brenda Spatt in Writing from Sources says plagiarism refers to “the unacknowledged use of another person’s work, in the form of original ideas, strategies, and research as well as another person’s writing, in the form of sentences, phrases, and innovative terminology” (438).

Plagiarism is intellectually, morally, and ethically dishonest. It is a violation of Pima’s Scholastic Ethics Code, and legally, it is a crime. The consequences for plagiarizing in this class are threefold:1. Your assignment will be recorded as a major contract violation. 2. The violation may prevent you from earning a passing grade in this

course, and3. You may be referred to the dean for administrative discipline.

Speak with me before turning in your assignment if you are not sure how to cite a source. A source for reading about plagiarism: http://plagiarism.org/plagiarism-101/what-is-plagiarism

Violations Other Than Academic Ethics ViolationsIn Addition to Academic Ethics, students are expected to adhere to other ethics and behavioral codes also found in the Student Code of Conduct. They include but are not limited to:A. Disruption, Assault and Related OffensesB. Tobacco, Alcohol and Drug OffensesC. Offenses Involving College IT Systems (Computers, Networks and Telephones)D. Discrimination, Harassment, and Sexual OffensesE. Offenses Involving WeaponsF. Property and Related OffensesG. Offenses Involving the Violation of a Local, State or Federal LawH. Offenses Related to Disciplinary Sanctions and ProceedingsI. Attempted Misconduct and Conspiracy Offenses

It’s like cheating at

cards!

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CLASS AND HOMEWORK SCHEDULE This is a tentative schedule and is subject to change. Updates will be given out in class, sent through Pima email, and posted on the class website.

WEDNESDAY, 01/21 IN CLASSSyllabus and Contract for BIntroductions

HOMEWORK DUE ON MONDAY, 01/26You need to purchase or rent the textbook. If you can’t get one yet, you will need to go to the library or the Learning Center to borrow their copy for your homework and figure out how to work this into your schedule because these loaner copies must be used in the room, you can’t check them out. (You can’t make up homework, so you need to figure this out now.) 1. Copy the lyrics to a song or poem that you like into a Word document. Then write a paragraph (at least 5 sentences) about why you like the song or poem and which lines speak to you the most. Is there a story behind the piece you want to tell? Consider this a warm-up exercise. It’s also practice for getting homework typed and printed out to turn in at class time. No late homework is accepted. Go to the learning center if you need to use a computer, or if you don’t know how to use a computer or Microsoft Word or how to search the internet for song lyrics and to paste them into a document.

MONDAY, 01/26 IN CLASSStandard vs. Non-Standard EnglishWhat are the features of good writing?Writing Criteria Exercise for Contract BAccessing the class facebook page: post a brief introduction

HOMEWORK DUE ON WED, 01/281. Read “Jocks vs. Pukes” by Robert Lipsyte 476-79. Write a summary of the article that includes the title, the author’s name, and direct quotations with quotation marks. Next, point out three features of

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good writing that you notice in the article and support your points with evidence, that is, how the writer does it.2. Go to the class facebook page and post your answer to today’s question in response to this article. Your post needs to be in standard English, not text-y talk. Capitalization and punctuation are required. Spell out words instead of writing OMG. The length should be 100 words or more. No late homework is accepted.Go to the Learning Center if you need to use a computer or if you need help. You need to get help if you can’t figure it out how to make a post.

WEDNESDAY, 01/28 IN CLASSDiscussion of “Jocks Vs. Pukes” 476-79MLA FormatIntroduce Project One: Narrative ArgumentIllumination by Way of Experience The Writing Process: Invention and Pre-WritingDrop/Refund/Audit Deadline is 02/02

HOMEWORK DUE ON MONDAY, 02/021. Read “Help, We’re Drowning!: Please Pay Attention to Our Disaster” by Drea Knufken 510-13. Also, look at the photos on 506 and 508. Summarize the article include the title, the author’s name, and direct quotations. Discuss how this article could fulfill our Project One assignment. Do your best to use MLA format as we learned in class. Include a Works Cited page for the article. 2. Go to the class Facebook page and post your answer to today’s question in response to this article. Your post needs to be in formal English, not text-y talk. Capitalization and punctuation are required. The length should be 100 words or more. 3. Decide on your topic for Essay One: Narrative Argument, Illumination by Way of Experience. Write a page of pre-writing. This can be free-writing, clustering, listing, outlining, brain storming, or answering questions. Reminder: No late homework is accepted.

MONDAY, 02/02 IN CLASSDiscussion of “Help!”Share essay topicsHow to punctuate dialogHow to include sensory detailThe Writing Process: Organizing and Drafting(Today is the Drop/Refund/Audit Deadline)

HOMEWORK DUE ON WEDNESDAY, 02/041. Complete a rough draft of Essay One. We will do further work on Essay One in class.2. Read either “McBastards: McDonald’s and Globalization” by Paul Feine 576-80 or “Meatless Like Me344-347, Summarize the article’s main argument, then quote your favorite sentence and say why you like it. One thing I like about “McBastards” is

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how the author really wants to hate McDonalds but has to give them credit for certain things . . . you will need to read about. What I like about “Meatless” is how he describes how touchy people get around vegetarians, like they’re afraid it will spread.3. Complete Facebook post by responding to prompt

WEDNESDAY, 02/04 IN CLASS The Writing Process: RevisingRevise in class for order, completeness, and detailsDiscussion of “McBastards” and “Meatless”

HOMEWORK DUE ON MONDAY, 02/091. Peer Review draft is due. Bring 3 copies. One for the instructor, two for partners.(You must bring copies and participate in Peer Review to fulfill Contract B.)2. Read either “Fat is an Advertising Issue” by Susie Orbach 423-27, or “How Detroit Became the World Capital of Staring at Abandoned Buildings” by Mark Binelli, 537-41. Write a summary of the article’s main argument with quotations to illustrate. Then say what you think and feel about what you read. Include a Works Cited page.3. Post on Facebook responding to the prompt about the article you studied.

MONDAY, 02/09 IN CLASSPeer Review of Narrative ArgumentThe Writing Process: Editing and ProofreadingWord choice, correctness, MLA format Discussion of “Fat” and “Detroit”

HOMEWORK DUE ON WEDNESDAY, 02/111. Complete your Edited Version of Narrative Argument and print it out for Ms. Gooden. Staple the comments from Peer Review to it.2. Read pages 1-8 slowly in Chapter 1: Analyzing Texts and Writing Thesis Statements. There will be terminology that is new to you in this chapter. “Rhetoric is the art, practice, and study of human communication.” Write (and print) one page, typed, double-spaced about the kinds of texts you encounter on a regular basis

such as ads, billboards, fliers, television shows, pop-ups. Imitate the personal narrative about “Alex” and her movement across campus and the kinds of messages she is bombarded with. What do you see as you go through your day? Where do you see these

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persuasive messages? What are they asking you to do or think? What effect does the accumulation of these messages have on your life?3. Post your response to today’s Facebook prompt.

WEDNESDAY, 02/11 IN CLASSCollect Edited Version of Narrative Argument with Peer Review comments attachedPractice Rhetorical Analysis with TV commercialsProject Two: Consumer CultureGroup up and pick a commercial to analyzeHOMEWORK DUE ON MONDAY, 02/161. Read pages 8-17. Write one page, typed and double-spaced, addressing this question: Why is it important to think critically about the messages around us? Include a quotation from the pages you just read. If we stop and think about visual and written texts, will we become more trusting, or cynical, or what? Give an example (or more than one) of a persuasive message as a case in point. 2. Write your own rhetorical analysis of the commercial your group has selected using questions from the Project Two handout. (One page.)2. Go to the class facebook page and post your answer to today’s prompt.

MONDAY, 02/16 IN CLASSWork on Power Point slides

HOMEWORK DUE ON WEDNESDAY, 02/181. Read Chapter 11: Life Online intro, pages 362-73. This includes the introduction the to the chapter, an editorial cartoon, “The Social Psychologry of the Selfie” by Christine Erickson, “Profiles from Alter Ego: Avatars and Their Creators” by Robbie Cooper and Tracy Spaight. Write one full page reflecting on what you have read about life online. Include quotations from the pages.2. Respond to the prompt posted on Facebook.

WEDNESDAY, 02/18 IN CLASS Work on Power Point slidesDiscuss Life Online articles “Selfie” and “Avatars”

HOMEWORK DUE ON MONDAY, 02/231. Read pages 373-87. This includes “Excerpt from ‘Teens, Kindness and Cruelty on Social Network Sites’” by Amanda Lenhart, Mary Madden, Aaron Smith, Kristen Purcell, Kathryn Zickuhr, and Lee Rainie, “Excerpts from ‘Social Privacy in Networked Publics: Teens’ Attitudes, Practices, and Strategies’” by danah boyd and Alice Marwick. Write one full page reflecting on what you have read about in these articles. Include quotations from the pages.2. Facebook post about the prompt provided

MONDAY, 02/23 IN CLASSPower Point Presentations!

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Discuss “Kindness and Cruelty” and “Social Privacy”

HOMEWORK DUE ON WEDNESDAY, 02/251. Revision of Project One: Personal Narrative is due.2. Read pages 388-401. This includes “I’m So Totally, Digitally Close to You” by Clive Thompson, “Online Communities 2” by Randall Munroe, and “Twitter As Newspeak” by Art Silverblatt. Write one full page reflecting on what you have read about in these articles. Include quotations from the pages.3. Respond to the prompt on Facebook.WEDNESDAY, 02/25 IN CLASSPower Point Presentations!Discuss “Digitally Close” and “Newspeak”Note: RODEO DAYS. The campus is closed on Thursday and Friday.

HOMEWORK DUE ON MONDAY, 03/021. Read the final articles in Chapter 11 on pages 402-11. This includes “From Slacktivism to Activism” by Evgeny Morozov, “Playing Games with a Conscience” by Daniel Terdiman, and “Screenshots: Games for Change” from the Games for Change website. Write one full page reflecting on what you have read about in these articles. Include quotations from the pages.

2. Respond to the prompt on Facebook.

MONDAY, 03/02 IN CLASSIntroduction to Documented ArgumentAvoiding PlagiarismSources with AuthorityLibrary Database Search

HOMEWORK DUE ON WEDNESDAY, 03/041. Decide on a topic by selecting an article from the textbook as a starting place. Write a paragraph about what you might possibly use as your topic.2. Complete your first Source Analysis using an article that you found on the library database (or elsewhere). 3. Post your response on Facebook.

WEDNESDAY, 03/04 IN CLASSFurther research on the database and GoogleBuilding a Works Cited page

HOMEWORK DUE ON MONDAY, 03/09

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Complete your 2nd and 3rd Source Analysis.Read “Avoiding Plagiarism and Documenting Sources” pages 223-227.Read “Writing with Style: Titles, Intros, and Conclusions” pages 96-101.

MONDAY, 03/09 IN CLASSIncorporating Quotations Sandwich StyleIn-text CitationsMore research

HOMEWORK DUE ON WEDNESDAY, 03/111. Read “Evaluating Your Sources” and “Conducting Interviews” pages 152-1602. 4th and 5th Analysis of Sources

WEDNESDAY, 03/11 IN CLASS - Draft your introductionSandwich paragraph

No homework! SPRING BREAK! Campus is closed for the next week!

MONDAY, 03/23 IN CLASSPoints with support and discussionHALF-WAY POINT! YOU ARE HALF-WAY TO SUCCESS! COMPLETION! LEARNING WHAT YOU NEED TO KNOW!

HOMEWORK DUE ON WEDNESDAY, 03/251. Read Planning Research Arguments Read pages 115-132. Check out Constructing a Research Log Box on pgs 119-120, this might be useful.2. Complete at least 3 paragraphs of your Research Project including the Introduction and thesis to share in class with a partner

WEDNESDAY, 03/25 IN CLASSWriting in classThesis workshopDraft outline

HOMEWORK DUE ON MONDAY, 03/30 Complete two pages of your draft

MONDAY, 03/30 IN CLASS

HOMEWORK DUE ON WEDNESDAY, APRIL 1

WEDNESDAY, APRIL 1 IN CLASS

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HOMEWORK DUE ON MONDAY, APRIL 61. Peer Review Draft is due. Print 3 copies.2. Reading TBA

MONDAY, APRIL 6 IN CLASSPeer Review Conference Sign-UpBrief Introduction to Project 4

HOMEWORK DUE ON WEDNESDAY, APRIL 8Conference Version of Documented Argument is due for Ms. Gooden.

WEDNESDAY, APRIL 8 IN CLASSFurther Introduction to Project 4Conference Sign-UpNote: April 9 is Student Withdrawal deadline

HOMEWORK DUE ON MONDAY, APRIL 13Select your topic for Project 4. Read up on the organization and issue you have chosen.

MONDAY, APRIL 13 IN CLASSConferences(Research quietly in class)

HOMEWORK DUE ON WEDNESDAY, APRIL 15Contact the organization you have chosen regarding an interview and filming on location.

WEDNESDAY, APRIL 15 IN CLASSConferences(Research quietly in class)

HOMEWORK DUE ON MONDAY, APRIL 20Write interview questions.

MONDAY, APRIL 20 IN CLASSRefining the Documented Argument.In class writing on Project 4.

HOMEWORK DUE ON WEDNESDAY, APRIL 22Get an interview appointment time.Draft of Project 4.

WEDNESDAY, APRIL 22 IN CLASS

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In class writing on Project 4 and page layout

HOMEWORK DUE ON MONDAY, APRIL 27Get that interview completed!Revised Documented Argument is due.

MONDAY, APRIL 27 IN CLASSCollect Revised Documented ArgumentDraftingPage Layout

HOMEWORK DUE ON WEDNESDAY, APRIL 29Complete your draft of Project 3.

WEDNESDAY, APRIL 29 In ClassContinued Peer Reviews and optional conferences.

HOMEWORK DUE ON MONDAY, MAY 4Peer Review Draft is due. Bring 3 copies.

MONDAY, MAY 4 IN CLASSPeer Review of Project 4.Editing mini-documentary

HOMEWORK DUE ON WEDNESDAY, MAY 6Revise Project 4 essay

WEDNESDAY, MAY 6 IN CLASSEdit mini-documentary

HOMEWORK DUE ON MONDAY, MAY 11Project 4 essay is due.

MONDAY, MAY 11 IN CLASSPresent mini-documentaries!

HOMEWORK DUE ON WEDNESDAY, MAY 13Write a page with advice to future 101 students about ways to succeed in this course, or any advice in general about college.

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WEDNESDAY, MAY 13 IN CLASSPresent mini-documentaries!

HOMEWORK DUE ON MONDAY, MAY 18Write a description of your writing journey this term. What were the bumps along the road? Where did you get lost in the woods (or the burbs)? Where was your greatest landmark?

MONDAY, MAY 18 (Last Class Meeting)Party!Essays returned!Collect Self-Evaluation

Grades are due from instructors: Thursday, May 21 (They should post within 2 days on My Pima.)

HAPPY SUMMER!

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Acknowledgment of Syllabus/Agreement to Contract for a B

Please sign and return the following for WRT 101-(Circle your class)

CRN 12498 Meeting at 1:10 - 2:25 pm

CRN 14339 Meeting at 2:40 - 3:55 pm

Commitment to Success:What grade do you plan to earn in this course? ______

What days will you study, and where will you study?

How long will you devote to this course per week ? (You should spend at least 2 hours for every hour of classtime)

Where and how will you access a computer on a regular basis?

Name the obstacle that you fear that will obstruct your success in your studies:

Suggest one way that you could get rid of this obstacle in your studies:

Students: Initial each of the following to which you agree.____ I have received my syllabus, which includes the course objectives,

contract, policies, requirements and schedule. ____ I understand the contract for a B. ____ I have no objection to receiving phone calls from the instructor at

my home phone number.____ I have no objection to receiving phone calls from the instructor at

my cell phone number.____ I have no objection to receiving email from the instructor on my

personal email address.

Student information:

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Name: (please print)___________________________________________________

Signature:___________________________________________________________

Home phone/ Cell phone:_____________________

Email address: (other than MyPima) _______________________