ENGL 1113: Principles of English Composition IFall 2015

William January Office: 349 Gittinger Hallwwjanuary@ou.edu Office hours: T 10:30-12p, W 2-3:30p

and by appointment Sections:ENGL 1113-059 MWF 10:30-11:20am PHSC 0119ENGL 1113-060 MWF 9:30-10:20am BURT 0119 Course Overview:In English 1113 students develop a rich and complex understanding of how writing isconstructed for various contexts and audiences. Through reading and writing aboutliteracy practices and studying conventions of writing in fields or communities they hopeto enter, students will develop a rich vocabulary to use in discussions of literacy broadlyconceived (reading and writing as arising from and inflecting the social context) and incritical thinking about their own writing. The development of such a vocabulary hasproven to enhance writing expertise as well as the ability to transfer writing strategiesand assess conventions for new writing contexts. Throughout the course, students willlearn to discuss and plan writing projects, collect and analyze writing from academicdisciplines and the public sphere, and create a multimodal composition that preparesthem to generate writing outside of traditional alphabetic and textual modes. English 1113concludes with a multimodal composition project that builds on earlier work andshowcases that knowledge for new audiences. Objectives for 1113:

➢ Use research (including personal writing/reflection, reading, interviewing,observation, and analysis of primary documents) to investigate their own andothers’ literacy experiences

➢ Produce texts in inquiry-based genres appropriate for subject matter, audience,purpose, and context

➢ Articulate a multifaceted understanding of literacy by integrating evidence frompersonal experience and extensive research

➢ Read critically and evaluate a diverse range of texts and articulate how features(such as claims, evidence, organization, verbal and nonverbal elements, etc.)function for different audiences and situations

➢ Apply strategies for generating ideas for writing, planning, drafting, andorganizing material

➢ Employ a range of strategies to revise drafts and ideas based on feedback frominstructor, peers, and others

➢ Provide appropriate, engaged feedback in response to peers’ texts➢ Articulate their own strengths as readers, writers, and learners as well as areas for

development➢ Produce writing that adheres to conventions (including content, organization,

format, and documentation style) and remains free from errors that detract frommeaning

Required Texts and Materials:Course materials will be posted on D2L or handed out in class.

Required Texts and Materials:Course materials will be posted on D2L or handed out in class. Informal Writing (IW):I will often assign informal activities that ask you to practice processes and strategies youwill need to complete the major writing projects. These activities should be clearlylabeled with the date, activity, and your name. We will either use these assignments as apoint of class discussion or I will collect them (or both). You can lose points if we utilizeIW in class and your assignment is not complete. When I do collect your IW assignments,I will respond to your writing and indicate how many points you have earned (between 1and 10). As the IW assignments are in place to help you practice writing, reading, andthinking processes, I will be assessing your efforts, level of detail, and depth of insightrather than focusing on mechanics per se. If you spend time and thought on the IWassignments, you can easily earn 10/10 points. Participation:The interactive nature of this course means that we rely on one another to learn. Engagedparticipation not only requires that you are present and on time to class, but that youactively engage one another and the course material. You are responsible for attendingand contributing to class discussion (asking questions, adding comments, sharingideas/observations). You will lose participation credit for absences, tardiness, incompleteassignments, and/or failing to pay attention and engage in class activities (for example,texting, sleeping, doing work for another class, zoning out, etc.). Tardiness Policy:As this class requires collaboration and engagement in class discussions and group work,arriving to class on time is essential. If you are more than 5 minutes late to class you willbe counted as tardy. After your third tardy, each subsequent tardy will be counted as anabsence. If you know you will be late to class regarding an appointment or other conflict,please inform me beforehand. Cell Phones, Laptops, and Other Electronic Devices:Please have cell phones off and put away. If, after a warning, a cell phone or other deviceremains a distraction, you will be asked to leave the classroom and counted absent for theday. Laptops and tablets will be allowed, provided they do not become a distraction. The Writing CenterMany universities have a writing center, a place for students, faculty, and staff to meetand talk about writing. The Writing Center here at OU is a resource I, as a writingconsultant myself, encourage you to use. As a writer you will want to seek feedback frommany different readers at any stage in the process and for any course you are taking. Wecan coach, guide, and collaborate with you as you brainstorm, outline or draft yourwriting assignments. You can make an appointment (online or by phone) and you can drop in whenever theyare open. I urge you to visit the web site or talk with me for more information: http://write.ou.edu Course Policies Late Work:Assignments are due on the day they are listed on your syllabus and will be turned in viaD2L before the beginning of class, in some cases you will be required to bring a hardcopy to class as well. If you are absent on the day the assignment is due, the assignmentmust still be turned in via D2L before the start of class. Late work is stronglydiscouraged.

D2L before the beginning of class, in some cases you will be required to bring a hardcopy to class as well. If you are absent on the day the assignment is due, the assignmentmust still be turned in via D2L before the start of class. Late work is stronglydiscouraged. If you dealing with extenuating circumstances you may request an extension no later than48 hours before the assignment is due. If an extension has not been requested or wasdenied, each day an assignment or paper is late will result in a deduction of one lettergrade. If you have questions or concerns regarding due dates or extensions, please talkwith me as soon as possible. Revision Policy:You will be able to revise one paper during the semester, except for the final paper. Youwill have one week after papers are graded to meet with me and devise a revision plan.The revised paper is due within a week of receiving your paper back. The revision paperwill be graded individually and both papers will then be averaged. This is the onlyrevision that will be allowed. Revision is built into the class in the form of peer reviewand drafts and I will expect you to take advantage of the resources that are structured intothe class. There are also outside resources such as the OU Writing Center, which arepowerful tools for revising. Grade Breakdown:Participation 10%Homework Assignments 10%Literacy Narrative 20%Literacy Profile 20%Literacy Case Study 20%Multimodal Composition/Presentation 20% Release Statement:The policies and schedule of this class are subject to change at the instructor’s discretionand according to the needs of the class Major Paper Due Dates:Literacy Narrative September 18Literacy Profile October 16Case Study November 16Multimodal Justification & Presentation Final exam class period Important Dates: Fall Semester 2015:August 28 Last day to add a courseSept. 4 Refund on dropped courses until this dateSept. 7 Labor Day Holiday – No ClassNov. 25-29 Thanksgiving Holiday – No ClassDec. 14-18 Finals Week Departmental and University Policies: Accessibility StatementDisabilities can be visible and invisible, and I am dedicated to creating an inclusiveclassroom environment. If you have a disability, or think you may have a disability, Iencourage you to contact me so we can work together to develop strategies for yoursuccess. The Disability Resource Center (DRC) provides support for students withdocumented disabilities, and you can contact them at drc@ou.edu or 405-325-3852. Youmay contact DRC without notifying me if you would prefer to keep your disabilityconfidential. Academic IntegrityThe Provost’s website (intergrity.ou.edu) provides the definitions of academic integrity,plagiarism, collusion, and cheating that are used by all instructors, in all courses at the

Academic IntegrityThe Provost’s website (intergrity.ou.edu) provides the definitions of academic integrity,plagiarism, collusion, and cheating that are used by all instructors, in all courses at theUniversity of Oklahoma. Each student is individually responsible for accessing, reading,and understanding these definitions, and for conducting him-or herself in accordance withthe highest standard of academic integrity. Any concepts you do not fully understandneed to be cleared up with your instructor before you submit any work for a grade. The most common violation of academic integrity in First-Year Composition courses isplagiarism, which the Provost has defined as:

1. Copying words and presenting them as your own writing.2. Copying words (even if you give the source) without indicating that they are a

direct quotation by enclosing them in quotation marks.3. Copying words and then changing them slightly or substituting synonyms (even if

you give the source).4. Presenting someone else’s ideas as your own, even if you change the wording.

It is also a violation of academic integrity to submit the same work for more than onecourse, unless you have the express permission of both instructors. Violations of academic integrity carry penalties up to and including expulsion from theuniversity.Important note regarding contestation of misconduct: In the event of plagiarism, the instructormay charge the student with either an admonition or an academic misconduct charge. Any studentwho receives an admonition can contest it. To do so, the student must contact the StudentConduct Office within 15 regular class days after receiving the admonition. Any student whoreceives the charge can deny the charge through an appeals process. AttendanceStudents are allowed three (3) unexcused absences per semester in a course that meetsthree times a week, or two (2) in a course that meets twice a week. The penalties formissing more than that are as follows:

Penalties for Unexcused Absences2x/week Course 3x/week Course Penalty

3 4 1 letter grade5 7 2 letter grades7 10 Automatic F

Three (3) unexcused tardies= 1 unexcused absence Student Athletes and others engaged in Provost-approved activities must notify theShould you have to miss class, you must inform the instructor of the reason for theabsence ahead of time and arrange to complete all coursework in a timely fashion. Meeting for Final ExaminationAll First-Year Composition courses must meet for their final examination periods. Thetime for your final for this class is:

ENGL 1113-059: Wednesday, December 16, 2015; 8-10am at PHSC 0119 ENGL 1113-060: Tuesday, December 15, 2015; 8-10 am at BURT 0119

Retention of Graded PapersThe English Department require instructors to collect all graded major writingassignments by the end of each semester, and keep them until the grade challenge periodfor that semester has passed.

It is the policy of the University to excuse absences of students that result from religiousobservances, Provost-approved activities, and legally required absences (such as militaryservice and jury duty) and to provide without penalty for the rescheduling of examinationsand additional required coursework. (Faculty Handbook)

assignments by the end of each semester, and keep them until the grade challenge periodfor that semester has passed. Campus Resources: OU Writing Centerhttp://www.ou.edu/writingcenter/

325-2936Disability Resource Center

http://www.ou.edu/drc/home.html325-3852

Goddard Health Centerhttp://goddard.ou.edu/

325-4611OU Health Services:

Counseling Serviceshttp://goddard.ou.edu/counselingservices.html

325-2911First-Year Composition Office

www.ou.edu/fycGittinger Hall, Room 122325-5927

OU Cares325-0841

oucares@ou.edu

*Homework Schedule*

Readings and essay assignments are due on the date at which they are listed. Assignmentsto be turned in are indicated in boldface type. *Note: This schedule is subject to change at the instructor’s discretion and according tothe needs of class.

*Note: This schedule is subject to change at the instructor’s discretion and according tothe needs of class.-------------------------------------------------------------------------------------------------------------------Week 1 (week of Aug. 24) Introduction to First Year Composition M Course introduction W Finish reading the course syllabus.

Read Barton and Hamilton “Literacy Practices” posted on D2L using the active reading strategies discussed in class.

F Review Barton and Hamilton. Brainstorm personal encounters with literacy

practices in community and life, and bring a list of 3-5 literacy practiceswith you to class on Friday. Week 2 (week of Aug. 31) M Bring an artifact that members of the literacy practice in which you

participate use or produce. For example, if you engage withscrapbooking, you could bring a scrapbook that you have created.

Discuss Unit 1 paper assignment sheet. W D2L post over Digital Archives of Literacy Narrative, Maribel Gaytan’s“My

Bilingual Education.” F Type up your individual practice profile. Week 3 (week of Sept. 7) M Labor Day - No Classes W Continue collecting artifacts/examples of your chosen literacy practice that

could be used for references/examples in your upcoming narrative andbring to Friday’s class. F Complete a draft of the literacy narrative introduction and submit to D2L

dropbox. Week 4 (week of Sept. 14) M Submit rough draft of literacy narrative by Saturday, Sept. 12 at 5:00 pm.

Bring a hard copy or electronic copy of rough draft for in class peer review. W Bring a hard copy or electronic copy of updated draft for in class peer review. F Final draft of literacy narrative due at 11:59 pm.

Bring a hard copy or electronic copy of polished draft for in class peer review.Review of writing assignment sheet and peer editing exercise.

Week 5 (week of Sept. 21) M Reflect on Unit 1. Introduce Unit 2. W Read Roozen’s “Journalism, Poetry, Stand-up Comedy and Academic

Literacy: Mapping the Interplay of Curricular and Extracurricular LiterateActivities” from the bottom of page 11 to near the bottom of page 18. Whenreading this article pay special attention to how Roozen discusses Charles’ literate

W Read Roozen’s “Journalism, Poetry, Stand-up Comedy and AcademicLiteracy: Mapping the Interplay of Curricular and Extracurricular LiterateActivities” from the bottom of page 11 to near the bottom of page 18. Whenreading this article pay special attention to how Roozen discusses Charles’ literateactivities both within and outside of the classroom. Use the following questions toguide your reading:

• What are a few of the differences Charles experienced when writing forhis high school newspaper vs. his Rhetoric 101 class?

• What is the turning point for Charles in his Rhetoric 101 course? In otherwords, when does Charles start to connect with the material fromclass?

• In what ways was Charles able to merge his previous literacyexperiences with his experiences in Rhetoric 101?

F Read Roozen’s “Journalism, Poetry, Stand-up Comedy and Academic

Literacy: Mapping the Interplay of Curricular and Extracurricular LiterateActivities” from the bottom of page 18 to the top of page 26. Postapproximately 150 words to the discussion board regarding the following:

• What non-academic literacies do you have that you could incorporateinto your academic literacies/career?

Week 6 (week of Sept. 28)M Explore websites for academic disciplines/professions of interest – come to

class with and post to the D2L discussion board:• 3 disciplines/professions you find interesting• What kinds of reading and writing do you think happen in this

discipline?• What aspects of reading and reading in this discipline/field would you

like to learn more about?• Choose 1 discipline and list at least two people in that discipline who

seem like someone you may want to interviewAnswers should be approximately 150 words.

(FYI: Need to complete your interviews by the Monday of Week 7) W Conduct independent research online or in library to find tips/do’s and don’ts of

conducting/participating in interviews. Pick at least three tips and in a D2LDiscussion Board Post of at least 150 words, discuss yourfamiliarity/unfamiliarity with these tips and how these tips can help in your ownprimary research. Also, choose a discipline/profession you would like to study,and begin narrowing down individuals within the discipline you would like tointerview. (FYI: Need to complete your interviews by the Monday of Week 8)

F Develop a list of at least 5 questions to use in class on Friday to use ininterviewing your

fellow classmates regarding their academic and non-academic literacies, how theyconnect, and how they diverge. Upload this list to D2L discussion board beforenext class, and bring a hard copy of this list to class with you on Friday.

Week 7 (week of Oct. 5) M Conduct the following:

• choose a discipline to study• draft 5-8 interview questions designed to learn about the literate

practices of a person in a specific discipline• contact 3-4 potential individuals within chosen discipline to interview• upload draft/revision sample email to D2L discussion board.

• contact 3-4 potential individuals within chosen discipline to interview• upload draft/revision sample email to D2L discussion board.

W Begin conducting interviews by the end of next week, Friday, October 9,

2015 F Post a status update of your research progress on the appropriate D2L

discussion board (approximately 100 words), noting challenges, solutions,interesting discoveries, surprises, etc. The discussion post should also includethe text-based interview questions they created with their group today.Continue conducting interviews and collecting pertinent artifacts/sources.

Week 8 (week of Oct. 12) M Bring a 3 page rough draft of Literacy Profile to class. Peer review the

first half of Literacy Profile essay W Bring full rough draft of Literacy Profile to class. Peer review full draft of

Literacy Profile essay F Bring a print copy of a draft they wrote for either Unit 1, 2, or 3 to thenext class,

and post this draft to the D2L discussion board.Final review of Literacy Profile essay. Essay due by 5 pm.

Unit 3 Case Study DUE: November 13Unit 4 Multimodal Justification & Presentation DUE: Final exam period