Fall 2015English Composition I with Workshop

ENGL 070-L18 and ENGL 111-L18, 8:30-9:50amENGL 070-L16 and ENGL 111-L16, 10-11:20am

Mon. (H-118), Tues. (S-350), Wed. (H-118), and Thurs. (S-350)

Instructor Name: Dr. Karen GaffneyOffice Location: S-337Mailbox: Somerset, 3rd floorEmail Address: karen.gaffney@raritanval.edu (Email is the best way to reach me.)Office phone: 908-526-1200 ext. 8293Office hours: Mon., Tues., Wed., and Thurs., 11:30-12:30, and by appointment

Catalog Description for English Composition I: Prerequisites: Grade of A in ENGL 050 or ENGL 060, grade of B in ENGL 050 or ENGL 060 with corequisite of ENGL 070, or appropriate score on placement test. English Composition I is the first in a two-course composition sequence. The central purposes of English Composition I are to develop critical reading and thinking skills and to write thesis-driven, text-based essays. The course takes a process-oriented approach to writing that incorporates prewriting, drafting, reviewing, and revising. Students in English Composition I learn basic research skills and apply them to at least one text-based research essay.

Catalog Description for English Composition I Workshop: Prerequisite: Grade of B in ENGL 050 or Minimum grade of C in ENGL 060 or appropriate score on placement test; Co-requisite: Each section of this course is linked to a single section of English 111. English Composition I Workshop is linked to English Composition I and is designed to enhance that course for students who need support in reading/writing. It takes place in a word processing lab where students are coached in structured ways to use the computer as a tool to improve reading and writing skills with an emphasis on process. The combined English Composition I and English Composition I Workshop sections allow students to work on English Composition I reading and writing assignments in a way that is paced, encourages full comprehension of the reading, and provides guidance during revision.

Additional Information:This 6-credit course combines English Composition I and English Composition I Workshop. The English Composition I aspect of the course is fully integrated into the Workshop so that it will feel like one course. You have to enroll in both courses together, and if you withdraw, you must withdraw from both. If you get a D or higher in the course, you will get a letter grade for English Composition I and a Pass for English Composition I Workshop. If you fail the course, you will get an F in both courses. The 6 credits for this combined course mean 3 credits of college level English plus 3 credits that apply to your status as part time or full time but not to graduation. 

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Required Texts: There is one required book for this course, and it’s important you have it for the entire

semester (either purchased, rented, or borrowed). The book is in paperback and available at the college bookstore. If you are on Financial

Aid, make sure you contact that office about a book voucher. If you cannot get the book right away, then you are still responsible for doing the

required reading, and for that purpose, the book is on reserve at the RVCC library (you can ask for it at the Circulation desk). However, the book cannot leave the library. You can check it out and read it inside the library and photocopy it there, too. (Please make sure you bring copies of the reading to class if you’re using this backup system.) Just keep in mind the library reserve book should only be used to get you started; it is not a semester-long solution. You need to have your RVCC ID with you in order to check out books on reserve at the library.

Graff, Gerald, Cathy Birkenstein, and Russel Durst, eds. They Say I Say with Readings. 3rd ed. New York: Norton, 2015. Print. (Please make sure you get the 3rd edition and that it says “with readings.”)

o Cost at the college bookstore (per the course schedule website): Buy, new: $54.50 Rent, new: $32.70

Note about Required Books:If you buy or rent your books from the college bookstore, make sure you are aware of the refund, buyback, and rental policy. Your English instructor will likely encourage if not require you to annotate, underline, and/or highlight your text. You are still able to do all of these activities, even if you rent the book or want to sell it through buyback. The store’s policy states that “Writing, highlighting and underlining are acceptable” when it comes to buyback and rented books. You should check with the bookstore for more information, including problems that do impact the book’s value.

Other Learning Materials: Multiple ways to back up your work on a computer because computer problems are not

an appropriate excuse for handing a paper in late. If possible, a flash drive would be very convenient. (Otherwise you’ll need to save your

work by emailing it to yourself as an attachment.) A notebook (any kind) for class notes. A folder for each of the following (total of 3):

Syllabus, assignments, and other handouts Submission of out-of-class essays All of your returned work (including Critical Reading activities and summaries, in-

class essays, and out-of-class essays)

Course Learning Outcomes:Writing: Students will be able to:

1. write clearly, grammatically and fluently with focus and continuity in standard American English in out-of-class and in-class writings.

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2. exhibit the ability to organize information in order to develop and support a main idea in both in-class and out-of-class papers.

Reading:Students will be able to:

3. identify thematic connections among and between various texts.4. explicate readings carefully in both written work and during class discussion and/or

group work.

Information Literacy: Students will be able to:

5. access, evaluate, and use information effectively and ethically at an introductory level.6. compose and revise essays using responsible documentation and research.

IDEA Objectives:Above you’ll see the specific learning outcomes unique to this course. Below, you’ll see more general objectives that are used when we ask students to report their progress in the course. Toward the end of the semester, you may be asked to fill out a survey in which you identify the level of progress you’ve made on these objectives. It’s important that you understand these objectives from the beginning of the semester so you can keep them in mind throughout the course.

Developing skill in expressing oneself orally or in writing Learning to analyze and critically evaluate ideas, arguments, and points of view Learning how to find and use resources for answering questions or solving problems Acquiring an interest in learning more by asking questions and seeking answers

Required Course Work: Out of Class Essays : These four essays are completed on your own time, and you’ll be

required to submit both a rough draft (for peer review and feedback from me) and a final draft that you revise based on that feedback. All of these deadlines are listed in the syllabus, and you’ll receive assignment instructions for each essay. Essays should follow the assignment guidelines.

o Rough drafts and final drafts are due at the beginning of class.o When a rough draft is due for an out-of-class essay, three copies of the rough draft

must be brought to class, one for me and the rest for the peer workshop. If you miss this class, arrive late, come to class without your draft, or do not participate in the peer workshop, then that essay’s grade will be dropped a full letter grade, and you will lose the opportunity to revise. An exception might be made due to an emergency; if that occurs, email me as soon as you can. An emergency does not include a computer problem; you need to back up your work in multiple places to avoid losing it.

o When the final draft is due for an out-of-class essay assignment, if it is late, the essay’s grade will be dropped a full letter grade for every day (that’s every single day, not every class meeting) a final draft is late. An exception might be made due to an emergency; if that occurs, email me as soon as you can. Again, an emergency does not include a computer problem.

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o Revisions: You have the option of revising out-of-class Essays 1, 2 and 3. You can revise as few or as many of these essays as you would like. To take advantage of this option, you must meet all of the following criteria for that particular essay:

Come prepared to the peer workshop for that essay Submit that essay on time Submit your revision with your original essay

o Revisions are due no later than the last day of class, but you may submit them earlier. Please let me know if you want help revising.

In-Class Essays : There are five in-class essays throughout the semester, including the final in-class essay, given on the last day we meet in the lab. Of the first four in-class essays, your best two will count toward your final grade, and the lowest two will be dropped. You’ll write them during class time on the computers when we meet in the lab. You’ll need to have your textbook with you for the first four in-class essays and the final reading packet for the last one, but you won’t be able to refer to the web or other materials. If you have an accommodation due to a disability and you would like to use the Testing Center and receive additional time, you must share the official RVCC accommodation letter with me before the in-class essay so that I can make arrangements for you. In addition, make-up in-class essays will only be given if you have a documented emergency.

In-Class participation : Your participation grade will be based on a rubric (in WebStudy) that emphasizes: being on time and present, using technology appropriately, coming to class prepared and referring to materials appropriately, respecting your peers and the classroom environment, participating in class activities, listening actively, and participating in whole class discussion. Come to class ready to share your ideas, and don’t be afraid to ask questions.

o Use of technology unrelated to the course (via cell phones, tablets, laptops, etc.) can negatively impact your participation grade. Cell phones should be turned off for the duration of class (not just to vibrate but with the sound completely off). You should not use class time to talk to someone on your cell phone, listen to someone, check your voicemail, send a text, check your texts, etc. Doing so will negatively impact your participation grade in the course.

If you have a personal situation where you need to keep your phone on to receive an emergency call or text, let me know at the beginning of class, and your grade will not be affected.

You are strongly discouraged from using a laptop or other device to take notes, though there are situations where this is appropriate. In general, though, I discourage such use because research shows that students learn better when they take notes by hand rather than on a laptop, everyone has trouble resisting multi-tasking when on a device and multi-tasking impairs learning, and other students sitting near a student on a laptop are distracted by the computer use and their learning is impaired. (I’ve posted articles about this research in WebStudy if you want to see more information.)

Using a device (including the computers in our class lab) for non-class purposes like Facebook, surfing the web, online shopping, emailing, chatting, etc. is not allowed, and doing so will negatively impact your participation grade in the course.

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o Class Participation will be graded in WebStudy 7 times (once every 2 weeks) throughout the semester.

Homework : A variety of homework assignments will be given. These include Critical Reading Questions, thesis statements, rough drafts, etc., which are assigned as listed in the syllabus. Your homework grade will be based on a rubric (in WebStudy) that emphasizes following the assignment directions carefully and thoroughly, submitting homework on time, and writing in standard academic English with few errors. While I will record your homework grades and return homework to you on an ongoing basis, your Homework will be graded in WebStudy 7 times (once every 2 weeks) throughout the semester.

WebStudy Forum on Making Connections : There will be three of these WebStudy assignments throughout the semester, one due at the end of each month (September, October, and November). Each monthly assignment will provide you with the same instructions, and you’ll be asked to pick something that you saw or observed that was not required reading or viewing for class but rather that you noticed on your own and that you think relates to the course. Please don’t disclose anything too personal. You’ll need to share it with the class via a Forum post and explain the connection. If it’s an article, youtube video, website, or something else online, you can post a link in your Forum post and then describe how you think it relates to our course and what made you decide to post it. If it’s a conversation you overheard or participated in or something you witnessed or noticed (where no link is available), then take a few sentences to summarize it. Then, either way, describe how what you chose relates to the course and what made you decide to post it. You should write, at minimum, one paragraph.

o In addition to posting this original post by the end of each month (by 11:59pm on the last day of the month), you’ll also need to respond to a minimum of two peers by the end of the first week of the following month (by 11:59pm on the seventh day of the next month). In this response to a peer, you should write at least a few sentences where you give feedback about what the other person posted.

o All posts should follow the conventions of academic English. Late posts will not be given any credit. In order to get full credit, you need to follow the directions and meet the deadlines. My goal is for this assignment to help build community within the class and also to help you make connections between the course and the “real world.”

Grading Policy:English Composition I requires:

1. 25 pages of text-based, graded writing2. 4 out-of-class essays of 4-8 pages3. 5 in-class timed essays (including the final in-class essay)4. One out-of-class essay involving text-based research5. A common departmental final in-class essay synthesizing 2 or more texts6. Requirement that at least 80% of the student’s final grade be derived from graded essays:

50% of the final grade should be out-of-class essays, 30% should be in-class timed essays, and 20% a combination of participation and homework.

7. Class preparation and participation

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The grades you receive towards the end of the course are weighed more heavily than the grades you receive at the beginning of the course:

Out-of-class essays: 50% (total) Essay 1: 5%Essay 2: 10%Essay 3: 15%Essay 4 (Research essay): 20%

In-class essays: 30% (total)Your best 2 in-class essays out of 4: 7.5% eachFinal in-class essay: 15%

In-Class participation (work done in class, aside from in-class essays): 8% Homework (completed outside of class): 9% WebStudy Forum on Making Connections: 3%

Note: In order to pass the course, all four out-of-class essays must be submitted. In addition to the 6 hours spent in the classroom and computer lab, you should anticipate

that success in English Composition I with Workshop will require at least another 6 hours of work outside of class every week.

Grading Scale:97-100: A+93-96: A90-92: A-87-89: B+83-86: B80-82: B-

77-79: C+73-76: C70-72: C-67-69: D+63-66: D60-62: D-59 and below: F

Note: RVCC allows for the final course grades of: A (90-100), B+ (87-89), B (80-86), C+ (77-79), C (70-76), D (60-69), and F (59 and below). (A “D” or above is considered passing, but a C is generally needed to transfer.)

WebStudy:WebStudy is the online platform that RVCC uses for online courses and to supplement in-person courses. This course will use WebStudy in several important ways. First, it will be the place where you can check your grades and get feedback about your work in the course. From the “Grades” feature, you’ll be able to see a grade, a rubric, and comments for out-of-class essay assignments, timed in-class essay assignments, in-class participation, homework, and Forum assignments. It will be your responsibility to check your grades and feedback on a regular basis. Second, WebStudy is a place you can go to get a backup copy of important documents from the course (like the syllabus and out-of-class essay assignments) as well as to find additional supporting materials. Third, you will post a few items to the WebStudy Forum on Making Connections.

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Attendance Policy:Students are expected to attend all classes, laboratories, and clinical sessions for every course in which they are enrolled. To accommodate students’ reasonable personal situations that might prevent them from attending classes, each student is entitled to absences amounting to the equivalent of one week’s class time in a semester. Any absence in excess of this standard can prevent students from achieving the course learning outcomes as evaluated by the instructor.

Attendance means more than just being present in class. It means that you are prepared and participate in each class. Being prepared includes completing all homework that is assigned (including reading), taking part in class activities (such as discussion, group work, peer review), having your essay drafts (rough and final) on the day they are due, and maintaining a positive learning environment (being on time for class, using technology appropriately).

Students have the option to withdraw themselves from courses up until November 13, 2015. Instructors cannot withdraw students, so students need to take that responsibility themselves.

Successful students attend class consistently. Missing two weeks’ worth of class means that you’re missing critical class time spent on strategies that will help you develop your critical reading, writing, and thinking skills. If you miss that many classes, either consecutive or not, or if you are consistently late to class, you will not be able to pass the class. Exceptions will only be made under extraordinary circumstances. If you are struggling, please talk to your professor and take advantage of the resources the college offers, including the Academic Support Center and Advising & Counseling.

Classroom Etiquette:As stated in the Student handbook, the College has a Code of Student Conduct. It states: “Faculty members have the authority to take actions which may be necessary to maintain order and proper conduct in the classroom. Students whose behavior disrupts the class will be subject to removal and may be charged with a violation of the Code of Student Conduct. Code of Conduct charges will be investigated by the Assistant Dean of Student Services. If the student behavior presents a concern for immediate safety of the student or members of the community, the student may be suspended until a hearing is held.”

Plagiarism Policy: The Student Handbook states the following:

Raritan Valley Community College requires independent, honest work on the part of its students, and students are expected to conduct themselves with scholarly integrity. Each confirmed incident of academic dishonesty, cheating or plagiarism must be reported by the faculty member, in writing, to the Dean of Academic Affairs.

Examples of plagiarism include, but are not limited to:1) Copying answers from a textbook to submit for a grade.2) Quoting text or other works without citation when requested by the faculty member to present one’s own work.3) Submitting a paper or essay obtained from a term paper service or taken from the Internet.

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4) Submitting a paper or report written by another student, a spouse, or a colleague as one’s own.5) Submitting another student’s project, essay, research paper, or computer program as one’s own.6) Submitting a paper wholly or in substantial part using the exact phrasing of source material.7) Submitting a paper closely paraphrased from source material, where the original source material is simply edited with perhaps minor word changes occurring.8) Submitting a paper closely paraphrased from source material, splicing together sentences from scattered segments of the original.

RVCC email: Every student automatically receives an RVCC email account. You must access this email account; otherwise, you will miss crucial college information, like your grades. If I need to reach you, I will email you at your RVCC account, so please check it frequently. Faculty are not supposed to communicate with students via personal email, only college email. Don’t forget that passwords need to be updated periodically. You should have received a G-number as well as information about your password when you enrolled. If you do not have this information, visit the MIS office as soon as possible.

Academic Support Center:The Academic Support Center offers free drop-in tutoring, educational software, reference materials, quiet space to study and more, all designed to help students succeed. The hours are:

Monday-Thursday: 9:00am-8:00pm; Friday: 9:00am-3:00pm; Saturday: 10:00am-2:00pmThe Academic Support Center is located on the Lower Level of Somerset, room S020, and their extension number is 8393.  You can find more information about them in your RVCC Student Handbook and their website at http://www.raritanval.edu/academicsupport.

Reasonable Accommodation:Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course MUST provide documentation of accommodations from the RVCC office of Disability Services in the College Center. No accommodations will be made without this documentation.

The successful student will: Show up in class ready to learn: be on time and plan to listen carefully and attentively Become familiar with the campus and the locations of key departments, services, and

facilities School is your job, so take it seriouslyHere’s to your success!

Daily schedule: The following schedule is a general guideline, and it is subject to change. The reading and writing assignments must be done for the day on which they are listed. Always bring They Say I Say to class. Always bring your folder with your syllabus and other class handouts and your folder of returned work.

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Assigned readings listed below appear in They Say/I Say (abbreviated TSIS). Note that there are two different types of material you’ll be reading in TSIS. Anything before page 205 is the “how to” of writing. Anything on page 205 and after is an actual reading, a previously published essay written by a person or organization. Whenever you are asked to do a “Critical Reading Step” assignment, that only applies to the “readings” portion of the book (page 205 and after). In-class essays are listed as such; all other essays are out-of-class.Wed., Sept. 2

Introduction to the course and to each other After class, please test out your G# and password in Lion’s Den. If you don’t

remember your password or it doesn’t work, please go to MIS (Help Desk, 1st floor of Somerset) today so you have a working G# and password for Thursday’s class in the computer lab

Begin to discuss student success and advice from former students

Thurs., Sept. 3

Bring your G# and password Discuss any remaining questions you have about the syllabus Brief introduction to Lion’s Den, Lion Mail, and WebStudy Diagnostic writing exercise

Mon., Sept. 7

College closed for Labor Day

Tues., Sept. 8

Read TSIS, “Introduction” (1-14) Read TSIS, “Chapter Twelve: ‘I Take Your Point: Entering Class Discussions”

(163-166) Receive chart that describes Critical Reading Steps Receive Pre-Reading Sheet for Addison (begin in class)

Wed., Sept. 9

Read TSIS, Chapter One: “‘They Say’: Starting with What Others Are Saying” (19-28)

Read TSIS, Liz Addison, “Two Years Are Better Than Four” (255-258) Bring Pre-Reading Sheet filled out for Addison (Critical Reading Step 1)

Thurs., Sept. 10

Read TSIS, Chapter Two: “‘Her Point Is’: The Art of Summarizing” (30-40) Read TSIS, Chapter Three: “‘As He Himself Puts It’: The Art of Quoting” (42-

50) Read TSIS, Chapter Fourteen: “‘What’s Motivating This Writer?’: Reading for

the Conversation” (173-183)Mon., Sept. 14

Read TSIS, Chapter Four: “Yes/No/Okay, But”: Three Ways to Respond (55-67) Read TSIS, Sanford J. Ungar, “The New Liberal Arts” (226-232) Complete all 5 Critical Reading Steps for Ungar (bring Step 1: Pre-Reading

Sheet filled out; bring TSIS with annotations for Steps 2 and 3; bring Step 4: Identifying An Author’s “They Say” and “I Say” sheet filled out; bring Step 5: typed summary)

Prepare for In-Class Essay #1 in classTues., In-Class Essay #1 (make sure you bring TSIS)

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Sept. 15 You’ll type your in-class essay directly on the computer, and you’ll be able to use TSIS. You will need to print it out and submit your essay before leaving class.

Wed., Sept. 16

Read TSIS, Gerald Graff, “Hidden Intellectualism” (264-270) Complete all 5 Critical Reading Steps for Graff (bring Step 1: Pre-Reading

Sheet filled out; bring TSIS with annotations for Steps 2 and 3; bring Step 4: Identifying An Author’s “They Say” and “I Say” sheet filled out; bring Step 5: typed summary)

Receive and discuss out-of-class Essay #1 Assignment

Thurs., Sept. 17

Read TSIS, Charles Murray, “Are Too Many People Going to College?” (234-253)

Complete all 5 Critical Reading Steps for Murray (bring Pre-Reading Sheet filled out; bring TSIS with highlights or underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary)

Mon., Sept. 21

Read TSIS, Chapter Five: “‘And Yet’: Distinguishing What You Say from What They Say” (68-75)

Read TSIS, Freeman Hrabowski, “Colleges Prepare People for Life” (259-262) Read TSIS, Michelle Obama, “Bowie State University Commencement

Speech,” (285-294) Complete all 5 Critical Reading Steps for Hrabowski and Obama (bring Pre-

Reading Sheet filled out; bring TSIS with highlights or underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary)

Tues., Sept. 22

Read TSIS, Mike Rose, “Blue-Collar Brilliance” (272-283) Read TSIS, Chapter Six: “‘Skeptics May Object’: Planting a Naysayer in Your

Text” (78-90) Complete all 5 Critical Reading Steps for Rose (bring Pre-Reading Sheet filled

out; bring TSIS with highlights or underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary)

Wed., Sept. 23

Bring a typed, working thesis for Essay #1 Create outline in class

Thurs., Sept. 24

Bring revised thesis and outline (bring it electronically) We will work on writing your first support paragraphs in class

Mon., Sept. 28

Bring 3 printed copies of your draft of Essay #1 for peer workshop (see syllabus policies and assignment instructions for more info)

Tues., Sept. 29

Bring your draft in an electronic form Discuss how to write Introduction and Conclusion Read TSIS, Chapter Eleven: “‘He Says Contends’: Using the Templates to

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Revise” (139-159)Wed., Sept. 30

Instead of meeting as a class, meet with me individually in my office to discuss your essay.

End of the month reminder about WebStudy Forum on Making ConnectionsThurs., Oct. 1

Bring your draft in an electronic form Discuss how to write the Works Cited page and do In-Text Citation (MLA)

Mon., Oct. 5

Essay #1 due (see syllabus policies and assignment instructions for more info)

Tues., Oct. 6

Read TSIS, Kevin Kelly, “Better than Human: Why Robots Will—and Must—Take Our Jobs” (299-312)

From now on, you need to complete Critical Reading Step 1 (Pre-Reading) on your own, but you are no longer required to submit a Pre-Reading sheet. You still need to complete Critical Reading Steps 2-5 like before (bring TSIS with highlights or underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary). (Complete this for Kelly.)

Wed., Oct. 7

Read TSIS, Nicholas Carr, “Is Google Making Us Stupid” (313-328) Complete Critical Reading Steps 2-5 for Carr (bring TSIS with highlights or

underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary).

Thurs., Oct. 8

No class meeting today Read TSIS, Clive Thompson, “Smarter than You Think: How Technology Is

Changing Our Minds for the Better” (340-360) Complete Critical Reading Steps 2-5 for Thompson by regular class time By 11am today, respond to the WebStudy Forum assignment for Thompson

(this will involve reading the question in the Forum and posting a one-paragraph response); by midnight, respond to at least one peer (see WebStudy Forum for details)

Bring the Steps 2-5 for Thompson to class on Thursday

Mon., Oct. 12

Read TSIS, Brooke Gladstone and Josh Neufeld, “The Influencing Machines” (330-338)

Complete Critical Reading Steps 2-5 for Gladstone and Neufeld (bring TSIS with highlights or underlining and annotations; bring Identifying An Author’s “They Say” and “I Say” sheet filled out; bring typed summary).

Tues., Oct. 13

In-class Essay #2 (don’t forget to bring TSIS to class) You’ll type your in-class essay directly on the computer, and you’ll be able to

use TSIS, but no other books or notes. You will need to print it out and submit your essay before leaving class.

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Wed., Oct. 14

Receive and discuss out-of-class Essay #2 Assignment Read TSIS, Chapter Seven: “‘So What? Who Cares?’: Saying Why It Matters”

(92-100) Read TSIS, Chapter Eight: “‘As a Result’: Connecting the Parts” (105-118)

Thurs., Oct. 15

Bring a typed, working thesis for Essay #2 (bring it electronically) Create an outline for your paper in class

Mon., Oct. 19

Bring 3 printed copies of your draft of Essay #2 for peer workshop (see syllabus policies and assignment instructions for more info)

Tues., Oct. 20

Bring your draft in an electronic form

Wed., Oct. 21

Instead of meeting as a class, meet with me individually in my office to discuss your essay.

Thurs., Oct. 22

Bring your draft in an electronic form

Mon., Oct. 26

Essay #2 due (see syllabus policies and assignment instructions for more info) Receive and discuss out-of-class Essay #3 Assignment

Tues., Oct. 27

Start watching documentary in class

Wed., Oct. 28

Read TSIS, Chapter Nine: “‘Ain’t So/Is Not’: Academic Writing Doesn’t Mean Setting Aside Your Own Voice” (121-128)

Read TSIS, Chapter Ten: “‘But Don’t Get Me Wrong’: The Art of Metacommentary” (129-137)

Finish watching documentary in class

Thurs., Oct. 29

In-class Essay #3 (don’t forget to bring TSIS to class) Unlike with previous in-class essays, from now on, you’ll be writing about new

essays that we will not talk about in class You need to read the following essays (in TSIS) for today’s in-class essay (that

you’ll type at the computer, like always): Read TSIS, Michael Pollan, “Escape from the Western Diet” (420-426) Read TSIS, Mary Maxfield, “Food as Thought: Resisting the Moralization of

Eating” (442-446) Read TSIS, Marion Nestle, “The Supermarket: Prime Real Estate” (496-505) Note: The essay assignment will ask you to write about two of these three

readings (you choose which two). From now on, I am only collecting Step 5 (the summary). However, I strongly

urge you to take responsibility for deciding which parts of Steps 1-4 work well for you and continue to do them. Incorporating the most effective parts of these steps for you into your normal reading practice will help you be successful in college.

Bring summaries (Step 5) of Pollan, Maxfield, and Nestle. (The summaries

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should be separate, but they can be on the same paper.) Note that you cannot use these summaries during your writing of In-Class Essay #3.

End of the month reminder about WebStudy Forum on Making ConnectionsMon., Nov. 2

Read TSIS, David H. Freedman, “How Junk Food Can End Obesity” (506-537) Bring summary (Step 5) of Freedman

Tues., Nov. 3

Work in class on preparing for Essay 3 Election Day: Don’t forget to vote!

Wed., Nov. 4

Bring in a typed, working thesis for Essay 3 Bring whatever pop culture you’re working on (whether it’s a magazine or a

dvd or know how to find it online)

Thurs., Nov. 5

       Bring revised working thesis and working outline for Essay 3 If you didn’t get a chance to share your pop culture yesterday, bring it today

Mon., Nov. 9

Bring 3 printed copies of your draft of Essay #3 for peer workshop (see syllabus policies and assignment instructions for more info)

Tues., Nov. 10

Bring your draft in an electronic form Receive and discuss out-of-class Essay #4 Assignment Receive Research Topic Sheet for Essay #4

Wed., Nov. 11

Instead of meeting as a class, meet with me individually in my office to discuss your essay

Thurs., Nov. 12

Bring your draft in an electronic form Discuss Works Cited and In-Text Citation (MLA)

Mon., Nov. 16

Essay #3 due (see syllabus policies and assignment instructions for more info) Meet in the library’s computer lab for introduction to research Bring Research Topic Sheet filled out Bring Essay #4 Assignment

Tues., Nov. 17

Bring Research Topic Sheet (make changes from yesterday as needed) Bring any sources found so far In class, find a scholarly journal article relevant to your paper

Wed., Nov. 18

No class meeting today Work independently to prepare for Thursday’s In-Class Essay #4 using handout

distributed in class

Thurs., Nov. 19

In-class Essay #4 This in-class essay will focus on the scholarly journal article you are using (so

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make sure you bring it) and the essay from TSIS that you are using, so make sure you bring that as well. You won’t be able to refer to your summaries while you write your essay, but you should refer to the articles, so the more effectively you annotate the scholarly journal article and TSIS article, the easier this assignment will be for you.

Submit your summary (Step 5) of your scholarly article at the beginning of class, along with the handout that guided your preparation for the in-class essay.

Mon., Nov. 23

Bring summaries (Step 5) of each of your other 3 required sources Bring working thesis for Essay #4

Tues., Nov. 24

Bring revised working thesis for Essay #4 (bring electronic version) Bring working outline for your Essay #4 (bring electronic version) Bring all of your sources to class so you can start writing if you have not

already started.Wed., Nov. 25

No college classes are held today

Thurs., Nov. 26

Happy Thanksgiving!

Mon., Nov. 30

Bring one printed copy of the draft you have so far

End of the month reminder about WebStudy Forum on Making ConnectionsTues., Dec. 1

Bring your draft in an electronic form

Wed., Dec. 2

Bring 3 printed copies of your draft of Essay #4 for peer workshop (see syllabus policies and assignment instructions for more info)

Thurs., Dec. 3

Bring your draft in an electronic form Bring your actual sources so we can do the Works Cited page together and

discuss In-text Citation Receive packet of readings to prepare for Final In-Class Essay

Mon., Dec. 7

Instead of meeting as a class, meet with me individually in my office to discuss your essay

Tues., Dec. 8

Bring your draft in an electronic form

Wed., Dec. 9

Bring one printed copy of your draft Bring any last-minute questions about Essay #4

Thurs., Dec. 10

Final In-Class Essay (In-Class Essay #5) Note: you will be given a packet of readings a week before the final that the final will focus on.

Mon., Dec. 14

Essay #4 due (see syllabus policies and assignment instructions for more info) Informal student presentations of Essay #4 Optional revisions due

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