Gustavus Adolphus
College

Minnesota Board of Teaching
Program Approval 2006

ENG 212 - Intermediate Composition

 

Instructor:  Dr. Rebecca Taylor            Class Location: VH 303                      

Office: 315 Vickner                           

Phone: x7392                                      Email: rtaylor@gac.edu

Office Hours: M, T, F 2:30-3:30 (and by appointment)                      

 

 

English 212 is an intensive, process-based writing course.  In ENG 212, you'll learn to analyze context, purpose, audience, and genre--all components of the rhetorical situation-- in order to make appropriate choices when you write.  The course requires you to generate several academic genres, including the argumentative essay and the precis.  The course emphasizes multiple drafts and revision, peer response, and the student's responsibility for final editing. The course also has a broader goal: to examine the connections between the act of writing and the notion of "the public good."  All of the course readings will help us think about the ways that groups and individuals use written communication to explore and express ideas, and to effect change, both in public opinion and public policy. At the end of the course, you'll work in small groups to identify an issue that affects the public good of the Gustavus community; in turn, you and your group will draft a textual campaign to help change public opinion.

 

The WRITI Course

ENG 212 is a writing intensive, or WRITI, course.  As such, you can expect to write often, formally and informally, and to revise before your work receives a grade.  Peer response is a major component, and you’ll consider the comments of peers and professor when you revise. All formal work will be graded by the portfolio method; informal work and editing exercises will be graded separately.  Please note that your portfolio must be complete--with drafts of all formal assignments and the final cover letter--in order for you to pass the course. All work should be documented according to MLA style as discussed in Andrea Lunsford's Everyday Writer. Finally, please note that all drafts of your work should be submitted both electronically and on paper; this helps to facilitate class workshops.

 

Required Texts

·       Critical Inquiries, ed. Jacqueline Jones Royster

·       Everyday Writer, Andrea Lunsford

 

 

Formal Portfolio (60%): A portfolio is a collection of your best work, fully revised and edited, accompanied by a self-reflective letter.  That letter introduces readers to the work, describes the revisions you have made throughout the semester, and analyzes the portfolio's contents.  The portfolio must include rough and final drafts of all formal assignments.  You will not receive grades for that formal writing until you turn in the portfolio at the end of the course. You will, however, receive regular feedback from me (as well as your peers) throughout the semester.  All rough drafts will have specific due dates.

 

Informal Writing (15%): Informal writing assignments include reader response papers, precis, and parodies or imitation exercises.  I will collect informal writing regularly throughout the course.  Each piece is worth 10 points; at the end of the term, your total will constitute 15% of your final grade.

 

Collaborative Project and Presentation (15%): In groups of three, you'll tackle an issue or problem facing our campus and plan a strategy for influencing public opinion using written discourse.  You'll present your campaign and sample written texts at the end of the semester.  Each individual group member will also submit an evaluation of the group's efforts.

 

Participation and Preparation (10%): Your P&P grade is based on several criteria: 1) Rough drafts turned in on time; 2) peer response participation; 3) daily preparation for small and large group activities; 4) discussion leading; 5) presentation of examples of effective, annoying, or provocative piece of writing.  I'll provide a sign-up sheet during the first week of the semester for relevant activities. 

 

 

Attendance and Late Papers

The collaborative nature of many assignments and activities makes it impossible for students to “make up” work following an absence.  Consider these policies carefully:

 

1.     Your final grade will lower by one third for every class hour missed over three.  I do not make distinctions between excused and unexcused absences.   Please don't ask me to do so.

2.     If you do not complete a rough draft on time, I reserve the right not to comment on that rough draft.  Moreover, since peer response workshops are scheduled regularly throughout the semester, if you do not bring rough drafts on designated due dates, you cannot receive full credit for participating in peer response.   No late rough drafts, please.

3.     Informal writing assignments lose one point for every day that they are late.  After three days, I will not accept the assignment.  If your work must be late due to medical or family emergency, and you discuss that emergency with me, simply turn in your work as soon as you return to class after your absence (no penalty).

4.     You can "take a late" on one of your informal writing assignments one time, no penalty.  On the due date, simply submit a slip of paper with your name, "take a late," and the date you propose to turn in the work.

 

Plagiarism and Academic Dishonesty: Plagiarism involves representing the ideas and/ or words of another writer as your own.  The Gustie Guide puts it this way:  "Presenting someone else's intellectual output as your own is plagiarism and is not acceptable academic conduct" (68).  Please cite the sources that you quote directly or paraphrase; you may need to cite summarized material as well.  Plagiarism can result in failure of this course.  It will certainly result in failure of the assignment at hand.  Please note also that I document all cases of suspected plagiarism and submit them to Dean Mark Braun.  According to the Gustie Guide, multiple instances of academic dishonesty can result in academic probation or even dismissal from the College (68).  Please see me if you have questions about your writing in this regard.

 

Resources for Students with Disabilities

If you have a physical disability, a learning disability, or another condition that requires accommodations, please let me know during the first week of class so that your learning needs may be met appropriately.  You will need to provide documentation of your disability to the Advising Center (204 Johnson Student Union).  All discussions will remain confidential.  I encourage you to take advantage of this support.

 

The Writing Center

At the Writing Center, peer tutors can help you to clarify your thinking, structure your papers, develop evidence, hone your style, and practice self-editing skills. The Writing Center is not a proofreading service. Call x6027 for hours or visit the Writing Center web site:

http://gustavus.edu/writingcenter/

 

 

 

Please note that dates are subject to change.

 

RR= Reader Response               P/I=Parody or Imitation                P=Precis

 

Topic: The Rhetorical Situation

 

M 2/10  Introduction

 

W 2/12  Thoureau, Hooks; defining terms               

 

F  2/14  NO CLASS: ATTEND CAMPUS CONVERSATION 

 

Topic:  Voice and Genre

 

M 2/17  Lopez, Kingsolver, Tapahanso; RR#1 due

 

W 2/19  Morrison, Sandburg; Group One leads discussion

 

F 2/21  Allen, Kincaid; P/I #1 due

 

Topic:  Evidence and Appeals

 

M 2/24   Carson, Williams (from chapter 6), Foreman; P #1 due

 

W 2/26  WORKSHOP: Introduction to peer response

 

F 2/28   Rough draft assignment one due (bring copies)

 

Topic:  Writing Workshop

 

M 3/3   Analyzing your writing process (in class writing--turn in as an informal assignment)

 

W  3/5   Writing Workshop: Effective Introductions (bring packet of readings)

 

F   3/7   Planning revision one  (in-class writing; counts as P#2)

 

Topic:  Integrating Other Writers' Voices

 

M 3/10  DeCrevecoeur, Douglass; discuss Assignment Two; RR#2 due

 

W 3/12 Whitman, Hughes, Mckay; Group Two leads discussion

 

F  3/14   Integrating quotations

 

M 3/17  Jefferson, Stanton, Combahee River Collective; P/I #2 due

 

W 3/19   Rough draft assignment two due (bring copies)

 

F 3/21   Writing Workshop: Evidentiary Paragraphs

 

Topic:  Revision as Re-thinking

 

M 3/24  Lazarus, Aldrich, Busia, Dunaway; RR#3 due

 

 

W 3/26 Writing Workshop: Global Revision

 

F   3/28  Planning revision two

 

3/29-4/6  SPRING BREAK

 

M 4/7   Kingston, Jordan

 

W  4/9 Anzaldua; P #3 due

 

F  4/11  Writing Workshop: Local Revision

 

Topic: Intensive Revision

 

M  4/14  Writing Workshop:  Editing for Conciseness

 

W  4/16   NO CLASS:  SCHEDULE REVISION CONFERENCE WITH DR. TAYLOR

 

F  4/18    EASTER RECESS          

 

Topic: Writing Workshop

 

M 4/21   EASTER RECESS

 

W 4/23  Rough draft assignment three due (bring copies)

 

F   4/25  Writing Workshop: Conclusions (bring packet and drafts of essays one and two)

 

Topic: Approaching Argument

 

M 4/28 U.S. Dept. of Health, "What are the Leading Health Indicators?" 

 

W 4/30  MAY DAY (class meets 11:30-12:00); discuss collaborative presentations

                       

F   5/2  Silverstein and Perlick, Chernin, Menninger; P/I #3 due

 

M 5/5   Highberg, Lassell, Lorde: Group Four leads discussion

 

W 5/7  Bush, Garrett

 

F  5/9  Rough draft assignment four due (bring copies)

 

Topic:  The Gustavus "Good"

 

M  5/12  Portfolio cover letter assigned

 

W  5/14  Presentation work day

 

F   5/16  PRESENTATIONS

 

M   5/19  PRESENTATIONS

 

W  5/21  final portfolio due for graduating seniors; course evaluations

 

EXAM DAY: Final portfolio due Saturday, May 24 by 3:30 p.m.