English 101: Composition as Critical Inquiry

Meeting Times

Section 012

MWF 9:00AM – 10:00AM

STV 250G

Section 021

MWF 11:00AM – 12:00PM

STV 250A

Instructor: Ryan Edel, Ph.D.

Office Hours

MWF 10:00AM – 11:00AM

and By Appointment

STV 422J

Contact the Instructor

E-mail Ryan via ISU: rjedel

E-mail Ryan via 12Writing

Quick Links

Schedule

Week 1 – First Quarter

Week 4 – Second Quarter

Week 8 – Third Quarter

Week 12 – Fourth Quarter

Project Details

Project 0

Project 1

Project 2

Project 3

Policies

Attendance

Deadlines

Course Focus

Respect

Library Liaison

Christine Fary

Office Hours:

Wednesday 1:00-2:30pm

Milner 426A

ENG 101 Library Guide

Request a Research Consultation

Textbooks

GWRJ: Grassroots Writing Research Journal, Issue 8.1, ed. by Joyce Walker, available from the campus bookstore.  Students are required to purchase this text and bring it to class on the days we discuss GWRJ articles.

The majority of assigned texts will be hyperlinked from the online syllabus, and these readings may be supplemented with handouts.  Additionally, the following online textbooks will be regularly referenced:

Attendance

Daily attendance is a major requirement for success in this course.  I will take attendance each day.  Each student is permitted two “sick day” absences – you are however still responsible for completing any missed assignments, and I will mark zeros on assignments missed due to absence.  For each absence after two, I will subtract 3% from your final grade.  However, if you have 8 or more unexcused absences, this will result in an automatic failure of the course, per the ISU Writing Program guidelines.

Exceptions to this policy include illness, family emergency, and ISU-sanctioned student activity (e.g. marching band, athletics.)  In these cases, please contact me as soon as possible to let me know, and then we will discuss appropriate make-up work.  In the event that you do have excused absences, the excused absences will automatically count toward your “sick day” absences.

Please note that employment hours will not count as excused absences.  Please notify your employer of your class schedule.  If your supervisor schedules you for class time, please let me know.  You may also feel free to provide your supervisor with my cell phone number.  If I don’t hear from them, I’ll be happy to call them myself.

Deadlines

Project deadlines

The syllabus lists milestones and due dates for the major projects, typically on a Friday.  For these projects, the deadline is midnight of that day.  If you require additional time, please request an extension via e-mail by the day before (Thursday).  If no work is submitted and no extension is requested, I may subtract up to 10% from project work for each day late.  The lost points will ONLY apply to the section of your project due that particular day, not the entire project.  In cases of emergency (such as illness or family emergency) I will not impose a grade penalty – instead, we will work out a new deadline based on circumstances.

Regular Assignments

For the readings and “regular” assignments, those are to be read or completed before class time on the date listed.  In general, I don’t accept late assignments unless there’s an extenuating circumstances (such as illness or a family emergency.)  Most days, we will have classroom activities directly tied to the reading assignments – if you don’t complete the reading in time for these activities, then you will have missed an opportunity to fully appreciate these activities.

Digital Accounts

This course will rely heavily upon online tools and resources, and I will set aside class time to ensure everyone can access key online resources.  At a minimum, you will be required to have a Google Drive account, and you will need access to several Kindle Samples from Amazon.  To keep textbook costs down, you will not be required to purchase any texts through Amazon – you are, however, expected to make arrangements to read the assigned samples.  Google Drive and Kindle Samples can both be accessed on campus library computers with internet.

About the Course

English 101 centers upon our habits of writing, the genres we use for expression, and our audiences.  To remember this, think “Author, Artifact, Audience.”  I know, artifact seems a strange term to describe writing, but the written part of your writing is just that – an artifact.  Words on a page, video on a screen – language that has been carved into stone.  It’s the solid evidence of how authors communicate with audiences.

But communication, by its very nature, is messy.  You say one thing, but people read it another way.  Or your friends know what you mean before you even say it.  Artifacts alone cannot tell the whole story.  But sometimes, artifacts are all we have.  A resume, a cover letter – a future employer might see nothing else about you.  Unless they check your Facebook profile.  And then decide that the one picture you took on that one day is the one picture that sums up your entire life.  (Hopefully it was a good one?)

We’ll use two models to address how texts fit within society.  The first, Cultural-Historical Activity Theory (CHAT) identifies the processes of production, dissemination, and perception that affect our understandings of writing.  The second model is the Rhetorical Triangle of ethos, pathos, and logos (frequently referred to as “traditional rhetoric.”)  Through these models, you’ll come to understand why we use different styles of writing when we use different genres.

Focus: Rhetoric and the American Experience

For this section of English 101, we will draw many of our in-class examples from American political discourse, moving from 1776 to the present.  We’ll be considering how social forces and writing technologies have affected (and been affected by) texts from the Declaration of Independence to Twitter.  This will be a broad survey intended to indicate the varieties and complexity of rhetorical texts, and we will discuss the ways in which these texts have shaped our own individual American identities.  The goal is not to “define” America, but rather to go beyond our own preconceptions, to understand that every text can be interpreted in different ways, often depending upon who’s reading it and why.  From these lessons, you will learn ways to better compose your own texts, and I will provide each of you with individual feedback to help you become a more effective writer in the genres of your choice.

Respect Is Essential

During this course, we will be addressing some uncomfortable topics.  It is very likely that not everyone in the class will share the same beliefs, and that members of our class will hold a variety of perspectives regarding the topics we discuss.  In this, respect is crucial.  I will respect everyone’s right to hold an opinion, and I will not grade assignments based on whether or not I agree with your opinion.  Instead, I grade assignments based on how well you are able to articulate a perspective and then support your writing with evidence.  It is my job to (1) expose all of you to a variety of perspectives, (2) provide you with research tools to gather and evaluate evidence, and (3) provide guidance to help you better express your thoughts through writing.

As a member of this class, you will be expected to also treat your classmates with a high level of respect.  Disagreement is certainly okay – we don’t all need to think and feel the same things.  (In fact, that would be counterproductive – a key part of learning is understanding the differences in how individuals view the world.)  However, we cannot have behaviors that forces some students into silence.  Name-calling, abusive language, and threats of any kind will not be tolerated.  Also, we cannot have writing that is specifically designed to “hurt” someone.  I don’t mean that all writing should be “happy” – in fact, much of the readings I assign still leave me uncomfortable, and addressing this discomfort is a part of learning.  However, I will not allow writing that aims to denigrate another person’s humanity, that denies another student the right to an opinion, or that threatens harm to another person.  Violation of these standards may lead to removal from the course and/or a report to appropriate university officials.

Assignments

This course is divided into an introductory unit (“Project 0”) followed by a project about any topic you’d like to write about (Projects 1, 2, and 3.)

Daily Assignments (15%)

These are the regular assignments drawn from our assigned readings.  Quizzes, reading responses, and in-class activities are a key part of learning the course concepts.

Project 0: Applying CHAT to Rhetoric (20%)

In this collaborative project, you and your group members will choose a single document or set of documents somehow related to American history.  Then, using CHAT and the Rhetorical Triangle, you’ll discuss how this document came to be written and its cultural impact.  Your goal is to gather quotes that define each of the CHAT terms, and then apply these terms appropriately to describe your selected document.  See More about Project 0 – P0 Grading Rubric

Project 1: Genre Research (40%)

In this individual project, you’ll choose a genre related to any topic you like.  I highly encourage genres that you yourself either enjoy or plan to use in a future career – Facebook, recruitment posters, websites, and texting are some of the many genres I’ve seen discussed.  You’ll research the conventions of this genre, make a list of 40 quotes from ten sources, and then outline strategies to weave your research into a cogent discussion.  Using your prepared materials, you’l then write 2,500 words (10pp) explaining your genre, providing appropriate source citations to support your points.  This is also an excellent project to revise and then submit to the Grassroots Journal.  See More about Project 1

Project 2: Multimodal Expression (15%)

Following your research project, you’ll produce examples of the genre you’ve researched, and then produce a visual “how to” guide for audiences unfamiliar with your genre.  PowerPoint, YouTube, and Tumblr feeds are among the successful choices I’ve seen for this project.  See More about Project 2

Project 3: Writing Program Assessment Portfolio (10%)

Our capstone to the course is a portfolio that illustrates what you have learned during the semester.  How has the course changed your thoughts on writing?  What surprised you about the genre you’ve researched?  You will pull all your projects together into a single folder, both regular assignments and your works from Projects 0, 1, and 2.  You are expected to provide at least 750 (3pp) words of discussion regarding your learning, and this should be interspersed with quotes and/or images taken from your prior works.  I encourage the use of margin comments to better highlight which parts of your texts taught you the most.  See More about Project 3

Writing Program Assessment (10%)

The last week of class, we’ll be taking part in the Writing Program Assessment Surveys.  These surveys are designed to assess how well the course is teaching you the key skills of genre analysis.  These are designed as in-class activities – if you cannot be present, you MUST notify me beforehand so we can make arrangements for you to take part.

Final Grades

Final grades will be determined according to the following scale:

90 to 100%  =  A

80 to 89%        =  B

70 to 79%        =  C

60 to 69%        =  D

Below 59%  =  F

Guide to the Schedule

Week

#

Writing Skills Focus

Discussion and Exploration

Monday’s Date

to

Friday’s Date

Readings/Assignments

In-Class Activities

Monday

This is the homework due on Monday.  Any readings or assignments listed here need to be read before class time.  I’m generally lenient about assignment deadlines – if you haven’t done the work, I’d rather have you in class than absent.  However, earning an A or B in the course will require you to do your work on-time.

This is what we’ll talk about in-class on Monday.  To keep up, you’ll need to have already completed the homework in the box to the left.  Most quizzes will be listed here, although “pop” quizzes are possible from time-to-time.

Wednesday

This is Wednesday’s homework.  Same instructions as for Monday.

Same as above.  Just note that “pop” quizzes are somewhat more likely on a Wednesday, especially if it looks as if not enough students did the reading for Monday.

Heartland Students: Wednesday Workshop Due Monday (2 days ago) at Midnight.

Friday

Many of our major projects are due on Fridays, and we’ll dedicate part of Friday to discussing the Grassroots articles (GWRJ).

Semester Schedule

Week

1

Introduction: Unit “Zero”

CHAT and Rhetoric

8/21/2017

to

8/25/2017

Representation of Texts

Readings/Assignments

In-Class Activities

Monday

No Homework for today.  It’s only the first day.  The first readings are for Wednesday.

Syllabus

James Hamblin: The Eclipse Conspiracy

Accessing Amazon Kindle Samples

“Welcome to Rhetoric: Social Media Filter Bubbles”

Wednesday

Tyler Kostecki: Understanding Language and Culture with Cultural Historical Activity Theory

Backpacks vs. Briefcases: Steps Toward Rhetorical Analysis by Laura Bolin Carroll

What are your social media habits?  How do we study our habits?

Create Google Account

Submit Google Drive E-mail

Friday

Sydney Ybarra: “Transmedia Storytelling” (GWRJ 39)

Week

2

Social Contexts of Texts

Plagiarism

8/28/2017

to

9/1/2017

Ethos, Activity, Socialization

Readings/Assignments

In-Class Activities

Monday

Steven D. Krause: Quoting, Paraphrasing, and Avoiding Plagiarism

Klass: “My Words

Martin: “How Senator John Walsh Plagiarized

Rutenberg and Parker: “Senator Accused of Plagiarism Admits Errors

To what degree do texts represent their authors?

Project 0 – Consider Your Interests

Project 0 Guidelines

Wednesday

Composing the Anthology: An Exercise in Patchwriting by Christopher Leary

Video: Jefferson Writes the Declaration of Independence

Video: The Duality of Thomas Jefferson

U.S. Declaration of Independence

Project 0 Group Matchups

Question: Does plagiarism apply to the Declaration of Independence?  Or is it more like retweeting?  Or more like Leary’s “patchwriting”?

Friday

Grassroots: Sarah Lyons, “To Judge a Book by Its Cover” (93)

Project 0: Secondary Sources

3 sources per person

Secondary sources give an overview of your genres and topics.

Week

3

Citation and Primary Sources

Legacies of Texts

9/4/2017

to

9/8/2017

Logos as Representation

Readings/Assignments

In-Class Activities

Monday

Labor Day: No Class

Tuesday

Due at Midnight: 250-word write-up on your Project 0 thoughts.  Click Here for More Details.

Wednesday

What is Academic Writing by L. Lennie Irvin

Elizabeth Cady Stanton and Lucretia Mott: The Declaration of Sentiments

James M. Lindsey: Remembering Ho Chi Minh’s 1945 Declaration of Vietnam’s Independence

Ho Chi Mihn: Declaration of Vietnam’s Independence

Friday

Project 0 Milestone

Due Monday 9/11 at midnight: Submit Project 0 Sources to Google Drive:

Second Quarter

Week

4

Research Writing

Argument and Process

9/11/2017

to

9/15/2017

Ethos, Pathos, Activity

Readings/Assignments

In-Class Activities

Monday

[start the Jones article first – watch the Stewart video when Jones mentions it.]

Rebecca Jones: Finding the Good Argument OR Why Bother with Logic?

Video: Jon Stewart on Crossfire

Schedule Group Meetings

P0 Sources Due at Midnight

Wednesday

Zemliansky: Chapter 2: Research Writing as a Process

Friday

ISU: NO CLASS TODAY

Project 0 Milestone

Seven Sections, 4 examples each

Guidelines

GO TO GROUP MEETINGS

Week

5

Evaluating Secondary Sources

“Seeing” the Civil War

9/18/2017

to

9/22/2017

Reception and Representation

Readings/Assignments

In-Class Activities

Monday

Wikipedia Is Good for You!? by James P. Purdy

Wikipedia: Emancipation Proclamation (view all the images first, then read the article for context)

Representations of Composition:

Writing the Emancipation Proclamation

Reading the Emancipation Proclamation

Wednesday

Zemliansky: Chapter 3 – Research and Critical Reading (Introduction)

Finish as much of Project 0 as you can before class – we’ll be reviewing these materials and your last-minute questions.

Librarian Visit

Friday

Project 0 Due

Week

6

Scholarly Sources

Narrating Civil Rights

9/25/2017

to

9/29/2017

Activity, Ecology, Trajectory

Readings/Assignments

In-Class Activities

Monday

Zemliansky: Chapter 3 – Key Features of Critical Reading

Emancipation Proclamation:

Introducing Project 1

Question: Before this class, what did you think the Emancipation Proclamation said?  Where did you learn that?  What genres influenced this?

Wednesday

Zemliansky: Chapter 3 – From Reading to Writing

Michael Coulter: MLK’s Dream and the Declaration of Independence

Dan Amira: 15 Things You Didn’t Know about “I Have a Dream”

WBEZ: Long lost speech helped inspire Dr. King’s Dream 

Question: Does plagiarism apply to “I Have a Dream”?  (Think back to the Declaration of Independence.)

CHAT and Ecology: When You Don’t Have Infinite Time.

Clarence B. Jones: “Remembering the First Draft of ‘I Have a Dream’”

Friday

Grassroots: Gabrielle Litwiller, “Genre Subversion” (9)

Moved to Next Week:

P1 Milestone: 3 secondary Sources about your genre, 10 quotes

P0 Participation Survey

Martin Luther King CHAT Activity

Project 0 Grading Rubric

Week

7

Finding Sources

Helen Hunt Jackson

10/2/2017

to

10/6/2017

Pathos, Reception, Socialization

Readings/Assignments

In-Class Activities

Monday

Zemliansky: Chapter 3 – Strategies for Connecting Reading and Writing

Biography of Helen Hunt Jackson

Helen Hunt Jackson: The Cheyenne (from A Century of Dishonor)

J. Weston Phippon: Kill Every Buffalo!

Writing Activity: Project 1 Brainstorm

MLK Worksheet Activity: Cultural Impacts on Writing

Discussion on Helen Hunt Jackson: Intro to Academic Articles

Wednesday

Valerie Sherer Mathes: Helen Hunt Jackson and the Campaign for Ponca Restitution, 1880-1881

Question: How did “social media” work in the days before computers?  How did Jackson use social connections to promote her activism?

Friday

Grassroots: Flowers and Kartcheske, “Literate Practices in a Juvenile Detention Facility” (129)

P1 Milestone: 6 sources total, 20 quotes

ISU Survey: Cultural Implications of Literate Activity

Third Quarter

Week

8

Texts and Culture

Native Americans

10/9/2017

to

10/13/2017

Ecology and Distribution

Readings/Assignments

In-Class Activities

Monday

Reading Games: Strategies for Reading Scholarly Sources by Karen Rosenberg

Malea Powell: Survivance (Part 1)

Schedule Individual Meetings for Project 1

Wednesday

Malea Powell: Survivance (Part 2)

Question: How is Powell’s “survivance” a study of a genre.

Question: To what degree could Native American speakers be “authentic” in their stories?  What is the effect of poverty on narrative and genre?  Do we see similar effects in our own lives?

Friday

ISU: NO CLASS TODAY.  Attend Individual meetings instead.

P1 Milestone: 10 sources and 30 quotes total, plus Basic Outline (e.g. bubble web)

Attend Individual Meetings for Project 1.

Week

9

Texts and Belief

Blogging Feminism

10/16/2017

to

10/20/2017

Ethos and Representation

Readings/Assignments

In-Class Activities

Monday

Kyle D. Stedman: Annoying Ways People Use Sources

MLA/APA discussion with Purdue OWL

Wednesday

Emmy Rees: Review of Sara Ahmed

Sara Ahmed: A Complaint Biography

Question: What is the genre of the complaint?  What are its conventions?  What are the cultural implications of this genre?  And why is Ahmed using a blog to write about this?

Friday

Grassroots: Hanny Kroonblawd, “Solo Doesn’t Mean Alone” (29)

P1 Milestone: Starter Draft (1,000 words).  Post to Workshop Group folders in Google Drive.

Week

10

Workshops

Project 1

10/23/2017

to

10/27/2017

Readings/Assignments

In-Class Activities

Monday

Read and comment on papers by group members.

Use the suggestions from workshop to help expand your projects.

Wednesday

Read and comment on papers by group members.

Grammar lessons based on most common issues.

Friday

P1 Milestone: Rough Draft (2,000 words) plus 40 quotes total

Week

11

Revisions

Proofreading

10/30/2017

to

11/3/2017

Activity

Readings/Assignments

In-Class Activities

Monday

This American Life: Fear and Loathing in Homer and Rockville (1-hour radio program)

Research and Rhetoric: What’s at stake for American society?

Wednesday

Work on Project 1

Bring Your Questions

Friday

Project 1 Final Draft Due: 2,500 words

Fourth Quarter

Week

12

Multimedia Genres

Twitter, Trayvon Martin

11/6/2017

to

11/10/2017

Ecology and Distribution

Readings/Assignments

In-Class Activities

Monday

Lemieux: Justice for Trayvon

Hilton: Black Twitter

Daily Mail: How Twitter

Marissa Smith: How to Create a Sensible Social Media Strategy

Discussion: Can social uses of Twitter be boiled down into “sensible social media strategies”?

Schedule Meetings for Projects 2 and 3.

Wednesday

Grassroots: Del Mastro, “Faceless Ecologies” (119)

Friday

ISU: NO CLASS TODAY

Project 2: Genre Example

ISU: No Class.  Schedule Meetings for Project 2 and 3.

Week

13

Multimodal Guides

Bloom’s Taxonomy

11/13/2017

to

11/17/2017

Readings/Assignments

In-Class Activities

Monday

Video: Bloom’s Taxonomy for Teacher’s (Revised)

Presentation Prep: A rough draft of your how-to, for feedback.

How do we teach someone “how” to do something?

Presentations: Talk us through your genre.

Wednesday

Presentation Prep

Presentations: Talk us through your genre.

Friday

Project 2: Genre Example plus Multimedia How-To

Week

14

Thanksgiving

11/20/2017

to

11/24/2017

Readings/Assignments

In-Class Activities

Monday

Wednesday

Thanksgiving Break: No Class

Friday

Week

15

Proof of Learning

Project 3

11/27/2017

to

12/3/2017

Readings/Assignments

In-Class Activities

Monday

List of five new writing lessons you’ve learned this semester.

List of 5-10 examples from your writing this semester.

Arranging a learning narrative.

Wednesday

Rough Draft: What I’ve Learned (500 words)

Workshop: What I’ve Learned

Friday

Project 3: What I’ve Learned (750 words)

Week

16

Writing Program Assessment

12/4/2017

to

12/8/2017

Readings/Assignments

In-Class Activities

Monday

ISU: Attendance REQUIRED

Heartland: Final Project Workshops

ISU: Writing Program Assessment

Program Survey:

Part 1 & Part 2

Wednesday

ISU: Attendance REQUIRED

Genre Creative Activity

Friday

ISU: Attendance REQUIRED

Final Day of the Semester

Peer Assessment Activity

Week

17

12/11/2017

to

12/15/2017

Readings/Assignments

In-Class Activities

Monday

Finals Week

Wednesday

Friday