Syllabus MW
- 1. 1 COLUMBIA / COLLEGE / CHICAGO CHICAGO'S VISUAL, PERFORMING, MEDIA COMMUNICATION ARTS COLLEGE Writing & Rhetoric I Fall 2012 52-1151-21 33 E. Congress, Room 502 Mondays and Wednesdays 3:30pm – 4:50pm Instructor: Irina Cline Office: Office 527 Congress Office hours: Wednesdays 1pm – 2pm and by appointment Phone #: 312-369-8125, please leave a message E-mail: icline@colum.edu Course Description Facebook.com, the iPhone, and … a pen are common everyday technologies. At times, we are so used to technology that we do not even think about its influence on our lives. But what is the philosophy behind different technological achievements? How does technology shape our society? Writing & Rhetoric I invites you to explore different issues concerned with technological development, its impact on the modern day world and the future. The first course in the two-course composition sequence addresses techniques for idea generation, planning, drafting, revising, editing, and proofreading. The emphasis of the coursework is placed on expressive and persuasive writing and reading skills, allowing students practice in writing and reading for and about the self and others. In this student- centered rather than lecture driven course, students are expected to share intellectual responsibility with both the class and the instructor. Course Goals and Objectives By the end of Writing and Rhetoric I, students will: • Make rhetorical choices appropriate for their audience and purpose for writing; • Respond critically to a wide range of texts, images, and other media; • Identify and discuss subjects they find personally and professionally meaningful, using writing to ask questions and express ideas; • Consider the visual design of texts and make thoughtful, effective choices. Course Texts McQuade, Donald.McQuade, Christine.Seeing & Writing 4. Boston : Bedford/St. Martin's, 2010. (SW)
- 2. 2 Anson, Chris M., and Robert A. Schwegler. The Longman Handbook for Writers and Readers. 3rd ed. New York: Longman, 2003. (LH) Required Materials A notebook for class notes; a folder for portfolio submission; access to computer and printer Course Requirements Writing Projects There will be five writing projects: a personal essay, a review, a proposal, an argumentative essay, and a cover letter. For each writing project, you will complete a preliminary draft (TWO COPIES!) for peer and instructor review, and then a final draft for the instructor review and comment. Peer-review sessions are an important part of the class. To work on drafts in peer groups, you must submit copies of your drafts on the scheduled submission dates in order to participate in and receive credit for the workshop. ALWAYS KEEP ALL DRAFTS OF EVERY PAPER. Spontaneous Writing Some of the classes will include a short exercise, spontaneous writing. You will have 5- 10 minutes to answer a prompt, which reflects the topic of the class. The prompts do not require any research or specific knowledge. The purpose of this exercise is to write as much as possible in a short period of time. Spontaneous writing will help when you start working on your projects because it builds a connection between thinking and writing. Homework All writing assignments should be printed out, typed and double spaced. On some days, you will be required to complete a Question of the Day exercise. You have to prepare one discussion question concerned with the readings or images and write a brief (350 words) answer to it. Presentation/Debate As a part of preparation for an argumentative essay, there will be a class devoted to a group presentation. There will be some class time to prepare for the presentation. Vocabulary Enrichment Strong vocabulary is very important for college success. During class sessions, we will discuss college-level vocabulary from the assigned readings. The discussed words should go in your notebooks for your reference and preparation for a quiz. There will be an occasional quiz where students have to provide definitions of the words and write short sentences using new vocabulary. Portfolio Review At the end of the course, students will have to submit a portfolio. Portfolios will be collected during the final week of classes and must include the following (all materials should be submitted in a folder):
- 3. 3 - A clean copy of a revised draft of two writing projects representing the student’s best work. One of these should be an argumentative essay, whereas the other should be an essay of the student's choice - All prior drafts of these essays - A cover letter describing the assignments and the student’s writing process Grading Participation, Attitude, and Respect Shown for Peers 300 points Attendance 200 points Writing Project 1: Personal essay 100 points Writing Project 2: Review 200 points Writing Project 3: Proposal 200 points Writing Project 4: Argumentative essay 250 points Writing Project 5: Cover Letter and Portfolio 100 points Homework 150 points Group Presentation 50 points Quiz 50 points Total- 1,600 points Scale 95-100 A 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F 90-94 A- 84-86 B 74-76 C 64-66 D 80-83 B- 70-73 C- 60-63 D- Protocol and Policies Attendance: Students are expected to attend every class, to be on time, and to be respectful of all members of the class at all times. The First-year writing program Attendance Policy must be followed. It reads: More than four absences in classes that meet twice a week will affect your grade and can result in failure. You will be dropped one letter grade for each absence beyond four. Excused absences count the very same as unexcused absences. Absentees are responsible for all assigned readings and all class notes. Introduce yourself to someone in the class and exchange phone numbers so that you have someone to contact in the event that you must be absent. If you must miss a class, you are responsible for making up all work due and assigned on that day. In the event you are to be absent or late, make arrangements to collect materials and assignments. Do not wait until the next class session. It is your responsibility to come to me and pick up materials before the next class. Due dates never change just because you missed a class. *Three late arrivals count as one absence. Late Work No late work will be accepted. I cannot stress this enough. If you’re going to be absent on the day a paper is due, you must find a way to get it to me during class time. Classroom Behavior
- 4. 4 Always be on time, be respectful, and be attentive. Do not talk when other people are talking. Do not leave class early or arrive late; it distracts the rest of us and wastes time. I should not have to say this, but, never sleep during class. Please turn off your cell phones before coming into the classroom. And do not bring or eat food in class. It’s a good idea to take notes on what we say in class so that you have a written record of the ideas we develop together. I expect the class to be a community of active learners. Take a look at the most attentive, responsible student here and strive to match his or her level of active knowledge-seeking and thoughtful participation (because that person sets the standard and, likely, earns an A). Please allow me at least 24 hours to respond to your email during the work week, and up to 48 hours if you send a e-mail on Saturday or Sunday. Writing Center The Writing Center, located in The Learning Center at 618 S. Michigan Ave., is an excellent resource. You are welcome to attend tutoring sessions in the WC where you can work on whatever specific writing assignments are currently on our syllabus. You can talk to their front desk staff to set up weekly appointments or drop in at the top of the hour, anytime throughout the weeks and on Saturday. http://www.colum.edu/Academics/Learning_Studio/Writing_Center/ Services for Students with Disabilities Statement Columbia College Chicago seeks to maintain a supportive academic environment for students with disabilities. Students who self-identify as having a disability should present their documentation to the Services for Students with Disabilities (SSD) office. After the documentation has been reviewed by the SSD office, a Columbia College accommodation letter will be provided to the student. Students are encouraged to present their Columbia accommodation letters to each instructor at the beginning of the semester so that accommodations can be arranged in a timely manner by the College, the department, or the faculty member, as appropriate. Accommodations will begin at the time the letter is presented. Students with disabilities who do not have accommodation letters should visit the office of Services for Students with Disabilities, Room 304, 623 S. Wabash. T: 312.369.8296. www.colum.edu/ssd Academic Integrity Students at Columbia enjoy significant freedom of artistic expression and are encouraged to stretch their scholarly and artistic boundaries. However, Columbia prohibits all forms of academic dishonesty. Academic dishonesty is understood as the appropriation and representation of another's work as one's own, whether such appropriation includes all or part of the other's work or whether it consists of all or part of what is represented as one's own work (plagiarism). Appropriate citation prevents this form of dishonesty. In addition, academic dishonesty includes cheating in any form, the falsification of academic documents, or the falsification of works or references for use in class or other academic circumstances. When such dishonesty is discovered, the consequences to the student can be severe. Weekly Schedule (subject to change and adjustment)
- 5. 5 Week 1 09/05 Introduction to the course. Revision of the syllabus. Homework (HW): - Review the Syllabus and prepare questions - Read “Composition Toolkit” (SW 16-23), “My Laptop” (SW 44), “Reading a Photograph” (SW 741-742) - Photograph analysis (SW 45) - Question of the Day. Week 2 09/10 The key rhetorical concepts of the course. Description of the Writing Project #1. HW: - Read the assignment for the Writing Project# 1, prepare questions - Read “Reading an Essay” (SW 738), “Your Assignment” graphic attachment in the beginning of the book (SW), “This Just In; I’m Twittering” (SW 270- 271), “Drafting” (SW 12-13) - Question of the Day 09/12 The concept of Genre. Planning the Writing Project#1. Group work: brainstorming. HW: - Write the First Draft of the Writing Project #1. Bring 2 (TWO) hard copies to class - Read “On Photography” (304-307) Week 3 09/17 The First Draft of the Writing Project #1 is due in the beginning of the class. 2 (TWO) COPIES Peer review. HW: - Continue revising the essay - Read “Paragraphs: Focusing, Linking, and Developing” (LH 97- 117), “Revising” (SW 14), “The Photograph” (SW 252-253) - Question of the Day 09/19 Grammar Workshop. HW: - Complete the Final Draft of the Writing Project#1. Bring a hard copy to class. Your final draft should demonstrate changes and improvements from the previous version. - Read “Reading an Advertisement” (SW 739) - Advertisement analysis (SW 54-58) Week 4 09/24 The Final Draft of the Writing Project #1 is due in the beginning of the class. Introduction of the Writing Project#2. Group work. Vocabulary Enrichment. HW: - Read “Slowed-Down Reading” (SW 71), “The Judgment of Thamus” by Neil Postman (online) - Question of the Day 09/26 Chaplin’s Modern Times. Group work. HW: - Write a paragraph that addresses the article/image you chose to review. What made you choose this article/image? Do you agree or disagree with the author? Why? - Find two reviews online or in print. Bring them to class. - Read “Tone” (SW 188), “Projecting Genre Introduction” (SW 317-319) - Photograph analysis (SW 320-321)
- 6. 6 Week 5 10/01 Group discussion of the reviews. HW: - Start drafting your review - Read “Defining a Main Idea or Thesis” (LH 45-49), “Developing a Thesis” (LH 756-760), “Purpose” (SW 359), “The Veil” (SW 343-349) - Write a working thesis of your review 10/03 Thesis statement. Thesis in review. Revision of working thesis statements. HW: - Write the First Draft of the Writing Project #2. Bring 2 (TWO) hard copies to class - Read “Audience” (SW 439), “Never Just Pictures” (SW 367-372) Week 6 10/8 The First Draft of the Writing Project #2 is due in the beginning of the class. 2 (TWO) COPIES Audience. Peer- review session: thesis statement and audience of the review. Vocabulary Enrichment. HW: -Revise the draft of the Writing Project #2 - Advertisement analysis (SW 354-357, 373) - Question of the Day 10/10 Gallery visit HW: - Complete the Final Draft of the Writing Project#2. Bring a hard copy to class - Read “Examining Difference Introduction” (SW 391-396) Week 7 10/15 The Final Draft of the Writing Project #2 is due in the beginning of the class. Gallery visit discussion. Introduction of the Writing Project #3. HW: - Read “Structure” (SW 277), “Be Different!” (SW 409-413), “Reading an Image” (SW 736-738) - Analysis of images (428-433) - Question of the day 10/17 Analysis of commercials. Group work: technology and Columbia College students. HW: - Writing: Choose a technology from the list you developed in class and write one paragraph why it is important to address this particular technology in the proposal? Why did you choose this one opposed to other technologies? How does it influence the students, positively and negatively? Write 2 pages - Read “This is How We Lost to the White Man” (SW 447-461) Week 8 10/22 Peer-review. Vocabulary Enrichment HW: - Read “Adjectives and Adverbs” (LH 282-289), “Parallelism” (LH 387-400), “Coordination and Subordination” (LH 400-414), “Confronting Class Introduction” (SW 491-492) - Analysis of images (493-497) - Start drafting your Writing Project #3 10/24 Grammar workshop HW: - Complete the First Draft of the Writing project #3. Bring 2 (TWO) hard copies to class - Read “The Dispossessed” (SW 529-535) Week 9
- 7. 7 10/29 The First Draft of the Writing Project #3 is due in the beginning of the class. 2 (TWO) COPIES Thesis and structure workshop HW: - Make corrections in your draft - Read “Language Choice” (LH 146-155), “Farmer in Chief” (SW 597-614) - Question of the Day 10/31 Language Choice. Peer review. HW: - Complete the Final Draft of the Writing Project #3. Bring a hard copy to class – Analyze images and read statistics (SW 30-41) Week 10 11/5 The Final Draft of the Writing Project #3 is due the beginning of the class Introduction to the Writing project #4. Vocabulary Enrichment. HW: - Write: You have completed three of the five writing projects by now: how has your experience in ENGL 160 been so far? How has your writing improved? What elements do you feel you still need to work on? What activities/lectures/readings have been most beneficial in your eyes? (2 pages double spaced) -Read “Watching TV Makes You Smarter” (SW 627-638) 11/7 Argumentative essay. Analysis of the argument HW: - Read “Argument: Recognizing an Issue and Taking a Stand” (LH 748-759), “Chapter Six” (SW 712-735) - Using in class writing, compose 2 pages, explaining your stand in the issue of technology further and choosing examples to support this stand. Think about the texts you are going to use to support your claim. Bring 2 (TWO) hard copies to class. Week 11 11/12 Peer workshop: Beginning the task. Sign up for the presentation HW: -Revise your material and start writing the First Draft of the Writing Project #4 - Write down the working thesis of your Writing Project #4 and bring what you have so far to class - Read “Point of View” (SW 649), “Passing Likeness” (SW 561-577) - Question of the Day 11/14 Thesis workshop. Class time to prepare for the presentation HW: Complete the First Draft of the Writing Project # 4. Bring 2 (TWO) hard copies to class - Read “Reading a Painting” (SW 740-741) - Analyze a painting and images (SW 516, 526-527) Week 12 11/19 The First Draft of the Writing Project # 4 is due in the beginning of the class. 2 (TWO) COPIES Peer review. Vocabulary Enrichment. Class time to prepare for the presentation HW: - Further edit your Writing Project # 4 and bring a hard copy to class - Prepare materials for the presentation - Read “The Twentieth-Century University is Obsolete” (SW 644-647)
- 8. 8 - Question of a Day 11/21 Peer-review: thesis development. Class time to prepare for the presentation. HW: - Prepare materials for the presentation - Edit your essay - Read “Imagining Homelands” (SW 204-213) Week 13 11/26 Presentation HW: - Write down (1 page double spaced) what materials and ideas from the presentation are relevant to your project and why - Integrate them into your working draft - Bring a revised copy of your paper to class - Get started on the Final Draft of your argumentative essay - Read “Wordiness” (LH 442-454), “Avoiding Sexists and Discriminatory Language” (LH 454-463) 11/28 Grammar workshop HW: - Complete the Final Draft pf the Writing Project # 4 and bring a hard copy to class Week 14 12/3 The Final Draft of the Writing Project # 4 is due in the beginning of the class Discussion of the portfolio. Cover letter as a genre. Introduction of the Writing Project #5 HW: - Get started on your portfolio and cover letter 12/5 MLA format: Purdue OWL session. Vocabulary Enrichment HW: - Complete the First draft of the Cover Letter. Bring 2 (TWO) hard copies to class - Continue working on your portfolio Week15 12/10 The First Draft of the Writing Project #5 is due in the beginning of the class. 2 (TWO) COPIES Cover letter workshop and discussion of your portfolios HW: -Revise your essays for the portfolio. -Submit the Final Draft of the Writing Project #5 and bring a hard copy to class 12/12 The Final Draft of the Writing Project #5 and the Complete Portfolio are due in the beginning of the class