ENGL 1120: English Composition II

Section 32· 3203 Haley Center· MWF· 10:00-10:50 Instructor: Amber McDonnell Email: [email protected] Office Phone: 334/844-9023

Office: 3020 Haley Center Office Hours: MW 11-12 & Meetings by Appointment

Required Texts and Materials John Mauk, Culture: A Reader for Writers Wayne C. Booth, Gregory G. Colomb, & Joseph M. Williams. The Craft of Research (3rd Ed.). Primary and supplementary readings made available online and through Canvas. Auburn email account and flash drive (or cloud storage) to save and store work. Course Description & Objectives ENGL 1120: English Composition II is designed to instruct students in the fundamentals of academic writing, research, and argumentation. Course activities will focus, specifically, on the theme of “sustainability.” [Note: individual teachers are expected to select their own theme.] Toward that end, we will explore issues that tend to invite scholarly and public debate: e.g., diminishing natural resources, local environmental initiatives, federal environmental policies, industrial agriculture, and the rhetoric and politics of climate change, among others. Students enrolled in this course can expect to build on their previous coursework, develop their expertise in the conventions of argumentative prose writing, complete an extensive research project, and critically engage with social issues that shape their lives as students, professionals, and citizens. Students enrolled in English 1120 will: • Learn and practice the conventions of academic prose writing; • Develop a coherent research project based on the course theme; • Craft arguments that can be positioned within scholarly and public debates; • Compose research-driven essays that build on multiple secondary sources; • Locate, cite, and document sources in keeping with academic citation styles; • Employ a voice, tone, and level of formality appropriate to audience expectations; • Use digital media reflectively and for a variety of research and writing activities. Please Note: The points listed above indicate just some of the objectives that will guide your learning in this course. Students should therefore identify and set their own goals as students and as citizens who will write in and for various communities throughout their lives. Accessibility Statement: Students who need accommodations are asked to electronically submit their approved accommodations through AU Access and to make an individual appointment with the instructor during the first week of classes—or as soon as possible if accommodations are needed immediately. If you have not established accommodations through the Office of Accessibility, but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley Center, 844-2096 (V/TT).

Early Alert Grade Syllabus Statement: Students will receive an Early Alert Grade one week prior to mid semester (31st class day). The Early Alert Grade represents your current performance on class work graded at that point in the semester. Check the grading scale for this course so that you are aware of what percentage of the total points is represented by your Early Alert Grade. If your Early Alert Grade is a “D,” “F,” or “FA,” you will receive an email from the Retention Coordinator. Early Alert Grades can be viewed by logging into AU Access and opening the tiger i tab. Select “Student Records” and open the “Midterm Grades” window from the drop down box. If the grade seems inaccurate, please contact the instructor. Writing Assignments Students will write between 7000-7500 words (~28-30 pages) of graded work throughout the semester. Major assignments will include the following: Rhetorical Praxis I & II: For the first praxis assignment, students will compose a brief essay (approximately 2-3 pages) that articulates a research focus that you can develop throughout the course. For the second, you will compose an annotated bibliography of secondary sources (approximately 3-4 pages) that will be included in your final research project. These assignments will be instrumental for refining your techniques in academic writing, research, and argumentation. Essay #1: Analysis and evaluation of two arguments (4-5 pages). Students will analyze and evaluate two sources (one selected by your instructor, one that you supply) related to a particular topic. You will then compose an essay that negotiates the relationship between these perspectives and develops a thesis that adds your voice to an existing debate. Essay #2: Analysis, evaluation, and synthesis of multiple arguments (7-8 pages). Students will analyze, evaluate, and synthesize at least four sources related to a particular topic. You will then compose an essay that builds on these sources and develops a novel thesis related to the topic in question. Essay #3: Research project (10-12 pages). Students will analyze, evaluate, and synthesize multiple sources (8-10) related to a particular topic. You will then construct an extended essay that positions your argument within a recognizable [scholarly] conversation. Rhetorical Synthesis (2-3 pages). Students will compose an essay that reflects on and synthesizes the work they have completed throughout the semester. The essay will demonstrate your knowledge of course content and how you might use that knowledge to shape social policy and public understanding of issues related to your research project. All assignments will be due at the beginning of class on the day and time specified by the course outline. For each calendar day a paper is late, including if it is submitted after the class period, the grade on that paper will be reduced by a full letter grade (e.g., from a “B” to a “C” to a “D” to an “F”). The course instructor will provide students with additional information about all assignments in class and through Canvas (AU’s course management technology). Academic Honesty: Academic honesty can be a complicated issue, and we will discuss plagiarism in particular—what it is, how to avoid it—as a class. All portions of the Auburn University Student Academic Honesty code (Title XII) found in the Student Policy eHandbook at will apply to this class. All academic honesty violations or alleged violations of the SGA Code of Laws will be reported to the Office of the Provost, which will then refer the case to the Academic Honesty Committee.

Attendance & Punctuality: Students enrolled in this course will be held accountable to the following attendance policy: more than three unexcused absences will result in a grade of FA (failure due to absences). If you have an excused absence—e.g., university-sponsored trip, doctor’s visit— you must provide verification to [Instructor], in writing, no later than one week after the absence occurs. Regarding punctuality, every two instances of tardiness (defined as 5 minutes late or more) will be counted as one absence. Class Participation: Participating in a public forum is critical for realizing your potential as a member of a discourse community (and a democracy). Students will accordingly be assessed by the quality and quantity of their participation in the course. We will discuss participation assessment as a class and as the need arises. Cell Phones, Texting, & Other Things: We will discuss standards of classroom etiquette as a class and determine what counts as acceptable classroom behavior for university students. (See the section on “Class Participation” for related information.) Miller Writing Center: The Auburn University Miller Writing Center is free and available for students who desire feedback on their writing. (We can all use extra feedback on our writing.) Keep in mind, however, that while the tutors are there to help you with your assignments, they are not there to complete your assignments for you. Thus, when you schedule a meeting, make sure to have a list of questions, your essay, and documents like writing prompts with you when you actually meet. Taking these simple steps will help you and the tutors make the most of your time working together. Assessment and Grading: You will complete a number of assignments for this course, some of which will be weighted differently. Major papers, for instance, will be worth more than rhetorical praxis assignments. Keep in mind, however, that your day-to-day work is crucial for successful completion of major assignments, and, ultimately, to your success as writers. Final grades for this course will be determined as follows: • • • • • • •

Rhetorical Praxis I (5%) Rhetorical Praxis II (10%) Essay#1 (15%) Essay#2 (25%) Essay#3 (35%) Rhetorical Synthesis (5%) Participation (5%)

Please Note: You will receive more instruction and handouts regarding rhetorical praxis assignments, major papers, peer review, and other assignments, generally, the completion of which will be essential to your success as writers in this course and beyond. Should you ever have questions about anything—this syllabus, this class, basic or any other requirements—do not hesitate to ask.

Course Outline This schedule gives due dates for most assignments and activities, but it does not list every one. Keep in mind, then, that the schedule is not chiseled in stone. If we need more time to complete at task, we will—within reason—take it. Week, Class Activity, Assignment Due Week 1 • 1/15 Discuss course syllabus, expectations, and basics of writing and rhetoric.

• Introductions and group activity.

Week 2 1/20

• Read “[Chapter(s) from Reader].”

1/22

Week 3 1/27 1/29

Week 4 2/3

• Discuss [Unit I Topic].

Discuss The Craft of Research (CR): The Uses of Research and Connecting with Readers. In-class writing activity: [identify a focus]. • Discuss [Unit I Topic]. Discuss CR: From Research Topics to Questions and Problems. Studio Workshop: Bring a copy of Rhetorical Praxis I to class for review. • Discuss [Unit I Topic].

Read Prologue-Chapter 2 in CR.

• Read “[Chapter(s) from Reader].” Read Chapter 3-4 in CR. Due: Draft of Rhetorical Praxis I. • Read “[Chapter(s) from Reader].”

2/5

Discuss CR: From Problems to Sources.

Due: Rhetorical Praxis I. Read Chapters 5 in CR.

Week 5 2/10

In-class writing activity: [identify a focus]. • Discuss [Unit I Topic].

• Read “[Chapter(s) from Reader].”

2/12

Discuss CR: Engaging Sources.

Read Chapter 6 in CR. Due: Draft of Essay#1.

Week 6 2/17

Studio Workshop: Bring a copy of Essay#1 to class for review. • Discuss [Unit II Topic].

2/19

Discuss CR: Making Good Arguments.

• Read “[Chapter(s) from Reader].” Due: Essay#1. Read Chapter 7 in CR.

Week 7 2/24

In-class writing activity: [identify a focus]. • Discuss [Unit II Topic].

2/26

Library Day: Meet at Ralph Draughon Library.

Week 8 3/3

Discuss [Unit II Topic].

3/5

•

Discuss CR: Making Claims and Assembling Reasons and Evidence.

• Read “[Chapter(s) from Reader].” Focus: Locating and assessing secondary sources. • Read “[Chapter(s) from Reader].” Read Chapters 8-9 in CR.

Week 9 3/10

In-class writing activity: [identify a focus]. Mid-semester. Last day to withdraw from course with no grade penalty. “W” assigned. • Discuss [Unit II Topic].

• Read “[Chapter(s) from Reader].”

3/12

Discuss CR: Warrants.

Read Chapter 11 in CR.

Week 10 3/17

In-class writing activity: [identify a focus]. • Discuss [Unit II Topic].

3/19 Week 11 3/23-3/27 Week 12 3/31

Studio Workshop: Bring a copy of Essay#2 to class for review. Class Activity: Informal Presentations. • Spring Break: No Class. • Discuss [Unit III Topic].

4/2

Library Day: Meet at Ralph Draughon Library.

Week 13 4/7

Discuss [Unit III Topic].

4/9

Discuss CR: Planning and Drafting.

Read Chapters 12-13 in CR. Due: Bring 4 secondary sources to discuss in class.

Week 14

Studio Workshop: developing an annotated bibliography and situating arguments within a scholarly conversation. •

5/5

•

• Read “[Chapter(s) from Reader].” Due: Essay#2 Draft. Due: Essay#2. • • Read “[Chapter(s) from Reader].” Focus: Integrating and citing secondary sources. • Read “[Chapter(s) from Reader].”

•

4/14

Discuss [Unit III Topic].

Read “[Chapter(s) from Reader].”

4/16

Discuss CR: Introductions and Conclusions.

Due: Rhetorical Praxis II Read Chapter 16 in CR.

Week 15 4/21

In-class writing activity: [identify a focus]. • Discuss [Unit III Topic].

• Read “[Chapter(s) from Reader].”

4/23

Week 16 4/28 4/30 5/1 Week 17 5/4-5/8

Discuss CR: Revising Arguments and Revising Style. In-class writing activity: [identify a focus]. • Studio Workshop: Bring all materials to class. Studio Workshop: Bring all materials to class. Last Day of Classes. • Finals Week: Class meeting TBA.

Read Chapter 14 & 17 in CR.

• Due: Essay#3. Submit to Canvas by 4:30 p.m. • Due: Analytical Synthesis