engl_1013_syllabus_revised_07.11.20.docx
[Theme Subtitle] [meeting time and place] Term: Instructor: XXXXXXXXXX Office: [Please List Your Assigned Office Here] Office Hours: [ALL INSTRUCTORS MUST LIST THREE HOURS PER WEEK] Telephone: XXXXXX E-mail: XXXXXXX
In this course, you will learn to research and write powerful arguments using rhetorical and writing tools. These rhetorical tools include skills such as understanding your audience, knowing the purpose of your writing, and using a variety of rhetorical appeals. You will also refine your writing skills by developing your knowledge of writing strategies and processes through exercises that work on invention, drafting, revision, and reflection.
You will complete four major assignments to develop these skills. First, in the summary assignment, you will learn to critically read, identify, and capture another writer’s arguments. Following that, by performing a rhetorical analysis, you will learn to break down how a writer uses different rhetorical tools to effectively communicate an argument to their intended audience. Lastly, you will create your own researched argument in a two-part assignment: in a synthesis paper, you will conduct research on a topic of your choice that explores what other writers have already argued, and you will finish with an advocacy paper where you present your own researched argument that responds to what those writers have already argued.
By the end of this course, you will learn to: 1. Identify arguments in composition; 2. Analyze the rhetorical strategies a writer uses to communicate their argument; 3. Evaluate different arguments on a researched topic to compare similarities and differences in perspectives; 4. Compose your own argument through careful research and annotation; 5. Write a thesis statement that captures the focus of your paper; 6. Develop a sense of critical and charitable feedback through peer review; 7. Revise your paper so that your sentences and paragraphs follow logical punctuation and style; and 8. Use a consistent citation style to format the layout of your papers, document in-text citations, and organize references.
In this course, we’re going to open ourselves up to new ways of seeing the world and its people. Each unit will open up with a reading that we will use as an example for the skill that we will practice (summarizing, analyzing, synthesizing, and proposing/advocating). We want to encourage you to think outside of your normal approach to problems, issues, and culture, and to help us all understand the value that diversity and diverse perspectives bring to our work and lives.
The Norton Field Guide to Writing with Readings and Handbook ISBN: 039365580 A Dash of Style ISBN: 0393329801
Both are available as inclusive access textbooks via BlackBoard. If you do not want inclusive access, please remember to “opt out’.
Summary Paper: 150pts (15%) Analysis Paper: 150pts (15%) Argumentative Synthesis Paper: 250pts (25%) Advocacy Paper: 200pts (20%) In-Class Assignments: 250pts (25%)
Total Course Points: 1000pts (100%)
A: 900-1000 (90-100%) B: 800-899 (80-89.9%) C: 700-799 (70-79.9%) D: 600-699 (60-69.9%) F: 0-599 (0-59.9%)
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. Moreover, the University of Arkansas Academic Policy Series 1520.10 requires that students with disabilities are provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact me privately at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through the Center for Educational Access (contact 479–575–3104 or visit http://cea.uark.edu for more information on registration procedures).
Anyone experiencing discrimination and/or sexual harassment while at the university may report it to a complaint officer appointed by the Chancellor. The complaint officer will discuss any situation or event that the complainant considers discriminatory or constitutive of sexual harassment. Reports may be made by the person experiencing the harassment or by a third party, such as a witness to the harassment or someone who is told of the harassment. For more information and to report allegations of discrimination and/or sexual harassment, contact the Office of Equal Opportunity and Compliance, 346 N. West Avenue (West Avenue Annex), 479-575-4019 (voice) or 479-575-3646 (tdd).
Tape-recording and/or any other form of electronic capturing of lectures is expressly forbidden. Transcripts of lectures will be made available on Blackboard or through the ECHO 360 system. Be aware that this is a legal matter involving intellectual property rights as described below:
State common law and federal copyright law protect my syllabus and lectures. They are my own original expression and I record my lectures while I deliver them in order to secure protection. Whereas you are authorized to take notes in class thereby creating derivative work from my lecture, the authorization extends only to making one set of notes for your own personal use and no other use. You are not authorized to record my lectures, to provide your notes to anyone else or to make any commercial use of them without expressed, prior permission from me.
Persons authorized to take notes for the Center for Educational Access, for the benefit of students registered with the Center, will be permitted to do so, but such use still is limited to personal, non-commercial use. Similarly, you are permitted to reproduce notes for a student in this class who has missed class due to authorized travel, absence due to illness, etc.
“As a core part of its mission, the University of Arkansas provides students with the opportunity to further their educational goals through programs of study and research in an environment that promotes freedom of inquiry and academic responsibility. Accomplishing this mission is possible only when intellectual honesty and individual integrity prevail. Each University of Arkansas student is required to be familiar with, and abide by, the University’s ‘Academic Integrity Policy,’ which may be found at «https://honesty.uark.edu/policy/index.php» Students with questions about how these policies apply to a particular course or assignment should immediately contact their instructor.” — Office of the Provost and Vice-Chancellor for Academic Affairs
The University defines plagiarism as “offering as one’s own work, the words, ideas, or arguments of another person or using the work of another without appropriate attribution by quotation, reference, or footnote.” In addition, submitting work you have turned in to fulfill requirements for another course may still constitute plagiarism. Please obtain your instructor’s permission before turning in previously submitted work. Refer to the sanction rubric «http://honesty.uark.edu/sanction-rubric/» for a list of specific violations covered by the University’s Academic Integrity Policy.
[You will need to modify the following policies (Attendance, Classroom Disruption, Inclement Weather, and Emergency Procedures) if you are teaching remotely. You will also need to add a Communication/Office Hours & Feedback Policy. See the Course Guide for samples.]
“Student absences resulting from illness, family crisis, University-sponsored activities involving scholarship or leadership/participation responsibilities, jury duty or subpoena for court appearance, military duty, and religious observances are excusable according to university rules. The instructor has the right to require that the student provide appropriate documentation for any absence for which the student wishes to be excused. Moreover, during the first week of the semester, students must give to the instructor a list of the religious observances that will affect their attendance.” —Academic Regulations University of Arkansas Catalog of Studies
[Insert your policy here. You should explain what the policy is, how students should make up work, and what consequences will apply if any for extended absences with no excuse.]
Class discussions are interactive and diverse opinions will be shared; please be thoughtful in sharing your perspectives and responses with one another. Abusive language directed towards others will not be tolerated in the classroom. Other behaviors that can be disruptive are chatting and whispering during class, the use of electronic equipment, reading the paper during class, preparing to leave before class is over, and consistently arriving late to class. Please keep these disruptions to a minimum. Inappropriate behavior in the classroom may result in a request to leave the class and/or a referral to the Office of Academic Integrity and Student Conduct.
When the university is closed, all classes are also cancelled. If a weather delay affects university operations, then class will be cancelled if it is scheduled before the university resumes operations.
Many types of emergencies can occur on campus, so it is crucial that we be prepared to respond appropriately in the event of severe weather, armed assailants, or fire alarms. In keeping with the detailed instructions found at emergency.uark.edu, if a weather emergency occurs during our class: ● Always follow the directions of the instructor or emergency personnel. ● If told to evacuate, do so immediately. ● If told to shelter-in-place, find a room, in the center of the building with no windows, on the lower level of the building. ● If you cannot get to the lowest floor, pick a hallway in the center of the building.
In the event of an armed assailant or physical attack (CADD): ● CALL—9-1-1 ● AVOID—If possible, self-evacuate to a safe area outside of the building. ● DENY—Barricade doors with desks, chairs, bookcases or similar objects. Move to a place inside the room where you are not visible. Turn off the lights and remain quiet until police arrive. ● DEFEND- Use chairs, desks, cell phones or whatever is immediately available to distract
I respect the fullness of your lives and responsibilities outside of this class. If you experience something that impedes your ability to learn in this class, I invite you to discuss this with me. You absolutely do not have to disclose the details of your circumstances, but you are welcome to approach me so we might locate resources or other guidance for you.
Here is a list of campus resources that you might find useful in your time here:
Jane B. Gearhart Full Circle Food Pantry 324 Stadium Drive | WAHR C204 | Bud Walton Hall M 11am-3pm, W 3pm-5pm, Th 10am-2pm | 479-575-7693 Student-led food assistance program. They serve anyone with a U of A or a UAMS ID and their household, providing a three-day supply of groceries and personal care items, up to 2x/week. https://service.uark.edu/services/pantry/index.php
Center for Educational Access 209 ARKU, University of Arkansas 479-575-3104 https://cea.uark.edu/
RESPECT (Rape Education by Peers Encouraging Conscious Thought) Pat Walker Health Center, University of Arkansas (479) 575-7252 https://respect.uark.edu/resources/
STAR Central Web Location: Pat Walker Health Center | Second Floor - Room 2129 | M-F 8am-5pm 479-575-7252 The office of STAR Central offers Support, Training, Advocacy, & Resources on Sexual Assault and Relationship Violence. STAR Central serves the university community through education programs, professional consultations and victim advocacy services. STAR Central is located on the second floor of the new addition of the health center in room 2129. All contacts and survivor services are confidential. Center for Multicultural and Diversity Education ARKU 404 479-575-8405 https://multicultural.uark.edu/about-us/index.php
Veterans Resource and Information Center GACS Suites 115-116 | 640 N. Garland Avenue | M-F 8am-5pm 479-575-8742 https://veteranscenter.uark.edu
Women’s Clinic (serving patients of all genders) Pat Walker Health Center 525 N. Garland Ave. 479-575-4478 https://health.uark.edu/medical-health/womensclinic.php
Counseling and Psychological Services (CAPS) Pat Walker Health Center 525 N. Garland Ave. 479-575-5276 https://health.uark.edu/mental-health/index.php
CAPS also offers drop-in, informal consultations. For updated hours see: https://health.uark.edu/mental-health/letstalk.php Office of International Students and Scholars 104 Holcombe Hall 479-575-5003 https://international-students.uark.edu/index.php
LGBTQIA+ Mentoring 479-575-8405 Contact: Adrain Smith atsmith@uark.edu https://multicultural.uark.edu/diversity-and-inclusion/programs/lgbtqia.php
La Oficina Latina Contact: Magdalena Arroyo arroyo@uark.edu https://multicultural.uark.edu/diversity-and-inclusion/programs/la-oficina-latina.php
Academic Enrichment Program (AEP) Designed to enhance the college experience of first-generation, low-income and other underrepresented students by providing a combination of effective advisement and mentorship, student development opportunities, academic coaching, and different learning experiences. (479) 575-5014 Contact: Brande Flack: bmflack@uark.edu Student Support Services Web Location: 008 Gregson Hall | 479-575-3546 | Monday-Friday 8am -5pm Student Support Services provides a combination of programs and services to students who are first-generation, and/or modest-income, and/or individuals with disabilities. https://sss.uark.edu/index.php
College of Arts & Sciences Programs African and African American Studies | 230 Memorial Hall https://fulbright.uark.edu/area-studies/african-and-african-american-studies/ Asian Studies | Old Main 428 https://fulbright.uark.edu/area-studies/asian-studies/ Indigenous Studies Program | Kimpel Hall 714 https://fulbright.uark.edu/area-studies/indigenous-studies/ Latin American Studies Program | Kimpel Hall 723 https://fulbright.uark.edu/area-studies/latin-american-and-latino-studies/
Compiled by Dr. Jo Hsu (vjohsu@uark.edu), Updated 8/24/2019
[ALL INSTRUCTORS MUST STIPULATE AN ASSIGNMENT-SUBMISSION POLICY THAT INCLUDES A POLICY AND PROTOCOL STATEMENT REGARDING THE LATE SUBMISSION OF ASSIGNMENTS.]
Writing activity assignments must be submitted as an attached [Adobe PDF or MS file] file, not typed or pasted through Blackboard’s text interface. These assignments are graded Pass/Fail and are each worth 250 points; the average grade of all of these assignments is used to calculate your final grade in this category.
Your paper should be formatted with 1-inch margins and single spaced. Font should be legible and no larger than 12-point for your body text (headings can be larger). Major assignments are graded via the competency rubrics described below. Please consult the assignment descriptions for more information on each assignment. Final submission should be as an Adobe PDF or MS file. You should use the citation style selected by your instructor.
For each major assignment, you will be carrying out a form of peer review to help you improve your writing before submitting it. Almost all professionally written texts get revised before they see print or publication, and the same should be true for your work. [Please explain how peer review works in your course, especially for remote classes.]
Grading in this course is based on a set of competencies, that is to say a set of skills that you should be picking up as we go through the semester. Each major unit of the course will introduce new competencies to you that build on older ones. Every assignment will grade you on the new competencies as well as previous competencies that we’ve covered.
By tying your grade to your progress towards theses core skills in the course, we hope to make your progress and goals in the course clearer and easier to track as you move from assignment to assignment.
Each competency will be graded on a scale from 0 to 3, with 1 representing Novice status (an F+ grade), 2 representing Competency (a C grade), and 3 representing Proficiency (an A grade). 0 is only used when you fail to follow instructions and don’t carry out the work related to a competency at all.
[See attached syllabus for rubrics.]
Assignment 1: Summarize The purpose of this assignment is to demonstrate how well you can correctly identify and summarize a writer’s argument (or arguments) in a composition. In addition, you will need to also capture the rhetorical situation - this can include the stance the writer takes, the audience they may be writing for, and the purpose for writing. You will be writing two summaries on the same text: a long one and a short one.
Assignment 2: Analyze The purpose of this assignment is to demonstrate how well you can analyze the way a writer communicates their argument (or arguments) to their audience given the rhetorical situation. Specifically, you’ll want to break down the strategies that the writer uses to persuade the audience and discuss how effective those strategies are by including evidence from the text. After you analyze the text, you will also connect the text to its context. For this paper, you will be analyzing the text and the context.
Assignment 3: Synthesize The purpose of this assignment is to demonstrate how well you can capture patterns and trends in your research topic (problem). Specifically, you’ll want to connect (synthesize) what others have already said about this problem so that your readers will have an in-depth understanding of the different perspectives of this topic. With this background understanding, you can move to define a new term, refute someone’s point, further support a perspective, etc. All of these moves will help you with your advocacy/proposal paper. But we’re getting ahead of ourselves! For this paper, you will be synthesizing multiple perspectives on one issue so that you can support what you want to say.
Assignment 4: Propose/Advocate The purpose of this assignment is to demonstrate how well you can advocate for a solution to a problem (your research topic) that you’ve defined in Assignment #3. If you remember in Assignment #3, you synthesized many sources to give your readers multiple perspectives of a problem you researched. Now, you must research and argue your stance about the problem. You will be proposing and advocating for a researched solution and convincing readers that it is the most suitable one for the problem.
[See attached syllabus for weekly course schedule and overview]