TOP Attendance Essays Instructor Info. ENG 102: College Writing II., Portfolio Option, Melvin J. Hoffman, Module A, Summer 2001. 1.0 Evaluation: Evaluation is by portfolio assessment, not exit examination. The instruc- tor and a faculty partner assess student work and must agree for student work to pass. There are seven essays. Two are 60-minute timed in-class essays, based on readings from the anthology, not to be revised. Four are also based on readings; students must revise and improve them, and make notes on changes for the revisions. One, the reflection essay, has guide- lines, attached to this syllabus. Portfolio Review: 1. The Letter of Reflection, 2. One of the Two in-Class Essays, 3. One Completed, Revised Essay of the Student's Choice, 4. One Other Essay of the Student's Choice with Earlier Drafts & Notes. 2.0 Attendance: After add day, attendance begins before (sometimes after) class. Leav- ing early without prior notice to professor can result in 2/3's period absence. Over 3 module absences (7 class-hour absences) auto- matically fails the student, who may not submit a portfolio. Three (7 class-hour) absences cover advisement, registration and work conflicts; court appearances; family crises; field and team-away trips; funerals; illnesses; jury and military duty, religious holidays; vehicular failure, weather delays etc. Three absences are more than 15% of the module's meetings. Innocence is not attendance. TOP 3.0 Multiple Source Writing: Multiple-Source Writing means ANALYSES NOT SUMMARIES OR SYNOPSES of readings. Analysis is required for research in other classes and in most people's work world. Class lectures will address this again and again. 4.0 Text and Materials: Anthology: Goshgarian. 2001. _Exploring Language_ 9th. Ed. St. Longman/Addison-Wesley Folder: A pocket folder with student name on cover. 5.0 Attachments to Syllabus: Rubric Sheet and Instructions for Letter of Reflection. 6.0 Size of five Take-home Essays: About five 8 1/2 x 11 pages double-spaced, word-processed, and printed-out, no handwritten take-home essays. In-Class, timed essays obviously are handwritten. Students should not destroy their earlier drafts with corrections on them. Samples of 1st. to last drafts are required at the mid-term and final evaluation. 7.0 General Information on Assignments 7.1 Essays The next seven lines contain six items of information in the following order: number of assignment, whether it is in-class or take home, whether the student has options for readings, the day of the week due, and finally the day of the month due. I. Take Home Yes 1A, 1B, VA or VB F 1 II. Timed in Class Yes 3, 6A, 6B1 or 6B2 M 4 III. Take Home Yes 7A, 7B or 7C W 6 IV. Take Home Yes 8A, 8B, 9A or 9B F 8 V. Timed in Class Yes 10A, 10B or 10c M 11 VI Term Paper Yes Must find own articles W 13 VII. Take Home No Letter of Reflection F 15 TOP 7.2 The next seven section/assignments contain 30 separate lines. Each section begins with an Roman Numeral which stands for the assignment number. The first five sections contain three or four separate lines. Each of these lines has a section number, a range of pages followed by the number of pages to be read. The word "or" indicates that this line is an option for the same assignment as lines following it. The last two sections/assignments are followed by a one-line description. I. 1A 53- 72 18 OR 1B 4- 87 17 OR 5A 221-241 21 OR 5B 247-267 23. II. 3 137-154 17 OR 6A 275-297 22 OR 6B1 299-315 18 OR 6b2 315-333 19. III. 7A 248-364 17 OR 7B 365-381 14 OR 7C 383-395 23. IV. 8A 399-426 24 OR 8B 431-452 23 OR 9A 460-484 23 OR 9B 487-510 23. V. 10A 525-540 15 OR 10B 542-560 19 OR 10C 562-576 14. VI. Research Paper VII. No reading assignment, Letter of Reflection: Assignments 2 and 5 are in-class, so students must read the articles before class. There will be no time to read 14 to 24 pages, write and review an essay with any chance to do well. One of the two must go into the final portfolio. 7.3 Specific Instructions on Class and Take-home Essays: Students should NOT give me a LIST OF MAJOR POINTS of the articles. If this is done, the paper will be returned. Ass. 1: Choose one of the four options below for your take-home essay: 1A---18 pp.: Malcom X, H. Keller, M Klingston, & C Marin; Mastery of a language is a source of power and identity. Using evidence from the four articles, defend or reject the thesis that Composition and Foreign Language courses are in college curricula as a source for student empowerment. 1B---17 pp.: E. Stanton, S. Truth, C. Catt, & V. Woolf; Women in America's past were expected to be reserved and not attract attention in public. Using evidence from the four articles, defend or reject the thesis that public speaking by early feminists changed the expectation of society in regard to women's public behavior. 5A---21 pp.: IFPA, G. Orwell, & W. Lutz; Language can be used to manipulate people for political or economic purposes. Using evidence from the three articles, defend or reject the thesis that people can protect them- selves from manipulations by politicians and by the media. 5B--23 pp.: S. Bok, J. Sleeper, Katz & Jhally, R. Lee, M. Mates & S. Grossfeld. Using evidence from the six articles, defend or reject one of the two following theses (four options): Easy availability of guns is (not) responsible for increased gun violence. OR Violent media portrayals are (not) responsible for increased gun violence. Ass. 2: Prepare for the first in-class theme from articles in one of the four options below: 3---17 pp.: R. Kummer, A. Harmon, R. Henderson, H. Rheingold & C. Raymo; Using evidence from the five articles, defend or reject the thesis that the internet increases contact and community among people for the better. 6A---22 pp.: L. Savan, D. Tannen, Postman & Powers, E. Goodman, & M. Medvid; Using evidence from the five articles, defend or reject the thesis that the media use of ready-made and vulgar language is negatively affecting the general public's ability to think and to speak. 6B1--18 pp.: CJR & W. Lutz; Using evidence from the two articles, defend or reject the proposition that editing written or broadcast media well is empowering. 6B2--19 pp.: C. O'Neill, and Leonhardt & Kerwin. Using evidence from the two articles, defend or reject the propositions that advertisers put profit motives above the welfare of society, particularly the young. Ass. 3: Choose one of the three options below for your take-home essay: 7A---17 pp.: C. Lawrence III., A. Kors, and G. Wills; Using evidence from the three articles, defend or reject the thesis that censoring hate speech which injures and demeans its targets is more important than freedom of speech. 7B---14 pp.: C. Cleaver, W. Turner, and J. Leo; Using evidence from the three articles, defend or reject the thesis that protecting children from predators and target groups from hate speech is more important than freedom of speech. 7C---23 pp.: ALA, S. McKinzie, and R. Bradbury. Using evidence from the three articles, defend or reject the thesis that freedom of speech must be defended against pressure groups that would abridge it to make others conform to their thinking. Ass. 4: Choose one of the four options below for your take-home essay: 8A---24 pp.: R. Macaulay, D. Tannen, G. Will and Gamble & Gamble; Using evidence from the four articles, defend or reject the thesis that women and men (particularly) do not know nor appreciate their differ- ences in communication styles and functions. 8B---23 pp.: M. Doyle, J. Rosenthal, L. Guinier & E. August; Using evidence from the four articles, defend or reject the thesis that "political correctness" has legitimate reasons for existence even when not all its applications have been defensible. 9A---23 pp.: G. Naylor, C., C. Berlitz, W. Churchill, K. Noda & L. Faderman; Using evidence from the five articles, defend or reject the thesis that no one should use a label to denote any group of people unless that user knows that members of that group are not harmed or offended by that label. 9B---23 pp.: R. Maggio, M. Kakutani, A. Tan & B. Rimland. Using evidence from the four articles, defend or refend or reject the thesis that the cures currently offered to offset biases in writing often cause more problems than solutions. Ass. 5: Choose and prepare to write in class on one of the three options below : 10A--15 pp.: J. Simon, R. Jones & A. Morales; Using evidence from the three articles, defend or reject the thesis that rigorous maintenance of standards in English grammar and usage is necessary to maintain clear and articulate written English. 10B--19 pp.: P. Dickson, A. Ashmore-Hudson, S. Lehigh & A. Williams; Using evidence from the four articles, defend or reject the thesis that it is useless to worry about slang since it is not going to go away and does not do any real harm to the language. 10C--14 pp.: S. Hayakawa, G. Kuntz & L. Rovira. Using evidence from the three articles, defend or reject the thesis that English should be the only official language of the United States. Ass. 6: Write a four and one half to five pages on a topic LIKE that IN the READINGs for the course, but all sources must be found by students, not by the instructor; students will need to learn about the MLA style sheet both for in-line references and for works cited. (The research paper must be used either for the finished essay or for the process essay in the portfolio.) Ass. 7: Guidelines for the Letter of Reflection requirement in the Portfolio Option are from the Director of Portfolio Assessment. Guidelines for Writing the Letter of Reflection. The letter should be directed to the readers evaluating your portfolio. It will be helpful if you discuss some of the following aspects of your writing. O How much time did you spend working on papers? O Describe the process you often went through to complete the final products. O Where did your ideas come from? O How did you explore subjects in your writing this semester? O What kinds of problems did you encounter during the draft stages? O What revision strategies worked well for you? O What did your peers say about your writing? O Did you find the feedback helpful during revision? O What are some of the strengths of your writing? O What do you want the reader to look for during the evaluation? O How would you evaluate yourself as a writer? You may also want to choose one piece, perhaps the essay that is included in the process set, and describe in detail the evolution of that piece of writing. Instructor Info: Instructor Off.: Dpt. Xtt.: 5416/7; Dpt. Fax: 878-5700. E-mail Webpage TOP ------------------------------------------------------------------------------------------ Possible Pronoun templates for the essays: Template I. Student Author 1st. person--singular: I, my, mine, me Reader(s) 2nd. person--you, your, yours (and commands & requests) Excerpt Author(s) 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Promoter(s) of a social, political, economic or other agenda. 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Beneficiary(ies) or victims of the agenda: 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. (Note: words like "any/some/no/every-body/one" and singular nouns which refer to people are also 3rd. person singular. Like- wise, plural nouns and the noun "people" are also 3rd. per- son plural.) ------------------------------------------------------------------------------------------ Template II. Student Author & Reader(s) "seen as sharing the same situation." 1st. person--plural: we, our, ours, us. Excerpt Author(s) 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Promoter(s) of a social, political, economic or other agenda. 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Beneficiary(ies) or victims of the agenda: 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. ------------------------------------------------------------------------------------------ Template III. Student Author, Reader(s) and Beneficiary(ies) or victims of the agenda "seen as sharing the same situation" 1st. person--plural: we, our, ours, us. Excerpt Author(s) 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Promoter(s) of a social, political, economic or other agenda. 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. ------------------------------------------------------------------------------------------ Student Author writing about him/herself in 3rd. person (not common in student writing.) 3rd. person--singular he, his, him; she, her, hers; Reader(s) 2nd. person--you, your, yours (and commands & requests) Excerpt Author(s) 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Promoter(s) of a social, political, economic or other agenda. 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. Beneficiary(ies) or victims of the agenda: 3rd. person--singular: he, his, him; she, her, hers; --plural: they, their, theirs, them. ------------------------------------------------------------------------------------------ These are the most common templates or assignments of pronouns to the various roles in the writing assignment. Others are possible. A tem- plate should be chosen for each essay. A student may use the same tem- plate over and over or may use a different template for each essay. What is important is that the same template be consistent throughout the essay. Wandering from one set to another (called "reference shift") results in a lower evaluation of the essay. 102 Course Objectives: A. Students will continue to utilize the writing process, using the pre-writing, drafting, peer-critiquing, and revising skills de- veloped in ENG 101, and applying them to work in ENG 102. B. Students will also continue to practice ways to approach writing tasks and informal writing/writing-to-leam strategies, applying them now to more academic writing tasks and assignments. C. Students will complete at least five substantive writing exercises, demonstrating competence in argument, persuasive writing, and re- search writing (using sources). All ENG 102 students will complete at least one in-depth research paper. D. Students will demonstrate competency in finding, analyzing, and synthesizing material from various sources--critical and popular print, electronic and other media-into their writing. E. Students will demonstrate the ability to use research strategies for specialized assignments, employing an appropriate citation for- mat (e.g.. MLA or APA) and demonstrating the ability to use Butler Library and/or the Internet as sources of reference information. F. Students will demonstrate the ability to read writing-in-progress, identify rhetorical patterns that work for specific writing tasks, and expand their stylistic repertoire. G. Students will explore the use of the personal computer as a writing and revising tool. H. Students will demonstrate the ability to write well-organized, unified. coherent research-based papers and persuasive essays that include a clear thesis and strong supporting material. Students will compose longer essays, sustain more complex revision, practice greater control of structure, and show more fluency with standard English than in English 101. Behavior conveying disrepect or rudeness toward anyone based on age, race, religion, color, national origin, gender, sexual orientation, disa- bility, or marital, veteran or socioeconomic status as well as other behavior--in the instructor's opinion--disruptive to the educational pro- cess may result in the instructor's having such a student removed from the classroom and in charges brought against such a student pursuant to Buffalo State College's Procedure Regarding Disruptive Individuals. IF YOU HAVE A DISABILITY OR SUSPECT THAT YOU HAVE A DISABILITY THAT REQUIRES ANY KIND OF ACCO- MODATION TO FULFILL THE REQUIREMENTS OF THIS COURSE, PLEASE CONTACT THE OFFICE OF SPECIAL SERVICES FOR STUDENTS WITH DISABILITIES AT 878-4500 Homepage Syllabi