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WAC 101

Fall 2001 line # 64773

Instructor: Dr. Greg Glau

Office: Language & Literature, 312A

Office hours: 11:00 – 12:00 M-F and by appointment

Office phone: (480) 965-3898

e-mail: gglau@asu.edu

web address: http://www.public.asu.edu/~gglau/

Course description:

This writing course may be unlike any you have enrolled in before, for our focus won't center on your finished "products" but rather the goal of the course is to help you to develop strategies for using writing to construct meaning—which in turn assists you in generating thought-provoking discourse for your intended reader.  Current research indicates that writers must become well-versed in a variety of approaches to constructing the types of genres required in their college courses (now) and in the workplace (later).  

When students are equipped with appropriate strategies for generating texts, they typically approach their writing with confidence and commitment.  Additionally, students report that they find the writing process and the writing they construct both rewarding and pleasurable. Upon completing this course, you will have learned that all writing involves a recursive (and often messy) process of thinking and writing strategies often referred to as peer review, invention, prewriting, drafting, revising, and editing.

This semester, I’ll ask you to complete three major writing projects; a brief reflective letter at mid-term; and a final portfolio analysis/reflective letter, in lieu of a final exam.

The Writing Program at ASU supports the Conference on College Composition and Communication’s Outcome Statement (preliminary version), which supports these "outcomes" for students:

Rhetorical knowledge: this covers the kinds of things students need to know about the writing situation, such as who the readers are and what kind of information they may be expecting from the text. By the end of their first-year writing courses, students should:

·         be able to focus on a specific purpose

·         be able to anticipate the needs of different kinds of readers

·         be able to recognize the differences among kinds of writing situations

·         be able to use the conventions of format, organization, and language appropriate to specific writing situations.

·         understand what makes writing types (like a book review, a project proposal or a research report) different

General reading, writing, and thinking skills: this covers general reading, writing, and thinking skills students must have to meet the demands of different kinds of writing situations. By the end of their first-year writing courses, students should:

·         be able to use writing to record, explore, organize, and communicate

·         be able to find, evaluate, analyze, and synthesize appropriate primary and secondary sources in order to meet the demands of different kinds of writing situations

·         understand the general relationships among language, knowledge, and power.  

Processes: this covers the processes students need to follow to produce successful texts. By the end of their first-year writing courses, students should know how to use:

·         multiple drafts to improve their texts

·         strategies like brainstorming, outlining, and focused freewriting in all stages of the writing process

·         generating, organizing, revising, and editing strategies that are appropriate to the specific writing situation

·         effective collaborative strategies to investigate, write, revise, and edit 

·         a variety of media, including particularly standard computerized media, in ways that permit them to make their writing acceptable to a wide variety of readers.

Conventions: this covers specific conventions, such as spelling and punctuation, that readers expect writers to control. By the end of their first-year writing courses, students should:

·         control general conventions of spelling, grammar, and punctuation expected in standard written English

·         be able to document primary and secondary sources appropriately

·         know how to check for conventions about which they are uncertain

·         understand that different conventions are appropriate for different kinds of writing situations

The Stretch Program

The Stretch Program is a two-semester sequence of classes linked through a common instructor--for both semesters, students usually have the same teacher, work with the same group of students, and often even have the same classroom. We designed Stretch to help build a real writing community, as everyone has an entire year to work together to improve his or her writing.

The Stretch Program is designed specifically for those university students who lack experience with the kinds of writing they will be asked to do at ASU--students who have good ideas and who may be effective writers in some situations, but who have minimal training and experience with academic writing. Stretch gives these students more time to develop effective writing strategies--strategies they will use in all of their university classes. Students in Stretch classes read the same texts and do the same kinds of assignments as other ENG 101/107 students. In effect, Stretch students do twice as much writing and revising as other ENG 101/107 students, thus giving them more practice at the kinds of writing they'll do in their academic career, and beyond. The first class in the Stretch sequence is WAC 101/107; the second is ENG 101/107. In effect, these connected Stretch Program classes "stretch" English 101/107 over two semesters, so students have the opportunity of extended experience at working with many and various ways of both reading and writing.

This extra time allows students to learn and work with a wide range of composing strategies, to help them understand what techniques are appropriate for any particular situation: reading strategies (to effectively read their own textbooks, as well as their classmates' writing and their own compositions), invention techniques (to help students get started on their writing), composing methods (strategies of organization), and revision and proofreading strategies (to help improve their early drafts of texts).

Students in Stretch Program classes take responsibility for their own education by being involved in a wide range of learning activities, for we believe that students can best learn to write by writing, receiving feedback (from peers and their instructor), and revising those texts, always with a view of the rhetorical situation: what do we want our writing to do?

Required texts:

Glau, Gregory R., and Craig B. Jacobsen.  Scenarios for Writing.  Mountain View, CA: Mayfield,

2001.

Rhetoric and Composition Committee. Guide to First-Year Composition; the latest edition is on the Web and you can access it at http://www.asu.edu/clas/english/writingprograms/

 A college-level dictionary

Policies:

Attendance is mandatory. I know everyone has problems from time-to-time in getting to class. However, since our class uses a workshop approach where other members of the class suffer when you're not present (to comment on their work), absences will affect your final grade for the course. 15% of your course grade will come from your in-class writings (we do those right at the start of class) and your class participation.  At 15% of the total grade, the "in-class writing/participation" grade is about.5% per class period.  Put another way, you'll lose 1% of your grade for every two days you miss or are late to class or if you’re not prepared to answer the questions for the in-class writing. The 1% penalty may not seem like much, but a few missed/late/unprepared-for classes will quickly move you down one letter grade.  Note that your participation in group activities (which we’ll do in class) and in the open meeting count as participation points.

Please note: if you miss more than four classes (more than 15% of the course), you will fail this class, and if you’re more than five (5) minutes late to class, you will be counted absent for that class period.

Please also note: several times during the semester we will cancel classes so we can hold conferences. If you miss a conference, you will be counted absent for the same number of classes that were canceled in order to hold conferences. For instance, if we cancel class for two days to hold conferences and you miss your conference, that "counts" as two absences.  Also note: the class period before we start these conferences, you will be asked to bring in copies of your Writing Projects to share with your classmates, so they can comment on them and make suggestions on how to improve them. 

Note that if you do not have copies of your Writing Project on the day they're due, you will lose one letter grade from your final Writing Project grade.  And obviously, to pass this class all assignments must be completed, and please remember, too, that all writing for this class must be written for this class.

To accommodate students who participate in university-sanctioned activities, the Writing Program offers sections of this course at various times of the day and week.  We have asked advisors across campus to help students enroll in appropriate sections.  If you think that this course may conflict with a university-sanctioned activity in which you are involved--athletics or the debate team or whatever--please see me after class today.  While transferring to another section may be the only viable option, let's discuss the possibilities.

I want to underscore the published deadlines for dropping courses. The deadline for unrestricted withdrawal for any class you have enrolled in this semester is 9/14/01. The deadline for restricted withdrawal—meaning that the instructor of the class you wish to drop must indicate whether or not you currently have a passing grade in that class—is 10/26/01.

While I am optimistic that you will not elect to drop this class or any other class that you’re currently taking, it is important that you pay attention to these deadlines.  The better informed you are about the options available to you as a student at ASU, the more likely you are to succeed academically. If you feel you would benefit from additional support in reading, writing, math, philosophy, or any other area of your academic life, please make an appointment to see me during office hours so that I can provide you with information about services available to you at ASU.

Grading: Grading for Writing Projects will follow English Department standards, which are based on content, organization, expression, and mechanics.  If you ever have a question about a grade and/or a comment I've made, please ask me about it.  Remember that your grades from your WAC 101 class will accumulate and will count as 50% of your ENG 101 grade.  We will talk individually about your WAC 101 grades, so you will know exactly where you stand starting your ENG 101 semester.

All sections of first-year composition follow a uniform grading policy, which is based on the university's 4.0 grading system. To compute the final grades, the following values are assigned to the standard letter grades of A through E:

·         A................. 4.0

·         A-............... 3.7

·         B+.............. 3.3

·         B.................3.0

·         B-............... 2.7

·         C+.............. 2.3

·         C................ 2.0

·         C-.............. 1.7

·         D+............. 1.3

·         D............... 1.0

·         D-.............. .7

·         E................ .3

·         No paper = 0

Note that there is a marked difference between a failing paper and not turning one in. Since final grades are reported as whole numbers (there are no plus or minus final grades), the following scale will be used to determine the final grade.  A student will receive a final grade no lower than the grade determined by the following formula:

·         A = 3.5 - 4.0

·         B = 2.5 - 3.49

·         C = 1.5 - 2.49

·         D = .5 - 1.49

·         E = .49 and below

Manuscript preparation: Please consider every piece of writing you do for this class to be "public property."  We will discuss your writing in both large and small groups.  Several times during the semester, you will be asked to duplicate your Writing Project for your writing groups (approximately six copies).  ALL VERSIONS of ALL Writing Projects, except research logs, must be typed, double-spaced.  Please do not use cover sheets (let's save trees) or binders.

The public nature of class writing and discussions: Part of becoming a good writer is learning to appreciate the ideas and criticisms of others, and in this course our purpose is to come together as a writing community.  Remember that you will often be expected to share your writing with others, so avoid writing about things that you may not be prepared to subject to public scrutiny, or things you feel so strongly about that you are unwilling to listen to perspectives other than your own.  This does not mean that you are not entitled to an opinion but that you adopt positions responsibly, contemplating the possible effect on others.  In particular, please do not write about any criminal activity that you have knowledge of—as a witness, as a victim or as a perpetrator. This may seem like an odd thing to caution you about, but if you were to write about such activity, I may be legally required to report it to the authorities.

Class Procedures:  For every class period, there will be reading assignments. We will discuss and/or write about these texts in detail, so be sure to read them and annotate carefully, so please remember to bring your textbook to class each day.

For most class periods, you will have a Research Log (RL) entry. Each entry in your Research Log should be dated and be about 200 words long (1 typed or 2 handwritten pages).  Most often, you will annotate and respond to the readings in your Research Logs.  Research Logs will be graded on a Ö+, Ö, and Ö- basis.  Generally, research logs will move you up or down about one grade.  That is, if most of your Research Logs are Ö+, then they'll help you if you're close to the next higher grade.  If many are Ö-, and you'd "between grades," you'd probably receive the lower grade for the class.  Average research logs, marked with a Ö, will keep you about the same.  I strongly, strongly recommend that you put a lot of time and effort into your Research Logs--and in the end, it will help you write better Writing Projects.  RESEARCH LOGS MUST BE TURNED IN THE DAY THEY ARE DUE.

Please also keep a copy of any Writing Project you turn in, for your own files. You'll need them for the mid-term and final portfolios in ENG 101, and also if you want to file a grade appeal. Please also note: when you turn in the final version of any Writing Project, you must also turn in all earlier versions, including notes, outlines, etc.  I will not accept Writing Projects unless all earlier versions are turned in at the same time as the final version.

Late Writing Projects: Do not turn your Writing Projects in late, unless you negotiate with me BEFORE the due date--NEVER on the same day a Writing Project is due. Writing Projects that are late will be marked down a full letter grade for each day they are late. As with the attendance policy, I will not vary on deducting for late Writing Projects, no matter what "excuse" you might have.

Plagiarism is stealing. Plagiarism is cheating yourself and someone else. The consequences are severe, including failure for the assignment, probable failure for the course, disciplinary referral to the Dean, and possible expulsion from the University. Whenever you borrow a phrase, sentence, paragraph--or even an idea stated in your own words--from any outside source (news writing, magazine, TV show, book) without giving credit to that source, you have plagiarized. For more information, see the Guide to Composition. If you have any questions about how to acknowledge someone else's words or ideas, see me.

Required writing:

Research Logs …………………............................................…….…....….....…15%

In-class writing, at the beginning of class/participation grade..…………….…..15%

Note that your participation in the group statements and in the open meetings

            is part of your in-class writing/participation grade

Writing Project #1: Constructing an informational text…...….……….………...15%

Writing Project # 2: Constructing an evaluative text..……..…............….....……20%

Writing Project # 3: Constructing a proposal…………....…...............……...…..25%

Final reflective letter & critical analysis.............................…...................…...…10%

The first version of each essay will be discussed in small group workshops and I will comment on your writing in conference.  You then will revise this essay into a final draft, often working through several workshop versions, using the suggestions you received as a starting point for the final version.  Remember: writing is never "done" the first time; (re) vision means (re)seeing . . . (re)cognizing . . .

Please feel free to say anything you wish in class; I will.  At the same time, I will respect you as adults and will expect you to treat the others in the class the same way.  This might seem a minor point, but we will be doing a lot of commenting on each others' Writing Projects, and it's important to always be considerate as well as honest.  I call on everyone equally, whether you raise your hand or not, so know in advance that you will be expected to talk in class.  Finally, remember the 6 Ps.

===============================================================

The Scenarios for Writing classroom activity sequence:

• A series of photographs and your initial response
• Overview and discussion of issues
• The scenario
• Entering the scenario as a group member (role-playing)
• Students assigned to groups
• Initial group meetings
• Resources: readings and research
• Groups meet and discuss their ideas and perspectives
• Group work counts as participation points
• Research Logs & in-class writing counts as participation points
• Groups work on and finalize their collaborative statements
• Groups adapt statements to a verbal format
• Groups make presentations in an open-meeting
• Question other groups
• Assigned individual writing
• Peer review / workshop drafts
• Turn-in final versions
• Reflect on working through the scenario

===============================================================

Week One

Day 1: Tuesday, 8/21/2001:

In-class: introductions; syllabus; in-class writing: what are your goals and hopes for this class, this semester? How do you think you might go about accomplishing those goals? That is, what do you do plan to do this semester? What is your plan of attack, so to speak, for this class?

Day 2: Thursday, 8/23/001:

Assignments due: read 3-17 and 24-30; also RL# 1 (Research Log #1): what's the best idea you got from today's reading?  Please explain why; also answer six (6) of the questions (your choice) in box 1.3, page 15

In-class: in-class journal writing: what brainstorming method (several are discussed in your reading for today) do you find the most useful?  Why?  Give at least one specific example of when you used one of these methods and how it was useful to the writing you were working on. Also: Cooperative learning and the goals for this class; questions on syllabus handout; discuss readings for today

Week Two

Day 3: Tuesday, 8/28/2001:

assignments due: read 30-63; also RL#2:  What is your initial reaction to the Confederate flag situation (outlined on page 48)?  What’s interesting or troublesome about it?  What issues are important?  To whom?  What seems to be “at stake” here?

In-class: in-class journal writing: what’s the best idea in your reading for today?  Why? List discourse communities and discuss; do "who-what" etc. page 49 with other questions; get started at using WebBoard; discuss readings; scenarios sequence of activities

Day 4, Thursday, 8/30/2001:

assignments due: 66-75 and 77-88; also: RL#3: Part A: what is your initial reaction to the "scenarios" approach?  Does it sound interesting and useful?  Why or why not?  What concerns you?  Also Part B: answer five (5) of the questions about “First Impressions,” page 81 (your choice of questions);

In-class: in-class journal writing: the scenarios sequence calls for an open meeting, to give each group the chance to express its opinions and ideas.  What has been your past experience with such open discussions or debates?  What are your concerns about such activities?; discuss readings; WebBoard/e-mail; initial discussion; initial group assignments; do “applying” in Box 4.1 page 90; do “representing the range” box 4.2 page 91; start drafting group statements to the Hearthwood Herald

Week Three

Day 5, Tuesday, 9/4/2001:

Assignments due: read 89-99; also RL#4: answer # 2 page 93

In-class: in-class journal writing: answer question 3 page 94 and question 4 page 99 and discuss; groups discuss readings / answer more questions; groups meet to discuss positions and to start drafting group statements

Day 6, Thursday, 9/6/2001:

Assignments due: read 105 (“Technology: East Degrees Proliferate on the Web”)-110; also RL#5: answer questions #2 and #3, page 110

In-class: in-class journal writing: discuss readings; continue to work on draft of group position statements and turn in

Week Four

Day 7, Tuesday, 9/11/2001:

Assignments due: read 116-119; also RL#6: answer question 3, page 119

In-class: in-class journal writing: answer question #2  page 118 and discuss; finalize group statement and turn in; prepare for the campus open forum; PowerPoint

Day 8, Thursday, 9/13/2001:

Assignments due: read 119-126; also RL#7: answer #3, page 126

In-class: in-class journal writing: answer #2 page 126 and discuss; campus open forum, where each group will present its position to the other groups

Week Five

Day 9, Tuesday, 9/18/2001:

Assignments due: read 18-23; also: Writing Project # 1 Version 1 (6 copies); also: RL# 8: what’s the best thing about this Writing Project?  The weakest?  On what would you like to spend more time, if you could?  The purpose of this RL is to step back a little and to reflect on your work so far

In-class: in-class journal writing: list what you’d like your classmates to comment on and make suggestions about and then put this information on all copies of your paper; switch papers for group conferencing next week; workshop / peer review of WP#1

Day 10, Thursday, 9/20/2001:

Group conferences in our classroom

Week Six

Day 11, Tuesday, 9/25/2001:

Group conferences in our classroom

Day 12, Thursday, 9/27/2001:

Assignments due: WP#1 final (15%); also: read 471-77

In-class: in-class journal writing: what grade does this paper deserve?  Why?  Do Box 5.3 “reflections” on page 210 as a final reflection on this scenario and writing project; get started on WP#2

Week Seven

Day 13, Tuesday, 10/2/01

Assignments due: read 135-49; also RL#9: select five (5) questions from "First Impressions," page 138, to answer

In-class: in-class journal writing: answer two of the questions on 138 that you didn’t answer for your RL and discuss; students assigned to groups and groups meet in-class to discuss their ideas and perspectives; do "applying" page 148

Day 14, Thursday, 10/4/2001: TETYC CONFERENCE?

assignments due: read "Life in the Classroom," page 150; "Fourth Amendment," page 151; "School Crime," page 151, "One Million," page 153; also RL#10: answer all six questions page 151

In-class: in-class journal writing: answer question 2 page 153 and discuss; groups discuss readings / answer more questions; groups meet to discuss positions and to  start drafting group statements; if time, peer review / workshop statements

Week Eight

Day 15, Tuesday, 10/9/2001:

Assignments due: read "Growing Intolerant of Zeroes," page 164; “State Urges,” page 166;  "Preventing School Violence," page 168; also RL#11: do # 2, and 3, page 173; also answer question 1 for "Growing Intolerant of Zeroes," page 166

In-class: in-class journal writing: answer question 3, page 166 and discuss; discuss readings; finish draft of group position statements and turn in; read and discuss 203

Day 16, Thursday, 10/11/2001:

Assignments due: read "Guards with Guns," page 177, and "Standing Up To Violence," page 181; also RL#12: answer # 1, page 200

In-class: in-class journal writing: answer questions 1 and 3, page 181 and discuss; workshop / peer review of group statements; finalize and turn in position statements; PowerPoint; prepare for open meeting: groups work on the presentations of their main positions

Week Nine

Day 17, Tuesday, 10/16/2001:

Assignments due: read 201-206 and “Personalization,” page 173; also: RL# 13: answer question 4, page 200-201

In-class: open meeting in front of the Winterhaven Valley Governing Council; groups to each make a formal presentation followed by a discussion and question-and-answer session

Day 18, Thursday, 10/18/2001

assignments due: WP# 2 version 1 (6 copies); also RL# 14: what’s the best thing about this version of WP#2?  The weakest?  What would you like to spend more time on?  The purpose of this RL is to step back a little and to reflect on your work so far

In-class: in-class journal writing: what would you like your readers to comment on and to make suggestions about?  Be specific.  Transfer your comments to each of your group members’ papers.  Switch papers for group conferences; workshop / peer review WP# 2

Week Ten

Day 19, Tuesday, 10/23/2001 and Day 20, Thursday, 10/25/2001:

Group conferences in our classroom

Week Eleven

Day 21, Tuesday, 10/30/2001:

Assignments due: WP# 2 (evaluation) final (20%)

In-class: in-class journal writing: Part A: what grade does this Writing Project deserve?  Why?  Part B: answer # 1 page 375 and discuss; get started on WP# 3 (go over assignment handout); in-class research time; do “reflections: page 392; discuss possible perspectives for WP# 3; getting started with interview for next time; generate questions

Day 22, Thursday, 11/1/2001:

Assignments due: research day (no class): Interview someone at a high school about their thoughts on school safety (this can be a teacher, an administrator, or a student) (we’ll together generate a list of questions to ask).  Also: also read “1999 Annual Report on School Safety” page 155

Week Twelve

Day 23, Tuesday, 11/6/2001:

Assignments due: prepare to present your interview results to the class in a 3-minute presentation; RL#15: your notes on the interview are RL#15

In-class: oral reports on interviews (3 minutes maximum)

Day 24, Thursday, 11/8/2001:

Assignments due: WP# 3 (proposal) version 1 (6 copies)

In-class: in-class journal writing: list what you’d like your classmates to comment on and make suggestions about and then put this information on all copies of your paper; switch papers for group conferencing next week; workshop / peer review of WP# 3

Week Thirteen

Day 25, Tuesday, 11/13/2001:

Group conferences in our classroom

Day 26, Thursday, 11/15/2001:

Group conferences in our classroom

Week Fourteen

Day 27, Tuesday, 11/20/2001:

Individual conferences in my office (optional)

Day 28, Thursday, 11/22/2001: no class--Thanksgiving

Week Fifteen

Day 29, Tuesday, 11/27/2001:

Assignments due: WP# 3 V2

In-class: in-class journal writing; workshop WP#3 V2; start on reflective letter

Day 30, Thursday, 11/29/2001:

Assignments due: reflective letter version 1

In-class: in-class journal writing; workshop reflective letter

Week Sixteen

Day 31, Tuesday, 12/4/2001:

assignments due: WP# 3 final (25%); also Reflective letter final (10%); last class day

In-class: departmental evaluations

Final examination schedule:

Thursday, December 6, 7:40-9:30

(we do the final reflective letter instead of a final examination)
ENG 101 semester calendar, spring 2001 / Glau