English 1120 Section 32 · MWF 10–10:50 am 3202 Haley Center
Ms. McDonnell 3020 Haley Center alm0027@auburn.edu
Office Hours MW 11 am–noon Meetings by appointment
#AubCulture
course Twitter hashtag
Pop Culture Required Texts John Mauk, Culture (Dec 2013) Booth et al, The Craft of Research (3rd Ed.) Supplementary readings on Canvas
Other Materials Auburn email account Cloud storage (or flashdrive) *Twitter account
Course Description and Objectives English Composition II is designed to instruct students in the fundamentals of academic writing, research, and “Students [...] can expect to argumentation. Course activities will focus, [...] critically engage with specifically, on the theme of popular social issues that shape culture. Toward that end, we will explore their lives as students, issues that tend to invite scholarly and public debate: e.g., evolving technological professionals, and citizens.” landscapes, hot topics in entertainment, consumer culture, and the rhetoric and politics of identity, 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.
Policies Academic Honesty
Attendance
Participation (5%)
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 <http://www.auburn. edu/student_info/ student_policies/> 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.
Students enrolled in this course will be held accountable to the following attendance policy: more than four unexcused absences will result in a grade of FA (failure due to absences). If you have an excused absence— e.g., universitysponsored trip, doctor’s visit—you must provide verification to me, 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.
Actively participating in class discussion is critical to your success in this course (and to your success as a future member of a discourse community). Please think of this class as a writing studio—the more everyone contributes ideas, opinions, and constructive arguments, the more we will all gain from the course. 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.
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 (15%) For the first praxis assignment (5%), you will compose a brief essay (~2-3 pages) that articulates a research focus that you can develop throughout the course. For the second (10%), you will compose an annotated bibliography of secondary sources (~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 (15%) Analysis and evaluation of two arguments (4-5 pages). Students will analyze and evaluate two sources within your chosen research focus/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 (25%) 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 (35%) 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 (5%) Students will compose a 2–3 page 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 submitted on Canvas by a specified date and time. For each calendar day a paper is late, 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).
Helpful Information Miller Writing Center
Accessibility
Early Alert Grades
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.
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, 8442096 (V/TT)
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.
Extra Credit Opportunities You will have three opportunities to raise your final grade percentage in the course by five percentage points (each opportunity is worth 1.66% and will be factored in right before I submit final grades). Extra credit will not be shown on Canvas, so each student is responsible for keeping track of his or her own points. Students have two options for receiving extra credit points:
• Live-tweeting (~5 tweets, but no less than 3) a cultural phenomenon (TV episode, movie, political debate, museum visit, Starbucks visit, etc.) in a manner that places the phenomenon within our class discourse. Additionally, the following class day, the student will conduct a short presentation of his or her findings. • Writing a 500-word review of a cultural phenomenon (movie, musical album or single, TV series or episode, etc.) that lends to a scholarly analysis of the phenomenon. The student will avoid opinion-based analysis and, instead, treat the review as a sort of micro-research project.
Twitter Privacy Statement* We will discuss the nature of Tweet “assignments” as a class to decide what would be most beneficial to all students. However, one general point should be made clear: students are not obligated to participate in social media activities. If you choose not to participate in tweeting, please email me and we will discuss other options. If you wish to participate, but are not willing to use your personal Twitter account or do not wish to use your real name, you are more than welcome to use an alias. To ensure you are receiving credit for tweeting, be sure to send me an email including your handle (for example, my handle is @aleemcdonnell). I will review tweets daily and your tweets will contribute to your overall participation grade for the course. All tweets should be posted BY CLASS TIME on the respective discussion day
Course Calendar (tentative) Date
In-Class
For Next Class...
1/14
Discuss course and introduce syllabus
Buy books, choose a research focus and email it to me
1/16
Class canceled
Look through Culture and choose a research focus
Look through Culture and choose a research focus Read: Culture “Why Being a Jerk at 1/19 No class— MLK Jr.Day Work Pays” 1/21
Analyze and Explore Reading
Read: Craft of Research Chapter 1
Thinking in Print
Read: Culture “White Collared: When Did Our Jobs Turn Into a Joke?”
Analyze and Explore Reading
Read: Craft of Research Chapter 2
Planning Your Project: An Overview
Read: Culture “How to Pick the Perfect Brand Name”
Analyze and Explore Reading
Read: Craft of Research Chapter 3
Developing Research Questions
Read: Culture “The New Science Behind Your Spending Addiction”
15th Class Day: Last day to drop course w/ no penalty
Finish Rhetorical Praxis I. Due by class time on F 2/6.
2/9
Workshop Day
2/11
Analyze and Explore Reading
Read: Culture “The Science of Sarcasm? Yeah, Right”
2/13
Peer Review Essay I Draft Due
Read: Craft of Research Chapter 5
Refining Research Questions
Read: Culture “Lying, Cheating, and Virtual Relationships”
Intro Unit 2 Essay 1 Due by 11:59pm
Read: Craft of Research Chapter 6
Essay 1 Decompression
Read: Culture “What Defines a Meme?”
Analyze and Explore Reading
Read: Culture “Bathing Suit Shopping with Annette Kellerman”
1/23 1/26 1/28 1/30 2/2 2/4 2/6
2/16 2/18 2/20 2/23
(Tentative) Research group meeting — no class
Read: Craft of Research Chapter 4
Complete Essay I draft. Bring to class on F 2/13
2/25
Analyze and Explore Reading
No readings
2/27
Library Day (tentative)
Read: Craft of Research Chapter 7
3/2
Argumentation Outlining
Read: Culture “The Picture for Men: Superhero or Slacker”
3/4
Analyze and Explore Reading
Read: Craft of Research Chapter 9 (3/5 last day to drop class w/ a W)
3/6
Evidence (tentative research group day)
Read: Culture “Lies Hollywood Told Us: Love & Romance Edition”
3/9
Analyze and Explore Reading
Read: Craft of Research Chapter 10
3/11
Workshop Day
Read: Culture “The Fall of the Female Protagonist in Kids’ Movies”
3/13
Analyze and Explore Reading
Complete Essay II draft. Bring to class on M 3/16.
3/16
Peer Review Essay II Draft Due
Read: Craft of Research Chapter 11
3/18
Analyze and Explore Reading
Read: Culture “The Shocking Radicalism of ‘Brave’”
3/20
Analyze/Explore Reading Essay II due at 11:59 pm
Read: Craft of Research Chapter 12
3/23
SPRING BREAK :)
3/25
SPRING BREAK :)
3/27
SPRING BREAK :)
3/30
Introduce Unit III: Nature, Politics, and War
Read: Culture “Smoke Gets in Your Eyes”
4/1
Analyze and Explore Reading
Read: Craft of Research Chapter 13
4/3
Library Day (tentative)
4/6
Analyze and Explore Reading
Read: Culture “Fly on the Wall Sees Things It Wishes It Hadn’t”
4/8
Revising Argument
Read: Craft of Research Chapter 14 Read: Culture “A Pagan Response to the Affordable Care Act”
4/10
Analyze/Explore Reading (tentative group meeting)
Complete Rhetorical Praxis II. Due on M 4/13.
4/13
Due: Rhetorical Praxis II on Canvas by 11:59 pm
Read: Craft of Research Chapter 15
4/15
Using Evidence
Read: Culture “We Stop the Next Aurora Not With Gun Control...”
4/17
Analyze and Explore Readings
Read: Craft of Research Chapter 16
4/20
Workshop Day: Intros and Conclusions
Read: Culture “What the Water Dragged In”
4/22
Analyze and Explore Readings
Read: Craft of Research Chapter 17
4/24
Style and Clarity
Complete Essay III Draft. Bring to class on Monday 4/27.
4/27
Peer Review Essay III Draft Due
Read: Culture “Post-Conflict Potter”
4/29
Troubleshooting & Workshoping Day
Complete Essay III. Due on Canvas by F 5/1 at 11:59 pm
5/1
Analyze/Explore Reading Essay III due 11:59pm
*Content adapted from materials by Dr. Chad Wickman