English 1110: Critical Reading and Writing II (Context, Substance,
Style)
Syllabus and General Course Information
Fall 2012
(Class Schedule:
Mondays and Wednesdays, 5:30pm-6:45pm, SN 3060)
FOLLOW THE COURSE BLOG: http://station1110.blogspot.ca/
Instructor:
James Langer
Office:
A2046
Office
Hours: MW 7pm-7:30pm or by appointment
Email:
james.langer@mun.ca
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Contents |
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1. Course Description |
More and more, we communicate with one
another through writing. We have Twitter, Facebook, text-messages, and emails, but
these popular forms of writing are fraught with shortcuts, miscommunications,
and conventions that are unacceptable when we attempt to communicate lucidly
through professional or academic forms of writing. As much as ever, the written
communications that matter in our lives need to be clear, concise, and
effective. ENGL 1110: Critical Reading and Writing II (Context, Substance, Style)
is an examination of prose texts such as essays, articles, and reviews.
Students write for different purposes and audiences. Emphasis is placed on
critical reading and writing: analyzing texts, framing and using questions,
constructing essays, organizing paragraphs, conducting research, quoting and
documenting, revising and editing. We will approach this course with the
understanding that good, clear writing is inextricably linked to other forms of
communication such as attentive listening, thoughtful speaking, and careful
reading. The best way to learn the fundamentals of clear writing, then, is to
practice a variety of communication skills in the context of the classroom and
study. While written assignments are a major component of English 1110, active
engagement with assigned readings and class discussion will be sincerely
encouraged.
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2. Course Objectives |
The objectives of English 1110 are:
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To give students practice in
different kinds of writing, e.g., journal keeping, persuasion, analysis,
investigation, satire, etc.
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To improve students’ critical
reading skills as a process leading to writing
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To give students an
understanding of writing as a process which takes place in a context; is
usually intended for readers other than oneself; and requires preparation,
drafting, and revision
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To improve students’ ability to
write in an interesting, engaging fashion
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To show students how to
recognize problems at different stages of writing a paper, and how to address
them
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To introduce students to the
analysis of prose written for different purposes
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To master diverse techniques of
writing and different modes of writing
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3. Term Work and Evaluation |
1.
Written Assignments (65%): There are
five written assignments to be handed in on specific dates over the duration of
the course. The first three assignments are valued at 10% each. The fourth
assignment is valued at 15%, and the fifth assignment (the research essay) is
valued at 20%. See section 11 for assignment due dates, word counts, and
values. Topics will be announced in class.
2.
Student Blogs (10%): Each student in
this section of English 1110 will create a blog using BLOGGER (www.blogger.com). Students will be encouraged to write blog
entries on assigned readings, but there are four course specific blog entries
that must be posted over the course of the term, and your grade will be based
on these four topic-specific blog posts. See section 10 for more details. Create
your blog and email your blogspot address to me (james.langer@mun.ca).
3.
The Research Paper Presentation (5%):
During the final five weeks of classes, each student will deliver a ten minute
presentation which will summarize the major points and arguments of his/her
final research paper. More information on the presentations will be announced
in class. Student presentation dates will be selected in class on October 10.
4.
The Final Exam (20%): A general outline
of the final exam will be given in the last week of classes. Exam date and
location TBA.
Term Evaluation at a Glance:
Essay #1 10% Essay #2 10%
Essay #3 10% Essay #4 15%
Research Essay 20% The
Blog 10%
Research Presentation 5% Final
Exam 20%
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4. Textbooks |
Ø Barnet, Sylvan, Marcia Stubbs, Pat Bellanca, and Pamela G. Stimpson
eds. The Practical Guide to Writing. 2th
Canadian ed. Toronto: Pearson, 2007. Print.
Ø A good college dictionary and a thesaurus.
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5. Privacy Statement |
To ensure privacy, student papers may be
obtained, by the student personally, when papers are returned in class or
picked up, by the student personally, in my office. Papers will not be
available otherwise, and grades will not be posted either on paper or online.
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6. Attendance |
As Woody Allen said, "Eighty percent
of success is showing up." I strongly recommend that you attend every class. Students missing
one class will have a great deal of work to catch up on. If for some reason you cannot attend class,
you must inform me via email (james.langer@mun.ca) at
your first opportunity, and you should make every effort to catch up on
everything you miss by consulting the syllabus and your fellow students.
Students who miss more than 3 classes without legitimate reason will not be
eligible for extensions on assignments.
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7. Certificates from Health Proffesionals |
Students who request permission to drop
courses, to withdraw from University studies, to have examinations deferred or
to obtain other waivers of University, departmental or course regulations on
health issues are required by the university to produce a note from a health
professional in support of their request. Such notes must be sufficiently
specific to allow a proper consideration of the student’s case. The University
requires that all medical notes must be on letterhead, must be signed by the
health professional, must confirm the specific dates on which the student
visited the health professional and should include details on the following:
• The degree to
which the health issue (or treatment, in the case of medication, for example)
is likely to have affected the student’s ability to study, attend classes, or
sit examinations.
•The length of time
over which the student’s abilities were likely hampered by the condition (e.g.
recurring severe pack pain over a two-month period would likely have more
adverse effect on studies than a single episode of back pain requiring bed rest
for a week).
•The fitness of the
student to resume studies (it is in the student’s best interest not to return
to studies prematurely).
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8. plagiarism |
Plagiarism is the act of presenting the ideas or works of
another as one's own. This applies to all material such as essays, laboratory
reports, work term reports, design projects, seminar presentations, statistical
data, computer programs, research results and theses. The properly acknowledged
use of sources is an accepted and important part of scholarship. Use of such
material without acknowledgment is contrary to accepted norms of academic
behaviour.
Plagiarism of any kind will not be tolerated and will result
in disciplinary measures. Memorial University of Newfoundland values academic
integrity. For more information, be sure to consult the statement of academic
offences printed in the University Calendar.
Plagiarism is easily detected in student
essays.
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9. Class and Course etiquette |
• Laptop computers are permitted in class. However, if these devices
are used improperly, they can become a nuisance and distract other students.
Communication devices (cell-phones, etc) should be turned off, and social
networking (email, Twitter, Facebook, etc.) during class time is prohibited.
• Photography is prohibited in the classroom. If students wish to
digitally record or otherwise tape class lectures, they must have a legitimate
reason and must receive my written consent to do so.
• Students who wish to communicate with me via email must use their mun.ca email address. I will not open
emails from students sent from off-campus addresses (i.e. hotmail, gmail, etc)
nor will I open student emails sent to accounts other than my mun.ca address.
• When students communicate with professors, they should write with a
sense of precision and professionalism. Emails will include a salutation
("Dear Prof. Langer," "Hi James," or at least
"James"). The body of your emails should include complete, properly
punctuated sentences and should be free of emoticons and internet-speak (no
"btw," "omg," "lol," "roflmao," etc.). And students should respectfully type their
full name at the bottom of an email so I know exactly with whom I am
communicating. While I encourage and look forward to your emails, I will not
hesitate to ask students to revise their email communications in the name of
clarity, mutual respect, and proper etiquette.
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10. student Blogs |
The four mandatory blog
posts are valued at a combined total of 10%.
The blog entries must be written in full sentences and paragraphs and posted on
or before the dates indicated on the course schedule (see section 12).
• Blog Post #1 (Topic Selection): Students will
announce their research essay topic and discuss the reasons for their choice.
Read Chapter 9 in your text book and try to write a narrative introduction for
this post. When discussing your research, you should conclude by explaining why
you think your topic is important.
• Blog Post #2 (Book/Movie/Album Review):
Students will write a review of a book, movie, or album that was released in
2012. Be sure to read Chapter 14 in your text book before tackling the review.
• Blog Post #3 (Devil’s Advocate): By this
point in the term, your research paper should be well underway. You should have
a thesis statement and the main points you wish to argue. In the “devil’s
advocate” blog post, students will find a potential weakness in their research
essay argument and discuss how they intend to overcome this adversity.
• Blog Post #4 (Satire): Read Jonathan Swift’s
“A Modest Proposal” (page 569 in your text). Then choose a social, economic, or
political issue and write your own satirical blog entry.
Post #1 due September 17 Post #2 due October 17
Post #3 due October 29 Post #4 due November 21
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11. Written Assignment Instructions |
Be sure
to note the minimum word count, peer
editing date, and final due date for each assignment. Students will bring a
draft copy of each essay to class for Peer Editing on the day indicated before
the final due date. After the Peer Editing session, students will make the
necessary editorial changes and hand in the finished copy of the essay when
class commences on the due date.
While
the assignments will only be graded based on the quality of the final copy,
each essay must be handed in to the instructor accompanied by the draft used
during the Peer Editing session. And each essay must also be accompanied by a
typed OUTLINE.
All
essays should follow the citation and format guidelines set by The Modern
Language Association (MLA)
■ Written Assignments:
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Assignment #1 (10%) Min
500 words Peer
Editing: September 19, 2012
Due: September 24, 2012
Cause
and Effect Essay (See the section on Cause and Effect in Chapter 8 of your
textbook)
Topics
will be assigned in class.
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Assignments #2 (10%) Min
500 Words Peer Editing:
October 1, 2012
Due: October 3, 2012
Comparison
and Contrast Essay (See the section on Comparing
in Chapter 8 of your textbook)
Topics
will be assigned in class.
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Assignment #3 (10%) Min
500 Words Peer
Editing: October 10, 2012
Due:
October 15, 2012
Definition
Essay (See Chapter 11 in your textbook)
Topics
will be assigned in class.
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Assignment #4 (15%) Min
750 words Peer
Editing: October 22, 2012
Due: October 24, 2012
Analytical
/ Argumentative Essay (Refer to Chapters 8 and 12 in your textbook)
Topics
will be assigned in class.
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Assignment #5 (20%) Min
1500 words Due:
November 7, 2012
Research
Paper
The Research paper is your final
written assignment, and it represents the culmination of everything you have
learned over the course of the term. Students will choose their own topic for
the research paper.
The research paper should be
grammatically perfect, and it should demonstrate your ability to ask engaging
questions and implement effective strategies for research. This final paper
should also reflect your ability to focus and organize an argument while
providing support for your overall argument with pertinent secondary sources.
Since the research paper is the conclusion of your written work for the term,
the essay should highlight your capacity to write in a sophisticated and persuasive fashion.
You will also have the opportunity
to present your ideas to the class in a highly organized and professional
manner, during the last three weeks of classes, in your Research Paper
Presentation.
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12. Tentative Course Schedule |
Students should
attend every class and read the chapters indicated BEFORE each class
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Monday
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Wednesday
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September
3-5
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Introduction to English 1110
Introduction to C.O.G.S. (Grading)
The Stages of Writing
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Sept.
10-12
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Thinking about Context
The Paragraph (Chapter 3)
The Essay
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Revising and Editing
The Parts of Speech
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Sept.
17-19
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Classification, Cause and Effect, Comparison and
Contrast (Chapter 8)
•FIRST BLOG ENTRY POSTED
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The Big Three: Fragments, Comma-Splices, and Run-On
Sentences (Ch 20)
Peer Editing
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Sept.
24-26
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Analysis (Chapter 8)
•FIRST ESSAY DUE
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Concision and Clarity (Chapters 4 and 5)
Emphasis (Chapter 6)
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October
1 – 3
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Persuasion (Chapter 12)
Peer Editing
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Definition (Chapter 12)
Grammar Tips
•SECOND ESSAY DUE
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Oct.
8-10
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No Class
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Punctuation (Chapter 20)
-Select Presentation Dates-
Peer Editing
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Oct.
15-17
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Punctuation Continued (Chapter 20)
•THIRD ESSAY DUE
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Analysis in Action
•SECOND BLOG ENTRY POSTED
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Oct.
22-24*
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Read Michael Ignatieff’s “Myth and Malevolence” (p
152)
Peer Editing
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Read Stephen Jay Gould’s “Women’s Brains” (p 498)
•FOURTH ESSAY DUE
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Oct.
29-31
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Read Sean Mills’s “Modern, Postmodern, and
Post-Postmodern” (p 526)
•THIRD BLOG ENTRY POSTED
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Read Heather Pringle’s “The Way We Woo” (p 545)
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November
5-7
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Research and Documentation (Chapter 17)
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Presentations
•RESEARCH ESSAY DUE
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Nov.
12-14
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No Class
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Presentations
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Nov.16
Friday
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For this week
only we will have a class on Friday ˃
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Presentations
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Nov.
19-21
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Presentations
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•FOURTH BLOG ENTRY POSTED
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Nov.
26-28
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Presentations
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Exam Review
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*The last day to
drop classes without academic prejudice is OCTOBER 24.
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