write Journals:must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

name of the book: the Norton Reader An Nonfiction/Edition 13
ENGL 101: Composition 1
University of Wisconsin-Stout
Fall 2015

Instructor: Garrett Sayre
Email: [email protected]
Phone: (757) 236-0459
Office: Rm 201 Tainter Hall
Office Hours: TBA

Introduction: This course is an English Composition course at the University of Wisconsin – Stout. In synchronization with Chancellor Robert Meyer’s mission for the university we will be utilizing theory in an applied fashion. Theory can be useful where facts aren’t available. But where facts are known, facts must subsume theory. What you believe to be true will form the basis for your actions. What you act upon will form the basis of your life. This is why the philosopher Socrates said that he would rather be dispelled of a false belief rather than be agreed with. We will work with the cornerstones of critical thinking and effective reasoning. These being: 1) The unbiased acquisition of correct information even if it goes against what you would like to believe. 2) Clear thinking about the information you have acquired. Professor Einstein of Princeton University described intelligence as clarity of thought. 3) Written and verbal communication skills; the great critical thinker and writer of the Declaration of Independence, Thomas Jefferson, said it this way, “A nation that expects to remain ignorant and free is a nation that never was and never will be.”
This course is integrated with many other academic disciplines. In the introduction to this course we will be using applied psychology as it relates to individual communication and processing styles. We will be looking at elements of applied research and sociological metrics in our first major assignment and you will then be transitioning your research paper into an argument paper by comparing the demographic information for a location in Wisconsin with the demographic information for a location outside of the state of Wisconsin. You will be determining which one of the two locations has the most favorable demographics, especially in terms of crime and specific health and wellness issues. You will present your research in the form of an argument to the class. In the second major assignment we will be doing field research and primary and secondary source assessment to put together a historically relevant document related to the history of Wisconsin. Then we will branch into formal literary critique with a transition into poetry explication for the third and fourth major assignments.
There are essentially two tracks, you get unceremoniously thrown into the research side of academic writing and you get a long smooth preparation for the formal writing assignments about literature and poetry. You HAVE to read or you will not get the impact of this course. Class time is for discussing, group work, and supplemental instruction. Class does not take the place of homework. Some educators would call this a flipped classroom.
Course Catalogue Description: Introductory, first-semester composition course required of students who achieve a designated score on the Wisconsin English Placement Test or a score of “C” or better in ENGL-090. Practice in college-level writing, critical thinking and reading. Introduction to academic research, source-supported writing, argumentation, and conventions of structure, style, grammar, mechanics, and format appropriate to specific rhetorical situations. Students must receive a “C-” or better in ENGL-101 to move on to ENGL-102.

EDUCATIONAL GOALS/LEARNING OBJECTIVES:
As a result of participation in this course, students should be able to:

– Analyze and respond to the needs of different audiences and rhetorical contexts
– Make rhetorical choices consistent with a controlling purpose
– Read texts actively and analytically, identifying the purpose(s) and audience(s) for which a given text has been constructed
– Recognize basic elements of persuasive and argumentative writing (appeals, claims, reasons, evidence, etc.)
– Make informed connections and distinctions among others’ ideas as well as between one’s own ideas and those of others
– Understand knowledge and information as existing within a broader situational and cultural context
– Understand and practice writing as a recursive and strategic process, utilizing prewriting/invention, drafting, revising, and editing
– Understand the collaborative nature of writing, and demonstrate the ability to critique one’s own work and the work of peers
– Learn the basics of academic research:
– Become familiar with academic databases and library search engines
– Learn how to assess the credibility of research sites and material
– Discover the importance of scope in selecting topics and pertinent research
– Understand what it means to join an academic “conversation” on a topic
– Use conventions of structure, style, grammar, mechanics, and format appropriate to the rhetorical situation
– Practice accurate, ethical, and appropriate usage of primary and secondary sources

REQUIRED TEXT and MISC:
Peterson, Brereton, Bizup, Fernald, and Goldthwaite. The Norton Reader: An Anthology of
NonFiction. 13th Edition.

Hacker and Sommers. Rules for Writers. 7th Edition.

Ramage, Bean, and Johnson. The Allyn and Bacon Guide to Writing, Brief Ed., 7.

Purchase Myers-Briggs Personalty Test

ATTENDANCE:
A large percentage of your grade is based on class participation. To do your best in terms of class participation you must be in class. If you have a significant number of unexcused absences you can be dropped from the course or fail the course. The instructor will make decisions in each situation on a case by case basis for this class.
http://www3.uwstout.edu/regrec/attend.cfm

PARTICIPATION:
All assigned readings must be read prior to the class meeting. You are expected to have arrived to class well prepared and well read. Students will be graded on participation.

Daily Preparation: Assignments for the designated class period are to be completed prior to the class period. You should also bring all completed work and work-in-progress to class. Also, the student is required to retain all assignments on flash drive in the event that re-submission is necessary.

Group Work: A major part of this class is learning in cooperative groups. To do so effectively it is important to have completed all readings and academic exercises assigned prior to the appropriate class. You may also want to acquire a study partner.

Syllabus Changes: Syllabus changes may occur if the professor deems it in the best interest of the learning process.
LAPTOPS:
Laptops are important learning tools on the UW-Stout campus, and will be used for presentations, in-class writing, peer reviews, and other activities in class. All in-class use of student laptops must be on-task use. Please see the department handbook’s laptop policy: http://www3.uwstout.edu/english/laptop.cfm
ACCOMMODATION AND SUPPORT:
Disability: If you have special needs or require additional accommodation in our learning environment, please inform me as soon as possible. You may register with campus disability Services. http://www3.uwstout.edu/disability/index.cfm

Writing Center: The Writing Center is a strong and effective environment for getting assistance with individual writing issues. According to their website: “Each visit to the Center is confidential and will address students’ individual concerns or needs. Tutors won’t edit or proofread student papers. Rather, tutors will work with students to develop skills, strategies, and confidence to improve their writing.” Students may be asked by their instructor to make an appointment. Students are encouraged to make appointments even without direction from their instructor. http://www3.uwstout.edu/writingcenter/index.cfm

ASSIGNMENTS:
Late assignments are not typically accepted! If any unforeseen circumstances arise, contact the instructor ASAP.
GRADING:
A combination of formal papers, weekly assignments, journaling, and in-class participation will constitute your grade. There are 100 points available for the semester. The three main papers entail 25 points each for a total of 75 points. The remaining 25 points will come from weekly assignments, journals, and class participation which includes behavior. If behavior is inappropriate, especially from the standpoint of courtesy, the student may be graded from the basis of class participation alone and immediately dropped with a failing grade.
A 100-93 4.0 C 73-77 2.0
A- 92-90 3.67 C- 72-70 1.67
B+ 88-89 3.33 D+ 68-69 1.33
B 83-87 3.0 D 63-67 1.0
B- 80-82 2.67 D- 62-60 0.67
C+ 78-79 2.33 F ≤59 0.0
Rules & Expectations:
– No Profanity
– Please turn off all cell phones
– No text-messaging while in class
– No Face-booking/Tweeting, or surfing the web
– Be on time!
– No emailed assignments
– Keep an open mind
– Be respectful
– No pants falling off or appearing to do so – this is a health, safety and courtesy issue. Your pants must be secured and appear to be secured at waist level.
Course Communication:
When you need to get in touch with the professor do not hesitate to call or text if the need is urgent (Ph: 757-236-0459). The professor’s response time is usually within four hours. Email if your communication is not time sensitive. When you send an e-mail please make sure you use the following subject line: ENGL 101 – (insert your name here). If an in person consultation is required it will usually be arranged close to the students class time.

Note: There are multiple reading charts: one for each book.

COURSE OUTLINE and READING ASSIGNMENTS
Book 1: The Allyn and Bacon Guide to Writing

Week: Chapter Title: Chapter:
1 (No reading from this book week 1; be sure to check the other reading charts.)
2 Posing Problems: The Demands of College Writing 1
3 Exploring Problems, Making Claims 2
4 How Messages Persuade 3
5 Evaluating Sources 21
6 Incorporating Sources into Your Own Writing 22
7 Citing and Documenting Sources 23
8 Writing as a Problem Solving Process 16
9 Strategies for Writing Close-Form Prose 17
10 Analyzing Short Fiction 11
11 Analyzing Images 10
12 Strategies for Composing Multimodal Texts 19
COURSE OUTLINE and READING ASSIGNMENTS
Book 2: Rules for Writers

Week: Chapter Title: Chapter:
1 Conducting Research / Supporting a Thesis 53, 56
2 Principles of Document Design / Evaluating Sources 50, 54
Citing Sources; Avoiding Plagiarism 57
3 Academic Formatting / Managing Information; Avoiding Plagiarism 51, 55
Integrating Sources 58
4 Documenting Sources in MLA Style / MLA Manuscript Format; Sample Paper 59, 60
5 Quotation Marks 37
6 Subject-verb Agreement 21
7 Pronoun Antecedent Agreement 22
8 Pronoun Reference (Clarity) 23
9 Pronoun Case 24
10 Run-on Sentences 20
11 Sentence Fragments 19
12 The Comma / Unnecessary Commas 32, 33
13 The Semicolon 34
14 The Colon / The Apostrophe 35, 36

COURSE OUTLINE and READING ASSIGNMENTS
Book 3: The Norton Reader

Journal: All students must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

Week: Author / Title: Page:
1 E.B. White Once More to the Lake 79

2 Ralph Waldo Emerson from Journals 90
Niccolo Machiavelli The Morals of the Prince 797

3 Henry David Thoreau from Journals 93
Thomas Jefferson The Declaration of Independence 804

4 Sylvia Plath The Journal of Sylvia Plath 95
George Orwell Shooting an Elephant 789

5 Buzzell Colby Killing Time in Iraq 97
Henry David Thoreau Battle of the Ants 758

6 Tom Wolfe Yeager 126
Stephen Carter Separation of Church and State 843

7 David Guterson The Mall of America 161
Zen Parables Muddy Road, a Parable, Learning to be Silent 1127

8 Scott Russell Sanders Looking at Women 179
Henry David Thoreau Where I Lived and What I Lived For 1098
9 Elisabeth Kubler-Ross On the Fear of Death 219
Jesus Parables of the Kingdom 1123

10 Malcolm Gladwell Java Man 248
John F. Kennedy Inaugural Address 815

11 Jack London To Build a fire (Handout)

12 Samuel Johnson Against Wicked Characters 479
Plato The Allegory of the Cave 1120

13 Benjamin Franklin from Poor Richard’s Almanac 481

14 Chief Seattle Letter to President Pierce 532

SCHEDULE OF CLASS TOPICS AND ASSIGNMENTS

A separate assignment sheet will be handed out with very specific instructions for each major writing assignment. Topic preapproval is required of all assignments-following traditional academic, cultural and literary standards.

Journal: All students must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

Who You Are
– Introductions
– Your Goals
– Your Background
– Myers Briggs Personality Test and how it relates to information processing, verbal
communication and writing style.

Where You Are and Where You Stand
– Demographic research paper and argument paper comparing sociological statistics in
Wisconsin to cities outside of Wisconsin, especially in relationship to health and safety
concerns – presentation required.

Where You’ve Been
– History/Historical Fiction of Wisconsin – written assignment and presentation

Where You Are Going
– Careers, Geographic Preferences, and Historical Considerations – classroom discussion
genres that we have covered.

Poetry Explication Paper
– What do you like in poetry? – Write a paper regarding your favorite lyrical poetry and give
a presentation to the class.
ENGL 101 – Fall 2014 – Sayre

I have read the syllabus and understand all policies and guidelines explained to me.
____________________________________
Student Name (type)
____________________________________
Student Signature
____________________________________
Date

write Journals:must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

name of the book: the Norton Reader An Nonfiction/Edition 13
ENGL 101: Composition 1
University of Wisconsin-Stout
Fall 2015

Instructor: Garrett Sayre
Email: [email protected]
Phone: (757) 236-0459
Office: Rm 201 Tainter Hall
Office Hours: TBA

Introduction: This course is an English Composition course at the University of Wisconsin – Stout. In synchronization with Chancellor Robert Meyer’s mission for the university we will be utilizing theory in an applied fashion. Theory can be useful where facts aren’t available. But where facts are known, facts must subsume theory. What you believe to be true will form the basis for your actions. What you act upon will form the basis of your life. This is why the philosopher Socrates said that he would rather be dispelled of a false belief rather than be agreed with. We will work with the cornerstones of critical thinking and effective reasoning. These being: 1) The unbiased acquisition of correct information even if it goes against what you would like to believe. 2) Clear thinking about the information you have acquired. Professor Einstein of Princeton University described intelligence as clarity of thought. 3) Written and verbal communication skills; the great critical thinker and writer of the Declaration of Independence, Thomas Jefferson, said it this way, “A nation that expects to remain ignorant and free is a nation that never was and never will be.”
This course is integrated with many other academic disciplines. In the introduction to this course we will be using applied psychology as it relates to individual communication and processing styles. We will be looking at elements of applied research and sociological metrics in our first major assignment and you will then be transitioning your research paper into an argument paper by comparing the demographic information for a location in Wisconsin with the demographic information for a location outside of the state of Wisconsin. You will be determining which one of the two locations has the most favorable demographics, especially in terms of crime and specific health and wellness issues. You will present your research in the form of an argument to the class. In the second major assignment we will be doing field research and primary and secondary source assessment to put together a historically relevant document related to the history of Wisconsin. Then we will branch into formal literary critique with a transition into poetry explication for the third and fourth major assignments.
There are essentially two tracks, you get unceremoniously thrown into the research side of academic writing and you get a long smooth preparation for the formal writing assignments about literature and poetry. You HAVE to read or you will not get the impact of this course. Class time is for discussing, group work, and supplemental instruction. Class does not take the place of homework. Some educators would call this a flipped classroom.
Course Catalogue Description: Introductory, first-semester composition course required of students who achieve a designated score on the Wisconsin English Placement Test or a score of “C” or better in ENGL-090. Practice in college-level writing, critical thinking and reading. Introduction to academic research, source-supported writing, argumentation, and conventions of structure, style, grammar, mechanics, and format appropriate to specific rhetorical situations. Students must receive a “C-” or better in ENGL-101 to move on to ENGL-102.

EDUCATIONAL GOALS/LEARNING OBJECTIVES:
As a result of participation in this course, students should be able to:

– Analyze and respond to the needs of different audiences and rhetorical contexts
– Make rhetorical choices consistent with a controlling purpose
– Read texts actively and analytically, identifying the purpose(s) and audience(s) for which a given text has been constructed
– Recognize basic elements of persuasive and argumentative writing (appeals, claims, reasons, evidence, etc.)
– Make informed connections and distinctions among others’ ideas as well as between one’s own ideas and those of others
– Understand knowledge and information as existing within a broader situational and cultural context
– Understand and practice writing as a recursive and strategic process, utilizing prewriting/invention, drafting, revising, and editing
– Understand the collaborative nature of writing, and demonstrate the ability to critique one’s own work and the work of peers
– Learn the basics of academic research:
– Become familiar with academic databases and library search engines
– Learn how to assess the credibility of research sites and material
– Discover the importance of scope in selecting topics and pertinent research
– Understand what it means to join an academic “conversation” on a topic
– Use conventions of structure, style, grammar, mechanics, and format appropriate to the rhetorical situation
– Practice accurate, ethical, and appropriate usage of primary and secondary sources

REQUIRED TEXT and MISC:
Peterson, Brereton, Bizup, Fernald, and Goldthwaite. The Norton Reader: An Anthology of
NonFiction. 13th Edition.

Hacker and Sommers. Rules for Writers. 7th Edition.

Ramage, Bean, and Johnson. The Allyn and Bacon Guide to Writing, Brief Ed., 7.

Purchase Myers-Briggs Personalty Test

ATTENDANCE:
A large percentage of your grade is based on class participation. To do your best in terms of class participation you must be in class. If you have a significant number of unexcused absences you can be dropped from the course or fail the course. The instructor will make decisions in each situation on a case by case basis for this class.
http://www3.uwstout.edu/regrec/attend.cfm

PARTICIPATION:
All assigned readings must be read prior to the class meeting. You are expected to have arrived to class well prepared and well read. Students will be graded on participation.

Daily Preparation: Assignments for the designated class period are to be completed prior to the class period. You should also bring all completed work and work-in-progress to class. Also, the student is required to retain all assignments on flash drive in the event that re-submission is necessary.

Group Work: A major part of this class is learning in cooperative groups. To do so effectively it is important to have completed all readings and academic exercises assigned prior to the appropriate class. You may also want to acquire a study partner.

Syllabus Changes: Syllabus changes may occur if the professor deems it in the best interest of the learning process.
LAPTOPS:
Laptops are important learning tools on the UW-Stout campus, and will be used for presentations, in-class writing, peer reviews, and other activities in class. All in-class use of student laptops must be on-task use. Please see the department handbook’s laptop policy: http://www3.uwstout.edu/english/laptop.cfm
ACCOMMODATION AND SUPPORT:
Disability: If you have special needs or require additional accommodation in our learning environment, please inform me as soon as possible. You may register with campus disability Services. http://www3.uwstout.edu/disability/index.cfm

Writing Center: The Writing Center is a strong and effective environment for getting assistance with individual writing issues. According to their website: “Each visit to the Center is confidential and will address students’ individual concerns or needs. Tutors won’t edit or proofread student papers. Rather, tutors will work with students to develop skills, strategies, and confidence to improve their writing.” Students may be asked by their instructor to make an appointment. Students are encouraged to make appointments even without direction from their instructor. http://www3.uwstout.edu/writingcenter/index.cfm

ASSIGNMENTS:
Late assignments are not typically accepted! If any unforeseen circumstances arise, contact the instructor ASAP.
GRADING:
A combination of formal papers, weekly assignments, journaling, and in-class participation will constitute your grade. There are 100 points available for the semester. The three main papers entail 25 points each for a total of 75 points. The remaining 25 points will come from weekly assignments, journals, and class participation which includes behavior. If behavior is inappropriate, especially from the standpoint of courtesy, the student may be graded from the basis of class participation alone and immediately dropped with a failing grade.
A 100-93 4.0 C 73-77 2.0
A- 92-90 3.67 C- 72-70 1.67
B+ 88-89 3.33 D+ 68-69 1.33
B 83-87 3.0 D 63-67 1.0
B- 80-82 2.67 D- 62-60 0.67
C+ 78-79 2.33 F ≤59 0.0
Rules & Expectations:
– No Profanity
– Please turn off all cell phones
– No text-messaging while in class
– No Face-booking/Tweeting, or surfing the web
– Be on time!
– No emailed assignments
– Keep an open mind
– Be respectful
– No pants falling off or appearing to do so – this is a health, safety and courtesy issue. Your pants must be secured and appear to be secured at waist level.
Course Communication:
When you need to get in touch with the professor do not hesitate to call or text if the need is urgent (Ph: 757-236-0459). The professor’s response time is usually within four hours. Email if your communication is not time sensitive. When you send an e-mail please make sure you use the following subject line: ENGL 101 – (insert your name here). If an in person consultation is required it will usually be arranged close to the students class time.

Note: There are multiple reading charts: one for each book.

COURSE OUTLINE and READING ASSIGNMENTS
Book 1: The Allyn and Bacon Guide to Writing

Week: Chapter Title: Chapter:
1 (No reading from this book week 1; be sure to check the other reading charts.)
2 Posing Problems: The Demands of College Writing 1
3 Exploring Problems, Making Claims 2
4 How Messages Persuade 3
5 Evaluating Sources 21
6 Incorporating Sources into Your Own Writing 22
7 Citing and Documenting Sources 23
8 Writing as a Problem Solving Process 16
9 Strategies for Writing Close-Form Prose 17
10 Analyzing Short Fiction 11
11 Analyzing Images 10
12 Strategies for Composing Multimodal Texts 19
COURSE OUTLINE and READING ASSIGNMENTS
Book 2: Rules for Writers

Week: Chapter Title: Chapter:
1 Conducting Research / Supporting a Thesis 53, 56
2 Principles of Document Design / Evaluating Sources 50, 54
Citing Sources; Avoiding Plagiarism 57
3 Academic Formatting / Managing Information; Avoiding Plagiarism 51, 55
Integrating Sources 58
4 Documenting Sources in MLA Style / MLA Manuscript Format; Sample Paper 59, 60
5 Quotation Marks 37
6 Subject-verb Agreement 21
7 Pronoun Antecedent Agreement 22
8 Pronoun Reference (Clarity) 23
9 Pronoun Case 24
10 Run-on Sentences 20
11 Sentence Fragments 19
12 The Comma / Unnecessary Commas 32, 33
13 The Semicolon 34
14 The Colon / The Apostrophe 35, 36

COURSE OUTLINE and READING ASSIGNMENTS
Book 3: The Norton Reader

Journal: All students must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

Week: Author / Title: Page:
1 E.B. White Once More to the Lake 79

2 Ralph Waldo Emerson from Journals 90
Niccolo Machiavelli The Morals of the Prince 797

3 Henry David Thoreau from Journals 93
Thomas Jefferson The Declaration of Independence 804

4 Sylvia Plath The Journal of Sylvia Plath 95
George Orwell Shooting an Elephant 789

5 Buzzell Colby Killing Time in Iraq 97
Henry David Thoreau Battle of the Ants 758

6 Tom Wolfe Yeager 126
Stephen Carter Separation of Church and State 843

7 David Guterson The Mall of America 161
Zen Parables Muddy Road, a Parable, Learning to be Silent 1127

8 Scott Russell Sanders Looking at Women 179
Henry David Thoreau Where I Lived and What I Lived For 1098
9 Elisabeth Kubler-Ross On the Fear of Death 219
Jesus Parables of the Kingdom 1123

10 Malcolm Gladwell Java Man 248
John F. Kennedy Inaugural Address 815

11 Jack London To Build a fire (Handout)

12 Samuel Johnson Against Wicked Characters 479
Plato The Allegory of the Cave 1120

13 Benjamin Franklin from Poor Richard’s Almanac 481

14 Chief Seattle Letter to President Pierce 532

SCHEDULE OF CLASS TOPICS AND ASSIGNMENTS

A separate assignment sheet will be handed out with very specific instructions for each major writing assignment. Topic preapproval is required of all assignments-following traditional academic, cultural and literary standards.

Journal: All students must make a minimum of 25 half page reader response entries on assignments from the Norton Reader.

Who You Are
– Introductions
– Your Goals
– Your Background
– Myers Briggs Personality Test and how it relates to information processing, verbal
communication and writing style.

Where You Are and Where You Stand
– Demographic research paper and argument paper comparing sociological statistics in
Wisconsin to cities outside of Wisconsin, especially in relationship to health and safety
concerns – presentation required.

Where You’ve Been
– History/Historical Fiction of Wisconsin – written assignment and presentation

Where You Are Going
– Careers, Geographic Preferences, and Historical Considerations – classroom discussion
genres that we have covered.

Poetry Explication Paper
– What do you like in poetry? – Write a paper regarding your favorite lyrical poetry and give
a presentation to the class.
ENGL 101 – Fall 2014 – Sayre

I have read the syllabus and understand all policies and guidelines explained to me.
____________________________________
Student Name (type)
____________________________________
Student Signature
____________________________________
Date