ENGLISH 1010 Syllabus
Writing 1, a Critical Thinking and Writing Course
Course Web Page: http://research.uvu.edu/mortensen/1010
I'm Professor Lee Ann Mortensen and I have a BS in Psychology, and an MFA in Creative Writing from the University of Utah. Though I have written in a variety of genres, I primarily focus on neo- postmodern, sort of minimalist prose/fiction that focuses on marginalized voices in the West. If you like, you can read my sometimes upsetting, angry, funny, four-letter-word work (that means it isn't everything for everyone). I've been published in journals like Ploughshares, River Styx and Prism International.
OFFICE: Liberal Arts room CB410d--E.mail is the best way to get ahold of me during the school year.
HOURS: I'm usually in my office CB410d MW 8:30pm-9:30pm, and 4-4:30pm, or by appointment; often I'm in our classroom CB413 M & W from 1pm to 3:50pm, and 5pm to to 8:25pm where you can catch me between classes. Be sure to also take advantage of consultation days--see the Web Calendar.
PHONE: 801-863-8785 (currently isn't working)
What do writers need? An interesting problem, and a complex or new point-of-view about it.
You might think experienced writers have a magic gift, but what they really have is an awareness of some important writing concepts. For instance, experienced writers know that a writing project often begins with an interesting question or problem (often an impossible-to-solve dilemma), and a desire to think deeply about that problem's complexity. This is sometimes the hardest thing for new writers to learn. Experienced writers also know that complex dilemmas are usually more interesting to read about (especially for college audiences) than mere vitriol (if you don't know this word, practice being an experienced writer and look it up). Experienced writers know readers want to be at least a little bit surprised as they read, which often means the writer also has to be open to surprise--as Robert Frost says, "No surprise for the writer, no surprise for the reader" (Preface to Collected Poems, 1939). Experienced writers know there are many rhetorical strategies (look up "rhetoric") that can be used to appeal to (or enrage, or entertain, or explain, or persuade, or even "merely" inform) diverse audiences (to think about rhetorical strategies and audience, look at this Cosmo ad). Experienced writers also know there are many different processes that lead them into a "final" draft, including reading other authors to learn from their styles or their ideas (and reading multiple connotations between the lines helps), talking in groups to hear a wider range of opinions, freewriting to help see more complexly what they really think, researching to find out what knowledgeable (and not so knowledgeable) experts are saying, writing a detailed draft with exploration in mind, getting feedback on the writing to see how they can improve, and a lot of revision. In this general education writing class, you'll be doing all of these things, and you'll become a more critical thinker, and educated person, in the process.
Because you should know grammar by now (or know how to find out about it), we focus mostly on the other processes of writing. If you feel you are not grammatically ready for this course, please take English 095 or 098 for grammar basics. If you feel you are overly ready for this course, please go to the College Testing Center and take the English CLEP test, and there are many Internet sections of this course available as well at http://www.UVU.edu/disted/.
Once you have earned a passing grade for this course, you will then go on to take second semester College Writing II, English 2010 (humanities) or 2020 (sciences), which will be a deepen your ability to read and use sources in your writing.
Texts and Other Required Expenses
Ramage, John, John C. Bean and June Johnson. Allyn & Bacon Guide to Writing, Brief Edition. 6th or 7th ed. Longman, New York: 2011. ISBN: 978-0205823154 (also at Amazon as a rental and as a Kindle; also available for ebook purchase/rental at CourseSmart)
St. John, Warren. Outcasts United: An American Town, a Refugee Team, and One Woman's Quest to Make a Difference. Spiegel & Grau, New York: 2009. ISBN: 978-0385522045. This non-fiction book has been part of many Universities' Freshman Reading Programs (Also available on Amazon in print, Audible, and Kindle).
The Internet, email, and a word processor: We will have
readings and lectures available as links from Canvas and the course calendar that you MUST be able to access. The web calendar is where you find your daily assignments. Canvas is where you turn in your completed assignments. A computer with the Internet,
E.mail, and MS Word (or the equivalent) either at home or on campus, is thus required (all of you can use the Open Lab computers in PS101, SC215, and on the first floor of the library--you can also scan and print from these locations).
Go to the Center for Student Computing Web site for more information at http://www.uvu.edu/studentcomputing/openlabs/
The Library: they have the first floor computer lab, books and films on ereserve, as well as extensive on-line databases for your assignments and researching requirements.
You must make hard copies of your essay drafts
for peer review groups/workshops (this might be for small groups or the entire class).
You should have a dedicated place--a writerly Journal--where informal freewriting, brainstorming, and research notes can be kept throughout the semester so I can check your work off during
class, or so that you can scan pages to Canvas the day it is due.
A jump drive and/or cloud service like Dropbox or Amazon Cloud to make backups
A good dictionary, preferably one you
will bring to class each day and use every time you don't know a word.
You can also use the on-line Merriam-Webster
dictionary if you are always sitting by a computer or a good phone when
Time. The general rule for the amount of time needed to complete
homework outside of a college class at an average, passing level (that
means a C) is two hours of
homework for every single hour of class. In other words, each week we
spend three hours in class, so EXPECT to use at least six hours of your
week writing and reading and doing research for English 1010. Some students may require
time than this.
1. Computer Usage - Be sure to pay attention to our Web Calendar for Readings and Assignment details, and then turn your work into Canvas on the day it's due. There are also lecture notes on the web Calendar if you happen to miss class. Also watch your Canvas Announcements or E. Mail for news, clarifications, reminders, and updates. Your on-campus UVLink E. Mail system can be set to forward messages to your most used email address (so please set this up). You should at least send me E. Mail at email@example.com.
Lee's 1010 Course on the Web: http://research.uvu.edu/mortensen/1010
Here is the direct link to Canvas as well: https://uvu.instructure.com/
You are also required to word process most of your writing assignments (this does not usually include informal brainstorming or freewriting journal assignments). I can help you with some computer skills if you come see me during office hours or between classes, and you can always ask for help in the CSC open labs. Don't try to type an essay on your phone or your Ipad or tablet. This often creates huge amounts of errors.
2. Read Your web Email and/or Canvas Announcements regularly - Please check your UVLink Email on a regular basis for important information, updates, questions, and lecture or assignment clarifications from me. Your on-campus UVLink email is at https://uvlinx.uvu.edu/lumlogin/lumlogin.aspx . You can set up your UVLink Email to forward to your most used email. You can send me Email at firstname.lastname@example.org.
3. Being A True, Mature Learner - In my class you are a writer in a community of writers. You are also a curious learner, and a thinker, and someone willing to seriously discuss issues and try new things. Do not disrupt this writing and learning community with apathy, lack of preparation, chit chat, excuses, sleeping, overt inattentiveness, Facebooking, texting, trolling, or bad attitude. If you choose to mistakenly pretend you are in high school, I will immediately kick you out of my classroom and have you administratively dropped (in other words, as I said above, don't waste our time).
4. NO CELL PHONES or other distracting devices or apps or ear buds etc. If I allow you to have laptops, and I tell you put away them away and face me, please close them. If I see or hear you on your phone, I will automatically deduct 5 points for each time I see you with it. This Salon article about not tweeting during Breaking Bad might give insight into multitasking problems.
5. Additional Writing Help - You can meet with me after setting up an appointment, or come to my office (see above). You can always E. Mail me with questions at email@example.com. You can also use the excellent UVU On-Line Writing Lab (OWL) for feedback on your essays, and for additional grammar tutoring, or go to their office in the library, LI 208. Visit them at http://www.uvu.edu/owl.
6. Students with Disabilities - If you have any disability that may impair your ability to successfully complete this course, please contact the UVU Accessibility Services Department (LC 312, www.uvu.edu/asd/; 863-8747). Academic accommodations are granted for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department.
8. Remember, no children (or pets unless service animals) are allowed in classrooms at UVU--see the Wee Care center for day care information.
9. Final exams cannot be taken early.
10. Attendance - Because this class relies on writing and critical thinking demonstrations, in-class computer activities, group discussions, peer review workshops, attendance is extremely important.
IF YOU MISS MORE THAN 5 CLASS PERIODS, YOU WILL AUTOMATICALLY FAIL THIS COURSE.
If you are late more than 3 times, or if you leave very early more than 3 times, this will count as one of your allowed absences. Because you are allowed to miss 5 class periods, explanations for absences or lateness are not required or desired before, during, or after class. Just be aware that even if you only miss 2 classes, your grade might suffer.
Simply not missing classes doesn't raise your grade. You have to listen, participate, and apply what you're learning.
If you do miss class, please do not interrupt class to give me excuses or ask me what's going on. Consult with a responsible class mate afterward to see what you missed. Exchange phone numbers with trusted classmates (this can also help later if you wish to form an outside workshop after class).
If you miss a peer review/workshop day, you will automatically have 10 points deducted from your total. If you are bothered by this policy, you can write me a five page, double-spaced, logical justification for why you believe this is an unfair practice. See extra credit below.
11. Late Work- For any assignments turned in late, you will lose 5 points. Obviously, this will add up and cause your grade to drop no matter what kind of writer or thinker you are. See extra credit below.
Grading--subject to change--see Canvas Assignments for details.
1. UVU Grading Guidelines - see UVU policy by clicking here. Just because you "need" an A doesn't mean you will be able to earn an A. Your grade for the course is determined by how many points you get out of the total (between 400-600). Each assignment builds on the previous one, and there are not a huge amount of total points, so missing even one assignment can make your grade go down. If you have a dispute about a graded assignment, we can discuss things with civility. If this is not satisfactory, you are allowed to write me a three page, double-spaced, logical justification for why you believe you deserve a better grade.
2. Graded Activities - Along with completing assigned readings, attending outside lectures, and doing small exercises, you will keep your written work to include in a final portfolio that demonstrates your overall improvement as a writer, a critical thinker, and a researcher. This porfolio may contain:
- Exercises and Journaling (5-20 pts each)
- Analysis Essay (up to 100 pts)
- Strong Response Essay about the intellectual book (100 pts)
- Exploratory Research Essay or Annotated Bibliography (up to 70 to 100 pts)
- Short Classic Argument (100pts)
- Self-Reflective letter (if requested with portfolio; 50 pts)
As a way to help you with the above essays, you may also complete the following shorter assignments (see the course calendar for details):
Make Up (for up to 2 absences max), and Extra Credit Possibilities:
These points and assignments are subject to change. See the Web Calendar for assignment details (Canvas is mainly a place to turn work in).
Grade is based on a percentage of the total points. If you have 95% of the points or higher, you get an A. If you have 90% of the points, you get an A-. If you have 87% of the points, you get a B+, and so on.
Academic Honesty/Plagiarism Statement: Plagiarism, or the use of othersí words or ideas without proper attribution, is an impediment to your education and to the educational mission of Utah Valley State College. Under the policy of the English and Literature Department of UVU, work that has been plagiarized must receive a failing grade. A distinction is made between unintentionally plagiarized work, which must be corrected in order to be considered for a passing grade, and intentional plagiarism, which will be forwarded to the Office of the Dean of Student Life as a disciplinary matter in accordance with UVUís statement on Student Rights and Responsibilities. Evidence of intentional plagiarism will cause you to fail this course. Please refer to www.uvu.edu/courseinfo/engl/plagiarism_policy.html to read the departmentís full statement on plagiarism, and speak to your instructor if you have any questions about avoiding plagiarism.
EVALUATION OF WRITTEN WORK
Completing all your assignments will likely give you a higher grade than your overall writing grade. Your final grade does have to reflect your writing ability, however. Attending class each day, participating, being a thoughtful critic, reading well, doing your daily prewriting, having work that takes some risks, and making good, brave revisions can certainly put you in a higher grade category, so do not feel like there is no hope even if your writing is still inexperienced (or boring). The fewer late assignments, the better, obviously.
So, what might be the best writing?
The "A" writing assignment may or may not be publishable, but it will probably have some of the elements a publishable piece would have. It will have to be super, something going the extra mile or two, but may still need a little work on an element or two. It avoids generalities, truisms, and abstraction. It uses very specific sources that I don't see every day. Revision is often the key to a better grade!
The "B" writing assignment is good, or above average. It too will have some of the good elements from above, but it might need more revisions, or have one major weakness that still needs more work. It doesn't necessarily go the extra mile.
- New Work--The "C" writing assignment is average, and is not horrible, but probably still needs quite a lot of work, and takes few risks. People with some grammar problems might get a C. I might give C's or D's when you don't turn in a full draft (a beginning, middle, and end), or when you have an essay full of truisms (general cliches that mean you aren't thinking much).
- Prewriting or New Work--"D" writing assignment is below average, and probably means you put little work into your piece. Most people who really work at it seriously will not get this grade. There are those who may have enough trouble with grammar that they get a low grade like this, but they will need to work to get beyond those kinds of problems and move into the C or B or A range.
Email Me with syllabus questions: firstname.lastname@example.org
Then start checking your daily assignments on our web calendar. Canvas is where you upload your assignments.
Copyright © Lee Ann Mortensen 2017