ࡱ> 03-./y K?bjbj {{%7%  nnnnn8,*" *******$-:03*n"3*nnH*MMMnn *M *MMr(hu)()^*0*(z00u)u)0n)pM3*3*M*0 4: English 105: Advanced Composition Writing in Electronic Environments  The medium is the message -Marshall McLuhan The task of the critic is to perform analysis on an agenda of someone elses construction[;] design takes the results of past production as the resource for new shaping, and for remaking - Gunther Kress San Jos State University Department of English and Comparative Literature English 105, Advanced Composition, Section 1, Spring 2012 Instructor:Catherine GaborOffice Location:Faculty Office Building 107Telephone:(408) 924- 4488Email:catherine.gabor@sjsu.eduOffice Hours:M & W: 9:30-10:30; 1:30-2:30 pm (please note I have meetings every other Monday and Wednesday afternoon)Class Days/Time:MW 10:30-11:45 amClassroom:Clark Hall 111Prerequisites:100W Course Description Advanced Composition is workshop course in academic writing for students who want intensive instruction in sophisticated, analytical writing. Advanced Composition is a course in English, but not in the sub-field of literature; it is a course in the sub-field of rhetoric and composition a field you will learn much more about this semester. This section focuses on the use and critique of writing tools and writing spaces, from the pencil to the pixel, from the page to the screen. In addition to writing in and studying familiar writing spaces (like Microsoft Word), students will learn to write in electronic environments such as blogs and websites (no prior experience expected). The course emphasizes revision, collaboration, and analysis. Daily and weekly writing assignments lead to an electronic portfolio of completed academic compositions, at least one of which students will publish on the web. Course Philosophy Because this is a writing course and you, the students, are the writers, the main focus of our study will be on the text that you produce. Yes, we will read some published texts as well, but our focus is going to be on why, how, and where we composeor producetexts. Therefore, you need to be present every day in order to write and discuss your own texts, the texts of your peers, the texts that you co-author with your peers, as well as texts that have been published in book form or on the web. I will lecture 10% of the semester the rest of the time, you will write, talk, analyze, present, compose, and design meaningful messages. Learning Goals Departmental Learning Objectives English 105 serves the learning objectives of the Department of English and Comparative Literature. The English major in total leads students to meet the following list of learning outcomes: 1. read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading or close analysis; 2. show familiarity with major literary works, genres, periods, and critical approaches; 3. write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and the nature of the subject; 4. develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively; 5. articulate the relations among culture, history, and texts. English 105 will cover numbers 1, 3, 4, and 5 in addition to our class specific learning outcomes. By the end of the semester, students should be able to: Analyze writing tools, genres, and textual delivery methods Compose a range of texts in and for electronic environments Define the following concepts: composition, writing tool, writing space Demonstrate the ability to reflect upon their own visual and verbal rhetorical strategies and choices Engage in critical discussions of the nature of writing in the 21st century Intelligently distinguish among the production and reception of text Produce sophisticated, academic analysis on topics relating to composing in electronic environments Class Texts We will use four main texts in this class. Three are recent scholarly books in the field of rhetoric and composition (listed below). The fourthand potentially most importantis our class website. The primary text on the site will be written by you. All of your writing will be posted on or linked to our class website. Required Bolter, Jay David. Writing Space: Computers, Hypertext, and the Remediation of Print. New York: Routledge, 2001. Selfe, Cynthia L., and Gail E. Hawisher. Literate Lives in the Information Age: Narratives of Literacy From the United States. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Shirky, Clay. Cognitive Surplus: Creativity and Generosity in a Connected Age. New York: Penguin Press, 2010. Any good handbook with guidelines for Standard Edited English and MLA citation information. Regular access to the Internet. All of your homework and major assignments must be submitted via the class website. If you do not have an internet connection at home, there are several computer labs on campus that you can use. If your schedule prevents you from using the campus-based internet access, then I suggest that you drop this class. It will be impossible for you to pass this class without regular on- or off-campus internet access for homework. Major Assignments All assignments must be completed to pass the class AssignmentDue DateWorthSLOs Technological Literacy Autobiography Draft2/2010%1,3,5,DWriting Technology Review3/1210%1,3,4,A,C,E,FAnnotated Bibliography3/215%1,3,4,GResearch Paper Draft4/910%1,3,4,5,A,E,GWebsite Draft4/23 5/210%1,3,4,5,A,E,GE-Portfolio5/1450%3,5,A,B,C,D,E,F,GFinal Exam5/24 5%3,A,D Grading In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Grades issued will represent a full range of student performance. Range of Grades Letter GradeRangeA3.75-4.0 (+)A-3.5-3.75B+3.25-3.5B2.75-3.25B-2.5-2.75C+2.25-2.5C1.75-2.25C-1.5-1.75D+1.25-1.5D1.00-1.25F.99 and below Class Policies Attendance This is a highly participatory class. We will be making knowledge as a group during every class session. When you are not here, not only do you miss out on the day's activities (which can never be recaptured by borrowing notes), but we also miss out on your vital intellectual contribution to the class community. Habitual tardiness is a disruption to the class, and I will discourage it. Participation We will spend much of our class time working on readings and strategies designed to support you in your composing. Participation will be crucial to your success in this class. It is particularly important in a writing course that is based on discussion, group work, and a variety of in-class activities. You must come prepared to participate in each class. If you decide to come to class unprepared on a workshop day, you will forfeit your right to earn any credit for that paper. Late Paper Policy ( Although the final drafts of your texts are due at the end of the semester, it is imperative that you bring complete drafts on their due dates. If you know you are going to be absent, contact me and turn it in early. If you cannot bring your text into the workshop, you will not be allowed to submit it as part of your final portfolio, which will result in a significantly lower final grade. Information available online You are responsible for reading the following information online at  HYPERLINK "http://www.sjsu.edu/english/comp/policyforsyllabi.html" http://www.sjsu.edu/english/comp/policyforsyllabi.html Academic policies (academic integrity, plagiarism, ADA and DRC policies) Adding and dropping classes Classroom Etiquette Because this is a rhetoric and composition class, we will focus on using language to communicate effectively with a diverse audience. Therefore, hostile speech directed against someones race, sex, religion, ethnicity, or sexual orientation will not be tolerated. Additionally, talking out of turn (or on the phone) and texting during class is just plain rude, so dont do it. * Please note that the full semester calendar is also on the class website * English 105 Spring Calendar DateTopicHomework due on this dateW 1/25Intro/in class writing: What is text?NoneM 1/30START UNIT 1: FINDING YOUR WRITING VOICE A SITUATED HISTORY Whole class brainstorming Roland Barthes, "From Work to Text" W 2/1Intro to class website Give Tech/Lit Assignment Review Models Establish Grading Criteria Literate Lives: pp. 1-60 RJ: Reflect on/revise in-class freewriting M 2/6Graphic Map DayWriting: 15 item list due to websiteW 2/8Lecture on cultural ecology Discuss Literate Lives orally and electronicallyLiterate Lives: pp. 61-160 Writing: weekly postM 2/13Peer WorkshopWriting: First Draft DueW 2/15Work on sentences from papers: substance and editing global and local Finish Discussion of Literate LivesReading: Literate Lives, pp. 161-234 Writing: Weekly post M 2/20START UNIT 2: WRITING PUBLIC DISCOURSE Talk about public writing how it differs from academic writing and/or professional writing What is a blog? How to blog Talk/post about blogs In class blog entry post blog URL in class Assign blogging partnersFirst Paper due for Pencil Grade W 2/22 Discuss what a writing technology is Sample websites Read comments on blogs Invention activity on writing technology topic: commit by the end of the class and post to blog (coming soon a review of ____)Read Baron, excerpt from A Better Pencil Post blog entry on readingsM 2/27Discuss electronic writing spaces and tools Guest Speaker: David Coad In-class blog post: start defining your technology as an electronic writing space and/or tool and give its history (can be in as many entries as you see fit make some rhetorical choices)Reading: Bolter, Writing Space, Chapters 1-6 Respond to blogging partner and one other classmateW 2/29Discuss Trimbur How to write a review Follow up blog questionsReading: Trimbur, Review Writing Writing: Comments to blogging partners Reading:M 3/5Continue to discuss writing spaces and tools Discuss rhetorical strategies used and content posted Do a does/says analysis of a couple of blogs Bolter, Writing Space, Chapters 7-11 Writing: W 3/7Talk about analysis the key components (break down, make discreet claims/observations about parts, reassemble to make argument) Reflect on writing analysis Preview next analytical task: research paper/academic analysis/argument constructionReading: Excerpt on analysis, TBA Writing: blog entry(ies) establish and outline your evaluation criteria and apply the criteria to your writing technology, in other words, finish the review.M 3/12START UNIT 3: ACADEMIC ARGUMENT LINEAR AND ASSOCIATIVE (PART I) Online class: read assignment sheetReading: Shirky, Chapters 1-4 Writing: Pick your favorite passage from each Shirky chapter explain why you connect with this particular bit of writing (due by 10:30 am)W 3/14Review assignment Get into small groups And do topic narrowing process (check in with partner read each others blogs- free write on blog -check in with partner, etc.) Describe annotated bib and show assignment sheetReading: Shirky, Chapters 5-7 Writing: Blog due: post an entry describing three possible research topics; essai or try out ideas for research paperM 3/19Field questions on assignment sheet In-class research/ Argument lecture and discussionReading: Your own sourcesW 3/21TBAWriting: Annotated bib dueM 3/26SPRING BREAKSPRING BREAKW 3/28SPRING BREAKSPRING BREAKM 4/2Workshop draftsWriting: First Draft of research paper due Writing: blog about research experience frustrations and successesW 4/4Sample sentences Revision exercise in class make revision plan and begin enacting itWriting: respond to blogging partner and one other Writing: start revisingM 4/9START UNIT 3, PART II: Start with in-class blog: If you could rework a piece of writing from any of the three units, which would you choose and why? Introduce associative argument Topic: lit/tech autobiog OR writing space review OR academic argument paper Medium: webpage Author: single, pair, or group *In-class test of web-authoring program(s) with tech supportRESEARCH PAPER DUE FOR PENCIL GRADE W 4/11Discussion reading Get into groups and post while in class: Which paper (s) and with(or without whom) AND Who is going to do what by MondayReading: Johnson, Steven The Link Blog: respond to any two people who you might like to work with state your reasons similar topic- different assignment, same assignment different angle, etc.M 4/16Preview previous essay-to-web projects Begin Web-authoring Workshop (w/tech support)Writing: start writing/designing/downloading files and images for project. Come with at least three files total (per project, not per person) bring on disc or jump drive or e-mailW 4/18Continue web-authoring workshop with tech supportWriting: continue writing/designing/downloading files and images for project. 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