ENG 102: First-Year Composition

Table of Contents Contact Info

INSTRUCTOR: Mark Haunschild
Course Description Email: mark.haunschild@asu.edu
Phone Number: 602.496.1372
Required Materials Office: AZCNTR, Suite 380, 369BD
Office Hours: by appointment, MW
Course Goals 10:00am-12:00pm
Coursework and Projects
INSTRUCTOR: David Moody
Grading Breakdown Email: david.a.moody@asu.edu
Phone Number: 480.442.6202
Grading Scale Office: AZCNTR, Suite 380, 369CD
Office Hours: by appointment, TTH 10:30 -
Course Policies: Attendance and
11:30am
Participation

Course Policies: Online Environments This course is offered by the College of

Letters and Sciences. For more information
Course Policies: Responsibility about the college, visit our website. If you
have questions or concerns, please send
your inquiry to cls@asu.edu.

Course Description
English 102 is designed to help students develop sophisticated, situation-sensitive
reading and writing strategies. Because you make arguments in formal and informal
settings, special attention is given to evidence discovery, claim support, argument
response, and their applications in academic debate, public decision making, and
argument.
You are required to complete 3 major writing projects and to maintain a writer's website.
The development of these projects will highlight the way in which you address each
project's purpose and target audience. Additionally, your engagement with each project
will emphasize the many aspects of the writing process. You will formulate original ideas,
organize information effectively, engage with cultural and critical sources, and formulate
personal invention, drafting, revision, proofreading, and reflection strategies.
ENG 102 stresses writing as a process, the products of which arise from a rhetorical
awareness of the various places in which writing occurs. You will be encouraged to see
writing not only as a traditional college activity but also as a powerful tool for engaging
the increasingly digital and public nature of professional life. In order to realize these
goals, you will complete major writing projects (e.g., essays) as well as a wide variety of
other kinds of work designed to foster the kinds of habits you will need to be successful
at ASU and beyond (e.g., social media and other course discussions, blog posts, peer-
review, writing activities).

Required Materials
Roen, D., Glau, G. R., Maid, B. M. (2013). The McGraw-Hill Guide: Writing for
College, Writing for Life with Connect. New York: McGraw-Hill. Ebook.
ISBN: 9780077424329.
A physical notebook for in-class activities, reflections, notes, etc.

Students are encouraged to buy and access this e-book through our course Blackboard
page. However, hard copies and access cards are available in the bookstore. If you have
a laptop or tablet, you are encouraged to bring it to class; however, you do not need to
purchase one. Students who will need a technology provided during class should let
instructors know at the semesters start.

Course Goals
The general course learning goals are from the Framework for Success in Postsecondary
Writing. Included with these goals is the overall objective of developing the Habits of
Mind necessary for a professional student to succeed in and beyond the university
setting:

Curiosity A desire to know more about the world

Openness A willingness to consider new ways of being and thinking in

the world

Engagemen A sense of investment and involvement in learning

t

Creativity A use of novel approaches to generate, investigate, and

represent ideas

Persistence A sustained interest in and attention to short- and long-term

projects

Flexibility An ability to adapt to situations, expectations, or demands

Metacogniti An ability to reflectively think about ones own ideas and

on methodology

Responsibili An owning of ones actions and an understanding of

ty consequences those actions cause for oneself and others
Course Outcomes. Successful development and use of these habits enables students
to become proficient with four skill areas important to successful written communication.
These goals are taken from the WPA Outcomes Statement for First-Year Composition
Rhetorical Knowledge. Rhetorical awareness is the ability to analyze
audiences and general contexts and to use that analysis to plan an appropriate
course of action when communicating. Rhetorical knowledge is the basis of writing
and composing. Writers develop rhetorical knowledge by negotiating purpose,
audience, context, and conventions as they compose different types of texts for
different situations.
Critical Thinking, Reading, and Composing. Critical Thinking is the
ability to analyze, synthesize, interpret, and evaluate ideas, information, situations,
and texts. When writers think critically about the materials they use--whether print
texts, photographs, data sets, videos, or other materials--they separate assertion
from evidence, evaluate sources and evidence, recognize and evaluate underlying
assumptions, read across texts for connections and patterns, identify and evaluate
chains of reasoning, and compose appropriately qualified and developed claims
and generalizations. These practices are foundational for advanced academic
writing.
Processes. Writers use multiple strategies, or composing processes, to
conceptualize, develop, and finalize projects. Composing processes are seldom
linear: a writer may research a topic before drafting, then conduct additional
research while revising or after consulting a colleague. Composing processes are
also flexible: successful writers can adapt their composing processes to different
contexts and occasions.
Knowledge of Conventions. The formal rules and informal guidelines that
define a genre are called conventions. Conventions shape a readers and writers
perceptions of what is correct or appropriate. Conventions arise from a history of
use and common expectations between writers and readers. These expectations
are not universal; they vary by genre (conventions for lab notebooks and
discussion-board exchanges differ), by discipline (conventional moves in literature
reviews in Psychology differ from those in English), and by occasion (meeting
minutes and executive summaries use different registers). A writers grasp of
conventions in one context does not mean a firm grasp in another. Successful
writers understand, analyze, and negotiate conventions for purpose, audience, and
genre, understanding that genres evolve in response to changes in the
technologies they use and attending carefully to emergent conventions.

Coursework and Projects

In-Class Work: Each day will involve a variety of reading and writing exercises,
collaborative group work, and discussion. Come to class prepared for active engagement
with the course materials, instructors, and peers.

Out-of-Class Work. Each week you will be required to complete reading and writing
assignments. As noted elsewhere, to be eligible for full participation credit, your work
should be posted by its due date. These activities will facilitate your engagement with
readings, prepare you to work with them in class, and create a community of writers.
Draft, Revision, and Feedback: Each major essay will be workshopped through
several drafts. Each draft will be reviewed by a group of peers as well as the instructor.
Rough drafts will then be revised by employing the suggestions of peers, the instructors,
and/or Writing Center tutors. Once a writing project has been graded, subsequent
revisions will not be considered for grade changes.

Writers Website: As part of an ongoing project throughout the course you will create a
portfolio-style website that accounts for a portion of your course grade. It is in essence
the the course's final exam. That is, it is a cumulative and comprehensive project which
demonstrates your mastery of the WPA Outcomes Statement for First-Year
Composition and the Framework for Success in Postsecondary Writing.

Archiving and Backups: While your written work may be completed using a variety of
text-based programs, you should keep a backup of the work you produce. Backups could
be maintained manually (flashdrive, etc) or by using a cloud-based service (DropBox,
Google Drive, etc). It is your responsibility to archive and keep backups of any work
produced.

Late Work: You are expected to submit all assignments on time. Late Google Classroom
and Connect assignments will not be accepted. Late major writing projects will receive a
full letter grade deduction for each class period after the due date. However, completing
work late is a display of your ongoing participation in the course and personal integrity,
so it is better to do the work late rather than leaving a task incomplete.

Grading Breakdown
Assignment Details Weight
Writing Project 1: Proposal ~1000 word essay, APA style 5%
Part 1: 8-10 ~200 word entries,
Writing Project 2: Annotated
Part 2: ~800 word essay, APA 15%
Bibliography
style
Writing Project 3: Persuasive ~2000 word essay, 7 sources,
20%
Essay APA style
Writers Project 4: Theory of
~1000 word essay 10%
Writing
~300 word Welcome Page,
Writers Website 10%
project remediations
4 Writing Project rough drafts
Peer Review 20%
and 4 peer-reviews
Google Classroom Activities ~15 weekly assignments 10%
Connect Exercises ~15 assignments: 3 10%
LearnSmart Achieve modules,
9 Chapter Reviews

Grading Scale
100%-97% = A+ 89%-87% = B+ 79%-76% = C+
96%-94% = A 86%-84% = B 75%-70% = C
 93%-90% = A- 83%-80% = B- 69%-60% = D
NOTE: A grade of 59% and below is the equivalent of a failing grade (E). If no
work is submitted for an assignment, it will be assessed an E grade.
NOTE: To be able to pass this course you must submit ALL major writing
projects.
NOTE: A 'C-' is not available as a letter grade in Blackboard and is not used
for final course grades on ASU transcripts.
NOTE: University, departmental, and program policies on incompletes will be
followed. Only in the case of verified emergency or illness can an incomplete (I)
grade be given.

Course Policies: Attendance and

Participation
The policies and procedures listed here are a supplement to those listed in The
ASU Writing Programs Guide. You are responsible for becoming familiar with all Writing
Programs policies. You are also responsible for learning and following the ASU Student
Code of Conduct.

Attendance: Because writing classes involve intensive and critical class work,
attendance and participation will impact your overall grade for the course. This class
meets a total of 31 times (not counting holidays). You must attend at least 27 class
meetings. Another way of stating this policy is this: you are "allowed" a maximum of
FOUR (4) absences. Every absence after four will result in a penalty up to and including a
final course grade of 'E'. If you know you're going to be absent for any reason, please
contact the instructor via e-mail.
Note: "Attendance" means being present, on time, and prepared for the
entire class period (i.e., having completed assigned reading and writing tasks, and
having required texts and materials available to work with during the class period).
Arriving without assignments will result in an absence.
Attendance and University-Sanctioned Activities: Students who participate in
university sanctioned activities and/or who will be unable to meet the attendance
requirements for a particular section should move to another section where their activity
schedules will not interfere with their classroom obligations (students can freely switch
during the first week).

Attendance and the First Week of Classes: According to university policy, students
who are registered but do not attend any of the first week of classes may be dropped.

Instructor Absences: If class must be cancelled in an emergency, the instructor will

contact students via email or other means prior to class. However, should the instructor
not arrive in the classroom by 15 minutes after the classs scheduled start time, assume
class is cancelled. In either case, students will typically be contacted and given an
alternative assignment.

Workload: Keep in mind that it is a 3 credit hour course. This is where students
sometimes misunderstand the workload. For each credit hour, anticipate 2-3 hours of
out-of-class work. This means that for a 15-week course you will need to work
approximately 9 to 12 hours per week to be successful in this class. In the 7 week
course you will need to work around 18 to 20 hours per week. Please plan your time
accordingly to complete all course requirements including reading project descriptions,
scheduling for due dates, and responding to Google Classroom activities.

Policy on disrespectful behaviors: Examples of disrespectful behaviors are listed

below. Consequences for such actions range from loss of in-class/participation points to
mandatory meetings with your teacher or supervisor (at which time consequences will
be determined).

Examples of disrespectful behaviors:

Using digital devices (e.g., smartphones, tablets, laptops) for non-course
related ends
Studying or doing homework for another course
Arriving to class more than 1-2 minutes late on a regular basis
Packing up or leaving the room before class has been dismissed
Making derogatory or defamatory comments toward classmates, the
instructor, or a particular group (i.e. an ethnic group, homosexuals, a religious
group, etc.)
Sexual harassment (whether verbal, physical, or in the form of e-mails, gifts,
etc.)
Placing your own wants/needs above those of the education aims of our
scholarly community (example: consistently failing to complete peer-reviews)

Course Policies: Online Environments

Course Structure and Expectations
For this course, you will be navigating different face-to-face and online learning spaces.
There is a brief description of how we will use Blackboard, McGraw-Hill Connect, and
Google apps.

Blackboard
Major permanent documents (syllabus, project descriptions, LiveSpace,
resources) are hosted on our ASU Blackboard page. Use the links in the navigation
bar to access these documents.
An overview of upcoming assignments and tasks will be made available at
the end of each week.
Final drafts of major writing assignments will be submitted for grading via
Blackboard. When instructed to do so, use the links in the navigation bar to submit
assignments.
McGraw-Hill Connect
The course textbook, The McGraw-Hill Guide: Writing for College, Writing for
Life (ebook) can be accessed by link in the navigation bar of our Blackboard page.
Chapter reviews and LearnSmart Achieve assignments are simultaneously
linked within Connect as well as the Connect Assignments folder accessible by
link in our Blackboard pages navigation bar.
Google Classroom
The majority of class activities, discussions, and early drafts of essays will be
conducted through our Google Classroom site. I recommend you download the
Google Classroom app to your smartphone and bookmark the Google Classroom
website to access it quickly.
Google Calendar and Hangouts
Office hours can be scheduled in Google Calendar by link in our Blackboard
pages navigation bar. Office hours are scheduled in Mountain Standard Time. So
that your appointment times are accurate, be sure that your ASU Google account
time/date settings are in Mountain Standard Time.
Office hours can be attended virtually using Google Hangouts. If you plan to
attend an office hour appointment virtually, you should familiarize yourself with
how hangouts work, and make sure that your audio and video settings and tools
are working correctly. Virtual office hours can be scheduled using the office hours
link in the navigation bar of our Blackboard page.

If you have multiple Google accounts, please familiarize yourself with how to switch
between accounts. Furthermore, please note that all course due dates and times are in
Arizona time. If you recently moved here, be sure to set your Google account to the
Arizona time zone.

Course Policies: Responsibility

Community Membership: Being an active community member is crucial. We will be
doing many workshops in class. In these workshops, prepare to actively contribute in a
thoughtful way. Doing so will display your level of participation and help develop the
classs active community. To be an active community member, be on time and prepared
for workshops, display a level of thoughtfulness in your responses, and volunteer
creatively.

Peer Review: Peer review is an integral part of any writing class, and especially so in
Writers Studio. Peer review is twofold in that it not only allows you to receive feedback
from other writers, but it also allows you to examine your own ability to provide
feedback. Because of its effect on how we develop as communicators, peer review is a
very important step in this class and constitutes a significant portion of your overall
grade.

On the public nature of class writing and discussions: Consider every piece of
writing you do for this class to be public (i.e., all your writing in this course is writing for
an audience beyond yourself). Part of becoming a good writer is learning to appreciate
the ideas and criticisms of others, and in this course our purpose is to come together as
a writing community. Remember that you will often be expected to share your writing
with others, so avoid writing about things that you may not be prepared to subject to
public scrutiny, or things you feel so strongly about that you are unwilling to listen to
perspectives other than your own. This does not mean that you are not entitled to an
opinion; however, you should adopt topics and positions responsibly.
Plagiarism and Original Work: All writing for this class must be written for this class.
Even if you are retaking a course, the work you submit should be original and constitute
a fresh approach to the subject matter and assignment. Re-using a paper you wrote for
another class or purpose (e.g., high school, college, job) constitutes academic dishonesty
and plagiarism. Plagiarism is stealing. Whenever you borrow a phrase, sentence,
paragraph or even an idea stated in your own words from any outside source (news
writing, magazine, TV show, book) without giving credit to that source, you have
plagiarized. Plagiarism is cheating. The consequences are severe, including failure for
the assignment or course, disciplinary referral to the Dean, and possible expulsion from
the University. Academic integrity is expected of everyone. If you have any questions
about how to acknowledge someone else's words or ideas, ask.