Department of English

English 103: Rhetoric and Composition I

Fall 2017

Instructor: John Turnbull Class section: 103-ESL2

Meeting time/place: Tuesdays, 12:30-1:45 p.m., Reavis 309 Credit hours: 3.0
Lab: Thursdays, 12:30-1:45 pm., Reavis 203
Office address: Reavis 314 Email: jturnbull@niu.edu (preferred contact)
Individual support: Tuesdays, 1:45-3:00 p.m., Personal website: https://johnchandleeturnbull.me
Reavis 309
Online class: https://niuits.sharepoint.com/sites/engl103peerreview/

Catalog description
Writing and revising expressive, expository, and persuasive essays accompanied by the reading of
nonfiction prose. Weekly writing assignments. Not used in calculating English major or minor GPA.
Grade of C or better required to satisfy English core competency requirement. Credits: 3.0.

Welcome!
Im excited to be working with international students this fall in English 103, the first half of NIUs
required freshman sequence in rhetoric and composition.
The course helps us work toward confidence and fluency in both critical reading and academic
writing, using standard U.S. academic English. We will write a lot and come to appreciate writing as a
process of discovering, thinking, reflecting, communicating, and learningskills we need to thrive as
engaged citizens of NIU and the world.
Its important to me that we all feel comfortable in the classroom and lab and particularly with each
other. We will share writing in an activity called peer response and, less formally, in online
notebooks. At times, you will read your writing aloud. Classmates and their feedback will be among the
most important sources of our learning.
The theme for the course is border crossing. The textbook offers articles related to this topic, but
you, as courageous border crossers, already are experts. The class will help us shape our experience,
observations, and well-informed opinions into expressive / reflective, informative, and persuasive
writing. We will pay special attention to our purpose in writing, the medium (genre), style, and
audience. Important in all forms of writing is the creative process. Both in writing and in life, we
create in fragments, then fit these pieces together to make a whole. Therefore, learning about and
developing our own creative processes will be important. In addition, we will see the ways all writing
emerges from expressions of community and, in turn, influences community.
Finally, this course gives us the chance to become more aware of ourselves as writers while creating a
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portfolio. This portfolio is a group of artifacts (notes, graphic organizers, sketches, drafts, and final
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papers) that we will select and assemble to demonstrate the competencies identified in the English 103

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outcomes (http://www.engl.niu.edu/composition/outcomes.shtml). As part of the portfolio, we will
reflect on our work during the coursea continuous reflection aided by use of feedback folders.
Reflective writing both generates material for our portfolios and holds the portfolio together by
showing how its pieces accomplish course goals.
Its an honor to be your instructor and to work alongside you as a fellow learner.

Course information
Teaching methods
This course, which follows a workshop format, uses a variety of methods including lecture, class
conversation, small-group work, pair work, peer response, online discussion, and individual and group
readings and presentations. Expressed in percentages, our class time will be allotted roughly in this
manner:
lecture (10%)
full-class discussion (5%)
small-group & pair collaboration (30%)
oral readings and presentations (10%)
individual writing (30%)
peer-response sessions (15%)

Weekly study requirements

Each week you will have several articles to read, roughly 25-30 pages from English-language
academic writing and journalism. Also, each week you will write a 250-word (one-page)
response to a prompt about the reading, with the goal of sharing your own experiences and
opinions and reacting to your classmates. Both these assignments are due by the beginning of
class on Tuesdays.
In addition, there will be lab activities on Thursdays and additional research and writing time to
complete the four major paper assignments and final writing portfolio. Each major paper varies in
length, but they all will be between 3 and 5 pages (750 to 1500 words).

Course goals
During this course, we will:
improve proficiency in reading and writing standard U.S. English academic prose
develop and improve writing skills by concentrating on our personal experiences, observations,
and opinions
practice critical thinking, storytelling, questioning, and communicating in an open-minded and
supportive learning community
gain additional support for the specific grammatical, vocabulary, and syntactical needs of
international students
understand and explore writing as a process, writing extensively and situating ourselves in the
academic community and in the world
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Learning outcomes
The course goals above are supported by what we do in class, including freewriting and brainstorming,
completing lab assignments, creating and revising essay assignments, compiling a semester portfolio, and
so on. By the completion of ENGL 103, we will:
be prepared for the second half of the course, ENGL 203, and its focus on research and
community collaboration
be able to adjust our writing to a variety of rhetorical situations
produce clear, focused essays in standard U.S. academic English using summary, quotation,
paraphrase, analysis, and academic citation format
have gained a sense of our progress as the result of semester-long reflection

Required texts
Border Crossings: A Bedford Spotlight Reader, edited by Catherine Cucinella (Boston: Bedford/St. Martins,
2016)
Critical Reading and Writing: A Bedford Spotlight Rhetoric, by Jeff Ousborne (Boston: Bedford/St. Martins,
2014)
Enriques Journey: A Six-Part Los Angeles Times Series, available in readings folder
Additional online readings as assigned
Purdue OWL (https://owl.english.purdue.edu/owl/)

Course grading
Evaluation
The primary means of evaluation in English 103 will be writing and electronic portfolios. Each assignment
will be judged in whole or in part on evidence of artifacts that we submit to show steps we took in the
creation process.

Summary of graded work

Personal border crossing (rough draft), 50 points

including notes & artifacts, due Sept 7
Visual analysis (rough draft), including 50 70 percent of the course
notes & artifacts, due Sept 21 grade comes from four
Persuasive essay (rough draft), including 50 papers, including all drafts
notes & artifacts, due Oct 12 and pre-writing activities
Personal border crossing (final version), 100
due Oct 26
Visual analysis (final version), due Nov 9 150
Persuasive essay (final version), due Nov 150
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Portfolio & final reflection paper, due 150
Dec 12
Class preparation & participation 150
(including homework, weekly reading
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journals, and quizzes on assigned reading)

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 30 percent of the course
grade comes from daily
Lab assignments (online discussions, 150 class work, quizzes, online
prewriting & other writing artifacts) journals, and lab

In other words, most of the grade will be determined by the four major assignmentsborder-
crossing narrative (15%), visual analysis (20%), persuasive essay (20%), and final reflection
paper and portfolio (15%). The rest of the grade will come from daily involvement in the class
community, participation both in class and in online conversation, and productive use of lab time on
Thursdays.
This system of evaluation rewards timely, serious effort on daily assignments and in lab. It gives extra
weight to revised work in the second half of the semester. It does not penalize for mistakes or
experiments, as we learn how to produce quality finished work. In fact, this system assumes that
finished, effective communication is often the product of a very messy creation process in which we take
risks, follow false leads or trails, make lots of mistakes, and return to writing.
Each assignment will be evaluated according to a rubric (or guide) distributed beforehand; in addition,
we will get both focused and spontaneous feedback from peers on every piece of writing. The course
assumes that final revised essays will observe the conventions of grammar, spelling, and punctuation of
written U.S. academic English.

NIU grading scale

The university employs a plus/minus grading system. The following scale will be used in determining
course grades:

A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 70-76
D 60-69

Submitting homework, journals, and papers

Homework and weekly reading journals should be submitted in Microsoft OneNote online, within
our class notebook. Go into the Collaboration Space, choose the correct week for the assignment
(week 1, week 2, week 3, etc.), and write or paste your contribution.
The major paper assignments (drafts and final versions) can be submitted in two ways: (1) simply share
the document with the instructor (jturnbull@niu.edu), or (2) attach the paper to an email to the same
address.

Extra credit
Opportunities to earn extra-credit points will be announced as the semester progresses. Such activities
might include visits to the University Writing Center (UWC) or additional written reflection. Each
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verified visit to the UWC or ESL Center (see additional resources, below) is worth 10 extra points,
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up to a total of 30 points (three visits). Ask your tutor in each location for a signed form to
demonstrate that you made your appointment.

Attendance / participation
Writing never occurs in isolation, but always with an audience in mind. Sometimes the audience is just
you, or maybe one person. The immediate audience for writing in this course is our class, not
the instructor. This course requires a commitment to this community, a commitment demonstrated
by your presence and engagement. Thus, your attendance and punctuality in class and lab are required.
Consistent lateness and/or unexcused absences will negatively affect your grade, and may ultimately
result in failure for the course.
Further, writing assignments not submitted on time may receive a lowered grade (see late policy,
below). Please alert me, at least 24 hours in advance, to absences due to illness, medical emergency,
family emergency, or religious observance so that we can agree upon submission of missed assignments.

Additional resources
There are class, English Department, and campus resources to help you with your writing. Below is a
partial list.

Class website & Office 365 group

All NIU students have online access to Office 365 (http://o365.niu.edu/). You may also download
Microsoft Office 2016 applications to your laptops or smartphones. When you have a question, I
encourage you to share it with everyone on our group site by sending it to
engl103peerreview@niuits.onmicrosoft.com.

Individual support
Every Tuesday, after class, until about 3 p.m., I am available to meet with any student who wants
assistance. You can also ask for an appointment, at a different time, through our online class calendar, or
by sending me an email. I also can meet via Skype. I am happy to help you succeed and always offer a
listening ear.

ESL Center
One-hour appointments are available Monday through Friday in Reavis 306B. To make an appointment,
you can visit the center in person; email niu.esl.center@gmail.com; or, call 815-753-6637.

University Writing Center

Located in Stevenson South, Tower B, Lower Level (call 815-753-6636 for appointments), and on the
2nd floor of Founders Library (no appointment necessary), the UWC is a free resource where you can
work with another writing teacher on individual challenges, from generating ideas to organizing to
revising to proofreading.

Information Technology (IT)

We will collaborate often in Microsoft OneNote in the class notebook. If, at any time, you have
password difficulties or other issues with the NIU network, go to the Technology Resources for
Students page; visit the technology desk on the librarys main floor; or, call the IT service desk directly,
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815-753-8100.
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Purdue OWL
We will use the online writing lab often as a class tool throughout the semester. It contains numerous
articles on second-language writing.

Class policies
Building community
This class is a safe and affirming space for people of all identities, regardless of citizenship and
immigration status, race, gender identity and expression, sexual orientation, ethnicity, religion, mental
and physical abilities, and veteran status, among others. Each of us is responsible for helping to create a
supportive and affirming learning environment. With that goal in mind, here are some habits that we all
can practice:
1. Respect everyone. Look around; there are many differences that you can see (and many you
cant)this community is diverse and inclusive.
2. Listen, dont just speak. People can say things that you hadnt thought about before.
3. Do your readings. Dont cheat your classmates on your ideas and perspectives.
4. Ask questions when you dont know something. Chances are, you arent the only one who is
unsure of something.
5. Be a good participant. Dont interrupt, dont have a private conversation, etc.

Electronic devices
All electronic devices should be silenced and put away unless I specifically ask you to use phones or
laptops for a class activity. If you choose to pay attention to your phone instead of our class, I may
record you as absent, which would result in the loss of all points awarded during that class period.
The same policy applies to being on websites that are unrelated to class and that are distracting
attention from class work.

Late policy
All homework assignments and essays are due at the beginning of the class period. I will not accept late
homework (but see attendance / participation, above). Essays submitted late will lose five points
per day. If you are absent the day that a writing assignment is due, you must still share or submit the
paper to me via email before class begins, or the paper will be considered late.

Plagiarism
Good academic work must be based on honesty. The attempt of any student to present as his or her
own work that which he or she has not produced is regarded by the faculty and administration as a
serious offense. Students are considered to have cheated if they copy the work of another during an
examination or turn in a paper or an assignment written, in whole or in part, by someone else. Students
are guilty of plagiarism, intentional or not, if they copy material from books, magazines, websites, or
other sources without identifying and acknowledging those sources or if they paraphrase ideas from
such sources without acknowledging them. Students guilty of, or assisting others in, either cheating or
plagiarism on an assignment, quiz, or examination may receive a grade of F for the course and may be
suspended or dismissed from the university. Additional information is available on the English
Department website at http://www.engl.niu.edu/composition/guidelines/plag.shtml
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Writing on computers
Class will meet in computer lab (Reavis 203) on Thursdays. If you are writing somewhere else than
Office 365 online, remember to back up your files in more than one place to prevent inconvenience or
even disaster. I always recommend writing in Office 365 online, where work is saved
automatically.
You need to have your NIU login ID and password and your NIU email account working by the
end of the first week of class. For writing, you may use your own computer if you wish, or you may use
the residence-hall computer labs or any of the general-access labs on campus, but all writing assignments
must be accessible on lab days. Unless you are otherwise instructed, all final work should be shared
electronically with the instructor (jturnbull@niu.edu) in OneDrive or by email.
Accommodations for students with disabilities
Northern Illinois University is committed to providing an accessible educational environment in
collaboration with the Disability Resource Center (DRC). Any student requiring an academic
accommodation due to a disability should let his or her faculty member know as soon as possible.
Students who need academic accommodations as the result of a disability will be encouraged to contact
the DRC if they have not done so already. The DRC is located on the 4th floor of the Health Services
Building, and can be reached at 815-753-1303 or drc@niu.edu. See
http://niu.edu/disability/accessibility_statement/index.shtml for more information.

Free candy!
If you enjoy this class and find it useful, please consider taking additional English classes and/or signing up
for the major or minor in English. For additional information about these options, please contact
askenglish@niu.edu or come visit us in Reavis 216. Free candy!

Tips for success

1. Read the syllabus fully and use it often. If you have questions, ask me right away.
2. You are expected to spend at least 6 to 9 hours per week outside class on course
activities. This total will vary, depending on your learning style. It helps to read assignments,
especially the more difficult texts, two or three times, on different days. The practice
helps comprehension and retention.
3. Reflection is the key to understanding. If you do not understand a topic, ask me right away.
4. For each course activity (homework, journal, quizzes, lab work, papers, etc.), read the
directions fully before you begin. Follow the instructions completely.
5. Complete class activities on time and work for consistency, not perfection. If you are not
able to meet a paper deadline, it is better to submit the paper late for the loss of a few points
rather than not doing the assignment.
6. Be on time to class. When you are in class, put away your electronic devices unless
otherwise instructed.
7. During class, if you have questions, ask them. Always ask questions.
8. Check the course site on Office 365 and your student email regularly for announcements and
other information. You must use student email (that is, your Z-number email) to send and
receive email.
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9. Do not be afraid to talk about your difficulties with me. Be sure to get the help you need.
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Do not wait until the last minute or quit on an assignment without asking for help.

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 10. Begin all writing assignments early. Writing is not like solving an engineering or math
problem. It cannot be done well the night before or the same day as class. Writing requires
reflection (see no. 3), experimentation, re-reading and re-writing, and time to create.

Class schedule
Week Reading assignments & activities Deadlines

Week 1 Topics: Introductions, syllabus review & quiz,

Aug 28-Sept 1 ice-breaking activities, and intro to Office 365
(http://o365.niu.edu/)
Note: In lab on Thursday, Aug 31, we will
have a short quiz on the syllabus. You may refer
to the syllabus during the quiz.
Week 2 Topics: Pre-writing and generating ideas: Weekly reading journal (finish
Sept 4-8 concept-mapping, clustering, freewriting & before class time on Sept 5)
journals; portfolio introduction
Personal border crossing
Reading (due Sept 5): The Fire Horse Girl; (rough draft), including notes &
Enriques Journey | Chapter One, pp. 1-10 (up artifacts; due Thursday, Sept
to Rebellion); Critical Reading and Writing, 16-21 7, by 12 midnight
(Discovering Your Topic, Freewriting,
Brainstorming, Clustering)
Note: At the start of every Tuesdays class, we
will have short, easy quizzes of 2 to 5 questions
to check your understanding of the reading.
Week 3 Topics: Purpose, audience, and topic; genre Weekly reading journal (finish
Sept 11-15 (especially self-expression and reflection); critical- before class time on Sept 12)
reading techniques; peer response
Reading (due Sept 12): Border Crossings,
Mother Tongue, 163-168; Enriques Journey |
Chapter One, pp. 10-23; Critical Reading and
Writing, 1-6 (What Is Critical Reading? Paying
Attention to Form & Structure, Annotating as
You Read), 13-16 (Understanding Purpose,
Audience, and Topic, Purpose: Why Are You
Writing? Audience: To Whom Are You
Writing?)
Thursday, Sept 14: Class will meet in the Pick
Museum of Anthropology in Cole Hall.
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 Week Reading assignments & activities Deadlines
Week 4 Topics: Visual rhetoric and analysis; thesis Weekly reading journal (finish
Sept 18-22 statements and organization before class time on Sept 19)
Reading (due Sept 19): Border Crossings, Can Visual analysis (rough draft),
Music Bridge Cultures and Promote Peace? 215- including notes & artifacts; due
216, Art as a Universal Language, 218-220, Thursday, Sept 21, by 12
Border Fence as Mbius Strip, 256; Enriques midnight
Journey | Chapter Two, pp. 1-11; Critical Reading
and Writing, 9-11 (Reading Visual Texts), 22-28
(Developing and Refining Your Thesis,
Organization)
Week 5 Topics: Art of persuasion: how to persuade, Weekly reading journal (finish
Sept 25-29 forms of arguments; creating & writing in teams before class time on Sept 26)
Reading (due Sept 26): Border Crossings, A
World without Borders Makes Economic Sense,
304-307, If People Could Immigrate Anywhere,
Would Poverty Be Eliminated? 309-314;
Enriques Journey | Chapter Three, pp. 1-16
Week 6 Topics: Close reading: identifying rhetorical Weekly reading journal (finish
Oct 2-6 strategies; modern rhetoric (social media, music & before class time on Oct 3)
visual); use of sources
Reading (due Oct 3): Border Crossings, Digitalk:
A New Literacy for a Digital Generation, 199-
205; Enriques Journey | Chapter Four, pp.
1-15; Critical Reading and Writing, 29-34
(Evaluating Sources, Using Sources from the
Web)
Thursday, Oct 5 (tentative): Class will meet
in Founders Memorial Library.
Week 7 Topics: Integrating sources; MLA style; subject, Weekly reading journal (finish
Oct 9-13 audience, purpose & organization (review); how before class time on Oct 10)
to evaluate and improve your writing
Persuasive essay (rough
Reading (due Oct 10): Border Crossings, World draft), including notes &
without Borders, 316-321; Enriques Journey | artifacts; due Thursday, Oct
Chapter Five, pp. 1-15; Critical Reading and 12, by 12 midnight
Writing, 34-38 (Integrating Sources and Avoiding
Plagiarism, Examples of MLA Style)
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 Week Reading assignments & activities Deadlines
Week 8 Topics: Revision techniques; peer response; Weekly reading journal (finish
Oct 16-20 introduction to paragraphing before class time on Oct 17)
Reading (due Oct 17): Border Crossings,
Monologue: Grandmother Wongs New Year
Blessings, 323-328; Enriques Journey | Chapter
Six, pp. 1-16; Critical Reading and Writing, 38-43
(Revision, Revising Thesis, Evidence, and
Organization, Peer Review, Proofreading)
Week 9 Topics: Paragraphs (continued): promise Weekly reading journal (finish
Oct 23-27 sentences, coordination and subordination, before class time on Oct 24)
paragraph shapes
Personal border crossing
Reading (due Oct 24): Border Crossings, (final version), including notes &
Sherman Alexie on Living outside Cultural artifacts; due Thursday, Oct
Borders, 104-119 (with video, 40 minutes), 26, by 12 midnight
Leave Your Name at the Border, 157-161,
Change of Language, Change of Personality?
170-174
Week 10 Topics: Sentences: thesis statements; sentence Weekly reading journal (finish
Oct 30-Nov 3 combining & cumulative sentences. Visual analysis before class time on Oct 31)
Reading (due Oct 31): Border Crossings, Cruel
Beauty, Precarious Breath: Visualizing the U.S.-
Mexico Border, 222-231, Poetry Peddler,
258-267
Week 11 Topics: Words: parts of speech, active & passive, Weekly reading journal (finish
Nov 6-10 style & voice before class time on Nov 7)
Reading (due Nov 7): Border Crossings, How to Visual / lyrical analysis (final
Tame a Wild Tongue, 143-155 version), including notes &
artifacts; due Thursday, Nov
9, by 12 midnight

Week 12 Topics: Return to persuasive techniques; Weekly reading journal (finish

Nov 13-17 additional review before class time on Nov 14)
Reading (due Nov 14): As assigned
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 Week Reading assignments & activities Deadlines
Week 13 Topics: Compiling artifacts and creating writing Weekly reading journal (finish
Nov 20-22 portfolios; self-assessment and self-reflection on before class time on Nov 21)
the writing process
Reading (due Nov 21): As assigned

THANKSGIVING BREAK
NOV 23-26 (NO CLASSES)
Week 14 Topics: Portfolios (continued); additional review Weekly reading journal (finish
Nov 27-Dec 1 before class time on Nov 28)
Reading (due Nov 28): As assigned
Persuasive essay (final
version), including notes &
artifacts; due Thursday, Nov
30, by 12 midnight

Week 15 Topics: writing-portfolio presentations; self- Weekly reading journal (finish

Dec 4-8 assessment and self-reflection (continued) before class time on Dec 5)
Reading (due Dec 5): As assigned

Week 16 Final exam period: Tuesday, December 12, Electronic portfolio & final
Dec 11-15 12 noon 1:50 p.m. A computer lab will be reflection; due Tuesday,
reserved for this last meeting. The two hours are Dec 12, by 2 p.m.
available, if needed, for you to work on and to
submit your portfolio.
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