English 110: First-Year English Composition Comics and the Rhetoric of Identity Instructor: Silas Hansen Contact: hansen.312@osu.

edu, mailbox in Denney 421 Office Hours: Tuesday 10-11am, Wexner Center caf | Wednesday 2-3pm, Denney 461 Class Meets: MW 11:30-1:18, Derby Hall 0049 Course Description and Objectives Goals and Objectives for the General Education Curriculum Writing and Related Skills coursework develops students skills in written communication and expression, reading, critical thinking, and oral expression. 1. Students apply basic skills in expository writing. 2. Students demonstrate critical thinking through written and oral expression. 3. Students retrieve and use written information analytically and effectively. Specific Learning Outcomes 1. Students learn the conventions and challenges of academic discourse. 2. Students can read critically and analytically. In this class, we will read a variety of comics and graphic novels that deal with issues of identity, and we will employ analytical tools to figure out what rhetorical techniques comics are using to contribute to a larger conversation about identity, for what audience, and to what ends. You will develop your capacity for undertaking academic research and analysis through an original research project by identifying an area of interest within our course theme Comics and the Rhetoric of Identity and finding materials to analyze, developing analytical research questions, exploring secondary texts, and making claims that are connected to the evidence you have discovered. In addition, you will readapt your findings into a creative project in the form of either a short comic or a personal essay. Over the course of the quarter, you will also supplement your work as a writer through responses to prompts in a class blog. Required Materials Laptop with the following system requirements: Windows or Macintosh; wireless capabilities; word processing; permissions to change computer settings. rd Trimble, John. Writing with Style, 3 Edition. Pearson, 2011. Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007. Satrapi, Marjane. The Complete Persepolis. Pantheon, 2007. Additional readings made available via Carmen.

All books are available at the campus-area bookstores, or you may purchase the correct editions using Amazon.com, half.com, or another online retailer. Always bring your laptop, your copy of Writing with Style, and a hard copy or digital copy of that days reading assignment. Course Requirements Analytical Response Paper 10%

In a short (2-3 page) paper, you will analyze a short selection from a comic, whether one we have read in class or one you find on your own, to determine how the text and images work together to relay

messages. You will then identify things about which you need more information and will write two possible research questions to guide your search for secondary sources. Skills: Identification of appropriate primary sources for analysis, analysis of primary sources, identification of research questions. Annotated Bibliography 10%

You will access the library databases and other campus resources to search for secondary sources to assist you in answering your research questions, and annotate three possible sources. Skills: accessing library databases, analysis of secondary sources, using MLA citations. Analytical Research Paper 30%

In 7-8 pages, you will analyze your secondary sources and use them to expand on your analysis from the first paper to support your thesis statement. Using proper MLA citations and correct academic style and grammar, you will use a critical eye to synthesize and interpret your primary and secondary sources. Skills: synthesis of multiple critical viewpoints into new interpretations, thesis development, composing process, style and grammar. Blog Project 10%

You will respond to writing prompts on our class blog to practice writing for the public sphere. You will also contribute in meaningful ways to the discussion by responding to your classmates posts. Skills: writing for a public audience, contribute meaningfully and in writing to ongoing thematic discussion. Creative Project 15%

By choosing one of two possible creative assignments, you will adapt the information and skills you have gained throughout the quarter by writing either a short comic or a personal essay that is meant to exist within a larger conversation about identity. Skills: adapting writing and research to new genres and media, making appropriate rhetorical decisions based on audience, understanding genre expectations, revising. Peer Editing 5%

You will respond to your classmates work by providing written and oral feedback to assist your classmates in the revision process. Skills: editorial reading, responding to an author with clear and practical advice, suggesting revision. Participation 20%

You will be expected to be an active member of the class. This includes (but is not limited to) participating in class discussion and activities, completing in-class and out-of-class assignments, coming to class prepared each day, and being a respectful and mature member of the class community. Please remember, your participation grade is earned, and failing to fulfill these expectations will negatively impact your final grade. Skills: active participation in discussion, in-class writing, productive collaboration, respect for classmates.

Course Policies Attendance is important to the success of this class and to your development as a writer. Therefore, each unexcused absence after two will result in the lowering of your final grade by a third of a grade. Excused absences, such as those for documented illness, family tragedy, religious observance, or travel for inter-collegiate athletics or other activity, will not affect your final grade. It is First-Year Writing Program policy that five unexcused absences will automatically result in failure of the course. Tardiness is disruptive to the classroom environment, and prevents you from fully participating and assimilating the information and materials discussed in class. Excessive tardiness will lower your participation grade. Plagiarism is the unauthorized use of the words or ideas of another person. It is a serious academic offense that can result in referral to the Committee on Academic Misconduct and failure for the course. Faculty Rule 3335-5-487 states, It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term academic misconduct includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee. In addition, it is a violation of the student code of conduct to submit without the permission of the instructors work for one course that has also been submitted in fulfillment of the requirements of another course. For additional information, see the Code of Student Conduct. Student work must be completed and submitted on time. All assignments should be turned in during the class period when they are due. 1. Draft assignments, such as those used for peer review, must be turned in on time so that you may receive feedback for revision and so that others may participate in the peer review process. Failure to bring draft assignments to class for peer review means that you may not participate in class that day, resulting in an absence. Further, you will not receive feedback on your draft and your final grade for the assignment will be lowered by one-third of a letter grade. 2. Final graded assignments: Late submission of a final graded assignment will result in the deduction of one full letter grade for each day past the due date (for example, B+ to C+). Grades will not be affected when a draft or final graded assignment is late for reasons that would result in an excused absence. Students who know they will miss the class when the assignment is due must contact me as soon as possible in advance of class to arrange for submission of the assignment. As you will find throughout the quarter, I am a bit of a tech-nerd and am very interested in the use of digital media in the classroom, so we will do quite a bit of this throughout the quarter. With that in mind, I do not have a no electronic devices policy, but I do hope that we can use them in respectful and productive ways (e.g., to aid in class discussion) and avoid some of the more problematic uses (e.g., texting or using Facebook during class). I will ask you to put them away if it becomes a problem, but I hope that we can have a welcoming environment toward technology. E-mail and office hours I am available to answer questions during office hours, via e-mail, or during a scheduled appointment. If you cannot come to my office hours when they are scheduled, and you need to speak with me in person, I am happy to schedule an appointment for a time that is convenient for both of us. Class Cancellation Policy: In the unlikely event that I must cancel class due to an emergency, I will contact you via e-mail and request that a note on department letterhead be placed on the door. In

addition, I will contact you as soon as possible following the cancellation to let you know what will be expected of you for our next class meeting.

Resources The Ombudsman of the Writing Programs, Matthew M. Cariello, mediates conflicts between instructors and students in Writing Programs courses. His autumn 2011 office hours in Denney Hall 441 are Monday and Wednesday 11-1 and Tuesday and Thursday 1.30-3.00. Other times are available by appointment. Phone 292-5778; email cariello.1@osu.edu. All conversations with the Ombudsman are confidential. The OSU Writing Center is available to provide free, professional writing tutoring and consultation. You may set up an appointment by calling (614) 688-4291 or by dropping by the center at 475 Mendenhall Laboratories. If you are interested in online writing advice, visit the OWL (Online Writing Lab) at www.cstw.osu.edu. We all have different learning styles, strengths, weaknesses, and varying abilities. Whether or not your needs are documented with someplace like the Office of Disability Services (http://ods.osu.edu), it is my intent to make the classroom an accessible, safe, positive space for all students. Please let me know as early as possible in the term if theres anything I can do to help maximize your participation and access in the course. Daily Schedule Day 1: Wednesday 9/21: introductions, course theme, begin first-day writing, basics information for reading comics and graphic novels Assignments: First-day writing assignment due in Carmen drop-box by 5pm on Friday 9/23, read Graphic Novels 101: Reading Lessons by Hollis Margaret Rudiger (on Carmen) and selections from Understanding Comics by Scott McCloud (on Carmen) Day 2: Monday 9/26: discuss reading, introduction to rhetorical analysis Assignments: read to page 120 (Chapters 1-4) of Fun Home by Alison Bechdel Day 3: Wednesday 9/28: discuss reading, introduce Analytical Response Paper Assignments: finish Fun Home (Chapters 5-7) and read Comfort Zone: Growing up with Charlie Brown by Jonathan Franzen (on Carmen) Day 4: Monday 10/3: discuss reading, introduction to Blog Project Assignments: read to page 110 of Persepolis by Marjane Satrapi and pg. 2-11 (Thinking Well) of Writing with Style Day 5: Wednesday 10/5: discuss reading, rhetorical analysis Assignments: read pg. 111-245 of Persepolis, Blog Post #1 due by 11:59pm on Sunday 10/9 Day 6: Monday 10/10: discuss reading, analytical tools Assignments: finish Persepolis, read Girlness from One Hundred Demons by Lynda Barry (on Carmen) Day 7: Wednesday 10/12: rhetorical analysis Assignments: read pg. 12-22 (Getting Launched) and 101-116 (Dramatizing Your Ideas) in Writing with Style Day 8: Monday 10/17: writing the Analytical Response paper Assignments: read pg. 48-57 (Diction) in Writing with Style, Blog Post #2 due by 11:59pm on Tuesday 10/18

Day 9: Wednesday 10/19: writing successful research questions Assignments: Analytical Response paper due Monday 10/24 Day 10: Monday 10/24: secondary sources, navigating library databases Assignments: read sample secondary sources (on Carmen) Day 11: Wednesday 10/26: evaluating secondary sources, discussing plagiarism Assignments: Blog Post #3 due by 11:59pm on Sunday 10/29, read pg. 147-162 (Quoting) in Writing with Style Day 12: Monday 10/30: summarize/paraphrase/quote, MLA citations Assignments: bring electronic or printed copies of secondary sources to class on Wednesday 11/12 Day 13: Wednesday 11/2: formatting the Annotated Bibliography Assignments: Annotated Bibliography due Monday 11/7 Day 14: Monday 11/7: Assignments: read pg. 23-28 (Openers) and pg. 58-75 (Readability") of Writing with Style Day 15: Wednesday 11/9: Writing the Analytical Research Paper, Research Conference sign-ups Assignments: Blog Post #4 due by 11:59pm on Sunday 11/13, attend scheduled Research Conference, read pg. 29-43 (Middles) and pg. 44-47 (Closers) of Writing with Style Day 16: Monday 11/14: Writing the Analytical Research Paper Assignments: bring printed draft of Analytical Research Paper to class on Wednesday 11/16, read pg. 117 (Revising) and pg. 118-119 (Proofreading) of Writing with Style Day 17: Wednesday 11/16: Peer Review Assignments: Analytical Research Paper due Monday 11/21 Day 18: Monday 11/21: Discuss Creative Projects, examples of personal essays Assignments: bring draft of Creative Project on Monday 11/28 Day 19: Wednesday 11/23: NO CLASS Day 20: Monday 11/28: Peer review of creative projects Assignments: Creative Project due Wednesday 11/30 Day 21: Wednesday 11/30: course evaluations, turn in Creative Projects