ENGL-1301 English Composition I
Karen Eisman
Credit Fall 2024
Section(s)
ENGL-1301-141 (90136)
LEC TuTh 2:50pm - 4:20pm MCN MN1 A106
ENGL-1301-157 (90149)
LEC MW 10:10am - 11:30am EGN EGN1 1234
ENGL-1301-192 (98319)
LEC MW 1:30pm - 2:50pm EGN EGN1 1234
ENGL-1301-194 (98320)
LEC MW 1:30pm - 2:50pm EGN EGN1 1234
ENGL-1301-219 (90189)
LEC TuTh 10:10am - 11:30am EGN EGN1 1235
Readings
|
Monday |
Wednesday |
|
8/26 Orientation |
8/28 What Type of Writer Will You Be? Due: Introductory Email Reading: Syllabus |
|
Unit 1: Read Like a Writer |
|
|
9/2 Labor Day |
9/4 Read Like a Writer Reading: “How to Read Like a Writer” Bunn |
|
9/9 Rhetorical Triangle Due: Summary Reading: “Backpacks vs. Briefcases” Bolin Carroll; “Parents Support Plan…” Anderson |
9/11 Logical Arguments Reading: “Toulmin Method” TAMU; “Rogerian Argument” Norquist |
|
9/16 Rhetorical Analysis Due: Logic Breakdown Reading: “Texas’ Attack…” Fabian |
9/18 Writing Day Due: Thesis Statement and Writing Notes |
|
9/23 9am: Rhetorical Analysis Submission Draft Information Literacy 1 |
9/25 Revision Day Reading: “What’s That Supposed to Mean?” Grauman |
|
Unit 2: Join the Conversation |
|
|
9/30 9am: Rhetorical Analysis Revised Draft Responding to an Argument Reading: “Why America Needs a Hate Speech Law” Stengel; “No, the U.S. Does Not…” Turley |
10/2 Authority Reading: “Reading and Writing Without Authority” Penrose and Geisler |
|
10/7 9am: Refutation Comparative Analysis Due: Reading: “The Case for Quoting…” Kennedy and Volokh; “No, Racial Slurs Can’t…” Fakirani |
10/9 9am: Writing Day Due: Thesis Statement and Writing Notes |
|
10/14 9am: Comparative Analysis Submission Draft Information Literacy 2 |
10/16 9am: Revision Day |
|
Unit 3: Lead the Conversation |
|
|
10/21 9am: Comparative Analysis Revised Draft Research Questions Due: “Choosing a Topic” Tutorial Reading: “Looking for Trouble” Savini |
10/23 9am: Academic Research Due: Research Proposal Reading: “Googlepedia” McClure |
|
10/28 9am: Shitty First Drafts Reading: “Shitty First Drafts” Lammott |
10/30 9am: Synthesis Due: Annotated Bibliography |
|
11/4 Using Sources Due: Reading: “Doing Research is Fun, Citing Sources is Not” Buck and Vaccino-Salvadore |
11/6 Peer Review Due: Position Paper Peer Review Draft Reading: “The Good, the Bad, and the Ugly of Peer Review” Kelly |
|
11/11 Veterans Day |
11/13 9am: Position Paper Submission Draft Genre Translation Reading: “Navigating Genres” Dirk |
|
11/18 Information Literacy 3 Due: Rhetorical Triangle Write-Up |
11/20 Work Day |
|
11/25 Presentations |
11/27 Presentations |
|
Unit 4: Reflect to Learn |
|
|
12/2 9am: Position Paper Revision Our Purpose Reading: “First Year Composition” Bad Ideas About Writing, Branson |
12/4 Reflective Writing Reading: Student Learning Outcomes (Syllabus) |
|
12/9 Literacy Narrative Reading: “From Outside, In” Mellix |
12/11 Alternatives to Academic Writing Reading: “How to Tame…” Anzaldua |
|
12/16 What’s Next Reading: “I Passed First Year Writing– What Now?” Cicchino |
12/18 9am: Reflective Essay Course Wrap Up |
Course Subjects
|
Monday |
Wednesday |
|
8/26 Orientation |
8/28 What Type of Writer Will You Be? Due: Introductory Email Reading: Syllabus |
|
Unit 1: Read Like a Writer |
|
|
9/2 Labor Day |
9/4 Read Like a Writer Reading: “How to Read Like a Writer” Bunn |
|
9/9 Rhetorical Triangle Due: Summary Reading: “Backpacks vs. Briefcases” Bolin Carroll; “Parents Support Plan…” Anderson |
9/11 Logical Arguments Reading: “Toulmin Method” TAMU; “Rogerian Argument” Norquist |
|
9/16 Rhetorical Analysis Due: Logic Breakdown Reading: “Texas’ Attack…” Fabian |
9/18 Writing Day Due: Thesis Statement and Writing Notes |
|
9/23 9am: Rhetorical Analysis Submission Draft Information Literacy 1 |
9/25 Revision Day Reading: “What’s That Supposed to Mean?” Grauman |
|
Unit 2: Join the Conversation |
|
|
9/30 9am: Rhetorical Analysis Revised Draft Responding to an Argument Reading: “Why America Needs a Hate Speech Law” Stengel; “No, the U.S. Does Not…” Turley |
10/2 Authority Reading: “Reading and Writing Without Authority” Penrose and Geisler |
|
10/7 9am: Refutation Comparative Analysis Due: Reading: “The Case for Quoting…” Kennedy and Volokh; “No, Racial Slurs Can’t…” Fakirani |
10/9 9am: Writing Day Due: Thesis Statement and Writing Notes |
|
10/14 9am: Comparative Analysis Submission Draft Information Literacy 2 |
10/16 9am: Revision Day |
|
Unit 3: Lead the Conversation |
|
|
10/21 9am: Comparative Analysis Revised Draft Research Questions Due: “Choosing a Topic” Tutorial Reading: “Looking for Trouble” Savini |
10/23 9am: Academic Research Due: Research Proposal Reading: “Googlepedia” McClure |
|
10/28 9am: Shitty First Drafts Reading: “Shitty First Drafts” Lammott |
10/30 9am: Synthesis Due: Annotated Bibliography |
|
11/4 Using Sources Due: Reading: “Doing Research is Fun, Citing Sources is Not” Buck and Vaccino-Salvadore |
11/6 Peer Review Due: Position Paper Peer Review Draft Reading: “The Good, the Bad, and the Ugly of Peer Review” Kelly |
|
11/11 Veterans Day |
11/13 9am: Position Paper Submission Draft Genre Translation Reading: “Navigating Genres” Dirk |
|
11/18 Information Literacy 3 Due: Rhetorical Triangle Write-Up |
11/20 Work Day |
|
11/25 Presentations |
11/27 Presentations |
|
Unit 4: Reflect to Learn |
|
|
12/2 9am: Position Paper Revision Our Purpose Reading: “First Year Composition” Bad Ideas About Writing, Branson |
12/4 Reflective Writing Reading: Student Learning Outcomes (Syllabus) |
|
12/9 Literacy Narrative Reading: “From Outside, In” Mellix |
12/11 Alternatives to Academic Writing Reading: “How to Tame…” Anzaldua |
|
12/16 What’s Next Reading: “I Passed First Year Writing– What Now?” Cicchino |
12/18 9am: Reflective Essay Course Wrap Up |
Student Learning Outcomes/Learning Objectives
Course Student Learning Outcomes: Upon completion of English 1301, students should be able to
- demonstrate knowledge of individual and collaborative writing processes by
- articulating and evaluating personal writing process
- adapting existing writing process to new knowledge, needs, and situations
- adapting writing process for collaborative work
- develop ideas with appropriate support and attribution by
- understanding and using a variety of source materials, including primary and secondary sources, academic and non-academic sources, as well as qualitative and quantitative data
- citing sources following MLA standard citation rules
- write in a style appropriate to audience and purpose by
- evaluating audiences to understand assumptions, biases, and persuasive communication methods
- adapting writing style, argument style, and source decisions to audience needs
- read, reflect, and respond critically to a variety of texts by
- seeking and evaluating both academic and non-academic sources to match learning needs
- analyzing both rhetoric and content of source material
- understanding the principles of misinformation
- use Edited American English in academic essays by
- understanding and following rules for Edited American English
using proof-reading and editing techniques to adapt writing to academic standards
Office Hours
M T W Th 9:00 AM - 10:00 AM EGN1 1204
NOTEF 2:50 PM - 4:20 PM Online
NOTEPublished: 08/20/2024 14:35:03