Conference schedule for next week

Conference Sign-Up
Time	Monday	Tuesday	Wednesday
9:00
9:30	Breann Kroll	JD Frank
10:00	Cate Hall	Royce Taylor
10:30	Marie Tapp		Liz Hamburger
11:00	Danielle Gibson	Abby Evans	Lauren Weininger
11:30	Tom Reed	Dan Schmidt	Max Meier
12:00	Kalyn Wadsworth	Chelsea Evans	Peter Kadin
12:30	Justin Delwiche	Kelsey Gunderson
2:00		Ozair Chaudhry
2:30		Shalissa Merriweather
3:00
3:30
4:00

Essay One Prompt

Essay One: Personal Essay

· First Draft (with copies for your peer group and me) due Monday, Sept 10^th

· Include a writer’s memo with this assignment.

· Follow MLA guidelines found in Easy Access and in the Syllabus.

In Essay One, you will show me something about yourself, your ideas, and the way in which you see the world. For this essay, you will not be required to do any outside reading or research. Instead, its goals are for you to gain insights into your current writing process and practices and for me to learn about the way you think and write.

This is not a test. You will have time to finish and revise your first draft at home before you submit it to me on Monday. However, please use this opportunity to think about the ways you brainstorm and develop ideas in your own writing process. The purpose of this essay is to assist you in thinking about topics and ideas of interest to you.

Please feel free to bring notes, but do not begin writing your essay until our class on Friday.

1. Place and Literacy: Write about a place on campus and the language you find there. Your first task for this assignment will be to choose a place here at the UW that you wish to examine. Make an effort to be as specific as possible – even a place like “the first floor of Memorial Union” is too large. Secondly, take notes on the layout of the space, how people move through it, what they say and what kinds of texts they encounter within your particular environment. Finally, craft an essay that describes and discusses how language and space work together to define your chosen place.

2. Literacy Autobiography: What role has writing (or reading) played in your life? Take me through your past experiences as you consider ways in which the act of writing (or reading) has shaped your actions, your sense of self, your experiences, or your family. Your focus can be as broad as an exploration of your reading experiences from kindergarten through high school, or as narrow as an essay about the importance of one childhood book in your early experiences with literacy.

Some questions you might consider are 1) What are your earliest memories of these activities? 2) Who taught you how to write and read? 3) Did you write on your own when you were little? 4) How has your understanding of the act of writing shifted as you’ve gotten older? In this text, you can play around with the meanings of “writing,” “reading,” and “literacy,” though you should try to explain clearly to your reader what you mean by these terms.

3. Word Essay: Pick a word that you either hate or love and explain why this word is either loathsome or meaningful to you. In this essay, you will need at some point (or through the essay as a whole) to define this word. Draw on your own experiences in order to think about the way that this word affects you and the society you live in (this includes family, peers, and institutions like school, though you do not have to touch on all of these things in your essay).

Course Schedule

English 100-22 Course Schedule

(Subject to Change)

Unit I: Writing

Week 1	W	9/05	Introduction to the course. I will discuss the portfolio and grading systems. HW: Essay One, due Monday 9/10.
	F	9/07	In-class writing on Essay One HW: Continue working on your Essay One draft
Week 2	M	9/10	Essay One due. I will discuss in-class writing and Invention. HW: Make copies of Essay One to bring to class on Wednesday for peer review group and me.
	W	9/12	We will discuss revision and peer review. Peer review of your first draft of Essay One. HW: Continue working on the second draft of Essay One.
	F	9/14	Peer review cont. HW: Revise Essay One. Bring second draft to conference next week. Bring 2 copies to conference. Second draft of Essay One due at conference.
Week 3	M	9/17	Conferences at Open Book Café in College Library. Bring 2 copies of second draft to conference. HW: Work on your third draft of Essay One, due Friday, 9/21.
	W	9/19	Conferences cont. HW: Continue working on your third draft of Essay One.
	F	9/21	Draft three of Essay One due. We will discuss critical reading, summary and analysis. HW: Read “Lisa and American Anti-Intellectualism.” Write Summary One (due Monday 9/24) and Analysis One (due Wednesday 9/26). Bring copies of Summary One for your peer review group and me on Monday.

Unit II: Critical Reading

Week 4	M	9/24	We will discuss “Lisa and American Anti-Intellectualism.” Summary One due for discussion and peer review. HW: First draft of Analysis One, due Wednesday 9/26. Bring copies for your peer review group and me.
	W	9/26	“Lisa and American Anti-Intellectualism” discussion cont. First draft of Analysis One due. Peer review. HW: Revise Analysis One. Second draft of Analysis One due Friday, 9/26.
	F	9/28	Second draft of Analysis One due. Essay One returned with comments. Discussion of “Lisa and American Anti-Intellectualism” cont. HW: “Mister Sparkle Meets the Yakuza.” Write Summary Two (due Monday 10/1) and Analysis Two (due Wednesday 10/3). Bring copies of Summary One for your peer review group and me on Monday.
Week 5	M	10/01	We will discuss “Mister Sparkle Meets the Yakuza.” Summary Two due for discussion and peer review. Analysis One returned with comments. HW: First draft of Analysis Two, due Friday 10/05.
	W	10/03	“Mister Sparkle Meets the Yakuza” discussion cont. We will discuss analysis and argumentation. HW: Continue working on Analysis Two. Bring copies for your peer review group and me on Friday.
	F	10/05	First draft of Analysis Two due for discussion and peer review. CLUE distributed and discussed. HW: Revise draft one of Analysis Two, due Monday 10/08. Work on CLUE (1-3 due on Wednesday 10/10; 4 and 5 due on Friday 10/12).
Week 6	M	10/08	Second draft of Analysis Two due. We will discuss portfolios and revision strategies. HW: Write Midterm Portfolio Cover Letter. Revise essays for Midterm Portfolio, due Monday 10/15. Continue working on CLUE.
	W	10/10	Portfolio and Revision discussion cont. Workshop on Midterm Portfolio Cover Letter. CLUE 1-3 due. HW: Continue working on Midterm Portfolio and Cover Letter. Continue working on CLUE.
	F	10/12	I will introduce Unit III: Researching and distribute new assignments. Analysis Two returned with comments. CLUE 4 and 5 due. HW: Continue working on Midterm Portfolio and Cover Letter. First draft of the Research Question. Have your Research Question prepared for the Library Instruction session on Friday.
Week 7	M	10/15	Library Instruction Day (meet at College Library 1193D). Midterm Portfolio due by 9pm at my office in Helen C. White 7151. HW: Continue working on the Research Question, due Wednesday 10/17. Bring copies for your peer review group on Wednesday. Read Chapter 3 in The Craft of Research.

Unit III: Researching

	W	10/17	First draft of Research Question due for discussion and peer review. Discussion on HW: Read Chapter 4 in The Craft of Research. Revise Research Question; second draft due on Friday, 10/19.
	F	10/19	Second draft of Research Question due. Discussion on Chapter 4 in The Craft of Research and plagiarism. HW: Work on Research Proposal (due 10/26) and collect sources for Annotated Bibliography (due Week 9 at conference). Begin reading Chapters 5 and 6 in The Craft of Research.
Week 8	M	10/22	Library Day (research and write on your own). I will return comments on the Research Question via email. HW: Continue working on the Research Proposal, Annotated Bibliography, and reading Chapters 5 and 6.
	W	10/24	We will discuss finding and evaluating sources, writing the Annotated Bibliography, and Chapters 5 and 6 from The Craft of Research. HW: Continue working on the Research Proposal. Work on Annotated Bibliography, due at your conference.
	F	10/26	Research Proposal due. Discussion of Wednesday’s topics cont. HW: Continue working on Annotated Bibliography. Bring 2 copies to your conference with me.
Week 9	M	10/29	Conferences at the Open Book Café in College Library. Research Proposal returned at conference. HW: Revise Annotated Bibliography, due Friday 11/02. Begin writing your Research Paper, due Wednesday 11/14.
	W	10/31	Conferences cont. HW: Continue revising Annotated Bibliography. Bring copies for peer review group and me to class on Friday. Continue writing your Research Paper.
	F	11/02	Second draft of Annotated Bibliography due for discussion and peer review. I will discuss your Research Narratives/Oral Presentations. HW: Work on your Research Narratives/Oral Presentations (due next week). Continue working on your Research Paper.
Week 10	M	11/05	Research Narratives/Oral Presentations HW: Continue working on your Research Paper.
	W	11/07	Research Narratives/Oral Presentations HW: Continue working on your Research Paper.
	F	11/09	Research Narratives/Oral Presentations HW: Continue working on your Research Paper.
Week 11	M	11/12	Research Narratives/Oral Presentations HW: Continue working on your Research Paper.
	W	11/14	Research Narratives/Oral Presentations. If we finish early, the rest of the period will be used for questions and library research. HW: Continue working on your Research Paper. Bring copies for peer review group and me to class.
	F	11/16	First draft of Research Paper due for peer review. HW: Work on second draft of Research Paper, due Friday 11/30.
Week 12	M	11/19	Continue Peer Review. HW: Continue working on second draft of Research Paper.
	W	11/21	First draft of Research Paper returned with my comments. Discussion on Reflections Project. HW: Continue working on second draft of Research Paper. Begin Reflections Project, due Monday 12/03.
	F	11/23	Thanksgiving Break. No class.

Unit IV: Reflecting

Week 13	M	11/26	In-class writing for Reflections Project. HW: Continue working on second draft of Research Paper and Reflections Project.
	W	11/28	In-class writing/work for Reflections Project. HW: Continue working on second draft of Research Paper and Reflections Project. Bring copies of Research Paper for peer review group and me on Friday.
	F	11/30	Second draft of Research Paper due for discussion and peer review. HW: Continue working on Reflections Project. Bring copies for peer review group and me for Monday.
Week 14	M	12/03	First draft of Reflections Project due for discussion and peer review. HW: Revise Reflections Project. Second draft due 12/07.
	W	12/05	Discussion and in-class workshop on the Final Portfolio Cover Letter. HW: Continue working on Reflections Project.
	F	12/07	Second draft of Reflections Project due. Continue in-class work on the Cover Letter. HW: Revise your Portfolio materials. Final Portfolio due on Friday 12/14.
Week 15	M	12/10	Workshop on Final Portfolio. Reflections Project returned with comments. HW: Continue revising your Final Portfolio.
	W	12/12	Instructor Evaluations. Peer review of Final Portfolio.
	F	12/14	Last day of class. Peer review of Final Portfolio. Final Portfolio due at Helen C. White 7151 (my office) by 9pm.

Syllabus

Fall 2007

University of Wisconsin – Madison

English 100: Freshman Composition

Section 022, MWF 12:05-12:55pm

Witte Hall 138

Instructor: Emily Yu

office: Helen C. White 7151 mailbox: Helen C. White, 6^th Fl.

phone: 263-2786 office hrs: Tues 12:30-2:30 and by appt.

email: eyu@wisc.edu eng100-22-f07@lists.students.wisc.edu

http://uweng100.blogspot.com/

1. Introduction. English 100, Freshman Composition, is a 3-credit course in and about writing for first-year students at UW-Madison. “Writing” and what makes writing “good” vary widely across time, place, language, technology, genre, and process. No 15-week course can teach all you need to know for every writing situation. This course will give you practice in meeting some of the demands of writing in college. It will also help you develop your ability to judge the demands of different writing situations through reading. This course is also about reading, since texts are always situated in the context of other texts. It has responsibility as well for developing skills in public speaking, and it will introduce you to college-level research, all in relation to writing. Finally, because it is taught in sections of 19 students, the course will demand group work from you, with active listening, discussion, and peer review.

2. Objectives. The specific objectives of English 100 are:

• to give you practice in writing: through challenging assignments that ask you to plan, draft, revise, and edit multiple essays over time and develop the ability to work through intellectual problems;
• to help you produce several substantial essays that you can be proud of, essays that are clear, organized, sophisticated, well-researched, and polished;
• to develop your abilities as an engaged, critical, but sympathetic reader – of your own work, of the work of your peers, and of published writers;
• to develop your public speaking abilities by giving you opportunities to speak in class;
• to introduce you to the demands of academic research at UW-Madison; and
• to increase your consciousness about the power and plasticity of language, to see how writing varies across individuals, communities, and situations, to see how your own writing changes with practice.

3. Coursework. In this course, you’ll write frequently, turning something in for response from either your peers or instructor nearly every week. The goal is for you to write constantly, in a variety of genres, in response to different assignments with different kinds of challenges, and for multiple readers. The five main writing assignments in the course form a logical sequence:

• Essay One—A 4-5 page essay based on your personal experiences and expertise;
• Summary and Analysis—A series of short, 1-2-page papers summarizing and analyzing other writers’ representations of issues important to them;
• Research Paper—An 8-10 page source-driven exploration of a question important to you, preceded by relevant shorter assignments (e.g., annotated bibliography); and
• Reflections Project—A 4-5 page recapitulation of your progress as a writer and thinker over the course of the semester.
• Writer's Memos—For each major writing assignment you must include a “Writer’s Memo” as a coversheet. In this memo you will describe your purpose and strategy in approaching the writing assignment, and ask any questions about the writing that you may have yourself. This is your opportunity to provide some context for the writing but also a chance to ask your reader directly about the effectiveness and effect of the piece. The memo should be at least a paragraph but no more than a page.

4. Feedback and Grades. Papers in this course will be written in multiple drafts and read by multiple readers: yourself, your classmates, and me. Writing is hard work, and there is no “right” answer for these kinds of assignments. The goal of English 100 is to encourage you to practice, take risks, and develop your abilities as a writer over time. You’ll learn and practice some of the conventions of college writing, but learning conventions is not the same as learning to be a strong writer who can critically think and communicate through writing. Since the emphasis is on your development as a writer – something that cannot occur without trial and error – you will not receive traditional numerical or letter grades on any individual assignments. For rough drafts, you will receive comments intended to help you improve your writing as you work through and form your ideas. On later drafts, I will respond to both the development of your ideas and how you meet the assignment’s communicative objectives.

You will receive traditional grades at three times in this course: on a midterm portfolio, on a final portfolio, and at the end of the course. These grades will take into account your development as a writer and your ability to meet course expectations, including the expectation that you will participate consistently and complete work on time. Twice during the semester, midway and again at the end, you’ll collect your writing into a portfolio, which you will turn in to me for a grade. The content of each portfolio will be determined by you and me, as noted below, but the essays included in the portfolios should be final drafts representing your best work.

Midterm Portfolio (35% of final grade) Final Portfolio (45% of final grade)

(5 texts total) (5 texts total)

Required texts Required texts

Essay One Research Paper

Summary or Analysis Reflections

Cover Letter Cover Letter

Writer’s choice Writer’s choice

Text 1 Text 1

Text 2 Text 2

Your portfolios will be graded using the following standard system: A (93-100), AB (88-92), B (83-87), BC (78-82), C (70-77), D (60-69), and F (59 and below). Your final grade for the entire course will combine your grades on the Midterm Portfolio (35%), the Final Portfolio (45%), and class participation (20%).

On the way to creating a portfolio, you will be keeping a writing folder, which will contain all of your drafts and other work assigned over the course of the semester. The kinds of texts that might be in your writing folder are informal in-class writing, blog topics, peer review comments, essay drafts, notes and brainstorming. All of these have the potential to be revised for the midterm and final portfolios. The essays and texts in a writing folder are not graded, but they should be kept organized and up to date, and you should be ready to bring your folder to conferences with your instructor. A well-organized and current writing folder will aid you in making choices about what to include and revise for your portfolios.

5. Texts and materials. You’ll need to purchase the following course materials:

• a notebook for taking notes in class and drafting paper ideas;
• a folder for collecting your work;
• a copy card for printing and photocopying (approximately $25-30);
• Easy Access by Michael L. Keene and Katherine H. Adams (Boston: McGraw-Hill, 2006) (available at University Book Store on State St.); and
• The Craft of Research by Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams, 2nd ed. (Chicago: University of Chicago Press, 2003) (also available at University Book Store).

6. Guidelines for Typewritten Work. Unless otherwise noted, all of your work—including drafts—must be typed, and should follow MLA formatting guidelines. These include the following features:

• Double-spacing
• Times New Roman 12-point font
• 1-inch margins on all sides
• Last name and page number in upper-right corner of every page
• Double-spaced header in upper-left corner of the first page with each of the following on separate lines: your first and last name, English 100-XX, date, assignment name (including draft number)
• A title, centered and printed in normal style font (no italics, no underlining, and no font size changes)—please do not use a separate title page.

For more information on proper formatting, see Chapter 13a, “Formatting Basics” in Easy Access (105). A sample essay formatted according to MLA guidelines can also be found on page 219.

7. Policies. Please carefully read the following policies and let me know immediately if there’s anything here you don’t understand or have questions about.

Attendance. You need to be in class, on time, prepared, every meeting. If you miss more than one week total of this course (more than 3 absences), your final grade will be lowered: half a letter grade for each absence over three. If you miss more than two weeks total of this course (more than 6 absences), you will not pass the course. Missing a scheduled conference with me, showing up without a draft for a conference or a peer workshop, or coming to class excessively or frequently late will also count as absences.

If you do miss class, it is your responsibility to find out from a classmate what you missed and what is due and to make up any work as soon as possible.

Late work. You will do a lot of writing and revising in this course and a lot of work with your peers, which means that all work must be turned in on the date specified. Work turned in late, including drafts, will result in grade penalties on your portfolios: one point off your portfolio grade for each day that an assignment is late.

Participation. Just attending class and turning in your work on time, of course, aren’t enough. You must come to each class meeting prepared and be an active participant when you are here. Speaking up during class is easier for some than others. I can help out if you don’t know how to enter the conversation—talk to me after class or send email.

Peer response. Research suggests that the instructor is not always the best reader for student writing— you need to practice writing for a variety of readers, and you need as many readers as you can get, especially readers who are not also evaluating you. That means you need to cultivate good intellectual relations with your classmates. Group work is difficult, and it is sometimes easy to dismiss others’ readings of your papers. But your writing is meant to be read by others and only improves when you have good readers. You need to learn to trust others’ readings of your work; you need, also, to provide the kind of readings of others’ papers that you want as a writer.

Conferences. Each of you will meet with me in my office at least twice during the semester to discuss your progress. These conferences help me get to know you and your work and also are a place for us to focus, in detail, on your writing and revision strategies. I will talk to you in class about how I would like you to prepare for conferences. Failure to attend a conference at the appointed time will count as a class absence.

Plagiarism. The University of Wisconsin and the English 100 program consider plagiarism a serious violation: “Academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin system” (Wisconsin Administrative Code 14.01). Because this course relies so heavily on sharing knowledge and information in the learning and writing processes, it is important that students learn how to work with sources without plagiarizing, either intentionally or accidentally. Plagiarism is:

• using someone else’s words or ideas without proper documentation when quoting and paraphrasing
• copying some portion of your text from another source without proper acknowledgement of indebtedness;
• borrowing another person’s specific ideas without documenting the source;
• having someone else correct or revise your work (not as in getting feedback from a writing group or individual, where you make the changes suggested by others);
• turning in a paper written by someone else, an essay “service,” or from a World Wide Web site (including reproductions of such essays or papers); and
• turning in a paper that you wrote for another course or turning in the same paper for more than one course without getting permission from your instructors first.

The University of Wisconsin-Madison has established a range of penalties for students guilty of plagiarism or academic dishonesty. Appropriate penalties include a reduced grade on a redone assignment, a failing grade for the assignment, a failing grade for the course, or even suspension or expulsion from the university. All instances of serious plagiarism are reported to the English 100 Program Director. For more information, see http://www.wisc.edu/students/conduct/uws14.htm.

8. Resources. If you’re having difficulties meeting the demands of this course, come talk to me. But there are other places to look for help. For online resources, you might want to start with the English 100 student website: http://mendota.english.wisc.edu/~Eng100/students/index.html.

Other resources include:

The English 100 Tutorial. The English 100 Tutorial Program offers individualized writing instruction specifically geared for English 100 students. The tutorial website at www.wisc.edu/english/100tutorial /offers information about the tutorial program, and you should also schedule appointments there. English 100 instructors have seen strong interest from many students, effective writers and novices alike, for extra help beyond what is offered in the classroom and during office hours. Since the Writing Center is not funded to provide tutoring for Communication A courses like English 100, the English 100 Tutorial provides an opportunity for you to receive one-on-one help from experienced English 100 instructors. These instructors are willing to work with you on any issue related to English 100, from brainstorming plans for a paper to the most effective strategies for a final revision. Please visit the website above to learn how you can make tutorial sessions an effective part of your writing process!

The Writing Center. While the Writing Center will not schedule appointments for English 100 assignments, it offers a wide array of classes on specific issues throughout the semester. You can access this semester’s Writing Center class schedule at http://www.wisc.edu/writing.

The McBurney Center. Your success in this class is important to me. If you have a disability or particular circumstance that may have an impact on your work in this class, please contact me early in the semester so that we can work together to adapt assignments to meet your needs and the requirements of the course. The McBurney Disability Resource Center is located on the first floor of the Middleton Building at 1305 Linden Drive (1/2 block west of Van Hise Hall) (263-2741). Students need to provide documentation of a disability to this office in order to receive official university services and accommodations. http://www.mcburney.wisc.edu/.

Campus resources. You’ll find other helpful resources listed at http://www.wisc.edu/wiscinfo/student/ and through the Dean of Students office: http://www.wisc.edu/students/. The University Health Service offers a variety of counseling services. Their web page is http://www.uhs.wisc.edu. To make an appointment, call 262-1744. For emergency crisis intervention services, call 262-1744; for after hours and weekend emergencies, call 265-6565.