English 300.027 Fall 2012 TR 8:00-9:20 Ware Office Location: CH 7-I Office Phone: 745-4296 cathy.ware@wku.

edu Office Hours: TR 9:30-12:20 (and usually 2:15-4:30 as well) Please be sure you have some of this time available to meet.

CH 104 Mrs. Cathy Email:

Texts (Required): Writing and Reading Across the Curriculum. Eds. Behrens and Rosen. 11th Ed. The Little, Brown Essential Handbook, 7th ed. by Jane E. Aaron Prerequisite: ENG 200 or equivalent. Catalog description: Interdisciplinary writing course to be taken in the junior year. Students will read and write about challenging texts from a number of fields. Each student will produce a substantial research project appropriate to his or her chosen field. Objectives and Goals: English 300 helps to fulfill the A.1. (Organization and Communication of Ideas) general education requirement at WKU. The course will help you attain these general education goals and objectives: 1. The capacity for critical and logical thinking and 2. Proficiency in reading, writing, speaking. English 300 stresses writing and reading within the disciplines and the conventions of using textual evidence to support an argument or an analysis of an issue relevant to the students major discipline. Reading assignments come from a variety of disciplines and stress how and why authors make rhetorical choices that are appropriate to writing in particular disciplines. Reading assignments both immerse students in the written conventions of disciplinary writing and develop their ability to read critically. Students receive instruction on how to read disciplinary research, including close reading, active reading strategies, the ability to navigate scholarly research articles and to summarize and critique scholarly texts. English 300 emphasizes the use of textual evidence and the process of research in the students major discipline, including how to find, read, evaluate, and integrate sources into students own writing. To this end, students receive instruction in finding, evaluating, collecting, citing, and synthesizing appropriate scholarly sources and using these sources appropriately as support for original arguments. By the end of English 300, students should be able to: Write longer formal essaysincluding at least one essay that advances an academic argument--that include significant support from appropriate scholarly sources. Use a citation style appropriate to their discipline. Make choices of voice, tone, format, structure and usage based on disciplinary and academic conventions. Employ their own writing processes to produce academic and disciplinary texts that include significant and properly formatted sources. Work in a collaborative setting both with their own texts and with those of other students. Grading: Exams, quizzes, and writing assignment grades will be in the form of percentages. For the final grade, quizzesand writing assignments I have designated as "quiz grades"will make up 15%, and exams and writing assignments designated as "test grades" will comprise the remaining 85%. The final exam will count as 2 test grades. Within the semester, there will be 2 formal, researched essaysone explanatory synthesis and one persuasive synthesisof 750-1000 words in length on a topic related to your major containing cited quotations from at least 4 appropriate sources. These essays I will grade, make comments and suggestions on, and return to you. From these papers you will craft a larger, final research paper comprising at least 1700 words and 6 scholarly sources. I will also require an annotated bibliography of all the sources you plan to use in your final paper to be turned in well

Ware: 300 Syllabus-

in advance of the final paper's due date. Additionally there will be two graded formal summaries (500 words) and a graded formal critique (750 words) as well as in-class writing assignments and announced in-class exams. There will be frequent quizzes, some announced and some not. Do not throw away returned, graded assignments. I will determine your final grade according to the following table: 100%-90% A 89%-80% B 79%-70% C 69%-60% D Below 60% F Format for Out-of-Class Writing Assignments: Typed, double-spaced, 12-point default font, no extra spaces between paragraphs, black ink on one side only of white paper. Please use MLA, APA, or the appropriate style for the discipline of your major (see The Little, Brown Essential Handbook) for heading, margins, and page numbers for papers longer than two pages. Use paper clips or staples; no binders or folders. Attendance, Tardies, and Late Assignments: Regular, punctual, prepared attendance is your bestand possibly most influentialfriend for this class. Absenteeism and tardies reflect a lack of interest and dedication on your part and, consequently, render the instructor unsympathetic to your cause. I will record absences and tardies. Tardies greater than 15 minutes count as absences. Three tardies of any length less than 15 minutes equal 1 absence. You will receive 1 "free" absence, but the 2nd absence will result in the loss of 2 percentage points from your final average (e.g. a 91% A > 89% B or 60% D > 58% F) and so on for EACH SUBSEQUENT ABSENCE OR COMBINATION OF TARDIES. I will deduct 5 points from the final grade of any paper you do not turn in at the beginning of the class it is due. I will deduct 10 points for the second class it is late. I will not accept a paper for a grade that is later than two class periods. Obviously if you are absent or tardy on the day a paper is due, you will be losing those 5 or 10 paper points. To avoid this penalty, turn your assignment in early or send it with a classmate. You are responsible for finding out what you missed during your absence, including any notes, assignments, or announced tests or quizzes. You will be expected to take or turn in anything that was announced or assigned on the day of your absence immediately upon your return to class. If you know in advance that you will miss a class, discuss it with me ahead of time, or e-mail me your circumstances if they overtook you unexpectedly. If you are absent or tardy on a test or quiz day itself, get in touch with me immediately, bring a documented excuse, and we will see what sort of make-up is possible. (Please refer to the statement above as to the instructor's sympathy or lack thereof. And be aware that even an excused absence counts as an absence) If regular, punctual attendance is unlikely for you, please withdraw from this course immediately. Be Advised: This class does meet on the Tuesdays before and after October Break and Thanksgiving; schedule your travel plans accordingly. The final exam has been scheduled by the University for 8:00 a.m. on Monday, December 10. Important Deadlines: Drop/Add Deadline: September 4, 2012 Last day to drop with a W: October 17, 2012 FN1 Deadline: October 29, 2012 There can be no deviation from these university-set deadlines. Any application for a hardship exemption must include documentation verifying a tragic and sudden change in circumstances. Resolving Complaints about Grades: Any student who takes issue with a grade or another aspect of a course should first speak with the instructor. If the student and instructor cannot
1

FN Failure due to non-attendance (no semester hours earned and no quality points). Could result in required repayment of financial aid.

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resolve the issue, the student may refer the matter to the Director of Composition, who will assist the instructor and the student in reaching a resolution. If either party is dissatisfied with the outcome at that level, the matter may be appealed to the Department Head. The Student Handbook (available online at http://www.wku.edu/handbook/2009/) outlines procedures for appeals beyond that level. Plagiarism: Plagiarism is a serious offense. The academic work of students must be their own. Plagiarism is grounds for suspension from the University as well as for failure in this course. It will not be tolerated. To represent ideas or interpretations taken from another source as ones own is plagiarism. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is flagrant plagiarism, but to present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. You should check with me well before the due date for an assignment if you have any doubts about whether you are possibly committing plagiarism in a paper, and I will help you understand what you need to do. ADA Notice: Students with disabilities who require accommodations (academic and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room A200, Downing University Center. The OFSDS telephone number is (270) 745-5004 V/TDD. Please do not request accommodations directly from the instructor without a letter of accommodation from the Office for Student Disability Services. Program Assessment Notice: As part of a university-wide accreditation study, a small sample of papers will be collected from randomly selected individuals in all ENG 300 classes this semester. The papers will be examined anonymously as part of a program assessment; results will have no bearing on student assessment or course grades. The Learning Center (TLC): (located in the Academic Advising and Retention Center, DUCA330) is a no-cost, convenient, and effective learning assistance center that is open to all WKU students. At TLC, internationally certified peer tutors provide WKU students with course-specific assistance and study skills help. Students may make appointments for one-on-one or group tutoring sessions or may drop in for assistance. TLC is open for 64 hours each week: MondayThursday from 8:00am until 9:00pm, Friday from 8:00am until 4:00pm, and Sunday from 4:00pm until 9:00pm. In addition to tutoring, TLC offers a number of other programs, including the Academic Advantage Series: Workshops for Success, Peer Assisted Study Session (PASS), and a 34-machine academic computer lab with free printing. Please stop by or call (270) 745-6254 with any questions or to make an appointment.

Ware: 300 SyllabusWare: Assignment Syllabus 300Fall 2012 Section 027 (8:00-9:20) Cherry 104

Material on this syllabus may be subject to change for various reasons. If you miss class, do not assume you know what happened or what is due for next time. Contact the professor.

Week One 8/28 T First Class Meeting In Class Go over syllabus questions. In-class essay Assignment for 2nd Class: Read: Chapter 1, pp. 3-23. Do Ex. 1.1, p. 23. But substitute for the reading called for in the exercise an excerpt from Do They [Ads Work] or Dont They? by Jib Fowles, pp. 540-542 [through the end of the list] plus 555-556. Follow the steps for writing summaries outlined in the reading assignmentread, underline, and divide into stages of thought. Write down a one-two sentence summary of each stage of thought in the article. But dont write an actual summary yet. Next class we will gather into small groups to compare your summary sentences. Think about a topic within your major with which you would like to spend some time. Investigate it. 8/30 R Second Class Meeting In Class Most common errors on in-class essay. Begin a list of the sorts of grammar and punctuation errors you are making. Divide into groups of 3-4 based on your majors. Groups compare summary sentences for each stage of thought in Murphy and Healy article. Groups compose a 1-2 sentence thesis statement summing up the entire article. Assignment for 3rd Class: Write an individual summary for the excerpt from Do They [Ads Work] or Dont They? pp. 540-542 [end of list] plus 555-556. Read the rest of Chapter 1 pp. 23-47. Expect a quiz over the reading for which I will allow you to use notes. Week Two 9/4 T Third Class Meeting In Class Turn in summaries.

Ware: 300 Syllabus-

Quiz over pp. 23-47 plus. Introductory prep. phrases(s) comma rulesee handbook Create and punctuate sentences with it and CRs 1 & 2. Assignment for 4th Class: Possible quiz over commas Thurs. 1) Referring to Figure 1.2 on page 26, write a summary of the oil reserves as of 2003. For purposes of the summary, group the Middle Eastern countries. 2) Read beginning of Chapter 2pp. 48-53 (ex. 2.2). Skip exercise 2.1. 3) Read the essay by Arthur Schlessinger, Jr., What the Great Books Do for Children, pp.617-8 4) And substitute it [the essay by Schlessinger] for the Ryan essay in the instructions to complete Exercise 2.2, p. 53. (Note in the margins of the selection, or on a separate sheet of paper, the essays main point, subpoints, and use of examples.) 9/6 R Fourth Class Meeting In Class Receive a critique rubric. Review comma rules. Turn in summaries of oil reserves. Comma Quiz #1. With a partner, do Exercise 2.1, p. p. 51-2the part the book labels an alternative. We will go over several answers in class. Assignment for 5th Class: 1) Choose a topic within your major with which you would like to spend some time. Investigate it (see Exercise 2.4, p.60 for some tips as to how to go about this) and then write up one (or possibly more than one) informative and one related persuasive thesis. You will eventually be developing both. (You might want to jump ahead to Writing a Thesis, pp. 78-83.) 2) Read the rest of Chapter 2pp. 54-71. Skip Exercises 2.3 and 2.4. Well hit 2.3 in class next time. Do Exercise 2.5page 70on paper. Check yourself with the discussion that follows on p. 71. 3) Go on and skim the articles to decide which one of the following you are going to write a critique of: The Climate for Change, pp. 301-301; Stop the Energy Insanity, pp. 322-325; Cinderella and Princess Culture, pp, 670-673; Disobedience as a Psychological and Moral Problem, pp. 683-687.Make sure you know what a critique is! This will be a formal essay, one that counts as a test grade. It will be due next Thursday, 9/13 (6th Class Mtg.). Come with any questions Tuesday. We will meet in the computer lab, so 4) E-mail the rough draft of your critique as an attachment to yourself for next class. Week Three 9/11 T Fifth Class Meeting

Ware: 300 Syllabus-

Meet in Computer Lab In Class Make sure you format your critique according to class requirements. With a partner do Exercise 2.3 while I check individual thesis statements for the informative thesis. Share examples for logical fallacies. Assignment for 6th Class: 1) Turn in critique. 2) Have a hard copy of your revised informative thesis. 3) Read the beginning of Chapter 3 pp. 72-78 (Stop after Ex. 3.1.) 4) Think about Exercise 3.1 in terms of your major paper. Choose one, but do not write it yet. 5) Prepare for a quiz over logical fallacies and introductions 9th Class Mtg., Tuesday, 9/25. I will let you use notesbut not books or worksheets. 9/13 R Sixth Class Meeting In Class Turn in critique. Turn in informative and persuasive theses. More instruction on logical fallacies. Assignment for 8th Class, Thursday, 9/20. 1) Complete logical fallacies worksheet. 2) Read rest of Chapter 3pp. 78-90and apply the material about conclusions to your upcoming informative paper. Quiz over logical fallacies and introductions 9th Class Mtg., Tuesday 9/25. I will let you use notesbut not books or worksheet. Week Four 9/18 T Seventh Class Meeting Meet at Helm Library for help with research sources. 9/20 R Eighth Class Meeting In Class Go over problemsif anywith critiques. Issues with cited material. Go over logical fallacies worksheet. Assignment for 9th Class: Worksheet over Passive Voice. Prepare for Mid-Term, (11th Class Mtg.) Tuesday,10/2, Chapts. 1-4 Plus. Extra-credit opportunity!

Les Liaisons Dangereuses

Russell Miller Auditorium FAC Sept. 28-Oct. 2 Thurs., Fri., Sat., Mon. and Tues. at 8:00 pm Sunday at 3:00 pm Adults $15 - Students $12

Critique due: Tues., Oct. 9 (First class after October Break)

Ware: 300 Syllabus-

Week Five 9/25 T Ninth Class Meeting In Class Quiz over logical fallacies and Chapter 3 material. You may use notes, but not books or worksheet. We will go over completed passive voice worksheet. Receive worksheet on common errors. Find, in particular, errors of general p.n. ref. and p.n. # disagreement which may appear on the mid-term. Here is the form I expect you to use for structuring your research papers: The introductory paragraph should END with the thesis statement. The concluding paragraph should BEGIN with a restatement--in other words--of the thesis statement. The 3-4 paragraph body basically consists of 10-sentence body paragraphs organized in the following order: 1. topic sentence 2. lead-in to concrete detail 3. concrete detail (CITED quote or paraphrase) 4. commentary (explaining how your concrete detail supports the topic.) 5. commentary (ditto above) 6. lead-in to second concrete detail 7. second conrete detail (CITED quote or paraphrase) 8. commentary 9. commentary 10. summary sentence (restatement in other words of the topic sentence) I will expect you to know this structure for the test scheduled for next Tuesday, 10/2 (11th Class Mtg.) covering Chpts. 1-4 plus grammar. Assignment for 10th Class: 1) Bring 1-2 potential sources (actual books, printed articles, etc.) to class next time. 2) Read pp. 109-131, starting at Decide How to Use Your Source Material. Much of this is a sample paper with suggestions for revisions. 3) As you research your topic for the informative paper, you should be using what you have learned to summarize the material you are reading. These summaries, boiled down into 1-2 sentences, are what comprise your annotated bibliography, due 21st class mtg., Thursday, 11/8, before the final paper.

Ware: 300 Syllabus-

9/27 R Tenth Class Meeting In Class Divide into groups based on the stylistic requirements of your majorMLA, APA, other. Look at rules for citing material referring to the Little, Brown Handbook. MLA pp. 157199; APA 200-219. Particularly look at how to cite material accessed through EBSCOhost (APA #20, 2nd example, p. 212 (Ask about DOIs); MLA #62, p. 1189). Review organization of body paragraphs. Continue with worksheet over common errors. Assignment for 11th Class: 1) Read pp. 91-109 Explanatory thesis and alternative-energy vehicle articles to prepare for in-class writing component of mid-term. 2) Test in computer lab next class. 3) Print and e-mail yourself the beginnings of citations/bibliography page for explanatory thesis so you can work on it and/or show it to me after you finish the test Tuesday. Week Six 10/2 T Eleventh Class Meeting Computer Lab: In Class I will look at beginnings of reference pages. Have both hard copies and access to your electronic version. Test: Chapters 1-4 plus grammar (Midterm). Assignment for 12th Class: Revise parenthetical citations/bibliography page for explanatory thesis. Also bring PV worksheet and common errors worksheet 10/4 R October BreakNo Class Week Seven 10/9 T Twelfth Class Meeting Extra-credit critique due. In Class Go over Midterms. Address any problems with incorporating quotes and paraphrases. Review citation formatting. Turn in revised parenthetical citations/bibliography page Assignment for 13th Class: 1) Bring hard copy of explanatory synthesis rough draft, and

Ware: 300 Syllabus2) E-mail rough draft to yourself for class in computer lab next time. 10/11 R Thirteenth Class Meeting Computer Lab. In Class I will answer questions on informative essay rough drafts in class.

Assignment for 14th Class: 1) Read Chapter 5, pp. 132-136. Do ex. 5.1 (p. 134) on paper. You will do ex. 5.2 (p. 136) in class for a quiz grade. 2) Prepare for Writing Test: Thursday, 10/23 (16th Class Meeting,) over citing references, incorporating quotes, paraphrases, and summaries, and material on argument syntheses. You will need a 100-question scan-tron. Wednesday, October 17, is the last day to withdraw from this class. Week Eight 10/16 T Fourteenth Class Meeting In Class Turn in informative papers. Do ex. 5.2 (p. 136) in class for a quiz grade. Notes on forms of argument: Deductive: Starts with Assumption [general] and so Claim [specific]. Inductive: Starts with Claimbecause Assumption. Assignment for 15th Class: Read Chapter 5, pp. 137-140. Stop at Demonstration: Remember test Tuesday, 10/23 (16th Class). Procure a scan-tron. 10/18 R Fifteenth Class Meeting In Class Make distinctions between logos, ethos, and pathos. Review grammar problems that will be on the test: Error #s 19, 17, 16, 1, and 2. Receive grading rubric for argument synthesis due Thursday, 11/1 (19th Class). Assignment for 16th Class: Read Chapter 5, pp. 140-154 (starting with Demonstration Stop above Consider Your Purpose to prepare for test. Test: Tuesday, 10/23, (16th Class). Week Nine 10/23 T

Ware: 300 Syllabus- 10 Sixteenth Class Meeting Computer lab. In Class Writing Test: Citing references, incorporating quotes, paraphrases, and summaries plus material on argument syntheses Assignment for 17th Class: Quiz Grade: Write your argument synthesis thesis statement and 3 prospective topic sentences. E-mail these it to me pasted into the body of your e-mailnot as an attachmentbefore 5:00 this afternoon. Read Chapter 5, pp. 155-173. Stop at Comp/Contr. Synth. Take notes. (Some of this material is over revision of a paper. Do not skip this section.) 2) Work on rough drafts for Argument synthesis. Rough draft due Tuesday, 10/30 (18th Class Mtg.). 10/25 R Seventeenth Class Meeting Computer Lab. In Class: Work on rough drafts for Argument synthesis. Have persuasive rough draft ready to e-mail to yourself on Tuesday, 10/30 (18th Class Mtg.) in the computer lab. Final papers turned in by end of class on Thurs., 11/1. Week Ten 10/30 T Eighteenth Class Meeting In Class Address any issues that arose on tests. Work on rough drafts. Assignment for 19th Class: Begin putting your annotated bibliographies together. See samples at http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography You will have class time Thurs., 11/18 to make corrections, but it needs to be ready to turn in on that day. 11/1 R Nineteenth Class Meeting Computer Lab In Class All Argument syntheses due. Work on annotated bibliographies. Assignment for 21st Class (No 20th ClassPresidential Election): 1) Passive voice worksheet 2) Parallel structure worksheet (first set of sentences)

Last Extra-Credit Opportunity

Urinetown
Russell Miller Theatre, FAC Nov. 8-13, 2012 Thurs., Fri., Sat., Mon., Tues. at 8:00 pm Sunday at 3:00 Adults $18 - Students $15 Critiques due Tuesday, 11/20

Ware: 300 Syllabus- 11 3) E-mail/P Drive a final copy of your argument synthesis to yourself. 4) Annotated bibliographies due Thursday, 11/8. Week Eleven 11/6 T Presidential ElectionTwentieth Class Cancelled

11/8 R Twenty-First Class Meeting Computer Lab In Class: Turn in annotated bibliography. Work on e-corrections to returned argument syntheses. (Emphasis on passive voice.) Receive grading rubric for final paper. Assignment for 22nd Class: 1) Complete parallel structure worksheet. 2) Begin putting your final paper together. Have a copy to e-mail to yourself for class next Thursday, 11/15 (23rd class mtg.). 3) Final paper due Tuesday, 11/20, (24th class mtg.) Week Twelve 11/13 T Twenty-Second Class Meeting In Class: Overall grammar review for test next Tuesday, 11/20, 24th class mtg.. Receive graded annotated bibliographies. Be sure you take the annotations off for the final paper. Assignment for 23rd Class: Finish putting the rough draft for your final paper together. 11/15 R Twenty-Third Class Meeting Computer Lab In Class: Work on rough drafts for final paper. You may turn it in early today for extra credit; plus, you wont have to worry about it and can concentrate on studying for your test for Tuesday. Week Thirteen 11/20 T Twenty-Fourth Class Meeting Extra-credit critique due.

Ware: 300 Syllabus- 12 In Class: Turn in final papers. Test: Grammarpassive voice, parallel structure, commas Assignment for 25th Class: 1) General pronoun reference worksheet 2) Dangling modifier worksheet. 11-2111-23 WRF Thanksgiving BreakNo Class Week Fourteen 11/27 T Twenty-Fifth Class Meeting In Class: Go over general pronoun reference worksheet and dangling modifier worksheet. Assignment for 26th Class: 1) PN# Disagreement #2 2) E-mail the uncorrected final paperthe one you turned into yourself for possible extra credit next time. 11/29 R Twenty-Sixth Class Meeting Computer Lab In Class: Receive graded final papers. Correct grammar errors as a review for the final exam. Go over PN# Disagreement #2 worksheet. Assignment for 27th Class: Prepare for Grammar Test: General PN ref., misplaced modifiers, and # (PN and SV) disagreement Begin studying for Final examcounts as 2 test gradesusing review packet. I will assign partners. Week Fifteen 12/4 T Twenty-Seventh Class Meeting In Class: Test over General PN ref., misplaced modifiers, and # (PN and SV) disagreement Assignment for 28th Class: Prepare for Review game, preferably with your assigned partner. 12/6 R Twenty-Eighth Class Meeting

Ware: 300 Syllabus- 13 In Class: Review game for final using review packets. Bonus points on final exam for 1st, 2nd, and 3rdplace teams. FINAL EXAM Bring 100-question scantron 12/10 Monday Engl. 3008:00-10:00 a.m.