Objectives
The Citadel's 2003-2004 Catalogue describes English 102 as "writing essays and a research paper on topics pertaining to selected readings in literature. Readings will include poetry and at least one of the other two major genres of imaginative literature (fiction and drama)." The stated objective of the course is to develop "basic skills of writing, reading, and analysis" (228).
My fundamental
aim is to help you improve your ability to read, think, and write critically.
This course will 1) develop your skill building effective analytical and
argumentative essays, 2) improve the smooth incorporation of secondary
materials (i.e. research) into your writing, and 3) improve your competence
in independent college-level research. Whatever your present abilities,
I guarantee this course will improve your reading and writing and equip
you with the essentials for more advanced college writing.
Texts and Materials
The
Norton Introduction to Literature, Beaty,
Booth, Hunter, and Mays,
eds., 8th edition.
The
Bedford Handbook, by Diana Hacker, 6th
edition.
Adventures
of Huckleberry Finn, by Mark Twain, Dover Thrift Edition.
"Handouts"
from my web site and readings on reserve in the library.
Theme
folder with pockets or clasps to secure formal essays.
Core Requirements
4
formal essays of 750-1200 words. Peer
response writings for formal essays. Corrections
of graded formal essays. Participation
in class discussion.Reading
quizzes and writing exercises. Quizzes
and exams on grammar, convention, diction, and mechanics.A
library research project. Midterm
and final exams.
Policies
Attendance: Each class is important, so it is crucial that you be in class on time every day. I record attendance daily, and absences will affect your grade. I will issue warnings to students with three unexcused absences—students with four unexcused absences will be dropped from the roster or given an automatic F. You cannot make up assignments missed through unexcused absences. If you become ill or there is a death in your family, or if there is any other reason you cannot attend class, let me know to excuse your absence and make arrangements for missed assignments you miss class: call me at home or send email. Doctor's notes, police reports, parental phone calls, even handwritten notes by President Bush himself will not excuse absences after the fact.
- Note that "excused" is not the same as "authorized": for my purposes an absence is excused only if you notify me beforehand, in person or by telephone or email, that you will not be in class. Whenever you do not personally give me advance notice, any absence is unexcused—regardless of reason, including officially authorized absences for guard duty, corps squad events, etc.
- In accordance with Citadel policy, I will submit daily attendance reports recording both absences and lateness.
- Also in accordance with Citadel policy, any cadet who misses more than 20% of our scheduled class meetings—i.e. more than eight MWF classes—will fail the course regardless of whether the absences are excused, unexcused, authorized, or unauthorized.
Late work: Late work will be penalized one letter grade for each class day the assignment is late. Work turned in more than three class days late will receive no higher grade than F.
Bare minimum course requirements: Regardless of your overall grade average, to be eligible to pass the course you must turn in all four essays and all sets of essay corrections, complete the library research project, and take both the midterm and final exams.
Plagiarism: Except for assignments expressly calling for collaborative effort, all written work must be your own. Any unacknowledged borrowing from the writings of others is an infraction of the Honor Code, and penalties for plagiarism are severe, ranging from an F for the course to expulsion from The Citadel. For a fuller definition of plagiarism, follow the "On Plagiarism" link on my web site. Also see both the passage on cheating in your Honor Manual and the attached "Instructions for the Preparation of Work Performed Outside the Classroom."
Course Description
Class discussion: Most class periods will involve open discussion of the readings, with little or no lecture. Your participation in discussion is mandatory. I will call on reticent or "quiet" students frequently, and class participation factors significantly in your final grade.
Formal essays: the guts of the course—formal essays present carefully structured and polished argumentation or analysis of issues arising from the readings and discussion. Detailed options and instructions for each essay assignment will be posted on the web.
Grammar and mechanics quizzes and exams: on basic concepts in grammar, convention, diction, and mechanics following discussion of "Golden Rules," "Nuggets," "Word Problems," and "Quotes and Documentation." Golden Rules are important rules of grammar and style. The Nuggets cover a variety of conventions and problems, mostly in the handling of quotations. A variety of common problems in diction are described in Word Problems. The Quotes and Documentation handout presents basic conventions for citing and documenting sources according to MLA guidelines.
Peer responses involve close reading of classmates' essays and written criticism and advice on how to improve them. I will provide handouts to help focus your criticism for each peer response exercise.
Corrections: After each formal essay is graded, you 1) record all marked errors on corrections worksheets, and 2) hand in corrected drafts with all changes highlighted. Since corrections require a freshly printed draft after the paper has been graded, you should save all papers on disk to avoid having to retype entire drafts. For specifics, see corrections instructions.
Reading quizzes: unannounced quizzes testing your close attention to the readings.
Writing exercises: written assignments, usually brief and sometimes collaborative, that will vary as need arises.
Research project: essentially, an annotated bibliography that demonstrates your comprehensive familiarity with the Citadel library system and the basic processes of advanced undergraduate research.
Midterm and final exams: testing your mastery of the readings and offering proving grounds for proficiency in writing effective essays. Both will consist of short answer questions (identifying and explaining the significance of specific passages) and one or more essays.
Conferences: Conferences are not mandatory, but I strongly recommend them at any stage of the paper-writing process—exploring topics, drafting, revising, or editing. My typical aim in conferences is to head off potential problems in your papers and offer critical response to your work before you submit it for grading. Bring formal paper folders and drafts of current papers to all scheduled conferences. You should always feel free to contact me for help with any course matters during posted office hours, by appointment, or via telephone or email.
Paper "rewrites":
You may rewrite and resubmit graded formal papers for re-grading.
Rewrite grades replace original grades completely. Note that rewriting
involves far more substantial revision than correcting grammatical errors:
rewrites should address larger problems in focus, structure, content,
and style. The starting point for revision is my typed comments
on your graded papers; rewrites should also address comments and questions
written in the margins of your graded papers.
Folders/Portfolios
You will keep all drafts of all four formal essays, including corrections, in one "formal paper folder"—all drafts of all four essays should remain in this folder throughout the semester. It's a good idea to collect all handouts, quizzes, exercises, etc. as a sort of "evolving textbook" in a second folder or notebook.
Cyber-Note
As you will see, I am a firm believer in using the Internet as a teaching tool. Most handouts and all out-of-class assignments will be posted on my web site rather than being distributed as "hard copy" in class—it will be your responsibility to print these handouts from the web before we discuss them in class. Most handouts are indicated as linked pages on the schedule of assignments. I also encourage you to email me with questions on any course matters large or small.
Final grade breakdown
| Class participation |
|
| Reading quizzes |
|
| Golden rules exam |
|
| Nuggets exam |
|
| Quotes and documentation exam |
|
| Word problems quiz |
|
| Peer responses |
|
| Writing exercises |
|
| Research project |
4%
|
| Corrections |
|
| Essay 1 |
|
| Essay 2 |
|
| Essay 3 |
|
| Essay 4 |
10%
|
| Midterm |
|
| Final Exam |
|
You should track your grades over the semester by keeping a "Scorecard." See me to check your cumulative grade at any time—I keep grades on computer spreadsheets updated weekly.
The Bottom Line: I hope every member of this class gets an A, and I will do everything I can to make this happen. Don't get me wrong—the standards for "A" work are high, and I make no exceptions in course policies on absences, missed assignments, plagiarism, or late work. But I guarantee you have one of the most accessible instructors at The Citadel: ask for help outside of class, and I'll do my level best to deliver.