Teaching First-Year English

ENG 1320.xxx: COLLEGE WRITING II

Semester & Year

Days and Times, Flowers Hall XXX

Course Description (from catalog): 

ENG 1320: This course is a continuation of English 1310, focusing on expository writing--the kind of objective, audience-directed prose used in college and beyond to explain and defend ideas. Emphasis is on conducting primary and secondary research; quoting, paraphrasing, and summarizing sources; and using standard procedures of citation and documentation. All papers in the course are documented, with at least one requiring the use of several secondary sources. This course provides the foundational oral, aural, written, and visual literacy skills that enable the exchange of messages appropriate to the subject, occasion, purpose, and audience.

Welcome to English 1320. As your instructor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. It is my job to create a learning environment where ideas and questions can be discussed with respect. Your job is to complete all your out-of-class assignments to the best of your ability and to come to class prepared and ready to engage with the course material and our writing community.   

INSTRUCTOR INFORMATION 

Instructor:   

Email:  

Office:   

Office Phone:   

Departmental Phone: 512.245.2163 

Student Help Hours:  _________ in person (and on Zoom by appointment). 

Note: Student Help Hours are times I set aside each week specifically for you and other students to visit me in my office. If you want to come during the designated times, you do not need to let me know in advance or ask permission – I will always be there. I am also happy to meet with you outside the designated office hours; just email me to set up an appointment.   

TEXTBOOKS (available through BookSmart):

1. Bobcat Bookshelf (e-books + the Bobcat Workbook: ENG 1320). 
2. Bobcat Workbook: ENG 1320. You must pick the workbook up from the University Bookstore. (If you fail to bring this workbook to class, you will not be able to complete daily, graded work.)
3. The Norton Introduction to Literature. 
4. A spiral notebook to function as your writing journal.  
5. A laptop or other computing device that you need to bring to every class. Let me know if this requirement poses a problem for you. 

BookSmart

Undergraduate and graduate students are automatically enrolled in BookSmart @ TXST. BookSmart provides you with all your required course materials before your first day of class. For more information, please visit our BookSmart FAQ page.

You will have access to the course materials until census (the 12^th day of class). If you choose to opt out of the program, you will lose access after that date. This includes access to eBooks, courseware, homework and testing platforms, print materials, etc. You will be responsible for sourcing the required course materials on your own directly from the publisher or ordering individually at The Bobcat Store in the LBJ Student Center at regular retail price.

If you have any questions about BookSmart @ TXST or the charge to your student account, please contact The Bobcat Store via email at txstate@bkstr.com or call (512) 245-2273. 

COURSE DESCRIPTION 

English 1320 is a foundational and fundamental course that focuses on the development of the literacy and critical thinking skills that are crucial to success in one's academic, professional, and civic life. You will study the principles of effective composition, with emphasis on the improvement of papers through revision and the critical reading of substantive nonfiction texts. While self-expressive and narrative writing may serve as a means of supporting ideas within a given paper, such writing is not, in itself, the focus of the course. 

WHY IS THIS CLASS IN THE GENERAL EDUCATION CORE CURRICULUM? 

The mission of the communication component is to focus on developing ideas and expressing them clearly, considering the effect of the message, fostering understanding, and building the skills needed to communicate persuasively.

At the end of this course, students should be able to. . .

• Create researched and documented texts that are clear, concise, precise, well-supported, and professional. (Communication)
• Determine the affordances of different modes of discourse (linguistic, visual, aural, spatial, and gestural). (Communication)
• Use reading and writing for research, problem solving, critical thinking, and civic participation. (Critical Thinking)
• Develop formative feedback to other student writers. (Teamwork)
• Apply key concepts related to genre and rhetorical situation, including audience, occasion, purpose, subject, ethos/pathos/logos, and kairos. (Personal Responsibility)

RELEVANT WPA Outcomes FOR ENGLISH 1320:

I. Composition Processes

Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects. Composing processes are seldom linear: a writer may research a topic before drafting, then conduct additional research while revising or after consulting a colleague. Composing processes are also flexible: successful writers can adapt their composing processes to different contexts and occasions.

By the end of English 1320, students should be able to . . . 

◦ Develop a writing project through multiple drafts.

◦ Develop flexible strategies for reading, researching, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.

◦ Use composing processes and tools as a means to discover and reconsider ideas.

◦ Engage in the collaborative and social aspects of writing processes.    

◦ Provide and act on productive feedback to works in progress.

◦ Adapt composing processes for a variety of technologies and modalities.

◦ Reflect on the development of composing practices and how those practices influence their work.

II. Critical Thinking, Reading, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. When writers think critically about the materials they use—whether print texts, photographs, data sets, videos, or other materials—they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations. These practices are foundational for advanced academic writing. 

By the end of English 1320, students should be able to .  . .

◦ Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.

◦ Read a range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.

◦ Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from assigned sources.

◦ Learn various types of arguments: Toulmin, Rogerian, and Classical. 

III. Rhetorical Knowledge

Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis in comprehending and creating texts.  Rhetorical knowledge is the basis of composing. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations.

By the end of English 1320, students should be able to . . . 

◦ Understand and use key rhetorical concepts [ethos, pathos, logos, exigence, kairos, context, purpose] in order to analyze and compose a variety of texts.

◦ Read and compose in several genres to demonstrate understanding how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.

◦ Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.

◦ Understand and use a variety of technologies to address a range of audiences

◦ Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.

IV. Knowledge of Conventions

Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. Most obviously, conventions govern such things as mechanics, usage, spelling, and citation practices. But they also influence content, style, organization, graphics, and document design.  

Conventions arise from a history of use and facilitate reading by invoking common expectations between writers and readers. These expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in English), and by occasion (meeting minutes and executive summaries use different registers). A writer’s grasp of conventions in one context does not mean a firm grasp in another. Successful writers understand, analyze, and negotiate conventions for purpose, audience, and genre, understanding that genres evolve in response to changes in material conditions and composing technologies and attending carefully to emergent conventions.

By the end of English 1320, students should be able to . . . 

◦ Demonstrate knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.

◦ Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.

◦ Negotiate variations in genre conventions.

◦ Employ common formats and/or design features for different kinds of texts.

◦ Understand the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

◦ Apply citation conventions systematically in their own work.

ASSIGNMENTS 

COURSE POLICIES AND PROCEDURES

Professionalism: 

• Come to class prepared. 
  • If there was reading assigned, read it. 
  • If you were to complete a writing assignment, complete it.  
  • Don't arrive tired and/or hungry.
• Do not arrive late. 
  • If you are more than five minutes late, I will count you as tardy. Three tardies = one absence. 
  • If you are more than ten minutes late, I will count as you as absent.  
• Once class begins, eliminate distractions. Doing so will enable you and those around you to focus on class.  
  • Put away your phone and only open your laptop when you are instructed to do so.  
  • Remove earbuds/headphones. 
  • Focus.
• Familiarize yourself with Canvas so you know course assignment details and deadlines.
  • Be sure to set Canvas alerts to receive Announcements, Emails, and Grades. 

Civility: All members of this class, myself included, are expected to contribute to a respectful, welcoming, and inclusive learning environment for every other member of our writing community. Remain calm, polite, and respectful as you interact with your classmates, your instructor, and their ideas.   

Per the university, “Civility in the classroom is very important for the educational process and it is everyone’s responsibility.  If you have questions about appropriate behavior in a particular class, please address them with your instructor first.  Disciplinary procedures may be implemented for refusing to follow an instructor’s directive or refusing to leave the classroom.  

Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Dean of Students Office for further disciplinary review.  Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.”  

Academic Honesty: The Texas State University Honor Code states, “We do our work and are honest with one another in all matters.  We understand how various acts of dishonesty, like plagiarizing, . . . conflict as much with academic achievement as with the values of honesty and integrity.”      

Plagiarizing is taking credit for work that is in any way not your own, including work generated by an generative artificial intelligence tool such as ChatGPT.  Refer to the First-Year English Syllabus and The College Writer for definitions and general policies concerning plagiarism. Any cases of verifiable plagiarism, whether deliberate or accidental, will result in a failing grade on the assignment and may result in a failing grade for the course.  (Note: Peer review and consultation with your instructor or a counselor at the Writing Center do not constitute plagiarism and are encouraged.)  

AI Use:  [Note:  There are three different AI policies below. If you will not allow your students to use AI, ever, choose the first policy: “AI Use Prohibited.” If you might allow AI use on occasion, choose the second policy: “Limited AI Use Allowed.”  And if you will allow ethical use of AI on any assignment, select the third policy: “AI Use Allowed.” We recommend also reiterating your AI policy on actual writing assignments.]   

AI Use Prohibited:

For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of AI or Generative AI tools, including those provided by Texas State University, such as Co-Pilot, Grammarly, ChatGPT, or similar programs, is strictly prohibited for all assignments. Relying on AI undermines certain learning objectives of this course and could be considered academic dishonesty. This includes using AI for brainstorming, proofreading, changing the tone and style, editing, summarizing, or drafting any part of your work. Violations will be treated as any other violation of the Honor Code as listed in this syllabus and will be reported to the Honor Code Council.  

If you are unsure whether a tool is permitted, assume it is not, and consult with me first. You are responsible for your own original work and academic integrity. For writing assistance, please visit the University Writing Center.  

Limited AI Use Allowed:  

For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of most AI or Generative AI tools, including those provided by Texas State University, is limited in this course. Only the following are approved: [list specific tools, e.g., Grammarly for proofreading, Zotero for citation management]. For similar tools not listed, ask the professor before you use them. Using other AI tools, (especially for creating or suggesting content beyond grammar or spelling) is not allowed and will be

considered plagiarism and will be treated as any other violation of the Academic Honor Code as listed in this syllabus and will be reported to the Honor Code Council. If you’re unsure about a tool, consult the instructor first.  

AI Use Allowed:  

For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. You may use AI tools for brainstorming, exploring responses, and creative work as permitted by each assignment. AI can provide feedback and assistance, but instructor guidance and your input is essential.   

Attendance Policy: A strong correlation has been proven between attendance and academic success. This is especially true for this writing class. Consequently, you should make a concerted effort to attend every class session. If you encounter an emergency that requires you to miss class, excused absences can be requested via the Dean of Students Office’s Student Absence Notification System. Please note that even when an absence is unavoidable, you will still be responsible for acquiring missed course materials and the information supplied in class. Alternate assignments will be considered on a case-by-case basis. 

Upon your third unexcused absence, you will lose two points on your final course grade and continue to lose two points for each additional unexcused absence, up to ten.  At ten absences, you will begin losing five points on your final grade, and you will continue to lose five points for each additional unexcused absence.  (See chart below.)  

NB: If you stop participating in this class and fail, you will be given a “U” (an “Unearned F), and you may be required to repay your financial aid.    

Late Paper Policy: Papers are due at 11:59 pm via Canvas on the date indicated on the course calendar. If your paper is submitted after 11:59 pm, it is considered late and is subject to a grade deduction. A technological reason for a late paper is not a valid excuse, nor is a corrupted file. If you anticipate a paper will be late, email me in advance. Extensions will be granted on a rare, case-by-case basis. For each full day a paper is late, I will deduct 2 points from the final grade. This includes weekends.  

Sexual Misconduct Reporting (SB 212): Effective January 2, 2020, state law (SB 212) requires all university employees, acting in the course and scope of employment, who witness or receive information concerning an incident of sexual misconduct involving an enrolled student or employee to report all relevant information known about the incident to the university's Title IX Coordinator or Deputy Title IX coordinator.  According to SB 212, employees who knowingly fail to report or knowingly file a false report shall be terminated by university policy and The Texas State University System Rules and Regulations. 

NB: Since I am legally required to report, you may wish to consult a confidential resource.  

• More information about reporting and a list of confidential resources may be found at https://compliance.txst.edu/oeotix/your-rights/resources-for-victims-of-sexual-misconduct.htmlLinks to an external site. 

GRADES AND GRADING 

I will be providing both formative and summative feedback as you move through the course. You will have opportunities to revise your work with my guidance because there is much to be gained from learning from mistakes. I will set time limits on revising work to help you manage your time. 

Grading Scale

A = 89.5% and Above

B = 89.4% - 79.5%

C = 79.4% - 69.5%

D = 69.4% - 59.5%

F = Below 59.5%

If you believe that a grade is unfair, please let me know.  Refer to the standards below to substantiate your claim for a different grade: 

Departmental Grading Standards: 

C   C indicates satisfactory performance.  A C paper demonstrates positive qualities and avoids serious errors.  The positive qualities include the presentation of a central idea that is adequately developed and competently organized.  The errors to be avoided include serious flaws in the construction of paragraphs and sentences, in the selection of appropriate words, and the use of conventional written English.  The style of the writing is generally clear.  

B   The B paper surpasses the C paper by demonstrating a higher level of effectiveness in the organization and development of a central idea.  The B paper shows greater complexity of thought and development while sustaining clarity in expression.  It has few or none of the common errors in the use of conventional written English.  The style of the writing is generally fluent and polished  

A    The A paper is outstanding work.  It is a superior performance according to the criteria of clarity of expression and logical development of a central idea.  It shows the originality of thought and imaginative competence in the development of the material.  It engages and holds the reader’s attention and invites rereading.  The style of the writing is consistently fluent, polished, and distinctive.  

D  D indicates an unsatisfactory performance. A D paper is flawed by any one or several of the following: weakness in establishing or developing a central idea; serious errors in sentence or paragraph construction; serious errors in grammar, spelling, or the mechanics of written expression.  

F  F indicates an unacceptable performance.  An F paper is flawed by one or more of the following: failure to follow the assigned topic; failure to conceive, state, or develop a central idea; serious repeated errors in sentence construction or paragraph development; serious repeated errors in grammar, spelling, or the mechanics of written expression.  

U Grade.  A grade of U (Unearned Failing) is awarded to students who do not officially withdraw from but fail to complete, a course (i.e., do not take a final exam, stop attending, etc.) and fail to achieve the course objectives.  

STUDENT RESOURCES 

Office Hours: I am one of your most valuable academic resources for this class, so do not be shy in reaching out to me. If my established hours do not work for you, email me to set up an appointment. We can meet over Zoom. 

Writing Support:

The University Writing Center (in San Marcos: ASBN 100; in Round Rock: Avery 206) - Check the website for details.  NOTE:  If English is not your first language, you may be able to book appointments with bilingual consultants.  Check the UWC website for staff details and/or call the UWC at 512.245.3018.

Other Academic Support:

• SLAC (4th floor of ALKEK) Check the website for details 
• CLC – Ingram Hall #3202 and website 
• Math CATS – Derrick Hall Room 238 and website 

Support for Students in Need of Accommodations:  

Texas State University is committed to providing equal opportunity for participation in all programs, services, and activities. Requests for accommodations by persons with disabilities (seen or unseen) may be made by contacting the Office of Disability Services at https://www.ods.txstate.edu. If you are a student with learning needs that require accommodations, contact the Office of Disability Services at 245-3451 or ods@txstate.edu.  Please share the accommodations letter with me during the first two weeks of the course, so we can plan for your success. 

Food assistance: Texas State University has Bobcat Bounty, a student-run, on-campus food pantry. See https://bobcatbounty.txstate.edu/  for more information on the student food bank. Proof of eligibility is not required.  

Counseling Services: Texas State University offers its student's counseling services. The Texas State University Counseling Center is located at 5-4.1 in LBJ Student Center and is open Monday-Friday 8 am-5 pm. Contact the center at 512-245-2208 or counselingcenter@txstate.edu.  

Students Who Are Parents: Texas State University provides resources for students who are parents.