WR 121 SyllabusEnglish CompositionSpring Term 2007CRN 20372, 4 creditsMW 11:00 am – 12:50 pm4/02/2007 – 6/11/2007Sylvania TCB 216Dr. Michael McDowellOffice: CT 122 / Phone: 503-977-4839 / Fax: 503-977-4874E-mail: [email protected] Page: mmcdowel/ Office Hours: MTuWTh 10-11 & 1-2, & by appointmentPortland Community College—Sylvania Campus P. O. Box 19000, Portland, Oregon 97280-0990 Phone 503-244-6111DescriptionPrerequisitesWriting and reading scores above 44 on the Asset placement exam, a grade of C or better in WR115, or the instructor's permission.Required TextsMichael Berndt & AmyMuse, Composing a CivicLife: A Rhetoric andReadings for Inquiry andAction, 2nd edition(Pearson-Longman, 2006)Jane E. Aaron, LBBrief: The Little, BrownHandbook, BriefVersion, 3rd edition(Pearson-Longman,2007)Handouts, delivered to you free of charge at class meetings.Merriam-Webster's Collegiate Dictionary, 11th ed. (Merriam-Webster, 2003), The American HeritageCollege Dictionary, 4th ed. (Houghton, 2002), or a comparable college-level dictionaryp You will need to bring the two texts and the handouts to each class meeting.Web SitesSpot server website, for calendar, PDF of syllabus: Click on Contacts,key in McDowell, click Web, click WR 121 English CompositionMyPCC website, particularly for PDFs of some handouts and for links: Log in, then click on My Courses, select Spring 2007, and click English Composition.Under “Course Tools,” check out Links, Files, Message Board, and E-mail.SuppliesStandard-sized white ruled notebook paper; blue or black pens; standard-sized whitebond paper for out-of-class essays; a letter-sized file folder in which to submit out-of-class work;a flash drive.Catalogue Course DescriptionWR 121 English Composition develops skills in analytical reading, critical thinking, andexpository and persuasive writing. Students compose several essays using a variety of strategiesto present evidence in support of a thesis.WR121SyllabusSpr07.doc / April 1, 2007 / 1:47 PM

Writing 121 Syllabus, page 2Service Learning OptionThis section Writing 121 offers a “service learning” option to encourage your connectingclass content with the “real world.” Service learning is a method of teaching and learning whichcombines academic classroom work with meaningful volunteer work for a nonprofitcommunity agency. Like an internship, it teaches through hands-on experience. Our textreadings and discussions for this term explore some of the communities in which we live—family, college, planetary, and virtual. A service-learning project makes the link between ourtheoretical discussions and real-life participation in a public community. The service learningcomponent of the class is optional, but I hope you’ll elect to do it. Some of its goals: connect classroom ideas of "community" to the reality of a volunteer site community gather ideas to discuss and write about in our "citizenship" and "community" themed essays encounter new ideas, attitudes, and experiences related to community and the work you do put values into actionClass Activities discussion of text readings, in small groups and as a full classbrief instructor presentations on key concepts of the coursebrief instructor presentations on grammar and mechanics of languagebrief student presentations on text readings and student researchpeer-editing workshops in small groupsin-class writing on assigned readings and impromptu subjectsReading and DiscussionRequirementsReading assignments in the texts are due nearly every class meeting. Please bring bothtexts to every class meeting. This is largely a discussion class, not a lecture class, and howmuch you enjoy and benefit from the class is directly proportionate to how well you've readand thought about the assigned readings before class and how much you speak up in class.As a community of thinkers and writers we'll develop and explore ideas about the issuesraised by the readings in the essay text. Your out-of-class essays will be further developmentsof your own ideas about these issues. You’re expected to have read and thought about theday’s reading before coming to class. Do your reading at home; class time is for writing anddiscussing essays. Not having anything to say about the day’s readings says you’re notmeeting the reading and discussion requirements.Writing (Service Learning Option) three new essays of 500-1,000 words each, preceded by a typedpeer review draft, plus a report reflecting on your service-learning experience(Without Service Learning) four new essays of 500-1,000 words each, each preceded by atyped peer review drafta dozen or so in-class writingsan out-of-class “writer’s journal”final portfolio of 2 revised essays and 3 revised in-class or journal writingsAttendanceThe college expects students to attend all class meetings of the courses in which they areenrolled. The college's general policy is that missing the equivalent of one week of class (4shours of class time) may reduce a student's grade one full grade (e.g., from "A" to "B") andmissing the equivalent of two weeks may result in an "F."In this class, generally each hour of absence lowers your grade one level from whateverit would have been with perfect attendance. If you miss four classes (8 hours of class time—twoweeks’ worth), you need to drop the course and take it again when you are able and motivatedto attend regularly. If you arrive late or leave early from class, you may be counted absent forthe day—talk to me right after class to get credit for some attendance.

Writing 121 Syllabus, page 3ConferencesYou'll each be having at least two out-of-class conferences with me to discuss yourwriting in the course. Save everything you write for this course and bring it to the conference.EvaluationEvaluation for the final grade is based upon:attitude and participation in class activities, including group presentation, 20%the quality and amount of your in-class writing 20%the quality of your out-of-class peer-review drafts and final essays 60%To receive an A or a B in the course, you must turn in all the papers on time, haveperfect or nearly perfect attendance, participate in class discussions, show improvement in yourwriting, and demonstrate the ability to participate in a college-level community of discourse.All assignments must be successfully completed to receive a passing grade.None of your work for the first half of the term will receive individual letter grades,since grades divert attention from what should be the focus of your interest: comments, writtenand oral, from me and other students, about your writing and how to improve it. You'll receivea midterm grade around the sixth week of the term as an indicator of your progress.Grading is on an A-B-C-D-F basis. No grades of P/NP or audit (AUD) are given fortransfer writing classes. An Incomplete (I) may be taken only if you've met all of the courserequirements except the final assignment. All students who have submitted any written workfor the term, even those who stop attending after the term starts, receive an A, B, C, D, or Fgrade for the course. Manuscript FormPoliciesMLA style. See LB Brief for the basics.Rough DraftsSince writing is a process involving prewriting, organizing, rough-draft writing,revising, and proofreading, I need to see evidence of each stage in order to guide you. In otherwords, you must submit notes and rough drafts in your file folder with each essay. If you workexclusively on a computer, then submit printouts of your essay at substantially different stages.p No essays will be accepted for a grade without this preliminary work.Late AssignmentsLate papers will be accepted the next class period for partial credit if you submit aparagraph written explanation, and will not be accepted after that without previousarrangement with the instructor. You will generally be assigned additional writing to make upfor the lost credit. Since you must submit all assignments to pass the course, you should dropthe course if you can’t get papers in when they’re due.PlagiarismAll work submitted in this course is to be your own new, original work written inresponse to the assignments. Refer to LB Brief for advice on how you're expected to credit youroutside sources. Consciously or unknowingly presenting the ideas or writings of others as yourown will result in dismissal from the class, an automatic course grade of F, and possibledisciplinary action by the college. See the Student Academic Integrity policy at .Classroom EtiquetteCell phones are fine outside of the classroom but their use in class is disruptive anddistracting. Please turn them off or set them to silent mode and keep them put away.

Writing 121 Syllabus, page 4Drops & RefundsStudents are personally responsible for dropping or withdrawing from their classes evenif they do not attend. You may withdraw using the web or an add/drop form at the registrationoffice. You may receive a refund if you drop by the second Friday of the term. If you fail to dropduring the refund period, you will be responsible for the charges. The last day you may dropthis class and not receive a W on your transcript is the Friday of the fourth week of classes; thelast day you may drop (and receive a W) is the Friday of the eighth week of classes.College ClosureIn the event of snow, ice, floods, tornadoes, earthquakes, landslides, or other eventswhich might seem to result in the college closing or curtailing its activities, it’s yourresponsibility to find out whether the college is in fact closed. The college announces its closureor delayed opening on the School Announcement Network, which includes the major local AMand FM radio and TV stations. The Portland Information Network website carries continuallyupdated closure announcements: & The college also puts a closure announcement on the college switchboard, 503-244-6111 andTTY 503-977-4877. If the media, websites, and switchboard say nothing about closure, we canassume that classes are held as usual, and all of us are expected to be present.ADAThe Americans with Disabilities Act guarantees educational services to those withdisabilities. If you have a disability which you think may adversely influence your performancein this class, talk with me and contact the Office for Students with Disabilities (503-977-4341,TTD 503-246-4072) before the second class meeting.Affirmative ActionPCC is an affirmative action, equal opportunity institution, which means that collegepolicy prohibits any manager, supervisor, faculty, staff, or student from harassing ordiscriminating against any member of the college community on the basis of his or her race,color, religion, ethnicity, use of native language, national origin, age, sex, marital status,height/weight ratio, disability, or sexual orientation.WorkloadIn college, the rule of thumb is that you should expect to do at least two hours of coursepreparation outside of class for every hour of classtime per week. Writing classes always exceedthis average. Since we meet for four hours of class per week, you should expect to spend at leastan additional eight hours (and more likely ten) out of class reading and writing every week.If you do not have at least eight hours of alert time to devote to this course outside ofclass each week, you should drop the course and retake it when your schedule enables you todevote this minimum amount of time to the course. Most students who have difficulty with WR121 and who end up dropping out of the course fail not because of lack of ability at writing butbecause of a lack of understanding of what it takes to be a successful college student.Campus ResourcesEveryone at PCC wants you to succeed. Resources are available to help you in yourcoursework. From off campus, you can generally get through by putting 503-977 in front ofthese extension numbers.Tutoring Help on Your Writing Student Success Center: CC 204; Ext. 4540; c Writing Center: CT 239 Ext. 4952 iting Multicultural Center: CC 202; Ext. 4112; Online Writing Lab,htm

Writing 121 Syllabus, page 5Computer Access Languages & Writing Lab: CT 235 Library: Ext. 4935; rs Computer Resource Center: CC 206; Ext. 4325; / Books Library: Ext. 4498; Bookstore: Ext. 4704; Explanations PCC Catalog: PCC Schedule of Classes: College Information: CC 215; Ext. 4329 English Division: CT 219; Ext. 4266;,html Public Safety for police, fire, medical emergency: Ext. 4444; Non-emergency: Ext. 4902 Counseling: CC 216; Ext. 4531; WR 121 Calendar Spring 2007Please complete the following assignments before class on the dates indicated. We will revisethis syllabus throughout the term as our needs and interests dictate.Date1M 2 AprW 4 AprCivic Life reading dueWriting dueIn-classIntroduction to the courseCh. 1 What Does It Mean to Be a Citizen? 123, 27-36LB Brief reading due1. Writing situation 22. Invention 10The Higher Education Community2M 9 AprListing, 5 W’s,First ¶W 11 Apr3M 16 AprEssay #1—typed peerdraftW 18 AprEssay #1—final draftExplanation of Essay #1 AssignmentCh. 7 The Higher Education Community 2745 Levine & Cureton, Collegiate Life: AnObituary 276-84 Garrison, Why Am I in College? 284-91 Edmundson, On the Uses of a LiberalEducation 292-305 Hooks, Engaged Pedagogy 306-11 Sacks, The Sandbox Experiment 312-19 Horowitz, Why an Academic Bill of RightsIs Necessary 320-24 Informational Posters 324-26 Fish, “Intellectual Diversity” 326-30Peer Review Workshop on Essay #1Sign up for conferencesContinuing the Case Study 331-32Ch. 2 Critical Literacy 46-843. Thesis, organization174. Drafting 275. Revising, editing 306. Paragraphs 487. Document Design 7156c-d. MLA format 5218. Academic writing 86The Family as Community4M 23 AprExplanation of Essay #2 AssignmentCh. 6 The Family as Community 195-97 Pipher, Beliefs about Families 198-202 Kaeser, Love Makes a Family 211 Riedel, Inward Christian Soldiers 212CONFERENCES (on Essay #1; in CT 122)53d. Summary,paraphrase,quotation 46053e. Integrate sources465

Writing 121 Syllabus, page 6W 25 Apr5McBride, Black Power 228-35Mernissi, Moonlit Nights of Laughter 23539 Santorum, The Meaning of Family 24047 Gallagher, What Marriage Is For 247-5216. Parallelism 187 Tomorrow, A Brief History of Marriage inAmerica 254 Rauch, What Is Marriage For? 255-65Peer Review Workshop on Essay #2Ch. 3 Researching: Inquiry as Action 85-105 M 30 AprEssay #2—typed peerdraftW 2 MayEssay #2—final draftCitizens of the Earth: Planetary Communities6M 7 MayW 9 May7M 14 MayEssay #3—typed peerdraftW 16 May Essay #3—final draftExplanation of Essay #3 Assignment30. Case 289Ch. 9 Citizens of the Earth 410-12 Austin & Schill, Activists of Color 412-19 Orr, Saving Future Generations fromGlobal Warming 420-23 Carson, from Silent Spring 436-4231. Pronoun-antecedent How Do You See Nature? 442-43agreement 296 Louv, Don’t Know Much about NaturalHistory 444-52Peer Review Workshop on Essay #332. Pronoun referenceSign up for conferences301 Chapple, Eco-Rednecks 452-54 Lappé, from Diet for a Small Planet 454-59Ch. 4 Arguing: Action As Inquiry 119-24, 134,148Virtual Communities8M 21 MayW 23 May9M 28 MayW 30 May Essay #4—typed peerdraftExplanation of Essay #4 AssignmentCh. 11 Virtual Communities 525-26 Dyson, Communities 527-36 Dietrich, Refusing to Hope in a God ofTechnology 537-39 78 Questions: A Guide to Living withTechnology 540-42CONFERENCES (on Essay #3, in CT 122) Mulholland & Martin, Tune Out 542-46 Technorealism: An Overview 547-49 Memorial Day Holiday—No classPeer Review Workshop on Essay #4 Grossman, Meet Joe Blog 551-55 The Blogger Manifesto 556-59Explanation of Portfolio AssignmentPresentations & Portfolios1011M 4 JuneEssay #4—final draftW 6 JunePortfolioM 11JuneExit Writing Nardi et al, Why We Blog 559-66Presentations & Discussions of ServiceLearning ProjectsPreview of WR 122 & review of WR 121Deadline for all out-of-class workFinal class meetingIn-class exit writing, return of portfolios33. Adjectives andadverbs 30634. Misplaced anddangling modifiers318