FALL 2016: English 1302.742&3 Composition II

Days: MWF

Class Times: 12:00 – 12:50 pm & 1:00 - 1:50 pm

Classroom: CCH 206

Instructor: Marnie Cannon

Office: Faculty Center 113

Office Phone: 361-825-2640

Email: mcannon2@islander.tamucc.edu

Web: http://www.tamucc.edu/wiki/MarnieCannon/Home

Office Hours: Monday and Wednesday 3:00 - 5:00 pm & Tuesday 12:00 - 2:00 pm

Catalog Course Description

English 1302 introduces students to writing studies, rhetoric, and academic research (information literacy). Students will read, apply, and reflect on the current research and scholarship in writing studies, especially threshold concepts, kinds of knowledge about writing, and rhetoric. Students will learn how to transfer, deepen, and extend their ability to use writing in various contexts.

Core Outcomes

As part of the University Core Curriculum, the First-Year Writing Program helps students achieve these Core Curriculum Outcomes

  • CT 3: Analyze, evaluate, and synthesize information.
  • CS 1: Develop, interpret, and express ideas through written communication.
  • TW 1: Integrate different viewpoints as a member of a team.
  • PR 1: Evaluate choices and actions, and relate consequences to decision making.

English 1302 Textbook and Materials

  • Adler-Kassner, Linda and Elizabeth Wardle, eds. (2016) Naming What We Know: Threshold Concepts of Writing Studies, Classroom Edition. Logan, UT: Utah State UP. (Required) * ACRL. (2015) Framework for Information Literacy for Higher Education. (Suggested, Supplemental, Free Download)
  • Access Islander account, Blackboard, and One Drive.

Major Writing Assignments

Discovery Research Log

Through this semester, you will continually research a topic that you are interested in for Engineering. To help you remain on-track, and to help me make sure that you are not falling behind, you will keep an up to date research log. Sometimes I will provide you with specific elements that I want you to look into, especially after you have chosen the topic/conversation that you want to enter into this semester. DO NOT panic over this or build it up into something complex or difficult. We will go more into detail later of what this project entails.


We will be organizing work into project portfolios. You are responsible for collecting all of your work this semester on One Drive (we will discuss organization in class). When portfolios are due, you will select evidence of your learning and reflect on the learning you achieved by completing that project, and submit your portfolios on One Drive. Portfolio grades will depend on the quality and breadth of the evidence, reflection, and final project. Evidence must represent the full scope of work on the assignment; in other words, readers of the overview will recognize that you have been engaged with all parts of the assignment over time, as part of the process. In addition, the Reflective Overview must be the result of multiple drafts, representing thoughtful revision and careful editing and proofreading.

Major Project 1: Writing is a Conversation

For your first major project you will think of someone who is not in your field of study. Maybe it's a friend who is an undeclared major. Or perhaps a boyfriend/girlfriend who loves you but not engineering. Maybe your parents are super proud of you pursuing engineering, but have no idea what that entails. Whatever you want your audience to be, pick one for this project. Then write a letter to them, conversing with them about the topic you have chosen this semester. The key for a successful letter is to keep audience and language in mind. There is vocabulary that your classmates will understand, but someone outside of your field will not. With this letter you want your audience to grasp the "so what" of your topic, as well as fully understand what you are sharing with them.

Major Project 2: Article for Trade Magazine

For this project we are continuing your understanding of audience and genre. This is completely different from a “five paragraph essay” or the basic letter from project one. Here you will complete research on articles from trade magazines, and then write your own article that focuses on the topic/conversation that you chose to enter this semester. As before, remember to keep the key terms in mind when understanding how to organize your article. And continue to use that practice of research from the Discovery Research Log to help provide you with a better understanding of what a trade magazine is and how an article in this magazine would be formatted.

Major Project 3: Memo to Someone in Your Field

You will complete a memo that is addressed to someone of higher status in the topic/field that you are interested in. In this memo you will be answering the "so what" question, explaining why what you have to say is important and why the reader should be paying attention. Remember to consider the key terms when working on this memo. Who is your audience? What is the context of the memo? How does rhetorical situation apply? If you consider these questions, and others, you will have a good start in understanding how to format and organize your memo. Also remember when trying to decide how to start -- it’s always worth a Google..!

Multimodal Presentation

You will convert your extended research project into a multimodal presentation—video, website, prezi, etc., that shares your argument in the context of the conversation surrounding your issue. You will present this at the First-Year Symposium. We will discuss this in further detail later this semester.

Classroom/Professional Behavior

Texas A&M University-Corpus Christi, as an academic community, requires that each individual respect the needs of others to study and learn in a peaceful atmosphere. Under Article III of the Student Code of Conduct, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of other students to profit from the instructional program may be considered a breach of the peace and is subject to disciplinary sanction outlined in article VII of the Student Code of Conduct. Students engaging in unacceptable behavior may be instructed to leave the classroom. This prohibition applies to all instructional forums, including classrooms, electronic classrooms, labs, discussion groups, field trips, etc.

Writing Center The CASA Writing Center at TAMUCC, located in Room 112 of the Glasscock Student Success Center, provides free help for students at any stage of their writing process. Writing Consultants are trained to support writers in planning, outlining, drafting, organizing, and/or revising their writing and are also knowledgeable in citing sources in various documentation styles used in academic writing. It offers both face-to-face and online appointments for both undergraduate and graduate students. The Writing Center works closely with faculty across the TAMUCC campus to understand writing in different disciplines and to help students meet these expectations. The Writing Center encourages students to make a 30-minute appointment; however, if Writing

Consultants are available, they do accept walk-in appointments. Visit http://casa.tamucc.edu/wc.php to create an account using your @islander.tamucc.edu email address. Once you have an account, you can log-on to make an appointment.

Late Work/Extensions

If there is a crisis that prevents you from meeting a deadline or attending class, you can request an extension to complete or turn the work in late. The approval of an extension is entirely at my discretion and will depend on the reason for your absence, your record of completion of work, and attendance. All extensions must be confirmed by email. Please NEVER hesitate in asking, we might seem intimidating but as teachers we have learned to be flexible with due dates.

Academic Honesty/Plagiarism

Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. Most current discussions of plagiarism fail to distinguish between:

1. Submitting someone else’s text as one’s own or attempting to blur the line between one’s own ideas or words and those borrowed from another source, and

2. Carelessly or inadequately citing ideas and words borrowed from another source.

Such discussions conflate plagiarism with the misuse of sources. Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. (Quoted from “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices”)

Plagiarism is a serious violation of departmental and University policies, but it is sometimes difficult to understand what plagiarism actually is. Often, students commit unintentional plagiarism (not citing sources properly, for example), because they are unaware of the expectations and conventions for particular situations. Plagiarism includes:

  • Using the work of another as your own,
  • Downloading or purchasing ready-made essays off the web and using them as your own,
  • Using resource materials without correct documentation,
  • Using the organization or language of a source without using quote marks and proper citation.
  • Turning in a researched project without citing sources in an appropriate documentation style.

When you are confused about citation of quotes or ideas, please visit the Writing Center or me to get help. Information on MLA documentation rules and APA documentation rules is available at Purdue University’s OWL: http://owl.english.purdue.edu/, and from our local Writing Center at CASA.

Disability Services

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please call or visit Disability Services at (361) 825-5816 in Corpus Christi Hall, Room #116.

If you are a returning veteran and are experiencing cognitive and/or physical access issues in the classroom or on campus, please contact the Disability Services office for assistance at (361) 825-5816.

Grade Appeal Process

Students who feel they have not been held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the course. A student with a complaint about a grade is encouraged to first discuss the matter with the instructor. For complete details on the process of submitting a formal grade appeal, please visit the College of Liberal Arts website ( http://cla.tamucc.edu/about/student-resources.html).For assistance and/or guidance in the grade appeal process, students may contact the Associate Dean.

Dropping a Class

I hope that you never find it necessary to drop this or any other class. However, events can sometimes occur that make dropping a course necessary. Please consult with me before you decide to drop to be sure it is the best thing to do. Should dropping the course be the best course of action, you must initiate the process to drop the course by going to the Student Services Center and filling out a course drop form. Just stopping attendance and participation WILL NOT automatically result in your being dropped from the class. Please be aware that you are allowed 6 drops in your entire undergraduate career, so these decisions must be made carefully. Friday November 11 is the last day to drop a class with an automatic grade of “W” this term.