Course Goals
English 015 is an intensive, rhetorically based experience in reading and writing that will prepare you both to understand the communications that surround you and to succeed in your own communication efforts. Thus, in this course, we will focus specifically on analyzing verbal and visual texts (our reading) as well as on producing such texts (our writing)—always in terms of rhetorical principles.
Even if the term rhetoric isn’t familiar to you, you bring a good deal of rhetorical skill to this class: you already know how to gauge the way you perceive and produce language according to the speaker, the intended audience, and the purpose. You may not always gauge perfectly, your perception may not always be accurate, and your production may not always be successful—but you still often try to interpret and choose language that is appropriate to the rhetorical situation. When you do not succeed, you often try again.
The goal of English 015, then, is to help you build on what you already know how to do as you become a more confident reader and writer. You will become more attuned to your goals as a writer, more aware of the ongoing conversation surrounding the topic, and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience. In other words, we hope you’ll come to write with skill, conviction, sophistication, and grace—if not immediately, then soon. In the process, you’ll learn how to read more critically as well.
A Note from the Instructor
ENGL 015 is a course that is designed to help writers of all levels develop their rhetorical know-how. Students who take ENGL 015 come from a variety of language and composition backgrounds. As an instructor, I welcome not only students who feel themselves to be strong compositionists, but also students who are less confident in their written communication skills, students whose first language is not English, students living with disabilities, and students whose road to the college classroom has been unconventional. I am more than happy to meet with you to discuss your specific goals for the course.
Required Texts
The Norton Field Guide to Writing With Readings and Handbook, 5th edition ISBN-13: 978-0393655803
Penn Statements, 2019 Edition
Technology Policy
The use of technology, such as laptops, is permitted in the classroom. During the class period, students are entrusted with the responsibility of only using their technology for purposes that are relevant to the class. Technology literacy is a component of ENGL 015, since our coursework includes learning how to read, analyze, and create multimedia texts. At many points in the course, technology will be useful in fostering the research process for projects and class activities. If you do not have access to technology like a laptop, please let me know so that I can be mindful of the resources avail- able when planning classroom activities.
Additionally, there is an electronic version of the textbook available. I would highly recommend purchasing a hard copy of the textbook for your continued reference, though it is ac- ceptable to use an electronic version in class. We will not be using the optional instructional software component in class.
Requirements for Course Completion
To pass this course you must complete all the major assignments, submit all process work, fulfill all the weekly reading and writing assignments, and submit assignments on time. You are expected to attend all class meetings and to participate in draft workshops, in-class exercises, and classroom discussions. Final drafts of an assign- ment will not be accepted until a written proposal has been approved and a draft has been completed and peer reviewed. Please keep all graded assignments until the end of the semester.
Failure to turn in either the Rhetorical Analysis, the Profile Podcast, the Investigative Report, the Advocacy Campaign Group Project, or the Revisions Portfolio before the end of the semester will result in failure of the course. Failure to attend at least two-thirds of class meetings without an acceptable reason will result in failure of the course.
Lateness Policy
Your mental and physical wellbeing are important to me. For this reason, I try to be as flexible as possible regarding lateness and extensions. The following lateness policy applies to student work that has been turned in late, without any prior arrangement or discussion of circumstances.
All proposals, drafts, peer-review work, papers, and revisions must be handed in on time to receive full credit. Final drafts will be penalized by one grade step per late day (i.e. an assignment that is turned in one day late
that would have otherwise received a B becomes a B-). Failing to turn in a proposal on time or appearing at a draft workshop without a draft is equivalent to turning in an assignment late (a penalty of one grade step per late day).
that would have otherwise received a B becomes a B-). Failing to turn in a proposal on time or appearing at a draft workshop without a draft is equivalent to turning in an assignment late (a penalty of one grade step per late day).
If you are concerned about your ability to turn an assignment in on time due to an extenuating circumstance, please let me know. A student may, within reason, arrange for an extension on a project deadline so long as the student has contacted me sufficiently ahead of time. Extensions will be granted on a case-by-case basis.
Grading Policy
The final grades for ENGL 015 are calculated on a 4.0 scale, rather than on a points or percentiles scale. Students will receive letter grades for each assignment, which will be weighed according to the percentages specified above. Grades will not be curved.
All course assignments will be graded using the specific grading criteria established in the attached assignment sheets and the general Program in Writing and Rhetoric Grading Standards found at pwr.la.psu.edu/about/grad- ing-standards and on pages 7-8 of Penn Statements.
Grade Weights Per Assignment
10% Assignment One: Rhetorical Analysis
15% Assignment Two: Profile Podcast
20% Assignment Three: Literature Review
20% Assignment Four: Group Project
15% Peer Review
10% Short Responses
10% Participation
Possible Letter Grades
A 4.0
A- 3.67
B+ 3.33
B 3.0
B- 2.67
C+ 2.33
C 2.0
C- 1.67
D 1.0
F 0.0
Participation and Attendance
Participation includes being attentive during class, completing in-class writ- ing and group work, and contributing to discussions. Your success and the success of this course depend on your active par- ticipation; therefore, your regular atten- dance is required. Excused absences are certainly appropriate, and of course you should communicate with your instructor about your absences as much as possible. Be aware, though, that University policy (Policies and Rules, 42-27) states that
a student whose absences are excessive “may run the risk of receiving a lower grade or a failing grade,” regardless of his or her performance in the class. You run the risk of receiving a lowered partic- ipation grade if you exceed three unex- cused absences in this course. Students who miss one-third of classes due to unexcused absences will fail the course. If you miss a class, it is your responsi- bility to get the assignments, class notes, and course changes from a classmate. In addition, if you miss class on a day that written work is due, it is your responsibil- ity to make arrangements to submit that work to your instructor.
Participation is weighted at 10% of your final grade for the course. In addition to attendance and in-class activities, you will also be required to attend two writing conferences during the semester.
Writing Conferences
Plan to have at least two conferences with your instructor this semester to discuss your written work (at any stage of the process) and your progress in the course. At least one of these meetings must take place in the first four weeks of the term. Attending these writing conferences factors into the Participation category of your grade. In addition, I encourage you to take your ideas and your written work to Penn State Learning for writing support (220 Boucke, 814-863-3240), where trained peer tutors will consult with writers about any piece of writing at any stage of the writing process, from rough idea to final draft. For more information, use the follow- ing URL: pennstatelearning.psu.edu.
Writing conferences allow me to coach your writing on an individual basis. When you come for a writing con- ference, you may bring questions that you have about the current assignment, your personal performance, or the course, an outline or a rough draft of the current project, or a graded copy of a previous project that you still have questions about. Writing conferences can take place during my office hours, or by appointment.
Accessibility: Disability Accommodation
It is important to me as an instructor that I adequately accommodate for students with disabilities in my class- room. I strive to make all of my classroom materials accessible for students with a variety of disabilities. If you find that any classroom document or practice is not accessible to you or inhibits your learning in the class, please let me know so that I can ammend the situation.
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources Web site provides contact information for every Penn State campus (equity.psu.edu/student-disability-resources/disability-coordinator). For further information, please visit the Student Disability Resources website at equity.psu.edu/sdr.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation (equity.psu.edu/student-disability-resources/applying-for-services). If the documentation sup- ports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Education Equity: Bias Reporting
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage (equity.psu.edu/reportbias/).
Mandated Reporting: Information About Disclosures in the Classroom
Over the course of the semester, we will develop our capacities to argue in sometimes difficult situations and over contentious topics. The assignments that you will complete in this course are designed to give you a plat- form to speak about issues that are meaningful to you. You may feel the need to disclose personal informa-
tion about yourself and your experiences. As your instructor, I aim to foster your self-confidence, growth, and wellbeing. Please know that, according to University guidelines, I am a mandated reporter for instances of child abuse and sexual or gender-based violence, whether these occurred on campus or not.
tion about yourself and your experiences. As your instructor, I aim to foster your self-confidence, growth, and wellbeing. Please know that, according to University guidelines, I am a mandated reporter for instances of child abuse and sexual or gender-based violence, whether these occurred on campus or not.
Counseling and Psychological Services
Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confiden- tial services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation.
Counseling and Psychological Services (CAPS): 814-863-0395, studentaffairs.psu.edu/counseling/ Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Academic Integrity
Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University’s Code of Conduct states that all students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can suc- ceed through the fruits of their efforts.
Academic integrity includes a commitment by all members of the University community not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others.
Standards of Classroom Behavior
Classroom behavior should always reflect the essential Penn State values of civility, integrity, and respect for the dignity and rights of others. As such, the classroom space should be safe, orderly, and positive—free from disruptions, disorderly conduct, and harassment as defined in the University Code of Conduct (studentaffairs.psu.edu/conduct/Procedures.shtml). The University Code of Conduct defines disruption “as an action or combination of actions by one or more individuals that unreasonably interferes with, hinders, obstructs, or prevents the operation of the University or infringes on the rights of others to freely participate in its programs and services;” disorderly conduct includes but is not limited to “creating unreasonable noise; pushing and shoving; creating a physically hazardous or physically offensive condition;” and harassment may include “directing physical or verbal conduct at an individual...; subjecting a person or group of persons to unwanted physical contact or threat of such; or engaging in a course of conduct, including following the person without proper authority (e.g., stalking), under circumstances which would cause a reasonable person to fear for his or her safety or the safety of others or to suffer emotional distress” (Section IV, B). The course instructor has the authority to request that any disruptive students leave the class for the class period. If disruptive behavior continues in subsequent class periods, a complaint may be filed with the Office of Student Conduct, which may result in the student being dismissed from class until University procedures have been completed. Any student with concerns or questions as to this policy should contact the Director of the Program in Writing and Rhetoric.
Submissions to Penn Statements
The editors of Penn Statements encourage students to submit essays and other projects for possible publication in this student journal. Submissions are accepted on a rolling basis and can be sent electronically two ways.
1. Navigate to pwr.psu.edu/penn-statements and follow the instructions there to submit your project online.
2. Email your project to pennstatementseditor@gmail.com. Please include the title of the essay, the assignment it satisfied, and a release statement along these lines: “I, <name>, give permission to Penn Statements to publish my <genre of assignment,> ‘<assignment title>.’” Make sure to attach your document to the email.
Weekly Schedule
Week 1
Wednesday, June 26: Syllabus Day
No reading due
No writing due
No reading due
No writing due
Thursday, June 27: Introducing the Rhetorical Situation
Read: Norton Field Guide, Chapters 5-9 (P. 55-71)
No writing due
Read: Norton Field Guide, Chapters 5-9 (P. 55-71)
No writing due
Friday, June 28: Introducing the Rhetorical Appeals
Read: Norton Field Guide, Chapter 38 (P. 397-417)
Write: Short Response #1 (Canvas)
Read: Norton Field Guide, Chapter 38 (P. 397-417)
Write: Short Response #1 (Canvas)
Week 2
Monday, July 1: Argument in Practice
Read: Martin Luther King, Jr. "Letter From Birmingham Jail"
No writing due. Be prepared for a fishbowl-style discussion.
Read: Martin Luther King, Jr. "Letter From Birmingham Jail"
No writing due. Be prepared for a fishbowl-style discussion.
Tuesday, July 2: Strategies for Brainstorming and Drafting
Read: Norton Field Guide, Chapter 11 (P. 107-130); Chapter 29 (P. 331-339)
Write: Rhetorical Analysis Proposal (Canvas)
Read: Norton Field Guide, Chapter 11 (P. 107-130); Chapter 29 (P. 331-339)
Write: Rhetorical Analysis Proposal (Canvas)
Wednesday, July 3: Analyzing Visual Texts, Penn Statements Day
Read: Norton Field Guide, Chapter 56 (P. 639-643); Penn Statements (P. 16-21)
Write: Short Response #2 (Canvas)
Read: Norton Field Guide, Chapter 56 (P. 639-643); Penn Statements (P. 16-21)
Write: Short Response #2 (Canvas)
Thursday, July 4: Independence Day (No Class)
No reading due
No writing due
No reading due
No writing due
Friday, July 5: Peer Review Day
Read: Norton Field Guide, Chapters 31-33 (P. 343-359)
Write: Rhetorical Analysis Rough Draft (Canvas); Bring a hard copy of your rough draft to class
Read: Norton Field Guide, Chapters 31-33 (P. 343-359)
Write: Rhetorical Analysis Rough Draft (Canvas); Bring a hard copy of your rough draft to class
Week 3
Monday, July 8: Introducing the Profile Podcast
Read: Norton Field Guide, Chapter 19 (P. 233-245)
Write: Rhetorical Analysis Final Draft (Canvas); Bring a hard copy of your marked-up draft and the peer-review worksheet that you received from your partner
Read: Norton Field Guide, Chapter 19 (P. 233-245)
Write: Rhetorical Analysis Final Draft (Canvas); Bring a hard copy of your marked-up draft and the peer-review worksheet that you received from your partner
Tuesday, July 9: Conducting Research
Read: Norton Field Guide, Chapter 19 (P. 489-510);
No writing due
Read: Norton Field Guide, Chapter 19 (P. 489-510);
No writing due
Wednesday, July 10: Resources and Constraints of Podcast Technology
Listen to at least one podcast example (Canvas); browse mediacommons.psu.edu
Write: Profile Podcast Proposal (Canvas)
Listen to at least one podcast example (Canvas); browse mediacommons.psu.edu
Write: Profile Podcast Proposal (Canvas)
Thursday, July 11: Rhetorical Methods of Development
Read: the section for your assigned strategy in the Norton Field Guide Chapters 35-46
No writing due
Read: the section for your assigned strategy in the Norton Field Guide Chapters 35-46
No writing due
Friday, July 12: Rhetorical Methods of Development
Read: Norton Field Guide, "Can a $300 Cooler Unite America?" (P. 928-932)
Write: Short Response #3 (Canvas)
Read: Norton Field Guide, "Can a $300 Cooler Unite America?" (P. 928-932)
Write: Short Response #3 (Canvas)
Week 4
Monday, July 15: Peer Review Day #1
Read: Norton Field Guide, L-9 & L-10 (P. HB-66 - HB-76)
Write: Profile Podcast Script Rough Draft (Canvas); Bring a hard copy to class
Read: Norton Field Guide, L-9 & L-10 (P. HB-66 - HB-76)
Write: Profile Podcast Script Rough Draft (Canvas); Bring a hard copy to class
Tuesday, July 16: Penn Statements Day
Read: Penn Statements (P. 76-78 and digital material)
No writing due
Read: Penn Statements (P. 76-78 and digital material)
No writing due
Wednesday, July 17: Peer Review Day #2
No reading
Write: Profile Podcast Recording Rough Draft (Canvas); Bring an electronic device and earphones to class.
No reading
Write: Profile Podcast Recording Rough Draft (Canvas); Bring an electronic device and earphones to class.
Thursday, July 18: Introducing the Literature Review
Read: Norton Field Guide, Chapter 15 (P. 190-210)
Write: Profile Podcast Final Draft (Canvas); Bring your marked-up Script Rough Draft and the Peer Review Worksheet that you received from your partner to class
Read: Norton Field Guide, Chapter 15 (P. 190-210)
Write: Profile Podcast Final Draft (Canvas); Bring your marked-up Script Rough Draft and the Peer Review Worksheet that you received from your partner to class
Friday, July 19: Evaluating Sources
Read: Norton Field Guide, Chapter 49 (P. 511-515)
No writing due
Read: Norton Field Guide, Chapter 49 (P. 511-515)
No writing due
Week 5
Monday, July 22: Citation Styles, Penn Statements
Read: (Skim) Norton Field Guide, Chapter 54 (548-586), Penn Statements, "Hydraulic Fracturing" (P. 58-60)
Write: Advocacy Campaign: Literature Review Proposal (Canvas)
Read: (Skim) Norton Field Guide, Chapter 54 (548-586), Penn Statements, "Hydraulic Fracturing" (P. 58-60)
Write: Advocacy Campaign: Literature Review Proposal (Canvas)
Tuesday, July 23: Reading and Using Academic Sources
Read: Norton Field Guide, Chapter 2 (P. 10-32), Chapter 50 (P. 519-525)
Write: Short Response #4 (Canvas)
Read: Norton Field Guide, Chapter 2 (P. 10-32), Chapter 50 (P. 519-525)
Write: Short Response #4 (Canvas)
Wednesday, July 24: Logical Fallacies
Read: (Review) Norton Field Guide, "Checking for Logical Fallacies" (P. 414-416)
Write: Advocacy Campaign: Literature Review Annotated Bibliography due (Canvas); Bring hard copy to class
Read: (Review) Norton Field Guide, "Checking for Logical Fallacies" (P. 414-416)
Write: Advocacy Campaign: Literature Review Annotated Bibliography due (Canvas); Bring hard copy to class
Thursday, July 25: Incorporating Research
Read: Norton Field Guide, Chapters 51-52 (P. 526-543)
No writing due
Read: Norton Field Guide, Chapters 51-52 (P. 526-543)
No writing due
Friday, July 26: Peer Review Day
No reading due
Write: Advocacy Campaign: Literature Review rough draft due (Canvas); Bring a hard copy to class. Your hard copy should NOT include your name
No reading due
Write: Advocacy Campaign: Literature Review rough draft due (Canvas); Bring a hard copy to class. Your hard copy should NOT include your name
Week 6
Week 7