Professor Kelly L. Richardson

Bancroft 232

Office Phone: 323-4644

E-mail: richardsonk@winthrop.edu; Website: http://faculty.winthrop.edu/richardsonk 

Office Hours: M-R 3:30-4:30 and by appointment

 

TEXTS:  Axelrod, Rise, Charles Cooper, and Alison Warriner.  Reading Critically: Writing Well.  NY: Bedford/St. Martin’s, 2008.

Harris, Muriel.  Prentice Hall Reference Guide to Grammar and Usage.  7^th Edition.  Upper Saddle River, NJ: Prentice Hall, 2008.  Second Custom Edition for Winthrop. 

MATERIALS: In addition to the texts, you will need a dictionary, a looseleaf notebook, and four two-pocket folders to turn in your papers. 

COURSE GOALS: Goals for all courses in the Department of English, including those that meet requirements for NCATE certification, are described at

http://www.winthrop.edu/english/goals.htm.

Departmental goals for Writing 101 include the following:            

1.    To use writing, the critical reading of mature prose texts, and research as means of general cognitive development, as activities which foster intellectual growth in an academic environment.

2.    To encourage students to see writing as a learning tool that is important in all contexts and is not confined to the writing classroom. 

3.    To teach students to plan, organize, and develop persuasive essays by using introspection, general observation, deliberation, course reading, and research beyond classroom texts. 

4.    To make students aware of their individual voices and how those voices can be adapted to fit different audiences and rhetorical situations. 

5.    To encourage students to view writing as a process by using several prewriting, organizing, drafting, revising, and editing strategies. 

6.    To stress the importance of clear communication by teaching students to revise effectively through the complete rethinking, restructuring, and rewriting of essays. 

7.    To encourage independent thinking. 

8.     To teach students to evaluate, document, and incorporate source material accurately and appropriately, according to “The Correct Use of Borrowed Information.” 

 COURSE REQUIREMENTS:

Assignment                                                                               % of Grade

Essay 1                                                                                                 10%

Essay 2                                                                                                 15%

Essay 3                                                                                                 15%

Essay 4                                                                                                 20%

Final Exam                                                                                            15%

Writer’s Notebook                                                                                 15%
Daily Grade                                                                                           10%                                                                                        

Here is a general description of the procedures we will follow regarding these course requirements:
Essays

You will develop 5 essays: 3 out-of-class and 2 in-class (this includes the final).  You will be expected to have all but the in-class essays typed.  All papers must be double spaced and follow standard MLA guidelines as outlined in your handbook for documentation and style as well as follow “The Correct Use of Borrowed Information.” Use Times New Roman 12 point font.  I will ask you to turn in your prewriting and rough drafts with your final copy, so keep everything.  I usually ask that you turn the information in using a two-pocket folder: on one side, place the prewriting, notes, drafts, and on the other, place the final copy by itself.  Please note that departmental policy requires me to keep the graded version of your essays.  Make copies of any graded essays that you would like to keep by the end of the semester.

Peer Evaluations

To continue improving your writing and to encourage revision, we will have peer evaluations for all but the in-class essays.  You will need to turn in these critiqued rough drafts with the final paper.  These rough drafts are NOT optional, and while they are certainly subject to change, the more complete your rough draft is, the more feedback your classmates can give you. If you are not prepared for these peer evaluations, are absent, or do not turn in the critiqued drafts with your final paper, you will have 5 points deducted from the final paper grade.  (Note: If you miss this peer review because of extenuating circumstances such as traveling to represent the university, a visit to the Writing Center may count as an appropriate substitute; however, this must be approved by me in at least 2 classes in advance. 

A note about Revision: You will be allowed to revise the first 3 essays; revision grades will be averaged with the original grades to determine your final average.  Consult the calendar for revision due dates.  Revisions will not be accepted after the due date.

Writer’s Notebook

This LOOSELEAF notebook will contain various in-class and reading activities.  For example, I may ask you to complete a research exercise or to write a response to one of the readings.  The assignments will vary and will usually be announced in class. 

Daily Grade
This grade includes class participation, leading discussion, and quizzes.   

GRADING STANDARDS: Grades are based on the following:

A         =          93-100                                      D-        =          60-62

A-        =          90-92                                        F          =          59 and below
B+        =          87-89

B          =          83-86

B-        =          80-82
C+        =          77-79

C          =          73-76

C-        =          70-72

D+       =          67-69

D         =          63-66

 

Essays will be evaluated by the standards listed in the “Rubric for Freshman Composition,” which can be found at the following web address: http://www.winthrop.edu/english/rubric.htm

*According to the Writing 101 Guidelines, “Students must earn at least a C- in Writing 101 in order to enroll in HMXP 102 and must repeat Writing 101 if they earn less than a C-.”

HONOR POLICY: Plagiarism is the use of someone else’s thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in “Works Cited”)–whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not. It is also a violation of the Student Conduct Code (http://www.winthrop.edu/studentaffairs/Judicial/judcode.htm).  The English Department

has prepared The Correct Use of Borrowed Information to explain plagiarism (see www.winthrop.edu/english/plagiarism.htm.) You will be required to print out this

statement, sign the last page, and bring it to class when required by your instructor.  Ignorance or failure to consult this material is no excuse.

Also pay special attention to the section Academic Discipline in the Code of Student Conduct, which includes this definition:

Academic misconduct includes, but is not limited to, providing or receiving assistance in a manner not authorized by the professor in the creation of the work to be submitted for academic evaluation including papers, projects, and examinations; presenting, as one’s own, the ideas or words of another for academic evaluation without proper acknowledgment; doing unauthorized academic work for which another person will receive credit or be evaluation; and presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the professors involved.  In addition, academic misconduct involves attempting to influence one’s academic evaluation by means other than academic achievement or merit. (35-36)

We will be using the Turnitin.com system. 

Class Id: 2570706

Enrollment Password: writing

In this course, infractions of the Code to Student Conduct will result in penalties from an F on the particular assignment in question to failing the course, depending upon the nature and severity of the offense. 

ATTENDANCE POLICY: In this class, I will follow the standard Winthrop policy, which states: “Students are expected to attend classes and should understand that they are responsible for the academic consequences of absence.  The student is responsible for all requirements of the course regardless of absences. Instructors are obligated to provide makeup opportunities only for students who are absent with adequate cause such as incapacitating illness, death of an immediate family member, or authorized representation of the university.  The instructor will be responsible for judging the adequacy of cause for absence.  The student is responsible for providing documentation certifying the legitimacy of the absence to his or her instructor in advance of such absences.  In health-related or family emergency cases where advance notice is not possible, documentation should be provided to the instructor no later than the date the student returns to class.  . . . If a student’s absences in a course total 25 percent or more of the class meetings for the course, the student will receive a grade of N if the student withdraws from the course before the withdrawal deadline; after that date, unless warranted by documented extenuating circumstances as described in the previous section, a grade of F or U shall be assigned.”

28 class meetings are scheduled, so 25% or more = 7 or more absences. 

Despite these generous numbers, it is important to remember that attendance is crucial to one’s success in a writing class.  Given the amount of in-class work and the

policies regarding late work, frequent absences will certainly lower your overall grade.Consequently, I expect that you will attend and be on time for every class meeting.

• 3 tardies of more than 5 minutes will result in an absence.
• Sleeping in class will result in an absence.
• Text messaging or other electronic disturbances during class may result in an absence.  TURN OFF YOUR PHONES BEFORE COMING TO CLASS.

LATE PAPER/ASSIGNMENT POLICY:This policy varies with the type of assignment:

• Informal assignments such as in-class activities and quizzes cannot be made up. 
• Notebook entries will not be accepted late.  You may miss one without penalty.
• For formal essays, the work is due in-class according to the dates on the schedule.  Any work not handed in during the class will be penalized a half-letter grade for being late, and then one letter grade for each day late thereafter.  (This includes weekends).  For example, if a paper is due in class on Tuesday at 5:00, and you’re not there but show up at my office at 6:30, your paper will receive a half-letter grade deduction.  However, if I do not receive the paper until Wednesday, it will receive a letter and a half grade deduction: half a grade for not having it in class on T, and an additional letter grade for it being a day late.  After five days (including weekends), the paper will not be accepted.

Three additional notes: 1) I consider the paper being turned in when I receive the paper copy directly in my hands.  Slipping work under my door should then be avoided as there is no way to verify the time.  2) When I refer to work, I am referring to the hard copies; I generally will not accept assignments via email unless I have given prior approval.  3) Assignments may be turned in early. 

Note: If some kind of unforeseeable medical or legal situation arises, notify me as soon as possible.  Depending upon the severity of the situation and the nature of the documentation provided, this late policy may be adjusted.

EXAM INFORMATION: The Final Examination policy states: “Personal conflict such as travel plans and work schedules do not warrant a change in examination times” (29).  Our exam is scheduled for 3 pm on May 2.

STUDENTS WITH DISABILITIES: If you have a disability and need classroom accommodations, please contact Gena Smith, Coordinator, Services for Students with

Disabilities, at 323-3290, as soon as possible. Once you have your professor notification letter, please notify me so that I am aware of your accommodations well before the first

major assignment.

WRITING CENTER: The Writing Center provides support for all students in all Winthrop classes free of charge. It is located in 242 Bancroft (x-2138). Check its web

page www.winthrop.edu/wcenter) for current hours.

CONTACTING YOUR INSTRUCTOR: I check my voice mail and email each weekday.  (I do not check them usually on the weekend.)  You can also leave messages

for me in the department mailroom, 248 Bancroft, which is open from 8:30-5:00 each day.

SOME THINGS THAT I’D LIKE YOU TO KNOW:

• I’m a talker.  Also, one of the things that you will quickly observe is that I think in non-linear ways.  One of the strengths of this approach is that I can synthesize material effectively; however, one of the qualities that I have to watch out for is losing my audience.  If it looks like I am off-topic, please ask me to clarify the explicit connections that I’m making.

• To me, teaching—like writing—is based on having a good conversation.  As a result, I value my students’ involvement in class discussion and development.  I will ask that you contribute your ideas regularly during the course, and many of our day-to-day activities will be dependent on your involvement.  This means that you will need to come to class prepared—prepared means having done whatever work is assigned and being ready to contribute to what is going on in class that day.  Don’t underestimate the importance of your role in this course and in making this an important learning experience not only for you but for all of us. 

• A few words about my schedule:  I mention this earlier, but I want to repeat that I will check my voicemail and email during the weekday, but again, I do not usually respond to folks on the weekend.  Also, while I am in my office a good deal, I may or may not be available if you just stop by.  If you would like to meet with me outside of my office hours, the best thing would be to set up an appointment with me.  Also, I get a large number of emails each day.  I will respond to my emails, but there may be delays.

• I like writing, and I like to talk about writing.  One of the reasons why I enjoy writing so much is that it is an unpredictable process, and its dynamic quality constantly surprises me.  We’re going to be talking about ideas and processes in here that reflect this dynamic quality.  You may or may not have a sense of what works for you at this point, but even if you do, keep an open mind to the different strategies that we’ll be covering.  Try to surprise yourself.  That helps me.

• Ask me for help if you’re having trouble or if something is unclear. 

• I like to write comments and to give feedback.  It takes me time, though, to do that.  I will return work as quickly as I can—1 to 2 weeks for major assignments usually.  Also, please know that I never intend to sound sarcastic in a comment.  If my comments are unclear, please ask.  I’ll be happy to clarify.  Our rubric sets high standards (note that a “C” means that you have done what you were asked to do).  I want to help you reach those standards by developing your writing potential. 

• The amount of reading that we will be doing in here may seem odd.  Sometimes, my students will ask—“Why are we reading about X in a writing class?”  One common problem is that I sometimes see emerge is that folks choose not to read because they associate reading solely with getting information that they will be tested on.  Reading is EXTREMELY important to developing your writing skills.  Authors repeatedly recommend reading other writers.  You learn how to structure language, the rhetorical moves that make a piece effective, and how to say something.  Just as important, you will also get a sense of how you read.  As Edmund Wilson wrote, “No two people read the same book.” I will make every effort to make the connections between the reading and the writing explicit, but ask if they are not clear.

• We are writing in an academic environment, so we will be spending most of the course talking about reading, thesis statements, research, support, organization, and style.  If you see these ideas not as “creative”—associating that term with genres such as poetry—see if you can challenge yourself to see the creative potential in academic writing.  Style is a great place to start.

• Writing involves a lot of work, so give yourself time to do that work.  Writing a paper involves more than just sitting down and pounding out a draft and turning it in.  Writing involves critical thinking and reading, fleshing out ideas, crafting lines of text.  Value your voice by staying with your words a while; see what they show you.