ENC 1145 Spring 2014 Maari Carter email@example.com Office Hours: Course Description: First-‐ Year Composition Program
First-Year Writing courses at FSU teach writing as a recursive and frequently collaborative process of invention, drafting, and revising. Writing is both personal and social, and students should learn how to write for a variety of purposes and audiences. Since writing is a process of making meaning as well as communicating, FYW teachers respond to the content of students' writing as well as to surface errors. Students should expect frequent written and oral response on the content of their writing from both teacher and peers. Classes rely heavily on a workshop format. Instruction emphasizes the connection between writing, reading, and critical thinking; students should give thoughtful, reasoned responses to the readings. Both reading and writing are the subjects of class discussions and workshops, and students are expected to be active participants of the classroom community. Learning form each other will be a large part of the classroom experience. If you would like further information regarding the First-Year Composition Program, feel free to contact the program director, Dr. Deborah Coxwell Teague (firstname.lastname@example.org) Course Goals: -‐This
course aims to help you improve your writing skills in all areas: discovering what you have to say, organizing your thoughts for a variety of audiences, and improving fluency and rhetorical sophistication. You will compose three main papers along with a final project, consider how images and text work together to create meaning, regularly respond to the class blog, and work directly with the audience of your peers to practice critical reading and response.
Your writing will be a powerful tool of expression, self-analysis, critique, and observation. I intend for us to concentrate on two episodes per week. The idea is for the series to become a lens through which we examine and interrogate critical and cultural issues. Some level of familiarity with the series is a must. Although there is no possibility of us tackling every single episode of the program, we will trace the progression of themes, characters, and other devices throughout its seven seasons.
Course Texts: -‐ “Fighting the Forces: What’s at Stake in ‘Buffy the Vampire Slayer’” – Rhonda V. Wilcox and David Lavery -‐ “Buffy the Vampire Slayer and Philosophy: Fear and Trembling in Sunnydale “(Popular Culture and Philosophy, Vol. 4) – James B. South -‐ We will also read essays from “Slayage,” the online journal of “Buffy Studies.” -‐ You are also required to have an active Hulu or Netflix account. The ability to complete assignments is dependent upon having watched required episodes.
Evaluation: -‐ Paper 1 = 20% -‐ -‐ -‐ -‐ -‐
Paper 2 = 25% Paper 3 = 20% Multimodal Project = 15% Blog Responses = 10% Class Participation 10%
The university uses the following 4-point scale when calculating grade point averages: A = 4.0 (93-‐100%) A-‐ = 3.75 (90-‐92%) B+ = 3.5 (87-‐89%) B = 3.0 (83-‐86%)
B-‐ = 2.75 80-‐82%) C+ = 2.5 (77-‐79%)
C = 2.0 (73-‐76%)
C-‐ = 1.75 (70-‐72%) D+ = 1.5 (67-‐69%)
D = 1.0 (63-‐66%)
F = 0 (0-‐62%)
Project Descriptions: These are short, overviews of the papers. An extensive rubric will be give in accordance with each paper’s class introduction.
Paper 1: (4-5 pages) “What’s My Line” This paper is a critical analysis of one major component of one of the episodes we have watched up to this point. You may choose to focus on characterization, symbolic imagery, theme, etc. I expect this to resemble a “close reading” of the episode. The goal is to unpack particular scenes and show how the topic you choose functions within the narrative. No outside sources are required. This is meant to be a reflection of your own attempt to theorize about possible motives behind the construction of you episode of choice. Paper 2: (8-10 pages) The Philosophy of Buffy: The second paper requires you to trace a philosophical theory through episodes of the series. You should draw upon some of the scholarship we examine in class and incorporate that of your own finding. I don’t expect you to master a particular theory but to understand its main argument and be able to apply that to your investigation of the show as text. This paper requires you to engage with at least 4-5 scholarly sources. Also, I do not consider Wikipedia to be a valid scholarly source. For instance, if we are to posit Buffy as an embodiment of Kierkegaard’s Knight of Faith, what evidence does the show provide to support this supposition?
Paper 3: (4-5 pages) The Buffy Narrative: This paper is meant to resemble a literary narrative. The focus of the paper is on how â€œBuffy the Vampire Slayerâ€? has impacted you as an individual or your reaction to the Buffy cultural phenomena as a whole. If you are new to the series, you might want to comment on your exposure to the world of Buffy and its status as a cult favorite; what are some preconceived notions that you had of the show prior to actually watching it? How were those preconceptions altered through an academic investigation of the program?
Multimodal Project: I intend for this to serve as an extension of your critical analysis paper. The goal is for you to take the aspect you chose to focus on for your analysis and present it using a different medium. You may choose to develop a magazine issue dealing supplemented with your essay and advertisements that speak to issues central to the show. Some common forms of media employed for this purpose are: PowerPoint Prezi Movie (made with iMovie or Moviemaker) Website Podcast Poster Montage Photo Essay Advertisement Infographic Collage
Process Essay: (2-3 pages) In connection with your multimodal project, I expect you to provide a 2-3 page process essay on how you devised and completed your project. The process essay should accomplish the following: 1.) inform me of the reasoning behind your choice of medium 2.) show a conscious consideration of rhetorical situation
3.) demonstrate your familiarity with multiple genres 4.) give me a clear outlook on your process of remediation Class Presentation: I will ask that each of you give a short 10-12 minute presentation on your completed projected. This a chance for you to show off your hard work and enjoy the work of your peers. Conferences: Each student will be require to meet with me for 2 conferences throughout the semester. These conferences will last for 10-15 minutes so it is important that you come prepared to discuss a particular issue regarding either your paper or the class. Drafts and Revisions: You‘ll need to make copies of your drafts and revisions (not final papers) before you come to class on days we workshop. The number of drafts needed will be provided to you prior to each workshop. You have access to a number of computer labs around campus, so if you don‘t have your own computer take advantage of one of FSU‘s. I will accept paper revisions. However, they have to be submitted to me within a week after the day you receive your initial grade. Any papers submitted past this time will not be considered for a better grade. If the revision shows improvement and a valid effort at revision, your grade may only increase by ½ a letter grade.
Course Policies: First-Year Composition Course Drop Policy: This course is NOT eligible to be dropped in accordance with the “Drop Policy” adopted by the Faculty Senate in Spring 2004. The Undergraduate Studies Dean will not consider drop requests for a First-Year Composition course unless there are extraordinary and extenuating circumstances utterly beyond the student's control (e.g. death of a parent or sibling, illness requiring hospitalization, etc.). The Faculty Senate specifically eliminated First-Year Composition courses from the University Drop Policy because ofthe overriding requirement that First-Year Composition be completed during students' initial enrollment at FSU. Attendance: The First-Year Composition program maintains a strict attendance policy to which this course adheres. Because of the
collaborative and cooperative nature of the first-year writing courses, class attendance is crucial. I keep attendance and will adhere to the First-Year Writing rule that an excess of six absences places you in danger of failing the class. You should always inform me, ahead of time when possible, about why you miss class. Save your absences for when you get sick or for other emergencies. Not showing up for a conference counts as an absence. Keep in mind: part of your grade is based on class participation â€“ if you are not here, you can't participate! *It is ultimately your responsibility to keep up with your absences. Please make every effort to come to class on time. Being late will impact your participation grade, and three tardies equals one absence. Civility: This class will tolerate neither disruptive language nor disruptive behavior. Disruptive language includes, but is not limited to, violent and/or belligerent and/or insulting remarks, including sexist, racist, homophobic or anti-ethnic slurs, bigotry, and disparaging commentary, either spoken or written. While each of you have a right to your own opinions, inflammatory language founded in ignorance or hate is unacceptable and will be dealt with immediately. The classroom will function as locus of intellectual and critical discovery. This classroom is a community and will function as a safe environment for all members.
Cell Phones: Cell phone usage is inappropriate for an academic environment. This includes calls, text messaging, picture messaging, playing games, etc. Please turn off all cell phones before class begins.--- You are paying to be here, so you might as well pay attention. Late work: Late work will only be accepted unpenalized upon my approval. If not approved before hand, late work will be subject to a penalty of one letter grade per class day late. (For example, a B+ paper turned in one class day late would receive a final grade of C+.) Computer and printer problems are no excuse for turning work in late; foresee the possibility that technical difficulties will arise, and print well before class time on the due date. Also, be sure to back your documents up on disk as you write, so that technical failures will not cause you to lose your hard work.
Paper Format: When specified, your writing should be in proper MLA format. This means double-spaced, using 12-point Times New Roman font only, with 1-inch margins on all sides. The paperâ€™s title (not underlined, italicized, or enclosed in quotation marks) should be centered near the top ofthe first page, with an MLA heading in the top left corner. An MLA heading includes your name, my name, the name of the class, and the date. Page numbers should appear on all pages in the top right corner and the top left corner must be stapled. Final papers do not need covers or title pages. Be sure to keep a copy of all papers you submit. Plagiarism/Academic Integrity: Plagiarism is grounds for suspension from the university as well as for failure in this course. It will not be tolerated. Any instance ofplagiarism must be reported to the Director of the First-Year Writing and the Director of Undergraduate Studies. Plagiarism is a counterproductive, nonwriting behavior that is unacceptable in a course intended to aid the growth of individual writers. Plagiarism is included among the violations defined in the Academic Honor Code, section b, paragraph 2, as follows: "Regarding academic assignments, violations of the Academic Honor Code shall include representing another's work or any part thereof, be it published or unpublished, as one's own." It includes copying the language, phrasing, structure, or specific ideas of others and presenting any of these as one's own, original work; it includes buying papers, having someone else write your papers, and improper citation and use of sources. When you present the words or ideas of another (either published or unpublished) in your writing, you must fully acknowledge your sourcesâ€”we will learn this process together to eliminate the chance for misunderstanding. Plagiarism is considered a violation of academic integrity whenever it occurs in written work, including drafts and homework, as well as for formal and final papers. A plagiarism education assignment that further explains this issue will be administered in all first-year writing courses during the second
week of class. Each student will be responsible for completing the assignment and asking questions regarding any parts they do not fully understand. See the Office of Student Conduct website for information about academic integrity: http://srr.fsu.edu/conduct/code.htm Gordon Rule: In order to fulfill FSU’s Gordon Rule “W” Designation (writing) credit, the student must earn a “C-” or better in the course, and in order to receive a “C-” or better in the course, the student must earn at least a “C-” on the required writing assignments for the course. If the student does not earn a “C-” or better on the required writing assignments for the course, the student will not earn an overall grade of “C-” or better in the course, no matter how well the student performs in the remaining portion of the course. The University stipulates that students must write 7,000 words in ENC 1101 & 1102 (at least 3,500 per course). Students with Disabilities: Students with disabilities needing academic accommodations should in the FIRST WEEK OF CLASS 1) register with and provide documentation to the Student Disability Resource Center (SDRC) and 2) bring a letter to the instructor from SDRC indicating the need for academic accommodations. This and all other class materials are available in alternative format upon request. Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at Student Services Building E-4, or at http://www.disabilitycenter.fsu.edu/index.html READING/WRITING CENTER
The Reading/Writing Center, located in Williams 222-C, is devoted to individualized instruction in reading and writing. Part of the English Department, the RWC serves Florida State University students at all levels and from all majors. Its clients include a crosssection of the campus: first-year students writing for composition class, upper-level students writing term papers, seniors composing letters of applications for jobs and graduate schools, graduate students working on theses and dissertations, multilingual students mastering
English, and a variety of others. The RWC serves mostly walkin tutoring appointments; however, it also offers three different courses for credit that specifically target reading, undergraduate-level writing, and graduate-level writing. The tutors in the RWC, all graduate students in English with training and experience in teaching composition, use a process-centered approach to help students at any stage of writing: from generating ideas, to drafting, organizing, and revising. While the RWC does not provide editing or proofreading services, its tutors can help writers build their own editing and proofreading strategies. Their approach to tutoring is to help students grow as writers, readers, and critical thinkers by developing strategies for writing in a variety of situations. Visit the RWC website or call 644-6495 for information.
Strozier Satellite Location: The Strozier locations serves students where its most convenient for them alongside the research and advising services the library offers. Only walk-in appointments are available at this RWC location, on a first-come, first-served basis, but students can sign up in advance the day of an appointment at the tutoring area. Hours vary by semester, but are updated on both the RWC website and the Strozier Library website at the start of each semester. DIGITAL STUDIO
The Digital Studio will be especially helpful for you as you work on your Radical Revision Project. The Digital Studio provides support to students working individually or in groups on a variety of digital projects, such as designing a website, developing an electronic portfolio for a class, creating a blog, selecting images for a visual essay, adding voiceover to a presentation, or writing a script for a podcast. Tutors who staff the Digital Studio can help students brainstorm essay ideas, provide feedback on the content and design of a digital project, or facilitate collaboration for group projects and presentations. Appointments are recommended. You can email
email@example.com to make an appointment or visit the Digital Studio in Williams 222-B.