class

1. English​ ​102,​ ​College​ ​Writing​ ​and​ ​Rhetoric
MWF,​ ​Fall​ ​2017
Section​​ ​12:​ ​​TLC​​ ​122​ ​​from​​ ​12:30​ ​-​ ​1:20
Section​​ ​15:​ ​​TLC​​ ​248​ ​​from​​ ​1:30​ ​-​ ​2:20
Caitlin​ ​Palmer
cpalmer@uidaho.edu
Office:​ ​Brink​ ​106
Office​ ​Hours:​ ​Mon,​ ​Wed​ ​(2:30-3:30);​ ​T​ ​(12:30-1:30)​ ​and​ ​by​ ​appointment
COURSE​ ​DESCRIPTION
“The​ ​Medium​ ​is​ ​the​ ​Message”
This​ ​course,​ ​while​ ​providing​ ​skills​ ​for​ ​reading,​ ​writing,​ ​and​ ​other​ ​forms​ ​of​ ​composition,​ ​will​ ​be
largely​ ​inquisitive.​ ​We​ ​will​ ​be​ ​examining​ ​not​ ​only​ ​messages​ ​-​ ​content​ ​-​ ​that​ ​we​ ​take​ ​in,​ ​but​ ​also
how​ ​​we​ ​take​ ​them​ ​in,​ ​known​ ​as​ ​the​ ​“medium.”​ ​How​ ​do​ ​those​ ​different​ ​forms,​ ​or​ ​genres,​ ​of
writing,​ ​affect​ ​how​ ​it’s​ ​perceived?​ ​We​ ​will​ ​move​ ​through​ ​an​ ​examination​ ​of​ ​Digital​ ​Media,
Visual,​ ​Print,​ ​and​ ​Academic​ ​(or​ ​Scholarly).​ ​Using​ ​the​ ​University​ ​of​ ​Idaho​ ​textbook​ ​​Becoming
Rhetorical​,​ ​the​ ​class​ ​will​ ​prompt​ ​you​ ​to​ ​do​ ​examinations,​ ​analyses,​ ​and​ ​comparisons​ ​of​ ​messages
and​ ​their​ ​forms,​ ​culminating​ ​in​ ​a​ ​research​ ​paper.
COURSE​ ​GOALS​ ​AND​ ​LEARNING​ ​OUTCOMES
English​ ​102​ ​is​ ​an​ ​introductory​ ​composition​ ​course,​ ​designed​ ​to​ ​improve​ ​your​ ​skills​ ​in
persuasive,​ ​expository​ ​writing,​ ​the​ ​sort​ ​you​ ​will​ ​be​ ​doing​ ​in​ ​other​ ​courses​ ​in​ ​college​ ​and​ ​in​ ​many
jobs.​ ​Sometimes​ ​this​ ​kind​ ​of​ ​writing​ ​is​ ​called​ ​transactional​ ​writing;​ ​it​ ​is​ ​used​ ​to​ ​transact
something—persuade​ ​and​ ​inform​ ​a​ ​reasonably​ ​well-educated​ ​audience,​ ​conduct​ ​business,
evaluate,​ ​review,​ ​or​ ​explain​ ​a​ ​complex​ ​process,​ ​procedure,​ ​or​ ​event.
By​ ​the​ ​end​ ​of​ ​the​ ​course,​ ​a​ ​successful​ ​student​ ​should​ ​be​ ​able​ ​to...
1. Accurately​ ​assess​ ​and​ ​effectively​ ​respond​ ​to​ ​a​ ​wide​ ​variety​ ​of​ ​audiences​ ​and​ ​rhetorical
situations.
2. Comprehend​ ​college-level​ ​and​ ​professional​ ​prose​ ​and​ ​analyze​ ​how​ ​authors​ ​present​ ​their
ideas​ ​in​ ​view​ ​of​ ​their​ ​probable​ ​purposes,​ ​audiences,​ ​and​ ​occasions.
3. Present​ ​ideas​ ​as​ ​related​ ​to,​ ​but​ ​clearly​ ​distinguished​ ​from,​ ​the​ ​ideas​ ​of​ ​others​ ​(including
the​ ​ability​ ​to​ ​paraphrase,​ ​summarize,​ ​and​ ​correctly​ ​cite​ ​and​ ​document​ ​borrowed
material).
4. Focus​ ​on,​ ​articulate,​ ​and​ ​sustain​ ​a​ ​purpose​ ​that​ ​meets​ ​the​ ​needs​ ​of​ ​specific​ ​writing
situations.
5. Explicitly​ ​articulate​ ​why​ ​they​ ​are​ ​writing,​ ​who​ ​they​ ​are​ ​writing​ ​for,​ ​and​ ​what​ ​they​ ​are
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2. saying.
6. Write​ ​critical​ ​analyses​ ​and​ ​syntheses​ ​of​ ​college-level​ ​and​ ​professional​ ​prose.
7. Be​ ​able​ ​to​ ​make​ ​the​ ​connection​ ​between​ ​questions​ ​and​ ​problems​ ​in​ ​your​ ​life​ ​both​ ​within
and​ ​outside​ ​of​ ​college.
8. Gather​ ​and​ ​evaluate​ ​information​ ​and​ ​use​ ​it​ ​for​ ​a​ ​rhetorical​ ​purpose​ ​in​ ​writing​ ​a​ ​research
paper.
9. Attend​ ​to​ ​and​ ​productively​ ​incorporate​ ​a​ ​variety​ ​of​ ​perspectives.
10. Develop​ ​flexible​ ​strategies​ ​for​ ​generating,​ ​revising,​ ​editing,​ ​and​ ​proofreading.
11. Understand​ ​writing​ ​as​ ​an​ ​open​ ​process​ ​that​ ​permits​ ​writers​ ​to​ ​use​ ​later​ ​invention​ ​and
re-thinking​ ​to​ ​revise​ ​their​ ​work.
12. Give​ ​and​ ​receive​ ​constructive​ ​feedback​ ​from​ ​peers.
13. Use​ ​conventions​ ​of​ ​format​ ​and​ ​structure​ ​appropriate​ ​to​ ​the​ ​rhetorical​ ​situation​ ​and
practice​ ​appropriate​ ​means​ ​of​ ​documenting​ ​their​ ​work.
14. Locate,​ ​evaluate,​ ​organize,​ ​and​ ​use​ ​research​ ​material​ ​collected​ ​from​ ​electronic​ ​sources,
including​ ​scholarly​ ​library​ ​databases;​ ​other​ ​official​ ​databases​ ​(e.g.,​ ​federal​ ​government
databases);​ ​and​ ​informal​ ​electronic​ ​networks​ ​and​ ​internet​ ​sources.
DEADLINES
Administrative​ ​Deadlines
The​ ​university​ ​has​ ​certain​ ​deadlines​ ​of​ ​which​ ​you​ ​need​ ​to​ ​be​ ​aware​ ​if​ ​you​ ​want​ ​to​ ​drop​ ​the
course​ ​at​ ​some​ ​point​ ​during​ ​the​ ​term.
September​ ​1st​ ​–​ ​​Last​ ​day​ ​to​ ​add​ ​the​ ​course​ ​WITH​ ​a​ ​late​ ​fee.
September​ ​1st​ ​–​ ​​Last​ ​day​ ​to​ ​drop​ ​the​ ​course​ ​without​ ​a​ ​grade​ ​of​ ​W.
October​ ​20th–​ ​​Last​ ​day​ ​to​ ​drop​ ​the​ ​course​ ​with​ ​a​ ​grade​ ​of​ ​W.
Class​ ​Deadlines
Essay​ ​1,​ ​Personal​ ​Narrative:​ ​​Wednesday,​ ​August​ ​30th
Essay​ ​2,​ ​Critical​ ​Analysis:​ ​​Friday,​ ​September​ ​15th
Group​ ​Project,​ ​Visual​ ​Composition:​ ​​Friday,​ ​September​ ​29th
Essay​ ​3,​ ​Book​ ​Review:​ ​​Friday,​ ​October​ ​13th
Research​ ​Paper:​​ ​Monday,​ ​November​ ​27th
Multimodal​ ​Remediation:​ ​​Monday,​ ​December​ ​4th
**These​ ​deadlines​ ​are​ ​for​ ​final​ ​drafts;​ ​we​ ​will​ ​be​ ​working​ ​on​ ​rough​ ​drafts​ ​and​ ​revisions​ ​in
stages,​ ​before​ ​these​ ​due​ ​dates.
TEXTBOOK​ ​(Provided)
● Jodie​ ​Nicotra,​ ​​Becoming​ ​Rhetorical,​ ​​Forthcoming
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3. OTHER​ ​READINGS​ ​(ON​ ​BBLEARN)
● Weekly​ ​selections​ ​of​ ​critical​ ​pieces​ ​and​ ​examples.
ATTENDANCE
15%​ ​of​ ​the​ ​total​ ​grade​​ ​will​ ​be​ ​made​ ​up​ ​of​ ​participation.​ ​This​ ​will​ ​include:
- class​ ​attendance​ ​(​3​ ​missed​ ​days​ ​without​ ​penalty​;​ ​​2​ ​additional​ ​requiring​ ​a​ ​write-up​​ ​of
what​ ​is​ ​missed​ ​in​ ​class;​ ​​any​ ​additional​​ ​will​ ​result​ ​in​ ​​dropping​ ​a​ ​letter​ ​grade​)
- participation​.​ ​While​ ​we’ll​ ​learn​ ​forms​ ​of​ ​writing,​ ​we’ll​ ​be​ ​practicing​ ​them​ ​in​ ​the​ ​context
of​ ​issues,​ ​questions,​ ​and​ ​discussions.​ ​This​ ​could​ ​involve​ ​going​ ​around​ ​one​ ​at​ ​a​ ​time​ ​and
sharing​ ​a​ ​thought​ ​about​ ​the​ ​reading​ ​or​ ​response​ ​to​ ​a​ ​prompt;​ ​or​ ​an​ ​informal
back-and-forth.​ ​You​ ​will​ ​be​ ​expected​ ​to​ ​contribute​ ​at​ ​least​ ​once​ ​a​ ​week​ ​in​ ​this​ ​way.​ ​As​ ​an
instructor,​ ​I​ ​should​ ​easily​ ​remember​ ​your​ ​contribution.
- respect​.​ ​Conversation​ ​is​ ​not​ ​about​ ​waiting​ ​for​ ​your​ ​turn​ ​to​ ​talk,​ ​but​ ​listening​ ​to​ ​what
others​ ​have​ ​to​ ​say,​ ​and​ ​valuing​ ​their​ ​role​ ​in​ ​the​ ​discussion​ ​and​ ​the​ ​classroom.
If​ ​you​ ​are​ ​absent​ ​due​ ​to​ ​health,​ ​University-affiliated​ ​commitments,​ ​family​ ​emergency,​ ​etc.,​ ​these
are​ ​considered​ ​excused​ ​absences​ ​and​ ​do​ ​not​ ​count​ ​toward​ ​your​ ​total.​ ​Being​ ​in​ ​attendance​ ​means
being​ ​physically​ ​present,​ ​awake,​ ​coherent,​ ​and​ ​fully​ ​prepared​ ​for​ ​class,​ ​with​ ​the​ ​day’s
assignments​ ​completed.​ ​You​ ​are​ ​responsible​ ​for​ ​making​ ​up​ ​all​ ​of​ ​the​ ​work​ ​that​ ​you​ ​miss.​ ​It
might​ ​be​ ​in​ ​your​ ​best​ ​interest​ ​to​ ​exchange​ ​numbers​ ​with​ ​your​ ​classmates.
COURSE​ ​ETIQUETTE
Classroom​ ​citizenship​.​​ ​The​ ​classroom​ ​is​ ​a​ ​learning​ ​community.​ ​To​ ​foster​ ​an​ ​environment
conducive​ ​for​ ​intellectual​ ​rigor​ ​and​ ​openness,​ ​we​ ​must​ ​respect​ ​each​ ​individual.​ ​Behavior​ ​or
language​ ​that​ ​transgresses​ ​this​ ​respect​ ​is​ ​not​ ​tolerated.​ ​If​ ​you​ ​have​ ​a​ ​problem​ ​with​ ​anything​ ​in
the​ ​course,​ ​you​ ​may​ ​speak​ ​to​ ​me​ ​about​ ​it​ ​privately​ ​after​ ​class​ ​or​ ​during​ ​my​ ​office​ ​hours.
Technology​.​ ​Unless​ ​otherwise​ ​stated​ ​by​ ​me,​ ​cell​ ​phones​ ​are​ ​to​ ​be​ ​PUT​ ​AWAY​ ​and​ ​SILENCED.
You​ ​may​ ​use​ ​your​ ​laptops​ ​during​ ​class​ ​to​ ​take​ ​notes,​ ​if​ ​you​ ​wish,​ ​but​ ​if​ ​this​ ​becomes​ ​a
distraction,​ ​I​ ​will​ ​ask​ ​you​ ​to​ ​put​ ​it​ ​away.
OFFICE​ ​HOURS
My​ ​office​ ​hours​ ​and​ ​office​ ​number​ ​are​ ​listed​ ​above​ ​and​ ​on​ ​the​ ​BbLearn​ ​home​ ​page.​ ​I​ ​enjoy
talking​ ​to​ ​students​ ​outside​ ​of​ ​class,​ ​and​ ​welcome​ ​you​ ​to​ ​stop​ ​by​ ​to​ ​discuss​ ​your​ ​work,​ ​questions
about​ ​the​ ​course,​ ​etc.​ ​I’m​ ​in​ ​my​ ​office​ ​a​ ​lot​ ​during​ ​the​ ​week​ ​outside​ ​of​ ​my​ ​posted​ ​hours,​ ​as​ ​well,
so​ ​please​ ​stop​ ​by!
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4. COURSE​ ​REQUIREMENTS
Major​ ​Writing​ ​Assignments
Personal​ ​Narrative​​ ​(~750​ ​words​ ​or​ ​2.5​ ​pages)
A​ ​“message,”​ ​or​ ​the​ ​idea​ ​a​ ​communicator​ ​wants​ ​you​ ​to​ ​think,​ ​believe,​ ​or​ ​act​ ​on,​ ​is​ ​something​ ​we
are​ ​subjected​ ​to​ ​nearly​ ​all​ ​the​ ​time.​ ​Identify​ ​a​ ​message​ ​that​ ​has,​ ​at​ ​some​ ​point​ ​in​ ​your​ ​life,
resonated​ ​with​ ​you.​ ​Describe​ ​the​ ​content:​ ​what​ ​is​ ​this​ ​message?​ ​what​ ​does​ ​it​ ​mean?​ ​what
implications​ ​does​ ​it​ ​carry?​ ​Next,​ ​analyze​ ​the​ ​​medium​​ ​of​ ​the​ ​message.​ ​How​ ​was​ ​it​ ​relayed?​ ​Is​ ​it
something​ ​you’ve​ ​come​ ​across​ ​many​ ​times?​ ​In​ ​a​ ​magazine​ ​article,​ ​a​ ​class​ ​lesson,​ ​a​ ​speech,​ ​a
conversation,​ ​a​ ​billboard?​ ​Pick​ ​two​ ​of​ ​these​ ​to​ ​discuss​ ​their​ ​sources,​ ​style​ ​of​ ​delivery,​ ​and
assumptions​ ​about​ ​you​ ​as​ ​a​ ​consumer.
Critical​ ​Analysis​ ​Essay​ ​​(800​ ​-​ ​1000​ ​words,​ ​3​ ​-​ ​4​ ​pages)
In​ ​class,​ ​we​ ​have​ ​discussed​ ​the​ ​different​ ​purposes,​ ​audiences,​ ​and​ ​effects,​ ​of​ ​a​ ​summary​ ​news
article,​ ​and​ ​an​ ​in-depth​ ​exploratory​ ​or​ ​narrative​ ​article.​ ​Now,​ ​find​ ​an​ ​example​ ​of​ ​these​ ​for​ ​a​ ​topic
you’re​ ​interested​ ​in​ ​your​ ​own.​ ​Who​ ​is​ ​the​ ​audience​ ​for​ ​each​ ​piece?​ ​What​ ​kind​ ​of​ ​ethos​ ​about​ ​the
writer​ ​or​ ​organization​ ​comes​ ​across?​ ​What​ ​assumptions​ ​are​ ​the​ ​writers​ ​working​ ​with​ ​for​ ​what​ ​is
and​ ​is​ ​not​ ​explained?​ ​What​ ​are​ ​the​ ​different​ ​effects​ ​on​ ​you​ ​as​ ​a​ ​reader?​ ​Which​ ​is​ ​more​ ​reflective
of​ ​the​ ​issue,​ ​and​ ​what​ ​problems​ ​can​ ​arise​ ​from​ ​this?
Group​ ​Project,​ ​Visual​ ​Composition
In​ ​groups,​ ​you​ ​will​ ​create​ ​a​ ​short​ ​3-4​ ​minute​ ​video​ ​of​ ​an​ ​event​ ​going​ ​on​ ​in​ ​Moscow​ ​or​ ​on
campus.​ ​This​ ​can​ ​include​ ​still​ ​shots,​ ​motion,​ ​voiceover​ ​and​ ​music​ ​-​ ​and​ ​of​ ​course,​ ​the​ ​cuts​ ​and
edits​ ​you​ ​make.​ ​After​ ​having​ ​the​ ​hands-on​ ​experience​ ​of​ ​making​ ​a​ ​video,​ ​each​ ​member​ ​will​ ​turn
in​ ​a​ ​two-page​ ​paper​ ​reflecting​ ​on​ ​the​ ​​framing​​ ​of​ ​the​ ​narrative,​ ​that​ ​is,​ ​how​ ​you​ ​took​ ​footage​ ​of
multiple​ ​chronologies,​ ​locations,​ ​and​ ​perspectives,​ ​and​ ​combined​ ​them​ ​into​ ​​one​​ ​narrative.​ ​How
is​ ​that​ ​narrative​ ​representative​ ​of​ ​the​ ​event?​ ​How​ ​did​ ​the​ ​manipulations​ ​of​ ​the​ ​content,​ ​of​ ​order,
duration,​ ​and​ ​progression,​ ​alter​ ​perception​ ​of​ ​the​ ​event?​ ​What​ ​did​ ​this​ ​experience​ ​of​ ​framing
show​ ​you​ ​about​ ​narrative​ ​as​ ​a​ ​whole?
Book​ ​Review​ ​​(~750​ ​words,​ ​2​ ​pages)
This​ ​section​ ​will​ ​show​ ​us​ ​what’s​ ​unique​ ​about​ ​composition​ ​in​ ​the​ ​fictional​ ​mode​ ​of​ ​a​ ​story.
Namely,​ ​how​ ​does​ ​detail,​ ​plot,​ ​and​ ​tension,​ ​create​ ​connection​ ​or​ ​​empathy​​ ​with​ ​the​ ​characters?
After​ ​reading​ ​an​ ​example​ ​in​ ​class,​ ​you​ ​will​ ​take​ ​a​ ​short​ ​story​ ​of​ ​your​ ​own​ ​choosing​ ​(or​ ​select​ ​one
from​ ​the​ ​list)​ ​and​ ​construct​ ​a​ ​review​ ​around​ ​your​ ​opinion​ ​of​ ​how​ ​​well​​ ​the​ ​author​ ​created
narrative​ ​empathy​ ​for​ ​character/s,​ ​or​ ​not.​ ​You​ ​will​ ​also​ ​examine​ ​how​ ​effective​ ​this​ ​scenario​ ​was
as​ ​presented​ ​as​ ​a​ ​story,​ ​versus​ ​another​ ​mode​ ​of​ ​composition.​ ​This​ ​assignment​ ​will​ ​be​ ​set​ ​up​ ​as​ ​a
magazine​ ​or​ ​blog-style​ ​opinion​ ​piece.
Research​ ​Paper​​ ​(~2500​ ​words​ ​or​ ​8​ ​pages)
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5. The​ ​research​ ​paper​ ​will​ ​entail​ ​returning​ ​to​ ​the​ ​first​ ​topic​ ​of​ ​the​ ​course​ ​and​ ​expounding​ ​on​ ​it​ ​with
the​ ​tools​ ​we’ve​ ​learned:​ ​picking​ ​a​ ​‘message’​ ​and​ ​analyzing​ ​the​ ​different​ ​forms​ ​it​ ​takes.
Questions​ ​to​ ​consider:
- What​ ​is​ ​the​ ​scope​ ​of​ ​the​ ​message?​ ​What​ ​various​ ​audiences​ ​is​ ​it​ ​presented​ ​to,​ ​and​ ​how​ ​are
the​ ​forms​ ​(style,​ ​tone,​ ​mode,​ ​length,​ ​etc)​ ​varied​ ​for​ ​those​ ​audiences?
- Which​ ​forms​ ​do​ ​you​ ​find​ ​most​ ​effective?​ ​Why?
- Take​ ​one​ ​or​ ​more​ ​aspect​ ​we’ve​ ​discussed,​ ​including:​ ​1)​ ​surface-level​ ​representation​ ​v.
context,​ ​2)​ ​framing,​ ​3)​ ​narrative​ ​tension,​ ​4)​ ​and​ ​peer-review/​ ​use​ ​of​ ​studies,​ ​and​ ​track​ ​the
significance​ ​of​ ​this​ ​for​ ​your​ ​message.
- If​ ​relevant,​ ​what​ ​are​ ​counterviews​ ​to​ ​this​ ​message,​ ​and​ ​how​ ​do​ ​they​ ​successfully​ ​(or​ ​not)
engage​ ​in​ ​the​ ​conversation?
- Lastly,​ ​a​ ​personal​ ​reflection​ ​on​ ​how​ ​understanding​ ​of​ ​these​ ​modes​ ​will​ ​affect​ ​your
consuming​ ​of​ ​messages​ ​in​ ​the​ ​future.
Final​ ​Project​ ​and​ ​Presentation
In​ ​the​ ​last​ ​weeks​ ​of​ ​the​ ​semester,​ ​we​ ​will​ ​be​ ​doing​ ​a​ ​“remediation,”​ ​translating​ ​your​ ​research
from​ ​one​ ​form​ ​-​ ​a​ ​paper​ ​-​ ​into​ ​another.​ ​This​ ​could​ ​take​ ​the​ ​form​ ​of​ ​any​ ​other​ ​modes​ ​we’ve
discussed:​ ​visual,​ ​digital,​ ​narrative.​ ​We’ll​ ​discuss​ ​options​ ​in​ ​each​ ​unit.​ ​Presentations​ ​will​ ​be
made​ ​to​ ​the​ ​class,​ ​lasting​ ​4-5​ ​minutes.
Grade​ ​Breakdown
- Participation:​ ​15%
- Reading​ ​Quizzes:​ ​10%
- Personal​ ​Narrative​ ​Essay:​ ​10%
- Critical​ ​Analysis​ ​Essay​ ​2:​ ​10%
- Group​ ​Project​ ​and​ ​Reflection:​ ​10%
- Book​ ​Review:​ ​10%
- Research​ ​Paper:​ ​25%
- Presentation​ ​of​ ​Research:​ ​10%
For​ ​each​ ​major​ ​assignment,​ ​you’ll​ ​receive​ ​feedback​ ​from​ ​your​ ​peers,​ ​as​ ​well​ ​as​ ​myself.​ ​This​ ​will
include​ ​comments​ ​on​ ​rough​ ​drafts,​ ​which​ ​will​ ​be​ ​ungraded,​ ​but​ ​used​ ​to​ ​provide​ ​improvement​ ​for
final​ ​turn-in’s.​ ​I​ ​plan​ ​on​ ​holding​ ​one​ ​conference​ ​early​ ​on​ ​to​ ​check​ ​in​ ​with​ ​progress​ ​with​ ​the
course,​ ​and​ ​another​ ​mid-term​ ​to​ ​examine​ ​your​ ​ideas​ ​and​ ​use​ ​of​ ​resources​ ​for​ ​the​ ​research​ ​paper.
In​ ​class,​ ​we’ll​ ​be​ ​sharing​ ​what​ ​we​ ​think​ ​of​ ​each​ ​other’s​ ​progress,​ ​as​ ​well.
Daily​ ​Assignments/Homework
There​ ​will​ ​be​ ​an​ ​amount​ ​of​ ​reading​ ​due​ ​every​ ​week​ ​from​ ​both​ ​the​ ​textbook​ ​and​ ​additional
sources​ ​linked​ ​to​ ​on​ ​Blackboard.​ ​Homework​ ​will​ ​vary​ ​but​ ​will​ ​include​ ​preparation​ ​for​ ​class
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6. discussion,​ ​whether​ ​responding​ ​to​ ​a​ ​prompt,​ ​selecting​ ​a​ ​quote​ ​or​ ​passage​ ​that​ ​stuck​ ​out​ ​to​ ​you
and​ ​why,​ ​or​ ​formulating​ ​questions​ ​to​ ​bring​ ​to​ ​the​ ​class’s​ ​attention.
There​ ​will​ ​be​ ​one​ ​pop​ ​Reading​ ​Quiz​ ​a​ ​week​.
GRADING
If​ ​you​ ​withdraw​ ​from​ ​this​ ​course​ ​on​ ​or​ ​before​ ​​Friday,​ ​March​ ​31st​,​ ​nothing​ ​will​ ​appear​ ​on​ ​your
transcript.​ ​If​ ​you​ ​stay​ ​registered​ ​for​ ​the​ ​course​ ​after​ ​that​ ​date,​ ​you​ ​will​ ​receive​ ​one​ ​of​ ​the
following​ ​grades.​ ​​Only​ ​an​ ​A,​ ​B,​ ​or​ ​C​ ​are​ ​passing​ ​grades.
A
Represents​ ​achievement​ ​that​ ​is​​ ​outstanding​ ​or​ ​superior​ ​relative​​ ​to​ ​the​ ​level​ ​necessary​ ​to
meet​ ​the​ ​requirements​ ​of​ ​the​ ​course.
B
Represents​ ​achievement​ ​that​ ​is​ ​​significantly​ ​above​​ ​the​ ​level​ ​necessary​ ​to​ ​meet​ ​the
requirements​ ​of​ ​the​ ​course.
Grades​ ​of​ ​A​ ​or​ ​B​ ​are​ ​honors​ ​grades.​ ​You​ ​must​ ​do​ ​something​ ​beyond​ ​the​ ​minimum​ ​required​ ​in​ ​order
to​ ​earn​ ​an​ ​A​ ​or​ ​B.
C
Represents​ ​achievement​ ​that​ ​​meets​ ​the​ ​basic​ ​requirements​ ​in​ ​every​ ​respect​.​ ​It​ ​signifies
that​ ​the​ ​work​ ​is​ ​average,​ ​but​ ​nothing​ ​more.
W
Stands​ ​for​ ​​Withdrawal​.​ ​This​ ​is​ ​the​ ​grade​ ​you​ ​will​ ​receive​ ​if​ ​you​ ​withdraw​ ​from​ ​the​ ​course
after​ ​​January​ ​19th​​ ​but​ ​on​ ​or​ ​before​ ​​January​ ​25​th​
.​ ​​A​ ​W​ ​has​ ​no​ ​effect​ ​on​ ​your​ ​GPA,​ ​but​ ​you
can​ ​have​ ​only​ ​20​ ​W​ ​credits​ ​during​ ​your​ ​time​ ​as​ ​an​ ​undergraduate​ ​at​ ​UI​ ​(about​ ​six
courses).​ ​After​ ​​January​ ​25​th​
​ ​​you​ ​can​ ​no​ ​longer​ ​withdraw​ ​from​ ​the​ ​course.
N
Stands​ ​for​ ​​No​ ​Credit​.​ ​A​ ​grade​ ​of​ ​N​ ​has​ ​no​ ​effect​ ​on​ ​your​ ​GPA,​ ​but​ ​it​ ​does​ ​mean​ ​that​ ​you
need​ ​to​ ​take​ ​the​ ​course​ ​again.​ ​You​ ​will​ ​earn​ ​a​ ​grade​ ​of​ ​N​ ​if​ ​your​ ​grade​ ​is​ ​an​ ​N​ ​​and​​ ​you
have​ ​done​ ​all​ ​the​ ​work​ ​for​ ​the​ ​course.​ ​You​ ​also​ ​must​ ​have​ ​made​ ​a​ ​good​ ​faith​ ​effort​ ​to
complete​ ​all​ ​the​ ​assignments.​ ​Handing​ ​in​ ​just​ ​any​ ​piece​ ​of​ ​writing​ ​just​ ​to​ ​avoid​ ​getting​ ​an
F​ ​will​ ​not​ ​work.
F
Stands​ ​for​ ​​Failure​.​ ​A​ ​grade​ ​of​ ​F​ ​has​ ​a​ ​negative​ ​effect​ ​on​ ​your​ ​GPA.​ ​If​ ​you​ ​fail​ ​to​ ​hand​ ​in
any​ ​major​ ​writing​ ​assignment​ ​or​ ​do​ ​not​ ​make​ ​a​ ​good-faith​ ​effort​ ​to​ ​succeed​ ​at​ ​a​ ​major
assignment,​ ​you​ ​will​ ​automatically​ ​earn​ ​an​ ​F.​ ​If​ ​your​ ​average​ ​grade​ ​is​ ​an​ ​N​ ​​but​​ ​you​ ​did​ ​not
complete​ ​one​ ​of​ ​the​ ​major​ ​components​ ​of​ ​the​ ​course​ ​(one​ ​of​ ​the​ ​major​ ​papers​ ​of​ ​all​ ​of
the​ ​homework​ ​assignments​ ​or​ ​drafts),​ ​you​ ​will​ ​automatically​ ​earn​ ​an​ ​F​ ​in​ ​the​ ​course.
There​ ​is​ ​no​ ​reason​ ​for​ ​receiving​ ​an​ ​F​ ​in​ ​this​ ​course,​ ​unless​ ​you​ ​simply​ ​fail​ ​to​ ​submit​ ​the
required​ ​work.
I
Stands​ ​for​ ​incomplete.​ ​Under​ ​very​ ​unusual​ ​circumstances​ ​you​ ​could​ ​be​ ​assigned​ ​an
Incomplete​ ​in​ ​the​ ​course​ ​if​ ​something​ ​happened​ ​to​ ​you​ ​within​ ​the​ ​last​ ​two​ ​weeks​ ​of​ ​the
semester​ ​that​ ​made​ ​it​ ​impossible​ ​to​ ​complete​ ​the​ ​course​ ​(a​ ​serious​ ​accident​ ​or​ ​illness
that​ ​left​ ​you​ ​hospitalized​ ​and​ ​very​ ​significant​ ​personal​ ​tragedy,​ ​etc.
POLICY​ ​ON​ ​PLAGIARISM​ ​IN​ ​ENGLISH​ ​102
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7. At​ ​the​ ​University​ ​of​ ​Idaho,​ ​we​ ​assume​ ​you​ ​will​ ​do​ ​your​ ​own​ ​work​ ​and​ ​that​ ​you​ ​will​ ​work​ ​with
your​ ​instructor​ ​on​ ​improving​ ​writing​ ​that​ ​is​ ​your​ ​own.​ ​​ ​Plagiarism—using​ ​someone​ ​else’s​ ​ideas
or​ ​words​ ​as​ ​your​ ​own​ ​without​ ​proper​ ​attribution--is​ ​a​ ​serious​ ​matter.
The​ ​consequences​ ​of​ ​plagiarism:
If​ ​I​ ​find​ ​that​ ​you​ ​have​ ​plagiarized​ ​willfully,​ ​you​ ​will​ ​receive​ ​an​ ​​F​ ​​for​ ​the​ ​assignment,​ ​which
could​ ​result​ ​in​ ​a​ ​failing​ ​grade​ ​for​ ​the​ ​course.
When​ ​you​ ​need​ ​to​ ​use​ ​words​ ​or​ ​ideas​ ​from​ ​another​ ​person—whether​ ​an​ ​idea,​ ​a​ ​picture,​ ​a
powerful​ ​statement,​ ​a​ ​set​ ​of​ ​facts,​ ​or​ ​an​ ​explanation—cite​ ​your​ ​source!
DISABILITY​ ​SUPPORT​ ​SERVICES​ ​REASONABLE​ ​ACCOMMODATIONS
STATEMENT
Reasonable accommodations are available for students who have documented
temporary or permanent disabilities. All accommodations must be approved through
Disability Support Services located in the Idaho Commons Building, Room 306 in order
to notify your instructor(s) as soon as possible regarding accommodation(s) needed for
the​ ​course.
● 885-6307
● email​ ​at​ ​​ ​<dss@uidaho.edu>
● website​ ​at​ ​​www.access.uidaho.edu
And​ ​lastly…
This​ ​class​ ​will​ ​be​ ​fun!​ ​It​ ​will​ ​be​ ​interactive!​ ​It​ ​will​ ​be​ ​relevant​ ​to​ ​your​ ​own​ ​life.​ ​And​ ​while​ ​I​ ​will
ask​ ​you​ ​to​ ​become​ ​more​ ​considerate,​ ​analytical,​ ​and​ ​empathetic​ ​people,​ ​the​ ​classroom
environment​ ​will​ ​be​ ​welcoming​ ​and​ ​fairly​ ​informal.
Welcome!
Caitlin​ ​Palmer
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8. Syllabus​ ​Contract
I,​ ​__________________________________,​ ​have​ ​read​ ​and​ ​understand​ ​what​ ​is​ ​expected
of​ ​me​ ​in​ ​English​ ​102.​ ​I​ ​have​ ​spoken​ ​with​ ​Caitlin​ ​if​ ​I​ ​had​ ​any​ ​concerns​ ​with​ ​the​ ​syllabus.
Finally,​ ​I​ ​understand​ ​that​ ​I​ ​am​ ​an​ ​equal​ ​part​ ​of​ ​the​ ​class​ ​and​ ​have​ ​the​ ​right​ ​to​ ​be​ ​valued
as​ ​such.
Signed,
_______________________________________________
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