English 102 Guidelines and Policies

Eng 102 29201 1:40-2:55 T/Th ED 340 -- Eng 102 29042 3:15-4:30 GWC 109
Office Hours Lang & Lit 548 T/Th 11:30-1:00 Online M-F 8-9 a.m. 7-8 p.m. and by appt.

Writing Programs Guidelines

REQUIRED TEXT: John Ramage , John C. Bean & June Johnson. The Allyn and Bacon Guide to Writing . 4th ed. Boston : Allyn and Bacon. (Bring to each class).

Course Description: English 102, is the second semester of required English at Arizona State University .   I expect that you have conquered the basics of mechanics and grammar, yet our diagnostic assignment will indicate any specific needs in this area.  What most students are surprised to learn is that this course is not only about analysis and research, but about the form or structure of writing.  For example our first three essays include studies of research methods and writing, descriptive writing, summaries, and arguments, focusing on the form or structure of the essays.   Later essays include a rhetorical analysis of your own writing, and an autobiographical narrative.  There are four major essays, Conjectures (WP1), Argument Analysis(WP2), Position Argument(WP3) Portfolio Analysis (WP4), and a  mid-term.

As writers write, they need a set of strategies to move from thinking about a paper to polishing one.  This course helps you explore and practice a variety of such strategies as you draft, revise, and edit different pieces of writing. The course emphasizes the importance of all stages of students' writing processes, including invention, drafting, revising, editing and proofreading, and peer participation.  The course writing projects prepare students for the specific demands of expository and persuasive writing. This includes, developing claims and grounds which acknowledge the needs of the audiences, the role of ethos and voice, the subtleties of language and the exigencies of subject and situation. Students also learn the various ways of engaging in research, and explore what it means to participate in a research and writing community. In our networked classrooms the technology is used as a tool for achieving these objectives. Since each writer's needs are unique, this course will provide individual attention and feedback from me, yet students also rely on each other through collaborative peer groups. I also encourage you to seek reactions to your ideas and drafts from people outside of this course. In addition to family and friends, consider soliciting advice from tutors in the Writing Center. See my ASU for a list of ASU Writing Centers

Deadlines for Withdrawals: I want to underscore the published deadlines for dropping courses at ASU. The deadline for withdrawal from any course you have enrolled in for this semester is (online) March 30, 2008.  The deadline for restricted  withdrawal--meaning that the teacher of the course you wish to drop must indicate that you currently have a passing grade in the course, is March 30, 2008 .

Note: Disability Resources for Students: ASU complies with all federal and state laws and regulations regarding discrimination, including the American with Disabilities Act of 1990 ( ADA ). If you have a disability and need a reasonable accommodation for equal access to education at ASU, please call Disability Resources for Students at 965-1234. Please feel free to discuss special accommodations with me.

University Sanctioned Activities: To accommodate students who participate in university-sanctioned activities, the composition program offers sections of this course at various times of the day and week. We have asked advisors across the campus to help students enroll in appropriate sections. If you think that this course may conflict with a university sanctioned-activity in which you are involved--athletics, the debate team, or other university sanctioned activity--please see me after class today. While transferring to another section of this course may be the only viable option, let's discuss the possibilities.

COURSE REQUIREMENTS

1) Traditional and Online Etiquette:
Students are expected to know and adhere to all university policies, and the student code of conduct.
For student Code and judicial policies: Please see, http://www.asu.edu/studentlife/judicial/ and http://www.asu.edu/aad/manuals/ses/ses201-10.html

Most importantly we will conduct ourselves according to the rules of civility and respect, and that should take care of most issues. Please be on time and prepared. We will spend most of our class time/online time in discussion and workshop. A portion of classes will also include traditional lectures (Announcements) and/or oral presentations. Regardless of the class format, please be prepared to listen, and to participate appropriately.  Failure to do so is distracting to other students: I may ask a student to leave/log off (which will constitute an absence), or, if a problem persists, permanently withdraw the student from the class. 

Similar penalties will occur to students who commit other forms of rudeness: failing to peer-edit or short changing your peer editing partner, off-task emailing, using cell phones or other technology, talking off task, insulting other class members; persistently submitting scanty posts/class work. Think of this course as a group effort geared to improving each individuals writing by sharing your ideas and expertise with a community of advanced writers and thinkers.

2) Policy on class attendance

Because writing classes are performance courses that depend upon student attendance for both the class and the student’s success, this policy is non-negotiable. All absences count equally, irrespective of the cause and students who exceed the allowed number of absences cannot pass the course and will fail with a grade of “E.”

• Be on time to class. If you are more than five (5) minutes late to class, you will be counted absent for that class period.

  For Fall and Spring semesters, classes that meet three days a week (MWF, for example), the maximum number of allowed absences is six (6), for classes that meet two days a week, the maximum number is four (4), for classes that meet once a week, the maximum number is two (2). For classes that meet on other schedules, the number of absences allowed should reflect a similar ratio (two weeks worth of class meetings).

Peer Review and written work policy. Note that if you do not have your Writing Project Draft on the day it is due for review, you will lose one letter grade from your final Writing Project grade.  

3. Attendance: first week of classes
According to university policy, students who are registered but do not attend any of the first week of classes may be dropped.

4. If I am absent
If I need to cancel class for any reason, I will try to get someone to post a sign. I also will try to email you all, before class. However, if you come to class and I am not here by the time 15 minutes has elapsed (from when class is to start), please assume that class is cancelled.

5. Grading
Grading for Writing Projects will follow English Department standards, which are based on content, organization,expression, and mechanics. To compute final course grades, the following values are assigned to the standard letter grades of A through E:

6. The public nature of class writing and discussions

Please consider every piece of writing you do for this class to be "public property." Part of becoming a good writer is learning to appreciate the ideas and criticisms of others, and in this course our purpose is to come together as a writing community. Remember that you will often be expected to share your writing with others, so avoid writing about things that you may not be prepared to subject to public scrutiny, or things you feel so strongly about that you are unwilling to listen to perspectives other than your own. This does not mean that you are not entitled to an opinion but that you adopt positions responsibly, contemplating the possible effect on others.

7. Late Writing Projects
Late papers lose a grade a day (includes week-end days). If you must miss class on the day a paper is due, arrange with me to turn in the essay before the due date.

 8. All writing for this class must be written for this class. To pass this class all major writing assignments must be completed, and note that all writing for this class must be written for this class. Reusing a paper you wrote for another class, or back in high school, constitutes academic dishonesty.

9. Plagiarism is stealing. Whenever you borrow a phrase, sentence, paragraph—or even an idea stated in your own words—from any outside source (news writing, magazine, TV show, book) without giving credit to that source, you have plagiarized. Plagiarism is cheating yourself and someone else. The consequences are severe, including failure for the assignment, probable failure for the course, disciplinary referral to the Dean, and possible expulsion from the University. Academic integrity is expected of every individual in the University (See http://www.asu.edu/vpsa/studentlife/). For more information, see the Writing Programs Guide at http://www.asu.edu/english/writingprograms/teacherresources/wpguide/wpguide.htm . If you have any questions about how to acknowledge someone else's words or ideas, see me.

ENDNOTES

10. Rewrites You will have the opportunity to rewrite ONE paper. (It cannot be a paper that was turned in late). After I have evaluated and graded the "final" version of the paper, you may, after consultation with me (re-write conference,see below), revise your paper once more. However you may only improve your paper by one letter grade. For example if you did a fast job on a paper and turned in a rough draft in place of the final and you received a final grade of D, you could not revise that paper into an A paper. The reason for this stipulation is to insure that you concentrate on the quality of your work throughout the entire drafting/writing process. Please note: If you know you want to rewrite a particular paper make the appointment with me, and we will make arrangements on when and how it will be turned in..

11. Rewrite conferences: Students who rewrite must submit, on the day of our conference, a comprehensive typewritten revision plan. This essay should be about one page long, analyzing your problems with the assignment, and detailing exactly how you intend to correct them. On submitting the final paper, it must be accompanied by the re-write proposal (above) and a letter to me discussing the specific improvements you've made, backing your argument with specific examples from the essay.

Characteristics of A, B, C, D, and E Essays

Characteristics of "A" Papers:
A. Content
1. The paper responds fully and directly to the writing assignment.
2. The response is thoughtful and sophisticated.
B.Organization
1. The thesis or topic of the paper is clear
2. The thesis or topic is fully developed through a sequence of logically related paragraphs.
3. Each paragraph is clearly organized and rich in supporting evidence and detailed examples.
4. Transitions between and within paragraphs are explicit and clear.
C.Sentences
1. The sentences demonstrate the writer's control over a range of sentence structures appropriate to the writing task.
2. The sentences are models of clarity.
D. Diction (*The choice of words and phrases in speech or writing).
1. Word choice is precise and appropriate to the writing task.
2. The language is idiomatic.
E. Mechanics
1. The format is correct and appropriate.
2. The presentation ( typing, form, ) is neat and legible.
3. There are few to no errors in spelling, punctuation, and usage.

Characteristics of “B” Papers
A. Content
1. The paper responds directly to the writing assignment.
2. The response is thoughtful and engaged.
B. Organization
1. There is an identifiable thesis or topic.
2. The thesis or topic is developed through a sequence of logically related paragraphs.
3. All paragraphs are clearly organized, but some may lack richness of detail or evidence.
4. Transitions between and within paragraphs are clear and effective.
C. Sentences
1. Sentences generally demonstrate the writer's control over a range of sentence structures appropriate to the assigned writing task, but occasional errors in sentence structure occur.
2. Sentences are generally clear and readable.
D Diction
1. Writer demonstrates general control over vocabulary appropriate to the assigned writing task although occasional word choice errors occur.
2. The language is idiomatic.
E Mechanics
1. Format is correct and appropriate
2. Typing and presentation is neat, correct and legible.
3. There are no serious errors in grammar, spelling, punctuation, and usage.

Characteristics of “C” Papers
A Content
1. The paper is an acceptable response to the assignment, but aspects of the task may be slighted.
2. The response tends toward the superficial and mechanical
B Organization
1. The topic or thesis is the focus of the paper although essay-level organizational difficulties occur.
2. Most paragraphs are well organized but tend to lack richness of evidence or detailed examples.
3. Transitions are not always clearly marked.
C Sentences
1. A limited range of sentence structures appears, not always adequate to the demands of the writing task.
2. Sentence structure errors increase in frequency and seriousness.
D Diction
1.Writer chooses some diction appropriately but word choice errors increase in frequency and seriousness.
3. Occasional errors in standard idiom occur.
E Mechanics
1. Format is usually correct and appropriate.
2. Typing is neat and legible.
3. Errors in spelling, punctuation, or usage interfere womewhat with communication.

Characteristics of “D” papers
A Content
1. The paper responds inadequately to the assignment.
2. The response suggests a lack of understanding of the assignment or lack of control over the means to accomplish it.
B. Organization
1. Topic or thesis is missing or unclear.
2. An attempt at development is evident but unsuccessful; paragraphs seem unrelated.
3. Paragraphs are poorly constructed, and contain little supporting detail.
4. Transitions are weak, ineffective, or missing.
C Sentences
1. Range of sentence structures is inadequate to the demands of the writing task.
2. Sentence structure errors are frequent and serious, impeding effective communication.
3. The reader must reread many sentences in order to comprehend them.
D Diction
1. Word choice errors are frequent and serious.
2. There are many problems with standard idiom
E. Mechanics
1. Format is not always correct or appropriate.
2. Typing is not always neat or legible.
3. Many serious errors in spelling, punctuation, and usage impede communication and undercut the writer's credibility.

Characteristics of “E” Papers

A. Content
1. The paper fails to respond to the assigned writing task
2. The response indicates that the writer has misunderstood the assignment or lacks the writing proficiency to accomplish it.
B Organization
1. There is no recognizable topic or thesis.
2. No principle of overall organization is evident.
3. Individual paragraphs are poorly constructed and lack detail.
4. Transitions are weak or nonexistent
C Sentences
1. Range of sentence structures is narrow and clearly inadequate to the demands of the writing task.
2. Sentence structure errors are frequent and serious, impeding effective communication.
3. Rereading often will not unlock flawed sentences.
D Diction
1. Writer displays lack of control over general diction as well as diction required by the writing task.
2. Writer has difficulty with common English idioms.
E Mechanics
1. Format is often incorrect and inappropriate.
2. Presentation and/or typing is poor.
3. Many and serious errors in mechanics impede communication and undercut the writer's credibility.

The grade on a paper may be determined by its strengths or weaknesses in ANY of the areas identified above (content, organization, sentences, diction, mechanics). For example, a paper that is a direct response to the assignment will receive a low grade because of serious sentence-level problems. A paper that is well written at the sentence level but is not responsive to the assignment will also receive a low grade.

Although the students enrolled in Composition can be expected, like any population, to fall along a standard curve with regard to their writing skill, the English Department has no quota “A”, “B,” or “C” grades. Nevertheless, students in First Year Composition are sometimes surprised to receive grades lower than they received in high school English classes. Students who were in the top range in high school may find that they are in the middle range at ASU because of increased competition and higher expectations. An “A” is a grade earned by markedly superior, not merely adequate, work. Adequate work warrants a “C.”

Instructors base a grade on a student's individual writing performance. Students are graded on what they achieve, not on how hard they work or how congenial they are. Students should also know that simply doing the assigned work does not mean receiving passing grades. The Instructor determines a student's grade by the Uniform Grading Policy described in this syllabus.