ENGL 131 X: Composition: Exposition

Meeting Time: 
MW 1:30pm - 3:20pm
Location: 
BLD 286
SLN: 
14009
Note: 
ENTERING FRESHM

Syllabus Description:

 

REMIX AND REVISE: PRACTICE IN NEW MEDIA RHETORIC

Syllabus: ENGLISH  MLL 131                                         Fall 2015

Multilingual Language Learners -- students who think, read, and write in more than one language.

_____________________________________________________________________

Location/Time:  BLD 286; Mon/Wed 1:30-3:20

Instructor: Bonnie Vidrine-Isbell

Office: ART 351

Office Hours: Monday & Wednesday 12:00-1:00

*Please contact me if you wish to reserve a time during office hours.

Email: bonniv@uw.edu

Phone: 9857784583

Class Website: https://canvas.uw.edu/courses/988814

 

Course Description

_____________________________________________________________________

Welcome to MLL English 131. The goal of this class is to teach you the skills you need to become a successful college writer.  Because the class is dedicated to multilingual students, we will discuss topics related to multilingualism by looking at culture, race, and language in new media.  We will practice remixing and revising our arguments, concepts, and perspectives using all of our linguistic, cultural, and intellectual resources. MLL 131 is a course that teaches the value of the writing process as a means of developing complex thought and a self-led personal learning style as opposed to writing a graded essay in response to a teacher’s assignment.

The course teaches four outcomes (listed below) by using a the theme “Remix and Revise.” We will study how learning language impacts our perceptions, our emotions, and our own experiences of the world by engaging with multiple kinds of texts, including those in new media. We read research on multicultural issues, reflect on our own experiences as multi- or bilinguals as well as engage in our own primary research projects regarding these topics.  

In this class, we will learn and practice skills that will be transferable to other areas of your university career, regardless of your major, such as reading critically, analyzing complex arguments, and connecting research to who you are and what matters to you. My hope is that you will learn and practice skills that will make you more able to express your own voice as an academic in your field as well as a participant in the global network.   

 

 

Course Texts and Materials

______________________________________________________

-Contexts for Inquiry COMPLETE CONTEXTS F/ INQUIRY W/ READINGS

-Regular Internet Access to submit assignments

-Access to research articles on canvas

 

Assessment

______________________________________________________

Portfolio 70%, Participation 30%

In this course, you will complete two major assignment sequences, each of which is designed to help you fulfill the course outcomes. Each assignment sequence requires you to complete a variety of shorter assignments leading up to a major paper. These shorter assignments will each target one or more of the course outcomes at a time, help you practice these outcomes, and allow you to build toward a major paper at the end of each sequence. You will have a chance to revise significantly each of the major papers using feedback generated by your instructor, peer review sessions, and writing conferences. Toward the end of the course, having completed the two sequences, you will be asked to compile and submit a portfolio of your work along with a critical reflection. The portfolio will include the following: one of the two major papers, three to five of the shorter assignments, and a critical reflection that explains how the selected portfolio demonstrates the four outcomes for the course. In addition to the materials you select as the basis for your portfolio grade, your portfolio must include all of the sequence-related writing you were assigned in the course (both major papers and all the shorter assignments from both sequences). A portfolio that does not include all the above will be considered "Incomplete" and will earn a grade of 0.0-0.9. The grade for complete portfolios will be based on the extent to which the pieces you select demonstrate the course outcomes. The portfolio will be worth 70% of your final grade.

Penalties for missed or late work:  There will be no feedback given on late work, and one point will be deducted from the participation grade for each day past the due date.  Absences and/or non-participation in class will also result in a 2 point deduction from the participation score per occurrence.  

 Academic Integrity Clause

Plagiarism, or academic dishonesty, is presenting someone else's ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people's thoughts and writing--as long as you cite them. As a matter of policy, any student found to have plagiarized any piece of writing in this class will be immediately reported to the College of Arts and Sciences for review.

 

Complaints Clause

________________________________________________________________________

If you have any concerns about the course or your instructor, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, you may contact the following Expository Writing Program staff in Padelford A-11: Director Anis Bawarshi, (206) 543-2190 or bawarshi@uw.edu or Assistant Directors Taylor Boulware, taylorjb@uw.edu; Yasmine Romero, yromer@uw.edu; Tesla Schaeffer, schaeffe@uw.edu. If, after speaking with the Director or Assistant Directors of the EWP, you are still not satisfied with the response you receive, you may contact English Department Chair Gary Handwerk, (206) 543-2690.

 

Resources

________________________________________________________________________

Accommodations Clause

If you need accommodation of any sort, please let me know so that I can work with the UW Disability Resources for Students Office (DRS) to provide what you require. This syllabus is available in large print, as are other class materials. More information about accommodation may be found at http://www.washington.edu/students/drs/.

Campus Safety Clause

Preventing violence is everyone's responsibility. If you're concerned, tell someone.

  • Always call 911 if you or others may be in danger.
  • Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.
  • Don't walk alone. Campus safety guards can walk with you on campus after dark. Call Husky NightWalk 206-685-WALK (9255).
  • Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert.

For more information visit the SafeCampus website at www.washington.edu/safecampus.

 

English Writing Program Outcomes

_______________________________________________________________________

  1. To demonstrate an awareness of the strategies that writers use in different writing contexts.
  • The writing employs style, tone, and conventions appropriate to the demands of a particular genre and situation.
  • The writer is able to demonstrate the ability to write for different audiences and contexts, both within and outside the university classroom.
  • The writing has a clear understanding of its audience, and various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) address and are strategically pitched to that audience.
  • The writer articulates and assesses the effects of his or her writing choices.

 

  1. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.
  • The writing demonstrates an understanding of the course texts as necessary for the purpose at hand.
  • Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, re-contextualized) to support the goals of the writing.
  • The writing is intertextual, meaning that a "conversation" between texts and ideas is created in support of the writer's goals.
  • The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary - for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals.
  • The writing demonstrates responsible use of the MLA (or other appropriate) system of documenting sources.
  1. To produce complex, analytic, persuasive arguments that matter in academic contexts.
  • The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry.
  • The stakes of the argument, why what is being argued matters, are articulated and persuasive.
  • The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas.
  • The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position.
  • The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry.
  1. To develop flexible strategies for revising, editing, and proofreading writing.
  • The writing demonstrates substantial and successful revision.
  • The writing responds to substantive issues raised by the instructor and peers.
  • Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing.

 

Fall Quarter 2015:  MW Schedule for MLL 131

 Fall Quarter 2015: MW Schedule for Pathway 1

WEEK 1

in-class activities

homework

Mon 9/28

 

 

 

Wed 9/30

 

First Day of Instruction

Intro to the Course:

Composition & Emotion in Multilinguals

Syllabus

Canvas Use

______________________

INTRO TO OUTCOME 1:

RHETORICAL AWARENESS

Deborah Tannen: textual conventions

Aristotle’s Appeals

Textbook p. 40-54

Write Outcome 1 in your own words

 

 

HW

 

Read: Textbook Pg. 1-14; 21-24

 

Online Canvas: Complete HW1

 

 

WEEK 2

 

 

Mon 10/5

*Explain Sequencing 1 & 2

Review Outcome 1

GENRE ANALYSIS

Discuss Analysis of Pavlenko’s genres

Blog versus Academic Article

Pavlenko’s claims

Conversation with your bilingual friend versus Intro paragraph to an essay on this topic.

*Paper Airplanes*

­­----------------------------------

The Genre of Story

Ogulnick Article

Reading Discussion of main claims + support

­­­

HW. Read p. 55-58

Online Canvas: Complete HW2

Wed 10/7

 

__________________________

 

Name Game

Trivia Review

SA1 Prompt

p.102-104

Ogulnick + Perri Klass p.94-101

_______________________

 

 

 

 

Complete SA1 for Thursday

Online Canvas:Complete HW3 by Monday's class

 

WEEK 3

SA 1 Due Thursday by 1:30

 

Mon 10/12

Into to Outcome 2 

Reading Research Article 

Big 5 + Claims + Support

 

 The Genre of Poetry: Translingual Writing

Rhina Espaillat poem + discussion

Lydia Kim Poem- discussion

What emotion would you choose to describe your experience learning English?

Poetic Free-Write in two languages

 

Online Canvas:

Complete HW4

Wed 10/14

Reading Rhetorically:

Chamcharatsri Article Discussion

Big 5

Synthesis

SA2 Prompt

 

Complete SA2

Textbook 173-187

*Read sections relevant for help with your SA2 needs

 

Online Canvas:

Complete HW5

 

WEEK 4

SA 2 Due Thursday by 1:30

 

 

Mon 10/19

MP1 Prompt

Types of Claims p.195-198

Summaries, Paraphrases, Quotations

*In-class practice

Conference Sign-up

Making Claims for MP1

Model: Respond to questions using ARG format

Textbook p.299-310

Online Canvas:

Complete HW6

 

Wed 10/21

Major Paper 1 Draft 1 Due

Peer Review

Review p.299-310

Visual Arguments-Claims Practice

 

Work on MP1

Be sure to bring laptops to class 10/28

Online Canvas:

Complete HW7

 

WEEK 5

 

 

Mon 10/26

Conferences

 

Work on MP1

Wed 10/28

Major Paper 1 Draft 2 Due

Intro to Sequence 2

Qualitative Versus Quantitative Research:

Research Methods

Library Research Skills

HW. Read Textbook

p.276-288

 

Online Canvas:

Complete HW8

 

 

WEEK 6

 

 

Mon 11/2

Check HW 7

Workshop Day for Student Proposals

Reading Support

Purpose and Methods

 

For Additional Reading Support: Make appointment at the OWRC

Wed 11/4

Consent Forms/ IRB

Interview Questions

Script Development + Practice

SA4 Prompt

Complete SA4

+

Read Textbook p.289-297; Conduct and record one interview

WEEK 7

 

SA 4 Due Thursday by 1:30

Annotated Student Proposal

 

 

Mon 11/9

 

Transcription

Coding of Interview Data

Chapter 10: Creating Complex, Arguable Claims

SA5 Prompt

 

Complete SA5

Wed 11/11

VETERANS DAY—NO CLASS

 

Complete Interview(s) Transcription & Coding

WEEK 8

SA 5 Due Thursday by 1:30

Data Analysis and Codes/Themes

 

Mon 11/16

Analysis of

Example Student Paper

_________________

Claims Workshop MP2

 

Online Canvas:

Complete HW9

 

Wed 11/18

Major Paper 2 Draft 1 Due

Discussion of ARG ORGANIZATION

 

WEEK 9

wrap up second sequence

 

Mon 11/23

 

Intro to Portfolios

Peer Reviews

In-class conferencing for those who would like it.  

 

Complete MP2

Wed 11/25

No formal class--One on One conferences in my office.  You must bring specific questions: like articles you want help reading, or asking for help to find counterarguments, or questions about how to do data analysis

 

Online Canvas:

Complete HW10

 

WEEK 10

don’t forget to give course evaluations

 

Mon 11/30

 

Portfolios Preparation

Outcome Essays

 

Wed 12/2

 

Editing and Proofreading

Workshop

 

WEEK 11

Don’t forget to do evals!

 

Mon 12/7

 

Conferences: In Class

Portfolio Workshop

 

Wed 12/9

 

Farewell Party + Public Reading 

 

 

Portfolios:  Students will need to submit portfolios by midnight on Monday, Dec 14th

Holidays: Veterans Day, 11/11

               Thanksgiving, 11/26-27

Last Day of Instruction: Fri 12/11

Finals Week: Mon 12/14 – Fri 12/18

 

Catalog Description: 
Study and practice of good writing: topics derived from a variety of personal, academic, and public subjects. Cannot be taken if student has already received a grade of 2.0 or higher in either ENGL 111, ENGL 121, or ENGL 131.
GE Requirements: 
English Composition (C)
Other Requirements Met: 
Status: 
Active
Last updated: 
March 16, 2016 - 12:38pm