College Writing II

This syllabus supplements the general First-Year English Syllabus,
available online at www.english.txstate.edu.

College Writing II teaches expository writing as a means of exploring and shaping ideas with an emphasis on critical reading and the improvement of essays through revision. For more information, please read the English Department’s Student Learning Outcomes for General Education Courses in Writing.

What to Expect
English 1320 is a continuation of English 1310, with emphasis on expository writing as a means of analyzing, synthesizing, and understanding texts. In this course you will learn to read critically and to draw on written sources to support your ideas. All papers in the course are documented, two or more of them requiring the use of multiple secondary sources.

English 1320 requires a minimum of 5,000 words of graded writing. The length of papers and projects in English 1320 will vary, but will include one 1,250-word paper that incorporates secondary research. For English 1320, you will be citing your sources using a standard citation system. The final exam is in addition to the 5,000-word minimum. Besides the papers you submit for a grade, you will do a good deal of other writing in the course, including drafts, commentaries on the work of other students, and impromptu reactions to reading assignments.

After completing English 1320, you should be able to draft, revise, and edit texts in which you demonstrate the ability to understand and analyze a variety of texts; quote, paraphrase, and summarize print and/or online sources to support your ideas; and use standard procedures of citation and documentation.

Additionally, you must continue to meet the objectives outlined for English 1310, including the six Core Objectives for the Communication Component of the 2014 Texas Core Curriculum, which include the ability to

1. demonstrate command of oral, aural, written, and visual literacy skills that enable people to exchange messages appropriate to their subject, occasion, and audience.

2. demonstrate creative thinking, innovation, inquiry, as well as analysis, evaluation, and synthesis of information.

3. effectively develop, interpret and express ideas through written, oral, and visual communication

4. relate choices, actions, and consequences to ethical decision-making.

5. recognize different points of view and work effectively with others to support a shared purpose or goal.

6. demonstrate critical thinking skills, communication skills, teamwork and personal responsibility.

You purchase, rent, or borrow:
Ede, Lisa. The Academic Writer: a Brief Guide. Bedford/St. Martin's, 2016. ISBN-13: 9781319037208

I provide:
Ball, Cheryl E., and Drew M. Loewe, editors. Bad Ideas About Writing. West Virginia University Libraries Digital Publishing Institute, 2017. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

Various online and Canvas resources

We will be meeting regularly both online and in person. Although we'll be meeting on a fixed schedule - most Mondays in person, most Wednesdays on Zoom - we have to be flexible as circumstances may change. Because discussions flow better in person, Mondays will be "flipped." That is, we'll come together on Mondays prepared to discuss something you read, watched, researched, and/or wrote after meeting online the previous Wednesday. Our online meetings, on the other hand, will be more lecture-based with some breakout discussions and peer reviews.

The course calendar in Canvas is convenient, reliable, and will notify you of any changes made to assignments. However, I will also make PDF versions of unit calendars available in Canvas Files as they offer visual representations of our schedule in weekly blocks.

This is a paperless course. To that end,

• We will use several online platforms this semester, including Canvas and Zoom. All assignments will be submitted electronically in Canvas. All online class meetings, conferences, and office hours will be held in Zoom. Please familiarize yourself with these platforms early and refer to them often.

• Check your Texas State Bobcatmail regularly, as it will be our primary method of communication outside of class.

• You will need an internet-capable device and access to high-speed internet. Wifi is available anywhere on campus. Please let me know ASAP if you do not have access to a laptop or home computer.

• You are welcome (and encouraged) to bring a device to class.

There are 1,000 total points available for this course. (See assignments for a breakdown.) Each student’s final grade will be determined according to the following scale:

A = 1,000-900
B = 899-800
C = 799-700
D = 699-600
F = 599 or lower

• For questions about your grade, please see me during office hours. I will not discuss grades in class or via email.

• Per university policy, a final grade of “U” (Unearned Failing) will be given to students who do not officially withdraw but fail to complete the course.

• I will round up final letter grades when the total points earned are within 0.55 points/percentile of the next letter grade. For example, 899.45 would be rounded up to 900.

• For a description of what constitutes an A, B, C, D, or F paper, please refer to the department-wide First-Year English Syllabus.

Read and respond 250 points
An assignment is due before nearly every class meeting this semester. These include responses to short texts or videos, prompts for reflection, check-ins for larger projects, and a stray quiz or two.

Papers 600 points
We will discuss paper assignments at length as they are assigned, but the need-to-know is that there are five and they will take the following forms:

• Paper #1: Rhetorical analysis

• Paper #2: Research proposal

• Paper #3: Literature review

• Paper #4: Research paper

• Paper #5: Rogerian argument

You’ll turn in smaller parts of some papers as you write them. For instance, after a paper is assigned, I may ask you to submit an outline, a rough draft to the next class, a revised draft after that, and so on. This will help you develop a writing routine and will help you stay on course to turn in your best work, on time. Each step will be calculated into your paper grade.

Portfolio Project 100 points

• Preparing to revise: Throughout the semester, you may wish to 1) hang onto feedback you receive from me and your peers, 2) review your paper reflections, and 3) be honest and forthcoming in your journal entries, as these will be helpful in preparing for the portfolio.

• Revision: You will revise at least one of your papers, taking or leaving your peers’ or my feedback at your discretion, into polished work that meets criteria described in Assessment above. Your revisions should be free of surface errors and any global issues should be resolved before submitting. If you have questions or need guidance on revision, visit the Writing Center or see me during my office hours.

• Cover letter: You will reflect on your own process of revision. Instructions for the cover letter will be available toward the end of the semester.

Final Exam: Multimodal Presentation 50 points
You will share your portfolio with the class in a 3-5 minute presentation with the help of a visual aid (e.g. a document with summary of your points, one or two PowerPoint slides, website, digital conference poster, narrated video, etc.). Although we will discuss the final exam more toward the end of the semester, you would be wise to take steps throughout the semester to prepare. See Portfolio Project above.

All papers will be scored based on grading rubrics that I will provide along with the prompt/instructions for each assignment. If the grading rubric for any assignment is unclear to you, please ask for clarification.

Argument Strength:
Argument is perhaps the most important element for you to master as a writer, and as such I will devote most of my feedback to its strengths and weaknesses. Please pay careful attention to this feedback, as it will weigh heaviest in your grade. A well-written paper will have:

• a strong, workable thesis

• cohesive subtheses (main points)

• credible, relevant evidence (examples and illustrations)

• critical analysis (connection between evidence and points)

• consideration of audience

• appropriate use of rhetorical devices

Effective Organization:
Presenting your ideas in an orderly and logical pattern both globally (the organization of your paper as a whole) and locally (the organization of your individual paragraphs and sentences) helps to improve the overall effectiveness of your argument. Good organization accommodates your audience's expectations, train-of-thought, and comprehension.

Clarity, coherence, and focus:
The ability to communicate in writing is what makes us special among Earth’s creatures. We should take every advantage of this ability to communicate with posterity, for how else can they know we’re the ones who had that awesome idea that made that awesome thing possible? But, in order for successful communication to occur, your audience must be able to understand your purpose and message. No matter how strong your argument or organization may be, a lack of clarity, coherence, or focus will greatly undermine the successful communication of your ideas.

• Clarity— Use direct and clear language. If you aren’t sure that a particular word works, use another one. If that idea didn’t come out quite right, dissect it and try again.

• Coherence— Be consistent. Make logical connections. If it doesn’t strengthen your argument, omit it. If it seems your paper is missing something, elaborate.

• Focus— Stay in your lane! The narrower your argument, the easier it will be to meet word count. You’ll also be less likely to get distracted by irrelevant information or lost in the details. Trust me.

Grammar, usage, and punctuation:
The academy expects you to demonstrate skilled use of SWE (Standard Written English), so that will be one of goals in this class. SWE may not always or ever feel “natural.” You may find it uncomfortable even, but do not be discouraged. Just like there is value in our natural languages and dialects, there is value in SWE. My hope is that, by the end of the semester if not now, you will be able to write in SWE fluently and, more importantly, you’ll see how it can benefit you throughout your undergraduate career and beyond. For further reading: http://www.ncte.org/library/NCTEFiles/Groups/CCCC/NewSRTOL.pdf.

Although I won’t emphasize grammar, usage, and punctuation, I will address issues and/or point you to resources as the need arises. Research indicates that issues of grammar, usage, and punctuation (“surface” features) often work themselves out once the writer has resolved issues of argument, organization, clarity, coherence, and focus (“global” features). Although errors of grammar, usage, and punctuation carry minimal weight in paper assessment, I encourage you to make a serious effort to identify the areas in which you can improve. NOTE: Because your final portfolio represents an entire semester of your hard work, and because you will be presenting it to your classmates and to me, revised papers should be free of both global and surface errors. See Final Project: Portfolio below.

Late assignments – including reading responses, quizzes, and drafts – will not be accepted. Late submissions of final papers will be accepted only with prior arrangement and may be subject to daily ten-point penalty deductions. I will not accept papers that are more than one week late.

In order to help you understand and improve your writing process, students will share drafts of papers with classmates for peer review. Feedback, both given to and received, is important to your development as a writer. On peer review days, I will check for substantially complete, “good faith” drafts uploaded to Google Drive and shared with your partner or group via Canvas.

If your working draft is not substantially complete and submitted on time, you will lose points on your final essay grade. You can reclaim credit for one peer review by meeting with a tutor at the Texas State University Writing Center, but only if a valid Writing Center proof of visit form is submitted with your final draft.

When you engage in discussion, you are not only demonstrating that you read and reflected on the material, but also that you are thinking critically by probing your own or another student’s or even my interpretations, opinions, and analyses. This recursive process of crafting, articulating, and defending arguments will help you to grow as a writer and thinker.

In other words, speak up. (:

In addition to engaging in discussion in the classroom, we will use Canvas Discussions to generate or extend asynchronous conversations online.

We must show up, physically and mentally. Because this class is run as a workshop with in-class planning, writing, revising, and editing, regular attendance and punctuality is required and essential to success. Obviously, some absences are beyond our control. If you become unwell, do not come to campus but please do email me to let me know. You must also notify the Student Health Center if you test positive for COVID-19 or have had prolonged direct contact with someone who has tested positive.

Besides illness, you may miss three classes with no penalty. For every absence after the third, your final course grade will decrease by one letter grade. Students who have more than five absences may not pass the course. To discuss your attendance, please see me during office hours. I will not discuss absences in class or via email. Note: Even when an absence is unavoidable, students who miss class are responsible for acquiring all materials and information missed during their absence. Further, you may not “make up” missed class work or quizzes.

My policies
Students should behave in the classroom as in any other professional setting or workplace. Please,

• remain for the duration of class. Do not pack your bag or prepare to leave until class is dismissed.

• silence phones and all similar personal devices before class begins. We will often use technology in the classroom, but only for the task at hand.

• do not hold private conversations during lecture or while another student is speaking to the class. Such distractions are impolite and infringe upon your peers’ ability to benefit from the course.

• be civil toward others and respectful of both their ideas and their right to declare them. Feel free to challenge each other, but do not antagonize. Anyone who intimidates, is disrespectful, or uses any hateful or prejudicial language may be dismissed for the day or even dropped from the class.

University policies regarding COVID-19
To minimize the risks to public health inherent in opening a college campus to nearly 40,000 students during a global pandemic, the following behaviors will result in immediate disciplinary action:

• refusing to follow a faculty or staff member's directive

• refusing to leave the classroom when asked

• not following the university’s requirement to wear a cloth face covering

• not complying with social distancing or sneeze and cough etiquette

• refusing to implement other health and safety measures as required by the university

Further, in consultation with the department chair and/or program director, I will refer students who commit any of the above offenses to the Dean of Students Office for disciplinary review. Such reviews may result in consequences ranging from warnings to sanctions from the university. We are not messing around, folks.

For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.

University policies regarding netiquette
Students and faculty are full partners in fostering a classroom environment which is conducive to learning. Our actions should promote respect for both one another and the traditions of collegiate learning. This includes synchronous online sessions such as those conducted in Zoom or MS Teams, among other venues.

Students are expected to dress and act appropriately and professionally for all video and synchronous sessions. This includes creating videos for classes and participating in real-time video conferences or exams. It is expected that the video be turned on and you be in a private setting. We will not host meetings while you are driving or not in a confidential environment to respect your privacy and ensure your safety. It is also recommended that you use headphones with a microphone to minimize audio interference. Reasonable exceptions to this policy will be made for students who do not have access to a computer, camera, headphones, or internet access.

Texas State policy (PPS 4.02) states that disruptive behaviors will not be tolerated in any type of learning environment. Examples of such behaviors include but are not limited to: making loud noises, speaking without recognition, making personal threats or insults, eating or drinking in classrooms, sleeping during class, using electronic equipment prohibited by the instructor or disrespectful of other students, using inappropriate or vulgar language, or taking other actions that others might find offensive, demeaning, or disrespectful.

Any violations of this policy will be dealt with according to TXST policy UPPS No. 07.10.05, Student Behavior Assessment Team.

For further guidance, please see AA/PPS No. 02.03.02 (4.02) and Section 2.02 of Texas State’s Code of Student Conduct.

The Texas State University Honor Code states, “We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, […] conflict as much with academic achievement as with the values of honesty and integrity.”

Plagiarizing is submitting work that 1) is in any way not your own or 2) was submitted previously for another class. Refer to the First-Year English Syllabus for definitions and general policies concerning plagiarism. Any cases of verifiable plagiarism, whether deliberate or accidental, will result in a failing grade on the assignment and may result in a failing grade for English 1320. Further, incidences of plagiarism may be reported to Texas State University’s Honor Code Council. (Note: Peer review and consultation with your instructor or a tutor at the Writing Center do not constitute plagiarism and are encouraged.)

Office of Disability Services
http://www.ods.txstate.edu
The mission of the Office of Disability Services is to ensure that students with disabilities have equal access to all university programs and activities. They provide students the opportunity to reach their full potential by coordinating academic accommodations and support services. They help to foster a supportive and inclusive educational environment through an intersectional model that helps build and maintain partnerships across the university community. Students who require additional accommodations for the successful completion of this course must notify the Office of Disability Services by the end of the second week of classes.

The Writing Center
https://www.writingcenter.txstate.edu
The Writing Center offers 1:1 peer tutoring via webcam, specialized workshops, and helpful handouts. I strongly encourage you to use this resource to advance your writing and thinking skills.

Student Learning Assistance Center
https://www.txstate.edu/slac
SLAC is similar to the Writing Center. However, they tutor more than one person at a time. You may only receive a few minutes of your tutor’s time as opposed to 25- or 55-minute dedicated sessions at the Writing Center, but this option gives you more scheduling flexibility when there are no appointments available at the Writing Center.

Purdue Owl
https://owl.purdue.edu/owl/purdue_owl.html
This is a great reference for citation styles and other writing-related projects. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and they provide these as a free service of the Writing Lab at Purdue.

Counseling Center
https://www.counseling.txstate.edu
The Counseling Center at Texas State University offers individual counseling and group therapy at no charge to currently enrolled students. Additionally, they have compiled a list of COVID-19 resources and support materials that are updated frequently.

During the COVID-19 period, telemental health (phone of HIPAA-compliant Zoom video) will be the most frequently used method for counseling. Clinicians will work with students to determine whether their individual counseling needs are best supported using telemental health or limited in-person services following CDC distancing guidelines. Also, to follow CDC distancing guidelines, all group counseling services will be provided via HIPAA-compliant Zoom video.

If you feel you are in immediate danger or crisis, call 911 or seek medical assistance. If you are experiencing suicidal thoughts, interpersonal/ domestic violence, or a recent sexual assault you can call the Counseling Center during normal business hours at 512-245-2208. After-hours you can call the suicide prevention hotlines (please identify self as Texas State student) : Hill Country MHDD 1-877-466-0660 (San Marcos Campus) or Bluebonnet Trails 1-800-841-1255 (Round Rock Campus).

External mental health resources

• Depression Hotline: 1-630-482-9696

• LifeLine: 1-800-273-8255

• Suicide Hotline: 1-800-784-8433

• Trevor Project (for LGBTQIA+ students): 1-866-488-7386

• Sexuality Support: 1-800-246-7743

• Eating Disorders Hotline: 1-847-831-3438

• Rape and Sexual Assault: 1-800-656-4673

• Grief Support: 1-650-321-5272

• Runaway: 1-800-843-5200, 1-800-843-5678, 1-800-621-4000

• Exhale: After Abortion Hotline/Pro-Voice: 1-866-439-4253

Office of Student Diversity and Inclusion
https://www.sdi.txstate.edu/Support-and-Empowerment.html
The mission of the Office of Student Diversity and Inclusion (SDI) is to provide innovative co-curricular support to a diverse student body to enhance degree completion and foster the development of leaders for a global society. SDI is committed to providing cutting-edge knowledge and skills to prepare students for leadership in a culturally diverse and global society. In addition to offering multicultural programs, celebrations, and film and speaker events, SDI supports the following support-empowerment groups:

• Welcoming Home Bobcats

• Cultural Empowerment Groups

• LGBTQIA+ Persons and Allies Resources

• Male Students Resources

• Resources for Political Affiliations

• Social Justice & Community-service Based Initiatives

• Resources for Spiritual & Religious Affiliation

• Students of Color Resources

• Undocumented & DACAmented Student Resources

• Underrepresented Student Advisory Council (USAC)

• Veteran Resources

• Womxn of Color

Hays-Caldwell County Women's Shelter
https://www.hcwc.org
The purpose of HCWC is to create an environment where violence and abuse are not tolerated in the communities they serve. The Center provides education, violence prevention services and crisis intervention to victims of family violence, dating violence, sexual assault and child abuse.

Your Resident Assistant
If you live on campus, your RA serves as your go-to person for answering questions. She/he/they/+ can tell you which dining hall is closest to you and serves good breakfast; which office(s) can help you with a problem; or even give you tips for talking to advisors, professors, or your roommate.