ENG 1102 Women Writing Love: Courtship Narratives + The Female Voice
Section F3 * TR 9:35-10:55 * DM Smith 204
Section N2 * TR 12:05-1:25 * Architecture (West) 259
Office: DM Smith 118
laurenreaholt@gmail.com
Office Phone: 404-894-4964 Expect a response within twelve hours,
Office Hours: Wednesday 10 – noon (or by appointment) between 8am Monday and 5pm Friday
Pope had likewise genius; a mind active, ambitious, and adventurous, always investigating, always aspiring; in its widest searches still longing to go forward, in its highest flights still wishing to go higher; always imagining something greater than it knows, always endeavoring more than it can do. ~ Samuel Johnson
Words are sacred. They deserve respect. If you get the right ones, in the right order, you can nudge the world a little. ~ Tom Stoppard
Course Description
First and foremost, this class is about multimodal communication – written, oral, visual, electronic, and nonverbal – and about rhetoric and the processes used to produce effective communication. Throughout the class, our primary focus will be on understanding what makes communication in a wide variety of modes and media effective or ineffective and transferring that understanding to your own work.
One of the main tools for understanding the components of effective multimodal communication is interpretation – interpretation of the information communicated by the self and of the information communicated by others. This sort of interpretation and manipulation of multimodal messages drives the narratives that make up fictional texts, and the subject material for this course is no different. This semester, we will focus on fictional texts, commercial campaigns, and film adaptations about courtship and (sometimes) love.
The authors of these texts and artifacts were supremely aware that information is disseminated and interpreted across various modalities; the things left unsaid, the body language of a character, the decisions made but not verbalized, and the attire characters wore, for instance, convey messages as well as – in fact, sometimes better than – messages spoken or written. Consequently, they used their texts to reflect and shape how individuals should interact with one another and within society as well as how they might view themselves. Further, each of the novels we will read is from the narrative point of view of a female character, a narrative decision that depends on and implies multiple interpretive steps both outside of the text – on the part of the author in his or her creation of the narrative as well as on the part of us as readers – as well as within the text – these female narrators mediate the information of the narrative for us, continually interpreting what they see, hear, feel, and believe before they report it to their readers. Interpretation, then, is key, both within the texts and in our engagement with them but also – especially – for us as we craft our own multimodal artifacts this semester.
Required Texts
We will be use WOVENText, the ebook used by all students taking English 1101 and English 1102. You can purchase access to WOVENText at either campus bookstore (Barnes and Noble or Engineers) or directly from the publisher by going to http://ebooks.bfwpub.com/gatech.php.
In addition to WOVENText, we will also be reading the following novels:
Finally, you need access to Netflix, Hulu, or another account that will enable you to watch the following films over the course of the semester:
Online reserve and T-Square materials, as assigned, are also required. You must bring printed copies of all online or reserve readings to class with you. You must also bring your laptop to class every day (though we may not use it daily) to access and create other artifacts, as they are assigned.
Course GoalsThe School of Literature, Media, and Communication states the following as goals for WOVEN classes – that is, classes that focus on Written, Oral, Visual, Electronic, and Nonverbal modes of communication:
This course is designed to improve your competence in written, oral, visual, electronic, and nonverbal communication. Using the learning outcomes established by the University System Board of Regents, and the Council of Writing Program Administrators, Georgia Tech’s Writing and Communication Program has set the following desired learning outcomes for ENGL1101 and 1102:
The following are some specific objectives of ENGL 1102:
Further, students should:
Attendance PolicyIn order to achieve all of these goals, you must come to class! The Writing and Communication Program has a Program-wide attendance policy, which allows twice the number of weekly class meetings for absences without penalty, regardless of reason. For our courses this semester, that means you may miss four total classes. After that, penalties accrue. Exceptions are allowed for Institute-approved absences.
While this policy may seem strict, part of 1102 is about initiating you into the academic discourse community and your future workplace discourse communities, so I will hold you to similar standards that you will encounter in the future. When you do not show up to class, you show disrespect to your classmates, to me, and to yourself. You are all adults, and adults have responsibilities that do not disappear because they were sick, because they overslept, or because they overindulged the night before. I realize that those things will happen, and you have four classes to save up for days when you simply cannot make it to class.
Class ParticipationYou all must attend and participate actively in class. Since the achievement of our course objectives depends on active participation, we are all responsible to one another to do our best to create an environment of lively critical questioning and analytical discussion. I envision our classroom as one in which each of us works together in an open forum in a respectfully questioning manner. To help facilitate this, I think it would be helpful to set just a few ground rules.
PERSONAL COURSE WEBSITE
This semester, you will create, revise, and update a personal, public-facing website that houses WOVEN artifacts you find and create during the semester. Your website will be dynamic, constantly evolving as you improve your multimodal communications skills.
If your web content development is not particularly strong when you begin the course, your site might start as a very simple wordpress or blogger blog; as the semester progresses, however, you will be able to take tutorials and bootcamps on website creation and management and also learn from your classmates, resulting in a more sophisticated website by the end of the semester as you refine and revise. Perhaps you have plenty of web coding skills, but you have trouble finding an in to the course material. Your site might be beautiful from the beginning of the semester but light on engaged and exciting content. Over the course of the semester, you will find more and better ways to engage with the course material, which will lead to exciting content revision as the semester progresses.
You should populate your website with each formal artifact that you create for this course – as drafts, as revised versions, and followed by a short reflection on each artifact. Feel free to include other found artifacts that are related to your individual interests in our course topic as well. This website will serve as the portfolio you are required to complete as part of ENG 1102, will be worth 15% of your final grade, and will be due on the final exam date for our section as determined by the Institute.
Written Responses & Questions to Think AboutFive times over the course of the semester, you will prepare a formal 500-word response to strengthen your engagement with the course materials and to prepare you for class discussion. You should post these responses on your personal websites and upload them as .doc files to the appropriate thread on our course’s T-Square site by midnight on the date listed on the reading schedule below. We will use these to help generate topics for class discussion and to help you develop your thoughts on and interests in our course topic in preparation for your formal assignments.
These responses will either take the form of 1) an analysis or an explication of a moment or scene from one of the novels or 2) an imitation of one of the novels and a rationale supporting that imitation. They will also be informally evaluated on a one to ten scale. Your grades on these responses will be based on the depth of the content, the degree to which the response illustrates your active engagement with the texts and topics of discussion, and the clarity with which you express yourselves. The responses will comprise 5% of your final grade.
By midnight most Wednesdays, you should post a Question to Think About (QTTA) on the appropriate thread on the discussion board portion of our class T-Square site. This question should be thought provoking – the major question or idea or concept that compels or engages you most about the readings for that day – and should demonstrate your close engagement with the texts and issues that drive the course. They will often serve as our jumping off points for our discussions in class and will comprise 5% of your final grade.
Formal AssignmentsThis course will focus on producing WOVEN arguments about literature, so you should expect multimodal communication to be a regular and substantial part of each class period. You will complete a number of formal projects that culminate in one substantial formal literary argument. This sequence of formal assignments will help you learn to master each of the WOVEN modes of communication that are important in any field of study.
You will complete:
Each of these assignments should be integrated into your personal website. Deciding which tool or tools to use to create this site and acquiring proficiency with it/them will be your responsibility. If you ever have questions about what tools you should use for a particular project or how to use them, you can make an appointment to discuss them with individuals from a number of IT resources on campus including free Library Multimedia workshops (http://www.library.gatech.edu/calendar/libclasses.php) and your classmates and friends.
Late assignments will automatically lose one letter grade for each day that they are late. There is no reason for this to occur. You will have numerous opportunities to work on drafting your paper leading up to the date that it is due. You will complete peer reviews of your formal assignments with members of your writing group before each assignment is due, and besides having access to your group members’ feedback, feel free to contact me with any questions or problems you have along the way.
Finally, because together we will value process as much as product, you will have the opportunity to revise your formal assignments (except the final project and portfolio), and if you receive a grade in or below the C range, you must revise the assignment within one week of my returning it to you. Your final grade for a revised assignment will be an average of the original grade and the grade on the revision.
Grading scaleThe grading scale for the course is as follows and is subject to change at my discretion:
10% Reportage (5% for the written component and 5% for the presentation) – WOVEN
10% Annotated Bibliography – WVEN
10% Project Proposal – WVEN
5% 1st Draft of the Written Component of the Final Project (I will provide feedback) – WVEN
5% 2nd Draft of the Written Component of the Final Project + Peer Review – WOVEN
15% Revised Version of the Written Component of the Final Project – WOVEN
10% Presentation Component of the Final Project – WOVEN
15% Portfolio Website – WOVEN
10% Responses (5%) + QTTA (5%) – WVEN
10% Participation – WOVEN
Letter grade
Numeric equivalent
in this class
GATech
4-point equivalent
A+
98-99
4.00
A Superior work—rhetorically, aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.
94-97
A-
90-93
B+
88-89
3.00
B Above-average, high-quality performance—rhetorically, aesthetically, and technically.
84-87
B-
80-83
C+
78-79
2.00
C Average (not interior) work. Competent and acceptable—rhetorically, aesthetically, and technically.
74-77
C-
70-73
D+
68-69
1.00
D Below-average work. Less than competent—rhetorically, aesthetically, and/or technically.
64-67
D-
60-63
F Failure to meet even minimum criteria rhetorically, aesthetically, and/or technically.
1-59
0.00
0 (zero) Work not submitted
0
0.00
Source: http://www.catalog.gatech.edu/rules/5a.php
the Communications center & the CommLABThe CommLab is an excellent resource that offers assistance with all aspects of communication, including critical thinking, brainstorming, organization, thesis formation, style, wording, and revision of projects across communicative modalities. I strongly encourage each of you to schedule a meeting at the CommLab at least once this semester. It is a good idea to secure appointments as far in advance as possible, especially towards the end of the semester, when the CommLab is busiest. The CommLab is located in Clough Commons 447. The CommLab’s website is http://www.communicationcenter.gatech.edu/
ACADEMIC HONESTY
“Plagiarism is copying the words and/or the ideas of another person or agency or institution […] without acknowledging that you got those words and those ideas from that source. Changing a word or phrase or two in a passage does not change the reality of plagiarism. If you paraphrase a passage using the same basic vocabulary, maintaining the same order of ideas, and/or if your paraphrase is approximately the same length as the original, and basically retains the thought, spirit or language of the original, then you are plagiarizing. […] And remember that you must still cite the source of an idea even if you have summarized the idea in your own words” (Ladd “English Department Plagiarism Guidelines”).
If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and may be referred to the Office of Student Integrity, as specified by Georgia Tech policy. I strongly urge you to be familiar with Georgia Tech’s Honor Challenge— http://www.honor.gatech.edu/ —as well as the Office of Student Integrity--http://www.deanofstudents.gatech.edu/integrity/
You should be familiar with the process for academic misconduct— http://www.deanofstudents.gatech.edu/integrity/academic_misconduct.php
In other words, if you didn’t think of it on your own, don’t claim it as your own. Just give credit where credit is due, cite others’ ideas fully and clearly, and you shouldn’t have anything to worry about.
Changes to the syllabusThis syllabus is a general plan for the course. This syllabus—especially the required reading and assignment schedule—may be modified as the semester progresses to meet course outcomes and address the needs of members of the class. In the event changes are necessary, I will make them in consultation with the rest of the class and at least two weeks in advance of any affected due dates.
Discrimination and harassmentGeorgia Tech does not discriminate on the basis of race, color, age, religion, national origin, sex, marital status, disability, or status as a U.S. veteran. This class adheres to those guidelines. Alternative viewpoints are welcome in this classroom; however, statements that are deemed racist, sexist, classist, or otherwise discriminatory toward others in the class will not be tolerated. No form of harassment, bullying, or discrimination is allowed in this class. No harassment of any kind is allowed, including but not limited to race, ethnicity, color, age, religion, national origin, sex, sexual orientation and identity, gender, marital status, ability, and/or status as a U.S. veteran gender. In keeping with the professional nature of this course, only professional behavior is acceptable between the instructor and the students and between students.
Accommodation of students with disabilitiesGeorgia Tech complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). Any student who may require an accommodation for a documented disability should inform me as soon as possible or as soon as you become aware of your disability.
Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. Official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course.
Prior to our meeting, if you have not already done so, please request that ADAPTS staff verify your disability and specify the accommodation you will need. Please make sure I receive a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need. ADAPTS operates under the guidelines of Section 504 of the Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act (ADA).
Week Preceding Final Exams (WPFE)The Writing and Communication Program uses a consistent policy regarding the WPFE.
PLEASE print, READ, SIGN, & RETURN THESE STATEMENTS TO DR. Holt
I affirm that I have read the entire syllabus and policy sheet for ENGL 1102 and understand the information and the responsibilities specified.
____________________________________________
print full name
____________________________________________
legible signature
____________________________________________
date
DIRECTIONS: Read carefully and check all that apply.
If you give permission for your work to be used, please indicate how you want to be acknowledged:
The following information enables me to contact you if your work is used.
_________________________________________________________________________
print full name
_________________________________________________________________________
legible signature
_________________________________________________________________________
_________________________________________________________________________
print permanent address
_________________________________________________________________________
_________________________________________________________________________
print campus address
_________________________________________________________________________
phone
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email address
_________________________________________________________________________
date
Reading schedule
DATE
Written assignment
Reading Assignment
T 21 AUG
In-class activities: Introductions, Multimodality in action
In Class: WOVENText (WT) 01, <custom> “Making the Transition to Georgia Tech,” 02, 03 “1102,” 09
R 23 AUG
Receive guidelines for Responses, Questions to Think About, and Reportages
Form Writing Groups + Sign up for the reportage of your group’s choosing
WT 04 (Portfolio), 08 (T-Square), 09 (Time Management), 45 (Multimodal Synergy)
T 28 AUG
Annotate Warner (either electronically or on hard copy) and bring it to class.
Individually make a list of the 5 most interesting, infuriating, and/or confusing points of the reading.
Break into groups and discuss your lists of 5 and the reading, go over critical reading strategies from WT and outcomes of the strategies when applied to Warner, and as a group, formulate a list of 5 key terms and the most important idea of the reading and present it to your classmates (the presentation part will require that you think about reasons to justify your choice over other potential most important ideas, etc.)
Warner. “Social Power and the Eighteenth-Century Novel: Foucault and Transparent Literary History.” http://bit.ly/ONLNTF
WT 3 (Critical Reading), 4 (Video: Reading Critically), 7 (Video: I don’t like reading), Working with Others (13, 14, <custom> “Group Work in e-Environments,” <custom> “Revising with Others,” <custom> “Reviewing and Evaluating Group Work”), 83-84 (Working with Others)
R 30 AUG
Question to Think About (QTTA) due on T-Square and your personal websites (with quotation from text that prompted the question) by Wednesday at midnight
Group Work/Discussion that connects the beginning of P to the WT readings: both of a scene of the fiction and also a rhetorical analysis of the frontispiece and the opening letters (perhaps a scene analysis and an imitation and rationale)
WT 15 (Rhetorical Situations); 16 (Analyzing Rhetorical Situations); 17 (Analyzing Texts and Contexts); 21 (Exploring Planning and Drafting) a, b, d, e, f, g, h; 22 (Video: Getting Started: Student Writers); 25 (Reviewing, Revising, and Editing) a, d, e, f, g, h, I, j; 26 (Video: Why Proofreading Matters); 27 (Video: “Revising is Dumb”); 30 (Preparing for a Research Project); 32 (Conducting Research); 39 (MLA Style); 43 (Fair Use of Multimedia Materials)
Begin Pamela through pg. 75
T 4 SEPT
Written Portion of your group Reportage due in class
Discussion of P, characterization, subjects, the experience of reading P? Class notes from last time.
WT reminder: if you are presenting today, you need to have read, referred to, and used the sections of the WT on the Oral mode, “Presentation Aids” (97-101), and the Nonverbal mode (108-111) before you construct, design, and make your Reportage Presentation
Pamela through pg. 221
R 6 SEPT
QTTA due by Wednesday at midnight
Group Reportage presentations on 1) Pamela and its contemporary reception + 2) Clothing in the mid-C18
Pamela through pg. 313
T 11 SEPT
Response #1: Scene Analysis OR Imitation and Rationale (due online by midnight Monday)
Warner and Pamela
Pamela through pg. 415
R 13 SEPT
QTTA due by Wednesday at midnight
Finish Pamela
T 18 SEPT
Sign up for student conferences in class
Group work: find Pamela artifacts; analyze P artifacts rhetorically
Pass out Annotated Bibliography Assignment Sheet
WT reread 30-33, especially 33b
Commercial Culture surrounding Pamela reading TBA
Conjecture: Pamela on screen (analysis of the Mistress Pamela poster)
R 20 SEPT
STUDENT CONFERENCES (Wednesday, Thursday, Friday) on potential research project topics
Evelina through pg. 79
T 25 SEPT
Response #2: Scene Analysis OR Imitation and Rationale
Group Reportage presentation Evelina
Pass out Proposal Assignment Sheet
Evelina through pg. 160
On Proposal Writing… http://bit.ly/OCXKWE
R 27 SEPT
QTTA
Group Reportage Presentation on the theater and opera in the latter half of the C18
Evelina through pg. 243
T 2 OCT
Specific Annotated Bibliography due
Evelina through pg. 323
R 4 OCT
QTTA
Evelina through pg. 405
T 9 OCT
Final Project Proposal due
Group Reportage presentations on 1) Austen + 2) P+P
Pride & Prejudice through ~ pg. 75
R 11 OCT
QTTA
Pride & Prejudice through ~ pg. 150
WT 19 (especially 19c), 21 (especially 21c), 23 + other information on thesis statements http://bit.ly/NzlhJk http://bit.ly/M6YLKc
and http://bit.ly/niPKRc
T 16 OCT
FALL BREAK – NO CLASS
Craft and draft your working thesis statement
R 18 OCT
QTTA
Final Project Working Thesis due; In-class workshop on thesis statements
Sign up in class for presentations on your final projects.
Group Reportage presentation on classes and incomes in the C18
Pride & Prejudice through ~ pg. 225
Review WT 21 f, g, h
Read WT 38 a, b, c; 46 e, f
T 23 OCT
Response #3: Scene Analysis OR Imitation + Rationale
Outline of logical steps you plan to take in your final project due + in-class workshop of logical steps
Pride & Prejudice through ~ pg. 299
R 25 OCT
QTTA
Introduction + Conclusion of final paper due + in-class workshop of intro + conclusion
Group Reportage Presentation on P+P adaptations + Austen-mania
P+P film (watch by the beginning of class)
T 30 OCT
Group Reportage presentation on BJD as a courtship narrative
WT 38 d, e, f, g; 39; 21 g, h; 1e
Bridget Jones’s Diary (watch by the beginning of class)
R 1 NOV
QTTA
1st draft of final project due (I’ll respond to each draft)
Twilight through Ch. 8
T 6 NOV
Response #4: Scene Analysis OR Imitation + Rationale
Group Reportage presentation on Twilight as a courtship narrative
Twilight through Ch. 13
R 8 NOV
QTTA
2nd draft due + in-class peer review workshop of final paper
WT 25 b; 27; 38 e, f
Twilight through Ch. 17
T 13 NOV
Group Reportage presentation on Twilight-mania
Finish Twilight
R 15 NOV
QTTA
Group Reportage presentation on the challenges of adapting first person narrative for film
Twilight film (watch film by the beginning of class)
T 20 NOV
Response #5: Use this response to reflect on the progress you have made this semester in your facility communicating across the WOVEN modes
FINAL PRESENTATIONS
WT review 85-96 in preparation for your portfolio website polishing
R 22 NOV
THANKSGIVING BREAK – NO CLASS
T 27 NOV
FINAL PRESENTATIONS
R 29 NOV
FINAL PRESENTATIONS
T 4 DEC
WPFE – Portfolio Site Polishing
R 6 DEC
WPFE – Portfolio Site Polishing
Section F3 * TR 9:35-10:55 * DM Smith 204
Section N2 * TR 12:05-1:25 * Architecture (West) 259
Office: DM Smith 118
laurenreaholt@gmail.com
Office Phone: 404-894-4964 Expect a response within twelve hours,
Office Hours: Wednesday 10 – noon (or by appointment) between 8am Monday and 5pm Friday
Pope had likewise genius; a mind active, ambitious, and adventurous, always investigating, always aspiring; in its widest searches still longing to go forward, in its highest flights still wishing to go higher; always imagining something greater than it knows, always endeavoring more than it can do. ~ Samuel Johnson
Words are sacred. They deserve respect. If you get the right ones, in the right order, you can nudge the world a little. ~ Tom Stoppard
Course Description
First and foremost, this class is about multimodal communication – written, oral, visual, electronic, and nonverbal – and about rhetoric and the processes used to produce effective communication. Throughout the class, our primary focus will be on understanding what makes communication in a wide variety of modes and media effective or ineffective and transferring that understanding to your own work.
One of the main tools for understanding the components of effective multimodal communication is interpretation – interpretation of the information communicated by the self and of the information communicated by others. This sort of interpretation and manipulation of multimodal messages drives the narratives that make up fictional texts, and the subject material for this course is no different. This semester, we will focus on fictional texts, commercial campaigns, and film adaptations about courtship and (sometimes) love.
The authors of these texts and artifacts were supremely aware that information is disseminated and interpreted across various modalities; the things left unsaid, the body language of a character, the decisions made but not verbalized, and the attire characters wore, for instance, convey messages as well as – in fact, sometimes better than – messages spoken or written. Consequently, they used their texts to reflect and shape how individuals should interact with one another and within society as well as how they might view themselves. Further, each of the novels we will read is from the narrative point of view of a female character, a narrative decision that depends on and implies multiple interpretive steps both outside of the text – on the part of the author in his or her creation of the narrative as well as on the part of us as readers – as well as within the text – these female narrators mediate the information of the narrative for us, continually interpreting what they see, hear, feel, and believe before they report it to their readers. Interpretation, then, is key, both within the texts and in our engagement with them but also – especially – for us as we craft our own multimodal artifacts this semester.
Required Texts
We will be use WOVENText, the ebook used by all students taking English 1101 and English 1102. You can purchase access to WOVENText at either campus bookstore (Barnes and Noble or Engineers) or directly from the publisher by going to http://ebooks.bfwpub.com/gatech.php.
In addition to WOVENText, we will also be reading the following novels:
- Austen, Jane. Pride and Prejudice. Oxford World Classics. Oxford: Oxford UP, 2008. ISBN: 978019953556
- Burney, Frances. Evelina. Oxford World Classics. Oxford: Oxford UP, 2002. ISBN 9780199536931
- Meyer, Stephanie. Twilight. NYC: Little, Brown, 2006. ISNB 978-0316015844
- Richardson, Samuel. Pamela: Or Virtue Rewarded. Oxford World Classics. Oxford: Oxford UP, 2008. ISBN 978-0199536498
Finally, you need access to Netflix, Hulu, or another account that will enable you to watch the following films over the course of the semester:
- Pride and Prejudice. Dir. Joe Wright. Studio Canal Working Title Films, 2005. Film.
- Bridget Jones’s Diary. Dir. Sharon Maguire. Studio Canal Working Title Films, 2001. Film.
- Twilight. Dir. Catherine Hardwicke. Summit Entertainment, 2008. Film.
Online reserve and T-Square materials, as assigned, are also required. You must bring printed copies of all online or reserve readings to class with you. You must also bring your laptop to class every day (though we may not use it daily) to access and create other artifacts, as they are assigned.
Course GoalsThe School of Literature, Media, and Communication states the following as goals for WOVEN classes – that is, classes that focus on Written, Oral, Visual, Electronic, and Nonverbal modes of communication:
- The goal of classes in the Writing and Communication Program is for students to develop competence in all communication modalities (Written, Oral, Visual, Electronic, and Nonverbal) and to understand how effective communication balances multiple modalities thoughtfully and synergistically.
- The emphasis in every project should be on deep understanding of the genre on which the project focuses and rhetorical processes involved in creating examples of that genre.
This course is designed to improve your competence in written, oral, visual, electronic, and nonverbal communication. Using the learning outcomes established by the University System Board of Regents, and the Council of Writing Program Administrators, Georgia Tech’s Writing and Communication Program has set the following desired learning outcomes for ENGL1101 and 1102:
The following are some specific objectives of ENGL 1102:
- To help you develop and refine the skills of critical and analytical thinking, reading, and writing;
- To help you achieve an understanding of writing as a process of discovering ideas and evidence; organizing that material in several drafts; revising appropriate to the purpose and reader’s expectations; and editing for stylistic effectiveness and correctness;
- To teach you to analyze literature and scholarly arguments about it and to craft well-supported, well-structured argumentative papers for various audiences and purposes based on your own analysis;
- And to help you become self-sufficient members of the academic discourse community and to help you master various forms of argument that you will use in college and beyond, regardless of your future plans.
Further, students should:
- Become more confident, competent public speakers through the importance placed on class discussion, presentations, and our constant interaction with one another;
- Become more persuasive communicators in a virtual environment;
- Strengthen their multimodal communications skills – written, oral, visual, electronic, and nonverbal – through engagement with artifacts and completion of course assignments across various forms of media;
- Refine their collaborative skills through frequent group work;
- And learn to enjoy writing as a result of attaining a thorough understanding of rhetorical nuts and bolts.
Attendance PolicyIn order to achieve all of these goals, you must come to class! The Writing and Communication Program has a Program-wide attendance policy, which allows twice the number of weekly class meetings for absences without penalty, regardless of reason. For our courses this semester, that means you may miss four total classes. After that, penalties accrue. Exceptions are allowed for Institute-approved absences.
- Attendance and active participation and engagement in class are required.
- Students who have not done the reading and/or who do not actively participate during the class period may be counted absent. Students may miss a total of four classes over the course of the semester without penalty.
- The attendance policy does not make any distinction about the reason for your absences. Only absences officially excused by the Institute (i.e., due to participation in official GATech athletics, to religious observance, to personal or family crisis and excused by a note from the Dean of Students) or those negotiated in advance will not be counted among your allotted absences.
- Students are responsible for finding out what they may have missed while absent. Except for absences officially excused by the Institute or individually negotiated in advance, I do not allow students to make up quizzes or in-class assignments. I build in a limited amount of extra credit related to in-class work so that missing one or two such in-class assignments will not negatively impact a student’s grade, however.
- Each additional absence after the allotted number will result in a deduction of one-third of a letter grade from a student’s final grade.
While this policy may seem strict, part of 1102 is about initiating you into the academic discourse community and your future workplace discourse communities, so I will hold you to similar standards that you will encounter in the future. When you do not show up to class, you show disrespect to your classmates, to me, and to yourself. You are all adults, and adults have responsibilities that do not disappear because they were sick, because they overslept, or because they overindulged the night before. I realize that those things will happen, and you have four classes to save up for days when you simply cannot make it to class.
Class ParticipationYou all must attend and participate actively in class. Since the achievement of our course objectives depends on active participation, we are all responsible to one another to do our best to create an environment of lively critical questioning and analytical discussion. I envision our classroom as one in which each of us works together in an open forum in a respectfully questioning manner. To help facilitate this, I think it would be helpful to set just a few ground rules.
- Do not allow your cell phones to disrupt this class. If your phone disrupts class in any way, you’ll be counted absent for that period. Cell phones are extremely disruptive, so be respectful of your fellow students and me, and either leave them in your room, put them on silent mode, or just turn them off.
- Do not spend time in this class on activities that are not related to this course. Don’t read the paper, don’t use your laptop unless I ask you to specifically, don’t paint your nails, and don’t study for the French test you have to take next period. Active class participation depends on everyone being completely engaged in what is going on in class, and if you are working on non-1102 things, you aren’t focusing on the discussion.
PERSONAL COURSE WEBSITE
This semester, you will create, revise, and update a personal, public-facing website that houses WOVEN artifacts you find and create during the semester. Your website will be dynamic, constantly evolving as you improve your multimodal communications skills.
If your web content development is not particularly strong when you begin the course, your site might start as a very simple wordpress or blogger blog; as the semester progresses, however, you will be able to take tutorials and bootcamps on website creation and management and also learn from your classmates, resulting in a more sophisticated website by the end of the semester as you refine and revise. Perhaps you have plenty of web coding skills, but you have trouble finding an in to the course material. Your site might be beautiful from the beginning of the semester but light on engaged and exciting content. Over the course of the semester, you will find more and better ways to engage with the course material, which will lead to exciting content revision as the semester progresses.
You should populate your website with each formal artifact that you create for this course – as drafts, as revised versions, and followed by a short reflection on each artifact. Feel free to include other found artifacts that are related to your individual interests in our course topic as well. This website will serve as the portfolio you are required to complete as part of ENG 1102, will be worth 15% of your final grade, and will be due on the final exam date for our section as determined by the Institute.
Written Responses & Questions to Think AboutFive times over the course of the semester, you will prepare a formal 500-word response to strengthen your engagement with the course materials and to prepare you for class discussion. You should post these responses on your personal websites and upload them as .doc files to the appropriate thread on our course’s T-Square site by midnight on the date listed on the reading schedule below. We will use these to help generate topics for class discussion and to help you develop your thoughts on and interests in our course topic in preparation for your formal assignments.
These responses will either take the form of 1) an analysis or an explication of a moment or scene from one of the novels or 2) an imitation of one of the novels and a rationale supporting that imitation. They will also be informally evaluated on a one to ten scale. Your grades on these responses will be based on the depth of the content, the degree to which the response illustrates your active engagement with the texts and topics of discussion, and the clarity with which you express yourselves. The responses will comprise 5% of your final grade.
By midnight most Wednesdays, you should post a Question to Think About (QTTA) on the appropriate thread on the discussion board portion of our class T-Square site. This question should be thought provoking – the major question or idea or concept that compels or engages you most about the readings for that day – and should demonstrate your close engagement with the texts and issues that drive the course. They will often serve as our jumping off points for our discussions in class and will comprise 5% of your final grade.
Formal AssignmentsThis course will focus on producing WOVEN arguments about literature, so you should expect multimodal communication to be a regular and substantial part of each class period. You will complete a number of formal projects that culminate in one substantial formal literary argument. This sequence of formal assignments will help you learn to master each of the WOVEN modes of communication that are important in any field of study.
You will complete:
- a portfolio
- a reportage (a group project that consists of creating a multimodal artifact on a topic, author, novel, character, or filmic or theatrical representation of a character of your choice that your group will present to your classmates),
- an annotated bibliography,
- a project proposal,
- and a long final assignment on a topic relevant to the course topic that you devise and will consist of
- a written argument of between 2500 and 3000 words housed on your personal website and supported by artifacts from other communicative modalities (like embedded video or audio clips, images, links, etc.)
- and a 15-20 minute presentation on your final project
Each of these assignments should be integrated into your personal website. Deciding which tool or tools to use to create this site and acquiring proficiency with it/them will be your responsibility. If you ever have questions about what tools you should use for a particular project or how to use them, you can make an appointment to discuss them with individuals from a number of IT resources on campus including free Library Multimedia workshops (http://www.library.gatech.edu/calendar/libclasses.php) and your classmates and friends.
Late assignments will automatically lose one letter grade for each day that they are late. There is no reason for this to occur. You will have numerous opportunities to work on drafting your paper leading up to the date that it is due. You will complete peer reviews of your formal assignments with members of your writing group before each assignment is due, and besides having access to your group members’ feedback, feel free to contact me with any questions or problems you have along the way.
Finally, because together we will value process as much as product, you will have the opportunity to revise your formal assignments (except the final project and portfolio), and if you receive a grade in or below the C range, you must revise the assignment within one week of my returning it to you. Your final grade for a revised assignment will be an average of the original grade and the grade on the revision.
Grading scaleThe grading scale for the course is as follows and is subject to change at my discretion:
10% Reportage (5% for the written component and 5% for the presentation) – WOVEN
10% Annotated Bibliography – WVEN
10% Project Proposal – WVEN
5% 1st Draft of the Written Component of the Final Project (I will provide feedback) – WVEN
5% 2nd Draft of the Written Component of the Final Project + Peer Review – WOVEN
15% Revised Version of the Written Component of the Final Project – WOVEN
10% Presentation Component of the Final Project – WOVEN
15% Portfolio Website – WOVEN
10% Responses (5%) + QTTA (5%) – WVEN
10% Participation – WOVEN
Letter grade
Numeric equivalent
in this class
GATech
4-point equivalent
A+
98-99
4.00
A Superior work—rhetorically, aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.
94-97
A-
90-93
B+
88-89
3.00
B Above-average, high-quality performance—rhetorically, aesthetically, and technically.
84-87
B-
80-83
C+
78-79
2.00
C Average (not interior) work. Competent and acceptable—rhetorically, aesthetically, and technically.
74-77
C-
70-73
D+
68-69
1.00
D Below-average work. Less than competent—rhetorically, aesthetically, and/or technically.
64-67
D-
60-63
F Failure to meet even minimum criteria rhetorically, aesthetically, and/or technically.
1-59
0.00
0 (zero) Work not submitted
0
0.00
Source: http://www.catalog.gatech.edu/rules/5a.php
the Communications center & the CommLABThe CommLab is an excellent resource that offers assistance with all aspects of communication, including critical thinking, brainstorming, organization, thesis formation, style, wording, and revision of projects across communicative modalities. I strongly encourage each of you to schedule a meeting at the CommLab at least once this semester. It is a good idea to secure appointments as far in advance as possible, especially towards the end of the semester, when the CommLab is busiest. The CommLab is located in Clough Commons 447. The CommLab’s website is http://www.communicationcenter.gatech.edu/
ACADEMIC HONESTY
“Plagiarism is copying the words and/or the ideas of another person or agency or institution […] without acknowledging that you got those words and those ideas from that source. Changing a word or phrase or two in a passage does not change the reality of plagiarism. If you paraphrase a passage using the same basic vocabulary, maintaining the same order of ideas, and/or if your paraphrase is approximately the same length as the original, and basically retains the thought, spirit or language of the original, then you are plagiarizing. […] And remember that you must still cite the source of an idea even if you have summarized the idea in your own words” (Ladd “English Department Plagiarism Guidelines”).
If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and may be referred to the Office of Student Integrity, as specified by Georgia Tech policy. I strongly urge you to be familiar with Georgia Tech’s Honor Challenge— http://www.honor.gatech.edu/ —as well as the Office of Student Integrity--http://www.deanofstudents.gatech.edu/integrity/
You should be familiar with the process for academic misconduct— http://www.deanofstudents.gatech.edu/integrity/academic_misconduct.php
In other words, if you didn’t think of it on your own, don’t claim it as your own. Just give credit where credit is due, cite others’ ideas fully and clearly, and you shouldn’t have anything to worry about.
Changes to the syllabusThis syllabus is a general plan for the course. This syllabus—especially the required reading and assignment schedule—may be modified as the semester progresses to meet course outcomes and address the needs of members of the class. In the event changes are necessary, I will make them in consultation with the rest of the class and at least two weeks in advance of any affected due dates.
Discrimination and harassmentGeorgia Tech does not discriminate on the basis of race, color, age, religion, national origin, sex, marital status, disability, or status as a U.S. veteran. This class adheres to those guidelines. Alternative viewpoints are welcome in this classroom; however, statements that are deemed racist, sexist, classist, or otherwise discriminatory toward others in the class will not be tolerated. No form of harassment, bullying, or discrimination is allowed in this class. No harassment of any kind is allowed, including but not limited to race, ethnicity, color, age, religion, national origin, sex, sexual orientation and identity, gender, marital status, ability, and/or status as a U.S. veteran gender. In keeping with the professional nature of this course, only professional behavior is acceptable between the instructor and the students and between students.
Accommodation of students with disabilitiesGeorgia Tech complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). Any student who may require an accommodation for a documented disability should inform me as soon as possible or as soon as you become aware of your disability.
Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. Official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course.
Prior to our meeting, if you have not already done so, please request that ADAPTS staff verify your disability and specify the accommodation you will need. Please make sure I receive a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need. ADAPTS operates under the guidelines of Section 504 of the Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act (ADA).
- Visit: Smithgall Student Services Bldg, Suite 210 on 353 Ferst Drive
- Email: adapts@vpss.gatech.edu.
- Call: 404-894-2563 (V); 404-894-1664 (TDD); 404-894-9928 (fax)
- No retroactive accommodations will be provided in this class.
Week Preceding Final Exams (WPFE)The Writing and Communication Program uses a consistent policy regarding the WPFE.
- This course includes no quizzes or tests during the WPFE. All quizzes and tests will be graded and returned or available for review on or before the last day of class preceding final exam week.
- No new assignments, other than work related to the portfolio, will be given during the WPFE, and no assignments, other than work related to the portfolio, will be due during the WPFE. All projects, other than the portfolio, will be graded and returned or available for review on or before the last day of class preceding final exam week.
- This course has no final exam. In lieu of a final exam, this course has a required web portfolio, which counts for 15% of your grade.
- You will work on your portfolio website periodically throughout the semester.
- The web portfolio will be completed during the WPFE, both in class and out of
- The web portfolio will be due during Final Exam Week.
PLEASE print, READ, SIGN, & RETURN THESE STATEMENTS TO DR. Holt
I affirm that I have read the entire syllabus and policy sheet for ENGL 1102 and understand the information and the responsibilities specified.
____________________________________________
print full name
____________________________________________
legible signature
____________________________________________
date
DIRECTIONS: Read carefully and check all that apply.
- I give my instructor, Lauren Holt, permission to use copies of the work I do for this course, ENGL 1102, as examples in presentations and in print and electronic publications.
If you give permission for your work to be used, please indicate how you want to be acknowledged:
- Please acknowledge me by name.
- Please use my work, but do not acknowledge me by name.
The following information enables me to contact you if your work is used.
_________________________________________________________________________
print full name
_________________________________________________________________________
legible signature
_________________________________________________________________________
_________________________________________________________________________
print permanent address
_________________________________________________________________________
_________________________________________________________________________
print campus address
_________________________________________________________________________
phone
_________________________________________________________________________
email address
_________________________________________________________________________
date
Reading schedule
DATE
Written assignment
Reading Assignment
T 21 AUG
In-class activities: Introductions, Multimodality in action
In Class: WOVENText (WT) 01, <custom> “Making the Transition to Georgia Tech,” 02, 03 “1102,” 09
R 23 AUG
Receive guidelines for Responses, Questions to Think About, and Reportages
Form Writing Groups + Sign up for the reportage of your group’s choosing
WT 04 (Portfolio), 08 (T-Square), 09 (Time Management), 45 (Multimodal Synergy)
T 28 AUG
Annotate Warner (either electronically or on hard copy) and bring it to class.
Individually make a list of the 5 most interesting, infuriating, and/or confusing points of the reading.
Break into groups and discuss your lists of 5 and the reading, go over critical reading strategies from WT and outcomes of the strategies when applied to Warner, and as a group, formulate a list of 5 key terms and the most important idea of the reading and present it to your classmates (the presentation part will require that you think about reasons to justify your choice over other potential most important ideas, etc.)
Warner. “Social Power and the Eighteenth-Century Novel: Foucault and Transparent Literary History.” http://bit.ly/ONLNTF
WT 3 (Critical Reading), 4 (Video: Reading Critically), 7 (Video: I don’t like reading), Working with Others (13, 14, <custom> “Group Work in e-Environments,” <custom> “Revising with Others,” <custom> “Reviewing and Evaluating Group Work”), 83-84 (Working with Others)
R 30 AUG
Question to Think About (QTTA) due on T-Square and your personal websites (with quotation from text that prompted the question) by Wednesday at midnight
Group Work/Discussion that connects the beginning of P to the WT readings: both of a scene of the fiction and also a rhetorical analysis of the frontispiece and the opening letters (perhaps a scene analysis and an imitation and rationale)
WT 15 (Rhetorical Situations); 16 (Analyzing Rhetorical Situations); 17 (Analyzing Texts and Contexts); 21 (Exploring Planning and Drafting) a, b, d, e, f, g, h; 22 (Video: Getting Started: Student Writers); 25 (Reviewing, Revising, and Editing) a, d, e, f, g, h, I, j; 26 (Video: Why Proofreading Matters); 27 (Video: “Revising is Dumb”); 30 (Preparing for a Research Project); 32 (Conducting Research); 39 (MLA Style); 43 (Fair Use of Multimedia Materials)
Begin Pamela through pg. 75
T 4 SEPT
Written Portion of your group Reportage due in class
Discussion of P, characterization, subjects, the experience of reading P? Class notes from last time.
WT reminder: if you are presenting today, you need to have read, referred to, and used the sections of the WT on the Oral mode, “Presentation Aids” (97-101), and the Nonverbal mode (108-111) before you construct, design, and make your Reportage Presentation
Pamela through pg. 221
R 6 SEPT
QTTA due by Wednesday at midnight
Group Reportage presentations on 1) Pamela and its contemporary reception + 2) Clothing in the mid-C18
Pamela through pg. 313
T 11 SEPT
Response #1: Scene Analysis OR Imitation and Rationale (due online by midnight Monday)
Warner and Pamela
Pamela through pg. 415
R 13 SEPT
QTTA due by Wednesday at midnight
Finish Pamela
T 18 SEPT
Sign up for student conferences in class
Group work: find Pamela artifacts; analyze P artifacts rhetorically
Pass out Annotated Bibliography Assignment Sheet
WT reread 30-33, especially 33b
Commercial Culture surrounding Pamela reading TBA
Conjecture: Pamela on screen (analysis of the Mistress Pamela poster)
R 20 SEPT
STUDENT CONFERENCES (Wednesday, Thursday, Friday) on potential research project topics
Evelina through pg. 79
T 25 SEPT
Response #2: Scene Analysis OR Imitation and Rationale
Group Reportage presentation Evelina
Pass out Proposal Assignment Sheet
Evelina through pg. 160
On Proposal Writing… http://bit.ly/OCXKWE
R 27 SEPT
QTTA
Group Reportage Presentation on the theater and opera in the latter half of the C18
Evelina through pg. 243
T 2 OCT
Specific Annotated Bibliography due
Evelina through pg. 323
R 4 OCT
QTTA
Evelina through pg. 405
T 9 OCT
Final Project Proposal due
Group Reportage presentations on 1) Austen + 2) P+P
Pride & Prejudice through ~ pg. 75
R 11 OCT
QTTA
Pride & Prejudice through ~ pg. 150
WT 19 (especially 19c), 21 (especially 21c), 23 + other information on thesis statements http://bit.ly/NzlhJk http://bit.ly/M6YLKc
and http://bit.ly/niPKRc
T 16 OCT
FALL BREAK – NO CLASS
Craft and draft your working thesis statement
R 18 OCT
QTTA
Final Project Working Thesis due; In-class workshop on thesis statements
Sign up in class for presentations on your final projects.
Group Reportage presentation on classes and incomes in the C18
Pride & Prejudice through ~ pg. 225
Review WT 21 f, g, h
Read WT 38 a, b, c; 46 e, f
T 23 OCT
Response #3: Scene Analysis OR Imitation + Rationale
Outline of logical steps you plan to take in your final project due + in-class workshop of logical steps
Pride & Prejudice through ~ pg. 299
R 25 OCT
QTTA
Introduction + Conclusion of final paper due + in-class workshop of intro + conclusion
Group Reportage Presentation on P+P adaptations + Austen-mania
P+P film (watch by the beginning of class)
T 30 OCT
Group Reportage presentation on BJD as a courtship narrative
WT 38 d, e, f, g; 39; 21 g, h; 1e
Bridget Jones’s Diary (watch by the beginning of class)
R 1 NOV
QTTA
1st draft of final project due (I’ll respond to each draft)
Twilight through Ch. 8
T 6 NOV
Response #4: Scene Analysis OR Imitation + Rationale
Group Reportage presentation on Twilight as a courtship narrative
Twilight through Ch. 13
R 8 NOV
QTTA
2nd draft due + in-class peer review workshop of final paper
WT 25 b; 27; 38 e, f
Twilight through Ch. 17
T 13 NOV
Group Reportage presentation on Twilight-mania
Finish Twilight
R 15 NOV
QTTA
Group Reportage presentation on the challenges of adapting first person narrative for film
Twilight film (watch film by the beginning of class)
T 20 NOV
Response #5: Use this response to reflect on the progress you have made this semester in your facility communicating across the WOVEN modes
FINAL PRESENTATIONS
WT review 85-96 in preparation for your portfolio website polishing
R 22 NOV
THANKSGIVING BREAK – NO CLASS
T 27 NOV
FINAL PRESENTATIONS
R 29 NOV
FINAL PRESENTATIONS
T 4 DEC
WPFE – Portfolio Site Polishing
R 6 DEC
WPFE – Portfolio Site Polishing