Eating Disorder Videos

In light of Susan Bordo's discussion of the depiction of women's bodies, here are a couple of public service announcements about anorexia, bulimia, and healthy eating. Which ones are more effective?

• Model Behavior, Canadian PSA
• Super Size Me, opening sequence
• Nike, "If You Let Me Play."
  

And, for something closer to Bordo's approach, let's look at this set of clips from movies and TV

Public Service Videos

Here are a few videos dealing with various social or political issues for discussion on class on Friday:


First, a video dealing with social networks and privacy:




Here's another one dealing with underage drinking:




Finally, one more that addresses the role of fathers in the family home:




If there's time, we can discuss other videos from the Ad Council.

In-class discussion: Tuition Costs

In class today, we will discuss some of the arguments that have been developing around rising tuition costs over the last decade. There are some scholars who even argue that college tuition should be free for all and others who have claimed that all student loan debt should be canceled to stimulate the economy. On the other hand, some groups suggest that free tuition will require higher taxes and will lead to colleges being flooded with students. Here are a couple of editorials to get us started:

• Marc Bousquet, "No Problem with Student Debt?"
• Information about Georgia's HOPE Scholarship
• Geoffrey Alderman, "There's No Escaping Student Debt."
  

Syllabus

Please note that this syllabus will be updated on Monday.

II. Course Description: A course that continues practice in the composing process, with emphasis on argumentation and research. The course involves gathering, analyzing, and documenting information from secondary sources. Prerequisite: ENGL 110.

III. Disabled Student Services: In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ACA) of 1990, if you have a disability or think you have a disability to please contact the Center for Personal Development in the Spaulding Building, Room 155 (1st Floor); 910-672-1203.

IV. Textbook:
Ramage, J.D, Bean, J.C., & Johnson, J. (2007). Writing arguments: A rhetoric with readings (7th ed). New York: Longman.
Students should also follow the course blog: FSU English 120 News and Notes:


V. Student Learning Outcomes
Upon completion of this course, students will be able to:
1. Conduct independent research on a topic using various library databases and other research tools
2. Summarize, quote, paraphrase and analyze material in relation to multiple sources
3. Cite material according to a citation style, preferably APA
4. Demonstrate proof of the writing process, including inventing or gathering ideas; researching the library catalog, databases, and other tools by keyword and/or subject searching, planning a draft, writing the first draft; revising; editing; and proofreading.

VI. Course Requirements and Evaluation Criteria:
A. Grading Scale:
A=90-100 B=80-89 C=70-79 D=60-69 F=0-59

B. Attendance Requirements:
Class attendance is required for all students enrolled in English 240. Class absences will be excused only when valid documentation is provided within a week of your absence for participation in university sponsored events, serious illness, court dates, and family emergencies (for example, death or extreme illness of a direct relation).

Three unexcused absences will result in an interim grade of EA on your transcript, which will indicate Excessive Absences. According to the catalog, “Students who receive EA interim grades must either withdraw or resume attendance…The EA is not a final grade, so students who are assigned an interim grade of EA, but do not withdraw from the class, will receive a final grade based on the evaluation criteria for the class.” Five or more unexcused absences will result in your grade being lowered by one letter per absence.

C. Graded Assignments and Value:
Paper 1: 15%
Paper 2: 20%
Research Project/Presentation: 40%
Attendance/participation: 10%
Ten Blackboard responses (including debate response paper): 10%
Final: 5%

D. Policy on Missed or Late Assignments:
Here are some policy guidelines for English 120.
• If you fail to hand in any written assignment for the class, you will fail the class, no exceptions.
• I will NOT accept written assignments more than two weeks after their original due date, or past the end of the semester, whichever is earlier.
• Late assignments will be accepted only with a written excuse and will be docked one grade step per calendar day that the assignment is late.
• EMAIL me your assignments if you’re having problems either printing or getting into class. With the wide availability of email (local libraries, if nothing else), there is no excuse for not getting an assignment in on time.
• If you do not fulfill a paper requirement (type or number of texts to analyze, word count, number of citations and/or sources), your grade will be reduced by one full grade.

E. Academic Honesty:
Because this course involves a significant amount of writing, absolutely every word, phrase, sentence, and paragraph that you submit for credit must be your own work. Because you have all graduated from high school or the equivalent, you obviously understand the difference between your words and the work of others. This course’s instructor has adopted a “zero tolerance” policy on plagiarism. This means that any student who turns in another writer’s work pretending that it is his or her own will earn an “F” for the entire course.

F. Student Behavior Expectations:
Cell phones: I allow cell phones in class—I understand the need for them and will have mine on me as well—but I require them to be in a pocket and on vibrate. If they ring, you are to leave the room quietly to answer it. I do not want them out on a desk or in view at any time. Do not text message in class.

VII. Academic Support Resources: Students are encouraged to use the Writing Center, Smart Thinking, Criterion, and other resources.

VIII. Course Outline and Assignment Schedule
WA=Writing Arguments

Week One:
Friday, August 21: Introduction to English 120

Week Two:
Monday, August 24: In-class pre-test
Wednesday, August 26: Chapter 1: “Argument: an Introduction,” WA
Friday, August 28: International Reading Association, “Visual Literacies,” OL.

Week Three:
Monday, August 31: Chapter 2: “Reading Arguments,” WA.
Wednesday, September 2: Jay Heinrichs, “How to Teach a Child to Argue,” OL.
Friday, September 4:

Week Four:
Monday, September 7: Labor Day, no class
Wednesday, September 9: Discussion: Redefining Literacy
Read “Literacy Debate: Online R U Really Reading” and “Breakfast Can Wait.”
Friday, September 11: Thesis Exercise/Topic Review
Students must select topic and submit thesis to instructor by Thursday, 9/10.

Week Five:
Monday, September 14: Chapter 6, “Using Evidence Effectively,” WA.
Wednesday, September 16: Wikipedia discussion
Read “The Great Wikipedia Debate” and XXXX.
Friday, September 18: Peer workshop

Week Six:
Monday, September 21: Works cited activity
Wednesday, September 23: Works cited activity #2
Paper One Due
Friday, September 25:

Week Seven:
Monday, September 28: Plagiarism discussion
Read: Meghan O’Rourke, “The Copycat Syndrome” and WPA, “Defining and Avoiding Plagiarism.”
Wednesday, September 30: Plagiarism activity
Friday, October 2:

Week Eight:
Monday, October 5: Peer Workshop
Wednesday, October 7: Paper Two Due
Friday, October 9: Interim Grades due

Week Nine:
Monday, October 12: Class meets in library
Wednesday, October 14: Read: Nicholas Carr, “Is Google Making Us Dumber?” and
Friday, October 16: Fall Break: no class

Week Ten:
Monday, October 19: Use lab time to find sources for research project
Wednesday, October 21: Boolean operators/searches
Friday, October 23: “Footnote following” [[possibly change/cut]]

Week Eleven:
Monday, October 26:
Wednesday, October 28:
Friday, October 30:

Week Twelve:
Monday, November 2: Thesis Workshop
Thesis must be submitted to instructor by midnight, Sunday November 1.
Wednesday, November 4: Bring sources to class
Friday, November 6:

Week Thirteen:
Monday, November 9: Bring sources to class
Wednesday, November 11: Veteran’s Day: No class
Friday, November 13: Annotated bibliography due

Week Fourteen:
Monday, November 16:
Wednesday, November 18:
Friday, November 20: Peer workshop

Week Fifteen:
Monday, November 23: Paper Three Due
Wednesday, November 25: In-class activity TBA
Friday, November 27: Thanksgiving: No class

Week Sixteen:
Monday, November 30: Presentations
Wednesday, December 2: Presentations
Friday, December 4: Presentations/Review

December 7-11: Exam Week

Email Etiquette

Although this course focuses primarily on writing research papers, composition classes are also designed to help students prepare for future coursework. This includes such tasks as producing more professional emails. Learning to write effective emails now will help you to communicate more effectively with your professors (and it's a skill you can carry with you to future courses). Alice Pawley, a professor at Purdue University (where I got my Ph.D. several years ago) has a nice overview directed at students on how to compose an effective email.

Chesnutt Library

In the sidebar to the right, you will see that I've begun adding a few links. Some of the more important links will take you to various resources connected to Fayetteville State's Chesnutt Library.

Because you will be expected to conduct research using library resources, you should familiarize yourself with their website. We will be conducting a couple of workshops on library research throughout the semester, and your research project will be graded, in part, based upon how you've done your research and whether you've managed to find credible sources (and on understanding what counts as a credible source). To that end, you should take a look at the main library page and add the library blog to your regular reads.

Information Literacy and First-Year Composition

One of the key terms we will be discussing all semester is the concept of "information literacy," a term that basically describes a person's ability to navigate all of the source materials that are new available to us in our daily lives. The term has been defined in many different ways, but one common definition comes from the Western Michigan University libraries:

"Information Literacy is the ability to identify, retrieve, evaluate, and use information that is appropriate to a need. Students who develop information literacy skills will be more successful in their studies and their daily lives. They will find that these skills are an essential element in becoming a lifelong learner."

Throughout the semester, I will be introducing you to a variety of tools and methods that will hopefully make this process a little more manageable. As the course unfolds, I will also add a series of links in the sidebar to the right that can help guide your research process.

About this Site

This is the course website for Dr. Chuck Tryon's fall 2009 sections of English 120 at Fayetteville State University. The goal of the course is for students to develop their skills as academic writers and researchers, and this website will provide useful tools that will aid in that process.