Syllabus

Course: English 122 A (College Reading & Writing I)

Instructor: Michael J. Cripps

Meeting Days/Rooms

  • Tuesday/Thursday, 9:30-10:50AM (Decary 206)
  • Individual Conferences (TBA in Marcil 26)

Office Hours (26 Marcil Hall)

  • Tuesday/Thursday, 8:30-9:30 & 11-11:45
  • By Appointment (please ask!)

Course Description

This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must also register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by multiple measures, including high school achievement and SAT scores. Corequisites: SAS 011. 3.000 Credit Hours

Special Note Regarding SAS 011: Students enrolled in ENG 122 must also be enrolled in SAS 011, Engaging with Text Writing Lab, an individualized, student-support course that works in tandem with ENG 122. If your current class schedule does not include SAS 011, please see someone in the Student Academic Success Center to get registered for the course. If you drop SAS 011, you will be dropped from ENG 122.

Successful completion of ENG 122 & ENG 123 fulfills a requirement in the CAS Core Curriculum and the WCHP Common Curriculum.

Course Objectives

In this course, students will

  • Prepare both informal and formal texts, using a range of writing process elements.
  • Complete a range of assignments that provide hands-on experience with various approaches to integrating their ideas with those of others.
  • Engage in active, careful, critical reading of challenging texts.
  • Complete a series of peer review activities to participate in a collaborative learning environment and practice a central feature of the writing process in academic and professional environments.
  • Practice identifying types of sources commonly used in college-level writing and documenting source use through both in-text and end-of-text citation.
  • Identify individualized patterns of sentence-level error and practice techniques for addressing those patterns.

Student Learning Outcomes

Students who complete English 122 should be able to

  • Demonstrate some ability to approach writing as a recursive process that requires substantial revision of drafts for content, organization, and clarity (global revision), as well as editing and proofreading (local revision).
  • Begin to effectively integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.
  • Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.
  • Demonstrate growth in their ability to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.
  • Reasonably document their work using appropriate conventions (MLA).
  • Control individualized patterns of sentence-level error (grammar, punctuation, spelling).

Final Grade Range

  • A = 93-100
  • A- = 90-92.9
  • B+ = 87-89.9
  • B = 83-86.9
  • B- = 80-82.9
  • C+ = 77-79.9
  • C = 73-76.9
  • C- = 70-72.9
  • D = 60-69.9
  • F = <60
  • I = Nearly all work completed; fewer than 4 absences
  • WP = Withdrawal while passing after first two-thirds of the term
  • WF = Withdrawal while failing after first two-thirds of the term
  • W = Withdrawal during first third of the term

Required Texts

Purchase the “bundled” book package for two of our books. The bundle includes the online access code and saves considerable money over purchasing the books separately. Use ISBN 978-0-393-64657-3 to get The Little Seagull (3rd ed.) and They Say/I Say (3rd ed.) together.

These are books you should keep and use through both ENG 122 and ENG 123, and even through your college years. Make the investment in yourself, please!

We’ll also use the third book, Habits of the Creative Mind, over two terms. Buy new or used. Your choice. But don’t rent it because you’ll have to rent it all over again in spring!

  • Bullock, Richard, Michal Brody, and Francine Weinberg. The Little Seagull Handbook. 3rd ed. New York: W.W. Norton, 2017. (ISBN: 978-0-393-60263-0)
  • Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. 3rd ed. New York: W. W. Norton, 2014. (ISBN: 978-0-393-93584-4)
  • Miller, Richard, and Ann Jurecic, Habits of the Creative Mind. Boston: Bedford/St. Martin’s, 2016. (ISBN: 978-1-4576-8181-3)

Other readings will be available through the use of online search tools and through the UNE library.

Grading

In College Reading and Writing, you are evaluated on your writing development over the term, with a focus on the course’s learning outcomes. Rather than think of the grading as based on specific assignments, we treat the collection of activities that lead up to and include a formal writing project as the basis for evaluation. In the end, we use the following breakdown and link grading to our evaluation of your course engagement and learning outcomes achievement:

  • 20% of your final grade will be based on engagement in the work of the course
  • 20% of your final grade will be based on achievement of the writing as a recursive process outcome
  • 20% of your final grade will be based on achievement of the integrate ideas with others learning outcome
  • 15% of your grade will be based on achievement of the active reading, critical reading, and informal reading response learning outcome
  • 15% of your grade will be based on achievement of the critique their own and others’ work learning outcome
  • 5% of your grade will be based on achievement of the document work using appropriate conventions learning outcome
  • 5% of your grade will be based on achievement of the control individualized error patterns learning outcome

We have a separate “Evaluation in English 122” handout that details our approach.

Assorted Rules & Regulations

  • I genuinely enjoy talking with students. Please arrange to meet with me if you want to talk, or if you are having any trouble with the class. Reach out early!
  • Attendance is mandatory, period. Class is part of your “job” as a student. Miss more than three classes and expect a reduction in your final grade. (Three absences will certainly cover an illness, emergency, etc.) Miss more than six classes and expect not to pass the course. (Show up more than 10 minutes late and it’s a half absence; show up more than 20 minutes late and you’re absent for the day.)
  • Papers should be typed and double-spaced, with 1″ margins. A cover or title page is not required, though each paper should have your name, the date, and a working title. (We’ll use Google Docs because of its robust sharing/commenting/change-tracking abilities)
  • Papers are due on the due dateA late final draft will be docked one full letter grade for each day it is late; a late first draft will be docked one half letter grade for each day. First and final drafts that do not meet assigned page or word-count minimums will incur a similar penalty. These issues factor into your Engagement grade in the course.
  • Homework (reading questions and other smaller assignments) is due on the due date. Since this work advances our class discussions, late homework will not be accepted. You can miss two homework assignments with no penalty. (Since much of this work happens online, you can hand homework in on time even when you’re absent.)
  • Place is important. When in class, be in class! I text, browse the web, and multitask as well (or as poorly) as the next person. But I won’t text or do other work during our class; I expect the same from my students. (Yes, I can see the phone on your lap under the desk.) If you can’t stay off your phone for 80 minutes at a time, you have a serious problem that will undoubtedly limit your ability to progress in any profession!
  • We have a “working” schedule. This means that assignments and due dates are subject to change as the class unfolds. I will inform you of any changes as they come up and will update the course schedule online so that we can stay on the same (web)page.

Midterm Academic Progress

The University of New England is committed to the academic success of its students.  At the midterm of each semester, instructors will report the performance of each student as SATISFACTORY (S) or UNSATISFACTORY (U).  Instructors will announce when these midterm academic progress reports will be available for viewing via U-online.  This early alert system gives all students important information about progress in their courses. Students who receive an UNSATISFACTORY midterm report should take immediate action by speaking with their instructor to discuss suggestions for improvement such as utilizing the services of academic advising, the Student Academic Success Center, Counseling Services, and Residential Education

Academic Integrity (Including Plagiarism) Statement

This course is an important introduction to college-level reading and writing. As an emerging college-level writer, you will develop your ability to read responsibly and critically, to work with texts appropriately, and to write in ways that are valued and respected within the community. We will conduct ourselves with integrity by doing our own work, by acting as responsible peers in (and out of) class, and by working with sources in ways appropriate to the academic community of which we are a part. It is understood that we are learning to work within the norms of our community, and so we will work on these matters.

Students enrolled in English 110 are strongly encouraged to take a few minutes to complete the nationally recognized Academic Integrity 101 Self Test (http://www.une.edu/studentlife/plagiarism/self-test) to familiarize themselves with the issue.

UNE has a clear policy on academic integrity and a multi-step procedure for addressing cases of suspected academic dishonesty. Both the policy and the procedure are distributed as a two-page handout at the beginning of the term. They are also available on the UNE website under the Academic Integrity Policy (Student Handbook, p.47) and the Procedure for Reporting Alleged Academic Dishonesty.

In our class, the policy applies to all of our work, from homework to formal papers. The policy does not inhibit robust collaboration.

Student Academic Success Center

The Student Academic Success Center offers a range of free services to support your academic achievement, including tutoring, writing support, test-prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com or visit the SASC. To access our online resources, including links, guides, and video tutorials, visit https://sites.google.com/a/une.edu/student-academic-success-center.

Students with Disabilities

The University of New England will make reasonable accommodations for students with documented disabilities. Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with the professor at the beginning of the semester. Registration with the Student Access Center, located in Stella Maris 131 (ext. 2815) on the Biddeford Campus and the Lower Level of Ginn Hall (ext. 4418) on the Portland Campus, is required before accommodation requests can be granted.