Syllabus
SPRING 2015
Dr. Alexandra Hidalgo, Assistant Professor
Department of Writing, Rhetoric, and American Cultures
Office: 265 Bessey Hall
Office Hours: Tuesdays 3-4pm and by appointment
Dr. Alexandra Hidalgo, Assistant Professor
Department of Writing, Rhetoric, and American Cultures
Office: 265 Bessey Hall
Office Hours: Tuesdays 3-4pm and by appointment
COURSE GOALS AND OUTCOMES
This course is an introduction to academic writing and rhetorical thinking. In this course you will learn to:
1. Engage with a variety of texts (books, academic articles, films, videos, and podcasts) and discuss the ideas they present, as well as how the authors crafted their arguments.
2. Use different kinds of research (primary, secondary, personal) to bolster your invention and composition processes.
3. Produce academic texts in various media (alphabetic writing, presentations, and podcasts) individually, as well as with others.
4. Become familiar with a number of key discussions and ideas around gender and feminism.
1. Engage with a variety of texts (books, academic articles, films, videos, and podcasts) and discuss the ideas they present, as well as how the authors crafted their arguments.
2. Use different kinds of research (primary, secondary, personal) to bolster your invention and composition processes.
3. Produce academic texts in various media (alphabetic writing, presentations, and podcasts) individually, as well as with others.
4. Become familiar with a number of key discussions and ideas around gender and feminism.
REQUIRED TEXTS
The Curious Researcher by Bruce Ballenger. Eighth Edition. Pearson, 2015.
Ain’t I a Woman by bell hooks. Pluto Press, 1981.
You will also need to watch the following documentary film:
Cutie and the Boxer, directed by Zachary Heinzerling, 2013. You can rent it for $3.99 on Amazon Instant Video.
You'll find links to online texts in our course calendar.
Ain’t I a Woman by bell hooks. Pluto Press, 1981.
You will also need to watch the following documentary film:
Cutie and the Boxer, directed by Zachary Heinzerling, 2013. You can rent it for $3.99 on Amazon Instant Video.
You'll find links to online texts in our course calendar.
ASSIGNMENTS
Project 1: Learning Memoir (15%)
For this project, you will write an essay where you choose a person/class/text that has influenced the way in which you learn and explain how you came across it, what it meant to you when you first experienced it, and how that meaning has evolved over time. Your essay should be 3-4 pages (900-1,200 words) in length.
Project 2: Cultural Artifact (20%)
In groups of four students, you will write an essay where you analyze how a particular cultural artifact influences our notions of what it means to be a woman. You will interview five women about their relationship to this artifact and use four sources (at least two must be from the library catalogue) to weave your argument. Your essay should be 6-8 pages (1,800-2,400 words) in length.
Project 3: Disciplinary Literacies (20%)
You will deliver an in-class presentation about your field of study’s academic writing conventions. You will select three articles from your field and analyze the strategies they use in order to make their points in a Powerpoint or Prezi presentation. Your presentation should be 8-10 minutes in length.
Project 4: Remix (20%)
Working with a partner, you will select at least two texts (books/films/TV shows/songs/commercials) dealing with gender and create a podcast where you remix the texts, and optionally, add your own voice(s). We will use Audacity to edit the podcast, which should be 2-4 minutes in length.
Project 5: Revised Learning Memoir (15%)
You will write an essay where you analyze how what you have learned in this class has helped you develop new ways to process information. You will need to cite at least three of our class texts. Your essay should be 3-4 pages (900-1,200 words) in length.
READING AND VIEWING ASSIGNMENTS
For most class periods, I will assign texts in the form of readings, web texts, podcasts, and videos. You will not succeed in this course if you don’t keep up with these texts.
Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a text assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
For this project, you will write an essay where you choose a person/class/text that has influenced the way in which you learn and explain how you came across it, what it meant to you when you first experienced it, and how that meaning has evolved over time. Your essay should be 3-4 pages (900-1,200 words) in length.
Project 2: Cultural Artifact (20%)
In groups of four students, you will write an essay where you analyze how a particular cultural artifact influences our notions of what it means to be a woman. You will interview five women about their relationship to this artifact and use four sources (at least two must be from the library catalogue) to weave your argument. Your essay should be 6-8 pages (1,800-2,400 words) in length.
Project 3: Disciplinary Literacies (20%)
You will deliver an in-class presentation about your field of study’s academic writing conventions. You will select three articles from your field and analyze the strategies they use in order to make their points in a Powerpoint or Prezi presentation. Your presentation should be 8-10 minutes in length.
Project 4: Remix (20%)
Working with a partner, you will select at least two texts (books/films/TV shows/songs/commercials) dealing with gender and create a podcast where you remix the texts, and optionally, add your own voice(s). We will use Audacity to edit the podcast, which should be 2-4 minutes in length.
Project 5: Revised Learning Memoir (15%)
You will write an essay where you analyze how what you have learned in this class has helped you develop new ways to process information. You will need to cite at least three of our class texts. Your essay should be 3-4 pages (900-1,200 words) in length.
READING AND VIEWING ASSIGNMENTS
For most class periods, I will assign texts in the form of readings, web texts, podcasts, and videos. You will not succeed in this course if you don’t keep up with these texts.
Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a text assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
ATTENDANCE
You will be expected to show up for every class and pay attention, but I realize that illnesses and other complications do occur. Therefore, you may miss three classes without penalty. After that, two percentage points will be deducted for every class session you miss. If you miss more than six classes, whether your absences are excused or not, you will receive a failing grade. For extended absences due to medical or family emergencies, you should consult me upon return, if not sooner. A student who attends class but is not participating or paying attention may be counted as absent. Tardiness disrupts the class and everyone’s learning experience, so every tardy will equal half an absence. The same applies to anyone who leaves class early. Bonus points will be awarded to students who miss fewer than their allotted three absences and who participate responsibly in class. You will receive one extra credit percentage point per each class you attend beyond your allotted three absences, i.e. if you miss no classes and have no tardies, you will earn three percentage points.
LATE WORK
For work that is late, I will deduct a letter grade per day that the work is delayed, so that a 4.0 will become an 3.5 on the first day and so on.
GROUP WORK
For each production stage of the Cultural Artifacts and Remix assignments, every group member is assigned particular responsibilities. If you fail to meet your responsibilities, you will be removed from your group and have two options: complete the assignment on your own or lose the credit for that particular assignment.
GRADING
Your final grade is made up of 100 points. Here is the breakdown:
Quizzes
Quizzes
Value: 10 points
Due date: Throughout the semester
Project 1: Learning Memoir
Learning Memoir Essay
Value: 15 points
Due date: Complete draft (2/3) and final version (2/6)
Project 2: Cultural Artifact:
Project 2 Proposal 1
Value: 2 points
Due date: 2/10
Project 2 Proposal 2
Value: 2 points
Due date: 2/17
Cultural Artifact Essay
Value: 16 points
Due date: Complete draft (2/24) and final version (2/27)
Project 3: Disciplinary Literacies
Project 3 Proposal
Value: 2 points
Due date: 3/5
Disciplinary Literacies Presentation
Value: 18 points
Due date: In-class presentations from 3/24-3/31
Project 4: Remix
Project 4 Proposal
Value: 1 point
Due date: 4/9
Remix
Value: 15 points
Due date: Draft 1 (4/23), Draft 2 (4/28) and final version (5/1)
Reflection
Value: 4 points
Due date: 5/1
Project 5: Revised Learning Memoir
Revised Learning Memoir Essay
Value: 15 points
Due date: Complete draft (4/30) and final version (5/3)
Quizzes
Quizzes
Value: 10 points
Due date: Throughout the semester
Project 1: Learning Memoir
Learning Memoir Essay
Value: 15 points
Due date: Complete draft (2/3) and final version (2/6)
Project 2: Cultural Artifact:
Project 2 Proposal 1
Value: 2 points
Due date: 2/10
Project 2 Proposal 2
Value: 2 points
Due date: 2/17
Cultural Artifact Essay
Value: 16 points
Due date: Complete draft (2/24) and final version (2/27)
Project 3: Disciplinary Literacies
Project 3 Proposal
Value: 2 points
Due date: 3/5
Disciplinary Literacies Presentation
Value: 18 points
Due date: In-class presentations from 3/24-3/31
Project 4: Remix
Project 4 Proposal
Value: 1 point
Due date: 4/9
Remix
Value: 15 points
Due date: Draft 1 (4/23), Draft 2 (4/28) and final version (5/1)
Reflection
Value: 4 points
Due date: 5/1
Project 5: Revised Learning Memoir
Revised Learning Memoir Essay
Value: 15 points
Due date: Complete draft (4/30) and final version (5/3)
GRADING SCALE
I will use the following scale to determine your grades:
Points: 94-100
GPA: 4.0
Points: 87-93
GPA: 3.5
Points: 80-86
GPA: 3.0
Points: 75-79
GPA: 2.5
Points: 70-74
GPA: 2.0
Points: 65-69
GPA: 1.5
Points: 60-64
GPA: 1.0
Points: < 59
GPA: 0
Points: 94-100
GPA: 4.0
Points: 87-93
GPA: 3.5
Points: 80-86
GPA: 3.0
Points: 75-79
GPA: 2.5
Points: 70-74
GPA: 2.0
Points: 65-69
GPA: 1.5
Points: 60-64
GPA: 1.0
Points: < 59
GPA: 0
SERVICES AND RESOURCES
MSU Writing Center: 432-3610. 300 Bessey Hall. The MSU Writing Center is the primary writing resource on campus. You’ll also find satellite centers in several campus locations including the main library.
MSU ESL Lab: 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL: Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
MSU ESL Lab: 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL: Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
AMERICANS WITH DISABILITIES ACT
In order to receive any accommodation for any disability, students must first register with the Resource Center for Persons with Disabilities (RCPD). The RCPD will request appropriate documentation and make a determination regarding the nature of the accommodation to which a students is entitled. The RCPD will then give the student a “visa” that specifies the kind of accommodation that may be provided. It is then the responsibility of the student seeking accommodation to present the visa to his/her instructor.