Here is a link to an MLA citation guide:
http://owl.english.purdue.edu/owl/resource/747/01/
Sunday, August 28, 2011
Monday, August 22, 2011
Link to One Book Library Page and ELAIC Reading Guide
Clicking on the following link will allow you to learn more about GSU's One Book program. There is also a reading guide for the Foer novel here.
Fall 2011 Syllabus
Instructor: Candace Nadon, MFA
Email: cnadon1@gsu.edu
Please email me at this address rather than searching for my name in the gsu database. Those emails are sent to a different address that I do not check regularly.
Office Hours: Tuesday and Thursday 1:15-2:15 or by appointment.
Office: 962 GCB
*Please check your gsu account before each class meeting.
Required Texts:
· Food. Editors Brook Rollins and Lee Bauknight.
· Extremely Loud and Incredibly Close. Jonathan Safran Foer (you should all have received this book free as part of the university wide first year reading program.)
· Other handouts, most of which will be sent electronically. Note: handouts, essays, etc. sent electronically will be sent to your gsu email address. You are responsible for retrieving those emails and printing a copy of the file, which you should bring with you to class. It is not acceptable to use your smart phone to access emailed texts in class.
Bring your texts with you to class every day.
Blog
The class blog can be found at:
You will receive an invitation to view the blog in your gsu email. Once you accept, you will be able to view the syllabus, assignments, and other important announcements. Any online readings can be easily accessed from the blog.
Course Description
This course is designed to increase the student’s ability to construct written prose of various kinds. It focuses on methods of organization, analysis, research skills, and the production of short expository essays; readings consider issues of contemporary social and cultural concern. A passing grade is C.
Learning Outcomes
By the end of this course, students will be able to:
· engage in writing as a process, including various invention heuristics (brainstorming, for example), gathering evidence, considering audience, drafting, revising, editing, and proofreading
· engage in the collaborative, social aspects of writing, and use writing as a tool for learning
· use language to explore and analyze contemporary multicultural, global, and international questions
· demonstrate how to use writing aids, such as handbooks, dictionaries, online aids, and tutors
· gather, summarize, synthesize, and explain information from various sources
· use grammatical, stylistic, and mechanical formats and conventions appropriate for a variety of audiences
· critique their own and others’ work in written and oral formats
· produce coherent, organized, readable prose for a variety of rhetorical situations
· reflect on what contributed to their writing process and evaluate their own work
Course Work: Assignments and Evaluation
All work prepared outside the class must be typed and double-spaced, using 12 point Times New Roman font and one-inch margins. All work should adhere to MLA guidelines. Using any other format will negatively impact your grade.
The grades for this course will be determined by the following percentages:
· Extremely Loud and Incredibly Close Reading Comprehension and Critical Writing Assignments 5%
· Essay #1: Narration: 15% (2-3 pages)
· Essay #2: Descriptive Profile 20% (3-5 pages)
· Essay #3: Evaluation 20% (3-5 pages)
· Essay #4: Persuasive Essay 20% (3-5 pages)
· Journal 10%
· Class Participation 10%
Your participation grade will be composed of the following elements:
o Other in-class writings beside journal exercises
o Quizzes
o Participation in class activities and discussions
o Participation in informal class presentations
o Daily work
Journals
One of the best ways to improve as a writer is to write a lot. As part of the work for this course, you are asked to keep a journal. Your journal will provide you with a place to play with language and explore ideas. You should bring your journal with you to class every day, as you will be asked to write in your journal daily. Journals will be due at the end of the semester.
Grading Policy
Grades will be determined using the following scale:
A 95-100
A- 90-94
B+ 87-89
B 83-86
B- 80-82
C+ 76-79
C 70-75
D 60-64
F Below 60
Anything below a C is considered a failing grade.
Course Policies:
Attendance: The active participation of every member of the class is essential to a vibrant class. Therefore, you are asked to attend every class meeting. Not only are you asked to be present for every class meeting, but I ask that you be present for the duration of the class period. This means that it is not enough to show up. Rather, the success of the class (and your participation grade) depends upon your active engagement in class activities and discussions. You may miss two classes without impacting your grade. However, your final grade will be lowered by ten percent for each subsequent absence. Please note the time class begins. If you are more than ten minutes late, you will be considered absent.
Classroom Etiquette
Please come to class on time with materials in hand (or backpack) prepared to participate. Cell phones and other electronic devices should be stowed in your purse or backpack and should be turned off. You may not leave class to answer your phone. Nor are you allowed to send or receive text messages during class. You may take notes on a laptop, but you may not also check your email, your Facebook page, or buy new shoes on Ebay. If you do, I will ask you to turn off your laptop and take notes on paper. I do not mind if you bring snacks or drinks into the classroom, but please do not plan to eat an entire meal during class, and please clean up after yourselves.
Late Work: Late work will not be accepted, nor will essays or other work submitted electronically. You must be present in class to turn in your work. Do not assume that you can miss class and either email me your work or ask another student to turn your work in for you. Such work will not be accepted. I do, however, understand that emergencies and other catastrophes sometimes occur. If you believe a paper will be late, you must contact me before the paper is due in order to clear it with me and to make other arrangements to turn it in. If you fail to clear late work with me, it will not be accepted.
Make Up Work: You are responsible for getting any information, such as notes, handouts, etc. you miss if you miss class from a classmate. I suggest you trade phone numbers and email addresses with another student in the class so you have someone that can give you what you miss. Quizzes and in class writing assignments may not be made up unless your absence is due to extenuating circumstances cleared by me.
Academic Honesty
Policy on Academic Misconduct and Plagiarism:
The Department of English expects its students to adhere to the university’s code of student conduct, especially as it pertains to academic conduct, including plagiarism, cheating, and multiple submissions. See www.gsu.edu/~wwwdos/codeofconduct.html for the policy. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical and academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgement of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the handout provided by your instructor for definitions and consequences.
Accommodations for Students with Special Needs
Georgia State University complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities who seek academic accommodations must first take appropriate documentation to the Office of Disability Services (www.gsu.edu/~wwwods/) located in Suite 230 of the New Student Center. Students with special needs should then make an appointment with me during the first week of class to discuss any necessary accommodations.
English Majors
Students planning to major in English should keep copies of their best papers to submit in their senior portfolio. English majors can find additional information in the English Department on the 9th floor of the General Classroom Building or on the English Department’s website.
The Writing Studio
The purpose of the Writing Studio is to enhance the writing instruction by providing undergraduate and graduate students with an experienced reader who engages them in conversation about their writing assignments and ideas, and familiarizes them with audience expectations and academic genre conventions. We focus on the rhetorical aspects of texts, and provide one-on-one, student-centered teaching that corresponds to each writer’s composing process. Although we are not a line-editing or proofreading service, we are happy to discuss grammar concerns with students from a holistic perspective. Tutors will be alert listeners and will ask questions, and will not judge or evaluate the work in progress. We offer 30 minute sessions (for undergraduate students) and 60 minute sessions (for graduate students) for face-to-face tutoring. Through Write/Chat, our online tutoring service, we offer 15-minute sessions that address short, brief concerns. In addition, the GSU Writing Studio will sponsor workshops, led by faculty and staff, on various topics dealing with academic writing. Please visit the Writing Studio in GCB 976 or atwww.writingstudio.gsu.edu for more information. We look forward to seeing you.
English Department Lower Division Studies
The English Department has a website for Lower Division Studies: http://www.english.gsu.edu/~lds/ .
Student Evaluations of Instructors
At the end of the semester, you will be asked to fill out evaluations of your professors online. Filling out student evaluations accurately and fairly is an important part of your academic career. You are encouraged to complete your student evaluations thoughtfully and carefully.
Course Schedule
Note: The course syllabus provides a general plan for the course; deviations may be necessary. You may also have other assigned readings and/or assignments not listed on the syllabus. Assigned readings are due on the day listed on the syllabus.
Week One: Introductions
August 23: Course Introductions
August 25: In class diagnostic essay
Week Two: Elements of the Essay
August 30: Pathos, Logos, and Ethos & the Rhetorical Situation. Where to begin,
end, and the stuff in the middle. Discuss the essay on the three appeals found at
“Divided We Eat” found online at
and emailed excerpt from The Omnivore’s Dilemma
September 1: Discussion Continued
Week Three: Narration
September 6: Narration Mini-Lecture; Discuss excerpt from Blood, Bones, and Butter,
excerpt from Eating Animals, (both e-handouts), “Day 1, Recipe 1” (pg. 45, Food) and “Food is Good” (Food 63); Essay Assignment #1
September 8: Discussion Continued
Week Four: Narration Continued/E.L.a.I.C.
September 13: First Drafts of Essay #1 Due; Peer Revision
September 15: Discuss Extremely Loud and Incredibly Close
Week Five: E.L.a.I.C.
September 20: In class essay
September 22: NO CLASS; RESEARCH DAY
Week Six: Description
September 27: Final Drafts of Essay #1 Due; Description Mini-Lecture; Essay
#2 Assignment; Discuss “The Truffle Pig” and “Hell’s Kitchen” (emailed essays),
“Dinner With Mario” (73 Food) and “A Woman’s Place” (101 Food)
September 29: Discussion Continued
Week Seven: Description Continued; Using Sources
October 4: Using Sources; Integrating Quotations; MLA Refresher; Primary and
Secondary Sources
October 6: View Profile
Week Eight: Discussion Continued
October 11: Discuss Profile
October 13: Rough Drafts of Essay #2 Due; Peer Revision
Week Nine: Evaluation
October 18: Evaluation and Creating Criteria; Discuss Emailed chapter on
evaluation from Everything’s an Argument and emailed evaluations; Essay #3
Assignment
October 20: Final Drafts of Essay #2 Due; Discussion Continued
Week Ten: Evaluation Continued
October 25: View documentary
October 27: Discuss documentary
Week Eleven: Argument
November 1: Rough Drafts of Essay #3 Due; Peer Revision
November 3: Argument Mini-Lecture; Discuss “The Carnivore’s Dilemma” (Food
169), “Declare Your Independence” (Food 175), “A Food Manifesto for the Future”
(emailed essay) and emailed excerpt from Food Rules; Essay #4 Assignment
Week Twelve: Argument
November 8: Final Drafts of Essay #4 Due; Discussion Continued
November 10: Rough Drafts of Essay #4 Due; Peer Revision
Week Thirteen
November 15: CONFERENCES – JOURNAL DUE AT CONFERENCE
November 17: CONFERENCES – JOURNAL DUE AT CONFERENCE
Week Fourteen
November 22 & 22: NO CLASS – THANKSGIVING BREAK
Week Fifteen
November 29: CONFERENCES – JOURNAL DUE AT CONFERENCE
December 1: LAST DAY OF CLASS – Final drafts of Final essay due
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