English 1102:
Composition II
CRN #84784 M/W 5:30
p.m.-6:45 p.m. Sparks 430
CRN #84210 M/W 7:15 p.m.-8:30 p.m. CS 406
CRN #84210 M/W 7:15 p.m.-8:30 p.m. CS 406
Instructor: Greg Emilio Email: gemilio1@gsu.edu
Office: 25 Park Place 2221 (22nd
floor) Office Hours: M/W
4:00-5:00
Course Description
Welcome to English 1102, your final hurdle in the English sequence here at Georgia State University! As such, this course will be challenging and rigorous, building on the critical thinking and writing skills you honed in previous English classes. To produce relevant and complex forms of analytical writing, our class will study American popular culture and media. With the rise of social and mass media, pop culture is more pervasive than ever, and it presents fertile ground for cultural analysis. But in case you still aren’t convinced of this class’ significance, here’s the college’s thrilling course description:
Welcome to English 1102, your final hurdle in the English sequence here at Georgia State University! As such, this course will be challenging and rigorous, building on the critical thinking and writing skills you honed in previous English classes. To produce relevant and complex forms of analytical writing, our class will study American popular culture and media. With the rise of social and mass media, pop culture is more pervasive than ever, and it presents fertile ground for cultural analysis. But in case you still aren’t convinced of this class’ significance, here’s the college’s thrilling course description:
This course builds on
writing proficiencies, reading skills, and critical thinking skills developed
in ENGL 1101. It incorporates several research methods in
addition to persuasive and argumentative techniques. A passing grade is C. Prerequisite: C or above in ENGL 1101.
In our section, we will be reading essays from the
textbook Signs of Life in the USA to
examine American life through the lens of popular culture. In addition to this,
we will read the GSU Guide to First-Year
Writing to inform and maintain a rhetorical approach to our writing.
|
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·
Signs of
Life in the USA, 8th edition
·
GSU Guide to First-Year
Writing, 5th
edition
·
Two slim folders for turning in essays
·
Active GSU Student Email Account
·
Access to iCollege
·
Google Account for Blogger
·
Access to Printer
·
Hardbound Journal (recommended)
Grading Percentages & Scale
Quizzes 5%
Participation 10%
Blog Posts 10%
Essay #1 Ad Analysis 20%
Essay #2 T.V./Film Analysis 25%
Essay #3 Pop Culture Research Paper 30%
Quizzes
I will give many short answer quizzes to
measure reading completion and comprehension. These quizzes will be given at
the beginning of class and cannot be made up if you miss them, so be sure to
show up on time.
Blog Posts
We will keep a running blog on Blogger, the goal of which is to create a digital space to discuss pop culture outside of class, and to converse with the world at large. Your requirement will be to craft a careful, concise (250 word minimum) post once a week that engages the readings and/or the discussions we’re having in class, while connecting with relevant pop culture phenomena. These posts will be graded on a 10 point scale of quality, insight, and effort. In other words, an ungrammatical rambling about how dope Drake’s latest album is will not earn you many points, if any. However, a clever analysis of how “Hotline Bling” represents a continued suppression of women in our Patriarchical society, along with links to images, video clips, articles, podcasts, etc., will earn full points. You must also comment on at least one of your classmate’s posts each week. It’s basically a form of social media specifically for our class, so have fun with it.
Participation
I expect you to come to every class ready to write
and ready to speak. Participation is 10% of your grade so it’s crucial that you
come willing to engage with our discussions. You must volunteer to speak at least once in every class meeting
(in addition to completing other activities) to receive full participation
points for the day. Also, please bring all of your materials with you to
class, including the assigned texts, your journal, all handouts, and any
writing assignments due. Failure to bring the required materials will
negatively affect your participation grade. **If you are a naturally shy person
(like me!), I especially encourage you to share your ideas. The entire class
benefits from this kind of collaboration.
Essays
You will write three brand new essays throughout the semester (i.e. no essays recycled
from other classes). For each essay you will turn in multiple sections before
the final draft is due (e.g. topic idea, thesis statement, outline, 1st
draft, etc.). All sections/drafts will be typed, stapled and follow MLA format.
Final drafts will be submitted in a folder with the rubric. You must also submit a digital copy of
each essay to the dropbox on iCollege to be checked for plagiarism.
Essays not submitted to iCollege will not receive a grade.
**You may turn in one revision of one of the first two essays for a potentially higher grade, provided that you turned in the final draft on time. Revisions require a paragraph that explains the changes you’ve made to improve the essay.
Classroom Conduct
Respect, respect, respect. If I deem your work/behavior inappropriate,
you will be warned once. If subsequent
issues occur, you will lose all participation points for the day, and further
academic discipline will be taken.
Disclaimers
Students who remain enrolled in this course acknowledge the possibility of:
Students who remain enrolled in this course acknowledge the possibility of:
·
Course discussions, activities, and materials
featuring mature content.
·
Their written work being used anonymously in
future classes.
·
Absences/Tardiness
Attendance is mandatory. Absences result in zero
participation points for the day as well as zero points should there be a quiz,
peer review workshop, etc. Also, a student with six absences (two weeks of
missed class) may be dropped according to university policy. Leaving class early or arriving late will
likewise significantly reduce your participation points for the day. If you
know you will be absent, email me before
class begins; I often offer partial credit if you give me adequate, honest
forewarning.
Late Work
I do not allow late work. If you know you will be
absent ahead of time, it is up to you to either have a classmate deliver your
work, or to make prior arrangements with me. The only exception is that you
will be allowed to turn in one essay late with a 5% deduction for each class
it is late. As stated earlier, you will
not be able to revise this one late essay.
Electronics
I do not allow any electronics to be used during
my class, except during research days, or if you use an e-reader. This mainly
applies to cell phones. If I see you
using your phone, you will lose all participation points for the day, no
questions asked. We will write and take notes the old fashioned way, with
pen and paper!
Electronic Communication
Aside from my office hours, the only way to reach me is at my GSU faculty email: gemilio1@gsu.edu. Please, please, please do not send any email to my GSU student account; I’m not even allowed to respond to you through that email, per university policy. Also, don’t try to email me through iCollege (it’s horrendous). Please be courteous with your emails, and write in complete, grammatical sentences, and I’ll get back to you as fast as possible.
Academic Honesty
Aside from my office hours, the only way to reach me is at my GSU faculty email: gemilio1@gsu.edu. Please, please, please do not send any email to my GSU student account; I’m not even allowed to respond to you through that email, per university policy. Also, don’t try to email me through iCollege (it’s horrendous). Please be courteous with your emails, and write in complete, grammatical sentences, and I’ll get back to you as fast as possible.
Academic Honesty
Simply put, plagiarism means using another’s work
without giving credit. Plagiarism will result in zero points for a given
assignment and possible failure of this course. Here’s the official plagiarism
warning from the English Department:
The
Department of English expects all students to adhere to the university’s Code
of Student Conduct,
especially as it pertains to plagiarism, cheating, multiple submissions, and
academic honesty. Please refer to the Policy on Academic Honesty (Section 409
of the Faculty Handbook). Penalty for violation of this policy will result in a
zero for the assignment, possible failure of the course, and, in some cases,
suspension or expulsion. Georgia State University
defines plagiarism as:
Any paraphrasing or
summarizing of the works of another person without acknowledgment,
including the submitting of another student's work as one's own . . . [It] frequently involves a failure to
acknowledge in the text . . . the quotation of paragraphs, sentences, or
even phrases written by someone else.” At GSU, “the student is responsible for understanding
the legitimate use of sources . . . and the consequences of violating this responsibility.
General Learning Outcomes
By the end of this course, students will be able to:
By the end of this course, students will be able to:
●
Analyze, evaluate,
document, and draw inferences from various sources.
●
Identify, select, and
analyze appropriate research methods, research questions, and evidence for a specific rhetorical
situation.
●
Use argumentative
strategies and genres in order to engage various audiences.
●
Integrate others’
ideas with their own.
●
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 well-reasoned,
argumentative essays demonstrating rhetorical engagement.
●
Reflect on what
contributed to their writing process and evaluate their own work.
Accommodations for Students with Special Needs
Georgia State University complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.
According to the ADA (http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_bills&docid=f:s3406enr.txt.pdf):
‘‘SEC. 3. DEFINITION OF DISABILITY. ‘‘As used in this
Act: ‘‘(1) DISABILITY.—The term ‘disability’ means, with respect to an
individual— ‘‘(A) a physical or mental impairment that substantially limits one
or more major life activities of such individual...major life activities
include, but are not limited to, caring for oneself, performing manual tasks,
seeing, hearing, eating, sleeping, walking, standing, lifting, bending,
speaking, breathing, learning, reading, concentrating, thinking, communicating,
and working. ‘‘(B) MAJOR BODILY FUNCTIONS.—For purposes of paragraph (1), a
major life activity also includes the operation of a major bodily function,
including but not limited to, functions of the immune system, normal cell
growth, digestive, bowel, bladder, neurological, brain, respiratory,
circulatory, endocrine, and reproductive functions.
For English Majors
English Majors and the Graduation Portfolio
The English department at GSU requires an exit portfolio of all students graduating with a degree in English. Ideally, students should work on this every semester, selecting 1-2 papers from each course in the major and revising them, with direction from faculty members. The portfolio includes revised work and a reflective essay about what you’ve learned.
English Majors and the Graduation Portfolio
The English department at GSU requires an exit portfolio of all students graduating with a degree in English. Ideally, students should work on this every semester, selecting 1-2 papers from each course in the major and revising them, with direction from faculty members. The portfolio includes revised work and a reflective essay about what you’ve learned.
Each concentration (literature, creative writing,
rhetoric/composition, and secondary education) within the major has specific
items to place in the portfolio, so be sure to download the packet from our
website at
http://english.gsu.edu/undergraduate/undergraduate_resources/senior-portfolios/.
In preparation for this assessment, each student must apply for graduation with
the Graduation office and also sign up in the English Department portfolio
assessment system at http://www.wac.gsu.edu/EngDept/signup.php.
The Senior Portfolio is due at the midpoint of the semester
you intend to graduate. Please check the university’s academic calendar for
that date. Please direct questions about your portfolio to a faculty advisor or
the instructor of your senior seminar. You may also contact Dr. Stephen
Dobranski, Director of Undergraduate Studies, for more information.
Incompletes
In order to receive a grade of "incomplete," a student must inform the instructor, either in person or in writing, of his/her inability (non-academic reasons) to complete the requirements of the course. Incompletes will be assigned at the instructor's discretion and the terms for removal of the "I" are dictated by the instructor. A grade of incomplete will only be considered for students who are a) passing the course with a C or better, b) present a legitimate, non-academic reason to the instructor, and c) have only one major assignment left to finish.
In order to receive a grade of "incomplete," a student must inform the instructor, either in person or in writing, of his/her inability (non-academic reasons) to complete the requirements of the course. Incompletes will be assigned at the instructor's discretion and the terms for removal of the "I" are dictated by the instructor. A grade of incomplete will only be considered for students who are a) passing the course with a C or better, b) present a legitimate, non-academic reason to the instructor, and c) have only one major assignment left to finish.
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. They focus on the rhetorical aspects of texts, and provide one-on-one, student-centered teaching that corresponds to each writer’s composing process. Although they are not a line-editing or proofreading service, the Writing Studio is 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. The Writing Studio offers 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, they 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 at www.writingstudio.gsu.edu for more information.
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. They focus on the rhetorical aspects of texts, and provide one-on-one, student-centered teaching that corresponds to each writer’s composing process. Although they are not a line-editing or proofreading service, the Writing Studio is 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. The Writing Studio offers 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, they 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 at www.writingstudio.gsu.edu for more information.
Online Evaluation of Instructor
Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.
Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.
Final Caveat
The syllabus provides a general plan for the course, but changes may be made to better suit the needs of the class.
The syllabus provides a general plan for the course, but changes may be made to better suit the needs of the class.
English 1102 Fall 2016 Course Schedule
*Readings & assignments are to
be completed by the day listed.
*All readings are found in Signs unless noted otherwise.
*Schedule is subject to change based on the needs of the class.
Week #1: What Is Pop
Culture?
|
Monday
8/22
Syllabus Meet & Greet |
Wednesday
8/24
Get
All Materials
|
Week #2: Consumerism
|
Monday
8/29
“Introduction” p. 1-20
“Writing
About Pop Culture” p. 21-34
Essay #1 Introduced |
Wednesday
8/31
“Consuming
Passions” p. 71-80
“The Treadmill of Consumption” p. 123-128 |
Week #3: Advertising
|
Monday
9/5
Labor Day: No Class
Essay #1 Topic Due as Blog Post |
Wednesday 9/7
“Brought to You B(u)y” p. 157-165
“Masters
of Desire” p. 166-177
|
Week #4: Planning Essay #1
|
Monday
9/12
“Men’s Men & Women’s Women” p.182-194 |
Wednesday
9/14
Essay #1 Thesis Due
|
Week #5: Drafting & Peer Reviewing Essay #1
|
Monday
9/19
“The
Daily You” p. 228-234
Essay #1 Outline Due |
Wednesday
9/21
Essay #1 Draft Due
|
Week #6: Television
|
Monday
9/26
Essay #1 Final Draft Due Mad Men Screening |
Wednesday
9/28
Essay #2 Introduced
“Video Dreams” p. 255-268 |
Week #7: Television & Film
|
Monday
10/3
“Stillbirth of the American Dream” (handout) |
Wednesday
10/5
“The
Hollywood Sign” p. 321-333
|
Week #8 (Midpoint): Film Screening
|
Monday
10/10
Ex Machina Screening |
Wednesday
10/12
Ex
Machina
Screening
|
Week #9: Ex Machina Analysis
|
Monday
10/17
“Goddess from the Machine” (handout) Essay #2 Topic Due |
Wednesday
10/19
“Why
the West Loves Sci-Fi” p. 378-380
|
Week #10: Planning Essay #2
|
Monday
10/24
Essay #2 Thesis Due |
Wednesday
10/26
Essay #2 Outline Due |
Week #11: Drafting and Peer Reviewing Essay #2
|
Monday
10/31
Essay #2 Draft Due |
Wednesday
11/2
Essay #2 Final Draft Due
|
*The remainder of the schedule will be determined as the course
progresses.
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