Jennifer Rose Forsthoefel · Jennifer Rose Forsthoefel ... Having been influenced by feminist...
Transcript of Jennifer Rose Forsthoefel · Jennifer Rose Forsthoefel ... Having been influenced by feminist...
Jennifer Rose Forsthoefel 1327 S Ponce de Leon Ave NE
Atlanta, GA 30306
(850) 545-5913
Education
Georgia State University, Atlanta, Georgia, PhD, expected Spring 2013
Rhetoric and Composition
Georgia State University, Atlanta, Georgia, Certificate, expected Spring 2013
Women’s Studies
Georgia State University, Atlanta, Georgia, M.A., August 2009
English with an emphasis in Literary Studies
Thesis: Naming Experience and Revealing Sentiment: The Archetypal Journey in Edna
St Vincent Millay’s “Renascence”
Chair: Dr Marti Singer; Committee Members: Dr Paul Schmidt and Dr Mary Hocks
University of Florida, Gainesville, Florida, M.Ed., August 2006
Secondary English Education with an endorsement in ESL instruction
University of Florida, Gainesville, Florida, B.A., May 2005
Major in English with a Minor in Education
Research Interests
Topics: Writing Center Studies, Feminist Theory, Composition Theory, Feminist Pedagogy,
Feminist Rhetoric, Digital Rhetoric
Publications
“Express Yourself” First Essays: A Peer Approach to Freshman Composition, 4th
edition.
“ReView” First Arguments: A Peer Approach to Persuasion, 2nd
edition
Teaching Experience
Student Teacher, Gainesville High School, Gainesville, Florida , January 2006-May 2006
11th
Grade American Literature
11th
Grade Honors American Literature
Graduate Teaching Assistant, Georgia State University Aug 2007- present.
English 1101 (Freshman Composition I) Fall 2007, Spring 2008, Fall 2008.
RGTE0199 (Regents Exam Preparation) Summer 2008. English 1102 (Freshman Composition II) Fall 2009, Spring 2010
Conference Proceedings
Writing Studio: “Talking to Students About Writing: The Student Conference” Presenter
Spring 2008 GTA Pedagogy Conference, 2008. Atlanta, Georgia, Georgia State
University, January 26, 2008.
“Writing Center Pedagogy in the Classroom: Secondary and Post-Secondary Perspectives on
Student Success.” Panel Presenter Spring 2009 Southeastern Writing Center Association
Conference. Greensboro, North Carolina A&T University, February 27, 2009.
“Lowering the Drawbridge: Connecting Teaching and Tutoring in Pictures and Words”
Workshop Presenter Spring 2009 Conference on College Composition and
Communication. San Francisco, California, March 11, 2009.
"’From now on, we're gonna have a little less ritual... and a little more fun around here’:The
Scooby Squad as Heuristic” Saving the World with the Talking from Their Mouths:
Rhetoric, Pedagogy, and Buffy the Vampire Slayer. Presenter Spring 2009 National
Popular Culture Association and American Culture Association. New Orleans,
Louisiana, April 9, 2009.
“Popular Culture and Cultural Studies in the Composition Classroom” Presenter Fall 2009 GTA
Pedagogy Conference. Atlanta, Georgia, Georgia State University August 14, 2009.
“Releasing the OWL: The Burkean Pentad as Generative Method for Inquiry.” Explorations in
Theory Presenter Fall 2009 University of Tennessee at Chattanooga Sigma Tau Delta Xi
Alpha Chapter Graduate Student Conference, Chattanooga, Tennessee, October 17,
2009.
Academic Appointments
Graduate Teaching Assistant, English Department
Georgia State University, Atlanta, Georgia. August 2007 –present.
Graduate Language Assistant and Writing Tutor, The Writing Studio
Georgia State University, Atlanta, Georgia. January 2008 – present.
Academic Workshops
“The Conversational Model: Education, Collaboration, Improvisation.” Georgia State University
Writing Studio Staff Training. January 8, 2010.
Academic Service
Tutoring Mentor, The Writing Studio, Georgia State University, August 2009-Present.
Teaching Mentor, Lower Division Studies, Georgia State University, August 2009-Present.
Sponsorships Coordinator, Southern Writing Center Association State-by State Mini-Regional
Conference-Georgia, Back to the Tutor/Back to the Future, February 12-13, 2010.
Event Chair, Graduate English Association Executive Board elected member; January 2009-
2010
Professional Development Conference Coordinator
Coordinator, Graduate English Association; Conference for Professional Development, Georgia
State University, April 3rd
, 2009.
Co-Chair, Graduate English Association Executive Board elected member; New Voices
Graduate Student Conference Transitioning( Through) Tradition, Georgia State
University, September 25-27, 2008.
Sherpa, Spring Graduate Teaching Assistants’ Conference; Georgia State University; January
2008
Fundraising Coordinator (Book Sale), Graduate English Association; New Voices Graduate
Student Conference: Maps and Boundaries, Georgia State University, September 2007.
Foreign Languages
Spanish: reading and translation knowledge.
Academic Affiliations
Graduate English Association, Georgia State University (GEA)
Golden Key International Honor Society, Alpha Chapter
National Council of Teachers of English (NCTE)
Popular Culture Association (PCA)
Computers Composition and Communication (CCC)
The Southeastern Writing Center Association (SWCA)
Teaching/Tutoring Philosophy
I firmly believe that there is a “good writer” in everyone. While we will not all
necessarily become the great classic authors of our time, it is possible to encourage students to
write in a way that speaks to a variety of audiences under various contexts. I believe that it is my
role as a teacher and tutor to facilitate students in discovering tools and resources that may assist
in their journey towards confidence in their abilities as writers. For example, while the process in
place for moving from brainstorming to a final draft can be explained in a step-by-step process, I
feel that helping students to become more confident within themselves, and thus their writing,
brings a more individualized development in their abilities than sticking to a rigid procedure.
Therefore, I explain the writing process in detail when teaching and when necessary as a tutor,
but invite students to expand upon this explanation with insights into their own writing processes
drawn for their experiences as writers.
As students provide insights into their processes in class and tutorial discussions by
drawing from their own experiences, I hope to cultivate a writing community in the classroom
and in the Writing Studio that fosters individual graduate and undergraduate student growth, both
in terms of the students’ writing and as well as critical thinking abilities. I hope to nurture a
collaborative environment that invites collective encouragement in the classroom and in the
Writing Studio. Thus, I frequently incorporate group work into my classroom activities that
facilitate the feeling of a community of writers, rather than focusing on individual instruction.
However, having been a tutor in the Writing Studio, I can recognize individual concerns within
these group activities and call upon my experience assisting in a student’s understanding of a
similar problem in the tutorial space, practice that I can also draw from in individual
conferencing sessions that I hold throughout the semester. Inversely, I can use experience from
collaborative discussions that I have had in the classroom setting when I have conversations with
students that I tutor, employing what is applicable from the more generalized experience from
the classroom to the individual student’s writing needs addressed in a tutorial.
My preparation for each class period usually includes a short lecture, collaborative work
in groups of three or four, and a final discussion with the class as a whole. Having been
influenced by tutoring in the Writing Studio, this format supports a teaching style that fosters a
conversation as a class, with students taking a portion of the responsibility for comprehending
their learning processes and achieving the intended outcomes of the course. I believe that this
collaboration not only increases the depth of ideas expressed within the time limitations of the
class period and tutorial session, but also provides the affirmation that students often need when
tackling unfamiliar material in their specific essays as well as in a writing course overall. While
students may be initially unsure of themselves and their abilities as writers, listening to the ideas
of their peers in both small groups and larger class discussions can encourage students to bring
their own perspective to the writing community. Similarly, engaging with a tutor in a
conversation, asking questions and receiving support, can foster the student’s voice within the
tutorial space, rather the encouraging the student to view the tutorial as extended class instruction
by implementing directive approaches primarily.
Having been influenced by feminist theory, I am drawn to the idea of having a greater
understanding of the individual tutors that are working in the Writing Studio space. As Sandra
Harding states in “The Instability of the Analytical Categories of Feminist Theory,”“once we
understand the destructively mythical character of the essential and universal “man” which was
the subject and paradigmatic object of nonfeminist theories, so too do we begin to doubt the
usefulness of analysis that is essential, universal woman as its subject and or object-as its thinker
or the object of its thought” (646). Similarly, training manuals and workshops often essentialize
the tutor, simplifying appropriate tutoring practice to a single method. I, however, would like to
become increasingly familiar with each tutor on an individual level, learning and understanding
what each of our strengths and interests are so that we can consider these when working with
students. For example, some tutors may be particularly comfortable discussing titles,
introductions, conclusions, or even specific points of grammar. With this knowledge, I am better
able to refer certain students, who plan to return to our service in the future, to tutors that I know
have these particular strengths, thus adding to my efficiency as a tutor and assisting in making
the students tutorial experience more helpful. This knowledge of the individuals that make up
our community can also be advantageous in terms of teaching; I hope to learn from the practices
of individual instructors in the Department and thus apply what I think would be successful to
my own classroom, considering the particular conditions that each new group of students bring.
Geller et al’s discussion of the “Trickster--an icon of spontaneity, shape-shifting, and the creative
potential of chaos” in The Everyday Writing Center captures the role of my own, as well as my
community’s, ever-changing practice in these various spaces, with the “ordinary disruptions”
evolving into learning moments. These “Trickster” moments call for an acknowledgement of the
fluid identity embodied in my role a teacher within the larger classroom community and English
Department as a whole, as well as a tutor within the Writing Studio community and, again, the
Department as a whole.
Having taught Composition and worked in the Writing Studio since 2007, it is the
formation of relationships with the individual tutors and fellow teachers in the Department that
have strengthened by pedagogical abilities, both in the classroom as well as the in the Studio
space. Although teachers and tutors should have a general understanding of the expectations of
the discipline, it is the individual’s molding of these ideas into a workable practice that actually
influences the service we provide as instructors and tutors. Therefore, with this knowledge of
what each of us focus on and feel is our strength, we can tap into the recourses of our collogues,
recommending to students particular tutors that might be helpful in terms of engaging with
specific skills that each student might need, and engaging in particular teaching practices that we
have learned from one another. As Geller, et.al discuss Etienne Wenger’s concept of
"community of practice" in The Everyday Writing Center, we as teachers, students, tutors, and
administrators are co-learners in a dynamic practice that evolves through our influences on one
another and as a result of our ever-changing audiences.
Georgia State University English 1102 Fall 2009
English 1102 80447
T/Th 2:30-3:45
Urban Life 302C
Instructor: Jennifer Forsthoefel
Office: General Classroom Building 952
Office Hours: Monday and Wednesday 4:15-5:15 and by appointment
Phone: TBA
Email: [email protected]
Course Description
Prerequisite: grade of C or higher in English 1101. This course is designed to develop writing
skills beyond the levels of proficiency required by English 1101. It focuses on critical thinking
and critical reading, as well as the production of short argumentative essays. The readings for the
course readings will be drawn from a wide variety of texts, focusing on social and cultural
concerns. A passing grade is C.
Learning Outcomes
In addition to the skills acquired in 1101, by the end of the course, the student 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 his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work
Course Policies
Attendance – This class relies heavily on student participation, so your attendance is expected.
After three absences your final grade may be penalized. Missing six or more classes may result
in a failing grade in the course. You may not make-up any in-class assignments, including essays
and group work. Present or not, you are responsible for all materials covered in class.
Tardiness – Please do not be late to class. It is distracting and takes away from the learning
environment. I define “late” as more than ten minutes after the course is scheduled to begin. If
you arrive after this grace period, you will not be permitted into the classroom and you will be
counted as absent.
Late work – Final drafts and rough drafts are due at the beginning of class. If you anticipate a
problem with a particular deadline, confer with me at least one class period before the
assignment due date to discuss the issue. Otherwise, I will not accept late work.
Essay Submission –You are required to bring three copies (typed) of your COMPLETE rough
draft to the classes designated for “Peer Editing” (see schedule). All drafts must be typed, meet
designated length requirement, and formatted according to MLA in order to be accepted by the
instructor. Please staple all final drafts (no binders or paperclips) BEFORE coming to class. Your
rough draft and peer responses must be bound with a binder clip and submitted along with the
final draft on the designated due date for each essay (see schedule).
Conferences –You will be required to meet with me for one conference on your final paper either
the week before Thanksgiving or the week after (see schedule). Failure to attend one conference
with me will affect your final paper grade.
Comp Class – We will be using CompClass only for course materials (readings and videos that
we be assigned for homework and/or shown in class), not to turn in assignments, to conduct
discussion, or to receive grades. You are expected to register for CompClass within the first
week of class. Please see me immediately if you have a concern.
Technology –Please turn off cell phones and keep them out of sight throughout the duration of
the class period. Please do not listen to your iPod (or any variation thereof) in class. I also
request that you keep laptops off and closed unless you discuss it with me prior to class and have
a valid reason for its use. If any of this becomes a problem, you will be asked to leave the class
and your participation grade will be affected. I am sure that I am leaving something out, so for
that reason I will close by stating: If it beeps, blinks, buzzes or generally risks disrupting the
riveting class that I am sure we will be having, please be sure to turn it off, keep it closed, shut it
down, or leave it at home.
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 http://www2.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, 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 sources and 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 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
(http://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 accommodations that need to be made.
Writing Studio
The Writing Studio, located in room 976 in the General Classroom Building, provides personal,
one-on-one service for students in order to help them at all levels of the writing process. You can
schedule an appointment or just drop by and wait. The service is free. This is a valuable resource
for writers, and I highly recommend that you use it.
English Major Senior Portfolios
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 and revising them, with direction from faculty members. The portfolio includes
revised work and a reflective essay on what you have learned. Each concentration (literature,
creative writing, rhetoric/composition, and secondary education) within the major may have
specific items to place in the portfolio, so be sure to check the booklet located at the front office
of the English Department. Senior Portfolios due dates are published in the booklets or you may
contact an advisor or Dr Goodman, Director of Undergraduate Studies. See the main office for
additional information.
Required Texts
Lunsford, Andrea. The Everyday Writer Georgia State University Edition. 4th
ed. Boston:
Bedford/St. Martin’s Press, 2009.
Silverman, Jonathan and Dean Rader. The World Is a Text. 3rd
ed. Upper Saddle River, NJ:
Pearson-Prentice Hall, 2009.
Singer, Marti and Cara Minardi, eds. First Arguments: A Peer Approach to Persuasion.
Plymouth, Michigan, Hayden-McNeil Publishing, 2008.
Grading Scale-Point Value
A 950-1000
A- 900-949
B+ 870-899
B 830-869
B- 800-829
C+ 760-799
C 700-759 (GPA = 2.0)
C- 650-699
D 600-649
F below 599
The Board of Regents requires a grade point of 2.0 in a freshman composition course to be
considered as “passing.”
A rubric which describes in greater detail how essays will be graded will be distributed at a later
date, prior to the due date of the first essay.
Course Requirements
Reading, Class Participation, In-Class Writing 10% (100 points)
In addition to some lecture on the elements of argument-based writing and research
techniques, this class involves an extensive amount discussion based on course readings.
The more you have to contribute to these discussions, the more everyone will be able to
get out of them.
Precis 10% (100 points)
The rhetorical precis is a way into writing summaries but should not be seen as the only
way. We will practice the precis in class and you will write five on your own. Each
precis will address one reading that has been assigned (so, you may choose to write a
precis on any of the assigned readings).While we will discuss the format of the precis in
more detail as we reach this assignment, keep in mind that this assignment should be
typed and formatted according to MLA guidelines. Each precis will have a citation for
the article that precedes it on the page.
Essays and Presentation 80% (800 points)
These will be discussed in more detail in class and assignment sheet with explicit
instructions will be provided
1. Argument Analysis (3-5 pages) 15% (150 points)
Part of preparing to argue is fully understanding and researching what has already been
written about the issue. We consider what others have written, think about what further
ideas need to be written, and then develop these in an argument. The scholarly essay
encourages you to do just that.
2. Topic Proposal (1-2 pages) 5% (50 points)
For this assignment you will select a topic related to the issues addressed in the course
about which you wish to do further research. Because all of your major writing projects
this semester will revolve around some form of the topic you choose here, be sure that
you will be able to maintain interest in it. We will not be peer editing this assignment, but
any grade lower than a B may be revised. Revisions are due one week from the day I
return this assignment to the class.
3. Annotated Bibliography (10 sources) 15% (150 points)
For this assignment, you will do more in-depth research into the topic you have chosen to
write about in order to get a more clear understanding of what has been said about it and
therefore what can be said about it. We will not be peer editing this assignment, but any
grade lower than a B may be revised. Revisions are due one week from the day I return
this assignment to the class.
4. Exploratory Essay (3-5 pages) 10% (100 points)
In this essay, you will use the further research you have done on your topic to present an
overview of what everyone is saying about it. You will explain in detail the different
perspectives on your issue that you have come across in your research, which will give
you a good foundation on which to build your final formal argument.
5. Final Paper (6-8 pages) 35% (350 points)
In this essay, you will present a fully developed argument regarding the issue you have
chosen to address earlier in the semester, and it will incorporate the research and writing
you have done.
Course Schedule
Note: You are required to bring to every class the book(s) which contain(s) the reading(s)
assigned for that particular meeting. The reading is due on the day it is listed. You must be
prepared to discuss the reading before you come to class that day.
Week 1: August 17-21
T: Introduction. Discuss Syllabus
Th: FA Ch 1; EW p12-40
Week 2: August 24-28
T: WIT Introduction p1-22; Discuss Rubric
Th: Discuss Argument Analysis Assignment; EW pgs149-167
Week 3: August 31-September 4
T: EW pgs 105-146
Th: Article for Argument Analysis due; WIT Section One pgs 23-53
Week 4: September 7-11
T: WIT Section One pgs 53-71
Th: FA Ch 2
Week 5: September 14-18
T: Discuss the Rhetorical Precis; Handout
Th: Argument Analysis Draft Due; Peer Editing
Week 6: September 21-25
Th: Discuss Précis, Topic Proposal assignment, and Annotated Bibliography assignment;
CompClass resources
Week 7: September 28-October 2
T: Argument Analysis Due; WIT pgs41-57 AND pgs119-124
Th: Library Instruction Session- Will not meet in classroom
Week 8: October 5-9
T: FA Ch 3 pgs 63-93
Th: Paper Proposal Due; FA Ch 3 Part 1 pgs 29-61
Week 9: October 12-16
10/15 Mid-Semester: Final date to withdraw and possibly receive a W
T: WIT pgs75-106
Th: WIT pgs 341-371
Week 10: October 19-23
T: Annotated Bibliography Due; Discuss Exploratory Essay (handout)
Th: WIT pgs 636-651
Week 11: October 26- 30
T: Draft of Exploratory Essay Due: Peer Editing
Th: WIT pgs 653-679
Week 12: November 2-6
T: Exploratory Essay Due; WIT pgs 538-560
Th: WIT pgs 448-475
Week 13: November 9-13
T: Research Day
Th: Draft of Final Paper Due: Peer Editing
Week 14: November 16-20
T: Conferences
Th: Conferences
Week 15: November 23-27
NO CLASS Thanksgiving Holiday
Week 16: November 30-December 4
T: Conferences
Th: Final Paper Due
Disclaimer: This Syllabus represents a plan for the semester. Deviations from this plan may
become necessary as the semester progresses. Students are responsible for taking note of
any changes that may occur.
Assignment 1: Scholarly Essay Analysis
Purpose and Topic:
Part of preparing to argue is fully understanding and researching what has already been written about the issue. We
consider what others have written, think about what further ideas need to be written, and then develop these in an
analysis. This scholarly essay encourages you to do just that.
Outcomes:
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 grammatical, stylistic, and mechanical formats and conventions appropriate to rhetorical situations and
audience constraints
Assignment:
1. Choose a scholarly article/essay from a scholarly publication/journal (approximately 10-20 pages long)
from one of the following online databases: MLA International Bibliography, Proquest Databases, or
EbscoHost Databases.
2. Write a 4-5 page essay that analyzes the structure, rhetorical situation (and all the elements included in that
rhetorical situation), use of ethos, pathos, and/or logos, language, tone, and thesis of the article.
3. Provide your critical analysis (opinion) of the article and how it successfully argues its thesis or
unsuccessfully argues its thesis.
4. With all academic essays in the English Department, use MLA format. Also, your essay should be double-
spaced, use 12-point font, and 1” margins. Since you will cite only one essay, your final page will read
“work cited” and will be formatted according to MLA style.
Evidence:
In an analysis of this nature, you will use ample borrowed material from the essay that is paraphrased, summarized,
and quoted. However, your essay should do more than summarize. Instead, you should point out rhetorical moves
and explain how they create meaning and understanding.
Arrangement (Organization):
Part One
This part of the essay includes the introduction (which should provide the argument and support being made in the
article), background information about the author, the journal, and a discussion of the structure of the article.
Include a discussion of the author’s thesis, evidence, transition sentences, and rebuttal/refutation sections.
Part Two
Use the second part of your essay to discuss the rhetorical situation, ethos, logos, and/or pathos, language, tone,
audience and fallacies.
This is the conclusion of your paper . Here you should reflect upon the effectiveness of the article. Does the article
make its claim effectively? Are there issues/concerns that made the article difficult to read? What would you
change?
Requirements
4-5 pages in length
A copy of the scholarly article you are analyzing (10-20pgs and adhering to the guidelines for that I deem
“scholarly”)
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the date
o Header should be ½” from the top right margin and include your last name and page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cites page in MLA style
English 1102 Topic Proposal
Purpose
Crafting an argument step by step often helps you assess an issue of interest. While crafting your
proposal, you should determine whether or not your topic is arguable and how you want to focus
your issue.
Objectives
identify, select, and analyze appropriate research methods, research questions, and
evidence for a specific rhetorical situation
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
Assignment
For this assignment, write a 1-2 page paper highlighting the issue you are interested in exploring
for your annotated bibliography and ultimately your final research paper. You should begin by
setting up the issue, providing your current understanding of the topic in order to establish the
context. This portion of your paper should end with the focus or thesis of your future argument
paper.
Following this section, provide an explanation of what you need to research further in order
construct an argument on this topic. Include a general plan of the way(s) you anticipate obtaining
this information and any constraints or concerns you anticipate encountering when constructing
the final research paper on this topic.
THINK VERY CAREFULLY WHEN CHOOSING YOUR TOPIC. ONCE YOUR TOPIC IS APPROVED, YOU
MAY NOT CHANGE IT.
Requirements
1-2 pages in length
A title
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the
date. This should be single spaced.
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
Proposal is due SEPTEMBER 28th
We will not be peer editing this assignment, but any grade lower than a B may be revised
once.
Revisions are due one week from the day I return this assignment to the whole class (this
will not necessarily be the day that you receive the assignment if you are absent the day
that proposals are returned).
English 1102 Annotated Bibliography
Purpose
An annotated bibliography is the next step in writing your research paper. In your annotated bibliography,
you will demonstrate what research you have done for your final research paper. This assignment should
help you to organize this material and encourage you to consider the value of your sources before you
attempt to use them.
Objectives
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
integrate others’ ideas with his/her own
Assignment
For this assignment, you will provide a list of TEN sources listed in MLA format that you have
considered using in your final paper (meaning they must relate to the topic you turned in for the proposal
assignment).
Of these TEN sources, FIVE must support the stance you plan to argue in your final research paper.
TWO of these five sources may be popular texts. The other three must be scholarly.
Of these TEN sources, FIVE must refute the stance you plan to argue in your final research paper.
TWO of these five sources may be popular texts. The other three must be scholarly.
After providing the MLA citation for the source, you will write a summary/annotation of the work. Each
annotation should be about 100 words in length and should include:
the major assertion/claim of the text
how the author supports his claim
how you would use this source in your final paper
Requirements
10 sources each with an annotation of about 100 words in length
5 support sources should be grouped together and placed in alphabetical order. This should also
be done for the refutation sources.
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the date.
This should be single spaced.
o Header should be ½” from the top right margin and include your last name and page
number
o Double-spaced and in 12-point Times New Roman font
Annotated Bibliography is due October 20th
We will not be peer editing this assignment, but any grade lower than a B may be revised.
Revisions are due one week from the day I return this assignment to the whole class (this
will not necessarily be the day that you receive the assignment if you are absent the day
that bibliographies are returned).
English 1102: The Exploratory Essay
As its name suggests, the exploratory paper asks you to explore and examine a particular
topic or issue. Unlike a classic argumentative essay, which seeks to develop a particular claim
and, through support, finally persuade an audience, the exploratory paper seeks to examine the
complexity of an issue from an OBJECTIVE point of view. For this paper, you will not be
making an argument, but rather presenting a variety of perspectives on an issue.
Objectives
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
integrate others’ ideas with his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
Assignment
Before composing an argument, it is crucial to understand the various positions that exist
and their strengths and weaknesses. Further, it is important to begin finding the common ground
between the “sides.” We often write exploratory papers to help us recognize the different
positions’ views, their agreements (what is resolved, generally) and their disagreements
(arguably, why an issue is under debate). Because we are not writing an argument, we are careful
to present each side with equal validity and respect.
Drawing from the sources you gathered for your annotated bibliography, as well as any
outside research necessary to fill in “gaps” of information on the topic or issue you have chosen,
write an essay examining the multiple perspectives on your issue. At least 5 sources should be
cited both in-text and on your works cited page. You should include a minimum of three
perspectives on the issue that you researched for your annotated bibliography and plan to
construct an argument around for your final research paper. Basically you are putting in
conversation the information that you learned from your annotated bibliography and any
additional sources you have acquired since the bibliography was turned in. How are your varying
sources speaking to one another on the same issue? What are the different perspectives? How do
they relate to one another?
Requirements
3-5 pages in length
Works Cited page
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1101), and the
date
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cites page in MLA style
Two copies of your rough draft are due on October 27th
for peer review.
I will not be collecting your rough draft of this essay. You may see me in office hours or make
an appointment if you have any questions or concerns.
The final draft of your essay along with the two peer edited copies is due on November 3rd
English 1102: Final Paper
Purpose
The purpose of writing an argument essay is to learn how to persuade your readers and offer a
possible solution to conflicts. You will draw on the research and writing you conducted in your
earlier essays and bibliography to build a focused, sustained, and developed argument.
Objectives
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 his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work\
Assignment
To get started, you will need to:
Identify the argument you wish to pursue
Identify the rhetorical situation
Identify at least three points of view surrounding the issue
Identify your own position
In your final argument, you will develop and support a particular point of view in order to
persuade an audience. As a responsible and ethical writer of an argumentative essay, you must
also present the complexity of the issue and distinguish the main arguments surrounding it. Draw
on your research, and be sure to incorporate at least three perspectives surrounding the argument.
Provide background information on the issue followed by a clearly constructed thesis statement.
Include evidence and support for your claim, identifying and addressing the rebuttals and
refutation arguments on your stance. Consider the rhetorical situation, demonstrate your
recognition of these elements, and appropriately include appeals to ethos, pathos, and logos to
support your stance while also maintaining an appropriate tone for this academic essay.
Requirements
6-8 pages
A Works Cited pages with at least 6 sources (not a part of the page count). At least four of these
sources must be scholarly sources.
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the
date
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cited page in MLA style
Georgia State University English 1102 Fall 2009
English 1102 80452
T/Th 4:00-5:15
Urban Life 302C
Instructor: Jennifer Forsthoefel
Office: General Classroom Building 952
Office Hours: Monday and Wednesday 4:15-5:15 and by appointment
Phone: TBA
Email: [email protected]
Course Description
Prerequisite: grade of C or higher in English 1101. This course is designed to develop writing
skills beyond the levels of proficiency required by English 1101. It focuses on critical thinking
and critical reading, as well as the production of short argumentative essays. The readings for the
course readings will be drawn from a wide variety of texts, focusing on social and cultural
concerns. A passing grade is C.
Learning Outcomes
In addition to the skills acquired in 1101, by the end of the course, the student 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 his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work
Course Policies
Attendance – This class relies heavily on student participation, so your attendance is expected.
After three absences your final grade may be penalized. Missing six or more classes may result
in a failing grade in the course. You may not make-up any in-class assignments, including essays
and group work. Present or not, you are responsible for all materials covered in class.
Tardiness – Please do not be late to class. It is distracting and takes away from the learning
environment. I define “late” as more than ten minutes after the course is scheduled to begin. If
you arrive after this grace period, you will not be permitted into the classroom and you will be
counted as absent.
Late work – Final drafts and rough drafts are due at the beginning of class. If you anticipate a
problem with a particular deadline, confer with me at least one class period before the
assignment due date to discuss the issue. Otherwise, I will not accept late work.
Essay Submission –You are required to bring three copies (typed) of your COMPLETE rough
draft to the classes designated for “Peer Editing” (see schedule). All drafts must be typed, meet
designated length requirement, and formatted according to MLA in order to be accepted by the
instructor. Please staple all final drafts (no binders or paperclips) BEFORE coming to class. Your
rough draft and peer responses must be bound with a binder clip and submitted along with the
final draft on the designated due date for each essay (see schedule).
Conferences –You will be required to meet with me for one conference on your final paper either
the week before Thanksgiving or the week after (see schedule). Failure to attend one conference
with me will affect your final paper grade.
Comp Class – We will be using CompClass only for course materials (readings and videos that
we be assigned for homework and/or shown in class), not to turn in assignments, to conduct
discussion, or to receive grades. You are expected to register for CompClass within the first
week of class. Please see me immediately if you have a concern.
Technology –Please turn off cell phones and keep them out of sight throughout the duration of
the class period. Please do not listen to your iPod (or any variation thereof) in class. I also
request that you keep laptops off and closed unless you discuss it with me prior to class and have
a valid reason for its use. If any of this becomes a problem, you will be asked to leave the class
and your participation grade will be affected. I am sure that I am leaving something out, so for
that reason I will close by stating: If it beeps, blinks, buzzes or generally risks disrupting the
riveting class that I am sure we will be having, please be sure to turn it off, keep it closed, shut it
down, or leave it at home.
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 http://www2.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, 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 sources and 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 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
(http://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 accommodations that need to be made.
Writing Studio
The Writing Studio, located in room 976 in the General Classroom Building, provides personal,
one-on-one service for students in order to help them at all levels of the writing process. You can
schedule an appointment or just drop by and wait. The service is free. This is a valuable resource
for writers, and I highly recommend that you use it.
English Major Senior Portfolios
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 and revising them, with direction from faculty members. The portfolio includes
revised work and a reflective essay on what you have learned. Each concentration (literature,
creative writing, rhetoric/composition, and secondary education) within the major may have
specific items to place in the portfolio, so be sure to check the booklet located at the front office
of the English Department. Senior Portfolios due dates are published in the booklets or you may
contact an advisor or Dr Goodman, Director of Undergraduate Studies. See the main office for
additional information.
Required Texts
Lunsford, Andrea. The Everyday Writer Georgia State University Edition. 4th
ed. Boston:
Bedford/St. Martin’s Press, 2009. (EW)
Silverman, Jonathan and Dean Rader. The World Is a Text. 3rd
ed. Upper Saddle River, NJ:
Pearson-Prentice Hall, 2009. (WIT)
Singer, Marti and Cara Minardi, eds. First Arguments: A Peer Approach to Persuasion.
Plymouth, Michigan, Hayden-McNeil Publishing, 2008. (FA)
Grading Scale-Point Value
A 950-1000
A- 900-949
B+ 870-899
B 830-869
B- 800-829
C+ 760-799
C 700-759 (GPA = 2.0)
C- 650-699
D 600-649
F below 599
The Board of Regents requires a grade point of 2.0 in a freshman composition course to be
considered as “passing.”
A rubric which describes in greater detail how essays will be graded will be distributed at a later
date, prior to the due date of the first essay.
Course Requirements
Reading, Class Participation, In-Class Writing 10% (100 points)
In addition to some lecture on the elements of argument-based writing and research
techniques, this class involves an extensive amount discussion based on course readings.
The more you have to contribute to these discussions, the more everyone will be able to
get out of them.
Precis 10% (100 points)
The rhetorical precis is a way into writing summaries but should not be seen as the only
way. We will practice the precis in class and you will write five on your own. Each
precis will address oner eading that has been assigned (so, you may choose to write a
precis on any of the assigned readings).While we will discuss the format of the precis in
more detail as we reach this assignment, keep in mind that this assignment should be
typed and formatted according to MLA guidelines. Each precis will have a citation for
the article that precedes it on the page.
.
Essays and Presentation 80% (800 points)
These will be discussed in more detail in class and assignment sheet with explicit
instructions will be provided
6. Argument Analysis (3-5 pages) 15% (150 points)
Part of preparing to argue is fully understanding and researching what has already been
written about the issue. We consider what others have written, think about what further
ideas need to be written, and then develop these in an argument. The scholarly essay
encourages you to do just that.
7. Topic Proposal (1-2 pages) 5% (50 points)
For this assignment you will select a topic related to the issues addressed in the course
about which you wish to do further research. Because all of your major writing projects
this semester will revolve around some form of the topic you choose here, be sure that
you will be able to maintain interest in it. We will not be peer editing this assignment, but
any grade lower than a B may be revised. Revisions are due one week from the day I
return this assignment to the class.
8. Annotated Bibliography (10 sources) 15% (150 points)
For this assignment, you will do more in-depth research into the topic you have chosen to
write about in order to get a more clear understanding of what has been said about it and
therefore what can be said about it. We will not be peer editing this assignment, but any
grade lower than a B may be revised. Revisions are due one week from the day I return
this assignment to the class.
9. Exploratory Essay (3-5 pages) 10% (100 points)
In this essay, you will use the further research you have done on your topic to present an
overview of what everyone is saying about it. You will explain in detail the different
perspectives on your issue that you have come across in your research, which will give
you a good foundation on which to build your final formal argument.
10. Final Paper (6-8 pages) 35% (350 points)
In this essay, you will present a fully developed argument regarding the issue you have
chosen to address earlier in the semester, and it will incorporate the research and writing
you have done.
Course Schedule
Note: You are required to bring to every class the book(s) which contain(s) the reading(s)
assigned for that particular meeting. The reading is due on the day it is listed. You must be
prepared to discuss the reading before you come to class that day.
Week 1: August 17-21
T: Introduction. Discuss Syllabus
Th: FA Ch 1; EW p12-40
Week 2: August 24-28
T: WIT Introduction p1-22; Discuss Rubric
Th: Discuss Argument Analysis Assignment; EW pgs149-167
Week 3: August 31-September 4
T: EW pgs 105-146
Th: Article for Argument Analysis due; WIT Section One pgs 23-53
Week 4: September 7-11
T: WIT Section One pgs 53-71
Th: FA Ch 2
Week 5: September 14-18
T: Discuss the Rhetorical Precis; Handout
Th: Argument Analysis Draft Due; Peer Editing
Week 6: September 21-25
Th: Discuss Précis, Topic Proposal assignment, and Annotated Bibliography assignment;
CompClass resources
Week 7: September 28-October 2
T: Argument Analysis Due; WIT pgs41-57 AND pgs119-124
Th: Library Instruction Session- Will not meet in classroom
Week 8: October 5-9
T: FA Ch 3 pgs 63-93
Th: Paper Proposal Due; FA Ch 3 Part 1 pgs 29-61
Week 9: October 12-16
10/15 Mid-Semester: Final date to withdraw and possibly receive a W
T: WIT pgs75-106
Th: WIT pgs 341-371
Week 10: October 19-23
T: Annotated Bibliography Due; Discuss Exploratory Essay (handout)
Th: WIT pgs 636-651
Week 11: October 26- 30
T: Draft of Exploratory Essay Due: Peer Editing
Th: WIT pgs 653-679
Week 12: November 2-6
T: Exploratory Essay Due; WIT pgs 538-560
Th: WIT pgs 448-475
Week 13: November 9-13
T: Research Day
Th: Draft of Final Paper Due: Peer Editing
Week 14: November 16-20
T: Conferences
Th: Conferences
Week 15: November 23-27
NO CLASS Thanksgiving Holiday
Week 16: November 30-December 4
T: Conferences
Th: Final Paper Due
Disclaimer: This Syllabus represents a plan for the semester. Deviations from this plan may
become necessary as the semester progresses. Students are responsible for taking note of
any changes that may occur.
Assignment 1: Scholarly Essay Analysis
Purpose and Topic:
Part of preparing to argue is fully understanding and researching what has already been written about the issue. We
consider what others have written, think about what further ideas need to be written, and then develop these in an
analysis. This scholarly essay encourages you to do just that.
Outcomes:
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 grammatical, stylistic, and mechanical formats and conventions appropriate to rhetorical situations and
audience constraints
Assignment:
5. Choose a scholarly article/essay from a scholarly publication/journal (approximately 10-20 pages long)
from one of the following online databases: MLA International Bibliography, Proquest Databases, or
EbscoHost Databases.
6. Write a 4-5 page essay that analyzes the structure, rhetorical situation (and all the elements included in that
rhetorical situation), use of ethos, pathos, and/or logos, language, tone, and thesis of the article.
7. Provide your critical analysis (opinion) of the article and how it successfully argues its thesis or
unsuccessfully argues its thesis.
8. With all academic essays in the English Department, use MLA format. Also, your essay should be double-
spaced, use 12-point font, and 1” margins. Since you will cite only one essay, your final page will read
“work cited” and will be formatted according to MLA style.
Evidence:
In an analysis of this nature, you will use ample borrowed material from the essay that is paraphrased, summarized,
and quoted. However, your essay should do more than summarize. Instead, you should point out rhetorical moves
and explain how they create meaning and understanding.
Arrangement (Organization):
Part One
This part of the essay includes the introduction (which should provide the argument and support being made in the
article), background information about the author, the journal, and a discussion of the structure of the article.
Include a discussion of the author’s thesis, evidence, transition sentences, and rebuttal/refutation sections.
Part Two
Use the second part of your essay to discuss the rhetorical situation, ethos, logos, and/or pathos, language, tone,
audience and fallacies.
This is the conclusion of your paper . Here you should reflect upon the effectiveness of the article. Does the article
make its claim effectively? Are there issues/concerns that made the article difficult to read? What would you
change?
Requirements
4-5 pages in length
A copy of the scholarly article you are analyzing (10-20pgs and adhering to the guidelines for that I deem
“scholarly”)
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the date
o Header should be ½” from the top right margin and include your last name and page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cites page in MLA style
English 1102 Topic Proposal
Purpose
Crafting an argument step by step often helps you assess an issue of interest. While crafting your
proposal, you should determine whether or not your topic is arguable and how you want to focus
your issue.
Objectives
identify, select, and analyze appropriate research methods, research questions, and
evidence for a specific rhetorical situation
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
Assignment
For this assignment, write a 1-2 page paper highlighting the issue you are interested in exploring
for your annotated bibliography and ultimately your final research paper. You should begin by
setting up the issue, providing your current understanding of the topic in order to establish the
context. This portion of your paper should end with the focus or thesis of your future argument
paper.
Following this section, provide an explanation of what you need to research further in order
construct an argument on this topic. Include a general plan of the way(s) you anticipate obtaining
this information and any constraints or concerns you anticipate encountering when constructing
the final research paper on this topic.
THINK VERY CAREFULLY WHEN CHOOSING YOUR TOPIC. ONCE YOUR TOPIC IS APPROVED, YOU
MAY NOT CHANGE IT.
Requirements
1-2 pages in length
A title
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the
date. This should be single spaced.
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
Proposal is due SEPTEMBER 28th
We will not be peer editing this assignment, but any grade lower than a B may be revised
once.
Revisions are due one week from the day I return this assignment to the whole class (this
will not necessarily be the day that you receive the assignment if you are absent the day
that proposals are returned).
English 1102 Annotated Bibliography
Purpose
An annotated bibliography is the next step in writing your research paper. In your annotated bibliography,
you will demonstrate what research you have done for your final research paper. This assignment should
help you to organize this material and encourage you to consider the value of your sources before you
attempt to use them.
Objectives
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
integrate others’ ideas with his/her own
Assignment
For this assignment, you will provide a list of TEN sources listed in MLA format that you have
considered using in your final paper (meaning they must relate to the topic you turned in for the proposal
assignment).
Of these TEN sources, FIVE must support the stance you plan to argue in your final research paper.
TWO of these five sources may be popular texts. The other three must be scholarly.
Of these TEN sources, FIVE must refute the stance you plan to argue in your final research paper.
TWO of these five sources may be popular texts. The other three must be scholarly.
After providing the MLA citation for the source, you will write a summary/annotation of the work. Each
annotation should be about 100 words in length and should include:
the major assertion/claim of the text
how the author supports his claim
how you would use this source in your final paper
Requirements
10 sources each with an annotation of about 100 words in length
5 support sources should be grouped together and placed in alphabetical order. This should also
be done for the refutation sources.
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the date.
This should be single spaced.
o Header should be ½” from the top right margin and include your last name and page
number
o Double-spaced and in 12-point Times New Roman font
Annotated Bibliography is due October 20th
We will not be peer editing this assignment, but any grade lower than a B may be revised.
Revisions are due one week from the day I return this assignment to the whole class (this
will not necessarily be the day that you receive the assignment if you are absent the day
that bibliographies are returned).
English 1102: The Exploratory Essay
As its name suggests, the exploratory paper asks you to explore and examine a particular
topic or issue. Unlike a classic argumentative essay, which seeks to develop a particular claim
and, through support, finally persuade an audience, the exploratory paper seeks to examine the
complexity of an issue from an OBJECTIVE point of view. For this paper, you will not be
making an argument, but rather presenting a variety of perspectives on an issue.
Objectives
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
integrate others’ ideas with his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
Assignment
Before composing an argument, it is crucial to understand the various positions that exist
and their strengths and weaknesses. Further, it is important to begin finding the common ground
between the “sides.” We often write exploratory papers to help us recognize the different
positions’ views, their agreements (what is resolved, generally) and their disagreements
(arguably, why an issue is under debate). Because we are not writing an argument, we are careful
to present each side with equal validity and respect.
Drawing from the sources you gathered for your annotated bibliography, as well as any
outside research necessary to fill in “gaps” of information on the topic or issue you have chosen,
write an essay examining the multiple perspectives on your issue. At least 5 sources should be
cited both in-text and on your works cited page. You should include a minimum of three
perspectives on the issue that you researched for your annotated bibliography and plan to
construct an argument around for your final research paper. Basically you are putting in
conversation the information that you learned from your annotated bibliography and any
additional sources you have acquired since the bibliography was turned in. How are your varying
sources speaking to one another on the same issue? What are the different perspectives? How do
they relate to one another?
Requirements
3-5 pages in length
Works Cited page
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1101), and the
date
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cites page in MLA style
Two copies of your rough draft are due on October 27th
for peer review.
I will not be collecting your rough draft of this essay. You may see me in office hours or make
an appointment if you have any questions or concerns.
The final draft of your essay along with the two peer edited copies is due on November 3rd
English 1102: Final Paper
Purpose
The purpose of writing an argument essay is to learn how to persuade your readers and offer a
possible solution to conflicts. You will draw on the research and writing you conducted in your
earlier essays and bibliography to build a focused, sustained, and developed argument.
Objectives
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 his/her own
use grammatical, stylistic, and mechanical formats and conventions appropriate to
rhetorical situations and audience constraints
produce well-reasoned, argumentative essays demonstrating rhetorical engagement
reflect on what contributed to his/her writing process and evaluate his/her own work\
Assignment
To get started, you will need to:
Identify the argument you wish to pursue
Identify the rhetorical situation
Identify at least three points of view surrounding the issue
Identify your own position
In your final argument, you will develop and support a particular point of view in order to
persuade an audience. As a responsible and ethical writer of an argumentative essay, you must
also present the complexity of the issue and distinguish the main arguments surrounding it. Draw
on your research, and be sure to incorporate at least three perspectives surrounding the argument.
Provide background information on the issue followed by a clearly constructed thesis statement.
Include evidence and support for your claim, identifying and addressing the rebuttals and
refutation arguments on your stance. Consider the rhetorical situation, demonstrate your
recognition of these elements, and appropriately include appeals to ethos, pathos, and logos to
support your stance while also maintaining an appropriate tone for this academic essay.
Requirements
6-8 pages
A Works Cited pages with at least 6 sources (not a part of the page count). At least four of these
sources must be scholarly sources.
MLA format
o 1” margins on top, bottom, left and right; left justified
o Name block includes your name, instructor’s name, the class (Engl 1102), and the
date
o Header should be ½” from the top right margin and include your last name and
page number
o Double-spaced and in 12-point Times New Roman font
o A correctly formatted Work Cited page in MLA style
Teaching Reflection
As you can tell from the materials I have uploaded for this portfolio, I taught this course
after taking a break from teaching for two semesters to write my thesis. In addition, this was my
first semester as a PhD student , my first semester teaching two courses at once, as well as my
first time teaching 1102. I think this lack of experience, as well as stress and rustiness,
contributed a great deal to the difficulties I experienced teaching 1102 in the Fall of 2009,
difficulties I admit are reflected in some of the commentary on my evaluations. While there are a
few elements discussed in the evaluations that I think are unjust (particularly in the single
lengthy student evaluation), I have certainly learned from this experience as well as my own
reflections and have changed several of my tools and methods to accommodate my new
awareness of my students’ needs.
This lack of experience caused me to choose a textbook that didn’t necessarily include
enough of the rhetorical content necessary to teach 1102. Yet I had assigned a great deal of
reading for each class period in the syllabus, reading that was often not directly discussed
because I recognized that more argumentation strategies and concepts not covered in the reading
needed to be addressed in class time in order to ensure that students were getting the information
necessary to write the required papers. In future course, like for example the one I am teaching
now, I have chosen a more appropriate textbook and lessened the required reading so that we can
actually engage with the material instead of skimming over it because of time limitations.
In addition, several of my policies have changed, particularly in terms of paper
submission requirements. When teaching 1102 in the Fall of 2009, I was very focused on
keeping the class “fair,” as I wanted to ensure I was sticking rigidly to the contract I set for
students in the syllabus, that every student was receiving the exact same treatment. While I
believe that this perspective has some merit, I experienced the distance this can create between
teacher and student, as these human beings are seen as a singular homogenized group, rather than
individual adults with varying experiences and lifestyles. Therefore, I have now become much
more open to allowing my students to talk to be about making exceptions in extraordinary
circumstances, encouraging them to open up to me, providing me with the opportunity to
demonstrate that I truly want for them all to succeed and am willing to make concessions,
concessions that I then open up to the class as a whole, if necessary. Overall, I found this class
exceptionally challenging, but learned a great deal about myself and my teaching practices, what
works and what does not, knowledge that I apply to the courses I am teaching now.
Observation: Jennifer Forsthoefel English 1102: T/R 2:30-3:45 Faculty Observer: Angela Hall-Godsey I didn’t have a copy of the syllabus for the course, so I was not able to see how the day’s lecture fits into the goals of the course. Class Format: The class started on time. Some students walked in a little late, but this was not distracting to other students (and Jennifer did not miss a step as a result of their tardiness). Students waited (briefly) for Jennifer to set up the video clip. Before the movie clip, Jennifer posed questions related to the previous class. Jennifer asked students to relate what they discussed in Tuesday’s class -- Rhetorical Analysis. This exercise worked well to connect the previous class to the work the students would do in today’s class. Jennifer did an excellent job contextualizing the work for today with previous discussions and with future course assignments. As a way to set up the movie clip, Jennifer discussed the “homework assignment” – students were to have read up on Time to Kill. Jennifer hands out an assignment sheet that asked questions relating to Purpose, Audience, Rhetorical Appeals, and Style. She also gave the class a transcript of the scenes she will show in class. The amount of preparation aided in the wealth of class discussion after the movie. The students were prompted to think of specific questions while watching the movie clips. The transcript worked well as a way for students to refer directly to specific parts of the clips. In general, Jennifer does a good job going over the questions and the types of answers she is looking for from the assignment. Good set up of the clip and to what sections the students should pay attention. The movie clips were shown by scenes and students were alerted to which questions related to which scenes. The class watched three scenes from the movie. The students were attentive – some of them were quite moved by the scenes. In fact, after the movie clips, a student was upset by the material. Jennifer did not hesitate to sit next to the student and quietly discuss her reaction. A very compassionate response, which is nice to see and tells me Jennifer feels connected to and responsible for her students. After watching the three scenes: The Doctor’s testimony, Carl Lee’s testimony, and Jake and Carl Lee’s jail-house conversation followed by the final court scene, students were put into small groups (2 or 3 people in each) and asked to go over the questions. Since there were a lot of questions, Jennifer informs them to write on separate paper so they can continue their work on the questions during the next class period. Students got to work. Jennifer sat with each individual group and discussed the questions with the group. She also fielded questions about the movie, upcoming assignments, and the clarity of the questions. The groups were diligent, but a bit quiet. In addition to visiting the groups, a class reminder might keep them moving. I assume this work leads up to the next paper assignment (scholarly article paper). As part of, or as a lead-in to a larger assignment, I would construct a part of the questionnaire that explains how the goals of this assignment relate to the larger one. The group work lasts about a ½ hour.
Answers to group questions were detailed and motivated the groups to antagonize and investigate their answers and the answers of their peers. Once the class finished their group work, Jennifer opened class discussion. She sat on the desk in front of the class, which helped facilitate the “conversation feel.” The class went over each question…they seemed, for the most part, interested in their answers and the answers of the other students. Jennifer closed class by giving the students’ papers back. Told the students she did not want to talk about the papers today. She wanted the students to take them home, read the comments, and make appointments with her for next week. Generally, I like this “don’t talk to me now” kind of thing. If this is a policy, you would not have to announce it to the class. As a policy, it works great. If, however, this is a rule for this paper, it seems a bit harsh. Rapport with Students: Jennifer has a lot of energy and the students benefit from her teaching approach. The students were quite comfortable with her and she worked the room with enthusiasm and purpose. The students clearly see her as an authority figure. They were diligent, respectful, and interested in the class topic. While the topic was interesting, I attribute much of their attitude in the class to their relationship with Jennifer. Great work. Overall Assessment: I was impressed by Jennifer’s attention to detail and her preparedness. Jennifer has a great presence in the classroom and her compassion for her students, the topics discussed in this class, and for teaching in general make her an effective instructor. Suggestions: One of the hard parts of group work (especially one so prescriptive) is that you (as the teacher) know the answers you will receive from students – so, when you hear them from the students, you tend to move on. A couple of times, you asked students to “explain” what they meant, which worked to progress the class discussion. Thinking of group work as a process to answer larger and more complex questions may help. In addition to the questions the sheet asks the students to respond to, the issues that the movie brings up (race, justice, truth, common ground, social class, etc.) are all issues these students like to discuss. Instead of going through the questions one by one, create discussion questions that require the students pull from their answers in order to discuss the larger issues. For example: (Under the discussion of purpose): Is it possible for an attorney (a writer) to present a side of an argument when his purpose involves the “matters of the heart?” The answers the students generated during group discussion will help them answer this more complex question. That way, the class is not focusing on reciting their answers, but rather using critical thinking to progress the discussion topics.
Something I do too, the aimless “walk around” during group work. This is a part of teaching I especially hate. I am not quite sure what I should be doing after I visit each group. What I find to be most helpful is to have groups work on two or three questions, break and talk about them, then return to group work. I can visit groups, then facilitate class discussion, then visit groups again. Furthermore, I prepare a larger, more “complex” question that is not on the group sheet. I use this question when I visit each group, making my time with each group lengthier.
Classroom Observation Form
Observer: Megan Motlagh
Teacher: Jennifer Forsthoefel
Course: ENGL 1102
Date: February 9, 2010
1. Describe the professional conduct of the teacher, i.e. uses of authority, language, appearance,
attitude towards students, attitude towards subject matter, etc.
Jennifer is wonderful with her students. I arrived in class as most of the students were first
rolling in, where Jennifer greeted each of her students very cordially and exchanged some lighthearted
comments. When class officially began, students were tasked to take a quiz in relation to the reading
material they had been assigned for homework. While Jennifer has clearly formed a friendly rapport with
her students, her professionalism and knowledge of the subject matter cemented her in the role of
authority figure in the room in the eyes of the students.
Quizzes at the beginning of class, according to Jennifer’s syllabus, are a means to take class
attendance. If the students are late, they have only the allotted time left in which to take the quiz if they
arrive while the quiz is still taking place, but if they miss the quiz entirely it cannot be made up. When
one student arrived late to class, Jennifer kindly informed the student that she had only so much time left
to complete the quiz, just as is stated in the syllabus. The juxtaposition of authoritativeness and
amicability was very well balanced. Beyond the quiz, if the students had any questions regarding the
course material, Jennifer walked up to each individual as they asked the question, lending to the
welcoming, informal atmosphere in the classroom. I believe this made the students more at ease with
both Jennifer as a professor and with the course material itself.
2. Describe the teacher’s relationship with students in the class, i.e. stance, comments, tone,
responses directed to individual students, attitude towards collaborative work, etc.
Jennifer has a very calm attitude toward the students. One student in particular was very
outspoken and spoke “out of turn” numerous times, but Jennifer fielded his questions and comments
expertly without skipping a beat in her general discussion. Some students were much less inclined to
volunteer questions or comments during the discussion portion of the class. To balance the amount of
students volunteering answers with those who were more timid, Jennifer chose a row of students sitting in
the middle, asking them to sequentially respond to specific questions in the text and to justify their
responses. The more introverted students took very well to this exercise and each student provided
valuable input into the class conversation. She also infused humor into many aspects of the class
discussion, which bolstered her personable appeal to the class.
3. What are the methods of instruction—lecture, collaborative work, writing workshop, etc? How
well does the teacher use class time, i.e. ratio of instructional methods, pacing, etc?
Jennifer’s classroom instruction ran the gamut of learning methods, each one crafted without
focusing too much on one or the other, and with smooth transitions from quiz, to discussion, to
collaborative work without one aspect of the instruction treated as less significant or effective than
another. The quiz at the beginning of class had the students working as individuals, testing their own
knowledge of the material they read independently, while the discussion portion of the class and the
collaborative in-class assignment bolstered the students’ abilities to springboard off of Jennifer’s prompts
during the discussion or each others ideas during the group session. Jennifer also encouraged
participation by asking for volunteers to read portions of the text aloud. After the initial discussion
portion of class, Jennifer had the students split up into groups of their own choosing, wherein they were
asked to read a portion of text from Everything’s an Argument and subsequently discuss the ramifications
and pros and cons of that argument with their group mates. Jennifer walked around the classroom and
visited each group individually, spending ample time with each one to ensure the members of each group
understood the assignment and also to answer any questions they may have had otherwise.
4. How does the teacher accommodate a variety of student learning styles in the classroom?
Jennifer provided a very balanced mixture of styles in the class, such as highlighting important
words and ideas on the board for the visual learners, providing spoken discussion and “read aloud”
participation for the auditory learners, and a collaborative analysis of an argument for the more
kinesthetic learners. Each style was integrated seamlessly into the different activities in the class and
given equal care and attention. Jennifer also stopped intermittently throughout class time to ask the
students what she could do to be clearer with her instruction, and was very willing to mold her discussion
to suit each students’ input to the best of her ability. She also urged the students to take advantage of
office hours or appointments if they required elaboration on any aspect of the discussion beyond class.
5. How does the teacher’s classroom practice correlate with the course objectives stated on the
syllabus?
By utilizing the class text and engaging peripheral texts and movies, such as David Sedaris’ novel
Me Talk Pretty One Day and the movie A Time to Kill, Jennifer uses contemporary material to appeal to
the students while at the same time ensuring the skills gleaned from these assignments coordinate with the
course objectives. The students form and deconstruct arguments visually, textually, and verbally, using
each method to understand how to incorporate what they’ve learned in many different ways. Working
collaboratively enables the students to understand their classmates’ stances beyond their own individual
viewpoints, and Jennifer has crafted a classroom structure that incorporates each aspect of the course
objectives in relevant, invigorating ways.
6. How does the teacher integrate today’s discussion with prior and subsequent topics listed on the
syllabus?
The movie A Time to Kill was listed in the syllabus for the following class meeting, as it tied in
directly to the material the students had been going over in their course readings. Jennifer also handed
out an assignment sheet that coordinated with the syllabus and incorporated knowledge of research
methods, research questions, and evidence that the students had discussed in previous class sessions.
7. Does the teacher demonstrate familiarity with course material?
Jennifer is extremely well versed in the subject matter of the course, and utilized many instances
of anecdotal information to supplement the class discussion. If certain aspects of the material needed
further elaboration or the students were unclear with regard to any of the information presented or tasks
asked of them, Jennifer was able to draw from her own expertise in the field as well as swiftly cite
references in the course textbooks in order to respond to them.
Writing Center Reflections
Tutoring is a common action that is visible in the academic space. Be it when a student
leans to her neighbor in class to ask her to clarify a point, when a student meets with her
instructor to gain better understanding of an idea, or when a struggling student brainstorms with
a friend who has previously taken the difficult class, tutoring happens in a variety of spaces
across the University. However, in the Writing Studio space, the assortment of personalities,
levels of study, and specialties allow the core of tutoring to flourish.
This semester I have felt more of a leadership role in the Studio. I have had the
opportunity to work with several tutors in a mentor capacity, and am ultimately feeling overall
that fellow tutors are looking to me for advice, support, and information. While I certainly do not
claim to be the best source for this information at the moment, I appreciate this new position and
am looking forward to continuing to foster it in my years to come in the Studio. I have gained
many new friendships, and have been impressed with the staff as a whole, as the “family”
element for the writing community is very visible and tangible with the tutors currently working
in the staff. I hope to continue this feeling any way I can, both with the current and future tutors
that I will be working with.
I very much have enjoyed the classroom visits I have done this semester. I ultimately
believe that this is the best way for the space to gets its message and purpose across to its
audience. After visiting two sections of a Business course, I saw several of the students come
into the student for assistance and was pleased when talking to them afterwards at how their
expectations were surpassed, not just fulfilled. I think I am going to make more of an attempt to
encourage my peers to have a tutor come to their classrooms in order for the message to continue
to be spread and for the space to continue to be used at its full potential.
In addition, I have felt more engagement with the students that I have been working with
this semester. In particular, this semester has brought a more consistent stream of repeated
students for me than ever before. It has been wonderful watching a project begin at the
brainstorming stage and bloom in to the final product. I am so appreciative that I have been able
to witness this movement and I hope to foster more consistent relationships with students in the
semesters to come.
Drawing from my knowledge of this variety that exists in the Studio, my goal is to create
engage in a tutoring practice that nurtures my knowledge of individual tutors as well as students,
fostering critical thinking abilities and individual strengths and styles in a collaborative
environment that invites collective encouragement. Thus, having been influenced by my work in
feminist theory, I would like to move to a greater familiarization with the individual tutors who
are working in the space.I believe that when tutors are familiar with each other’s strengths then,
as a group, we are ultimately better able to meet the individual needs of students.
Having worked in the Writing Studio since 2007, I count the opportunity to form these
kinds of relationships with the individual tutors as a strength to my pedagogical abilities, both in
terms of the classroom as well as the in the studio space. Additionally, having participated in the
mentoring program through the Writing Studio, as well as though Lower Division Studies, I have
become familiar with the concerns that Graduate students face when entering into these
pedagogical spaces for the first time. And while I promote a reclaiming of the individual within
the Writing Studio, this foundational knowledge continues to influence my interaction with
fellow tutors as well as students/
As a PhD student in Rhetoric and Composition, it is my hope to specialize primarily in
writing center studies. While my experience as a mentor, scholar, student, and administrator will