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Holes Reflection Essay For English 101

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Margaret Avison's poem 'crowd corralling' is an interesting piece set in an imaginary context. The sense of imagination visible in the poem fundamentally aims at making the passive reader become essentially aware of the hidden meaning. In order to achieve this, the poet explores the concept of defamiliarization through careful choice of words as seen in, "Hard rain the bean-mash smell. cotton people in go-holes" (Avison, 1989, p.101). The choice of words is unambiguous with the formation of unfamiliar word combinations as seen in 'sheepdogging' and 'tin-brim spill' (Avison, 1989, p.101). By doing this, the reader becomes lost in the words and seeks to establish the poem's bearing by establishing its deeper meaning.Moreover, the words used are in essence 'non action' words, which strive less in reaching out to the poem's title. There is significant evident showing the use of active personification in the poem, which can be seen in "Cotton people in go-holes" (Avison, 1989, p.101). There is also an evident rhyme, which consequently creates a definite rhyme scheme in the poem as seen in "smell. spill. trees. holes" (Avison, 1989, p.101). In essence, these elements further serve to strengthen the fiction element present in the poem as a unique literary approach.

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Syllabus - English 101


INSTRUCTOR: Steve Wilper

EMAIL:
dwilper@siue.edu
OFFICE: PB 3408

PHONE: 650-5027
OFFICE HOURS: Tuesday 1:45-3:00
Wednesday 4:00-6:00
Thursday 1:45-3:00


NOTE: THE FOLLOWING SYLLABUS/COURSE SCHEDULE IS SUBJECT TO CHANGE.

TEXTS AND MATERIALS:
  • Inquiry: Questioning, Reading, Writing. Bloom and White. (QRW in course schedule).
  • Seeing and Writing 2. McQuade & McQuade. 2003 (listed as SW in course schedule).
  • The Allyn and Bacon Guide to Writing. Rammage,Bean and Johnson. 4th ed. 2006 (listed as AB in course schedule).
  • Scott Foresman Handbook for Writers. Hairston, Ruszkiewicz and Friend. 7th ed. 2002 (listed as SF in course schedule).

TEACHING METHOD: This class will consist of a combination of lecture, in-class exercises, and, hopefully, a lot of class participation. You will be assigned readings from the rental, purchase texts, and handouts, and will be expected to have read them prior to the particular class for which they were assigned.

COURSE OBJECTIVES. This class is about analyzing problems, reading assignments, and class discussions, and then writing well developed, well organized, grammatically correct essays of your analysis and conclusions. We will accomplish this by generating ideas from your experiences, from outside readings of various topics, from the world around you, from electronic media and from discussions in class; we will then turn these ideas into good writing. Most of your assignments will ask you to make an argument of some sort and to support this argument with facts, examples, etc. Gone are the days when you could simply write the personal narrative and gone are the days when your opinion, unsubstantiated, is enough. Because you “feel” strongly about something is just the starting point. You must, in writing your papers and expressing your points of view, give ample logical reasons for your opinions and develop your arguments thoroughly.


COURSE REQUIREMENTS: The following point system will be used to determine your final grade. Your total points will be 1000 with 900-1000 being an “A,” 800-899 being a “B,” 720-799 being a “C," 620-719 being a "D," and below 620 is an "F."
  1. 1 in-class writing with revision: 100pts .
  2. 3 out-of-class essays: 700 pts. (200,250,250).
  3. Writing exercises: 200 pts


ABOUT GRADES:If you have an average below a "C" (for example, you have written several "D" or "F" papers and your point total is below 720), you will receive a D, a "PR" or an "F." A "PR" means "progress" and is given when a student turns in the assignments and genuinely tries, but is not yet ready to move on to 102. HOWEVER, THIS STUDENT MUST SHOW PROGRESS. A "PR" is not factored into the student's GPA, but he or she must take 101 again. STUDENTS CAN RECEIVE ONLY ONE “PR” IN ENGLISH DURING THEIR STAY AT SIUE. IF YOU HAVE RECEIVED THIS GRADE BEFORE, YOU NEED TO WORK HARD, BECAUSE YOU WILL BE ASSIGNED A LETTER GRADE THAT DOES COUNT TOWARDS YOUR G.P.A. If assignments are incomplete or the student does consistent "D" or "F" work, he or she will be given that letter grade, which is factored into the student's GPA. A grade of "D" IS NOT PASSING. YOU WILL STILL HAVE TO TAKE THE CLASS AGAIN. HOWEVER, THIS CAN BE AFFECTED BY THE PORTFOLIO.

THE PORTFOLIO: I will explain this in detail in class, but you will be required to keep a portfolio for departmental evaluation. At this point, I do not have the information about how this will work, so I will give you a handout as soon as I know more about it.

PLACEMENT AND DIAGNOSTIC TESTS: During the first few classes, you will take a grammar diagnostic test and write an in-class essay. Based on these evaluations, you may be moved to another section of 101 or placed in an Academic Development course. This is not punitive, but rather a method by which particular writing problems or strengths can be addressed. If you have further questions, please ask me or see the Student's Handbook on the English Department’s web site (which can be accessed from my web site).

IN-CLASS WRITING ASSIGNMENT: There will be one in-class essay/writing assignment aside from the diagnostic essay. This will be written in response to questions asked regarding previous reading assignments and will be written during one class period. This will gain you 100 points. The essay will then be incorporated into a revision exercise and you can receive a higher grade for your revision.

OUT-OF-CLASS ESSAYS: There will be (3) three assigned essays that will involve writing as a process. You will first write a rough draft for peer group evaluation. The drafts will not be graded, but will act as a guide in the process towards a final graded paper. Though the drafts will not be separately graded, presenting them on the date due in peer group sessions will count towards your final grade (see “Peer Groups” below). After the draft is reviewed in peer groups you will revise and work on your paper. This is your first revision. Then, you will meet with me in a private conference to look at your paper, which should have been heavily revised since the draft you presented to your peer group. During the weeks of conferences, class will not meet. This is not a week off, but a time to work on the paper. During this time I will be in my office and you can come by for a personal conference (I will pass around a sign-up sheet the day of peer groups). However, you must have a draft of your essay ready for me to look at if you sign up for a conference. After this, you will do the necessary revisions and then bring your revised copy to the next class and turn it in for a grade. This is your second revision. The out-of-class essays will be worth 700 pts (200, 250, 250).

READINGS: During the semester, you will be assigned various readings. Some are listed on the schedule below and some I will give to you during class. You will read these for the next class. These readings are for the purpose of class discussion and may be used as prompts for either reading responses, in-class essays, or quizzes.

WRITING EXERCISES: Writing exercises will usually be in conjunction with something not traditionally thought of as "formal" writing. We might look at blogs, web pages, e-mail, even cover letters and resumes and critique and then create our own versions. In addition, your letters of reflection for both portfolios will count towareds the writing exercise points.

PEER GROUP/DRAFTS: You are expected to participate in all group activities with an open mind and willingness to work. On days that we meet in peer groups, you will bring 3 typed copies of the draft being worked on (or, if in a computer room a disk with your essay on it and one printed draft), unless told otherwise. Drafts will not be graded, but presenting them to your peer group will figure in your final grade of the paper being edited. IF YOU DON'T HAVE A DRAFT FOR PEER GROUPS, YOU WILL LOSE 10% OF OF THE FINAL GRADE OF THE PAPER. Do not bring hastily hand-written drafts. You will hand in one copy of your draft to me and you will have to sign a list to show you were in class and did peer work. If your draft is incomplete or hastily written, I will not give you credit for that peer group session and your final draft will begin minus 10% (I.E. I GRADE THAT PAPER AND THEN TAKE OFF A FULL GRADE AFTER MY EVALUATION).

ESSAY FORMAT. All drafts and assignments (with the exception of in-class reading responses and in-class essays if you are not in a computer lab) are to be typed, double-spaced, have a title, and contain your name and the course on the front page. Essays not following this form will not be accepted.

OVERALL CLASS PARTICIPATION. As I stated, this will be considered in your final grade.

CLASS ATTENDANCE: I take signed attendance at the beginning of class. If you are late, it is your responsibility to come and see me after class in order that I don't count you absent. Further, it is your responsibility to come to me for any handouts you miss because of absence. I will abide by the 10% policy discussed in the Student's Handbook--that is, if you miss more than ten percent of the classes (3 classes), you will not pass the course. Also, if you are over 15 minutes late, this will be recorded as an absence. And if you are late 3 times (under 15 minutes), this will count as an absence. Since students sometimes forget, you will sign an attendance sheet at the beginning of every class. During the first week, you will sign a paper that states that you understand the attendance policy. Students who get 3 quick absences and then try to remain in the class must understand that it doesn't matter when you get the fourth. You will fail. FURTHER, MISSING A CONFERENCE WILL COUNT AS TWO ABSENCES. conference

LATE PAPERS: WILL NOT BE ACCEPTED WITHOUT A VALID EXCUSE. If you have a medical emergency or other similar excuse, I will consider this. Bring me documentation, however.

PLAGIARISM: The policy on plagiarism (presenting another person's work as your own) is simple: if you do it, you flunk the course (see the Student's Handbook). In addition, you may face further action from the university.

DISCUSSING A GRADE: We all make mistakes. If you wish to discuss a grade, set up an appointment with me. Do not crowd around my desk after class in order that you can dispute a grade. Take the paper home, look at it and compose a well reasoned argument that you can present to me at our appointment.

*Realize that I will usually assign things from one handbook or the other, but there are sections in the other handbooks that cover the same areas. ALWAYS BRING YOUR SCOTT FORESMAN HANDBOOK TO CLASS.

WEEK 1(1/15 and 1/17)

Tuesday
    • Introduction to class/class protocol.
    • Fill out information sheet/sign policy contract.
    • Handouts (library, computer labs, writing center).
    • About writing exercises
    • Grammar diagnostic
Thursday
    • Discuss in-class writing.
    • Writing Diagnostic.
    • Read Assigned SF pages for the next class (comma splices, fragments, run-ons, pages 594-605).
    • Reading assignment from text (QRW) or handout (for issue discussion).

WEEK 2(1/22 and 1/24)

Tuesday
    • Grammar: Comma Splices, Fragments, and Run-on Sentences.
    • What is “good” writing (sample in-class and out-of-class essays).
    • Written response to essays from reading assignment and class discussion (writing exercise).
    • Readings for narrative discussion assigned for the next class.
    • Read AB assignment.
Thursday

    • Discuss the writing process (invention stratagies--from text readings and handout).
    • Thesis statements (handouts and assigned readings).
    • Discuss narrative angle of vision and assign readings from SW text..
    • Look over assigned text in SF for the next class (word agreement, pages 448-461; 494-508).
    • Assign angle of vision writing exercise.
    • Narrative event (writing exercise)
    • Review narrative example (handout).

WEEK 3(1/29 and 1/31)

Tuesday
    • Discuss word agreement (Subject/Verb and Pronoun agreement).
    • Audience (handouts, exercise).
    • The thesis statement—Discuss readings
    • Handout on introductions.
    • Work on introductions.
    • Paragraph building.
    • Summary of article (writing exercise).
Thursday
    • Group work on angle of vision assignment: bring disks with work on it and 2 copies of the assignment.
    • Compare-contrast readings: to be assigned.
    • Read AB pages 16-21 for the next class.
    • Read discussion reading from QRW for next class.

WEEK 4 (2/5 and 2/7) Tuesday
    • ANGLE OF VISION EXERCISE IS DUE (40 points)
    • Contemplation on assignmed readings.
    • Discuss Compare-Contrast readings.
    • Idea generation--freewriting and brainstorming for second out-of-class essay.
    • Coming up with a working thesis for OC1
    • Go over student’s compare-contrast papers (handouts and reading response).
    • Readings from text or handouts in preparation for class discussion during the next class (readings to be a announced).
Thursday
    • Complex paragraph building (in-class handouts and exercise) .
    • Discuss readings for in-class writing exercise: brainstorm, draft a plan for practice questions (Reread essays before next Tuesday's in-class essay).
    • Writing the in-class essay.
    • ASSIGN FORMAL OUT-OF-CLASS ESSAY 1: COMPARE/CONTRAST/ARGUE.
    • Discuss letter of reflection.

WEEK 5
(2/12 and 2/14)

Tuesday
    • IN-CLASS ESSAY 1
    • Handout on transitions.
    • Assign readings from SW or other texts.
    • Angle of vision exercise
    • LETTER OF REFLECTION WRITING EXERCISE ASSIGNED (40 POINTS).
Thursday
    • SIGN UP FOR CONFERENCES .
    • Introductions (handout and exercise for sketchbook--creating an introduction)
    • Transitions.
    • Discuss last classe's assigned readings.
    • Constructing the compare/and contrast essay: using modes to argue (handout).

WEEK 6(2/19 and 2/21) Tuesday
    • Peer work on Formal Out-of-class essay 1: Bring 3 copies of printed paper.
    • Assign readings (handout or from SW).
    • Bring letter of reflection for quick perusal by me.

Thursday
    • Conclusions
    • Make sure you have signed up for a conference.
    • Class discussion on previously assigned readings (sketchbook or reading response).
    • Portfolio preperation--revision stratagies of your letter of reflection.

WEEK 7 (2/26 and 2/28)
  • Tuesday and Thursday: You do not show up for class, but meet me in my office for a personal conference regarding OC 1. Bring a clean, revised copy of this essay to the conference. Readings regarding your next assignment will be handed out at this time. Further, bring your revised letter of reflection to this conference.
Tuesday
    • OUT-OF-CLASS ESSAY 1 DUE .
    • ASSIGN OUT-OF-CLASS ESSAY 2.
    • Discuss analysis and assigned readings.
    • Discuss reading/picture in SW for analysis in class.
    • Sketchbook--cause and effect (effect or cause of something you've observed).
    • Collaborative idea generation exercise for analysis.
    • Effective, concise sentences--"Mature Writing" (Class exercise).
    • Introduction and outline construction for Out-of-Class Essay 2.
Thursday
    • Further discuss in-class writing strategies.
    • Final portfolio preperation..
    • LETTER OF REFLECTION WRITING EXERCISE DUE (THIS WILL BE AN ADDITIONAL COPY BESIDES THE ONE YOU HAVE PUT IN YOUR PORTFOLIO).

WEEK 9 (
3/11 and 3/13) SPRING BREAK--NO CLASS

WEEK 10 (3/18 and 3/20)

Tuesday
    • IN-CLASS REVISIION OF PORTFOLIO WRITINGS.
    • Sign up for conferences for Out-of-class essay 2
Thursday
    • Peer groups for Out-of-class essay 2. Bring 3 printed versions of your essay to class.
    • sketchbook.
    • PORTFOLIO WORK POSSIBLE.

WEEK 11 (3/25 and 3/27)
  • Tuesday, and Thursday: We will not meet in this classroom this week. Bring a revised and clean copy of your paper to my office for conference at the time you signed up for the previous week. Further, you will be assigned readings from your text regarding the next assignment at this meeting.

WEEK 12 (4/1 and 4/3)

Tuesday
    • OUT-OF-CLASS ESSAY 2 DUE: NO EXCEPTIONS .
    • Argument: to win or convince?
    • Handouts on argument.
    • Argumentative Fallacies (In-class exercise: find fallacies in article).
    • Argumentative essay outline (handout).
    • Reading handouts for the next class (argument).
    • Readings from textbooks assigned.
    • Exploratory writing: why argue and what do I want to explore?

Thursday
    • Discuss readings from texts.
    • Discuss reading handouts.
    • Reading Response:
    • ASSIGN OUT-OF-CLASS ESSAY 3. Argumentative paper using all of the developmental tools we have discussed up to this point. For this assignment, we will be doing some web browsing in search of a couple of sources that you might use in your paper. This will be the final element of paragraph development that we will discuss. This is not a research paper, but is an argumentative, topic based essay (as discussed in the 101 AB text) in which you will use a couple of sources. The most important aspect of this paper is that you learn the nuances of classical argumentation.
    • Outline handout.
    • Passive/active voice.
    • Classical argument in current newspapers and magazines.

WEEK 13 (4/8 and 4/10)

Tuesday
  • SEARCHING FOR SOURCES--TUTORIAL: IF YOU ARE IN A COMPUTER CLASSROOM, YOU WILL MEETIN OUR REGULAR COMPUTER CLASSROOM. IF YOU ARE IN A TRADITIONAL CLASSROOM, YOU WILL MEET AT THE LOVEJOY LIBRARY. WEWILL FOCUS ON HOW TO SEARCH ELECTRONIC SOURCES FOR IDEAS, TOPICS OFDISCUSSION, AND LEAST IMPORTANTLY, FOR YOUR FINAL PAPER.
Thursday
    • Have an outline of Essay 3 done and ready to hand in. This will include a rough draft introduction and thesis.
    • Go over student essays on argumentation (reading response).
    • Using outside sources in writing final essay: how to document; avoiding plagiarism; citing sources; etc.
    • REFLECTION LETTER WRITING EXERCISE ASSIGNED.

WEEK 14 (4/15 and 4/17)

Tuesday
    • Electronic searches for ideas and sources. More on using and citing sources. Bring your papers and problems to this class.
    • SIGN UP FOR CONFERENCE .
    • Questions about letters of reflection.
Thursday
    • Draft of out-of-class essay 3 due for peer groups: Bring 3 copies of your paper to class.
    • MAKE SURE YOU HAVE SIGNED UP FOR CONFERENCE.
    • Bring in letters of reflection for quick perusal by me. I will give them back by the end of class and you need to make the necessary changes.
.
WEEK 15 (4/22 and 4/24)

    • NO CLASS: CONFERENCES ON OC3. You must have a complete draft of your final paper for this conference. FURTHER, YOU WILL TURN IN YOUR LETTERS OF REFLECTION AT THIS POINT.
WEEK 16 (4/29 and 5/1) Tuesday
    • Letters of reflection returned.
    • Discussion of portfolio and revisions.
    • Class work on portfolio.
Thursday
    • FINAL PORTFOLIOS DUE: NO EXCEPTIONS. IF YOUR PORTFOLIO IS NOT TURNED IN, YOU CANNOT BE GRADED AND CANNOT PASS THE CLASS.
    • FINAL ESSAY DUE.