WS ENG 102 Detailed Syllabus (SP19)

Table of Contents Contact Info

INSTRUCTOR: Mark Haunschild

Course Description 1 Email: mark.haunschild@asu.edu
Phone Number: 602.496.1372
Course Format 2 Office: AZCNTR, Suite 380, 369DC
Office Hours: TTH 10:30am - 11:00am, 2:00pm - 2:30pm
Course Structure and Tools 2
INSTRUCTOR: David Moody
Course Materials 2 Email: david.a.moody@asu.edu
Phone Number: 386.227.7336
Office: AZCNTR, Suite 380, 369DB
Course Goals 3
Office Hours: TTH 11:00am - 11:45am, 1:30pm - 2:30pm

Coursework and Projects 4

This course is offered in a large scale, team-taught, studio

Grading and Assessment 4 format. For information about the f2f Writers’ Studio model
visit our website.
Grading Scale 5
This course is offered by the College of Integrative Sciences
and Arts. For more about the college, visit their website. If
Course Policies: Attendance and you have questions, please send your inquiry to
Participation 5 cisa@asu.edu.

Course Policies: Online

Environments 6

Course Policies: Student

Responsibility 7
Syllabus Disclaimer. The course syllabus is an educational contract between the instructor and students. Every
effort will be made to avoid changing the course schedule but the possibility exists that unforeseen events will
make syllabus changes necessary. The instructor reserves the right to make changes to the syllabus as deemed
necessary. Students will be notified in a timely manner of any syllabus changes via email, or in the Announcements
section on Blackboard.

Course Description
First-Year Composition is designed to help you develop sophisticated, situation-sensitive reading and writing
strategies. You will explore the purpose and process of writing in formal and informal settings. Special attention will
be given to understanding and synthesis, discovery of evidence, writing to express, writing to inform, and the act to
writing to explore the self and communities.

You are required to complete several major writing projects and to create a writer's portfolio. The development of
these projects will highlight the way in which you address each project's purpose and target audience. Additionally,
your engagement with each project will emphasize the many aspects of the writing process. You will formulate
original ideas, organize information effectively, engage with cultural and critical sources, and formulate personal
invention, drafting, revising, proofreading, and reflection strategies.

First-Year Composition stresses writing as a process, the products of which arise from a rhetorical awareness of the
various places in which writing occurs. You will be encouraged to see writing not only as a traditional college activity
but also as a powerful tool for engaging the increasingly digital and public nature of professional life. In order to
realize these goals, you will complete major writing projects (e.g., essays) as well as a wide variety of other kinds of
work designed to foster the kinds of habits you will need to be successful at ASU and beyond (e.g., social media
and other course discussions, web texts, peer-reviews, writing activities).

Course Format
Face-to-Face (F2F) Writers’ Studio is an innovative first-year composition option at ASU’s Downtown Phoenix
campus. Based on award-winning models for composition, F2F Writers’ Studio is bringing together a diverse
community of faculty, staff, writing fellows, and students to rethink how writing is taught and learned.

Together this highly collaborative team develops research and writing projects that engage “real-world” civic,
academic, and professional issues through project-based learning in a collaborative environment.

Course Structure and Tools

In your daily life, reflection and learning are not confined to a single one space. This course works similarly in that
throughout the course you will navigate a variety of learning environments, some physical (i.e. the classroom,
professors’ offices, notebooks, the library), and others digital (i.e. Blackboard, Google Classroom, the internet). The
primary digital sites are Blackboard, Google Classroom, and LiveSpace. Below are descriptions of how these sites are
used in our course.

● The course Blackboard site is the hub of the course. There you will find the course’s major documents (i.e.
syllabus, project descriptions), weekly outlines, course tools (i.e. Google Classroom), assignment submission
boxes, a gradebook, and communication tools. A Blackboard app is available for smart devices.
● The majority of homework activities and draft peer review will be conducted through notebook activities
and Google Classroom activities. A Google Classroom app is available for smart devices.
● LiveSpace is a collaborative, synchronous digital space in which in-class discussions and activities will be
conducted. Google Apps for document creation, sharing, and storage are available for smart devices.

Note that if you have multiple Google accounts, please familiarize yourself with how to switch between accounts.
Furthermore, please note that all course due dates and times are in Arizona time. If you recently moved here, be
sure to switch your Google account to the Arizona time zone.

Course Materials
● Bullock, Richard. (2016). Norton Field Guide to Writing. W.W. Norton & Co; 4th edition. ISBN:
9780393617382
● Graff, Gerald. (2018). They Say/ I Say: The Moves that Matter in Academic Writing. W. W. Norton &
Company; 4th edition. ISBN: 9780393631678
● A composition notebook (9 ¼” x 7 ½”)
● While each student will be provided a computer during class, you are expected to have regular access to a
computer for work assigned outside of class. If you have questions about computer access at ASU, please
see the instructors as soon as possible.

Course Goals
The general course learning goals are from the Framework for Success in Postsecondary Writing. Included with these
goals is the overall objective of developing the “Habits of Mind” necessary for a professional student to succeed in
and beyond the university setting:

Curiosity A desire to know more about the world

Openness A willingness to consider new ways of being and thinking in the world

Engagement A sense of investment and involvement in learning

Creativity A use of novel approaches to generate, investigate, and represent ideas

Persistence A sustained interest in and attention to short- and long-term projects

Flexibility An ability to adapt to situations, expectations, or demands

Metacognition An ability to reflectively think about one’s own ideas and methodology

Responsibility
 An owning of one’s actions and an understanding of consequences those actions
cause for oneself and others

Course Outcomes. Successful development and use of these habits enables students to become proficient with
four areas important to successful written communication. These goals are taken from the WPA Outcomes
Statement for First-Year Composition

● Rhetorical Knowledge. Rhetorical awareness is the ability to analyze audiences and general contexts
and to use that analysis to plan an appropriate course of action when communicating. Rhetorical
knowledge is the basis of writing and composing. Writers develop rhetorical knowledge by negotiating
purpose, audience, context, and conventions as they compose texts for different types of situations.
● Critical Thinking, Reading, and Composing. Critical Thinking is the ability to analyze, synthesize,
interpret, and evaluate ideas, information, situations, and texts. When writers think critically about the
materials they use--whether print texts, photographs, data sets, videos, or other materials--they separate
assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions,
read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose
appropriately qualified and developed claims and generalizations. These practices are foundational for
advanced academic writing.
● Processes. Writers use multiple strategies, or composing processes, to conceptualize, develop, and
finalize projects. Composing processes are seldom linear: a writer may research a topic before drafting, then
conduct additional research while revising or after consulting a colleague. Composing processes are also
flexible: successful writers can adapt their processes to different contexts and occasions.
● Knowledge of Conventions. The formal rules and informal guidelines that define a genre are called
“conventions.” Conventions shape a reader’s and writer’s perceptions of what is correct or appropriate.
Conventions arise from a history of use and common expectations between writers and readers. These
expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board
exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in
English), and by occasion (meeting minutes and executive summaries use different registers). A writer’s
grasp of conventions in one context does not mean a firm grasp in another. Successful writers understand,
analyze, and negotiate conventions for purpose, audience, and genre, understanding that genres evolve in
response to changes in the technologies they use and attending carefully to emergent conventions.

Coursework and Projects

In-Class Work
Work. Each day will involve a variety of reading and writing exercises, collaborative group work, and
discussion. Come to class prepared for active engagement with the course materials, instructors, and peers. In-class
work can not be made up or turned in late.

Out-of-Class WorkWork. Each week you will be required to complete reading and writing assignments. As noted
elsewhere, to be eligible for full participation credit, your work should be posted by its due date. These activities will
facilitate your engagement with readings, prepare you to work with them in class, and create a community of
writers. Out-of-class work can not be made up or turned in late.

Draft, Revision, and Feedback

Feedback. Each major essay will be “workshopped” through several drafts. Each draft will
be reviewed by a group of peers as well as the instructor. Rough drafts will then be revised by employing the
suggestions of peers, the instructors, and/or Writing Center tutors. Once a writing project has been graded,
subsequent revisions will not be considered for grade changes.

Writer’s Portfolio
Portfolio. As part of an ongoing project throughout the course you will create a portfolio-style document
that accounts for a portion of your course grade. It is in essence the the course's final exam (Project 5). That is, it is
a cumulative and comprehensive project which demonstrates your mastery of the WPA Outcomes Statement for
First-Year Composition and the Framework for Success in Postsecondary Writing.

Archiving and Backups

Backups. While your written work may be completed using a variety of text-based programs, you
should keep a backup of the work you produce. Backups could be maintained manually (flashdrive, etc) or by using
a cloud-based service (DropBox, Google Drive, etc). It is your responsibility to archive and backup any work
produced.

Late Work
Work. You are expected to submit all assignments on time. Late Google Classroom assignments will not be
accepted. Late major writing projects will receive a full letter grade deduction for each class period after the due
date. However, completing work late is a display of your ongoing participation in the course and personal integrity,
so it is better to do the work late rather than leaving a task incomplete.

Grading and Assessment

Assignment Description Weight
Project 1 A rhetorical analysis of a visual text 10%
Project 2 An infographic and bibliography 10%
Project 3 A persuasive essay 20%
A portfolio and essay detailing one’s literacy
Project 4 10%
development
Peer Review Attendance, Rough Drafts, Peer Feedback 20%
Quizzes, Google Classroom assignments, in-class
Process Work 30%
participation
● Rough drafts of ALL major assignments ( i.e. WP1, WP2, WP3, WP4) will be submitted one week prior to
the final due date and account for 5% of the project grade noted above.

Grading Scale
100%-97% = A+ 89%-87% = B+ 79%-76% = C+
96%-94% = A 86%-84% = B 75%-70% = C
93%-90% = A- 83%-80% = B- 69%-60% = D

● NOTE
NOTE: A grade of 59% and below is the equivalent of a failing grade (E). If no work is submitted for an
assignment, it will be assessed an E grade.
● NOTE
NOTE: To be able to pass this course you must submit ALL major writing projects.
● NOTE
NOTE: A 'C-' is not available as a grade in Blackboard and is not used for final course grades on
transcripts.
● NOTE
NOTE: University, departmental, and program policies on incompletes will be followed. Only in the case
of verified emergency or illness can an incomplete (I) grade be given.

Grade Appeals. Students must first speak with the instructor of the class to discuss any disputed grades. If, after
review, a resolution is not achieved, students may proceed with the appeal process. Student grade appeals must be
processed in the regular semester immediately following the issuance of the grade in dispute (by commencement
for fall or spring), regardless whether the student is enrolled at the university. Complete details are available via
ASU Grade Appeals policy.

Course Policies: Attendance and Participation

The policies and procedures listed here are a supplement to those listed in The ASU Writing Programs Guide. You
are responsible for becoming familiar with all Writing Programs’ policies. You are also responsible for learning and
following the ASU Student Code of Conduct.

Attendance. Because writing classes involve intensive and critical class work, attendance and participation will
impact your overall grade for the course. You are "allowed" a maximum of two weeks of absences (4 class periods in
a course that meets twice a week, 6 class periods in a course that meets three times a week. Every absence after 4
or 6 will result in a penalty up to and including a final course grade of 'E'. If you know you're going to be absent for
any reason, please contact the instructor via e-mail.
● NOTE
NOTE: "Attendance" means being present, on time, and prepared for the entire class period (i.e., having
completed assigned reading and writing tasks, and having required texts and materials available to work
with during the class period). Arriving without assignments will result in an absence.
Attendance and University-Sanctioned Activities. Students who participate in university sanctioned
activities and/or who will be unable to meet the attendance requirements for a particular section should move to
another section where their activity schedules will not interfere with their classroom obligations (students can freely
switch during the first week).

Attendance and the First Week of Classes. According to university policy, students who are registered but do
not attend any of the first week of classes may be dropped.

Instructor Absences. If class must be cancelled in an emergency, the instructor will contact students via email or
other means prior to class. However, should the instructor not arrive in the classroom by 15 minutes after the class’s
scheduled start time, assume class is cancelled. In either case, students will typically be contacted and given an
alternative assignment.

Workload. Keep in mind that it is a 3 credit hour course. This is where students sometimes misunderstand the
workload. For each credit hour, anticipate 2-3 hours of out-of-class work. This means that for a 15-week course you
will need to work approximately 9 to 12 hours per week to be successful in this class. Please plan your time
accordingly to complete all course requirements including reading project descriptions, scheduling for due dates,
and responding to Google Classroom activities.

Policy on disrespectful behaviors. The instructors of this class strive to create a learning environment that is
safe and comfortable for all. In our learning community it is important that we display respect for all members of
the classroom and pay attention to and participate in all class sessions and activities. Consequences for
disrespectful behavior range from loss of in-class/participation points to mandatory meetings with your teacher or
supervisor (at which time consequences will be determined).

Examples of disrespectful behaviors:

● Using digital devices (e.g., smartphones, tablets, laptops) for non-course related ends

● Studying or doing homework for another course

● Arriving to class more than 1-2 minutes late on a regular basis

● Packing up or leaving the room before class has been dismissed

 ● Making derogatory or defamatory comments toward classmates, the instructor, or a particular group (i.e.
an ethnic group, members of the LGBTQIA community, a religious group, etc.)
● Sexual harassment (whether verbal, physical, or in the form of e-mails, gifts, etc.)
● Placing your own wants/needs above those of the education aims of our scholarly community (example:
consistently failing to complete peer-reviews)

Course Policies: Online Environments

Course Structure and Expectations. For this course, you will be navigating different face-to-face and
online learning spaces. There is a brief description of how we will use Blackboard and Google apps.

Blackboard
● Major permanent documents (syllabus, project descriptions, LiveSpace, resources) are hosted on our ASU
Blackboard page. Use the links in the navigation bar to access these documents.
● An overview of upcoming assignments and tasks will be made available at the end of each week.
● Final drafts of major writing assignments will be submitted for grading via Blackboard. When instructed to
do so, use the links in the navigation bar to submit assignments.
Google Classroom
● The majority of class activities, discussions, and early drafts of essays will be conducted through our
Google Classroom site. I recommend you download the Google Classroom app to your smartphone and
bookmark the Google Classroom website to access it quickly.
Google Calendar and Hangouts
● Office hours can be scheduled in Google Calendar by link in our Blackboard page’s navigation bar. Office
hours are scheduled in Mountain Standard Time. So that your appointment times are accurate, be sure that
your ASU Google account time/date settings are in Mountain Standard Time.
● Office hours can be attended virtually using Google Hangouts. If you plan to attend an office hour
appointment virtually, you should familiarize yourself with how “hangouts” work, and make sure that your
audio and video settings and tools are working correctly. Virtual office hours can be scheduled using the
office hours link in the navigation bar of our Blackboard page.

If you have multiple Google accounts, please familiarize yourself with how to switch between accounts.
Furthermore, please note that all course due dates and times are in Arizona time. If you recently moved here, be
sure to set your Google account to the Arizona time zone.

Course Policies: Student Responsibility

Community Membership. Being an active community member is crucial. We will be doing many workshops in
class. In these workshops, prepare to actively contribute in a thoughtful way. Doing so will display your level of
participation and help develop the class’s active community. To be an active community member, be on time and
prepared for workshops, display a level of thoughtfulness in your responses, and volunteer creatively.

Email. All school and course related correspondence will be sent to your ASU Gmail account, as ASU Gmail is an
official means of communication among students, faculty, and staff. Students are expected to read and act upon
email in a timely fashion, as students bear the responsibility of missed messages and should check their ASU-
assigned email regularly. For help with your email go to: MyASU > Service > Live Chat OR New Ticket.
Peer Review. Peer review is an integral part of any writing class, and especially so in Writer’s Studio. Peer review is
twofold in that it not only allows you to receive feedback from other writers, but it also allows you to examine your
own ability to provide feedback. Because of its effect on how we develop as communicators, peer review is a very
important step in this class and constitutes 20% your overall grade, 5% per writing project. In order to receive
credit for peer review, you must attend class on peer review days (typically the week before a major project is due),
have a completed rough draft on those days, provide feedback on at least two of your peers’ drafts, and reflect
upon the feedback you received. If you plan to miss class on a peer review day, you must contact the professors one
week prior.

On the Public Nature of Class Writing and Discussions. Consider every piece of writing you do for this
class to be public (i.e., all your writing in this course is writing for an audience beyond yourself). Part of becoming a
good writer is learning to appreciate the ideas and criticisms of others, and in this course our purpose is to come
together as a writing community. Remember that you will often be expected to share your writing with others, so
avoid writing about things that you may not be prepared to subject to public scrutiny, or things you feel so strongly
about that you are unwilling to listen to perspectives other than your own. This does not mean that you are not
entitled to an opinion; however, you should adopt topics and positions responsibly.

Content Warning. Please note that some course content may be deemed offensive or trigger past trauma in a
student’s life. While the course is not the intended to offend anyone, it is our job as scholars to look critically at
both the good and bad of the world, topics that are new or foreign to our experiences to us, topics that make us
uncomfortable or challenge our sensibilities. Whenever possible the instructors will provide warnings when
introducing this kind of material. If you have questions or concerns about the content or delivery of the course,
please see one of the instructors.

Prohibition of Commercial Notetaking Services. In accordance with ACD 304-06 Commercial Note Taking
Services, written permission must be secured from the official instructor of the class in order to sell the instructor's
oral communication in the form of notes. Notes must have the note taker’s name as well as the instructor's name,
the course number, and the date.

Academic Integrity and Original Work. All writing for this class must be written for this class. Even if you are
retaking a course, the work you submit should be original and constitute a fresh approach to the subject matter
and assignment. Re-using a paper you wrote for another class or purpose (e.g., high school, college, job) constitutes
academic dishonesty and plagiarism. Plagiarism is theft of another’s ideas or language. Whenever you borrow a
phrase, sentence, paragraph or even an idea stated in your own words from any outside source (news writing,
magazine, TV show, book) without giving credit to that source, you have plagiarized. The consequences are severe,
including failure for the assignment or course, disciplinary referral to the Dean, and possible expulsion from the
University. Academic integrity is expected of everyone. If you have any questions about how to acknowledge
someone else's words or ideas, ask.

Title IX
IX. Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in,
be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and
university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who
believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including
counseling and academic support, from the university. If you or someone you know has been harassed on the basis
of sex or sexually assaulted, you can find information and resources at sexualviolenceprevention.asu.edu/faqs.

Keep in mind that “As a mandated reporter, I am obligated to report any information I become aware of regarding
alleged acts of sexual discrimination, including sexual violence and dating violence. ASU Counseling Services, is
available if you to wish discuss any concerns confidentially and privately.”

Statement on Inclusion. Arizona State University is deeply committed to positioning itself as one of the great
new universities by seeking to build excellence, enhance access and have an impact on our community, state,
nation and the world. To do that requires our faculty and staff to reflect the intellectual, ethnic and cultural
diversity of our nation and world so that our students learn from the broadest perspectives, and we engage in the
advancement of knowledge with the most inclusive understanding possible of the issues we are addressing through
our scholarly activities. We recognize that race and gender historically have been markers of diversity in institutions
of higher education. However, at ASU, we believe that diversity includes additional categories such as
socioeconomic background, religion, sexual orientation, gender identity, age, disability, veteran status, nationality
and intellectual perspective.

Course Resources
The course resources listed here are selected from those offered by ASU for their relevance to ENG 101 & ENG 102.
You are responsible for becoming familiar with all of ASU's student resources. Regardless of the course, major, or
ability level, these resources are essential to student development, socialization, success, and enrichment at ASU.

ASU Writing Centers. The Writing Centers at ASU are here to assist you with all of your composition related
tasks throughout your time at ASU, no matter where you are in the writing/research process. Conveniently, there is
a writing center on each campus, as well as online writing tutoring, access to ASU librarians and more. While you
can always get personalized assistance from your professor during office hours, the Writing Center provides
additional resources to help you succeed in your composition classes and composition tasks.

Writing Programs Guide. Please refer to the linked online resource for further information on the ASU Writing
Programs' Policies and Mission Statement.

Student Code of Conduct. All students are responsible for knowing university, program, and course policies.
Please refer to the linked online resource for further information on the ASU Student Code of Conduct.

Student Success Centers. Student Success Centers offer free academic support resources for all students
including tutoring, writing support, structured study groups, or a place to study on your own.

Student Advocacy and Assistance. Student Advocacy and Assistance guides students in resolving educational,
personal and other campus impediments toward successful completion of their academic goals. Student Advocacy
and Assistance links students with appropriate university and community resources, agencies, and individuals,
collaborates with faculty and staff in the best interest of the students, and follows through to bring efficient closure
to student concerns.

Counseling Services. ASU Counseling Services offers confidential, personal counseling and crisis services for
students experiencing emotional concerns, problems in adjusting, and other factors that affect their ability to
achieve their academic and personal goals. If you or someone you know is experiencing a crisis, call EMPACT's 24-
hour ASU-dedicated crisis hotline: (480) 921-1006

Disability Resource Center. Qualified students with disabilities who will require disability accommodations in
this class are encouraged to make their requests to me at the beginning of the semester either during office hours
or by appointment. Prior to receiving disability accommodations, verification of eligibility from the Disability
Resource Center (DRC) is required. Disability information is confidential. Eligibility and documentation policies can
be viewed on their website. Students who feel they will need disability accommodations in this class but have not
registered with the Disability Resource Center (DRC) should contact DRC immediately.

ASU Libraries.
Library Orientation: This Guide will introduce you to the ASU Libraries:
● Use the "Visit the Library" tab to see what resources are available at the ASU Libraries.
● Use the "Online Resources" tab to learn about research databases and online Library Guides for all
majors.
● Use the "Help!" tab for contact information and library assistance.
● Use the "Videos and Tutorials" tab to watch fun mini-movies and learn to use the library at your
own pace.
● Use the "Homework Assignment" tab to access today's assignment and find additional help.

ENG Library Guides: These guides will help you use the library to find the sources you'll need for your writing
and research projects in ENG 101 & ENG 102.
● Use the "Finding Topics" tab to help you choose a topic.
● Use the "Finding Sources: Research Databases" tab to access articles from library databases.
● Use the "Evaluating Your Sources" tab to help you choose the best articles.
● Use the "Citing Your Sources" tab to cite your sources properly.

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