As university students, you are expected to evaluate information critically, to move beyond the surface and formulate thoughtful and insightful ideas about the world around you. This course is designed to give you the tools to do just that. In order to sharpen your critical thinking and writing skills, we will focus on your consumer selves, investigating and analyzing our society. We will consider written and visual media that examines American culture, consumerism and our reactions to it. The class will consist of a balance between reading, watching, writing and discussing with the goal of heightening our critical thinking skills. Revision and revisiting will form the core of the course as you will produce roughly 30 pages of polished, critical writing – all of which will be enhanced by the texts we read, the films we watch and the ideas we discuss. Success in this class depends on your active participation both inside and outside of the classroom. As we progress through the assigned material, I ask that you constantly examine your own ways of thinking in the context of what we do in the classroom. Why do you think the way you do? Why do you believe what you believe? What and why moves you as an individual? To that end, I also invite you to bring your own interests to the table, whether they are cultural or academic. I want you to think critically about YOUR worlds. What you write will be YOUR thoughts and ideas, your passions and your goals. This course will be a community of thinkers and we can all learn from each other. So…..

After completing ENGL 1010-22, you will be able to:

• Engage with readings/films critically via discussion and writing with the intention to further inquiry.
• Critically evaluate analytical works looking for sound arguments.
• Formulate original and sound arguments and analysis.
• Utilize the revision process as a means towards improved writing and thinking.
• Convey written ideas clearly and in an organized manner.

Required Texts:
Songbook, Nick Hornby, Riverhead Trade, 2003
Killing Yourself to Live: 85% of a True Story, Chuck Klosterman, Scribner, 2006
Fast Food Nation, Eric Schlosser, Harper Perennial, 2002
White Noise, Don DeLillo, Penguin, 1986
The Nuts and Bolts of College Writing, Michael Harvey, Hackett Publishing, 2003

(Additional information on writing by Michael Harvey is available at http://nutsandbolts.washcoll.edu/)

Required Materials:
Internet Access
Reliable Email address/Gmail account for IM & Blogger
Notebook for Journal, preferably non-spiral bound, (this must be dedicated to this course only)
Three Ring Binder for Final Portfolio (see below)

Looseleaf paper or a notebook with perforated sheets for in-class writing

Course Components

Readings/Viewings
While the core of this course is focused on writing, we will be doing substantial reading and viewing of films in order to spark discussion and paper topics. It is extremely important that you complete the scheduled readings on time as they will act as the catalyst for our discussions. As you read, take copious notes on what you see or for that matter, what you don’t see. In order to write critically about a text, we must first engage with it – get up close and personal. Don’t be afraid to question the author, challenge his/her ideas, and criticize their style. Do be aware that this is not a book club, however. It is not important as to whether you like/dislike what we read – rather, you should give some serious thought to not just WHAT but also WHY the reading turns you on/off. Coming to class without having done the reading is the equivalent of not being there at all – give that some thought….

Journal
You will keep a reading/viewing journal throughout the semester. These journals are intended as record keeping for your ideas. F. Scott Fitzgerald kept a journal of any bits and pieces of information that inspired him in some way: overhead conversations, photos, quotes, etc. These tidbits served as the catalyst for many of his greatest written works. The idea is that you begin to become more aware of how the work we do in the classroom exists in the world outside of the classroom. I encourage you to be avidly aware of your world and this journal will be documentation of that. You may include anything that you feel relates to the course material. Like Fitzgerald, save snippets from newspapers, online blogs, notes on a television show, photos, etc. You may also want to jot down your thoughts on experiences you have had or stories that you have heard. Think of this more as a scrapbook of ideas and a place to record any thoughts that come to you inside or outside of class. Sometimes the little things serve as the best inspiration for your deepest and most critical writing. A blank scrapbook or sketchbook works the best for this project, but you may use any type of notebook so long as it is dedicated to this course. Journals will be collected 4 times throughout the semester.

Class Blog
We will create a class blog together. You will be expected to write at least 10 entries throughout the semester and post comments to at least 5 of your fellow students’ entries. The blog entries are informal writing, designed to get you thinking about the course material. These may include responses to readings, films, etc. or they may be a response to something that you’ve collected in your journal. Offer your own “random” questions that come to mind as you think about the week’s assignments. Note any current events, overhead conversations, etc. that may be relevant material to mention in a later discussion. You may also include relevant links, photos, etc. in your blog (they must be relevant to the course material though!). In terms of your responses to your fellow classmates – first and foremost, be respectful of each other. We will often disagree with each other (and that’s a good thing), but your responses should be written in a way that provokes thought, not anger. Offer your opinions, but remember that they are opinions and not fact. Be helpful, not hurtful. I cannot stress enough that this class is a community of thinkers – our diversity is something that can only be valuable – we want to engage with each other rather than isolate each other. Our blog is located at http://uconnengl1010-22.blogspot.com/. You will receive an invite email after the first class – this email will contain instructions on how to sign up for the blog.

In-class writing
As part of our classroom time, you will do a substantial amount of informal writing. These assignments will be designed to provoke thinking and discussion and will be mostly for your own satisfaction. However, DO NOT THROW ANY OF THESE AWAY!!! Like your journals, these exercises may spark that amazing paper topic that you will write later in the semester. These assignments will not be graded individually, but should be included in your final portfolio as evidence of participation and growth.

Discussion
Okay – you’ve read, you’ve written, and written again and maybe even some more…All of these exercises are bound to have given you something to talk about! Lively discussion is a central component to this course. Talking out a problem with a reading, sharing experiences and even some feisty debates will help you to develop your critical thinking skills. Everyone will participate in discussion in this course, so be prepared and ready to talk. One note though – I demand a respectful environment in my classroom and I expect that you do as well. We will be reading some controversial material that may provoke emotional responses. I believe that all communication is healthy, as long as it has the intention of promoting learning and thought. Hurtful words and spiteful actions are not grounded in thought and therefore do not belong in the classroom. If you have a particular problem with the content of the course, please see me immediately.

Revision
No paper ever starts out perfectly. We can all use help with our writing and no one has ever been disadvantaged by the process of revision. The focus in this course is to improve your writing skills, no matter what level of proficiency you are at now. We will use several techniques throughout the semester to revise and rewrite papers. These methods will include self-review and peer-review. Don’t be shy – we’re all in this together!

Small Group Tutorials
On several occasions throughout the semester, we will meet in groups of 4 (plus me) to discuss our writing assignments. The small group tutorials will provide substantial feedback for you in terms of how effectively you are communicating. I will assign you to groups during the early part of the course – you will keep these groups throughout the semester. Prior to the small group tutorial sessions, you must bring FOUR copies of your paper (see schedule for exact dates.) Failure to do so will result in a reduction of your participation grade. One cautionary note – these conferences are NOT the time to show up empty-handed or ask for help with a topic. Please be prepared with a draft that represents your best efforts and nothing less.

Writing
Finally, I get to the good stuff! This is the bulk of your grade and will most closely meet the learning objectives for this course. As I’ve said over and over again in this syllabus, the key to this course is marked improvement and a desire to do so. Successful papers in this class will be those that show a considerable effort in revision and thoughtful work on the topic. Each assignment will be given well in advance, so please ask questions as soon as you have them. You will also be given a rubric for each assignment that will give you a guideline of how to construct and create your paper. In total you will write 4 major assignments of varying natures: a personal essay, a literary critique, a critical essay and a research paper. All final drafts MUST be typed and stapled. More information on the details of each assignment will be provided as we progress through the semester.

Final Course Portfolio
At the end of the semester, you will produce a final portfolio that shows ALL of your work for the semester. EVERYTHING you do in this course should be included. You will organize the portfolio according to the types of assignments etc. This will include in-class writing assignments, all drafts of papers and of course final paper assignments. You will also print your blog entries and comments and include your journal. At the end of the semester, I will provide a table of contents for you that will help organize your portfolio and serve as a checklist for the items that should be included. This will be easiest to complete if you maintain it as it the semester goes proceeds. I am a huge proponent of rewarding improvement. This assignment will provide me with an overview of your work all semester and allow me to track your improvement and progression. Your portfolios will be returned.

Final Course Reflection Statement
Your last writing assignment will accompany your final portfolio. You will write 1-2 pages reflecting on how you have changed because of this course. This may include academic abilities, thought processes or maybe even something more personal. Tell me what you thought of the course, how did it help you, or maybe what was missing. Most importantly, please be honest!

Final Exam
There will be a final exam for this course per university policy. The time, date and location will be determined later in the semester. All students must take the exam to complete the course. Students must obtain permission from the Dean of Students (NOT the instructor) to request a makeup exam.


Grading Criteria
Finished Paper Drafts……………………………………………………………..35%
Initial Drafts & Revision Process…………………...………………………......…35%
Participation (including discussions/in-class writing/journaling/blogging)..…....20%
Final Portfolio…………………...…………………………………………………....5%
Final Exam……………………..………………………………………………….....5%

Late Work
Late assignments will NOT be accepted without proper documentation. Please see me immediately if you feel that you will not be able to meet deadlines. Additionally, late papers will NOT be accepted via email unless otherwise indicated. How to Turn in Your Work All paper assignments should be typed in Times New Roman or Arial font, 12 point type. Margins should be 1 inch all around. Multiple page assignments should be STAPLED in the top left corner. Additionally, all major assignments should be submitted on HuskyCT via the Assignment Tool. See syllabus for directions on the number of copies necessary for each assignment. Papers will NOT be accepted via
email at any time.

Class Attendance
This course is dependent on class discussion, peer review and cooperative work. Unexcused absences will severely hinder your participation in the course as makeup assignments will NOT be given. As the goal of the course is to experience the process of writing, it is imperative that all students attend all classes. Missing class time is the equivalent of missing major steps in the process. That being said, I am aware that emergencies do come up. If you miss class for any reason, please contact me immediately.

Academic Integrity
According to the University of Connecticut Student Code, “Academic misconduct includes, but is not limited to: Providing or receiving assistance on academic work (papers, projects, examinations) in a way that was not authorized by the instructor, any attempt to improperly influence (bribery, threats) any member of the faculty, staff, or administration of the University in any matter relating to academics or research, plagiarism, doing academic work for another student, presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the instructors, situations where one student knowingly assists another student in committing an act of academic misconduct, and any student doing so will be held equally accountable for the violation.” A new procedure for academic misconduct is effective as of this semester. For more information on the process and procedures please visit http://www.dos.uconn.edu/standards_misconduct_faq.html. I take academic integrity very seriously and will not tolerate blatant disregard for the
University or course policies.