Jennifer Rose Forsthoefel · Thesis: Naming Experience and Revealing Sentiment: The Archetypal Journey in Edna ... Rhetoric, Pedagogy, and Buffy the Vampire Slayer. Presenter Spring

Jennifer Rose Forsthoefel 1327 S Ponce de Leon Ave NE

Atlanta, GA 30306

(850) 545-5913

[email protected]

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., expected August 2009

English with an emphasis on 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 Singer

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, Digital Rhetoric, Composition Theory, Composition Pedagogy,

Women’s Studies, Feminist Rhetoric, Twentieth Century American Literature, Literature

Pedagogy

Publications

“Express Yourself” First Essays: A Peer Approach to Freshman Composition, 4th

edition.

“ReView” First Arguments: A Peer Approach to Persuasion, 2nd

edition

Works in Progress

Method proposal

Foundations exam

Teaching Experience

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

Conference Proceedings

Writing Studio: “Talking to Students About Writing: The Student Conference” Presenter

Spring 2008 GTA Pedagogy Conference, 2008. 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.

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, 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, April 9,

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, October 17, 2009.

“Popular Culture and Cultural Studies in the Composition Classroom” Presenter Fall 2009 GTA

Pedagogy Conference. Georgia State University

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 Service Event Chair, Graduate English Association Executive Board elected member; January 2009-

Present

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, 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, 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)

References

Dr. Janet Gabler-Hover, Professor of English

Georgia State University

Thesis Director

Dr. Marti Singer, Associate Professor of English, Director of Lower Division Studies

Georgia State University

Thesis Advisor

Kathy Garland , Associate Professor, School of Teaching and Learning

University of Florida

Personal advisor for student teaching

Jennifer Forsthoefel

Teaching Philosophy

Fall 2007

I firmly believe that there is a “good writer” in everyone. Though we will not all

necessarily become the great authors of our time, it is possible to teach and to learn how to write

in an effective way that speaks to a variety of audiences under various contexts. I believe that it

is my role as a teacher to provide the tools and resources to my students in order to help them

achieve 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, will bring

about a more fundamental advancement in their abilities than sticking to a rigid procedure.

Therefore, I explain the writing process in detail, but invite students to expand upon this

explanation with insights into their own writing processes.

As students provide insights into the class materials by drawing from their own experiences, I

hope to create a writing community which fosters individual growth, both in terms of their

writing as well as their critical thinking abilities, while cultivating a collaborative environment

which invites collective encouragement. Therefore, I frequently incorporate group work into my

class activities that facilitate the feeling of a community of writers, rather than having a focus on

individual instruction. However, having been in the writing studio, I am quickly able to

recognize individual concerns and remember them for individual conferencing sessions that I

hold throughout the semester.

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. This format supports a

teaching style that fosters a conversation, with students taking part in the responsibility for

comprehending the learning processes and achieving the intended outcomes. I believe that this

collaboration not only increases the quality of the creative and effective ideas expressed within

the limited class period, but also provides the necessary affirmation that students often need

when tackling unfamiliar material in a writing course. 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 often encourages students to bring their own perspective to the

writing community.

In my mind, it is important to provide assessment standards that are comprehensible and

relate clearly to the objectives of the course. Though completely objective assessment is difficult

in the composition classroom, it is important to explain to students to some degree how their

writing will be evaluated prior to the submission of the final draft. In addition, students must

receive feedback that specifically addresses their writing style, while expressing concerns and

issues with particular examples drawn from the students’ writing. I also require students to

participate in peer editing workshops, as I believe that exposure to both the strengths and

weaknesses of their peers’ writing will facilitate their own abilities as writers, encouraging a

dialogue that incorporates the language used in class and thus reinforcing important concepts. I

often draw specific examples from each student’s paper to share with the entire class to illustrate

both common problems which exist in student work, as well as rhetorical strengths for students

to take into consideration when preparing for the final draft of their papers.

I frequently draw on examples from other writers when teaching my students concepts

related to their writing assignments. These examples range from essays by my students’ peers,

to notable essays published and frequently referenced, to pop culture works such as lyrics and

scripts. Using these examples to examine why and how they are effective or infective in

expressing their purposes help students apply such strategies to their own writing. In addition, I

encourage students to write from a variety of prompts, including movies, television shows,

poetry, and art. For example, in order to encourage students to provide accurate yet interesting

details when constructing their expository essay, I invited them to attend the Georgia State Art

Gallery located in the Student Center to prompt their writing. Students were asked to choose a

painting and imagine that they were present in the image depicted in the work. They were then

asked to describe their surroundings in detail, both the objects that were present and the actions

that were taking place by the other subjects depicted in the painting. The students shared these

essays with the rest of the class, pointing to their selected painting to support their choices in the

description. In return, the rest of the class offered encouragement and suggestions to the writer

for improvement. Students revised these papers based on the suggestions of their peers, then

turned them in the following class period. The result was a more comprehensive understanding

of why descriptive writing is important and how a writer is able to choose important details in

order to affect the audience’s understanding of the subject.

In my classroom, I strive to create lessons that connect with students’ lives outside of the

classroom in meaningful ways. I hope that students not only gain confidence in their abilities as

writers, but also in their abilities to think for themselves, and to rely on their own logic and

reasoning to make important decisions. To accomplish this goal, I attempt to provide creative

lessons which are appropriate for the students’ current abilities, but which challenge them to

perform to the next level of self-expression and critical thinking. Taking what I have learned

from theorists such as Peter Elbow and Donald M. Murray, I believe it is imperative that teachers

continuously scaffold tasks and assignments to accommodate a variety of learning styles,

reiterate old material, and draw upon past conclusions to facilitate students’ comprehension of

new topics. Overall, my goal is to create a classroom where students are active and engaged

learners who play a role in their own learning and feel connected to the learning community in

the classroom.

Georgia State University English 1101 Spring 2008

English 1101 10642 MW 12:00-1:15

Instructor: Jennifer Forsthoefel

Office: 10 Park Place 8AA

Office Hours: Monday and Wednesday 10:45-11:45

Phone: TBA

Email: [email protected]

Course Description

This course is designed to increase the student’s ability to construct written prose of various kinds. It focuses on methods of

organization, analysis, research skills, and the production of short expository and argumentative essays; readings consider issues

of contemporary social and cultural concern. A passing grade is C.

Learning Outcomes

By the end of this course, students will be able to:

engage in writing as a process, including various invention heuristics (brainstorming, for example), gathering

evidence, considering audience, drafting, revising, editing, and proofreading

engage in the collaborative, social aspects of writing, and use writing as a tool for learning

use language to explore and analyze contemporary multicultural, global, and international questions

demonstrate how to use writing aids, such as handbooks, dictionaries, online aids, and tutors

gather, summarize, synthesize, and explain information from various sources

use grammatical, stylistic, and mechanical formats and conventions appropriate for a variety of audiences

critique their own and others’ work in written and oral formats

produce coherent, organized, readable prose for a variety of rhetorical situations

reflect on what contributed to their writing process and evaluate their 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 five 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 submitted along with the final draft on the designated due date for each essay (see

schedule).

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

http://www2.gsu.edu/~wwwdos/codeofconduct.html

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

Readings for Writers: Professional Essays and Readings for First-Year Writing. Boston: Bedford/St. Martin’s. 2007.

Kennedy, X. J., Dorothy M. Kennedy, and Marcia F. Muth. Writing and Revising: A Portable Guide. Boston: Bedford/St.

Martin’s, 2007.

Lunsford, Andrea A. The Everyday Writer: Georgia State University Edition. Boston: Bedford/St Martin’s. 2005.

*The three books listed above should be packaged together as a bundle in the bookstore

Shrodes, Caroline, Michael Shugrue, Marc Di Paolo, and Christian J. Matuschek. The Conscious Reader. 10th ed. New York:

Pearson Longman, 2006.

Singer, Marti. First Essays: A Peer Approach to Freshman Composition. Plymouth: Hayden McNeil Publishing, 2008.

Grading Scale

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 76-79

C 70-75 (GPA = 2.0)

C- 65-69

D 60-64

F below 60

Remember, there are no options for A+ in the University System. 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

Essays (3-5 pages) 70%

You will complete four essays over the course of this semester. These essays will increase in value as the semester progresses.

The percentage includes participation in peer editing and rough draft submission as well as the grade assigned to the final draft.

1. Narrative Essay (10%)

2. Expository Essay (15%)

3. Analysis Essay (20%)

4. Argument Essay (25%)

In-Class Assignments 30%

This grade will include

1. Attendance 4. Daily assignments

2. Participation in class discussions 5. Homework

3. Quizzes

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.

http://www.gsu.edu/~wwwods/

Week 1: January 7-11 Introduction and The Writing Process

M – Introduction. Discuss Syllabus. Diagnostic Essay.

W – Writing and Revising “Writing Processes” p 1-10

Everyday Writer “US Academic Conventions” p491-494

Everyday Writer “Writing and Its Rhetorical Situations” p26-31

Week 2: January 14-18 The Writing Process

M – Writing and Revising “Strategies for Generating Ideas” p41-59

First Essays “Understanding Experience” p1-3 and “Summary” p19

Introduce Paper 1 Personal Narrative

W – Writing and Revising “Strategies for Planning” p60-82

Writing and Revising “Strategies for Drafting” p83-100

Week 3: January 21-25 Personal Narrative

M – No Class. Martin Luther King Jr Day.

W – Conscious Reader “Anarchy in the Tenth Grade” Graffin p39-42

Conscious Reader “The Women’s Open” Sedaris p290-295

Conscious Reader “On Being Cripple” Mairs p43-53

Week 4: January 28-February 1 Personal Narrative

M – Conscious Reader “So This Was Adolescence” Dillard p36-39

Conscious Reader “Growing up Gay” Kantrowitz p 578-581

“A&P” Updike (handout)

W – Writing and Revising “Strategies for Revising” p137-154

First Essays “My Relationship with Writing” p5-10

First Essays “In a Land of Forks and Spoons” p11-18

Discuss Grading Rubric and Mock Peer Editing

Week 5: February 4-8 Personal Narrative

M – Paper 1 Draft Due

Peer Editing

W – Conscious Reader “The Way We Are” Lynch p116-120

Conscious Reader “Wonder Woman” Steinem p272-281

Conscious Reader “The City and the Pillars” Gopnik p686-692

Week 6: February 11-15 Exposition

M – Paper 1 Due

Discuss MLA and Plagiarism Policy

First Essays “Describing Information” p21-23 and “Summary” p39

Introduce Paper 2 Expository Essay

W – “True Worker” Epple (handout)

“A Poker Addition” Michelen (handout)


M – Class activity – no scheduled readings

W – Class activity –no scheduled readings



Peer Editing

W – First Essays “Starbucks Society” p24-31

First Essays “The Rexall” p32-38

“My Room as I Left it” Forsthoefel (handout)

Week 9: March 3-7

M – No Class. Spring Break

W – No Class Spring Break

Week 10: March 10-14 Analysis

M – Paper 2 Due

First Essays “Analyzing Information” p 41-43 and “Summary” p61

Introduce Paper 3 Analysis

Writing and Revising “Reading Processes” p11-25

W – Writing and Revising “Critical Thinking Processes” p26-40

Conscious Reader “Hispanic” Rodriguez p699-710

Conscious Reader “The Protean N-Word” Kennedy p339-349”


M – Conscious Reader “What Are Men Good For?” Diamond p205-214

Conscious Reader “It’s Alright, Ma (I’m Only Bleeding)” Dylan p172-175

Conscious Reader “After Drinking All Night with a Friend, We Go Out in a Boat at Dawn to See who Can Write the

Best Poem” Bly p268-269

W – Seinfeld Analysis-handouts



Peer Editing

W – First Essays “Feeling the Illinoise” p46-52

First Essays “A Nation in a Hurry” p53-59

“Hejira” Sedaris (handout)

Week 13: March 31-April 4 Argument

M – Paper 3 Due

First Essays “Synthesizing Meaning” p 63-64 and “Summary” p85

Introduce Paper 4 Argument

Writing and Revising “Strategies for Arguing” p190-203

Everyday Writer “Constructing Arguments” p79-88

W – Research Day

Week 14: April 7-11 Argument

M – Conscious Reader “How We Listen to Music” p403-409

Conscious Reader “I’m Like a Bird” Hornby p337-339

Conscious Reader Fast Food Nation Schlosser p317-327

Readings for Writers “Motherhood: Who Needs It?” Rollin p64-74

Readings for Writers “Gay Marriage – and Marriage” Schulman p75-80

W – A Time to Kill -handouts


M – Readings for Writers “A Designer Universe” Weinberg p88-96

Readings for Writers “The Beauty Myth” Wolf p108-116

W – Conscious Reader “The Dramaturgy of Death” Wills p653-665

Conscious Reader “Bad Behavior” Prose p857-859

Conscious Reader “What We Did and Why We Did It” Hartman p847-856



Peer Editing

W – First Essays “System Failure” p65-72

First Essays “Truth in Advertising” p73-84

Week 17: April 28

M – Paper 4 Due

Reflection

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.

REVISION Week 11: March 17-21 Analysis

W – Analysis paper topics due – include email address

Seinfeld Analysis (no assigned readings)


M – Garden State Reading

Conscious Reader “What Are Men Good For?” Diamond p205-214

Conscious Reader “It’s Alright, Ma (I’m Only Bleeding)” Dylan p172-175

Conscious Reader “After Drinking All Night with a Friend, We Go Out in a Boat at Dawn to See who Can Write the

Best Poem” Bly p268-269

W- Paper 3 Draft Due

Peer Editing

Week 13: March 31-April 4 Analysis

M –First Essays “Feeling the Illinoise” p46-52

First Essays “A Nation in a Hurry” p53-59

“Hejira” Sedaris (handout)

W- CLASS CANCELLED


M –First Essays “Synthesizing Meaning” p 63-64 and “Summary” p85

Introduce Paper 4 Argument


Everyday Writer “Constructing Arguments” p79-88

W – Paper 3 Due

Conscious Reader “How We Listen to Music” p403-409

Conscious Reader “I’m Like a Bird” Hornby p337-339

Conscious Reader Fast Food Nation Schlosser p317-327


M – Conscious Reader “The Dramaturgy of Death” Wills p653-665

Conscious Reader “Bad Behavior” Prose p857-859

Conscious Reader “What We Did and Why We Did It” Hartman p847-856

W- A Time to Kill -handouts



Peer Editing

W – First Essays “System Failure” p65-72

First Essays “Truth in Advertising” p73-84

Week 17: April 28

M – Paper 4 Due

Reflection

English 1101 Assignment 1

“We use narrative in everyday life beyond the classroom, when we tell a friend about our day, when we describe a

sporting event, when we write in diaries, journals, or personal correspondence such as email. We narrate annoying

problems when we write complaint letters, entertaining anecdotes when we write speeches, inspiring stories when

we write sermons. Narratives form the basis of religious systems, myths, and legends the world over in documents

such as the Holy Bible, the Koran, the Torah, classical mythology, as well as in the oral tradition of tribal cultures.

Picture accounts of events are found in Neanderthal cave drawings, chambers in pyramids, frescoes in Roman ruins,

art galleries, advertising campaigns, as well as television and movie dramatizations” (2). Narration: A Short

History by Maurice Scharton.

Purpose and Topic

Your purpose for this assignment is to reflect on a personal experience and explore how that special moment in your

life has affected you, influenced the person you are today, or perhaps how it changed your outlook on life. When

you finally reach these conclusions, you should compose a short essay in which you narrate the event to your

audience and explain the impact that this previous experience had on you.

Objectives

engage in writing as a process, including various invention heuristics (brainstorming, for example),

gathering evidence, considering audience, drafting, revising, editing, and proofreading




Things to Remember

You must have some distance from the experience to write about its meaning effectively. You really need

to understand the changes you went through as a result of this occurrence if you hope to explain them to

your audience.

This essay is short so it is important that you make good decisions about what details should be included.

On the other hand, your audience is not familiar with the people and places you will be mentioning in your

essay, so relevant details are important.

Use plenty of description to narrate your experience. Rely on narration to tell your audience what

happened. Be creative about using dialogue and details from your past (hint: you may take poetic license to

fill in details you may have forgotten).

Be sure to indicate the time and sequence of events clearly. Consider variations on chronological order, but

be sure to save an effective scene for the end.

Your tone for the paper may be serious or more lighthearted, but you should be writing with your intended

audience in mind (intelligent adults).

Requirements

3-5 pages in length

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

You will need to bring three copies of a COMPLETE typed draft to class on February 4 for peer editing.

The final draft of your paper is due February 11 along with your rough drafts, including the two copies of your

draft which were used for peer editing and the draft graded by your professor.


Purpose

Your purpose for this assignment is to observe a person, place, or group of people and then use these observations as

the basis for a descriptive writing piece.

Objectives







Assignment

You have three options to choose from for this next assignment:

Think of a person –someone you know or someone whom you know a lot about –with an interesting

occupation or hobby and present a profile of that person.

Think of a place that you can visit and observe, and write a vivid description of that setting.

Think of a group of people (skateboarders, dancers, cooks, bikers, etc) that you are involved with or that

interests you. Write a detailed profile of this group.

In order to carry out this assignment successfully, you must interview the person or group members that you choose

to describe as well as observe them in action. If you choose to write about a particular place, make plans to spend a

good amount of time visiting and observing this setting. If possible, you might want to interview people that

frequent the setting as well. Remember to involve the Who? What? When? Where? Why? and How? of the subject

in your description.

Like the personal narrative, the descriptive essay does not necessarily need an explicit thesis statement. Instead, you

can create selective details to create a dominant impression that will show, rather than explicitly tell, your readers

how you feel about what you are describing. Your goal is to employ concrete, sensory detail to allow your readers to

“see” what you chose to describe as well as you do. Keep in mind that your audience may not be as familiar with the

subject as you are, so providing relevant background information may be necessary. Write with your intended

audience in mind, striving for Standard Written English and effective style.

Requirements

3-5 pages in length

MLA format





You will need to bring three copies of a COMPLETE typed draft to class on February 25 one for me and two for

peer editing.

The final draft of your paper is due March 10 along with the three copies of your draft which were used for peer

editing and my comments.


Purpose

This assignment should demonstrate your abilities to analyze anything from literature, music, film,

television, etc., and describe your analysis in detail providing your own comments and critiques.

Objectives

engage in writing as a process, including various invention heuristics (brainstorming, for

example), gathering evidence, considering audience, drafting, revising, editing, and proofreading


use grammatical, stylistic, and mechanical formats and conventions appropriate for a variety of

audiences



Assignment

Choose something to review. It can be anything from a favorite album, book, TV show, movie, comedy

act, or anything else that comes to mind. Make sure to keep your intended audience in mind. This

includes anyone interested in your topic, but sometimes those who are interested are not always

knowledgeable of the topic. For example, if you were to review the new Kanye West album, you would

want to keep in mind that some interested readers might not be familiar with Kanye West or his style of

music. Therefore, you may want to provide a little background information. After you have done this,

comment on and critique what works well or what does not work well for the subject. Make sure to be as

descriptive as possible. This will help the audiences better understand the review.

In addition, to the subjective criteria you will be using to analyze the subject you have chosen (I like this

book because…; I like this album because…), you will also need to include outside sources to incorporate

objective criteria as well. Therefore, correct citation of outside sources both within the essay as well as on

an attached Works Cited page is required. You will need to cite the work you are analyzing in your Works

Cited page as well.

Requirements

3-5 pages in length

MLA format



o Header should be ½” from the top right margin and include your last name and page

number


o A correctly formatted Work Cites page in MLA style

A topic and brief discussion of how you choose to approach the analysis of this topic for your paper is

due March 17th

.

You will need to bring three copies of a COMPLETE typed draft to class on March 28th

, one for me and

two for peer editing.

The final draft of your paper is due April 11 along with the three copies of your draft which were used for

peer editing and my comments


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 argument. The scholarly

essay encourages you to do just that.

Outcomes:







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.

Password: seedeater. Everyone must submit their proposed journal article to me for approval. I must approve your

choice no later than April 14th 2. Provide a Rhetorical Précis for this article. (more information on this will be provided)

3. Write a 3-5 page essay that analyzes the structure, rhetorical situation, use of ethos, pathos, and/or logos, language,

tone, and thesis of the article.

4. Provide your critical analysis (opinion) of the article and how it successfully argues its thesis or unsuccessfully argues

its thesis.

5. 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 Rhetorical Précis, which is the introduction, 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, logical fallacies, ethos, logos, and/or pathos, language, tone,

audience, and any other issues you find applicable.

Part Three

This is the conclusion of your paper (1-2 paragraphs). 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

3-5 pages in length

MLA format






You will need to bring three copies of a COMPLETE typed draft to class on April 21, one for me and two for peer editing.

The final draft of your paper is due April 28 along with the three copies of your draft which were used for peer editing and my

comments

RGTE 0199: Summer 2008

CRN: 51891

Class Meeting Times and Location: 4:45-7:30p.m. Monday and Wednesday

General Classroom Building 305


Office: GCB 976 Writing Studio

Office Hours: By appointment


Regents’ Exam Registration Page: http://www.gsu.edu/counseling/regents.html

Regents' Testing Program Webpage: http://www2.gsu.edu/~wwwrtp/

Complete List of Approved Essay Topics: http://www2.gsu.edu/~wwwrtp/topics.htm

Text: Lamb, Mary R. and Marti Singer. Successful Regents’ Essays: A Source Book for Writers. Boston: Houghton

Mifflin, 2005.

Course Description:

RGTE 0199 is designed to help you pass the Regents' exam in writing. Students will practice taking the exam and

will learn test taking strategies that should improve their chances of passing the Regents' exam. RGTE 0199 is a

pass/fail course. To complete this course and receive a grade of “S” students must pass the Regents’ exam.

Course Goals:

• PASS THE REGENTS' EXAM

• Construct a grammatically and organizationally sound essay in one hour

• Interpret and respond to a question in a clearly and logically constructed essay.

• Present and maintain a central idea providing sufficient evidence to support that point.

• Recognize and correct grammatical and organizational errors

Assignments:

Students will complete many practice essays this semester. Students will also participate in in-class writing exercises

and group work. After five class meetings, students will meet with me individually for personalized writing

assistance. Practice essays will be graded on a scale of 1-3, just as they would in a real Regents' exam.

Electronic Communication:

Students can contact me via email with questions or concerns or to set up an appointment. I check email regularly, and I save all student emails throughout the semester. If I need to notify the class of schedule changes or of a cancelled class, I will do so through this medium. Please provide an address you check regularly.

Classroom Etiquette:

It should go without saying that students are expected to be in class on time and to turn off any electrical devices.

Students should enter the classroom prepared to work and should be respectful of their peers. Furthermore, you will

often be exchanging papers with your peers to work on editing and development skills. Common decency expects

that your criticism of your classmates work should be constructive and polite.

Regents’ Registration Begins May 26

All students taking the regular timed exam must register online:

http://webdb.gsu.edu/regents/

Summer 2008 Exam Schedule:

Monday, July 7, 9am, 12 Noon, 3pm, 6pm

Tuesday, July 8, 9am, 12 Noon, 3pm, 6pm

PLEASE NOTE: You may attend only ONE session of the Regents' Test per semester. If you have to take both parts of the test, you must take both parts during the same session. The location for all regular test sessions is the Veterans Memorial Auditorium located in the Alumni Hall Building. If your choice of test date or time is not an option on the registration page that means that session is full. Please register for another day or time. If you have not registered online, or your test session is full, you may try and test standby. This means that you report to Alumni Hall and fill in a spot that is not reserved by pre-registered candidates. There is no guarantee that you will get in to test on a standby basis. Please try and register online for a guaranteed seat. REQUIREMENTS: For a full description of requirements for taking the Regents' Examinations, please refer to the Required Examinations section of the GSU Undergraduate Catalog. Only those students who meet the requirement will be allowed to test. Inquiries should be directed to the Student Advisement Center, 404-463-9500, 255 Sparks Hall. APPROVED EXCEPTIONS FOR REGENTS' REQUIREMENTS: Before reading the information below, please be aware that the Testing Office does not handle any part of the processing of exceptions for the Regents' requirements. If you

have any questions regarding this matter, please contact the One-Stop-Shop. Students may fulfill the requirement of the reading portion of the Regents' Test with scores of:

510 or higher on national SAT I Verbal test

23 or higher on national ACT Reading test (note: Neither Institutional SAT (ISAT) nor residual ACT scores are acceptable for Regents' exemptions.) Students may fulfill the requirement of the essay portion of the Regents' Test with

scores of:

3 or higher on Advanced Placement English Language/Composition test

3 or higher on Advanced Placement English Literature/Composition test

4 or higher on International Baccalaureate English test

650 or higher on SAT II English Writing test

SAT-I Verbal score of 530 or higher and "A" in English 1101

SAT-I Verbal score of 590 or higher and "B" in English 1101

ACT English score 23 or higher and "A" in English 1101

ACT English score 26 or higher and "B" in English 1101 Students scoring 560 or higher on the SAT Writing Section portion of the Reasoning Test will be exempt from the Writing portion of the Regents’ Test as of Spring semester, 2007. In addition, the policy that exempts students with a combination of SAT-I Verbal score and an A or B in English Composition (English 1101) will not be available after Summer 2008.

Therefore, students who are currently in the system, may use either form of exemption until Fall semester, 2008 (at which time only the SAT Writing Test score of 560 will be used to exempt from the Writing portion of the Regents’ Test).

To apply for Regents' Test exemption(s): 1) Students must have SAT or ACT or AP scores in Banner or make arrangements to

show proof of scores. 2) Students must send an email including name, social security number, phone number, and most used email address. Students must include a specific message that tells which portion(s) of the test they qualify to exempt and how (ex: ACT score or AP score

meeting criteria listed above) they qualify to exempt the portion. 3) Students will email above information to One-Stop-Shop at [email protected]. A response will be sent to the email address provided within 3-5 days. EXTENDED TIME: A student is eligible for extended time on the Regents’ test, if the student has successfully completed a minimum of two Regents' Test Prep courses in the same subject (essay or reading) that the student is applying to take with extended

time. Extended time is two hours in each section for which they qualify GSTEP (Georgia State Test of English Proficiency): Non-native speakers of English, who would like an alternative to the Regents’ Test, may take the reading/writing sections of the Regents’ GSTEP to fulfill their Regents’ requirement. Please register in person in the Applied Linguistics/ESL Department, 34 Peachtree Street, Suite 1200. You must register at least 48 hours in advance of the test date. For additional information, contact the Department of Applied Linguistics/ESL at (404) 413-5200. Click here to link to the ESL web page for additional information about the GSTEP program. TESTING AT ANOTHER SCHOOL: If you are a student at Georgia State University, but would like to test at another public school in the state of Georgia, please contact Amanda Grogan at (404) 413-1736 or [email protected]. If you are currently enrolled at a school other than Georgia State University but want to take the Regents' exams at Georgia State University, you must also contact Amanda. Exception, you may not take the Regents' test at Georgia State University is you are enrolled at another school located in the Atlanta metropolitan area. Requests to test at a different school or to test at Georgia State Uniersity if you are not a Georgia State University student must be processed prior to the first day of the testing period. Tests taken at a school other than a home institution without authorization will be voided. REGENTS’ TEST TIPS

mailto:[email protected]


Registration for the Regents' test is required. All candidates for regular timed Regents’ Test must register online.

Photo identification is required during the check in process. Be on time. Doors will close promptly. No late admittance is allowed. Allow 30 minutes for check-in and test instructions, plus one hour for each test

section you are taking. Bring pencils and if taking the essay portion, a black pen (NEW RULE: Only

BLACK pens are allowed for writing the essay). Some types of dictionaries are allowed during the essay portion of the test.

Please see www.gsu.edu/~wwwrtp/ for dictionary guidelines. NO FOOD OR DRINKS ALLOWED IN THE TESTING ROOM.

NO CELL PHONES OR OTHER ELECTRONIC EQUIPMENT ARE ALLOWED TO BE IN USE DURING THE EXAM PERIOD. NO CHILDREN ARE ALLOWED IN THE TESTING ROOM. Please note:

Failure to take and pass both parts of the Regents’ Test may result in holds on future registration or mandatory registration for the Regents’ Preparation reading and/or essay writing classes. See below Requirements section above for more information.

CONTACT INFORMATION: For questions, please contact Amanda Grogan in the Testing Office at [email protected] or (404) 413-1736. TEST SCORES: How to access your results: Open your GoSOLAR account, go to Student Records, select Transcripts. At the bottom of your transcript it will say Regents’ Test Satisfied or Regents’ Test Unsatisfied for each portion of the exam. If you are unable to access your information, please contact the Registrar’s Office: (404) 413-2600. 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. Studio Hours: Tuesday/Thursday: 12 noon - 6pm Wednesday: 10am – 5pm The class calendar is a guide it is not a complete list of assignments. I will give more specific homework assignments during class meetings. Class Calendar:

Week 1: Introduction, Ch. 1 & 2

M June 9 Introductions, diagnostic

http://www.gsu.edu/~wwwrtp/


W June 11 Read Ch. 1 & 2

Week 2: Ch. 3, 4, 5, 6

M June 16 Read Ch. 3 & 4

W June 18 Read Ch. 5 & 6

Week 3: Final Class, Conferences

M June 23 Diagnostic, schedule conferences

T-F June 24-27 Conferences

Week 4: Conferences

M-F June 30-July4 Conferences

This syllabus reflects a plan for this course and deviations from this plan may be necessary. You are expected to

make note of any changes to this syllabus.

Georgia State University English 1101 Fall 2008

English 1101 86179

MWF 10:00am - 10:50am

Aderhold 332


Office: General Classroom Building 929

Office Hours: Tuesday 2:00-4:00 and by appointment

Phone: TBA


Course Description

This course is designed to increase the student’s ability to construct written prose of various kinds. It focuses on methods of

organization, analysis, research skills, and the production of short expository and argumentative essays; readings consider issues

of contemporary social and cultural concern. A passing grade is C.

Learning Outcomes

By the end of this course, students will be able to:

engage in writing as a process, including various invention heuristics (brainstorming, for example), gathering

evidence, considering audience, drafting, revising, editing, and proofreading


use language to explore and analyze contemporary multicultural, global, and international questions







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 five 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 submitted along with the final draft on the designated due date for each essay (see

schedule).

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

http://www2.gsu.edu/~wwwdos/codeofconduct.html

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

Kennedy, X. J., Dorothy M. Kennedy, and Marcia F. Muth. Writing and Revising: A Portable Guide. Boston: Bedford/St.

Martin’s, 2007.

Lunsford, Andrea A. The Everyday Writer: Georgia State University Edition. Boston: Bedford/St Martin’s. 2005.

Shrodes, Caroline, Michael Shugrue, Marc Di Paolo, and Christian J. Matuschek. The Conscious Reader. 10th ed. New York:

Pearson Longman, 2006.

Singer, Marti and Cara Minardi. First Essays: A Peer Approach to Freshman Composition. 3rd ed. Plymouth: Hayden McNeil

Publishing, 2009.

Grading Scale

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 76-79

C 70-75 (GPA = 2.0)

C- 65-69

D 60-64

F below 60

Remember, there are no options for A+ in the University System. 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

Essays (3-5 pages) 70%

You will complete four essays over the course of this semester. These essays will increase in value as the semester progresses.

The percentage includes participation in peer editing and rough draft submission as well as the grade assigned to the final draft.

1. Narrative Essay (10%)

2. Expository Essay (15%)

3. Analysis Essay (20%)

4. Argument Essay (25%)

In-Class Assignments 30%

This grade will include

1. Attendance 3. Daily assignments/Homework

2. Participation in class discussions 4. Quizzes

Course Schedule

http://www.gsu.edu/~wwwods/

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 18-22 Introduction

M – Introduction. Discuss Syllabus

W – Diagnostic Essay

F – Everyday Writer “US Academic Conventions” p491-494.

Fist Essays “Beginnings” p1-10

Week 2: August 25-29 The Regents Exam and The Writing Process

M – Discussion of Regents Exam

Regents’ Exam Registration Page: http://www.gsu.edu/counseling/regents.html

Regents' Testing Program Webpage: http://www2.gsu.edu/~wwwrtp/

Complete List of Approved Essay Topics: http://www2.gsu.edu/~wwwrtp/topics.htm

W – Writing and Revising “Writing Processes” p1-10

First Essays “Writing the Process” p11-26

F – First Essays “Expressing Ourselves” p27-33

Introduce Paper 1

Week 3: September 1-5 The Writing Process and Personal Narrative

M – No Class. Labor Day.

W – Writing and Revising “Strategies for Generating Ideas” p41-59

F – Writing and Revising “Strategies for Planning” p60-82

Writing and Revising “Strategies for Drafting” p83-100

Week 4: September 8-12 Personal Narrative

M - Conscious Reader “The Women’s Open” Sedaris p290-295

“A&P” Updike (handout)

W –Conscious Reader “So This Was Adolescence” Dillard p36-39

Conscious Reader “Anarchy in the Tenth Grade” Graffin p39-42

F - Writing and Revising “Strategies for Revising” p137-154

First Essays “I’m Handicapped B*&%#!$” p34-39

First Essays “My Skinny Jeans” p40-47

Discuss Grading Rubric and Mock Peer Editing

Week 5: September 15-19 Personal Narrative


Peer Editing

W – Conscious Reader “The Way We Are” Lynch p116-120

“Me Talk Pretty One Day” Sedaris (handout)

F – Conscious Reader “The City and the Pillars” Gopnik p686-692

“Picka Pocketoni” Sedaris (handout)

Week 6: September 22-26 Exposition

M – Discuss Plagiarism Policy and MLA

Introduce Paper 2 Expository Essay

First Essays “Starbucks Society” p156-159

W – Paper 1 Due

“True Worker” Epple (handout)

“A Poker Addition” Michelen (handout)

F – Research

Week 7: September 29-October 3 Exposition

10/1 Mid-Semester: Final date to withdraw and possibly receive a W M – First Essays “End of the Line” p54-59

First Essays “The Rexall” p160-162

W – First Essays “The Man on his Toes” p147-150

First Essays “Aquafying Atlanta” p163-169

F – Paper 2 Draft Due

Peer Editing

Week 8: October 6-10 Exposition and Analysis

M – “The After Party Rave” (handout)

“My Room As I Left It” (handout)

W – Writing and Revising “Critical Thinking Processes” p26-40

Introduce Paper 3 Analysis

First Essays “Informing Ourselves and Analyzing the World Around Us” p49-53, 66-70

F – Paper 2 Due

TBA

Week 9: October 13-17 Analysis and Argument

M – TBA

W – Topic for Paper 3 Due

Rhetorical Precis Handouts

F – Conscious Reader “The Child’s Need for Magic” p832-839

Conscious Reader “What Are Men Good For” p205-214

Week 10: October 20-24 Analysis and Argument

M – First Essays “Taking a Stand” p91-106

W – Everyday Writer “Constructing Arguments” p79-88

F – First Essays “Analysis of ‘Femininity to the Extreme’” p73-84

First Essays “G.I. Jose” p85-90

Week 11: October 27- 31 Analysis and Argument

M – Writing and Revising “Reading Processes” p11-25

W – Paper 3 Draft Due

Peer Editing

F – A Time to Kill (handouts)

Week 12: November 3-7 Argument

M – A Time to Kill (handouts)

W – Introduce Paper 4 Argument

handouts

F – Paper 3 Due



M – First Essays “The Plus Side of Video Games” p107-116

First Essays “SAT: An Invalid Test and Unreliable Predictor of Success” p117-123

W – First Essays “System Failure! Why the Major League Baseball Playoff System Needs Fixing” p179-182

First Essays “Truth in Advertising?”p187-193

F – TBA


M – Student Conferences

W – Student Conferences

F - Paper 4 Draft Due

Peer Editing


NO CLASS Thanksgiving Holiday

Week 16: December 1-5 Argument

M – Student Conferences

W – Student Conferences

F – Paper 4 Due

Reflection

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.


“We use narrative in everyday life beyond the classroom, when we tell a friend about our day, when we describe a

sporting event, when we write in diaries, journals, or personal correspondence such as email. We narrate annoying

problems when we write complaint letters, entertaining anecdotes when we write speeches, inspiring stories when

we write sermons. Narratives form the basis of religious systems, myths, and legends the world over in documents

such as the Holy Bible, the Koran, the Torah, classical mythology, as well as in the oral tradition of tribal cultures.

Picture accounts of events are found in Neanderthal cave drawings, chambers in pyramids, frescoes in Roman ruins,

art galleries, advertising campaigns, as well as television and movie dramatizations” (2). Narration: A Short

History by Maurice Scharton.

Purpose and Topic

Your purpose for this assignment is to reflect on a personal experience and explore how that special moment in your

life has affected you, influenced the person you are today, or perhaps how it changed your outlook on life. When

you finally reach these conclusions, you should compose a short essay in which you narrate the event to your

audience and explain the impact that this previous experience had on you.

Objectives






Things to Remember

You must have some distance from the experience to write about its meaning effectively. You really need

to understand the changes you went through as a result of this occurrence if you hope to explain them to

your audience.

This essay is short so it is important that you make good decisions about what details should be included.

On the other hand, your audience is not familiar with the people and places you will be mentioning in your

essay, so relevant details are important.

Use plenty of description to narrate your experience. Rely on narration to tell your audience what

happened. Be creative about using dialogue and details from your past (hint: you may take poetic license to

fill in details you may have forgotten).

Be sure to indicate the time and sequence of events clearly. Consider variations on chronological order, but

be sure to save an effective scene for the end.

Your tone for the paper may be serious or more lighthearted, but you should be writing with your intended

audience in mind (intelligent adults).

Requirements

3-5 pages in length

MLA format





You will need to bring three copies of a COMPLETE typed draft to class on September 15th

for peer editing.

The final draft of your paper is due September 24th

along with your rough drafts, including the two copies of your

draft which were used for peer editing and the draft graded by your professor.


Purpose

Your purpose for this assignment is to observe a person, place, or group of people and then use these observations as

the basis for a descriptive writing piece.

Objectives







Assignment

You have three options to choose from for this next assignment:

Think of a person –someone you know or someone whom you know a lot about –with an interesting

occupation or hobby and present a profile of that person.

Think of a place that you can visit and observe, and write a vivid description of that setting.

Think of a group of people (skateboarders, dancers, cooks, bikers, etc) that you are involved with or that

interests you. Write a detailed profile of this group.

In order to carry out this assignment successfully, you must interview the person or group members that you choose

to describe as well as observe them in action. If you choose to write about a particular place, make plans to spend a

good amount of time visiting and observing this setting. If possible, you might want to interview people that

frequent the setting as well. Remember to involve the Who? What? When? Where? Why? and How? of the subject

in your description.

Like the personal narrative, the descriptive essay does not necessarily need an explicit thesis statement. Instead, you

can create selective details to create a dominant impression that will show, rather than explicitly tell, your readers

how you feel about what you are describing. Your goal is to employ concrete, sensory detail to allow your readers to

“see” what you chose to describe as well as you do. Keep in mind that your audience may not be as familiar with the

subject as you are, so providing relevant background information may be necessary. Write with your intended

audience in mind, striving for Standard Written English and effective style.

Requirements

3-5 pages in length

MLA format





You will need to bring three copies of a COMPLETE typed draft to class on October 3rd

one for me and two for

peer editing.

The final draft of your paper is due October 10th

along with the three copies of your draft which were used for peer

editing and my comments.

Assignment 3

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. The scholarly essay

encourages you to do just that.

Outcomes:







Assignment:

6. 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.

Password: seedeater. Everyone must submit their proposed journal article to me for approval. I must approve your

choice no later than October 15th

7. Provide a Rhetorical Précis for this article. (more information on this will be provided)

8. Write a 3-5 page essay that analyzes the structure, rhetorical situation, use of ethos, pathos, and/or logos, language,

tone, and thesis of the article.

9. Provide your critical analysis (opinion) of the article and how it successfully argues its thesis or unsuccessfully argues

its thesis.

10. 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 Rhetorical Précis, which is the introduction, 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, logical fallacies, ethos, logos, and/or pathos, language, tone,

audience, and any other issues you find applicable.

Part Three

This is the conclusion of your paper (1-2 paragraphs). 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

3-5 pages in length

MLA format






The essay you have chosen as the subject of your analysis essay is due October 15th

You will need to bring three copies of a COMPLETE typed draft to class on October 29th, one for me and two for peer editing.

The final draft of your paper is due November 7th along with the three copies of your draft which were used for peer editing and

my comments

Assignment 4

Exploratory Paper (3-5 pgs)

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. Often, the rhetorical strategy behind

exploratory papers comes from expository writing—the kind you have been doing for this class.

We incorporate our understanding of the rhetorical situation and use the rhetorical appeals to

help us encourage our audience to explore the topic for themselves and reach their own

conclusions (we do not take sides in exploratory writing).

You will incorporate multiple sources (3-5) using the MLA format. As with all other

submissions, your paper will need to be typed, double spaced, and in Times New Roman, 12 pt.

You will be required to meet with me for two individual student conferences to discuss your

progress on this project, once the week before Thanksgiving and once the week after.

Three copies of your rough draft are due November 21st

The final draft is due December 5th

Course Reflection

Spring 2008 Engl1101

I was given the opportunity to gain a great deal of insight into what will work in the college

classroom and how these activities can be modified for improvement. For example, an effective method I

have utilized in my classroom is the incorporation of a variety of examples to demonstrate the writing

styles we are focusing on, pointing to specific elements in these works to facilitate student learning. These

essays can range from professional scholarly essays, to student essays compiled from other universities.

In the Fall, I was constantly searching for appropriate essays and making thousands of copies for my

students. This semester, I remedied this by incorporating an anthology, The Conscious Reader, into my

course. This has made my essay selections more accessible to my students and has saved me form making

an enormous amount of copies to accommodate them. Though it was difficult for me to stick to the

scheduled readings as assigned in the syllabus last semester (Fall), I am now able to assure my students

that we will stay on track with the assignments, as I am more familiar with the material I am discussing

and the manner in which I would like to introduce these concepts, as well as the examples essays I am

providing my students.

I also learned from this semester that it is important to improve my syllabus in terms of the details

incorporated into my course policies. I find that having this clearly in place supports difficult decisions I

have to make about student attendance and late work. Also, I have learned that it is vital to set aside class

time for an in-depth discussion about plagiarism, what it means and what policies the university has in

place to discourage students from participating in it.

Summer 2008 RGTE0199

I learned a great deal about the Regent’s Exam from teaching this course, information that I know will be

very helpful once I begin assisting several of my colleagues in writing a course text book for the Regent’s

class. Because the course was over the summer, it was difficult to get through all the necessary topics and

provide the one-on-one attention necessary for many of the students in the Regent’s class due the time

constraints. One student on my evaluations complained that I stopped holding classes two early, as I left

the last two weeks before the exam for student-teacher conferences. In the future, I will take the time to

explain to students why the conferencing is necessary and how it can be more beneficial than full-class

sessions.

Fall 2008 Engl1101

I enjoyed this class very much, though I feel I could have given more attention to my students

than I was able due to the planning and presenting of the New Voices conference. As I continue in my

graduate program, I am learning more and more about time management, finding the ability to juggle my

many responsibilities but to devote the appropriate and necessary amount of time to each.

Something that I hope to improve, as I gain more experience in the college classroom, is the

ability to let class discussion flow organically. I often attempt to have class discussions that incorporate a

variety of ideas and concepts, and find myself discouraging students from going too far off topic with

their comments and suggestions. I hope to learn how to achieve a balance which allows students to fully

comprehend the concepts which I am trying to teach during class discussion, while still feeling like the

students’ voices are being heard, not being discouraged.

From my experiences with teaching English 1101, I have learned that it is important that I have a

firm grasp of my authority in the classroom. In addition, I now see how important it is to make sure

students realize that they are also responsible for their learning in my class, and that only by achieving

their part in the process can they truly comprehend the strategies of composition. However, I have also

learned that I should not take it personally when they do not live up to my expectations, as these students

are new to the college setting and will potentially stumble before completely adapting to their new

environment and the responsibilities that come with it.

Overall, I feel that the Fall semester was successful. Though there are elements I hope to improve

in my instruction strategies, I found the experience educational and rewarding and look forward to the

new insights I will continue to gain as a Composition instructor.

Professional Development Community Reflection

I enjoyed being a part of my Professional Development Community and found that it

assisted me in many ways as I experienced my first semester of teaching. I was able to form

friendships with my fellow members, exchanging advice and comfort when needed. We often

swapped teaching and instructional ideas during our meetings, discussing what did or did not

work in our own classrooms and examining how these methods can be modified or improved for

future use. At times, our group meetings acted as a kind of “therapy session,” allowing us time to

vent about what was frustrating us in terms of our students or teaching practices, or just our

graduate life in general. I found it reassuring to know that my peers were sharing my own

concerns and stresses as they worked through their first semester.

In addition, I appreciate how devoted Pete and Brennan were to assisting our group. It

was comforting to know that I had access to an experienced viewpoint to draw from whenever I

had questions or concerns. Both Pete and Brennan were able to relate on our concerns, providing

wonderful ideas and suggestions to assist us through difficulties.

Some of the topics that were discussed in our PDC meetings that I found to be helpful

were the development of our teaching philosophies, how to address grammar in the classroom,

teacher/student relationships, and how to effectively incorporate literature into the composition

class. Pete and Brennan provided their own experienced insight into these topics, while also

allowing us to work through our own viewpoints on these issues in order to come to a clear

understanding of how they affect the success of our course. In the future, I hope to discuss more

issues of professional development, along with our pedagogical development. Overall, I found

working with my PDC to be an enjoyable and helpful experience.

Classroom Observation Form

Observer: Sonya McCoy-Wilson

Teacher: Jennifer Forsthoefel

Course: Engl 1101

Date: 3/12/2008

1. Describe the professional conduct of the teacher, i.e.uses of authority, language, appearance,

attitude towards students, attitude towards subject matter, etc.

Jennifer has good control of her classroom. She conducts her class in a very professional

manner. Her appearance is professional, and her attitude towards her students is nurturing yet

firm. She reveals her concern for their thoughts and input by encouraging everyone to

participate in lively discussion. She asks leading and open-ended questions that spark student

input.

2. Describe the teacher’s relationship with the students in the class, i.e stance, comments, tone,

responses directed to individual students, attitude towards collaborative work, etc.

Jennifer is nurturing, as she seems genuinely impressed with insightful student comments and

responses. She lets her students know when they have done a good job and complemented class

discussions. Jennifer encourages her students to ask questions and to probe the material being

discussed. She responds positively to student opinions and analyses without imposing her own

analysis. In doing so, she fosters an environment in which the students believe that their

thoughts are valuable. In a very subtle manner, Jennifer probes the class until they have

rendered most of the possible responses to a situation or an issue. Most of the class time during

this particular observation was spent using full-class discussion and large group collaboration.

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 used several methods of instruction when I visited her 1101 classroom. She began the

class by recapping issues discussed in the previous class and connected that class with the

homework assignment. This took about ten minutes. Jennifer then used the technology available

in the classroom to lead the students through a group exercise on annotating a persuasive text.

The students had read the text for homework and attempted to annotate it alone. The class

activity required that they provide their input and share their own thoughts about where

annotations were appropriate in the text. The students were enthusiastic and engaged, as they

all interrogated each paragraph of the text. Although this was a very arduous task to complete

as a full-class, they students remained engaged for the entire exercise, which spanned about

forty-five minutes. Jennifer used the remaining fifteen minutes of the class to field questions

about the process of annotation and its significance.

4. How does the teacher accommodate a variety of student learning styles in the classroom?

Jennifer made use of technology in the form of the instructor computer which projects onto the

full-sized screen for easy visibility in the classroom. This technology allowed Jennifer to

annotate the text before the students’ eyes an interactive manner, so that the she was typing the

annotations as the students provided them. Before and after this class exercise, Jennifer

circulated around the room frequently when calling on students to answer questions and provide

commentary. This is a good method of stimulating a lively discussion.

5. How does the teacher’s classroom practice correlate with the course objectives stated on the

syllabus?

Students were learning to read critically by questioning the meaning of words and phrases as

well as the components of the argument. As this was their initial introduction to argumentation,

the students interrogated the text and each other in examining the effectiveness of this particular

article.

6. How does the teacher integrate today’s discussion with prior and subsequent topics listed in

the syllabus?

Jennifer frequently guided the students in making connections back to vocabulary and concepts

discussed earlier in the semester, such as “objectivity” and “subjectivity”. During the process of

the classroom activity, the students began to express their understanding of the importance of

critical reading through annotation and how critical reading differs from passive reading.

7. Does the teacher demonstrate familiarity with course material?

Jennifer is clearly very familiar with the course material and fields questions very effectively on

a variety of concepts relevant to the course. She is not only knowledgeable of the course

material, but displays enthusiasm and high energy which is contagious to her students.

Jennifer Rose Forsthoefel · Thesis: Naming Experience and Revealing Sentiment: The Archetypal Journey in Edna ... Rhetoric, Pedagogy, and Buffy the Vampire Slayer. Presenter Spring

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