Course Description:
English 4342 focuses on the principles, theories, and pedagogies involved in composition.  This course also examines the evolution of rhetoric, from its classical roots to its contemporary state.  Particular emphasis is placed on the writing process, on the characteristics of effective writing, and on the assessment of student writing.  Students who plan to teach are encouraged to join National Council Teachers of English, Modern Language Association, or another national organization for teachers of English.

Required Text:

• Villanueva, Victor.  Cross-Talk in Comp Theory: A Reader   New York: NCTE, 2003.

Course Objectives:
This course will provide writers with essential information about the writing process by developing a requisite foundation for that process.  By the end of the course, students will

1. demonstrate competencies in reading and writing;
2. establish  their understanding of the principal philosophies of composition;
3. exhibit a knowledge of and competency in technology used in writing;
4. enhance critical thinking skills by examining a broad spectrum of pedagogical implications of writing;
5. refine research and documentation skills;
6. analyze a variety of assessment approaches; and
7. demonstrate a proficiency in planning writing lessons.

Course Assignments:
In order to be successful, students must

1. Read all selections identified in Schedule of Assignments.

2. Present one oral report on one theorist of composition, may be one we have read or may be one we have not read

3. After reading six additional articles about composition in professional journals, write one abstract per article.

4. Present an oral report on one of six researched articles.

5. Observe and interview one professional writer or one writing teacher.  Report on your discoveries.

6. Design either a one-semester (or six-weeks) writing course suitable for the level at which you might wish to teach or write a counter argument to one of the theorist we read.

7. Take two opportunities (exams).

8. Write one essay of synthesis.

9. Participate in class discussions.

Course Evaluations:
Each assignment will receive a number grade; grades on written assignments will be based on criteria discussed below.  If you wish to appeal a grade, you must submit a written report to me explaining, and supporting with evidence, why you believe the grade should be changed.  You will then make an appointment with me, so we can discuss it.

The grade you earn in this course will result from an average of the grades earned from the above assignments.  An A requires an average between 90-100%; a B, 80-90%; a C, 70-79%; a D, 60-69%; an F, 0-59%.  Course evaluations will be averaged as follows:

• Opportunities (Exams)                                  2 0%

• Abstracts/oral report                                      20%

• Observation & Interview                              15%

• Course Design/Counter Argument               15%

• Oral report on theorist                                  10%

• Essay of Synthesis                                       15%

• Participation                                                 05%
  Absences will affect this grade; see absence policy.

Document Format Requirements:

1. All final drafts must be word processed (double-spaced) on 8.5 X 11 white paper with standard one-inch margins in either 12 point Times or Times New Roman font.
2. In lieu of a cover page when turning in final drafts for all work, please place a cover memo on top of the document.  This memo will cover two points: discuss the writing of the document and argue whether I should keep the assignment for future students.  I will be the recipient.  You should use Word program for memo template; please use the professional memo, and in the Company position in the upper right side, please enter English 4342.01. Click for a sample.
3. Consecutive pages should be headed and numbered as necessary for each type of document.
4. You must complete and turn in all assignments, in the order in which they are assigned, to pass this class.  All documents must be turned in on the designated date.  If you do not have assignments ready when class begins, you will lose 10 points from your grade; if you submit an assignment one calendar day late, you will lose 20 points, if you submit an assignment two calendar days late, you will lose 30 points.  I will not accept assignments submitted after the third calendar day.  Extensive experience substantiates the reality that if you attend class regularly, maintain assignments, follow guidelines and deadlines set forth for each assignment, you will have few situations that prevent on-time delivery of assignments.  
5. All final drafts must follow the Modern Language Association’s (MLA) Style Manual.
6. No make-up opportunities (exams) will be given unless a true emergency prevents your attendance; in that extremely rare situation, you must contact me prior to class time, and I must accept your reason for missing the exam.

Student Responsibilities:

1. To attend class regularly.  If you do miss class, you must, nonetheless, be prepared for the next class session and must have completed any work missed during your absence.  Because this class meets only one time weekly, you must attend each class in order to stay abreast of the discussions and assignments.
2. To check web site frequently for any assignment changes or updates: http://department.txwes.edu/lnl/lcarroll/Eng4342rl.htm
3. To read the assigned textbook selections before class and to be prepared to discuss them.
4. To ask for help when needed.  This help must be obtained in a timely fashion, not the day before a written assignment is due.
5.  To turn in all out-of-class assignments on time and in the format designated by the instructor.
6. To participate in class discussions and to read aloud when requested to do so.
7. To practice academic integrity in the full meaning of the word.  Please read carefully my brief statement on that below and a more extensive statement at http://department.txwes.edu/lnl/lcarroll/integrity.htm
8. To make a friend in class so that assignments can be discussed.
9. NOT to expect the instructor to repeat a lecture given during an absence.

Academic Integrity:
Although our University Catalog addresses academic integrity, which includes cheating and plagiarism, I would like to emphasize the importance of academic integrity as we begin this new semester. 

Please note that academic integrity is important in this course precisely because integrity is important in all areas of life.  If we don’t have integrity in the small things, if we find it possible to justify plagiarism or cheating or shoddy work in things that don’t seem to matter, how will we resist doing the same thing in areas that really do matter: where lives might be at stake (think about a doctor who cheated his/her way through college or medical school), where money may be a factor, or the possibility of advancement, or even our esteem in the eyes of others? 

Personal integrity is not a quality we’re born to naturally.  It’s a quality of character we need to nurture, and that requires practice in both meanings of the word (as in the practice the piano and to practice a profession).  We can only be a person of integrity if we practice integrity every day.  To discover what that means in this course, please refer to http://department.txwes.edu/lnl/lcarroll/integrity.htm for a more detailed statement.  You will discover that integrity requires the same things of you as a student as it does of me as a teacher. 

A final note, if you decide after reading my statement to not practice academic integrity, you will pay the ultimate price in this class: an F in the course and a recommendation to the Dean that you be suspended from this university.

Grading Standards:
As the semester progresses and you begin to study composition theory, you will discover how grades may be earned.  However, written comments will be provided on each graded assignment in order to help you understand the grade you earned.  General criteria are summarized as follows:

 The A paper is an extraordinary example of college writing.  It demonstrates a clear main idea that can be followed throughout the development of the paper.  It maintains a strong structure from the beginning to end of the paper, with carefully defined connections between the paragraphs and sentences that consistently give the entire essay a definite sense of purpose and indicates an understanding of audience.  It reflects the writer's control of language, which is vivid, precise, and interesting.  Its ideas are clear, logical, and thought provoking; it contains all the positive qualities of good writing listed below:

• Original

• Awareness of Audience

• Organized

• Developed

• Focused

• Controlled voice and tone

• Careful choice of effective words and phrases--no clichés

• Freedom from flagrant errors in spelling, punctuation, and grammar (see list below)

• Appropriate and dynamic word usage

• Controlled and varied sentence patterns

 The B paper reflects superior writing.  It clearly, logically, and adequately states its central purpose.  Its ideas are clear because it contains most of the positive qualities in writing.  It is comparatively free of usage, mechanical, and spelling errors.  Although the B paper indicates competence, it lacks the originality of thought and style which characterize the A paper.

 The C paper reflects average skills in writing.  It fulfills the basic requirements of the assignment.  The paper offers sufficient support for the thesis, which is concrete, but some of the details may be somewhat vague or inadequately explained.  The paper has an organizational pattern, but it may be incompletely carried through in some respects.  The language generally communicates with the reader, but there may be times when sentence structure or wording is somewhat awkward.  It may, in fact, have few correction marks on it, but it lacks the vigor of thought and expression that would entitle it to a higher grade.

 The grade of D indicates below average achievement in expressing ideas correctly and effectively.  Most D papers present a central idea but fail to develop it adequately.  The paragraphs within the paper may deviate from the thesis or may fail to help the paper move forward with a clear sense of progression.  The paper may contain language that repeatedly becomes hard to follow or major grammatical errors that seriously interfere with its meaning.

 An F paper seriously falls short of appropriate college level writing.  F papers have major flaws in structure, organization, focus, and development.  Moreover, an F paper usually indicates failure to avoid grave errors in grammar, spelling, punctuation, sentence structure, and word usage. 

Grade Appeal:
If you wish to appeal your grade on any major assignment, including an opportunity, you may do so by submitting a written request to me explaining--and supporting with evidence--why you believe the grade should be changed.  Minimum length of this request is one typed page.  You will then make an appointment to see me, so we can discuss it.  These requests must be submitted within one week after the graded work is returned to you.

Absence and Tardy Policy:

Texas Wesleyan Policies:
You should read the current Texas Wesleyan University Catalog and Student Handbook to become familiar with University policies.  These policies include but are not limited to grade appeal, sexual harassment, student access to records, and others; policies specified in the current catalog are applicable unless otherwise stated in this syllabus.

Texas Wesleyan University adheres to a disability policy which is in keeping with relevant federal law. The University will provide appropriate accommodation as determined by the Director of the Counseling Center, Dr. Michael Ellison. Students must notify instructors of any permanent or temporary disabilities and must provide documentation regarding those disabilities prior to the granting of an accommodation. For assistance, students should consult with Dr. Ellison; his email address is mellison@txwes.edu .

Class Conduct:
See Student Handbook for details.  Student conduct in this class should be such that it does not interfere with the purpose of its meeting.  Please turn off cell phones and beepers when you enter my class, for they can be disruptive to the learning process.

Importance of Communication
Learning the art of communications is one of the requirements/necessities/expectations for college students.  Writing is but one form of this skill; verbal communication is another one.  I want you to succeed, and I have faith that you can; therefore, I encourage you to speak with me if you have a problem, question, or concern about this course.