Livonia, Michigan

Your Success Is Our Greatest Achievement!

I.

Course Number and Title: WRT 1020, section 5; College Composition II

Semester Hours: 3
Term and Year: Winter, 2016
Day and Time: Thursday, 7-10 p.m.

II.

Instructor: Dr. William Shea

Office: 2410 Admin Building
Telephone: 734-662-0818
Email Address: billshea@umich.edu; (I do NOT check email on weekends)
Office Hours: My office is Rm 2010. Office hours will be held one half hour before class or by
appointment.

III.

Course Description: Study and practice of strategies for academic writing, with a focus on writing and
reading persuasive and argumentative essays. Continued emphasis on writing as a process.
Development of information literacy skills, as applied to writing a substantial research paper. An exit
portfolio, to be scored by at least two Composition instructors, is required for successful completion of
the course. Prerequisite: WRT 1010 or placement by Madonna University Writing Assessment
Program. (Does not apply to any major or minor in Language and Literature department or the
Communication and Writing department.)

IV. Course Objectives: Upon completion of the course, students will be able to:
Use the conventions of format, organization, and language appropriate to academic argument and
persuasion.
Demonstrate mastery of strategies for generating and developing ideas, organizing materials, revising and
editing when writing college essays.
Demonstrate mastery of effective collaborative strategies to explore ideas for assignments, and to revise
and edit their work.
Demonstrate mastery of information literacy strategies and skills by writing a longer (8-10 pages) research
paper in APA style using at least six sources.
Create a portfolio of writing that represents growth as a writer, manifested by a longer research paper and
written reflections.
General Education Goals:
Communication: Develop effective communication skills.
Religious Values: Achieve an understanding of religious and moral dimensions of human experience.
Cultural Traditions: Develop an understanding of and responsiveness to the aesthetic, emotive and
intellectual expressions of human concerns through the Humanities and Arts.
Scientific Inquiry: Achieve an understanding of modern concepts of science, computer technology and
mathematics and the relationship between scientific and technological realities in contemporary life.
Personal and Social Environment: Develop an understanding of the ways in which individuals perceive,
experience and behave in their personal and social environment.
World Citizenship: Develop a facility for international and national citizen skills.
V.

Required Texts: Writing Analytically, 7th ed., Rosenwasser and Stephen; Guide to Critical Thinking
(ISBN 978-1-285-43650-0), Elder and Paul; How to Write a Paragraph (ISBN 978-0-944583-22-7),

Paul and Elder. Various handouts; One 2gb Flash Drive; Adobe Reader software (free, online
download)
VI.

Time Commitment Expected per Semester-Hour Credit (required statement)

Earning one semester hour of undergraduate credit requires a minimum of one hour of classroom or
direct instruction each week for a full semester and a minimum of two hours of out-of-class student
work each week for a semester, or its equivalent.
An equivalent amount of work (minimum three hours per week for a semester, or its equivalent of
combined direct instruction and outside-of-class student work) is used as the measurement for a credit
hour in other credit-bearing activities, such as laboratory experiences, service-learning, internships,
practica, clinicals, studio work, and other academic experiences.

VII.

Attendance Policy: I take roll at each class within the first 5 minutes of the start of class. If you are
not there by roll time you will be considered absent or tardy. Three absences or tardys (arrive late or
leave early) will lower final grade by a full grade (from an A to a B); any more absences will result in
failure of the class.

VIII. Grading Computation: The final grade for the course will be determined by a holistic evaluation of the
work in the portfolio (70% of the total course grade), class participation (which will include the ejournal
writings) and short hand-in assignments (30% of course grade). Grades will be in the following
range: A, A-, B+, B, B-, C+, C, C-, D+, D, F.
IX.

Student Evaluation of Faculty Instruction (SEFI): Students are invited to evaluate every course
every semester, utilizing the University's online Student Evaluation of Faculty Instruction (SEFI)
system. This is accessed from the opening page of the University's Website from the "Quick Links"
drop-down box or by following link:
https://ww4.madonna.edu/mucfweb/ssl_forms/student_opin/StudentGUI/login.cfm. . Your instructor
will inform you when during the semester the SEFI can be accessed.

X.

Emergency Continuation of Instruction: In the event of a city-wide or regional crisis or emergency

that prevents students from traveling to campus (such as a flu epidemic), course instruction will be
continued on the classs Blackboard site (This means they should all have a Blackboard ID and
Password), provided that campus technology and electricity are operating. If campus facilities,
technology, and electricity are not operational, students should continue doing their reading and
assignments until they receive communication from the instructor or the University.

VIII. Assignment expectations: Besides writing an extended analytical paper this term, you will also be
constructing an eportfolio website. The site is where youll share for writing drafts, revisions and final
copies of your assignments. We will spend a session or two at the Learning Center where we will use
weebly.com to make your web site. Once the site has been made, you will store your work on it.
This course will consist of four sections: 1-text readings and ejournal assignments based on a list of
readings found on Blackboard; drafts and revisions of two short written assignments; two annotated
bibliographies submitted as preparatory work for your final essay; and drafts and revisions of a large
10-12 page Final Assignment.
All papers must conform to APA style. Retain all drafts of your papers and my comments on the Flash
drive so they can be included in your final eportfolio.
Adobe Reader and eportfolio: All assignments will be sent to me via email as pdf documents. PDFs
can be made in MSWord with the Save As function. These pdfs then can be attached to an email
that is sent to me at billshea@umich.edu. I will make electronic comments on the pdf and send it back
to you using the email address that you used to send me the document. You can view these pdfs and

my comments and then post them on your web site. You then will be expected to revise your original
Word document using the comments that I put on the pdf and post it on your web site. A final version
of the assignment based on your draft and revision will be saved as another pdf and attached to you
website.
Weekly Analytical/Reflective eJournal Entries (part of class participation)--You are to write
approximately 250 words per week in an ejournal on a topic relating to the reading assignments or on
question Ill give to you. The ejournal entries will be saved as pdf files and kept on the Flash drive and
then added to your web site. Date and title each entry, as well as start each entry with the topic or
question Ill give you. The Journal will be submitted with the Final Portfolio. Evaluation of the ejournal
will be based on the depth and quality of your thoughts on the various assignments.
Home Work and Pop Quizzes--To insure that you read all readings homework and quizzes will be
given and computed as class participation grades. There will be no make-up quizzes.
Count on about eight hours per week on outside classroom work for this class. There is going to be a
lot of reading in this class. If you have any questions on any readings or topics bring them up, and
we'll discuss the issues. If you don't ask I'll assume that things are clear. It is my job to make things
clear if a problem arises. It is your job to make me aware of the problems!
This Syllabus Is Subject To Change

Course Schedule
Part One: Thinking About Argumentation
#11/14/16--The Beginnings
What will happen this term?
What Is Good Writing? The Rubric
The Essay-part 1. Kid Rock, Black Clothes, Survivorality
The Argument.
Writing Stim.
#21/21/16--Significance and Meaning
Weebly.com Room: Admin 1109 7pm
What Is Critical Thinking? Discuss Kid Rock, Black Clothes, Survivorality, The Rubric
The Analytical Frame of Mind
Readings (All readings must be completed by the start of class):
Writing Analytically, chapter 1 (The Analytical Frame of Mind)
In its entirety: Guide to Critical Thinking
Readings from Blackboard: popularSigns.pdf
Journal Entry #1
In 250 words summarize the short book, Guide to Critical Thinking. What does the author contend critical
thinking is?
or
In the essay popularSigns.pdf on BlackBoard there is a statement that says: The meaning of a sign can
be found not in itself but in its relationships (both differences and similarities) with other signs within a
system. To interpret an individual sign, then, you must determine the general system in which it belongs.

In your journal discuss the implications of this assertion. Then explain your plan on how you would reveal
the system of a sign.
#31/28/16--Cultural Studies and Analysis
Assignment 1--due next weekbring hard copy to class next week
Bibliographic Instruction #1 Rm 2301; 7-8pm
What is Culture?
What is Popular Culture?
Topics in Popular Culture
Select a topic.
Readings:
Writing Analytically, chapter 2 (Reading Analytically)
In its entirety: How to Write a Paragraph
Journal Entry #2
The heart of academia is the search for meaning, be it in the hard sciences, social sciences or humanities.
In essence when you develop a scientific experiment of read a classic bit of literature, the reason why you
take on these endeavors is to reveal their meaning. And it is through the writing process where this
meaning is revealed to an audience.
But to find the meaning of an item, topic, process is not often easy. There are obstacles in finding the
meaning. In your journal think and write about what these obstacles might be and particularly how you
might systematically overcome them.
#42/4/16Deeper Development
Bibliographic Instruction #2 Rm 23017-8 p.m.
Peer Review Assignment #1
Bring in a topic.
Bring in copy of Kid Rock.doc
How to write an Introduction
Readings: Writing Analytically, chapter 3 (Responding to Traditional Writing Assignments)
Readings from Blackboard: Peerall.doc; How to do Research.doc
Journal Entry #3
Summarize the short book How to Write a Paragraph. Explain how the author goes from explaining a
paragraph into thinking about how an entire essay is formed.
or
Read KidRock essay. Come up with four suggestionsbe specific in your thinkingon how to improve
this essay. Elaborate on each point.
#52/11/6-- Researching Popular Culture-part one

Send Assignment 1 in to Instructor. Send it as a pdf attachment to billshea@umich.edu

Label document with your name and Assignment #1
Bibliography #1, bring hard copy to 2/18/16 class
Assignment #2- bring hard copy for peer review on 2/18/16
What is Cultural Studies?
Setting up a Context for Research.
What Is Evidence?
Readings: Writing Analytically, chapter 4 (Reasoning from Evidence to Claims),
Writing Analytically, chapter 5 (Making Interpretations Plausible) pages 131-137.

Readings from Blackboard: writingaboutPC.pdf

Journal Entry #4
How important are race, class, and gender to cultural meaning? Explore your thoughts about these issues
and how they are applied to meaning of the icons, rituals, stereotypes, formulas within our culture. Select
an item within our culture and speculate on its meaning as it is contextualized by issues of race, class, and
gender.
#62/18/16
Peer review Assignment 2
Bibliography #2; bring hard copy to 2/25/16 class
Writing Center Session-APA
Analytical Complexities
Integrating Sources
Readings: Writing Analytically, chapter 5 (Making Interpretations Plausible)
Journal Entry #5
Think hard about evidence. In argumentation what is the function of evidence? How do you recognize
evidence? What is its purpose? How can you use evidence to aid your writing?
Readings from Blackboard: APA.doc
#72/25/16 Writing the Analytical Research Paper
Turn Assignment 2 in to Instructor. Send it to billshea@umich.edu in pdf format. Label
document the following: Your Name--Assignment #2
Final Assignment
Do research on your topic for One-On-One session of 3/17/16
Have a tentative thesis based on 10 on 1 approach ready for in-class small group discussion
Readings:
Writing Analytically, chapter 6 (Finding and Evolving a Thesis)

Readings from Blackboard:

markedWomen.pdf; Steinem.pdf
Journal Entry #6
Think about gender roles. Write about gender roles. Why do we often feel one gender has more social
power than the other? Do you know that more women go to college than men yet on an average women
get paid 25% less than men? Why is this?

#83/3/16-- Develop an outline for Final Paper

Do 10 on 1 for Final Paper; What is your Interpretive Context for Final Paper?
Readings:
Writing Analytically, chapter 7 (Using Sources Analytically)
Readings from Blackboard: OMI.doc; Class.pdf; Fenshen.pdf

#93/10/16 no class--Spring Break

#103/17/16 Review of outline for Final Paper
One-On-One session to go over outline
What is your initial thesis and where will it evolve?
Readings:
Writing Analytically, chapter 8 (Citing Sources)
Journal Entry #7
What does your topic mean in our culture? Youve done a lot of research on your topic; youve discussed
it with your classmates; youve done essays on interpreting magazine covers and have listen extensively
about cultural values in class lectures. Now spend some time playing with the various meanings that your
topic might take within our culture. Dont be satisfied with the first thing that comes to your mind. Think
about race, class and gender (as well as other areas) as it applies to your topic, i.e., how does one race
look at your topic vs another? How does the meaning of your topic change as different classes or genders
look at it? Spend this time playing with your topic.
#113/24/16-- no class--Holy Thursday

#123/31/16-- Draft on Final Paper

Draft of Final Paper due (make a copy for peer review, send me a copy via email as a pdf. I
will send you my comments on Final Paper draft by 47/16 class.)
Small Group Peer Review
Be prepared to discuss your Final papers thesis, supporting evidence, and organization to a group
of your peers.
Continue work on Final Paper and revise short papers.
Readings:

Writing Analytically, chapter 10 (Style, Choosing Words, Shaping Sentences)

Journal Entry #8
Open writing. Because one of the purposes of the journal is to give you an area to practice writing, now is
a time for you to just write, on any topic, area, subject you wanta rant, a poem, an anecdote on a
subject of your choosing. Have fun.

#134/7/16-- Draft Final Paper due

Writing Center Session-Revision
Readings:
Writing Analytically, chapter 11 (Nine Basic Writing Issues)
Discuss all Writings in peer review and/or one-on-one session in preparation for inclusion in Portfolio
Journal Entry #9
What are your final thoughts about your topic? You are the expert! What does your topic tell you about
our larger culture in general. Think about it.
#144/14/16-- How to put together Your Portfolio
Weebly.com Room: Admin 1108 7pm
Discuss all Writings in peer review and/or one-on-one session in preparation for inclusion in Portfolio
Journal Entry #10
What are thoughts about this class? What about the text, the approach that I took to get you to think
critically? Rather than use this space as an evaluation of the coursethat will come latterhow might
things be different (not easier) that might lead you to embrace good old-fashion thinking.

#154/21/16Portfolio dueno late portfolios accepted