St.

Marys University
Rhetoric and Composition EN 1311
Fall 2015
Instructor Information
Instructor

Email

Office Location and Hours

Professor Dolores Batten

dbatten@stmarytx.edu

CT 400 MW 4:00-6:00pm
(Other hours by appointment
only)

Class Location and Hours

Chaminade Hall 130 M 3:00-5:45pm

General Information
Catalogue Description
Designed for aspiring teachers and other students who wish to gain insight into the creative
imagination, this course offers strategies for developing the right brain's potential for verbal
expression and for evaluating our own and others' literary efforts. From their work in the class,
students will produce a literary magazine of short stories and poetry.
3.000 Credit hours
3.000 Lecture hours
Levels: Undergraduate
English Lit & Language Department

Professor Extended Description

This course will allow students to explore their own writing process and help them create quality
writing pieces that showcase their aptitudes and abilities in writing for multiple genres and
audiences. This course will also prepare students for literary analysis and critique at the upper
divisions and enhance editing and revision skills in both written and mult-media platforms.

Outcomes: Course Objectives: Upon completion of EN 3310, a student

should be able to:

Thematic Connection:
This course will delve into development of writing that caters to popular culture. Through the use of short essay and
poetic composition, students will reflect their ideas about the world through several modes of written composition,
culminating in student magazine production.

Course Materials
Required Materials:

Composition Notebook

Three Ring Binder

Pen and Pencil
(Other materials needed for specific classes will be specified prior to instruction)

Required Texts:
Solomon, Maasik. Signs of Life in the USA: Readings on Popular Culture for Writers. 7th ed.
Boston, MA, St. Martins, 2012.
Mayers, Tim. (Re)Writing Craft : Composition, Creative Writing, and the Future of English
Studies. 5th ed. Pittsburgh, PA, University of Pittsburgh, 2007.
Smalley, Regina. Refining Composition Skills : Rhetoric and Grammar. 5th ed. Heinle & Heinle
Publishers, Inc., 2000.

Media Resources:
Students will also be using multiple media-based resources, including (but not limited to) Blogger, Blackboard, and
Adobe Photoshop and InDesign) to discuss, research, collaborate, and create.

Additional Resources:
List of effective student online resources for study and practice:
http://www.owl.english.purdue.edu

About the Writing Center:

Throughout this course, students may also find it necessary to have their work further evaluated
and receive direction in writing process prior to completion of the final product in class.
Although drafting, editing, and revision will be the focus of this class curriculum, if these needs
do arise, I encourage you to use the Writing Center for additional assistance. I have included this
information from the St. Marys website below to help you access this resource throughout the
semester as needed:
How can I schedule a session? You can schedule a session with a writing tutor by either dropping
by the LAC or by calling at 210-436-3203 to make an appointment. Sessions are one-on-one and
usually last one hour.
What can you do for me that I cant do on my own? You can try out an idea for a paper with a
trained writer; clear up any questions you have about an assignment; discuss what youre reading
in class as you brainstorm your topic; get help with organizing the points you want to make in
your paper.
If I sign up for a session, am I obligated to return at the same time each week? No. Sessions
are one-time appointments, as you need them. Of course, you are welcome to sign up for more
sessions and continue to work on your writing often.
Can I just drop off my essay and pick it up later? You dont want to do that. You become a
better writer by working side by side with a writing tutor who is a stu-dent just like you, but who
has a bit more experience with academic assignments and who has been trained in the writing
process.
How are the tutors selected? How do I know my tutor is qualified? Each tutor is selected based
on professors recommendations and an excellent GPA. Writing tutors must also provide two
writing samples, pass an interview, and be trained by LAC staff. All of the writing tutors are, or
are in the process of becoming, nationally certified by the College Reading and Learning
Association (CRLA).

Grading: (Weight and Scale)

Portfolio

300

Short Story

200

Exam

200

Poetry Anthology

200

Newspaper Publication

150

Quickwrites and Homework Assignments 200

Media Project

300

Blogger/Discussion forum

150

Peer Revisions

200

Writing Critique Essay

150

TOTAL POINTS POSSIBLE 2000

A: 1800 to 2000

A=90 to 100

B: 1600 to 1799

B=80 to 89

C:

1400 to 1599

C= 70 to 79

D:

1200 to 1399

D= 60 to 69

F:

under 1199

F= 59 or below

Academic Honesty and Integrity:

Based upon its philosophy of education, St. Mary's University is strongly committed to
academic excellence, truth, honesty, and personal integrity. The university expects all
students to agree to the following:

The St. Mary's University Honor Code

As a member of the St. Mary's University Community, I promise not to participate in
academic dishonesty, including cheating, plagiarism, fabrication, or other academic
misconduct which deliberately infringes upon University policy. I will not tolerate these
activities from my fellow classmates.
According to the St. Marys Student Code of Conduct, the term plagiarism means
the inclusion of someone elses words, ideas, or data work in your own composition.
Examples of plagiarism include but are not limited to:

Quoting another persons word, complete sentences or paragraphs, or whole

works without acknowledgements of the source.
Using another persons ideas, opinions, or theories without acknowledgement of
the source.
Borrowing facts, statistics, or other illustrating material without acknowledgement
of the source.
Copying another persons essay test answer. Copying or allowing another person to
copy computer files that contain another students assignments and submitting it
either in part or in full as ones own work.
Working together on an assignment or sharing computer files and submitting that
assignment as ones own individual work.

Academic dishonesty is outlined in the Student Handbook. Students of the St. Mary's
University community who will fully choose to violate the Honor Code understand that
the Dean of the appropriate School will adjudicate infractions according to Article V:
Judicial Charges and Hearings of the Code of Student Conduct. If the student is deemed
guilty, the consequences could include removal from St. Mary's University.
Sanctions for a student's academic dishonesty vary according to the nature and the
seriousness of the offense. Teachers may require a student to redo a class/laboratory
assignment; may record an F (Failure) for a particular test, examination, or
class/laboratory assignment which involved dishonesty; or may record an F (Failure) for a
final course grade. Any student appeal of a teacher imposed sanction must be made in
writing to the student's Dean within fourteen (14) days. Teachers inform their Department
Chairperson in writing, with a copy to their Dean, concerning any sanctions imposed upon
students for academic dishonesty. A written statement of official policies, procedures,
and processes related to academic dishonesty is available in any Dean's office.
More information on the Academic Honor Policy can be accessed at:

http://gateway.stmarytx.edu/custom/mystmarys/pdf/St%20Marys%20University
%20Student%20Handbook.pdf.
5

Attendance:
In accordance with school policy, it is the responsibility of each student to attend class
regularly and with punctuality. Therefore, a professor must drop a student with a technical
failure (TF) after seven class hours of unexcused absences. Three tardies equate to one
absence.
If you are going to miss a class, contact me via email to discuss valid reasoning for absence and
assignment makeup options.

Disability Information:
The provision of accommodations for students with documented disabilities is intended to ensure equal
access not success. Academic requirements may be accommodated, as necessary, to ensure that they do
not discriminate against students with disabilities. However, these accommodations, coordinated through
Disability Support Services, will neither affect the substance of an educational program nor compromise
educational standards.
Typical Possible Accommodations:

Relocating classes to accessible classrooms and/or buildings

Extended test time

Testing in a quiet, non-distracting environment

Being allowed to use a calculator

Preferential seating (usually at front of classroom)

Being allowed to record lectures

Not being called on to read out loud in class

Being allowed to use a computer for all written assignments

Quizzes and exams in an electronic format

Being allowed to use an electronic spellchecker

Allowed access to copies of professors lecture notes, PowerPoint slides and/or overheads
if not already available on Blackboard or similar system

Being allowed to circle answers on a test instead of filling-in a Scantron or similar form
6

Advanced copies of syllabi, textbooks, course materials, assignments, etc.

Reduced course load

Use of sign-language interpreter

Use of assistive technology

NOTE: Academic requirements that are essential to specific classes and/or programs of study
(e.g., grade point averages, specific prerequisite courses, sequence of courses, deadlines, etc.)
are not considered discriminatory and cannot be waived.

Classroom Policy:
RESPECT: As a student of a highly diverse college population, there is an inherent
expectation of respect within the classroom. This includes respect for the Professor as
well as for fellow peers. In accordance with this classroom expectation, students will be
expected to refrain from intentionally demeaning, stereotypical, degrading, harassing, or
otherwise condescending commentary with their peers. No student shall be
discriminated against based on sex, religion, orientation, age, or any other
characteristic.
However, as it is natural in the process of discussion, a time may arise where these
negative attributes of language are unintentionally discussed in a derogatory way. In
these cases, students will be asked to probe the existence of these commentaries in a
teacher-led forum. Students need to keep an open mind in these situations and respect
the feelings and boundaries of their fellow peers. This policy also extends to the analysis
and critique of peer writing.
GROUP PARTICIPATION AND ROLE ASSESSMENT: Throughout the course, students will be
asked to perform both independent and group work. While there may be times where
the work is leader-based, full participation in group work will be expected. Each student
shall have a specific function within a group and be expected to fulfill the duties of their
contribution to the group process. Review all Rubrics provided in class for assignment
parameters, including minimum word count and graded criteria.
CLASS PREPARATION: Students will be expected to show up to class with all required
materials. Students who arrive frequently without required materials may be asked to
leave the class. As a consequence of coming unprepared, a student who is removed from
the classroom will not be allowed to make up work conducted within the class session.
HOMEWORK: Students will be expected to be prepared for each class by reading the
next class sessions selections for homework. Due dates for larger assignments and
projects must be strictly adhered to. IT IS YOUR RESPONSIBILITY TO STAY ON TOP OF
DEADLINES.

SYLLABUS DISCLAIMER FROM INSTRUCTOR: As your professor, I reserve the right to change the
syllabus without prior knowledge, based on my continual assessment of student needs.

Course Schedule Calendar

WEEK

Wee
k 1:
Mon
Aug
24,
201
5
Wee
k 2:
Mon
Aug
31,

AGENDA

Class
Introduction;
Syllabus,
Class Q&A

ASSIGNED READINGS

ACTIVITIES

Syllabus

Chapter 1: pgs. 6-18

Finding Your
Inner Voice:
Cultural
Beginnings

Signs:
Essays on Modern Culture

Quickwrite #1
Group Ice Breaker
Activity
Exit Slip

Freewrite Quickwrite #2
Stream of
Consciousness: Modern
Culture

201
5

Chapter 1: pgs. 1-24

Refining Composition Skills:
Introduction to the Paragraph

Wee
k 3:
Mon

Homework: Structured Writing

Assignment: Turn your
freewrite into a structured
paragraph; pay attention to
grammar and punctuation

LABOR DAY:
NO CLASS

Sept
7,
201
5

Wee
k 4:
Mon
Sept
14,
201
5

Writing
Analysis

Chapter 1: pgs. 19-36

Building on an
Idea: Probing
Techniques

Critiques on Composition and

Cultural Response

Signs:

Lecture Notes:
Expository Writing:
Process
Brainstorming Activity:
Using Graphic
Organizers and Outlines

Chapter 6: pgs. 95-114

Refining Composition Skills:
Expository Paragraph

Homework: Create a webpage

on the class Blogger site:
www.sampleblogger.com
Include an original poem that
addresses a topic of personal
interest (min. lines 24)
Go to:
http://www.creative-writingnow.com/how-to-writepoetry.html
View the links for Poetry
Techniques 1, 2, and 3 to get
started.
Due Date: August 7, 2015

Wee
k 5:
Mon

WRITING
EXPLORATION

Ch. 3 pg 78-89
Refining Composition Skills:

Thesis

* Expository: Outline extension;

Writing about Culture: Body
Paragraphs

Sept
21,
201
5

Development

The Narrative Paragraph

Working
Within
Multiple
Writing
Genres:

HOMEWORK:
About Me Narrative: Write an
informative piece about
yourself on the blog site. This
may include, but is not limited
to, your ideas about creative
writing, quotes, inspirational
stories, teachers who have
influenced you, works of
mention, and personal
antecdotes. Make sure to print
a copy for Mondays class.

Expository
Narrative
Poetry

Due Date: September 7, 2015

Wee
k 6:
Mon
Sept
28,
201
5

WRITING
WORKSHOP:
Peer Revision
and Editing:
About Me
assignment

Handout: excerpt from Horning and

Becker: Revision: History, Theory,
and Practice
Peer Revision Worksheet Checklist

* Peer Revisions
* Editing and Review
* Group Critique
HOMEWORK: Poetry Emulation
Pick 2 poems from different
authors that you appreciate or
find that their poems resonate
with you. If you are having
difficulty finding the right
poem, I suggest internet
research. I also can suggest
The Hudson Book of Poetry :
150 Poems Worth Reading 2nd
edition; McGraw-Hill. You can
find this book in the library.

Providing
Positive
Criticism

Use these poems to create 2

emulation poems written in the
same style. You can use any of
the techniques that are
associated with the poem:
Rhyme Scheme, Rhythm,
Alliteration, Topic, etc. but
MAKE SURE to give credit to
the poet that you are
emulating. Post these two
poems on your blog for next
weeks class. You will be
presenting them to your peers
for analysis and critique.
Happy hunting!

10

Wee
k 7:
Mon
Oct
5,
201
5

Expository
Essay: Culture
Part 2: The
Example Essay

Part II Ch. 6 pgs. 168-190

Refining Composition Skills :

Rhetoric and Grammar

Activity: Group
Discussion Culture and
Identity in the 21st
Century
Expository Essay Check:
Grammar Use

HOMEWORK: Finish Expository

Essay on Culture; UPLOAD to
BLOGGER
1st Draft Due Date: September
14, 2015

Wee
k 8:
Mon

MID SEMESTER
BREAK: NO
CLASS

Oct
12,
201
5

Wee
k 9:
Mon
Oct
19,
201
5

Emulation
Poetry and
Poetic Device

Handout: Emulation Criticism:

Imitation, Influence, and

Reviewing
Emulation:
Ezra Pound

www.academia.edu

Presentations:
Emulation Poetry

HOMEWORK: Extended Blogger

assignment: You will be
engaged in a discussion board
this week with your peers. You
will be asked to critique THREE
expository essays, noting form,
content, organization, and
structure.

Production

You will also be responsible for

answering discussion questions
listed on the Assignment
section of the class blog. Have
these prepared by next week
to discuss in class.
Due Date: September 21,
2015

11

Wee
k
10:
Mon
Oct
26,
201
5

Writing an
Expository
Essay Critique

Ch. 8 pgs. 180-191 Signs

Expository Essay Critiques

Focus on Logos
and Fallacies

Literary Fallacies
http://writingcenter.un
c.edu/handouts/fallacie
s/
HOMEWORK: Review the
essay on Blogger. It is
chalked full of
intentional logical
fallacies.
Locate the fallacies,
discuss the type of
fallacy and potential
ways to fix said
Fallacy on your
discussion board.
Begin a Writing Critique
on this essay
(See Ch. 6 (Re)Craft:
Composition Craft
Criticism" and the
Possibility of
Theoretical Scholarship
in Creative Writing)
Due Date: September
28, 2015

Wee
k
11:
Mon
Nov
2,
201
5

Newspaper
Writing

Sample Articles on Pop Culture

Exploring
Articles of
Substance

http://articles.latimes.com/keywor
d/pop-culture

References:

http://articles.chicagotribune.com/
keyword/popular-culture
http://www.npr.org/sections/popculture/

Quickwrite #3
Annotating Articles

HOMEWORK: Create a
newspaper article about
popular culture, based on your
observations and thesis
direction during your
expository essay.
Due Date: October 5, 2015

Wee
k
11:
Mon
Nov

Class will
meet in the
library
today; back
conference

WEBSITE:
http://www.ascd.org/publications/e
ducationalleadership/dec10/vol68/num04/Usin
g-Social-Media-to-Reach-Your-

12

Activity: Creating Social

Media Coverage for Non-Profit
Tagline Creation
HOMEWORK: Use the

9,
201
5

Wee
k
12:
Mon
Nov
16,
201
5

room MAC
Computer Lab
in 1st Floor
Commons

Community.aspx

Media
Integration:
Improving the
Community
through
Commentary
and Video
Integration

Starting Somewhere

Ch. 7 pg. 201-215

(Re)Craft: Composition

DUE DATE: October 12, 2015

Multiple Texts

REMINDER: Dont forget to

work on your Blog Non-Profit
Page, Newspaper Article, and
Fallacies

REVISION
OPPORTUNITY:

work over the next week.

Each assignment must

Previous
assignment
Rubric
alignment

be turned in by the listed

due date and follow
the guidelines of its given
rubric.

Peer Review
and Teacher
Conference

Wee
k
13:
Mon
Nov
16,
201
5

Ch. 4 pgs. 62-89

Blending
Writing Genres
The Personal
Essay
The Memoir
The Short
Short
Literary
Journalism
The Lyric Essay
Incorporating
Short Stories

schematic created in class

today to build your own
webpage for a Non-Profit
organization. Make sure to
Include multiple picture,
video, and visual text to
engage your audience. List all
important and relevant
information, including (but not
limited to) commentary,
interviews, affiliations, etc.

Refining Composition Skills

The Descriptive Paragraph
http://www.uvm.edu/wid/writingce
nter/tutortips/nonfiction.html

Activity: Coloring
Setting with Imagery
Quickwrite #4
Partner Activity: Writing
the descriptive
paragraph

Handout: Imagery and Evidence in

Non-Fiction Text

HOMEWORK: You will be

extending your

Ch. 4 pgs. 62-89 cont.

blog page as part of your online

portfolio.

Refining Composition Skills

The Descriptive

13

Start gathering materials such

as photos,

into Creative
Pieces
Stream of
Consciousness

Paragraphhttp://teacher.scholastic.
com/writeit/fiction/review/index.h
tm

videos, essays, theory, etc. for

your page
and develop your Ideas around
the original
theme of your Pop Culture
Expository
Essay. You can use any of your
previous
assignments in this showcase,
along with
classwork, writing samples,
etc.

Wee
k
14:
Mon

No School:
Thanksgiving
Break

Nov
23,
201
5

Wee
k
15:
Mon

Final Draft
Publishing Day
1 of 2

Nov
30,
201

Historical
Perspective:
Creative

Handout: Three Rs of
Narrative : NY Times
Tips from Duke University:
http://twp.duke.edu/uploads/medi
a_items/creative-nonfiction1.original.pdf

14

Quickwrite #5
Editing and Revision
(Individual and Peer)

HOMEWORK: Choose an
individual to
Interview for your creative

non-fictional

NonFiction

Piece. Incorporate this into

your
Class blog portfolio by
conducting an interview
and creating a non-fictional
writing
piece that presents an
historical perspective
of this persons life or work.
Make sure to
include any visual media
(pictures, video, etc.)
that will add validity to your
capsulation of
this persons experiences.

Wee
k
16:
Mon
Dec
6,
201
5

Final
Draft
Publi
shing
Day
2 of
2
COM
PUTE
R
LAB
DAY
FINA
LIZA
TION
FOR
MULT
IPLE
WOR
KS

Most common
error examples:
http://wac.gsu.
edu/49577.html

Activity: Grammarbytes review software

Editing and Revision
Final Publication

HOMEWORK: On your online Blogger Portfolio, Discuss

writing
stratagems that you employed to improve rhetoric and
grammar
In your final draft publication. Use specific information from
Class handouts, website research, and statistical sources to
explain your methodology.

Addr
essin
g the
Com
mon
plac
e
15

Error

Wee
k 16
Mon

FINAL EXAM
Final Projects
Due

Dec
r
13,
201
5

16