ENG 132: College Writing & Research

-Insiders/Outsiders in Literature & SocietyInstructor: Ruth Haller

Winter 16
Office:
N-229
Sessions: MWF 10:08 11:00
Email: rlhaller@[Link]

Term:
Class

Catalog Course Description:

English 132 is the second course in the two-semester college-level reading and
writing sequence that begins with English 131. The course further instructs students
in the reading, writing, and critical thinking skills required at four-year colleges and
universities, as well as in the workforce. Students will learn how to select, evaluate,
analyze, synthesize, reference, and document source material, including a variety of
literary works that explore diverse themes and cultural perspectives. Students will
then use the source material to complete a college-level research paper.
In my class specifically, we will spend the first part of the semester analyzing
literary texts in order to help us prepare for a researched project which will focus on
the concept of insiders/outsiders. Apart from the course elements mentioned above,
this class will involve group discussion within writing communities, group
presentations, full-class discussion, reading of classmates work, and two in-class
essays which focus on critical analysis.
Goal Statement:
1. Students will regard readings not as elements in a specialists world, but as
thought-provoking perspectives on life past and present.
2. Students will read accurately and critically, learning how to assess the
relationship between the theme(s) of a work and the outlook of individual
characters.
3. Students will draw inferences from reading, participate in class discussion,
and write essays and a research paper, employing a college-level
vocabulary.
Core Course Topics:
(* indicates critical thinking objectives)
1. First part of the semester: Literary readings

reading literature

analyzing and interpreting literature

writing about literature

2. Second part of the semester: The research paper

formulating a topic

locating information

evaluating sources

using sources

documenting sources

Core Course Learning Objectives (Separated):

(* indicates critical thinking objectives)
1. General Education Outcome: Information Literacy: By completion of English
132, students will be able to accomplish the following:

Identify, locate, evaluate, and effectively use information to solve

problems

Assess the credibility of outside sources (print and electronic) by

evaluating their accuracy, bias, and ethics*
2. General Education Outcome: Critical Thinking and the Research Paper: By
completion of English 132, students will be able to accomplish the following:

Generate and develop a defensible inference based on available

information*

Synthesize outside sources with their own interpretation of a topic*

Assessment of Academic Achievement:
The Course Master outcomes expand upon the outcomes identified as common to
both English 132 and English 135. Students will achieve the General Education
Outcome on Reading and Writing Proficiency by doing the following:

Analyze, organize, and adapt communication to fit a certain audience

Develop communication using effective rhetorical techniques

Select, evaluate, analyze, synthesize, reference, and document source

material for a research paper

Use language persuasively

Edit prose for diction, style, grammatical correctness, and accuracy

This assignment may also be used to demonstrate student achievement of

the General Education Outcomes on critical thinking and information literacy.
One major assessment instrument is the documented research paper, required in all
sections. That research paper will be worth at least 20% of the final course grade.
Other mandated instruments for assessment of student mastery of the writing,
critical thinking, and information literacy general education outcomes (such as a
common information literacy test or assignment) will be determined by the English
132 Committee, as appropriate for the formal course assessment cycle, and will be
shared with English 132 instructors before or at the beginning of each semester.

COURSE POLICIES & STUDENT RESPONSIBILITIES

My Attendance and Participation Policy: Attendance is taken daily. Students
are expected to be in class every session. If you have a prolonged emergency that
keeps you out of multiple classes throughout the semester, we will need to meet
outside of class to discuss your ability to successfully complete the course.
Please be aware that the work we do in every class session is very important to your
success in the class! If you do miss a day, please do not email me and ask me what
we did in class. The class schedule gives this information and if you want details,
please ask a fellow student (this is part of the reason you are placed in writing
communities). All handouts and readings will be available in advance on the class
blog. All projects and assignments are due on their due dates, whether you are in

class that day or not (which is particularly easy as you will be uploading your
projects electronically to Moodlerooms).
Also, please be aware that you are expected to contribute both individually and in
group-work every class session; this constitutes your participation grade. You will
have opportunities both for individual and group contributions. I'm hoping to foster
a lively class where students feel comfortable talking and conversing, but you are,
of course, essential to this classroom environment taking shape. Be willing to take
risks and offer suggestions and commentary: everyone's insight is valuable!
The Colleges Student Attendance Policy: Regular class attendance is
necessary if a student is to receive maximum benefit from classes. Students are
expected to attend all the sessions of the classes in which they are enrolled, and
absences in no way lessen student responsibility for meeting the requirements of
the class. Penalties may be imposed, at the discretion of the individual instructors,
whenever the quality of the students work has been affected by absence or
tardiness.

Students, as a matter of courtesy, should contact their instructors concerning

absences. Lack of attendance may affect the students final grade.
Absences in connection with participation in authorized college activities
must be
considered in the total picture of absences for all purposes, and it is the
responsibility of the student to make up work missed.
Students are required to be present at the final examination. In case of
absence, it is the students responsibility to contact the instructor in regard to
makeup.

Never Attended Designation: Since student success depends on active

engagement, Henry Ford College requires students to actively participate in their
learning with regular and sustained interaction. Students who have NOT actively
participated in a class by the College's Never Attended deadline will not be
permitted into that class even if they are enrolled in the class and will receive a
Never Attended (NA) designation as the grade for the course.
Consequences of receiving a Never Attended (NA) grade:

The grade for the course on the student record will be NA.
The student will receive no credit hours for the class.
The NA grade will negatively affect Satisfactory Academic Progress (SAP).
The NA grade will negatively affect a students ability to maintain and/or
receive financial aid.

Late Work: I do not accept late work without a penalty; some assignments will not
be granted credit at all if they are late, or if you are not in class to complete the
activity (such as group presentations). For major projects such as the
components of your research paper, your score for that project will drop
10% for every day it is late; this policy begins with the class period it is
due. If it is not turned in at the beginning of the class session in which it is

due, it automatically loses 10%. If another day (not class period, but the
actual next 24 hours) passes, it loses another 10%, and so on. Again, even
if you are not in class on the due-date of a project, since all projects are submitted
online, you must still have your project submitted online on the day its due. All of
the due dates for all homework, peer review days, essays, etc, are included in the
course schedule (see below). Plan ahead, take responsibility for yourself and your
work, and submit all of your work this semester on time.
Dropping Class: The college catalog states: Changes in a students class schedule
may be made in the Office of Admissions, Registration and Records after the student
has officially enrolled in any course. Membership in a class does not cease until the
student has officially dropped the classA student may officially drop a class
without penalty until 60% of the class is completed. A DR will be recorded on the
students transcript. If a student stops attending class without officially withdrawing
from the class, the instructor may record either an E or DR gradeA student cannot
drop a class if failing for reasons of academic dishonesty. I only give a grade of
DR after the official drop date due to emergency circumstances in which
the student can no longer attend the class. If youd like a DR grade, you
must contact me personally to discuss it.
PLAGIARISM:
English Division Policy on Plagiarism/Academic Integrity: Among other
things, academic dishonesty includes plagiarism. Although not the sole form of
misconduct of which a student may be guilty, this is probably the most common
academic offense that can occur in an English course. Essentially, plagiarism is the
act of using another author's words or ideas without properly crediting him/her.
Plagiarism can include, but is not limited to, the following fraudulent acts:

Failing to use quotation marks to identify words--sometimes even a single

word--copied exactly as seen in the original from published materials or
internet sources, including blogs.
Using the sentence structure and/or substance from another's text without
providing credit.
Employing passages directly from sources while only rearranging word
order, altering grammar, or revising a few words.
Omitting the sources or parenthetical documentation for words or ideas.
Submitting a "Works Cited" (MLA) or "References" (APA) page that lists
sources which are not cited parenthetically.
Falsifying citations, such as inventing or misrepresenting sources.
Submitting as one's own a paper written or revised by another person.

Students who plagiarize may fail the course and be reported to the Registrar's
Office so that the college can take disciplinary action. A student who fails a class for
academic dishonesty may no longer attend the class. Students can view HFCC's
complete and unabridged policy on academic integrity by visiting the following web
address: [Link]
The language above is from the English division. In my classroom, one instance

of plagiarism or academic dishonesty will result in a failing grade of zero

points for that assignment. A second instance of plagiarism or academic
dishonesty will result in automatic failure of the course.
Course Website: I have created a course website for this class. The URL is
[Link]. Please check it regularly for online readings, other
uploaded course materials and handouts, announcements, and information on the
major writing projects for this class, as well as an electronic version of the syllabus
and schedule.
Revision: When it comes to writing, practice may not make perfect, but it does
make better. Since revision is an essential part of the writing process, you are
encouraged to revise your Research Proposal, Annotated Bibliography, and Research
Essay if you are not happy with the grades you receive on those assignments. You
have a week from the time you receive your original grade to submit a revised
version of the project. All prior drafts of the essay, including any rubrics, must be
submitted with the revised essay. Additionally, you must highlight all changes to the
revised draft (excluding grammatical changes) in order for me to accept it. Any
added-in material or changed wording needs to be highlighted. I reserve the right to
leave the grade as is if I feel you did not seriously consider my comments and
revise accordingly. Making minor grammar and style changes will not significantly
increase your score. I am more interested in seeing thoughtful changes to content
and ideas based on the feedback I provide. You may not revise either In-Class Essay.
Uploading Papers: Your last three major projects (Research Proposal, Annotated
Bibliography, and Research Essay) should be uploaded to Moodlerooms by the due
date and time designated on the syllabus. Feedback and grades will also be
returned to students via Moodlerooms.
Respect: As a student in my classroom at Henry Ford College you deserve respect
both from myself and from your classmates, and I do my best to ensure that you
receive it. However, you also have responsibility here; please be respectful to
myself and to your peers. This means listening when others are talking,
participating in class discussion, affirming other classmates viewpoints (or
disagreeing politely when appropriate), and paying attention when material is being
presented. We function in this classroom as a community, and if you feel like you
are having trouble engaging this particular community, or if I notice you are
experiencing difficulty, we will find a time to meet during my office hours to talk
about it.
Electronic Devices: At some points in class sessions, items like phones, tablets,
laptops, etc, will be productive and useful things to have on hand. When you need
to access readings, or while you are workshopping drafts, feel free to use your
electronic device if that is how you wish to work. However, much of the time spent
in the classroom will NOT require the use of electronic devices; instead, you will be
asked to give your full attention to the lecture/presentation/discussion/activity
happening in-person with myself and your peers. You may not use electronic
devices to text, make phone calls, listen to music, access social media (unless asked
to), or surf the internet (contrary to course objectives) during class. If I notice that
you are doing these things at inappropriate times, thus disrupting the rhythm and
community of the class period, you will lose points from your participation grade.

This prohibition includes listening to music with one ear bud in and one out!
Save your work: While I make every effort to insure that your work is accurately
recorded in my gradebook, it is your responsibility to track your own work and your
grades throughout the class. Because of this, it is essential that you save all written
work throughout the entire semester. This way, if I have made a mistake
somewhere along the line while entering grades, you will always be able to prove
that you have done the work. Additionally, please keep track of your grade
throughout the semester on Moodlerooms.
Contact: Please feel free to contact me whenever you feel the need, either by
email (please use your hawkmail) or in my office hours (both listed at the top of the
syllabus). Please give me at least 24 hours to respond to email. Additionally,
please observe email to the professor etiquette and write formally,
proofreading your work before hitting send.
Getting Help: You are responsible for notifying me about any health conditions or
other special needs that may affect your performance in or out of class.
Documentation may be required. On campus, Assisted Learning Services (1 st floor
of the Learning Resource Center, 845-9617) can help you get documentation or
receive accommodations as necessary if you have a learning or physical disability.
The Learning Lab (2nd floor of the Learning Resource Center, 845-9643) is a great
resource for help with any part of the writing process for this or any other classes
where writing happens. Additional assistance is available for math and many other
subjects as well. Let me know if youd like more information or a personal tour. I
very much want you to succeed in this class, so I am happy to help in any way that I
can!
Writing Communities: At the beginning of the semester, each student will be
placed into a Writing Community. Students will spend a significant portion of classtime this term with their W.C.s, discussing readings and texts, critiquing each
others work, and providing support and encouragement. Meeting with your W.C. in
class time will give you the chance to voice your ideas and thoughts about class
material in a small group setting before sharing them with the larger class. Though
you will not be in your W.C. every day, come prepared to engage with your
community members as you work through this semester together.
Why Study Literature? Many of you are likely in fields where reading literature
does not feel particularly important or relevant. I contend that reading literature is
important, especially for college students, for two main reasons.
Literature gives us different perspectives of the past (which may help us
better understand the present), provides occasions for philosophical and
creative thought that perhaps wouldnt happen otherwise, and helps us feel
more connected to other humans as we share in read and learn about
differing (or similar) human experiences.
Reading and writing about literature is a useful way to practice analyzing
texts, making arguments, and providing evidence to support claims. These
are all crucial skills all students need to possess in order to succeed in college
and in the professional world.

COURSE ASSESSMENT
Participation: Participation is a significant component of ENG 132, and you will
receive points to recognize the work you do in-class, first by being here, and also by
contributing to your writing communities and class discussion. If I notice throughout
the semester that you are not engaged either in class, or in your writing community,
or both, we will meet to discuss your level of participation and your current
participation grade. 50 points.
Reading Quizzes: On each day that you are scheduled to read a text, you will be
given a brief quiz at the beginning of class to ensure that you read. The questions
will not be terribly difficult, but you will not do well unless you actually read the
entire reading! Each quiz is worth 5 points and there are 10 quizzes, for a total of 50
points.
Writing Community Presentations: At 4 points in the first half of the semester,
you (along with your writing community) will be presenting a response to a question
assigned specifically to your group. These presentations do not need to be anything
high-tech or super in-depth. However, you will be given some time in-class to
discuss and decide how you, as a group, want to answer the question, and then
your group will present during the next class session. Your presentation should be
around 5 minutes long. Every group member should contribute something to the
presentation, and provided the group receives full-credit, each group member will
receive 15 points for each presentation, for a semester-total of 60 points.
In-Class Essays: You are required to write two in-class essays this semester,
written on the days designated on the course schedule. ICE#1 will deal with either
one of the two short stories discussed in the beginning of the semester (you will
have the chance to pick one prompt from a few choices). Your second ICE will deal
with Maus, and again, you will have a few prompts to choose from. You will receive
more specific information about each essay closer to the actual dates on which you
write them. Each is worth 50 points, for a total of 100 points.
Research Proposal: The first step in your final research project is writing a 2-page
research proposal. You will be given some prompts and questions to respond to;
your proposal will then help you articulate exactly what you want to find out through
your research project and plan what you need to do to find out. 50 points.
Annotated Bibliography: In-between your research proposal and your final
research essay, you will be submitting an annotated bibliography which provides
proper citation for the sources you are using, as well as a summary of each source
and its relevance to your project. I will give you examples of what this looks like.
The annotated bibliography will be worth 50 points.
Peer Review: Near the end of the semester, before the submission of your final
research paper, you will conduct peer review sessions with your writing
communities. You will read and critique each others work and provide constructive
criticism for the continued refinement of both of these projects. If you are not in

class for a peer review session, you cannot receive credit for it, even if you submit a
first-draft electronically (the process of peer review is what you are receiving points
for, not just for submitting a first draft). Each peer review session is worth 10 points,
for a total of 20 points.
Research Essay: You will be composing a researched essay using 5 sources (2
books, 2 database sources, and 1 internet source) which delves more deeply into a
topic considered in this class, or discusses another topic related to the
insider/outsider theme. You will have a lot of freedom in choosing your subject,
and you will receive more guidance on how to do this as we approach the project.
Ultimately, you will produce a 5-7 page research paper (with a works cited page,
though that is not included in the page count) in proper MLA format. 100 points.
Research Presentation: After submitting your research essay, you will be
responsible for individually presenting your research to the rest of the class. You
may choose to do this in a variety of ways: powerpoint presentation, poster
presentation, creative model, etc. Your presentation should be around 5 minutes. 50
points.
Final Reflection: In lieu of a formal final exam, you will write a brief reflection
about what you learned in this course on the date of the final exam. 20 points.

TOTAL POINTS POSSIBLE: 550

TENTATIVE SEMESTER SCHEDULE

[Please note, this schedule is subject to revision. If revisions are made,

you will receive an updated schedule]
Date
Mon, Jan 11

Whats Due?

Class Topic/Activity
Intro to course, go over syllabus,
show Moodlerooms & course
website, refresher survey

Wed, Jan 13

Plagiarism Quiz & Contract

Plagiarism Lesson

Fri, Jan 15

NO CLASS INSTRUCTOR OUT OF

TOWN
NO CLASS MLKJ DAY

Mon, Jan 18
Wed, Jan 20

Are the Politics of Fear Driving

Anti-Muslim Sentiment? &
Quiz

Fri, Jan 22

Mon, Jan 25

Semester Terms and Concepts

Analyzing Literature & Thinking

Critically
Women in the Middle Class in

Instructor Presentation Day

Wed, Jan 27

the 19th Century & Quiz

The Yellow Wallpaper & Quiz

Writing Community Discussions

Fri, Jan 29

Writing Community Presentations &

Class Discussion

Mon, Feb 1

REFRESHER DAY

Wed, Feb 3

[READING] & Quiz

Instructor Presentation Day

Fri, Feb 5

Everything that Rises Must

Converge & Quiz

Writing Community Discussion

Mon, Feb 8

Writing Community Presentations &

Class Discussion

Wed, Feb
10
Fri, Feb 12

REFRESHER DAY

Mon, Feb
15
Wed, Feb
17
Fri, Feb 19

Mon, Feb
22
Wed, Feb
24
Fri, Feb 26

Mon, Feb
29
Wed, Mar 2

Write ICE #1 in class!

ICE#1

Holocaust Readings (see course

blog for specific selections) &
Quiz

Instructor Presentation Day

Tutorial on Graphic Novels

Maus (the sheik/the
honeymoon/prisoner of war) &
Quiz
Maus (the noose
tightens/mouse holes/mouse
trap) & Quiz

Writing Community Discussion

Writing Community Discussion

Writing Community Presentations

Maus (Mauschwitz/Auschwitz
(time flies)/and here my
troubles began) & Quiz
Maus (saved/the second
honeymoon) & Quiz

Writing Community Discussion

Writing Community Discussion

Writing Community Presentations &
Discuss ICE #2

Fri, Mar 4

Write ICE#2 in class!

ICE#2

Mar 7-11

NO CLASS SPRING BREAK!

NO CLASS SPRING BREAK!

Mon, Mar
14

Research Unit Begins Discuss

further marginalization in the U.S.
and elsewhere.

Wed, Mar
16

Go over assignment sheet/discuss

research proposal

Fri, Mar 18

Developing a research question

Mon, Mar
21

Research Week!
Research session w/ librarian (meet
in library)

Wed, Mar
23

Find/read sources in library (meet in

library)

Fri, Mar 25

Research Proposal DUE on

Moodlerooms by 11:59PM

Find/read sources in library (meet in

library)

Mon, Mar
28

Annotated Bibliography
tutorial/workshop

Wed, Mar
30

Outlining Workshop Produce your

own outline

Fri, Apr 1

Synthesizing Sources pt. 1 (Quotesandwich, quote templates, etc)

Mon, Apr 4

Annotated Bibliography DUE

on Moodlerooms by
11:59PM

Wed, Apr 6
Fri, Apr 8

Mon, Apr
11
Wed, Apr
13
Fri, Apr 15

Synthesizing Sources pt. 2 (Blockquoting, citing, etc)

Review Research Essay sample

Bring an introduction paragraph

w/ thesis and at least one (1)
body paragraph which uses
sources
[same as above]

CONFERENCES IN N-229 NO
CLASS

[same as above]

CONFERENCES IN N-229 NO
CLASS

CONFERENCES IN N-229 NO
CLASS

REFRESHER DAY

Mon, Apr
18
Wed, Apr
20
Fri, Apr 22

Have rough-draft in class!

Peer Review Day #1

Have rough-draft in class!

Peer Review Day #2

Research Essay DUE on

Moodlerooms by 11:59PM

Discuss Research Presentations,

brainstorm!

Mon, Apr
25
Wed, Apr
27
Fri, Apr 29

Research Presentations

Research Presentations

Research Presentations

Research Presentations

Research Presentations

Research Presentations

Mon, May 2

TBD FINAL
EXAM

[Finish up research presentations, if

needed], final thoughts on course
theme, receive info on final
reflection, determine participation
grades.
Write Final Reflection

Final Reflection and Research Essay

Revisions due

Final Note: As you can see from our schedule, ENG 132 is not a blow-off course.
However, I am positive that if you put in effort, each of you can both pass this class
successfully and learn several valuable things from it. Please do not hesitate to
contact me throughout the semester if youre feeling anxious or unsure about your
performance and let me know if you have any questions! I want you to pass this
course (and enjoy it) as much as you do. Have a great semester!