1. Writing 122: College Composition Fall 2015
MWF 2:00-2:50pm CRN:15950
CHA 307
Course Information
Instructor Dr. Caroline Claiborn
Email: claiborn@uoregon.edu
Office: PLC #530
Office Phone: (541) 346-1314
Office Hours: M(12-1:30pm & 3-4pm), W(3-4:30pm), F(10am-1pm & 3-4pm)
Course Writing 122 is a extension, not a repetition, of Writing 121. We will build upon
Overview your existing skills of inquiry, logical reasoning, and persuasion to respond to
challenging readings and arguments with increasingly sophisticated essays. The
course focuses on developing and supporting theses in response to complex
questions, and revision. Our course goals are to explore a variety of viewpoints
on complex issues, through critical reading, thoughtful discussions, and the
completion of ongoing written assignments. Developing strong counter-
arguments and the ability to synthesize differing points of view plays a significant
role in generating lines of reasoning. In the end, your writing will not only be
cogent and well-argued, it will also be able to successfully account for multiple
perspectives within a diverse community.
Upon completion of this course, students should be able to achieve the following
outcomes:
1. Write essays that develop and respond to a significant question that is
relevant to the context in which it is written and appropriate for the audience to
which it is addressed.
2. Provide logical answers to questions at issue and develop lines of reasoning in
support of those answers, while taking into account and responding to objections
or competing answers and lines of reasoning.
3. Write an essay that is unified around a main claim, proceeds in a logical way,
and consists of cohesive paragraphs that separate and connect ideas effectively.
4. Produce written work that displays adherence to the conventions of academic
writing, including control of grammar, spelling, word usage, syntax, and
punctuation; appropriate tone, style, diction, and register; proper formatting, use,
and documentation of sources.
5. Improve the content and organization of an essay draft in a revision process,
both by reevaluating the reasoning and context of the essay and by responding
to critiques from peers and instructors.
Required Signs of Life in the U.S.A., 7th Edition, Ed. Sonia Maasik & Jack Solomon
Materials
The Little Duck Handbook, with Contributions by the University of Oregon
Composition Program, Ed. Richard Bullock & Francine Weinberg
Also: Access to Canvas and UO email, note-taking materials and a folder for
saving all work.

2. Coursework & Grading
Participation 15% of Course Grade
Attendance, Activities & Assignments: Because this course emphasizes
communication of ideas in discussion as well as writing, students should come
prepared for class and be engaged in all class activities. The following factors
and activities will impact your participation grade: attendance, preparation for
class, completion of assignments, involvement in class discussions, and
completion of in-class activities.
Being Prepared: For each ARTICLE we read, you will complete a
Scholarly Discussion Worksheet (available on Canvas) and bring it to
class. Use this worksheet to aid your reading comprehension and
participation in class discussion. I will collect these handouts from the
class on unannounced days to reward those who complete them.
Workshops/Peer Reviews: At various times during this course, you will be
reading and responding to the work of your peers by providing questions and
feedback, both written and verbal. Specific guidelines for these assignments and
activities will be provided throughout the course.
If you show up unprepared or more than 5 minutes late on the day of peer
review, you will lose attendance credit for the day and will not be able to
make it up. Be on time or in contact with me on peer review days.
Reflections & Final Portfolio: You will write initial and final formal reflective essays
that will be included in the final portfolio at the end of the term. You will also write
midterm, in-class reflections with the completion of each formal essay cycle.
Specific instructions for these assignments will be available during the term. Final
Portfolios will also include the final version of one argumentative essay. Be sure
to keep all work related to the formal essays for inclusion in a final portfolio.
Further instructions for portfolios will also be provided later in the term.
Essay 70% of Course Grade
Cycles
Essays in this course are written in cycles. This means that they are submitted
first in an early version, commented on, revised, and submitted again. Because
the quality of teacher and peer feedback is a function of the quality of the first
version of an essay, first versions are to be complete and written in formal,
academic prose.
Essay Cycle One = 30% & Essay Cycle Two = 40%
The course is composed of two essay cycles, Each cycle consists of one first
version (4 pages) and a final version (5-6 pages). See the grading breakdown
and course schedule for further details.

3. Formal 15% of Course Grade
Writing For each writing cycle, two formal writing assignments will help us build and
Assignments revise our essays (4 assignments total).
Proposal Assignments (2): Before beginning drafts of Essays #1 and #2, students
will write a proposal assignment which considers one particular piece of
evidence. Students will engage in comprehension and quoting exercises, then
respond to the passage by exploring their own thoughts. This formal writing
exercise will help students generate a topic and position for their essays.
Evidence Summary Assignment: After students turn in Essay 1.1, they will
complete another formal writing assignment that asks them to explore and
evaluate their essay’s sources and evidence. This assignment should help
students understand a range of viewpoints and clarify their position among these
other arguments.
Counter-Argument Assignment: After students turn in Essay 2.1, they will
complete their formal writing assignment, which asks them to revise their
enthymeme by considering opposing arguments, and considering various
positions’ strengths and weaknesses. This assignment should build on the
lessons from previous formal writing assignments, and help students improve
their essay’s reasoning and conversational tone.
Formatting All written work should be typed and double-spaced, using 12-point Times New
Guidelines Roman font and 1” margins. Use MLA format for quoting and citing sources.
For Written Failure to format and cite sources may significantly lower the assignment or
Work essay grade. Instructions for submitting work will be given with individual
assignments, including submissions through Canvas. When submitting work in
hard copy, please print double sided if possible.
Grading Breakdown
Formal Essays: 70%
Essay 1.1 = 10% & Essay 1.2 = 20%
Essay 2.1 = 15% & Essay 2.2 = 25%
Participation: 15%
• Attendance, Activities, Small Assignments, and Class Discussions
• Workshops and Peer Reviews
• Reflections and Final Portfolio
Formal Writing Assignments (4): 15%

4. Course Policies
Prerequisites Successful completion of WR121 or an equivalent officially approved by the
U of O is required for enrollment in WR122 or 123. Students who enroll in a
course for which they have not met the prerequisites will be notified and dropped
by the English Department. Academic advisers can assist students if they have
questions about WR122 placement. See also the University of Oregon General
Bulletin.
Registration The only way to add this class is through DuckWeb. The last day to add this or
any writing class is the Friday of week one.
Access The University of Oregon is working to create inclusive learning environments.
Please notify me in week one if there are aspects of the instruction or design of
this course that result in disability-related barriers to your participation. You may
also wish to contact the Accessible Education Center in 164 Oregon Hall at
541-346-1155 or uoaec@uoregon.edu.
Observance Students who observe their religious holidays at times when academic
of Religious requirements conflict with those observances must inform instructors in advance
Holidays of the holiday. Students are responsible for making up missed work according to
a schedule determined with the teacher.
Reporting Students who experience gender-based violence: Any student who has
& Violence/ experienced sexual assault, relationship violence, stalking, coercion, and/or
Assault sexual harassment is encouraged to seek help. Please visit
Policy https://safe.uoregon.edu for information. You are also strongly encouraged to
contact Renae DeSautel, Sexual Violence Response & Support Services
Coordinator, desautel@uoregon.edu. She will keep your information confidential.
In addition, the UO Ombudsperson Bruce MacAllister (541 346-6400
or ombuds@uoregon.edu) can provide confidential support and assistance. You
can also contact any pastor, priest, imam, or other member of the clergy. All of
these people, including all UO faculty members, have an obligation not to reveal
your name or other specific information without your permission, although faculty
members do have to provide “general information” that will help us create a safer
campus. As your instructor, I can also reassign work partners and make other
necessary accommodations.
Incompletes The Director of Composition must approve requests for the grade "Incomplete" in
advance of the end of the quarter. Such approval will be granted only in cases
when some minor but essential aspect of the course cannot be completed by
students through unforeseen circumstances beyond their control.
Academic All work submitted in this course must be your own and be written exclusively for
Honesty this course, which means you may not submit papers or portions of papers you
have written for any other course. The use of sources (ideas, quotations,
paraphrases) must be properly documented. Please consult The Little Duck

5. Handbook for a definition of plagiarism and information on documentation, and
refer to the Student Conduct Code on the Office of Student Conduct and
Community Standards website. In cases where academic misconduct has been
clearly established, the award of up to an F for the final course grade is the
standard practice of the Composition Program. Please see me if you have any
questions about your use of sources.
Attendance Attendance is required. Your first three absences (for any reason) will be
excused, no questions asked. I will only excuse additional absences for
legitimate emergencies, and students must communicate with me in a timely
manner to have such cases considered. Students participating in planned,
campus-related events like varsity sports, for example, can have absences
excused by communicating with me in advance.
Any unexcused absences will lower your course grade by 1/3 of a letter
grade each. For instance, if your final grade is a B+, but you have one
unexcused absence (missing 4 total classes without notice), your
Duckweb grade will be lowered to a B.
Late Work All assigned work is due at the beginning of class. If you must miss class, turn in
your work before our class meeting to receive credit. Grades for late work will
drop 5% for each calendar day the assignment is late.
Cell This is a small, discussion-based class. As such, cell phones are highly
Phone & disruptive. Please make sure ringers are silenced before class. You may not text,
Laptop answer or make calls during class time. Laptops may only be used for note-
Use taking. If you use cell phones or laptops improperly during class time, you may
be counted absent for the day without notice.
Course Schedule
Week 1: In Class Due
Monday (9/28) Introductions, Syllabus, Doodle Poll: Office Hours
Initial Reflections &
Learning Preferences
Wednesday (9/30) Basic Concepts Introduction: Popular Signs
& Discuss Reading (pp. 1-22)
Completed Initial Reflection &
Learning Preferences Worksheet
Friday (10/2) Basic Concepts Writing About Popular Culture
& Discuss Reading (pp. 23-35)

6. Week 2: In Class Due
Monday (10/5) Review & Discuss [Student Essays] Amy Lin Barbie:
Student Essays Queen of Dolls and Consumerism
(pp. 36-43), Laurie Boloven: House
Calls: And Just What Is It Saying?
(pp. 43-53), and David Goewey
“Careful, You May Run Out of
Planet”: SUVs and the Exploitation
of the American Myth (pp. 54-64)
NOTE: Wednesday is last day to drop a course w/o a “W,” and
the last day to add/register for a new class.
Wednesday (10/7) Discuss Article Malcom Gladwell
& Essay Cycle One The Science of Shopping
Assignment (pp. 97-104)
& Scholarly Discussion Worksheet
Friday (10/9) Sources Lesson Synthesizing and Citing Sources
& Discuss Proposal (pp.74-75)
Assignment
Week 3: In Class Due
Monday (10/12) Discuss Article Anne Norton The
Signs of Shopping (pp. 104-110)
& Scholarly Discussion Worksheet
Wednesday (10/14) Discuss Article John Verdant The Ables vs.
The Binges (pp. 152-158)
& Scholarly Discussion Worksheet
Friday (10/16) Discuss Article Proposal Assignment
& Discuss Outline Joan Kron The Semiotics
Assignment of Home Decor (pp. 128-137)
& Scholarly Discussion Worksheet
Week 4: In Class Due
Monday (10/19) Workshop Outlines Question-at-Issue, Enthymeme
Appeals/Reasons &
Counter-Argument(s)
Wednesday (10/21) Essay 1.1 Workshop Outline/Essay Draft

7. & Questions
Friday (10/23) Vote on Essay Cycle #2 Essay 1.1
Discuss Peer Review &
Evidence Summary
Assignment
Week 5: In Class Due
Monday (10/26) Peer Review Peer Reviews for Essay 1.1
Wednesday (10/28) Workshop Evidence Evidence Summary Assignment
Summaries &
Return Essay 1.1s
Friday (10/30) Sources/Citations Review Synthesizing and Citing Sources
(pp. 74-75)
In-Text Citations (pp.75-76)
List of Works Cited (pp. 76-79)
Week 6: In Class Due
Monday (11/2) Discuss Readings Conducting Research and Citing
Sources (p. 65)
Scott Jaschik A Stand Against
Wikipedia (pp. 66-68)
Patti S. Caravello Judging Quality on
the Web (pp. 69-71)
Wednesday (11/4) Reflections Essay 1.2
Friday (11/6) Discuss Readings Trip Gabriel For Students in the
& Introduce Essay Internet Age, No Shame in Copy and
Cycle Two Paste (pp. 71-74)
Week 7: In Class Due
Monday (11/9) Discuss Articles Gloria Steinem: “Sex, Lies and
Advertising” (p. 249), James B.

8. Twitchell: “What We Are to
Advertisers” (p. 182) & Scholarly
Discussion Worksheets
Wednesday (11/11) Discuss Articles Mariah Burton Nelson: “I Won, I’m
Sorry” (p. 569) & Scholarly
Discussion Worksheet
Friday (11/13) Discuss Articles Aaron Devor: “Gender Role
Behaviors and Attitudes” (p. 672),
Deborah Blum: “The Gender Blur:
Where Does Biology End and
Society Take Over?” (678) &
Scholarly Discussion Worksheets
NOTE: 11/15 is last day to withdraw from course.
Week 8: In Class Due
Monday (11/16) Discuss Articles Jennifer Posner: “Dove’s Real
& Proposal Assignment Beauty Backlash” (p. 219) &
Scholarly Discussion Worksheet
Wednesday (11/18) Discuss Articles Steve Craig: “Men’s Men and
Women’s Women” (p. 187) &
Scholarly Discussion Worksheet
Friday (11/20) Workshop Proposal Proposal Assignment
Assignments &
Discuss Outline Assignment
Week 9: In Class Due
Monday (11/23) Workshop Outline Question-at-Issue,
Assignments Enthymeme, Appeals/Reasons,
& Counter-Argument(s)
Wednesday (11/25) Revision Lesson, Essay 2.1
Discuss Peer Review &
Counter-Argument
Assignment
Friday (11/27) NO CLASS THANKSGIVING WEEKEND

9. Week 10: In Class Due
Monday (11/30) Peer Review Peer Reviews for Essay 2.1
Wednesday (12/2) Workshop Counter- Counter-Argument Assignment
Argument Assignments
Friday (12/4) Return Essay 2.1s Essay 2 Current Draft
& Workshop Essay 2s
Week 11: Due
Wednesday (12/9) FINAL PORTFOLIO & REFLECTION DUE