This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.

1. English​ ​102,​ ​College​ ​Writing​ ​and​ ​Rhetoric
MWF,​ ​Fall​ ​2017
Section​​ ​12:​ ​​TLC​​ ​122​ ​​from​​ ​12:30​ ​-​ ​1:20
Section​​ ​15:​ ​​TLC​​ ​248​ ​​from​​ ​1:30​ ​-​ ​2:20
Caitlin​ ​Palmer
cpalmer@uidaho.edu
Office:​ ​Brink​ ​106
Office​ ​Hours:​ ​Mon,​ ​Wed​ ​(2:30-3:30);​ ​T​ ​(12:30-1:30)​ ​and​ ​by​ ​appointment
COURSE​ ​DESCRIPTION
“The​ ​Medium​ ​is​ ​the​ ​Message”
This​ ​course,​ ​while​ ​providing​ ​skills​ ​for​ ​reading,​ ​writing,​ ​and​ ​other​ ​forms​ ​of​ ​composition,​ ​will​ ​be
largely​ ​inquisitive.​ ​We​ ​will​ ​be​ ​examining​ ​not​ ​only​ ​messages​ ​-​ ​content​ ​-​ ​that​ ​we​ ​take​ ​in,​ ​but​ ​also
how​ ​​we​ ​take​ ​them​ ​in,​ ​known​ ​as​ ​the​ ​“medium.”​ ​How​ ​do​ ​those​ ​different​ ​forms,​ ​or​ ​genres,​ ​of
writing,​ ​affect​ ​how​ ​it’s​ ​perceived?​ ​We​ ​will​ ​move​ ​through​ ​an​ ​examination​ ​of​ ​Digital​ ​Media,
Visual,​ ​Print,​ ​and​ ​Academic​ ​(or​ ​Scholarly).​ ​Using​ ​the​ ​University​ ​of​ ​Idaho​ ​textbook​ ​​Becoming
Rhetorical​,​ ​the​ ​class​ ​will​ ​prompt​ ​you​ ​to​ ​do​ ​examinations,​ ​analyses,​ ​and​ ​comparisons​ ​of​ ​messages
and​ ​their​ ​forms,​ ​culminating​ ​in​ ​a​ ​research​ ​paper.
COURSE​ ​GOALS​ ​AND​ ​LEARNING​ ​OUTCOMES
English​ ​102​ ​is​ ​an​ ​introductory​ ​composition​ ​course,​ ​designed​ ​to​ ​improve​ ​your​ ​skills​ ​in
persuasive,​ ​expository​ ​writing,​ ​the​ ​sort​ ​you​ ​will​ ​be​ ​doing​ ​in​ ​other​ ​courses​ ​in​ ​college​ ​and​ ​in​ ​many
jobs.​ ​Sometimes​ ​this​ ​kind​ ​of​ ​writing​ ​is​ ​called​ ​transactional​ ​writing;​ ​it​ ​is​ ​used​ ​to​ ​transact
something—persuade​ ​and​ ​inform​ ​a​ ​reasonably​ ​well-educated​ ​audience,​ ​conduct​ ​business,
evaluate,​ ​review,​ ​or​ ​explain​ ​a​ ​complex​ ​process,​ ​procedure,​ ​or​ ​event.
By​ ​the​ ​end​ ​of​ ​the​ ​course,​ ​a​ ​successful​ ​student​ ​should​ ​be​ ​able​ ​to...
1. Accurately​ ​assess​ ​and​ ​effectively​ ​respond​ ​to​ ​a​ ​wide​ ​variety​ ​of​ ​audiences​ ​and​ ​rhetorical
situations.
2. Comprehend​ ​college-level​ ​and​ ​professional​ ​prose​ ​and​ ​analyze​ ​how​ ​authors​ ​present​ ​their
ideas​ ​in​ ​view​ ​of​ ​their​ ​probable​ ​purposes,​ ​audiences,​ ​and​ ​occasions.
3. Present​ ​ideas​ ​as​ ​related​ ​to,​ ​but​ ​clearly​ ​distinguished​ ​from,​ ​the​ ​ideas​ ​of​ ​others​ ​(including
the​ ​ability​ ​to​ ​paraphrase,​ ​summarize,​ ​and​ ​correctly​ ​cite​ ​and​ ​document​ ​borrowed
material).
4. Focus​ ​on,​ ​articulate,​ ​and​ ​sustain​ ​a​ ​purpose​ ​that​ ​meets​ ​the​ ​needs​ ​of​ ​specific​ ​writing
situations.
5. Explicitly​ ​articulate​ ​why​ ​they​ ​are​ ​writing,​ ​who​ ​they​ ​are​ ​writing​ ​for,​ ​and​ ​what​ ​they​ ​are
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2. saying.
6. Write​ ​critical​ ​analyses​ ​and​ ​syntheses​ ​of​ ​college-level​ ​and​ ​professional​ ​prose.
7. Be​ ​able​ ​to​ ​make​ ​the​ ​connection​ ​between​ ​questions​ ​and​ ​problems​ ​in​ ​your​ ​life​ ​both​ ​within
and​ ​outside​ ​of​ ​college.
8. Gather​ ​and​ ​evaluate​ ​information​ ​and​ ​use​ ​it​ ​for​ ​a​ ​rhetorical​ ​purpose​ ​in​ ​writing​ ​a​ ​research
paper.
9. Attend​ ​to​ ​and​ ​productively​ ​incorporate​ ​a​ ​variety​ ​of​ ​perspectives.
10. Develop​ ​flexible​ ​strategies​ ​for​ ​generating,​ ​revising,​ ​editing,​ ​and​ ​proofreading.
11. Understand​ ​writing​ ​as​ ​an​ ​open​ ​process​ ​that​ ​permits​ ​writers​ ​to​ ​use​ ​later​ ​invention​ ​and
re-thinking​ ​to​ ​revise​ ​their​ ​work.
12. Give​ ​and​ ​receive​ ​constructive​ ​feedback​ ​from​ ​peers.
13. Use​ ​conventions​ ​of​ ​format​ ​and​ ​structure​ ​appropriate​ ​to​ ​the​ ​rhetorical​ ​situation​ ​and
practice​ ​appropriate​ ​means​ ​of​ ​documenting​ ​their​ ​work.
14. Locate,​ ​evaluate,​ ​organize,​ ​and​ ​use​ ​research​ ​material​ ​collected​ ​from​ ​electronic​ ​sources,
including​ ​scholarly​ ​library​ ​databases;​ ​other​ ​official​ ​databases​ ​(e.g.,​ ​federal​ ​government
databases);​ ​and​ ​informal​ ​electronic​ ​networks​ ​and​ ​internet​ ​sources.
DEADLINES
Administrative​ ​Deadlines
The​ ​university​ ​has​ ​certain​ ​deadlines​ ​of​ ​which​ ​you​ ​need​ ​to​ ​be​ ​aware​ ​if​ ​you​ ​want​ ​to​ ​drop​ ​the
course​ ​at​ ​some​ ​point​ ​during​ ​the​ ​term.
September​ ​1st​ ​–​ ​​Last​ ​day​ ​to​ ​add​ ​the​ ​course​ ​WITH​ ​a​ ​late​ ​fee.
September​ ​1st​ ​–​ ​​Last​ ​day​ ​to​ ​drop​ ​the​ ​course​ ​without​ ​a​ ​grade​ ​of​ ​W.
October​ ​20th–​ ​​Last​ ​day​ ​to​ ​drop​ ​the​ ​course​ ​with​ ​a​ ​grade​ ​of​ ​W.
Class​ ​Deadlines
Essay​ ​1,​ ​Personal​ ​Narrative:​ ​​Wednesday,​ ​August​ ​30th
Essay​ ​2,​ ​Critical​ ​Analysis:​ ​​Friday,​ ​September​ ​15th
Group​ ​Project,​ ​Visual​ ​Composition:​ ​​Friday,​ ​September​ ​29th
Essay​ ​3,​ ​Book​ ​Review:​ ​​Friday,​ ​October​ ​13th
Research​ ​Paper:​​ ​Monday,​ ​November​ ​27th
Multimodal​ ​Remediation:​ ​​Monday,​ ​December​ ​4th
**These​ ​deadlines​ ​are​ ​for​ ​final​ ​drafts;​ ​we​ ​will​ ​be​ ​working​ ​on​ ​rough​ ​drafts​ ​and​ ​revisions​ ​in
stages,​ ​before​ ​these​ ​due​ ​dates.
TEXTBOOK​ ​(Provided)
● Jodie​ ​Nicotra,​ ​​Becoming​ ​Rhetorical,​ ​​Forthcoming
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3. OTHER​ ​READINGS​ ​(ON​ ​BBLEARN)
● Weekly​ ​selections​ ​of​ ​critical​ ​pieces​ ​and​ ​examples.
ATTENDANCE
15%​ ​of​ ​the​ ​total​ ​grade​​ ​will​ ​be​ ​made​ ​up​ ​of​ ​participation.​ ​This​ ​will​ ​include:
- class​ ​attendance​ ​(​3​ ​missed​ ​days​ ​without​ ​penalty​;​ ​​2​ ​additional​ ​requiring​ ​a​ ​write-up​​ ​of
what​ ​is​ ​missed​ ​in​ ​class;​ ​​any​ ​additional​​ ​will​ ​result​ ​in​ ​​dropping​ ​a​ ​letter​ ​grade​)
- participation​.​ ​While​ ​we’ll​ ​learn​ ​forms​ ​of​ ​writing,​ ​we’ll​ ​be​ ​practicing​ ​them​ ​in​ ​the​ ​context
of​ ​issues,​ ​questions,​ ​and​ ​discussions.​ ​This​ ​could​ ​involve​ ​going​ ​around​ ​one​ ​at​ ​a​ ​time​ ​and
sharing​ ​a​ ​thought​ ​about​ ​the​ ​reading​ ​or​ ​response​ ​to​ ​a​ ​prompt;​ ​or​ ​an​ ​informal
back-and-forth.​ ​You​ ​will​ ​be​ ​expected​ ​to​ ​contribute​ ​at​ ​least​ ​once​ ​a​ ​week​ ​in​ ​this​ ​way.​ ​As​ ​an
instructor,​ ​I​ ​should​ ​easily​ ​remember​ ​your​ ​contribution.
- respect​.​ ​Conversation​ ​is​ ​not​ ​about​ ​waiting​ ​for​ ​your​ ​turn​ ​to​ ​talk,​ ​but​ ​listening​ ​to​ ​what
others​ ​have​ ​to​ ​say,​ ​and​ ​valuing​ ​their​ ​role​ ​in​ ​the​ ​discussion​ ​and​ ​the​ ​classroom.
If​ ​you​ ​are​ ​absent​ ​due​ ​to​ ​health,​ ​University-affiliated​ ​commitments,​ ​family​ ​emergency,​ ​etc.,​ ​these
are​ ​considered​ ​excused​ ​absences​ ​and​ ​do​ ​not​ ​count​ ​toward​ ​your​ ​total.​ ​Being​ ​in​ ​attendance​ ​means
being​ ​physically​ ​present,​ ​awake,​ ​coherent,​ ​and​ ​fully​ ​prepared​ ​for​ ​class,​ ​with​ ​the​ ​day’s
assignments​ ​completed.​ ​You​ ​are​ ​responsible​ ​for​ ​making​ ​up​ ​all​ ​of​ ​the​ ​work​ ​that​ ​you​ ​miss.​ ​It
might​ ​be​ ​in​ ​your​ ​best​ ​interest​ ​to​ ​exchange​ ​numbers​ ​with​ ​your​ ​classmates.
COURSE​ ​ETIQUETTE
Classroom​ ​citizenship​.​​ ​The​ ​classroom​ ​is​ ​a​ ​learning​ ​community.​ ​To​ ​foster​ ​an​ ​environment
conducive​ ​for​ ​intellectual​ ​rigor​ ​and​ ​openness,​ ​we​ ​must​ ​respect​ ​each​ ​individual.​ ​Behavior​ ​or
language​ ​that​ ​transgresses​ ​this​ ​respect​ ​is​ ​not​ ​tolerated.​ ​If​ ​you​ ​have​ ​a​ ​problem​ ​with​ ​anything​ ​in
the​ ​course,​ ​you​ ​may​ ​speak​ ​to​ ​me​ ​about​ ​it​ ​privately​ ​after​ ​class​ ​or​ ​during​ ​my​ ​office​ ​hours.
Technology​.​ ​Unless​ ​otherwise​ ​stated​ ​by​ ​me,​ ​cell​ ​phones​ ​are​ ​to​ ​be​ ​PUT​ ​AWAY​ ​and​ ​SILENCED.
You​ ​may​ ​use​ ​your​ ​laptops​ ​during​ ​class​ ​to​ ​take​ ​notes,​ ​if​ ​you​ ​wish,​ ​but​ ​if​ ​this​ ​becomes​ ​a
distraction,​ ​I​ ​will​ ​ask​ ​you​ ​to​ ​put​ ​it​ ​away.
OFFICE​ ​HOURS
My​ ​office​ ​hours​ ​and​ ​office​ ​number​ ​are​ ​listed​ ​above​ ​and​ ​on​ ​the​ ​BbLearn​ ​home​ ​page.​ ​I​ ​enjoy
talking​ ​to​ ​students​ ​outside​ ​of​ ​class,​ ​and​ ​welcome​ ​you​ ​to​ ​stop​ ​by​ ​to​ ​discuss​ ​your​ ​work,​ ​questions
about​ ​the​ ​course,​ ​etc.​ ​I’m​ ​in​ ​my​ ​office​ ​a​ ​lot​ ​during​ ​the​ ​week​ ​outside​ ​of​ ​my​ ​posted​ ​hours,​ ​as​ ​well,
so​ ​please​ ​stop​ ​by!
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4. COURSE​ ​REQUIREMENTS
Major​ ​Writing​ ​Assignments
Personal​ ​Narrative​​ ​(~750​ ​words​ ​or​ ​2.5​ ​pages)
A​ ​“message,”​ ​or​ ​the​ ​idea​ ​a​ ​communicator​ ​wants​ ​you​ ​to​ ​think,​ ​believe,​ ​or​ ​act​ ​on,​ ​is​ ​something​ ​we
are​ ​subjected​ ​to​ ​nearly​ ​all​ ​the​ ​time.​ ​Identify​ ​a​ ​message​ ​that​ ​has,​ ​at​ ​some​ ​point​ ​in​ ​your​ ​life,
resonated​ ​with​ ​you.​ ​Describe​ ​the​ ​content:​ ​what​ ​is​ ​this​ ​message?​ ​what​ ​does​ ​it​ ​mean?​ ​what
implications​ ​does​ ​it​ ​carry?​ ​Next,​ ​analyze​ ​the​ ​​medium​​ ​of​ ​the​ ​message.​ ​How​ ​was​ ​it​ ​relayed?​ ​Is​ ​it
something​ ​you’ve​ ​come​ ​across​ ​many​ ​times?​ ​In​ ​a​ ​magazine​ ​article,​ ​a​ ​class​ ​lesson,​ ​a​ ​speech,​ ​a
conversation,​ ​a​ ​billboard?​ ​Pick​ ​two​ ​of​ ​these​ ​to​ ​discuss​ ​their​ ​sources,​ ​style​ ​of​ ​delivery,​ ​and
assumptions​ ​about​ ​you​ ​as​ ​a​ ​consumer.
Critical​ ​Analysis​ ​Essay​ ​​(800​ ​-​ ​1000​ ​words,​ ​3​ ​-​ ​4​ ​pages)
In​ ​class,​ ​we​ ​have​ ​discussed​ ​the​ ​different​ ​purposes,​ ​audiences,​ ​and​ ​effects,​ ​of​ ​a​ ​summary​ ​news
article,​ ​and​ ​an​ ​in-depth​ ​exploratory​ ​or​ ​narrative​ ​article.​ ​Now,​ ​find​ ​an​ ​example​ ​of​ ​these​ ​for​ ​a​ ​topic
you’re​ ​interested​ ​in​ ​your​ ​own.​ ​Who​ ​is​ ​the​ ​audience​ ​for​ ​each​ ​piece?​ ​What​ ​kind​ ​of​ ​ethos​ ​about​ ​the
writer​ ​or​ ​organization​ ​comes​ ​across?​ ​What​ ​assumptions​ ​are​ ​the​ ​writers​ ​working​ ​with​ ​for​ ​what​ ​is
and​ ​is​ ​not​ ​explained?​ ​What​ ​are​ ​the​ ​different​ ​effects​ ​on​ ​you​ ​as​ ​a​ ​reader?​ ​Which​ ​is​ ​more​ ​reflective
of​ ​the​ ​issue,​ ​and​ ​what​ ​problems​ ​can​ ​arise​ ​from​ ​this?
Group​ ​Project,​ ​Visual​ ​Composition
In​ ​groups,​ ​you​ ​will​ ​create​ ​a​ ​short​ ​3-4​ ​minute​ ​video​ ​of​ ​an​ ​event​ ​going​ ​on​ ​in​ ​Moscow​ ​or​ ​on
campus.​ ​This​ ​can​ ​include​ ​still​ ​shots,​ ​motion,​ ​voiceover​ ​and​ ​music​ ​-​ ​and​ ​of​ ​course,​ ​the​ ​cuts​ ​and
edits​ ​you​ ​make.​ ​After​ ​having​ ​the​ ​hands-on​ ​experience​ ​of​ ​making​ ​a​ ​video,​ ​each​ ​member​ ​will​ ​turn
in​ ​a​ ​two-page​ ​paper​ ​reflecting​ ​on​ ​the​ ​​framing​​ ​of​ ​the​ ​narrative,​ ​that​ ​is,​ ​how​ ​you​ ​took​ ​footage​ ​of
multiple​ ​chronologies,​ ​locations,​ ​and​ ​perspectives,​ ​and​ ​combined​ ​them​ ​into​ ​​one​​ ​narrative.​ ​How
is​ ​that​ ​narrative​ ​representative​ ​of​ ​the​ ​event?​ ​How​ ​did​ ​the​ ​manipulations​ ​of​ ​the​ ​content,​ ​of​ ​order,
duration,​ ​and​ ​progression,​ ​alter​ ​perception​ ​of​ ​the​ ​event?​ ​What​ ​did​ ​this​ ​experience​ ​of​ ​framing
show​ ​you​ ​about​ ​narrative​ ​as​ ​a​ ​whole?
Book​ ​Review​ ​​(~750​ ​words,​ ​2​ ​pages)
This​ ​section​ ​will​ ​show​ ​us​ ​what’s​ ​unique​ ​about​ ​composition​ ​in​ ​the​ ​fictional​ ​mode​ ​of​ ​a​ ​story.
Namely,​ ​how​ ​does​ ​detail,​ ​plot,​ ​and​ ​tension,​ ​create​ ​connection​ ​or​ ​​empathy​​ ​with​ ​the​ ​characters?
After​ ​reading​ ​an​ ​example​ ​in​ ​class,​ ​you​ ​will​ ​take​ ​a​ ​short​ ​story​ ​of​ ​your​ ​own​ ​choosing​ ​(or​ ​select​ ​one
from​ ​the​ ​list)​ ​and​ ​construct​ ​a​ ​review​ ​around​ ​your​ ​opinion​ ​of​ ​how​ ​​well​​ ​the​ ​author​ ​created
narrative​ ​empathy​ ​for​ ​character/s,​ ​or​ ​not.​ ​You​ ​will​ ​also​ ​examine​ ​how​ ​effective​ ​this​ ​scenario​ ​was
as​ ​presented​ ​as​ ​a​ ​story,​ ​versus​ ​another​ ​mode​ ​of​ ​composition.​ ​This​ ​assignment​ ​will​ ​be​ ​set​ ​up​ ​as​ ​a
magazine​ ​or​ ​blog-style​ ​opinion​ ​piece.
Research​ ​Paper​​ ​(~2500​ ​words​ ​or​ ​8​ ​pages)
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5. The​ ​research​ ​paper​ ​will​ ​entail​ ​returning​ ​to​ ​the​ ​first​ ​topic​ ​of​ ​the​ ​course​ ​and​ ​expounding​ ​on​ ​it​ ​with
the​ ​tools​ ​we’ve​ ​learned:​ ​picking​ ​a​ ​‘message’​ ​and​ ​analyzing​ ​the​ ​different​ ​forms​ ​it​ ​takes.
Questions​ ​to​ ​consider:
- What​ ​is​ ​the​ ​scope​ ​of​ ​the​ ​message?​ ​What​ ​various​ ​audiences​ ​is​ ​it​ ​presented​ ​to,​ ​and​ ​how​ ​are
the​ ​forms​ ​(style,​ ​tone,​ ​mode,​ ​length,​ ​etc)​ ​varied​ ​for​ ​those​ ​audiences?
- Which​ ​forms​ ​do​ ​you​ ​find​ ​most​ ​effective?​ ​Why?
- Take​ ​one​ ​or​ ​more​ ​aspect​ ​we’ve​ ​discussed,​ ​including:​ ​1)​ ​surface-level​ ​representation​ ​v.
context,​ ​2)​ ​framing,​ ​3)​ ​narrative​ ​tension,​ ​4)​ ​and​ ​peer-review/​ ​use​ ​of​ ​studies,​ ​and​ ​track​ ​the
significance​ ​of​ ​this​ ​for​ ​your​ ​message.
- If​ ​relevant,​ ​what​ ​are​ ​counterviews​ ​to​ ​this​ ​message,​ ​and​ ​how​ ​do​ ​they​ ​successfully​ ​(or​ ​not)
engage​ ​in​ ​the​ ​conversation?
- Lastly,​ ​a​ ​personal​ ​reflection​ ​on​ ​how​ ​understanding​ ​of​ ​these​ ​modes​ ​will​ ​affect​ ​your
consuming​ ​of​ ​messages​ ​in​ ​the​ ​future.
Final​ ​Project​ ​and​ ​Presentation
In​ ​the​ ​last​ ​weeks​ ​of​ ​the​ ​semester,​ ​we​ ​will​ ​be​ ​doing​ ​a​ ​“remediation,”​ ​translating​ ​your​ ​research
from​ ​one​ ​form​ ​-​ ​a​ ​paper​ ​-​ ​into​ ​another.​ ​This​ ​could​ ​take​ ​the​ ​form​ ​of​ ​any​ ​other​ ​modes​ ​we’ve
discussed:​ ​visual,​ ​digital,​ ​narrative.​ ​We’ll​ ​discuss​ ​options​ ​in​ ​each​ ​unit.​ ​Presentations​ ​will​ ​be
made​ ​to​ ​the​ ​class,​ ​lasting​ ​4-5​ ​minutes.
Grade​ ​Breakdown
- Participation:​ ​15%
- Reading​ ​Quizzes:​ ​10%
- Personal​ ​Narrative​ ​Essay:​ ​10%
- Critical​ ​Analysis​ ​Essay​ ​2:​ ​10%
- Group​ ​Project​ ​and​ ​Reflection:​ ​10%
- Book​ ​Review:​ ​10%
- Research​ ​Paper:​ ​25%
- Presentation​ ​of​ ​Research:​ ​10%
For​ ​each​ ​major​ ​assignment,​ ​you’ll​ ​receive​ ​feedback​ ​from​ ​your​ ​peers,​ ​as​ ​well​ ​as​ ​myself.​ ​This​ ​will
include​ ​comments​ ​on​ ​rough​ ​drafts,​ ​which​ ​will​ ​be​ ​ungraded,​ ​but​ ​used​ ​to​ ​provide​ ​improvement​ ​for
final​ ​turn-in’s.​ ​I​ ​plan​ ​on​ ​holding​ ​one​ ​conference​ ​early​ ​on​ ​to​ ​check​ ​in​ ​with​ ​progress​ ​with​ ​the
course,​ ​and​ ​another​ ​mid-term​ ​to​ ​examine​ ​your​ ​ideas​ ​and​ ​use​ ​of​ ​resources​ ​for​ ​the​ ​research​ ​paper.
In​ ​class,​ ​we’ll​ ​be​ ​sharing​ ​what​ ​we​ ​think​ ​of​ ​each​ ​other’s​ ​progress,​ ​as​ ​well.
Daily​ ​Assignments/Homework
There​ ​will​ ​be​ ​an​ ​amount​ ​of​ ​reading​ ​due​ ​every​ ​week​ ​from​ ​both​ ​the​ ​textbook​ ​and​ ​additional
sources​ ​linked​ ​to​ ​on​ ​Blackboard.​ ​Homework​ ​will​ ​vary​ ​but​ ​will​ ​include​ ​preparation​ ​for​ ​class
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6. discussion,​ ​whether​ ​responding​ ​to​ ​a​ ​prompt,​ ​selecting​ ​a​ ​quote​ ​or​ ​passage​ ​that​ ​stuck​ ​out​ ​to​ ​you
and​ ​why,​ ​or​ ​formulating​ ​questions​ ​to​ ​bring​ ​to​ ​the​ ​class’s​ ​attention.
There​ ​will​ ​be​ ​one​ ​pop​ ​Reading​ ​Quiz​ ​a​ ​week​.
GRADING
If​ ​you​ ​withdraw​ ​from​ ​this​ ​course​ ​on​ ​or​ ​before​ ​​Friday,​ ​March​ ​31st​,​ ​nothing​ ​will​ ​appear​ ​on​ ​your
transcript.​ ​If​ ​you​ ​stay​ ​registered​ ​for​ ​the​ ​course​ ​after​ ​that​ ​date,​ ​you​ ​will​ ​receive​ ​one​ ​of​ ​the
following​ ​grades.​ ​​Only​ ​an​ ​A,​ ​B,​ ​or​ ​C​ ​are​ ​passing​ ​grades.
A
Represents​ ​achievement​ ​that​ ​is​​ ​outstanding​ ​or​ ​superior​ ​relative​​ ​to​ ​the​ ​level​ ​necessary​ ​to
meet​ ​the​ ​requirements​ ​of​ ​the​ ​course.
B
Represents​ ​achievement​ ​that​ ​is​ ​​significantly​ ​above​​ ​the​ ​level​ ​necessary​ ​to​ ​meet​ ​the
requirements​ ​of​ ​the​ ​course.
Grades​ ​of​ ​A​ ​or​ ​B​ ​are​ ​honors​ ​grades.​ ​You​ ​must​ ​do​ ​something​ ​beyond​ ​the​ ​minimum​ ​required​ ​in​ ​order
to​ ​earn​ ​an​ ​A​ ​or​ ​B.
C
Represents​ ​achievement​ ​that​ ​​meets​ ​the​ ​basic​ ​requirements​ ​in​ ​every​ ​respect​.​ ​It​ ​signifies
that​ ​the​ ​work​ ​is​ ​average,​ ​but​ ​nothing​ ​more.
W
Stands​ ​for​ ​​Withdrawal​.​ ​This​ ​is​ ​the​ ​grade​ ​you​ ​will​ ​receive​ ​if​ ​you​ ​withdraw​ ​from​ ​the​ ​course
after​ ​​January​ ​19th​​ ​but​ ​on​ ​or​ ​before​ ​​January​ ​25​th​
.​ ​​A​ ​W​ ​has​ ​no​ ​effect​ ​on​ ​your​ ​GPA,​ ​but​ ​you
can​ ​have​ ​only​ ​20​ ​W​ ​credits​ ​during​ ​your​ ​time​ ​as​ ​an​ ​undergraduate​ ​at​ ​UI​ ​(about​ ​six
courses).​ ​After​ ​​January​ ​25​th​
​ ​​you​ ​can​ ​no​ ​longer​ ​withdraw​ ​from​ ​the​ ​course.
N
Stands​ ​for​ ​​No​ ​Credit​.​ ​A​ ​grade​ ​of​ ​N​ ​has​ ​no​ ​effect​ ​on​ ​your​ ​GPA,​ ​but​ ​it​ ​does​ ​mean​ ​that​ ​you
need​ ​to​ ​take​ ​the​ ​course​ ​again.​ ​You​ ​will​ ​earn​ ​a​ ​grade​ ​of​ ​N​ ​if​ ​your​ ​grade​ ​is​ ​an​ ​N​ ​​and​​ ​you
have​ ​done​ ​all​ ​the​ ​work​ ​for​ ​the​ ​course.​ ​You​ ​also​ ​must​ ​have​ ​made​ ​a​ ​good​ ​faith​ ​effort​ ​to
complete​ ​all​ ​the​ ​assignments.​ ​Handing​ ​in​ ​just​ ​any​ ​piece​ ​of​ ​writing​ ​just​ ​to​ ​avoid​ ​getting​ ​an
F​ ​will​ ​not​ ​work.
F
Stands​ ​for​ ​​Failure​.​ ​A​ ​grade​ ​of​ ​F​ ​has​ ​a​ ​negative​ ​effect​ ​on​ ​your​ ​GPA.​ ​If​ ​you​ ​fail​ ​to​ ​hand​ ​in
any​ ​major​ ​writing​ ​assignment​ ​or​ ​do​ ​not​ ​make​ ​a​ ​good-faith​ ​effort​ ​to​ ​succeed​ ​at​ ​a​ ​major
assignment,​ ​you​ ​will​ ​automatically​ ​earn​ ​an​ ​F.​ ​If​ ​your​ ​average​ ​grade​ ​is​ ​an​ ​N​ ​​but​​ ​you​ ​did​ ​not
complete​ ​one​ ​of​ ​the​ ​major​ ​components​ ​of​ ​the​ ​course​ ​(one​ ​of​ ​the​ ​major​ ​papers​ ​of​ ​all​ ​of
the​ ​homework​ ​assignments​ ​or​ ​drafts),​ ​you​ ​will​ ​automatically​ ​earn​ ​an​ ​F​ ​in​ ​the​ ​course.
There​ ​is​ ​no​ ​reason​ ​for​ ​receiving​ ​an​ ​F​ ​in​ ​this​ ​course,​ ​unless​ ​you​ ​simply​ ​fail​ ​to​ ​submit​ ​the
required​ ​work.
I
Stands​ ​for​ ​incomplete.​ ​Under​ ​very​ ​unusual​ ​circumstances​ ​you​ ​could​ ​be​ ​assigned​ ​an
Incomplete​ ​in​ ​the​ ​course​ ​if​ ​something​ ​happened​ ​to​ ​you​ ​within​ ​the​ ​last​ ​two​ ​weeks​ ​of​ ​the
semester​ ​that​ ​made​ ​it​ ​impossible​ ​to​ ​complete​ ​the​ ​course​ ​(a​ ​serious​ ​accident​ ​or​ ​illness
that​ ​left​ ​you​ ​hospitalized​ ​and​ ​very​ ​significant​ ​personal​ ​tragedy,​ ​etc.
POLICY​ ​ON​ ​PLAGIARISM​ ​IN​ ​ENGLISH​ ​102
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7. At​ ​the​ ​University​ ​of​ ​Idaho,​ ​we​ ​assume​ ​you​ ​will​ ​do​ ​your​ ​own​ ​work​ ​and​ ​that​ ​you​ ​will​ ​work​ ​with
your​ ​instructor​ ​on​ ​improving​ ​writing​ ​that​ ​is​ ​your​ ​own.​ ​​ ​Plagiarism—using​ ​someone​ ​else’s​ ​ideas
or​ ​words​ ​as​ ​your​ ​own​ ​without​ ​proper​ ​attribution--is​ ​a​ ​serious​ ​matter.
The​ ​consequences​ ​of​ ​plagiarism:
If​ ​I​ ​find​ ​that​ ​you​ ​have​ ​plagiarized​ ​willfully,​ ​you​ ​will​ ​receive​ ​an​ ​​F​ ​​for​ ​the​ ​assignment,​ ​which
could​ ​result​ ​in​ ​a​ ​failing​ ​grade​ ​for​ ​the​ ​course.
When​ ​you​ ​need​ ​to​ ​use​ ​words​ ​or​ ​ideas​ ​from​ ​another​ ​person—whether​ ​an​ ​idea,​ ​a​ ​picture,​ ​a
powerful​ ​statement,​ ​a​ ​set​ ​of​ ​facts,​ ​or​ ​an​ ​explanation—cite​ ​your​ ​source!
DISABILITY​ ​SUPPORT​ ​SERVICES​ ​REASONABLE​ ​ACCOMMODATIONS
STATEMENT
Reasonable accommodations are available for students who have documented
temporary or permanent disabilities. All accommodations must be approved through
Disability Support Services located in the Idaho Commons Building, Room 306 in order
to notify your instructor(s) as soon as possible regarding accommodation(s) needed for
the​ ​course.
● 885-6307
● email​ ​at​ ​​ ​<dss@uidaho.edu>
● website​ ​at​ ​​www.access.uidaho.edu
And​ ​lastly…
This​ ​class​ ​will​ ​be​ ​fun!​ ​It​ ​will​ ​be​ ​interactive!​ ​It​ ​will​ ​be​ ​relevant​ ​to​ ​your​ ​own​ ​life.​ ​And​ ​while​ ​I​ ​will
ask​ ​you​ ​to​ ​become​ ​more​ ​considerate,​ ​analytical,​ ​and​ ​empathetic​ ​people,​ ​the​ ​classroom
environment​ ​will​ ​be​ ​welcoming​ ​and​ ​fairly​ ​informal.
Welcome!
Caitlin​ ​Palmer
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8. Syllabus​ ​Contract
I,​ ​__________________________________,​ ​have​ ​read​ ​and​ ​understand​ ​what​ ​is​ ​expected
of​ ​me​ ​in​ ​English​ ​102.​ ​I​ ​have​ ​spoken​ ​with​ ​Caitlin​ ​if​ ​I​ ​had​ ​any​ ​concerns​ ​with​ ​the​ ​syllabus.
Finally,​ ​I​ ​understand​ ​that​ ​I​ ​am​ ​an​ ​equal​ ​part​ ​of​ ​the​ ​class​ ​and​ ​have​ ​the​ ​right​ ​to​ ​be​ ​valued
as​ ​such.
Signed,
_______________________________________________
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