English 400: Active Citizenship: An Advanced Writing Seminar
Professor: Dr. Robert
Office: Grainger G08
Office Hours: MW 11-11:50, TR, 8:30-9:30 and by appt.
Contact: 395-2167 or Lynchrl@longwood.edu
Develops rhetorical skills needed for citizenship in a democracy. Includes interdisciplinary inquiry into and analysis of at least one significant public issue across all sections. Prerequisite: Fulfillment of Goals 2 and 3; 75 credit hours or permission of the Chair of the General Education Committee. 3 credits.
Texts and Materials:
Oliu, Walter et al. Writing That Works: Communicating Effectively on the Job. 11th ed. New York:
Bedford/St. Martin’s, 2013. ISBN: 978-1457611131
Taylor, Mark C. Crisis on Campus: A Bold Plan for Reforming our Colleges and Universities. New York:
Knopf, 2010. ISBN 978-0307593290
A college dictionary, a stapler; manilla envelopes for turning in assignments; a notebook of your choice for organizing notes, assignments, handouts, readings for this course; computer media as needed (disks or cds); assorted electronic readings, readings on reserve in the library, or as distributed in class (to be kept in notebook and brought to class daily); and finally, A modest budget for photocopying and display supplies
This semester, we will work to
achieve the following goals:
The ability to synthesize and critically analyze through written discourse and a common educational experience information pertaining to issues of citizen leadership with these outcomes, as described in the University’s General Education guidelines:
· engage in the process of citizen leadership by investigating multiple perspectives on an important public issue
· understand the nature of public discourse/debate as determined by purpose, audience, and context
· choose appropriate formats in writing for a variety of purposes
· analyze the effectiveness of their own texts and processes for specific rhetorical situations
· understand how the knowledge, skills, and values learned in general education are interwoven and interrelated, and how they can contribute to the process of citizen leadership
Students in this section will also improve their writing by:
learning and understanding the demands of written discourse in the
learning documentation and style standards in their chosen fields.
· learning editorial skills and standards and writing in accordance with the conventions of Standard English usage and punctuation.
· revising and editing their writing to make it more concise, effective, and correct.
· articulating constructive critical responses to the writing of others.
Aug. 26: Course Introduction
What is English 400? What is Citizen Leadership? What constitutes Community?
Aug. 28: Oliu, Chapter 1: Assessing Audience, Purpose, and Medium, 3-29
Aug. 30: Sir Kenneth Robinson “How Schools Kill Creativity” TED Talks
Sept. 02: LABOR DAY (no class)
Sept. 06: Letters, Memos, Workplace Politics
Oliu, Chapter 8, 273-312
How Should Colleges Assess and Improve Student Learning?--click on the pdf file.
Sept. 09: Oliu, Chapter 9, 314-349 Memo on Types of Writing and Style Within Discipline Due
Sept. 11: Taylor, Chapter One: Reprogramming the Future
Making College "Relevant" --an article from the NY Times
Sept. 16: Finding
and Creating Opportunities for Public Writing
Read ML King’s “Letter from Birmingham Jail” (online)
Sept. 18: HD Thoreau’s “Civil Disobedience”
Sept. 20: The Declaration of Independence
Taylor, Chapter 2, “Beginning of the End”
Sept. 23: Writing Proposals
Oliu, Chapter 13, 445-463
Business Correspondence Due
Sept. 25: Oliu, 464-495 (Skim)
Sept. 27: Taylor, Chapter 3, “Back to the Future”
Sept.30: Designing Effective Documents and Visuals
Oliu, Chapter 7 (Skim)
In –class writing
Oct. 03: Writing Informal Reports
Oliu, Chapter 10, 350-381
Dumb and Dumber: Are Americans Hostile to Knowledge
Oct. 05: Taylor, Chapter 4, “Emerging Network Culture”
Oct. 07: Proposal due, class discussion on proposals
Oct. 09: Taylor, Chapter 5, “Education Bubble”
Oct. 11: American Political Rhetoric, online selection TBA
Oct. 14-15: FALL BREAK
Oct. 16: Writing Formal Reports
Oliu, Chapter 11
Oct. 18: Taylor, Chapter 6, “Networking Knowledge”
Oct. 21: Thinking Critically
About Political Rhetoric
Moore, Michael, Fahrenheit 9/11
Piercy, Marge, poem
Oct. 23: American Political Rhetoric, online selection TBA
Oct. 25: Taylor, Chapter 7, “Walls to Webs”
Oliu, Chapter 1: “Finding the Right Job” (566-573 Skim, 573-605)
Oct. 30: Taylor, Chapter 8, “New Skills for a Changing Workforce”
Nov. 01: American Political Rhetoric, online selection TBA In-class writing
Nov. 04: In class peer workshop of drafts of Resume and Cover Letters
Nov. 06: Taylor, Chapter 9, “Class of 2020”
Nov. 08: Job Application and Resume Due
Discuss Projects and Workshop Format
Distribute First Set of Workshop Materials
Nov. 11: Workshop
Nov. 13: Workshop
Nov. 15: Workshop
Nov. 18: Workshop
Nov. 20: Workshop
Nov. 22: Workshop
Nov. 25: Workshop
Nov. 27-29: THANKSGIVING BREAK
Dec. 02: Workshop
Dec. 04: Workshop
Dec. 06: Review for final exam
Assignments in Brief
English 400 is a writing seminar and we will be writing frequently inside and outside of class. Thus, you should be prepared to write in class daily. If you compose at the computer it would be wise to plan to bring your laptop to class daily.
Effective writers (as well as good citizens) are active, engaged readers and observers of language and the ways it is put to use. One goal of this course is encourage your reading and observational skills as a means of helping you begin to explore how language is used to shape the world around us—our families, our workplaces, our communities.
The work you’ll complete in this course falls into three main categories:
1) daily/weekly routine writing and speaking assignments (responses to reading assignments, reflections, online discussions, in-class writing, etc.);
2) a number of out of class writing assignments
3) a substantial “real world” project in which you engage a topic of interest potentially related to our semester’s theme and apply rhetorically appropriate and varied genres in order to communicate effectively through oral, visual, and verbal (written) means.
All assignments must be completed in order to pass this course.
In class writing/Memos / Informal Report/Paper 100 pts.
Participation/Editing 200 pts. Job App./Resume 100 pts.
Correspondence 100 pts. Brief Proposal 100 pts.
Final Project 300 pts. Final Exam 100 pts.
Scale:*A=90-100% *B=80-89% *C=70-79% *D=60-69%
The attendance policy for this course is the same as the university policy in the University Catalog and the Student Handbook. Thus if you miss FOUR or more times your grade may be reduced. Tardies will count as absences after roll is taken or unless I'm notified beforehand. No quizzes will be given out to those who come late.
Students are expected to live by the Longwood University Honor Code. All work done for the class must be pledged. Your instructor will not tolerate any form of cheating. You are expected to know what constitutes plagiarism and how to avoid it. All ideas taken from sources, whether in texts or online, must be cited. Remember that your instructor also has access to these materials and they are easy to track on-line. Any student caught plagiarizing will automatically fail the course and his/her name will be forwarded to the Honor Board.
Students are expected to make regular and significant contributions to class discussion. Your grade in this regard will be based upon both daily contributions during the semester and taking the lead in guiding class discussion for at least one class.
Student is well prepared and enthusiastically participates in all class activities; is very considerate and cooperative with the rest of the class; asks questions and responds to questions; demonstrates knowledge of course materials; consistently practices critical thinking; actively helps to create a vibrant learning community.
Student is generally prepared and willing to participate in class activities; is relatively cooperative with the rest of the class; asks questions and responds to questions most of the time; makes an inconsistent effort to refer to readings and course topics; generally practices critical thinking; helps to create a vibrant learning community.
Student is often unprepared and reluctantly or sporadically participates in class activities; often does not ask questions or respond to questions; rarely makes an effort to demonstrate knowledge of course materials; rarely practices critical thinking; does not show much interest in creating a vibrant learning community.
Student is generally unprepared, unwilling to participate in class activities and unable to answer questions; does not formulate questions or responses; demonstrates little understanding of course materials; does not practice critical thinking; distracts from the creation of a vibrant learning community.
Student is absent (physically or mentally), unprepared, inattentive, uncooperative or disruptive in class.
All papers are due on the date assigned at the beginning of class. Late papers will not be accepted. No exceptions. Learning to handle your workload and deal with deadlines is a part of life.
My office hours are posted and I will be available during these times. If you need to see me and these times are not convenient, please feel free to schedule a conference for some other mutually agreeable time.
In the event of classes being cancelled, students are expected to keep up with the reading.