ENGL 111: Composition I
Fall 2021
Section 20: 11:30 a.m.-12:50 p.m.
Tuesdays: B 216
Thursdays: B 213 (computer lab)
Professor: Dr. Kim Lacey (please, call me Kim!) Office: B 358
Online office hours: Tu/Th 9:30-11:00 a.m. E-mail: krlacey@[Link]
and by appointment
Required text to purchase
This text has been ordered at the bookstore, but feel free to shop around online for the cheapest price.
Andrea Lunsford, Let’s Talk: A Pocket Rhetoric
ISBN: 978-0-393-42718-9
Course goals 1
In this course, we will work to address rhetorical challenges in your writing and the writing of your
peers. The projects you will undertake will help you learn to write and revise effectively in a range of
genres; to read and analyze texts of all kinds rhetorically; and to gather, evaluate, analyze, and integrate
a range of sources into your writing.
Course theme
Every major assignment will be focused on the theme “food.” We will explore a wide variety of
perspectives on this topic, from food insecurity to COVID-19 related food shortages. Please make sure
that you keep this theme in mind all semester.
Course materials
• Let’s Talk…: A Pocket Rhetoric (LT), available for purchase in the bookstore, or at
[Link]/letstalk
• InQuizitive for Writers (IQW), included with new book purchase or available at
[Link]/letstalk
• Selected texts from the LetsTalkLibrary (LTL), located at [Link]
Assignments and Grading
Assignment details are on Canvas under the “Assignments” and “Files” tabs:
Your final grade will be based on the following assignments:
• Rhetorical Analysis: 10%
• Annotated Bibliography: 8%
• Research Paper Proposal: 8%
• Research Paper: 15%
• Multimedia Project: 10%
• In-Class Presentation: 6%
• Reflective Essay: 7%
1
This syllabus is adapted from Andrea Lunsford, author of our textbook.
• In-class work, including responses to Reflect! prompts from the book, InQuizitive for Writers
assignments, and other assignments: 36% (2% each)
Grading Scale
↑95%: A
↑90%: A-
↑87%: B+
↑83%: B
↑80%: B-
↑77%: C+
↑73%: C
↑60%: D
0%: F
All grades will be posted on Canvas. I will not share grades on social media.
A note on the grading scale
SVSU does not assign C-, D+, D- grades. Anything below a 73% will result in a D. Anything below a 60%
will result in a F.
A note about extra credit and extensions
I do not give extra credit or extensions. Please complete all assignments to the best of your capabilities
on time. However, I’m not a robot. If there are extenuating circumstances, please talk to me.
Late work is unacceptable
Please ensure that your work is submitted on time. The deadlines are clearly marked on all assignments
and on the syllabus. If you know a due date conflicts with something outside of class, plan ahead and
submit your assignment early. I will send a confirmation e-mail by 9 am the next morning. If you do not
receive a confirmation e-mail, I did not receive your paper.
A note about potential online course meetings
Unless the university closes, we will have class. If I “cancel” an in-person meeting, you will have some
obligation for class in the form of an online activity or Teams’ meeting, the details of which I will
circulate via email. If I know I must cancel in advance, I will also discuss the activity in class. If you do not
complete that online activity on time, you will be marked absent for that day. These instances are rare, if
they occur at all, but it is your responsibility to check your e-mail (at least once before class starts each
day) for instructions.
Attendance
Beginning the second week of class, attendance will be taken during each class meeting. You are allowed
two excused absences. On your third absence, your grade will be reduced by one half of a grade. For
example, if you had an A, on your third absence it would become an A-. On your fourth absence, your
grade will be lowered by a full grade. For example, if you had an A, on your fourth absence it would
become a B. On your fifth absence, you will be asked to drop the class. Use your excused absences
wisely. Once they are gone, they are gone.
A note about self-care
I understand that for many of you, this is your first experience back in a “traditional” classroom in some
time. It might take some getting used to again. I’ll be conscious of your educational experiences over the
last several years, but if there is any way I can support you in our learning environment, please let me
know. I’m here to help!
Technology Policies
I encourage you to use whatever note taking system you prefer. If, however, you choose to use a laptop
or tablet, you are asked that it be used for class work and not for homework for your other classes or
social activities. Phones must be turned to silent during class time. You are required to be an active
member of our learning community. Be aware that I will call on people at random if the discussion is
dead. If you are not prepared to participate because you are distracted by technology, this may affect
your final grade.
I also strongly encourage you to use some sort of cloud storage in which you can store and access your
work from multiple locations. I recommend Dropbox or Google Drive. Additionally, as SVSU students,
you have access to Microsoft One Drive. Not having access to your work is not an excuse for late work.
Be prepared for all possibilities.
Campus mask guidelines (these guidelines are subject to change at any point)
Maintaining the health and safety of the SVSU campus is a shared responsibility that requires all
students to engage in daily health self-screening, to wear masks/face coverings (until at least September
15), to maintain physical/social distancing when possible, to hand wash/sanitize, and to be considerate
of others. Details of these responsibilities, including specifics regarding masks/face coverings, can be
found at [Link] If you are ill, have any signs or symptoms
related to COVID-19, or fail the daily self-screening, you must not attend class in-person. You must
contact your instructor immediately for details regarding how to manage the class content, class
assignments and/or other activities you will miss.
Accessibility and Non-Discrimination Clause
Students who need accommodations are encouraged to meet with the instructor or contact the SVSU
Office of Accessibility Resources and Accommodations (phone: 989-964-4168). SVSU does not
discriminate based on race, religion, color, gender, sexual orientation, national origin, age, physical
impairment, disability, or veteran status in the provision of education, employment, and other services.
Academic Integrity Policy
According to the SVSU Student Handbook, “Academic integrity is undermined whenever one is dishonest
in the pursuit of knowledge. Dishonesty takes many forms, including cheating, plagiarism, and other
activities for undermining the educational process and will be reported to the Academic Conduct Board
for further sanctions. Forms of plagiarism include directly transcribing (copying) without quotation and
attribution, summarizing without attribution, paraphrasing or patchwork paraphrasing without
attribution, patching electronic materials (including pictures, graphs, and/or charts) without attribution.
I reserve the right to use Turn It In. In ENGL 111, deliberate plagiarism or cheating in any form will result
in the grade of zero (0) for the entire assignment.
The full Academic Integrity Policy can be found here:
[Link]
Writing Center Information
One of the many advantages of this University is the Writing Center. You are strongly encouraged to
meet with a tutor to discuss your writing. Sessions at the Writing Center are available on a first come,
first serve basis. Please stop by the Writing Center anytime you need additional help.
Writing Center Hours: M-Th 11 a.m.- 6 p.m.
Location: Zahnow 250 (2nd floor of the library)
Course Calendar
A note on the reading
All readings must be completed before that day’s class. Regularly not coming prepared with the
reading completed will affect your final grade. You will have a reading assignment almost every day.
Make sure you plan time in your homework schedule for reading. Have access to your textbook every
class meeting, even when there isn’t a reading from it. We will use it at different times for various in-
class activities.
This calendar is subject to change. If it does, I will notify you in writing via email.
Abbreviations:
LT = Let’s Talk
LTL = Let’s Talk Library
IQW: InQuizitive for Writers
Date Topic, Reading, Due Dates, etc.
Topic: Welcome to ENGL 111!
Tuesday, August 31
Reading: Syllabus on Canvas
Topic: Introduction to our class and to one another; Introduce Paper 1
Thursday, September 2 Reading: LT Introduction (Stop! Look! Listen! and Write!)
Reflect! LT p. xxxviii
Tuesday, September 7 No Class: Labor Day
Topic: What is a “rhetorical approach” and why is it important?
Thursday, September 9 Reading: LT Chapters 1 (Listening) and 2 (Thinking Rhetorically)
Reflect! LT p. 24
Topic: Joining conversations
Reading: LT Chapters 3 (Engaging Respectfully with Others) and 4
Tuesday, September 14
(Developing Academic Habits of Mind)
Reflect! LT pp. 41, 49
Topic: Rhetorical analysis project—narrow topics
Thursday, September 16 Reading: LT Chapters 7 (Writing Processes) and 9 (Analyzing)
Reflect! LT pp. 98, 133
Topic: Rhetorical analysis, continued
Tuesday, September 21 Reading: LTL “Metaphors Matter in a Time of Pandemic,” by Virginia
Heffernan
Topic: Rhetorical analysis, continued
Thursday, September 23
Reading: LT Chapter 5 (Reading to Understand, Engage & Respond)
Reflect! LT p. 67
Topic: Choosing a topic for a research-based essay
Reading: LT Chapter 14 section on “Starting with Questions,” pp. 243–
Tuesday, September 28 44
DUE: Rhetorical Analysis
Topic: Research-based essay
Reading: LT Chapters 8 (Arguing) and 10 (Reporting); LTL:
Thursday, September 30
Argument: “Let’s Talk, Longhorns,” by Morgan Pace
Report: “Trees of Knowledge,” by Sue Burke
Library Session: Meet in Z 111 (computer lab on first floor of the
Tuesday, October 5
library)
Topic: Researching sources and coming up with a working thesis
Reading: LT Chapter 14 section on “Finding Sources,” pp. 248– 62;
Thursday, October 7 Chapter 7 section on coming up with a thesis, pp. 84–85, and Chapter
8 section on formulating an explicit position, pp. 103–5
Practice: IQW “Finding Sources”
Topic: Looking for support for your thesis
Reading: LT Chapters 6 (Recognizing Facts, Misinformation & Lies) and
Tuesday, October 12 15 (Evaluating Sources, Checking Facts)
Practice: IQW “Evaluating Sources” and “Fact-Checking Sources”
Reflect! LT p. 262
Topic: Writing Center Presentation
Thursday, October 14 Reading: LT Chapters 12 (Summarizing & Responding) and 16 (Building
an Annotated Bibliography)
Topic: Workshop on writing an introduction xvi
Reading: LT pp. 85 on “Ways of Beginning”; Chapter 8 section on
presenting your position as a response to what others say, pp. 116–18;
Tuesday, October 19 and Chapter 22 section on starting strong, pp. 410–12
Reflect! LT p. 98
DUE: Research Paper Proposal
Topic: Drafting the research-based essay
Reading: LT Chapter 7 section on writing a draft, pp. 85–93; and
Thursday, October 21 Chapters 17 (Synthesizing Ideas), 18 (Quoting, Paraphrasing,
Summarizing), and 21 (APA Style)
Practice: IQW “Synthesizing Ideas”
Topic: Oral/multimedia project introduction
Reading: LT Chapters 13 (Writing in Multiple Modes) and 28 (Oral);
Tuesday, October 26
and Chapter 22 section on starting strong, pp. 410–12
Practice: IQW “Documenting Sources: APA Style”
Topic: Building your bibliography
Reading: LT Chapter 7 sections on getting responses to your writing
Thursday, October 28 and revising/editing, pp. 93–97; Chapter 19 (Giving Credit, Using
Sources Ethically), and student research essay, “Free at Last . . .” pp.
347–56
Practice: IQW “Integrating Sources”
Topic: Example multimedia projects
Reading: LT Chapters 25 (Designing What Your Write), 26 (Using
Visuals), and 29 (Digital)
LT “A Multimodal Project in Three Media,” pp. 235–39, “Writing While
Tuesday, November 2 Disabled . . .” blog post, pp. 497–98, and “College 101: Choosing a
Major” YouTube vlog post, pp. 501–3
Reflect! LT p. 229
Due: Annotated Bibliography
Topic: Writing to be heard and listened to xvii
Reading: Review LT Chapter 28 (Oral), with particular attention to
Thursday, November 4 student oral presentation “Sign and Design . . . ,” pp. 482–87, and
podcast “On Being First-Gen Students,” pp. 488–91
LTL Michael Jordan’s “Eulogy for Kobe Bryant”
Topic: Drafting oral/multimedia project
Reading: LT Chapter 22 (Getting & Keeping Attention) Review LT
Chapter 7 section on writing a draft, pp. 85–93; and Chapters 13
Tuesday, November 9
(Writing in Multiple Modes), 25 (Designing What You Write), and 26
(Using Visuals)
Reflect! LT p. 418
Topic: Peer workshop on visuals
Thursday, November 11 Reading: Review LT Chapter 26 (Using Visuals)
Reflect! LT p. 229
Topic: Introduction and conclusion to oral/multimedia project
Reading: LT Chapter 13 sections on beginning and ending, pp. 232–33
and Chapter 24 (Mixing Languages & Dialects) Review Chapter 22
Tuesday, November 16
(Getting & Keeping Attention)
DUE: Research Paper
Self-guided research (no class meeting): Kim will be available for
Thursday, November 18
conferences in B 358!
Tuesday, November 23 Topic: In-class studio time to work on multimedia projects
Thursday, November 25 No Class: Thanksgiving
Tuesday, November 30 Topic: In-class presentations of Multimedia Projects
Topic: In-class presentations of Multimedia Projects, continued
Thursday, December 2
DUE: Multimedia Project
Topic: Reflecting on your writing
Reading: LT Chapter 4 section on reflection as an academic habit of
Tuesday, December 7 mind, p. 48; and Chapter 7 section on reflecting on your writing
process, p. 98
Reflect! LT p. 98
Topic: Reflecting on your learning
Reading: Reread LT Chapters 1 (Listening), 2 (Thinking Rhetorically), 3
Thursday, December 9
(Engaging Respectfully with Others), and 4 (Developing Academic
Last day of class!
Habits of Mind)
Reflect! LT p. 49
Thursday, December 16 DUE: Reflective Essay
111 Rubric Content Organization Style Conventions
•The paper engages its intended audience, •The overall organizational structure is •The sentences are consistently clear, •The grammar, spelling, punctuation,
demonstrating insight and complexity. appropriate to the audience and coherent, and syntactically varied. and usage conform to conventions of
•The paper convincingly, richly, and purpose. academic writing and lend credibility to
logically develops and supports a single •Precise word choice and an the writer.
focus and purpose. •Paragraphs are thoughtfully and appropriate tone support the paper’s
•When appropriate, the paper effectively logically related and sequenced. purpose and display a command of the •References to sources are accurately
“A” Papers integrates relevant outside sources. conventions of academic writing. cited and documented according to the
•The opening effectively establishes the appropriate style manual.
relationship between the reader and the
paper’s purpose, and the paper closes •Format is consistently correct and
effectively. appropriate.
•Connections within and between
paragraphs create cohesion.
•The paper engages its intended audience. •The overall organizational structure is •Sentences are usually clear, coherent, •The paper is free of serious errors in
appropriate to the audience and and syntactically varied. grammar, spelling, punctuation, or
•The paper develops/supports a single purpose. usage.
focus and purpose, with some richness of •Word choice and tone support the
detail or evidence. •Paragraphs are logically related. paper’s purpose and usually display a •References to outside sources are
command of the conventions of usually accurately cited and
“B” Papers •When appropriate, the paper correctly •The opening establishes the academic writing. documented according to the
incorporates relevant outside sources. relationship between the reader and the
paper’s purpose, and the paper comes appropriate style manual.
to closure.
•Format is correct and appropriate.
•Connections within and between
paragraphs usually create cohesion.
•Although adequate in content, the paper •The overall organizational structure is •Sentences are generally clear and •Errors in grammar, spelling,
may not fully engage its intended audience. generally easy to follow and appropriate correct; however, some may be basic, punctuation, or usage occasionally
to the audience and purpose. choppy, or lack syntactic variety. interfere with communication and
•The paper generally develops/supports its damage the writer's credibility.
focus and purpose, but may occasionally •At times, paragraphs may lack internal •Word choice and tone generally
wander from its central idea. coherence or may be mis-sequenced or support the paper’s purpose but may •References to outside sources are
“C” Papers slightly off track. less consistently display a command of generally cited and documented, but not
•The paper has adequate support but lacks the conventions of academic writing. always in the appropriate style.
some richness of detail. •The paper’s opening or closing may be
mechanical or trite. •Format is generally correct and
•When appropriate, the paper includes appropriate.
relevant outside sources, although they are
not always purposeful or integrated.
•Connections within and between
paragraphs are evident, but may be
awkward, mechanical, or ineffective.
•The paper does not engage its intended •The overall organizational structure is •Sentences are frequently basic, •Many errors in spelling, grammar,
audience. illogical, unclear and/or inappropriate. choppy, or repetitive in structure and punctuation, and usage impede
Paragraphs frequently seem unrelated may display lapses in clarity or communication and undercut the
•The paper fails to develop/support its or repetitive or are poorly constructed. coherency. writer's credibility.
“D” or “F”
focus and purpose or wanders from its
Papers
central idea. •The opening is overly general, missing, •Inappropriate word choice or tone •References to outside sources are not
(depending or misleading. The closing is weak or detracts from the paper’s purpose and clearly cited; documentation style is
•The paper contains limited, irrelevant, or missing. frequently displays a lack of command generally inappropriate.
on severity
no supporting details. of the conventions of academic writing.
of concerns)
•Connections between and within •Format is not consistently correct or
•Necessary outside sources are lacking or, paragraphs are missing or ineffective. appropriate.
if used, are not relevant, purposeful, clearly
introduced or integrated.
