top of page

​

 

​

 

ENGL 110C:  English Composition Syllabus

CRN: 

 

Instructor: Gloria Ogo                                                                        

Class Days/Times/Location: 

Contact:                        

Office Phone: 

Office Hours:

                   

​

 

Welcome to ENGL 110!

 

I look forward to getting to know each of you while we work together to become better, more thoughtful writers and readers. In this course, not only will you write, but you’ll start to think of yourself as a writer and scholar. These titles don’t come easy, but I’m confident that each and every one of you will earn them. Together, we will critique the world and learn how to recognize the rhetorical strategies used by others that help to strengthen their arguments. Then, we’ll do some rhetorical work of our own and see how much more effective our writing is when we can see things from several viewpoints.

 

Required Texts and Materials:

Texts

Texts for this course are a collection of Creative Commons licensed essays available through WAC Clearinghouse, as well as Open Access Textbooks. These are open access for all students and do not require any type of purchase. 

 (ISBN: 9780393617467)

 

Materials 

  • You will need regular access to a computer to attend classes and complete assignments.

  • A webcam is highly recommended for zoom classes but not mandatory. If you do not have access to a webcam, that’s okay! Please plan to attend anyway.

  • Writing folder to keep all of your materials.

  • Paper, pens for writing each day 

  • Access to your ODU email (where we will also be using Google Drive) and reliable daily Internet access

 

Course Description

*ENGL 110C. English Composition. 3 Credits. The principal objective of the course is to prepare students to be effective writers of the kinds of compositions they will be called on to produce during their college careers. By the end of the course, students should be more mature in their understanding and use of language, should develop efficient writing processes, and should know and demonstrate the qualities of effective composition in a given rhetorical situation and should be able to demonstrate those qualities in their own writing. Prerequisites: A passing grade on the Writing Sample Placement Test.

 

​

Course Objectives

 

In accordance with the WPA Outcomes statement, students successfully completing English 110C with a grade level of C or above will:

 

Develop rhetorical knowledge by:

  • Analyzing and composing multiple forms of writing to understand how genre conventions shape readers’ and writers’ practices and purposes,

  • Practicing purposeful shifts in structure, content, diction, tone, formality, design, and/or medium in accordance with the rhetorical situation.

Develop critical thinking, reading, and information literacy skills by:

  • Composing and reading for inquiry, learning, critical thinking, and communicating,

  • Using outside materials in their own writing through techniques such as interpretation, synthesis, response, critique, and design/redesign,

  • Incorporating outside materials through quotations, paraphrase, and summary.

Develop effective strategies for drafting texts by:

  • Working through multiple drafts of a project and recognizing the role of reflecting, revising, and editing in the process,

  • Engaging in the collaborative and social aspects of writing processes, such as learning to give and to act on productive feedback to works in progress, both by and with peers and in one-on-one instructor conferences,

  • Critically reflecting on how they may further develop and apply writing skills in the future.

Develop knowledge of conventions by:

  • Demonstrating competency in grammar, punctuation, and spelling,

  • Practicing genre conventions for structure, paragraphing, tone and mechanics,

  • Understanding the concepts of intellectual property that motivate documentation conventions through application of recognized citation styles.

We will address all of the above by focusing on:

Scope and Focus:  clarity and communication of central purpose and main ideas, limitation of topic, use of pertinent material and avoidance of irrelevant material.

 

Mechanics:  correctness; observance of standard usage, spelling, punctuation, etc.

 

Organization:  form, coherence, orderly progression of sentences and paragraphs reflecting sound planning.

 

Development:  adequate support and elaboration of thesis and main ideas by use of definition, illustration, specific references, examples, concrete details and/or evidence.

 

Perspective:  soundness of knowledge and judgment; ability to develop mature, thoughtful connections; avoidance of second-hand opinions and third-hand facts.

 

Rhetorical awareness: effectiveness of the text for a particular situation and audience.

 

Expressiveness:  control and variety of sentences; precise, appropriate, and vigorous use of words; resourcefulness and flexibility of idioms.

​

Assignments and Evaluation

​

Readings

You will be assigned various readings weekly that are available via open-access texts listed above or as free PDFs found in our Google Drive. You should have those open on your computer or tablet on those days that readings are assigned, having carefully read the assigned selections. You should be prepared to contribute to classroom discussions and small group activities that address the readings.

 

Writing Assignments

All students who take ENGL 110 are required to write a minimum of 5000 words (approximately 20 typed pages) over the course of the semester. To this end, in this class, we will write in-class and out-of-class Writer's Notebook entries, formal papers, and reflections. Though you may associate writing with just words on a page, over the course of the semester, we will expand definitions of what it means to write as we compose multimodal and digital projects, such as the ePortfolio.

Formal Papers and Projects

Every student who takes ENGL 110 will complete at least three formal papers (writing that results from invention, drafting, response, revision, and editing), an ePortfolio, and a reflection. In this class, you can expect to write the papers and compose the projects described below. Students will be provided assignment sheets that outline each assignment in more detail.

​

Unit 1: I Am Not My ________ 

(Weeks 1-3)

Finding Your Voice: This unit will focus on internal and narrative writing. We will read texts that dive deep into the evolution of self, intersectional inequalities, social justice, and power. You will produce one counterstory narrative essay and five journal entries. Course readings will focus on expressivism, feminist theory, and critical race theory.

​

Unit 2: I Am We

(Weeks 4-6)

Listening to Other Voices: This unit will focus on rhetorical and genre analysis. We will dissect genres, review rhetorical appeals, participate in group work, and delve into the world of online forums. You will produce one genre analysis on a discourse community and four journal entries. Course readings will focus on social constructivism, discourse communities, and genre and rhetorical analysis.

 

Unit 3: I Am Disputing

(Weeks 7-10)

Persuading Others with Your Voice: This unit will focus on argumentation and persuasion, their purpose, and how to effectively employ them. We review a variety of advertisements, op-eds, commercials, and other persuasive texts and analyze them. You will produce a persuasive/argumentative writing of your choosing based on politics occurring in the workplace, university, or real-world. You will also produce three journal entries.

​

Unit 4: I Am Experienced (Final Exam)

(Weeks 11-15)

Evolving and Sharing Your Voice: This unit will focus on the process movement and writer’s reflection and how you managed the rewrite process. Although you have practiced drafting, rewriting, and editing in the previous units, here you will reflect on the process of writing/editing/rewriting and how it has developed you as a writer. You will produce a reflective write in the form of a letter, memo, or essay, as well as your ePortfolio and journal entries in your Writer’s Notebook.

​

ePortfolio Requirements (Final Exam)

Students must electronically save all major work/projects. Students will be expected to collect and submit clean, revised versions (no grades or comments) of representative writing that demonstrates all written communication learning outcomes for ENGL 110C. These artifacts will be submitted along with a reflective essay, which together constitute the student’s writing ePortfolio (eP). Not only is developing an eP an important learning experience and milestone, but students’ portfolios will be used for program assessment.

 

The ePortfolio will provide a holistic view of your writing. You can submit this as one document in a shared Google folder or on an ePortfolio website, as well as a reflective write. This ePortfolio will show a culmination of the learning outcomes for ENGL 110C within your writings. You will also share a short, focused 2-4 minute presentation about any written essay of your choice. Please note that the ePortfolio and reflective write are due at the time of the final exam.

​

Class Google Folder

In your personal or ODU gmail account, you will need to enter Google Drive and create a folder designated for this course. Once you are in Google Drive, go to “New” in the upper left corner of the screen and choose “Folder.” This will take you to an empty folder. Name the Folder with your first and last name and ENGL 110 (e.g., Rachael O’Donnell ENGL 110). At the top of the screen you will see “My Drive > Folder,” and it will have an arrow pointing down. Click this arrow and choose “Share+.” Share your folder with me (geked001@odu.com) and make sure you choose the option for me to have editing access (represented by the pencil icon).

 

Writer’s (Digital) Notebook

You will be asked to keep a “notebook” in Google Drive (see below for how to create it). Your Writer’s Notebook should be ONE long document and will include all homework assignments and in-class writings unless directed otherwise. Your journal entries are due April 7, before your ePortfolio and reflective write.

 

Writer's Notebook entries will not be graded every week, although I may periodically (and randomly) check in to see how and to what extent you are engaging with the class material and assess them. You will need to have your most recent Writer's Notebook entry with you and accessible every class, whether in paper or electronic form because we will frequently use them as springboards for class discussion and activities.  For each new entry, add the date, entry number, and title. Please insert a “Page Break” between each entry; do not create a new document for each entry.

​

Create your Writer’s Notebook in your Google Drive. 

Go to “New” and choose “Google Doc.” Title your Writer's Notebook with your first and last name (e.g., Rachael O’Donnell’s Writer's Notebook). For each new entry, add the date, entry number, and title. Please insert a “Page Break” between each entry; do not create a new document for each entry. The Writer’s Notebook should be ONE document. 

 

Homework and Deadlines

You should check your email and access our course calendar at least once between each of our meetings for course information. Major assignment due dates have already been added to our class calendar. However, homework will be added to the Google Calendar in our class Google Drive prior to the class period it will be assigned. If you need to know about homework assignments more than a class period ahead of time, please contact me and I will get you that information. Please, do not contact me to ask about homework without first checking our class Google Calendar.

 

Readings: You will be assigned reading both in your textbook and in other forms. Selections may be posted to our Google Drive as PDFs or as links to websites; others may be distributed via email. You should bring your book to class on those days that readings have been assigned, having carefully read the assigned selections and be prepared to contribute to classroom discussions and small group activities that address the readings.

​

Participation

Your class participation grade will be assessed holistically at midterm and finals based on a variety of factors: your contributions to class discussion verbally and/or through chat; your engagement in workshops, small group work, and conferences; your focus and efforts during in-class writing and drafting; and your preparedness for and professionalism in class, which includes bringing in drafts when assigned to do so, being present and respectful during class conversations, and staying on task. 

 

As you can see, there are many ways to participate in class. If you find that any one of these is overwhelming or difficult for you, I encourage you to come talk to me, so we can work together to develop a plan of participation individually suited to you and your needs. If you do not meet with me to create a plan of participation, your participation will be assessed using the participation rubric. We will go over the rubric together during the first week of class. It is also accessible to you at any time through our class Google Drive folder. You will also have an opportunity to talk about the ways you participate and explain to me what grade you have earned and why at both mid-term and the final week of class, which I will take into account as I calculate your participation points. 

 

Conferences 

At least twice this semester, you will be required to meet with your instructor for an individual conference meeting. If you fail to come to a scheduled conference meeting, you will lose points. Though you may choose to reschedule the meeting, you will not be able to redeem credit unless you have contacted me prior to the start of the meeting. You are also welcome to visit the Writing Center to discuss the assignment to redeem half credit. I also encourage you to visit me during office hours, especially if you are confused or experiencing difficulty. Remember: I can’t help you if I don’t know that you need help. 

Peer Review Workshops

On the day of a peer review workshop, everyone should come with a relatively complete first draft of an essay. Make sure your essay is saved in your Google Drive folder. If you come to class (5 points) with your draft in your Google folder (5 points), and engage in the process (5 points), you will earn full points. These are easy points. Take advantage of them. 

 

If you are unable to come to class on a peer review day, you can make up half of the points by taking your draft to the Writing Center. Please note that even if you do not have a draft ready, you can and should still come to class to review others’ work (and receive partial credit). If you’re struggling with your paper, reading other students’ papers might help you figure out what to do on your draft. Peer reviews are for your benefit, and you get out of them what you put into them. Please do not do your classmates a disservice by shirking peer review responsibility. They are depending on you to help them improve their essays (and point out what is working). 

Evaluation

Anticipated percentages and points for grading are as follows though do keep in mind that the points assigned to Low-Stakes Writing may fluctuate slightly:

 

Unit 1, Personal Narrative (Finding your Voice): I Am Not My _____ (100 points): 

Rough draft (20 points)

Peer review (15 points)

Polished draft (50 points) + Reflection (15 points)

​

Unit 2, Rhetorical Analysis(Listening to Other Voices): I Am We (100 points): 

Rough draft (20 points)

Peer review (15 points)

Polished draft (50 points) + Reflection (15 points)

​

Unit 3, Critical Analysis/Argument(Persuading Others with Your Voice):

 I Am Disputing (100 points) 

Early draft proposal (15 points)

Peer reviews (20 points)

Polished drafts (50 points) + Presentation (15 points)

​

Unit 4, Journal Entries(Evolving and Sharing Your Voice): I Am Experienced Writers Reflect eP + Reflection (175 points): 

ePortfolio, which includes Final Drafts of ALL essays and Major Projects (all three final essays) (100 points) 

Reflective essay (75 points)

​

Low-Stakes Writing + Participation (125 points): 

Writer’s Notebook entries (homework and in-class writing), conferences, and class participation. See above for a description for what constitutes participation.

​

Grading Scale 

540-600 (A), 480-539 (B), 420-479 (C), 360-419 (D), below 418 (F).

 

Grade Breakdown

93.6%-100% = A

79.5%-83.4% = B-

67.5%-69.6% = D+,

89.5%-93.5% = A-

76.5%-79.4% = C+

65.5%-67.4% = D

86.5%-89.4% = B+

73.5%-76.4% = C

59.5-65.4= D-

83.5%-86.4% = B

69.5%-73.6% = C-

Below 59.4% = F

Note

To pass this class, you must achieve a grade of C or better. Students must submit all of the major papers, as well as the final portfolio in order to be eligible to pass this course.

 

Email
In the event of an assignment change, class cancellation, etc., I will contact you via your
ODU e-mail address. Please check your inbox regularly to stay updated on class
information. 

 

Students must submit all of the major papers, as well as the final portfolio in order to be eligible to pass this course.

 

 

Policies and Procedures

​

Mandatory Attendance Policy

It matters that you come to class on time, every day. However, in accordance with University Policy, reasonable provisions will be made by the instructor for documented representation at university-sponsored athletic or academic functions, mandatory military training, and documented illness. If you know you will be absent, turn in work in advance or make arrangements with me. If you have a university-sanctioned event or experience a crisis that prevents you from attending class, ask an appropriate campus official to document your situation. Instructors may not accept doctors’ or parents’ notes to excuse absences; only an appropriate campus official can document extenuating health or family circumstances. Recognizing that unexpected things do happen, your final grade will not be lowered for up to two absences (though you may miss points that cannot be made up, like quizzes); no questions asked. Your final grade will be lowered 5 points for every additional absence after two (i.e., you will lose five points beginning with the third absence). Students automatically fail the course after they miss a fifth class. Every third instance of tardiness, early departure, or lack of preparation will add up to an absence.

 

Communication Policy

I know that life happens. Sickness, disability, mental health, family problems, poverty—all these things can impact your performance in school, and not usually with a forewarning. I understand. If you are dealing with issues in your personal life that will affect your performance in the class, please come talk to me. You do not need to disclose any more details than you wish. However, if I know that you are dealing with stuff in your personal life, you and I can work on a plan to make sure you succeed in the class while taking care of yourself. Practically speaking, it’s easier for me to help you early on (in other words, let me know before you miss a deadline if possible if you can), but I know that may not always be possible. The key takeaway here is to communicate as often as possible so that I can help you. I truly want to see you succeed in this class.

 

Tardiness Policy

Aside from the Attendance Policy, I urge you to attend class on time. Chronic tardiness is not permitted. Once again, we’re all human. However, every third instance of tardiness, early departure, or lack of preparation will add up to an absence. Again, if you believe attendance is going to be an ongoing issue for you, I encourage you to talk with me and contact Student Outreach and Support Services.

 

Disaster Pass

As a general rule, late work is not allowed. Did I mention we are all human? Life happens. Rather than allowing specific individuals additional time on a case-by-case basis, I provide one “disaster pass” for all students to turn in ONE assignment late. What does late mean? It means it is due before the class period starts the following week of the due assignment. This is a M/W class, which means if you fail to turn in an assignment due on Monday, you may use your disaster pass to turn it in on Wednesday before 3:00 p.m.

 

Civility Policy 

We are all learning from one another, the texts we’re reading, and the world we’re synthesizing around us. I encourage and allow diverse perspectives to be brought into the classroom, especially if they challenge “the norm.” I believe in politicizing the classroom to talk about important issues. This is a safe space, but sometimes people misspeak unintentionally. Let’s try to be patient and forgiving with one another. However, while I will not “call you out” for having a different opinion or idea, I will not permit ignorance when it crosses the border into hatred—even if accidental. Bring your thoughts and opinions, but remember to treat each other with respect.

 

Plagiarism

Writers who use the words or ideas of others are obligated to give credit through proper acknowledgment and documentation.  Failure to give credit is plagiarism, a violation of the ODU Honor Code that almost certainly will lead to failing the course and could lead to expulsion from ODU.  If the quality of your in-class and out-of-class writing varies dramatically, the instructor has the right to ask you to write under supervision.  If you have questions about how and when to acknowledge sources, please refer to your textbooks or see the instructor for advice.

 

What is plagiarism?  The ODU Catalog defines plagiarism as follows:  

“A student will have committed plagiarism if he or she reproduces someone else’s work without acknowledging its source; or if a source is cited which the student has not cited or used.  Examples of plagiarism include:  submitting a research paper obtained from a commercial research service, the Internet, or from another student as if it were original work; making simple changes to borrowed materials while leaving the organization, content, or phraseology intact; or copying material from a source, supplying proper documentation, but leaving out quotation marks.  Plagiarism also occurs in a group project if one or more of the members of the group does none of the group’s work and participates in none of the group’s activities, but attempts to take credit for the work of the group.”

Statement on Educational Accessibility for Students with Disabilities

Old Dominion University is committed to ensuring equal access to all qualified students with disabilities in accordance with the Americans with Disabilities Act. The Office of Educational Accessibility (OEA) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations.

 

If you experience a disability which will impact your ability to access any aspect of my class, please present me with an accommodation letter from OEA so that we can work together to ensure that appropriate accommodations are available to you.

 

If you feel that you will experience barriers to your ability to learn and/or testing in my class but do not have an accommodation letter, please consider scheduling an appointment with OEA to determine if academic accommodations are necessary.

 

The Office of Educational Accessibility is located at 1021 Student Success Center and their phone number is (757)683-4655. Additional information is available at the OEA website: http://www.odu.edu/educationalaccessibility/ 

 

Basic Needs

Basic needs are a crucial component of student success. Food insecurity and unstable housing can impact health, well-being, and academic performance. ODU has resources to help if you are in such a situation.

  • If you experience food insecurity, visit the IGNITE Pantry at 1338 W 49th St. The pantry is open on Tuesdays from 12-5PM. ODU students are welcome to come in at any time during those hours to receive food. All you have to do is present an ODU ID.

  • ODU Student Outreach and Support (SOS) provides small emergency grants. These grants can help in case of sudden los of housing, transportation, or other emergencies that may prevent you from succeeding as a scholar at ODU. ODU SOS can also connect you with campus resources for you to succeed if you are having a major challenge as well as provide support if you need to miss class for an extended time.

 

Writing Success Placement Tool (WSPT):

ALL students are required to use the WSPT before being admitted to English 110C. Instructors should explain to students that if they have not taken the WSPT, they will be administratively dropped from English 110C and will not receive credit for the course. Please visit the Writing Placement and Support website (https://www.odu.edu/englishdept/general-education/writing-placement) for further information about the placement process.

 

The Writing Center

The Old Dominion University Writing Center (WC) offers free appointments and walk-in writing consultations to all currently-enrolled students on campus. Students may seek help with their writing projects for a variety of courses and meet with a consultant to discuss anything from brainstorming to learning how to proofread their own work.
 
The WC offers supplemental instruction to help students improve their writing strategies. We offer writing consulting sessions that assist students in learning to proofread their own work, in getting projects started, and in developing the writing process for a paper.
 
Appointments are approximately 45-minutes (shorter for walk-ins after 20 minutes past the top of the hour). WC graduate student consultants work with individual students or groups. Most tutoring sessions are by appointment; walk-in appointments are provided when tutors are not in a scheduled session. For distance students, we use WCOnline.

The WC is located in the library, room 1208, and is open Monday through Friday. To make an appointment call  757-683-4013 during open hours or book an appointment online at odu.mywconline.com. 

Library Instruction:

Subject specialist librarians are available to meet with classes for instruction in the effective use of information resources. Instructors wishing to arrange instruction for their writing and research courses should complete the request form at: http://www.odu.edu/library/help, giving a minimum of 2 weeks' notice. Reference librarians welcome the opportunity to work with faculty on integrating information literacy into their courses.

 

FERPA

The student’s academic progress up to and including the final grade will not be shared with any individual other than the student or an appropriate campus official without proper documentation allowing otherwise. This means that I cannot discuss your academic performance with your parents, guardians, or friends without a signed waiver from the Registrar’s Office. However, please do know that you can always come talk to me if you are struggling.

 

ENGL 110C Calendar

We will follow the calendar as closely as possible, but depending on our class’s progress and need, there will be occasional changes which will be announced both in class and in writing. You are responsible for knowing about assignments whether or not you were present when they were announced. Below are preliminary due dates for the semester for each draft of your three main essays, including conference days. Please check the formalized ENGL 110C calendar located in the shared Google folder.   EAA = Everyone’s an Author (text)

 

​

Week 1

Wednesday 1/20

Course Introductions

For next class: TBD

 

Week 2

Monday

1/25

TBD

Wednesday

1/27

COUNTERSTORY NARRATIVE ROUGH DRAFT DUE

 

Week 3

Monday

2/1

COUNTERSTORY NARRATIVE PEER REVIEW DUE

Wednesday

2/3

COUNTERSTORY NARRATIVE POLISHED AND REFLECTION DRAFT DUE

 

Week 4

Monday

2/8

DISCUSS GENRE ANALYSIS AND DISCOURSE COMMUNITIES

Wednesday

2/10

CHOOSE DISCOURSE COMMUNITY FOR ASSIGNMENT 

 

Week 5

Monday

2/15

GENRE ANALYSIS ROUGH DRAFT DUE 

Wednesday

2/17

GENRE ANALYSIS PEER REVIEW DUE

 

Week 6

Monday

2/22

Conference Day

Wednesday

2/24

GENRE ANALYSIS POLISHED DRAFT AND REFLECTION DUE

 

Week 7

Monday

3/1

TBD

Wednesday

3/3

TBD

 

Week 8

Monday

3/18

GROUP WORK

Wednesday

3/10

ARGUMENTATIVE/PERSUASIVE PROPOSAL DUE

 

Week 9

Monday

3/15

ARGUMENTATIVE/PERSUASIVE PEER REVIEW

Wednesday

3/17

TBD

 

Week 10

Monday

3/22

TBD

Wednesday

3/24

POLISHED ARGUMENTATIVE/PERSUASIVE ESSAY AND PRESENTATION DUE 

 

Week 11

Monday

3/29

TBD

Wednesday

3/31

TBD

​

Week 12Monday

4/5

TBD

Wednesday

4/7

ALL JOURNAL ENTRIES DUE

 

Week 13

Monday

4/12

Conference Day 

Wednesday

4/14

TBD

 

Week 14

Monday

4/19

TBD

Wednesday

4/21

TBD

 

Week 15

Monday

4/26

TBD

Wednesday

4/27

TBD

Monday

5/3

FINAL EXAMS DUE

ePortfolio and Reflective Write Due

syllabus-final download
bottom of page