SYLLABUS
Dr. Alexandra Hidalgo, Assistant Professor
Department of Writing, Rhetoric, and American Cultures
Michigan State University
Office: 265 Bessey Hall
Office Hours: Tuesdays 5-6pm and by appointment
Department of Writing, Rhetoric, and American Cultures
Michigan State University
Office: 265 Bessey Hall
Office Hours: Tuesdays 5-6pm and by appointment
COURSE GOALS AND OUTCOMES
This course is an introduction to academic writing and rhetorical thinking. In this course you will learn to:
- Communicate and make arguments in an academic fashion.
- Perform primary and secondary research and present the results in MLA format.
- Utilize rhetorical concepts in order to enrich your creative process as you develop texts in various media (alphabetic writing, podcasts, and websites).
- Examine multiple aspects of a theme—coming of age—and compose texts that showcase what you have learned about it.
REQUIRED TEXTS
White Teeth by Zadie Smith. Published by Vintage International, 2001.
You will also need to watch the following two films:
Crooklyn, directed by Spike Lee, 1999. You can rent it for $2.99 on Amazon Instant Video.
The Perks of Being a Wallflower, directed by Stephen Chbosky, 2012. You can purchase it for $6.99 on Amazon Instant Video.
Our course website has links to additional online texts. There are also a number of readings in PDF format that can be found at desire2learn.
You will also need to watch the following two films:
Crooklyn, directed by Spike Lee, 1999. You can rent it for $2.99 on Amazon Instant Video.
The Perks of Being a Wallflower, directed by Stephen Chbosky, 2012. You can purchase it for $6.99 on Amazon Instant Video.
Our course website has links to additional online texts. There are also a number of readings in PDF format that can be found at desire2learn.
ASSIGNMENTS
Analytical Essay (30%)
For this project you will write an analytical essay related to White Teeth. Although I will provide you with suggestions for engaging critically with the text, I am also open to your own ideas. Your essay will be 5-8 pages long (1,500-2,400 words). You will need at least three sources. One from the web, one from print or the library catalogue, and a third that can be whatever you wish as long as it’s credible.
Podcast (30%)
In groups of five students, you will make a 4-6 minute podcast geared to a particular audience (college or high school students) where you explain how a particular culture (nationality, ethnicity, gender, sexuality, social class, profession, etc.) interprets what it is to come of age. The podcast will include narration, interviews with members of that particular culture, and a soundtrack. You will need 3-4 sources. One from the web, one from print or the library catalogue, and a third and fourth that can be whatever you wish as long as they’re credible. We will learn how to use Audacity in order to record and edit your podcasts.
Website (30%)
You will work on this assignment with a partner. You will analyze the relationship between coming of age and a person or work in a website you will create about them. You will be taught weebly, an accessible website-making software, as well as online conventions and visual rhetoric. You will need at least five sources. Two from the web, two from print or the library catalogue, and a fifth that can be whatever you wish as long as it’s credible. Your site’s text should be 1,400-2,200 words.
For this project you will write an analytical essay related to White Teeth. Although I will provide you with suggestions for engaging critically with the text, I am also open to your own ideas. Your essay will be 5-8 pages long (1,500-2,400 words). You will need at least three sources. One from the web, one from print or the library catalogue, and a third that can be whatever you wish as long as it’s credible.
Podcast (30%)
In groups of five students, you will make a 4-6 minute podcast geared to a particular audience (college or high school students) where you explain how a particular culture (nationality, ethnicity, gender, sexuality, social class, profession, etc.) interprets what it is to come of age. The podcast will include narration, interviews with members of that particular culture, and a soundtrack. You will need 3-4 sources. One from the web, one from print or the library catalogue, and a third and fourth that can be whatever you wish as long as they’re credible. We will learn how to use Audacity in order to record and edit your podcasts.
Website (30%)
You will work on this assignment with a partner. You will analyze the relationship between coming of age and a person or work in a website you will create about them. You will be taught weebly, an accessible website-making software, as well as online conventions and visual rhetoric. You will need at least five sources. Two from the web, two from print or the library catalogue, and a fifth that can be whatever you wish as long as it’s credible. Your site’s text should be 1,400-2,200 words.
READING AND VIEWING ASSIGNMENTS
For most class periods, I will assign texts in the form of readings, websites, podcasts, and videos. You will not succeed in this course if you don’t keep up with these texts.
Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a text assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a text assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
ATTENDANCE
You will be expected to show up for every class and pay attention, but I realize that illnesses and other complications do occur. Therefore, you may miss three classes without penalty. After that, three percentage points will be deducted for every class session you miss. If you miss more than six classes, whether your absences are excused or not, you will receive a failing grade. For extended absences due to medical or family emergencies, you should consult me upon return, if not sooner. A student who attends class but is not participating or paying attention may be counted as absent. Tardiness disrupts the class and everyone’s learning experience, so every tardy equals half an absence. The same applies for anyone who leaves class early. Bonus points will be awarded to students who miss fewer than their allotted three absences and who participate responsibly in class. You will receive one extra credit percentage point per each class you attend beyond your allotted three absences, i.e. if you miss no classes and have no tardies, you will earn three percentage points.
LATE WORK
For work that is late, I will deduct a letter grade per day that the work is delayed, so that a 4.0 will become an 3.5 on the first day and so on.
GROUP WORK
For each production stage of the podcast and website assignments, every group member is assigned particular responsibilities. If you fail to meet your responsibilities, you will be removed from your group and have two options: complete the assignment on your own or lose the credit for that particular assignment.
GRADES
Your final grade is made up of 100 points. Here is the breakdown:
| Assignment | Value | Due Date |
|---|---|---|
| Reading Quizzes (individual) | 10 points | In class, throughout the semester |
| Analytical essay (individual) Proposal |
26 points 4 points |
Full draft (2/25) and final version (2/28) 2/13 |
| Podcast
(in groups of 5) First Proposal Second Proposal Reflection |
20 points 2 points 2 points 6 points |
Full draft (3/27) and final version (4/3).
2/20 2/27 4/30 |
Website (in pairs) First Proposal Website Map Reflection |
20 points 2 points 2 points 6 points |
Full draft (4/22) and final version (4/25).
4/10 4/15 4/25 |
I will use the following scale to determine your grades:
| Points | GPA |
|---|---|
| 94-100 | 4.0 |
| 87-93 | 3.5 |
| 80-86 | 3.0 |
| 75-79 | 2.5 |
| 70-74 | 2.0 |
| 65-69 | 1.5 |
| 60-64 | 1.0 |
| < 59 | 0 |
SERVICES AND RESOURCES
MSU Writing Center. 432-3610. 300 Bessey Hall. The MSU Writing Center is the primary writing resource on campus. You’ll also find satellite centers in several campus locations including the main library.
MSU ESL Lab. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
MSU ESL Lab. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
AMERICANS WITH DISABILITIES ACT
In order to receive any accommodation for any disability, students must first register with the Resource Center for Persons with Disabilities (RCPD). The RCPD will request appropriate documentation and make a determination regarding the nature of the accommodation to which a students is entitled. The RCPD will then give the student a “visa” that specifies the kind of accommodation that may be provided. It is then the responsibility of the student seeking accommodation to present the visa to his/her instructor.
