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	<title>Rhetoric and Composition</title>
	<link>http://titania.stockton.edu/gen1120</link>
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	<pubDate>Sun, 11 Nov 2007 19:03:24 +0000</pubDate>
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		<title>Revised Again</title>
		<link>http://titania.stockton.edu/gen1120/2007/10/31/revised/</link>
		<comments>http://titania.stockton.edu/gen1120/2007/10/31/revised/#comments</comments>
		<pubDate>Wed, 31 Oct 2007 12:56:23 +0000</pubDate>
		<dc:creator>gussman</dc:creator>
		
		<category>Uncategorized</category>

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		<description><![CDATA[November
12 Draft due, essay #3. Bring at least 4 typed and double-spaced pages to class for peer review.   View Internet sites and guidelines for evaluating internet sites:
http://lib.nmsu.edu/instruction/evalcrit.html
14 Wrap up discussion of UnSpun.  Review sample papers.
16 Read: Portfolio Keeping., 32-53. Assign Reflection Essay.
19 Essay #3 due. In class: Post-write.  Schedule individual conferences.
21 [...]]]></description>
			<content:encoded><![CDATA[<p><strong>November</strong></p>
<p>12 <strong>Draft due</strong>, essay #3. Bring at least 4 typed and double-spaced pages to class for peer review.   View Internet sites and guidelines for evaluating internet sites:<br />
<a href="http://lib.nmsu.edu/instruction/evalcrit.html" target="_blank">http://lib.nmsu.edu/instruction/evalcrit.html</a></p>
<p>14 Wrap up discussion of <em>UnSpun</em>.  Review sample papers.</p>
<p>16 Read: <em>Portfolio Keeping</em>., 32-53. Assign Reflection Essay.</p>
<p>19 <strong>Essay #3 due</strong>. In class: Post-write.  Schedule individual conferences.</p>
<p>21 No Class: Happy Thanksgiving</p>
<p>26 Read: <em>Portfolio Keeping</em>, 53-60. In-class discussion of Service Learning experiences and speakers/events.</p>
<p>28 Service Learning ends. Final due date for Research Paper option. Individual Conferences begin, F 137. Bring draft of Reflection Essay to conference.</p>
<p>30 Individual Conferences, F 137<br />
Bring draft of Reflection Essay to conference.</p>
<p><strong>December</strong></p>
<p>3 Individual Conferences, F 137<br />
Bring draft of Reflection Essay to conference.</p>
<p>5 Review/questions about Final Portfolios/course evaluation.</p>
<p>7 Class does not meet per exam schedule</p>
<p>10 Final Portfolio due. Class post-mortem.
</p>
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		<title>The Syllabus</title>
		<link>http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus-2/</link>
		<comments>http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus-2/#comments</comments>
		<pubDate>Thu, 06 Sep 2007 16:00:33 +0000</pubDate>
		<dc:creator>gussman</dc:creator>
		
		<category>Uncategorized</category>

		<guid isPermaLink="false">http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus-2/</guid>
		<description><![CDATA[

&#160;
GEN 1120-01: Rhetoric and Composition
MWF 8:30-9:45
Richard Stockton College of New Jersey
Fall 2007

Dr. Deborah Gussman
Office: F-137 Hours: MWF 11: 40-12:40, and by appointment
Phone: 609-652-4657
deborah.gussman@stockton.edu
http://titania.stockton.edu/gussman
]]></description>
			<content:encoded><![CDATA[<p class="MsoNormal"><strong><span></span></strong></p>
<p align="center" class="MsoNormal"><a rel="attachment" href="http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus-2/bart-simpson-generatorgif/" title="bart-simpson-generator.gif"><img src="http://titania.stockton.edu/gen1120/files/2007/09/bart-simpson-generator.gif" alt="bart-simpson-generator.gif" /></a></p>
<p align="center" class="MsoNormal">&nbsp;</p>
<p align="center" class="MsoNormal"><span>GEN 1120-01: Rhetoric and Composition<br />
MWF 8:30-9:45<br />
Richard Stockton College of New Jersey<br />
Fall 2007</span></p>
<p class="MsoNormal"><span></span></p>
<p class="MsoNormal"><span>Dr. Deborah Gussman<br />
Office: F-137 Hours: MWF </span><span>11: 40-12:40, and by appointment</span><span><br />
Phone: 609-652-4657<br />
deborah.gussman@stockton.edu<br />
http://titania.stockton.edu/gussman</span></p>
<p class="MsoNormal"><!--[if supportFields]&amp;gt;<span><span></span><span> </span>GOTOBUTTON BM_2_ </span>&#8211;><!--[if supportFields]&amp;gt;<span><span></span></span>&#8211;><span></span></p>
<p class="MsoNormal"><strong><span>Course Description and Goals</span></strong><span>: This is a writing course focused on media analysis and civic engagement. <span></span>One major assumption of this course is that all writing is rhetorical, that is, designed to bring about effects in the material world. Therefore, the course will teach you to become more aware of the rhetorical effects of writing, including your own.<br />
</span></p>
<p class="MsoNormal"><span>Another assumption of this course is that critical analysis&#8211; identifying these effects&#8211; is key to becoming an informed citizen. This course will teach you to read and interpret the media, and to unpack our current culture of “spin,” with particular emphasis on advertising and news coverage.</span></p>
<p class="MsoNormal"><span>We will consider the texts we examine in relation to debates about important issues regarding how we live our lives and the structures of institutions that shape us: from the products we buy, to the politicians we elect to office, to the issues our communities confront and the actions we might take to resolve them.<span> </span>Along these lines, you are strongly encouraged to participate in the service learning option available to this class, which will concentrate on environmentalism, women’s and children’s advocacy, and arts education.<span> </span></span></p>
<p><strong>Required texts:</strong><br />
Jackson, Brooks and Kathleen Hall Jamieson.<span> </span><em>unSpun: Finding Facts in a World of </em><em><span><span></span>Disinformation</span></em><span>. NY: Random, 2007.</span></p>
<p class="MsoNormal"><span>Reynolds, Nedra. <em>Portfolio Keeping: A Guide for Students</em>. Bedford/St. Martins, 2006.</span></p>
<p class="MsoNormal"><span>Any recent writer’s handbook. If you don’t have one, I’ve ordered this:<br />
Hacker, Diana. <em>A Writer’s Reference</em>. Bedford/St. Martins, 6th ed., 2007</span></p>
<p class="MsoNormal"><span>Additional readings will be provided in class.</span></p>
<p><strong>Course Requirements:</strong></p>
<p class="MsoNormal"><span>1. Class Attendance: Regular attendance is required. You are expected to come to class having completed the assigned reading and/or writing and prepared to discuss the texts and your own work. More than four absences will lower your grade. More than seven will result in failure of the course. Coming to class without a draft on peer revision days will also count as an absence.</span></p>
<p class="MsoNormal"><span>2. Attendance at Designated Events:<span> </span>A number of speakers and events have been planned for the fall semester related to issues we will be covering in class (see syllabus). Based on your learning contract, which will be completed at the beginning of term, you will attend at least one campus event held outside of regular class hours.</span></p>
<p>3. Assignments: You can expect to write and revise four essays during this term, as well as to participate in regular in-class writing, reflective writing, and informal writing. This comes out to approximately one paper or other writing assignment per week. In addition, you will complete either 20 hours of service learning or a 15 page research paper (including a bibliography of at least 10 sources) on environmentalism, women’s and children’s advocacy, or arts education.</p>
<p class="MsoNormal"><span>More specifically, you will be completing the following:</span></p>
<p><strong>Working folder</strong>: you will need to keep a file folder or binder with multiple pockets to hold all of your materials for the semester, including notes, assignments and handouts from class, drafts, peer responses, and teacher feedback. You should date and label everything you put in the working folder &lt;!&#8211;[endif]&#8211;&gt;</p>
<p align="center"><span>______________________</span><br />
<span></span></p>
<p class="MsoNormal"><span><br />
<strong>Final Portfolio</strong>: At the end of the semester, you will be revising and editing three essays for portfolio presentation and grading. Along with these three essays, you will be choosing from your writing folder three other pieces of writing (including in class exercises and freewrites, reflections on service learning, drafts, and peer reviews) that best represent your learning and your writing strengths, improvement and interests. The final portfolio will also include a Reflective Introduction, in which you demonstrate and reflect on what you have learned about writing, reading and other topics of the course. </span></p>
<p align="center" class="MsoNormal"><span>______________________</span></p>
<p class="MsoNormal"><span></span><strong><span>Service Learning or Research Paper option</span></strong><br />
<span></span><strong><span></span></strong></p>
<p class="MsoNormal"><strong><span>Service Learning</span></strong><span> consists of the completion of 20 hours at a site chosen in consultation with Tara Fayter (who coordinates the campus service learning office). Most students will begin their placements during the 4<sup>th</sup> week of the term and complete them by the 13<sup>th</sup> week, for about 2 hours/week. In addition, students will post weekly reflections about their placements on Web CT. The final paper for students choosing this option should make a connection between class readings and discussions, speakers and events, and their individual service experiences. </span></p>
<p class="MsoNormal"><span></span><strong><span>Research paper</span></strong><span> option. This 15 page paper is written <strong>in addition to</strong> the four other essays.<span> </span>You will choose your topic from one of the areas of inquiry addressed this term: environmentalism, women’s and children’s advocacy, or arts education.<span> </span>You will begin research by the fourth week, and provide regular progress reports on WebCT including a detailed description of your topic, a working bibliography, outline, and drafts. Your paper should proceed as follows:</span></p>
<ul>
<li class="MsoNormal"><span>Define a problem/issue that needs to be addressed</span></li>
<li class="MsoNormal"><span>Conduct a search for information to determine the scope of the problem—local, state, national or global.</span></li>
<li class="MsoNormal"><span><span></span>Identify current or pending policies (local, state, national or international) that affect how the problem might be solved</span></li>
<li class="MsoNormal"><span>Develop at least one strategy (solution to the problem) to actively address the problem</span></li>
<li class="MsoNormal"><span>Communicate your analysis of the problem and proposed solution to others as a hypothetical letter to the editor</span></li>
</ul>
<p class="MsoNormal"><span>(adapted from Sylvia Mikucki, “Communication and Critical Inquiry Media Literacy Assignment” http://www.nytimes.com/ref/college/collegespecial10/pep-syllabus) </span></p>
<p class="MsoNormal"><span>This paper will be due no later than 11/28 (earlier submissions will be accepted).</span></p>
<p>4. Conferences.<span> </span>Class will be canceled 11/28-12/3 so that I may hold individual conferences with each of you. At that conference, we will review your final essay and your working folder. This conference is meant to help you prepare the final portfolio and the reflective introduction you will be writing for it.<br />
&lt;!&#8211;[if !supportLineBreakNewLine]&#8211;&gt;<br />
&lt;!&#8211;[endif]&#8211;&gt;<strong><span>Grading</span></strong><span>:<br />
Your grades will be calculated as follows:<br />
Drafts (must be turned in on day due and peer reviewed for credit): 15%<br />
Final Portfolio: 50%</span></p>
<p class="MsoNormal"><span><span></span>Service Learning or Research Paper: 25%</span></p>
<p class="MsoNormal"><span><span></span>Events: 10%</span></p>
<p class="MsoNormal"><span><strong>Academic Honesty</strong>: The college expects all the work you turn in to be your own. If you are found to have represented the work or ideas of others as your own, intentionally, or unintentionally, you will face serious consequences, as follows:<br />
1. Any student who is found to have plagiarized a paper or assignment, in full or in part, must meet with the professor of the class for which the paper is written.<br />
2. The professor will review the suspect work with the student.<br />
3. If this is the first time the student has been found to have plagiarized, he/she will receive an &#8220;F&#8221; for that paper or assignment and/or the course.<br />
4. For second offenses of plagiarism, the student will receive an F for the course.<br />
Additionally, and in accordance with <a href="http://www2.stockton.edu/bulletin/undergrad/chap7.pdf">Stockton College policy</a>, I will report all instances of plagiarism to the Vice President for Academic Affairs. Students may be subject to discipline by the college, such as being placed on academic probation or expelled.</span></p>
<p class="MsoNormal"><strong>Schedule (Subject to Change—check WebCT regularly)</strong></p>
<p><strong>September</strong></p>
<p>5 Introduction to course, and in-class writing</p>
<p>7 Discuss in-class writing, intro to Web CT<br />
Conduct pre-service learning survey</p>
<p>10 Read: <em>Portfolio Keeping</em>, 1-16<br />
Service learning orientation with Tara Fayter.</p>
<p>12 Read: Silverblatt, from <em>Approaches to Media Literacy,</em> 33-42, 47-58, 64-65 (handout)</p>
<p>14 Continue discussion of Silverblatt</p>
<p>17 Read: Twitchell, from<em> 20 Ads that Shook the World</em> (handout)<br />
Assign Essay #1.</p>
<p><strong>[18 EVENT: Freshman convocation with Ishmael Beah 4:30-6:00, Performing Arts Center. <a target="_blank" href="http://www.alongwaygone.com/">http://www.alongwaygone.com/</a> ]</strong></p>
<p>19 Continue discussion of Twitchell and essay assignment.</p>
<p><strong>EVENT: Ordinary Lives of Engagement speaker &#8212; Joe Pirozek on Environmentalism (3:30, TRLC). Pirozek is head researcher and co-founder of <a target="_blank" href="http://www.parkday.org/index.htm">The Parkday Organization</a>.<br />
</strong></p>
<p>21 Continue discussion of Twitchell. Bring in magazine ads to discuss.</p>
<p>24 Read <em>Portfolio Keeping,</em> 17-31.<br />
In-class: Discuss ads.</p>
<p><strong>[25 EVENT: The Camden 28. Film screening and panel discussion of a draft board break-in that put activism on trial. 4:30, Alton Auditorium]</strong></p>
<p>26 <strong>Draft due, Essay #1</strong>. Come to class with at least 3 pages, typed and double-spaced for peer review.</p>
<p>28 Read: Jackson and Jamieson, <em>UnSpun</em> Intro and Ch. 1, “From Snake Oil to Emu Oil”</p>
<p><strong>October</strong></p>
<p>1 <strong>Paper 1 due</strong>. In class: Post-write. View <a target="_blank" href="http://adbusters.org/home/">Adbusters</a> and <a target="_blank" href="http://www.thetruth.com/">The Truth</a> websites.</p>
<p>3 At home: View on line exhibition of political advertisements at: <a target="_blank" href="http://livingroomcandidate.movingimage.us/index.php">http://livingroomcandidate.movingimage.us/index.php</a><br />
Look around, but be sure to view the ads for 1996.<br />
In class: Analyze Bill Clinton’s 1996 “Surgeon” ad.</p>
<p><strong>[4 Event – Fannie Lou Hamer Civil Rights Symposium featuring<br />
Vanita Gupta of the NAACP Legal Defense fund, 2:30-4:30 in the<br />
PAC]</strong></p>
<p>5 Read: <em>Unspun</em> Ch. 2 “A Bridesmaid’s Bad Breath”</p>
<p>8 Read: <em>Unspun</em> Ch. 3 “’Tall’ Coffees and Assault Weapons”</p>
<p>10 View: <em>Outfoxed</em></p>
<p>12 <em>Outfoxed</em> – finish viewing and discuss<br />
Assign essay #2</p>
<p>15 My Front Page exercise</p>
<p>17 My Front page exercise, cont.</p>
<p><strong>EVENT: Ordinary Lives of Engagement Speaker: Nicole Jacobi on Children and Women’s Advocacy, 6:30 pm, Alton Auditorium </strong></p>
<p><strong>[18 EVENT: Pat Ortman, on &#8220;Girls Gotta Run: Artists Supporting<br />
Ethiopian Athletes&#8221; 4:30-6:00 in the TRLC, <a target="_blank" href="http://www.girlsgottarun.org">http://www.girlsgottarun.org</a>]</strong></p>
<p>19 No class. Work on your drafts.</p>
<p>22<strong> Draft due,</strong> Essay #2. Bring at least 3 typed, double-spaced pages to class for peer review.</p>
<p>24 Read: UnSpun, Ch. 4 “UFO Cults and Us: Why We Get Spun”</p>
<p>26 Read:<em> UnSpun</em>, Ch. 5 “Facts Can Change Your Life” and Ch. 6, “The Great Crow Fallacy”<br />
View:<a target="_blank" href="http://factcheck.org/"> http://factcheck.org/</a></p>
<p>29 <strong>Essay #2 due</strong>. Assign Essay #3<br />
In class: Post-write</p>
<p>31 Read: <em>UnSpun</em>, Ch 7, “Osama, Ollie and Al”<br />
View Internet sites and guidelines for evaluating internet sites:<br />
<a target="_blank" href="http://lib.nmsu.edu/instruction/evalcrit.html">http://lib.nmsu.edu/instruction/evalcrit.html</a></p>
<p><strong>November</strong></p>
<p>2 Read: handouts on Hillary, Rudy and political advertising</p>
<p>5 <em>UnSpun</em>, Ch. 8, “Was Clarence Darrow a Creationist” and<br />
Conclusion</p>
<p>7 Preceptorial Advising-no classes</p>
<p><strong>EVENT: Ordinary Lives of Engagement Speaker, Joanna Sykes-Sevedra on Arts Education, 6:30 pm, Alton Auditorium </strong></p>
<p>9 No Class—Work on your draft</p>
<p>12 <strong>Draft due</strong>, essay #3. Bring at least 4 typed and double-spaced pages to class for peer review</p>
<p>14 In-class discussion of Service Learning experiences and speakers/events</p>
<p>16 Read: <em>Portfolio Keeping</em>., 32-53. Assign Reflection Essay.</p>
<p>19 <strong>Essay #3 due</strong>. In class: Post-write. Schedule individual conferences</p>
<p>21 No Class: Happy Thanksgiving</p>
<p>26 Read: <em>Portfolio Keeping</em>, 53-60</p>
<p>28 Service Learning ends. Final due date for Research Paper option. Individual Conferences begin, F 137. Bring draft of Reflection Essay to conference.</p>
<p>30 Individual Conferences, F 137<br />
Bring draft of Reflection Essay to conference.</p>
<p><strong>December</strong></p>
<p>3 Individual Conferences, F 137<br />
Bring draft of Reflection Essay to conference.</p>
<p>5 Review/questions about Final Portfolios/course evaluation.</p>
<p>7 Class does not meet per exam schedule</p>
<p>10 Final Portfolio due.</p>
<p>&lt;!&#8211;[endif]&#8211;&gt;
</p>
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		<title>The Syllabus (doc)</title>
		<link>http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus/</link>
		<comments>http://titania.stockton.edu/gen1120/2007/09/06/the-syllabus/#comments</comments>
		<pubDate>Thu, 06 Sep 2007 15:39:29 +0000</pubDate>
		<dc:creator>gussman</dc:creator>
		
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