English 101-S01

Critical Reading and Composition

Special Section for Non-native English speakers

Instructor: Ruthanne Hughes

Office: HUMO 312
Email: wengerrj@email.sc.edu
Office hours: Friday 12:30-3:30

Required Materials
(1) USC Dept. of English. The Carolina Reader for English 101. Fall 2017 ed. Edited by
Kate Porubsky and Nicole Fisk. Plymouth, MI: Hayden-McNeil, 2017. Print.
(2) Lunsford, Andrea A. The Everyday Writer for the University of South Carolina. 6th ed.
New York: Bedford/St. Martin’s, 2016. Print.
(3) A notebook or binder to keep writing assignments in

You might also want to use some form of secure cloud backup and storage for your files (flash
drives can be unreliable). Google Drive is one option and is available to all Gmail users.

Course Description
English 101 provides you with structured, sustained practice in critical reading, analysis and
composing. During the semester, you will read a range of challenging, linguistically rich texts in
a variety of genres—which may include academic, literary, rhetorical, cultural, and multimedia
works—and write expository and analytical essays in response to them. Through these reading
and writing assignments, you will explore the interconnectedness of reading and writing, and
learn how to use both as venues for inquiry, learning, thinking, interpretation, and
communication. The course offers instruction and individualized feedback to help you advance
as a thoughtful reader and as an effective writer.

Learning Outcomes
In this class students will:
• Encounter a variety of challenging texts representing a range of literary and non-literary
genres;
• Learn and practice strategies for reading carefully, closely, and critically;
• Work through a full range of writing processes—including invention, planning, drafting,
revision, and editing—in order to produce effective college-level essays;
• Develop, organize, and produce effective expository and analytical essays;
• Become acquainted with conventions for summarizing, paraphrasing, and documenting
reading material in accordance with MLA guidelines;
• Develop a clear, effective writing style, free of major errors and appropriate for academic
audiences.
Assignments

Final Portfolio 47%

Reflection Essay 2%
Final Draft 1 15%
Final Draft 2 15%
Final Draft 3 15%
Short Writing Assignments 23%
SWA 1 7%
SWA 2 8%
SWA 3 8%
Writing Notebook 10%
Peer Review 10%
Quizzes 5%
Participation 5%

Final Portfolio (47%)—The Final Portfolio consists of a cover letter (the reflection essay) and
drafts and revised versions of the three major papers you will write this semester. You will
receive feedback from me and at least one classmate on each draft. I expect you to revise these
drafts substantively based on this feedback as you prepare them for final submission in your
portfolio. Final papers that have not been substantively revised will incur a grade penalty. All
three essays (drafts and final versions) need to be carefully proofread and need to incorporate the
feedback you received from me and your classmates.

The three major essays:

(1) Essay 1—close reading of a written text
(2) Essay 2—close reading of a visual text
(3) Essay 3—cultural comparative analysis

These essays will be due both in draft forms and in the final portfolio. You will submit drafts of
the three papers throughout the semester on the dates specified in the reading schedule. In each
draft, you will analyze one or more of the assigned printed or visual texts. Essay drafts should
not be treated any differently than final drafts; all require careful planning and multiple instances
of revising or rewriting. However, I understand that drafts might be “rough” and thus need a
second pair of eyes to spot opportunities for improvement in terms of argument, organization,
and style. All essay drafts should meet the minimum length and content requirements as spelled
out in the assignment sheet. Failure to meet minimum expectations will automatically result in a
failing grade on the draft.

Short-writing assignments (23%)—Short-writing assignments (SWA) offer you opportunities to

receive feedback on your ideas as well as your writing. These assignments support your efforts
with the three major essays, providing plenty of practice and building comfort with the kinds of
skills more formally assessed in the papers. Each SWA has its own, specific assignment
overview, which I will pass out and discuss in class in advance of the due date. The first SWA is
worth 7%, while the others are worth 8%, to reflect the expectation that your writing will
improve with practice.
Writing Notebook (10%)— Throughout the semester, you will compose short responses to
prompts in your Writing Notebook, which you must bring to every class. These may be assigned
and completed in class or as homework. Each entry must begin on a fresh page and must be
numbered and dated. This notebook should not contain any in-class notes you take during
discussions—keep those in a separate notebook. At the middle and end of the semester, you will
submit this notebook to me, where entries will be cross-checked with attendance. This work
cannot be made up if you are absent or if you forget your Writing Notebook, unless you receive
permission to do so before the class you miss. In other words, you cannot email me after you are
absent and ask to make it up; you must get prior permission.

Peer Review (10%)— We will be doing group-based peer review of drafts of each of the essays.
You are expected to read and comment thoroughly on the drafts of your peers for each
workshop. You will also have a chance to rate your fellow group members on the helpfulness of
their reviews of your drafts. If you are absent, you cannot receive a grade for the peer review,
unless we have previously worked out an alternate assignment. Peer review involves not only
engaging with a partner’s paper but also constructing a one-page memo, in which you will write
your responses to guiding questions in a more narrative form.

Quizzes (5%)—Throughout the semester, there will be unannounced pop quizzes based on the
assigned reading. There may also be announced quizzes about content, such as MLA format or
concepts we discuss. You will be told about announced quizzes in class; they do not appear on
the syllabus. Quizzes cannot be made up if you are late or absent.

Participation (5%)— Class participation is a vital part of the learning experience. Different
people participate in different ways, but everyone will need to be engaged in listening and
commenting through spoken and/or written comments. We will do a lot of writing, activities, and
discussions, so be ready to be a meaningful contributor. A big part of that is being prepared for
class. The readings this semester will provide you with crucial information that we will be
putting into practice. You cannot meaningfully contribute if you haven’t read the material, and it
wastes my time and the time of your classmates for you to make up comments and hope they fit
in. You need to come to class having done the readings every day. Your active participation in
discussion and activities will count towards a participation grade that reflects your efforts and the
quality and frequency of your engagement, comments, and attention. If you are not a person who
likes talking in class, make sure that you participate more by listening, writing, and group work.

Ghost Grades and Revision

The three major essay assignments will be commented on and given a “ghost grade.” This grade
is not your final grade on the assignment. Using the feedback provided, you will instead revise
your work and turn it in again at the end of the semester in your final portfolio, in lieu of a final
exam. The amount your grade will increase will be determined by the quantity and quality of the
changes you make to your work. In addition, simply fixing the problems I have pointed out in
my feedback will cause your grade to remain the same or only bump it slightly. Making no
changes will result in a lower grade. We will discuss revision more in class.
Course Policies
Grading
A “C” is the lowest passing grade in English 101. In accordance with the university’s policy in
regards to general education classes, I grade on a 10-point scale (A=90-100; B+=88-89; B=80-
87; C+=78-79; C=70-77; D+=68-69; D=60-67; F=59-0). I’ll specify more detailed requirements
in each assignment. If you have a question about a grade you receive on an assignment, please
feel free to discuss it with me in my office.

Attendance
This class is grounded in workshop activities and class discussion, so it’s important to attend. If
you know that you will have to be absent, it is courteous to let me know in advance. It is your
responsibility to catch up on any missed material. In accordance with University policy, anyone
who misses 25% of our scheduled class periods will fail the course, and anyone who misses
more than 10% will receive a 1-letter deduction from the course grade. Please note that the
University’s attendance policy does not distinguish between “excused” and “unexcused”
absences. Exceptions may be granted in the case of extreme circumstances; judgment is on a
case-by-case basis. If you must miss more than 2 classes beyond the 10% absence threshold, you
should consider withdrawing from the course.
Please note the following schedule of penalties:
• If you miss more than 10% (3 classes; penalty starts on the 4th), you will lose 1 letter
grade.
• If you miss 20% (6 classes), you will lose 2 letter grades.
• If you miss 25% (7 classes) or more, you will fail the course automatically.

Class Discussion
This class is largely based on in-class discussions. While this may be an unfamiliar or
uncomfortable format for some students, it allows us to discover what we believe about certain
topics and to develop our ideas together. I will not tell you what to think about what you read.
You will tell me and the class your thoughts; others will respond to your ideas; I will respond; I
will ask questions; ultimately, we will arrive at something interesting! This is the point of
reading and writing as disciplines—to develop interesting, well-thought ideas and to figure out
how to communicate them. Don’t be afraid to speak. It’s okay to offer ideas that you aren’t
entirely sure about—we will figure it out together.

This classroom is a safe space. I want to hear what you think, and I hope you want to hear what
your classmates think, too. In our discussions, treat classmates and their ideas with respect. Take
an interest in your classmates’ work and accept constructive feedback on your own. Don’t be
afraid to share your ideas, ask questions, and have fun. Humor is great, but it is not okay to make
fun of people, their ideas, or their language skills.

An important note on language—this class is absolutely not an English as a second language

class. If there is a word or concept that you do not understand, it is okay to ask me or another
student for help. Sometimes, it will be easier for another student to explain it to you in Chinese
than for us to muddle about in English, and that is okay. However, the default rule is that you
may only speak English in class, unless I’ve given permission to speak Chinese (or your native
language). This is because, as the teacher, I need to be able to hear what you are talking about in
group work and discussions so that I can offer help and keep you on track.

Class Participation
Hopefully, you have already begun to realize that participation in class is absolutely vital. Our
work this semester should be challenging, interesting—and at times, even fun. Please come to
class promptly, prepared, and ready to do your best. A crucial part of participation is being
prepared. You cannot meaningfully contribute if you haven’t read the material, and it wastes my
time and the time of your classmates for you to make up comments and hope they fit in the
discussion. I recognize that it takes longer to read assignments in a language other than your
native one, so I have adjusted the readings for this class accordingly. You need to come to class
having done the readings every day. If you are having a hard time completing the readings, speak
with me; I can help you find ways to get the readings done faster and easier.

Technology
Texting will not be tolerated. Turn off your phone or set it to silent mode before class starts. If I
catch you texting, on WeChat, checking social media, surfing the web, or playing games during
class, I will give you a warning and then I’ll ask you to leave. Laptops will only be necessary on
those days in the reading schedule marked “work on your paper.”

I recognize that translators are helpful to non-native English speakers, so I allow you to use your
phone for translation ONLY. To make sure that phones are being used for translation and
translation only, keep your phone turned face up on the corner of your work area. When using it
for translation, keep it on the desk and return it to the corner when you are done.

Email
You must have a working email address so I can send you announcements and answer any
questions that come up between class periods. If you do not use your USC account, please make
sure that an alternate working email address is added to the Blackboard site for the class. Mass
emails sent through Blackboard often end up in the “spam” or “clutter” folder. You should check
these regularly to make sure you have not missed important information. There may be periodic
checks sent via email to make sure you’re reading them, and these may count as a participation
grade.

When you email me, remember your genre and write in an appropriate academic style. I am
happy to help you with your work over email, but if you have a question about revision or
drafting, be specific. “Can you look over my essay?” is not a specific question. “Is my thesis
clear?” is a specific question. If you need more than a simple question answered, please make an
appointment with me.

Please email me whenever you have a problem or concern in class or if you are having any
outside problems that are affecting your work. I am here to help you, but I cannot do anything if
you do not tell me about the problem. So let me help!
Food in Class
I do allow food and drinks in class, provided that you clean up after yourself and are courteous
(i.e. don’t spill, don’t talk with your mouth full, don’t bring smelly food). I reserve the right to
have you put away or get rid of your food if it is a distraction to me or other students.

Late Papers
All papers are due on the dates specified throughout the reading schedule. Late papers will
receive a 10 point grade penalty per day, and I reserve the right to not accept them at all.
Exceptional circumstances (think concussion, severe illness, family tragedy) will be determined
on a case-by-case basis, in light of documentation such as a doctor’s note. In such cases, a new
due date will be negotiated. Keep in mind that late-paper exceptions do not automatically come
about if your technology is not working. Sometimes Blackboard is iffy, and sometimes campus
wifi is spotty. You need to allow enough time for such contingencies.

With this being said, though, I do not want assignments to become an undue burden on you. If
you are having a problem that is affecting your school work or your ability to turn it in on time,
please talk to me and we can work something out. Communication is key, and I cannot help you
if you do not tell me there is a problem.

English Grammar
This course is about teaching you to compose good pieces of writing. One way of thinking about
what makes a piece of writing good is that it has a good idea and it communicates it effectively,
even beautifully. In addition to ideas, things like organization, thesis statement,
counterarguments, evidence, and transitions are FAR more important than grammar, vocabulary,
and spelling. In class, we will focus primarily on constructing well-formed arguments and
crafting beautiful language. I will not lecture on grammar.

With that being said, if your paper is not written with a certain level of grammar proficiency,
your great ideas and organization will be unintelligible. In this college course, you are expected
to have comprehensible grammar in all formal assignments (SWAs and essays). The university
offers some excellent resources to help you with this, including the Writing Center and the Peer
Writing and Communication Lab. Additionally, there are outside resources, such as conversation
partners through organizations like International Friendship Ministries and independent tutors.
Please ask me if you would like more information on these options.

The Writing Center and Peer Writing and Communications Lab

The Writing Center and PWC are facilities where experienced writing tutors help students with
their writing assignments. The job of these tutors is not to edit or proofread papers; their job is to
help students with writing strategies, such as organization, coherence, and style. You are strongly
encouraged to visit the Writing Center as often as possible to get additional help on your writing
assignments. For non-native speakers, the Writing Center does offer help with grammar, but you
are strongly encouraged to focus on the quality of your writing first, and then finish by focusing
on grammar. You may want to make two appointments—the first to work on ideas, and the
second to work on grammar. The Writing Center is located in Byrnes 703 (corner of College and
Sumter, at the open end of the Horseshoe). You can make appointment online at:
http://artsandsciences.sc.edu/write/university-writing-center. For the Peer Writing and
Communications Lab, appointments can be made at
https://www.sc.edu/about/offices_and_divisions/student_success_center/make-
appointment/index.php. Most PWC appointments will meet in the Thomas Cooper Library. Note
that for the Peer Writing Lab, appointments that are canceled with less than 24 hours notice will
be charged a $15 cancellation fee. Other than this, appointments at both centers are free.

Paper Format and Documentation

All formal assignments should be in MLA format, typed in 12-pt Times New Roman font, and
double spaced with 1” margins. All formal assignments should be turned into Blackboard in a
.doc or .docx file AND in hard copy in class or to my mailbox by 5 pm on the date they are due.

USC provides Microsoft Office 365 free to students. You can install Microsoft Word, Excel,
PowerPoint, and One Note by clicking on your Microsoft Outlook (student email) user icon.
From there, click “View my account,” then “Install status,” then “Install desktop applications,”
and finally “Install.”

Academic Honesty
You are bound by the university’s policies on academic honesty, which bar you from presenting
another person’s work or ideas as your own, allowing someone to write an assignment or part of
an assignment for you, or neglecting to properly acknowledge source materials. First-Year
English policy also prohibits you from recycling work—that is, from turning in a paper
completed in another class for credit in this class. The university takes violations of these
policies seriously; penalties include failing the course and expulsion from the university. You are
also responsible for reading the Academic Responsibility section of The Student’s Guide to
First-Year English on the English Department Website. We will learn about and discuss
strategies for research and source use, citation, and documentation throughout the semester. If
you have any questions about academic honesty or use of source materials, please come to me
before the assignment is due.

Cheating
I have zero tolerance for cheating in any form. Any cheating will result in an automatic 0 on that
assignment, and may result in failing the course and being reported to the office of academic
integrity. Cheating is defined as presenting anything other than your own work in a way that
makes it seem like yours. This includes (but is not limited to) using the internet or notes on
quizzes and taking answers or hints from classmates. It also involves the use of manipulation in
order to try to achieve a higher grade. Additionally, any time a quiz or graded assignment is out,
speaking Chinese is strictly prohibited. Since I do not know what you are saying, I have to
assume you may be cheating. Translators may not be used on quizzes; if you need help with a
word, raise your hand and ask me.

Plagiarism
Plagiarism is the specific term for cheating on written assignments. Using the internet for sources
and asking classmates for help are allowed on papers. However, anytime you use an idea or
words that did not originate in your own head, it must be cited so that credit is given to the
person who had the idea first. This is standard practice for all Western academic writing, but is
different from standard writing in many other places in the world. We will talk about this in
depth to make sure you understand what is expected.

There are two types of plagiarism: accidental and intentional. Accidental plagiarism can happen
when you forget to cite a source or paraphrase too closely. Intentional plagiarism happens if you
turn in a paper or part of a paper that someone else wrote, whether it came from a source, the
internet, or another student. This is obviously completely unacceptable. It is very easy to detect
plagiarism, and every paper will be run through an online plagiarism checker. Do not risk
jeopardizing your academic career and future. Make sure you write your own work.

“It is better to fail in originality, than to succeed in imitation.”

–Herman Melville, Hawthorne and His Mosses, 1850

Disability Services
The University of South Carolina provides high-quality services to students with disabilities, and
we encourage you to take advantage of them. Students with disabilities needing academic
accommodations should: (1) Register with and provide documentation to the Office of Student
Disability Services in LeConte College Room 112A, and (2) Discuss with me the type of
academic or physical accommodations you need. Please do this as soon as possible, as I am
unable to provide accommodations without the proper documentation.

Reading Schedule
The following schedule lists reading and writing assignments on the days they are due. The
following readings and due dates may potentially change, in order to better meet the needs of the
class. An updated reading schedule will be provided, if necessary.

Date Reading Due Assignment Due

Week 1: Introduction

January 17 Syllabus

Unit 1: Making Meaning in Text

Week 2: Foundations

January 22 Read “This is Water,” pg x -xvii

Last Day to Withdraw without
a W recorded

January 24 Read Ch 9, TEW

Academia 101

Week 3: What is Interpreting and Writing?

January 29 Read “How to Recognize a Poem

When You See One,”pg 17
January 31 Read “The Interior View: One
Writer’s Philosophy of
Composition,” pg 47

Week 4: Analyzing Poetry

February 5 Read “My Papa’s Waltz,” pg 100

Read Ch 5, TEW

February 7 Read “The Journey” by Mary SWA 1 due in class and

Oliver (link on BB) on BB
Read “Joyas Voladoras,” pg 103

Week 5: Essay Writing

February 12 Read Ch 18, TEW

February 14 Read Ch 6, TEW

Week 6
Unit 2: Making Meaning in Visual Text

February 19 Peer Review Bring 3 drafts of Paper 1

Read Ch 7b, TEW

February 21 No assigned reading Paper 1 Due

Week 7: Theories of Visual Analysis

February 26 Read “Las Meninas,” pg 179

February 28 Read Understanding Comics, pg

110

Week 8: Analyzing Images

March 5 Read Bitch Planet, pg 212

March 7 Poster Art from WWII (link on SWA 2 due, in class and
BB) on BB

March 9 Last Day to Withdraw without a WF recorded

Week 9

March 12 Spring Break—No Class

March 14 Spring Break—No Class
Week 10: Analyzing Images, cont.

March 19 Read “Ferguson, Uncensored”

(link on BB)

March 21 Peer Review Bring 3 drafts of Paper 2

Read Ch 7c, TEW

Unit 3: Making Arguments with Texts in Context

Week 11: Finding Historical Allusions

Sunday, March 25 Paper 2 due on

blackboard by 11:59 pm
March 26 Read The Things They Carried, Paper 2 due in class
pg 360

March 28 Read “Dear Mississippi,” pg 395

Read Ch 13, TEW

Week 12: Talking to the Text

April 2 Read “Mother Tongue,” pg 375

April 4 Read Ch 15, TEW Homework assignments

Read They Say, I Say, pg 408 on Ch 15 and They Say, I
LIBRARY DAY Class will meet Say due on BB
in the lab on the first floor of
Thomas Cooper Library
Week 13: Comparing Texts

April 8, Sunday SWA 3 due on BB at

midnight
April 9 Read “Those Winter Sundays,” pg SWA 3 due in class
515
Read “forgiving my father,” pg
517

April 11 Read “The Sleeping Beauty in the

Woods,” pg 495
Read “There Was Once,” pg 503

Week 14: Comparing Texts, cont.

April 16 Peer Review Bring 3 drafts of Paper 3

April 18 No assigned reading Paper 3 due in class and
Watch The Handmaid’s Tale in on BB
class

Week 15: Revision

April 23 Reading TBA: Macro Revision

April 25 Reading TBA: Meso Revision

Week 16: Revision, cont.

April 30 Reading TBA: Micro Revision

May 2 Final Exam Period 4 pm

No Exam, Portfolios Due (in person)