Instructor: Renea Frey
Office: BAC 268
Office Hours: M: 1:00 – 2:00
H: 2:00 – 4:15
Phone: 513-529-5221 (English Office)
ENG 111, Composition and Rhetoric, is a writing course focused on principles and practices of rhetoric and composition useful for producing writing that is effective for its purpose, audience, and context. ENG 111 focuses especially on helping students learn and apply rhetorical knowledge, methods, and strategies; analyze and construct arguments using techniques for rhetorical analysis and inquiry; understand, refine, and improve their composing practices; and develop the intellectual and analytical skills necessary to produce effective writing at the college level. The course emphasizes rhetorical inquiry and invention, promoting critical questioning, exploring, and researching, and teaching skills for planning, analysis, research, and development of ideas for a particular academic or public audience. It also teaches principles of effective organization and style and strategies for revision, editing, and proofreading. A key purpose of the course is to teach students to deliver writing in a variety of contexts, including digitally networked environments.
As a Miami Plan Foundation course, ENG 111 meets the broad goals of a liberal education: to nurture your intellectual capabilities to think critically, to understand diverse contexts, to engage with other learners, and to apply knowledge and skills learned through effective reflection and action. The intellectual skills developed in this course will help you in your academic writing at the university but also in your future civic, social, and professional endeavors.
Course Goals and Outcomes
• Rhetorical Knowledge. Students demonstrate an ability to write effectively for different contexts, audiences, purposes, and genres (particularly academic contexts, audiences, purposes, and genres) and demonstrate their awareness of audiences’ multiple perspectives.
• Composing process. Students engage the composing process using effective strategies for developing ideas; researching topics; producing drafts; revising, peer responding, editing, and proofreading their writing; and delivering their writing via print and electronic media.
• Inquiry, invention, and research. Students ask good questions, conduct research-based inquiries, and use invention techniques effectively to explore their own ideas, to engage different perspectives, and to develop findings into sustained arguments or narratives. Students can locate, evaluate, integrate, and cite secondary sources of information effectively and ethically, using appropriate academic citation methods.
• Organization, style, editing. Students produce effectively organized writing that is stylistically appropriate and that meets conventional expectations for particular audiences in specific contexts. Student writing shows evidence of careful proofreading and attention to mechanics, appropriate to audience and context.
• Digital and multimodal rhetoric. Students effectively produce, share, and publish their writing using appropriate technologies for production, editing, commenting, delivery, and sharing of files. Students demonstrate critical awareness of the unique affordances and limitations of diverse writing technologies and modalities of communication, both digital and non-digital.
• Reflection, meta-cognitive awareness. Students apply concepts and terms from the field of rhetoric/composition to reflect critically on their own composing practices and rhetorical decisions, including decisions about the technologies used in the production and reception of their writing.
Everything’s An Argument. Andrea Lunsford and John Ruszkiewicz. Bedford/St. Martin’s; Fifth Edition (December 23, 2009)
College Composition at Miami (Volume 65). 2012. Plymouth, MI: Hayden-McNeil. ISBN 978-073804440-8—> Available through Miami Bookstore
Other Materials We Will Use in Class
A lap top computer (We will use these in almost every class, so please bring them with you!)
Companion website for College Composition at Miami (Volume 65) —> http://ccm.miamiu.haydenmcneil.com/
Various PDF Files These readings will be available to you via the class Niikha site under “Resources à Readings.”
Purdue Online Writing Lab http://owl.english.purdue.edu/owl/
This is a useful resource for style and formatting questions, available free online.
A Chalk & Wire e-portfolio account (To be provided; paid for already out of your technology fee}
Word Press Blog Account – This free account will be used for Inquiry Three, part A. We will discuss setting up your account a couple of weeks into the course; you may add an additional blog to an existing account if you already have one.
Major Projects and Course Requirements
ENG 111 will be centered on five major writing inquiries — as listed in the table below. Each inquiry is comprised of a number of components, including class activities, shorter writing assignments, drafts, peer responses, proposals, research notes, Writer’s Letter, and a major final paper (or the equivalent) for each inquiry. The major final paper for each inquiry will vary in length. Inquiry #1 will result in a shorter paper (~2-4 pages). The other inquiries will result in longer papers (~4-7 pages or the equivalent). At least two of the papers will require that you integrate secondary sources of research. Each of these major projects will require an accompanying Writer’s Letter that asks you to explain your purpose and audience for each assignment; to explain your rhetorical choices and strategies; to reflect on your writing process; to describe what you did in revision, etc. The major assignment for Inquiry #5, the e-portfolio project, is actually an extended Writer’s Letter asking you to collect, analyze, and reflect on your writing and rhetoric through the entire semester.
|Primary Inquiry||Focus||Percentage of Final Grade|
|1. Self Inquiry
|Analyzing and reflecting on your rhetorical practices in a particular context.||10%|
|2. Textual Inquiry/
|Using rhetorical analysis as a method to analyze a public argument.||15%|
|3. Issue Inquiry/
Public Issue Argument
|Researching and making a rhetorical argument about a public issue.||20%|
|4. Media Inquiry/
|Understanding how the medium affects the message by remediating a previous piece of writing (by changing the medium using digital media and perhaps multi-modality) to present your work to a new audience.
|Reflecting on your writing and rhetoric through analysis of your coursework collected in an e-portfolio.
|Reflective Letters||Analysis of your writing process, due with each assignment.||10%|
|Participation||Participation includes in-class activities and workshops, short in-class writing assignments, discussion board postings, etc.
Grading Scale and Policies
F 59% and below
Other types of grading policies to consider including:
• You must complete all five of the individual major writing projects to receive a grade of C or higher in the course.
• Specific criteria for each major assignment will be explained and developed in class. However, all writing you produce in ENG 111 should meet the following general criteria: (a) The writing meets the requirements and parameters for the assignment; (b) the writing is intelligent, well-informed, respectful of others, grammatically competent and stylistically fluent, well organized, and, most importantly, rhetorically effective for its purpose, audience, and context. Specific rubrics will be discussed and presented in class for each assignment so that students have clarity about the expectations and scope of each assignment.
• Participation is a vitally important component of ENG 111, constituting a significant portion of your grade for the course. There are a number of ways that you will be expected to participate and/or collaborate in ENG 111 which will constitute 15% of your overall grade. These activities include: participating in peer review, having drafts ready on time for peer review, reading required materials prior to the class for which they are assigned, participating in group and class discussions, posting to forums during and outside of class in a timely manner, responding to classmates’ posts when assigned, participating in and upholding citizenship guidelines, responding to student and course readings, asking questions, commenting, and being actively engaged with the activities of this class, both online and in person.