Fall 2013 English Composition 1102 F3: Objects of Humanity

Dr. Joy Bracewell Office: Clough, Room 447 Office hours: TBA joy.bracewell@lmc.gatech.edu *I do not have an office phone.

View of The Greek Slave by Hiram Powers, a sculpture in the U.S. section of the Great Exhibition of 1851, from Dickinsons Comprehensive Pictures (colour litho), Absolon, John (1815 -95) / Bridgeman Art Library

COURSE OVERVIEW
What is this class about?
First, this class is about multimodal--(Written, Oral, Visual, Electronic, and Nonverbal) communication. It is about rhetoric and the processes used to produce effective communication. Throughout the class, our primary focus will be on understanding what makes communication in a wide variety of modes and media effective or ineffective and transferring that understanding to your own work. In this class, youll learn rhetoric, process, and multimodality by examining literature and archival artifacts that represent how humans and objects have been defined through slipping and intersecting categories from the 19th century until the beginning of the 20th century, specifically through the economic and social systems of slavery and industrial labor. In this course, we will consider how people become associated with objects and things to consider Barbara Johnsons thesis that [a] study of persons and things might reveal all of the ways we already treat persons as things, and how humanness is mired in the inability to do otherwise. [] our real impossible dream is precisely to learn to live in a world where persons treat persons as persons (2). We will read and interact with novels, poetry, art, and archival evidence to discuss how peoples are defined by and define things, objects, and other peoples through the media of written and visual languages, considering Johnsons three categories of the reality of desire, the reality of materiality, and the reality of rhetoric (3). During this period, the number of objects produced in Great Britain and the United States proliferated as books, clothes, jewelry, art, and tools became easier to mass produce. During this period as well, Great Britain and the United States became slaveholding, then post-slaveholding, industrial empires. Through the texts we read and your understanding of multimodal communication you will be able to engage critically with how people interact with objects to consider how your life is shaped by them, both people and things.

What can I expect to learn?

This course is designed to improve your competence in written, oral, visual, electronic, and nonverbal communication. Using the learning outcomes established by the University System Board of Regents, and the Council of Writing Program Administrators, Georgia Techs Writing and Communication Program has set the following desired learning outcomes for ENGL1102:

Looms at the Fulton Bag Cotton Mill Fulton Bag Collection, Georgia Tech Archives

What texts are we studying?

We will be using WOVENText, the ebook used by all students taking English 1101 and English 1102. You can purchase access to WOVENText at either the campus bookstore or directly from the publisher at http://ebooks.bfwpub.com/gatech.php. We will be reading two personal narratives and two novels, all of which should be available for purchase at any local bookstore or available online: Narrative of the Life and Escape of William Wells Brown and Clotel, William Wells Brown (1853) Narrative of the Life of Frederick Douglass, Frederick Douglass (1845) Red Harvest, Dashiell Hammett (1929) Contesting the New South Order, Clifford Kuhn (2001) We will also be reading various other materials, including articles, stories, and a Game Manual. These texts will be available online or via library reserves or in the resources folder in T-Square. You may have read/viewed some or all of the texts assigned for this class. If that is the case, you should read/view them again. Often a second (third) reading/viewing gives you new insights. Reading and viewing assignments must be completed on the date due. Youll have assigned reading/viewing to complete outside of class, so you need to schedule time to do it carefully, often taking notes of your observations, questions, and reflections. Dont fall behind. Class discussions and activities will be based on or extended from the assigned reading/viewing and related activities, so always come to class with questions and comments. The success and value of the discussions depend on your preparation and engagement. Beyond the expenses for required books, you can anticipate modest printing, photocopying, or fabrication expenses related to a number of class projects.

What assignments will we complete?

Projects. During the course, you will create a range of multimodal artifacts: written, oral, visual, digital, and nonverbal. For every project, you will receive a detailed assignment sheet that includes assessment criteria.

Project #1: E-footnote Presentation of Historical Context and Textual Analysis of 1,0001,500 words where you work in pairs to develop a written report and presentation about categories of personhood by examining the processes by which legal realities of the nineteenth century were represented as social realities in narratives and fiction, which you will share with a larger audience in a presentation about 7 mins. in length. Should include written, visual, oral, non-verbal and digital modes. The detailed version of this assignment will be provided during the first week of class. 15% of course grade (150 points). Project #2: Essay-Speech of 1,000-1,500 words where you will develop a concise explanation of your roles views in a persuasive and descriptive speech lasting no more than 5 mins., along with a prerecorded video. Should include oral, visual, non-verbal, written and digital modes. The detailed version of this assignment will be provided during the fifth week of class. 15% of course grade (150 points). Project #3: Print Design assignment consisting of a hand-crafted graphic print and a justification narrative (length TBA; no more than 2,000 words) explaining the design choices and inspiration for the material product. Should include written, visual, and digital modes. The detailed version of this assignment will be provided during the eighth week of class. 15% of course grade (150 points). Project #4: Archival Composite Research Compilation assignment, length and media to be determined. Should include written, oral, visual, digital, and nonverbal modes. The detailed version of this assignment will be provided during the eleventh week of class. 20% of course grade (200 points).

Wikipedia Commons

Participation. Some of your required work, both individual and collaborative (including commonplace entries) will be completed in-class and for homework, all part of your participation grade, which will account for 15% of your course grade (150 points). Attendance is a separate course requirement and does not count as part of your participation grade. In addition to your Commonplace entries, these things count for your participation grade: Participation in class discussions Participation in group activities Homework Critique sessions Peer review Informal presentations Quizzes

The following schema will help you understand the grade breakdown for participation: A: Lively engagement in discussions; Applies and/or challenges readings; Engages with and/or motivates peers B: Actively listens in class and occasionally comments; Good collaboration with classmates C: Tends to look disengaged; Might use phone or laptop for purposes not related to class; D: Sleeps in class; Rarely pays attention and/or is disruptive; Frequently tardy or absent; Unprepared for peer review or group meetings F: Sleeps through class when present, or disengaged; Disruptive You are expected to bring your laptop and a copy of the required readings or writing assignment to each class. This is a basic requirement for a C in class participation. Your engagement in the scheduled peer review activities is also part of your participation. I expect a high level of critical analysis of peer projects, some of which will happen in class and some of which will occur electronically. You will receive more details on this as the time approaches. As you learn more about composing various kinds of argument, you will ideally improve in your ability to provide constructive feedback, so I expect this to be a priority for you. Finally, your homework assignments and all reading quizzes that are assigned will also count towards your participation grade. Portfolio. You will work on your portfolio throughout the semester and complete it during the WPFE. The portfolio will include revised examples of your best WOVEN work products and your reflections about the processes to create and revise them. 20% of course grade (200 points).

What tools are we using?

We will use the following digital tools to complete work for this course: T-Square PBWorks Creativist Google Docs Prezi Twitter and others, as need arises. If you do not already have free user accounts for each of these services, you will need to create them. You may create pseudonymous user accounts solely for use in this class, or you can use existing accounts associated with your actual name. We will go over the basics of sharing content via these tools in class as it becomes relevant. Ultimately, however, learning how to use these tools is *your* responsibility. If you have questions, then you will need to meet with me or a peer outside of class to discuss them. You can also consult any of the other IT resources available on campus. In particular, note that your major assignments (excepting the blog and the portfolio) will be posted on T-square, and you will be required to use T-Square to turn them in.

The tools described above are those that you will definitely be required to use. In addition to these tools, you will almost certainly need to make use of others, as appropriate, to complete assigned work. For example, for your final project, you will build a collaborative online portfolio of your work for this class using whatever web design tools are at your disposal. In the event I dont specify a particular tool for a particular project, deciding which tool or tools to use and acquiring proficiency with it/them will be your responsibility. If you ever have questions about what tools you should use for a particular project or how to use them, you can make an appointment to discuss them with me, and you can also get help from a number of IT resources on campus. Technology use in-class should be related to what we are doing in class. Set your mobile phone to vibrate. Do not answer your mobile phone unless it appears to be an emergency, e.g., the call is from a child or elder care provider or a parent who would not call during class except in case of emergency. Do not engage with social media or email unless I specifically request that you do so as part of our in-class work.

Course Schedule
What are we doing?
Both reading and writing/presentation assignments are listed on the date due. Additional readings will be added as the semester evolves. You will receive an updated schedule on a regular basis, posted on T-Square.

WEEK

ACTIVITIES ~ READING ~ ASSIGNMENTS Introductions and Overview of Class

1
Aug 20 Aug 22

Introductions, discuss syllabus, course schedule, multimodality, representations of objects/persons, http://picturinghistory.gc.cuny.edu/lessons_burnsbrown1.php. Read Narrative of the Life and Escape of William Wells Brown for Thursday: http://docsouth.unc.edu/southlit/brown/brown.html Review PBWorks and T-Square; turn in syllabus contract. Read/Review WOVENText Chapter 3: Multimodal Synergy and Clotel, Ch. 1-6 for Tuesday.

2
Aug 27 Aug 29

Fugitives and Other? People

(Commonplace Due on Monday.) E-Footnote Presentations 1st Groups; reading discussion in class. Read Clotel, Ch. 7-16 for Thursday. Read: WOVENText Chapter 6, Presentation Aids. E-Footnote Presentations 2nd Groups; first reading quiz; discussion. Read Clotel, Ch. 17-22 for Tuesday. Read/Review WOVENText 2.6, 33, 33a-b, 36a-d: Avoiding Plagiarism and Acknowledging Sources. Due: Final Prezi, Report, and Reflection for 1st Groups E-Footnote.

3
Sept 3 Sept 5

Persons, Places, People, Things of a Nation

(Commonplace Due on Monday.) E-Footnote Presentations 3rd Groups; reading discussion in class. Read Clotel, Ch. 23-29 for Thursday. Due: Final Prezi, Report, and Reflection for 2nd Groups EFootnote. E-Footnote Presentations 4th Groups; reading discussion in class. Read Narrative of the Life of Frederick Douglass Ch. 1-9 for Tuesday. Read: WOVENText Chapter 4, Effective Writing Due: Final Prezi, Report, and Reflection for 3rd Groups E-Footnote.
How a Slave Became a Man

4
Sept 10 Sept 12

(Commonplace Due on Monday.) Second reading quiz; E-Footnote Presentations 5th Groups; reading discussion in class. Read Narrative of the Life of Frederick Douglass Ch. 10-11 for Thursday. Due: Final Prezi, Report, and Reflection for 4th Groups E-Footnote. View Abolitionism Part 1. Read Game Manual for Tuesday. Choose roles. Due: Final Prezi, Report, and Reflection for 5th Groups E-Footnote.
Transatlantic Scrutiny of the Peculiar Institution

5
Sept 17 Sept 19

(Commonplace Due on Monday.) Third reading quiz; E-Footnote Presentations 6th Groups; reading discussion in class.

Peer Review of Project 2. Due: Final Prezi, Report, and Reflection for ALL E-Footnote Presentations. Due: Project 2 Draft #1 (700 words of Persuasive/Descriptive Essay-Speech) to Google Docs; Draft #1 PR Due by end of class
Objects of Debate

6
Sept 24 Sept 26

Meeting, Part I: The Literary Forum Due: Project 2 Draft #2 Submission to T-Square (at least 1000 words)

Meeting, Part II: The Literary Forum Due: Peer Review of Project 2 Draft #2 to T-Square and Video Submission of Essay-Speech to T-Square
(Hu)Man and Machine

7
Oct 1

Meeting, Part III: The Literary Forum. Due: Project 2 final written Essay-Speech to T-Square. Read http://www.library.gatech.edu/fulton_bag/history.html and Contesting the New South Order, Ch. 1 in preparation for our visit to the Archives on Thursday.

Oct 3

Meet at the Georgia Tech Archives. Orientation: Fulton Bag/History Detectives. Due: Project 2 reflection. Read Dickenss A Paper Mill and Melvilles The Paradise of Bachelors and the Tartarus of Maids for Tuesday.

8
Oct 8 Oct 10

Paper Products (Commonplace Due on Monday.) Fourth reading quiz. Reading discussion. Read Red Harvest through chapter 5 for Thurs. Reading discussion; labor posters. Read Red Harvest through chapter 12 for Oct. 17th.

9
Oct 15 Oct 17

Digitizing Paper Products Fall Break

10
Oct 22 Oct 24

(Commonplace Due.) Digital Poster Workshop. Read Red Harvest through chapter 19 and view http://www.moma.org/interactives/projects/2001/whatisaprint/. Compose digital draft of Poster. Poisonous Politics (Commonplace Due on Monday.) Printmaking Demonstration. Drafts of Digital Posters Due. Read Red Harvest to end.

Fifth reading quiz; reading discussion in class. Read Contesting the New South Order, Ch. 2 for homework. Producing Paper Products Printmaking. Printmaking. Read Contesting the New South Order, Ch. 3 for Tuesday. Due: Project 3 Making Sense of Historical Objects (Commonplace Due on Monday.) Meet at the Georgia Tech Archives: Fulton Bag. Read Contesting the New South Order, Ch. 4 for Thursday. Due: Project 3 Reflection. Meet at the Georgia Tech Archives: Fulton Bag. Read Contesting the New South Order, Ch. 5 for Tuesday.

11
Oct 29 Oct 31

12
Nov 3 Nov 7

13
Nov 12 (Commonplace Due on Monday.) Sixth reading quiz. Draft #1 for at least four entries (three entries if you are a 3-member group): 300-word minimum per entry (1,200 words overall). Read Contesting the New South Order, Ch. 6 for Thursday.

Nov 14

Seventh reading quiz; Fulton Bag. Draft #2 of at least four entries; 700-word minimum per entry (2,800 words overall). Read Contesting the New South Order, Ch. 7 for Tuesday.

14
Nov 19 Nov 21

Group Workshop

Composing/Revising Wikis.

Reviewing Wikis.
Preparing a Portfolio

15
Nov 26 Nov 28

Due: Project 4; write and submit Reflection of Project 4 in class. Discuss and prepare for Portfolios.

THANKSGIVING BREAK: begin revising reflections; assemble portfolios

Portfolios

16
Dec 3 Dec 5

Portfolio Workshop

Portfolio Workshop, Wrap-Up

Final Exam Schedule

17
Dec 12

Submit Portfolio to T-Square by 10:45 a.m., if not sooner.

3.0 COURSE POLICIES

What are the instructor's policies and expectations?
As a general rule, everyone in this class should treat everyone else with respect, and all students should follow the student code of conduct. As your instructor, I undertake to abide by my own policies as set out below, to treat all students fairly and with respect, to create a classroom environment conducive to learning and open discussion, and to be available during reasonable hours outside of class to clarify student questions related to course projects and material. As students in this class, you are expected to take the class seriously, to comply with the policies set out below, to complete assigned readings and work in a timely and professional manner, to create a classroom environment conducive to learning and open discussion, and to take responsibility for your own learning.

Academic Honesty

Websters dictionary defines plagiarism as to steal and pass off (the ideas or words of another) as one's own. To avoid any confusion that might arise when stealing isnt involved, say when a student purchases a paper from an essay mill or borrows previous work from a fellow sorority or fraternity member, I define plagiarism simply as passing off the ideas, work or words of another as ones own. If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and may be referred to the Office of Student Integrity, as specified by Georgia Tech policy. I strongly urge you to be familiar with Georgia Techs Honor Challenge http://www.honor.gatech.edu/ as well as the Office of Student Integrityhttp://www.deanofstudents.gatech.edu/integrity/ You should be familiar with the process for academic misconduct http://www.deanofstudents.gatech.edu/integrity/academic_misconduct.php Your projects should be appropriately documented as well as mechanically and grammatically correct. If you quote or paraphrase, please use internal, parenthetical citations (author, date, page for direct quotations) as well as an end-of-document works cited list. Visuals as well as text must be properly cited. Not providing appropriate citations is a kind of plagiarism. Professionals should be scrupulously careful about their citations. Students who plagiarize will be dealt with according to the GT Academic Honor Code. Except for group projects, students should complete all work for this class on their own, with collaboration limited to peer review feedback as specified in the project description. You should always provide attribution whenever you incorporate the ideas, words, or images of another in your own work. All work turned in for credit in this class should be work that you have done specifically for this class. Do not recycle old work or even new work completed for another class. If you would like to build upon previous work or work that you are doing in another class in an assignment for this one, please clear it with me first. You should adhere to Georgia Techs honor code for all work related to this class. Attendance The Writing and Communication Program has a Program-wide attendance policy, which is allows twice the number of weekly class meetings for absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences and individually negotiated situations such as documented hospitalization or documented family emergencies. Attendance and active participation and engagement in class are required. Students who have not done the reading and/or who do not actively participate during the class period may be counted absent. Students may miss a total of three (3) classes over the course of the semester without penalty. The attendance policy does not make any distinction about the reason for your absences. Only absences officially excused by the Institute (i.e., due to participation in official GATech athletics, to religious observance, to personal or family crisis and excused by a note from the Dean of Students) or those negotiated in advance will not be counted among your allotted absences.

Students are responsible for finding out what they may have missed while absent. Except for absences officially excused by the Institute or individually negotiated in advance, I do not allow students to make up quizzes or in-class assignments. Each additional absence after the allotted number will result in a deduction of onethird of a letter grade from a students final grade. Students are expected to maintain their own attendance record; see me if you have a question about how many classes you have missed according to my records. I urge you not to take self-indulgent absences (e.g., not bothering to come to class, wanting to sleep in). I encourage you to plan your time so that you dont disadvantage this class for other parts of your life (e.g., studying for an exam, participating in a sports event, going away for a long weekend). Academic work is important, so you dont want to miss this class. Schedule jobs, study groups, team meetings, and other important commitments at some time this class doesnt meet. Schedule job interviews so they do not conflict with this class.

If you miss a scheduled oral presentation, you will receive a grade of 0 (thats zero) for that presentation. If you miss any assignment, large or small, you receive a 0 for the grade. As a courtesy, please send me an email message if illness, an unexpected personal emergency, or business obligations prevent you from attending class or a team meeting (just as you would if you were going to miss work). Providing a reason is a courtesy, not an excuse. Regardless of the reason for your absence, you are responsible for information presented in classes you miss. Please check GA Techs position about class attendance: http://www.catalog.gatech.edu/rules/4b.php Grading All grading is holistic. To achieve a satisfactory grade on a project, you must complete the project. Incomplete projects will receive an unsatisfactory grade. This means students must complete every stage of a project in order to receive a satisfactory (C or better) grade on that project. Failure to complete any stage (draft, peer review, post-write reflection, etc.) of a project will result in an incomplete project and an unsatisfactory grade (D or F) on that assignment. Similarly, since the projects are intended to build upon one another as students work toward the final portfolio, failure to complete any of the individual projects may result in an unsatisfactory grade for the course.
EVALUATION LETTER GRADE NUMERIC EQUIVALENT
IN THIS CLASS

GA TECH 4-POINT EQUIVALENT

A+ A Superior workrhetorically,
aesthetically, and technically demonstrating advanced understanding and use of the media in particular contexts. An inventive

98-99 94-97

4.00

spark and exceptional execution.

AB+ B Above-average, high-quality

performancerhetorically, aesthetically, and technically.

90-93 88-89 84-87

3.00

BC+ C Average (not inferior) work.

Competent and acceptable rhetorically, aesthetically, and technically.

80-83 78-79 74-77

2.00

CD+ D Below-average work. Less than

competentrhetorically, aesthetically, and/or technically.

70-73 68-69 64-67

1.00

DF Failure to meet even minimum

criteria rhetorically, aesthetically, and/or technically.

60-63 1-59

0.00

0 (zero) Work not submitted 0 Source: http://www.catalog.gatech.edu/rules/5a.php

0.00

Class Rubric
Below is the rubric I will use as the standard by which I evaluate and review your work. This rubric will also serve as a model for how you will review peer work and respond in writing to the work of your classmates as well as to your own work through thoughtful, reflective writing. For particular assignments or projects there will be a revised version of this rubric deployed with the assignment sheet containing additional criteria that will be followed for evaluation of that particular assignment. All assignments will be subject to the standards and criteria of this foundational class rubric. The standards of this class rubric reflect standards found in the workplace of the fields and disciplines you will be joining after you complete your education. Strive for the outcomes detailed here as if you were engaged in the work of your chosen career path, with interest, passion, and hard work. Some of your projects will engage with audiences larger than the population of this classroom, so you should use this rubric as a guide to the standards of these larger audiences with whom you will be interacting.
Scale Rhetorical Awareness Response to the situation/assignment , considering elements such as purpose, audience, register, and context 1: Basic Ignores two or more aspects of the situation and thus does not fulfill the task 2: Beginning Ignores at least one aspect of the situation and thus compromises effectiveness 3: Developing Attempts to respond to all aspects of the situation, but the attempt is insufficient or inappropriate 4: Competent Addresses the situation in a complete but perfunctory or predictable way 5: Mature Addresses the situation completely, with unexpected insight 6: Exemplary Addresses the situation in a complete, sophisticate d manner that could advance professional discourse on

the topic

Stance and Support Argument, evidence, and analysis

Involves an unspecified or confusing argument; lacks appropriate evidence

Makes an overly general argument; has weak or contradictory evidence

Lacks a unified argument; lacks significance (so what?); lacks sufficient analysis

Offers a unified, significant, and common position with predictable evidence and analysis States unifying claims with supporting points that relate clearly to the overall argument and employs an effective but mechanical scheme

Offers a unified, distinct position with compelling evidence and analysis

Offers an inventive, expert-like position with precise and convincing evidence and analysis Asserts a sophisticate d claim by incorporatin g diverse perspectives that are organized to achieve maximum coherence and momentum

Organization Structure and coherence, including elements such as introductions and conclusions as well as logical connections within and among paragraphs (or other meaningful chunks)

Lacks unity in constituent parts (such as paragraphs); fails to create coherence among constituent parts

Uses insufficient unifying statements (e.g., thesis statements, topic sentences, headings, or forecasting statements); uses few effective connections (e.g., transitions, match cuts, and hyperlinks) Involves a major pattern of errors

Uses some effective unifying claims, but a few are unclear; makes connections weakly or inconsistently, as when claims appear as random lists or when paragraphs topics lack explicit ties to the thesis Involves some distracting errors

Asserts and sustains a claim that develops progressively and adapts typical organizationa l schemes for the context, achieving substantive coherence

Conventions Expectations for grammar, mechanics, style, citation, and genre

Involves errors that risk making the overall message distorted or incomprehensibl e Lacks the features necessary for the genre; neglects significant affordances, such as linking on the web; uses features that conflict with or ignore the argument

Meets expectations , with minor errors

Exceeds expectations in a virtually flawless manner

Manipulates expectations in ways that advance the argument

Omits some Uses features Supports the Promotes Persuades important that support argument engagement with careful, features; with with and supports seamless involves argument, but features that the argument integration distracting some match are generally with features of features inconsistencie imprecisely suited to that and content s in features with content; genre and efficiently use and with (e.g., type and involves minor content affordances innovative headings); omissions or use of uses features inconsistencie affordances that dont s support argument Table 16. Outcomes for English 1101 and English 1102 specified by the Board of Regents and by Georgia Techs Writing and Communication Program (NB: In each cell, one or more items separated by semicolons could apply)

Design for Medium Features that use affordances to enhance factors such as comprehensibility and usability

Late and missing work Try to avoid late assignments. However, you can receive an extension for good cause if you (1) contact me before the assignment is due by means of an e-mail in which you explain the reason for the delay and (2) propose in the memo a reasonable deadline (less than one week), which you then keep. The email in which you propose an alternative date functions as a contract. Failure to keep the new deadline breaks the contract, and I won't accept your assignment unless you can document extraordinary circumstances (e.g., youre hospitalized). Use this option no more than once in a semester. Oral presentations are excluded from this option; they are always due on the assigned date. Emergencies will be dealt with on an individual basis. Absent exceptional circumstances, failure to complete daily work or a project stage by the date it is due will result in the student losing the full point value assigned to such work. Late is still better than never when it comes to project stages and the like, however, because failure to complete the work associated with a particular stage or draft altogether would result in an unsatisfactory grade on the overall project. Similarly, since each project builds from previous projects and failure to complete any one project may lead to an unsatisfactory grade for the course, turning a final draft in late is better than not turning it in at all. Any assignment that is not submitted will be recorded as a 0 (zero) and averaged with the rest of your grades. This can damage your course average severely: For example, if you have completed five assignments with a 92 average but dont submit a sixth assignment (which is counted as a zero), your overall average will be a 77. E-mail and appointments You can always make an appointment to see me. You should schedule at least one individual and one team appointment during the semester to review your progress up to that point. Scheduling and following through with these appointments count toward your participation grade. You should also schedule an appointment and/or send email if you have concerns, questions, or problems with any assignment. An individual conference can help you meet your academic needs, so prepare an agenda of what you want to deal with during this time. I prefer to use e-mail as a scheduling and notification tool. My email address is joy.bracewell@lmc.gatech.edu Please begin the subject line of your e-mail message to anyone in the class with ENGL 1102 followed by the specific topic. If you have a substantive question about the material that we are covering or your work, please schedule a meeting with me. If you miss class, check with your classmates. If an emergency arises so you cannot make a scheduled appointment, please contact me by email or phone.

Changes to the syllabus This syllabus is a general plan for the course. This syllabusespecially the required reading and assignment schedulemay be modified as the semester progresses to meet course outcomes and address the needs of members of the class. In the event changes are necessary, I will make them in consultation with the rest of the class and at least one week in advance of any affected due dates. Discrimination and harassment Georgia Tech does not discriminate on the basis of race, color, age, religion, national origin, sex, marital status, disability, or status as a U.S. veteran. This class adheres to those guidelines. Alternative viewpoints are welcome in this classroom; however, statements that are deemed racist, sexist, classist, or otherwise discriminatory toward others in the class will not be tolerated. No form of harassment, bullying, or discrimination is allowed in this class. No harassment of any kind is allowed, including but not limited to race, ethnicity, color, age, religion, national origin, sex, sexual orientation and identity, gender, marital status, ability, and/or status as a U.S. veteran. In keeping with the professional nature of this course, only professional behavior is acceptable between the instructor and the students and among students. Accommodation of students with disabilities Georgia Tech complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). Any student who may require an accommodation for a documented disability should inform me as soon as possible or as soon as you become aware of your disability. Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. Official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course. Prior to our meeting, if you have not already done so, please request that ADAPTS staff verify your disability and specify the accommodation you will need. Please make sure I receive a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need. ADAPTS operates under the guidelines of Section 504 of the Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act (ADA). Visit: Smithgall Student Services Bldg, Suite 210 on 353 Ferst Drive Email: adapts@vpss.gatech.edu. Call: 404-894-2563 (V); 404-894-1664 (TDD); 404-894-9928 (fax) No retroactive accommodations will be provided in this class.

Week Preceding Final Exams (WPFE) The Writing and Communication Program uses a consistent policy regarding the WPFE. This course includes no quizzes or tests during the WPFE. All quizzes and tests will be graded and returned or available for review on or before the last day of class preceding final exam week. No new assignments, other than work related to the portfolio, will be given during the WPFE, and no assignments, other than work related to the portfolio, will be due during the WPFE. All projects, other than the portfolio, will be graded and returned or available for review on or before the last day of class preceding final exam week. This course has no final exam. In lieu of a final exam, this course has a required portfolio, which counts for 20% of your grade. o You will work on your portfolio periodically throughout the semester. o The portfolio will be completed during the WPFE, both in class and out of class. o The portfolio will be due during Final Exam Week. Why talk with my instructor? Your instructor is the most important resource in the course. Talk with me regularlyboth by visiting me during office hours and by corresponding via email. Do not wait until youre having difficulty to initiate a conversation. Where can I get help? You have a number of resources available to you if you need help. For questions about research or multimedia tools, the professional library staff members are a wonderful source of information. Tech has a subscription to Lynda.com, where you can find excellent tutorials for an astounding variety of software applications. Your peers can answer questions about what we covered in class, readings, and projects. If you need background information about a text, you can often find it in the library or by searching on the web. The Communication Center is located in Clough Commons, Suite 447. It is an excellent resource if you need help with a project. You can visit the Communication Center for help at any stage of the process for any communication project (paper, presentation, report, website design, blog, etc.) in this or any of your classes. The knowledgeable and friendly tutors are available to help you develop and revise your projects. They are not available to fix them. So, for example, please do not ask the tutors to proofread or edit your projects. For information on making an appointment please visit this website. If you need assistance with the appointment system, you can call 404-385-3612 or stop by the Communication Center. All services are free and confidential. Your work in the Communication Center is not reported to any faculty members or academic advisers. I work as a tutor in the Center, but the Center has a policy against instructors tutoring their own students, so you cannot schedule an appointment to see me as a tutor there. Please dont hesitate, though, to make an appointment to see me outside of my scheduled hours at the Center, as your instructor.

What do I do when technology fails? The projects you create in this course should be creative, accurate, provocative, relevant, engaging, and rhetorically sensitive. Specific requirements for assignments will be discussed in class. All assignments must be computer generated (no handwritten or typed documents). Keep a copy of all assignments you pass in. Sometimes you will be asked to also submit a digital version and a print version. Please use MSWord for your word processing. Maintain a cumulative file (hard copy as well as computer file) that includes all your assignments (drafts and final version). This file serves as a base for you to judge your improvement during the semester and to select samples for your portfolio. Keep your drafts on your hard drive with a backup DVD. Prepare for electronic disasters by always having backups. Number the drafts as you revise your drafts (e.g., task.1, task.2, and so on). Do not delete assignment files after you submit the assignment. Keep your course files as demonstrable evidence that you are a skillful communicator, but ifagainst my adviceyou decide to delete your course files, please keep them at least until you have received your final, official grade for the course.

PLEASE READ, SIGN, AND RETURN THESE STATEMENTS TO DR. BRACEWELL.

I affirm that I have read the entire syllabus and policy sheet for ENGL 1102 and understand the information and the responsibilities specified. ____________________________________________ print full name ____________________________________________ legible signature ____________________________________________ date

DIRECTIONS: Read carefully and check all that apply. I give my instructor, Joy Bracewell, permission to use copies of the work I do for this course, ENGL 1102, as examples in presentations and in print and electronic publications. I do not want my work used as examples in any situations.

If you give permission for your work to be used, please indicate how you want to be acknowledged: Please acknowledge me by name. Please use my work, but do not acknowledge me by name. The following information enables me to contact you if your work is used.

_________________________________________________________________________ print full name _________________________________________________________________________ legible signature _________________________________________________________________________ _________________________________________________________________________ print permanent address _________________________________________________________________________ _________________________________________________________________________ print campus address _________________________________________________________________________ phone _________________________________________________________________________ email address _________________________________________________________________________ date