AU 2019

Course Description, Course Policies & Course Assessment & Course Schedule, pp.
pp. 1-2 Procedures, pp. 3-5 Assignments, pp. 5-6 7-10

ENGLI 1102: English

Composition II, “The Truth
is Out There”
IAI Number: IAI C1 901R | Prof: Dr. Jacinta Yanders (aka Dr. J) |
Pronouns: She/Her | Email: yandersj@cod.edu | Class Time: MWF
10-10:50am | Classrooms: BIC 3455 (MW)/SRC 3004 (F)| Office
Hours: MWF 8-9:30am & TTH 2-4pm (BIC 2444E)

So why are we
here?
Have you ever wanted to know the
name of a particular actress who was
in a particular movie, so you looked
the movie up on IMDB?

Have you ever wanted to know how to

do a particular skill – maybe cooking
or changing a tire – and asked
someone who had done it before?

Have you ever asked your friends for

“We are here to their opinion on a newly released album before you listened to it?
imagine” If you answered yes to any of these questions, congratulations! You’re a
researcher!
- Sean Michael (Did you already know????)
Morris
In this class, our overarching goal will be to build upon and expand the research

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skills that you already use in your daily lives. We’ll use these skills
to find answers to questions we’re curious about, to build
arguments, to find sources that work with and against our “The purpose of
arguments, and to ultimately be able to convey what we’ve learned education, finally,
to both broad and specific audiences. I know that sometimes
academic research seems daunting, and writing about such is to create in a
research can feel strange and inexplicable. We’ll spend a lot of our person the ability
time together – writing, reading, thinking, listening, revising, and
sharing together – challenging preconceived notions about this to look at the
work and becoming more comfortable with it.
world for himself,
to make his own
decisions, to say to
Course Description himself this is
Builds upon the rhetoric, reading, and writing concepts
introduced in English Composition I by having students black or this is
compose inquiry-driven research projects. In their research white, to decide for
process, students find and select the most appropriate
sources to address research questions that are intended for himself whether
a discourse community. Students integrate sources
meaningfully for support and present their findings via the
there is a God in
forms of media and genre that suit the project’s objectives. heaven or not. To
General Course Objectives ask questions of
• Practice writing as a process involving inquiry, the universe, and
research, feedback, and revision
• Analyze a rhetorical situation within a discourse then learn to live
community
• Identify an issue relevant to a discourse with those
community, a research question, a research plan, questions, is the
and digital and/or print media and genre(s) in
which to present research findings to an audience way he achieves
• Assess the feasibility of the research inquiry
• Build a body of research in the various stages of the
his own identity.”
research process - James Baldwin
• Evaluate the credibility of a variety of sources
• Analyze arguments presented in sources
• Develop research-supported arguments that
address an issue relevant to a discourse community
• Use responses from instructor(s) and peers as part
of the revision and editing process
• Create researched print and/or digital texts that
respond to rhetorical situations
• Use suitable methods of citation


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Accessibility
Knowing that we all learn differently, I've tried to design this class in such a way that it is accessible
to a variety of learning needs and experiences. If there's some way in which your access and ability in
this course could additionally be supported, please let me know. In order to receive accommodations
from COD’s Center for Access and Accommodations, you can visit them in the Student Services
Center, Room 3249. You can also call them at 630-942-2154 or email them at access@cod.edu. If
you’d like to learn more about what the Center does, check out their website: www.cod.edu/access

Basic Needs
Sometimes circumstances can occur that limit one’s access to basic needs, such as food and shelter.
Additionally, any number of events can occur that may negatively impact one's mental health. We’re
all human beings, and I do not expect you to try to leave your humanity at the door. Should you find
yourself faced with such challenges, please do know that you can talk to me. Together, we can try to
identify a path in which your needs can be met. I will also provide a list of local resources on our
Blackboard site.

Inclusive Language
Language is important, and how we address one another conveys respect (or lack thereof). In
addition to abstaining from using slurs and other forms of derogatory language in this class, please
be sure to refer to one another by the correct names, with the correct pronunciations, and with the
correct pronouns.

"Words mean things. Language constructs reality. Communication

is political. Word choice reflects intent. Language defines social
problems & imagined solutions. In sum, words mean things. Don’t
let anyone tell you words don’t mean things. " - Sarah J. Jackson

Community
Given the variety of backgrounds we all carry, it’s important to cultivate an atmosphere that respects
and appreciates what each of us has to offer. Doing so will not only allow us to better learn from one
another, but it will, on the most fundamental level, make being in this class a more enjoyable
experience. You will be asked to complete collaborative tasks in class from time to time. As such, it’s
worthwhile to get to know one another. Be respectful, support one another, and have fun!
 
P.S. The devil does not need an advocate.

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Attendance
Being present in class
improves your grasp on
the material, increases the
likelihood that you will be
able to apply your
learning to the
compositions you create,
and allows me to observe
and provide feedback on
your growth,
development, and
participation in the
course. Be in our
classroom as much as you
can be.
Timeliness and Grace:
But sometimes life
happens, and you can’t be
here. “Grace Days” are
automatic extensions you
can request on any
assignment except the
final if needed. You get
three Grace Days for the
semester. You may choose
to use all three days at
once, divide them as
needed, or not use them
at all. Simply send me an
email to let me know if
you wish to use them. If
further extensions are
needed, it’s important to
talk to me sooner rather
than later so that we can
make an appropriate plan.
"Just know that everyone’s writing is
terrible. Until it’s not. No one’s stuff is
right immediately. You gotta work it.
Refine it. Shape it. Spend time with it.
It’s a relationship. Between you and
what comes from you. Not easy. Gonna
be terrible before it’s not. And that’s
okay." - Ava DuVernay
Content and Comfort
We may work with ideas in class that are contrary to your own
lived experiences. The classroom isn’t an apolitical space, and it’s
important to engage with varied POVs generously. If you’re
concerned about specific types of content potentially preventing
you from engaging healthily, please speak with me.
Technology
Technology can be an incredible educational tool. However, to
(mis)quote Uncle Ben, “With great power comes great
responsibility.” While I do not believe 100% undivided attention
is a plausible goal, it’s important to be thoughtful about when and
how you use technology in class. Please be respectful of the
people around you, some of whom may become distracted by
your screen.
Citation
The cliffnotes version is this: anytime you use other people’s
material in your own work, you should cite it (this includes
paraphrases, summaries, and quotations). That being said, I
know that citation can be tricky to wrap one’s head around and
get right, especially in contemporary digital contexts. We’ll
discuss this more in class, but for now, remember that citation is
an act of both power and respect. We should always operate
intentionally in our citational practices.
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Required Materials
There’s no textbook for the class. All readings will be made available via Blackboard or handed out in
class. That being said, please come to each class meeting with writing utensils and paper. If you have
electronic devices, feel free to bring those as well (keeping in mind the above Tech advisory, of
course). We will likely make use of them from time to time.

***Reasons to Go to Dr. J’s Office Hours:

1. You have a question about something discussed in class

2. You have a question about an upcoming assignment

3. You have a question about feedback you’ve received

4. You have a question about course policies

5. You want to bounce your ideas off Dr. J before you start writing or while you’re
writing

6. You need one-on-one assistance with some aspect of writing that we aren’t
spending time on in class

7. You’re having a hard time in class and/or in life, and you want to talk to Dr. J
about how to find a way forward

8. ***Additional possibilities TBD

“Quest: an act or instance of seeking”

– Merriam Webster
Assignments
Quest #1: What Would Change?
Quest #2: Where Do We Go From Here?
Quest #3: What Do You Know?
Quest #4: Why Do We Believe?
Quest #5: What Do You Want?
Quest #6: What Can You Teach Us?
Quest #7: What’s Your Message?

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Philosophy of this Class (Adapted from Clint Smith III):

 
Read critically | Write consciously | Speak clearly | Tell your truth

Assessment
For the better part of my academic career, I was an A+-seeking overachiever who thought that letter
grades were precise indicators of my educational merit and were more important than any other sort
of growth I might experience in a given class. I now know that letter grades do more to hinder
learning than to support it. In fact, studies have shown that students learn better when provided with
feedback alone rather than feedback and grades or grades by themselves.

(If I give you feedback and grades together, you probably just look at the grade, right? Right.)

Learning isn’t really supposed to be about grades (or about the stress that often results from grades).
As such, I will not put grades on any of your work, but I will provide feedback on everything you
submit. This feedback will be geared toward pushing your thinking forward and will provide you with
opportunities to revise and develop before submitting your final drafts. Feedback and revision are at
the crux of what we want to emphasize in the writing process.

To determine your final grades in this class, we will utilize an assessment method known as contract
grading. The way contract grading works is fairly straightforward. Your grade is determined by the
labor you put in. If you complete all of the work assigned for this class on time and in accordance
with listed requirements while also participating productively in class meetings, you will receive at
least a B as your final grade. If you do not complete all of the work or if you consistently submit late
work outside of your Grace Day allotment without coming to me and developing a plan for further
extension, your grade will fall below a B. If you go above and beyond the assignment requirements
while also demonstrating continuous engagement and thoughtfulness in class, you will receive an A.

In this class, I want you to feel free to take risks in

your writing style without focusing on what type of
grade will result from such risk-taking. Writing is a
process, but it’s not necessarily linear. Instead, it
should be messy and explorative, full of stops and
starts and recalibration. Hopefully, in taking the
focus off grades in our class, you will be willing to
embrace the mess.

We’ll spend some time in class at the start of the

semester discussing the contract in more depth.
Hyperfocus on letter grades can induce anxiety, but
I also know that taking a less traditional path can
also potentially produce uncertainties. I happily invite you to share any concerns you have with me.

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Student Work
All assignments should be typed and submitted via Blackboard unless otherwise notified.

Course Schedule

Week 1: Research and Reading

August 19th In-Class: Today, we’ll work on building our foundation as a
community of writers.
August 21st In-Class: Today, we’ll discuss “good writing”
August 23rd In-Class: Today, we’ll discuss how to interpret and keep track of
information
Week 2: Research and Argument
August 26th In-Class: Today, we’ll explore how argue
Assignment Due: What Would Change?
August 28th In-Class: Today, we’ll build an argument
August 30th In-Class: Today, we’ll test the strength of our arguments
Week 3: Research and Composing
September 2nd Labor Day (No Class)
September 4th In-Class: Today, we’ll talk about how to start writing
Reading Due: Shitty First Drafts by Anne Lamott (PDF on
Blackboard)
Assignment Due: Where Do We Go From Here? Draft
September 6th In-Class: Today, we'll try to understand the difference between fact
and opinion
Week 4: Research and Research
September 9th In-Class: Today, we’ll start thinking about how we use sources
Reading Due: Using Sources by Cynthia R. Haller
September 11th In-Class: Today, we'll explore revision
September 13th In-Class: Today, we’ll talk about how to utilize what we already know
Assignment Due: Where Do We Go From Here?
Week 5: Research and Evaluation, Pt. 1

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September 16th In-Class: Today, we’ll begin discussing how we evaluate sources
Reading Due: Web Literacy (Chapters 1-3) by Mike Caulfield
September 18th In-Class: Today, we’ll continue discussing how we evaluate sources
September 20th In-Class: Today, we’ll continue discussing how we evaluate sources
Week 6: Research and Evaluation, Pt. 2
September 23rd In-Class: Today, we’ll continue discussing how we evaluate sources
Reading Due: Web Literacy (Ch. 4-6) by Mike Caulfield
September 25th In-Class: Today, we’ll continue discussing how we evaluate sources
Assignment Due: What Do You Know? Draft
September 27th In-Class: Today, we’ll continue discussing how we evaluate sources
Week 7: Research and Selection
September 30th In-Class: Today, we’ll discuss how to write with sources
Reading Due: Summarizing by Joe Moxley and When to Quote and
When to Paraphrase by Brianna Jerman
October 2nd In-Class: Today, we’ll applying our “writing with sources” skills
October 4th In-Class: Today, we’ll continue applying our “writing with sources”
skills
Assignment Due: What Do You Know?
Week 8: Research and Integration
October 7th In-Class: Today, we’ll continue discussing how to integrate sources
October 9th In-Class: Today, we’ll discuss how sources tell stories
October 11th In-Class: Today, we'll consider what we signal to audiences via our
source choices beyond credibility
Week 9: Research and Citation
October 14th In-Class: Today, we’ll explore the power of citation
Reading Due: Credit is Always Due by Austin Kleon
October 16th In-Class: Today, we’ll continue to explore the power of citation
Assignment Due: Why Do We Believe? Draft
October 18th In-Class: Today, we’ll consider how creativity is fostered
Week 10: Research and Structure
October 21st In-Class: Today, we’ll talk about how to organize our writing
October 23rd In-Class: Today, we’ll continue to garner feedback and revise

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October 25th Today’s class is canceled because Dr. J will be at a conference. Live
your best lives (and turn in your assignment).
Assignment Due: Why Do We Believe?
Week 11: Research and Persuasion
October 28th In-Class: Today, we'll further develop our organizational skills
October 30th In-Class: Today, we’ll explore how to persuade more effectively
Reading Due: Rhetorical Appeals
November 1st In-Class: Today, we’ll continue to consider the power of words
Week 12: Research and Storytelling
November 4th In-Class: Today, we'll revisit the power of storytelling
November 6th In-Class: Today, we’ll consider how we can use our voice
Assignment Due: What Do You Want? Draft
November 8th In-Class: Today, we’ll reflect on how far we’ve progressed
Week 13: Research and Sharing
November 11th In-Class: Today, we’ll continue practicing feedback and revision
November 13th In-Class: Today, we’ll begin to examine new ways to convey research
November 15th In-Class: Group Work
Assignment Due: What Do You Want?
Week 14: Research and Audience
November 18th In-Class: Group Work
November 20th In-Class: Group Work
November 22nd In-Class: Group Work
Assignment Due: What Can You Teach Us? Draft
Week 15: Research and Audience (cont.)
November 25th In-Class: Group Conferences
November 27th Thanksgiving (No Class)
November 29th Thanksgiving (No Class)
Week 16: Research and Presentation
December 2nd In-Class: Group Presentations
Assignment Due: What Can You Teach Us?
December 4th In-Class: Group Presentations

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December 6th In-Class Today, we'll think about where we go from here
Final Assignment Due Thursday December 12th: What’s Your
Message?

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