Instructor: Aidan Holtan

Office: HEAV 207A

First-Year Composition
Email: gaunta@purdue.edu Digital Rhetorics
Office Hours: Friday 12:00-1:00 (and
by appointment)
English 10600-E03-18420
Course Website: 10:30-11:20 am
Blackboard
Spring 2018
Monday Tuesday Wednesday Thursday Friday
Computer Lab Classroom Conference Classroom Conference
BRNG B275 REC 225 HEAV 225 REC 225 HEAV 225
ENGL 10600-E03 ENGL 10600-E03 ENGL 10600-R31 ENGL 10600-E03 ENGL 10600-R32
CRN 18420 CRN 18420 CRN 18422 CRN 18420 CRN 18423

I n this class, my goal is to give you the tools that you need to succeed as a writer in your future classes and
careers. Forewarned is forearmed: most of these tools boil down to writing a lot. Expect to write every
day as a part of this class. However, this writing will not be done in a vacuum. As a part of English 106E,
we will be thinking about composing in combination with design and technology. This course focuses on
fostering problem-solving skills, critical and creative thinking, and analysis, and is designed to bolster your
composition skills in a way that will enhance your development as a student in Purdue Polytechnic.

Course Goals
Introductory Composition at Purdue is designed to help you:
1. Build confidence in your abilities to create, interpret, and evaluate texts in all types of media;
2. Develop knowledge and inspire new ideas through writing;
3. Understand, evaluate, and organize your ideas;
4. Hone and expand critical thinking skills;
5. Understand what it means to write in different contexts, for different audiences;
6. Develop, articulate, and support topics through a variety of research methods;
7. Become an effective writer who can respond credibly, accurately, and convincingly to a variety of
writing situations.

W hat is ENGL 106?

English 106 is the standard 4-credit hour composition course for students at Purdue. The course provides
students with the opportunity to interpret and compose in both digital and print media across a variety of
forms. Students engage in active learning, which includes class discussion, learning in small groups, problem
solving, peer review, and digital interaction. English 106 is grounded in the idea that writing provides an
outlet for sharing and developing ideas; facilitates understanding across different conventions, genres, groups,
societies, and cultures; and allows for expression in multiple academic, civic, and non-academic situations. In
short, writing is a way of learning that spans all fields and disciplines.

By the end of the course, students will:

1. Demonstrate rhetorical awareness of diverse audiences, situations, and contexts.
2. Compose a variety of texts in a range of forms, equaling at least 7,500-11,500 words of polished
writing (or 15,000-22,000 words, including drafts).
3. Critically think about writing and rhetoric through reading, analysis, and reflection.
4. Provide constructive feedback to others and incorporate feedback into their writing.
5. Perform research and evaluate sources to support claims.
6. Engage multiple digital technologies to compose for different purposes.

1
 Frequently Asked Questions
Q: I noticed on the first page that your class meets every day of the week, but my schedule doesn’t
include Friday’s class—do I have to come to class on Friday anyway?
A: Nope! Our class has conferences on Wednesday and Friday, but I only meet with half of the class on each
day. If your schedule lists Wednesday, then that’s the day we meet (and vice versa for my Friday conference
students). I’ll have a specific schedule that we will go over in the first week of class, and if you have any
additional questions I’ll be happy to discuss them over email any time. See p. 7 for more info on conferences.

Q: I overslept and I’m going to miss class! How many absences can I have?
A: That’s okay! Life happens. You may have four unexcused absences (for any reason!). See p. 6 for more info.

Q: Okay, I think I’ll make it to class if I rush, but I’m definitely going to be late. What’s the late
policy?
A: Come in quietly and check in with me after class to verify your attendance and to go over missed work. If
you are more than fifteen minutes late (or if you leave class more than fifteen minutes early) it will be counted
as an absence. See the Tardy Policy on p. 7 for more info.

Q: We’re using APA formatting in my TECH 120 class—is it the same here?
A: Nope! We’ll be discussing the differences between APA/MLA/Chicago formatting later in the semester,
but we will be using MLA formatting for all papers in this class. This will give you the chance to gain
confidence in a variety of formats, which will be beneficial as you progress through your studies at Purdue.
See pp. 7-8 for more info on assignment formatting.

Q: You mention in the intro that we’ll be writing a lot… how much is that?
A: You will be writing three drafts for each major assignment, as well as in-class writing and outside of class
journaling activities. It may seem like a lot, but there will be a good deal of time to work inside of class, and I
am always available by email or office hours to discuss writing and time management strategies. For more
information on your assignments, see pp. 3-5.

Q: I tend to be a “one and done” writer—do I have to write three drafts?

A: Yes, completing all three drafts is a graded component of your assignments. Moreover, students who write
more drafts and spend a longer time in the reflection and revision stages of their writing tend to be more
successful. I hope you get to practice these techniques as a part of this class and ideally integrate them into
your writing habits. For more information on drafts, see p. 7.

Q: If I have any questions, what is the best way to get ahold of you?
A: Outside of class time, the best way to get ahold of me is by email or to stop by my office hours. The latter
is my time for you—you can pop in at any point on Friday from 12:00-1:00 pm, no appointment needed!

Q: Do I need to be super formal in my email to you?

A: We’ll talk more about writing professional emails during the first two weeks of class but, on the whole, no.
As long as there is a subject line, a greeting, and a signature, I will be more than happy with your email.
However, there may be a time when I ask you to email me any in-class work that you did on your computer;
in that situation, please do not forget to include a message along with your attachment! More information on
email can be found on p. 9.

Holtan | English 106E | Spring 2018 2

 What Can I Expect From This Class?
Required Materials
In this course, we will use the following books, as well as supplemental materials that will be provided during
the appropriate unit. Your textbooks for ENGL 106E are:

1. The Norton Field Guide to Writing 4th Edition by Richard Bullock, Norton, 2016 without readings or
the handbook (you may purchase these additional sections if you wish, but they are not required for
class)
o ISBN 978-0393617368
o Price: $62.75 new
o Note: If you choose to purchase a copy of the book from Amazon, do check to ensure that
this is the correct edition with the 2016 MLA update.
2. They Say/I Say: The Moves That Matter in Academic Writing 3rd Edition by Gerald Graff and Cathy
Birkenstein, Norton, 2014 without readings
o ISBN 978-0393617436
o Price: $19.95 new
3. The Checklist Manifesto: How to Get Things Right, by Atul Gawande, Picador, 2010
o ISBN: 978-0312430009
o Price: Approximately $8.91 new

Note: You are more than welcome to buy used editions of the textbooks—just double check to make sure
you are getting the correct edition. Using the above ISBNs in your search should ensure that the correct
textbook is acquired.

You will be expected to bring your textbook to class every day, along with a writing utensil and paper for
taking notes. You must also have the following materials:

1. a flash drive or other storage device (Google Drive, Dropbox, or another Cloud service would also
be sufficient here)
2. a binder, folder, or notebook in which you will keep your assembled coursework.

From time to time, you will also be making copies of your work for peer review. I cannot copy these for you;
you must have a small budget for making copies (around $15).

Grade Breakdown Points toward Final Grade

Syllabus Quiz 10
Professional Email Assignment 40
Unit 1: Checklist Manifesto 200
Unit 1.5: Annotated Bibliography 100
Unit 2: Argumentative Research Paper 250
Unit 3: Crowdfunding Portfolio 300
Journals 50
Participation 50
Total Points for the Course 1000

Over the course of the semester, you will accumulate 1000 points.

Each unit will require written pieces that support the final product of the unit. Expect to hand in drafts,
proposals, bibliographies, and other written pieces during the project as part of your project or unit points.
All assignments must be submitted in order to pass the course.

Holtan | English 106E | Spring 2018 3

Description of Assignments

Professional Email Assignment

First impressions are everything—especially when emailing someone you have not met before. In this
assignment, you will use your knowledge of rhetorical analysis to compose a professional email wherein you
will ask a professor for an extension on an assignment.

Word count: 150 words (not including salutation or signature)

Reflection: 200 words

Unit 1: Checklist Manifesto

After reading Atul Gawande’s Checklist Manifesto, you will create a precise checklist for a task of your
choosing. Then, you will write an informative essay describing your writing process and response to the
rhetorical situation.

*Word count: 750-1000 words

Reflection: 500 words

Unit 1.5: Annotated Bibliography

With access to 16 libraries, digital databases and online journals (not to mention the internet in general),
finding sources for a research paper can be a time-consuming process. This assignment will reinforce
thorough and efficient researching habits, as well as introduce you to the resources available for Purdue
students.

Word Count: 1000 words

Unit 2: Argumentative Research Paper

In this assignment, you will use your research from Unit 1.5 in an argumentative research paper. Not only will
you become an expert in MLA citation and using secondary research to support your research, you will also
apply your knowledge of rhetorical situations in order to effectively persuade your audience of the validity
and importance of your argument.

*Word count: 1250

Reflection: 500 words

Unit 3: Crowdfunding Narratives

The success of a crowdfunding project rests upon the creator’s successful appeal to their audience. As such,
this crowdfunding project is the culmination of all of your hard work learning and applying rhetorical tools to
your writing. There are two parts to this project: a crowdfunding video (group project) and a corresponding
narrative (individual project). Through this project, you will learn the additional tools available in visual
rhetoric, as well as screen writing, video editing, and composing a narrative.

*Word count (narrative): 750 words

*Crowdfunding video: multimedia project
Reflection: 500 words

Journals
Throughout the course you will keep a digital journal on Blackboard in which you will respond to prompts,
reflect on your readings, and discuss your writing process.

Word count: 500 words/journal entry, unless otherwise noted.

Holtan | English 106E | Spring 2018 4

Participation
All students are expected to participate in class. Your participation will primarily be assessed by the
completion of reading responses as a part of your semester-long journal assignment. Each reading response
must meet a minimum word count of 150 words and will be submitted to the course Blackboard no
later than one hour prior to class (9:30 am). You are expected to engage at a college level with your
readings. In other words, go beyond the summary! For instance, you may discuss the parts of the readings
that were difficult or raised questions for you, support the author’s argument with an example from your own
experiences, or even challenge the author’s argument. These responses will be graded on a scale of 0-2 points,
in which 2 points indicates a thoughtful, well-written response, 1 point indicates a sufficient engagement with
the reading, and 0 points indicates an incomplete response (either in length, or not submitted). The lowest
four responses will be dropped at the end of the semester.

I also encourage you to arrive to class on time and prepared for instruction (note-taking materials out, phones
on silent), participate in discussion both in the classroom and online, and come to office hours with focused
questions or concerns. Office hours are my time for you and I strongly encourage you to use them! This is
not a graded component (the graded component of your participation consists of the abovementioned
reading responses), but students who actively participate in class will often see their work paid off with higher
grades.

*NOTE: All assignments with an asterisk do require three drafts in total. The word count for the first draft is
half of the final word count (so a 1,000 word assignment would have a 500 word first draft) and the second
draft must meet the minimum word count. Failure to reach these minimum word counts on the drafts will
affect the final grade of your assignment.

Description of Grades
97-100% A+ 80-83% B- 64-66% D
94-96% A 77-79% C+ 60-63% D-
90-93% A- 74-76% C Below 60% F
87-89% B+ 70-73% C-
84-86% B 67-69% D+

90-100 (A)—You did what the assignment asked at a high quality level, and your work shows originality and
creativity. Work in this range shows all the qualities listed below for a B; but it also demonstrates that you
took extra steps to be original or creative in developing content, solving a problem, or developing a verbal or
visual style.

80-89 (B)—You did what the assignment asked of you at a high quality level. Work in this range needs little
revision, is complete in content, is organized well, and shows special attention to style and/or visual design.

70-79 (C)—You did what the assignment asked of you. Work in this range tends to need some revision, but it
is complete in content and the organization is logical. The style, verbal and visual, is straightforward but
unremarkable.

60-69 (D)—You did what the assignment asked at a low level of quality. Work in this range tends to need
significant revision. The content is often incomplete and the organization is hard to discern. Verbal and visual
style is often non-existent or chaotic.
Below 60 (F)— I usually reserve the F for people who don’t show up or don’t do the work. If you give an
assignment an honest try, I doubt you would receive an F.

Resources
Besides seeing me during your conference time or in my office, you have other resources at Purdue to help
you with your writing and writing assignments. The Writing Lab in Heavilon Hall, Room 226, offers FREE

Holtan | English 106E | Spring 2018 5

tutorials to students by appointment or on a drop-in basis. For more information or to make an appointment,
call 494-3723. You may also access the Online Writing Lab (OWL) at http://owl.english.purdue.edu.

Don’t forget the Purdue Libraries (notice that “library” is plural). For one of our projects, you will get out
of your computer chair and physically go to at least one of these libraries, but you also need to know the
libraries’ websites. You can access them from www.lib.purdue.edu.

In Hicks Undergraduate Library, you can check out equipment, use the computers, learn new software, or
reserve space to work collaboratively on a multimedia project. For more information, go to
https://www.lib.purdue.edu/services/equipment. Start at the iDesk on the main floor of the Hicks
Undergraduate Library.

What’s Expected of Me?

Attendance
This class covers a lot of material in a short amount of time, so I do expect you to attend and participate in
class as often as possible. That being said, I do realize that life happens during the semester—you might get
sick, locked out of (or into) your dorm, waylaid by construction, etc. To account for these hazards of campus
life, I allow each student four unexcused absences without attendance penalty (essentially, 1 week of
class). If you miss more than four classes, your final letter grade will be lowered as follows:

• 5-6 absences: 1 letter grade penalty (the highest grade you may obtain is a B)
• 7-8 absences: 2 letter grade penalty (the highest grade you may obtain is a C)
• 9-11 absences: 3 letter grade penalty (the highest grade you may obtain is a D)
• >12 absences: the highest grade you may obtain is an F.

Excused absences include illness (with appropriate documentation, such as a notification from the Office of
the Dean of Students) and absences for grief (see the Grief Absence Policy on page 10 below) and do not
count against your grade.

I strongly recommend that you save your unexcused absences for when you really need them because, if you
miss too many classes, you will not have received the required instruction to pass this course. If you miss 9
classes (for whatever reason), you should consider dropping the class if you are still able to do so; otherwise
you should be aware that you will need to retake 10600 the following semester. (Please be aware that different
sections of 10600 will probably feature different assignments; if you must retake the course, you will likely
have an all-new set of assignments and expectations to face.)

I also expect you to take responsibility for what you miss in class. Ask one of your fellow students (ideally, the
person listed below) and, if you still have questions about the material, please come see me during office
hours.

Course Contact: _______________________________________________________

If you are a member of PMO, a member of the Purdue Marching Band, a Purdue athlete, or a member of
another group that officially represents Purdue University and you anticipate time conflicts between your
university-sanctioned event and this class, please see me.
Conferences
In the conference section of your English 106 course, you will meet with me individually every other week to
discuss your drafts and any questions you may have about the class. I will provide a schedule during the first
week of class that will tell you when you need to be ready for your conference. Missing your conference is
counted as an absence. Please be on time.

Holtan | English 106E | Spring 2018 6

Tardy Policy
If you must arrive late, please come in quietly and do your best not to disturb the other students. I do take
attendance at the beginning of class, so be sure to check in with me after class ends to ensure that your
attendance is recorded correctly. If tardiness becomes a chronic problem for the class I will initially
administer a warning, which will be followed by daily quizzes at the beginning of each class session if the
issue persists.

If you are going to miss more than fifteen minutes of class (arriving late OR leaving early), please know that it
will be marked as an absence.

Drafts and Revising

Drafting is an integral part of the writing process. As such, every assignment will include (and be graded on!)
at least two drafts prior to your final submission: one that I will review and one that will be reviewed by your
peers. That being said, you are more than welcome to write more than the three required drafts. I will happily
look at any drafts of the assignments either in office hours or by appointment.

I want you to develop good revision habits in class so that drafting and revising becomes a habit rather than a
chore. This means changing more than just a word here and there—you need to make significant changes to
your paper as a whole. This includes adding material, cutting out extraneous information and words,
reorganizing your thoughts and arguments, and developing your ideas further. In later drafts, I expect you to
do more sentence level editing for style and to proofread your work carefully.

Peer Review and Professionalism

In this class, we will be discussing and writing about a wide range of

subjects, some of which you may feel strongly about. As such, keep the
following guidelines in mind as you engage with your peers:
1. Be kind
2. Be constructive (particularly for peer review comments)
3. Focus your comments on the topic at hand
Writing is a personal act, and it can be difficult to submit less than perfect
work to the scrutiny of others (we’ll be discussing this during the first
week). In order for everyone to grow as writers over the course of the
semester, it is important to give helpful and constructive feedback.

Assignments and Format Guidelines

Unless otherwise announced, I will collect all assignments via Blackboard. All drafts must be submitted
by 11:59 pm on the day that the assignment is due. On peer review days, assignments must be accessible on
the class computer or by hard copy for your reviewer(s). If you have any technical issues, please notify me
prior to the due date.

We will be using MLA style in this class, and I expect your papers to be formatted accordingly. All work
needs to be 11- or 12-point in a readable serif font, and your papers must be double-spaced unless I instruct
you otherwise. Any work you submit should have the following in the top left corner of the first page:
Your name
Name of instructor
English 106
The current date (or date assignment is due for longer works)
In the header of every subsequent page, you must put your last name (only) and the page number. Examples
will be provided prior to the first assignment.

Holtan | English 106E | Spring 2018 7

Filenames for electronic documents must include your name and the name of the assignment. Don’t
save your project as “memoir.doc.” Save it YOURLASTNAME_memoir.doc or something similar, so that
your file can be identified clearly.

Missed or Late W ork

You must submit your work on time. We will do a good deal of peer review in this course, and if your
assignments are late, you will not receive the valuable feedback you need for revision nor the points
associated with your handed-in drafts and peer reviews. Late work may be accepted under extenuating
circumstances and only if you consult with me before the class period in which the work is due. If you need
an extension, you must ask at least 24 hours before the assignment is due (and I will not always say
yes).

Points will be deducted from late work as follows (in 24-hour increments):
• 1 day late: grade will be lowered 1 letter grade –for example, this means that if the project was of A
quality work, it will now receive a B grade for being late (subtract 10% off original grade)
• 2 days late: grade will be lowered 2 letter grades (subtract 20% off original grade)
• 3 days late: will result in a failing grade on assignment (0% on the assignment)

With that said, if you find yourself overwhelmed and unable to complete an assignment, please come talk
with me. I expect you to do your best work and to turn work in on time, but I do know that sometimes life
happens.

Assignment Revision
As you will learn over the course of the semester, writing is a continual process and does not come to an end
when you submit the third draft of your assignment. This is particularly true for your academic and
professional careers, where you may find yourself writing similar papers, reports, etc. As such, you will have
the opportunity to rewrite 1 assignment of your choosing this semester. This must be a considerable,
thoughtful revision of your paper—merely editing grammar and spelling errors will not result in a grade
change. NOTE: This opportunity is not available if the original assignment is submitted late (see above), nor
for the final project.

If you choose to revise an assignment, the following conditions must be met:

• You must inform me via email of your desire to revise within three business days of receiving the
graded assignment. This email must address why you want to revise, what steps you intend to take,
and three potential due dates.
• Along with the final revision, the assignment must include a 500 word reflection on the changes
made. This reflection must include how you have addressed the comments on your third draft,
suggestions by peer reviewers (I strongly recommend that you use your writing groups to peer
review your revised assignment, or that you visit the Writing Lab), and any additional changes that
you decided to make.
• A late revision, or one that is missing any of the above requirements, will not be accepted.

If these conditions are met, the revised assignment can earn up to half of the points missing on the original
assignment.

E-mail Etiquette
One aspect of professional behavior is the ability to write a formal email. As such, all emails should be written
with your audience in mind: writing to an instructor is different from sending an email to a friend. All emails
need to be from your university email account, and include:

Holtan | English 106E | Spring 2018 8

 • Standard spelling, punctuation and capitalization.
• A subject line with your name and a brief description of what you are emailing about. This will help
ensure that your email can be identified easily and will make your needs clear.
• A salutation (Hello/Hi/Dear Aidan are all fine), and close by signing with your full name.

I will do my best to respond to your emails in a timely manner, however, it may take up to 48 hours to receive
a response. With that in mind, please give yourself time to have your questions answered.

Please also be aware that I will send frequent e-mails to the course list. Check your Purdue e-mail
account regularly.

Course Policies
Academic Integrity and Plagiarism
The English Department's official definition of plagiarism is: "When writers use material from other sources,
they must acknowledge this source. Not doing so is called plagiarism, which means using without credit the
ideas or expression of another. You are therefore cautioned (1) against using, word for word, without
acknowledgment, phrases, sentences, paragraphs, etc. from the printed or manuscript material of others; (2)
against using with only slight changes the materials of another; (3) against using the general plan, the main
headings, or a rewritten form of someone else's material. These cautions apply to the work of other students
as well as to the published work of professional writers.
Penalties for plagiarism vary from failure of the plagiarized assignment to expulsion from the university, and
may include failure for the course and notification of the Dean of Students' Office. The Department of
English considers the previous explanation to be official notification of the nature and seriousness of
plagiarism."

We will have discussions throughout the semester about plagiarism. I want to stress that I value learning and
honesty in the classroom. I also want to stress that I do report known cases of plagiarism to the Dean of
Students. If you choose to plagiarize, you will receive a zero on that particular assignment; in some cases, you
may fail the entire class.

You should become familiar with the following websites related to Purdue’s rules and regulations. Purdue
University’s Student Conduct Code at
http://www.purdue.edu/studentregulations/student_conduct/index.html
The Dean of Students’ “Academic Integrity: A Guide for Students” at
http://www.purdue.edu/odos/osrr/academicintegritybrochure.php
Purdue University’s student regulations at
http://www.purdue.edu/studentregulations/student_conduct/regulations.html
The section on plagiarism is under Student Conduct, B, 2, a.
If you still have questions about what is and is not plagiarism, do not hesitate to ask me in class, in my office,
during conferences, or via e-mail.

Campus Emergencies
We will spend some time during the first week of class discussing what to do in case of an immediate campus
emergency. The website on Emergency Preparedness is at www.purdue.edu/ehps/emergency_preparedness/.
In the event of a major campus emergency, course requirements, deadlines and grading percentages are
subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond my
control. Here are ways to get information about changes in this course:
• Check the course website.

Holtan | English 106E | Spring 2018 9

 • Check your e-mail.
• E-mail me at gaunta@purdue.edu

Grief Absence Policy

If you have a death in the family, you (or your representative) should contact the Office of the Dean of
Students. That office will then notify your instructors. (See the Grief Absence Policy for Students at
http://www.purdue.edu/odos/services/griefabsencepolicyforstudents.php. )

Counseling and Psychological Services (CAPS)

Purdue University is committed to advancing the mental health and well being of its students. If you or
someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For
help, such individuals should contact Counseling and Psychological Services (CAPS) at (765) 494-6995 and
http://www.purdue.edu/caps/ during and after hours, on weekends and holidays, or through its counselors
physically located in the Purdue University Student Health Center (PUSH) during business hours.

Disability Resource Center (DRC)

Students with disabilities must be registered with DRC in the Office of the Dean of Students before
classroom accommodations can be provided. If you are eligible for academic accommodations because you
have a documented disability that will impact your work in this class, please schedule an appointment with me
to discuss any adjustments you may need.

Diversity
In this course, each voice in the classroom has something of value to contribute. Please take care to respect
the different experiences, beliefs and values expressed by students and staff involved in this course. We
support Purdue's commitment to diversity, and welcome individuals of all ages, backgrounds, citizenships,
disability, sex, education, ethnicities, family statuses, genders, gender identities, geographical locations,
languages, military experience, political views, races, religions, sexual orientations, socioeconomic statuses,
and work experiences. For more information, visit the Division of Diversity and Inclusion website:
https://diversity.purdue.edu/

Nondiscrimination
Purdue University’s statement on nondiscrimination:
“Purdue University is committed to maintaining a community which recognizes and values the inherent
worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its
members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of
academic excellence, the University seeks to develop and nurture diversity. The University believes that
diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of
ideas, and enriches campus life.

Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in
which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications,
and other relevant characteristics.

Purdue University prohibits discrimination against any member of the University community on the basis of
race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status,
sexual orientation, gender identity and expression, disability, or status as a veteran. The University will
conduct its programs, services and activities consistent with applicable federal, state and local laws,
regulations and orders and in conformance with the procedures and limitations as set forth in Purdue’s Equal
Opportunity, Equal Access and Affirmative Action policy which provides specific contractual rights and
remedies. Additionally, the University promotes the full realization of equal employment opportunity for
women, minorities, persons with disabilities and veterans through its affirmative action program.”

Holtan | English 106E | Spring 2018 10

 ENGL 106E Class Schedule
This schedule is subject to change. However, I will never ask for an assignment to be due before the date
listed below. If a change is made to the policies or syllabus, you will be notified on the course website and by
email.

All readings listed are due that day in class. Please come prepared to discuss.

Key: NFG: Norton Field Guide, CM: Checklist Manifesto, TSIS: They Say; I Say, (B): Reading is available on
Blackboard

In Class Readings Due

WEEK 1 1/8-1/12
M Computer Lab: BRNG B275
Syllabus and Diagnostic

T Classroom: REC 225 NFG: Part 1 Diagnostic

Fundamentals of composition: Drafts, Revising vs. Academic
Editing Literacies
Syllabus Quiz
B): Anne Lamott,
“Shitty First
Drafts”

TSIS: Ch. 12
W Conferences: HEAV 225 Helen Sword,
Individual Meeting Group A “Air & Light &
Time & Space”
excerpt

R Classroom: REC 225 NFG: Part 2

Rhetorical Situations Rhetorical
Situations
F Conferences: HEAV 225 Helen Sword, Professional
Individual Meeting Group B “Air & Light & Email
Time & Space” Assignment
excerpt and Reflection

WEEK 2 1/15-1/19
M MARTIN LUTHER KING, JR. DAY: NO CLASS

T Introduce Unit 1: Checklist Manifesto CM: Intro,

Rhetorical Situations cont.; Checklists Appendix and
Ch. 1

W Individual Meeting Group C Helen Sword,

“Air & Light &
Time & Space”
excerpt
R Writing an Informative Essay NFG: Ch. 12
Reporting

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 Information; &
Ch. 42
Explaining
Processes
F Individual Meeting Group D Helen Sword,
“Air & Light &
Time & Space”
excerpt

WEEK 3 1/22-1/25
M Rhetorical Situations online CM: 2-5 Unit 1: Draft 1

T Sentence flow and transitions; Academic Writing TSIS: Ch 8 & 9

W Individual Meeting Group A
R HSSE Library Scavenger Hunt

F Individual Meeting Group B [EMAIL CONFERENCE]

WEEK 4 1/29-2/2
M In-class peer review CM: 6-9 Unit 1: Draft 2
T Introduce Unit 1.5: Best Practices for Conducting NFG: Ch. 15, 46
Research; Annotated Bibliographies & 47
W Individual Meeting Group C
R MLA Citations NFG: Ch. 52
(B): Review
Purdue OWL
MLA guide
F Individual Meeting Group D

WEEK 5 2/5-2/9
M Purdue library website & database research
T Peer reviewed articles; Close reading (B): TBA
TSIS: Ch. 14
W Individual Meeting Group A

R Quoting, Paraphrasing and Summarizing NFG: Ch. 49

F Individual Meeting Group B Unit 1: Final
Draft

WEEK 6 2/12-2/16
M In-class work day Unit 1
Reflection
T In-class peer review Unit 1.5 draft
W Individual Meeting Group C
R Introduce Unit 2: Argumentative Research Paper TSIS: Ch. 7
So What? Who Cares?
F Individual Meeting Group D

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 WEEK 7 2/19-2/23
M Proposals Annotated
Bibliography
Final Draft
T Writing an argument NFG: Ch. 13
W Individual Meeting A: discuss proposal & grades
R Research paper structure—Paragraph and paper
F Individual Meeting B: discuss proposal & grades Proposal Final
Draft

WEEK 8 2/26-3/2
M Integrating research: synthesizing sources TSIS: Part 1
T Integrating research: synthesizing sources cont.
W Individual Meeting C: discuss proposal & grades
R Integrating research: responding to sources TSIS: Part 2 (Ch.
4-6)
F Individual Meeting D: discuss proposal & grades Unit 2: Draft 1

WEEK 9 3/5- 3/9

M Introductions (B) Swales,
“Creating a
Research Space
(CARS)”
T Metacommentary TSIS: Ch.10
W Individual Meeting A
R Editing your work (B): Belcher
handout
NFG: Ch. 29
F Individual Meeting B

WEEK 10 3/12-3/16
M NO CLASS: SPRING BREAK
T NO CLASS: SPRING BREAK
W NO CLASS: SPRING BREAK
R NO CLASS: SPRING BREAK
F NO CLASS: SPRING BREAK

WEEK 11 3/19-3/23
M In-class peer review Unit 2: Draft 2
T Introduce Unit 3: Crowdfunding Portfolio
What makes a successful crowdfunder?
W Group Meeting (Film Group)
R Analyzing crowdfunding campaigns
F Group Meeting (Film Group) Crowdfunding
Analysis Due

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WEEK 12 3/26-3/30
M In-class work day
T Storyboarding & Scriptwriting
W Group Meeting (Film Group)
R Visual Rhetoric: CRAP and HATS
F Group Meeting (Film Group) Unit 2: Final
Draft

WEEK 13 4/2-4/6
M Video Editing Unit 2:
Reflection
T Writing a crowdfunding narrative NFG: Ch. 57
Rhetorical Devices
W Group Meeting (Film Group) Unit 3: Video
Draft 1
(Storyboard)
due in
conferences
R No class: film day
F Group Meeting (Film Group) Unit 3: Video
Draft 1
(Storyboard)
due in
conferences
---
Unit 3:
Narrative Draft
1

WEEK 14 4/9-4/13
M In-class work day
T In-class work day
W Group Meeting (Film Group)
R In-class work day
F Group Meeting (Film Group)

WEEK 15 4/16-4/20
M Peer review: Videos Unit 3: Video
Draft 2 due
T Peer Review: Narratives
W Group Meeting (Film Group)
R In-class work day
F Group Meeting (Film Group)

WEEK 16 4/23-4/27
M CLASS PRESENTATION SCHEDULE TBA Unit 3: Video

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 Final Draft due
T
W
R
F Unit 3
(Narrative)
Final and
Reflection due

Holtan | English 106E | Spring 2018 15