ENG 103 Writing about Borders
Chapman University
Fall 2019
Monday, Wednesday, & Friday: 12:00 – 12:50 pm
Baldwin Pavillion Rm. 1107
Instructor: Prof. Daniel Strasberger
Email: dstrasberger@chapman.edu
Office Hours: by appointment only
Course Description
This course explores the diverse meanings and uses of the concept of language using materials and contemporary examples from around the globe. We will be exploring the literal and figurative borders that we encounter from an increasingly globalized world. This will be done by focusing on the conversations and challenges surrounding issues of immigration, and cultural and national borders. Throughout this course we will examine how rhetoric contributes to, establishes, and sometimes removes such borders. The course consists of interactive lectures, group discussions, and written assignments. Students will learn the contexts and rhetorical devices that allow for perspectives to be communicated effectively in professional, academic, and daily environments.
Catalog Description
Writing seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose their area of concentration from a range of writing genres, each with its own sets of expectations, forms and purposes. Attention will focus on student writing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. (Offered every semester.) 3 credits.
Program Learning Outcomes for a Student Completing this GE WI/Written Inquiry Course:
Students will compose texts that:
Required Texts: The Line Becomes a River, Francisco Cantú (ISBN: 0735217734)
Course Policies
Absences
Attendance and participation is absolutely critical to your success in this course. You will be granted four excused absences for the duration of the semester. Notification should be given in advance for any absences. Additional unexcused absences will drop your final grade by one full letter grade.
Tardiness
Since this is a discussion class, punctuality is very important. If you must come late for any reason (or request to leave early), please let me know as soon as possible. If you are more than ten minutes late to class without prior permission, this will count as an unexcused absence.
Writing Assignments
There will be a combination of formal and informal writing assignments in this course. Assignments must be submitted, through the Assignment Submission on Blackboard, by 11:59 pm on the due date.
Late work will not be accepted during this course, unless explicitly discussed prior to a due date. This includes Reading Responses, Blog assignments, and formal assignments.
Civility and Respect
We will address a variety of themes and issues over the course of the semester for the purpose of gaining a more critical understanding of, and ability to articulate, our views on current issues regarding borders, immigration, and other relevant topics. At all times, we must recognize each individual’s right to present differing or opposing viewpoints shaped by diverse perspectives and experiences. Please recognize that your classroom audience is comprised of fellow human beings, and present your ideas, arguments, and criticisms accordingly.
Electronic Devices
All electronic devices (phones, video games, etc.) should be shut OFF before the beginning of class. Phones should be put away and text messaging is not allowed. Electronic disturbances will result in an absence, and further disciplinary action may be taken.
Changes to the Syllabus
During the semester, it may be necessary to modify certain aspects of this syllabus or the course schedule. Any modifications will result in the distribution of the new version of the syllabus and/or course calendar.
Course Assignments and Projects
• Participation (attendance, in-class discussion & peer editing)
• Reading Responses, Blogs & Quizzes
• Open Letter
• Ethnographic Research (Paper & Presentation)
o Proposal
o Research & Outline
o First Draft
o Final Draft
o Presentation
• Reflective Essay
Participation
This course requires thoughtful, regular participation. As this course will be predominantly discussion based, participation is a key component of your grade. Participation includes a variety of forums such as in-class discussions and activities, blogs, reading responses, and quizzes.
Open Letter Project
Compose an Open Letter addressed to a very specific person or thing/symbol of influence but keeping the broader public audience in mind and rhetorical components exhibited in the rhetorical overview. The letter should present a clear argument, utilizing rhetorical appeals and concepts of social agency and authority, as well as strong research-based multimodal support. You are open and free to choose anything or anyone. Some examples include something personal such as the house you remember from your childhood, has since been demolished and you decide to write the city, demolishing company, or old house a letter. Your outside support could be looking at the statistics of homes demolished in order to build freeways and how that affects families. Another example may be after visiting The Vietnam Veterans Memorial Wall you are filled with varying thoughts or emotion and you write a letter to the names etched into the wall or former President Johnson. Your outside support may be the psychological effects of war. Perhaps you have found a photo of your father you’ve never seen and he is participating in a foreign political rally and you write him a letter. The letter ought to be specific in what it hopes to accomplish. This is, much like the letters we have read thus far, an opportunity to present yourself, the rhetorician, as a social agent of change, using your experience, voice, and authorial presence as a strong rhetorical tool.
Ethnographic Research Paper
This project incorporates the observations and interview of a person or group of people in order to understand medical and societal phenomena. You will learn about a subculture or group by observing and experiencing it firsthand and even participating in it. Choose a group that is easily recognized for its own, unique characteristics by those outside of it meaning those who are not part of this group. This “subculture” should consist of a group of people who share the same worldview or background, have a common goal or purpose, are of the same nationality, or so on. Choose a specific group and or an individual that is part of the group. This assignment asks that you conduct an interview with a person of your choice (friend, relative, or colleague). The purpose of an ethnographic paper is to understand society and it relationship to the health sciences as it influences people within their own personal domain. This is intended to be a very detailed project. So rather than being broad like picking a major religion you would choose a specific denomination and or its place of worship like a mosque, church, or temple. You cannot pick a subculture/group that you currently take part in. All of the following will need to be included as part of your research:
Ethnographic Research (Presentation)
Ultimately, the final project is connecting the logistics of what you’ve learned during the semester. How you present is entirely up to you (creating a Prezi or Power-point presentation, showing videos or implementing audio, and so on) essentially, incorporate something visual to further enhance and support your point/observations. Although, I am giving you the liberty of running with paper and presentation, the tools in which you approach and write must still reflect the rhetorical principles we have learned in class and how we have critically approached and examined those works. I’d like you to critically analyze your ethnography rhetorically. This project will require a rhetorical purpose for an audience (your peers), while also considering and utilizing the constraints of the platform in order to compose your written, oral, and visual argument.
For the presentation portion, you WILL NOT be reading from your paper verbatim, but you may possibly, and are most welcome to, choose to incorporate sections of the paper in your presentation.
Reflective Essay
In this short personal essay I would like you to explore and convey your own thoughts of how your perception of writing may or may not have changed over the course of the semester? Did you have pre-conceived assumptions about writing for this class? Has the process of writing led you to your own new discoveries? How so? Do you find writing to be engaging, or not accessible? How has your writing improved/not improved? Perhaps you might share which part of the texts/people/causes examined in class moved you the most, caused you to think differently and or more critically, and thus, which may have also caused you to view writing differently. These are just a few thought-provoking example questions to pose to yourself. I am looking for your personal reflection on writing.
Methods of Evaluation:
The percentages of contribution to your final grade are as follows:
Point Breakdown
Area of Evaluation
Total Possible Points
Percent
Participation (Attendance/Discussion): 150 points/15%
Reading Responses, Blogs and Quizzes: 250 points/25%
Open Letter: 200 points/20%
Sub-Culture Ethnography (Final Paper & Presentation) 300 points/30%
Reflective Essay 100 points/10%
Total: 1000 points
A = 1000-930
A- = 929-900
B+ = 899-870
B = 869-830
B- = 829-800
C+ = 799-770
C = 769-730
C- = 729-700
D+ = 699-670
D = 669-630
D- = 629-600
F = 599-0
Additional Information
Blogs
Throughout the semester you will be composing in the writing space of our class blog. Short compositions, exercises, and responses will be appearing in the blog posts. The goal in keeping this electronic portfolio is to explore a variety of means of rhetorical composition, including (but not limited to) analysis, narrative, argument, inquiry and exposition. Weekly blog posts will range between 250-500 words, and should be published as polished drafts, meaning no sentence-level errors. Responses are due by 11:59 pm on Fridays, with the two 200-word responses to peers dues by 11:59 pm that Sunday.
Entering the Discussion
Research is a significant aspect of your academic life. The majority of your classes will require one or more research assignments. Therefore, it is crucial to understand the process and expectations. Throughout the term you will read multiple texts on various issues surrounding our readings. You should be prepared to join the conversation by responding to different authors’ ideas about these issues and using them to inform your own view on the subject. You should attempt to enter the discourse in class and in your critical essays.
Extra Credit
You may receive the opportunity to obtain extra credit in several ways during this class. All extra credit must be approved by the instructor prior to its completion and submission. The following can be considered for extra credit assignments:
Chapman University’s Academic Integrity Policy
Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please see the full description of Chapman University's policy on Academic Integrity at www.chapman.edu/academics/academicintegrity/index.aspx.
Chapman University’s Students with Disabilities Policy
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516–4520 or visit www.chapman.edu/students/student-health-services/disabilityservices if you have questions regarding this procedure or for information or to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
Chapman University’s Equity and Diversity Policy
University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Please review the full description of Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise reported in accordance with this policy.
Monday, Wednesday, & Friday: 12:00 – 12:50 pm
Baldwin Pavillion Rm. 1107
Instructor: Prof. Daniel Strasberger
Email: dstrasberger@chapman.edu
Office Hours: by appointment only
Course Description
This course explores the diverse meanings and uses of the concept of language using materials and contemporary examples from around the globe. We will be exploring the literal and figurative borders that we encounter from an increasingly globalized world. This will be done by focusing on the conversations and challenges surrounding issues of immigration, and cultural and national borders. Throughout this course we will examine how rhetoric contributes to, establishes, and sometimes removes such borders. The course consists of interactive lectures, group discussions, and written assignments. Students will learn the contexts and rhetorical devices that allow for perspectives to be communicated effectively in professional, academic, and daily environments.
Catalog Description
Writing seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose their area of concentration from a range of writing genres, each with its own sets of expectations, forms and purposes. Attention will focus on student writing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. (Offered every semester.) 3 credits.
Program Learning Outcomes for a Student Completing this GE WI/Written Inquiry Course:
Students will compose texts that:
- Establish active, genuine, and responsible authorial engagement
- Communicate a purpose—an argument or other intentional point/goal
- Invoke a specific audience
- Develop the argument/content with an internal logic/organization
- Integrate references, citations, and source material logically and dialogically, indicating how forms of evidence relate to each other and the author’s position
- Compose with rhetorically effective use of language, form and genre, voice and tone, and style
Required Texts: The Line Becomes a River, Francisco Cantú (ISBN: 0735217734)
Course Policies
Absences
Attendance and participation is absolutely critical to your success in this course. You will be granted four excused absences for the duration of the semester. Notification should be given in advance for any absences. Additional unexcused absences will drop your final grade by one full letter grade.
Tardiness
Since this is a discussion class, punctuality is very important. If you must come late for any reason (or request to leave early), please let me know as soon as possible. If you are more than ten minutes late to class without prior permission, this will count as an unexcused absence.
Writing Assignments
There will be a combination of formal and informal writing assignments in this course. Assignments must be submitted, through the Assignment Submission on Blackboard, by 11:59 pm on the due date.
Late work will not be accepted during this course, unless explicitly discussed prior to a due date. This includes Reading Responses, Blog assignments, and formal assignments.
Civility and Respect
We will address a variety of themes and issues over the course of the semester for the purpose of gaining a more critical understanding of, and ability to articulate, our views on current issues regarding borders, immigration, and other relevant topics. At all times, we must recognize each individual’s right to present differing or opposing viewpoints shaped by diverse perspectives and experiences. Please recognize that your classroom audience is comprised of fellow human beings, and present your ideas, arguments, and criticisms accordingly.
Electronic Devices
All electronic devices (phones, video games, etc.) should be shut OFF before the beginning of class. Phones should be put away and text messaging is not allowed. Electronic disturbances will result in an absence, and further disciplinary action may be taken.
Changes to the Syllabus
During the semester, it may be necessary to modify certain aspects of this syllabus or the course schedule. Any modifications will result in the distribution of the new version of the syllabus and/or course calendar.
Course Assignments and Projects
• Participation (attendance, in-class discussion & peer editing)
• Reading Responses, Blogs & Quizzes
• Open Letter
• Ethnographic Research (Paper & Presentation)
o Proposal
o Research & Outline
o First Draft
o Final Draft
o Presentation
• Reflective Essay
Participation
This course requires thoughtful, regular participation. As this course will be predominantly discussion based, participation is a key component of your grade. Participation includes a variety of forums such as in-class discussions and activities, blogs, reading responses, and quizzes.
Open Letter Project
Compose an Open Letter addressed to a very specific person or thing/symbol of influence but keeping the broader public audience in mind and rhetorical components exhibited in the rhetorical overview. The letter should present a clear argument, utilizing rhetorical appeals and concepts of social agency and authority, as well as strong research-based multimodal support. You are open and free to choose anything or anyone. Some examples include something personal such as the house you remember from your childhood, has since been demolished and you decide to write the city, demolishing company, or old house a letter. Your outside support could be looking at the statistics of homes demolished in order to build freeways and how that affects families. Another example may be after visiting The Vietnam Veterans Memorial Wall you are filled with varying thoughts or emotion and you write a letter to the names etched into the wall or former President Johnson. Your outside support may be the psychological effects of war. Perhaps you have found a photo of your father you’ve never seen and he is participating in a foreign political rally and you write him a letter. The letter ought to be specific in what it hopes to accomplish. This is, much like the letters we have read thus far, an opportunity to present yourself, the rhetorician, as a social agent of change, using your experience, voice, and authorial presence as a strong rhetorical tool.
Ethnographic Research Paper
This project incorporates the observations and interview of a person or group of people in order to understand medical and societal phenomena. You will learn about a subculture or group by observing and experiencing it firsthand and even participating in it. Choose a group that is easily recognized for its own, unique characteristics by those outside of it meaning those who are not part of this group. This “subculture” should consist of a group of people who share the same worldview or background, have a common goal or purpose, are of the same nationality, or so on. Choose a specific group and or an individual that is part of the group. This assignment asks that you conduct an interview with a person of your choice (friend, relative, or colleague). The purpose of an ethnographic paper is to understand society and it relationship to the health sciences as it influences people within their own personal domain. This is intended to be a very detailed project. So rather than being broad like picking a major religion you would choose a specific denomination and or its place of worship like a mosque, church, or temple. You cannot pick a subculture/group that you currently take part in. All of the following will need to be included as part of your research:
- Direct and participatory observation of daily behavior.
- Investigation of relevant social, cultural, and psychological theories in order to posit your experience within an academic context.
- Details, key facts, statistics, study results.
- Sources: book, periodical, journal, website, other.
- Your outside support may include text/s explored in class. It can also incorporate a deepened exploration of any text (written, art, film, and so on).
- Interviews: Having a couple of informants is one of the most beneficial ways to gain insight into a particular culture. This project is largely based on information that you’ll obtain through interviews, observation and, if possible participation. To use an unbiased approach, interview your informants individually so they don’t influence each other’s answers. Devise your own, open-ended questions that will allow you to obtain in-depth information to address the sections listed below in the outline. Each individual will likely have a slightly different experience as a member of that culture. Take advantage of that by tailoring your questions to your informants. In other words, ask each person questions that pertain to his/her individual roles, positions or experience in the subculture. Submit your questions and informants’ responses with your paper. Whether you take notes by hand or make audio/video recordings of your interviews, you must provide a typed transcription of your interview notes with your assignment including dates, times and places of your interviews at the top. Include them in a separate section at the end of your paper titled Interview Notes. Make sure your paper is very detailed – as if your audience has never heard of this subculture before. You will be writing about your own experience (via observation, participation, interviews, outside research for strengthened support and so on) of this subculture, but also consider the perspectives of members of the subculture in your findings. As you write about your findings and results, be sure to incorporate the results of your interviews, specific items of data from research, and other specific events you observed to substantiate your claims.
Ethnographic Research (Presentation)
Ultimately, the final project is connecting the logistics of what you’ve learned during the semester. How you present is entirely up to you (creating a Prezi or Power-point presentation, showing videos or implementing audio, and so on) essentially, incorporate something visual to further enhance and support your point/observations. Although, I am giving you the liberty of running with paper and presentation, the tools in which you approach and write must still reflect the rhetorical principles we have learned in class and how we have critically approached and examined those works. I’d like you to critically analyze your ethnography rhetorically. This project will require a rhetorical purpose for an audience (your peers), while also considering and utilizing the constraints of the platform in order to compose your written, oral, and visual argument.
For the presentation portion, you WILL NOT be reading from your paper verbatim, but you may possibly, and are most welcome to, choose to incorporate sections of the paper in your presentation.
Reflective Essay
In this short personal essay I would like you to explore and convey your own thoughts of how your perception of writing may or may not have changed over the course of the semester? Did you have pre-conceived assumptions about writing for this class? Has the process of writing led you to your own new discoveries? How so? Do you find writing to be engaging, or not accessible? How has your writing improved/not improved? Perhaps you might share which part of the texts/people/causes examined in class moved you the most, caused you to think differently and or more critically, and thus, which may have also caused you to view writing differently. These are just a few thought-provoking example questions to pose to yourself. I am looking for your personal reflection on writing.
Methods of Evaluation:
The percentages of contribution to your final grade are as follows:
Point Breakdown
Area of Evaluation
Total Possible Points
Percent
Participation (Attendance/Discussion): 150 points/15%
Reading Responses, Blogs and Quizzes: 250 points/25%
Open Letter: 200 points/20%
Sub-Culture Ethnography (Final Paper & Presentation) 300 points/30%
Reflective Essay 100 points/10%
Total: 1000 points
A = 1000-930
A- = 929-900
B+ = 899-870
B = 869-830
B- = 829-800
C+ = 799-770
C = 769-730
C- = 729-700
D+ = 699-670
D = 669-630
D- = 629-600
F = 599-0
Additional Information
Blogs
Throughout the semester you will be composing in the writing space of our class blog. Short compositions, exercises, and responses will be appearing in the blog posts. The goal in keeping this electronic portfolio is to explore a variety of means of rhetorical composition, including (but not limited to) analysis, narrative, argument, inquiry and exposition. Weekly blog posts will range between 250-500 words, and should be published as polished drafts, meaning no sentence-level errors. Responses are due by 11:59 pm on Fridays, with the two 200-word responses to peers dues by 11:59 pm that Sunday.
Entering the Discussion
Research is a significant aspect of your academic life. The majority of your classes will require one or more research assignments. Therefore, it is crucial to understand the process and expectations. Throughout the term you will read multiple texts on various issues surrounding our readings. You should be prepared to join the conversation by responding to different authors’ ideas about these issues and using them to inform your own view on the subject. You should attempt to enter the discourse in class and in your critical essays.
Extra Credit
You may receive the opportunity to obtain extra credit in several ways during this class. All extra credit must be approved by the instructor prior to its completion and submission. The following can be considered for extra credit assignments:
- Attending any of the Tabula Poetica events, and writing a review.
- All events are free and open to the public
- Readings begin at 7 p.m. in the Henley Reading Room
- I will email dates for the readings
- Visiting the Writing Center in DeMille for assistance with written assignments
- Tutors will help you at any stage of the writing process – you can receive credit for help with outlines, initial drafts, and revisions.
- Revisions must be submitted during conferences or the peer editing/revision week of class, and include the authorization of the tutor that assisted you.
Chapman University’s Academic Integrity Policy
Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please see the full description of Chapman University's policy on Academic Integrity at www.chapman.edu/academics/academicintegrity/index.aspx.
Chapman University’s Students with Disabilities Policy
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516–4520 or visit www.chapman.edu/students/student-health-services/disabilityservices if you have questions regarding this procedure or for information or to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
Chapman University’s Equity and Diversity Policy
University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Please review the full description of Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise reported in accordance with this policy.