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Salt Lake Community College

Online English 1010: Food Theme
Sections 418, 419, 420, 426, 427, 428, 434 & 435
Course Policies/Procedures for Fall 2016
(August 24th December 8th)
Food is never just food. Its also a way of getting at something else: who we are, who we have
been, and who we want to be. -- Molly Wizenberg, Food Writer and Blogger

Instructors
Grant Bangerter (Sections 426, 427 and 428)
Jolynne Berrett (Sections 434 and 435)
Stephanie Maenhardt (Sections 418, 419 and 420)
Required Textbook
There is no required textbook that you will need to purchase for this course. Instead, we will
utilize a variety of free online readings and screencast videos. Links to these resources will be
available on our course website in Canvas.
Course Description
In Online English 1010 this semester, we will study the concepts of rhetoric, research and
argument, placing a strong emphasis on different facets of the writing process, including
invention, research, drafting, peer review and revision. As we examine these concepts, we will
also work together to expand our definition of the word text to include not just the written word,
but also spoken language and images.
This coming semester, students registered in the above-noted sections of English 1010 will
work together in a shared Canvas classroom. This team-teaching adventure will be a true
exercise in collaboration, giving you the opportunity to work with many different students and
three different instructors through both large and small-group discussions, online peer review
workshops and real-time small group consultations.
Your instructor of record (Bangerter: Sections 426, 427 and 428; Berrett: Sections 434 and
435; Maenhardt: Sections 418, 419 and 420) will be the person responsible for grading your
major assignments, but you can meet with any of us for the required real-time consultations.
These consultations will take place in an online chat space called Big Blue Button (BBB).
(Access to BBB is available through the course site in Canvas and directions on how to register
for these consultations and access the BBB chat space will be posted on the course site in
Canvas.)
All of the work well do this semester will be gathered under a single theme: FOOD. Through
our discussions, readings and writing assignments, we will explore some of the factors that

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contribute to the idea of food as a universal experience, as well as some of the unique and
defining practices and experiences that surround the topic. You will have a chance to write
about your own experiences with food, as well as learn to analyze texts, perform research,
present arguments and support them through evidence. Welcome to the feast!
Online Technologies
All of our work for this course will take place online. Because we will not be meeting in person,
it is your responsibility to have the necessary technology and technical know-how in order to
function efficiently and effectively in this online learning environment. SLCC has many
computers available at different campus sites should your home or workplace systems fail. In
any event, it is of course best not to wait until the last minute to try and log into the real-time
small group consultations or submit your writing assignments, as difficulties may occur.

Canvas is where you will find links to important course materials and readings, respond
to discussions, submit assignments/essays and do online peer review. You can access
this site via the link on SLCCs homepage or by logging into MyPage at www.slcc.edu.

Big Blue Button (BBB) is the virtual classroom space where we will meet for our realtime small group consultations. There isnt anything you need to purchase or download
here. Rather, you can access this online meeting space by clicking on the Conferences
link on our course site in Canvas and then joining the open conference. We also
encourage you to visit BBBs website at http://www.bigbluebutton.org/ for helpful tutorials
and an overview of the system.

Course Outcomes
The author and food blogger Molly Wizenberg believes that food is more than just food. For
her, Its also a way of getting at something else: who we are, who we have been, and who we
want to be. This philosophy is at the heart of the course outcomes goals for English 1010, for
writing is always more than just words it is a way to learn more about ourselves and about
the world around us. This semester, well incorporate this philosophy about writing by focusing
on the following four ideas:
1. Students will exhibit their rhetorical awareness and flexibility as readers and
writers through extended practice negotiating new and diverse reading and writing
situations and tasks that require their adaptation to shifting expectations and demands.
2. Students will demonstrate their critical thinking capacity as readers and writers
through the ongoing practice of analyzing, synthesizing, interpreting, and evaluating
ideas, information, situations, and texts across diverse reading and writing tasks.
3. Students will develop metacognition through the ongoing practice of reflecting on
their own thinking and language use as writers and readers and theorizing, more
generally, the work that language does in the world.
4. Students will develop an ability and confidence to navigate writing processes
through ongoing opportunities to write in diverse contexts, engage writing assignments
in stages, and practice revision.
Threshold Concepts for SLCC English Courses
In addition to the four course outcomes noted just above, SLCCs English Department has also
identified five specific threshold concepts that we will incorporate into our work this semester.
These basic concepts are designed to provide an understanding of writing that we hope will
enrich your existing knowledge of writing and serve you well as you encounter new writing
situations, no matter what your fields of interest and study might be.

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The concepts that we want you to think about and explore throughout the semester include the
following:

Language and writing are resources people use to do things, be things, and make things
in the world.
Rhetoric provides a method for studying the work that language and writing do.
Writing is a form of action. Through writing people respond to problems and can create
change in the world.
Writing is a process of deliberation. It involves identifying and enacting choices,
strategies, and moves.
Effective or meaningful writing is achieved through sustained engagement in literate
practices (e.g., thinking, researching, reading, interpreting, conversing) and through
revision.

Course Methods
Even though our course takes place online, we will still utilize many of the learning practices
found in traditional face-to-face composition classrooms. These include using peer review
groups and small group discussions, along with a variety of reading and writing opportunities.
As we explore these practices throughout the semester, we hope that our English 1010 class
will become a community of thinkers, readers, writers and learners who are engaged in a mutual
endeavor that will be interesting and profitable for all of us.
One of the goals we have for English 1010 this semester is for this class to become a
community of thinkers, readers, writers and learners engaged in a mutual endeavor that we
hope will be interesting and profitable for everyone involved. The work of this course is best
done together, with every member of the community fully present and participating. We would
like to offer the following ideas as guidelines for creating and maintaining such a community:
1. Join the small group consultations on time, prepared to discuss the assigned readings
and writing assignments.
2. Submit your work on time.
3. Read and respond and respond to one anothers work carefully, with as much thought
and input as you would like others to give to your own work.
4. Post a thoughtful and detailed individual response to the online discussion prompts.
5. Respect one another's opinions by responding to them thoughtfully and intelligently.
Because English 1010: FOOD is a team-taught course, the course cannot be truly successful
without a significant level of participation from each member of our online community. To make
discussions and the workload manageable and more fruitful, much of the work will be done in
small groups. The more actively you participate in these groups, the more profitable the
semester will be for you and the more successful the class will be overall.
At different points throughout the semester, you will sign up to meet with one of three instructors
(Grant Bangerter, Jolynne Berrett and/or Stephanie Maenhardt) and several of your classmates
in an online group discussion space in BBB. There are a total of 8 required small group
consultations that till take place during Weeks 2, 4, 6, 7, 9, 11, 12, and 15). In these
consultations, we will address specific questions about the class, introduce the different writing
assignments, and participate in real-time peer review workshops. Details about how to register
for these consultations are available here: https://screencast-o-matic.com/watch/cD1IVGiDSR.

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As a reminder, your instructor of record (Bangerter: Sections 426, 427 & 428; Berrett:
Sections 434 & 435; Maenhardt: Sections 418, 419 & 420) will grade the majority of your work,
however you may meet with any of us for the small-group consultations, and you should pay
attention to any announcements/emails/discussion responses posted by all instructors. You may
direct your general questions about course content to any instructor, but specific questions
about your grade should be directed to your instructor of record.
Course Participation
EN 1010 is one of the three SLCC English Department composition courses. Composition
courses at SLCC are based in workshop strategies and are highly collaborative. The different
processes you will go though to learn in English 1010 are equally important as the writing
assignments that you will produce. In this class, your efforts and participation have real
effects on your own and other students abilities to learn and develop new writing skills.
The framework of this course with emphasis on class participation and peer response
requires your regular participation in all discussions and activities. Failure to complete work
such as peer responses, participation in class activities and discussions, active participation in
small group work and so forth will result in the lowering of your grade.
As we noted above, there will be a total of 8 real-time small group consultations during the
semester; they are a required part of your work in this course and will take place during Weeks
2, 4, 6, 7, 9, 11, 12, and 15. Unless indicated otherwise, these chats will take place in Big Blue
Button (BBB), our online meeting space; BBB is accessible through the course site in Canvas.
Please make sure that you are prepared for each discussion by carefully completing the
assigned readings, discussion responses and any writing assignments before joining the online
consultation. We encourage you to have the course textbook and readings on hand during
these consultations so that you can follow along during our discussions.
Policy for Late and Make-up Work
Unless you have a reasonable excuse, we will not accept any late work, except under penalty
and we will not accept any assignment that is turned in more than one week past its original due
date.
Unless indicated otherwise, all assignments should be submitted to the corresponding links
under each individual module on the Modules page of our course site in Canvas. Any exception
to this policy (i.e. your ePortfolio requirement) will be noted on the course schedule of readings
and assignments. Assignments submitted by email will not be accepted.
Your grades for late assignments will automatically drop one third of a letter grade for every day
after the due date that they are late (ex. A to A-, A- to B+, etc.). If you anticipate needing to
submit work after the posted deadline, please contact your instructor of record ASAP to discuss
the options for submitting your work.
FYI: If you encounter any difficulties submitting your work online, please contact the SLCC Help
Desk at 801-957-5555 ASAP.
To earn at least a C in this course, you must complete all major assignments on time.

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If you wish to request an Incomplete for EN 1010 Online you must have completed at least
70% of the course and you must be passing the course at the time of your request.1
ePortfolio Requirement
Each student who is enrolled in General Education (GenEd) courses at SLCC should maintain
an electronic portfolio (ePortfolio) on an external hosting site (NOT on the ePortfolio link which is
housed within Canvas). This ePortfolio also provides a place where you can include
commentary on your educational goals, describe your extracurricular activities and post your
resume. It is a requirement in this class for you to add work to your SLCC ePortfolio site.
Each semester, you will be asked to submit at least one assignment from every GenEd course
you are taking to your ePortfolio site; each submission will be accompanied by a brief piece of
reflective writing that describes your overall work for the course and introduces your ePortfolio
submission. When you leave SLCC, the ePortfolio will then be able to help to showcase the
diversity of your educational experiences.
If you would like assistance in starting your ePortfolio or updating your existing ePortfolio, you
can visit one of SLCCs ePortfolio Labs during business hours and the staff there will be able
to assist you without an appointment. Labs are located at the following sites:
LIB 047 at the Taylorsville/Redwood Campus Markosian Library (801-957-5143)
HTC 102a at the Jordan Campus (801-957-6404)
3-174 at the South City Campus (801-957-4695)
To represent your work in English 1010 Online: FOOD this semester, you need to submit a
minimum of 5 pages of polished writing to your ePortfolio. This should include the following
items:
A short self-assessment which briefly addresses the four learning outcomes goals for
the course (refer to page 2 of this document for details about these goals)
Module 1: Issue Exploration Essay and Annotated Bibliography
Module 2: Rhetorical Analysis
Module 3: Recipe Memoir
You will receive credit for submitting work for EN 1010 to your ePortfolio site. Please remember
to post the files noted above to your ePortfolio site by midnight on the last day of class
(Thursday, December 8th).
Its also important to make sure that you make sure to upload a direct link to your ePortfolio site
to your student account on MyPage; this will allow all of your instructors to access your
ePortfolio site from their online course rosters. Let us know if you have questions about this
process.
Check out the following links for more information about SLCCs ePortfolio requirement,
including online resources, video tutorials, etc.:
http://www.slcc.edu/gened/eportfolio/students.aspx
http://eportresource.weebly.com/

2016-2017 SLCC Online Catalog.

http://catalog.slcc.edu/search_advanced.php?cur_cat_oid=6&search_database=Search&search_db=Search&cpage=
1&ecpage=1&ppage=1&spage=1&tpage=1&location=3&filter%5Bkeyword%5D=ENGL+1010

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Accommodation for Disabilities

SLCC will work to provide fair and appropriate accommodations for students with disabilities.
Please contact your instructor of record ASAP to discuss any particular needs you may have
for this course.
For specific information about the types of assistance that SLCC can provide, please visit the
Disability Resource Center (DRC) online at http://www.slcc.edu/drc/ or at one of the following
campus sites:
Taylorsville/Redwood Campus: Suite 244 of the Student Center
Phone: (801) 957-4659
TTY: (801) 957-4646
Fax: (801) 957-4947
Email: drc@slcc.edu
Jordan Campus: Room HTC 101 E
Phone/TTY: (801) 957-6361
South City Campus: Room 1-061 E-A
Phone/TTY: (801) 957-3258
Fax: (801) 957-3398
Title IX
From 20 U.S.C.A Section 1681 (a): TITLE IX: No person in the United States shall, on the
basis of sex, be excluded from participation in, be denied benefit of, or be subjected to
discrimination under any education program or activity receiving federal funds.
Examples of violations may include (but are not limited to):
Sexual advances, requests for sexual favors and sexually motivated physical conduct
Overt or subtle pressure for sexual activity
Sexually offensive verbalization including remarks, teasing, slurs, and innuendo
Repeated inappropriate jokes or comments about sex or gender specific traits
Conduct that is demeaning or derisive and occurs substantially because of ones gender
Sexual assault
Sexual violence
Gender based disparate treatment
If you have questions or concerns regarding your rights or responsibilities, or if you would like to
file a Title IX complaint please contact:
Students: Interim Dean of Students, 801-957-4776, STC 276 A (Redwood)
Employees or Community members: Ken Stonebrook, Title IX & Discrimination
Manager, 801-957-5027, AAB 211G (Redwood)
Online Reporting Form: http://www.slcc.edu/eeo/title-ix/complaint.aspx
Please note that SLCC has a strong prohibition against RETALIATION! The college does not
tolerate acts of retaliation against anyone for engaging in filing a complaint or participating in an
investigation.
Plagiarism and Academic Honesty
Students commit plagiarism when they submit someone elses work as their own. This
includes, but is not limited to the following acts:
Copying or purchasing information taken from printed and online texts

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Failing to attribute unique phrases, passages or ideas to their original source

Taking credit for a classmates work in collaborative situations

Any form of plagiarism is a violation of the Student Code of Conduct and Academic Honesty
policies at SLCC. Students who willfully plagiarize any work in this course will receive an
automatic E for the assignment in question and possibly for the entire course, depending
upon the severity of the plagiarism.
If you use information from another source whether its directly quoted, paraphrased or
summarized you need to document the original source #1 within the body of your writing and
#2 in a list of works cited at the end of the document. We will discuss additional details about
formatting and citation guidelines (MLA or APA style) in class, but you are welcome to email us
any time with questions. More information is also available at the Online Writing Lab (OWL) at
Purdue University:
MLA Style: https://owl.english.purdue.edu/owl/resource/747/01/
APA Style: https://owl.english.purdue.edu/owl/resource/664/01/

If you are new to writing for American (U.S.) audiences or if just want a bit more information
about how to avoid plagiarism, these links from the OWL at Purdue will help you understand
some of the basic terminology, expectations and writing conventions associated with academic
writing in an academic setting in the U.S.: https://owl.english.purdue.edu/owl/section/5/25/ and
https://owl.english.purdue.edu/owl/resource/958/01/.
For complete details about SLCCs Student Code of Conduct, including the Colleges Academic
Honesty Policy, please refer to SLCCs Online Catalog.2
Student Writing Center
Writing tutoring fro SLCC classes is available free of charge to all students through the SLCC
Student Writing Center (SWC). SWC tutoring centers are located at the following campuses
and teaching sites:
AAB129 at Taylorsville/Redwood (801-957-4893)
3-180 at South City (801-957-3206)
HTC 102 at Jordan (801-957-2852)
Garden Level at Library Square (no telephone contact info available at present; please
check the SWC website for more details)
123 at West Valley (801-957-2134)
In addition to face-to-face tutoring services, you may also utilize the SWCs online services
(online, real-time tutoring and tutor feedback via e-mail). To set up an appointment for these
online services, please visit the SWCs website: http://www.slcc.edu/swc/. Look for the links
where you can submit your writing and access the live online tutoring.
We encourage you to take advantage of the services the SWC offers. Meeting with the tutors
can be a great help in addition to the required small-group consultations that you will have with
us for this class.
While the SWC tutors are not an editing/proofreading service and are not there to fix your
paper, they will, however, be happy to work with you at any stage of the writing process as you
2

http://catalog.slcc.edu/content.php?catoid=6&navoid=217#Student_Code_of_Conduct

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learn to recognize errors and revise your work. Whether you visit the SWC in person or submit
your work for online feedback please make sure that you have the following items on hand for
your tutoring session:
a copy of your writing assignment
the assignment guidelines
any specific questions you have about your work
The Academic Literacy Center which is located in TB 430 at the Taylorsville/Redwood
Campus is another valuable resource if you would like specific help understanding readings,
evaluating sources, practicing conversation, creating study sheets, etc. More information is
available at http://www.slcc.edu/english/academic-literacy-center.aspx or you can contact them
directly by phone at 801-957-4026.
Grading Breakdown for English 1010 Online
Your grade in English 1010 Online this semester will be based on the following areas:
Notebook Assignments (20%)
Weekly Discussion Responses (20%)
Essay Drafting (20%)
Small-group Consultations (20%)
ePortfolio (20%)
The reading and writing assignments noted above are divided between the following three
modules:
Module 1 (Weeks 1-6): Entering the Conversation
o Notebook Assignments 1-7
o Argument Research and Issue Exploration
o Annotated Bibliography
o Consultations 1, 2 and 3
Module 2 (Weeks 7-11): Exploring and Analyzing
o Notebook Assignments 8-11
o Rhetorical Analysis
o Consultations 4, 5 and 6
Module 3 (Weeks 12-16): Examining and Reflecting
o Notebook Assignments 12-15
o My Ultimate Meal
o Recipe Memoir
o Consultations 7 and 8
Please visit the weekly links on the Modules page of our Canvas site for more details about
each individual Module/assignment.
Grading Scale
A = 94-100 %
A- = 90-93 %
B+ = 87-89 %

B = 84-86 %
B- = 80-83 %
C+ = 77-79 %

C = 74-76 %
C- = 70-73 %
D+ = 67-69 %

D = 64-66 %
D- = 60-63 %
E = 0-59 %

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EXTRA CREDIT: Learning Buffet Side-dish Selections (20 points/2 selections max.)
REMEMBER: Extra credit assignments are NOT required, so there is no pressure to submit
them if you do not have the time or desire. If you are interested, however, please read on for
more details. You are welcome to email us in Canvas with any additional questions.
Because just about everyone loves a little extra credit, we are offering the following Learning
Buffet of side-dish selections for you to choose from. Unless otherwise noted, these will be the
only opportunities to earn extra credit in this course.
Each student has the opportunity to choose up to 2 selections from the following list of foodrelated learning activities to complete on your own. Each activity is worth up to 10 points each
and you may complete 2 activities for a total of up to 20 points of extra credit. Please note
these points will NOT appear on your total score in Canvas. Your instructor of record will keep
track of the submissions and will add the points to your overall points for class at the end of the
semester. Thank you for your cooperation and understanding!
All extra credit work should be submitted to the corresponding links under the Extra
Credit drop-down menu on the Modules page of our course site in Canvas.
You can submit extra credit work at any time during the semester: August 24th-December 8th.
Please note that NO extra credit will be accepted after the LAST DAY of fall classes: Thursday,
December 8th. Thank you for your cooperation!
Below is a list of 10 different side-dish selections that you can choose from for extra credit this
semester. Please note that you may sample each side dish only once. In other words, you
cant review 2 different food-related films or read 2 different food-related magazines for extra
credit. Please email us in Canvas with any questions!
1. Watch a food-related film (email us for ideas if you cant find something on your own)
and write a 1-2 page critical review of it. Your review should include a brief summary of
the film, but the main portion of the review should be your actual review of the film; this
could include notes about what you liked/didnt like about the film and whether or not
youd recommend it to someone else.
2. Take inspiration from the film Julie vs. Julia and browse through a cookbook to find your
inspiration for a new dish. After youve tested the recipe, write a 1-2 page reflection
about the experience.
3. Go out to eat and play the role of food critic. You might even consider doing a
comparison/contrast of similar items from two different restaurants (Ex. tacos from Caf
Rio vs. tacos from a vendors cart in downtown Salt Lake City). Write a 1-2 page critical
review of your meal, the ambiance, the service, etc. from your visit.
4. Spend some time browsing through a food blog (email us for ideas if you cant find
something on your own). Write a 1-2 page critical review of the blog, including a brief
summary of the content and authors background, as well as a brief commentary about
the content of the blog.
5. Select a food podcast (email us for ideas if you cant find something on your own) and
listen to one or two episodes. Write a 1-2 page critical review of the podcast. Be sure to
include a brief summary of the content, as well as your own response to the podcast.
6. Based on your reading of "Should men be in charge of the kitchen? Yes."

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(http://www.telegraph.co.uk/foodanddrink/7570134/Should-men-be-in-charge-of-thekitchen-Yes.html) and "A Woman's Place is Running the Kitchen"

(http://www.nytimes.com/2014/03/30/magazine/a-womans-place-is-running-thekitchen.html?_r=0), write a 1-2 page response which addresses the following question:
Why do you think it is that in the home, cooking is commonly considered to be a
feminine activity, while in restaurants especially high-end establishments it is more
frequently hyper-masculine?
7. Create a food map of the neighborhood/city where you live. As part of this activity, you
might make note of the numbers and types of restaurants, grocery stores, convenience
stores, etc. which are in the area. Consider whether this qualifies your immediate area
as a food desert (see http://apps.ams.usda.gov/fooddeserts/foodDeserts.aspx and
http://www.ers.usda.gov/data-products/food-access-research-atlas/go-to-the-atlas.aspx
for more information on this). Write a 1-2 page analysis of this experience, commenting
specifically on whether or not you live in/near a food desert.
8. Watch an episode of a food/cooking-based TV show (many different options are
available on regular TV, Netflix, Amazon Prime, and free online at Hulu email us for
ideas if you cant find something on your own) and write a 1-2 page evaluation of it. Be
sure to include a brief summary of the episode along with your critique of it.
9. Spend some time studying a magazine that focuses on food (ex. Living Without,
Gourmet, Food Network Magazine, bon apptit, Southern Living Magazine, etc.). Write
a 1-2 page critical review of the magazine. In the review, you should consider how much
of the magazine is devoted to advertising vs. how much of it is devoted to articles about
food, pictures of food, recipes, etc. Who is the target audience for this publication? How
does the magazine use the rhetorical appeals of ethos, pathos and logos to appeal to
readers?
10. Come up with your own idea for a food-related extra credit activity and submit your
proposal to your instructor of record via email in Canvas. Be creative! If your instructor
approves your proposal, this will become one of your extra credit side dish activities.