SYLLABUS COD: ENG 0100-725-201710

UNIVERSIDAD SAN FRANCISCO DE QUITO

SCHOOL: CIENCIAS SOCIALES Y HUMANIDAD.
COURSE: ENG 0100 - WRITING AND RHETORIC
Semester: 201710 - Primer Semestre 2017/2018 - NRC: 1907
Schedule: MJ 16:00 - 17:20 (Aula D-121)

PROFESSOR INFORMATION:
Professor: Rhys James Davies
Email rdavies@usfq.edu.ec (this is the best way to reach me if you require a quick response)
Skype: rhysjdavies1
Office: H103I (Paseo)
Office hours: LI 11.30-13.00 or by appointment

COURSE INFORMATION:
Credits: 4
Pre-requisites: Verify pre-requisites in Banner academic system.

Co-requisites: El curso no tiene correquisitos.

COURSE DESCRIPTION:
This is a writing course with the expressed objective of developing academic and real-world
critical reading and writing skills. Students will generate approximately 3000-5000 words of
polished writing throughout the semester that demonstrate their abilities as rhetorically-aware
writers in English.
The course is based on the premise that reading and writing are rhetorical acts, in which
effective communication takes place in a dynamic relationship between the writer, the text,
and the audience in specific rhetorical situations. In the dynamic writing environments of the
twenty-first century, understanding the rhetorical strategies used in a range of texts, including
print, images, and digital and social media, is essential for developing effective writing

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practices. As such, assignments will cultivate students abilities to discern the effectiveness
of both written and multimodal texts and apply rhetorical concepts in their own compositions.
Because reading and writing are social practices, special emphasis will be given to
collaboration in the writing process as well as the acts of reading and responding to texts.
The course culminates in a final Portfolio which includes a selection of revised student writing
and a critical reflection on students' learning experiences in the course.
Ultimately, this course aims to develop a creative mind, capable of questioning and finding
answers through writing. By understanding how ideas and information are conveyed within
their rhetorical situations, students will learn to effectively challenge established knowledge
and generate new and compelling ideas of their own in the university and beyond.

COURSE LEARNING OUTCOMES:

# Learning Outcomes Level

1 Analyze the rhetorical effectiveness of both written and Medio

multimodal texts for specific audiences and contexts.

2 Implement rhetorical concepts including genre, context, Medio

audience, and appeals in both written and multimodal texts
to persuade audiences.

3 Develop effective writing processes that includes strategies Medio

such as prewriting techniques, drafting, revision, and
editing, both independently and in collaboration with other
writers.

4 Articulate and sustain ideas clearly through common Medio

features of academic writing, including thesis statements,
topic sentences, transitions, and supporting reasons and
evidence.

5 Demonstrate precise control over the conventions of Medio

English grammar and writing mechanics toward the
development of a clear and compelling writing style.

6 Analyze and distinguish between scholarly, popular, and Medio

trade sources using academic databases, print resources,
and the internet and evaluate their credibility.

7 Summarize, quote, and paraphrase relevant and credible Medio

sources in writing, and accurately document sources within
the conventions of a common scholarly citation method
(MLA or APA).

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COURSE CONTENTS:
* Strategies for critical reading and thinking
* Principles of rhetoric for effective communication
* Writing process techniques
* Articulating, organizing, and supporting academic arguments
* Research and documentation techniques
* Conventions of English language usage

METHODOLOGY FOR THE INTEGRATION OF THEORETICAL AND PRACTICAL

CONTENTS:
The teaching methodology used in all courses at USFQ follows the liberal arts philosophy:
encourage dialogue and enable learning through opportunities to exchange ideas among
teachers and students. It is expected that all the theoretical content courses explore potential
applications to professional practice and work contexts through the integration of diverse
activities and simulations that foster the contextualized understanding of concepts using
reality and professional practice as frames of reference.

ASSESSMENT:

Type General Description % of final grade

Essays Summary5% 50%

Restaurant Review10%
Multimodal Literacy Narrative15%
Argumentative Research Paper
20%
i. Annotated Bibliography 5%
ii. Essay 15%

ePortfolio (Final Exam) The final portfolio contains polished 25%

versions of three essay
assignments, two freewrites
composed during the semester, a
sample of writing done on social
media, and an audio or video
recording of your reflective diary.

Reading presentations During the semester, you are 15%

expected to present and lead a
discussion of one reading, journal

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or newspaper article listed on the

course schedule for that week

Classwork and participation Class participation, in-class free- 10%

writing, peer feedback sessions,
textbook activities and reading
quizzes

Description of Assessment Categories

Essay Assignments
During the semester you will write 5 evaluated essays: a summary, restaurant review,
argumentation essay with annotated bibliography, digital literacy narrative and rhetorical
analysis. I will upload a more detailed explanation with specific grading rubrics to D2L well
before each assignment is due. All assignments (with the exception of the digital literacy
narrative and the photographic essay) should be formatted using MLA conventions, which
will be covered in this class.
Writing as a process is a fundamental aspect of this class and you are encouraged to write 3
drafts of each essay. The first draft is for peer-review, the second for grading and the third for
the portfolio. The first draft will be workshopped in-class by peers and returned to you on the
same day. Then you will revise this draft for grading and hand it in on the assigned due date
on the class schedule. I will then return your essay with corrections, suggestions and a
grade, which you will then polish for inclusion in the portfolio. At each of stage of drafting, it is
essential that you incorporate the feedback you have been given from your peers and from
me. Each draft of your essay must be a complete version with a clear introduction, body and
conclusion. Note that if you miss peer-review sessions, your graded drafts will lose points.

Applies to all Learning Outcomes

ePortfolio
In lieu of a final exam for this course, you will put together an electronic portfolio at the end of
the semester. This ePortfolio is worth 25% of your final grade. Your portfolio is an opportunity
for you to demonstrate your learning process and progression as a rhetorical thinker and
writer throughout the semester. The portfolio will contain a range of your written work that
showcases what you have learnt about yourself as a writer, the writing process and specific
writing competencies.
Your ePortfolio will contain 3 polished essay assignments of your choice, 2 polished
freewrites and a sample of writing done on social media. Furthermore, the ePortfolio must
include an audio or video recording of your reflective diary. More detailed instructions will be
provided as the semester progresses.
Applies to all Learning Outcomes
Reading presentations

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During the semester, you are expected to present and lead a discussion of one reading,
journal or newspaper article listed on the course schedule for that week. Study the list and
choose ahead of time to get something youll care about and enjoy. Try to ask provocative
questions and help field questions from class members. Here are some suggestions of
aspects that you could discuss:

What do you agree or disagree with, and why? What does this teach you? What is its point of
view/thesis? What does it omit? How does it relate to the other readings we have done or to
other important cultural opinions or theories? You'll need to sign up for presentations in
advance. Let me know if youd like suggestions based on your interests, or if you would like
guidance or suggestions about making an effective spoken presentation. Each reading
presentation should last between 15-20 minutes and these presentations will be conducted in
groups of 4.

Applies to Learning Outcomes 1, 2, 4 and 5

Participation and Classwork

Participation
Active class participation is very important. Simply attending class is not enough. High
participation scores can be achieved by active in-class discussion and coming to class
prepared, having fulfilled all the readings and assignments so that you are ready to
participate. Please see more detailed information about my attendance and participation
policies below.

Classwork
i. Freewriting
At the beginning or end of each class we will complete 10-15 minute freewrites. These will be
focused freewrites where you will write as much as possible and as quickly as possible on a
specific topic. I will provide you with readings, videos and caricatures before the class to
prepare you for that particular freewrite topic. To be able to take part in the freewrite, you
must come to the class having engaged with the assigned material. These shorts pieces of
writing will not be graded but will be corrected for errors and count as part of your class
participation grade. In addition, you will include two polished freewrites in the ePortfolio at the
end of the semester. Freewriting is an opportunity for you to practice writing without any
pressure and to learn from your errors without losing any points. Please feel free to try out
semicolons, challenging syntax or any new vocabulary in this activity.
ii. Peer-review workshops
The peer-review workshops are designed to help you develop skills you will need in order to
provide constructive criticism to others work. Furthermore, they offer an excellent opportunity
to have another pair of eyes other than the instructors read your work and you can also
enrich your own work by exchanging ideas with your peers. During the peer-review
workshops, you will read and respond to your classmates drafts. Please print out and bring
to class 3 copies of your first draft on peer-review days. All peer-review sessions are clearly
listed on the class schedule.
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iii. Reading Quizzes

Weekly reading quizzes will be held to check for clear comprehension of texts and
articles.
Applies to Learning Outcomes 1, 4, 5, 6, and 7

LIBRARY BIBLIOGRAPHY:
Lunsford, Andrea, Michel Brody, Lisa Ede, et al. Everyones an Author. Second edition. New
York: Norton, 2016. Print ISBN: 978-0-393-93895-1 Ebook ISBN: 978-0-393-28986-2

COURSE BIBLIOGRAPHY:
Additional readings will be made available on our D2L course page. Please see the class
schedule for all supplementary articles and texts.

POLICIES:
All students taking courses at USFQ must follow the rules for ethics of learning, research,
and behavior detailed in the USFQ's Code of Honor and Coexistence. All courses should
follow the policies stated in USFQ's Manual del Estudiante

Attendance, in-class participation and reading

Attendance is vitally important. Students can have a maximum of 3 unexcused absences.
After that, every unexcused absence will lower the final score by half a grade point.
Additionally, three late arrivals (more than ten minutes) will equate to one unexcused
absence. Students who arrive late to free-write sessions will not be allowed to write that
particular free-write.
Students are expected to contribute actively to a positive classroom environment. Absences,
late arrivals and early departures, inappropriate use of cell phones or laptops, lack of
preparation, inattentiveness, or unwillingness to discuss readings will affect your ability to
contribute to a positive classroom environment. Also, students who read or study books for
other classes during the class will lose participation points. Please do your homework for
other classes at home or in the library, and not in my class. Cell phones should be turned off
or be on silent for the duration of the class. Resist the temptation to fiddle with them!

Critical to your success in this class is your commitment to reading and class discussion of
assigned articles and texts. Please make sure you bring your annotated readings to class
and get involved in class discussions. Simply being present in class will not be enough to
earn a good grade for participation and doing so will only get you the minimum pass grade.

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To achieve a high score for participation, you need to actively contribute to class discussions
in a meaningful, thoughtful and informed way, and on a regular basis. If you are a shy person
or insecure about how to contribute to any discussion, find other ways of getting involved
such as asking questions or discussing aspects of the readings that were maybe not clear to
you. If you are not sure how you doing in class participation, please come to see me and I
will give you an indication of your progress and provide you with some suggestions about
how you might improve.

Late Work

Essay assignments, blog responses and other homework need to be handed in on the date
specified on the class schedule. If an extension is needed, it must be requested at least 3
days before the deadline. Late work without an extension will be penalized with a 5
percentage point deduction for every day that your paper is late (this includes weekends and
feriados). Any paper that is handed in a week late will not receive a grade.

Extra credit
I do not give extra credit. You have to work hard during the semester to achieve your desired
grade. This will require dedication to the writing and revision process. Dont forget that you
have the option of having your essay regraded, so please use this if you want to improve
your grade during the semester. Please see my regrading policy below.

Plagiarism and cheating

Plagiarism is the presentation of someone elses ideas or words without referencing them
into the text or in a bibliography at the end of your work. Plagiarism is a serious offence
which is punishable with an F on the assignment and/or an F for the whole course. Be aware!
I use turnitin.com to check for plagiarism on all essays.

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SCHEDULE OF ACTIVITIES:

Note: This is a tentative schedule and is subject to change. However, I will let you know in
advance if any changes are to be made.

Date In-class For next class

22/08 Introductions and read Reread The Country that Stopped Reading in
The Country That preparation for group discussions and Freewrite #1
Stopped Reading by
David Toscana
24/08 Syllabus and in-class Read the hand-out How to Read and Mortimer
discussion based on Adlers How to Mark a Book
previous class reading
Freewrite #1

29/08 Effective reading Read and annotate Superman and Me by Sherman

strategies and Alexie and Outlining in Reverse by Aaron Hamburger
discussion of article
31/08 Annotation and reverse Read the following article in preparation for Freewrite
outlining (handout). #2:
Compare annotations
and complete reverse Why Our Future Depends on Libraries, Reading and
outlines in groups Daydreaming by Neil Gaiman

Summary writing
05/09 Presentation 1-- Why Complete first draft of summary for peer-review
Our Future Depends workshop
on Libraries, Reading
and Daydreaming Read RespondingReally Respondingto Other
Students Writing by Richard Staub
In-class free write #2
07/09 Introduction to effective Read the introduction of EAA Is Everyone an Author?
peer-feedback and (pp. xxv-xxx), Chapter 1 The Need for Rhetoric and
common feedback Writing/Thinking Rhetorically and Chapter 2
errors. Rhetorical Situations

Peer-review workshop Hand in second draft of summary for grading

#1: summary

12/09 NO CLASS

14/09 NO CLASS

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19/09 Rhetorical awareness Read Chapter 10 Choosing Genres (pp.105-115)

and situations. Group
activities.

21/09 Genres Read Chapter 7 Managing the Writing Process

(pp.79-89)
Watch the following Youtube video in preparation for
Freewrite #3: Addicted to Dating Apps
https://www.youtube.com/watch?v=Wizt61Adxgw

Hand in second draft of summary for grading

26/09 Writing process Read Shitty First Drafts by Anne Lamott (D2L),
Rethinking the Shitty First Draft (D2L) George Dila,
In-class Freewrite #3
The Joys of Trimming by Pamela Erens (D2L) and
Keep it Short by Danny Heitman (D2L)

28/09 Drafting and essay Read Chapter 15 Writing a Review (pp.297-316) and
structure analyse one online review using the characteristic
features from p.302 and bring to class for group
Presentation 2--
discussion
Shitty First Drafts
Read the following restaurant reviews: The Best
Comes in a Bun at Salvation Burger and Spotted Pig
and As Not Seen on TV by Pete Wells

03/10 Reviews Read the short poem Jesus Lives by Autumn T.

Harrell and Once More to the Lake by E.B. White

05/10 RECESO
ACADEMICO

10/10 RECESO
ACADEMICO

12/10 Descriptive writing Complete first draft of restaurant review for peer-
review workshop

17/10 Peer-review workshop Read Chapter 25 Quoting, Paraphrasing and

#2: restaurant review Summarising (pp.512-526) and Chapter 26 Giving
Credit, Avoiding Plagiarism (pp.527-534)
Also, read R. Rasnic, Yes, It Was Plagiarism and
John Warner, Melania Trump is Innocent of
Plagiarism (Sort of, Not Really)

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19/10 Incorporating sources,

plagiarism and MLA Hand in second draft of restaurant review for
grading

Presentation 3-- Yes, Read In Praise of the Humble Comma by Pico Iyer
it was Plagiarism and
Melania Trump is
Innocent of
Plagiarism
24/10 Reread the following article in preparation for
MLA Quiz freewrite #4:

Punctuation How I Learned to Read and Write by Fredrick

Douglass

26/10 Punctuation continued Read My Lifes Sentences by Jhumpa Lahiri, Where

(comma splices and Do Sentences Come From? By Verlyn Klinkenborg
run-ons) and The Sentence as a Miniature Narrative by
Constance Hale
In-class freewrite #4

31/10 Sentence types and Read Chapter 23 Annotating a Bibliography (pp.500-

common sentence 504) and Chapter 24 Synthesizing Ideas (pp.505-
errors 511)

Presentation 4-- My
Lifes Sentences
02/11 RECESO
ACADEMICO
07/11 Argumentation Read Chapter 11 This Is Where I Stand: Arguing a
Position (pp.116-135) and On Buying Local by
Katherine Spriggs (p.150-158)

09/11 Argumentative writing Read Part IV: The Centrality of Argument (pp.373-
378), Chapter 17: Analysing and Constructing
Argument (pp.379-418) and Why I Sent My Child to a
Private School by Janet Murray
14/11 Argumentative writing Complete first draft of argumentation essay for
peer-review workshop

16/11 NO CLASS- FIESTA

USFQ

21/11 Peer-review workshop Read Chapter 30 Tweets to Reports: On Social

#3: argumentation Media and Academic Writing (pp.652-667), Writing in
essay/ MLA and the Moment: Social Media, Digital Identity, and
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annotated Networked Publics by Jacob Babb and Facebook

Bibliographies Has Transformed My Students Writingfor the
Better by Andrew Simmons
Read the following article in preparation for Freewrite
#5: From Memory to Sexuality. The Digital Age is
Changing us Completely

Complete second draft of argumentation essay

for grading
23/11 Social media and Read the following multimodal articles:
academic writing
Letem Run! Greyhound racing- an audiovisual essay
Freewrite #5 published in the Guardian, The Journey by Patrick
Kingsley and Our Boat Was Intercepted by China by
Javier Hernandez and Sergey Ponomarev
Read Chapter 36 Assembling a Portfolio (pp.793-
801)
28/11 Multi-modal writing Read Chapter 12: Heres What Happened: Writing a
Narrative, Literacy: A Lineage by Melanie Luken
(pp.179-184)
ePortfolios: collect,
select and reflect watch the following digital literacy narratives:

https://www.youtube.com/watch?v=itxUK-Iqi2Q

https://www.youtube.com/watch?v=xriWuCSe1Zs

30/11 Narrative essays and Read I Was a Teenage Illiterate by Cathleen Schine
literacy narratives
05/12 Literacy narratives Complete first version of digital literacy narrative
continued for peer-review workshop/presentation

Presentation 6-- I
Was a Teenage
Illiterate

07/12 Peer-review Upload digital literacy narrative to D2L

workshop/presentation
#4: digital literacy
narrative

12/12 Individual conferences

14/12 Individual conferences Hand in ePortfolio by 23.59pm on 18/12

-
20/12

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This syllabus was reviewed and approved by the coordination of the respective
academic area or department. All sections of this course must follow this syllabus.
Any changes or adjustments to this syllabus must be approved by the coordinator
responsible for this academic area or department and must be reflected in the
Curricular Design system.'

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