ENGL&101: Composition I: “Interpreting the C21 Mediascape”

Course Information

Section: 3688

Year and quarter: Fall 2020

Class Type/Days/Time: Virtual

Instructor Information

Instructor name: Jeff Janosik

Contact information: jjanosik@everettcc.edu

Office location: GWH 335

Office hours days/time: By appointment

Course Description

(C,TE) Writing single-source and multi-source essays with an emphasis on audience, voice, and current research techniques and documentation.

The term “mediascape,” coined by Arjun Appadurai, refers to the cultural output of various media, such as print and electronic news media, magazines, film, television, and more. These media are instrumental in measuring cultural trends, but also shape the ways we, as communities, act and think. And one can justifiably argue that today’s mediascape indexes a radical shift from past traditions. The current political climate (“fake news”!), the advent of the twenty-four-hour news cycle and of digital media—especially social media—have drastically changed the way we interact with and interpret the information that informs our daily lives.

The skills required to make sense of this complex mediascape—critical thinking, rhetorical understanding, textual interpretation—are the same skills that make good readers and writers. Therefore, in this class, we will tackle these themes as we develop flexible strategies for reading and writing. Moreover, the topical theme will hopefully enable us to confront the stakes (or the “so what”?) of our work.

The course theme is meant as a springboard for the production of ideas. Ultimately this is a writing course, and you will be writing every week.  Given that writing is a continual and recursive process—arguably never complete—you will be constantly writing, sharing your writing with your peers, and extensively revising your work throughout the quarter.  Much of the writing process will be collaborative, as your peers are often one of your greatest resources.

Course Objectives and Outcomes

Upon successful completion of this course, students will be able to:

1. Apply documentation and research techniques
   • Demonstrate competency in at least one traditional format such as MLA or APA
   • Create notes to indicate borrowings from sources
   • Identify and avoid plagiarism
   • Integrate and blend multiple sources accurately and effectively in text

2. Utilize research skills

• • Access relevant books, periodicals, internet, & field resources
  • Locate and identify pertinent resources in the college library
  • Appraise relevancy, accuracy, bias, and reliability of sources

3. Demonstrate composing skills

• • Write papers demonstrating single- and multi-source research
  • Write short papers emphasizing critical evaluation of sources
  • Design effective outlines and organization strategies
  • Establish and maintain a writer’s voice
  • Write persuasively to express insights and conclusions drawn from investigation and research

4. Demonstrate critical thinking skills of summary, analysis, synthesis, and evaluation
5. Identify editing issues
6. Work collaboratively when appropriate and demonstrate effective group interaction.

 

The following EvCC Core Learning Outcomes are also introduced or assessed in this course:

1. Analytical Thinking

• • Students will apply quantitative and/or qualitative reasoning skills to solve problems, evaluate claims and support conclusions.

2. Effective Communication

• • Students will individually and/or collaboratively communicate across multiple expressive modes, applying relevant learned knowledge and demonstrating information literacy and research skills.

3. Equity and Social Justice

• • Students will evaluate the influence of power and privilege, identify shared and unshared meaning, and/or analyze the sources of their perspectives in advancement of equity and social justice.

Books and Materials

Graff, Birkenstein, and Durst: They Say/I Say: The Moves That Matter in Academic Writing.

(ISBN-13: 978-0393631678 / ISBN-10: 0393631672 )

• This text is available at the EvCC Bookstore. All other course materials will be available on the class Canvas page.
• Everett Community College Bookstore web link (Links to an external site.)

Requirements and Expectations

I believe that the purpose of an education in the humanities is not simply to prepare one for a future vocation but also to prepare one to be an informed, responsible, and critical actor in society. Therefore, course materials and work will investigate ideas that reflect both personal and public investment. Moreover, as with participation in a society, I believe education must be active: that is I expect students to take an active role in the formation of knowledge (as opposed to passively receiving information). I expect students to challenge themselves, their peers, and me throughout this process. The more one puts in, the more one receives. For my part, I see it as my duty to cultivate an environment that is safe and conducive to the exchange of ideas. I will treat students with the same courtesy and respect I give to my peers, and I expect the same in return. Most importantly, I believe in the importance of the classroom community: the more we challenge, cooperate with, and stimulate the ideas of others, the more we all gain.

Attendance and Participation

Although this class is virtual, I suggest you think of class as a daily obligation. This means that you should check your email and the class Canvas page daily, as well as dedicate study and work time consistent with a face-to-face class. (That is, do not expect to log into Canvas once a week and complete all your work in one sitting. Also, participation in online discussions is vital. Registering for a class is a commitment for the class time.  Avoid scheduling other appointments or obligations for the duration of scheduled classes. Vacations and transportation issues do not qualify as excuses for long-term absences.

Assignments

Falling behind on coursework will severely hinder your ability to succeed in this class. Late assignments will only be accepted with permission from the instructor.

Evaluation and Grading

All papers will be graded based upon a rubric, which will be available to you when a paper is assigned. In addition to papers, you will be graded on your participation in class peer-review sessions. The following is a breakdown of the grading structure for this class:

Assignment	Percentage of Final Grade
Essays	20%
Discussions	20%
Peer Review	20%
Final Portfolio	40%

 

Letter grade	Standard	% of points	Conversion to GPA
A	High degree of excellence	94-100	4
A-		90-93	3.7
B+	Better than average achievement	87-89	3.3
B		83-86	3
B-		80-82	2.7
C+	Average achievement	77-79	2.3
C		73-76	2
C-		70-72	1.7
D+	Low standard of achievement	67-69	1.3
D		65-66	1
F	Failure to complete minimum requirements	0-64	0

 

Late Work

Falling behind on coursework will severely hinder your ability to succeed in this class. Late assignments will only be accepted with permission from the instructor.

 

Academic Integrity – Cheating and Plagiarism

Plagiarism is defined as the unacknowledged use of another person's labor, another person's ideas, another person's words, and another person's assistance.

Accidental or intentional use of someone else’s work, ideas, research, or writing without attribution of the source will result in a failing grade on the assignment or a failing grade in the course. This decision will be dependent on the nature and extent of the use. Any incidents of this type will be reported to the Dean of Student Development as a violation of the Student Conduct Code, which is described in the Student Rights and Responsibilities handbook (Links to an external site.).

Changes to the Syllabus

I have attempted to make this syllabus as comprehensive and accurate as possible and I may occasionally need to make small adjustments during the quarter. I will announce any changes in class or notify you in writing.