English 131F

 

instructor: Jentery Sayers ~ classroom: smi 309 & ougl 101 ~ TTh: 9:30-11:20

Download the .pdf version of the Course Policies

So how do I get an “A” in English 121?

First of all, let’s not think of grades first and foremost.  I hope you walk away from English 121 with more than a grade. 

Please also note that I will not be issuing any grades on your written work until your e-portfolio is submitted at the end of the quarter.  

Your final grade consists of two parts:

>>> E-Portfolio: 70%

In English 121, you will complete two major assignment sequences , each of which is designed to help you fulfill the course outcomes . Each assignment sequence requires you to complete a variety of response papers leading up to a major paper. These response papers will each target one or more of the course outcomes at a time, help you practice these outcomes, and allow you to build toward a major paper at the end of each sequence. You will have a chance to significantly revise each of the major papers using feedback generated by me, your peers, and individual and group conferences. Toward the end of the course, having completed the two sequences, you will be asked to compile and submit an e-portfolio of your work. The e-portfolio includes the following:

The e-portfolio is, in a sense, an argument. It will need to include all of the sequence-related work you were assigned in the course. Keep all of your work saved somewhere safe.  Any portfolio that does not contain all of the above will be considered incomplete and graded accordingly.

>>>Participation: 30%

Writing cannot be effectively taught entirely through lecture, so our class will include large portions of time devoted to group exercises, workshops, and peer review.  Thirty percent is a big chunk of your grade.  Accordingly, your participation in class discussion, peer reviews, and the three mandatory conferences will be greatly appreciated.

Each of the following questions will be considered when I calculate your participation grade:

I also understand that some people are more comfortable speaking in front of the class than others.  You can also improve your participation grade by making time to see me during my office hours or by appointment.  Also, participation in virtual office hours will also improve your participation grade. 
           
Participation in English 121 is about a network of ideas – sharing your thoughts, conversing with and listening to others, safety, support, and interaction.  Class time will often be spent conducting group exercises, workshops, and peer review.  Collaborative learning and collaborative teaching add interest, excitement, and investment to the classroom experience.  Each helps you brainstorm; learn and explain concepts; analyze arguments; and develop the ability to constructively critique other people’s work. 

Since discussion is essential to the quality of this class, I expect that we shall work together to create an atmosphere of respect.  College level discourse does not shy away from sensitive issues, including questions of race, gender, class, sexuality, politics, and religion, and neither will we.  There are going to be differences in opinions, beliefs, and interpretations when we question texts and socio-cultural issues.  You need not agree with the arguments in what we read or with what others have to say – in fact, it is important to think critically and question texts.  Still, you must do so intelligently and with respect.  Respect for difference is instrumental to creating a comfortable, safe classroom in which a variety of ideas can be exchanged and points of view can be explored. 

What is crucial to English 121 is that you are enjoying and are comfortable in the course.  If, for whatever reason, you are not, then please visit me during my office hours or by appointment .

For more on participation, see the participation page .

>>>Grade of "2.0"

A grade of "2.0" or better must be received in all Expository Writing Courses (to include English 121) for those courses to count toward the University's "C" (composition) credit.

>>>Overloads and Auditors

Because of the importance of maintaining writing courses as small communities of writers, there are no overloads or auditors in 100-level Expository Writing Program courses.

Instructors cannot issue add-codes for 100-level Expository Writing Program courses; all students must register on-line. Any student not officially registered by the end of the first week of classes will not be allowed into a class even if other students drop the course during week two.

>>>Drops

You can withdraw from courses during the first two weeks without an entry being made on the transcript. After that time, fees ensue. See the University's withdrawal policy for more information and dates.

>>>Incompletes

Receiving a grade of "I" for Incomplete is extremely rare in the Expository Writing Program as instructors are discouraged from issuing Incompletes. To receive an incomplete, a special request must be made to me and approved by the department:

If a student leaves a class at any time during the quarter without explanation, an incomplete grade will not be considered. In such cases, grades are determined based on work submitted.

How much writing is required?

Students are expected to write frequently, both in and out of class. The minimum writing requirement for "C" (composition) classes is 7,500 words submitted, of which at least 3600 must be graded. You should thus expect to be turning in an average of 3-4 pages each week.

Is there an evaluation rubric?

But of course! Again, grading in English 121 is reserved until the end of the quarter, after your e-portfolio is submitted.  The focus of assessment will be on commenting, evaluating rhetorical success, consistent progress and improvement over time, and, most significantly, revision. I understand that it might be disconcerting not to get letter or number grades on each assignment; however, the methodology and pedagogy of 121 is to your advantage:

Over the course of the quarter, your response and major papers will receive feedback that will identify what you are doing well and what you need to improve.  Consider the following evaluation rubric as signposts or a type of legend for your writing progress:

Should the papers follow a format? 

The standard formatting requirements for any paper are (unless otherwise indicated):

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   uw english | jentery at u.washington.edu

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