FCWR 101-W06: Writing I: Foundations of College Composition:
Apple and Microsoft: 1975 to the Present
Fall 2016, MW 2:20-3:45pm.
Monday: Harry J. Schure Hall, Room 220
Wednesday: Harry J. Schure Hall, Room CLC3
Instructor: Dr. Amanda Golden
Office: Balding House 208
Office Hours: MW 1-2pm and by appointment
Course Website: writingappleandmicrosoft.weebly.com
Elizabeth Losh, et al., Understanding Rhetoric: A Graphic Guide to Writing. Bedford/St. Martin’s, 2013. ISBN: 031264096X
Additional Readings will be available on Google Drive.
This Foundations of College Composition course examines the ways that Apple and Microsoft have shaped technology and culture. We will consider histories of both corporations and the ways that these stories have been told. Our course texts will include different forms of media, including printed and electronic texts as well as films, advertisements, interviews, and speeches. Central course topics and themes will include hardware, software, form, function, engineering, aesthetics, visual culture, narrative, sound, marketing, competition, leadership, collaboration, creativity, innovation, and the workplace. We will also analyze Apple and Microsoft’s contemporary web presences and global marketing, interpreting such texts as their websites, products, and applications.
A course introducing students to the fundamentals of college composition. Topics include writing process, rhetorical strategies, basics of critical reading and thinking, analytical writing, and argumentative writing. This course serves as a foundation to prepare students to succeed in other academic writing contexts. Coursework includes a computer lab component. Prerequisite: WRIT 100 or English Placement Exam.
This course introduces students to the fundamentals of academic writing. Students explore analytical and argumentative/persuasive writing, learning how to develop their thinking and writing through the use of various rhetorical strategies. The course also examines writing as a process, encouraging students to develop productive writing strategies that can be adapted to various academic and professional writing contexts. One of our main goals this semester involves dispelling the myth that good writers are born, not made. Most professional writers will tell you that their best work happens in the revision stage after a concentrated effort to re-envision and reshape the raw material of an early draft. Following their lead, we will focus on all stages of the writing process, from invention strategies and idea development, to drafting and feedback, to revising for improved content and style. In preparation for the researched writing required by Writing 2, this course will introduce students to the process of locating and evaluating sources through the Information Literacy assignment.
In this course, you will focus your efforts in four major areas: the writing process; conventions of organization and mechanics; critical thinking, reading, and writing; and composing in electronic environments. You will develop skills in each of these four areas. Upon successful completion of this course, you will be able to:
1. Process (Core Outcomes: Communication, Literacy, Critical Thinking) 1.1 Develop flexible strategies for generating, drafting, revising, editing, and proofreading to create an improved product 1.2 Work collaboratively and learn to critique their own and others’ works
2. Conventions of Organization and Mechanics (Core Outcomes: Communication) 2.1 Identify a specific purpose for writing and adapt to audience needs, expectations and interests 2.2 Focus thoughts with a clear thesis supported by concrete, specific evidence and examples and leading to a well developed, well thought out essay 2.3 Use the paragraph effectively as an organizational unit for the essay’s introductory, body, and concluding elements. 2.4 Choose words carefully and purposefully; construct sentences carefully and meaningfully; demonstrate careful attention to academic writing style; and be proficient in mechanics and grammar
3. Critical Thinking, Reading, Writing (Core Outcomes: Literacy, Critical Thinking) 3.1 Use writing and reading in print and digital formats for inquiry, learning, and complex thinking 3.2 Consider and integrate ideas with secondary sources using proper attribution
4. Composing in Electronic Environments (Core Outcomes: Literacy, Communication) 4.1 Use electronic environments for drafting, reviewing, revising, editing, and sharing. 4.2 Adapts writing to take advantage of the rhetorical possibilities offered by electronic writing environments.
Methods of Assessment Will Include
1. Group work and peer commenting: will assess process, conventions of organization and mechanics, and composing in electronic environments.
2. Responsive writing activities: will assess critical thinking, reading, writing; conventions of organization and mechanics; and composing in electronic environments.
3. Major essay writing: will assess process; conventions of organization and mechanics; critical thinking, reading, writing; and composing in electronic environments.
Group Work and Peer Commenting: Students will be organized into peer commenting groups in which you will share and comment on each others’ drafts. A main objective is to encourage each other to engage the writing process when drafting, revising, and editing essays. This activity may involve online group participation. Stay tuned for more information.
Responsive Writing Activities (Collaborative Audience Awareness Activities): Students will be asked to write several (8-10) focused responses (approximately 1-2 polished pages each) to select course readings. You will share this writing with peers who will write short (1-2 developed paragraphs) yet thoughtful replies. A main objective is to learn how to write to specific, real audiences and to develop critical thinking skills by writing thoughtful responses to your peers’ ideas and views. This activity may involve an online writing component. Stay tuned for more information. Some of these responsive writings will be blog postings (see instructions below).
Three- Four Essays: You will be drafting three to four major essays, each of which will be 3-5 typed, double-spaced pages in length. These essays will be planned (outlined), drafted, revised, and edited in and out of class, and you will be commenting on other students' work.
1. Analytical Essay
2. App Design Project and Rationale
3. Argumentation and/or Persuasive Essay
100-94 A 79-77 C+
93-90 A- 76-74 C
89-87 B+ 73-70 C-
86-84 B 69-67 D+
83-80 B- 66-60 D
1. Come to class. This is a workshop class that requires your daily attendance and active participation. Four absences will reduce your final grade by a full letter. If you accumulate five or more absences, you will be withdrawn from the class or receive a failing grade. Repeated tardiness will count as absences (3 tardies = 1 absence). If you are using your phone or sleeping in class, you will be asked to leave and marked absent.
2. Make your deadlines. Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.
3. Academic Integrity and Plagiarism Policies. Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the submission of all required papers for textual similarity review to any commercial service engaged by NYIT to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty member determines that a student has committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.
In your writing for this class, you are encouraged to refer to other people's thoughts and writing -- as long as you cite them.
If you are ever in doubt about whether you are citing something correctly, please contact the professor.
You must list all sources you consult in your works cited list. You must cite web pages.
In moments of crisis students sometimes make decisions that they would not otherwise make. If you find yourself in a situation that affects your work in this class, please contact the instructor.
4. Original Work. All of your assignments must be created originally for this class only. Work submitted for other courses or created before the start of this course will not be accepted.
5. Computer Access. According to university policy, all students are required to own or have access to a computer system off campus with connectivity to the Internet and an installed or current version of Microsoft Office. NOTE: Microsoft Works is not compatible with Microsoft Office.
6. Cell phones. Please turn off all cell phones and other electronic devices before the beginning of class.
7. Library Resources. All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.
On the left side of the library’s home page, you will find the “Library Catalog” and the “Find Journals” sections. In the middle of the home page you will find “Research Guides;” select “Video Tutorials” to find information on using the library’s resources and doing research.
Should you have any questions, please look under “Library Services” to submit a web-based “Ask-A-Librarian” form.
8. NYIT Withdrawal and Incomplete Grade Policy. A student may withdraw from a course without penalty through the end of the 8th week of class during a 14- or 15-week semester and through the 8th meeting during an 8week course cycle. After this, the student must be doing passing work in order to receive a W grade. Students who are not passing after the 8th week or equivalent will be assigned the grade of WF.
It is the student’s responsibility to inform the instructor of his/her intention to withdraw from a course. If a student has stopped attending class without completing all assignments and/or examinations, failing grades for the missing work may be factored into the final grade calculation and the instructor for the course may assign the grade of WF. The grade of F is used for students who have completed the course but whose quality of work is below the standard for passing.
Withdrawal forms are available in departmental offices and once completed must be filed with the registrar. Students should be reminded that a W notation could negatively impact their eligibility for financial aid and/or V.A. benefits, as it may change the student’s enrollment status (full-time, part-time, less than part-time). International students may also jeopardize their visa status if they fail to maintain full-time status.
The temporary grade of Incomplete (I) shall change to a failing grade (IF) if the student does not complete the work by the end of the allotted time. Grades of IF become part of the student's CUM.
The Department of English Writing Center and Writing Workshop Computer Lab
Discuss your essays with Professors of English. While the Writing Center can help you with grammar and punctuation, it is not primarily an editing service. Rather, you can work with writing instructors to address specific writing concerns or issues. The Writing Center is a place to get additional support for your writing, servicing all students at all levels of writing and at any stage of the writing process. You can also use the Wireless Laptop Writing Workshop, a writing computer lab with laptops and wireless access to the Internet. The Writing Center and the Writing Workshop lab are located in Balding House. No appointment is necessary, but you are welcome to schedule an in-person appointment or online consultation at http://nyit.mywconline.com/. Give us a call at 516-686-7557 and visit us at 101 Balding House. For hours and announcements, visit our website [www.nyit.edu/student_resources/tutoring#WritingCenter], like our page on Facebook [facebook.com/owwriting/], and/or follow us on Twitter @NYITwritingOW.
Analytical Essay: 15%
App Design and Rationale: 20%
Argumentative Essay: 20%
Responsive Writings (Blog Postings and Writing Center Reflection): 15%
Final Exam: 15%
Class Participation: 15%
Assignments are due on Blackboard at least thirty minutes before class begins.
Papers must be typed in 12-point Times New Roman font, and double-spaced with 1-inch margins on all sides. Students must use MLA format. Do not include your name in documents submitted on Blackboard.
Meeting with the Instructor
Your instructor is the most important resource in the course. Talk with her regularly—both by visiting her during office hours and by corresponding via email. Do not wait until you’re having difficulty to initiate a conversation.
Technology use in-class should be related to what we are doing in class. Do not engage with social media or email unless the instructor specifically requests that you do so as part of in-class work.
Some of your required work, both individual and collaborative, will be completed in-class and for homework, all part of your participation grade, which will account for 15% of your course grade.
These activities count for your participation grade:
Participation in class discussions
Participation in group activities
You must be present, prepared, on time, and engaged in seminar discussions. All course readings must be completed before class, and you will be attentive while in class if you want to earn an A or B. Substantive contribution to discussions, active listening, and thought-provoking questions are all considered participation. Being present but doing something else on your laptop is not participation, and will result in a C or lower. Here is a rough breakdown of what you can expect for each grade:
A: Lively engagement in discussions. Applies and/or challenges readings. Engages with and/or motivates peers
B: Actively listens in class and occasionally comments. Good collaboration with classmates
C: Tends to look disengaged. Might use phone or laptop for purposes not related to class. Occasionally tardy and absent
D: Sleeps in class. Rarely pays attention and/or is disruptive. Frequently tardy or absent. Unprepared for peer review or group meetings
F: Doesn’t attend class often. Sleeps through class when present, or disengaged. Disruptive.
You are expected to bring print or digital versions of the required readings or writing assignment to each class.
Blog Entries and Comments
Throughout the term you will post blog entries on the dates indicated on the syllabus. You must also comment on at least one of your peers’ blog postings each time a posting is due. You have up to three days after each blog posting deadline to post your comment. Our blog will be limited to members of our class and not available to the public. The instructor will provide prompts for the postings indicated on the syllabus, but you are also welcome to post and comment whenever you feel inspired to do so. Your blog entries must be at least 250 words and analyze quotations from the text as well as an image, sound, or video clip that you will include or indicate with a link. Blog postings provide an opportunity to shed light on the contexts that inform the texts we will read. You should build from the topics we have addressed in class and in our projects, taking the readings a step further and posing questions for your classmates to consider. The blog is also a place where you can receive feedback as you develop your projects.
Writing Center Visit Reflections
Over the course of the term, you are required to visit the English Department Writing Center in Balding House at least once, bringing an assignment from this course (such as a blog posting, project, rationale, essay rough drafts, final draft) that you are writing or revising. You can visit the writing center at any stage in the writing process, from brainstorming to editing. You can also visit the writing center to strengthen a particular skill, such as commas, introductions, or any aspect of writing or communication. Following your visit, complete a 250-word response reflecting on your visit. This reflection should include a description of the task or assignment that you brought to the center, the feedback you received, and your plans for moving forward. These reflections will be graded using the blog assessment rubric, and for quotations you should analyze the language of your own writing and the tutor's feedback you receive. Your reflection must also contemplate your own growth as a writer and critical thinker. Your two reflections are due on Blackboard (under assignments) no later than the dates indicated on the syllabus, but can be uploaded earlier.
We will use the following tools this term
If you do not already have free user accounts for each of these services, you will need to create them. You may create pseudonymous user accounts solely for use in this class, or you can use existing accounts associated with your actual name. We will go over the basics of sharing content via these tools in class as it becomes relevant. Ultimately, however, learning how to use these tools is *your* responsibility. If you have questions, then you will need to meet with the instructor or a peer outside of class to discuss them. You can also consult any of the other IT resources available on campus.
Weekly Schedule (Subject to Change):
Wed. 9/7: First Day of Class. Introductions.
In Class: Writing assignment.
Mon. 9/12: Due: Understanding Rhetoric, Introduction, “Spaces for Writing.”
In Class: Microsoft and Apple television advertisements: Start Me Up (1995), 1984, Windows 10 (2016), and "The Human Family" (2016).
Wed. 9/14: Due: Understanding Rhetoric, Issue 1: “Why Rhetoric?” and Issue 2: “Strategic Reading.”
In Class: MLA format for in-text citations, works cited pages and entries.
Mon. 9/19: Due: Due: Understanding Rhetoric, Issue 4: "Argument Beyond Pro and Con.”
Wed. 9/21: Due: Blog Posting 1. Understanding Rhetoric, "Issue 5: Research: More than Detective Work."
In Class: Infographics with Piktochart.
Mon. 9/26: Due: Walter Isaacson, Steve Jobs (2011), Introduction and Ch. 2, “Odd Couple: The Two Steves.”
Wed. 9/28: Due: Analytical Essay Rough Draft.
In Class: Peer Review,
Mon. 10/3: Due: Steve Jobs, Ch. 5, “The Apple I” and Ch. 6, “The Apple II.”
In Class: View part of Jobs (2013). Twitter Takeover.
Wed. 10/5: Due: Analytical Essay Final Draft. Steve Jobs Ch. 8, “Xerox and Lisa: Graphical User Interfaces” and Ch. 10, “The Mac is Born.”
In Class: In Class: Prezi Assignment.
Mon. 10/10: No Class.
Wed. 10/12: Blog Posting 2. Due: Steve Jobs Ch. 15, “The Launch” and Ch. 16, “Gates and Jobs.”
In Class: Drafting apps.
Mon 10/17: Due: Steve Jobs Ch. 27, “The iMac” and Ch. 30, “The Digital Hub.”
In Class: Work on App Pitches.
Wed 10/19: Due: App Pitches, Ch. 36, “The iPhone," and Ch. 38, "The iPad."
App Pitches "Shark Tank" with Gabrielle St. Léger, Ed.D., Dean of Campus Life for Old Westbury.
Mon. 10/24: Due: Writing Center Reflection.
In Class: Finish Jobs film.
Wed. 10/26: Due: App Design and Rationale Rough Draft.
In Class: Peer Review,
Mon. 10/31: In Class: Due: Douglas Coupland, Microserfs (1995): 1-28.
In Class: Everywhere is Anywhere Anything is Everything.
Wed. 11/2. Due: App Design and Rationale Final Draft.
In Class: Gary Snyder, “Why I Take Good Care of My Macintosh Computer,” Charles Bukowski, “16-bit Intel 8088 chip,” and Sherman Alexie, “The Facebook Sonnet.”
Gary Snyder reading “Why I Take Good Care of My Macintosh Computer.”
Mon. 11/7: Due: Microserfs 29-59, Read Excerpt from They Say/I Say,
In Class: Writing using templates from They Say/I Say.
Wed. 11/9: Due: Blog Posting 3 using templates for introducing quotations from They Say/I Say. Read Microserfs 60-80.
In Class: Voyant
Mon. 11/14: Library class visit. Class meets in library.
Wed. 11/16: Due: Blog Posting 4. Microserfs 81-100.
Mon. 11/21: Microserfs 101-130.
In Class: Drafting introductions.
Wed. 11/23: No Class: Thanksgiving.
Mon. 11/28: Due: Draft of introduction using templates from They Say/I Say.
In Class: Workshop essay introductions.
Wed. 12/30: Due: Work on Rough Draft. Read They Say / I Say, ch. 4-7 (on Google Drive)
In Class: Writing about secondary sources
Mon. 12/5: Due: Read They Say / I Say, ch. 8-10
Wed. 12/7: Due: Argumentative Essay Rough Draft. Read They Say / I Say on revising with templates.
In Class: Peer Review
Mon. 12/12: Due: Argumentative Essay Final Draft.
In Class: Microserfs final paper TodaysMeet fishbowl.
Discuss Recent Apple Commercials and Recent Microsoft Commercial
Wed 12/21, 3-5pm: Final Exam