Archive for January, 2011

ENG 103 Schedule

January 10, 2011

Tentative Schedule

Week 1

Jan 10: Course Introduction, syllabus, and policies

Jan 12:; Read CEL Chapter 1

Jan 14: Intro to Snap Judgment; Read BallPoint chapter 1 (pages 1-14);


Week 2

Jan 17: MLK Jr. day—no class

Jan 19: Snap Judgment reaction assignment DUE

Jan 21: Intro to rhetoric (the triangle, appeals, etc.)


Week 3

Jan 24: Read CEL Chapter 2 30-62, 530-533

Jan 26: Brainstorming topics: What makes you “you”?

Jan 28: Discuss my Snap Judgment essay


Week 4

Jan 31: Peer Review of draft

Feb 2: CEL chapter 3 64-97

Feb 4: First project DUE; Intro to second project


Week 5

Feb 7: Read CEL Chapter 4 98-132

Feb 9: CEL Chapter 13 (Research) 442-482; Using/integrating sources

Feb 11: Choosing your Artifact


Week 6

Feb 14: Read CEL Chapter 5 134-167

Feb 16: Rhetorical Analysis DUE

Feb 18: Library Day


Week 7

Feb 21: Peer Review of draft

Feb 23: My artifact paper

Feb 25: Second Project DUE


Week 8

Feb 28: Required Student Conferences

March 2: Required Student Conferences

March 4: Required Student Conferences

Note: We will not meet as a class these days. You will sign up for a time to meet with me Individually.


Week 9

Spring Break—No classes

Mar 7

Mar 9

Mar 11


Week 10

Mar 14: Project 3 intro; Read CEL Chapter 10 332-369

Mar 16: Read CEL Chapter 12 (Also: 641-651)

Mar 18 Cultural/Personality Quiz

Week 11

Mar 21: Cultural/Personality Quiz reflection DUE; Choosing your “other” culture

Mar 23: My Broadening Your Horizons project

Mar 25: Library/research day—Meet at library


Week 12

Mar 28: Peer Review of draft

Mar 30: Broadening Your Horizons Project DUE

Apr 1: Guide for reflection (how do you see differently? Have you changed? Etc.)

Week 13

Apr 4:  Read CEL Chapter 6

Apr 6: CEL Chapter 6 (con’t)

Apr 8: Reflection DUE


Week 14

Apr 11: Multimodal introduction; Radiolab “Words” video (creative/different uses of words, connotations, etc.); Stephen Fry Kinetic Text; Snap Judgment revisited

Apr 13: Choosing Groups

Apr 15: Working in Groups


Week 15

Apr 18: group conferences: Meet at library

Apr 20: group conferences: Meet at library

Apr 22: group conferences: Meet at library


Week 16

Apr 25: Presentations

Apr 27: Presentations

Apr 29: Presentations



ENG 103 Syllabus

January 10, 2011

ENG 103 Sections 103-3 and 103-7 Syllabus

103-3: MWF 9:00-9:50 AM; RB 112

103-7: MWF 11:00-11:50 AM; RB 292


Your Professor:

Tyler Petty

RB 283

Office Hours: Monday 1-2, Wednesday 12-1, Friday 10-11, and by appointment


Course Description

ENG 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts. Prerequisite: appropriate placement.  Not open to students who have credit in ENG 101 or 102.


Course Goals

  • Understand that persuasion—both visual and verbal—is integral to reading and composing
  • Understand how persuasive visual and verbal texts are composed for different audiences and different purposes
  • Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles
  • Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness
  • Integrate primary and secondary research as appropriate to the rhetorical situation
  • Develop strategies for becoming more critical and careful readers of both their own and others’ texts
  • Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling
  • Take responsibility for their own progress
  • Develop the ability to work well with others on composing tasks


Required Texts

Mauk, John and John Metz. The Composition of Everyday Life: A Guide to Writing, 2009 MLA Update Edition, 3rd Ed. Cengage (ISBN 0-495-80203-4)


BallPoint (Ball State Writing Program Handbook):


Note: Other texts, videos, podcasts, etc., may be assigned during the course of the semester.


Attendance Policy

“Attendance…is especially important in Writing Program courses; the process of learning to write demands the creation of a strong community of supportive writers and learners. Much of the work that occurs in a writing class—from the initial creation and sharing of thoughts final polishing and evaluation of ideas—depends on daily interaction among the members of that community.…The Writing Program mandates that a pattern of unexcused absences amounting to more than 20% of the classroom learning hours in a course will automatically result in a failing grade” (BallPoint, page 8).


Sitting in a seat does not automatically mean you are attending class. I reserve the right to count as absent students who talk/text on cell phones during class, use computers or laptops for activities unrelated to class activities, sleep, or otherwise show disinterest or disengagement with the class. Examples of unrelated computer activities include accessing social media (checking Facebook, Twitter, etc.), checking email, using the Internet for personal purposes (shopping, checking the weather, etc.) and playing games, such as solitaire, during class time.


You will be counted as “Late” if you come to class 5-15 minutes after class begins. Three “Lates” equal one absence. If you are more than 15 minutes late, you will be counted as absent, whether you come for any part of class that day or not.


In other words, take this class seriously and pay attention, and you should be okay.


Excused Absences

“Legitimate excused absences include those resulting from illness, the death of a family member, a university field trip, or some other required academic business that cannot be rescheduled [such as sporting events for athletic team members]” (BallPoint, page 9). For absences that you know about in advance, such as class trips or sporting events (if you are on the team), you will need to provide me with written documentation about them before the class period(s) they will cause you to miss, or the absences will not be excused. I am willing to be more lenient with absences because of emergency/ unforeseen circumstances, but simply telling me you will miss class does not guarantee the absence will be excused.


An excused absence, however, does not excuse a student from completing and turning in any required assignments missed during the absence.


Late Work

Except in certain circumstances arising from legitimate excused absences, extensions will not be granted. The grade on any work turned in late (after 5:00 PM on the day it is due) will be lowered one full letter-grade for each day it is late.




If you need course adaptations or accommodations because of a disability, or if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.


Academic Ethics and Plagiarism

Plagiarism is “the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work” (


Plagiarism will not be tolerated in any form in this class, and could potentially result in immediate failure of the course and additional consequences. If you are unsure of how to cite a source, or whether it needs to cited, or whether something you are doing might be considered unethical, ask me about it as soon as possible, and especially before you put it in writing. There are no penalties for asking questions.


Writing Center

While I am available and willing to help you with your projects for this class, the reality is that I will not have time to work with each one of my students individually whenever they (you) might need help. The writing center, located in RB 291, provides free assistance and feedback for any writing projects you will have in this and any other classes. I worked there last semester, and I know they do good work. Visit the writing center website for more information.


Required Assignments

Since this is a Writing Program course, the focus of the class will be on developing and producing written texts. In addition to a few small assignments during the semester, there will be four major writing projects during the semester. Note that since you will be sharing your work with classmates during peer-review sessions, you should avoid writing about things you would not want the class to know about you.


Assignments may be turned in by either printing a hard copy and bringing it to class, or by emailing the work as a Microsoft Word (.doc) file. Use 12-point (size) Times New Roman, Helvetica, Cambria, or Arial font. If you forget to bring an assignment to class, you will need to email it to me by 5:00 PM the day it is due in order to avoid having it counted late.


The four major writing projects in this course are designed to work in a sequence and to build upon one another.

1. “Snap Judgment” Personal Essay

Snap Judgment” is a  radio show and podcast produced by National Public Radio (NPR) about “about the decisions that change everything. Storytelling. With a BEAT.” Gylnn Washington, host of the show, has said, “Snap Judgment is born of the energy in the slam poetry movement. This is slam storytelling.” In addition to producing stories for the radio show and podcast, Snap Judgment is also  a multimedia storytelling platform for the general public. That is, fans of the show can write, record, and produce videos to tell their stories, and upload them to the website for other fans of the show to read.


Taking our cue from Snap Judgment, our first writing project will require you to tell a story about a  pivotal or important event or time from your life. For some guidelines, refer to the “Tell Your Story” section of the Snap Judgment website. You are not required to submit your story to Snap Judgment, but extra credit will be available for those who do. Snap Judgment guidelines recommend stories be 6-9 minutes long, which translates to 3-5 pages of double-spaced text.

2. Artifact Analysis Project

For the second writing project, you will select an artifact (an object, character, phrase, place, concept, etc.) from your personal essay and analyze its significance in the culture in which you grew up. This will require you to describe and examine the artifact in detail, define your home culture in a specific way, and consider how your artifact “fits” in your culture. You will need to find at least 2 secondary sources for this assignment, and the finished project will need to be 3-5 double-spaced pages long.

3. “Broadening Your Horizons” Cultural Project

The third writing project will require you to take the artifact you analyzed in the second project and investigate its importance and relevance in a culture outside of the one in which you grew up. This could mean the culture of a foreign country, but it doesn’t necessarily have to; there are numerous different cultures within the United States itself (for example, rural Appalachian culture is significantly different from metropolitan Boston culture). Because cultures have different values and ways of expressing themselves, you might need to “translate” your artifact into a new form in order for it to make sense in the culture you study. Because the scope of this project is larger than the other writing projects, we will spend more time working on it. You will need to use at least 5 sources for this assignment, and the finished project will need to be 6-8 pages long.

4. Reflective Project

The fourth, and final, writing project will be a hybrid, combining individual and collaborative work, as well as multimodal presentation. The individual portion will be a personal reflection on how your understanding of your artifact has changed based on the research and writing you have done this semester (2-3 pages). Next, you will work in groups to prepare a multimodal presentation  about one or both (if possible) of your artifacts. Multimodal essentially means “something other than a normal written document,” and can include video, audio, performance, physical objects, etc. The presentations should be 5-10 minutes long and will be done in class.


Additionally, you will complete 4 minor assignments during the semester that are designed to help prepare you for the major projects. These will be a personal reaction, a rhetorical analysis, a cultural/personality quiz reflection, and a multimodal rhetorical analysis. Each assignment will be 600-700 words long.


Grading for this class will follow the Writing Program Rubric (available on BallPoint, page 10f). Note that in order to move on to ENG 104, you need to complete ENG 103 with a grade of at least a C. A grade of C- or lower means you will have to repeat ENG 103.


The grading scale for this class is 93-100 = A; 90-92 = A-; 88-89 = B+; 83-87 = B; 80-82 = B-; 78-79 = C+;73-77 = C; 70-72 = C-; 68-69 = D+; 63-67 = D; 60-62 = D-; 59 and below = F. (Remember, however, that a C or above is required to take ENG 104.)


Grading Breakdown: The grade for this class will be calculated out of a 1000-point total:

Personal essay 150
Artifact essay 200
Cultural essay 250
Reflective paper 100
Group project 100
Minor assignments 100
Participation/Engagement 110