ENG 105: Critical Reading, Writing, and Inquiry: With an Emphasis upon Horror Movies
II. COURSE DESCRIPTION AND PREREQUISITES:
Instruction and practice in close reading, research, and critical thinking as applied to academic writing, with emphasis on analysis, synthesis, and argument. Satisfies the University Studies Composition requirement.
III. COURSE OBJECTIVES:
The students will be able to develop their critical reading, thinking, and writing abilities through close reading, analysis, and synthesis of texts. The course material and activities are intended to help students improve their reading, writing, and research skills, along with their critical thinking capabilities, contextual awareness, and the effectiveness of their persuasive and expository writing. The course curriculum emphasizes the process of academic writing: identifying audience and purpose, gathering ideas and support, organizing and integrating ideas, revising of material, and editing for clarity and accuracy. Through a variety of reading and writing activities, students of varying abilities can improve their individual processes and abilities in academic written communication.
As a result of this course, the students will demonstrate:
A. Knowledge of rhetorical elements, methods, and aims of expository and persuasive writing, along with an understanding of the intersections among audience, context, and author/creator;
B. Competence in examining complex ideas and situations and in developing cohesive, well-researched arguments for relevant audiences;
C. Capability to effectively integrate the work of multiple authors into their own analytic and persuasive writing with appropriate documentation and style;
D. Various methods for research, including where and how to obtain the most effective, relevant, and credible sources; and
E. Understanding of thoughtful revision with regard to their own work, and improvement of their command of style, clarity, organization, voice, as well as English language usage and mechanics.
IV. CONTENT OUTLINE:
The course, which is based upon analyzing horror movies and incorporating selections from New York Times, will consist of a combination of lectures, discussions, especially based on editorials, op ed pieces, and major stories, along with workshops, conferences, writing, and revising, as well as occasional film viewings. Students will have conferences about themes and related problems when necessary, at least two term-paper conferences (preliminary and rough draft).
V. INSTRUCTIONAL ACTIVITIES:
Standard English 105 Requirements:
A. Read selected readings from the textbook and other collections;
B. Write both informal responses and formal papers, completing at least 25 pages of formal written work.
C. Complete four to six formal writing assignments (totaling at least 25 pages) that must include the following three modes:
a. Analysis (Rhetorical, Contextual, or Literary)
c. Multiple-Sourced Argument (the Research Paper)
Additional formal papers may include the following:
a. Introductory Narrative
b. Topic Proposal and Annotated Bibliography
c. Short Argument
d. Final Reflective Essay
Specific English 105-17 Requirements:
The first theme will consist of the students' discovery and appreciation of a particular horror film or a unit of horror films. Minimum 750 words.
The second theme will consist of an analysis of the important components of a particular horror film or a unit of horror films. What makes it a horror film? Minimum 750 words.
The third theme will consist of a unit of the forthcoming research-synthesis term paper about a horror film or a unit of horror films of your choice, with the permission of the professor. Appropriate MLA documentation must be included. Minimum 750 words.
Students must write and type a term paper (min. 2,500 words, approx. 8-10 pages, depending on font size). With the professor's approval, they will select topics related to horror movies, choose their view points, and defend their positions.
They will integrate their ideas with the results of their research, especially gleaned from The New York Times, using a minimum of six sources, including at least two from the New York Times, directly related to their topics.
All sources used must be made available (in the original form, photocopies, printed downloads from the Internet, or other approved forms) to the professor upon request, especially during the rough-draft conference. These source forms, along with a bibliography exercise, a prospectus, and a rough draft approved in conference, are perquisites.
Students who do not follow these steps will not be allowed to turn in their term papers and will fail the course.
Term papers handed in late without an excuse will be marked down one step of a grade (e.g., A to A-, B+, etc.) for each class period after the due date, which will be assigned in class.
Students who turn in papers not meeting minimum word length will be have their papers returned with requests to lengthen them. The revised themes then will be regarded as late and will be penalized in the same manner as above.
Students will also do prewriting exercises, including preliminary drafts, before handing in the final papers to be graded. Rewrites/revisions of final graded papers will be required and will count 1/4th of total paper grade. Students must have completed the final graded draft, plus post-revisions, of one paper before starting on the second paper.
Final papers, including the term paper, late without excuse will be marked down one step of a grade (e.g., A to A- to B+, etc.) for each class period after the due date. Students who turn in final papers not meeting minimum word length will have their papers returned with requests to lengthen them. The revised papers will then be regarded as late and will be penalized in the same manner as above.
A scrapbook journal throughout the semester will consist of clippings (at least 2 a week) from the New York Times related to their chosen term paper topic and other areas of interest, especially related to horror movies and the assigned freshman reader, Sum: Forty Tales of the Afterlives.
Students will write short commentaries on the content of the clippings and reasons for selecting them (minimum of 100 words a week for the total of each week's clippings). This scrapbook journal (with a minimum of 4 entries) must be handed in to the professor at least every two weeks, preferably on Mondays. This scrapbook journal will count as a theme.
Students will choose a movie, whether they have seen it or not, from the weekly assigned chapter in the text--Horror!: The Definitive Companion to the Most Terrifying Movies Ever Made--and write a minimum of 100 words on this film and, if possible, show how there is some sort of a connection with the assigned freshman reader, Sum: Forty Tales of the Afterlives.
Students will be asked to write a minimum of 100 words on the films shown in class. To share their views with the class on their chosen movies, students will be asked to read their comments out loud in class or allow the professor to do so. The combination of these write-ups will count as a theme
There will be a two-hour final reflective essay exam on the assigned works.
VI. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:
Students may use the various Internet movies sites, such as Netflix, and DVDs, and computer labs to write and revise their papers. Students are also urged to attend a number of the activities related to the assigned freshman reader, Sum: Forty Tales of the Afterlives or other Murray State University. Reading Experience activities, two of which are required.
The Racer Oral Communication Center offers free, one-on-one help with all aspects of the presentation process. We provide assistance with topic selection, outlining, research, visual aids, and can video record your presentation. To make an appointment, please call 809-3458 or visit our website (http://comcenter.murraystate.edu) to schedule through our online calendar. To best make use of your time at the Center, please bring a copy of your assignment with you to your appointment.
The Racer Writing Center offers free, one-on-one assistance with all aspects of writing, at any stage in the writing process, and for any class a student may be taking. To make an appointment, please call 809-2267 or drop by the center in the northeast corner of Waterfield Library. To make the best use of your time there, please bring a copy of your assignment with you. The Writing Center will not proofread (mark corrections on) papers or talk with you about grades.
VII. TEXTS AND RESOURCES:
Glenn, Cheryly, and Loretta Gray. The Writer's Harbrace Handbook.
Marriott, James, and Kim Newman. Horror!: The Definitive Companion to the Most Terrifying Movies Ever Made
Freshman Reader: Eagleman, David. Sum: Forty Tales of the Afterlives
New York Times Newspapers to Be Read on Line at http://www.nytimes.com
Students may use any appropriate movie and reference materials from any reliable source, including the following:
Waterfield Library Media Center
Film Analysis Sheet
Film Glossary Sheet
New York Times
Internet Movie Data Base
Students are urged to e-mail the professor about their problems with papers and attendance.
VIII. EVALUATION AND GRADING PROCEDURES
Students who do not hand in all required exercises. themes, term papers, and revisions that are worthy of being graded will fail the course.
Since English 105 is designed to help the students improve their writing skills, their final works are more important than their initial works. Hence, to get a certain grade in the course, students must have that grade on at least one of the last two final papers and the term paper--before revisions. If students do very poorly on the final examination, they will have their course grade lowered by at least one grade.
All drafts of papers, plus the term paper, must be kept in a theme folder, which the professor may request to examine at appropriate and convenient times.
Grades will be based on style, content, organization, spelling and grammatical accuracy, handling of research material, when called for, as well as promptness.
Students must have all their work, including revisions, in and graded by final exam time. Unless students make arrangements with the professor about handing in late papers and/or getting an I (Incomplete), they will not receive a passing grade in the course since the requirements will not have been fulfilled.
A=90-100, B=80-89, C=70-79, D=60-69, E=0-59
X. ATTENDANCE POLICY:
Regular class attendance is vital to academic success.
The official Freshman English absence policy will be enforced. Except in truly extraordinary circumstances, missing more than 10% of scheduled classes (4 MWF) will result in a lowering of students' course grades. All students must be aware that missing more than 25% of scheduled class sessions (10 classes) without excuse will result in automatic failure of the course.
To avoid this penalty, students must offer plausible excuses, preferably written authorized, whenever they miss classes.
XI. ACADEMIC HONESTY POLICY:
Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.
Violations of Academic Honesty include:
Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from others during any academic exercise.
Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information.
Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor.
Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.
Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.
Disciplinary action may include, but is not limited to the following:
1) Requiring the student(s) to repeat the exercise or do additional related exercise(s).
2) Lowering the grade or failing the student(s) on the particular exercise(s) involved.
3) Lowering the grade or failing the student(s) in the course.
If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.
Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integrity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.
A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non-Discrimination Statement, this process must be suspended and the matter be directed to the Office of Equal Opportunity. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.
XI. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, disability or veteran status in employment, student admissions, financial aid, student employment and placement or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. For information contact the Executive Director of the Institutional Diversity (IDEA), Equity and Access, 103 Wells Hall, 270-809-3155 (voice) 270 809-3361.