Workforce Competencies

After completion of this course, students will have experience with:

.     Reading and watching a variety of texts chosen with the outcomes and habits above in mind;

.     Composing five major writing assignments including a literacy narrative, context analysis, audience analysis, purpose analysis, and rhetorical analysis;

.     Maintaining a Writer’s Journal where you will work through the ideas presented in the course;

.     Designing and creating an ePortfolio website;

.     Learning and applying a variety of rhetorical concepts.

Course Time Commitment

This three-credit course requires approximately 135 hours of work. Please expect to spend around 18 hours each week preparing for and actively participating in this course. To view more about credit requirements, please visit theABOR Policy on Academic Credit page.

Required Materials

Course-specific Requirements

This course is not intended to teach English; instead, it is designed to introduce students to  rhetorical and compositional concepts, skills, and practices. Basic proficiency in English is a necessary prerequisite for successful completion of this course. Beyond the technical requirements below, all content and resources are provided in this Canvas site.

ULC Technical Requirements

This is a fully online course; therefore, it requires a computer with internet access and the following technologies:

.   Web browsers (Chrome, Mozilla Firefox, or Safari)

.   Adobe Acrobat Reader(free)

.   Webcam, microphone, headset/earbuds, and speaker

.   Reliable broadband internet connection (DSL or cable) to stream videos.

.   Microsoft Word or Google Docs

Note: A smartphone, iPad, Chromebook, etc. will not be sufficient for completing your work in courses. While you will be able to access course content with mobile devices, you must use a computer for all assignments, quizzes, and virtual labs.

Learn more about technical requirements here.

Tech Support

For technical support, use the Help icon in the black global navigation menu in your Canvas course or contact the ULC Support Team at ulcourses@asu.edu. Please provide as much information as possible about your issue, including screenshots, error messages, and urgency due to upcoming deadlines.

Canvas Questions

As you learn to use the Canvas platform the Canvas Student Guideis a valuable resource with screenshots and tutorials.

Course Content and Assignments

Videos and Reading Materials

This course includes lecture videos on specific topics, designed to help you learn key concepts. All reading materials will be provided digitally in the course modules.

Creating Your ePortfolio

In addition to turning projects in through the course, you will also curate much of your work in  an ePortfolio throughout English 101. In Module 7 of the course, you will turn your attention to crafting this ePortfolio as a professional website that you can continue to access after the course and use for a variety of personal and professional purposes.

The ePortfolio is a graded project. If you're earning credit for this course, then you will receive feedback from the staff.

Wix is the preferred website provider for your ePortfolio, and we will offer tutorials on everything you need to know in order to build a website in that platform. If you do not want to use Wix, you may use the website builder of your choice, as long as it is publicly accessible.

Instructions on what, when, and how to post to your ePortfolio will be provided throughout the course. Be sure to set up your basic ePortfolio before Module 1.

Writer’s Journals

The Writer’s Journal assignments in ENG 101: First-Year Composition are designed to help learners practice writing, exercise successful "habits of mind," incubate ideas for the major writing projects, and reflect upon their growth as writers in an environment that is part private, part public, tentative, and provisional.

These assignments have been designed with a number of purposes in mind. Some entries will provide a space for the generation of ideas. Other entries will help students practice working with skills and concepts learned in the course. Perhaps most importantly, these writing journals are a place for students to reflect on the course, their work, and even their identities.

You will self-assess each Writer’s Journal based on a Writer’s Journal rubric. This self assessment provides yet another moment of reflection, and it gives you another opportunity to practice reading your work with specific purposes in mind.

For information on specific Writer’s Journal assignments and prompts, see the appropriate Writer’s Journal assignments in each module.

Participation Assignments - Process Work

Throughout the course, you will complete a number of participation assignments. These assignments are graded for completion. You will self-assess these assignments immediately after completing them.

Writing Projects

Writing Project #1: The Literacy Narrative

In this 700-1000 word project, you will explore your engagement with a literacy or set of literacies centered on writing, and you will tell a story about a particular literacy event from your past.

Writing Project #2: The Context Analysis

In this 500-1000 world project, you will explore how a medium of communication or communication interface that you use both creates opportunities and limits them.

Writing Project #3: The Audience Analysis

In this 500-1000 word project, you will analyze how an audience is constructed within a particular rhetorical situation.

Writing Project #4: The Purpose Analysis

In this 500-1000 word project, you will explore how particular strategies work to support or achieve a purpose in a particular rhetorical situation.

Writing Project #5: The Rhetorical Analysis

In this 1500-2000 word project, you will seek to understand how the multiple analyses that are a part of a rhetorical analysis build to an overall analysis and evaluation of a communicative act’s  success.

Writing Project #6: The ePortfolio

This ePortfolio will be an opportunity to collect the work you have done throughout the course and to design it in a manner that highlights that work, your processes, and who you are as a writer.

All writing projects will be assessed using guided rubrics. Leading up to the final draft submission, you will participate in a variety of process-oriented tasks, including inventional, revision, and editing activities (these will be tied to your participation grade).

Staff will provide individualized feedback and grades for Writing Projects 1-6 to learners who are earning credit for this course.

Please note: there will be no resubmissions accepted, nor regrading of past submissions, in this course. You may only submit your assignments once.

Content Mastery and Course Quizzes

In each module, students will work through a “Content Mastery” unit using the Cerego adaptive- learning software in the course. This content mastery unit serves four purposes:

.     It reinforces conceptual knowledge covered throughout the course;

.     It allows you to test your conceptual knowledge andt review those ideas hat may be giving you trouble;

.     It prepares you to be successful on the associated module’s course quiz;

.     It earns you Content Mastery completion credit (worth 5% of your grade).

Be sure to complete each module’s Content Mastery Unit before completing that module’s course quiz--the Content Mastery Units are designed to help you maximize your understanding of concepts and, by extension, your success on each module’s quiz.

Grading Policy and Assignment Submission    

Grading Scale

Your final grade will be determined based on the following grading scheme:

Grading Breakdown

Your final grade will be calculated based on the following percentages for each assignment category:

Writing Project #1: The Literacy Narrative: 10%

Writing Project #2: The Context Analysis: 5%

Writing Project #3: The Audience Analysis: 5%

Writing Project #4: The Purpose Analysis: 5%

Writing Project #5: The Rhetorical Analysis: 20%

Writing Project #6: ePortfolio & Reflection: 15%

Process Work (Participation Assignments): 15%

Writer's Journals: 10%

Content Mastery: 5%

Module Quizzes: 10%

Submitting Assignments

All assignments, unless otherwise announced, MUST be submitted to the designated area of Canvas. Do not submit an assignment via email.

Please carefully review how to submit coursework on Canvas, which is detailed extensively in theCanvas Student Guide

Tip: Keep Records of Submissions

It is recommended to take a screenshot of your completed submission with the date included. A screenshot will document that your coursework was submitted correctly and that you double-checked it. It is strongly advised you take a screenshot of the submission confirmation and save the screenshot for ALL assignments. For information on how to take and save a screenshot please seehttp://take-a-screenshot.org/

Make sure to allow yourself time to take these screenshots prior to each deadline. This is your confirmation and will serve as documentation that you submitted successfully. Not having this proof means you would receive a zero for the assignment if it was not submitted correctly. Please be aware that using someone else’s screenshot as verification that you submitted work, other false verifications of work, or manipulating technology in some way to unfairly benefit you, is considered academic dishonesty.

Due Dates/Late Policy for Assignments

All work is due by the end of the term. Any Canvas due dates posted in this course are suggested, meaning it's wise to keep up with due dates to ensure you're on pace to finish the course, but there are no penalties for late assignments.

To help you keep up with due dates, consider visiting your Canvas calendar in the far left black menu and subscribing to the Canvas Calendar feedto transfer dates from Canvas into your own personal calendar.

Religious Observance Policy

We honor and respect your religious and cultural observance.  We recognize that some challenges may occur if there's a religious and cultural holiday date that falls when there is a course obligation, like a course due date or scheduling a collaborative learning activity with another classmate or your instructor.  To this end, we've set up the course policy and schedule to be available for your planning and flexible in case of any religious and cultural observance calendar conflict.  If you have any questions about course obligations, as described in this policy, that may conflict with religious and cultural observance,  please reach out to [email protected].

Tips and Resources for Success

Additional Resources

For additional resources, such as counseling, student code of conduct, inclusion and representation statements, and academic integrity policy, please visit ourLearner Resources page, available through the Canvas course menu.

360 Life Services

360 Life Servicesis a comprehensive support program that offers free, 24/7 counseling and crisis intervention in person or by phone. You can also chat at your convenience with topic specialists   in legal, personal finance, childcare, education and more. This confidential resource supports your education, career and personal needs.

General Tips

To be successful:

.     check the course daily

.     read announcements

.     read and respond to course email messages as needed

.     complete assignments by the due dates specified

.     communicate regularly with your instructor and peers

.     create a study and/or assignment schedule to stay on track

Accessibility

The university takes threatening behavior very seriously and these situations will be handled in

accordance with theStudent Services Manual,SSM 104-02.

Disruptive behavior in any form (see ASU Student Affairs Safety Definitions) will NOT be

tolerated and students are expected to be familiar with all relevant university policies. A

disruptive student may be withdrawn from a course with a mark of “W” or “E” when the

student’s behavior disrupts the educational process. Disruptive classroom behavior for this

purpose is defined by the facilitator. For more information, please visitASU Student Rights and Responsibilities.

Prohibition Against Discrimination, Harassment, & Retaliation

The syllabus is a statement of intent and serves as an implicit agreement between the instructor and the student. Every effort will be made to avoid changing the course schedule but the

possibility exists that unforeseen events will make syllabus changes necessary. Remember to check your ASU-linked email and the course site often.