Guide to Getting Lost

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English 110, Spring 2012, Section 8 (30668)

MWF 12:20-1:40; MWF CB 101

Matthew Woodman;

Office Hours: MWF 7:00-8:00 a.m., T 9:00-12:00

Required Texts

The Routes of Man: Travels in the Paved World by Ted Conover

A Field Guide to Getting Lost by Rebecca Solnit

The Devil’s Highway by Luis Alberto Urrea

Quick Access

A total English Placement Test score of 147 or higher OR a grade of C- or higher in English 100 or its equivalent OR an English 110 EQE score OR other equivalent test scores.

To Satisfy the General Education Requirement

Students must earn a grade of C or higher in English 110 to satisfy the General Education requirement for A2 (Writing and Reading). This grade is also a prerequisite for upper-division composition courses and the Graduation Writing Assessment Requirement exam.

Successful Completion of English 110

To be eligible for a C in English 110, students must earn a C or higher on at least one in-class writing assignment and a C average on all other course assignments.

Course Learning Outcomes

Throughout English 110, students should master the following learning outcomes:

Goal 1: Reading Skills

Objective 1: Analyze a rhetorical situation (purpose, audience, tone) and how a writer’s rhetorical choices (e.g., bias, rhetorical modes, syntax, diction) inform a text.

Objective 2: Analyze a text’s organization and conventional parts (introduction, thesis, main ideas, body paragraphs, conclusion) and how the parts work together.

Objective 3: Analyze a text’s logic and reasoning.

Objective 4: Critique the effectiveness of a writer’s rhetorical choices, organization, and logic.

Goal 2: Writing Skills

Objective 1: Effectively adapt the writing process to various rhetorical situations, anticipating the needs of purpose and audience.

Objective 2: Break down more complex and/or abstract writing prompts, and stay on task.

Objective 3: Create effective thesis statements, especially those that advocate for a specific position, and use a variety of appropriate and compelling rhetorical strategies to support the thesis.

Objective 4: Effectively structure essays, especially argumentative ones, analyzing how the parts work together to create meaning.

Objective 5: Avoid logical fallacies, and use sound logical reasoning to develop essays.

Objective 6: Use correct and college-level, discourse-appropriate syntax, diction, grammar, and mechanics.

Goal 3: Research Skills

Objective 1: Use summary, paraphrase, and direct quotes to smoothly synthesize sources into own writing.

Objective 2: Use a documentation style, and avoid plagiarism.

Objective 3: Use research methods to find reputable sources.

Attendance Policy

Because mastering skills in writing requires regular, sustained effort, you should attend your composition classes regularly and punctually. If you have more than two absences, you should not expect to receive a passing grade.

Waiting List Policy

On a waiting list, you are eligible for a place in the class if you

  1. come to every class and

  2. turn in the work while you are there.

Being on a waiting list does not guarantee you a place in the class. It simply means you are welcome to wait for an opening in the class if you so desire. If no one drops out of the course, then no students can add.

As a result, you should be aware of the last day to add and have a back-up choice if you need another class. This plan is especially important for financial aid recipients and for F-1 and J-1 visa holders, who must carry a full load to receive their financial aid. Being on a waiting list does not count as a class toward a full load.
Instructor-Initiated Drop Policy

Many students are trying to get into composition courses. As a result, this class is subject to the policy on instructor-initiated drops. If the class is full and has a waiting list, the instructor has the right to administratively drop you from class by the end of the second week of the term if you have missed three consecutive class sessions and have not contacted the instructor. However you should not assume that you will be automatically dropped from this course if you have not attended.

MyWritingLabPlus and Additional Tutoring

Students are encouraged to seek additional help with their assignments. Students may be referred to the Writing Resource Center, urged to enroll in Humanities/Behavioral Sciences 277, or asked to work in MyWritingLabPlus. Visit for more information. Requirement is a tool to help you avoid plagiarism. Approximately two hours after submitting a paper to this online program, you can access a color-coded report with details about the use of sources in your paper. Because this site does not detect problems with paraphrasing that is not cited properly, you should use this site only as a guide. To use, you will need to register on the site and set up a password. Once this is done, you then will need to create a “user profile” specifically for this class and any others that may use the site. You will need the following information to set up your user profile:

Class ID--4991663

Class Enrollment Password--woodman

Paper Policies

  1. All papers must be typed, double-spaced, with 12 pt font and one-inch margins.

  2. If a length is specified, the paper must be of that length; anything less will result in serious deduction of grade.

  3. If a Works Cited page is specified, it is essential. Any such paper lacking a Works Cited page will earn a failing grade.

  4. E-mailed or late assignments will not be accepted.

In-Class Essay

To be eligible for a C in English 110, students must earn a C or higher on at least one in-class writing assignment. The in-class essay prompt will present two quotes. You choose one quote, summarize the argument it contains, and write an argumentative response. There will be three in-class essays; your score will be based on the highest of the three, so if you do well on the first in-class essay, the second two are optional.

Blog & Miscellaneous Work: You will be creating a writing blog through Throughout the quarter, you will have a number of prompts to which you will need to respond. This is a forum for you to develop and practice the skills that you will use in your essays as well as collaborating with your classmates on their ideas. These posts will be related to our readings and assignments and will have writing and reading as a focus. For example, you will have a post for each reading. The topics for your individual blogs can be found at our class blog:
Midterm: The midterm will evaluate your knowledge of the writing skills discussed in class: rhetorical modes, tone, syntax, using quotes, and punctuation. The midterm will be open book and open notes.

Using The Routes of Man, A Field Guide to Getting Lost, and The Devil’s Highway, explain how roads can define and shape or modify society. This synthesis must be a minimum of four pages long, and you may use parts of this essay in your research paper as well.

Research Paper

The purpose of English 110 is to enable you to write a research paper of quality and depth. Upon completion of your paper, you will have the knowledge to write the research papers that other courses will require of you. Because the research paper requires considerable effort and planning, it is best tackled in stages. Your syllabus lists the various stages and the dates each stage is due.

  • The final paper must consist of 7+ pages of argumentative text with a works cited page.

  • This paper must be presented in MLA documentation format and must utilize a minimum of eight sources.

Five Annotated Bibliographies: For each source, you will write an annotated bibliography that provides an MLA citation, a ½ page summary, and a brief explanation as to how you plan on using the source in your paper.
Government Document

Newspaper Article

Article from Scholarly Journal

Scholarly Book

Student’s Choice
Research Paper Topic
The Road Not Taken

TWO roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth; 5

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same, 10

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 15

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.
Roads fill our lives as individuals: we get in the car and go . . . to school, to work, to relatives, to vacations. For many of us, particularly in Bakersfield, the road is a symbol of freedom and independence: with a car, we can go where we want, when we want.
Roads also fill our lives as societies: roads allow for distribution of both goods and culture.
Roads have a point of origin and a destination, which is why artists have used them as metaphors for life. For instance, Robert Frost does describe two roads in his poem “The Road Not Taken,” but the poem itself isn’t about those roads: it is, instead, about the life those roads represent. In this way, one can view a road as a synecdoche, a microcosm in which one can view and analyze the macro.
Your research paper will explore a number of questions:
How do roads define society? How do roads change society?

How do roads define an individual life? How do roads change an individual life?

Use the nine rhetorical modes to answer these questions (as well as others that will arise during the quarter).

Annotated Bibliographies 5%

Midterm Exam 10%

Summary / Précis/ Critique 10%

Synthesis 10%

In-Class Essay 10%

Blog 10%

Research Paper 40%

Poem/Photography/Final Presentation 5%
To earn an A in this course, attend class regularly and on-time; read and reread our required texts closely and by the dates stated on the syllabus; contribute regularly to class discussion; ensure your assignments meet all requirements; complete your assignments early; revise and proofread your assignments and take your essays to the Writing Resource Center.
To earn a B in this course, miss one or two classes and be late or leave early once or twice; read our required texts closely and by the dates stated on the syllabus; contribute regularly to class discussion; ensure your assignments meet all requirements; complete your assignments early; revise and proofread your assignments.
To earn a C in this course, miss three or four classes and arrive late or leave early three or four times; read our required texts by the dates stated on the syllabus; contribute occasionally to class discussion; be careless with the requirements on an assignment; procrastinate and complete your essays at the last minute; proofread but fail to revise your assignments.
To earn a D in this course, miss five or six classes and regularly arrive to class late; fail to read our required texts closely; fail to contribute to class discussions; be careless with the requirements on two assignments; procrastinate and complete your essays late; fail to revise or proofread your assignments.
To fail this course, miss more classes than you attend; fail to contribute to class discussions; fail to read our required texts; be careless with the requirements of assignments; procrastinate and fail to complete assignments; write assignments that are poorly structured and filled with errors.
Week One

4.2 Introduction to Course; Writing Skills: Rhetorical Modes

4.4 Reading: The Routes of Man (3-10); How to Write a Summary & Précis

4.6 Reading: Field Guide (3-25), Devil’s Highway (3-40); Logic & Fallacies

Week Two

4.9 Reading: Routes (11-70); How to Critique; Writing Skills: Tone

4.11 Reading: Routes (71-117); In-class essay #1
4.13 Reading: Routes (118-169); Writing Skills: Punctuation & Syntax

Week Three

4.16 Reading: Routes (170-222); Summary Due

4.18 Reading: Routes (223-262); Writing Skills: How to Introduce Quotes

4.20 Reading: Routes (263-302); Writing Skills: Introductions; Work on Critique
Week Four

4.23 Reading: Field Guide (65-83, 113-126); Critique Due

4.25 Reading: Field Guide (155-176); Research: Government Document
4.27 Research: Newspaper Article

Week Five

4.30 Reading: Devil’s Highway (41-83); Research: Scholarly Journal

5.2 Reading: Devil’s Highway (84-129); Research: Scholarly Book

5.4 Reading: Devil’s Highway (133-176); Midterm Review
Week Six

5.7 Reading: Devil’s Highway (177-220); Midterm

5.9 In-Class Essay #2

5.11 Work on Synthesis

Week Seven

5.14 Work on Synthesis

5.16 Work on Synthesis
5.18 Rough Draft of Synthesis Due; Peer Revision / Edit

Week Eight

5.21 Final Draft of Synthesis Due; Discussion of Poem

5.23 Work on Research Paper

5.25 Annotated Bibliographies Due; Work on Research Paper Outline

Week Nine

5.30 Work on Poem/PowerPoint
6.1 Work on Research Paper

Week Ten

6.4 Work on Research Paper

6.6 Work on Research Paper

6. 8 Rough Draft of Research Paper Due; Peer Revision / Edit
6.11 In-class Essay #3
Final: Wednesday, 6.13 @ 2:00, Final Draft of Research Paper Due; Presentation of Poem/Photography

Poem/Photography Assignment: You will craft a poem inspired by the ideas from this quarter’s reading. Your poem will focus on a specific road; you will take photographs of that road and turn your photographs and poem into a PowerPoint Presentation that you will present the last day of class.

English 110 Annotated Bibliography Template

What type of source is this?

How did you find it?

MLA Citation:

What is the author’s main point/thesis? (One to two sentences)

What supporting arguments does the author provide to support the thesis? (Three to four sentences)

What types of evidence does the author provide? (Two to four sentences)

Which rhetorical modes does the author use? (Two to four sentences)

How might you use this source in your research paper? (One to three sentences)

Which three quotes might you use in your research paper? Provide page numbers in a parenthetical citation.
Directory: ~mwoodman

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