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Student Reminders! EN100 Students: Diagnostic Paragraphs Due 9/9


Welcome Back! Welcome Back, UWP Students. Thus begins the fall semester!


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EN101: Composition and Reading

Instructor: Dean Karpowicz             Office:   CART 281
Office Hours: Monday by appointment (Tallent 265); Tuesday 3-4;Wednesday 11-12; Thursday 2-3; Friday by appt.

Course Description: English 101 is designed to prepare students for the kind of writing that they will do throughout their college careers. In this course we will learn to recognize the rhetorical and logical elements of a good argumentative paper, develop skills to write critically, and research a given topic.

Course Work: Each student will write four original themes that will vary in length according to each assignment. I don’t normally put word minimums on my assignments; you should write a complete paper with enough evidence to make your point. I will, however, provide approximate lengths for each assignment. Each student will also write a rough draft for each assignment. Failure to bring a rough draft to class will result in a zero for the draft portion of the peer editing session. You cannot have someone outside of class edit your paper. Initial and final drafts must be typed, and they must be double-spaced to leave room for comments.

Website & Twitter: The Litspot site will be used throughout the semester as an area where I will post class information and communications. In addition, some of the in-class exercises (if we are in a lab) and homework will be done on the site. We’ll also be creating twitter accounts and using them to find material for our discussions and we may use the service to debate.

Web Work and Credit: As this is a class centered on argumentative writing, I will often post links to pertinent articles, and sometimes I will post discussion questions centered on the reading that we do (from the New York Times and other venues). Students will be expected to reply to these posts, providing coherent critiques and arguments. No flaming or trolling will be tolerated. Treat your fellow classmates with respect.

Theme Topic Debates: We will also use the site as a supplementary venue for the topics that we select for our themes. The posts that are required for these discussions will be more formal and will be worth more than the weekly ones.

Grammar: Grammar will count in this class. We will be working from the Little, Brown Brief and will do the practice exercises at the end of each chapter. Once we cover a grammar issue, it will weigh heavily on your theme grades. This means that I will not be collecting and grading the exercises from each chapter. However, we will be going over them in class.

Required Texts
1. The New York Times 
(available online).
2. Little, Brown Brief


  • Students are allowed no more than three absences.
  • Students missing more than six classes should not expect to pass the class.
  • Students who are sleeping or texting in class will be marked absent.
  • Students who are chronically late will be marked absent.

Late Work and Make-up Work

  • Late themes will be dropped one letter grade for each day they are late. If you have to miss class on the day a theme is due, try to contact me. If you have a legitimate excuse, I’ll understand. Missed quizzes and homework cannot be made up. Homework done while we are conducting class will not count.
  • Late posts will not be accepted. Threads are locked at midnight. No exceptions.
  • Exams and Quizzes cannot be made up unless there is a documented emergency.


  • Any student who follows the attendance policy will be able to revise one of their first three papers for a higher grade. Revisions can be turned in at any point during the semester, and although I usually take an average of the original and the revision, addressing all comments can raise the final grade to an A.

The Writing and Tutoring Center

  • I recommend that students make use of the tutoring services at Parkside. Information on making appointments and the policies can be found here.


  • Any student found guilty of plagiarism will receive a zero for the theme, and plagiarism can result in a zero for the course. You may view the English Department policy here.

Disability Services Statement

It is the University’s policy to provide, on a flexible and individual basis, reasonable accommodations to students who have documented disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services for a letter of verification to provide to their instructors. Disability Services is located in WYLL D175 and can be reached at 595-2372 or kirby@uwp.edu

Grading Breakdown

15%   Theme 1 (Rhetorical Analysis)
15%   Theme 2 (Rebuttal)
20%   Theme 3 (Argumentation)
20%   Theme 4 (Research and Argumentation)
10%   Peer Editing
10%   Homework
10%   Class Participation/Attendance

English Department Outcomes
Students will:

  1. write texts that demonstrate control over rhetorical  elements (rhetorical facility).[1]
    1. Thesis/statement of argument
    2. Argumentation
    3. Ethos, logos, pathos
    4. formulate arguments that show awareness of multiple perspectives (critical thinking).
    5. engage in writing as a collaborative and recursive[2] process (processes).
    6. control surface features in formal writing so that they don’t obscure the progression and clarity of ideas (knowledge of conventions).
    7. select and employ appropriate technologies to produce texts (electronic environments).
    8. engage in research appropriate for developing and producing successful written texts (research).
      1. Finding appropriate research
      2. Incorporating research into writing
      3. Employing proper MLA citation


[1] Categories listed in parentheses, excluding “research” in number 6, refer to the categories for outcomes set forth by the Writing Program Administrator (WPA).

[2] Recursive means “repeatedly or continually recurring” (OED).

Class Schedule



Week 1
2|3: Introduction to course | Class Website and its Use
HW: Write Diagnostic

4|5: Diagnostic Due | Basic Paragraph and Essay Structure | Critical Reading.
HW: Read the articles and watch the video posted here

Week 2
9|10: Diagnostics Returned | Discuss the articles read over the weekend | Is College Worth It?
HW: Actively read David Brooks, “Becoming a Real Person“; William Deresiewicz, “Don’t Send Your Kid to the Ivy League.”

11|12: Authority in Writing | In-Class Research on Authors (Lab Work)
HW: Read “Send Your Kid to the Ivy League.

Week 3
16|17: Semantics | Begin Grammar: Clutter (Handout) | Phrases.
HW: Read “Condoms: The New Diploma”

18|19: Little, Brown Brief (LBB): 23.1 |  Identifying Clauses | Limbaugh and Logic. Logic and Argument.
HW: Read MLA Section (to do homework).

Week 4
23|24: LBB 23.2 | Sentence Types | MLA in-text citations
HW: Read: Is College Worth It? Clearly New Data Say” Type your MLA sheet and bring to class. 

25|26: LBB 24.1 | MLA Works Cited| Select Our Essays for T1
HW: Read “Is College Worth It? Clearly New Data Say


Week 5
2|3: Formatting your paper and in text citation | Commas introduced
HW: LBB: 39.2 | Read the Sample Student Essay

4|5:  Commas: MC w/conjunctions | Sample Student Essay. 
HW: Write theme 1

Essay Choices

1. William Deresiewicz, “Don’t Send Your Kid to the Ivy League.”
2. David Leonhardt, Is College Worth It? Clearly New Data Say

Week 6
9|10: Peer Editing T1
HW:   Finish T1

11|12:  T1 (Analysis) Due | Commas: Introductory Elements | Mag. Ads | Fallacies Introduced. Introduction to the Rebuttal.
HW: Read about Fallacies.  Find a Fallacy PRINT it and Bring to class. | LBB 39.2 

Week 7
16|17: Commas: nonessential elements | Fallacies on Overhead |Statistics Introduced 
HW: LBB 39.3 

18|19:  Commas: series, adjectives |  Statistics Handout |  Sample student essay.
HW: LBB 39.4 | Read Selected Essays Below and Annotate:

Section 012 (M|W, 2:00)
“Minimum Wage Increases Don’t Help the Poor; So Why Raise the Minimum Wage?”
“Why Raising the Minimum Wage Kills Jobs”
“The Real Meaning Behind $9 an Hour”
“Raise that Wage”

Section 014 (M|W, 3:30)
“Why It’s Always Been Time to Legalize Marijuana”
“Legal Pot Is a Public Health Menace”

Section 017 (T|TH 11:00)
“‘Stop and Frisk’ Keeps New York Safe”
“No Such Thing as Racial Profiling”
“Driving While Dreadlocked: Why Police Are So Bad at Racial Profiling”

Week 8
23|24: Discuss Essays for T2 | What to study for grammar Test | All T1 Final Drafts Returned
HW:  Study for grammar review

24|25: Grammar Test 1 | Sample Student Paper T2
HW: Write T2

Essay Choices:

EN101-012 & 014
An End to Marijuana Prohibition,” Nadelmann
The Great Colorado Weed Experiment,” Downes
War on Black Men,” Block and Obioha

High Times,” Sanders
Don’t Go to Pot,” Frum

Corey Booker and Rand Paul…,” Terkel

Standing up for Gay Marriage,” Mills and Eichelberger
How My View on Gay Marriage Changed,” Blankenhorn
Why I Now Support Gay Marriage,” Suozzi

The Power of Marriage,’ Brooks
The Case against Gay Marriage,” Lopez
The Liberal Case against Gay Marriage,” Shell

Week 9 (Spring Break: HAVE FUN!)


Week 10
6|7: Peer Editing T2

8|9: Final draft T2 Due | T3: Argumentation | Sample Student Argument Paper.
HW: Selected Essays

Week 11
13|14: The Semicolon | Debate T3 Topic
HW: LBB 40.1 

15|16: The Colon | Discuss sources & craft a paragraph (conf/ref) |Sample Student Paper
HW: Write T3

Week 12
20|21: Peer Editing T3 | The Apostrophe
HW: LBB 35.1

22|23: Sentence Fragments | Topics for T4 Due |  Theme 3 Due
HW: LBB 36.2

Week 13
27|28: Run ons and Fused Sentences | EBSCOhost and Research Methods
HW: Study for Grammar Review

29|30: Three Sources for T4 Due | Grammar Review 2 | Research day.
HW: Write T4

Week 14
4|5: Go over Grammar Review 2 | Peer Editing T4.
HW: Finish T4 and any Revisions

6|7: All Final Copies and Revisions Due.

Week 15
11:  Have a great break!

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