English 102 is a course on reading, writing, and research. To practice and become more skillful in these arts, our course will focus on American places: their history, literature, people, institutions, and land.  We will explore a place as more than a name on a map, or the accumulation of events that have happened there, but will hope to capture the sense of a place--the meanings, perception and emotion of individuals responding to their surroundings and to events. In our readings, we may follow the ways that Americans have adapted to places, but also the ways they have shaped them through patterns of settlement and culture.

In addition to weekly logs on readings and annotations from your research, you will write one formal research paper on a place of your choice. You may choose to write about your place, and your connection (or rejection) of it, or select some other place of regional or national importance to focus your term project on.

Presence, Preparation, and Participation -- English courses are not lecture courses; they are reading and writing courses that require your consistent and active engagement. As such, they often have a de facto attendance policy, as this one does. You can't earn high marks in this process if you aren't present, prepared, and participating. Your instructor and your classmates expect you to attend regularly and prepare thoughtfully for each class session. Complete the assignments prior to our meeting and come to class ready to work, share, and listen. Writers seldom work completely in isolation all the time; therefore, it is important, at different stages of the writing and revising process, to share information, discuss strategies, and receive feedback. Throughout the semester, you will most likely work closely with your classmates reading and responding to each other's work. Everyone will benefit if we are all prepared to engage in this type of work. Miss more than two weeks of class (7 days MWF, 5 days T,TH,) and you will receive an F for the course). Persons missing one class or none will receive extra credit.

Academic Honesty and Plagiarism — The University Affairs Council has asked all faculty to include the following statement in our course policies: 

Plagiarism, or the use of work by another person, or the use of someone else's words, ideas or arrangement of ideas without giving proper reference to the author, is a serious violation of the Honor Code. You must give credit to other people's ideas and word, even if you put the idea in your own words (even if you paraphrase it). You must also provide full and correct documentation of the exact location of any sources that helped you, including Web or electronic resources. Plagiarism will result in an "F" for the course and the institution of formal disciplinary procedures.

Late Work — Since the processes of reading, writing, and research involve several stages and require incubation time for ideas to develop, you must submit work on time for it to reach its full potential in this course. Papers must come in on time; for logs or annotations, some exceptions can be made. You will not receive credit for work that comes in late, unless you contact me before the date the assignment is due.  At that time, we will discuss your situation and the possibility of an extension. If you are unable to attend class, you may send your work to class with someone else so that you can receive credit for the work and feedback from your peers.

Writing Group — Throughout the semester, class meetings will be devoted to reviewing and critiquing rough drafts of assignments, including logs. A paper that does not receive an in-class peer review will be penalized when submitted as a final draft. On a day before the scheduled peer reviews, you are required to bring enough copies of your paper for your group and one for your instructor (so we may read your paper ahead of time). Your participation in these groups is vital to your growth as a writer and the success of the course, so read your peers’ drafts thoroughly and provide the kinds of feedback you yourself would like to receive. The draft you produce for these groups should be written as if it were a final version. We will often begin the class by exchanging reading logs and questions. 

Required texts:

Reading Logs -- For each selection that we read, you will write a response of about 150 - 200 words (the above course overview is 165). The heading for each log should use the correct MLA documentation form for an essay in an anthology when cited on a Works Cited page. Thus, your heading should look like a works cited page containing the bibliographic information for the essay or essays assigned for that log. On days that we have two readings, arrange the entries alphabetically according to the authors' last names, as on a works cited page. See Diana Hacker's A Writer's Reference for correct MLA form. Put your name and log number at the top. Logs will be collected and recorded on the day of the assigned reading. You will have occasion to revise several based on the feedback from your writing group.  (Your 20 best entries x 2pts each = 40)

Annotations ¯ The annotations will be written the same way as the logs, about the same length, with an MLA reference and internal notation, only they will be from sources you find and that are appropriate for your paper. You should produce one annotation per week, before spring break and beginning week three (hand them in anytime that week), and two per week after spring break, not including peer review weeks (15 total). After reading your sources (and a'noting in them) them, prepare a critical and explanatory response, as with the log:  what does it say? how does it say it? why is it important (especially to you and your project)? The annotations on your sources should try to follow the the topics and themes of that week (follow the week number link on the schedule for more information). For example, for week three, "past," annotate a source that discusses the history of your chosen place. You must mix internet, periodical, book, and primary sources (one week's annotations could be your interview notes), and should learn to use a variety of (re)search tools and "engines." Unlike logs, annotations do not need questions, but you could be asked to discuss what your are finding in your research in class. Annotations will be graded in the same manner as the logs. (15 total x2 pts each for a total of 30 pts)

Beginning and ending reflections ¯ Two short papers, of about two pages: one during the first week of class on your relationship to a place and your reading of The Rediscovery of North America, the other either to be written for or during the exam time.

The Final Project ¯ Research, through primary and secondary sources, a history of your hometown, neighborhood, or some other place of regional or national importance. In your research, and in your writing, look for opportunities to explain the cause and effect relationships of events (not just this happened then this happened).  How has your town developed in the way that it has? If you have lived in a neighborhood for a long enough period of time to notice that it has undergone changes in terms of development or demographics, your paper could explain these changes.  In what specific ways has it changed?  What factors have contributed to these changes?  Where will these changes lead? Consider illustrating your history with maps or photographs of landscape, architecture, or people, including those you interview. You will get a final grade on the final paper only, though you will get feedback in the early stages, and part of your grade will consider not only the finished product, but the process and quality of the earlier drafts.