1020 Syllabus
1020 Syllabus
Many of you signed up expecting another instructor, I hope you aren’t too disappointed. I am
Heather Listhartke. I ask that you simply call me Heather. I prefer the informal, conversational
aspect of simply using my name. I look forward to getting to know you as the semester
continues to unfold.
A couple notes as to the content of this course: First, since all of you likely have very different
interests and very different majors, there is no way that I can logistically design a course that
would accommodate all of the possibilities on my own without your help as a student. What I
can do is create assignments and opportunities for you to think about the ways in which you
might use concepts, skills, or materials across your classes and into your future. The rest, as
they say, is up to you. I will do my best to help you along the way to figure out what processes
will help you and give suggestions that will help you while you are here, but I encourage you to
seek out connections between this class, your other classes, your personal lives, and your
careers. I also highly encourage you to use this class in order to gain new skills in a relatively low
stakes environment. For some of you, this may mean simply composing in a new way or finding
ways to utilize your resources efficiently; for others, this could mean learning a brand new
software and figuring out how to integrate it into the things you’re doing for this class and your
others. No matter what end of the spectrum that you are on here, please seek me out as a
resource and place to bounce off ideas for your projects this semester.
One last important note and caution about the class: In order to create this course and
encourage critical thinking, I have themed this course around the idea of borders. While there
are many possibilities for interpreting this, there may be topics that come up relating to topics
like race, gender, sexuality, trauma, depression, suicide, politics, and virtually any other topic
can and likely will be discussed at length over the course. While I will do my best to keep the
discussion on course for composition and thinking about these topics critically, I ask that you be
respectful of ideas and beliefs of your peers, and if you find that you cannot deal with such
topics, please talk to me, but understand that these are necessary components of the course
and will not change. It just means that I am offering you a space to discuss these privately
before they come up in a public setting.
Sincerely,
Heather Listhartke
My Responsibilities
Like you, I also must be present, punctual, focused, and prepared for each class having
done the readings for each class.
I also will work to maintain a classroom environment that encourages thoughtful and
respectful discussion of matters related to coursework.
I strive to help you to connect this course to your interests including personal and
professional topics you want to learn about.
I will try my best to return all projects and assignments in a timely manner. In most
cases, I should be able to do this within 1 weeks of the due date so that you can also
revise in a timely manner.
Otherwise, I make every reasonable effort to be available if you need to email or meet
with me. Emails, I try to respond within 24 hours though weekends maybe be closer to
48 hours. If you need to meet with me, I will do my best to schedule a time that will
work for both of us within the next week.
Finally, as weather is a very real possibility, iwill do my best to notify you as soon as
possible via email if class is cancelled. I will also post the cancellation to D2L. For
cancellations due to extreme weather conditions, please check www.mtsu.edu/~proffice
or call the news line at 904-8215. I will also inform you of any changes to the schedule
or assignments that come as a result of this.
STUDENT RESPONSIBILITIES
1. Be present and fully engaged.
Attendance is required and necessary for success in this course. Every day there will be some
type of assignment or notes due. Should there be a problem with attendance in some way, I
reserve the right to lower your grade by a letter grade after 4 absences; on the other hand, if
you have perfect attendance, I will boost your grade by a letter grade.
Being fully engaged in class includes actively paying attention, answering my questions,
volunteering when I ask someone to share what they have written, and actively contributing to
group work and peer review. I understand we all have off days, and we all get sick sometimes.
This is why I do not demand perfect attendance, but I do expect you to arrive in class awake
and ready to think, write, and learn. Yes, this may mean more coffee, more sleep, or both.
If you will miss classes due to university sanctioned events or for military service, speak with me
as early as possible so that we can make arrangements to keep you from falling behind. Such
absences will not count against you, provided you keep up with course work, submit
assignments on or before due dates, and keep informed about what we cover in-class.
Intentional plagiarism—for example: downloading a paper, having someone else write your
essay, or cutting-and-pasting with no acknowledgement of the original source—is considered
academic misconduct and will result in a failing grade. Furthermore, I am obligated by MTSU to
notify Academic Affairs about instances of academic misconduct, so you could face additional
sanctions imposed by the university.
If you ever have questions about whether or not information (a) needs to be cited or (b) is
adequately cited, the best time to talk with me is BEFORE you submit the assignment.
4. Work to maintain a productive and respectful classroom environment.
Throughout the semester, you will be encouraged to discuss your own experiences and
viewpoints as they relate to class topics. While you don’t have to agree with everything said in
class, you are expected to be able to discuss ideas thoughtfully and respectfully. Blatant
discrimination and derogatory language or actions is disruptive behavior and will not be
tolerated (see also: MTSU Judicial Website).
Other kinds of disruptive behavior include private conversations during class and/or engaging in
other activities that are detrimental to a productive learning environment including
inappropriate use of electronic devices. Falling asleep, laying with your head down, not
participating or paying attention is just as much of a distraction and hindrance to the class as
actively being disruptive.
If you are asked to leave class because of disruptive behavior, you will receive a zero for any
daily work that day. In extreme cases, incidents of disruptive behavior will be reported to the
Office of Judicial Affairs.
Required Assignments:
MetaResearch Blogs and D2L Discussion (20%): There will be a discussion on every Tuesday
and a blog due every week. These are noted on the syllabus. Prompts will be on d2l. These will
be over the readings and assignments as a means of supporting your skill development. It is of
utmost importance that you do these in order to prepare for and keep up with the course.
These are due on the mornings of class by 8am.
Research as Exploration Project: This is the bulk of your course learning, reading, and writing.
These will be centered around a topic that you choose at the beginning of the semester. We’ll
talk more about this in class, but the following pieces
Research Proposal (5%): This is where you will start your brainstorming process about
your topic from what you’re interested in, what aspects of the topic you’re most
interested in, and what your project as a whole will look like. It’s okay to have some
vague ideas at this point as these will develop with future assignments. This is meant to
be a low-stakes assignment to get you thinking about what interests you.
Research Outline and annotated bibliography (20%): This is where you will start organize
your ideas into a somewhat logical order, narrow down your subpoints, and start to
figure out how you might use sources in your written work.
Research Article (20%): This is the final written, fully developed research article. Not
only will this be written towards a target audience, but it should also be appropriately
designed for your target audience and publication.
Research Remix--CSW (15%): For this final piece of the project, you’ll be taking your
paper and remixing it into a multimedia composition that showcases your research for a
target audience of your peers. These will be presented during the Celebration of
Student Writing on April 20th. (Yes, this is a Friday. Yes, it is not a class day. BUT, those
that present their final presentation on this day will get an extra bonus treat to be
discussed).
Reflective Research Audit (20%): These should address your full process of researched,
argumentative writing and how your work over the course of the semester has influenced that
development. In this, you’ll be referring back to your weekly blogs and your project and using
direct examples and quotes to show your growth this semester. Length: 1200 words.
***Students who are missing a major project will not be able to pass***
Schedule
Date Read Due Classwork
1-16 Syllabi
1-18 “A Very Bordered Introductions
World” d2l Arguments begin by Reacting
BBG 260-263 Kinds of Borders
Borders intro Proposal intro and interest inventory
1-23 Mike Bunn “How to D2l Reading Critically for Research
Read Like a Writer”
Reviewing Rhetorical knowledge
1-25 Re-examining the MetaResearch Summarizing, making a claim,
Rhetoric of the Blog 1 making it relevant for your audience
“Cultural Border” d2l
1-30 BBG/UR: Issue 2 Three topic ideas Topic elimination—speed dating
descriptions—d2l AND
print Outline and Bibliography Intro/
MetaResearch Blog 8
3-27 Read and rank peer Abstracts posted by Presenting abstracts
abstracts, write notes Wednesday @ noon on d2l
about each for why you In class pick your top 5
'] ranked them that way
3-29 “Digitalk: A New MetaResearch
Literacy for a Digital Blog 9
Generation” d2l
4-3 BBG 497-500 Research Article Due—d2l Research Remix Intro
dropbox Multimedia/multimodal
4-5 MetaResearch Paper to presentation
Blog 10
4-10 No d2l—bring materials for Mock-ups
drafting Presentation drafting
4-12 MetaResearch Presentation drafting
Blog 11 Research Audit intro and wksp
4-17 No d2l- bring materials for Presentation drafting
drafting
4-19 MetaResearch Present in class
Blog 12
4-20 Celebration of Research Remix Due— Celebration of Student Writing
Student Writing commentary due to dropbox (CSW)
(CSW)
4-24 Bring access to your blog Research Audit and Discussion
and all major projects for
reference
4-26 Study Day Study Day Study Day
5-3 Final 1-3 Final : Research Audit due Final
*Note: I reserve the right to make changes to the course schedule if necessary. All schedule changes will be
updated on D2L and announced in class or through email. Also, Everything is due on the day it is listed. *
Evaluation and Grading Scale
Grades:
A: 90-100 / B+: 88-89 / B: 82-87 / B-: 80-81 / C+: 78-79 / C: 72-77 / C-: 70-71 / D-F: 69 &
below
In order to pass this course and earn 3 credit hours, you must earn an overall average of C- or
above. Although I will use the grade “D” when grading individual assignments, anyone receiving
an overall grade of “D” or below will not pass the class. The only exception is for first-time
English 1020 students—you may receive an “N” for the final grade if you have met all of the
course requirements (this means you have not exceeded the number of allotted absences and you
have completed and submitted all major assignments). If you receive an “N” (which = “no
grade”), your GPA will not be affected but you will be required to repeat English 1020 in order
to receive credit. Students may wish to check with financial aid and/or an advisor to find out how
this will affect scholarships and other types of financial aid.
CAMPUS RESOURCES We will talk more about these during class.
The Writing Center, located in the Walker Library (LIB 362) and online at
www.mtsu.edu/uwc, is a great FREE resource for student writers. WC consultants are available
to give you feedback on your writing from beginning to end.
Digital Media Studio, located on the second floor of Walker Library is also available to teach
you how to use technology that you may like to use for a project.
Additional Information
Reasonable Accommodations for Students with Disabilities
ADA accommodation requests (temporary or permanent) are determined only by Disabled
Student Services. Students are responsible for contacting the Disabled Student Services Office at
615-898-2783 to obtain ADA accommodations and for providing the instructor with the
Accommodation Letter from Disabled Student Services.