In Communications Arts 101 you concentrated on writing and speaking
about experiences, as well as research, revision, argumentation, and
reflection. In this course we will build on your growing ability to
collect and synthesize information from a variety of sources and to
write and speak persuasively. When you complete this course, you should
feel more confident of your abilities in all these areas. Specifically,
you should be able to:
1. Distinguish between oral and written styles and adapt both oral and
written messages for specific audiences and purposes.
2. Prepare written and oral communication assignments via a process
approach through rhetorical invention, drafting or delivering, and revision.
3. Develop a clear focus in assignments, organize and support ideas
effectively, use vivid language, and demonstrate clarity and correctness.
4. Select, evaluate, and document sources through primary and secondary
5. Interpret and analyze ideas through critical reading and listening.
6. Recognize the structure of logical argument and recognize and avoid
7. Integrate visual information such as graphs, tables, or photographs
into written and oral presentations.
8. Develop effective small group communication skills.
Texts and Materials:
• Richard Bullock & Maureen Daly Goggin The Norton Field
Guide to Writing
• Jane E. Aaron The Little Brown Compact Handbook w/exercises
• Steven A. & Susan J. Beebe A Concise Public Speaking
• MySpeechKit online access
• 4x6 note cards for speeches
• pocket folder
• stapler (preferably a travel one that can fit in your backpack
or purse) or a box of paper clips
Literary Review & Annotated Bibliography 10%
Status Briefing 5%
Persuasive Essay 10%
Proposal Essay 15%
Final (timed essay) 5%
You can access your grades through the online
grade book in Vista. Please keep a running total of your grades
for yourself in case I miscalculate or there is a technical difficulty
with the grade book, and always double check to see that the grade I
return to you is the same one posted online.
A = 93-100
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
D- = 60-62
F = below 60
Midterm grades of satisfactory (S) or unsatisfactory (U) progress will
be posted via Vista.
Guidelines for Assignment Submission:
All submissions are due at the beginning of the class period on the
day specified on the syllabus. Late writing assignments will be docked
10% per day late. Late speeches are not accepted unless permission has
been granted by instructor prior to due date. Students will not be given
extra credit assignments or allowed to make up work that they have missed
due to absence other than that incurred for University business. Final
papers must be submitted in hard copy with all preliminary materials
(including drafts, peer reviews, and self evaluations) and just final
papers must be submitted electronically via .doc or .rtf attachment
to firstname.lastname@example.org. All submissions must be original with sources
clearly and correctly documented. Work previously submitted for other
courses is not accepted. Any student who represents the work of another
as his or her own is guilty of plagiarism and will be subject to the
penalties outlined in The
Student Handbook, including failure in the course and suspension
from the University.
Since a workshop depends on your active participation, you should attend
every class meeting. Students who miss more than two weeks of class
(4 for TTh; 6 for MWF) will receive an FA (failure due to absences)
for the course. Students who must be absent due to University business
should notify the teacher early in the course. Arriving late or leaving
early from a class is disruptive; three tardies/early exits will be
considered the equivalent of an absence. Students who come to class
unprepared may be dismissed by the teacher and such dismissal will be
counted as an absence. Students are required to complete all major assignments
and to attend at least two scheduled conferences with instructor to
receive credit for the course.
If you are absent, email me your work before class and it will not
be considered late. Otherwise your work will be counted late unless
you have a doctor's note. Then, bring a hard copy of the assignment
on the next class day that you are present.
In addition to attending class, you are also expected to contribute
class discussions and participate in workshop sessions with your peers.
Learning is not a solitary process, but one that necessarily involves
others and I thus consider class participation a very important part
of achieving this class’s goals.
Language–how it is used and what is implies–plays a crucial
role in Samford University’s mission “to nurture persons.”
Because verbal constructions create realities, inclusive language can
uphold or affirm those whom we seek to nurture, while exclusive language
can damage or defeat them. We therefore actively seek a discourse in
our university community that supports the equal dignity and participation
of men and women; we seek to avoid verbal constructions that diminish
the equal dignity of all persons. It is an affirmative–and affirming–part
of our mission to educate students, staff, and faculty in the creation
of a community of equality and respect through language.
Because class participation relies heavily on individuals feeling comfortable
expressing their opinions, you must always show respect for the diversity
of opinions expressed in this class. You must also demonstrate respect
for gender, racial, class, and ethnic differences among your colleagues
Outside of Class (Email and web page): E-mail is an
official means of communication according to the Student Handbook. You
are responsible for reading your Samford e-mail daily. Also, you will
want to check (and refresh) our class web page daily, particularly the
Students are required to earn a C- or better in order to receive credit
for UCCA 101 and UCCA 102.
Communication Resource Center:
The Communication Resource Center is located in Brooks 222. The Center
is a free service that provides help with all phases of writing and
speaking. Drop in during the posted hours or call ext. 2137 to make
Students with Disabilities:
Samford University complies with Section 504 of the Rehabilitation Act
and the Americans with Disabilities Act. Students with disabilities
who seek accommodations must make their request through the Advisor
for Students with Disabilities (726-4078, 726-2105), located in Counseling
Services on the lower level of Pittman Hall. A faculty member will only
grant reasonable accommodations upon notification from the Advisor for
Students with Disabilities.
Quizzes/In-class Writing Assignments:
The selections from The Norton Field Guide to Writing and any
other required readings are to serve as a catalyst for class discussion
and your own essay writing. Reading quizzes and/or in-class writing
assignments may be given to monitor your reading and comprehension.
To prepare for quizzes and writing assignments, you should locate the
thesis of each reading and the strongest supporting points. Annotate
in your text. You can respond to the reading by answering the “Engaging
with the Text” questions in the NFG, as well as any additional
questions given in class.
General Instructions for Written Assignments:
1. All assignments must be typed.
2. All rough drafts for peer review must be typed.
3. Use the MLA guidelines found in The Little Brown Handbook.
4. Use Times New Roman 12-point font.
5. Drafts of your essay should have your name, course & section,
type of assignment, and date in the upper left-hand corner of the first
page of essay. No cover sheet is required.
6. All essays should be titled.
7. Any peer review sheets and preliminary drafts should be included
with the final hard copy.
8. Submit essays on time at the beginning of class.
9. Final drafts of essays must be submitted electronically as a .doc
or .rtf attachment to email@example.com before the class period the
assignment is due, AS WELL AS submitted as a hard copy at the beginning
of class the day it is due.
1. Speech #1 Ad Analysis Speech
Each student will analyze his or her chosen ad for the class and will
include a handout of the ad for each member of the class or a visual
of the ad that everyone in the class can see.
2. Essay #1 Ad Analysis Essay
This assignment will use print ads to study text and image for analysis
and will build off of the analysis speech.
3. Speech #2 Status Briefing (5%)
Each student will report on his or her chosen topic, the sources located
and the research process.
4. Essay #2 Annotated Bibliography and Literature Review (10%)
This assignment requires use of the third-person, objective voice and
includes an annotated bibliography. Emphasis is on the distinction between
primary and secondary sources and online and print sources. The Annotated
Bibliography evaluates the body of research the student has found discussing
the chosen topic. The Literature Review analyzes at least two of the
sources from the bibliography and shows connections between them and
the other sources. It discusses the research and findings but does not
yet take a position on the topic.
5. Essay #3 Persuasive Essay (10%)
This essay builds on the research of the previous assignment and takes
a position. It combines the strengths of writing skills learned through
the personal narrative assignment and at the same time incorporates
objective sources. Emphasis is on textual analysis and use of logic.
The highest standards of academic writing – grammatical correctness
and stylistic polish – apply.
6. Speech #3 Persuasive Speech (10%)
This speech’s emphasis is on clarity, logic, and appeal. Your
peer audience will respond to your speech by writing down possible objections
to your position, as well as ideas which you should take into account
before presenting a proposal in the next essay.
7. Essay #4 Proposal (15%)
The proposal essay should identify a problem and solution related to
your research topic. The proposal should address the potential impact
of this issue on the community. The seriousness of the problem should
be validated through the use of facts, statistics, anecdotes, and quotations
from authorities. The student must decide on the solution to the problem
considering the audience's possible responses (alternate solutions and/or
objections to the solutions - or even objections to the validity of
the problem) including viable stops for implementing the proposal.
8. Speech #4 Proposal (15%)
This is the oral component of the proposal essay. As such, the research
should parallel the written assignment but the speech should be adapted
to reflect the conventions unique to oral discourse. The purpose of
the presentation is to advance a proposition of policy in which the
speaker advocates a particular course of actions (the solution for the
proposal) for a local audience.
9. Daily Grades – Quizzes, Activities, HW, In-class Writing,
and Participation/Professionalism (10%)
10. Final Exam (5%)
This is a timed in-class essay based on outside reading that you will
be given a few days before the exam.
Here is the brief, general rubric for grades:
You did what the assignment asked for at a high quality level, and your
work shows originality and creativity. Work in this range shows all
the qualities listed below for a B, but it also demonstrates that you
took extra steps to be original or creative in developing content, solving
a problem, or developing a style. Since careful editing and proofreading
are essential in writing, papers in the A range must be free of typos
and grammatical or mechanical errors.
You did what the assignment asked of you at a high quality level. Work
in this range needs revision; however it is complete in content, is
organized well, and shows special attention to style.
You did what the assignment asked of you. Work in this range needs significant
revision, but it is mostly complete in content and there is an attempt
at organization. The style is straightforward but unremarkable.
You did what the assignment asked of you at a poor quality level. Work
in this range needs significant revision. The content is often incomplete
and the organization is hard to discern. Attention to style is often
nonexistent or chaotic.
If your work is shoddy and does not fulfill the assignment, you will
receive a failing grade.