Winter 2020 Syllabi

ENG 131.H73

ENG 131.H73

by Ann OBryan -
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Number of Credits:

Days Class Meets:

Meeting Times:

Location:

Instructor:

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Office Hours: By Appointment

 

Textbook

REVEL for Writing Today – e-text

Author: Johnson-Sheehan
Edition: 4th
ISBN: 9780134808048
Copyright Year: 2019
Publisher: Pearson

 

This course uses a Pearson digital product. The required link below is unique to this course.

Go to: https://console.pearson.com/enrollment/e1knhn

Sign in to your Pearson Account or create one

Redeem your access code or purchase instant access online (Temporary access option for financial aid is also available.)

Note:
Pearson recommends using the latest version of Chrome, Firefox, or Safari with this digital product.

 

Required Materials

Computer/Internet/Printer access outside of class

Flash drive

Official Course Description

This is an intensive writing course. Narrative and descriptive modes are stressed. Basic research strategies are introduced. An end-of-the-semester portfolio is required.

Continued Description

Learners engage in the writing process, study the impact of the rhetorical situation on communication choices, and are introduced to academic research strategies while completing units of memoir, profile, and report genre study. The course requires participation in discussions, course activities, and peer reviews. Developing ability to apply Modern Language Association (MLA) style and conventions to written assignments is expected. Standard English grammar and structures are requisite skills in this course.

 

Instructor Role

Designer, Facilitator, and Evaluator

My role is to assist you in the learning process, provide information and guidance, evaluate your progress through a variety of assessments, and give you feedback on your writing. Additionally, I am also responsible for adapting the course to fit the needs of the class, so I will also learn from your assessments. I will learn how effective my teaching has been and I will seek ways to improve my instructional methods.

 

Learner Role

Independent and Collaborative

Learner success relies on the ability to plan, prepare, study, and engage phases of the writing process, to apply global and local essay strategies, critical thinking skills, research strategies, and peer response skills.

Learners will create a minimum of four essays. Essays will be accompanied by a title page and, when sources are used, a Works Cited page. Specific page lengths will be defined in essay assignments.

Learners will apply active reading strategies to assigned course materials and can expect to encounter a minimum of twenty (20) pages of reading each week.

Learners need to plan to spend at least nine (9) hours each week on the course, including assigned readings, collaborative discussions, and individualized writing.

Learners will be required to attend individual conferences as needed, based on each learner’s progress.

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General Education Outcomes

General education outcomes and essential competencies assesses the students’ attainment of skills obtained during their completion of a degree. These skills are defined consistent with the college mission, and dispersed across a multitude of courses in the students’ program. Courses fulfilling one of more of these outcomes assess for achievement once/year.

 

Because the vision of Jackson College includes a variety of educational, cultural, and economic goals, the general education requirements involve both traditional intellectual pursuits and practical skill development. As the general education requirements are designed to ensure breadth and depth of knowledge, they are met through carefully designed programs of study. Programs of study help students meet these goals by addressing each of the skill areas identified in the General Education Outcomes. These are skills which the Jackson College Board of Trustees has determined students should develop or enhance while enrolled in the college.

 

GEO 1: Writing Clearly, Concisely, and Intelligibly

At a minimum, students must demonstrate proficiency in academic, professional, and personal writing through the knowledge and use of write-to-learn practices; rhetorical strategies; research methodologies; and genre and writing conventions. In order to fulfill this outcome and prepare students for careers, the course will focus on the following skills:

 

Process – using pre-writing, drafting, revising, editing

Purpose and Audience – understanding how purpose and audience influence style and tone

Organization and Development – using effective organizational structure, examples and details to support ideas and content

Meaning/Understanding – researching and writing for further understanding and knowledge

Use of Sources and Documentation – demonstrating appropriate documentation

Language – attempts and practices correct grammar and mechanics

 

Performance Objectives

Correlating with GEO 1, the following outcomes refer to the specific skills learners are expected to develop as a result of the instructional process in English 131:

Critical Thinking, Reading, and Writing Processes

Rhetorical Knowledge and Conventions

Electronic Environment

Practice active reading strategies

Identify and contextually evaluate assumptions, points of view, stylistic choices, and implications born of reasoning

Offer formative feedback on others writing in peer review sessions

Use genres to navigate complex rhetorical challenges

Distinguish one’s own ideas from those of others

Practice metacognitive reflection

Use genre specific strategies, voice, tone, and perspective to achieve rhetorical goals

Recognize conventions of writing distinctive to specific disciplines

Employ Modern Language Association (MLA) style in academic writing

Writing in Plain Style

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Use Microsoft Word to compose, revise, and save documents

Locate research material collected from electronic sources, including library databases and other electronic networks and internet sources

Use college learning management system

 

 

Grading Procedure

I use a 1000 point grading scale. You can easily keep track of your progress in the class by checking your points in JetNet:

 

Online/Miscellaneous Work – 375 points

Essay Finals – 150 points

Reflections – 75 points

Final Portfolio – 400 points

Grading Scale

4.0 = 92 – 100%

3.5 = 86 – 91%

3.0 = 80 – 85%

2.5 = 75 – 79%

2.0 = 70 – 74%

1.5 = 66 – 69%

1.0 = 60 – 65%

0.5 = 55 – 59%

0.0 = 0 – 54%

Attendance Policy

While I understand that some absences are unavoidable, you should be aware that missing class sessions impairs your ability to learn the course material and to complete the course requirements.

 

If you miss class on the due date for an essay, you must still submit your essay online by the deadline. Missing a class session does not mean that you get extra time to work on assignments – due dates apply whether you are in class or not. Late work is not accepted and assignment links will disappear.

 

If you do miss a class, it is your responsibility to check JetNet to find out what you missed. Excessive absences will result in failure of the class.

 

Withdraw: After the add / drop period, a student may withdraw from a course in accordance with the dates published in e-services.

Incomplete Policy: In accordance with JC policy, an Incomplete or “I” grade is only issued to students who have demonstrated good standing in the class and hold a passing grade at the time of an extenuating circumstance that precludes completion of the class. Documentation validating the circumstance may be required.

Late Work and Makeup Policy: I do not accept late work – it is your responsibility to get work completed and submitted by the deadline. All work should be submitted via JetNet, not emailed.

Academic Honesty Policy: JC has an academic honesty policy, which will be adhered to in this class. In essence, the policy requires that all work must be done by the student whose name it bears. The full policy can be accessed at http://www.jccmi.edu/policies/Academics/

Failure: Plagiarism, the submission of another’s writing, whether directly copied or paraphrased, may result in a failing grade and can be grounds for removal from class. Cases of plagiarism are dealt with by the instructor on an individual basis; the instructor will make decisions regarding the student's ability to correct the problem. All cases of plagiarism are reported to the Office of the Academic Dean.

Course Organization

We will use our class time to write, talk about writing, and share the writing we have done. I envision this as a workshop environment designed to improve your writing skills. I will give you feedback and formal instruction, but much of your true improvement will come from the practice you will get by actually writing. We will also have reading assignments from the text and we will discuss and write about those readings.

 

Writing Help

When opting for help with your writing be sure to bring a copy of the assignment, your draft or work thus far, and specific areas with which you need help.

Instructor Support: I am available to meet with you before or after class. I am also available via email, phone call, or text message.

Writing Fellows: Writing Fellows can help you on all stages of the writing process including prewriting, drafting, revising, editing, and citing sources – no matter what JC class you are enrolled in. Writing Fellows are located in William Atkinson Hall breakout rooms.

Center for Student Success: Writing assistance is available in the Center for Student Success. The center is staffed with trained professionals, with knowledge and experience in written communication.

Caveat
  • It is always possible that inclement weather, facilitator illness, facility power failures, emergency-related problems, or other procedural unknowns can alter class schedules. Policies and schedules on this syllabus and the class calendar are subject to change. You will be responsible for the material on the syllabus, as well as for the material covered in class; including additions or changes to the syllabus or the class calendar. If cancellations are necessary, I will put an announcement in the JetNet connection to the class. If we must miss a class session, we will cover the expected material from that session in the next class or online, so dates may change from time to time.
Additional Information

An essay template will be provided. All essays must be typed, double-spaced, and include one-inch margins on all sides. Use twelve-point, Times New Roman font style.

You will upload an electronic version of most work in JetNet. Assignment links will disappear after the due date and time.

Points will be deducted for papers that do not meet the length requirement. Each half page shortage or extra will be a five (5) point deduction.

 

Microsoft Office 365 Education

All Jackson College users are eligible for Microsoft Office 365 Education for FREE. Your Office 365 account will be valid as long as your Jackson College email address remains active.

To sign up for Microsoft Office 365 Education, click here.

Microsoft Office 365 Education can be downloaded and installed on up to 5 devices (Windows computers or Macs, tablets or mobile phones running iOS, Android or Windows mobile) and can also be utilized through your browser with no installation necessary.

Note: You must activate your Microsoft OneDrive before you can begin creating documents using the cloud applications.

Microsoft Office 365 Education is not supported or controlled through Jackson College.

To visit the Frequently Asked Questions page for Office 365, click here.

 

Computer Issues

Computers are often problematic. However, you are responsible for all of your work. Never delete work before the class is finished!

Tentative Class Schedule

Week One

Saturday, January 18 – Memoir assigned. REVEL Chapter 6.

Tuesday, January 21 – REVEL Chapters 1, 2, & 3.

Thursday, January 23 – REVEL Chapters 16, 17, & 24.

Week Two

Saturday, January 25 – Memoir Rough Draft Due. Peer Reviews.

Tuesday, January 28 – REVEL Chapters 5, 7, & 20.

Thursday, January 30 – Memoir Final Due.

Week Three

Saturday, February 1 – Profile assigned.

Tuesday, February 4 – Memoir Reflection Due.

Thursday, February 6 – REVEL Chapters 18, 19, & 21.

Week Four

Saturday, February 8 – Profile Rough Draft Due. Peer Reviews.

Tuesday, February 11 – REVEL Chapters 4, 14, 25.

Thursday, February 13 – Profile Final Due.

Week Five

Saturday, February 15 – Research assigned.

Tuesday, February 18 – Profile Reflection Due.

Thursday, February 20 – REVEL Chapters 26, 27, 28.

Week Six

Saturday, February 22 – Research Rough Draft Due. Peer Reviews.

Tuesday, February 25 – Annotated Bibliography Due.

Thursday, February 27 – Research Final Due.

Week Seven

Saturday, February 29 – Portfolio Discussion.

Tuesday, March 3 – Research Reflection Due.

Thursday, March 5 – Portfolio Due.