English 1302 Writing Across the Curriculum Fall 2015

Transcription

1 English 1302 Writing Across the Curriculum Fall 2015 Instructor Information Calinda C. Shely Academic 110L Office hours: TR 11 am-12:30 pm.; W 11 a.m.-2 p.m., or by appointment calinda.shely@angelo.edu Ph COURSE DESCRIPTION, OUTCOMES, and OBJECTIVES Building on the objectives of ENG 1301, we will extend the principles of academic discourse to the processes of inquiry, analysis, production, and review of written communication. We will engage in the research process to evaluate, synthesize, and use sources responsibly and productively in our own writing. Prerequisite: ENG 1301 or equivalent. When you complete this course you should be able to: Use the writing process as a form of learning, critical thinking, and communicating Communicate in writing effectively with audiences from a variety of disciplines Locate, evaluate, and integrate resources from the ASU library into your writing Conduct a methodical research process to complete an academic research essay Practice source attribution, synthesis, and citation style properly for academic research purposes. In an effort to help you achieve the learning outcomes above, I have prepared lessons, readings, and class assignments (listed on the calendar) that will help you to: Develop skills in expressing yourself in writing Learn how to find and use resources for answering questions or solving problems Learn to analyze and critically evaluate ideas, arguments, and points of view. A note about the online format of this course: Online courses have many advantages, one of which is that you are able to complete the class requirements on your own time, even in your pajamas if you choose. That said, taking an online course requires extra motivation from the student to complete tasks without actually attending class meetings. Because your class activities will take place in the form of discussion posts, journal entries, blog posts, and written collaboration for peer review on Blackboard, you are going to do more in-class writing than you probably would in a face-to-face section. In other words, some students feel that online courses are harder/require extra work; I don t believe that s true, necessarily, but keep this in mind. If you feel lost or have questions, come see me sooner rather than later. Even though this is an online course, I am happy to meet with you in person. You also need to be familiar with the Blackboard interface, so if you are not, I advise you to take the Blackboard tutorial before beginning the course. All of your assignments are outlined on the syllabus, and I have set up learning modules for each week that detail exactly what is due and

2 when and where you submit it. If you have technical issues, you need to visit or contact the university s elearning Center at elearning@angelo.edu or (325) Technical issues will not be considered valid excuses for late work, so I advise you to begin work early and save often. REQUIRED MATERIALS Johnson-Sheehan, Richard, and Charles Paine. Writing Today, 3 rd ed. New York: Pearson, Access to Blackboard (blackboard.angelo.edu) GRADE BREAKDOWN Major Writing Assignments (MWAs) 45% MWA 1: 15% MWA 2: 15% MWA 3: 15% Short Writing Assignments (SWAs): 15% Portfolio: 25% Homework, quizzes, and participation: 15% WEEKLY MODULES Each week s activities and assignment links will be available in a weekly module; you can access these by clicking on the Weekly Modules link on the left side of your course menu and clicking on the appropriate folder for whichever week of the semester we are in. Each week s module will become available at midnight on Sundays. All due dates for SWAs and MWAs are listed on the course calendar as well for a comprehensive course view. ATTENDANCE AND PARTICIPATION Attendance for this online course will take the form of weekly activities and assignments such as discussion posts, blogs, summaries, peer review activities, etc. If you fail to complete such activities more than three (3) times (the equivalent of three weeks of class), I will drop you from the course, as your ability to successfully master the material will be severely compromised. SUBMITTING WRITING ASSIGNMENTS All SWAs and MWAs must be submitted online in a Word document or RTF file with the appropriate rubric pasted within the document. If you fail to include a rubric, I will deduct 5 points from your assignment grade and may not provide you with a point breakdown or final commentary on the work. Rubrics are available for each writing sequence in the Rubrics content folder of the course. Please name your file to include your last name and the assignment name, Ex: Shely_MWA1.

3 LATE WORK Due dates are listed on our course calendar and on Blackboard, and I reserve the right to change these dates if the need arises; however, I will always give you notice of such changes ahead of time. If an assignment is not turned in by the due date, then it is late. Late class activities such as discussion posts or blog entries will not be accepted for credit, though some assignments may require you to complete these activities before moving on to subsequent ones. Additionally, I will accept ONE late writing assignment from you this semester without penalty (either an MWA or an SWA). The assignment must then be turned in within 72 hours. Once you have used this freebie, I will not accept any other late writing assignments from you; you will receive a zero on any such assignment not turned in on time. (Note: technology problems will not be considered valid circumstances for late papers. Back up your materials.) DISCUSSION POSTS We will have discussion post assignments nearly every week, and, unless otherwise specified, your initial post will be due by 11:59 pm on Wednesday. Your subsequent responses to other students posts will be due by Friday at 11:59 pm. ACADEMIC HONESTY All ASU students are expected to understand and to comply with the University s policy on Academic Honesty as stated in the ASU Bulletin and in the ASU Student Handbook. Students who violate the Policy on Academic Honesty will be subject to disciplinary action that could include but are not limited to: a failing grade on the assignment, a failing grade in the course, reporting the student to the department chair/dean of college, or referring the student to the Academic Integrity Committee. For a complete description of academic dishonesty, including plagiarism, please see I require each student to complete an activity acknowledging their understanding of this policy and of what plagiarism is; I will not accept any writing assignments from you until you complete this. The Department of English and Foreign Languages also has access to plagiarism-checking software, and I may ask you to submit additional copies of your MWAs for this purpose. SHARING STUDENT TEXTS In this course we will practice collaboration and work in groups to improve our writing. For this reason, you should be prepared to share your writing with your classmates. Additionally, I might ask to use your work (anonymously, of course) in online discussions or as examples of student writing in lectures for the class to discuss. All such samples would be anonymous and purely for academic purposes. ACCESSIBILITY The Student Life Office (UC 112, ) provides academic support to students who need accommodations. If you have a qualified condition that requires some form of accommodation to ensure your equal access to learning in this class, please see them as soon as possible so that they can officially notify me and we can work together to address your needs.

4 COURTESY AND CODE OF CONDUCT Disruptive and/or disrespectful behavior will not be tolerated in this course. I am committed to the joint responsibility of instructors and students to foster and maintain a positive learning environment. I designate our online classroom as a safe space for all persons, regardless of race, gender, sexuality, religion, or any other factor of identity; we should all feel free to share our viewpoints on texts and discussions, but no one may practice discrimination or any form of hate speech. Any student engaging in behaviors or activities that cause the instructor or other students to feel threatened or uncomfortable is in violation of the University s Student Code of Conduct. Any students whose behavior repeatedly violates the policies outlined herein ( will be removed from the course with a failing grade. As part of an effort to help you improve your communication skills, I have some guidelines regarding etiquette that you should follow. Consult your syllabus and assignment prompts/rubrics before you send an . Most of the time, the answer you are looking for is there. Include a subject line that states your course and section number as well as a brief description of the purpose of the . (Ex: ENG question on SWA2-2) Use an appropriate greeting and closing. (Ex: Hello Ms. Shely Sincerely, Joey) Use complete sentences, appropriate capitalization and punctuation, and correct spelling. Proofread for clarity and concision. I may not answer any that does not adhere to professional etiquette or that asks a question found easily in the syllabus, calendar, or assignment rubrics. As well, I will not look over any assignments and send comprehensive electronic comments via . For this kind of help you must come see me in person or go to the university s Writing Center. WRITING CENTER The Writing Center is an academic support service available to all ASU students. I strongly encourage you to make it an integral part of your writing process by visiting the tutors frequently during the semester. The Center is located on the third floor of the Porter Henderson Library, Room C305. The Blackboard homepage also has a link to make online appointments. Visit their website for more information: SCHEDULE The course calendar is subject to change with prior notice. ASU Core Curriculum Objectives for English 1302 and Related Course Assessment

5 Students in English 1302 will practice the following core curriculum learning objectives in critical thinking, communication, teamwork, and personal responsibility. Students will then demonstrate their capabilities in these objectives by writing a variety of essays. Critical thinking will be demonstrated in a researched essay. Students will gather, analyze, evaluate, and synthesize information relevant to a question or issue by employing problem-solving strategies that generate positions and arguments and by examining the basic principles of information-gathering to support a thesis. Students will then develop and demonstrate a logical position (i.e. perspective, thesis, hypothesis) that acknowledges ambiguities or contradictions by analyzing and evaluating their own communication and that of others to raise questions, make assertions, and generate discussion about a topic or question. Communication will also be demonstrated in a researched essay. Students will develop, interpret, and express ideas through effective written communication by taking into consideration audience, purpose, circumstances relevant to written communication, by using relevant and appropriate content for the specific rhetorical situation in order to express their purpose(s) effectively. Teamwork will be demonstrated in reflection essays. Students will consider different viewpoints as a member of a team by working toward a shared purpose or goal with members of their team and by creating and evaluating their peers drafts, presentations, and arguments. Students will work effectively with others to support and accomplish a shared goal by devoting efforts to team task, interacting with others, contributing to the team, and resolving and synthesizing divergent viewpoints within a group. Personal responsibility will be demonstrated in reflection essays. Students will demonstrate the ability to evaluate choices, actions and consequences as related to ethical decision making by identifying their own core beliefs and the sources of those beliefs in order to connect their choices and actions to decision-making and by recognizing possible consequences of their decisions.

6 Detailed instructions for each activity and assignment can be found within each week s module; readings are from the textbook Writing Today unless otherwise specified. Week 1 Read: Course Description, syllabus; WT pp Activities: Intro discussion post, Avatar change, journal entry, course policies quiz Week 2 Read: WT pp ; Eating Fruits and Vegetables: An Ethnographic Study of American and French Family Dinners (PDF in course module); Sequence 1 writing assignments Activities: discussion post, research question; library instruction tutorial; summary; food movement videos Week 3 Read: WT pp ; 2 articles you plan to use in your ethnography Activities: summary, discussion post; plagiarism acknowledgement Submit: SWA1-1 due Thursday, 9/10 by 11:59 pm Week 4 Read: APA sample paper; student samples of ethnographies (in module); WT pp Activities: discussion post, thesis workshop Submit: SWA1-2 due Thursday, 9/17 by 11:59 pm Week 5 Read: WT pp ; group members drafts Activities: global and local peer reviews Submit: global and local drafts of ethnography; global due Tuesday, 9/22 by 11:59 pm; local due by Friday, 9/25 at 11:59 pm. Week 6 Read: Sequence 2 assignment packet; WT pp ; letters to editor (link in module) Activities: journal reflection; discussion post; summary Submit: MWA1 due Wednesday, 9/29, at 11:59 pm Week 7 Read: WT pp ; 2 sources you plan to use in your proposal Activities: discussion post, source list; summary Submit: SWA 2-1 due Tuesday, 10/6, at 11:59 pm. Week 8 Read: WT pp and ; sample annotations (in module) Activities: discussion post, choosing a style, thesis workshop Submit: SWA 2-2 due Thursday, 10/15, by 11:59 pm. Week 9 Read: sample lit reviews (in module); WT pp ; group members drafts

7 Activities: discussion post, peer review Submit: Global peer review draft due Thursday, 10/22, by 11:59 pm, Week 10 Read: group members drafts, Sequence 3 assignments Activities: discussion post; peer review Submit: Local peer review draft due Sunday, 10/25, by 11:59 pm; final draft of MWA 2 due Thursday, 10/29, at 11:59 pm. Week 11 Read: WT pp and ; sample letters Activities: discussion post; journal reflection Submit: SWA3-1 due Friday, 11/6, by 11:59 pm. Week 12 Read: WT pp and pp Activities: discussion post Submit: SWA 3-2 due Thursday, 11/12, by 11:59 pm Week 13 Read: partners drafts Activities: peer reviews Submit: global review draft due Tuesday, 11/17 by 11:59 pm; local review draft due Friday, 11/20, by 11:59 pm. Week 14 Read: WT pp Activities: journal Submit: MWA 3 due Tuesday, 11/24, by 11:59 pm. Week 15 Read: previous MWAs and my comments Activities: discussion post Week 16 Final portfolio due Tuesday, December 8, at 11:59 pm. No late portfolios will be accepted.