posted: 4-26-2007
|
Summer Session III 2007 |
Ted Morrissey (CV) |
ENGLISH 112-51 – COMPOSITION and RESEARCH (3 Credit
Hours)
I. Course Description: English 112 Composition and Research is a course in
which students will build on the rhetorical skills learned in ENGLISH 111. They
will concentrate on critical reading, thinking and writing skills basic to
analysis, persuasion, argumentation, and problem solving. They will learn and
apply conventions of inquiry and research. They will learn to use APA and MLA
documentation systems. Research papers are required. NOTE: Four-day-a-week
sections of ENGLISH 112 are available for students who need more assistance
with their writing skills. A student must
earn a grade of "C" or better to receive credit toward graduation.
Prerequisite: English 111 with a grade of "C" or better.
II. Textbooks:
Ackley, Katherine
Anne. Perspectives on Contemporary Issues:
Hacker, Diana. A Writer's Reference. 5th ed.
Palmquist,
Mike. The
Note: The Ackley text is required, as is either Hacker or Palmquist—but not both Hacker and Palmquist.
Online resources:
http://dianahacker.com/writersref/
http://bedfordresearcher.com
Textbooks available at SCI's Bookstore
III. SCI Mission
Statement: The
mission of
IV.
Goals/Objectives/Outcomes (corresponding to IAI requirements):
Goals:
1. To teach students to use the writing process to create, revise, and edit
their writing so that they will be prepared to write research papers in their
college classes and in their future careers.
2. To teach students to evaluate and accurately read source materials.
Common Student Learning
Objectives
CK-1 Content Knowledge (Lifelong learning): Know and apply the central concepts
of the subject matter
CK-1 Content Knowledge (Lifelong learning): Use current research to support
assumptions and beliefs
CS-1 Communication Skills (Lifelong learning and leadership): Communicate
effectively in oral and written forms
PS-2 Problem-Solving Skills (Lifelong learning and leadership):Seek information
and develop an in-depth knowledge base, grounded in research
SR-2 Social Responsibility (Service and Leadership): Make ethical and informed
decisions
Course Based Student Learning Objectives: Students who have successfully
completed ENGLISH 112 will be able to . . .
1. Reinforce the
rhetorical skills and conventions learned in ENGLISH 111. (CK-1, CS-1)
2. Comprehend, analyze, and critique a variety of texts including academic
discourse. (CK-1, CK-2, PS-2, SR-2)
3. Engage topics in which the writer explores argumentation and proposal
writing as a means of self-discovery and produces texts designed to persuade
the reader of the writer's commitment. (CK-2, CS-1, PS-2, SR-2)
4. Select, evaluate, and interact effectively with sources, subordinating them
to the writer's purpose and using an accurate representation of the ideas of
the sources. (CK-1, CK-2, CS-1, PS-2, SR-2)
5. Recognize the existence of academic discourse communities with their different
conventions and forms. (CK-1, CK-2, PS-2)
6. Demonstrate satisfactory control over standard English conventions and
conventions for documenting sources. (CK-1, CS-1, SR-2)
SCI's
SCI's Resource Director: Joanna Beth Tweedy jtweedy@sci.edu
Other materials:
A good dictionary,
blue/black pens, highlighter, lined paper, computer disk.
V. Teaching
Methodology:
The classroom is
considered a discourse community in which students collaborate in the learning
process. Students will be involved in peer work, group discussions, pre- and
rewriting activities, and conferencing. There will be intervention in students'
writing process, and response to student writing, by both the instructor and
other students. To be successful, students must come to class prepared, which
means having all reading and writing assignments done before they are due.
VI. Course
Requirements:
Attendance: As in every
other class, absences will negatively affect your grade. To avoid class
disruption, students must be seated by 6:00. Arriving between 6:00 and 6:05
will be considered a "late" (three lates equal one-half hour
absence); between 6:05 and 6:30, one-half hour absence; between 6:30 and 7:00,
one hour absence; etc. Missing an entire class session equals 2.75 hours. Missing six hours is an automatic F, regardless of
a student's current grade.
Your goal should be to attend
all classes and to have an absence only when it is a true emergency. If you
know you are going to be absent (or late), you should contact me as early as
possible. This will not "excuse" the absence, but it is considered
the appropriate behavior in college. College is like a job in this respect: If
you were going to miss work, you presumably would call your supervisor in
advance -- you would not simply fail to come to work, then wander in the next
time you were scheduled (if so, you would not be scheduled a next time).
You are responsible for
making multiple copies to share with the instructor and your classmates when
the syllabus requires it. Failure to do so will result in your receiving a zero
for the assignment. If providing multiple copies of your work is a problem,
speak to me in advance (NOT
the evening they are to be distributed).
Behavior: Be attentive to
the instructor and your classmates. Private conversations and jokes are rude
and disruptive. Turn off your cell phone too.
Work:
1. Completion of all
assigned readings and writings according to given deadlines.
2. In-class and out-of-class assignments (approximately 25 to 30 pages of
written work).
3. Participation in peer activities, sharing of written work, and group
discussions.
4. Active involvement in mechanics of all writing projects.
5. Must submit final drafts of papers to turnitin.com
Class ID: 1887884
Password:
english11251
VII. Evaluation
Criteria:
There are numerous
required activities for this course, and not all of them will be graded. Work
(generally described as "homework") that does not receive a numerical
score, may be given one of three grades: A check
mark indicates an assignment was completed in an acceptable and
timely manner; a plus signifies that an
assignment was completed with special thoroughness and accuracy; a minus signifies that an effort was substandard.
Each check is worth one point; a plus 1.5 points, and a minus .5; the total
will be multiplied by an appropriate number determined by the instructor to
establish a homework grade. Students are
expected to complete all assignments, graded or not.
On formal essays, points
will be deducted for issues of misspelling and nonstandard mechanics according
to the SCI English/Speech Department
Guidelines for the Evaluation of Formal Composition (unless the
departures from standard written practice are knowingly done for creative
effect).
Late
papers will not be accepted, and each will be scored as a zero. Assignments are due even
if you are not physically in class.
Plagiarism – presenting the ideas or
words of another as if they are one's own -- is literary dishonesty and will
not be tolerated. Nor will others forms of academic dishonesty be tolerated. If
the instructor deems that the plagiarism is the result of innocent but faulty
documentation, the student will receive a zero on the paper until it has been
revised to avoid plagiarism. If the instructor deems that the plagiarism is a
willful attempt to cheat, the student will receive a zero for the paper with no
opportunity to revise, and the SCI administration will be notified. Note: A Writer's Reference provides a helpful and easy-to-follow explanation
of plagiarism and how to avoid committing it (pp. 331-34); AWR's companion Website also has some useful exercises
pertaining to plagiarism (see above for URL link).
Midsemester grades will
be based on work completed and graded at that time.
Final Grade will be based
on a percentage of the total score: A- to A+ = 90 to 100%; B- to B+ = 80 to
89%; C- to C+ = 70 to 79%; D- to D+ = 60 to 69%. Note that plus and minus will
be affixed to the letter grade as deemed appropriate by the instructor based on
various factors, including attendance, work ethic, attitude, and overall
participation.
Incomplete
grades: According to the SCI catalog, students requesting an incomplete
grade for a class must have completed at least 75% of the course work. It
is my policy that students must make a request to me in writing no later than
one week before final exams explaining in detail why they cannot finish the
remainder of the coursework. Acceptable reasons are student illness
requiring bed rest or hospitalization, major family crisis, or circumstances
beyond the student’s control. I will only issue an incomplete grade
at my discretion.
Directions for Written
Work:
Keep all assignments,
formal and informal, prewriting, revisions, and final drafts until final grades
are received.
Students must turn in
copies of all research used for Research Papers, and the copies must be
properly arranged and cross referenced. The Research Paper is considered
incomplete (and potentially late) until all the material is turned in, arranged
and cross referenced.
Assignments will be
shared with the class for the purposes of critique (i.e.,
"workshop").
Each paper must conform
to APA or MLA style guidelines, depending on the assignment (See A Writer's Reference). Failure to
conform to the proper guidelines will result in point deductions.
Conferences:
There may be required conferences
as deemed necessary by the instructor.
Three Keys to Success:
* Attend all classes and
be on time.
* Turn in all assignments on time.
* Ask for help when you need it.
One or More of the
Following Will Lead to Failure:
* Miss class and/or consistently
be late.
* Fail to turn in assignments or to turn them in on time.
* Not asking for help when you need it.
VIII. Weekly
Assignments: (All
reading assignments refer to Perspectives on Contemporary Issues unless noted
otherwise. AWR refers to A Writer's Reference; TBR refers to The Bedford Researcher. Syllabus
subject to change by the instructor.)
|
Week 1 July 9 |
In
class: |
|
July 10 |
Before
class: |
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July 11 |
Before
class: In class: |
|
July 12 |
Before
class: In class: |
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Week 2 July 16 |
Before
class: In class: |
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July 17 |
Before
class: In class: |
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July 18 |
Before
class: In class: |
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July 19 |
Before
class: In class: |
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Week 3 July 23 |
Before
class: In class: |
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July 24 |
Before
class: In class: |
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July 25 |
Before
class: In class: |
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July 26 |
Before
class: In class: |
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Week 4 July 30 |
Before
class: In class: |
|
July 31 |
Before
class: In class: |
|
Aug. 1 |
Before
class: In class: |
|
Aug. 2 |
Before
class: In class: |
|
Week 5 Aug. 6 |
Before
class: In class: |
|
Aug. 7 |
Before
class: In class: |
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Aug. 8 |
Before
class: In class: |
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Aug. 9 |
Final
Exam [200 points] |
Writing Assignments and
Other Requirements:
|
APA
paper annotated working bibliography |
min. 3 sources |
APA
style & synopses |
100
points |
|
APA
Research Paper workshop draft |
min. 2
pages (multple copies) |
documentation
& research, min. 3 sources |
100
points |
|
APA
Research Paper Final Draft |
min. 5
pages |
documentation
& research, min. 5 sources -- all photocopies labeled and cross
referenced with paper |
400
points |
|
Reflection
on Research Paper process |
min. 2
pages (in-class) |
|
25
points |
|
MLA
paper annotated working bibliography |
min. 3
sources |
MLA
style & synopses |
100
points |
|
MLA
Research Paper workshop draft |
min. 2
pages (multiple copies) |
documentation
& research, min. 3 sources |
100
points |
|
MLA
Research Paper Final Draft |
min. 5
pages |
documentation
& research, min. 5 sources -- all photocopies labeled and cross
referenced with paper |
400
points |
|
Reflection
on Research Paper process |
min. 2
pages (in-class) |
|
25
points |
|
Homework |
|
multiplier
applied to equal |
100
points |
|
Final
Exam |
in-class
essay |
select
APA or MLA style |
200
points |
|
Total |
|
|
1,550
points |
IX. Americans
with Disabilities Act (
X. Assessment:
Assessment will be an on-going part of the course. In
addition to providing feedback on essays and homework assignments, the
instructor will ask that you complete a Quick Response form
at the conclusion of each class period. Your responses may be shared with the
class if the instructor determines that it would be useful to do so.
Instructor assessment:
You are invited to visit RateMyProfessor.com,
and give your instructor an informal evaluation. This is purely for the
instructor's own use; your rating has no bearing on his employment with the
college; nor will it affect your grade since it is completely anonymous.
XI. Illinois Articulation Initiative: ENG 112
has been approved by the Illinois Articulation Initiative as meeting the
criteria stipulated for C1 901: Writing Course Sequence
(3 semester credits)
The writing course sequence (1) develops awareness of the writing
process; (2) provides inventional, organizational and editorial strategies; (3)
stresses the variety of uses for writing; and (4) emphasizes critical skills in
reading, thinking and writing. The writing course sequence must include
production of documented, multi-source writing in one or more papers for a
combined total of at least 2500 words in final version.
Policies on acceptance of AP credit vary among academic programs and
from institution to institution, so AP credit toward the GECC or major
requirements is not guaranteed. In general, a score of three or higher on the
AP exam on Language and Composition or Literature and Composition may be
considered as equivalent to successful completion of one of the two writing
courses but will not satisfy the multisource writing requirement.
Upon successful completion of the writing course sequence (which
requires grades of C or better for students entering in Summer 1999 and beyond),
students should have the competencies listed below. The student is expected to:
- comprehend,
analyze, and critique a variety of texts including academic discourse;
- use various
invention, drafting, and revising/ editing strategies depending upon the
purpose of the writing, the materials available to the writer, and the
length of time available for the task;
- engage a topic in
which the writer explores writing as a means of self-discovery and
produces a text that is designed to persuade the reader of the writer's
commitment;
- demonstrate a
theoretical understanding of rhetorical context (that is, how reader,
writer, language, and subject matter interact);
- establish a voice
appropriate to the topic selected and the rhetorical situation;
- clarify major aims,
arrange material to support aims, and provide sufficient materials to
satisfy expectations of readers;
- select, evaluate,
and interact effectively with sources, subordinating them to the writer's
purpose and creating confidence that they have been represented fairly;
- demonstrate satisfactory
control over the conventions of edited American English and competently
attend to the elements of presentation (including layout, format, and
printing); and
- recognize the existence of
discourse communities with their different conventions and forms.