Jackson College

ENG 090 (81): Basic Writing

Fall 2015

Instructor:Corrie M. Caldwell

Number of course credits: 4

Days that class meets: Class meets on Thursdays beginning September 10, 2015.

Meeting times: Class meets from 6:00 p.m. to 10:09 p.m.

Location: Hillsdale Le Tarte Center

Contact Phone: (517) 990-4319

Contact Email:

Office: Le Tarte Center Adjunct Meeting Room by appointment. (I will be available before class on Thursday from 5:00 to 6:00 and as needed.)

Course Description:

This is an intensive course for students who need supplementary help in writing. A personal approach helps students enhance their writing abilities, resolve writing problems, and explore writing strategies. An end-of-semester portfolio is required.

Pre-requisite: ENG 080

Course Goals:

  • Develop an understanding of the various types of writing.
  • Develop an appreciation for the various types of writing.
  • Develop skills in reading and applying information in your texts.
  • Develop a clear and concise thesis with appropriate supporting details.
  • Develop a personal writing “voice” and use appropriate academic language.
  • Improve grammar, vocabulary and spelling skills.
  • Produce a minimum of four (4) essays to include a personal narrative, a descriptive piece, and an informative essay. (Specific information will be provided throughout the course.)

Associate Degree Outcomes:

The course goals and objectives incorporate specific Associate Degree Outcomes (ADOs) established by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges, universities, and reflect input from the professional communities we serve. ADOs guarantee students achieve goals necessary for graduation credit, transferability, and professional skills needed in many certification programs. The ADOs and course objectives addressed in this class are:

  • ADO 1: Writing clearly, concisely, and intelligibly (Developing)
  • ADO 9: Team work (Developing)

Performance Objectives:

ADO #1 Writing Skills that we will work on together include:

  • 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 & Documentation—demonstrating appropriate documentation
  • Language—attempts and practices correct grammar and mechanics

ADO #9 Team Work Skills that we will work on together include:

  • Participating—contributing fully to group work
  • Making Collective Decisions—establishing procedures for consensus
  • Supporting Team Members—respecting individual contributions
  • Evaluating—reflecting on group processes and outcomes

Textbook: Fawcett, Susan. Evergreen: A Guide to Writing with Readings. Tenth Edition.

Extras:

Be sure you have access to your JC email before class begins. I will periodically send out information and/or updates via email. Also, take some time to explore JetNet.

You will need a dedicated notebook for this class to be used as a writing journal. You will also need a three-ring binder to organize all your drafts for the three main essays. Also, writing utensils are essential and a high-lighter is helpful.

Grading Procedure:

(More information will be provided about each assignment later in the semester, and they are subject to change)

  1. Final Portfolio worth 100 points (50% of Final Grade)
  2. Students will submit a portfolio consisting of formal papers, in final draft form. More information about the final portfolio will be discussed as we near the end of the semester.
  3. Your three essays of two to three pages each in length (totaling eight pages)must be included. You need ten (10) pages total, so the remaining (2) pages will consist of an evaluation letter and an expanded free write.
  4. Your portfolio must display all of your knowledge covered throughout the semester.
  5. Your writing journal must also be included in your portfolio.
  1. Essays. Essays equal 40 points in total.

Students will complete the three required essays and the final reflection for a total of 10 points each. These writings will be evaluated based on knowledge of course texts, arguments within, organization, grammar and mechanics. More information about the writings will be handed out throughout the course. There may also be a presentation due to accompany the final paper.

  1. Journals, Vocabulary, and Elaboration Examples worth 30 points

Students are to keep a writing journal in which they will be expected to keep their free writes, rough drafts, outlines, notes, and any other hand-written pieces that may be worked on throughout the semester. The journal may be collected at any time to be reviewed by instructor and graded. Keep in mind that this journal is meant to be a helpful resource to students and will not be graded on spelling or grammar except for when it comes to the weekly exercises, which will be kept in the journal.

Each student will present weekly an elevated vocabulary word. They are required to present the definition to the class. All students should record all vocabulary words in their journals. There may be a quiz at the end of the semester.

  1. Classroom Work & Participation worth 30 points

Students will be evaluated based upon their work in class. This includes in-class writing, participation in small and large group discussions, and participation in workshop groups, attendance, and any other work completed during class.

Students are encouraged to voice opinions, share ideas, and explore concerns. Also, as

some students will be sharing personal stories, all classes will be based on mutual respect

and consideration. Talking while either the instructor or another student is presenting will not be tolerated and will result in a reduction in participation points.

Grading Scale:

200 possible points

4.0=200 – 188

3.5=187 – 176

3.0=175 – 164

2.5=163 – 155

2.0=154 – 139

1.5=138 – 126

1.0=125 – 119

0.5=118 – 108

0.0=107 – 0

EDUCATIONAL LEARNING OBJECTIVES AND OUTCOMES FOR ENG 090

CRITICAL THINKING, READING, AND WRITING PROCESSES

Students will be able to:

  1. Practice discipline-specific active reading strategies
  2. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
  3. Introduce a topic; organize complex ideas, concepts, and information according to specific academic genres and convention
  4. extended definitions
  5. concrete details
  6. examples
  7. quotations
  8. Write narratives to develop real experiences or events using effective technique, well-chosen details, and well-structured event sequence
  9. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole, with a particular tone and a clear resolution
  10. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
  11. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
  12. Use appropriate, varied transitions and syntax to link the major sections of the text and create cohesion
  13. Establish and maintain a formal style and objective tone, according to discipline-specific conventions
  14. Provide a focused thesis with appropriate support for articulating implications or significance of topic
  15. Conduct research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; and demonstrate understanding of the subject under investigation

RHETORICAL KNOWLEDGE AND CONVENTIONS

Students will be able to:

  1. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters
  2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
  3. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters
  4. Use domain-specific vocabulary to manage the complexity of the topic.
  5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, for a specific purpose and audience
  6. Practice correct grammar usage
  7. Demonstrate communication skills such as listening carefully, respecting other viewpoints, sharing written work, and providing feedback in peer review groups

ELECTRONIC ENVIRONMENT

Students will be able to:

  1. Use Microsoft Word to compose, revise, and save documents
  2. Use college learning management system
  3. use technology, including the Internet
  4. produce, publish, and update individual or shared writing products in response to ongoing feedback
  5. Use digital searches effectively
  6. gather relevant information from authoritative print and digital sources
  7. assess the strengths and limitations of each source
  8. integrate information into the text selectively to maintain the flow of ideas
  9. avoid plagiarism
  10. follow a standard format for documentation and citations

UNITS/TOPICS OF DEVELOPMENTAL INSTRUCTION

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters

  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
  • Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters
  • Use domain-specific vocabulary to manage the complexity of the topic
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
  • Practice correct punctuation and grammar usage
  • Demonstrate communication skills, such as listening carefully, respecting other viewpoints, sharing written work, and providing feedback in peer review groups

DEVELOPMENTAL INSTRUCTIONAL TECHNIQUES AND PROCEDURE

  • Writing as Process
  • Active Learning Strategies
  • Collaborative Group Activities and Writing
  • Technology to Deliver Information in multi-modal formats
  • Technology in Composition Activities
  • Individual Writing
  • Peer Review

WRITING PROCESSES AND STRATEGIES

  • Introducing and Practicing Writing Process and Strategies
  • Discovering, Focusing, Shaping, Revising, Editing
  • Style, Voice, Thesis, Organization, and Development
  • Use of Genre to Express Ideas
  • Narrative
  • Descriptive
  • Informative (Profile)
  • Optional: Analytical
  • Practicing Rhetorical Situations
  • Audience, Purpose, Context
  • Developing Essay Structure and Grammar
  • Introducing Researching
  • Defining Research Question
  • Developing a Research Plan
  • Finding and Assessing Sources
  • Integrating Research
  • Documenting and Citing Sources
  • Portfolio Building

Online Course Management (JetNet)

Your instructor will use the online course management system (JetNet) to communicate with you via email, post grades, or to post messages about upcoming classes or exams. Instructions for using the system will be distributed in class.

Conditions for Failure

Cell Phones: Cell phones must be turned off during class. If you need to be accessible to family members or employers on an emergency basis, please let me know ahead of time and then make sure phone is placed on vibrate. If you use your cell phone during class without permission, (I know all about the I’m-texting-under-my-desk-and-my-instructor-is-oblivious mentality!), you will be asked to leave and it will result in a class absence.

Academic Honesty

Academic Honesty is defined as ethical behaviorthat includes student production of

their own work and not representing others' work as their own, by cheating or by helping

others to do so.

Plagiarism

Plagiarism isdefined as the failure to give credit for the use of material from outside

sources. Plagiarism includes but is not limited to the following:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources

without adequate documentation

Reusingsignificant, identical or nearly identical portions of one’s ownpriorwork

without acknowledging that one is doing so or without citing this original work

(self-plagiarism)

Cheating

Cheating is defined as obtaining answers/material from an outside source without

authorization. Cheating includes, but is not limited to the following:

Plagiarizing in any form

Using notes/books/electronic materialwithout authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by other

Excessive Absenteeism will also result in failure. If you miss threefull or partial classes your grade will be lowered by a full letter grade. If you miss four or more full or partial classes, you will receive a 0.0 for this class.

In light of my strict attendance policy, I do allow one “free” miss. In lieu of attending class, I require a one-page journal reflection that explains why you missed class (family birthday party, anniversary date, trip to the mall!) and should be presented to me at the next class. Additionally, please email me prior to your absence if you wish to take advantage of this opportunity.

Course Management:

If a student must drop or audit this class, please refer to the JC policy.

Participation Policy:

All assignments for this class are public. They will be read by the instructor, fellow students and often presented to the class. Keep this in mind as you choose your writing topics.

Make-up Policy:

Typically, late work will not be accepted and work must be turned in during regularly scheduled class meeting times. If extenuating circumstances occur and can be documented (doctor’s slip, wrecker or tow-truck receipt, “free” miss email), exceptions may be granted at the instructor’s discretion.

Student Assistance:

Students with disabilities who believe that may need accommodations in this class are encouraged to contact the office of Learning Support Services at 787-0800, ext. 8270/8553 as soon as possible to ensure that such accommodations are implemented in a timely fashion.

Additionally, Student Support Services is available to aid students with academic issues and students are encouraged to take advantage of this help.

Extra Credit Assignment:

There is one extra credit opportunity for the term that is worth five points. You may write a one-page reflective essay about any cultural event or artifact. For example, you could write about a new movie, an art exhibit, a historic building, a local play, your favorite novel, or anything else that interests you. This will be written in your class journal and submitted during any class period.

Assignment Calendar: (This schedule is tentative and may be changed at any time. In the event of an assignment change, students will be notified via their JC email account.) Unless otherwise noted, ALL reading assignments should be competed before the Tuesday class.

Week 1: September 10, 2015

  • Reading Assignment (for 2/17/15) Chapters 1, 2
  • Introductions and Ice Breakers
  • Syllabus Review
  • Class Management Details
  • Reading Assignment: To be read before class on Thursday.
  • Writing Sample
  • Vocabulary Assignment
  • Grammar Activities

Week 2: September 17, 2015

  • Reading Assignment: Chapters 3,4, 29, 30
  • Journaling
  • Writing Exercise
  • Grammar Diagnostic Test
  • Vocabulary Presentations
  • Grammar Activities
  • Elaboration Activities

Week 3: September 24, 2015

  • Reading Assignment: Chapters 6, 25, 26, 31
  • Journaling
  • Writing Assignment
  • Essay #1 Personal Narrative/Memoir Assigned –RDI Due 10/1/15. (A handout with the specifics of the assignment will be handed out!)
  • Vocabulary Assignment
  • Grammar Activities
  • Elaboration Activities

Week 4: October 1, 2015

  • Reading Assignment: Chapters 7, 11, 16 (C. p. 221), 32
  • Journaling
  • Writing Assignment from reading assignment
  • Essay #2 Profile Essay Assigned –RDI Due 10/8/15. (A handout with the specifics of the assignment will be handed out!)
  • Essay #1 RDI is due
  • Vocabulary Presentations
  • Grammar Activities
  • Elaboration Activities

Week 5: October 8, 2015

  • Reading Assignment: Chapters 14, 27, 28, 33
  • Journaling
  • Writing Assignment
  • Essay #2 Profile Essay RDI Due
  • Vocabulary Assignment
  • Grammar Activities
  • Elaboration Activities

Week 6: October 15, 2015

  • Reading Assignment: Chapters 15 , 34
  • Journaling
  • Writing Assignment
  • Vocabulary Presentations
  • Grammar Activities
  • Elaboration Activities

Week 7: October 22, 2015

  • Reading Assignment: Chapters 18, 35
  • Journaling
  • Evaluating Sources
  • Electronic Library Overview
  • Developing a research question
  • Elaboration Activities

Week 8: October 29, 2015

  • Reading Assignment: Chapters 8, 9, 13, 16 (D. p. 227), 19
  • Journaling
  • Writing Assignment
  • Essay #3 Informative Analysis Assigned – RDI due 11/5/15. (A handout with the specifics of the assignment will be handed out!)
  • Vocabulary Assignment
  • Grammar Activities
  • Elaboration Activities

Week 9: November 5, 2015

  • Reading Assignment: Chapters 20, 37
  • Journaling
  • Writing Assignment
  • Essay #3 Informative Analysis – RDI due
  • Essay #1 Personal Narrative/Memoir – RDII due
  • Vocabulary Presentations
  • Grammar Activities
  • Elaboration Activities

Week 10: November 12, 2015

  • Reading Assignment: Chapter 38
  • Journaling
  • Writing Assignment from various chapters
  • Essay #2 Personal Profile – RDII due
  • Vocabulary Assignment
  • Grammar Activities
  • Elaboration Activities

Week 11: November 19, 2015

  • Reading Assignment: Chapter 40
  • Journaling
  • Writing Assignment from various chapters
  • Essay #3 Informative Analysis – RDII due
  • Grammar Activities
  • Elaboration Activities

WEEK 12: NOVEMBER 26, 2015 – NO CLASS!! HAPPY THANKSGIVING

Week 13: December 3, 2015

  • Reading Assignment: Chapters 21, 22, 23, 24, 39, 41
  • Writing Assignment from various chapters
  • Assign Final Vocabulary Presentation
  • Writing Workshop – Essays #1, 2 and 3

Week 14: December 10, 2015

  • Journaling
  • Writing Assignment from various chapters
  • Final Vocabulary Presentations
  • Work on Portfolio Presentation – Emphasis on individual growth

Week 15: December 17, 2015 – Last Class

  • Portfolios Due
  • Class Presentations of Portfolios
  • Reflection Essay Due

Long Essay #4—ENG 090 Portfolio Reflection Essay

NO PURPOSE/AUDIENCE STATEMENT REQUIRED

This essay is NOT submitted until you turn-in your Final Portfolio because you can’t write this until you have completely revised and finished your Portfolio essays. However, this will be graded in the same way as all of your other essays. It counts!