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Fundamentals of Composition /Spring 2011/Chaffey College/Section 64098 Tuesdays and Thursdays/12:30 to 3:20 pm/LA 106/Dates: 1-18-11 to 3-10-11
ASSIGNMENTS / Points Possible / YOUR SCORE / NotesMAJOR COMPOSITION PROJECTS (up to 700 points possible)
Major Projects receive letter grades (A, B, C, D, F).
Project assessment includes attention to:
a.) English Department’s grading standards (listed on the next page)
b.) demonstrated levels of success, applying specific course skills (listed on assignment sheets)
Major Project One / 200 points
possible / ___ points
earned /
Major Project Two / 200 points
possible / ___ points
earned
Major Project Three / 200 points
possible / ___ points
earned
Major Project Four / 100 points
possible / ___ points
earned
PRACTICE & PROCESS FILES (up to 300 points possible)
The following materials earn file points if completed on time successfully. Incomplete, late, and missing assignments do not earn file points.
Group Activities File / 75 points
possible / First Review: ____ points earned
Second Review: ____ points earned
Third Review: ____ points earned
Writing Process & Exercises File / 75 points
possible / First Review: ____ points earned
Second Review: ____ points earned
Third Review: ____ points earned
Reading Responses File / 75 points
possible / First Review: ____ points earned
Second Review: ____ points earned
Third Review: ____ points earned
Success Center
(Supplemental Learning) File / 75 points
possible / First Review: ____ points earned
Second Review: ____ points earned
Third Review: ____ points earned
Course Grading Scale
Final Point Total / Course Grade990 – 1000 / A+
920 – 989 / A (Excellent)
900 – 919 / A-
890 – 899 / B+
820 – 889 / B (Above Average)
800 – 819 / B-
790 – 799 / C+
720 – 789 / C (Average)
700 - 719 / Low C
680 – 699 / D+
620 – 679 / D (Below Average)
600 – 619 / D-
0 – 599 / F (Poor)
Assessment of Major Projects:
English Department Grading Standards at Chaffey College
An A paper is excellent in nearly all respects. It shows originality of thought that goes well beyond material presented in class. It is well argued and well organized with a clear, specific, and ambitious thesis. It is well developed with content that is specific, interesting, appropriate, and convincing. It has logical and artful transitions and is marked by stylistic finesse and varied sentence structures. It demonstrates command of mature diction and has few, if any, mechanical, grammatical, spelling, or diction errors.
A B paper is excellent in several respects but may have a less sophisticated thesis, a less
distinguished style, some minor lapses in organization and development, some ineffective sentence structures, and some minor mechanical, grammatical, spelling, or diction problems.
A C paper is generally competent, but compared to a B paper, it may have a weaker thesis and less effective style and development. It may contain some lapses in organization, poor or awkward transitions, less varied sentence structures that tend toward choppiness or monotony, significant problems with mechanics, grammar, spelling, and diction.
A D paper is below average and may present a thesis that is too vague or too obvious to be developed effectively. It generally exhibits problems with organization, support, transitions, sentence structures, mechanics, grammar, spelling, and diction that impede understanding.
An F paper is far below average and may have no clear thesis or central topic. It may
display a lack of organization, support, and development. It may contain major and repeated problems with mechanics, grammar, spelling, and diction and may fail to fulfill the assignment or may be unacceptably brief.
Frequently Asked Questions
Why Take This Course?
Enhance your academic, professional, and personal communication skills.
! Practice various idea generation strategies. Select from these strategies to generate topics and to further develop your ideas.
! Develop increasingly sophisticated thesis statements, topic sentences, and other structural elements for creating effective compositions. Focus on connections between these elements and essay organization.
! Incorporate uses of various rhetorical strategies into your writing in order to communicate your ideas in varied and effective ways. Consider ways in which these strategies may be used together as well as individually in order to achieve desired effects in your writing.
! Practice detailed analysis and logical argument. Research, select, evaluate, and incorporate outside sources into your writing.
! Develop your awareness as a writer. Focus on the choices you make in writing and the resulting levels of success. Be cognizant of the resulting effects your decisions have on the ways essays, letters, resumes, and other texts for work, school, home, and social media are received by readers.
! Learn to vary your sentence structure in sophisticated ways and analyze the effects these variances have on your writing.
! Demonstrate professionalism when communicating about writing with others. Practice useful vocabulary and specific strategies, helpful for providing feedback to others in the worlds of college and career.
! Analyze writing for specific higher order and lower order concerns; adopt strategies for addressing these types of concerns.
! Develop active reading, critical thinking, and group collaboration skills, valuable for achieving academic and career success.
! Consider connections between reading and writing. Consider reading and writing connections through classroom, workplace, and social media arenas.
! Consider increasingly sophisticated writing contexts (i.e. purpose, audience, tone, genre, and role). Make informed choices with consideration of writing contexts.
What Are the Professor’s Major Course Roles?
1. Coach 2. Gatekeeper
What should members of the class expect from the professor?
1. I arrive to class on time.
2. I come to class prepared and well-organized.
3. (Gatekeeper Role) I establish appropriately high academic standards and grade major projects according to these standards. Successful completion of the course requires significant academic achievement.
4. (Coach Role) I respect your abilities, and my expectations of you are appropriately high. I remind you, if needed, that you are the one who must make it happen. I provide the environment to help you get there. This environment includes a purposeful, approachable learning environment as well as strategies and encouragement.
5. I develop and share purposeful activities and assignments, designed to help you reach course objectives. I consider connections between these objectives and aspects of your life (college, home, career).
6. I accept and consider feedback (provided respectfully).
7. I remain consistent in the application of course policies.
8. I do not text in class. I do not answer my phone in class. I do not engage in side conversations while other people are speaking to the class. I do not eat or drink in class. I do not use language in class which is better saved for other contexts. I respect and treat others as I would like to be respected and treated.
What should members of the class and the professor expect from you?
Students will generate lists of expectations which will be copied and distributed.
In addition, Chaffey College features a student behavior code, included in the newest edition of the student handbook. You are expected to follow this code, and as the course professor, I am expected to enforce it. I am familiar with the code; I will enforce it appropriately. You also are responsible for becoming familiar with the code. The code is available in the newest edition of the student handbook. Please consult with me and/or other appropriate college personnel if you have related concerns.
What if I must miss class? Missing a day of this accelerated class is the equivalent of missing a week in a semester class. Given the interactive nature of the class, instruction cannot be effectively duplicated when you miss class time, and missed in-class activities cannot be made up. As a result, when you miss class time, you lose points for missed work and activities, and your opportunities for course success are lowered.
You are urged to attend and participate in class regularly. If you decide to drop the course, you are responsible for dropping by the appropriate Chaffey College deadline.
Is Late Work Accepted?
Work is late if it is not completed and ready for submission at the beginning of class on the original day it is due.
Major Projects: You may turn in one of the first three major projects no more than two class sessions late without penalty; I encourage you to save this option for an emergency. Otherwise, major projects are penalized fifty points per late class session.
All Other Work: No other late work is accepted.
Are extra credit points available this semester?
Each student may earn a total of twenty five extra credit points this semester.
How may students receive assistance at Chaffey College? Chaffey College features a number of invaluable resources for students; as a Chaffey College professor, I am happy to help you locate appropriate campus resources for your needs and interests. To get started, please consider:
Student Success Centers Chaffey College has created Student Success Centers, which offer free tutorials, workshops, study groups, directed learning activities, and computer/resource access to assist students in their academic development and success.
The Chino Center offers two centers to address all subject areas:
Chino Success Center CHMB-145 (909) 652-8150
Chino Reading/Writing Center CHMB-240 (909) 652-8160
The Rancho Success Centers are designed to address specific subject needs as well as more general multidisciplinary needs:
Math Success Center PS-12 (909) 652-6452
Language Success Center BEB-101 (909) 652-6907
Writing Success Center Library (909) 652-6820
Multi-disciplinary/Reading Success Center BEB-101 (909) 652-6932
The Fontana Success Center supports all academic support needs:
Fontana Success Center FNFC-107 (909) 652-7408
Call the centers or consult the college website at www.chaffey.edu/success/ for more information.
Disability Programs and Services If you have a disability, documented by a physician or other appropriate professionals and wish to discuss academic accommodations, please contact the DPS office at (909) 652-6379. Please be sure to allow adequate time to arrange for an appropriate accommodation.
EOPS and CARE
Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. Call (909) 652-6345 for more information.
Student Health Services Student Health Services (SHS) is dedicated to assisting students to achieve and maintain optimum physical, mental and emotional health. SHS is committed to providing quality healthcare at a reasonable cost. All currently enrolled full and part time Chaffey College students on the Rancho Cucamonga Campus or any off Rancho campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready.
Health Services at the Chino Campus CHMB-105 (909) 652-8190 Health Services at the Rancho Campus AD 180 and 170 (909) 652-6331
How may I become more involved (outside of class) at Chaffey? Chaffey College offers a variety of opportunities for campus involvement, including student clubs (Student Activities Office: (909) 652-6590), visual and performing arts programs (School of Visual and Performing Arts: (909) 909/652-6066), and athletics events (Athletics Department: (909) 652-6290).
One Book, One College The One Book, One College Committee strives to create a community of readers across the curriculum at Chaffey College and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey.
For additional information about on-campus opportunities, including the College Book program, explore Chaffey College’s website at www.chaffey.edu.
Plagiarism Professor Utsler adheres to the English department’s official Plagiarism policy: “Plagiarism, an unlawful act which is defined as the misrepresentation of the published ideas or words of another as one’s own, will not be tolerated in Chaffey College English courses. At the discretion of the professor, plagiarism may result in zero points for the assignment and/or failing the course.”
Time Management Reminder: This accelerated course includes about half as many weeks as a regular semester course. On average, each accelerated class day features the same work load as a typical class week. Daily out-of-class work loads also reflect this pace.
Label all submitted work with your first and last name, course number, date, and assignment title. Label each part of multiple part assignments. The final drafts of all major projects must be typed and formatted according to MLA specifications. Otherwise, work may be handwritten neatly unless announced differently in class.
TENTATIVE CLASS SCHEDULE (SUBJECT TO CHANGE)
DAY ONE (1/18)COURSE INTRODUCTIONS
/ DAY TWO (1/20)
Active Reading Strategies
Essay Structure Overview
CHECKLIST: WORK DUE TODAY
(THIS WORK IS ALWAYS DUE AT THE BEGINNING OF CLASS.)
o Writing Sample
o Student Questionnaire
DAY THREE (1/25)
Critical Response:
Project One Readings
Introductory Essay Paragraph / Definition
CHECKLIST: WORK DUE TODAY
o Dialectical Responses: Website Texts
o Q & A Strategy: Chapters 2, 3, & 4 / DAY FOUR (1/27)
Body Paragraphs /
Rhetorical Strategies: Description, Narration, and Exemplification
CHECKLIST: WORK DUE TODAY
o Definition (Introduction) Paragraph Draft
o Scratch Outline
o Q & A Strategy: Chapters 5 & 6
DAY FIVE (2/1)
Concluding Paragraph
Providing and Considering Feedback
Sample Film Review: Analysis
CHECKLIST: WORK DUE TODAY
o Four Copies:
Rough Draft of Project One Essay
o Annotation:
Project One Assignment Sheet
o SL #1: Learning Styles Workshop
or English 450 Diagnostic Exercise
(Success Center) / DAY SIX (2/3)
Film Review: Response
CHECKLIST: WORK DUE TODAY
o Final Draft of Project One
o Work Files (Labeled and Stapled):
a. In-Class Participation
b. Writing Process
c. Reading Responses
d. Success Center
DAY SEVEN (2/8)
Sample Film Review Analysis: Project Two / Outlining / Collecting Evidence / Finding Film Reviews
CHECKLIST: WORK DUE TODAY
o Dialectical Response:
Selected Film Review
o Q & A Strategy: Chapter 1 / DAY EIGHT (2/10)
Choosing Your Film Review/Outlining / Collecting Evidence
CHECKLIST: WORK DUE TODAY
o Annotations:
Three Film Reviews
o Dialectical Response: Selected Film Review
o SL #2: Summary Skills for Academic Writing (Success Center)
DAY NINE (2/15)
Project Two: Draft Feedback
CHECKLIST: WORK DUE TODAY
o Four Copies:
Rough Draft of Project Two / DAY TEN (2/17)
Project Three: Finding and Describing Editorial Cartoons
CHECKLIST: WORK DUE TODAY
o Final Draft of Project Two
o Work Files (Labeled and Stapled):
a. In-Class Participation
b. Writing Process
c. Reading Responses
d. Success Center
DAY ELEVEN (2/22)
Project Three:
Analyzing Editorial Cartoons
(Terminology/Research)
CHECKLIST: WORK DUE TODAY
o Three Editorial Cartoons
o Paragraph Draft: Cartoon Description
o Q & A Strategy: Chapter 7 / DAY TWELVE (2/24)
Project Three: Incorporating and Documenting Research
CHECKLIST: WORK DUE TODAY
o Read: Chapter 13
o Secondary Sources
o Outline: Analysis Paragraph
DAY THIRTEEN (3/1)
Essay Draft Feedback
Project Four: Forming Arguments
CHECKLIST: WORK DUE TODAY
o Four Copies: Essay Draft
o Four Copies:
Annotated Bibliography Draft
o SL #3: Avoiding Plagiarism
(Success Center) / DAY FOURTEEN (3/3)
Project Four: Outlining Arguments and Developing Evidence
CHECKLIST: WORK DUE TODAY
o Project Three: Final Draft of Project Three (including annotated bibliography)
DAY FIFTEEN (3/8)
Essay Draft Feedback
CHECKLIST: WORK DUE TODAY
o Four Copies: Essay Draft
o Four Copies:
Annotated Bibliography Draft
o Read: Chapter 7 / DAY SIXTEEN (3/10)
Project Four Due / Service Learning
CHECKLIST: WORK DUE TODAY
o Project Four: Final Draft (including updated annotated bibliography)
o Work Files (Labeled and Stapled):
a. In-Class Participation
b. Writing Process
c. Reading Responses
d. Success Center
Additional Notes: