Writing Experience: English 131.15

Winter 2016

Mr. Nathaniel Schmidt

English Department517-796 - 8582

Email:

Office Hours: Tuesdays, Thursdays – 1:30-3:20

Text: Writing TodayThird Edition. Authors: Johnson-Sheehan & Pain. Pearson Publishing; packaged with Pearson Writer. ISBN-13: 978-0-321-98465-4; ISBN 10: 0-321-98465-X

Necessary Materials:

Outside class: I expect essays to be submitted typed, both in hard-copy and electronically. This necessitates you have access to a computer (or typewriter), an internet connection, and a printer. You will also find many of our readings posted to JetNet. These assignments should be printed and brought to class. If you do now own any of these technological tools, the library can provide you with them.

Inside class:

Laptops, smart-phones, tablets, are all wonderful inventions, but inventions which are not permitted in our classroom. Thinking, in many ways, is a meditative art, and thus our class-time shall be a digital fast, devoid of distractions like the news, fantasy football, Facebook, and everything else we supposedly don’t look at while sitting behind a computer. Careful thinking is often slow thinking, and writing with pen and paper proves conducive to this process. Thus you only need your brain, books, pen, and paper to be well equipped for this class.

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: Learnersengage thewriting process, study the impact of the rhetorical situation on communication choices, engage in genre studies of memoir, profile, analysis, and report genre study. Thecourse requires participation in discussions, activities, and guided peer review.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: My task is to mentor you as we study language’s integral role in the human experience, helping you to care for the words others speak to you, and to care for others with the words you speak to them. I will expose you to diverse forms of good writing, provide you with the critical and analytical skills necessary to identify why they are considered good writings, and I will counsel you on how to integrate their successful techniques into your own work. I will provide you with the space and time to practice, experiment, and develop your own rhetorical style. I will teach you how to commence exemplary academic research and how to format that information within the conventions of the contemporary academy. Ultimately, I will help you develop your own voice and beliefs.

Learner Role: Independent and Collaborative

  • Learner successrelies onthe ability to plan,prepare, study, andengage phases of the writing process, to apply global and local essay strategies, critical thinking skills, research strategies, and peer response skills.
  • Learners will create four essays over the course of the semester. 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 40-60 pages of reading a week.
  • Learners need to plan to spend at least nine[9] hours a week on the course, including assigned readings, collaborative discussions, and individualized writing.
  • Learners must meet with me in a scheduled conference to discuss their final summa assignment.

Associate Degree Outcomes:The course goals and objectives incorporate specific Associate Degree Outcomes (ADOs) established by the JCC 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 include the following:

ADO 1: Writing Clearly, Concisely, and Intelligibly (Developing)

ADO 9: Working in Small Groups (Developing)

Performance Objectives: Correlating with and extend ADOs 1 & 9, these outcomes refer to the actions, feelings, and thoughts 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
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  • 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
/
  • 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:

  • Participation and Quizzes 20%
  • Homework, Essays 40%
  • Portfolio including Revised Essays and Reflection Letter 40%

Grading Scale:

95-100 = 4.0 (A)

89-94 = 3.5 (B+)

84-88 = 3.0 (B)

78-83 = 2.5 (C+)

72-77 = 2.0 (C)

66-71 = 1.5 (D+)

60-65 = 1.0 (D)

55-59 = 0.5 (D-)

54 and below = 0.0 (E)

Attendance Policy and Course Rules:

You will be evaluated on my perception of how respectfully and responsibility you attend class, prepare for the day’s materials, and complete your assignments. You, or your parents, are spending thousands of dollars for you to receive an education. You can either respect that sacrifice, or flippantly disregard it. If you are mature enough to study at college, then you are mature enough to make this decision. However, if by your actions, you convey that you do not respect the sacrifices made to receive an education, then you are telling me that your education is of little importance to you, and are inviting me to treat the evaluation of your education with a similar lack of interest. This does not meant that I necessarily will do so, for I vehemently believe grace is essential to life, but I will be more inclined to take seriously the work of a student who shows me she values and respects her education over one who does not. Do not let ingratitude tarnish the sacrifices made for you to be here.

Behavior: Likewise, please respect the sacrifices of your fellow students and me by coming prepared to class. The flippant treatment of your fellow classmates, either in word or deed, will not be tolerated.. Come prepared to class, respecting our subject-matter, and treat your fellow classmates with grace, respecting who they are.

Assignments:

I write because I don’t know what I think until I read what I say. – Flannery O’Connor (Letters)

I went to see Ezra Pound when I was nineteen or so. He told me something that I think I already knew. He said that it was important to regard writing as not a chance or romantic or inspired (in the occasional sense) thing, but rather a kind of spontaneity which arises out of discipline and continual devotion to something – W.S. Merwin (Good Poems for Hard Times 318)

This is a writing class, and thus we shall be writing. As Merwin identifies above, writing is a discipline, and a profession of faith. To write well, one must first write, and one must be surrounded by good writing (what is often called “good books”). My aim is to provide you a space to cultivate a “discipline and continual devotion to” your writing and thinking.

Thus you must write in this class, and you must read. Papers are due by midnight the day the assignment is due. Please email me your work. I also require a hard copy of your paper. If a paper is due on Thursday, and you have not completed the assignment by class-time, this does not mean you have a free weekend to finish the work. It means you have until midnight that Thursday to email me your work. The hard copy can, and should, be handed in the next Tuesday, but I require your paper, at least in electronic form, by midnight that Thursday. If you have a genuine reason why you cannot finish your work, e.g. a death in the family or a hospitalizing illness, I can be understanding, but poor planning and impromptu movie-nights strike me not as reasons, but as excuses. If you need an extension, contact me ahead of time to see if I will grant one. If this is not done, and a paper is late, its final grade will be lowered one letter grade every 24 hours it is late. Please, do not compromise your hard work by foolishly submitting it late.

The world runs on deadlines. It asks you to rearrange your schedule for it. Rarely, if ever, does it rearrange itself for you. Better to learn this here, where only a grade is on the line, rather than at a job, where your family’s well-being might be in jeopardy. Spare yourself the added stress of not being diligent with your work. You should desire to create good work, and I would rather read good work. Thus, plan your semester accordingly so that you may produce good work and receive the grade which good work deserves.

  • 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 JCC 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 Policies: Work will be penalized one letter grade for every 24 hours it is late. Thus, if an essay is due on Thursday, it has until midnight on Thursday to be submitted. Receiving it at 12:01 on Friday morning will result in the essay being penalized one letter grade, with an additional letter removed every 24 hours. I do not grant extensions. If I do not receive your final portfolio by the last day of class, December 22, you will fail the assignment, and the course. You must submit all of your essays by the last day of classes, or you will automatically fail the course.
  • Academic Honesty PolicyJC 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. Simply stated, don’t plagiarize. The consequences to your future are far too high to risk cheating. Do your own work. One poor grade will not end your future, though plagiarism can end your career, both academically and professionally. Cheating in this class will only hamper your ability to think and write, skills which are essential to both collegiate and contemporary life. You only do a disservice to yourself by cheating. Just don’t do it. Work instead.

In case there is any question, plagiarism is when someone represents someone else’s ideas as his own. This includes quoting a text without providing the source, but also includes paraphrasing, or otherwise representing, thoughts, ideas, or concepts conceived by another without acknowledging their source. This concept applies to all spoken, printed, and digital media and texts, both published and unpublished. Plagiarism is a serious offence, potentially resulting in dismissal. If I suspect you have plagiarized, I will arrange a meeting with you and the English Department Chair (who will act as a third party), to discuss the matter.The full policy can be accessed at

  • Failure: Failure to turn in all essays will result in a failing grade, even if the accumulated grade of what has been submitted would result in a passing grade. Plagiarism, presenting someone else’s work as your own, either by directly copying or paraphrasing,may result in a failing grade andcan be grounds for removal from class

Course Organization: This course comprises broadly of three sections. The first third questions what is language; desiring to develop a philological consciousness while instructing on invention and grammar. It seeks to encourage open and honest writing. The second third focuses organization and the generation of content. The final third preoccupies itself with research, and how to assert one’s position into a greater surrounding dialogue.

Writing Help:

When opting for help with your writing,bring the following:

  • a copy of the assignment
  • your draft or work thus far
  • specific areas with which you need help
  • Instructor Support: I am on campus Tuesdays and Thursdays, and can be available upon appointment from noon until class commences. If you desire my additional help, please email me or talk with me after class to schedule an appointment. We can also discuss other meeting times if my traditional Tuesday/Thursday campus hours do not work for you.
  • Writing Fellows: Located in the Atkinson Building, breakout room 107, 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. You may drop in during their working hours, generally 9-4 Monday through Thursday, or set up an appointment in advance. Students may also submit a draft for review online via the Writing Fellow link in the Student Union on JetNet. Bring or submit a copy of the assignment requirements, work completed on the assignment so far, and writing related questions.
  • Center for Student Success (CSS) Writing Tutors: located in Bert Walker Hall 125. For more information about the CSS go to .

131 Writing Portfolio Grading Rubric

The Writing Portfolio is given one holistic grade, based on an average score of the following categories for each essay.

Categories / 4.0 =Masterful / 3.0 = Skilled / 2.0= Competent / 1.0= Unsatisfactory / 0.0 = Poor
Controlling Idea: Focus, Purpose, and Thesis / Engaging, full development of a clear thesis, appropriate to assignment genre and purpose. Revision is clear with obvious consideration of written reviews. / Competent thesis represents adequate understanding of the assignment genre. Revision shows some attention to written reviews. / Thesis is too broad or only indirectly supported; needs more development. More attention to revision is needed. / Thesis is unclear or vague; focus shows signs of misunderstanding of assignment genre or criteria.
Minimal attention shown to revision. / Thesis is absent; confusion about assignment criteria or lack of care in essay development. Almost no attention to revision.
Evidence:Ideas, Support, and Development / Ideas work together as a unified whole; main points are sufficiently supported; research sources (if used) are valid and specific. Revision is clear with obvious consideration of written reviews. / Most main points are sufficiently supported; some ideas (including those from research sources) need to be more connected to the thesis. Revision shows some attention to written reviews. / Main points and ideas are only indirectly supported; support is insufficient, vague, or only loosely relevant to main points. More attention to revision is needed. / Lack of support for main points; frequent and illogical generalizations without support. Minimal attention shown to revision. / Clear absence of support for thesis and main ideas. Almost no attention to revision.
Structure and Organization / Organization is appropriate to assignment; paragraphs are well-developed; ideas are linked with effective transitions. Revision is clear with obvious consideration of written reviews. / Clear sense of organization, with well-developed paragraphs. Transitions are ineffective or missing in only a few places. Revision shows some attention to written reviews. / Organization, while attempted, is ineffective. Paragraphs are simple, disconnected, or formulaic. Little evidence of planned discussion. More attention to revision is needed. / Organization, if evident, is confusing and disjointed. Paragraph structure is ineffective; effective transitions are missing in many places. Minimal attention shown to revision. / Organization is confusing throughout; at times, essays read as a series of isolated paragraphs or as a very first draft. Almost no attention to revision.
Audience, Tone, and Point-of-View / Clear discernment of stated audience; tone and point-of-view appropriate to the genre and audience Revision is clear with obvious consideration of written reviews. / Effective and accurate awareness of general audience; tone and point-of-view is generally satisfactory. Revision shows some attention to written reviews. / Inconsistent sense of audience, tone, and/or point-of-view. More attention to revision is needed. / Lacks awareness of the stated audience; tone and point-of-view somewhat inappropriate and inconsistent. Minimal attention shown to revision. / No clear awareness of stated audience; tone completely inappropriate for audience and assignment genre. Almost no attention to revision.
Sentence Structure / Sentence structure and sentence styles are well-chosen and appropriate to assignment genre. / Effective and varied sentences; errors (if any) are due to careless editing. / Formulaic or tedious sentence patterns; shows some errors in sentence construction and/or non-standard syntax. / Simple sentences used excessively w/ frequent errors; little or no variety; little sense of sentence flow. / Multiple and serious errors of structure, e.g., fragments, run-ons, and splices. No sense of cohesiveness.
Vocabulary and Word Choice / Exceptional vocabulary range and accuracy; correct and effective diction. / Good vocabulary range and correct diction. / Ordinary vocabulary range. Diction errors do not interfere with readability. / Limited vocabulary, poor vocabulary and diction. / Poor diction. Confusing errors result in mostly awkward or meaningless communication.
Mechanics and Punctuation / Virtually free of punctuation, spelling, and capitalization errors; syntax is appropriate. / Contains very few errors. If any, they are due to careless editing. / Contains a few errors that interfere with meaning. More attention to editing needed. / Contains numerous errors that interfere with meaning. Poorly edited. / Frequent and serious errors hinder communication of ideas.

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