Jackson CollegeENG 090 (81): Basic Writing

Fall 2015

Instructor: Corrie M. CaldwellNumber of course credits: 4Days 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 CenterContact Phone: (517) 990-4319Contact Email: caldwelcorriem@jccmi.eduOffice: 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)a. 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.b. 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.

c. Your portfolio must display all of your knowledge covered throughout the semester. d. Your writing journal must also be included in your portfolio.

2. 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.

3. Journals, Vocabulary, and Elaboration Examples worth 30 pointsStudents 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.

4. Classroom Work & Participation worth 30 pointsStudents 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 – 1763.0 = 175 – 1642.5 = 163 – 1552.0 = 154 – 139 1.5 = 138 – 1261.0 = 125 – 1190.5 = 118 – 1080.0 = 107 – 0

EDUCATIONAL LEARNING OBJECTIVES AND OUTCOMES FOR ENG 090

CRITICAL THINKING, READING, AND WRITING PROCESSESStudents 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

a. extended definitionsb. concrete detailsc. examplesd. quotations

4. Write narratives to develop real experiences or events using effective technique, well-chosen details, and well-structured event sequence

5. 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

6. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

7. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

8. Use appropriate, varied transitions and syntax to link the major sections of the text and create cohesion

9. Establish and maintain a formal style and objective tone, according to discipline-specific conventions

10. Provide a focused thesis with appropriate support for articulating implications or significance of topic

11. 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 CONVENTIONSStudents 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 audience6. Practice correct grammar usage7. 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 documents2. Use college learning management system

a. use technology, including the Internetb. produce, publish, and update individual or shared writing products in response to

ongoing feedback3. Use digital searches effectively

a. gather relevant information from authoritative print and digital sourcesb. assess the strengths and limitations of each source c. integrate information into the text selectively to maintain the flow of ideasd. avoid plagiarism e. follow a standard format for documentation and citations

UNITS/TOPICS OF DEVELOPMENTAL INSTRUCTIONUse 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 Strategieso Discovering, Focusing, Shaping, Revising, Editingo Style, Voice, Thesis, Organization, and Developmento Use of Genre to Express Ideas Narrative Descriptive Informative (Profile) Optional: Analytical Practicing Rhetorical Situationso Audience, Purpose, Context Developing Essay Structure and Grammar Introducing Researchingo Defining Research Questiono Developing a Research Plano Finding and Assessing Sourceso Integrating Researcho 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 HonestyAcademic Honesty is defined as ethical behavior that includes student production of their own work and not representing others' work as their own, by cheating or by helping others to do so.

PlagiarismPlagiarism 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

Reusing significant, identical or nearly identical portions of one’s own prior work without acknowledging that one is doing so or without citing this original work (self-plagiarism)

CheatingCheating 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 material without authorization Copying Submitting others' work as your own or submitting your work for others Altering graded work Falsifying data Exhibiting other behaviors generally considered unethicalAllowing your work to be submitted by other

Excessive Absenteeism will also result in failure. If you miss three full 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!This essay requires you to think about your writing this semester. Please be thoughtful, detailed, and specific in your response to each of the following prompts:

Begin by explaining any positive changes or developments you have noticed in your writing processes over the course of the semester. A good way to explain this is by comparing the original drafts of your essays to the final drafts for your Final Portfolio. Explain where I would see this in the final draft of one the included Portfolio essays.

Next, explain how the writing and homework assignments, textbook chapters, and/or in-class group activities contributed to these positive changes, in what way(s), and why. Explain where I would see this in the final draft of one the included Portfolio essays.

Please explain the most important thing you have learned about writing this semester—or about yourself as a writer. Be specific and thoughtful.

Following this, share what has not changed or developed in your writing over the course of the semester, and be sure to explain what you think might be responsible for this.

Additionally, please explain any positive changes you’ve noticed in your ability to read complicated texts in any of your classes and how the active reading strategies we practiced in this class contributed to these changes. If you have noticed no changes, please explain this, given how much time we practiced these strategies in class.

English 090, 091, 131, and 132 course goals and objectives incorporate specific Associate Degree Outcomes (ADOs). The ADOs addressed in composition courses are:

~ADO #1: Writing clearly, concisely, and intelligibly~ADO #9: Working in small groups

Explain how you have fulfilled both of these two ADOs in this class. Provide examples and evidence from your work this semester, both for classroom activities and working on your own.

Because this essay is not submitted to me before you include it in the Final Portfolio, I would strongly suggest having someone review this essay to indicate where you need to more carefully present ideas. Also, remember to carefully proofread and edit. It all counts in the Final Portfolio.

Portfolio Reflection Essay Requirements NO MORE AND NO LESS THAN ONE FULL PAGE Times New Roman 12, SINGLE-SPACED*** Be thorough and concise

***Because this essay is single-spaced, it counts as two pages in your Final Portfolio. (If this essay were double-spaced, it would be two pages long.)

Kaitlin WeathersENG 090Long Essay #12/26/2012

It’s a Boy!

Purpose: The purpose of this personal narrative essay is to show that having a “Think-It-

Over” baby for my high school child-development class taught me to be

less judgmental of people.

Audience: Young people who tend to judge others by appearances

All essays submitted to me and graded in your portfolio must include a cover sheet that is formatted exactly like what you see above. You must have the required 4-line heading(see the “How to Format a Word Doc” on JetNet). Additionally, you must include your essay’s title, a Purpose statement, and a target audience.

The Purpose statement is a one-sentence “trailer” of your essay. Here is the equation:

Purpose: The purpose of this (name the genre of the essay assignment) is to show that (the subject of your essay)(your thesis).

The Audience statement names a specific group of readers who might benefit from reading your essay for some reason.

This becomes the cover page for each essay, so it’s stapled to the top. This cover page does not count toward essay length; however, the quality of it will be graded in the Final Portfolio, so carefully follow directions.

Guidelines and Requirements for English 090 Portfolios

Jackson College’s Department of Language, Literature and Arts has implemented the portfolio as an assessment tool for all English 090, 091,131, and 132 courses. Please read the following information about the English 090 portfolio for this class:

Every writing student at Jackson College must submit a final writing portfolio, consisting of a variety of revised papers, completed during the semester, which best demonstrate competency in skills and strategies appropriate to the course in which you are enrolled.

Instructors determine the specific percentage the portfolio is worth from 30-50% of your total course grade.

I will grade your portfolio at the end of the semester.

Successful portfolios contain papers that have undergone serious revision. This portfolio is the culmination of your semester’s work and should show evidence of careful revision and editing.

Your portfolio will be evaluated holistically. This means one grade is given

for the whole portfolio, rather than each essay being individually graded, and then averaged. The portfolio is graded purely on the quality of the included essays, rather than how hard you’ve worked.

The next pages explains how the Final Portfolio is graded and the Portfolio Rubric.

ENG 090 Portfolio Response

Name

Semester and Section:

Overall Quality (0.0 – 4.0 see grading criteria scale) _________

Potential Deductions

Fewer than 3 essays included = automatic 0.0 for the Final Portfolio — _____

Missing Portfolio Reflection essay = deduction of 1.0 — _____

Fewer than 10 pages*** = 0.5 deduction — _____

Fewer than 8 pages*** = 1.0 deduction — _____

***Essays less than two pages will NOT add to the page count. They equal 0.

Total Deductions from Overall Quality — ________

FINAL PORTFOLIO GRADE (after standard deductions) _________

Additional comments:

English 090 Portfolio Grading Rubric

Each essay in the Portfolio will be assessed for the following categories and then averaged for a Portfolio grade. The Final Portfolio =50% of your Final Grade.

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 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 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 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 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 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.

Mechanics and Punctuation

Virtually free of mechanical 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.