Semester:
Spring 2006
Course
No., Name:
20486,
English 108—03, College Writing and Research
Credit
Hours:
3
Day,
Time, Place:
TTH,
Course
Description:
According to the course
description offered by the Department of English, Foreign Language, and
Journalism; “ENG 108 students will complete three formal research based projects
in addition to other graded and ungraded work. In these assignments, students
will learn how to analyze, synthesize, and evaluate the thinking of others in
order to discover, develop, and test their own points of view. Final drafts of
all formal writing assignments must be word processed. All students are expected
to be prepared for class and participate in class discussions related to reading
and writing assignments. In addition, students will keep complete portfolios of
all their writings.” For a detailed description of the objectives and state
level goals of this course, please visit the following link: http://www.missouriwestern.edu/eflj/eng108.asp
.
Course
Prerequisites:
Minimum of a C in English 104.
Instructor:
Nancy E.
Hindle
Office:
Office
Hours:
TR
Phone:
271-4578
Email:
nhindle@missouriwestern.edu
Required Course Materials:
Ø
Kennedy, X.J., Kennedy, Dorothy, and
Jane E. Aaron. The
Bedford/St.Martin’s, 2003.
Ø
College Dictionary and
Thesaurus
Ø
Floppy disk, writable CD, or flash
drive
Ø
Sewn-bound Notebook for your
journal
Ø
Pens, pencils, highlighters
Ø
Internet access
Ø
Microsoft Word (RTF is also
acceptable)
Course
Goals in My Own Words . . .
This
course is designed to further develop your writing, reading, and communication
skills. The following text is a list of the expected outcomes of this
course:
Ø
Increase your understanding of
writing for diverse audiences, both in academia and
industry.
Ø
Improve your ability to think, read,
and write critically.
Ø
Develop your ability to analyze and
evaluate written material and to integrate that material with your own ideas and
written work.
Ø
Develop research techniques that
will help you gather, evaluate, and synthesize materials from sources inside and
outside of your own experience.
Ø
Learn appropriate methods of
documentation used in a variety of academic disciplines.
Ø
Work with other students to help you
develop your ability to read and write more effectively.
Ø
Improve your ability to write clear,
effective prose.
Ø
Develop your critical thinking
skills and your ability to write sound argumentative
essays.
My
Expectations of You:
Late
Work Policy: You
may submit your assignments up to 1 class late. If you are unable to submit your
work during the class following the deadline, you will receive a 0 for that
assignment. I do not allow make-ups, so
you will be responsible for obtaining your assignments from one of your
classmates and electronically submitting them to me on
time.
Attendance Policy: Students
who miss 4 consecutive classes will fail the course—no exceptions. If you must be
absent for several consecutive classes due to a school function or emergency,
please make arrangements with me in advance. You will need to provide valid
documentation for your absences. Please keep in mind that if you request more
than 4 consecutive days of absence, then I will recommend that you drop the
course. Also, when you are more than 10 minutes late to class, I will mark you
absent, so if you are consistently late to class, you will be in danger of
failing the course. Any student who misses no more than 2 classes will receive
an extra-credit bonus of 3% of total amount of points s/he earned over the
course of the semester.
Appropriate Classroom Behavior:
The key
word here is respect. In the classroom, if I am talking, you should not be
talking. If you are talking, no one else should be talking. If we are engaging
in group activities, the noise level should remain at a respectable level and
the same rules that apply to classroom behavior of course apply to group
behavior. If you are late to class, please enter the room quietly and wait to
speak to me until after class. If you have a question, please raise your hand
and wait until I call on you. If you wish to contribute to class discussion,
please raise your hand and I will call on you. If you display inappropriate
classroom behavior, I reserve the right to excuse you from class. You are
required to leave quietly and speak with me during office hours before
re-entering the class.
Effective Communication:
You must
thoroughly read the syllabus and all supplemental material I hand out over the
course of the semester. If you do not understand something you have read, then
it is your responsibility to ask questions in class or speak to me during office
hours. You must listen and contribute to class discussion on a daily basis. You
must complete all assignments so that you may effectively communicate with me
and your fellow students.
Academic
Adjustments:
Academic Dishonesty:
All forms of
academic dishonesty are prohibited, including plagiarizing, cheating, submitting
someone else’s work as your own, submitting to two or more courses the same
essay (though this option is possible with each instructor’s explicit
permission), or using a name other than your own when submitting work. In plain language, don’t fool around
with plagiarism! You will fail this course if you intentionally turn in work
that has been plagiarized in any way!
Cellular Phones and
Pagers: The use of
cellular phones and pagers is not permitted in class.
Grading
Distribution:
Ø
4 Rough Drafts: (You can earn up to 25 points for
the first three rough drafts. You can earn up to 50 points for the last rough
draft. ): 125 points total
Ø
4 Final Drafts: (You can earn up to 100 points for
the first three essays. You can earn up to 200 points for the last essay.): 500
points total
Ø
4 Critical Analyses: (You can earn up to 25 points for
each critical analysis.): 100 points total
Ø
Journal Entries: You may earn up to 10 points for
each entry.
Ø
Class Participation and
Homework: You may
earn up to 10 points a day.
900-1000 = A; 800-899 = B; 700-799 =
C; 600-699 = D; 599 and below = F
Course
Content Breakdown:
First
Three Essays: You will
write three article reviews during the first half of the semester. Article
reviews allow you to practice reading and analyzing academic writing. You will
also learn the importance of keeping a 70/30 ratio of your ideas and those of
your sources when writing an article review. In other words, you will learn how
to use your reaction to a reading selection to devise a writing purpose and
produce an essay in which you adequately describe your reaction and support it
with relevant direct quotes and paraphrases from the selection. These short
essays will help you to build the necessary confidence in your research and
writing abilities before the final research paper.
I will
provide a detailed assignment sheet for each article review over the course of
the semester, but the major requirements are as follows. Each article review
will be based on an article published in The Bedford Reader. The article reviews
must be at least four pages long and adhere to the format and grading rubric
included in this syllabus. The first article review will require support from
the article itself. The second article review will require two sources supports
outside of the article. The third article review will require three to five
source supports outside of the article. You may use the MLA or APA documentation
method.
Final
Research Essay: The
final research essay will demonstrate how well you have mastered the arts of
research, documentation, an effective writing process, and critical reading and
writing. It will be based on a topic of your choice. I will provide a detailed assignment
sheet during the second week of school. Beyond the requirements listed in the
grading and format rubrics included in this syllabus, the major requirements are
as follows: The essay must be at least ten pages long. You must use no less than
ten separate support sources. You may use a combination of online and hardcopy
sources, but you are limited to five internet sources. In addition, you must
conduct one interview or survey as one of your hardcopy sources. You must
include a copy of all source supports with your final draft, and you are
restricted to MLA as a documentation method.
Journal Entries: Journal
entries will be based on daily readings from The Bedford Reader and assignments
associated with the development of the four essays required for this course. You
must clearly title and date each journal entry or it will not be eligible for
points. In addition, each journal entry must be well written and follow its
corresponding assignment guidelines or it will not be eligible for points.
Please do not use your journal to take class notes, as you will submit the
journal for a grade at the end of the semester. Please do not underestimate the
power of the journal to make or break your final grade in this
course.
Class
Participation and Homework: Homework
will consist of readings from The Bedford
Reader, writing assignments offered after each selection in The Bedford Reader, assignments from
website associated with The Bedford
Reader, and assignments associated with the development of the four essays
required for this class. Class participation requires that you actively,
respectfully, and intelligently contribute to class discussion. Please do not
underestimate the power of class participation and homework to make or break
your final grade in this course.
Rough
Drafts and Peer Reviews: All rough drafts must be complete
and formatted according to the format rubric included in this syllabus. When I
say complete, I mean that to the best of your knowledge, your essay is ready to
be submitted to me for a final grade. You will share this draft with two other
classmates for peer review. The peer reviews will be based on a list of
questions that I will provide at the beginning of each class designated for peer
reviews. You will then use the feedback in your revision process. Please keep in
mind that in order to receive full credit for your rough draft, you must come to
class on time, conduct and receive two peer reviews, and submit these peer
reviews and rough drafts with your final draft.
Final
Drafts: Included in
this syllabus is a detailed format rubric. Please review the rubric for specific
instructions on how to format your papers according to MLA guidelines. Included
in this syllabus is also a grading rubric that offers descriptions of “A,” “B,”
“C,” “D,” and “F” quality papers. Your final drafts will be graded on the basis
of this rubric.
Critical Analysis: All final drafts, rough drafts, and
peer reviews must be preceded by a 1-2 page critical analysis of the assignment.
You may recount of the writing process you used for the assignment and any
difficulties and successes you experienced during that process. Please remember
to discuss the peer reviews. These responses are short essays, so please
carefully consider an introduction, thesis, and conclusion and adhere to the
format and grading rubric included in this syllabus.
Format
Rubric (We will use MLA format (no title page) for all typed assignments in this
course.):
Ø
All final drafts are to be typed,
double-spaced, and have one-inch margins (top, bottom, right, and left).
Ø
All final drafts will be typed on
clean, white paper, and stapled in the upper left-hand corner.
Ø
All text, except the title of the
essay and the title of the works cited page, is to be typed in 12-point serif
font of your choice. Titles may be typed in alternative sizes and fonts as long
as your choices are readable.
Ø
Put the following information in the
top, left-hand corner of the first page of all typed assignments. Please note
that the header should be one inch down from the top-edge of the first page of
each assignment, and it too is double spaced:
Your Name
Nancy E. Hindle
English 108-03
Time and Day Class Meets formatted as follows: TTH
Current Date formatted as follows:
Ø
Place the title of your assignment
or essay above the first paragraph of the assignment, centered. Capitalize the
first letter of all significant words in the title. Feel free to use an
alternate font for the title.
Ø
Page numbers should be placed in the
top, right-hand corner of each page (except the first page) of your assignment,
in the document header. Please note that the document header is ½ of an inch
from the top-edge of each page. If you do not know how to access the document
header, please see me. Please place your last name to the left of the page
number, making sure there is a space between your last name and the page number
(e.g. Hindle 1).
Ø
The works cited page should be
continuously numbered with the rest of your essay, but it should appear,
double-spaced, on a sheet of paper separate from the rest of the
essay.
Ø
Please use black printer ink at all
times.
Grading
Rubric:
90-100
points: The
student’s ideas and points are always explored and discussed adequately and
display superb logical and critical thinking. The document is sensibly
organized. In other words, each sentence within a paragraph relates back to the
paragraph’s topic sentence and each paragraph within an essay clearly relates
back to the previous paragraph and supports the essay’s thesis statement.
Examples drawn from research and personal views are balanced and relevant to the
main point of the document. All primary and secondary sources have been properly
documented both in-text and in a list of works cited. All of the text is
grammatically and mechanically sound. The assignment guidelines have been met to
the fullest extent and the document is formatted as specified in the format
rubric.
80-89
points: Most of the
student’s ideas and points are discussed adequately and display logical and
critical thinking. The document is sensibly organized. In other words, each
sentence within a paragraph relates back to the paragraph’s topic sentence and
each paragraph within an essay almost always relates back to the previous
paragraph and supports the essay’s thesis statement. Examples drawn from
research and personal views are balanced and relevant to the main point of the
document. All primary and secondary sources have been properly documented both
in-text and in a list of works cited. Minor grammatical and mechanical mistakes
are present, though they do not interfere with the clarity of the text. The
assignment guidelines have been met to the fullest extent and the document is
formatted as specified in the format rubric.
70-79
points: Several of
the student’s ideas and points are not discussed adequately, and the essay lacks
adequate logical and critical thinking. The content is not always sensibly
ordered. An attempt has been made to show the relationship between the
thesis/topic sentences and supporting points, though thinness of detail and
inadequate support may make these relationships unclear. Examples drawn from
research and personal views are not always relevant or appropriate. The balance between the students own thoughts and information
gathered from research is at times unbalanced. All primary and secondary sources
have been properly documented both in-text and in a list of works cited. Grammar
and mechanical mistakes are present and at times impede reader comprehension.
The assignment guidelines have been followed. Some problems with the formatting
may be present.
60-69
points: Most of the
student’s ideas and main points have not been discussed adequately. The essay
obviously lacks logical and critical thinking. The content is not sensibly
organized. An attempt has been made to convey a thesis and topic sentences. The
supporting points are neither clearly, nor adequately explored. Examples drawn
from personal views and research are neither relevant, nor appropriate. The
balance between the students own thoughts and information gathered from research
is not appropriately balanced. Most primary and secondary sources have been
properly documented both in-text and in a list of works cited. An abundance of
grammatical and mechanical mistakes impede reader comprehension. The assignment
guidelines have not been followed to the fullest extent. Some problems with the
formatting may be present.
0-59
points: No attempt
has been made to convey a thesis or topic sentences. The essay obviously lacks
logical and critical thinking. The supporting points are not present. The
content is not sensibly organized. One or more primary and secondary sources
have been improperly documented either in-text or in the list of works cited. An
abundance of grammatical and mechanical mistakes make the document difficult to
read and comprehend. The assignment guidelines have not been followed. Problems
with the formatting may be present.
Course
Outline:
This outline
shows major readings and assignments. All of the readings are from The Bedford Reader. I reserve the right
to change this schedule in any way through class announcements. You are fully
responsible for all work associated with any changes made to the
calendar.
Jan.
17
Discuss the syllabus and get to know each other
Jan.
19
Introduction
Jan.
24 Ch.
1: Reading Critically
Jan.
26
Continued
Jan.
31 Ch.
2: Writing Effectively
Feb.
2
Ch. 4: Narration, Chapter 5: Description (Choose an article for Essay
1)
Feb.
7
Ch. 2: Writing Effectively (Devise a purpose for essay 1)
Feb.
9
Ch. 6: Example, Chapter 7: Comparison/Contrast
Feb.
14 Chapter 3:
Using and Documenting Sources (Review sentence outlines for essay 1)
Feb.
16 Chapter 8:
Process Analysis, Chapter 9: Division or Analysis
Feb.
21 Peer Review for Essay 1,
Chapter 3: Using and Documenting Sources
Feb.
23 Chapter 10:
Classification, Chapter 11: Cause and Effect
Feb.
28 Essay 1 Final Draft due
(Choose an article for essay 2)
Mar.
2
Chapter 12: Definition
Mar.
7
Chapter 13: Argument and Persuasion, Review websites that support The Bedford Reader (Review sentence
outlines for essay 2)
Mar.
9
Peer Review Essay 2 (Submit
final research essay topic and thesis statement)
Mar.
21 Essay 2 Final Draft
Due
Mar.
23 Chapter 13:
Argument and Persuasion (Choose an article for essay 3)
Mar.
28 Annotated
Bibliographies (Review sentence outlines for essay 3)
Mar.
30 Peer Review for Essay 3
(Submit a sentence outline for final research essay)
Apr.
4
Annotated Bibliographies
Apr.
6
Final Draft Due for Essay 3
(Submit annotated bibliography for final research essay)
Apr.
11 Discuss
progress of final research essay
Apr. 13
Journal
Due
Apr. 18
Discuss progress of final research essay
Apr.
20 Peer Review for Final Research
Essay
Apr.
25 Instructor Review for Final Research
Essay
Apr.
27 Final Research Essay
Due
May 4
during this class.)