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Syllabus

Page history last edited by Abigail Heiniger 4 years, 7 months ago

English 1013-01/03 Introduction to the Writing Process Syllabus 

Discovering Discourse Communities

Meeting Time: 9:30-10:45, 11:00 – 12:15 T/H

Location: BC SCI 103

August – December (Fall 2019)

Course Wiki: bluefieldcomp.pbworks.com 

 

Instructor: Dr. Abigail Heiniger 

Office: 002 Rish Hall

Office Hours: MW 8:00-11:00; T/H 8:00-9:30; 12:30-1:00 

Contact information:

e-mail: aheiniger@bluefield.edu  

phone: (276) 326-4275

 


 

General Education Requirement

To move on to English 1023, all students must be able to write on an adequate level (have at least a "C" average or 70% for the course).  

 

Registration Information

• Last day to ADD or WITHDRAW from course without a “W” is 27 August 2019.

• Last day to WITHDRAW from course is 8 November 2019.

 

Course Description

This course is designed to improve the students' writing abilities through study and practice of the entire writing process from topic selection through editing.  

 

Students should become more sensitive to choices writers must make concerning style, structure, and syntax.  To complete this course, students must be able to write effectively in a variety of modes and demonstrate mastery of standard grammar and usage.  

 

Building upon students’ diverse writing skills, English 1013 prepares students for reading, research, and writing in college classes. The main goals of the course are (1) introduce students to the concept of discourse communities; (2) to teach students to consider the rhetorical situation for any piece of writing; (3) to have students integrate reading, research, and writing in the genres of analysis and argument; and (4) to teach students to develop analysis and arguments using appropriate content, effective organization, and appropriate expression and mechanics, all while using a flexible writing process that incorporates drafting, revising, editing, and documenting sources.

 

To achieve these goals, the course places considerable emphasis upon the relationship between reading and writing, the evaluation and development of information and ideas through research, the genres of analysis and argumentation, and the use of multiple technologies for research and writing. To help students develop research topic and guide critical thinking, this course will focus upon a single discourse community chosen and identified by each student in the first project. 

 

Objectives:

In order to complete this course successfully, students must be able to:

 

1. use the writing process to interpret their world and make discoveries about their values and discourse communities

2. apply prewriting methods to discover topics and strategies for essay development 

3. establish a thesis

4. develop an essay through the use of details, examples, evidence, and analysis

5. utilize a variety of paragraph and sentence structures

6. make rhetorical choices dependent upon audience and purpose

7. employ punctuation and grammatical conventions for rhetorical effectiveness

8. revise their own essays, making substantial changes in the above categories

9. read closely the essays of other students and make detailed, constructive suggestions for revision

10. implement strategies and techniques discovered through close analysis of essays by published writers

11. benefit from tutoring from the ACE and other resources.

 

Section Description

More specifically, our class will address the above objectives by exploring the discourse communities in which students are already immersed. Participants will produce numerous short written responses in class to these readings in addition to multiple drafts of larger compositions.

 

The bulk of your final grades will be based on your execution of three projects, evenly mixed between primary research in discourse communities (in a personal reflection paper and an interview) and secondary research into discourse communities through research and close reading. All of these projects will be posted online to our course wiki and you are encouraged to take advantage of the possibilities of online publication (hyperlinks, image embedment, etc.). Your final project will be composed on a separate online presence of your own design. If you wish, you will have many opportunities to collaborate with your classmates.

 

Texts and Supplies

 

 Required: A Bluefield College e-mail address you check regularly

 Required: English 1013: Discovering Discourse Communities wiki account.

 Required: Reading and Writing Handbook. Hawkes. ISBN 1944894721. 

 Required: English Composition text and labs. Hawkes. ISBN 194615802. 

 Required: Reading material posted on the course wiki.

 

Assignments

In addition our major projects (listed below), you will also be evaluated based on your completion of short responses and drafting exercises that will be assigned in class throughout the semester. Due dates for scaffolded assignments can be found below (as well as on the Assignments page on the course wiki).

 

All papers MUST be posted to Turnitin.com through MyBC to receive credit (papers will ONLY be graded through Turnitin.com).

 

Credit breakdown for assignments is as follows: 1000 points total.

 

Analyzing Rhetoric: 

The scaffolded steps for these projects are detailed on the course wiki. Final papers MUST be posted to Turnitin to receive credit. 

 

 Project One: Reflection Paper. 100 points (10% of total). Meets course objectives 1-11.

 Project Three: Interview Project. 200 points (20% of total). Meets course objectives 1-11.

 Project Four: Research Paper and Online Presentation on Discourse Communities. 300 points (30% of total). Meets course objectives 1-11.

 Final Exam and Reflection Letter. 100 points (10% of total). Meets course objectives 1-1.

 Hawkes online modules. 100 points (10% of total). Meets course objectives 5 and 7. 

 Attendance and participation (determined by MyBC). Approximately 100 points (10% of total).

 

Course total: 1000 points 

 

All papers are to adhere to MLA guidelines (available on the course wiki). 

 

Policies:

 

Rough Draft Workshops and Conferences

In addition to regular conferences, we will have a peer review workshop or conference between the rough draft and final draft deadlines for each of our major projects. Failure to participate in the rough draft workshop or attend conferences for a project (by absence OR by failing to complete your rough draft and/or participate in the peer critique of others' drafts) will result in a 10% deduction in the grade of final draft of that project. 

 

Grading Papers

English 1013 uses the official grading scale included on MyBC: A 100-94%; A- 93-90%; B+ 89%: B 88-84%; B- 83-80%; C+ 79%; C 78-74%; C- 73-70%, D+ 69%; D 68-64%; D- 63-60%; F 59% and below. Although some questions on quizzes are simply objective, the general rubric for written responses and for the final paper in our course is as follows:

 

The "A" Paper

 

• The "A" paper has an excellent sense of purpose. Its aim is clear and consistent throughout the paper. It attends to the needs of its audience and the topic itself is effectively narrowed and clearly defined.

• The content is appropriately developed for the assignment and the text it is analyzing. The supporting details or evidence are convincingly presented. The reasoning is valid and shows an awareness of the complexities of the subject. If secondary sources are used, they are appropriately selected and cited.

• The organization demonstrates a clear and effective strategy. The introduction establishes the writer's credibility and the conclusion effectively completes the essay: paragraphs are coherent, developed, and show effective structural principles.

• The expression is very clear, accessible, concrete. It displays ease with idiom and a broad range of diction. It shows facility with a great variety of sentence options and the punctuation and subordinate structures that these require. It has few errors, none of which seriously undermines the effectiveness of the paper for educated readers.

 

The "B" Paper

• The "B" paper has a good sense of purpose. It shows awareness of purpose and focuses on a clearly defined topic.

• The content is well developed and the reasoning usually valid and convincing. Evidence and supporting details are adequate.

 

The "C" Paper

• The "C" paper has an adequate sense of purpose. Its purpose is clear and it is focused on an appropriate central idea. The topic and analysis may be unoriginal, but the assignment has been followed, if not fulfilled.

• The content is adequately developed. The major points are supported, and paragraphs are appropriately divided, with enough specific details to make the ideas clear. The reasoning is valid.

 

The "D" Paper

• The "D" paper has a limited sense of purpose. Its purpose may not be clear, its topic may not be interesting to or appropriate for its audience.

• The content is inadequately developed. The evidence is insufficient, and supporting details or examples are absent or irrelevant.

 

The "F" Paper

• There is no sense of purpose or of the objectives of the assignment as described in the syllabus.

 

Late Work

I do not accept late work - for your writing to receive credit it must be posted in the appropriate space on the wiki (and in Turnitin.com on MyBC) by the deadline, otherwise I will comment on it, but it will not receive credit. Papers will only be graded from Turnitin. 

 

Sharing Student Work

English 3033 is a collaborative course, as such we will be sharing our writing throughout the semester as a means to helping each other become better writers and thinkers. To better facilitate this process, I will be using selections of your work during class as examples. If you would prefer that I not use your work, please let me know by the end of the first week of the semester.

 

Media Policy 

I encourage you to use your laptops, computers and Internet connections to search out information relevant to class during class. However, browsing unrelated to the class (as well as other media use - texting, IMing, etc.) will be grounds for expulsion from the course.

 

I expect professional behavior in the classroom. Please do not allow cell phones or other electronic devices to interrupt class. Please refrain from texting. Repeated interruptions will be held accountable as one unexcused absence. 

 

 

Syllabus Contract

 After reading this syllabus, please go to the Syllabus Contract Page (linked to the syllabus page on the wiki). If you agree to the terms and conditions of this syllabus, print out and sign the text from this page and bring it into class by the end of the first week.

 

Disclaimer

The instructor reserves the right to revise the syllabus and assignments during the course of the semester. All revisions to the syllabus, assignments and lectures will be posted on the course wiki in the appropriate places. 

 

Required Syllabus Statements

 

PLAGIARISM STATEMENT 

Students in this course as in all Bluefield College courses are expected to complete their own assignments and to cite all sources for material they use. See the Bluefield College Student Handbook for information on plagiarism and the Honor Code. 

 

HONOR CODE 

“Honor shall uphold the humble in spirit.” Proverbs, 29:2

Bluefield College is committed to the pursuit of truth, the dissemination of knowledge, and the high ideals of personal honor and respect for the rights of others. These goals can only be achieved in a setting in which intellectual honesty and personal integrity are highly valued and other individuals are respected.  This academic code of conduct reflects our corporate and earnest desire to live lives of honor that are above reproach, based upon Christian principles.  Each member of the community is called upon to understand and agree to its concepts and to operate within its spirit. 

 

Honor is an ideal and an obligation that exists in the human spirit and lives in the relations between human beings.  An honorable person shall not lie or cheat or steal. In all scholarly work produced by community members, academic honesty is inherent and apparent, the work being the original work of the author unless credit is given through the use of citations and references. 

 

In all relationships, the college community expects respect and integrity between its members and toward all peoples and organizations. Honesty and civility are required elements of an effective learning environment. Truthfulness and respect for others are shared values of Bluefield College and are expected characteristics of its members. 

 

The Honor Code affirms the core values of Bluefield College to “develop students’ potential through academic excellence and the intentional integration of faith, the liberal arts, and professional studies;” and to “create a caring community characterized by respect, support, and encouragement for each member of our College community.”

 

In this class, the first example of plagiarism will result in a failed assignment, and the second in a failure for the course.

 

BLUEFIELD COLLEGE ATTENDANCE POLICY STATEMENT

Regular class attendance is recognized as critical to the teaching and learning process.  Students must attend a minimum of 75% of classes in a course to receive academic credit. This college-wide policy serves as the basis for the instructor’s individual attendance policies as described in her or his course syllabi.  This policy clarifies the consequences of the student’s decision for not attending class sessions.  Instructors will maintain class rolls for all courses.  At the discretion of the instructor, unexcused absences can result in severe academic penalties ranging from: academic withdrawal; reductions in course final grades; out-of-class reading assignments with in-class oral reports, to out-of-class meetings with the course instructor.  

 

Please be on time and prepared to learn. In respect for your classmates and professor, once the attendance sheet is passed, you may not sign in and receive credit for attending. You are welcome to stay and listen to the lecture and participate, but it will be marked as an absence. Leaving early without prior permission will also count as an absence.

 

N.B. Attendance and participation in class, conferences, and rough draft workshops comprises 10% of the final grade.

 

DUAL ENROLLMENT 

For dual enrollment students, remember that you have enrolled in a college level course with high expectations. Each course is different in its requirements to include theory, application, and depth of reflection and research. Occasionally, the title of a course has been chosen to broadly describe the course content. Please do not make any assumptions about the course based on the title or your preferences for learning a subject. As a Dual Enrollment student, you should communicate with the instructor to gauge your ability to meet these requirements within the first 2 days of the course--prior to census--giving you time to select another option if you believe the course requirements might extend beyond your current level of learning. Course expectations will neither change nor be amended for you as a Dual Enrollment student since courses are designed to meet certain learning objectives and produce specific learning outcomes.

 

COURSE MATERIALS FEE 

Bluefield College provides textbooks for all degree seeking students through a course material rental program with eCampus. Each student is charged per semester and will receive all of their course materials by the first day of classes. If a textbook is not returned within 5 days from the end of final exams, an additional charge of 50% of the list price of the textbook will be added to the student’s account. Students who receive Title IV funds are eligible for a reduction of the fee. If a student applies for this reduction or “Opt-Out” they are responsible for purchasing their own textbooks and access codes.  

 

There is a link in the student tab of MyBC which connects students directly to their eCampus dashboard. For online courses, students will print shipping labels at the end of the semester from the dashboard to return their rented textbooks. Additional information is available on the College website. Questions regarding the eCampus program may be directed to BC Central. 

 

VOCATIO REQUIREMENTS 

The Vocatio program requires that all students in the traditional program attend 10 chapel (worship) and five convocation (academic) events each semester as a requirement for graduation. Chapel and convocation programs focus on the general education core themes of Inquiry, Character, Citizenship and Wellness. 

Chapel/Worship Services: Every Wednesday at 10:00 a.m., students, faculty, and staff gather for chapel. In order to prepare for chapel events, Wednesday classes end early at 9:45 a.m., and students will not be excused earlier than 9:45 a.m. for participation or leadership in convocation events. The attendance policy and schedule of programs are available through the Office of Student Development. 

Convocation/Academic Events:  Convocation events are offered in numerous forums throughout the academic year at the initiative of faculty in the traditional program. The schedule of events is available through MyBC under the Student tab, and then by clicking on the Student Life icon. Attendance for convocation events is tracked by the Office of Academic Affairs, and the schedule of programs is governed by the Faculty’s Student Development Committee.

 

GRAMMARLY – INSTANT WRITING HELP 

Anyone with a Bluefield College email address may sign up for a FREE account at Grammarly.com/edu.  Visit Grammarly.com/edu and select the sign up button.  When prompted, complete the sign up form using your BC email address. An activation link will be mailed to your BC email address and you must use that link to finish your registration.  After completing this step your account setup is complete.  If you have trouble, please go to the link titled “Instant Writing Help” under the ACE quick link on MyBC.  Email ckieloch@bluefield.edu for additional help with Grammarly. 

 

ACE CENTER

Bluefield College’s ACE (Academic Center for Excellence) provides learning support services for on campus and online students.  Dr. Darrin Martin, Dean of Academic Support and the ACE, along with the ACE staff, are available to assist with student needs.  They connect students with tutors who can guide student learning, provide academic coaching, as well as offer a variety of academic support services.  Students may contact Dr. Martin at dmartin@bluefield.edu or by phone at 800-872-0175 ext. 4220.  They also have access to the ACE quick-link on MyBC, which has a variety of study resources and information for all students.

 

ACE WRITING LAB 

Students may also receive assistance with most writing assignments by using the ACE Writing Lab for face-to-face appointments or by accessing the ACE Online Writing Lab.  Face-to-face writing lab hours will be posted outside the ACE and also on the ACE social media pages.  Students may email Dr. Martin (dmartin@bluefield.edu) about connecting with a face-to-face writing tutor if they cannot visit during lab hours.

 

 The Confident Communicator program is focused on intentional writing instruction at every level from freshman to senior. Nearly all courses at Bluefield College, regardless of subject matter, will include the same learning objective: students will demonstrate proficiency in Confident Communicator skills, increasing in complexity each year. Students who graduate from Bluefield College will be able to produce written products that demonstrate proficiency in content, structure, language use, and mechanics so that they may be more effective graduates as they enter the workforce or continue their education. For more information, see your professor or contact Mrs. Crystal Kieloch, the program director (ckieloch@bluefield.edu)

 

STUDENTS WITH DOCUMENTED DISABILITIES 

Students with documented disabilities who desire accommodations should contact Dr. Martin, Dean of Academic Support and the Academic Center for Excellence, as soon as possible after enrolling in a course. Dr. Martin may be contacted at dmartin@bluefield.edu or by phone at 800-872-0175 ext. 4220.  Students should also notify the instructor at the beginning of this course that you are in contact with Dr. Martin. Dr. Martin will work collaboratively with you and your instructor to develop and implement an accommodation plan feasible for your course environment.

 

FINAL EXAM POLICY  

Final examinations are scheduled for the last four days of each semester.  Examination periods are two hours with breaks of at least 60 minutes between each exam period.  Every class meets during its scheduled examination time and attendance is required.  Students are expected to take final examinations as scheduled.  A student who has more than two examinations during one day of the examination period may petition the relevant faculty for a makeup examination on a different day provided that proof of three final exams on the same day is documented.  Students sharing rides must delay departure from the campus until all riders have completed final exams.  The detailed examination schedule is located on MyBC.

 

COURSE EVALUATIONS 

Ongoing course improvement is an important aspect of effective teaching.  Tools used to review and improve courses include student course evaluations and feedback.  Therefore, students are urged, not only to carefully complete the course evaluation, but to add comments which explain and give details about strengths and weaknesses of the course.

 

 

 

 

 

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