1 AML4685, Sect Testimonios : Race, Gender, and Sexuality in US Latina and Latino Popular Culture Fall 15 Gabriel Mayora Meeting Time: T 9-11 Location...
1 Introduction to Political Philosophy Nicholas Tampio Fall 2017 Fordham University POSC 2401 R01 Class: MR Dealy 105, 8:30-9:45 am Office: Faber 665,...
1 Class: L32 Pol Sci 392 History of Political Thought II: Legitimacy, Equality and the Social Contract Date and Time: M-W 1:00 pm-2:30 pm, Seigle Hall...
1 Social Evolution: Anthropology 204 Spring 2012 Amy S. Jacobson Ph.D. Monday/Wednesday 2:15-3:35 Room 138 Hickman Hall, Douglass Campus Office Hours:...
1 GSEM 623: Figures of Resistance: Ancient and Modern Professors Annette Baertschi and Homay King Bryn Mawr College, Fall 2017 Class: Tuesday 2:20-4:1...
1 COURSE OUTLINE ENGLISH 101: Reading and Composition CRN# Spring Semester 2013 T/Th 3:55-5:20 Class Location: K Instructor: John D. Rall Office#: G 3...
1 ENG E College Reading and Writing COURSE SYLLABUS: Fall 2017 Instructor: Courtney Adams Office Location: HOL 126 Office Hours: Tues/Thurs 8:00 a.m. ...
1 Greek Reading Instructor: Dr. Bill Mounce TA: Ed Taylor Class meetings: Internet COURSE DESCRIPTION This course builds on the first year Greek cou...
1 ! Course Syllabus Course: Homiletics: Building Effective Sermons and Lessons Instructor: Rev. Patrick Dotson M.A. Counseling, Northern Arizona Unive...
1 Department of Modern Languages and Literatures Pittsburg State University Spring 2007 COURSE SYLLABUS MLL Russian Language and Culture II 5 semester...
Critical Reading & Response INSTRUCTOR: Melissa A. Johnson Office: Black Hall 225-24 FALL 2013 Office Hours: MTuWTh 9:00 - 9:50 am; by appointment; via e-mail Course: MWF 11:00 - 11:50 am E-mail: [email protected] Course Location: Black 142
Required Texts Harbrace Essentials: with Resources for Writing in the Disciplines. [by Cheryl Glenn & Loretta Gray]
What It Takes: Academic Writing in College, 2nd Edition. [by Laurence Behrens & Leonard J. Rosen]
Other Required Materials Utilized for: • Quizzes • Online Instruction • Assignment Submission • Handouts • Announcements • Discussions Utilized for: • Send ALL E-mail through GroupWise or Blackboard • Announcement notifications Pencil/Paper (for daily note taking) Red Pen (for writer’s workshops) WORD 2007/2010/2013 (for essay writing) Adobe (for reading pdf files)
MORE COURSE EXPECTATIONS:
Writing is a process and writers depend on a community of readers. Thus, you are expected to participate in this course, considering the following categories:
should have. . . • a clear and refined purpose • development relevant to the purpose • logical organization • an appropriate tone • well-crafted sentences • consistent use of conventions for standard academic English • accurate in-text citations and end-of-text documentation of sources.
uCritical: engaging critically and constructively in the exchange of ideas during class
discussions, group activities, conferences, and reading. uIntegrity: demonstrating academic integrity in all written projects. uPrewriting: prewriting to generate and clarify content. uWriting: writing polished prose that is purposeful, clear, and effective. uRevising: revising to provide economy, clarity, unity, and balance. uEditing: editing your own work and the work of others. uSelf-assessment: understanding and using criteria to self-assess your writing. uGroups: working responsibly in writing groups.
If you wish to set up academic adjustment in this class, please provide a copy of your “Confirmation of Eligibility” so we can discuss how to implement the approved adjustments. Center for Disability Support office, Bouillon 205, www.cwu.edu/~dss/ cms, or 963-2171.
uA FINISHED ESSAY: a finished essay
A demonstrable case of plagiarism will likely result in a failing grade for the paper and may result in a failing grade for the class. Intentional or unintentional; minor or exaggerated cases will result in the same penalty. (See CWU’s policy on academic dishonesty in Appendix B of the Undergraduate Catalog.)
This course will help you to develop the skills necessary for academic writing and reading and writing in context (rhetorical situation). Through assignments involving critical reading, responding, and researching, you will generate complex questions, explore multiple perspectives, and write summaries and responses.
disruptive or disorderly (e.g., talking out of turn, using cell phones, texting, or using other electronic devices in class*) will be reprimanded. In some cases, a student may be asked to leave class and the incident may be reported to Student Affairs. (See CWU’s policy in Appendix B of the catalog.) [*Use of electronic devices during class is prohibited and may be counted as an absence. Computers (laptops, netbooks, etc.) are not permitted for in-class use except as arranged by Disability Support Services (see “ADA Statement”).]
accepted after the stated due date and time. Any work submitted after the stated due date and time will not receive credit. uEXTRA CREDIT: EC is rarely (if ever) offered. Students should not count on EC as a measured means of success in this course. Any EC opportunities that do arise will be posted on Bb via “Announcements.” EC that may be offered will not outweigh any one assignment in point value.
primary means of access to and completion of assignments). Students should access Bb on a daily basis (M-F). uWeekly Bb content is broken into weekly modules.
All due dates, links to assignment submission, and more are available through the course modules on Bb. Modules are available at least one week prior to the first due date for the week in question. uAll assignments (unless otherwise noted) should
be submitted on Bb (through a number of different means) by our class meeting time.
Blackboard (for best results) and should come through your GroupWise account. E-mails should include the course, student name, and a subject. E-mails sent regarding assignments should arrive at least 24 hours before the deadline (noon on the due date) to allow for a reasonable response. uRESPONSE: E-mails sent during our course
week (M-F) should expect a response within 24 hours. E-mails sent on the weekend (Fri-Sun) should expect a response within 24 hours of the start of a new week. Responses will not be sent after 6 pm on any given night. Due dates aren’t negotiable, but materials are available at least one week prior to each deadline. You should plan your time accordingly to allow for question and a reasonable response time from your instructor.
WEEK 10 WEEK 11
DUE: Exploratory Synthesis (rough draft)
TOPIC: Exploratory Synthesis Review
DUE: Exploratory Synthesis (revised rough draft)
TOPIC: Exploratory Synthesis
NO CLASS (THANKSGIVING OBSERVATION)
NO CLASS (THANKSGIVING OBSERVATION)
HOMEWORK: Exploratory Synthesis writing
TOPIC: Workshop 5
EVALUATION CRITERIA: GRADE POINTS:
240 points total uQuizzes: 135 points total uSummaries: 100 points total uSummary-Response: 100 points total uSynthesis Plan: 100 points total uExploratory Synthesis: 200 points total uWorkshops: 125 points total uParticipation:
There are many reasons for missing any particular session. This class does not distinguish between excused and unexcused absences. As such, three absences are not counted against your Participation & Attendance score (although you may lose points for activities, participation, or assignments from a missed day). For each absence beyond the third, a student loses 4 points. It is possible to have a negative Participation score. If you do miss class, check your syllabus, visit Blackboard, and talk with a classmate about that day’s lesson. You will be held responsible for completing any work assigned while you are absent. Some assignments may not be made up (i.e. participation work and writer’s workshops).
Every student is expected to come to class prepared for instruction and ready to engage fellow students, the instructor, and the material. If you are not prepared for class, if you have been consistently late for class, or if you are disruptive (such as in the use of electronic devices) you will be counted absent. NOTE: It is my philosophy that you will learn best through respectful and thoughtful exchange of ideas. I expect you to take the lead in this way through asking questions, answering questions, and sharing your thoughts and ideas in relation to the required texts. You may also be called on directly to share your thoughts, read excerpts from or summarize your work, or contribute in other ways to the learning process. When this happens, embrace the opportunity! We are all here to learn in a respectful and accepting environment!
uEXCEPTIONS: In very rare circumstances, an
absence may not count toward your three permitted absences. An appeal must be made at least 48 hours prior to the absence. I will consider CWUrelated activities (i.e. athletics), but only if notified in advance. If you are aware of an upcoming absence, notify your instructor. Quizzes must be re-scheduled at least 24 hours before the original quiz date. No other late work will be accepted, no matter the reason for an absence. uTARDIES: Attendance is taken at the beginning
of each session. If you are not present when roll is completed, but arrive within the first ten minutes of class, you are counted “tardy.” Every set of three tardies counts as one absence. If you arrive to class more than ten minutes late, you are counted absent.
uSYLLABUS QUIZ: In order to remain enrolled in the course students will take a
Quiz on the content, procedures, and expectations as outlined in the syllabus for this course. Students should take the quiz as many times as it takes to score full points. The syllabus quiz will be completed on Blackboard. [25 points] uWIT QUIZZES: Students will take three quizzes on What It Takes. WIT quizzes will cover content from the previously assigned pages. WIT quizzes must be completed in one attempt; quizzes will close after one attempt and cannot be retaken. WIT quizzes will be completed on Bb. [20 points each] uQPS MLA QUIZ: Students will take a comprehensive quiz on quotes, paraphrases, summaries, and MLA formatting expectations. The QPS MLA quiz must be completed in one attempt; the quiz will close after one attempt and cannot be retaken. The quiz will be completed on Bb. [50 points]
Each student will write two summaries of two texts. The summary essay is an exercise in summarizing your Reading.You will be expected to demonstrate an understanding of the source and present it for an audience, considering the rhetorical situation. The essay will require you to detail the ideas of the author. It may not contain your perspective or evaluations. This essay will be used for a Peer-Review. The summary should be between 100-250 words and will emphasize clear, cohesive, and focused academic writing. [50 points each]
MORE ASSIGNMENTS: SUMMARY-RESPONSE:
This essay builds upon your skills as an objective reader able to discern the rhetorical situation of a text. You will present a close reading of the main points and ideas of your Reading, then move into an evaluation of the quality of those statements. Your assignment will demonstrate a grasp of the author’s text, your ability to form a thesis in response, and your ability to construct a reasonable support of your thesis. This essay will be used for a Peer-Review. The summary-response should be between 250450 words and will emphasize clear, cohesive, and focused academic writing. [100 points]
The synthesis plan asks you to formalize your upcoming Exploratory Synthesis. This process includes developing an opening paragraph and thesis, and outlining your basic paragraphs (including initial thoughts on sources). Completing this assignment will make writing the Synthesis much easier. This essay will be used for a PeerReview. The synthesis plan will vary in length. [100 points]
EVEN MORE ASSIGNMENTS:
This essay is your opportunity to demonstrate your grasp of the essential skills necessary to write an academic essay. This is the primary assignment of the course and will draw on the subjects, tests, and assignments from the quarter. The synthesis will show your ability to summarize, respond, develop a thesis, write coherently, and draw from multiple sources. The assignment should demonstrate attention to the editing and revising stages of the writing process. This essay will be used for two Peer-Reviews. The exploratory synthesis should be between 5-7 pages. [200 points]
Each student will participate in five peer-review workshops throughout the quarter. These workshops are required and will be evaluated on thoughtfulness and completeness. The workshops will involve critically reading a peer’s essay, making notes on the paper focusing on specific aspects of the rhetorical demands of the assignment, clarity, mechanics, and academic standards. These workshops are not intended to be a substitute for or equal to instructor feedback. The workshops, therefore, are intended to help develop the evaluator’s ability to edit papers effectively; the workshops are designed to give you the opportunity to develop critical reading, discernment, and editing skills. Workshops CANNOT be made up. If you do not have a rough draft completed on the workshop day you cannot participate in the workshop and will be marked absent for that day. Workshops CANNOT be completed by anyone outside of our class; for example, roommates, family members, friends, etc. [varying points each]
uDAILY: Students are expected to be prepared
on a daily basis with questions and analyses of the terms and concepts from the readings . When not speaking, students should be attentive and courteous. [4 points each] uREADING RESPONSES: Every Reading will be discussed in class, the discussions will count toward daily participation. Students will follow-up these discussions with informal responses to the text. These responses can take a number of forms including creating study questions for the text, recording a video response, writing a “book review” response, or something else that you propose to the instructor. [10 points each] uRHETORICAL BREAKDOWN: Prior to our in-class discussion of a Reading each student will complete a “rhetorical breakdown” of the text. Each breakdown will include a diagram of the rhetorical triangle, accompanying explanation of each point of the triangle, and a brief overview of the text’s purpose. The breakdown will also need to specify the “central text” (author, title, type of text). [20 points each]