Ivy Policies

IVY TECH COMMUNITY COLLEGE OF INDIANA

COURSE OUTLINE

AND

COURSE SYLLABUS

ENGLISH COMPOSITION

ENG 111

Fall 2008

INSTRUCTOR:

Nicole Williams [email protected] Office Phone (BSU) 765-285-0035

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REVISED: Spring 2008 REGIONAL SYLLABUS COURSE TITLE: English Composition

COURSE NUMBER: ENG 111

CREDIT HOURS: 3

CONTACT HOURS: Lecture: 3

PREREQUISITES: Demonstrated competency through appropriate assessment or earning a grade of “C” or better in ENG 025 Introduction to College Writing II and ENG 032 Reading Strategies for College II COREQUISITES: None

PROGRAM: General Education

SCHOOL: Liberal Arts and Sciences CATALOG DESCRIPTION: English Composition is designed to develop students’ abilities to think, organize, and express their ideas clearly and effectively in writing. This course incorporates reading, research, and critical thinking. Emphasis is placed on the various forms of expository writing such as process, description, narration, comparison, analysis, persuasion, and argumentation. A research paper is required. Numerous in-class writing activities are required in addition to extended essays written outside of class.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

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Understand communication theory and the roles audiences play in the writing process.

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Apply critical reading and thinking skills to the writing process.

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Demonstrate an awareness of language as a tool for learning and communication.

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Develop strategies for making independent, critical evaluations of student and published texts.

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Research and critically evaluate information to produce writing with APA or MLA formal documentation, which consists of in-text citations and final list of all sources cited.

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Apply strategies for the composition process such as drafting, collaboration, revision, and peer evaluation to produce written documents.

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Write well-organized essays with a firm thesis and a clear introduction, body, and conclusion.

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Engage in pre-writing activities, including narrowing a topic, generating ideas, determining the audience and the relationship between audience and content, and setting an appropriate tone.

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Demonstrate an understanding of the various rhetorical modes, including argumentation and analysis, and apply that understanding in various writing environments, including an essay test.

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Support a thesis statement with valid reasons and evidence.

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Follow the conventions of standard written English, in sentence structure, punctuation, grammar and usage, and spelling.

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Recognize and develop styles appropriate to varied writing situations.

COURSE CONTENT: Topical areas of study will include -Reading and thinking critically Generating ideas

Conducting library and other research methods

Identifying an audience

Following conventions of standard written English

Developing a thesis

Writing essay exams

Organizing the essay

Gathering, evaluating, and using sources for research

Using rhetorical modes including exposition, argumentation and analysis Prewriting, drafting, editing, and revising

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Paraphrasing, summarizing, and quoting Documenting sources (MLA and/or APA)

Developing style Avoiding plagiarism

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ACADEMIC HONESTY STATEMENT: The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement.

Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior.

ADA STATEMENT: Ivy Tech Community College seeks to provide effective services and accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, you are required to register with Disability Support Services at the beginning of the semester. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classrooms.

If you require an accommodation, you are required to give a copy of your written accommodation to your instructor.

The Disability Support Services contacts are Alison Hindman (Muncie/regional), Pat Toombs (Anderson), and Elyse Jones (Marion).

REQUIRED TEXT/CURRICULUM MATERIALS: Kirszner, Laurie G. and Stephen R. Mandell. Patterns for College Writing. 10th ed. Bedford, 2007.

Hacker, Diana. A Writer’s Reference. 6th ed. Bedford, 2007.

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Notebook 2 2-pocket folders Stapler

INSTRUCTOR AVAILABILITY: Instructor: Nicole Williams Phone Number: 765-285-0035

Email: [email protected]

Usual Schedule:

METHODS OF INSTRUCTIONAL DELIVERY: Class will be taught through a variety of means including, but not limited to lecture, textbook review, in class writing, discussion, out of class essays, and writing journals. I believe that to become a better writer you need to practice. Which means you will be writing all of the time both inside and outside of class. In return, you will receive numerous feedback from me about your writing to assist you in improving your skills.

ATTENDANCE POLICY: What happens in class each day only works if everyone is here to participate as much as possible; therefore, attendance is mandatory. You are allowed three absences for the semester free and clear. I don’t need to know where you were or what you were doing. However, each absence over three will automatically lower your grade by 1/3 of a letter grade. For instance a B will go down to a B-. If you miss six classes or more you will fail the course.

Tardiness:I value the time we have together in class to accomplish our goals for the semester. I do not appreciate students that interrupt class by habitually coming in late. It is distracting to me and to your peers. Please come to class on time.

MAKE-UP POLICY: Being absent is not an excuse for turning in late work. All assignments are expected to be turned in at the class period they are due. If you are not going to be in class e-mail your work to me by the beginning of class time. Late assignments will be penalized half a letter grade for each

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day they are late. For example, a B paper will go down to a C+. Late work will no longer be accepted a week after the due date. In addition, in class work can not be made up.

Participation:This course depends heavily on your readiness and willingness to contribute to class discussions and activities daily. I expect each of you to work with me and each other to make this a real community of learners. Therefore, you must come to class each day fully prepared, having done all assigned readings and work, and ready to participate in class. A portion of your grade depends upon class participation. Additionally, class activities are designed to build off of outside work; therefore, I will know if you are unprepared and your grade will reflect it.

Classroom Behaviors: 1. Please remember to turn off all cell phones, ipods, mp3 players, and other communication devices that pose a distraction to our class. If your phone rings, vibrates, sings, or makes any other noise during class I get to answer it. In return, should my cell phone ever ring in class you get to answer it. Failure to follow the policy will affect your participation grade.

2.Class time is not a time for private discussions amongst each other. Such behavior is rude and disruptive to the class. Please save such conversations for after class.

Respect: Respect for others in our classroom is non-negotiable. We will be discussing many ideas and concepts that may challenge your current thinking. This is the fun of college! Have respect for one another and be open to new ideas

Successful Completion: In order to pass successfully pass this course you must attend class, participate in class discussions, complete in class writings, outside readings, homework, and complete all four formal writing assignments. Successful completion of the four formal assignments includes turning in all required drafts and attending workshops and conferences.

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Course Requirements

Formal Essays:For this class you will write four essays that are 3-4 pages each outside of class. Each essay will require a draft that will be responded to by me and your peers. Assignments will be discussed and handed out throughout the semester as the time for each approaches. Detailed assignment sheets can be located on my website. All formal essays, unless other wise stated, should be typed and double-spaced in Times New Roman font with one inch margins. In the top right corner place your name, course and section number, date, and instructors name on four separate lines doublespaced. Assignments are due at the beginning of class as stated on the course schedule.

Reading Journals:You will be required to write a one paged journal entry each week that discusses your thoughts and ideas on the assigned reading for that class period and how it may relate to your own writing. This is your chance to reflect on the reading and writing you do each week. Journal entries should be typed and double-spaced in Times New Roman font with one inch margins. In the top right corner place your name, course and section number, date, and instructors name on four separate lines single-spaced. Journal entries are due at the beginning of class as stated on the course schedule. Please come to class with your assignment already printed out. Remember to place these in your folder when they are returned to you so you have them for your portfolio.

In-class Writing:During class time you will be asked to write on a variety of issues, ideas, and prompts that relate to readings and class material. These writings will assist in class discussion and serve as a tool for both of us to reflect on the work you are doing. It is your responsibility to bring a notebook to do your writing in and to place it in your folder when it is returned so you will have it for your portfolio.

Portfolios:The best way I have found to help students understand and appreciate what it means when I say “writing is a process” is to include a portfolio component in my writing classes. Twice this semester, once at midterm and once at the end of the semester, you will be responsible for collecting and revising the work you’ve done in and outside class. You will turn in both formal and informal writing, some of it revised, some of it not. You will also include an introduction that discusses what you’ve learned and provides a self-evaluation of your writing. These portfolios will be returned with a formal letter grades attached that evaluate the work in the

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portfolio as well as your success in the class.

Readings:Outside readings will be assigned for each class period. They are listed on the schedule. It is vital to your grade that you complete all readings and come to class prepared to discuss them.

Conferences: You will be responsible for meeting with me twice during the semester outside of class. One conference will be at midtermto talk about the progress of your portfolio revisions. The meetings will be about ten minutes long and I will cancel class for the week to accommodate these conferences. I will tell you very specifically what you should bring to the meeting at the time we schedule it. Failure to come to these conferences and/or failure to come to these conferences prepared with a draft to work on will count as one week of absences-furthermore, do not waste my time or your own by not showing up or showing up unprepared. I am just as busy as you are, but if you are prepared to invest time in your writing then I am too. A sign up sheet will be passed around as the time approaches for conferences. We will have a second set of conferences at the end of the semester as you prepare your final portfolio. Failure to attend will result in an absence. I will again cancel class to accommodate these conferences. Additionally, feel free to come to my office hours at any time during the semester.

Note:All writing you do in this class-drafts, revisions, in-class writing, journals-should be saved so you have a wide selection to choose from when putting together your portfolio. It is imperative that you save all your writing so you can see how you have developed as a writer throughout the course of the semester.

EVALUATION METHODS AND GRADING CRITERIA/GRADING RUBRIC:

In this course you will not receive letter grades on individual drafts and assignments. I know many of you are probably thinking that I am completely crazy for doing this. I also know not receiving a letter grade on each paper will make some of you nuts however, it really is for the best. Using this portfolio system of evaluation allows me the opportunity to give you credit

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for the things that grading individual papers does not: such as effort and revision and improvement. Although you will not receive individual letter grades on each draft you turn in, you will receive extensive comments and feedback from me that will help you understand the quality of the work you are doing as well as assist you in improving your writing. You will receive a letter grade at mid-term and at the end of the semester when you turn in your portfolio. These two grades will be based on the following criteria: 1

Meeting all of the requirements described above.

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The quality of your written work, including how successful your revision work is.

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The quality of your effort in class, in workshops, in discussion, in groups, in conferences, and in general.

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Your demonstration of a willingness to try new things, think in new ways, and explore different perspectives as both a reader and a writer.

My comments should provide you with a clear understanding of your progress in the class; if you ever feel as though you are unsure, come see me and we will discuss it.

Format for Assignments: All formal writing (except multimodal compositions) should be:

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Computer generated/typed

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Double-spaced in 12 point Times New Roman font

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1 inch margins on all sides

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Name, date, course, and instructor should be listed on the top left, double-spaced.

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Multiple pages should be stapled

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Do not double space between paragraphs

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Do not include cover sheets unless specified

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Documented using MLA or APA Style

Grading Percentage Breakdowns Different assignments in this course require different levels of effort. The following breakdowns should provide you with an idea of the amount of time and energy needed for each.

1 Journals

10%

3 Participation- this includes attending class having completed all outside reading and assignments, participating in class discussion, completing in-class writing assignments, coming to conferences, and participating in other class activities.

10% 4 4 5

Formal Writing Assignments essay Drafts (5% each)

20%

Portfolio (mid-term 20% and final 30%) 50%

6 Final Exam

10%

. I will be using the following grading rubric to grade all formal assignments in this course.

A = Superior – Convincingly and ardently communicates a noteworthy idea to an audience through sophisticated use of rhetorical strategies.

1 Thesis/Focus-demonstrates an awareness of audience, is sophisticated, and clearly established and maintained throughout.

2 Organization-has a clear sense of logical order appropriate to the content and thesis.

3 Development-demonstrates critical thinking that is clear, insightful, in depth, and relevant to the topic.

4 Syntax and Diction-uses sophisticated language that engages the reader; 11

manipulates sentence length to enhance the total effect of the essay; uses precise language that expresses complex ideas clearly.

5 Format and Design-fully integrates elements of design to best serve rhetorical purpose.

6 Research (if applicable)-uses sources effectively and documents sources accurately.

7 Mechanics-contains very few errors of spelling, grammar, paragraphing, or manuscript format. B = Strong – Effectively conveys an insightful idea to an audience through consistent and controlled use of rhetorical strategies.

1 Thesis/Focus-is intelligent, clearly established, and consistently addressed throughout.

2 Organization-is logical, clear, and controlled. 3 Development-demonstrates critical thinking that is more than adequate, with significant detail; may show depth in thinking and research.

4 Syntax and Diction-demonstrates knowledge of and skill with complex and varied sentence constructions and vocabulary.

5 Format and Design-consistently contributes to the persuasive aims of the assignment.

6 Research (if applicable)-uses sources effectively and documents accurately.

7 Mechanics-may contain errors, but these errors do not interfere with the essay’s overall effectiveness. C = Competent – Communicates an idea, but does not consistently address the needs of its audience.

1 Thesis/Focus-has a central idea that is conventional or general. 2 Organization-the essay’s organization is choppy and may, at times, be difficult to follow.

3 Development-demonstrates limited critical thinking and limited knowledge of the subject.

4 Syntax and Diction-demonstrates competency with language use, but sentence constructions and vocabulary may be limited or repetitive.

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5 Format and Design-unevenly incorporates elements of design to aid its argument.

6 Research (if applicable)-lacks sufficient research for the topic, poorly incorporates sources, or fails to document accurately.

7 Mechanics-contains multiple errors that hinder the essay’s readability. D = Inadequate – Ineffectively communicates its idea to its intended audience.

1 Thesis/Focus-is superficial and inconsistently addressed; reveals limited awareness of audience.

2 Organization-reveals no apparent strategy and lapses in focus and logic. 3 Development-displays little knowledge of the subject, does not form conclusions, or fails to exhibit critical thinking or clear reasoning.

4 Syntax and Diction-contains repetitive, incorrect, or ineffective sentence structure; displays a limited vocabulary.

5 Format and Design-bears little relevance to the assignment’s rhetorical purpose or guidelines.

6 Research (if applicable)-lacks sufficient research for the topic, poorly incorporates sources, or fails to document sources accurately.

7 Mechanics-contains many errors that garble the meaning or intent. F = Incompetent – Fails to present its ideas to the audience and does not meet some or all of the criteria for the assignment.

1 Thesis/Focus-lacks a central idea, has no awareness, or limited awareness, of its audience and purpose.

2 Organization-is random and without focus. 3 Development-displays little or no knowledge of the subject, does not form conclusions, or fails to exhibit critical thinking or clear reasoning.

4 Syntax and Diction-fails to demonstrate competency with language use; sentence constructions and vocabulary may be inappropriate, facile, or incoherent.

5 Format and Design-makes no attempt to use the elements of design to help persuade its audiences.

6 Research (if applicable)-fails to include sufficient sources for topic, 13

incorporates irrelevant or inadequate sources, or plagiarizes.

7 Mechanics-contains serious and multiple errors that seriously hinder the reading of the paper.

(This rubric comes from the Ball State University Writing Program)

GRADING SCALE: *State guidelines dictate that a letter grade of “C” or better is required for advancement and credit.

LAST DATE TO DROP: November 17, 2008

WITHDRAWAL PROCESS AND RESPONSIBILITY: In order to withdraw from a class, a student must fill out and SIGN the requisite paperwork before the final withdrawal date. Students also should be aware that withdrawing from a class may affect financial aid eligibility, or require paying back part of a student’s award. If a student simply stops attending class, or fails to fill out the proper paperwork, a grade of “F” must be issued as the final grade.

RIGHT OF REVISION STATEMENT: The instructor and Ivy Tech Community College of Indiana reserve the right to make reasonable changes to this syllabus and/or schedule as necessary.

STUDENT APPEAL/GRIEVANCE PROCESS: Students who are experiencing difficulties/conflict in a class need to speak with their instructor FIRST, unless the particular circumstances of the conflict dictate otherwise. Once that avenue of inquiry has been exhausted, students may take their concerns to the appropriate Assistant Department Chair: Muncie - Michael Kleeberg ([email protected]); Anderson - Larry

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Gilbert ([email protected]); Marion - Ryan Stryffeler ([email protected]). All concerns must be submitted in writing.

If a resolution cannot be reached at this level, the student will be directed to the Department Chair, Sean C. Smith ([email protected]) for further appeals.

Following this hierarchy is imperative. Students who fail to follow this procedure will be sent back to the appropriate level before their particular issues will be heard at a higher level.

Further details on this procedure can be found in the Student Handbook, located at http://www.ivytech.edu/Muncie/rights.htm

COPYRIGHT STATEMENT: Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Ivy Tech Community College contain nothing unlawful, unethical, or libelous and do not constitute any violation of any right of privacy.

VIRTUAL LIBRARY: The Ivy Tech Virtual Library is available to students on- and off-campus, offering full-text journals and books and other resources essential for course assignments. Go to http://www.ivytech.edu/library and choose the link for your campus.

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