Sample Syllabus

Sample Syllabus

Instructor Office Location Phone number email address Office Hours

English 101: Semester, Year Course Description What is your vision of a writer? What does literacy mean? What does it mean to be a writer? a reader? a writer in college contexts? a writer at work? a writer at home? Does place matter when it comes to writing and writers? What about purpose? audience? Are you a writer when you are texting with friends? playing video games? writing an email to a relative? corresponding with a business about a recent transaction? offering feedback on a product or book purchased via eBay or at Amazon.com? Who is a writer? Are you a writer? What do you write? When? Why? Where? For what purposes? This term, we will explore this question and so many others. You will write about writing and yourself as a writer. You will read about writing and writers. And you will join the National Conversation on Writing, by viewing what’s there and offering your own, original contributions to be read by future English 101 students. See www.ncow.org/site for more. Required Materials • Lindquist, Julie and David Seitz. Elements of Literacy. Longman, 2009 • Regular internet access (additional readings available online) • Three-ring binder that will later serve as your Final Portfolio •Camera (disposable kind will work, but you need to be able to work with the photos in digital format) •Flash drive or other means of storing digital versions of the essays and other written material you generate (always, always keep a backup of everything you turn in!) •A valid, working email address that you check often (everyday) Assignments WA1: Literacy History-- 2-4 page essay about your literacy experiences thus far, including your earliest memories of reading and writing and one or significant events that help explain who you are as a writer today. Essay may include both images and text. WA2: Everyday Literacy--3-5 page essay illustrating when and where (and how) do we encounter literacy in our everyday lives. Essay must effectively incorporate images created and collected during the research phase of this project, including the “Clock Activity” and photographs of everyday experiences with literacy. WA3: Writing in/for School--3-5 page essay describing the ways in which writing may be experienced in school, by yourself and/or by those around you. Essay may incorporate both images and text.

Sample Syllabus

WA4: Attitudes About Literacy--3-5 page essay in which you reflect on your own attitudes about literacy as you've experienced them in order to draw conclusions about the role society's perspectives about literacy might have on your own experiences with literacy. Essay may incorporate images and text and even video/audio. Final Project: Writing Matters--Publication of choice projects (your choice) called “Writing Matters.” For this publication, you will select three of the essays you’ve written for this class, revise them (deeply), create an introductory chapter and a table of contents, and produce a final project that presents your arguments about writing and writers. See “Writing Matters” for additional details. This publication will be submitted to the National Conversation on Writing (www.ncow.org/site) for inclusion in the NCoW archives and to be featured in the “Spotlight On” section of this Council of Writing Program Administrators initiative. Grading Procedure Your grade for this course will be determined by a number of factors. The first is, perhaps, the most obvious. You must write the above essays and submit them on time. Do a good job with these, make good use of the feedback provided (by your instructor, by your classmates during peer review, by tutors in the writing center) and revise effectively, keep up with the readings, involve yourself in all the in-class and online discussions, and otherwise take every minute of this seriously, and you should do well in this course. Need something more specific than that? Here’s a breakdown of your grade: WA1-WA4 (40% of final course grade): How can you do well with this score? Have a strong draft ready on the day it is due for peer review. Take that feedback seriously and generate an effective revision, which is ready for your instructor to review on the day it is due. In each draft, make good use of the readings, in-class discussions, and other activities designed to inform the writing assignment (hint: all readings, in-class discussions, and other activities we do in here are designed to help you generate your formal writing assignments). Meet the minimum page length requirement each time. Be sure to address the prompt completely, directly, and thoughtfully. Always submit your work on time. That’s how you do well in here. Final Project: Writing Matters (30% of final course grade): How can you score well on this important project? Choose carefully. You will need to select three of the writing assignments you created this term, so choose the three that you think can yield the absolute strongest revisions. Present these revised essays as chapters in a well-articulated publication about how writing matters in your life. See the handout “Writing Matters” for additional details about this project, and follow those requirements carefully. Be sure to offer an effective, appropriate introduction for this project, and remember the audience will extend far beyond the classroom. In fact, the potential audience for this project includes anyone interested in the national conversation on writing (through the National Conversation on Writing). Select the most appropriate format to display this publication. Include images. If you wish, you may also include audio and/or video. Think about the best way to present this. Be sure your instructor knows what you are doing and why. Get your project in on time and in a format NCoW can use. Fill out the submission form at www.ncow.org/site and don’t forget to print out, sign, and submit the “consent form” (located there as well). Participation (30% of final course grade): Keep up with the readings. Complete the homework as assigned, Be ready for each class project having completed what’s required of you. Show up to class on time and prepared. Stay involved in all the class discussions. Participate in all group activities. Participate in all peer reviews. Don’t miss class. Don’t miss assignments. Be a force for good in the classroom. That’s all we are asking here.

Sample Syllabus

Writing Center The Writing Center (or the “Communication Skills Center”) offers writers free, one-on-one assistance. We welcome all writers, majors, and disciplines—undergraduate and graduate students alike. In fact, we work from the premise that all writers, no matter their ability level, benefit from the feedback of knowledgeable readers. The Writing Center staff is trained to provide writers with just this service. In short, we are here to help you help yourself. In order to ensure the most effective session possible, we offer visitors the following suggestions: (1) Get started on your writing project early, and visit the Writing Center at least one day before your final draft is due. You will need time to work with the ideas and suggestions generated in your tutorial sessions. (2) Bring a written copy of your assignment, any relevant readings, and one or two specific questions or concerns you would like to discuss with us. We are located in the Hall of Languages, Room 103 (903-886-5280) and online at . Academic Honesty The official departmental policy: “Instructors in the Department of Literature and Languages do not tolerate plagiarism and other forms of academic dishonestly. Instructors uphold and support the highest academic standards, and students are expected to do likewise. Penalties for students guilty of academic dishonesty include disciplinary probation, suspension, and expulsion. (Texas A&M University-Commerce Code of Student Conduct 5.b [1,2,3]) If you ever have any questions about a particular use of a source, always ask your instructor. They want you to avoid plagiarism, too, so they will help you do so whenever and wherever they can. Do what you can to take advantage of this support—to look innocent in addition to being innocent when it comes to charges of plagiarism. On University-Sanctioned Activities To accommodate students who participate in university-sanctioned activities, the First-Year Composition Program offers sections of this course at various times of the day and week. If you think that this course may conflict with a university-sanctioned activity in which you are involved--athletics, etc.--please see me after class today. Additional Official Statements Student Conduct: All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. In addition, you are requested to turn off your cell phones before entering the classroom. Common courtesy says you do not receive or answer calls during class. If there is an emergency that requires you to leave your phone on, talk to me about it beforehand and switch the phone to vibrate so you don't surprise me when you leave class to take a call and you don't interrupt class when the call comes in. Also, Instant/Text Messaging is off limits. Americans with Disabilities Act Statement: Students requesting accommodations for disabilities must go through the Academic Support Committee. For more information, please contact the Director of Disability Resources and Services, Halladay Student Services Building, Room 303D, 903.886.5835.

 

Sample Syllabus

Tentative Schedule This schedule is subject to change. Read your syllabus daily. It is the key to knowing where we are.

Week 1: August 31-September 4 • Read/discuss: Elements of Literacy, Chapter 1 • ,Interview/report findings: see interview script at www.ncow.org/site/contribute/

contribute_interview.htm • Read/discuss Robin Reid’s literacy narrative “Not Doing It Right” ((http://dmc.tamucommerce.edu/cdm4/item_viewer.php?CISOROOT=/ ncow&CISOPTR=98&CISOBOX=1&REC=18 ); Reid is Professor of English in our department here at Texas A&M-Commerce

• Begin collecting/sharing images on literacy

Week 2: September 7-September 11 • Share/discuss images on literacy • Read/discuss essay “Material Cycle” (at http://www.ncow.org/docs/u_montana/ material_cycle.pdf ), Denman is a first-year student at the University of Montana

• Peer Review Workshop, WA1 • Listen to/discuss the audio essay called "Memory Work" (at http://daln.osu.edu/handle/ 2374.DALN/53 ), from an interview with a white, middle-class woman describing her experiences with literacy learning in a one-room schoolhouse in the midwest.

Week 3: September 14-September 18 • Watch “Deadline” (@ http://www.youtube.com/watch?v=BpWM0FNPZSs ) • WA1 due • Read/discuss Elements of Literacy, Chapter 2 • Begin WA2 • View/discuss Who is a Writer? What Writers Tell Us (at http://www.ncow.org/browse/ video/who/who_is_writer.html ) • Begin “Diary Study” (see Elements of Literacy, page 19, for more information about this useful activity) Week 4: September 21-35 • Discuss results of Diary Study thus far. •View/discuss first 9 minutes of “Literacies for Learning in Further Education” at http:// www.publicspace.org.uk/lflfefilm.html . This video outlines several of the activities you will be asked to complete in order to better understand their everyday encounters with literacy (in preparation for WA2).

• Complete “Clock Activity” and share results, comparing them with those of your classmates and those emerging from the UK study.

Sample Syllabus

• Discuss “Case Studies” (at http://www.lancs.ac.uk/lflfe/Workshop%20Materials/ workshopmaterials.htm) and discuss findings as they enable us to better understand the results of your own studies, conducted here in America (all “case studies” at Lflfe are UK-based). • Begin photographing everyday literacy practices (see workshop details above).

Week 5 September 28-October 2 • Share resulting photos in groups, then begin generating ideas for WA2, which will likely include a number of relevant images (photographs, Clock Activity, representing images resulting from your Diary Study). • WA2 peer review • WA2 revision due Week 6: October 5-October 9 • Begin WA3 • Read/discuss Elements of Literacy, Chapter 4 ("Literacy and Class") • Read/discuss Yancey's "Writing in the 21st Century" at http://www.ncte.org/library/ NCTEFiles/Press/Yancey_final.pdf

• View 'Sh*t-plus,' 'AWK,' 'Frag,' and 'Huh?': An Empirical Look at a Writing Program's Commenting Practices” at http://www.ncow.org/site/spotlight/grad_courses.htm (California State University-Fresno), especially in conversation with Yancey’s article, the activities embedded in Elements of Literacy, chapter 4 and Mike Rose’s article “Colleges Need to Re-Mediate Remediation” (http://chronicle.com/article/Colleges-Need-to-Re-Mediate/ 47527/).

Week 7: October 12-October 16 • view/discuss “I Hate Writing” at http://www.youtube.com/watch?v=NvIYAcUGJDU • view/discuss "What They Bring With Them: High School Students Talk About Writing" (Dominic DelliCarpini, York College of Pennsylvania), available at www.ncow.org/site/

• reflect on both videos as they inform/complicate discussions (activities/ arguments) raised in Elements of Literacy, Chapter 4 •In groups of three, generate lists of issues/characteristics central to discussions about writing in/for school; share lists with the class •In groups of three, collect images to represent the meaning/role of academic/schoolbased literacies (see Elements of Literacy, page 130). •Additional viewing: Take a look at a short interview with Professor Kevin Eric dePew, “Being labeled a bad writer has made me a better instructor" http://daln.osu.edu/handle/ 2374.DALN/231

Week 8: October 19-October 23 • WA3 due for peer review • WA3 due

Sample Syllabus

• Read/discuss: Elements of Literacy, Chapter 3 ("Literacy and Culture")

• View/report on coverage regarding the National Day on Writing (http://www.ncte.org/ dayonwriting). What is the “National Day on Writing”? What’s it for? Who participates? Why? • Browse the current galleries involved in NCTE’s National Gallery on Writing and select two galleries to explore more closely. Report your findings to the class. (galleries listed at http://www.galleryofwriting.org/gallery_browse.php). • Interview: friends/family/teachers beyond your classroom regarding their attitudes about literacy and intelligence (see interview questions in EL, page 47-48, activity #4)

Week 9: October 26-October 30

• Share interview findings with the class and compare/contrast results • What is the National Conversation on Writing (www.ncow.org/site) and how does it differ from the NCTE National Day on Writing and their National Gallery on Writing? (view “Calling All Writing Teachers” at http://ncow.org/browse/video/ calling_teachers.html ). Both projects are interested in raising awareness about writing and writers and both projects work from the assumption that everyone is a writer.

•Read/view/discuss “ "Why Johnny Can't Write" (Newsweek, 1975) and campaign overview for the National Conversation on Writing at http://www.ncow.org/features/ feature_1_09.htm and http://www.ncow.org/features/feature_1-2_09.htm

• Listen to/Read: "Why Do We Need a National Conversation on Writing?" at http:// www.ncow.org/docs/we_believe_final.pdf •View: "Who Said 'Johnny Can't Write?'" at http://www.ncow.org/features/ feature_1-2_09.htm (full text available at http://www.ncow.org/features/ johnny_historical.htm

Week 10: November 2-November 6 • Browse archives available at www.ncow.org/site (via the “Spotlight On” link and the “Browse” link). Select two items to summarize and share with the class, keeping in mind the role of the NCoW project is to help change the national conversation on writing. • WA4 draft due for peer review Week 11: November 9-November 13 • WA4 due • Begin preparing revisions for final portfolio and draft of “____ (your name) Joins the National Conversation on Writing.” Your “____ Joins the National Conversation on Writing” project must include final drafts of at least THREE of your essays generated this semester, an introductory chapter that prepares readers for what’s to come. See “____ Joins the National Conversation on Writing” for additional details regarding this important project. Week 12: November 16-November 20



Conferences with Instructor regarding your NCoW project. Bring revised drafts of the three essays you will be including in your NCoW project, a draft of the introductory chapter, and any additional information that will help your instructor understand what

Sample Syllabus



you will be developing for this project. It would be an excellent idea to bring in prototype of the project as well. That would enable your instructor to actually see what you are envisioning here as the final project.

Week 13: thanksgiving Week 14: November 30-December 4

Complete preparations for the NCoW project. View “Everyone’s a Writer” at www.ncow.org/site/ and fill out submission form for the NCoW project at www.ncow.org/site/ contribute/ Week 15: December 7-December 11

Submit NCoW project (hard copy and digital); complete final details on Final Porfolio, including evidence of deep revisions on all essays generated this semester and keeping up with . . . Week 16: TBA