Writing Experience IIENG-132-02Fall 2018

Number of Credits: 3 credits

Days Class Meets: M, W

Meeting Times: 11:00a.m.-12:23 p.m.

Location: WA 220

Instructor: Alyson E Doulos

Office: BW 248

Contact Email: doulosalysone@jccmi.edu

Office Hours: 9:30-10:30 a.m., 12:30-1:30 p.m.

Important Notes:

Please use your JC email account when you email me, or I may not receive your message. I am very conscientious about returning emails. However, I am not on-call 24/7. I only check my email once a day. If you email me after 8:00 p.m., I will not see it until the next afternoon.

I accept NO assignments via email attachments . You must submit a hard copy of assignments to me in person.

Any discussion of grades must be handled in person. No emails about grades.

In the case of unforeseen circumstances (weather or other facility contingency, instructor illness), I reserve the right to make adjustments to course sessions and to scheduled assignments in order to accomplish the objectives and outcomes of this course. In the case of class cancellation, check your JC and email account and JetNet announcements for instructions on how to complete and submit coursework.

Course DescriptionENG 132 is an intensive writing course. Analytical and persuasive modes are stressed. Advanced

research writing strategies are used. Database and primary research methods are emphasized. An end-

of-the semester portfolio is required.

As a continuation of the writing instruction and practice begun in ENG 131, English 132 emphasizes

critical thinking, academic research, and forms of writing used for academic, professional, and personal

writing. Students are required to write three essays which demonstrate competent rhetorical analytical

and argumentative skills.

Prerequisite(s)ENG 131

Course GoalsThis course is designed to further hone your critical thinking, analytical, reading and writing skills. Clear, effective and appropriate communication is essential in the academic, professional, social and political worlds we navigate. Being able to think deeply, listen actively and participate respectfully in public conversations is fundamental to being a good citizen in a democracy. All of these skills are also necessary to good writing, so we will be practicing them in class discussions, small group work, peer review workshops and individual assignments on the way to producing your final portfolio. This class will require a lot of reading as well as writing, as we need models of good writing to discuss and analyze, and you will be required to do independent research for the research paper. Be prepared to spend at least 8-10 hours per week outside of class reading, studying and completing course work.

The Final PortfolioTo demonstrate required competence (2.0 or above), students must earn at least 70% of the possible

credit for quizzes, in-class activities and assignments, homework assignments, and the Final Portfolio.

The Final Portfolio will be comprised of a total of 12 pages of three well-researched, MLA-documented,

informative and argumentative essays.

Course ObjectivesThe course goals and objectives incorporate specific General Education Outcomes (GEOs) established

by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year

colleges and universities and reflect input from the professional communities we serve. GEOs guarantee

students achieve goals necessary for graduation credit, transferability, and professional skills needed in

many certification programs. The GEOs and course objectives addressed in this class include the

following:

General Education Outcome 1: Write clearly, concisely and intelligibly

At a minimum, students must demonstrate proficiency in academic, professional, and personal writing

through the knowledge and use of write to learn practices; rhetorical strategies; research methodologies;

and genre and writing conventions. In order to fulfill this outcome and prepare students for careers, the

course will focus on the following skills:

Process—using pre-writing, drafting, revising, editing

Purpose and Audience—understanding how purpose and audience influence style and tone

Organization and Development—using effective organizational structure, examples and details

to support ideas and content

Meaning/Understanding—researching and writing for further understanding and knowledge

Use of Sources & Documentation—demonstrating appropriate documentation

Language—attempts and practices correct grammar and mechanics

The following outcomes refer to the specific skills that learners are expected to develop as a result of the instructional process in English 132:

Critical Thinking, Reading, and Writing Processes

Rhetorical Knowledge and Conventions Electronic Environment

Demonstrate and employ proficiency in active reading strategies

Identify and contextually evaluate assumptions, points of view, stylistic choices, and implications born of reasoning

Conduct primary and secondary research

Evaluate source reliability Recognize academic writing

as a social, political, and/or informative act between writer and reader

Synthesize ideas and integrate sources

Offer formative feedback in peer review sessions

Engage metacognitive reflection

Understand the differences between discipline specific writing genres

Acknowledge other writers’ perspectives

Recognize and employ ethos, logos, pathos and other rhetorical topoi in written communication

Modern Language Association (MLA) style in academic research and writing

Use technology to deliver information in multi-modal forms

Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources

Demonstrate how to engage in the electronic research and composition process common in particular fields

Required Textbooks

The HYPERLINK "http://www.wwnorton.com/college/english/write/fieldguide/templates_worksheets.asp" \o "Norton"Norton Field Guide to Writing with Readings.4th ed. W.W. Norton & Co. ISBN 978-0-393-61737-5  (click the Norton Link for online support from publisher)

They Say, I Say: The Moves That Matter in Academic Writing. Third ed. Authors: Graff and Birkenstein. Publisher: W.W. Norton & Co. ISBN-13: 978-0393935844

Jackson College strives to make textbook purchases more affordable for students by offering digital options which we call Text Book Zero. This doesn’t mean textbooks aren’t needed. It means the textbook is available in a digital format (less expensive than a hard copy) and may be purchased in the bookstore.

ExtrasIn addition to the textbooks, you will also need the following to successfully complete the course:

Flash Drive (You need to save all of your typed work on this and bring it to class.)

4 two-pocket folders (one folder for returned, graded work; one for each of 3 essays)

Access to the internet and a printer (for homework assignments and essays)

Important Note: Available to all JC Students FOR FREE: Get a complete version of the latest Microsoft Office (Word, Excel, and PPT) to use as long as you are a student here. You must use your JC Student Account user name and password for this. Go to: Office.com/GetOffice365

A significant portion of your grade for this course results from evidence of your writing process. As a

result, you are required to turn in all pre-writing activities, working bibliographies, drafts and revisions with

each individual essay and the final portfolio. It is YOUR RESPONSIBILITY to save all drafts, both digitally

and in print forms and including comments from your peers and me. I recommend that you save work to

your desktop, flash drive and email account, as well as keeping track of printed work in pocketed folders.

Additionally, all polished drafts must be submitted on paper and in person, so be sure to have back-up

plans in case of printer malfunctions. Work is due at the beginning of a class period; lack of adequate

planning for printer access will not prevent a late grade penalty.

Grading ProcedureJackson College’s final grades are based on a 4.0 scale, with 4.0 being Masterful. You must earn a 2.0 in

this class to earn credit for the class. Less than a 2.0 is considered failing. This means you will need to re-

take the class and pass it before it fulfills pre-requisite requirements for other JC courses or for transfer to

other colleges and universities. I have provided how the numeric grade equates to a letter grade, but you

will see a numeric grade on your student record. Grading scale:

Grading Scale

GPA GRADE RANGE

4.0 94-100%

3.5 89-93%

3.0 84-88%

2.5 78-83%

2.0 72-77%

1.5 66-71%

1.0 60-65%

0.5 55-59%

0.0 0-54%

Grade Breakdown:Polished Drafts and Process Folders -30% (300 points).

Polished Drafts and Process Work are weighed equally (50% each)

Final Portfolio & Reflective Memo -40% (400 points)

Final Portfolios will not be accepted without reflective memos.

Quizzes and Assignments – 10% (100 points)

Quizzes, Homework and In-class Assignments may be announced or unannounced. The best 100 points worth of assignments and quizzes will be counted toward this grade.

Participation -20% (200 points)

See note on attendance and participation below. Participation points are calculated per class period and cannot be made up under any circumstances.

Attendance and Class ParticipationMuch of the work of the course will be done via class discussion, small group work, peer review

workshops and in-class conferences. Hence, regular attendance is vitally important to your progress as a

writer and to your grade in the course, as you can see above. There will be regular participation

assignments in the first and last ten minutes of every class period that comprise your overall participation

grade. By definition, participation cannot be made up, so late arrival or early departure from class will

result in zeroes for those assignments. They may not be made up or completed early.

Additionally, peer review workshops cannot be made up, and polished drafts of essays will not be

accepted without having gone through an in-class peer review workshop performed by a member of the

class, so absences on days when peer review workshop will have a severe and negative effect on your

overall grade.

Further, the use of electronic devices is not permitted in class. Cell phones and tablets need to be

silenced and out of sight. If I see an electronic device out in class, you will lose participation points for the

day, regardless of whether or not you were using the device-its visible presence is enough. Inappropriate

use of laptops (for anything other than the current class assignment) will also result in loss of participation

points for the day. The instructor is not obligated to inform students of loss of participation points due to

electronic device usage; the loss will be reflected in weekly JetNet gradebook updates.

Late WorkLate work disrupts the integrity of the class and is disrespectful of the time and energy of both your peers

and instructors who depend on your adherence to community deadlines in order to complete their own

work. Late work will be reduced by one full letter grade for every class period past the deadline, and work

will not be accepted for credit more than three periods past the deadline. The final portfolio is due at the

start of class on the last meeting; it will not be accepted late under any circumstances.

It is generally better to ask permission than beg forgiveness, so I may consider extensions to

deadlines, under extreme circumstances and with adequate advance communication.

FailureFailure will also result if a student engages in plagiarism or is asked to leave the class for displaying

disrespectful or threatening behavior.

Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Course ManagementIntermediate Grading: To comply with college policy and federal regulations, students earn a progress

grade indicated at approximately two weeks, five weeks, and eight weeks. The grades assigned are H =

student needs additional support to pass the class; Q = has stopped attending and is being dropped from

the class; V = student is attending and participation

Dropping this class: Students who want or need to drop this class, must do so after the first week to

have their tuition refunded.

Withdrawal: After the add/drop period, a student may withdraw from a course in accordance with the

dates published in e-services. Because your tuition will not be refunded, speak with me before

withdrawing in order to attempt to determine the best solution. A W will appear on your transcript and may

or may not impact your financial aid status.

Incomplete: In accordance with JCC policy, an Incomplete or “I” grade is only issued to students who

have demonstrated good standing in the class and hold a passing grade at the time of an extenuating

circumstance that precludes completion of the class. Documentation validating the circumstance may be

required. I do not intend to give out incomplete grades this semester unless your circumstances are

extreme; they tend to not work in the student’s best interest of successfully completing the course.

However, please speak to me if you have any questions about incompletes or you are facing any barriers

throughout the semester that may hinder your progress, whether they are personal, academic, or

professional. I will assist however I can and direct you to resources you may find useful.

HelpCenter for Student Success Located in Bert Walker Hall, Room 138, the Center provides tutoring and other services. Please call (796-8415) or visit for more information. The staff are there to help you succeed in your studies, so please do not hesitate to make use of this free resource for any of your classes.

Writing Fellows Located in Bert Walker Hall, Room 148, the Writing Fellows provide tutoring and assistance with writing assignments are stationed in BW 148 and are ready for walk-in conferences as well as appointments. More information is available here: https://www.jccmi.edu/english/writing-fellows/

Students with Disabilities Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the office of Learning Support Services at 787-0800, extension 8270/8553 as soon as possible to ensure that such accommodations are implemented in a timely fashion. You must have written authorization to receive accommodations.

The Oasis Center Located in Whiting Hall, the Oasis Center provides counseling and a variety of mental health and substance abuse resources. Call 517.990.1300 or After-Hours: 517.787.7920. More information is available here: https://www.jccmi.edu/the-oasis-center/

Checking Your Progress You can always check your progress by accessing JetNet. You can access this from the JC Website. It will show what percentage of credit you have earned. Midterm and final grades (0.0 - 4.0) are posted to your student account on e-services, accessible from the JC Website. Any discussion of grades must be done in my office. Because of FERPA, I don’t discuss grades during class or via email.

CalendarHere is a general outline of the course and important due dates. A more specific course calendar with

additional readings and homework assignments, as well as paper assignment sheets and rubrics, will be

available on JetNet.

NFG refers to The Norton Field Guide to Writing with Readings

TSIS refers to They Say, I Say

*Instructor reserves right to alter course calendar as necessary for class need, weather contingencies or instructor illness.

WEEK # DATE TOPIC HOMEWORK

1 9/5/18

Introduction to course, syllabus,

rhetorical situations and appeals

and each other. Read and discuss

Adrienne Rich’s “Claiming an

Education”

Read Parts 1&2 of NFG.

Review “Claiming an Education”

and complete Assignment 1,

which is due at start of class on

9/20. Both available on JetNet.

29/10/18

9/12/18

Discuss Reading in Academic

Contexts, Rhetorical Situations,

Arguing a Position. Introduce

Persuasive Definition Essay.

Read Parts 13 and 11 and section

13 of Part 3 of NFG, Introduction

and Part 1 of TSIS.

39/17/18

9/19/18

More on Argumentation, Analyzing

Texts, Processes, Strategies

Read Part 4 and 5 (through

“Arguing”) in NFG, Part 2 of TSIS

49/24/18

9/26/18

Peer Review Workshop

Introduce Evaluation Essay

Persuasive Definition Essay

Polished Draft and Process

Folder due at start of class on

9/26

Read “Evaluations” (Part 3,

Section 16) in NFG

510/1/18

10/3/18

More on Strategies, Doing

Research

Finish Part 5 and 6 (through MLA

formatting) of NFG

610/8/18

10/10/18

Strategies for Entering Academic

ConversationsRead TSIS Parts 3 & 4

710/15/18

10/17/18

More on Argumentation, Logical

FallaciesTBA

810/22/18

10/24/18Rhetorical Analysis TBA

910/29/18

10/31/18Rhetorical Analysis TBA

1011/5/18

11/7/18

Peer Review Workshop

Introduce Literary Analysis

Research Essay

Evaluation Essay Polished Draft

and Process Folder due at start of

class on 11/7/18

1111/12/18

11/14/18

Read and Discuss “Sonny’s

Blues,” additional readings

Choose text for Literary Analysis

Essay, Begin Research Process

12 11/19/18 Annotated Bibliographies, More on Annotated Bibliography due at

11/21/18

Integrating Research start of class on 11/21/18

Read Part 3, Section 15 in NFG

1311/26/18

11/28/18 Thanksgiving Break-NO CLASS

1412/3/18

12/5/18

Peer Review Workshop

Revision Workshop, Conferences

Literary Analysis Research

Polished Draft and Process folder

due at start of class on 12/5

1512/10/18

12/12/18

Preparing a Portfolio, Writing a

Reflective MemoRead Part 3, Section 10 in NFG

1612/17/18

12/19/18

Revision Workshops, Conferences

Class Wrap-Up, Evaluations

Final Portfolios Due at Start of class on 12/19/18. No late submissions will be accepted.

Important Dates: Fall 2018

DATE EVENT

SEPT. 4, 2018 DAY AND EVENING CLASSES BEGIN

SEPT. 4 – DEC. 20, 2018 SEMESTER DATES

SEPT. 18, 2018 IN-SERVICE DAY. NO CLASSES

OCT. 5, 2018 PATHWAY SHOWCASES DAY. NO CLASSES

NOV. 21 – 25, 2018 THANKSGIVING BREAK. NO CLASSES

DEC. 20, 2018 END OF FALL SEMESTER

Dec. 22, 2018 Grades Due

Student ResponsibilitiesYou are responsible for coming to class prepared, completing coursework on time, participating actively

and respectfully in class discussions and activities, commenting productively and constructively on the

work of your peers and revising your work as needed throughout the semester.

Thoughtful, engaged and respectful discussion of ideas and each other’s work is essential to the

successful operation of this course. We will engage with diverse viewpoints, difficult subjects and each

other as individuals. In order for the course to function and for every student to have the opportunity to

progress as a writer and a thinker, the classroom must be a safe space to express ideas. And class

discussions must always focus on ideas, not identities. Active listening and an open mind are

encouraged; disrespectful behavior, intolerant language, raised voices, hate speech or demeaning or

dismissive comments about an individual or group identity will not be tolerated. Students asked to leave

the class for displaying such behavior may not be allowed to return.

Teacher Responsibilities

My role is to facilitate class activities and discussions, guide your writing progress and evaluate your work

in the class as whole. I am available during and encourage you to attend open office hours, or to schedule

a conference at a mutually convenient time, so that I can comment on revisions of papers, assist with pre-

writing, or discuss class progress. I have high expectations for the quality of your work, and I will provide

all the assistance I can in order to help you meet those expectations.

I will make written comments on the graded, polished drafts of each individual essay when it is submitted

on time and with the appropriate process folder. After an individual essay has been graded, I am available

to comment upon and guide you through the revision process during office hours or scheduled

conferences. I will not accept or comment upon revisions submitted via email.

CaveatInstructor reserves the right to make changes to course calendar and assignments as necessary in case

of weather-related closings, instructor illness or other unforeseen circumstances. Any changes will be

announced in class and on JetNet.