ࡱ> g GXbjbjVV 5r<r<OsD     4448l|4$Dj  w"w"w"CCCCCCC$BFHC w"7"@w"w"w"C   C%%%w"   C%w"C%%6cA{B bk#lCBCC0$D_BI$I8{BI {Bw"w"%w"w"w"w"w"CC%w"w"w"$Dw"w"w"w"Iw"w"w"w"w"w"w"w"w" : San Jos State University ENGL or LLD 100A Writing Competency Through Genres Course Greensheet Fall 2011 Instructor: Katherine Masters Email: katherine.masters@sjsu.edu Office: FO 217 Office Phone: Office Hours: MW 3-4 p.m. Yahoo Group: http://groups.yahoo.com/group/masters-100A Course Day/Time: MW 9-10:15 a.m.; 10:30-11:45 a.m.; 1:30-2:45 p.m. Health Building 405 Prerequisite: Passed ENGL 1B or equivalent; taken WST at least once. COURSE DESCRIPTION Serves as alternative satisfaction of the WST requirement if passed with a C or better (C- or lower will not satisfy the WST). Prepares students for 100W through drafting, feedback, and revision to demonstrate writing competency. Develops ability to analyze written genres used in the students chosen disciplines as well as write analytical and reflective essays. COURSE GOALS ENGL/LLD 100A is one course taught in two different departments. It is designed with the goal of preparing you to succeed in 100W, other upper division classes, and your profession. You will have intensive practice in prewriting, drafting, revising, and editing academic writing. You will be asked to research, analyze, and reflect on various kinds of writing and to produce a minimum of 8000 words, including a rhetorical analysis of a paper you wrote for a previous course, a report about writing in your chosen discipline, and a reflective essay about your own development as a writer and reader. Student Learning OBJECTIVES (SLOs) By the end of the course, students will be able to: a. Use correct and appropriate sentence structure and grammar; b. Utilize feedback from instructor and peers to improve the accuracy and clarity of writing; c. Recognize, select, and use basic activities of the writing process, including prewriting, organizing, drafting, revising, editing, and peer review; d. Critically self-reflect about the writing process and about making context-appropriate rhetorical choices; e. Critically read, interpret, and synthesize multiple texts; f. Write well-organized, well-developed essays with a clear thesis; g. Identify how types of written texts in a variety of fields (genres) are influenced by audience, situation, and purpose; h. Employ research strategies to collect, analyze, and evaluate data from primary and secondary sources. Required TextS Bean, John C. et. al. (2011). Reading rhetorically (3rd edition). NY: Longman. Rose, Mike. (1989). Lives on the boundary. NY: Free Press. Lane, Janet and Ellen Lange. Writing clearly: An editing guide. (2nd edition). NY: Heinle ELT A college-level English dictionary REQUIRED MATERIALS Four large blue/green testing booklets for in-class essays A stapler Several binder clips A two-pocket paper folder for your final portfolio at the end of the semester TUTORING and other RESOURCES Writing Center: 1st floor, Clark Hall, http://www.sjsu.edu/writing center Learning Assistance Resource Center (LARC): Rm. 600, Student Services Center (located at the 10th St. Garage)  HYPERLINK "http://www.sjsu.edu/larc/" http://www.sjsu.edu/larc/ Peer Mentor Center: 1st floor, Clark Hall. http://www.sjsu.edu/muse/peermentor/ Computer hardware and software assistance see Help Desk, First floor, Clark Hall If you are severely behind in your writing skills, you may want to consider hiring a private tutor, not only for this course, but for your academic career. ONLINE RESOURCES Turnitin.com: We will be using Turnitin.com for the three main writing assignments. To access this site: Go to www.turnitin.com and click New Users in the top right corner. Follow the instructions for setting up an account. Course name: ENGL 100A Course ID: 4229174 Password: masters1 Yahoo! Groups: This group is for my students to have access to the syllabus, major assignments and homework, as well as have a space to ask questions and receive feedback from fellow classmates in a safe and positive environment. I do not check this e-mail, so do not use Yahoo to e-mail me. Use my 91 e-mail. If you miss or are late to class, this is where you take the initiative to see if any homework or assignments have been posted, and ask kindly if your peers will catch you up on what you have missed. It is not my responsibility to catch you up. Go to www.yahoo.com If you do not have a Yahoo! account, you must create one. If you already have one, you will use this to access the group. Go to http://groups.yahoo.com/group/masters-100A Click on join this group on the right side of the page. I will receive an e-mail of your request to join and, after verifying that you are in my class, I will accept you into the group. CLASS RULES AND PARTICIPATION Participation is mandatory. You will fall behind by missing one class. Participating in class equates to actively asking questions, expressing your ideas and being on time. BE ON TIME! It is DISRESPECTFUL to your fellow classmates and to me when you are late. I give out the most important information within the first 10 minutes of class. LATE STUDENTS WILL NOT BE ALLOWED TO ENTER CLASS. There will be a note on the door once class has begun telling you not to enter. This is a very small room, and your delinquency is a severe distraction and will not be tolerated. Students must attend class regularly and on time in order to earn credit for in-class assignments. In-class assignments (freewrites and in-class essays) cannot be made up after the time at which they are assigned. Grading policy This is a portfolio-based writing class. Your grade for the course will be based on only your portfolio and your final exam. During the first 14 weeks of the semester, you will earn points for each assignment or activity that is required as well as for participation. The maximum number of points is 100. You must have at least 70 points in order to be allowed to submit your portfolio and take the final exam. If you have not earned the minimum of 70 points by the 12th week of the semester, you will receive an F. The points you receive prior to submitting your portfolio and the feedback you receive from your instructor on your drafts are intended to ensure that you have a complete portfolio, strong participation in the class, and improvement in your writing through feedback and drafting. The points you receive during this time will not be calculated as part of the final grade. In the final week of the semester, you will assemble your portfolio and write an in-class final essay. The portfolio will contain both in-class and out-of-class writing. All work is expected to be your own. If the instructor has reason to believe otherwise, then he or she has the right to require additional evidence that the work is your own. The final grade will be based on the scores given to your portfolio and final exam by two external readers (not your own instructor). The portfolio is worth 70% and the final exam is worth 30% of the final grade. (see grading rubric and grading scale included in this greensheet). To receive a C or higher for course, you must receive at least 70% out of 100% on your portfolio and final exam combined. Keep track of your own grade throughout the semester using the graded assignments that are returned to you. Progress reports will not be provided. The instructor reserves the right to make changes to this syllabus as necessary during the course of this semester. Description of Assignments AssignmentDescriptionWord countAssessment Rhetorical AnalysisFor this assignment you will analyze a piece of writing you did for a previous course in or closely related to your major, describing the rhetorical strategies you used and how they contributed to the purpose. 2000Maximum 25 pointsDiscipline InvestigationIn this assignment, you will write a report about an interview with a professional in your chosen field; you will collect samples of two types of writing used in that field, and will analyze one of these samples.2000Maximum 25 pointsCritical Reading ReflectionThroughout the semester, you will read sections of a full length work of fiction or non-fiction (in Fall 2011 it is Lives on the boundary) and respond to what you read in a series of reflective journals about your own development as a reader and writer. Two of these will be written in class. At the end of the semester, you will draw on these reflections to write the Critical Reading Reflection.2000Maximum 25 pointsCover LetterThis is a letter to readers of your portfolio in which you explain which of the three above assignments is your best work, and why, citing evidence of your improvement from first to last draft. 500Maximum 5 pointsHomework, quizzes, & participationYour instructor will decide how to assign these points to your class work and participation.1000Maximum 20 pointsBy the 14th week, you must have earned at least 70 points by doing all of the above work, including drafts, peer editing, revisions, etc. If you have not earned at least 70 points, you will not be allowed to submit your portfolio and you will receive an F.Maximum 100 points; minimum 70 pointsFinal PortfolioThe portfolio must include the following: The Portfolio Checklist initialed and signed by both student and instructor; A final, clean copy of three pieces of polished, revised writing comprising at least 6500 words of revised, polished writing for the three main writing assignments (see above); All drafts of each of the three main writing assignments which show instructors comments and a rubric marked by the instructor; The assignment sheets for all assignments. A clean, final draft of the cover letter6500 words of final, polished writing Scored according to the scoring rubric by two external readers. Worth 70% of your grade.Final ExamAn in-class, timed essay, common across all sections of 100A.500 wordsScored according to the scoring rubric by two external readers. Worth 30% of your grade. Grading Rubric to be used in evaluating both the portfolio assignments and the final exam. 4 meets all expectations in the rhetorical choices of assignment, including genre, purpose, format, evidence, tone, and conventions. is well-organized and thoroughly developed. shows good or superior control of grammar, including syntactic variety, range of vocabulary, etc. intelligently addresses assignment. 3 meets most of the rhetorical expectations of the assignment, including purpose, format, etc. is somewhat organized but may require more development. contains some grammatical errors, inappropriate word choice, or incorrect usage that rarely obstruct readers understanding. may address some parts of the assignment better than others. 2 meets few rhetorical expectations of the assignment. shows weak development and cohesion and/or inappropriate rhetorical choices. shows an accumulation of grammar and syntactical errors that interfere with readers understanding. omits or misunderstands major parts of the assignment. 1 fails to meet the rhetorical expectations of assignment. fails to organize and develop ideas. contains grammar and syntactical errors that seriously interfere with readers understanding. fails to address the assignment. Guide to the four categories Rhetorical expectations, including purpose, format, tone, etc. Development and organization Grammar and syntax Addressing the assignment or topic Letter grade to percentage scale A+ 98-100 A 94-97 A- 90-93 B+ 86-89 B 82-85 B- 78-81 C+ 73-77 C 70-73 Serves as alternative satisfaction of the WST C- 66-69 Does not serve as alternative satisfaction of the WST D+ 62-65 D 58-61 D- 54-57 F 53 and lower SCHEDULE OF ASSIGNMENTS WeekMondayWednesdayWeek 1 8/25Course introduction HW: sign up for turnitin.com and Yahoo! groups; buy your booksWeek 2 8/29 9/1Discussion of rhetoric, rhetorical appeals, and rhetorical strategies; audience, purpose, and genre. Intro to Rhetorical Analysis Essay HW: Read RR pp.71-80. Define ethos, pathos and logos.Diagnostic essay in-class (Journal 1) Bring a large blue/green testing book and dictionary HW: RR Ch. 2; LOB Preface and Chapter 1. Who is Roses audience? In what genre(s) does he write? What is his purpose in writing it? Find essay/document for RA EssayWeek 3 9/59/8 No Class Labor Day Campus ClosedCheck student essays/documents (while coming around, work on plagiarism activity) Discussion of diagnostic essays: The 5-paragraph essay. Thesis, structure, coherence, examples.Week 4 9/12-9/15Discussion of RA essay: show sample paper Grammar lesson MLA/APA format, citations, quotations HW: RR pp. 131-146; MLA/APA wrksht.DUE: First draft of Rhetorical Analysis Assignment (bring 2 copies) Peer review/ workshop of Rhetorical Analysis HW: Continue reading LOB Ch. 2 and answer questions on wrkshtWeek 5 9/19-9/22Grammar Lesson Discussion of LOB Chapter 2 In-Class Reading of Chapter 3 Journal 2: Freewrite on LOB so far HW: Finish LOB Ch. 3; work on second draft of RA paperDUE: Second Draft of Rhetorical Analysis Discipline Investigation introduction Adverb, Adjective, Noun Clauses HW: Make appointments for interviews; WC Unit 6: Exercises p. 123-128Week 6 9/26-9/29Journal 3 In-class essay on Ch. 3 HW: Skip LOB Ch. 4; continue with Ch. 5 DUE: Final draft of Rhetorical Analysis Adverb, Adjective, Noun Clauses Contd Subject-Verb Agreement HW: Finish LOB Ch. 5; Journal 4 on Ch. 5Week 7 10/3-10/6 Sample DI paper Draft interview questions; tips RR p. 61: How to summarize HW: WC Grammar Book AssignedDUE: First draft of Discipline Investigation Peer reviews/workshops (bring 2 copies) HW: LOB Skip Ch. 6; Read Ch. 7Week 8 10/10-10/13DUE: Second draft of Discipline Investigation Discussion of LOB Ch. 7 WC Unit 10 Subject-Verb Agreement HW: Unit 10Wordiness vs. conciseness WC Unit 5: Passive Voice RR p. 59 HW: Subject-Verb agreement wrkshtWeek 9 10/17-10/20Introduction to Critical Self-Reflection Discussion of LOB Grammar exerciseDUE: Final draft of Discipline Investigation Discussion of LOB; Ch. 8 read-aloud HW: LOB Ch. 8; wrkshtWeek 10 10/24-10/27DUE: First draft, Critical Self-Reflection Peer Review LOB Epilogue and Afterward Grammar Exercise Discussion of Self Reflection PaperWeek 11 10/31-11/3DUE: Second draft, Critical Self-Reflection Journal 5 In-class essay, LOB Ch. 7/8 Grammar gamesWeek 12 11/7-11/10 DUE: Final draft due Critical Self-Reflection Reading: TBD Students notified if eligible for the portfolioWeek 13 11/14-11/17READING: TBD Portfolio preparation workshop for eligible students; In-Class Final DUE: Portfolio to be submitted by eligible students Week 13 11/19Saturday: Holistic Reading of Portfolios by 100A facultyDropping the course Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semesters Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The HYPERLINK "../AppData/Local/Microsoft/Windows/Desktop/Late Drop Policy"Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. If you pass the WST after the drop deadline, you will not be able to drop 100A or withdraw without penalty. You will only be allowed to withdraw for the reasons specified in the late drop policy. Information about the latest changes and news is available at the Advising Hub at  HYPERLINK "http://www.sjsu.edu/advising/" http://www.sjsu.edu/advising/. CR/NCR: 100A is graded A-F. CR/NCR is not an option in this course because a credit in 100A will not serve as alternative satisfaction of the WST requirement. Incompletes: No incompletes will be given for 100A. OTHER IMPORTANT COURSE POLICIES Statement of Plagiarism: The LLD Department would like to emphasize that we adhere strictly to the rules against plagiarism as set forth in the 91 Catalog. The Catalog defines plagiarism as follows: Plagiarism. At 91, plagiarism is the act of representing the work of another as ones own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91 includes but is not limited to: The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones own work; and Representing anothers artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures or similar works as ones own.(available at  HYPERLINK "http://info.sjsu.edu/static/catalog/policies.html" http://info.sjsu.edu/static/catalog/policies.html - Student Responsibilities - Discipline Policy on Academic Dishonesty 1.0 Definitions of Academic Dishonesty) Should a student plagiarize in any Linguistics or LLD course, the instructor will report the student to the Universitys Office of Student Conduct and Ethical Development. Also, points will be deducted from the assignment/course depending on the severity of the policy violation. How to avoid plagiarism It is not always easy to recognize whether you are legitimately citing the work of others or whether you have crossed the line into plagiarism. To become acquainted with what plagiarism is and how to avoid it, the following 91 website offers definitions, policies, and links to useful websites offering guidelines in plagiarism prevention. Students are fully accountable for understanding these policies.  HYPERLINK "http://www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm" www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm Academic integrity statement (from Office of Judicial Affairs): Your own commitment to learning, as evidenced by your enrollment at San Jos State University and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at  HYPERLINK "http://www2.sjsu.edu/senate/S04-12.pdf" \t "_blank" http://www2.sjsu.edu/senate/S04-12.pdf Academic Honesty: Faculty will make every reasonable effort to foster honest academic conduct in their courses.They will secure examinations and their answers so that students cannot have prior access to them and proctor examinations to prevent students from copying or exchanging information.They will be on the alert for plagiarism.Faculty will provide additional information, ideally on the green sheet, about other unacceptable procedures in class work and examinations. Students who are caught cheating will be reported to the Judicial Affairs Officer of the University, as prescribed by Academic Senate Policy S04-12. Campus policy in compliance with the Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability. DRCs phone number is 924-6000. Expectations about classroom behavior; see Academic Senate Policy S90-5 on Student Rights and Responsibilities. ( HYPERLINK "http://www2.sjsu.edu/senate/s90-5.htm" http://www2.sjsu.edu/senate/s90-5.htm). If you would like to include in your paper any material you have submitted, or plan to submit, for another class, please note that 91s Academic Integrity policy S04-12 requires approval by both instructors. ( HYPERLINK "http://www2.sjsu.edu/senate/S04-12.pdf" http://www2.sjsu.edu/senate/S04-12.pdf and academic dishonesty  HYPERLINK "http://sa.sjsu.edu/download/judicial/Academic_Dishonesty_Policy.pdf" http://sa.sjsu.edu/download/judicial/Academic_Dishonesty_Policy.pdf). Be here now.  This course has been adapted from a similar one developed by Julian Heather and Fiona Glade at CSU Sacramento.     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