ࡱ> y .^bjbj ;{{]Us]||   88 ! L8#####%% &KKKKKKK$NBQK &%@% & &K##KS+S+S+ &##KS+ &KS+S+6-GI#P_(x HqKK0L)HQ*6Q8IQI & &S+ & & & & &KKS+ & & &L & & & &Q & & & & & & & & &| :  San Jos State University ENGL or LLD 100A Writing Competency Through Genres Course Greensheet Spring 2012 Instructor: Katie Masters Email: Katherine.Masters@sjsu.edu Office: Faculty Office Building 217 Office Phone: Contact me by e-mail. I am almost always online, and will get back to you within 24 hours, and within 48 hours if your question is asked going into the weekend or during the weekend. Office Hours: Wednesdays, 9-11 a.m. Course Day/Time: Tues/Thurs, 10:30-11:45 a.m., 1:30-2:45 p.m., 3-4:15 p.m., Health Building 405 Prerequisites: Passed ENGL 1B or equivalent; taken WST at least once without passing. 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 situationally 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 Textbooks and Materials Course Reader. Access it at www.dropbox.com Rose, Mike. The Mind at Work: Valuing the Intelligence of the American Worker. New York: Penguin. 2004. Troyka, Lynn Q. and Douglas Hesse. Quick Access Compact. 2nd Ed. New Jersey: Prentice Hall. 2010. A college-level English dictionary Internet access TUTORING and other RESOURCES Writing Center: 1st floor, Clark Hall, http://www.sjsu.edu/writing center Peer Mentor Center: 1st floor, Clark Hall. http://www.sjsu.edu/muse/peermentor/ 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/ Computer hardware and software assistance please see Help Desk, First floor, Clark Hall ONLINE RESOURCES Turnitin.com: We will be using Turnitin.com for the three main writing assignments. ID: 4757345 PW: kmasters1 CLASS RULES AND PARTICIPATION You will easily fall behind by missing even one class. This course is NOT a regular course and ends almost one month earlier than your other courses. This means that each lecture is packed with information. Be on time. I do not enjoy sounding mean when I write this, but it is disrespectful to your fellow classmates and to me when you are late, loudly walking in and ruffling through your bag for your pencil and notebook, looking around bewildered and wondering what we are doing, and rudely interrupting your peers concentration next to you by asking him/her to fill you in on what we are talking about. I give out the most important information within the first 10-15 minutes of class. Be here now. One of my favorite Buddhist philosophies, this statement helps us understand that we are here today with certain goals that we need to accomplish, but that there are many obstacles in our way. There is nothing we can do but take it one day at a time, and do what we need to do to carry on with our academic careers. It is imperative that you are here, meaning you are focusing on your work in my class and taking it seriously. Grading policy and ASSIGNMENTS This is a portfolio-based writing class. Your final grade for the course will be based on scores given to 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. You are encouraged to use the tutoring services on campus if you or your instructor feel that you need additional support, but 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. In the final weeks of the semester, you will assemble your portfolio and write an in-class final essay. The final grade will be based on the scores given to your portfolio and final exam by two readers. 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. After the portfolio and final exam are scored, the instructor may choose to petition a low-pass portfolio or final exam for a higher score if she or he believes the score is inaccurate. To be considered for such a petition, the student must be in good standing in the course and have excellent, consistent participation in all classroom activities. The instructor may also choose to allow students with failing portfolios the option of spending the last week of the semester working one-to-one with the instructor to improve and resubmit the portfolio (but not the final exam) for another reading. To be considered for this option, a student must be in good standing in the course and have excellent, consistent participation in all classroom activities. Description of Assignments AssignmentDescriptionWord countAssessment Rhetorical Analysis [SLOs a h]For 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 Investigation [SLOs a-h]In 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 Reflection [SLOs a-h]Throughout the semester, you will read sections of a full length work of fiction or non-fiction (in Spring 2012 it is The Mind at Work) and respond to what you read in a series of reflective journals. 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 Letter [SLOs a-h]This 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, & participation [SLOs a-h]Your 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 Portfolio [SLOs a-h]The 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); First and intermediate draft 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 letter.6500 words of final, polished writing Scored according to the scoring rubric by two 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 readers. Worth 30% of your grade. Grading Rubric to be used in evaluating both the portfolio assignments and the final exam. The writing 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 or lower F Not eligible for portfolio and final exam The greensheet is subject to change at any time, and you will be notified of these changes in class and by e-mail. Note: All HW assigned in a box is due the next class meeting. For example, the HW in Thursday, 2/9 box is due the following Tuesday, 2/14, where it says Due in bold. WeekTuesdayThursdayWeek 1 1/26 Course introduction Key concepts: rhetoric, discourse communities, genres, and rhetorical analysis [SLOs d,g,h]Week 2 1/31-2/2Rhetorical strategies activity purpose, audience, genre [SLOS d,g,h] Seven Secrets to a Great Nap (Cliff) The Restorative Effect of Naps (Mednick) [SLOS d,e,g] Diagnostic essay in-class (Journal 1) (2 pts) Bring large blue/green book, pencil or pen, and dictionary [SLOS a,c,d,f]Week 3 2/7-2/9Rhetorical analysis assignment (RA) [SLOS a-h] Introduction to Mind at Work (p.xi-xxxi) [SLOs e,g,h] HW: Bring in an old essay or article for WedDue: Bring in old essay or article (group activity on rhetorical strategies while I check assignments) Discussion of diagnostic: the 5-paragraph essay [SLOs a,b,c,d,f] HW: MW Ch. 1 and worksheet (3 pts) [SLOs e,g]Week 4 2/14-2/16Due: HW MW Ch. 1 worksheet Discussion of MW HW [SLOs e,g] Plagiarism activity [SLOs b,h] Style: QA: Quoting, Paraphrasing, Summarizing [SLOS b,c,d,h]DUE: First draft of RA - Peer Review [SLOS a-h] Bring 2 copies of essay to class HW: MW Ch. 2 (31-55) and worksheet (3 pts) [SLOs e,g]Week 5 2/21-2/23Due: MW Ch.2 worksheet Discussion of MW Ch. 2 [SLOs e,g] Grammar: QA: Fragments. Run-Ons, Comma Splices [SLO a] Sample RA essay [SLOs a-h]DUE: Second Draft of RA to turnitin.com Grammar: QA: Fragments. Run-Ons, Comma Splices [SLO a] HW: MW Ch. 3 and half of Ch. 4 (56-80) Compare and contrast activity (Journal 2)( 2 pts) [SLOs a,c,d,e,g,h]Week 6 2/28-3/1Due: Journal 2 typed, double-spaced Introduction to Discipline Investigation (DI) [SLOS a-h] Grammar: QA: Verbs [SLO a] HW: Find an interviewee for DI assignmentInterview skills summarizing important info [SLOs c,h] Grammar: QA: Verbs [SLO a] HW: Find an interviewee HW: MW The rest of Ch. 4 and Ch. 5 (81-115) [SLOs e,g]Week 7 3/6-3/8 DUE: Final draft of RA to turnitin.com (25 pts) MW activity [SLOs d,e,h] Grammar: QA: Verbs [SLO a] HW: Should be conducting interviews for DI this weekStyle: QA: verbs, other word form choices [SLO a,d] HW: MW Ch. 6 (116-141) (in-class essay will be on this reading) [SLOs e,g]Week 8 3/13-3/15In-class essay (Journal 3) (2 pts) [SLOS a-h] Bring large blue/green book, pencil or pen, and dictionaryDUE: First draft of Discipline Investigation Peer Review. Bring 2 copies to class [SLOs a-h] Make appointments for conferences next week Week 9 3/20-3/22Mandatory Student Conferences Monday, today and Wednesday: DUE: 2nd draft of DI to Me at Conference [SLOs b,d]Sample DI paper [SLOs a-h] MW activity [SLOs d,e,h] HW: MW (Journal 4) Reflection on Chs. 1-6 to jumpstart ideas for CRR (2 pts) [SLOs a,c,d,e,g,h] 3/27-3/29SPRING BREAKSPRING BREAKWeek 10 4/3-4/5Due: Journal 4 typed, double-spaced Critical Reading Reflection (CRR) [SLOs a-h] Style: QA: Wordiness vs. conciseness [SLOs a,d] HW: MW: Ch. 7 (141-166) [SLO e]DUE: Final draft of Discipline Investigation to turnitin.com (25 pts) [SLOs a-h] Style: QA: Wordiness vs. conciseness; choosing the right word [SLOs a,d] Extensive MW work Ch. 7 and 8 [SLO e,g,h] HW: MW: Finish Ch. 8 [SLO e]Week 11 4/10-4/12Discussion of MW Ch. 8 [SLOs e,g] Self-Reflection Activity:Learning Styles and Multiple Intelligences Theory (4 pts) [SLOs a-h]Due: Multiple Intelligences Activity Assign cover letter (5 pts) [SLOS a-h]Week 12 4/17-4/19Due: First draft, CRR -- Peer Review [SLOs a-h] Bring 2 copies to classCRR Workshop bring your laptops and resources [SLOs a-h] Activity with MW conclusion (195-216) [SLOs d,e]Week 13 4/24-4/26DUE: Final draft, CRR (25 pts) [SLOS a-h] Preparing for the final exam Cover letters, resumes, e-mail, memos [SLOs a,d,g]Due: Cover letter In-Class essay (Journal 5) (2 pts) [SLOS a-h] Bring large blue/green book, pencil or pen, and dictionaryWeek 14 5/1-5/3Administer SOTES Cover letter returned Preparing for the final exam HW: Revise cover letter and out-of-class essays for your final portfolio [SLO c]Due: Portfolio Portfolio preparation workshop for eligible students Students notified if they are not eligible for the portfolio and final exam. Week 14 Final Exam Friday 5/4, or Sat. 5/5. Week 15 5/7-5/11Portfolio reading takes place between 5/3 and 5/11 EXAM Reading Day is Friday May 11th or Saturday May 12.Week 16  Portfolios returned to students (5/14-5/15)Exam week 5/17-5/23Resubmitted portfolios are due 5/18; Results by 5/23Dropping 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/Downloads/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 and English Departments 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 ENGL or LLD 96 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). Evacuation plan for the classroom. See posted information in classroom.  This course has been adapted from a similar one developed by Julian Heather and Fiona Glade at CSU Sacramento.     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