Welcome to ENGLISH COMPOSITION 102 Spring 2014 Semester! March 18-May 6, 2014
No matter which tool one uses to write, the English language remains the same. Get ready to apply critical thinking to contemporary issues – expressing your ideas via the fundamentals of English. As your instructor, I’m committed to your success. I believe everyone has the potential to be an effective writer. I believe everyone can master the basics of effective writing to be successful in college, in the workplace, and in life. I’m here to help you achieve this goal. If you dedicate yourself to the process, you will learn. I can be reached at email@example.com. I love to hear from my students! I will respond to your emails within 24 hours from Monday 12:00 p.m-Thursday, 5:00 p.m. If you send a message to me after 5:00 p.m. Thursday, please understand you likely will not get a response until Monday afternoon. Pat Feeney A Few Words about this Course This class comprises the curriculum of my 16-week course, less the speaking component. Sometimes students believe an online or a late-start class (in this case, both) is an easier version of the original. Please understand this is not the case. To impart the requirements of Comp II, I must assign work at a fast clip. There is little lee-way to revise curriculum to accomodate additional instruction. Be prepared to devote approximately 8-10 hours/week to this course; if you are unable to do so, you may wish to reconsider taking this class. Read the times assignments are due (page 4 of this document) to see if this will be workable for you. If you stay on task with the assignments, you will realize great strides in your work. Each assignment builds on the previous assignments, incorporating grammar, punctuation, essay structure, critical thinking, and research in your writing. Required Text: Optional Text:
The St. Martin's Guide to Writing, 10th ed., Axelrod and Cooper MLA Handbook for Writers of Research Papers , 7th ed., Modern Language Association
2 Feeney, English Composition II, Spring 2014, Online 8-Week Class How to Succeed in this Course: Read the Syllabus, Course Overview, Requirements, Policies, and College Services. Because this is an online class, it’s vital that you own responsibility to understand the assignments, the dates due, and the criteria used to assess your work. Rubrics for each written assignment apear in Course Content on Blackboard. The syllabus directs you to the submission point, e.g., Assignment Board, Discussion Board, Turn-It-In. Assignments due appear in bold/maroon on the syllabus. Observe the times/dates due! (See page 4 of this document.) You may work ahead on assignments at your own pace, provided you do the work sequentially. For example, don’t do essay preps until you’ve completed your research. Study the handouts from the Writing Center. Read the textbook assignments. Watch the videos linked to your syllabus!! They provide simple explanations of complicated writing concepts that are covered in the quizzes and final exam.
If you snooze, you lose. No credit given for sweet dreams. Get to know your classmates to build your work team.
Form your teams! Your work will improve and you may make new friends.
3 Feeney, English Composition II, Spring 2014, Online 8-Week Class Your second paper, Aruging a Position, requires in-depth critical analysis of sources. You will work with your classmates to share the research and annotations that explore a topic the team chooses (from the list I provide). During the first week you will post a “getting-to-know you” introduction on Blackboard. Read these introductions and identify students with whom you would like to work. Teams may contain no fewer than four members and no more than six. The sooner you reach out to others, the more likely you’ll work with classmates of your choosing! Activate your stlcc email address and ensure you have ready access to Blackboard. Click http://www.stlcc.edu/studentemail and follow directions on the Getting Started link at the top right to activate your mail. Once your email is activated, check it frequently for emails about this class, as well as from other instructors about course work and official communication from the college about financial aid, registration deadlines, etc. If you have difficulties opening course work on Blackboard, immediately contact our Blackboard administrator, Abby DeShane, at 636-422-2012.
This handsome devil followed directions. His account is live! Use the class Discussion Boards! Two are open at all times: Class Questions and Comments, and Anything.The first is designed for your course-related posts. If you post a question, I will respond and the rest of the class will be able to see the response. (However, if the post is during off hours – or after 5 PM Thursday-Monday noon – you won’t receive an immediate response.) You are encouraged to respond to your classmates’ questions and comments, as well. This is an interactive site. Please don’t send courserelated questions to me via email; use the Discussion Board so the rest of the class may read the response!
4 Feeney, English Composition II, Spring 2014, Online 8-Week Class The second Discussion Board, Anything, is for use as a social site. Post whatever you’d like on this site. It’s a virtual student union in a bricks-andmortar college experience. Please keep posts to PG-13 content and language! Use the campus Writing Center to maximize your success. You are required to use the Center for your first paper,Analyzing a Creative Work. You may consult the Writing Center tutor at any point in the writing process. Obtain documentation of your “visit” no later than April 7 to earn the 30 points. You may go in person to the Center (first floor) M-Th, 9:30-2:30; no appointment is needed. Or, you may submit the paper online. If you go in person, ask the tutor to send me an email to notify me of the visit. To use the online option, click on the Wildwood Campus on the STLCC home page. (The top of the home page shows a menu with “Campuses.” Click on this for a drop-down menu. Click “Wildwood.”) Then click on “Academic Support” from the left-hand menu. Scroll to “Wildwood Online Writing Center,” click on the submission link and follow the instructions. You must include the essay with the tutor’s comments when you submit your assignment. Online papers submitted to the Writing Center after 12 p.m. Thursday will not be reviewed until the following week; you may not receive feedback on your paper until the next Tuesday. Thus, you must allow time for the Writing Center tutor to review the work. There is no fee for the Writing Center. Complete assignments on time. Tuesday assignments are due by 12 AM on Tuesdays; Thursday assignments are due by 12:00 AM on Fridays. Thus, Tuesday assignments must be posted by the last clock-minute of Monday and Thursday assignments must be posted by the last clock-minute of Thursday. Assignments are time-stamped. Assignment Discussion Board posts, Research Assignments, and Essay Preps submitted past the time due will earn NO points. Late Demonstration Assignments lose 5 points each day past due. Apply feedback. Revise your writing and adhere to the rubrics. Incorporate feedback from me and the the writing tutor. Neither I nor the tutor will edit your paper. We provide general feedback about the essay structure and signal the first couple times you make a common error, e.g., comma splices, run-on sentences, etc. However, you will be expected to correct the mistakes cited and find subsequent instances of the same to correct them.
5 Feeney, English Composition II, Spring 2014, Online 8-Week Class Take charge of your learning. Post questions to the Discussion Board. Email me your concerns. Talk with your classmates. Build your work team. Send up a flag! Because this class is compressed, it’s imperative that you stay on task. If you have a concern, let me know immediately.
I’ll can help you get past this!! Read well written books. They leave an imprint that carries to your writing.
→ Pat Feeney’s version of the shortest distance between two points. Components of the Final Grade:
6 Feeney, English Composition II, Spring 2014, Online 8-Week Class FOUNDATION ASSIGNMENTS: 50 pts. Discussion Board Posts: 5 @ 10 points each 50 pts. Plagiarism Test 100 pts. Essay Prep Assignments: 4 @ 25 pts. each 30 pts. Use of Writing Center (no later than April 7) 40 pts. Research Assignments: 4@ 10 pts. each 30 pts. Class Participation (on Discussion Board, Team Building) 300 pts. DEMONSTRATION ASSIGNMENTS: 100 pts. Assignment #1: Essay, Analyzing a Creative Work 100 pts. Assignment #2: Annotating Sources 100 pt Assignment #3: Essay, Arguing a Position 300 FINAL EXAM 100 700 pts. Total points available Extra Credit Opportunities These points can boost your grade. There is no penalty if you skip one or all. However, the quizzes capture vital issues needed for the essays and comprise the content of the Final Exam! (You have no access to quizzes after the due dates.) 45 pts. Quizzes covering grammar, punctuation, and structure: 9 @ 5 points each. 10 pts. Team leader. Each group will elect one leader who will have responsibility to serve as the groupâ€™s point person. Only this person earns extra credit. Final Grade Assignment by Points A: 630-700 B: 560-629 C: 490-559
Following your Progress in Grade Book Please disregard the percentages shown in Grade Book. Because extra-credit assignments are linked to Grade Book, they are included in this calculation. Thus, you could be penalized for choosing not to do an extra-credit assignment! Fear not! I consider only the total points accrued which include extra-credit points. Assignment due dates are listed on the syllabus and class calendar. Both are located in Course Content.
7 Feeney, English Composition II, Spring 2014, Online 8-Week Class Submitting Assignments to Turn-It-In Essay Preps, Research Assignments, and Demonstration Assignments #1, #2, and #3 will be submitted to Turn-It-In, which will appear on the Assignment Board of Blackboard. You do not need to secure a Turn-It-In account; you will be granted access through the Blackboard link. After you submit your assignment to Turn-It-In, a report will be returned to you within 72 hours (but generally the same day), depending on how busy the program is. Turn-It-In is an international data base and service that examines papers for plagiarism. Your report will provide an originality score (percent that could be considered plagiarized), as well as a mark-up highlighting questionable passages and their origins: journals, Internet sources, other student papers, etc. Examine these reports carefully. Assignment #2 must include summaries – NOT a cut-and-paste of another’s summary of the source. Thus, there must be no highlighted areas in the Turn-It-In report. The final drafts of your Demonstration Assignments #1 and #3 must be free of plagiarism. You may submit the essays multiple times to Turn-It-In up to the date/time due; I expect you to correct any highlighted areas. Please review pages 18-19 of this document concerning plagiarism. Also, consult the document under Course Content, Forms of Plagiarism. Use these sources to prepare for the 3/25 plagiarism test. Don’t Let the Writing Process Get You Down! This syllabus may feel like a lot to absorb. In addition, it’s not unusual to have discouraging moments in a writing class. I know. I’m a professional writer and there are days I don’t think I can perfect a single passage. But writing is a process. It’s a marathon, not a sprint, and good writing doesn’t happen in a magical moment of inspiration. It’s the result of hard work and a willingness to revise. And revise. And revise again.
Becoming an effective writer can be challenging. You can overcome the obstacles and be successful. Let me know when I can assist you!
8 Feeney, English Composition II, Spring 2014, Online 8-Week Class ENGLISH Composition II, Spring 2014 Online, 8-Week Class SYLLABUS Tues. 3/18
Class opens. Read the complete syllabus and course policies statement. Activate your STLCC e-mail account. Be ready to submit your first assignments by 12:00 AM Friday. Read ahead to assignments due next Tuesday; don’t wait until the last minute to do research for your first essay!
Thurs. 3/20 Research Assignment #1: Plagiarism Tutorial http://www.lib.usm.edu/legacy/plag/pretest.php
(Follow the link, view, then submit post-test to firstname.lastname@example.org) * Review p. 18-19 of syllabus (plagiarism). *Reading Assignment: “Evaluating Sources,” Chap. 25, 690-96 * Paraphrasing, p. 706-8 * Point of View. Prepare (Quiz #1 prep) (View the link below.) http://www.Flocabulary.com/point-of-view
Quiz #1: Located on the Assignment Board. Discussion Board Post #1, Self-Introduction: Post to Discussion Board. (Follow the instructions located under Course Content for Discussion Board rubric and grading for this and other posts.) Write a brief introduction of yourself to the class. You’re expected to read your classmates’ introductions. You will choose research teammates based on your interests. Feel free to contact each other as soon as you like; the sooner you begin, the sooner you’ll have your team. A team comprises a minimum of 4 students and maximum of 6. Open with your STLCC email address. Your classmates need a simple way to reach you. Then, answer the following: In what semester of your college experience are you? What are your academic aspirations, e.g., Associate Degree, Certification, Bachelor’s Degree, or undecided? What are your career aspirations? (Don’t worry if you’re unsure. Simply tell us what you think you’d like to do.) What do you like to do for relaxation? Discussion Board Post #2. Read instructions on Discussion Board.
9 Feeney, English Composition II, Spring 2014, Online 8-Week Class Tues. 3/25
*Primary and secondary sources. http://www.youtube.com/watch?v=g0plq2E9ZjQ
*MLA documentation and resources: MLA Style, p. 709-38 http://library.austincc.edu/help/MLAtutorial/mla/
Please note: the Austin CC link, though excellent in most ways, contains some slight errors, e.g., puctuation for in-text citations must appear AFTER the citation, not before. I encourage you to take the practice run on each of the four segments of this tutorial. When preparint your Works Cited pages, perfect the small errors in the tutorial by following the instruction from our Writing Center (below). http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
Read the Guidelines for Analyzing a Creative Work on Course Content. This document explains the assignment and gives examples. *
Composition II, Research, on Course Content
(pages 18-19) of this document concerning plagiarism. Also, consult the document on Course Content, Forms of Plagiarism. *Inverted Triangle, on Course Content (Quiz #2 prep) *Thesis Statement, Introductory Paragraphs, and Opening Paragraph; Arguing: 608-17. (Quiz #2 prep). https://www.youtube.com/watch?v=DIaUowHUNsg
* Comma Splices and Run-On Sentences (Quiz #3 prep) Avoiding Comma Splices, p. 291; H: 5; Run-On Sentences, H: 7-8; Semicolons, H: 58-9 http://www.youtube.com/watch?v=Xc3ZkYtP7m8 http://www.youtube.com/watch?v=mQfJdhyeQfU http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
10 Feeney, English Composition II, Spring 2014, Online 8-Week Class *Topic Sentence/Paragraph (Quiz #4 prep) Topic Sentences: 549-52
Quiz #2: Assignment Board Quiz #3: Assignment Board Quiz #4: Assignment Board Plagiarism Test: Assignment Board Research Assignment #2: Turn-It-In (On Assignment Board). Choose a topic for Analyzing a Creative Work. Using STLCC library resources, locate and annotate three sources for your essay. Do NOT use sources from a general online search, such as Google. Similarly, Wikipedia entries are not accepted. 1) Write a paragraph for each source that summarizes the content and evaluates it for strength, fairness, credibility, and relationship to your topic. 2) State if the source is primary or secondary. 3) List the MLA entry for a Works Cited list. This assignment should be no longer than 1.5 pages. Use Composition II, Research (Course Content) to guide your research and to learn a quick way to create Works Cited entries. Thur. 3/27 * The Sentence Fragment (Quiz #5 prep) Sentence Fragments H: 8-9 http://smrtvideolessons.com/2013/07/26/sentence-fragments/ http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
* Concluding Paragraphs (Quiz #6 prep)
http://learnzillion.com/lessons/1297-draft-a-conclusion-paragraph-for-an-opinionessay http://www.youtube.com/watch?v=pvs9IpA5O2s http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
Quiz #5: Assignment Board Quiz #6: Assignment Board
11 Feeney, English Composition II, Spring 2014, Online 8-Week Class Essay Prep #1: Turn-It-In. Write the first 800 words of the essay, Analyzing a Creative Work. Place a word count on the upper left-hand corner of the assignment. Incorporate the foundations of mechanics and writing. Use the opening paragraph and inverted triangle to begin the essay and state the thesis. Successive paragraphs must address points from the forecast, citing research for support. Team Building: Discussion Board Post #3.State the names of at least two students with whom youâ€™ve communicated to discuss forming a group. This contact may be by email, or if you and another student agree, by text or phone. Tues. 4/1
* Commas (Quiz #7 prep) Commas: H: 51-54; Unnecessary Commas, H: 55-57; Conjunctions and Dependent Clauses, H: 107-09 http://www.engvid.com/commas-punctuation-english-writing/
*Pronoun and Antecedent Agreement (Quiz #8 Prep) Pronouns, H: 12-16 http://www.youtube.com/watch?v=AC-hndrc0Gk http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
*Capitalization (Quiz #9 Prep) Capitalization, H: 74-80
http://www.time4writing.com/writing-mechanics/capitalization/ View video, slide show, take the quiz, play the game. http://www.stlcc.edu/Student_Resources/Academic_Resources/Resources.html
Quiz #7: Assignment Board Quiz #8: Assignment Board Quiz #9: Assignment Board Essay Prep #2: Turn-It-In. Revise the first 800 words of your essay and write an additional 700 words and your Works Cited page. Refer to the MLA resources and Composition II, Research (page 9 of syllabus) for help with Works Cited.
12 Feeney, English Composition II, Spring 2014, Online 8-Week Class On page one, place a word count, which must NOT include the Works Cited page. Your essay must contain at least one counterargument; you must refute or accommodate the counterargument. Refer to Counterarguments (in Course Content) for an explanation. Team Building: Discussion Board Post #4. Report communications with at least two more classmates. Offline, form teams, choose team leaders and topics. Review Arguing a Position, Topics, in Course Content to determine your team’s topic. If you havn’t joined a team, send me an email, email@example.com, and I’ll assign you to a team. Thurs. 4/3
No assignments due. Polish your essays.
Don’t Get Discouraged As You Write. Take it Bird by Bird! Mon. 4/7
Last Day to Visit the Writing Center for Credit (in person or online). Please review guidelines on page 4. It may be too late to submit online!
Demonstration Assignment #1, Analyzing a Creative Work: TurnIt-In. If you used the online Writing Center, email your copy with the tutor’s markup: firstname.lastname@example.org. If you visited the Writing Center in person, I must receive an email from the tutor. Team Building: Extra-credit for Team Leaders. Report members and topic to Discussion Bd. *Conduct research of topic for Arguing a Position. It’s critical that the teams work together and share sources. Team leaders, facilitate this process to ensure everyone is participating in the Group links. Talk to each other about what you’re finding; discuss with your team if you’re hitting a roadblock. Don’t hesitate to contact the librarian!
Group Work: RESEARCH!
13 Feeney, English Composition II, Spring 2014, Online 8-Week Class Thurs. 4/10 Research #3: Turn-It-In. Evaluate four PRIMARY sources that will be used to support your topic for Arguing a Position. Annotate the sources: Write a paragraph for each source that summarizes the content (briefly!) and evaluates the text for its strength, fairness, credibility, and relationship to the topic. You should NOT have a position on the topic yet. Email me the source if you aren’t sure if it’s primary. However, I will not review more than one source per student. State WHY the source is considered primary and what point or “side” it could support in the argument. The MLA citation must appear at the bottom of the paragraph. Distribute your annotations to your team via the Group link on Blackboard; consider if any of your teammates’ sources interest you. As a team, you should produce at least 16 different primary articles. Though there may be some overlap in your choice of articles, each annotation assignment must be original!! If you identify sources from your teammates’ research you would like to consider for your essay, locate the source and read it. You may NOT cite a source unless you’ve read it. Tues. 4/15
Research #4: Turn-It-In. Research, evaluate, and annotate four additional souces; they may be primary or secondary. (You will be required to have at least five primary sources in the essay.) Follow the annotation instructions from 4/10. Distribute your annotations to your team via the Group link on Blackboard.
Thurs. 4/17 Demonstration Assignment #2, Annotating Sources: Turn-It-In. Determine your thesis (position in the argument) and create a single document of at least eight annotated sources (summaries/critiques) you will use for your essay. Some of these may be sources you turned in for Research Assignments; however, I expect you will locate additional sources from your team’s work. At the top of the document write your thesis and forecast. (Refer to Guidelines for Analyzing a Creative Work for examples. Also, review the video links and library sources to refresh your understanding.) To receive credit, you may not turn in the annotated sources without your thesis AND forecast. You must cite at least eight sources in this essay, five of which must be primary. These must appear in this Demonstration Assignment.
14 Feeney, English Composition II, Spring 2014, Online 8-Week Class Tues. 4/22 Essay Prep #3: Turn-It-In. Write the first 900 words of your essay, Arguing a Position. Include a word count on the first page, left-hand corner. To stay on task with your essay, 900 words should comprise your opening paragraph (inverted triangle), thesis, forecast, and a number of supporting paragraphs. Watch for rocky transitions from paragraph to paragraph. You don’t want the reader to experience “whiplash” as he/she reads the essay. Write smooth transitions, drawing on phrases such as “despite this issue,” “although these data are persuasive,” to open a paragraph. A good transition gives a nod to what was discussed in the previous paragraph and moves the reader to the new topic sentence. Follow the rubric (in Course Content). Thurs. 4/24 Essay Prep #4: Turn-It-In. Revise the first 900 words of your essay; write the second 900 words and the Works Cited page. Post a word count on the first page, upper left-hand corner; the word count must not include the Works Cited page. Carefully check your essay against the rubric; adhering to the rubric results in higher scores! Discussion Board Post #5 Post your evaluation of the course. You may address content, concepts, execution, or other aspects of your learning experience. Please state what you liked most about the course, what you liked least, and why. I’d love this to be an active discussion on the Board. Help me improve my next online course by keeping what works and eliminating what doesn’t work. Your comments will not affect your grade – unless you make none!
LAST DAY TO WITHDRAW FROM CLASS
Tues. 4/29 No assignments due. Polish Arguing a Position. Thurs. 5/1
Demonstration Assignment #3, Arguing a Position: Turn-It-In.
Final Exam: Assignment Board.
15 Feeney, English Composition II, Spring 2014, Online 8-Week Class
ENGLISH Composition II Course Description,Requirements, Policies, and College Services Prerequisite: A grade of C or better in ENG 101 or the equivalent. Course Description: College Composition II is a course in composition that focuses on documented research, analysis, argument, and critical evaluation. This 8-week course is writing intensive. Learning Objectives: Refine writing and editing skills learned in previous composition courses Develop critical thinking and reading skills Be able to suspend judgment while considering different perspectives Develop the ability to use college resources to further improve writing skills, e.g., the Writing Center, Computer Center, and the college library Expected Knowledge/Skills, Goals/Performance Outcomes: A. Students will complete writing assignments that have clear purposes and defined audiences, which are fostered by a writing process--brainstorming, prewriting, outlining/planning, drafting, peer review, final drafts, and revision. B. Students will write persuasive- and argumentative-based documents that integrate and contextualize their ideas with others' ideas in an ethical and effective manner. C. Students, through written documents and classroom participation, will support their ideas through using relevant source material and evidence with a focus on valid reasoning. D. Students will conduct significant research and be able to retrieve information in an efficient and ethical manner. E. Students will be able to discuss, evaluate, critique, and write about others' arguments by focusing on writers' tone, assumptions, evidence, and their appeals to ethics/character, reason, and emotion. F. Students will write well-reasoned arguments with sufficient evidence that incorporate appropriate summary, paraphrase, and quotations from various sources. G. Students will focus some of their reading, writing, and thinking on problemsolving, finding appropriate solutions, and recognizing their broader implications.
16 Feeney, English Composition II, Spring 2014, Online 8-Week Class H. Students will learn how to recognize flaws in logic and be able to distinguish facts from opinions, preferences, and inferences, while also being able to recognize common logical fallacies. I. Students will synthesize and analyze various viewpoints, opinions, and perspectives by doing research through traditional and electronic means. J. Students will analyze and evaluate different perspectives on specific issues, while recognizing the ethical, cultural, and societal implications for each. K. Students will recognize multiple perspectives and biases while developing one's own perspective through reading, class participation, and writing. Expected Knowledge/Skills Reinforcement Outcomes: Valuing Recognize conflicts within and between value systems. Analyze ethical issues as they arise in a variety of contexts. Consider multiple perspectives, recognize biases, deal with ambiguity. Higher Order Thinking Identify, articulate, and evaluate the arguments of others. Reason logically and make informed judgments by distinguishing among facts, opinions, inferences, and underlying assumptions. Synthesize information from a variety of sources. Integrate ideas by using linguistic, mathematical, and other symbolic approaches to describe problems and identify alternate solutions. Make choices among alternative solutions and defend conclusions using relevant evidence and reasoned argument. Solve problems by developing and testing hypotheses, modeling situations or thinking creatively. Managing Information Determine information needs by exploring topics from various perspectives. Develop information-seeking strategies to locate and retrieve information through traditional and electronic means using appropriate ethical standards. Acquire information comprehensively and efficiently. Analyze information relative to need and awareness of various perceptual and cognitive filters. Analyze information systematically using appropriate methodology proportionate to the scope of the inquiry. Synthesize information to construct meaning and integrate knowledge. Use information to solve problems, present arguments or make informed decisions.
17 Feeney, English Composition II, Spring 2014, Online 8-Week Class Evaluate information, problem-solving processes and product through reflection and revision to ensure continuous improvement. Course Writing Requirements: Course writing takes the following forms: annotated sources; research paper supporting an argument; a critical analysis essay; Discussion Board posts calling on critical thinking and writing skills. Course Withdrawal: Students who wish to withdraw from a course must initiate and complete the withdrawal at the Advising and Counseling office by the withdrawal deadline, April 25. Essay Formats: Completed essays must be double-spaced, in 12pt type, MLA format, with a word count on the first page. Late Assignment Policy: The only consideration for late assignments will be given for the three Demonstration Assignments: five points will be deducted for each day late. No grade will be given for late Essay Preps, Research Assignments, or Discussion Board Posts.
The dog doesn’t care if she eats your homework. She’s not graded ! Standards for Grading of Essays: Essays will begin with a clearly written introduction. This section will feature a prominent, clearly written thesis statement that meets the assignment. This paragraph will introduce the main ideas that support the thesis. Body paragraphs will develop the main ideas stated in the introduction. The paragraphs will be appropriately detailed and demonstrate strong unity, coherence, and development. Each paragraph will contain a topic sentence, and will support the thesis. A strong concluding paragraph will restate the thesis statement in different words than its original statement, in light of the development provided by the body of the essay. The conclusion will remind readers what they have learned from reading the essay. Grammar and mechanics will be free of error. Editing will be thorough.
18 Feeney, English Composition II, Spring 2014, Online 8-Week Class The manuscript will comply with appropriate MLA guidelines.
If you want to do well on your essays, adhere to the rubrics! Guidelines for Grading of Essays: A detailed rubric will be provided for each essay. Points will be assigned to each aspect of the rubric to make clear the grade expectations. Revision of Essays: Because of the brevity of the course, you will not be able to revise your essays once they are submitted. You must focus on the next essay.
Academic Integrity, Plagiarism Academic Integrity: Academic integrity is a fundamental principle of collegial life at St. Louis Community College and is essential to the credibility of the College’s educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including course failure, suspension, and even expulsion from the College. In addition, an act of academic dishonesty may have unforeseen effects far beyond any officially imposed penalties. Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic dishonesty, plagiarism, and misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems.
Understand plagiarism. Don’t be a thief of intellectual property.
19 Feeney, English Composition II, Spring 2014, Online 8-Week Class Plagiarism: When you write a paper, create a project, do a presentation, or create work, it must be your own, except for that which is attributed to another author. 1. Copying word-for-word from another source and not giving credit. 2. Paraphrasing the work of another and not giving that source credit. 3. Adopting someone else’s particularly apt phrase as your own. 4. Using an image or a copy of an image without crediting its source. 5. Paraphrasing someone else’s thinking and not giving credit. 6. Receiving excessive help from a friend or another source. 7. Recycling work you completed for another class, as if you originated it for the current class. Though the work is your own, this is considered plagiarism. The penalties for plagiarism may be severe, ranging from failure on the particular piece of work, failure in the course or withdrawal from the course. It is campus policy that a student guilty of plagiarism may receive an F for the plagiarized assignment or be dismissed from the course with a grade of “F.”
College Services ACCESS Services: St. Louis Community College-Wildwood has a free service to guide, counsel, and assist students with disabilities. If you have special needs, receive services through the ACCESS office, need special arrangement such as seating closer to the front of the class, a note taker, or any other approved accommodation, make an appointment during the first week of classes to speak to me about your needs. I will hold any information you share with me in strictest confidence unless you give me permission to do otherwise. Wildwood College Writing Center: The Wildwood Writing Center is a free service to help students at any point in the writing process, from brainstorming through revising. Appointments are not necessary. Visit in person or use the online service.
Use the Writing Center!
20 Feeney, English Composition II, Spring 2014, Online 8-Week Class Assessment: St. Louis Community College is committed to improving student learning. To this end, we use a variety of strategies to assess classes, courses, and programs. Assessment strategies measure the learning process; they do not affect student grades. When you participate in the assessment process, you will be helping us better help you, our students, and our community. We appreciate you cooperation and involvement in this effort. Two-Way Street to College Success:Academic Rights and Responsbilities
Student Academic Rights: 1. Access to scheduled class meetings and appropriate instructional and support services. 2. A syllabus describing course objectives; units of subject matter to be provided; evaluation procedures; major course requirements such as term papers, book reviews, field trips, and weekly reports; and rules of attendance, grading, and conduct. 3. Instruction that begins promptly; is presented in a clear and concise manner; and provides relevant, structured activities consistent with course contact hour requirements. 4. Classroom instruction, assignments, and evaluations that are consistent with the general course description and the specifications of the syllabus. 5. To be treated in a humane, ethical, and professional manner both in the classroom and in all communication and contact with the instructor.
21 Feeney, English Composition II, Spring 2014, Online 8-Week Class Student Academic Responsibilities: 1. Selecting a program of study that is consistent with his/her interests, skills, and abilities. 2. Selecting courses that are consistent with his/her program objectives and readiness level. 3. Enrolling for a schedule of course in accordance with the time and effort he/she will allocate to academic requirements. 4. Submitting assignments by the date/time due. 5. Being attentive and appropriately participating in class activities. 6. Completing all class assignments as directed by the instructor. 7. Consulting with the instructor as soon as possible if problems arise. 8. Complying with official announcements. 9. Seeking support services to improve his/her level of academic achievement and to enhance the quality of college life. 10. Behaving in a humane and ethical manner in all communication and contact with the instructor, other staff, and other students. This syllabus and course policies statement will be revised as needed at the instructor's discretion.
Published on Mar 2, 2014