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Web Schedule Fall 2016


Revision Date: 04-Sep-16

ENG-1061-VO03 - English Composition


Synonym: 153032
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-06-2016 to 12-19-2016
Last day to drop without a grade: 09-26-2016
Last day to withdraw (W grade): 11-07-2016
Faculty: Janice Mitchell-Love | View Faculty Credentials

This course has started, please contact the offering academic center about registration

Course Description:

In this course, students develop effective composition skills and research techniques. Students learn strategies for organizing, evaluating, and revising their work through extensive reading of a variety of essay styles and literary texts; apply writing and research techniques to their papers; and demonstrate proficiency in first-year college-level writing and information literacy.

Essential Objectives:

1. Consistently apply an appropriate writing process that includes planning, drafting, revising and editing.
2. Demonstrate in written work an awareness of the relationship among writer, subject, audience, and purpose.
3. Demonstrate writing proficiency with a range of rhetorical approaches to include narration, exposition, argument, and critical analysis and recognize the stylistic and structural strategies in the writing of others.
4. Focus written work around an explicit central thesis, a position statement or proposition advanced by the writer that is arguable and supportable and develop the thesis systematically, using specific details and supporting evidence.
5. Compose written work that demonstrates effective use of sentence structure, paragraphing, grammar, syntax, punctuation, and spelling.
6. Collect, organize, and use a variety of traditional and electronic resources, critically evaluating information.
7. Demonstrate proficiency in research writing skills by completing one or more papers that:
a) Develop and support an arguable thesis in written work;
b) Collect, organize, evaluate and use a variety of traditional and electronic resources;
c) Incorporate relevant information and sources into written work; and
d) Appropriately acknowledge and document sources, using standard MLA or APA styles.

Additional Instructor Pre-Assignments/Notes/Comments:

Here are the textbooks for the course:

 

Alberico, Jennifer, et al.  The English Composition Reader. 2nd ed. Acton, MA: 
     XanEdu, 2014. ISBN: 9781583901465
Hacker, Diana and Nancy Sommers. A Pocket Style Manual. 7th ed. with 2016
     MLA Update.  Boston: Bedford/St. Martin's, 2016.  ISBN 9781319083526

Methods:

The methods and materials for English Composition will include weekly writing and reading assignments. Writing will be in a variety of forms such as but not limited to journals/reading logs, formal essays, research assignments, and a mini research project.  Students will read essays and other writings in order to explore writing possibilities, study different writing styles, and develop/hone critical analysis skills.  There will be active participation in the discussion forum, submission of essay drafts to the discussion board for peer review, constructive feedback to peers, submissions of journals, and participation in small group collaborative activities. Students will review grammar/punctuation conventions weekly and study related topics in-depth as needed. Finally, there will be work on vocabulary development in the area of commonly confused words/homonyms.  

Overview:

Your work this semester is to improve your writing through close reading, drafts of your own writing, revisions of your own writing, and critiques and discussions of your own and classmates' writings.  I will give you detailed comments on your work.  Your classmates will also comment on your work through peer review.  Both of these types of comments will help you to improve as a writer.  However, the major driver of your success will be you; online courses are much more self-directed than if you were in the traditional classroom.  That's a good thing in that the online format  gives you significant freedom to choose when and where to do your week's work, but do make sure you keep up with the schedule of assignments and feel free to ask me any questions that you might have.  I'm always, always here for you.

It is critical for your success in English Composition I to complete the reading assignment before starting the essay assignment.  The reading will inform your work with both information and examples. 

Each week you might have the following kinds of assignments:  reading about the type of writing we are discussing that week in instructor handouts and in The English Composition Reader and reading several essays that illustrate that kind of writing in The English Composition Reader; either a practice writing, a short essay, or a rough draft of a longer essay; a journal that is either a reading log on essays you've read or an examination of your own writing strategies; grammar exercises; and a few commonly confused words or homonyms to make your own.  Later on in the semester when work begins on the final essay, which is a short researched argument, you will also have weekly homework assignments involving preparation tasks for that essay.

Course Structure:

For purposes of this course, the week begins on Tuesday morning, when the Discussion Board for the week opens.  Generally the due dates for homework tasks are as follows:  Sunday nights at 11:59 p.m. (grammar homework and an occasional journal, writing, or discussion forum task) and Monday nights at 11:59 p.m. (most journals, writing, and discussion forum tasks). Occasionally, drafts of writing exercises whether they are practice writings, drafts of short essays, or rough drafts of longer essays will be due earlier in the week to allow time for peer review comments before the week's end.  As a general rule, please remember the following:  the later you post your work and responses, the less time people have to respond to your work and to engage in any meaningful dialogue.  Occasionally, this could affect your grade.  Each week ends at 11:59 p.m. on Monday nights.

Note:  I attempt to establish generous due dates for posting to the forum and for final drafts of your writing assignments, knowing that many of you are taking this class online because of complex professional and familial commitments.  I may have to change this if students post too late in the week for fruitful conversations.   

Late Work:

Unless you have an emergency situation, have talked to me before the assignment is due, and have gotten permission from me to be late, no late assignments are accepted.  Note:  simply notifying me does not give you permission to be late; I have to answer you and give you that permission. 

Absences

 

Please note:  attendance is taken from Discussion Board participation.  If you contribute at all during the week, you will get credit for attendance.  Attendance and the discussion board grade are two different entities:  the grade for Discussion Board  is dependent on the quality of your participation.

Evaluation Criteria:

Your grade will be derived from the following:  participation in discussion forums (which requires complete homework preparation); formal essays, one of which is a mini research project; informal essays that are homework practices for the graded writing assignments; journals/reading logs on some of the readings; grammar exercises (homework); and vocabulary development (homonyms and commonly confused words).

The final grade will be derived using the following weighting of components:

25%          Participation in discussion forums 

60%          Seven formal essays:  four @ 5% each (description, definition, cause/effect, and process analysis), two @ 10% each (personal narrative and comparison/contrast), and a mini research essay @ 20%

  5%          Journal/reading logs and examinations of writing strategies (10)

  5%          Homework assignments -- 10 tasks having to do with mini research essay                                

  5%          Grammar and Vocabulary (Commonly Confused Words) Exercises (9)

Evaluation of Essays:

Grading details and/or rubrics will accompany essay assignments.

Evaluation of Discussion Forums:

See the Course Description.

Explanation of Grading in the Course.

See the Course Description.

 

Grading Criteria:

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

0:  Work that receives a zero was not submitted at all or was intentionally plagiarized.  Students are strongly urged to discuss this grade with their instructor and advisor.

Grading for Discussion Board 

A = Outstanding Quality:  Postings demonstrate a solid understanding of the concepts, topics and ideas as evidenced by thoughtful responses and questions that show a clear connection with and/or are integrated with the course material at hand.  Postings show depth and include many supporting details.  A posting of outstanding quality might demonstrate, for example, a critical analysis of an existing posted idea or introduce a different interpretation to an existing concept or idea.  When discussing literature, quotes from the reading, when appropriate, are included.   Outstanding postings demonstrate the following characteristics:  they are thoroughly developed; they are completely free of major grammatical or mechanical errors; they demonstrate a reasonable attempt to be free of minor grammatical or mechanical errors; they are well argued with many supportive examples and illustrations from readings and discussion; and they show strong evidence of original thinking.  In outstanding postings, the tone is clear and respectful  Postings are submitted on-time and are distributed throughout the week.  All directions, such as required number of sentences per post, are followed.  (Note:  underlining is simply to emphasize points often overlooked by past students.)

 

B = Good quality:  Postings demonstrate an adequate understanding of the concepts, topics, and ideas as evidenced by posting more general statements in the forum.  A good quality posting might, for example, indicate agreement or disagreement with an existing discussion including a limited explanation or justification but would not offer depth of critical analysis or a different interpretation to an existing concept or idea as an outstanding post might.  When discussing literature, quotes from the reading, when appropriate, are included.  Postings are thoroughly developed, largely free of major and minor grammatical or mechanical errors, are reasonably argued with some supportive example and illustrations from readings and discussions, and show evidence of original thinking.  In good postings, the tone is clear and respectful.  Postings are submitted on-time and are distributed throughout the week.  Directions, such as required number of sentences per post, are generally followed.  (Note: underlining is simply to emphasize points often overlooked by past students.)

 

C = Fair quality:  Postings demonstrate a restricted understanding of the concepts, topics, and ideas as evidenced by posting information that could be derived from prior posts and/or including highly general comments.  When discussing literature, quotes from the reading, when appropriate, are not included.  Postings show average development, contain consistent major and minor grammatical or mechanical errors, incorporate few supportive examples and illustrations from readings and discussion, and/or show marginal evidence of original thinking.  In fair postings, the tone is clear and respectful.  Postings are submitted on-time but are not distributed throughout the week.  Directions, such as required number of sentences per post, are not followed.  (Note: underlining is simply to emphasize points often overlooked by past students.)

 

D = Poor quality:  Postings do not contribute materially to discussion.  There is insignificant interaction with peers and little development of thought or technique. Demonstration of acceptable grammar and mechanics usage is poor.  In poor postings, the tone is respectful.  Postings may not be submitted on-time and may not be distributed throughout the week. 

 

F = Unsatisfactory quality:   Postings are not submitted on-time or postings are not submitted at all.  Student work could be plagiarized.  Student work is so insubstantial that credit cannot be awarded.  Posting could be so unintelligible that a determination of tone cannot be rendered. 

 

0 = Zero:  no postings submitted for the week.

 

 

 

 

 

 

Textbooks:

Fall 2016 textbook data will be uploaded on August 4. We strongly suggest that you verify the information below with our online bookseller EdMap before purchasing textbooks from another vendor. If your course is at the Winooski center, check the UVM Bookstore for textbook and pricing information.

A Pocket Style Manual, ISBN: 9781319083526, Bedford/St. Martin's   $36.46

Additional Options: Rental |

English Composition ReaderCCV Custom Text, ISBN: 9781583901465, Copley Custom Textbooks   $53.66

Attendance Policy:

Regular attendance and participation in classes are essential components of a student's success in this class. Please be aware that missing more than three (3) classes may result in a non-satisfactory grade.  Students on financial aid (grants and/or loans) should be aware that they could lose their financial aid by missing multiple classes.


Contact Faculty:

Email: Janice Mitchell-Love
Hiring Coordinator for this course: Jennifer Alberico

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

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