Course Syllabus • Spring 2012 • Dr. Michelle Kassorla
WISE (Writing Improvement for Success and Empowerment)
CENG106WS COLLEGE COMPOSITION II (Standard)
InSite including Online Textbook
Insite + Blakesley, David and Hoogeveen, Jeffrey. Writing: A Manual for the Digital Age. Boston: Wadsworth, 2009. ISBN 13978142829029
|Office Location||WISE Office, Kresge Hall, Lower Level (We don’t have office numbers. )|
|firstname.lastname@example.org / email@example.com|
|Second Life||Yael Myrtle|
|Office Hours||MWF 9-10, 12-1|
|CourseNumber/Sect||Course Title||Semester||Time/ Location|
|CENG 106||15||College Compostion II||Spring||MWF 8-8:50 CMW 308|
|CENG 106WS||03||College Composition II –23336||Spring 2011||MWF 10-10:50 CMW 301|
|CENG 106WS||04||College Composition II — 23337||Spring 2011||MWF 11-11:50 CMW 302|
|CENG 106WS||05||College Composition II — 23699||Spring 2011||MWF 1-1:50 CMW 313|
CENG 106, College Composition II, is the second course of English composition required of all undergraduates. This particular version of CENG 106, designated as CENG 106WS, is part of the CAU Writing Improvement for Success and Empowerment (WISE) program, initiated in 2007 to improve student writing. CENG 106WS emphasizes the writing process, collaboration, research, and technology and is available in a standard format and a hi-tech format, the difference being the types of technology used.
TEACHING/LEARNING METHODS, MATERIALS, AND PHILOSOPHY
All sections of CENG 106WS use tutorials and writing conferences with the instructor; class-based and online peer collaboration and review; self-assessment; assignment-specific rubrics; Internet and land-based research; explication of the elements of writing; class and small group discussions; portfolios; audio-visual materials, e-mail communication; library and technology training sessions; blogs; and a writing hand book. To these methods and materials, the hi-tech sections add text messaging;; academic gaming; and virtual reality learning and teaching spaces for research projects, writing, and publication. Discussion boards using WordPress blog software may be used in standard as well as hi-tech sections.
These approaches are supported by four basic tenets:
Although WISE uses a writing handbook, each student’s writing is the primary text for that particular student because the writing reveals what that student most needs to learn about writing. Therefore, WISE does not teach the writing hand book as a course text.
Students write best when they are interested enough in assignments to learn information that will give them something equally interesting to say in response to the assignment. For this reason, WISE assignments emphasize critical thinking and knowledge acquisition and evaluation through research, discussion, questioning, exploration, discovery, and, in the case of the hi-tech sections, virtual reality and games of strategy.
Even experienced editors and accomplished professional writers and teachers of writing consult writing hand books on matters of grammar and mechanics, a phenomenon which suggests that these aspects of writing are best understood in the context of developing content and communicating with readers. Therefore, WISE neither teaches nor tests grammar and mechanics in isolation.
The assignments from which students learn the most about writing are assignments that empower them to make decisions about how to satisfy the purposes of any given writing task. Therefore, although WISE does teach specific genres of writing, the assignments which teach these genres depend on critical thinking and understanding of the genre’s conventions, not formulas.
Enrollment requirement: CENG 106WS students must be simultaneously enrolled in a section of a linked course in world history, CHIS 202WS, The United States, Africa and the World I (WISE).
- The objectives of this course are to teach students how to
- use the writing process to best advantage;
- apply critical thinking skills to the demands of academic reading and writing;
- create academic writing that satisfies various rhetorical contexts;
- edit, critique, proof read, and revise written work;
- use technology for writing and research.
STUDENT LEARNING OUTCOMES
By the end of the course, students should be able to:
- select and use appropriate writing processes and strategies to produce academic writing that satisfies the needs of or can be adapted to writing in core curriculum courses;
- produce coherent and cohesive writing based on a controlling idea that governs the construction and development of texts and is supported by adequate and appropriate details, evidence, and documentation where appropriate;
- write research papers that effectively incorporate source material, employ appropriate documentation and citation, and are free of plagiarism;
- apply conventions of writing effectively in any given rhetorical context with particular regard for audience and purpose;
- display higher-level critical thinking skills (as defined in Bloom’s Taxonomy) in academic work;
- use editing, proof reading, and revision strategies in their own writing and draw on these skills in the critique of their peers’ writing;
- use assigned software and technological platforms.
Enhanced InSite for Composition including Online Textbook
Insite + Blakesley, David and Hoogeveen, Jeffrey. Writing: A Manual for the Digital Age. Boston: Wadsworth, 2009. ISBN 139781428290297
INSITE IS REQUIRED FOR THIS COURSE—NO EXCEPTIONS!
Additional Resources Required for This Course
- CAU e-mail address.
- Storage device/ for all class work (i.e. USB flash drive, external hard drive, CAU network drive, e-mail, Dropio). Students are required to back up all work in this class.
- Microsoft Word. This is available on MS Live.
- Funds for printing and photocopying as required.
Some Additional Resources
The materials below are not required reading. However, they will help you greatly in this course and in your WISE history course.
Rael, Patrick. Bowdoin College. Reading, Writing, and Researching for History: A Guide for College Students. This is an excellent resource for working through the processes involved in writing a paper for a history class. The site offers advice for generating ideas, establishing a focus and thesis, researching the subject, and writing a history paper.
The OWL at Purdue. This is perhaps the strongest of all university-sponsored online writing labs. The site offers information on just about every issue and problem a student might encounter in writing. It also offers excellent tutorials on grammar and citation.
University of Dartmouth. Writing the History Paper. This is an excellent site for help with writing history papers and includes sample papers that will help students better understand the writing process.
University of Toronto. Writing about History. This site offers excellent advice for generating a suitable and limited topic and offers help with locating, managing, and citing sources for a history paper.
THE PORTFOLIO REQUIREMENT
In Eng 106WS, students will create an e-portfolio (“e” = electronic) to which they will add materials each semester they remain in WISE. Each WISE discipline has its own specifications for the portfolio’s contents and a grading rubric. In addition to being used as a record of work done in WISE courses, the portfolio can become a valuable resource for documenting the student’s participation in campus activities, graduate school applications, employment searches, and other professional needs. THE PORTFOLIO IS REQUIRED. YOU MUST POST REQUIRED WORK TO PORTFOLIO FOR CREDIT IN THIS COURSE!!
|Date of Class||In Class Work||Homework|
|WednesdayJanuary 11||Introduction to course, technology, and the WISE Principle. Class Introductions||Purchase and Sign-up for InSite. Update WordPress e-portfolio, make it private, add me as contributor. Post to Discussion Board #1 on Engrade.|
|FridayJanuary 13||Introduce narratives. Read Phillis Wheatley, “On Being Brought from Africa to America.”||Read The Interesting Narrative of the Life of Olaudah Equiano, Chapters 1-3. Take Quiz on Engrade.|
Martin Luther King Jr. National Holiday
January 18Discuss Olaudah Equiano. Introduce Slave Narrative group project assignment.Access Slave Narratives Database and identify a slave narrative you would like to focus upon. Avoid “famous” or well-known narratives. Enter your choice in Discussion Board #2 on Dr. K’s Blog by Wednesday, January 25th.Friday
January 20Meet in WISE Lab to make an avatar and prepare for 2nd Life field trip to slave ship.Play with your avatar, learn to move, transport, etc. If you can’t access 2nd Life on your own, please go to the WISE lab and learn there. Enter Avatar name on Discussion Board #3 before Sunday.Monday
January 23Meet in WISE Lab for slave ship field trip.Complete Discussion Board #4. Read “Citing Sources in MLA” on InSite.Wednesday
January 25MLA Quiz, discussion.Write prospectus of Slave Narrative paper to share with group on Friday. Post on Discussion Board #5 on Engrade.Friday
January 27Share prospectus with group. Annotated Bibliography Assigned.Create Rough Draft of Prospectus with Annotated Bibliography for Monday.Monday
January 30Discuss Prospectus / Annotated bib. Peer to peer response.Revise Annotated Bibliography to turn in on Monday, February 6 on InSite.Wednesday
Organize groups for group presentations. Group discusses project presentation ideas.Discuss project with group. Be prepared to submit project ideas to Dr. K on Friday.Friday
February 3Complete Group Presentation Worksheet with Group. Submit one to Dr. K and keep one copy for yourself.Complete Final Draft of Annotated Bibliography with ten sources and submit to InSite by Monday, February 6th. Complete Reflection on InSite. Work on Project.Monday
February 6Dr. K’s Great Punctuation Lecture!Read Thomas Jefferson’s Notes on the State of Virginia. Take Quiz on Engrade.
WORK ON PROJECT.Wednesday
February 8Discussion of Thomas Jefferson.WORK ON PROJECT!!Friday
February 10 Discuss Research paper. Assign paper.
February 13Group Presentations
February 15Group Presentations
February 17Group Presentations
February 22Introduce Cultural Analysis paper. How to find topics, focus.Think about some ideas for your cultural analysis paper for class discussion and post them on Discussion Board #6.Friday
February 24Discuss Cultural Analysis paper ideas with group. Decide on one.Write rough draft of your prospectus paragraph for Cultural Analysis paper.Monday
February 27Meet at Library. Begin work on annotated bibliography.Begin work on rough draft of annotated bibliography for Cultural Analysis paper. Peer response Monday, March 12.Wednesday
February 29Discuss the difference between research and plagiarism.Work on rough draft of annotated bibliography.Friday
March 2Discuss issues with annotated bibliography.Finish rough draft of annotated bibliography for Monday, March 12.Monday
March 5 Wednesday
Peer response of Rough Draft of Annotated Bibliography of Cultural Analysis Paper.Complete final draft of Annotated Bibliography for Monday, March 19th.Wednesday March 14Meet in Wise Lab. Work on e-Portfolio (WordPress).Post what you have done so far in class to your WordPress e-Portfolio.Friday
Assign Cultural Analysis Paper.
Begin working on Cultural Analysis paper.Wednesday
MLA vs. CMS Style.Work on Cultural Analysis paper.Friday
Discuss difficulties and suggest answers for problems with Cultural Analysis Paper.Complete rough draft of Cultural Analysis for peer review on Monday, March 26th.
|Monday March 26||Peer Response of Cultural Analaysis paper.||Revise Cultural Analysis paper to turn in to InSite for Monday, April 2nd. Complete Reflection on InSite.|
|Wednesday March 28||Introduction of DuBois and the “Talented Tenth.”||Read “Talented Tenth.” Complete Quiz on Engrade.|
|Friday March 30||Introduce Nella Larsen’s Quicksand.||Read the first Chapter of Quicksand by Nella Larsen. Take Quiz on Engrade.|
|Monday April 2||Discuss Quicksand. Introduce Literary Analysis paper.||Read over handout about literary approaches to literature. Post to Discussion Board #7.|
|Wednesday April 4||Discussion of approaches to literary analysis. Workshop.||Enjoy Easter with your Family.|
|Friday April 6||
Good Friday Holiday
|MondayApril 9||Discuss specifics about analysis. What does it mean to analyze?||Write introductory paragraph for Literary Analysis Paper. Post to Discussion Board #8. Bring to class.|
|Wednesday April 11||Group shares and discusses introductory paragraph.||Begin work on Rough Draft of Literary Analysis Paper.|
|Friday April 13Pesach||Workshop on paper.||Rough Draft of Literary Analysis Paper due to Response Group on Monday, April 16th.|
|Monday April 16||Peer Response Group.||Revise Paper to turn in to InSite for Monday, April 23rd. Complete Reflection on InSite.|
|Wednesday April 18||Discussion of Business Letters and Resumes.||Read Blakesly Section on Business Letters and Resumes.|
|Friday April 20||Designing a Resume.||Write Rough Draft of cover letter and Resume.|
|Monday April 23||Peer Response on Cover Letters and Resumes.||Complete Final Draft of Resume to turn in to InSite by Monday, April 30th. Complete Reflection on InSite. Post to “About Me” section of WordPress e-Portfolio.|
|Wednesday April 25||Discussion of Interviews.||Start getting all your work together for your final portfolio. Finish up!!|
|FridayApril 27||Workshop in WISE Lab. Getting your WordPress e-Porfolio done.||Post your work. Make sure everything is up to date. Write your Reflective Essay. Post everything to WordPress Blog.|
|MondayApril 30||Writing your Reflective Essay|
|WednesdayMay 2||Peer Review of e-Portfolio, Reflective Essay.|
|FridayMay 4||Reading Day|
|MondayMay 7||Final Exams|
|WednesdayMay 9||Please Make sure everything is completed, posted to InSite, posted to your WordPress ePortfolio, and completed on Engrade!!|
|FridayMay 11||Last Day to turn in Work. Don’t wait until the last minute!!|
Make Sure ALL papers are posted to your WordPress and InSite Accounts or you WILL NOT PASS!!