Complete Course Syllabus

Course Syllabus

Spring 2011

Dr. Michelle Kassorla

 

WISE (Writing Improvement for Success and Empowerment)

CENG106WS COLLEGE COMPOSITION II (Standard)

Class Website:  https://drkblog.wordpress.com  

WISE Student Resources Page: http://wiseresources.wordpress.com

 

Office Hours: 10:45-12:15, 2:55-3:30 TR, 2-4 W
Office Location: Kresge Hall, Lower Level
Office Telephone: (404) 880-8227
Contacts:   E-mail: mkassorla@cau.edu Facebook: Michelle Kassorla

Class Blog: https://drkblog.wordpress.com

Skype: DrYaelKassorla

Second Life: Yael Myrtle

Twitter: DrKassorla

 

Schedule

Course Number/Sect Course Title Credit Hours Semester Time/ Location
CENG-106WS 04 College Composition II –23337 3 Spring 2011 TR 9:25-10:40  CMW 212
CENG-106WS 05 College Composition II — 23699 3 Spring 2011 TR 12:15-1:30  CMW 210
CENG-106WS 06 College Composition II — 23938 3 Spring 2011 TR 1:40-2:55    CMW 204

COURSE DESCRIPTION

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:

1.     Although WISE uses a writing hand book, 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.

2.     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.

3.     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.

4.     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).


COURSE OBJECTIVES

The objectives of this course are to teach students how to

1.     use the writing process to best advantage;

2.     apply critical thinking skills to the demands of academic reading and writing;

3.     create academic writing that satisfies various rhetorical contexts;

4.     edit, critique, proof read, and revise written work;

5.     use technology for writing and research.

 

STUDENT LEARNING OUTCOMES

By the end of the course, students should be able to:

1.     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;

2.     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;

3.     write research papers that effectively incorporate source material, employ appropriate documentation and citation, and are free of plagiarism;

4.     apply conventions of writing effectively in any given rhetorical context with particular regard for audience and purpose;

5.     display higher-level critical thinking skills (as defined in Bloom’s Taxonomy) in academic work;

6.     use editing, proof reading, and revision strategies in their own writing and draw on these skills in the critique of their peers’ writing;

7.     use assigned software and technological platforms.

REQUIRED MATERIALS

Required Text

InSite including Online Textbook

Or

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

1.     CAU e-mail address.

2.     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.

3.     Microsoft Word.  This is available on MS Live.

4.     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.

1.     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.

2.     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.

3.     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.

4.     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!!

Course Schedule for CENG 106WS

 

Note:  The instructor reserves the right to modify the schedule (add/delete assignments) as she sees fit; this schedule is a plan for the semester.

All papers must be submitted through InSite or they will not receive a grade.

DATE IN CLASS HOMEWORK FOR NEXT TIME
Thursday,January 20 Introduction to course, technology, and the WISE Principle.  Purchase and Sign-up for InSite.  Update WordPress e-portfolio, make it private, add me as contributor.  Create an Avatar on Second Life.  If you need help creating the Avatar, please go to the WISE Lab and get help from the Student Assistants there. Message to “Yael Myrtle” (Dr. K) with your Second Life avatar Name by Tuesday, January 25.
Tuesday,January 25Avatar Name Due 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.
Thursday,January 27Quiz Olaudah Equiano QuizDiscuss 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 on Dr. K’s Blog by Tuesday, February 1st.
Tuesday,February 1Discussion Board #1 Due Meet in WISE Lab for Second Life session. Complete “scavenger hunt” and submit to Dr. K. Read Blakesly, Chapter 19 “Citing Sources in MLA.”  Prepare for Open Book MLA Quiz.
Thursday,February 3Quiz MLA QuizDiscussion of MLA/QuizAssign Annotated Bib Assignment for Tuesday. Create Rough Draft of Annotated Bib in MLA for your slave narrative with at least five sources. Submit to InSite by February 8th.
Tuesday,February 8Rough Bib Organize groups for group presentations.  Group meets and discusses project presentation ideas. Complete InSite Peermark of Rough Draft Annotated Bibliography by Thur.
Thursday,Feb. 10Peermark Due Complete 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 Tuesday, February 8th.  Work on Project.
Tuesday,Feb. 15Final Bib Discuss Research paper. Read Thomas Jefferson’s Notes on the State of Virginia.Pages 264-270WORK ON PROJECT.
Thursday,Feb. 17Quiz Jefferson Quiz.  Discussion of Thomas Jefferson.  WORK ON PROJECT!! 
Tuesday,Feb. 22 Group PresentationsComplete Presentation Review .
Thursday,Feb. 24 Group PresentationsComplete Presentation Review .
Tuesday,March 1Rough Draft Research Paper Dr. K’s Great Punctuation Lecture!! Work on Rough Draft of Slave Narrative Paper
Thursday,March 3Rough draft Slave Narrative Paper due. Introduce Cultural Analysis Paper.  How to find topic, focus.  In-class workshop assignment.
Upload Rough Draft of Research paper for Slave Narrative before you leave for Spring Break!!
Tuesday-ThursdayMarch.8 -10Spring Break!                   SPRING BREAK!!
Tuesday,March 15Disc. Board, Rough Draft Slave Paper Due! Share Cultural Analysis project ideas with class, discussion of project ideas.  Assign Prospectus with Annotated Bibliography. Rough Draft of Slave Paper due.Write prospectus paragraph for cultural analysis for for Thursday, March 17th.  
Thursday,March 17Discussion Board #2 Due! Meet at Library! Library Research Session. Final Draft of Slave Paper due Tuesday, March 22nd. Turn in to InSite.
Tuesday,March 22Final Draft Slave Paper Due! Assign Cultural Analysis Paper. In-class workshop. Complete rough draft of Cultural Analysis Annotated Bibliography and turn in to Insite for Thursday, March 24.
Thursday, March 24Rough Draft of Annotated Bib due. Punctuation lecture and the difference between research and plagerism. Complete final draft of Annotated Bibliography.  Turn in to InSite by Tuesday, March 29th.
Tuesday,March 29Final of Annotated Bib due! Introduction of DuBois and Washington and their context in literature and history. Write Rough Draft of Cultural Analysis paper to turn in for Thursday, March 31.  Read  “Talented Tenth.”
Thursday,March 31Peermark Quiz.Discussion of “Talented Tenth.” Introduce Nella Larsen. Read the first Chapter of Quicksand by Nella Larsen.Discussion Board #3
Tuesday,April 5Discussion Board #3 Discuss of  Quicksand by Nella Larsen. Complete handout
Thursday,April 7Quiz Bring Handout to class.  Introduce Literary Analysis paper. Workshop. Write Rough Draft of Literary Analysis paper and submit to InSite by Tuesday, April 12th.
Tuesday,April 12Rough Draft Open Class:  Bring Questions and Concerns. InSite Peermark of Literary Analysis paper due Thursday.
Thursday,April 14Peermark Class will be held in the WISE Lab on the lower level of Kresgie Hall. Organize WordPress e-Portfolio. Complete Literary Analysis paper and submit to InSite by Tuesday, April 19th.
Tuesday,April 19Pesach In-Class Writing of Reflective Essay. Revise Reflective Essay to turn in to InSite by Tuesday, April 26th.
Thursday,April 21Peermark due Last Class!Class will be held in the WISE Lab on the lower level of Kresgie Hall. Post all work to WordPress!!   Work on final draft of Reflective Essay.Post final draft to InSite by Tuesday, April 26th.  Go over your e-portfolio and review your work thus far. Everything is due Thursday, May 5th!!!
Thursday,May 5 Make sure everything is organized and edited and posted to your e-Portfolio and that Dr. K has ACCESS to it!!  Get Everything In!! Make sure all the required portfolio papers are posted to your WordPress Account or you WILL NOT PASS!!

HAVE A FUN SUMMER!!

 

 

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