aden105402 spring 2018 syllabus - boston college · spring 2018 semester, january 16 – may 15,...

6

Click here to load reader

Upload: lenhu

Post on 30-Aug-2018

213 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

College Writing ADEN105402 4 Credits Woods College of Advancing Studies Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne E-mail: [email protected] Phone Number: 617-552-4113 Office: O’Neill Library 250 Office Hours: By appointment (at least 24 hours in advance) This is a fully online, asynchronous course. Boston College Mission Statement Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry. Boston College draws inspiration for its academic societal mission from its distinctive religious tradition. As a Catholic and Jesuit university, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truth in every discipline, in the desire to learn, and in the call to live justly together. In this spirit, the University regards the contribution of different religious traditions and value systems as essential to the fullness of its intellectual life and to the continuous development of its distinctive intellectual heritage. Course Description This course, which introduces flexible strategies for approaching each stage of the writing process, prepares students to succeed in their college-level writing. Students learn from readings that illustrate conventions and techniques of composition and from their own regular practice in drafting, revising, and editing. Textbooks & Readings (Required) They Say, I Say: 2016 MLA Update. Turtleback Books, 2016. All additional readings and resources will be posted on the course Canvas site. Canvas Canvas is the Learning Management System (LMS) at Boston College, designed to help faculty and students share ideas, collaborate on assignments, discuss course readings and materials, submit assignments, and much more - all online. As a Boston College student, you should familiarize yourself with this important tool. For more information and training resources for using Canvas, click here. In the case of any technical difficulties or concerns, please contact [email protected] or 617-552-HELP (4357) for immediate assistance. NOTE: Canvas requires particular computer specifications and wifi access. It is important that you plan accordingly.

Page 2: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

2

Course Objectives 1. Students will demonstrate competency across cultural settings and will learn the impact of culture,

gender, and age in a variety of texts as demonstrated by writing assignments and in-class exercises.

2. Students will demonstrate ethical knowledge pertaining to their writing as demonstrated by their writing assignments.

3. Students will develop flexible strategies for prewriting, drafting, revising, and editing writing of varying lengths, as demonstrated by in class activities and writing assignments.

4. Students will be able to read any piece of writing like a writer, as demonstrated by in class activities, peer review letters, and Essay #1.

5. Students will be able to assess their own writing and reflect on their writing process, as demonstrated by reflective letters.

6. Students will know how to find, evaluate, and incorporate various kinds of evidence, as demonstrated by writing assignments.

Grading I will determine your final grade according to the following grade breakdown:

• 30% Engagement § Discussion posts § Perusall Activities § Low-stakes writing assignments § Grammar exercises

• 10% Peer review § typed peer review letters § active participation in peer review workshops

• 10% Reflection § reflective cover letters § Cumulative Reflection Letter

• 10% Essay #1: Close Reading (3-4 pages) • 15% Essay #2: Open Letter (4-6 pages) • 25% Essay #3: Research-based Argument (6-10 pages)

The grading standard for the course will be as follows:

• “C” designates “average” work. • “B” designates “good” work. • “A” designates “excellent” work.

You will need to perform work that is consistently above average in order to receive a letter grade of “B” or “A” in the course.

I will hold your work to high standards for two reasons:

1. I believe that it is crucial for you to be able to communicate your ideas clearly in writing.Most people find writing much more difficult than talking. Although I may know what you are trying to say because I have heard you discuss your ideas during class or in office hours, I will evaluate your written work on the basis of how well the words on the page communicate your ideas.

Page 3: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

3

2. Developing your abilities as a writer will help you to succeed in your other classes, in graduate or professional school, and in the workplace. You may not enjoy receiving rigorous feedback or a “B” or “C” on an assignment, but receiving honest feedback will enable you to improve your writing and achieve greater success in your post-college career.

The undergraduate grading system for Woods College is as follows: A (4.00), A- (3.67) B+ (3.33), B (3.00), B- (2.67) C+ (2.33), C (2.00), C- (l.67) D+ (l.33), D (l.00), D- (.67) F (.00) All students can access final grades through Agora after the grading deadline each semester. Students who complete course evaluations can access grades earlier, as they are posted. Deadlines and Late Work All assignments are due at the dates and times listed on Canvas. For the three formal essays, unless you notify me in advance about extenuating circumstances that will prevent you from submitting your essay on time, I’ll lower your grade for the assignment by one letter for each day that it is late. For instance, if you submit a “B” paper two days late, your grade will become a “D.” If you do not complete other assignments due to illness or an emergency, you can receive full credit if you e-mail me before the assignment is due and submit it within 48 hours of the original due date. Otherwise, you will receive half credit. Course Assignments Over the course of the semester, I will ask you to produce three formal essays, each of which will involve a process of drafting, peer review, revision and editing, and self-assessment. We’ll discuss each of these assignments in great detail as the semester proceeds. Throughout the semester, I will also ask you to complete a variety of low-stakes writing assignments as preparation for our class discussions and as building blocks for your major essays. Grammar exercises will help you practice applying grammatical conventions while taking into account genre, tone, and style. It is expected that you will spend an average of 11 hours per week on this course. An overview of major readings and deadlines are listed below. Course Schedule and Major Deadlines

UNIT ONE: CLOSE READING ESSAY

Dates Topics Major Readings Major Deadlines 1/15-1/23 Module 1

• elements of effective academic writing

• the writing process • intro to course • overview of key

terms

Page 4: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

4

1/24-1/30 Module 2

• reading like a writer • close reading • incorporating and

citing evidence

• They Say/I Say Introduction & Chapter 1

• Octavia Butler, “Speech Sounds,” 87-110.

1/31-2/6 Module 3

• identifying an argument or central claim

• topic sentences

• They Say/I Say Chapter 2 & Chapter 3

• Amy Tan, “Mother Tongue,” 38-42.

.

2/7-2/13 Module 4

• offering effective feedback

• improving your own writing by offering feedback

• Jeremiah Chamberlin, “Workshop Is Not for You.”

Complete draft of your Close Reading Essay

Typed peer review

letters for each member of your group

2/14-2/20 Module 5

• writing as a process • developing

strategies for revision

• Anne Lamott, “Shitty First Drafts” 1-2.

• George Dila, “Rethinking the Shitty First Draft.”

Final Close Reading Essay (including

reflective cover letter)

UNIT TWO: OPEN LETTER

Dates Topics Major Readings Major Deadlines

2/21-3/2 Module 6

• using rhetorical appeals (ethos, logos, pathos)

• the “so what?” question

• “An Open Letter To The New AD - Do The Right Thing.”

• Sample student essay. • They Say/I Say Chapter 4 &

Chapter 5

3/12-3/20 Module 7

• identifying your interlocutors; participating in a broader conversation

• formulating a driving question

• They Say/I Say Chapter 6 & Chapter 7

• Sample Student Essays

3/21-3/27 Module 8

• creating a nuanced, debatable thesis statement

• engaging with possible resistance to your argument

Complete draft of your Open Letter

Typed peer review

letters for each member of your group

4/2-4/10 Module 9

• analyzing, incorporating, and citing various kinds of evidence

Final Open Letter Essay (including reflective

cover letter)

Page 5: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

5

UNIT THREE: RESEARCH-BASED ARGUMENT

Dates Topics Major Readings Major Deadlines

4/11-4/24 Module 10

• situating yourself within a broader scholarly conversation or debate

• conducting original research

• finding and using library materials

• They Say/I Say Chapter 14 • “Walk, Talk, Cook, Eat: A

Guide to Using Sources,” from Writing Spaces: Readings on Writing, 193-209.

• Annoying Ways People Use Sources,” from Writing Spaces: Readings on Writing, 242-256.

4/24-4/30 Module 11

• resistance to your argument; counter-arguments

• making concessions; acknowledging limitations

• transitions

• “On the Other Hand: The Role of Antithetical Writing in First Year Composition Courses,” Writing Spaces: Readings on Writing, 141-152.

• Sample student essays.

5/1-5/7 Module 12

• introductions • conclusions • setting new goals as

a writer • assessing how

you’ve grown • identifying and

analyzing patterns in feedback you have received

Complete draft of your Research-based Argument Essay

Typed peer review

letters for each member of your group

5/8-5/13 Module 13

• final reflections

Final Research-based Argument Essay

Cumulative Reflection

Letter Written Work Woods College students are expected to prepare professional, polished written work. Written materials must be typed and submitted in the format required by your instructor. Strive for a thorough yet concise style. Cite literature appropriately, using APA, MLA or CLA style per your instructor’s requirements. Develop your thoughts fully, clearly, logically and specifically. Proofread all materials to ensure the use of proper grammar, punctuation and spelling. For writing support, please contact the Connors Family Learning Center.

Page 6: ADEN105402 Spring 2018 Syllabus - Boston College · Spring 2018 Semester, January 16 – May 15, 2018 Instructor Name: Francesca Minonne ... • Octavia Butler, “Speech Sounds,”

6

Attendance This course is fully online, meaning that there will be no required in-class meetings and all components of the course (except for the required textbook) are housed entirely in Canvas. This course is also asynchronous, so there are no set dates or times that you are required to be online for lectures or other commitments. However, you do need to meet all assignment deadlines. Consistent with BC’s commitment to creating a learning environment that is respectful of persons of differing backgrounds, we believe that every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing their academic status. Students are responsible for reviewing course syllabi as soon as possible, and for communicating with the instructor promptly regarding any possible conflicts with observed religious holidays. Students are responsible for completing all class requirements for due dates that conflict with religious holidays. Accommodation and Accessibility Boston College is committed to providing accommodations to students, faculty, staff and visitors with disabilities. Specific documentation from the appropriate office is required for students seeking accommodation in Woods College courses. Advanced notice and formal registration with the appropriate office is required to facilitate this process. There are two separate offices at BC that coordinate services for students with disabilities:

● The Connors Family Learning Center (CFLC) coordinates services for students with LD and ADHD.

● The Disabilities Services Office (DSO) coordinates services for all other disabilities. Find out more about BC’s commitment to accessibility at www.bc.edu/sites/accessibility. Scholarship and Academic Integrity Students in Woods College courses must produce original work and cite references appropriately. Failure to cite references is plagiarism. Academic dishonesty includes, but is not necessarily limited to, plagiarism, fabrication, facilitating academic dishonesty, cheating on exams or assignments, or submitting the same material or substantially similar material to meet the requirements of more than one course without seeking permission of all instructors concerned. Scholastic misconduct may also involve, but is not necessarily limited to, acts that violate the rights of other students, such as depriving another student of course materials or interfering with another student’s work. Please see the Boston College policy on academic integrity for more information. ©2015 James A. Woods, S.J. College of Advancing Studies