WRITING EXPERIENCE IENG 131 Fall 2018

Number of Credits: 3

Day Class Meets: Thursday

Meeting Times: 6:00 p.m. to 8:54 p.m.

Location: William Atkinson Hall Room 220

Instructor: Peggy Alaniz

Contact Phone: (517) 787-0800

Contact Email: alanizpeggya@jccmi.edu

Office Hours: by appointment, before class,

after class, and E-mail.

Online: JetNet and e-services

Course DescriptionENG 131 WRITING EXPERIENCE I (3 CR) This is an intensive writing course. Narrative and descriptive

modes are stressed. Basic research strategies are introduced. An end-of-the-semester portfolio is

required.

Prerequisite(s) ENG 085* and ENG 090*.

Course Goals

1. Employ parts of the recursive writing process--including pre-writing/discovery, planning, focusing, organizing, drafting, revising, proofreading, and evaluating sources--to achieve purpose in audience-centered communication

2. Articulate and demonstrate use of rhetorical situation—purpose, audience, context-- in consciously crafted, audience-focused writing

3. Use genres to navigate complex rhetorical challenges and compose texts that achieve purpose and meet audience needs

4. Demonstrate ability to employ narrative, descriptive, and informative strategies in consciously crafted, audience-focused writing

5. Identify assumptions, point of view, and implications born of reasoning6. Identify, explain, and employ concepts clearly7. Demonstrate functional organizational structure appropriate to genre and modality 8. Employ strategies for developing and supporting claims appropriate to rhetorical

situation

9. Employ Write to Learn methods through reflective writing and active reading strategies10. Research for further understanding and additional knowledge11. Demonstrate research skills: establish research question, define type of information

needed; identify where to find information; triangulate sources; evaluate information12. Integrate, cite, and document sourced material13. Practice correct grammar and usage 14. Work collaboratively and as a member of a team15. Identify and assess the contributions of self and others working on a team.

Course Objectives The course goals and objectives incorporate specific General Education Outcomes (GEOs) established

by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year

colleges and universities and reflect input from the professional communities we serve. GEOs guarantee

students achieve goals necessary for graduation credit, transferability, and professional skills needed in

many certification programs. The GEOs and course objectives addressed in this class include the

following:

GEO 1: Writing Clearly, Concisely, and Intelligibly (Developing)

Outcomes The Student

Process ● Uses parts of the recursive process in writing, which may include pre-writing,

drafting, revising, editing.

● Evaluates sources when used.

Rhetorical Situation:

Purpose, Audience

● Demonstrates appropriate purpose and audience for context.

Organization and Development

● Demonstrates functional organizational structure appropriate to genre;

● Provides examples and details that support ideas and content; appropriate to

genre.

Meaning/

Understanding

● Researches and writes for further understanding and additional knowledge.

● Employs write to learn methods through reflective writing and research for further

understanding and additional knowledge.

Use of Sources and Documentation

● Demonstrates ability to find and evaluate credible sources.

● Demonstrates correct documentation of sources when appropriate.

Conventional Grammar and Sentence Structures

● Correctly uses grammar and mechanics.

● Demonstrates clear meaning.

Performance Objectives: Correlating with and extend GEO 1 these outcomes refer to the actions,

feelings, and thoughts learners are expected to develop because of the instructional process in English

131:

Critical Thinking, Reading, and

Writing Processes

Rhetorical Knowledge and

Conventions

Electronic Environment

Practice active reading strategies

Identify and contextually evaluate assumptions, points of view, stylistic choices, and implications born of reasoning

Offer formative feedback on others writing in peer review sessions

Use genres to navigate complex rhetorical challenges

Distinguish one’s own ideas from those of others

Practice metacognitive reflection

Use genre specific strategies, voice, tone, and perspective to achieve rhetorical goals

Recognize conventions of writing distinctive to specific disciplines

Employ Modern Language Association (MLA) style in academic writing

Writing in Plain Style

Use Microsoft Word to compose, revise, and save documents

Locate research material collected from electronic sources, including library databases and other electronic networks and internet sources

Use college learning management system

Textbook Writing Today Fourth Edition. Authors: Johnson-Sheehan & Pain. Pearson Publishing; packaged

with Pearson Writer. ISBN 9780134272412:

Text Book Zero! This text is available in a digital format. Please see the links posted on our class Jet Net site. This text is available to rent or purchase in digital format through the JC Bookstore.

REVEL for Writing Today, 3/e is the digital text you'll be using to access assignments

throughout the semester. To access your materials, follow the link address (unique to

this course) below.

1. Go to: https://console.pearson.com/enrollment/twijfu

2. Sign in or create a Pearson Account.

3. Click 'View access options' to redeem your access code or buy instant access. (Temporary access option for financial aid available.)

Extras Black or Blue Pens

Flash Drives

Access to JetNet via computer, tablet

Access to printer

3 two pocket folders (one will be provided by the instructor for in class journal and writing

prompts).

Grading ProcedureGrading will be based on a points system as follows:

Attendance and Participation: 150 points

Class Assignments and Quiz’s 50 points

Essay’s 25 points each for 100 points

Memoir

Profile

Analytical Report

Rhetorical Analysis of a controversial advertisement

Final Portfolio 200 points

Total 500 points

Students can receive an additional 10 points for making an appointment and utilizing the Writing Center

Grading Scale

GPA GRADE RANGE

4.0 92-100%

3.5 86-91%

3.0 80-85%

2.5 75-79%

2.0 70-74%

1.5 66-69%

1.0 60-65%

0.5 55-59%

0.0 0-54%

FailureAny circumstances under which a student could be dismissed from or failed in the course that is not

covered in other college publications. In pass/fail courses, a listing of minimal competencies.

Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Course Management

DropsYou will receive a 100 percent tuition refund for any class you drop on or before the last day of the ADD/DROP period for the semester or session. No refunds will be made after this date. Student service fees are not refundable.

W – WithdrawAfter the add/drop period, a student may withdraw from a course in accordance with the following dates published.

Special Circumstances:Discuss your situation with your instructors and a student success navigator. You may have options that are more favorable than withdrawing from courses. Students receiving federal aid who withdraw completely should contact the Financial Aid office for details of the Return of Funds policy that is in place for all recipients of federal financial aid. Call 517.796.8410 for assistance.

Makeup PolicyYou may hand in work up to one class period late, and one class period only! If you miss class, you must

contact me and get the assignment. You cannot wait until the next class to get the work.

HelpInstructor Support

You can always make an appointment with me for extra help. I am available before and after class each

night.

Writing Center

Writing assistance is available in the Center for Student Success. The center is staffed with trained

professionals, with knowledge and experience in written communication. When faculty are not

available, students will be referred to the Writing Fellows, who meet with students in William

Atkinson Hall breakout rooms.

Accommodations for Students with Disabilities

Process for acquiring accommodations

It is important to contact a Center for Student Success professional prior to the start of the semester

to receive accommodations in a timely manner. While we will make every effort to coordinate

accommodations in a timely manner, failure to self-identify prior to the start of the semester may

delay notification to instructors and timeliness of acquiring accommodations. Accommodations do

not automatically carry over to the next semester.

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

Calendar

*Please note that Homework and Coursework are subject to change.

WEEKDATE TOPIC HOMEWORK

One 9/4 to 9/9

Ice breakers, introductions, Course

Overview, Plagiarism, Introduction

to Memoir and Audience.

Read Chapters 1 -3 in Writing Today

Two 9/10 to 9/16

Genre, Topic, Angle, Purpose,

Reader, Rhetorical Situations,

Introduction to Prewriting.

Read Chapters 16 and 22 in

Writing Today

Three 9/17 to 9/23 Prewriting, Basic Rhetorical Read Chapters 6 and 18

Patterns. Quiz One

Four 9/24 to 9/30Memoirs, Choosing a style,

Introduction to OrganizationRead Chapters 17 and 20

Five 10/1 to10/7

Organization and Drafting,

Revising and Editing. Introduction

to the Workshop process. Memoir

Rough Draft Due in Class

Quiz Two

Read Chapters 19 and 21

Six 10/8 to 10/14

Principles of Design Developing

Paragraph’s, Introduction to

Profiles, Review of Introductions

and Conclusions.

Final Draft of Memoir due by class

on 10/11/2018. Must be turned into

JetNet.

Chapter 7

Seven 10/15 to 10/21Profile, Group Work, Collaboration

and InterviewChapters 14 and24

Eight 10/22 to 10/28

Collaboration and Group Work,

Introduction to research.

Profile Rough Draft Due by Class

Quiz Three

Chapters 15 and Chapter 25

Nine 10/29 to 11/4

Research and the Research Paper

Final Draft of Profile due by class

on 11/1/2018. Must be turned into

JetNet.

Chapters 4 and 5

Ten 11/12 to 11/18Reading Critically, Analytical

Thinking and Critical ReflectionChapters 26 and 27

Eleven 11/19 to 11/25 Finding Sources, Citing, Quoting,

Paraphrasing, Summarizing

Chapters 28 and 29

Sources, Intro to MLA/APA

Twelve 11/26 to 12/2

MLA, APA and Presenting your

work.

Rhetorical Analysis Rough Draft

Due by class on 11/29

Quiz Four

Rhetorical Analysis Final Draft Due

on 12/9/2018. Must be turned into

JetNet.

Chapter 32

Thirteen 12/3 to 12/9Rough Draft of Research Essay

Due by class on 12/6/18

Fourteen 12/10 to 12/16

Research Essay Due on

12/15/2018. Must be turned into

JetNet.

Fifteen 12/17 to 12/20 Final Portfolio Due 12/20

Important Dates: Fall 2018

DATE EVENT

SEPT. 4, 2018 DAY AND EVENING CLASSES BEGIN

SEPT. 4 – DEC. 20, 2018 SEMESTER DATES

SEPT. 18, 2018 IN-SERVICE DAY. NO CLASSES

OCT. 5, 2018 PATHWAY SHOWCASES DAY. NO CLASSES

NOV. 21 – 25, 2018 THANKSGIVING BREAK. NO CLASSES

DEC. 20, 2018 END OF FALL SEMESTER

Dec. 22, 2018 Grades Due

Student Responsibilities

Student Role: Independent and Collaborative

Student success relies on the ability to plan, prepare, study, and engage phases of the writing process, to apply global and local essay strategies, critical thinking skills, research strategies, and peer response skills.

Students will create three essays. Essays will be accompanied by a title page and, when sources are used, a Works Cited page. Specific page lengths will be defined in essay assignments.

Students will apply active reading strategies to assigned course materials and can expect to encounter. This will be one to three hours a week.

Students need to plan to spend at least nine [9] hours a week on the course, including assigned readings, collaborative discussions, and individualized writing.

Instructor Role

I have designed this course based on the Jackson College Instructors Handbook. My

role is a facilitator to assist you in the learning process through a variety of

assessments, and give you feedback on your writing.

Attendance PolicyIn compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of

student participation in classes will occur at three designated times each semester. Instructors will assign

one of three non-transcripted letter symbols to each student during each reporting period (see below).

Students identified as no longer participating will be dropped or administratively withdrawn from the class,

and students identified as needing academic assistance will be contacted.

Participation/Progress Symbols

H – The student is not doing acceptable work and needs Help to be successful.

Q – The student has not participated, and the instructor believes they have unofficially withdrawn

(Quit). These students will be dropped/withdrawn from the class.

V – The instructor Verifies that the student is participating and doing acceptable work.

COURSE RULES

Come to class regularly and punctually. We will work in small groups or with partners; therefore, to get participation points, you must be here. A sign in Sheet will be placed on the front desk each class period. It is your responsibility to sign in each class period. You are given 10 points each class meeting for participating in activities. These cannot be made up. If homework is assigned, that can be made up.

Using your cell phone in class will result in losing participation points. You should not use your phone in class at any time. If you need to contact someone or you get a call, please go to the hall and use it.

You should not use ear buds in class or use the computer unless told to do so. These are distractions.

Be respectful of others and listen when others speak. We will be sharing ideas and you need to respect other ideas. You do not have to agree with them, just respect them. Basically, you are expected to follow the Classroom and Workshop Etiquette Manifestos found on your course page in JetNet.

As soon as you know you will miss class, inform me through email. If

assignments will be given, I will give you the assignment that is due at our next

meeting time. As for your essay and portfolio assignments no extensions will be

given. THE FINAL PORTFOLIO WILL BE DUE BY 11 p.m. ON DECEMBER 20,

2018.

)131 Writing Portfolio Grading Rubric

The Writing Portfolio is given one holistic grade, based on an average score of the following categories for each essay.

Categories 4.0 =

Masterful3.0 =

Skilled

2.0 =

Competent 1.0 =

Poor

0.0 =

Unacceptable

Controlling Idea: Focus,

Purpose,

and Thesis

Each essay is

engaging, full

development

of a clear

thesis,

appropriate to

genres and

In each essay,

competent

thesis and

supporting

ideas show

adequate

grasp of

In one or

more of the

essays,

thesis is too

broad or only

indirectly

supported.

In one or more of

the essays,

thesis is unclear

or vague. Focus

shows

misunderstanding

of assignment

In one or more

of the essays,

the thesis is

absent. Lack

of care in

development

shows obvious

purpose.

Revision is

clear with

obvious

attention to

written

reviews.

assignment

genres.

Revision

shows some

attention to

written reviews

Thesis needs

more

development.

More

attention to

revision is

needed.

genres or criteria.

Minimal attention

to revision is

evident.

confusion

about

assignment

criteria. Almost

no attention to

revision is

evident.

Evidence: Ideas,

Support,

and

Developme

nt

In each

essay, ideas

work together

as a unified

whole. Main

points are

fully

supported.

Research

sources (if

used) are

valid and

specific.

Revision

shows clear

consideration

of written

reviews.

In each essay,

most main

points are fully

supported.

Some ideas

(including

those from

sources) need

to be more

connected to

the thesis.

Revision

shows some

attention to

written

reviews.

In one or

more of the

essays, main

points and

ideas are

only indirectly

supported,

and support

is insufficient,

vague, or

only loosely

relevant to

main points.

More

attention to

revision is

needed.

One or more of

the essays shows

lack of support

for main points.

Frequent and

illogical

generalizations

are expressed.

Minimal attention

to revision is

evident.

In one or more

of the essays,

thesis is poorly

supported or

not supported

at all. Almost

no attention to

revision is

evident.

Structure and Organization

In each

essay,

organization

is clear, and

paragraphs

are well-

developed.

In each essay,

organization is

clear, and

paragraphs

are well-

developed.

Transitions are

In one or

more of the

essays,

organization,

while

attempted, is

ineffective.

In one or more of

the essays,

organization, if

evident, is

confusing and

disjointed.

Paragraph

In one or more

of the essays,

organization is

confusing

throughout. At

times, essays

read as a

Ideas are

linked with

effective

transitions.

Revision

shows clear

consideration

of written

reviews.

ineffective or

missing in only

a few places.

Revision

shows some

attention to

written

reviews.

Paragraphs

are simple,

disconnected,

or formulaic.

Poor

organization

is evident in

certain

sections.

structure is

ineffective.

Effective

transitions are

missing in many

places. Minimal

attention to

revision is shown.

series of

isolated

paragraphs or

as a very first

draft. Almost

no attention to

revision is

shown.

Audience, Tone, and Point-of-View

Each essay

shows clear

discernment

of stated

audience;

tone and

point-of-view

appropriate to

the genres

and

audience.

Revision

shows clear

consideration

of written

reviews.

Each essay

shows

effective and

accurate

awareness of

general

audience.

Tone and

point-of-view is

generally

clear. Revision

shows some

attention to

written

reviews.

One or more

of the essays

shows

Inconsistent

sense of

audience,

tone, and/or

point-of-view.

More

attention to

revision is

needed.

One or more of

the essays lacks

awareness of the

stated audience.

Tone and point-

of-view is

inconsistent or

inappropriate.

Minimal attention

to revision is

shown.

One or more of

the essays

shows no clear

awareness of

stated

audience.

Tone and

point-of-view is

not clear or

completely

inappropriate

for audience

and

assignment

genre. Almost

no attention to

revision is

shown.

Sentence Structure

In each

essay,

sentence

structure and

sentence

Each essay

utilizes

effective and

varied

sentences.

One or more

of the essays

shows

formulaic or

tedious

In one or more of

the essays,

simple sentences

are used

excessively w/

One or more of

the essays

exhibits

multiple and

serious errors

styles are

well-chosen

and

appropriate to

assignment

genre.

Errors (if any)

are due to

careless

editing.

sentence

patterns. A

few errors in

sentence

structure.

frequent errors,

little sense of

sentence flow.

of structure,

e.g.,

fragments, run-

ons, and

splices. No

sense of

cohesiveness

is evident.

Vocabulary and Word Choice

Each essay

maintains

exceptional

vocabulary

range and

accuracy.

Appropriate

academic

word choice

is evident.

Each essay

maintains

adequate

vocabulary

range and

appropriate

academic

word choice.

One or more

of the essays

display a

basic

vocabulary

range and

mostly

appropriate

academic

word choice.

One or more of

the essays

displays limited

or poor

vocabulary and

limited or poor

word choice.

Train-of-thought

is hard to follow.

One or more of

the essays

display poor

vocabulary and

word choice.

Confusing

errors result in

poor

communication

of ideas.

Mechanics and Punctuation

Each essay is

virtually free

of

punctuation,

spelling, and

grammatical

errors.

Each essay

has very few

errors. If any,

they are due to

careless

editing.

One or more

of the essays

has a few

errors that

interfere with

meaning.

More

attention to

editing is

needed.

One of more of

the essays has

numerous errors

that interfere with

meaning and is

poorly edited.

One or more of

the essays has

frequent and

serious errors

which results in

meaningless

communication

of ideas.

Cancellations

Severe weather is always a possibility. If class is cancelled for any reason, check your college email to

see if you have an assignment to complete. The JC website will post the closure.

Instructor Absence:

Students will be notified by e-mail on their Jackson College e-mail account.

A message will be posted on the JetNet Course page.

A note will be posted outside of the class room

Please note that an instructor absence may not result in the cancelation of class. There

is always the possibility of a substitute.

Should the class be completely canceled please be prepared for the course schedule to

be amended, the possibility of combining two sessions into one, and the possibility of a

make-up class.