writing experience i - jackson college
TRANSCRIPT
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Writing Experience I
ENG 131.12
Fall 2019
Number of Credits: 3
Days Class Meets: Tuesday and Thursday
Meeting Times: 6:00 pm. to 7:30 pm
Location: WA 116
Instructor: Deborah Davies
Office: BW 248 Central Campus
Contact Phone: 517-789-6970 (home) or
517-740-9406 (cell)
Contact Email: [email protected]
Office Hours: T&Th 5:00pm to 6:00 pm,
7:30pm to 8:00pm in The Library; Wednes..
2:00pm to 5:00pm in BW 248 or by
appointment (check in with Heather Wollet)
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Course Description
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.
Continued Description: Learners study and engage phases of the writing process, the impact of the
rhetorical situation on communication choices, and Modern Language Association (MLA) style and
conventions as they engage studies of memoir, profile, and report, genres. The course requires
participation in discussions, activities, and guided peer review. Standard English grammar and structures
are requisite skills in this course and must be practiced in all informal and formal writing.
Prerequisite(s)
ENG 085 and ENG 090/091.
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:
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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 as a result of the
instructional process in English 131:
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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
Knowledge, Skills and Abilities Students Acquire from this Course (Educational Objectives):
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 reasoning
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Technology: As a college student, it is assumed that you have a laptop or other device that you can use to do the online quizzes, access our JetNet site, view our textbook, compose your papers, and participate in online exercises in class. If you do not have a laptop or other device that you can use for these purposes, please see the options below: The Jackson College Bookstore also offers several different laptops for sale. URL: https://www.bkstr.com/jacksonstore/shop/laptops
Digital Inclusion, now located on our central campus, offers deeply discounted refurbished/used laptops. URL: http://www.direcycle.com/ Lenovo offers Jackson College students discounts on their entire product line. URL: www.lenovo.com/jacksoncollege Sale Assistance: 800 426 7235 Ext. 7043
Our JC Financial Aid office has information on grants, scholarships, and other funding: URL: https://www.jccmi.edu/financial-aid/
Email: I am unable to answer emails unless they are sent via official JC email addresses. Failure to use your JC email account will result in no reply. Please include your full name, course, and section number, as well as any information needed for me to correctly answer your inquiry. Please allow 24 hours for a
6. Identify, explain, and employ concepts clearly
7. 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 strategies
10. Research for further understanding and additional knowledge
11. Demonstrate research skills: establish research question, define type of information needed;
identify where to find information; triangulate sources; evaluate information
12. Integrate, cite, and document sourced material
13. Practice correct grammar and usage
14. Work collaboratively and as a member of a team
15. Identify and assess the contributions of self and others working on a team
Textbook
Writing Today Fourth Edition, in Pearson REVEL, Access Card. Authors: Johnson-Sheehan &
Pain. Pearson Publishing. SBN-13: 978-0134808048
Text Book Zero Notice: The textbook for this course is available in a digital format and
may be purchased in the bookstore.
Extras
Notebook or loose-leaf paper in a binder to take notes by hand; access to the internet; flash or thumb
drive to save and transfer work; access to a printer; black or blue pens; folder for handouts; laptop or
other online device to access course website/textbook in class (see technology section below)
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Grading Procedure
This course is writing intensive. Students will write three formal essays and an additional reflection essay.
Essays will be graded using the LLA grading rubric. The three formal essays will be broken down into
smaller submissions to guide student progress. All grades will be posted on JetNet. Papers comments will
also be posted on JetNet. Homework reading quizzes (REVEL) will gauge student comprehension of the
textbook. Additional grammar and mechanics activities will enforce writing skills learned in the classroom.
The course requires a portfolio where final, revised copies of all the papers will be submitted. Students
will earn participation grades for their work in class. All submissions to JetNet dropboxes must be in PDF
format in order to work with our grading software, therefore any file submissions not in PDF format will
receive a zero.
Grade Distribution:
Attendance and Participation: 20%
Homework: Reading Quizzes (REVEL), Proposals, Outlines, Title Pages, Drafts, etc: 40%
Portfolio: 40%
All papers must undergo the full writing process in order to be included in the final portfolio. This means
students must turn in complete drafts before the dropboxes close, receive a grade and feedback from the
instructor on the draft, and participate in a peer review for each paper in class.
Grading Scale
GRADE
RANGE
GPA
92-100% = 4.0
86-91% = 3.5
80-85% = 3.0
75-79% = 2.5
70-74% = 2.0
66-69% = 1.5
response M-F and longer on weekends and holidays. Students are required to check their JC email account several times a week. If you don’t check your email, then please forward it to an account that you do check regularly. I do not discuss grades over email; you must come to my office hours or make an appointment to discuss your grades.
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60-65% = 1.0
55-59% = 0.5
54% = 0.0
Failure
Students may fail the course for the following reasons:
- Missing more than four classes
- Failure to turn in a final portfolio
- Failure to turn in all three formal paper drafts (memoir, profile, informative report) before the draft
dropboxes close
- Failure to meet the course curriculum competencies of the course
- Evidence of plagiarism
- Submitting papers from previous semesters or other courses
Plagiarism, the submission of another’s writing, whether directly copied or paraphrased, may result in a
failing grade and can be grounds for removal from class. Cases of plagiarism are dealt with by the
instructor on an individual basis; the instructor will make decisions regarding the student's ability to
correct the problem. All cases of plagiarism are reported to the Office of the Academic Dean.
Papers that are not submitted as PDFs to the assigned dropboxes will receive a zero. It is the student’s
responsibility to check to make sure his or her file is in the correct format and that it has been uploaded
correctly. (If you do not know how to save your file as a PDF or upload a file to JetNet, please see me or
visit the Center for Student Success for help.)
Academic Honesty Policy
The full policy can be accessed at http://www.jccmi.edu/policies/Academics/
Academic 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)
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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
Withdraw: After the add/drop period, a student may withdraw from a course in accordance
with the dates published in e-services.
Incomplete Policy: In accordance with JCC policy, an Incomplete or “I” grade is only issued
to students who have demonstrated good standing in the class and hold a passing grade at
the time of an extenuating circumstance that precludes completion of the class.
Documentation validating the circumstance may be required.
Makeup Policy
In class activities cannot be made up because they involve mostly group work, taking lecture notes,
and collaborating with a partner in real time. Homework reading quizzes (REVEL) are expected to be
done on time because they are online; once a quiz closes, it cannot be reopened. Dropboxes will
close five days after the due date, so a student has a chance to earn partial credit (50%) by
submitting it late. After the five day late period closes, the dropbox will close, and cannot be
reopened. Even if an absence occurs, all homework due on JetNet is expected to be turned in on
time. If some kind of emergency occurs (hospitalization, acute illness, etc.), evidence may be required
(hospital discharge papers, doctor’s note, etc.); I am more than happy to work with you if there is some
kind of emergency as JC has policies in place for these students.
Help
When opting for help with your writing, bring the following:
a copy of the assignment
your draft or work thus far
specific areas with which you need help
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Instructor Support: Insert your availability for appointments and how students should schedule an
apt. with you.
Writing Fellows: Located in the Atkinson Building, breakout room 107, Writing Fellows can help you
on all stages of the writing process including prewriting, drafting, revising, editing, and citing
sources—no matter what JC class you are enrolled in. You may drop in during their working hours,
generally 9-4 Monday through Thursday, or set up an appointment in advance. Students may also
submit a draft for review online via the Writing Fellow link in the Student Union on JetNet. Bring or
submit a copy of the assignment requirements, work completed on the assignment so far, and
writing related questions.
Center for Student Success: (CSS) Writing Tutors: located in Bert Walker Hall 125. For more
information about the CSS go to http://www.jccmi.edu/success/ .
Note: It is important to contact a Center for Student Success professional prior to the start of the
semester in order 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/
Special Accommodations and Disabilities: If you had an IEP or special accommodations for a disability
in high school, you are likely to be eligible for special accommodations in college. Please contact the
Center for Student Success at 517.796.8415 or visit them at Bert Walker Hall, Room 138, to talk to
someone about the application process. I am more than happy to work with students who need special
accommodations, but the paperwork must be in place before special accommodations can be granted.
It is important to contact a Center for Student Success professional prior to the start of the semester
in order 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/
Student Mental and Physical Health: Your well-being is important. JC offers counseling services at The
Oasis located in Justin Whiting Hall on Central Campus. You may call them at 517.990.1300 to book an
appointment or talk to someone. You may also contact them after hours at 517.787.7920 if you need
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immediate assistance. Please do not hesitate to ask for help if you need it. Their consultation fee is only
$5 but they offer assistance if a student is unable to pay the fee.
The Health Clinic on campus offers a wide range of services to ensure student wellness. They are located
at 111 Justin Whiting Hall on Central Campus. Please call them at 517.990.1374 to book an
appointment. Student visits require a $5 fee.
Jackson College also has a food pantry for students. All consultations and visits are kept strictly
confidential. Please send an email to [email protected] for more information or to arrange a visit
to the food pantry.
If you or someone you know is thinking about suicide, please seek help immediately. The National
Suicide Prevention Hotline is 1-800-273-8255 and is open 24/7.
Please don’t hesitate to talk to me if you are struggling this semester. It is much easier for me to help
you earlier rather than later.
Calendar
(Subject to change)
All homework is due by the beginning of class on the assigned day.
WEEK # DATE TOPIC HOMEWORK DUE
1 9/3 Introduction to the Course and Colleagues
SYLLABUS REVIEW
Write me a letter about your background: where you live;have gone to school;worked. What is important that I know about you?
Read Chapter 1 “Writing and
Genres.) Homework: Write about your experiences with the writing process. What parts of this work for you, what parts do you want to improve? Freewrite for 5 to 10 minutes about a favorite movie, TV show or book. Use paper.
1
9/5
Preview Chapter 2: Topic, Angle, and Purpose,
Readers, and Readers’ Contexts. Pay especial
attention to angle and how it forms the thesis. Preview Chapter 3: Readers, Contexts, and Rhetorical Situations.
Read Chapter 2, 3, and 4
1.Write a short profile of your most frequent reader, starting with the questions on page 20, but then adding how much time your reader has, and is willing to give, and the reader’s values.
Use paper. Do not say, “I am my
most frequent reader.”
2. In your own words, describe each of the first 6 strategies in Chapter 4: Reading Critically, Reflecting Analytically. After each strategy, explain whether you have used these strategies for school readings. Explain whether or not you have used them to analyze what a person says.
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2
9/10
Review Chapters 2, 3, and 4 Read Chapter 6, “Memoirs.”
In Chapter 33, read “Heirloom”
and “College Hazing.” In 38,
read “We’ve Been Waiting for
Hidden Figures.” List 5-10
possible topics for a memoir (65).
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9/12 Discuss Chapter 6: Memoirs, and accompanying
readings.
Discuss the Memoir Essay assignment.
Homework:
Read Chapter 16: Inventing Ideas and Prewriting 1. Use one or more of the prewriting techniques described on pages 298-304 to help invent and focus your memoir paper. 2. Do the activity Writing an Exploratory Draft (see pages 305 and 306).
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9/17
No Class
Read Chapter 17: Organizing and Drafting. Make notes on the material you found most familiar and the material you found most useful.
3
9/19
Discuss Chapter 17
Memoir Outline due; bring 4 printed copies to class
4
9/24
Writing Workshop: Building Your Memoir
Memoir Cover Page due
Bring 4 copies to class
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9/26 Preview Chapter 21: Developing Paragraphs and Sections and Chapter 20: Revising and Editing
Read Chapters 21 and 20
5
10/1
Workshop and revise returned Cover Pages Bring a draft of your memoir to class to discuss in writing groups. What is working? What is problematic?
Work on Memoir Draft
5
10/3
Peer Review: Memoir
(DO NOT try to print your paper right before class – give yourself time in case of problems.)
Complete Memoir Draft Due; Bring 4 printed copies of your complete Memoir Draft to class
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10/8
Chapter 7: Profiles Read Chapter 7
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6
10/10
Writing Workshop: Brainstorming Interview Questions
Read section 26.5 in Chapter 26 “Using Empirical Sources: Interviewing People,”
Scheduling interview due
7
10/15
Profile as Genre
Interview Questions Due, read Chapter 38
Chapter 37 “After Own Victory, Counselor Helps Others Beat Heroin,” Other readings TBA
7
10/17
Conferences Scheduled
Class discussion on profile paper progress and stumbling blocks
Profile Cover Sheet Due
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10/22
Writing Workshop on preliminary profile drafts Interview Due
8
10/24
Writing Review & Reflection Grammar Review 1 Due
bring in marked up Memoirs
9 10/29
Writing Review & Reflection Discuss marked up memoirs with peer editing group. Raise any questions with the instructor
Work on profile drafts
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10/31
Peer Review: Profile
Complete Profile Draft Due, bring 4 print copies to class
Homework: Read Chapter 14: Formal Reports
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11/5
Chapter 14: Formal Reports Library presentation on evaluating webpages and databases. We may meet in the Library.
Research Question Due with an explanation of topic choice and anticipated findings
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11/7
Chapter 25: Starting Your Research Library presentation library resources We may meet in the Library.
Read Chapter 25
Write a letter telling me how your research is going. What have you accomplished so far, what is progressing well, what is problematic?
11 11/12 Discuss progress described in notes with instructor.
Discuss Annotated Bibliographies
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11
11/14
Informative Report as Genre
Read Chapter 34 “The NSDUH Report,” Read Chapter 38 “Darwin’s Paradigm Shift” Bibliography Draft Due
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11/19
Writing Workshop: Organizing Your Data and MLA Citations
Informative Report Cover Sheet and Formal Outline Due
12
11/21
Writing Review and Reflection Grammar Review 2 Due, bring in marked up papers
13 11/26 Peer Review: Informative Report Complete Informative Report
Draft Due (bring 4 printed copies)
13
11/28
THANKSGIVING VACATION 11/27-12/1
NO CLASSES
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12/3
Reflection Essay Cover Sheet to Portfolio Due
14
12/5
Peer Review: Portfolio I
Bring 2 Print Copies of the Final Copies of the Memoir and Profile including works cited pages and cover sheets
15
12/10
Peer Review: Portfolio II
Bring 2 Print Copies of the Final Copies of the Informative and Reflection Essays including works cited pages and cover sheets
15
12/12
Final Portfolio Check (in class)
Portfolio Due (Post PDF Files into the Dropbox on JetNet of all the Final Copies of Your Papers as well as your cover sheets and works cited pages)
16 12/17 Final Presentations Presentation Due
16 12/19 Final Presentations Presentation Due
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Important Dates: Fall 2019
DATE EVENT
Sept. 3, 2019 DAY AND EVENING CLASSES BEGIN
Sept 3 – Dec. 19, 2019 SEMESTER DATES
Sept. 17, 2019 IN-SERVICE DAY – NO CLASSES
Oct. 4, 2019 PATHWAY SHOWCASES DAY – NO CLASSES
Nov. 27- Dec. 1, 2019 THANKSGIVING BREAK - NO CLASSES
Dec 19, 2019 END OF FALL SEMESTER
Dec 21, 2019 GRADES DUE
Student and Instructor Responsibilities
Learner Role: Independent and Collaborative
Learner 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.
Learners will create three essays. Essays will be accompanied by a title page and, when
sources are used, a Works Cited page. Specific page lengths are defined in essay
assignments.
Learners will apply active reading strategies to assigned course materials and can expect to
encounter roughly 60 pages a week.
Learners need to plan to spend at least nine [9] hours a week on the course, including
assigned readings, collaborative discussions, and individualized writing.
Learners must attend one conference with the professor to discuss their first paper
Instructor Role: My role as your instructor is to assist you in the learning process, provide
information and guidance, evaluate your progress through a variety of assessments, and
give you feedback on your writing. Additionally, I am also responsible for adapting the
course to fit the needs of the class, so your assessments will continually inform my teaching
strategies.
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JetNet and JC Email: Students are expected to check their email daily and to check in on JetNet
regularly throughout the course. Your JC email is how your instructors and college communicate with
you, so you are responsible for keeping that line of communication open. Please note that I will *only*
respond to your JC email address as part of our ongoing adherence to FERPA. I check my email
once a day M-F. Please allow at least 24 to 48 hours for a response, and more so over holidays and
weekends. If I don’t respond to you within two business days, please try sending the email again as it
may have been lost in the SPAM folder or accidentally overlooked. Please put your full name, the
course number and section, and any other important information (such as the assignment in question)
that I may need to craft a timely and accurate response.
Your grades are kept on JetNet; you are expected to check the gradebook regularly as I will continue
to update the gradebook as we go. Grades are feedback on assignments. For many assignments, a
detailed rubric will be provided so you can look up why you earned the grade you received.
Additionally, sometimes comments will be added, such as on larger writing assignments; these will
also be on JetNet, and it is your responsibility to read them so you know how to improve your writing.
If you have a question about a grade, it is your responsibility to let me know immediately so we can
discuss it ASAP.
Attendance Policy
In 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. 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.
Attendance Policy for the Course:
Students are expected to arrive, on time with their materials, every day of class. No distinctions are made
between excused and unexcused absences. All absences will be recorded as “unexcused” in JetStream.
If a student misses four or more classes, he or she will fail the course with a 0.0 and/or will be dropped
from the course. Note: Absences mean that students miss participation points, quizzes, in class activities,
lectures, etc. that cannot be made up. Students are responsible for emailing me immediately if an
absence occurs so I can pass along vital information and so we can discuss your situation. If a student
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Dear Writing Students,
JCC’s Department of Language, Literature and Arts has implemented the portfolio as an assessment tool for all ENG 091, 131, and 132 courses. Please read the following information about the portfolio:
Every writing student at JCC must submit a portfolio, consisting of a variety of revised papers completed
this semester that best demonstrate competency in skills and strategies appropriate to the course in which
you are enrolled.
A meta-cognitive reflection on your learning in this semester accompanies the portfolio. See the
description of the meta-cognitive reflection below.
misses two consecutive days without emailing me, it will be assumed that the student has quit the course
and thus will automatically be dropped from the class. Students who have been dropped due to a lack of
attendance will not be readmitted to the course.
Sign In/Out and Participation: Students are required to sign in and out of the class every day. Students
who are tardy or leave early will receive a lowered participation score that day. It is your responsibility to
sign in and out every day. Any student who fails to sign in and out will be marked absent for the day.
Attendance and the participation points associated with it are then recorded on JetNet. Inappropriate cell
phone, tablet, or laptop use in class will result in zero participation points of the day. Additionally, students
who do not actively participate in class may also have points deducted from their participation score.
Caveat
Please note that the syllabus, in particular the course schedule and due dates, are subject to change to
best meet the needs of the students, especially in the event of the school closing, instructor illness, or
other unforeseen circumstance.
English 131 Portfolio Documents
Portfolio and Reflective Essay Information
The portfolio demonstrates your use of narrative, descriptive, and informative strategies; awareness of the
rhetorical situation, ability to develop and support claims appropriate to genre, organizational skills,
demonstration of research skills, documentation and citation skills, and mechanical competence.
The portfolio is comprised of at least ten pages of revised and polished academic essay writing completed in this
course and a brief, one page reflective essay on your learning in the class.
Learners may not submit essays to the portfolio that were not completed in this class, essays have not received a
passing grade in their respective units, or essays that have not undergone demonstrated writing process and/or
revision. To get points for Writing Assignment One, you must email me a selfie from your Jackson College email
address along with the name of your favorite movie or television show by January 22, 2019.
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•The portfolio is worth 30-50% of your total course grade. Your instructor will determine the specific
percentage. See your course syllabus for this information.
Your instructor will evaluate your portfolio and offer comments on the strengths and weaknesses of your
work.
Successful portfolios contain papers written in this class that have undergone revision. The evidences
thoughtful revision and editing.
Your portfolio is evaluated holistically; your instructor will give feedback on your overall work. See the back
of this sheet for departmental descriptions of good writing.
Portfolio Formatting and Length Requirements:
Essays must have been written for this class, gone through peer review, and revised in order to qualify for
the portfolio.
The portfolio will include a cover sheet for the portfolio listing course and section number, instructor’s
name, and other identifying information as your instructor directs.
Your instructor will identify a date near the end of the semester for the submission of your portfolio.
Please submit your entire portfolio to your instructor the day the portfolios are due.
Title pages for each essay are required. Although MLA does not require a title page, you must include a
title page for each essay in the portfolio. The title page will include
o Essay Title
o Purpose Statement
o Identified Audience for the Essay
o Following MLA style, portfolio essays must be double-spaced, use 12-point font, and be set to one-
inch margins. Place your name in the upper right hand corner of each page.
o When source materials are used, MLA 2016 Guidelines for documentation and citation are required.
o English 131 essays must contain 10 full pages of writing, not including cover page, title pages, and
works cited page. Essays must be minimum of 2 pages in length.
o English 132 portfolios much contain 12 full pages of writing, not including cover page, title pages, and
works cited pages. Essays must be a minimum of 3 pages in length.
o Portfolios in online and hybrid English 131 course are electronic; submit them to the course's JetNet
Portfolio and Reflective Letter assignment file.
Meta-Cognitive Reflection Guidelines
As mentioned above, a metacognitive reflection accompanies the portfolio. This essay is a summary statement providing an overview of the essays contained in the portfolio and the writer is learning over the course of the semester. It allows the writer to reflect on his or her growth as a writer and to explain how the portfolio serves as a single, comprehensive snapshot of writer performance in English 131.
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The course instructor serves as the sole audience for the portfolio and meta-cognitive reflection, so this is the student’s opportunity to frame the quality of experience and learning exhibited in the final written products of the portfolio.
Consider addressing the following ideas when composing the meta-cognitive reflection:
the subjects of your papers and why you chose them
the relationship of audience and purpose to your writing. How the essays of the portfolio demonstrate this
relationship
the phases of the writing process you engaged and how they contributed to the essays in this portfolio
how participation in writers groups and peer review as both writer and peer reviewer strengthened skills.
Offer evidence of revisions made on specific essays and recount lessons learned in the writers group. Give
credit to specific people who supported our learning.
what you feel you have accomplished as a group member, a writer, and a college student in this class
what you have learned by completing and reviewing the metacognitive reflections written for each essay
over the course of the semester
Please present a focused, well-supported, and organized reflection of yourself as writer following the same formatting rules for the portfolio.
We encourage you to devote time to the revision process throughout the semester. Successful portfolios include papers, which have been revised. Your instructor will make suggestions for revision throughout the semester and as you compile your portfolio at the end of the term. If you have any questions about any of the information contained here, please ask your instructor.
Sincerely,
The Language, Literature and the Arts Composition Faculty
Portfolio Feedback Form for Students
Points 4 3 2 1 0
Rhetorical Situation: Topic, Purpose,
Audience, Context, Angle
Thesis: Main Claim Appropriate to Genre
Evidence: Support & Development of Claims
Structure: Introductory Lead Organization
and Cohesion
18
Genres: Memoir, Profile, Informative
Research: Source Integration; MLA Style
Sentence Structure
Vocabulary and Word Choice
Mechanics and Punctuation
Reflective Essay Demonstrates awareness of
writing process, audience centered
communication, and peer review.
Deductions
Portfolio less than 8 full pages:
-1.0
Portfolio containing 9 full pages:
-0.5
Portfolio lacking essay variety:
-0.5
Grounds for Failure
Plagiarism
Portfolio Grade
Portfolio Comments
Portfolio Rubric for Instructional Reference
This is an intensive writing course in which students use genres to navigate complex rhetorical
challenges and compose texts that achieve purpose and meet audience needs. Narrative and
descriptive modes are stressed. Basic research strategies are introduced. Modern Language
Association parenthetical and Works Cited formatting is required for essays using primary or
secondary sources.
19
Categories 4.0 =
Masterful
3.0 = Skilled 2.0 =
Competent
1.0 =
Unsatisfactory
0.0 = Poor Points
Award
ed
GRADES 4.0,
3.0, 2.0
General
Education
Outcome 1
(GEO 1)
FOR ENGLISH
131
Demonstrate
s masterful
ability to
write clearly,
concisely,
and
intelligibly
(GEO 1)
Demonstrat
es skilled
ability to
write
clearly,
concisely,
and
intelligibly
(GEO 1)
Demonstrat
es
competent
ability to
write
clearly,
concisely,
and
intelligibly
(GEO 1)
Demonstrates
unsatisfactory
ability to write
clearly,
concisely, and
intelligibly
(GEO 1)
Fails to
demonstrate
ability to
write clearly,
concisely,
and
intelligibly(G
EO 1)
Rhetorical (4) Audience (3) (2) (1) Audience (0) Audience
Situation: & purpose Audience Audience and purpose and purpose
Topic, statements and and statements are statements
Purpose, demonstrate purpose purpose missing clear are missing
Audience, mastery of statements statements indication of
Context, rhetorical indicate are too genre and are
Angle situation writer general. disconnected
conveying awareness May be from essays
topic, genre, of the missing
and angle to relationship clear
clearly of stated indication
inform rhetorical of genre.
essays situations
to the
essays
Thesis: Main (4) Essays (3) Essays (2) Thesis (1) Thesis (0) Writer
Claim contain contain statements, statements are demonstrate
Appropriate engaging and identifiable whether unclear and/or s little or no
to Genre identifiable implied or implied or fail to reflect awareness of
implied or stated stated, are attention to a thesis.
stated thesis thesis somewhat genre or Lacks
statements statements clear and support purpose,
appropriate appropriate appropriate
to to to genre,
20
assignment
genre,
purpose, and
audience
assignment
genre,
purpose,
and
audience.
purpose,
and
audience.
purpose and
audience.
audience,
and context.
Evidence:
Support &
Developmen
t of Claims
(4)
Masterfully
supplies
evidence
that engages
readers while
developing
significance,
supporting
claims, and
maintaining
appropriaten
ess to genre
(e.g. rich
detail,
descriptions,
anecdotes,
reasons,
facts,
objective
findings and
observations
).
Excellent,
appropriate
conclusions
drawn from
evidence.
(3) Skillfully
supplies
evidence
that
develops
significance
, claims,
and is
appropriate
to genre
(e.g. rich
detail,
description
s,
anecdotes,
reasons,
facts,
objective
findings
and
observation
s).
Good,
generally
appropriate
conclusions
drawn from
evidence.
(2)
Competentl
y supplies
evidence
that
develops
significance
, claims,
and is
appropriate
to genre
(e.g. rich
detail,
description
s,
anecdotes,
reasons,
facts,
objective
findings
and
observation
s).
Limited or
somewhat
inappropria
te
conclusions
drawn from
evidence.
(1) Limited
development
of significance
and claims.
Conclusions
are not offered
or are
inappropriate
in relation to
evidence
supplied.
(0) Fails to
develop
significance
and support
claims.
21
Structure: (4) (3) (2) Essay (1) Essay (0) Essay
Introductory Introductory Introductor structure organization is does not
Lead leads y leads offers an confusing and demonstrate
Organization successfully hook, focus introductio disjointed. attention to
and hook, focus, and n, body, Paragraph organization
Cohesion and forecast forecast and structure is al strategies;
coming coming conclusion. ineffective and reflects
information information Ideas are transitions are reader-based
and essay and essay supported missing in prose.
structure. structure. by evidence many places.
Whole appropriate Little or no
essay & to claims acknowledgem
Whole essay paragraph made. ent of revision
& paragraph segments Transitional suggestions.
segments demonstrat strategies Reflects
demonstrate e are evident reader-based
coherence, coherence. but may prose.
supplying Supporting not be
claims, evidence consistent
multiple and throughout
levels of warrants the essay.
support, and are skillfully
clear presented;
warrants. transitional
strategies
are
evident. Transitions
are seamless.
Genres: (4) Masterful (3) Skillful (2) Limited (1) Fails to use (0)
Memoir, use of use of use of features
Profile, features features features related to
Informative related to related to related to genre to
genre; genre; genre; address
masterful demonstrat inconsisten rhetorical
demonstrate es flexibility t evidence challenges.
s flexibility in in genre of genre
genre use to use to use to meet
navigate address rhetorical
complex rhetorical
challenges.
challenges.
22
rhetorical
challenges.
Research: (4) When (3) When (2) When (1) When using (0) When
Source using using using sources: using
Integration; sources: sources: sources Sources are sources: No
MLA Style Thesis is Thesis is Attention weak and attention to
supported supported to poorly chosen. source
with with good parenthetic Lacks overall citation
evidence sources. al and understanding where
from strong, Demonstrat Works of needed.
credible es Cited parenthetical Plagiarism
sources. awareness strategies and/or Works may be
Shows of MLA are Cited evident.
proficiency in style. needed. strategies
MLA style Parenthetic
including al and
parenthetical Works
citations and Cited
Works Cited strategies
strategies. are
employed,
a few
errors are
apparent.
Sentence (4) Expresses (3) Uses (2) Relies (1) Simple (0) Multiple
Structure ideas in effective on sentences used and serious
mechanically and varied formulaic excessively w/ errors of
controlled, sentences. or tedious frequent errors structure,
clear, and Errors (if sentence and little e.g.,
cogent any) are patterns. variety. Run-on fragments,
sentences. infrequent. Shows sentences and run-ons, and
Demonstrate frequent fragments are splices. Lacks
s varied, errors in common. cohesiveness
pleasing sentence .
sentence constructio
patterns. n and uses
non-
standard
syntax.
23
(0) Fails to
acknowledge
revision as
part of
process
and/or peer
and
instructor
feedback in
the writing
process.
(1)
Unacceptable
engagement in
or reflection
on process.
Little
acknowledgem
ent of revision
or of peer and
instructor
feedback.
(2)
Competentl
y
acknowledg
es revision
as part of
process.
Acknowled
ges peer
and
instructor
feedback.
(3)
Demonstrat
es skillful
knowledge
of revision
strategies
that
develop
ideas and
polish
essays.
Acknowled
ges peer
and
instructor
feedback
and
references
how it
Reflective (4)
Essay Demonstrate
Demonstrate s masterful
s awareness knowledge of
of writing revision
process, strategies
audience that develop
centered ideas and
communicati polish essays.
on, and peer Acknowledge
review. s peer and
instructor
feedback and
references
how it affects
writing.
Supplies
clear
references to
Vocabulary (4) (3) Uses (2) Shows (1) (0) Poor
and Word Demonstrate good ordinary Demonstrates diction.
Choice s exceptional
vocabulary
range and
uses
effective
diction.
vocabulary
range and
correct
diction.
vocabulary
range.
Diction
errors do
not
interfere
with
readability.
limited
vocabulary and
diction.
Confusing
errors result
in mostly
awkward or
meaningless
communicati
on.
Mechanics (4) Virtually (3) (2) (1) Contains (0) Frequent
and free of Contains a Contains numerous and serious
Punctuation punctuation,
spelling, and
capitalization
errors.
Syntax is
appropriate.
few surface
level errors.
errors that
interfere
with
meaning.
More
attention
to editing
needed.
errors that
interfere with
meaning.
Poorly edited.
errors hinder
communicati
on of ideas.
24
and/or
illustrative
quotations
from
portfolio
essays
affects
writing.
Supplies
some
references
to portfolio
essays.
Deductions Portfolio less than 8 full pages: -1.0
Portfolio containing 9 full pages: -0.5
Portfolio lacking essay variety: -0.5
Grounds for
Failure
Plagiarism 0.0