ChimeneBurnett.LCE-Syllabus History

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A syllabus is a common genre that is used in college courses all over the world! Thinking about '''the threshold concepts in writing'" from ''Naming What We Know,'' we have a great example with the syllabus for the following threshold concepts and ideas:
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A syllabus is a common genre that is used in college courses all over the world! Thinking about '''the threshold concepts in writing''' from ''Naming What We Know'', we have a great example with the syllabus for the following threshold concepts and ideas:
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If you would like a printable version of this syllabus, click [[Attach:bobcat.pdf | HERE]]

'''FALL 2016: English 1302.244: Composition II'''\\
'''Days: MWF | Class Times: 9:00 - 10:50 | Classroom: OCNR 243'''

'''Instructor:''' Chimene (Jimena) Burnett\\
'''Office:''' 213C Classroom East \\
'''Office Phone:''' 825-6084[[<<]]825-2150 First-Year Program Office \\
'''Email:''' jimena.burnett@tamucc.edu\\
'''Web:'''http://www.tamucc.edu/wiki/ChimeneBurnett/Home\\
'''Office Hours: Mondays from 12 to 2 in Classroom East 213C, Thursdays from 12:00 to 2:00 and other times by appt.'''
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Attach:syllameme.jpeg

!!Syllabus
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'''Catalog Course Description:''' English 1302 introduces students to writing studies, rhetoric, and academic research (information literacy). Students will read, apply, and reflect on
the current research and scholarship in writing studies, especially threshold concepts, kinds of knowledge about writing, and rhetoric. Students will learn how to transfer, deepen, and extend their ability to use writing in various contexts.

'''Core Outcomes:''' As part of the University Core Curriculum, the First-Year Writing Program helps students achieve these Core Curriculum Outcomes
* CT 3: Analyze, evaluate, and synthesize information.
* CS 1: Develop, interpret, and express ideas
through written communication.
* TW 1: Integrate different viewpoints as a member of a team.
* PR 1: Evaluate choices and actions, and relate consequences to decision making
.

'''ENGL 1302 Outcomes:''' The eight learning goals listed below describe the specific kinds of learning that ENGL 1302 faculty members expect you to achieve during the semester. This learning includes knowledge about yourself as a writer, your knowledge about the act of writing, and your abilities to use writing. For each of the goals, we expect you to expand your learning, building on what you know and know how to do at the beginning of the semester.

Students' portfolios will demonstrate the extent to which they have achieved the following outcomes:
# Identify how their views of writing have changed as a result of the work they have done in the course,
# Demonstrate their ability to analyze different rhetorical situations (in academic, workplace, or civic contexts),
# Demonstrate their ability to use their analyses of rhetorical situations to identify options and to make appropriate choices that will enable them to use writing to achieve specific purposes,
# Demonstrate their ability to locate, read, evaluate, select and use (integrate) effectively information from appropriate sources with their own ideas
# Demonstrate control of situation-appropriate conventions of writing,
# Explain what they have learned from being a novice in new writing situations, and describe how these experiences, which might include failure, contribute to their willingness to accept new challenges as a writer,
# Demonstrate their ability to collaborate effectively as members of diverse teams / groups of writers,
# Evaluate the ways in which they have become a more reflective (mindful, self-aware, thoughtful) writer.

'''See explanation of how %newwin% "[[Key Terms]]" and %newwin% "[[Habits of Mind]]" relate to ENGL 1302 Outcomes'''

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'''English 1302 Textbook and Materials'''
* Adler-Kassner, Linda and Elizabeth Wardle, eds. (2016) ''Naming What We Know: Threshold Concepts of Writing Studies, Classroom Edition.'' Logan, UT: Utah State UP. (Required)
*ACRL. (2015) %newwin%[[''Framework for Information Literacy for Higher Education'' ->http://www.ala.org/acrl/standards/ilframework]]. (Suggested, Supplemental, Free Download)
* Access Islander account, Blackboard, and some sort of Cloud storage for files such as One Drive, Google Docs, or Dropbox.

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'''Major Course Requirements and Grade Distributions'''


|| border=1 align=center bgcolor=yellow
||! Project ||! Due Date ||! Points ||
|| Writing Project 1 - Critical Analysis || 9/30 || 100 ||
|| Writing Project 2 - Research and Information Literacy || 10/21 || 200 ||
|| Writing Project 3 - Learning Community Project || 11/11 || 200 ||
|| Writing Project 4 - First Year Symposium || 11/28 and 11/30 || 100 ||
|| Writing Project 5 -Learning Community E Final Portfolio || 12/14 || 200 ||
|| Participation || Daily || 200 ||
|| '''Total''' || || 1000 ||
'''Major Writing Assignments and Portfolios'''

['''Note:''' The assignments in green are designated as "shared assignments" within our Learning Community E. The grades for each of these assignments will count in Composition, Seminar, and History.]

'''Writing Project 1 - Critical Analysis'''
For this project, you will compose a short piece based on your analysis of primary source historical document and a short reflective essay about your writing process. This shared assignment is due at 10:00 in Large Lecture on 9/30. This project is designed to give you practice and experience with the following:
*reading college-level texts;
*working with composing processes;
*analyzing primary and secondary source historical documents; and
*learning and using rhetorical principles in reading and writing.

'''Writing Project 2 - Research and Information Literacy'''
For this project, you will choose a historical figure or event from American History (pre-Reconstruction) to study and research, focusing on at least one primary source document. As you conduct your research online and at the Library, you will compile research data and writing in a Research Log/Annotated Bibliography and Research Reflection. The work and learning you do for WP2 will provide the basis for WP3 and WP4. This project is due on 10/21 in Composition at the beginning of class. This project is designed to give you practice and experience with the following:
*working with research processes at the college-level with the aid of the Framework for Information Literacy for Higher Education;
*employing rhetorical principles to evaluate, analyze, and select multiple sources; and
*using reflection to foster learning.

'''Writing Project 3 - Learning Community Project'''
Using the sources and information you gathered for WP2, you will compose an expository piece of writing (6 to 8 pages long) that provides readers with an explanation of the historical context of your topic, an analysis of at least one primary source document and its rhetorical situation, and a brief argument about the significance of this information for modern audiences. In sum, your purpose for writing is to a to your audience, convincing them of the relevance and importance of this historical information to the on-going conversations of present day. WP3 is a shared assignment and it is due at the beginning of Large Lecture at 10:00. This project is designed to give you practice and experience with the following:
*demonstrating critical thinking by combining, changing, or reapplying existing information, gathering and assessing information relevant to a question, and analyzing, evaluating, and synthesizing information;
*using writing and research to achieve a specific purpose while working with new writing situations;
*working with particular, situation-appropriate conventions of writing, such as MLA citation and style; and
*using reflection to foster learning.

'''Writing Project 4 - First Year Symposium'''
WP4 is a group project. For this project, you will need to reimagine and reconfigure your writing from WP3 into a new genre geared for a live audience. You will need to make many composing decisions about content and format in collaboration with your group members. Additionally, your group will need to create a tri-fold poster and presentation for First-Year Symposium on November 30th. Grading of the presentation and poster will occur before the Symposium. This project is designed to give you practice and experience with the following:
*demonstrating critical thinking by combining, changing, or reapplying information, gathering and assessing information relevant to a question, and analyzing, evaluating, and synthesizing information;
*using writing and research to achieve a specific purpose while working with new writing situations;
*working with particular, situation-appropriate conventions of writing, such as MLA citation and style; and
*working and writing in collaborative settings.

'''Writing Project 5 -Learning Community E Final Portfolio'''
For this final Learning Community E assignment, you will submit a final portfolio that contains a collection of your work that has been purposefully selected and intentionally assembled by you to showcase your learning development with its success and struggles throughout the semester. Though you are free to select work from any of your college courses, you must select some work from each of your Learning Community E courses. The one piece of writing that is required in a portfolio is an extensive reflective overview, which is a piece of writing that presents the portfolio contents to readers / evaluators and that explains why particular contents were chosen and what they are meant to show. This project is due any time during Finals Week with a Final due date of December 14th by 3:00. This project is designed to give you practice and experience with the following:
*explaining what you have learned from being a novice in new writing situations, and describing how these experiences, which might include failure, contributed to your willingness to accept new challenges as a writer; and
*evaluating the ways in which you have become a more reflective (mindful, self-aware, thoughtful) writer.

'''Participation and Daily Work'''
20% of your grade will be earned by actively participating in class discussions and activities and coming to class on time and prepared. Please consider the fact that your overall success in Learning Community E is closely linked to attendance and participation.

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'''Classroom/Professional Behavior'''\\
Texas A&M University-Corpus Christi, as an academic community, requires that each individual respect the needs of others to study and learn in a peaceful atmosphere. Under Article III of the Student Code of Conduct, classroom behavior that interferes with either (a) the ability to conduct the class or (b) the ability of other students to profit from the instructional program may be considered a breach of the peace and is subject to disciplinary sanction outlined in article VII of the Student Code of Conduct. Students engaging in unacceptable behavior may be instructed to leave the classroom. This prohibition applies to all instructional forums, including classrooms, electronic classrooms, labs, discussion groups, field trips, etc.

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'''In-class Conduct''' %bgcolor=yellow%Instructor revise to fit your expectations.%%\\
In general, treat each other and the instructor with respect and follow standards of common courtesy. Here are a few specifics:
*Please turn off all cell phones or other electronic communication devices and place them out of sight (in a bag, purse, pocket) while in class.
*Do not use your time in English 1302 to work on assignments for other classes.

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'''Writing Center'''\\
The CASA Writing Center at TAMUCC, located in Room 112 of the Glasscock Student Success Center, provides free help for students at any stage of their writing process. Writing Consultants are trained to support writers in planning, outlining, drafting, organizing, and/or revising their writing and are also knowledgeable in citing sources in various documentation styles used in academic writing. It offers both face-to-face and online appointments for both undergraduate and graduate students. The Writing Center works closely with faculty across the TAMUCC campus to understand writing in different disciplines and to help students meet these expectations. The Writing Center encourages students to make a 30-minute appointment; however, if Writing Consultants are available, they do accept walk-in appointments. Visit %newwin% http://casa.tamucc.edu/wc.php to create an account using your @islander.tamucc.edu email address. Once you have an account, you can log-on to make an appointment.

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'''Late Work/Extensions''' %bgcolor=yellow%Instructor revise to fit your expectations.%%\\
If there is a crisis that prevents you from meeting a deadline or attending class, you can request an extension to complete or turn the work in late. The approval of an extension is entirely at my discretion and will depend on the reason for your absence, your record of completion of work, and attendance. All extensions must be confirmed by email.

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'''Academic Honesty/Plagiarism'''\\
Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone language, ideas, or other original (not common-knowledge) material without acknowledging its source.
This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. Most current discussions of plagiarism fail to distinguish between:

#Submitting someone text as own or attempting to blur the line between own ideas or words and those borrowed from another source, and
#Carelessly or inadequately citing ideas and words borrowed from another source.

Such discussions conflate plagiarism with the misuse of sources. Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing. (Quoted from and Avoiding Plagiarism: The WPA Statement on Best )

Plagiarism is a serious violation of departmental and University policies, but it is sometimes difficult to understand what plagiarism actually is. Often, students commit unintentional plagiarism (not citing sources properly, for example), because they are unaware of the expectations and conventions for particular situations. Plagiarism includes:

*Using the work of another as your own,
*Downloading or purchasing ready-made essays off the web and using them as your own,
*Using resource materials without correct documentation,
*Using the organization or language of a source without using quote marks and proper citation.
*Turning in a researched project without citing sources in an appropriate documentation style.

When you are confused about citation of quotes or ideas, please visit the Writing Center or me to get help. Information on MLA documentation rules and APA documentation rules is available at Purdue OWL: %newwin% http://owl.english.purdue.edu/, and from our local Writing Center at CASA.

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'''Disability Services''' \\
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please call or visit Disability Services at (361) 825-5816 in Corpus Christi Hall, Room #116.

If you are a returning veteran and are experiencing cognitive and/or physical access issues in the classroom or on campus, please contact the Disability Services office for assistance at (361) 825-5816.

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'''Grade Appeal Process'''\\
Students who feel they have not been held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the course. A student with a complaint about a grade is encouraged to first discuss the matter with the instructor. For complete details on the process of submitting a formal grade appeal, please visit the College of Liberal Arts website (%newwin% http://cla.tamucc.edu/about/student-resources.html).For assistance and/or guidance in the grade appeal process, students may contact the Associate Dean.

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'''Dropping a Class'''\\
I hope that you never find it necessary to drop this or any other class. However, events can sometimes occur that make dropping a course necessary. Please consult with me before you decide to drop to be sure it is the best thing to do. Should dropping the course be the best course of action, you must initiate the process to drop the course by going to the Student Services Center and filling out a course drop form. Just stopping attendance and participation WILL NOT automatically result in your being dropped from the class. Please be aware that you are allowed 6 drops in your entire undergraduate career, so these decisions must be made carefully. Friday November 11 is the last day to drop a class with an automatic grade of this term.

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'''Provisional Course Outline''' %bgcolor=yellow%Instructor input needed here. Either include the calendar / schedule on this page of your site or link to the course schedule from here (as well as your sidebar).%%

Please visit the schedule regularly for the most updated plans and deadlines.

%bgcolor=yellow%Instructor: For important dates:

%newwin% [[https://www.tamucc.edu/academics/calendar/pdf_calendars/Academic_Calendar-2016-2017.pdf | Fall 2016 Academic Calendar]]
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[[Attach: Writing17.Docx | LCI Seminar Syllabus]]

A syllabus is a common genre that is used in college courses all over the world! Thinking about '''
the threshold concepts in writing'" from ''Naming What We Know,'' we have a great example with the syllabus for the following threshold concepts and ideas:

'''Threshold Concept 1'''
*1.0 Writing is social and rhetorical activity

*1.2 Writing addresses, invokes, and/or creates audiences
*1.3 Writing expresses and shares meaning to be reconstructed by the reader
*1.5 Writing mediates activity
*1.8 Writing involves making ethical choices
*1.9 Writing is a technology
through which writers create and recreate meaning

'''Threshold Concept 2'''
*2.0 Writing speaks to situations through recognizable forms
*2.1 Writing represents the world, events, ideas, and feelings
*2
.2 Genres are enacted by writers and readers
*2.4 All writing is multimodal
*2.6 Texts get their meaning from other texts
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'''Office Hours: Mondays from 12 to 1 in Classroom East 213C, Thursdays from 12:00 to 2:00 and other times by appt.'''
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'''Office Hours: Mondays from 12 to 2 in Classroom East 213C, Thursdays from 12:00 to 2:00 and other times by appt.'''
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If you would like a printable version of this syllabus, click [[Attach: lce.pdf | HERE]]
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If you would like a printable version of this syllabus, click [[Attach:bobcat.pdf | HERE]]
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If you would like a printable version of this syllabus, click [[Attach:lce.pdf | HERE]]
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If you would like a printable version of this syllabus, click [[Attach: lce.pdf | HERE]]