EdQuintana.Fall2016ENGLSyllabus History

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'''Due Week 6: Friday, September 30th '''
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'''Portfolio 1 Due Week 6: Friday, September 30th '''
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Final Portfolio due at semester end
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'''Final Portfolio due at semester end'''
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%newwin%[[See the more extensive explanation of assignment options -> Courses/Assignment Guidelines.]]]
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%newwin%[[See the more extensive explanation of assignment options -> Courses/Assignment Guidelines.]]
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'''''%bgccolor=yellow%Suggested%% Grade Distribution:'''''\\

[%bgcolor=yellow%Instructor input needed here.%% The items listed for each portfolio will be revised for your courses. %newwin%[[See the more extensive explanation of assignment options -> Courses/Assignment Guidelines.]]]
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'''Grade Distribution:'''\\

%newwin%[[See the more extensive explanation of assignment options -> Courses/Assignment Guidelines.]]]
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*Annotated Bibliography/Literature Review (15%)
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*Annotated Bibliography/Literature Review (10%)
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*Evidence (connects to RO and course outcomes)
*Engagement and Learning (participation, attendance, etc.)
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*Evidence (connects to RO and course outcomes) (5%)
*Engagement and Learning (participation, attendance, journal writings) (10%
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*Extensive Reflective Overview
*Final version(s) designated writings
*Integrative LC Assignment
(if different from FYS/FYRC or Portfolio)
*FYS / FYRC Multi-Media / Modal
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*Extensive Reflective Overview (10%)
*Final version Research Paper (15%)
*Annotated Bibliography/Literature Review (15%
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*Multi-Media / Modal Presentation (10%)
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*Engagement and Learning (presentations, participation, attendance, etc.) (10%)
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*Engagement and Learning (presentations, participation, attendance, journal writings) (10%)
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40%: Portfolio One includes:
*Extensive Reflective Overview
*Final version(s) designated writings
*Evidence (connects to RO and course outcomes)
*Engagement and Learning
(participation, attendance, etc.)
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'''40%: Portfolio One includes:'''
*Extensive Reflective Overview (10%)
*Final version - Who I Am as a Writer paper (15%)
*Evidence (connects to RO and course outcomes) (5%)
*Engagement and Learning (presentations, participation, attendance, etc.) (10%
)
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'''60-70%: Portfolio Two includes:'''
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'''60%: Portfolio Two includes:'''
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'''Due Week xx (TBD)'''
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'''Due Week 6: Friday, September 30th '''
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30-40%: Portfolio One includes:
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40%: Portfolio One includes:
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'''Office: FC 113''' \\
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'''Office: FC 113'''\\
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'''Office: FC 113'''\\
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'''Office: FC 113''' \\
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'''Office Phone:\\
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'''Office Hours: xxx, and other times by appt.'''
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'''Office Hours: Monday & Wednesday, 7:00 - 8:00 pm and by appointment.'''
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'''Instructor: Ed Quintana'''
'''Office: FC 113'''
'''Office Phone:''' xxx\\
'''Email: edward.quintana@tamucc.edu'''
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'''Instructor: Ed Quintana'''\\
'''Office: FC 113'''\\
'''Office Phone:\\
'''Email: edward.quintana@tamucc.edu'''\\
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'''Instructor:''' Ed Quintana\\
'''Office:''' xxx\\
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'''Instructor: Ed Quintana'''
'''Office: FC 113'''
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'''Email:''' xxx\\
'''Web:'''xxx\\
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'''Email: edward.quintana@tamucc.edu'''
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'''Late Work/Extensions''' %bgcolor=yellow%Instructor revise to fit your expectations.%%\\
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'''Late Work/Extensions'''
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'''In-class Conduct''' %bgcolor=yellow%Instructor revise to fit your expectations.%%\\
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'''In-class Conduct'''
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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).%%
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[[http://www.tamucc.edu/wiki/EdQuintana/Fall2016ENGLClassPlans|'''Provisional Course Outline''']]
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(:title English 1302 Syllabus:)

'''FALL 2016: English 1302.207: Composition II'''\\
'''Days: Monday/Wednesday | Class Times: 5:30 - 6:45 | Classroom: CCH 207'''

'''Instructor:''' Ed Quintana\\
'''Office:''' xxx\\
'''Office Phone:''' xxx\\
'''Email:''' xxx\\
'''Web:'''xxx\\
'''Office Hours: xxx, and other times by appt.'''

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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 One Drive.

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'''Major Course Requirements'''

'''''%bgccolor=yellow%Suggested%% Grade Distribution:'''''\\

[%bgcolor=yellow%Instructor input needed here.%% The items listed for each portfolio will be revised for your courses. %newwin%[[See the more extensive explanation of assignment options -> Courses/Assignment Guidelines.]]]

(:table width=100% border=1 cellspacing=0 cellpadding=10:)
(:cellnr width=50% valign=top:)
'''Due Week xx (TBD)'''
(:cell width=50% valign=top:)
Final Portfolio due at semester end
(:cellnr width=50% valign=top:)
30-40%: Portfolio One includes:
*Extensive Reflective Overview
*Final version(s) designated writings
*Evidence (connects to RO and course outcomes)
*Engagement and Learning (participation, attendance, etc.)
(:cell width=50% valign=top:)
'''60-70%: Portfolio Two includes:'''
*Extensive Reflective Overview
*Final version(s) designated writings
*Integrative LC Assignment (if different from FYS/FYRC or Portfolio)
*FYS / FYRC Multi-Media / Modal
*Evidence (connects to RO and course outcomes)
*Engagement and Learning (participation, attendance, etc.)
(:cellnr width=50%:)
(:cell width=50%:)
'''Integrative LC Assignment due . . .'''
(:cellnr width=50%:)
(:cell width=50%:)
'''FYS / FYRC due . . .'''
(:tableend:)

'''Portfolios and Major Writing Assignments'''

['''Note:''' Some [=LCs=] and / or some Seminars agree to use the portfolio as an "integrative" assignment. In those situations, evidence of learning may come from the LC lecture and seminar class. In addition, even if the portfolio counts only in 1302, faculty may invite students to use evidence from courses other than 1302.]

[%bgcolor=yellow%Instructor input needed here.%% Offer brief overview of the Portfolios and of the Major Writing Assignments here, with links to fuller explanations. [[See explanation of options for assignments->Courses/Assignment Guidelines]]]

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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: 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 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]]