Online Instructor: Eileen Peters



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English Composition 1301.708.2158

Online
Instructor:
Eileen Peters

Office number: 4126

Office Phone: 432-552-2300

E-mail: peters_e@utpb.edu

But use the class message system for questions about classwork.
English Program Mission

The mission of the department of literature is to provide students with a knowledge of British and American literature written by canonical and noncanonical writers with special attention to poetry, fiction, drama, often with an emphasis on the interdisciplinary study of literature and on the structure and complexity of the English language. Through the teaching of literary works of the past and present, the department provides students with opportunities to relate cultural, historical, aesthetic, social and psychological issues of literary works to their own psychological, sociopolitical and cultural conditions today. In the process, students also learn the importance of respecting other people's perspectives in order to achieve social and global harmony.

Course Description

Composition I offers intensive instruction in the writing process (prewriting, drafting, revising, and proofreading), emphasizing the recursive nature of the process and the importance of the relationship among writer, audience, and subject. The course will also explore the connection between writing and critical thinking and the usefulness of writing as a tool for learning in all fields of knowledge. Students enrolling in Composition I will be expected to have a good command of Standard Written English.

Prerequisites: You are expected to possess the following skills before beginning Comp I. If you feel you do not meet these requirements, please register for ENGL 0399 instead:

  • Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.

  • Determine effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer's purpose and audience.

  • Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

  • Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information, organize material generated, and formulate a thesis.

  • Demonstrate revision as a means to effective writing through drafting, refining key ideas and organizing them more logically and fluidly, using language more precisely and effectively, and drawing the reader to the author's purpose.

  • Edit writing for proper voice, tense, and syntax, assuring that it conforms to Standard English, when appropriate.

  • Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.

  • Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

  • Conduct a research project that includes formulating a topic and questions, selecting information from a variety of sources, and producing and designing a document.

Online Readiness:

If you are not sure if online learning is for you, please take this readiness test. Click the link below to login:

SmarterMeasure

Make sure you choose (in the drop down menu) Username: ENGL 1301
Password: freshman

Course Objectives/Measurable Learning Outcomes

Upon completion of this course students will:

  1. Understand and demonstrate the use of the writing process by producing at least 20 pages of writing using prewriting (invention), organization, drafting, revision (editing), and proofreading.

  2. Demonstrate the skills of an effective college writer who is able to think critically and produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Along with that comes the ability to discover a topic, develop and organize that topic, and phrase it effectively for a particular audience.

  3. Understand and appropriately apply modes of expression (i.e. description, exposition, narrative, argument, and self-expression) in written communication, specifically where that applies to basic principles of critical thinking, problem solving and the development of exposition and argument.

  4. Demonstrate an understanding of style and voice in writing, including the use of choices in sentence structure, word choice, and punctuation, not only for correctness, but for rhetorical effect.

  5. Develop the ability to research and write a documented essay.

  6. Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

  7. Gain confidence and familiarity with writing and potentially view it as a rewarding activity in school and in life.

  8. Develop personal values for ethical behavior specifically as that applies to the understanding and avoidance of plagiarism as it applies to the scope of this class.

  9. Develop a capacity to discuss and reflect upon individual, political, economic and social aspects of life in order to establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he/she lives, and to understand the responsibilities of living in a culturally and ethnically diverse world.

Core Component Objectives for Composition I

  1. Critical Thinking Skills: Students will draw well-reasoned, logically supported conclusions from information.  Students will demonstrate the ability to engage in creative thinking, innovation, inquiry and analysis, evaluation, and synthesis of information.

  2. Communication Skills: Students will demonstrate effective written, oral, and visual communication skills

  3. Teamwork: Students will work effectively with others in support of a shared purpose or goal.

  4. Personal Responsibility: Students will be able to connect choices, actions, and consequences to ethical decision-making.



Course Outline

This course will consist of reading, inksheds, discussions, writing and responding to papers and reflection. There will also be a short unit on MLA style.

Course Policies

Computer Requirements: Computer with Microsoft Word and internet access. All work must be saved in at least three separate places such as the hard drive on your computer, and two discs or USB drives. You should also email it to yourself. There will be NO EXCUSES for lost work due to computer or human error, failure, or malfunction. Always make a hard copy (print out) of your work just in case. You also must have a back up computer plan in case of emergency. This could be the library, your work, or a friend's house. Computer problems will not be accepted as excuses for not doing work on time.

ADA Statement: Your success in this class is very important to me. If you have a disability or other condition which may interfere with your success, please see me or the PASS Office to discuss possible accommodations. All disability related information remains confidential.

Attendance and Participation: This is a "live meeting" online class and as such you are expected to be online and participating daily, and online in the Collaborate Classroom at your designated group meeting time. We all travel from tine to time, but with the availability of laptops, cybercafes, and public libraries, being out of town should not hamper your participation. It's important that we stick to deadlines, and late papers, projects, and responses will not be accepted. Procrastination will be impossible in a class such as this. If you are having trouble with deadlines and time management, please contact the instructor before you miss an assignment. Computers are not foolproof, so be sure to have a back up plan and don't leave your work until the last minute. Always make extra file copies of your work and double check to see that attachments have attached. All due dates are firm. Being sick or having computer problems doesn't excuse you from classwork or assignments. Late postings will not receive points. It's important to contact the instructor in advance if you are having any problems. The office of Student Services and the University Counseling Center can also help if you are having personal issues that interfere with your school work.

Please note: I will be checking to see how many times you have logged in, how long you stayed in the class, what you have looked at, and how many times you have looked at it.

Communication: General questions about the course should be posted to the General Discussion and Questions forum of the Discussion Board. Email should be reserved for personal and private communication. Please use the phone for quick and immediate questions as it is a very good invention and the quickest and most direct way to reach me.

Teacher's Responsibilities: I will respond to all inksheds, drafts, and emails within 72 hours of posting, except on weekends. I will evaluate and respond to formal work (papers, projects) within one week of the due date.

Plagiarism: Plagiarism consists of using source material without proper documentation. Plagiarized papers will receive a grade of "0" with no opportunity for revision. In addition, all instances of plagiarism will be reported in writing to the Dean of Students

Student Responsibilities: This is a rigorous and challenging course, and you must act responsibly and of your own initiative. All work must be saved in at least three separate places such as the hard drive on your computer, and to discs or USB drives. You should also e-mail it to yourself. Double check to make sure attachments are attached. There will be NO EXCUSES for lost work due to computer or human error, failure, or malfunction. Always make a hard copy (print out) of your work just in case, and have a back up computer plan in case of technical problems. You are also responsible for logging on to the class and checking your UTPB webmail daily, except weekends.

Online Student Authentication: UTPB requires that each student who registers for a distance course is the same student who participates in, completes, and receives credit for the course. UTPB’s Distance Education Policy requires faculty members to employ at least two methods of verification to ensure student identities. To access online courses students must login to the UTPB learning management system using their unique personal identifying username and secure password. UTPB’s Distance Education Policy requires at least one additional student identification method within the course that has been determined and approved by the faculty or academic program. This course satisfies the second method of student authentication by synchronous or asynchronous video activities using an approved photo ID (to be completed during the first Collaborate session).

UTPB Undergraduate Online Handbook: To learn more about undergraduate online programs and courses at UTPB, please consult the UTPB Undergraduate Online Programs Handbook, located here: http://www.utpb.edu/docs/default-source/utpb-docs/reach/ug-online-programs-handbook-2014-2015.pdf?sfvrsn=2.


Netiquette:
Anything you type in the discussion area is public - which means that every student in this class (including your instructor) will see what you write. Please pay attention to the language you use and adhere to the following guidelines:

  1. Do not post anything too personal;

  2. Do not use language that is inappropriate for a classroom setting or prejudicial in regard to gender, race, or ethnicity;

  3. Do not use all caps in the message box unless you are emphasizing (it is considered shouting)

  4. Be courteous and respectful to other people on the list

  5. Do not overuse acronyms like you would use in text messaging. Some of the list participants may not be familiar with acronyms.

  6. If the posting is going to be long, use line breaks and paragraphs

  7. Fill in a meaningful Subject Line

  8. Write your full name at the end of the posting

  9. Be careful with sarcasm and subtle humor; one person's joke is another person's insult.

  10. NOTE: If you do not adhere to the guidelines for any posting, you will lose the points that would have been granted, and the instructor reserves the right to remove your posting and to deny you any further posting privileges.

    Refer to this link for additional help on netiquette: http://www.albion.com/netiquette/corerules.html

Computer Setup and Technical Support

You must have a computer with Microsoft Word and internet access. Please note that people are working in different versions of Word. If you have Word 2007, please save your documents as an older version of Word or .rtf so everyone will have access to your documents.

Because you are taking this course from UT Permian Basin, you can get software at a significant discount. For more information, please see the UTPB site page on Microsoft Select.



This course is designed as a web-based class which necessitates specific computer expertise, specific computer equipment and programs, and commitment on the part of the student beyond that of most other courses. Ensuring you have the proper hardware and software is vital to your success in an online learning environment.

  • Computer Setup 3 easy steps to be sure you have the right computer setup. You can access this site by using the Technical Support button on the course menu.

  • 24/7 Help Desk - 1-877-633-9152 You can access this number by using the Technical Support button on the course menu.

Optional Equipment:

A webcam and a headset with mic are optional for the Collaborate sessions.


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Class Work Requirements

Attendance and Participation: You will be required to join a live discussion group and be online weekly at a specified time. Other than that, you are expected to be in the online class often to read discussion posts and announcements. You should plan to check in to the class daily, that way you won't get overwhelmed with messages. Since this may be your first online class, it's important that I remind you to stick to deadlines, as late papers, projects, and responses will not be accepted. If you are having trouble with deadlines and time management, please contact me at least a full day before you miss an assignment. Computers are not foolproof, so be sure to have a back up plan and don't leave your work until the last minute. If you do have a technical problem please call the 24/7 Help Desk. (Use the Technical Support button on the left for contact information while in the course; this opens a new window.) Always make extra file copies of your work and double check to see that attachments have attached. This activity meets learning objectives 6, 7, and 9.

Conferencing: One of the best ways to learn to write is talking about your writing one to one. Therefore, you are required to complete a minimum of two conferences during the course. These conferences can be with either the teacher or a tutor.  If you conference with a tutor, you must gain my permission first; otherwise, if you conference with a tutor without my persmission, it will not count as one of your conferences. You can make an appointment with me by emailing or calling me.  If you choose to use a tutor and you have gained my permission, then you can make an appointment with a UTPB writing center tutor by calling 432-552-2302 or visiting the UTPB Success Center or Smarthinking's OWL. Smarthinking Owl is an online tutoring service. This activity meets learning objectives 1, 2, 3, 4, 5, 7, and 8.

Discussions and Responses: For each reading activity you will post an inkshed (see below) on that topic. Then you will respond to five of your classmates' inksheds by the deadline. In the group discussions, you will respond to all of your groupmates' posts. In order for discussion to be lively and involved, you should do your posting early. In addition, your inksheds and responses must be fully developed to count. Extremely short or cursory inksheds or responses will not count toward class points. These responses are worth 100 points altogether and they must be done by the deadlines. For example, you are free to continue earlier discussions, but you cannot go back to earlier discussions just to make up points. You must follow these guidelines in order to receive full points for participation and inksheds. Points will be deducted in relation to how many activities are missed or not done on time. Your responses should be substantive, fully thought out, and advance the discussion topic. Please rate your classmates' posts. This activity meets learning objectives 1, 3, 6, 7, and 9.

Documentation Style: The proper documentation style for Freshman Composition is MLA. There will be a tutorial and quiz over MLA style, and it's extremely important that you format your papers correctly. If for some reason you choose to use another citation style instead, please consult with the instructor. This activity meets learning objectives 1, 4, 5, and 8.

Group paper: The group paper is an exciting and different part of this course. You will write the group paper with your Collaborate discussion group. You do not have to meet in person to complete a collaborative writing assignment. You may choose to communicate through the class chat, email, or by phone. Your group can share files in the group area, or you can use google docs or some other collaborative work space, like FMYI. Contact me if you need help setting up a group writing space. Everyone in the group needs to be responsible for the entire end project. One person should not do all the writing; everyone should write, and you should allow enough time for everyone to sign off on the final document before it's turned in. If a member needs to be removed from the group for any reason, I need to be notified at least 24 hours in advance (before paper is due). This activity meets objectives 1, 2, 3, 4, 6, 7, 8, and 9.

Inksheds: Inksheds are like journal entries, risky papers, or short responses. You are required to respond to at least 5 of your classmates' inksheds or in groups, all of your groupmates' posts. You are required to post an inkshed for each reading. To post your inkshed, begin a new thread under the relevant Discussion Board forum. You have the choice to create a message or attach your inkshed. If you choose to attach, then your document must be in a Word or .rtf file. Respond to the inksheds by replying to the message. DO NOT begin a new thread for your response. These papers will be extremely short: 1-2 pages. Your paper should take a risk and engage the reading. Inksheds differ from journals in that journals are personal and private while inksheds are meant for public discussion and response. Typically you write for 15-20 minutes on an inkshed. These papers will form the basis for our discussions each week. Check the classwork for chapter assignments. This activity meets learning objectives 1, 3, 6, 7 and 9.

Meetings: Since this is an online course, there are no required in person meetings. We will, however, be meeting in small groups at specific times in the Collaborate Classroom. Once everyone has posted their schedules, I will assign the group meeting times. We will discuss Team Writing in Collaborate sessions - 2 chapters per week. In Collaborate you can participate via text chat, by phone call in, with a headset and mic, or with a webcam. Your technological level of participation is up to you, but everyone must participate in the weekly groups. This activity meets all objectives.

Papers and Drafts: You will compose essays as assigned, share rough drafts, and turn in final drafts by the due dates. You will take into account responses from your classmates and teacher when revising your drafts. This work meets all the objectives. There will be four formal papers in this class. Papers can be revised for a better grade. Please accompany any revisions with the original containing my comments and your own comments and responses on the original draft. If you use Track Changes your comments and corrections will appear in a different color. See calendar for due dates. This activity meets all objectives.

Reflection/Self Assessment: After completing several of the course activities you will be asked to step back and reflect on your learning process and outcomes. This "metacognition" (thinking about thinking) allows us to better understand not only what we learned, but how we learned it. This step can be shared publicly with the class in the discussion boards, or privately with the teacher through any appropriate method of communication, all depending on your preference and comfort level. This activity meets objective 7.

Workshops: Sharing your papers in Workshop is an important part of the class. You are required to share your work and comment on other people's work. In order to receive Workshop points, you must not only respond to classmates' papers, but do it thoughtfully and completely. Your Workshop grade will reflect the quality and quantity of your response. Workshop guidelines are found on Workshop/Assignment pages in Class Work. You will also write a reflection over the Workshops. Reminder: read other's Workshop comments before posting your paper. This activity meets all objectives.

Grading


Collaborate Sessions

75

MLA Quiz

25

Conferences

50

Inksheds / Discussions

200

Workshops

100

Literacy Narrative

100

Writer's Interview

100

Documented Essay

150

Group Paper

200

Total

1000

Point spread:

901 - 1000 points = A


801 - 900 points = B
701 - 800 points = C
601 - 700 points = D
600 points or less = F

You can see your grades by clicking on the My Grades button on the left. Please be wary of checking your grades in the Blackboard mobile app, since there is a bug in the application that displays average grades incorrectly. If you have questions about grades, please contact your instructor. Rubrics will be posted to the class under the relevant discussion topics.



Course Plan

The class will be divided into groups and these groups will meet weekly at set times on Collaborate. In these meetings we will discuss the readings, assignments and student papers.



There will be chapter assignments and inksheds, four formal papers, and one lesson with a quiz. There will also be reflections.

Papers:

There will be four papers.



  • Literacy Narrative

  • Writer's Interview

  • Documented Essay

  • Group Paper

Units:

Unit I: Introduction; Pretest: Writing Quiz (online blocking quiz) Read, Inkshed, and discuss Barry Lopez's "On Entering a New Place"

Unit II: MLA Style Lesson and Quiz

Unit III: Introduction and Readings about Peer Response; read pp. 1 - 9, 326 - 338, do inkshed prompt #2 on pg. 338. Practice workshops; read workshop materials, inkshed over my workshop materials. students will respond to a practice paper

Unit IV: Literacy Narratives; read about Helen Keller & Malcolm X and Eva Hoffman. Do any one of the inkshedding prompts on pp. 22 or 30; discuss in Collaborate and discussion board. Paper assignments: Literacy Narrative, share in workshop and turn in final paper. Do reflection.

Unit V: Book Club; Read Book Club choice, inkshed, discuss.

Unit VI: The Writing Process; Paper #2, Interview with Writer. Pg. 105, sample: pg. 377.

Unit VII: Documented Essay; For this essay you will research an academic writing context or form. You must interview at least one practitioner and locate and analyze examples of primary documents. You must also quote secondary sources (websites are OK but they don't "count") of people writing about the genre or context.

Unit VIII: Group Paper; choose readings (at least two) choose inksheds, choose topic; write paper.

Preparation for Computer Emergencies


Computer Crash
Not having a working computer or a crashed computer during the semester will NOT be considered as an acceptable reason for not completing course activities at a scheduled time. NOTE: Identify a second computer before the semester begins, that you can use when/if your personal computer crashes.

Server problems
When the Blackboard server needs downtime for maintenance, the Blackboard administrator will post an announcement in your course informing the time and the date. If the server experiences unforeseen problems your course instructor will send an email.

Complete Loss of Contact
If you lose contact with me completely (i.e. you cannot contact me via Blackboard or email), you need to contact me, and explain the reason you cannot contact me and leave me a way to contact you.

Lost/Corrupt/Disappeared files
You must keep/save a copy of every project/assignment on an external disk or personal computer. In the event of any kind of failure (e.g., Blackboard server crash or virus infection, students own computer crashes, loss of files in cyberspace, etc) or any contradictions/problems, I may/will request you to resubmit the files. In other words, if you submit a document to me, and I either do not receive it (lost in cyberspace) or it is corrupted when I open it, it is incumbent upon you to resend it to me, corrected, with little or no "downtime" in regard to the timeline for submission. You must also submit assignments to the correct drop box or forum; if you do not do so, I may choose to not grade the assignment (you will receive a zero). Please verify when you submit an assignment that it is uploaded to the correct place.

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Student Support Services

SERVICE

CONTACT

ADA Accommodation/Support

Programs Assisting Student Study

(PASS) 432-552-2630



http://www.utpb.edu/academics/undergraduate-success/pass-office

Admissions & Registration & Transcripts

(432) 552-2605

http://www.utpb.edu/admissions

Blackboard Technical Support

1-877-633-9152 (toll-free)

UTPB Online Support Center at http://aa.utpb.edu/reach/requirements/



Bookstore

(432) 552-0220

http://www.bkstr.com/texas-permianbasinstore/home

Advising

UTPB E-Advisor at http://cas.utpb.edu/academic-advising-center/e-advisor/

Financial Aid and Scholarship

(432) 552-2620

http://www.utpb.edu/campus-life/financial-aid

UTPB Library

(432) 552-2370

The J. Conrad Dunagan Library Online at http://library.utpb.edu/



Student Services

http://www.utpb.edu/campus-life/studentactivities/student-senate/committees/student-affairs

Tutoring & Learning Resources

If you are taking courses through UTPB the following links provide services: Smarthinking Online Tutoring (provides tutoring services), SmarterMeasure (measures learner readiness for online course).

Student Success Center: http://www.utpb.edu/academics/undergraduate-success/success-center



End-of-Course Evaluation & Instructor Evaluation


Every student must complete an end-of-course evaluation/survey provided by UTPB. During the last few weeks of class, you will receive an announcement through email notifying you that the Course/Instructor Survey is available. There are three options to access the survey

  1. You may follow the link in the email to complete the survey using the same credentials to access your courses here.

  2. When entering Blackboard you will see a list of surveys for you to complete

  3. A button on the left hand menu bar will lead you to the survey from inside your course.

The survey is anonymous and you responses are confidential. Your feedback is critical to us and to your instructor as we strive to improve our offerings, and our support of you, the students.

Disclaimer & Rights


Information contained in this syllabus was to the best knowledge of the instructor considered correct and complete when distributed for use in the beginning of the semester. However, the instructor reserves the right, acting within the policies and procedures of UTPB to make changes in the course content or instructional techniques without notice or obligation. The students will be informed about the changes, if any.


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