English 131Fall 2008Instructor: Ryan FlahertyClass Location: (9:30) WA 219; (1:00) WA 210; (3:30) WA 116Office Location: BW 232Office Hours: 11:30-12:30 p.m., MW; 8-3 p.m. in CSS (BW 125); or, by appointmentEmail: [email protected] Description:“This is an intensive writing course designed to help students improve, strengthen and refine their writing skills. Research methods are introduced. An end of the semester portfolio of narrative and informative writings and an additional 16 hourse of writing activities and workshops are required.” (This is the catalog description) Prerequisites: admissions test score, or passing of Eng 080 and 090Instructor’s Description:This course aims to introduce and immerse you into the world of “academic” writing. Throughout the course of the semester, you will write a lot, both formally and informally, so the word “intensive” is very accurate. You will write reflections, do field work and community service projects related to writing, research to inform and evaluate different world issues, and write persuasive essays on topics of your choosing. As students, you will earn your grade through the refinement of your written essays, and your participationin the “GPAW” powerpoints, which develop specific areas of writing. Textbooks: Writing: A guide for College and Beyond—Brief edition, by Lester FaigleyThe Brief Penguin Handbook, 2nd edition, by FaigleyPracticing Peer Review and Researching Online (“what every student should know series”)Supplies:1) A spiral ring or otherwise bound notebook (preferably one made from post-consumer paper), with at least 80 pages.* We will be doing a lot of pen-and-paper, in-class writing2) Two different folders: 1 for handouts, in-class writings, rough drafts and peer reviews; 1 for your portfolio, which will be checked at 2 points throughout the course of the semester before you submit it on the 2nd-to-last day of class.3) A flash drive: these are very helpful in storing and transporting documents and works-in-progress. (If you don’t know what one is, go to some electronics store—Circuit City, Office Max, Staples—and tell them that you need a 2-gig flash drive. It will be like you’re speaking their native language.4) You need access to a printer, which, if I were you, I would make the JCC library (savesink on your printer, and doesn’t tax your paper inventory).Course DesignThe class is, as mentioned earlier, an introduction to writing for an academic audience. Itis meant to drag you through the dregs—oops—I mean, take you through this thing calledthe writing process. A great goal to achieve throughout the course of this semester, is for you to become familiar with how you, individually, can best produce a “college-level” essay. To clarify this “college-level” thing, let’s think of it this way: Children’s book authors write about easy-to-identify themes in ways that young readers can relate to; many popular writers write to entertain, in ways that they know adults with a high school education or better can enjoy; writers at the college level write to an audience that is not going to accept what they say without evaluating it and/ or critiquing it. So, in this class, you will learn about how to write to a college-level audience, and will pursue your subjects of your interest and familiarity. There is a heavy emphasis, in this class, on revision, to the point at which you will essentially revise every paper at least twice: once based on the comments of your peers, and once based on my comments. The third draft, which I will also review, can be used as your portfolio edition if it receives a grade that you are content with. If not, you may revise it once more. I also strive to achieve the best possible rapport I can with students, and am personally invested in your growth as writers. I hope that we can work well together, and that you let me know what I can do tohelp you succeed. My goal with this class is to create a community of writers, where I facilitate and to which I respond, but you, the student body, directs and influences. Performance ObjectivesIn addition to the goals I have listed above, related to the process of writing and the activities we will engage in, this course has two specific Associate Degree Outcomes which will be addressed. The ADOs were developed by the Jackson board of Trustees, and, once achieved, will equip you with skills necessary for your success as a university student and an employee. The ADOs were designed in communication with four-year universities, and determine your eligibility for graduation from JCC. The ADOs for English 131 are:ADO 1- Writing clearly, concisely, and intelligibly at the proficient level.ADO 9—Working in small groups at the proficient level.We will aim to address ADO 1 in almost everything we do in this class, going through different writing stages in order to achieve clarity, concision and intelligent writing. Through activities such as peer review and class discussion, we will use ADO 9 to improve our writing, as well as our understanding of key concepts.GPAWsThe acronym “GPAW” stands for “Guided Practice and Workshop.” These powerpoint slides address various areas of writing, particularly writing for a college audience. In addition to essays and in-class activities, you must complete 16 hours of gpaw powerpoints. This usually equals seven gpaws, with most of them being 2 hours worth ofcredit (sometimes they take less time, and sometimes they demand more), and some being three. I always try to get the gpaws to relate to what we’re doing in class, and I’m happy to go over areas of confusion regarding what to do. Mainly, you are to follow the instructions as to what activities to do, and complete activities to turn in. The following is a set of directions on how to access gpaws. Please do not work on GPAWs when youare given time to work in the class—they are meant to be done in addition to regular coursework. I’ll explain information on how to access in class on the first or second day.GradingI will attempt to give you as exact as a grading breakdown as I can at this point. Note that these may change and new assignments may be added as I see fit. But overall, give or take 40-50 points, I feel like this breakdown is fairly accurate.Total points throughout the course of the semester: about 600Portfolio: 150 pts.—with the portfolio, you will turn in your 3rd
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