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JC ENG 131 - Syllabus

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JACKSON COMMUNITY COLLEGE: WRITING EXPERIENCE: English Composition 131:13 (Mon. 11-12:25 BW 218 and Wed. 11-12:25 BW 108) Instructor: Mrs. Agy Office: BW 245 Office Phone: 787-0800 ext. 7006 Office Hrs: Email: [email protected]: The St. Martin’s Guide to Writing by Axelrod and Cooper (available at campus bookstore)JCC Website: www.jccmi.eduEducator Online Course Site: Click “online Classes” on the JCC website; loginJCC E-mail: Click on “Student E-mail Login”; login as above.Necessary Materials: a 3.5” HD disk or a zip disk, pens, access to a computer and printer outside of class, and three, two pocket folders.WELCOME TO ENGLISH 131!I’m excited to be here, and I am excited about our working together this term! In this class, you will be examining two purposes of our course. First, you will focus on using writing as a place to explore serious inquiry; secondly, you will broaden your experienceswith writing, reading, and critical thinking. As the title of this course suggests, we are going to be looking at the different ways in which we engage the writing process and how this process helps us interact with each other. Even if we are not aware of it, we are writers in our everyday experiences. All of us participate in our communities and our workplace through writing. Whether these experiences are letters, memos, emails, directions, resumes, or the standard academic essay, we can agree that writing is an important part of our everyday lives. Some of us are comfortable communicating through writing, and some of us are not. I think some of this discomfort stems from a “mystique” that surrounds writing; we might think that some people are born writers, much like others are born singers or artists. This is not necessarily true, and this course will try to debunk some of these myths. My goal is to help you find your starting point and work with you so that you become more comfortable with and in the writing process. Since you will need to write for a variety of courses at JCC, I want you to gain confidence in your own ability to communicate through written texts.THIS CLASS IS A WORKSHOPWhat I mean by “workshop” is that it is a cooperative venture that I will help guide, but you and your work will drive the course. This will require your full mental and physical participation every day. We will work on activities, collect evidence from a variety of sources, discuss topics, analyze readings or films, and practice various writing strategies. You will be expected to work in groups, both inside and outside of the classroom, and you will learn how to give constructive feedback to your peers. It is a standard expectation that college students study two hours outside of class for every hour theyare in class. This will be more than enough time to complete your work. I will facilitatediscussions; conference with you; offer feedback; help you will prewriting, peer review, and editing skills; and prepare you for the portfolio assessment at the end of the semester.I will come to class prepared, supportive, and energetic; I’ll expect you to do the same.Most importantly, I want you to better understand the reasons why you make the choices you do when you write. This will require active reflection or places where you consider what you wrote, how you wrote, why you made the changes you did, and how these changes influences your purpose or your audience. Understanding the whys will help you organize your thoughts and think more critically. These are great skills to develop. THE COURSE GOALS AND OBJECTIVES:“The Board of Trustees has determined that all JCC graduates should develop or enhance certain essential skills while enrolled in the college. Several of these Associate Degree Outcomes are addressed in this class, including”:--Write and produce a variety of writing, both graded and non-graded.--Demonstrate effective use of the writing process--Demonstrate ability to organize and develop ideas.--Learn to recognize form in writing, appropriate to purpose and audience.--Participate in responding to and evaluating writing produced by themselves and others--Produce at least one paper which demonstrates basic computer technology skills such askeyboard use, formatting of academic papers, and web navigation for obtaining information.--Explore one of seven “Transcendent Understandings” defined as Outcomes by the college. Selection determined by the instructor.COURSE WRITING:Our work together will all relate to the broad theme of “community.” We might want to say that “a community is a group of people who live in the same neighborhood” or “a community is a group of people with the same ideas, beliefs, and language.” While these generalizations might be true, they are still generalizations. We will be considering the idea of “community” more closely in this course; hence, for the next twelve or so weeks you will carefully consider parts of a community that you are involved in. Each assignment will enlighten others about your community, and it might help you better understand the people, language, and purpose of this particular community--this is thinking through writing! There’s much room here for you to shape the projects/units in ways that are important for you, and we’ll work together on this. Four Units: 400 pointsWe’ll focus on four units this term, each of which will take approx. three weeks. Unit I: Unit one asks you to explore an event in your community that is relevant to you. Take us there; help us see the people and the events, and make us aware of how this might be significant to us, your audience. These narratives are wonderful places for academic analysis, and they also help us make connections to audience, purpose, and language. Wewill draw upon our own life experiences for this assignment; many times these life experiences will enrich our texts as well as give supporting evidence.Unit II:Unit II asks you to annotate a magazine ad, develop a thesis question, and write an essay that explains your ideas. Here, you will learn how to organize your research and move from generalizations to specific, detailed analysis. Topics generally focus on how media uses images to strengthen collective awareness; some of this awareness promotes positiveinteractions, and some encourage negative perceptions of groups.Unit III:Unit three asks you to draw upon skills practiced in Unit I and


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JC ENG 131 - Syllabus

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