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ENG 3123: Topics in Advanced Composition Spring 2003

Course ID Number ZAP Section Class Meeting Times Class Location

Course ZAP/Section Time/Location Faculty Office E-Mail Phone/Voice Mail

ENG 3123 2269/001 MW 2-3:15/BH 201 Dr. Dial-Driver BH 201A edial-driver@rsu.edu/(918) 343-7747

Appointments/Office Hours: If you need to see me, please call or come by. Occasionally I will not be available during regular office hours because of other campus commitments. Please leave a message on the sheet of paper on the office door or on my voice mail. I will return your call as soon as possible.

 

Course Description (RSU Catalog): ENG 3123: Topics in Advanced Composition

Practice in writing with emphasis on style and strategies of composition. Focus varies: practice in various literary genres; study of rhetoric; practice in various modes; argumentative writing; advanced expository writing. Prerequisite: Composition I and Composition II or permission.

Course Introduction: This section of Topics in Advanced Composition will emphasize advanced expository writing. You will be doing a great deal of writing, since to write better means you must practice writing. The writing will be mainly informative writing, for which you will do research on various topics. Many of the topics will be assigned to you. However, within the parameters of the assignment, you will have the latitude to choose the specific topic you will address. You will be reviewing your own writing and helping other writers review their writing.

The class will consist of a number of activities, among them writing essays, taking part in discussions, making journal entries, participating in document sharing (peer evaluation), and doing and evaluating research, both in text and on the Web.

Textbooks and Resources

Dial-Driver, Emily. Guide to College Writing. Dallas: McGraw-Hill,2000.

Glaser, Joe. Understanding Style: Practical Ways to Improve Your Writing. New York: Oxford, 1999.

Library Materials: Materials relating to this course, including the textbooks, are on reserve in the library.

 

Teaching Methods and Evaluation Instruments: You will do several short writings, including some journal entries. The journal entries will be based on research articles that you find and your evaluation of the accuracy and efficacy of the articles. Other than the short writings and research, your grade will be based on the essays and on your evaluation and editing of work submitted by other students in the class.

Learning Objectives: In accordance with the Rogers State University mission and the mission of the Department of Communications and Fine Arts, this course leads to the following outcomes:

    1. Advanced Topics in Composition is designed for those students aspiring to baccalaureate degrees.
    2. Advanced Topics in Composition is designed to build and display effective communication skills and creative and critical thinking in an atmosphere of academic freedom which encourages interaction in a positive academic climate.
    3. This course is designed to create opportunities for cultural, intellectual, and personal enrichment for students.

 

The student should be able to demonstrate ability to--

1. write well-developed, well-supported 600-1500 word documented essays, using formal essay structure, with minimum of grammatical and mechanical errors, using five or more sources, using a standard form of documentation, such as MLA;

    1. evaluate and use library sources, including on-line data bases, Internet, etc., for research essays;
    2. summarize and evaluate multi-disciplinary essays; and
    3. use the writing process: pre-writing, planning, organizing, drafting, revising, editing.

 

Assessment Tools

By the end of the semester students will have

 

Assessment Tool

Student Outcome Measured

Objective Measured

written formal research essays, using multi-disciplinary and/or literary works as supporting evidence, each essay reflecting the writing process

1, 2, 3, 4

1, 2, 3

summarized professional essay/research selections

2, 3

1, 2, 3

evaluated professional essay/research selections

2, 3

1, 2, 3

participated in evaluating and editing other student essays

1, 2, 3

1, 2, 3

 

Mid-Level (Class Assessment): Students will be assessed on their knowledge of the writing process, on their ability to write formal, researched essays; summaries and evaluations.

 

Exit Assessment: Students will be assessed on their knowledge of the writing process, on their ability to write formal, researched essays; summaries and evaluations.

Standards of Achievement: All student work will be held to the following academic criteria.

Accuracy of information

Organization and clarity of thoughts

Depth of critical thinking and observation

Satisfaction of defined requirements (deadlines, etc.)

Acceptable writing mechanics

Fidelity of work (no plagiarism, cheating, etc.)

Evidence of creative or innovative thinking

Effective cooperative learning

Grade Composition: Grades will be based on the following:

Essays 100 points each 400 points

Essay Evaluations 10 points each 100 points

Journal (Summary/Evaluation) 50 points

Mini-Papers 20 points each 100 points

Approximate Total 650 points

You must complete all assigned work to receive credit for the class.

Grading Scale and Academic Profiles: The Communications and Fine Arts Division has adopted a standard grading scale:

90-100% A 80- 89% B 70-79% C 60-69% D 59% and below F

Papers will be graded on structure, grammar, spelling, punctuation, and logic as well as content. Content cannot make up for technique, nor can technique make up for content.

 

If you wish, you can revise and rewrite any paper (up to the last two weeks of the semester). If the paper is acceptable (if you have made the corrections, followed the guidelines and suggestions for revision noted on the paper, and turned the paper in within one week), you will receive a 10% higher grade.

 

NOTICE: If you make one of the mistakes listed in the Guide to College Writing as "mistakes NEVER to make," you will lose 10 points. DON'T MAKE THESE MISTAKES!

 

 

You need to keep track of your grades and not ask "How am I doing?" or "What is my average?" Do not expect to call and ask about a grade. Grades will not be posted. If you want your final grade earlier than it is sent to you by the Registrar’s office, you can give me a stamped, self-addressed envelope and I will send it to you.

Grade

Descriptor

Description

A

Excellent

Students receiving an "A" can be considered to have exhibited extraordinary effort in class and scholarship exceeding the expectations of the instructor and to have exhibited most or all of the following: to have participated regularly and on time (missed fewer than one chat time, etc.); to have participated fully in peer evaluations and in discussions, revealing personal initiative in both; to have used well-supported and well-structured logical arguments in essay writing; to have revealed a grasp of mechanics that prevents errors; to have revealed depth of critical thought and observation; to have exhibited timeliness in turning in assignments; to have revealed strong interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have shown consistent improvement in academics.

B

Above Average

Students receiving a "B" can be considered to have exhibited above-average effort in class, revealing noticeable improvement in academics, and showing accurate and complete scholarship. The student will have exhibited most or all of the following: have participated regularly (not missed more than one chat time, etc.) and on time; have participated honestly and solidly in peer evaluations and in class discussion; have used supported and structured logical arguments in essay writing; have revealed a grasp of mechanics that prevents many errors; have revealed critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed interest in intellectual, cultural, and personal growth by reading and discussing assigned material.

C

Average

Students receiving a "C" can be considered to have exhibited average effort in class, performing satisfactorily but not above average, with some self-direction, and have shown signs of academic progress, meeting assignment parameters accurately. The student will have exhibited most or all of the following: participated regularly (not missed more than two chat times, etc.) and on time; participated willingly in peer evaluations and in class discussion; have used supported and structured arguments in essay writing; have revealed an average grasp of mechanics that prevents most errors; have revealed average critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed average interest in intellectual, cultural, and personal growth by reading and discussing assigned material.

D

Below Average

Students receiving a "D" can be considered to have exhibited some effort in class, but not enough to show fully engagement with the subject and with the course material, showing little or no initiative and academic improvement, and not meeting the scholarship requirements of assignments. The student will have exhibited most or all of the following: have participated somewhat in peer evaluations and in class discussion; have participated in all but three chat times, etc. and usually on time; have used some structured and supported arguments in essay writing; have revealed a sub-standard grasp of mechanics that prevents only some errors; have revealed below average critical thought and observation; have exhibited some grasp of timeliness in turning in assignments; have revealed below average interest in intellectual, cultural, and personal growth by reading and discussing assigned material; have not met the scholarship requirements of assignments; have not shown initiative; have not revealed academic improvement.

F

Unsatisfactory

Students receiving an "F" can be considered to have exhibited little or no desire to pass the course. This will usually involve poor participation (missed more than the equivalent of four chat times) and little or no effort to attempt improvement as well as scholarship deficiencies and lack of effort to complete assignments.

Sample Essays: The Guide to College Writing includes essays in an appendix. Each of these essays is the equivalent of an "A" or "B" essay for Composition I and/or Composition II.

 

Communication Protocol: You may not submit electronic documents. You may ask limited questions by email. Please make sure you label the subject of any email clearly in the subject line of the email.

 

Academic Integrity: Plagiarism is a form of academic dishonesty. Plagiarism is representing someone else's ideas or work as your own. To avoid plagiarism, when you use someone else's data, arguments, designs, words, ideas, project, etc., you must make it clear that the work originated with someone else by citing the source. Review The Guide to College Writing for documentation conventions. Also review the Student Code of Responsibilities and Conduct published by Rogers State University for a full discussion of "Code of Academic Conduct" and plagiarism penalties.

 

Attendance Policy: Attendance is vital. You cannot discuss if you are not here. Excessive absences (more than two—the equivalent of one week of class) will affect your grade. Please tell me if you come in late. Otherwise you will be marked absent. If you are more than 10 minutes late, you will not receive credit for attendance for that class meeting.

 

Extra Credit and Late Work: No extra credit will be offered. Late work will lose 10% per day. No late work will be accepted more than two weeks after the initial submission date.

Expectations

Failure to comply with these requests will be seen as denoting lack of respect for the class, the instructor, and your classmates.

 

Rogers State University ADA Statement: If you have special physical, psychiatric, or learning disabilities, please let me know immediately so that your learning needs may be appropriately met. You will need to provide documentation to the office of Student Relations.

 

Computer Writing Labs: Computers are available in the University Preparatory Academy, Thunderbird Library, and Student Support Services, and in BH 205.

 

Closure Statement: The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

Schedule and Text Assignments: Each assignment should be done by the first day of the class week. Pages numbers assigned are from the Guide to College Writing (designated GCW) and Understanding Style: Practical Ways to Improve Your Writing.

Lesson/Title Date

Week

Assignment

Due Date

1 Introduction

Jan. 13

Journal Entry 1

Jan. 20

2 Internet Sources on Manners

Jan. 20

Journal Entry 2

Jan. 27

3 Manners Essay

Jan. 27

Essay 1 draft

Feb. 3

4 Manners Essay I

Feb. 3

Manners Essay submitted

Feb. 10

5 Interview/Narrative

Feb. 10

Short Essays submitted

Feb. 17

6 Manners II Essay

Feb. 17

Manners II Essay draft

Feb. 24

7 Manners II Essay

Feb. 24

Manners II Essay submitted

March 3

8 Career Essay 1

Mar. 3

Journal Entry 3

March 10

9 Career Essay 2

Mar. 10

Career Essay draft

March 24

10 Career Essay 3

Mar. 24

Career Essay submitted

March 31

11 Film 1 or Choice 1

Mar. 31

Journal Entry 4

April 7

12 Film 2 or Choice 2

Apr. 7

Film Essay draft

April 15

13 Film 3 or Choice 3

Apr. 14

Film Essay submitted

April 21

14 Major Revision/Short Essay

Apr. 21

Revision submitted

April 28

15 Short Essays: Dream/Memory

Apr. 28

Essays

April 28

16

May 5

Final

May 5

 

An Open Letter to Students

 

Attending college is analogous to being employed. Success on the job is achieved only with hard work and effort. This is also true of college.

Your employer expects you to be on the job every day, on time, and prepared to work. You are allowed only a specific number of sick days each year after which your pay is "docked." This is also true in classes. Regular and prompt attendance/participation is essential.

Meetings are an essential part of the workplace culture, and everyone is expected to attend regularly and to contribute to the discussion. If you miss an excessive number of meetings and/or do not share information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our on-line "meetings," but you are expected to contribute to the discussion. This requires that you come prepared to discuss the assigned material. Failure to do so will put your success in jeopardy.

Your employer requires you to submit all reports on time. Failure to do so will endanger your employer’s business and your success. The same is true for this class. All "reports" (papers, etc.) are due at the scheduled time (see syllabus). If, for a justified reason, you will not be able to meet the time schedule, you must notify me, just as you would contact your employer if you needed an extension. However, as in the workplace, such extensions do not come without a cost. Extensions result in a decrease in your "salary" (grade).

Performance reviews occur periodically in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The "performance reviews" for this class are papers and other assignments. These reviews require you to show not only your knowledge of the material, but also your ability to use this knowledge. Your "pay" (grade) depends on the quality of your performance.

If you attend class regularly, participate in class discussions, and submit all materials, well prepared and in a timely fashion, you have the potential to excel in this class. I am looking forward to working with you and to learning with you. I am always available if you need assistance.

Good luck! Good writing!

 

adapted, with permission, from Bremer, Joyce C. "The Responsible Student." Innovation Abstracts 20.17 (4 Sep. 1998): 1.

 

 

Student Contract for Topics in Advanced Composition

 

Read each statement carefully, sign, and submit this contract. This contract must be on file for you to remain enrolled in the class.

I have read and understood the guidelines and requirements in the syllabus.

I understand that this class is for three hours college credit; this implies three hours of class meeting.

I understand that each hour of college credit usually requires two or more hours per week study time outside of class. I understand that means I have a reading/study/research/writing commitment of six or more hours per week outside the three-hour participation requirement.

I understand that participation is required.

I understand that attendance is required.

I understand that this class involves deadlines.

I understand that peer critiquing may be required in this class; this means that any work I do for this class may be subject to peer review by my classmates.

I understand what plagiarism is, and I understand that strict penalties will incur if I plagiarize material.

I understand literary/academic/periodical selections for this class may contain controversial or "offensive" material; this is the nature of some works.

 

Name: ___________________________

Date: ___________________________

Signature: ____________________________

 

 

 

 

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