Faculty Office Phone/VoiceMail E-mail Course Section Place Time

Dr. Nat Hardy

BH 206‑E

(918) 343-7588

nhardy@rsu.edu

ENG1213

006

BH201

MWF9:00-9:50

Office Hours M 10:00-12:00 / M 1:15-2:15 / T 9:00-10:30 / W 10:00-12:00 / W 1:15-2:15 / TH 9:00-10:30/ F 10:00-11:00

English 1213: Composition II

Service Learning Option with Claremore Habitat for Humanity

In order to insure consistent student outcomes in this course, this syllabus is distributed to each student taking Composition II.

Course Description: A continuation of the writing experiences begun in Composition I, with emphasis on research, including documentation and evaluation of sources. Students completing this course will exhibit competency—through testing, course work, portfolio, student/faculty interaction, and/or other appropriate measures—in written communications skills, reasoning skills, and critical thinking skills.

Three hours credit

Course Prerequisites: ENGL 1113, grade of "D" or above

Textbooks and Resources

Guide to College Writing. Reno: BentTree, 2004.

Behrens, Laurence, and Leonard J. Rosen, ed. Writing and Reading Across the Curriculum. 8^th ed. New York: Longman, 2003.

Shelley, Mary. Frankenstein. Longman.

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

Other materials: Printer paper

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

Names, Phone numbers and emails of classmates

___________________________________ __________________________________

Learning Objectives

In accordance with the Rogers State University mission and the mission of the Department of Communications and Fine Arts, Composition II leads to the following outcomes:

1. Composition II is required for those students aspiring to baccalaureate degrees, associate degrees, and some certificate and associate of applied science programs.

2. Composition II 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 a well-developed, well-supported 600-1500 word essay, using formal essay structure, with minimum of grammatical and mechanical errors;

2. write a well-developed, well-supported 600-1500 word researched and documented expository essay, using five or more sources, using a standard form of documentation, such as MLA;

3. evaluate and use library sources, including on-line data bases, Internet, etc., for research essays;

4. summarize and evaluate multi-disciplinary essays chosen from four of the following areas: social science, natural science, film, pop culture, and literature;

5. use the writing process: pre-writing, planning, organizing, drafting, revising, editing;

6. write well-developed and supported paragraph answers to essay test questions, in accordance with guidelines in the Guide to College Writing;

7. write a supported, logical short essay in 50 minutes (ACT/SAT style).

Service Learning & English 1213

What is Service Learning?

• Service-learning can be defined as "a form of experiential education in which students engage in activities that address human and community needs with structured

opportunities intentionally designed to promote student learning and development.

Reflection and reciprocity are key concepts in service-learning."

• Learning by doing

• Applying academic concepts to meet community needs

• Meeting course objectives by serving outside the classroom

• Integrating service into academic curriculum to reinforce learning

Service Learning provides an opportunity to

• Create an atmosphere on campus where community service is not a mere extracurricular activity, but an integral part of students’ intellectual experience.

• Provide formal and informal opportunities for students to reflect on and discuss their volunteer experiences, through their community service program and through regular academic classes.

• Encourage all students to test their academic knowledge in the real world by getting involved in the community and to enhance their studied classroom experiences with their spontaneous community knowledge.

• Stimulate not only a student presence in the community, but also a community presence on campus.

• Promote not only a student sense of obligation to serve his/her community, but

an educational institution's commitment to serve its larger community.

Service Learning Component for English 1213

• Service Learning will require a number of demands from you. Since 1213 is a General Education course designed to help you further your critical thinking skills through analysis and argumentative writing, such goals will be the main focus of this class. The most important part of this class, though, will be the service which you perform in our community. The community service component for this course will be with Habitat for Humanity International. Collectively, our class will help construct a home along with Habitat for Humanity.

• Although the Service Learning Program expects you to perform 30 hours of service, you may in fact, do more -- the important thing is not to count the numbers, but to create an on-going relationship with your colleagues at Habitat for Humanity International and the clients you help.

• I expect you to put in about 2-3 hours per week over the course of the semester, preferably on a regular and consistent basis. Construction is a cooperative effort involving volunteer workers from the community who work side-by-side with recipients of the houses: responsible, low-income families who would not be able to afford a conventional mortgage. Your experiential learning outside the classroom will help to create our experience, as a group, within the classroom. Journal writing and reflection will provide a major avenue for you to process what you learn outside the classroom in order to bring it into the class itself.

• There will be one less essay assigned in this class. In lieu of the essay, you will be required to keep and maintain a service learning journal in which you will record and reflect upon your experience.

Journal

Your journal should be a spiral-bound notebook (kept only for this class) in which you record your experiences at and reactions to your service agency. This is an important part of your service-learning, because it will give you a chance to process your ideas each time you perform the service. Each time you visit your service agency, you should record what you did and your thoughts about this experience.

Each entry will consist of three parts:

1) record what happened (observation: I did this or “such-and-such happened”)

2) record an analysis of what happened (why and how things occurred; what these things mean; the ways in which this experience connects to the “big picture,” “the world-at-large”);

3) record your thoughts and feelings. This is where you will take time to reflect on your service and the impact it has on you as an individual. I will collect your journals at least twice per semester, once at mid-term and once at the end of the semester, but I may also ask to see them at other times. Stay caught up! A good journal will include details, will offer a clear idea of your experiences, and will be written in a thoughtful manner.

Grades: 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. As per university policy, grades will not be posted.

E-Mail Communication: You may, of course, e-mail me with questions. However, try to keep this to a minimum. I do not accept e-mail submissions or attachments of any kind.

Important Notice: You must complete all assignments to receive credit for the course.

Assessment Tools

By the end of the semester students will have

Assessment Tool	Student Outcome Measured	Objective Measured
(initial) completed pre-tests on essay structure and writing
(exit) completed post-tests on essay structure	2	1, 2, 5
written formal essays, using multi-disciplinary and/or literary works as supporting evidence, each essay reflecting the writing process	1, 2, 3	1, 5
written research essay(s), each essay reflecting the writing process	1, 2, 3	2, 3, 5
written answer(s) to essay test question(s)	1	6
written 50-minute essays	1	7
summarized professional essay selections	1, 2, 3	3, 4
evaluated professional essay selections	1, 2, 3	3, 4

Initial Assessment

Composition II students will take an assessment of rhetorical and documentation skills and produce a writing sample. If the student has not completed assessment by the end of the second week of classes, then the student will be subject to a grade penalty.

Students who miss the assessment test given in class may schedule a make-up test but must still complete all assessment prior to the end of the second week of class.

Initial assessment tests will not be part of student semester grades.

Mid-Level (Class Assessment)

Students will be assessed on their knowledge of the writing process, on their ability to write formal essays, formal 50-minute essays, essay test question answers, documented essays, summaries, and evaluations.

Exit Assessment

Composition II students will take an exit assessment of rhetorical and documentation skills. Post-tests should be considered as part of the semester grade.

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

Grading Scale and Academic Profiles

The Communications and Fine Arts Division has adopted a standard grading scale:

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.

q All assignments should be properly assembled to hand in at the beginning of the class period in which they are due. Bring the assignments assembled and stapled, completely ready to submit. Do not expect time to finish or to assemble or to staple assignments during class. Assignments turned in more than five minutes after the beginning of the class period are late.

q Do not bring pagers or cell phones with audible notifications into the classroom.

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

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.

Late Work: Late work will lose 10% per day up to 30%. Tests taken late will be penalized at least 20%. There are no extra credit assignments for this course.

Late assignments will lose 10% per day up to 30%; please turn things in on time.

Do not miss an exam. If you do, you will have to make special arrangements with me to come in at a

special time and take a special make‑up exam. It is best to take the exam as scheduled.

Grade Composition without Service-Learning Option

Each written assignment will be graded using the following criteria: Appearance—10%, Content and organization—60%, Mechanics—30%

Sample Essays

The Guide to College Writing includes essays in an appendix. Each of these essays is the equivalent of an “A” or “A-“ essay.

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. Please 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. A link to the “Code” is on the RSU web site. Students found plagiarizing are subject to penalties.

Americans with Disabilities Act

Rogers State University is committed to providing students with disabilities equal access to educational programs and services. Before any educational accommodation can be provided, any student who has a disability that he or she believes will require some form of accommodation must do the following: 1) inform the professor of each class of such need; and 2) register for services to determine eligibility for assistance with the Office of Student Affairs, located in the Student Union. Students needing more information about Student Disability Services should contact: Jan Smith-Clayton, Director of Student Development, Office of Student Affairs, Rogers State University, 918-343-7579

Our approach to all that we see, read, or discuss will center on its instructive or intellectual potential. Since film, like literature and the other arts, has the power to amuse, challenge, and offend, you may be disturbed at various times during the semester by the films we watch and the literature we read. Those students who wish to ensure against exposure to or discussion of such materials should enroll in another course.

Computers are available in the UPA, Stratton-Taylor Library, and Student Support Services. Computers are available for class use in BH 205.

Closure Statement

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

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 composition classes. Regular and prompt attendance 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 “meetings,” but you are expected to contribute to the discussion. This requires that you come to each class 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.

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

Initial each statement and turn this contract in. This contract must be on file for you to attend 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

_____ I understand that each hour of college credit usually requires two or more hours per week study time outside of class.

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

_____ 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 literary selections for this class may contain controversial or “offensive” material; this

Composition II: English 1213:006

Dr. Hardy

3/18 Spring Break; Complete reading Frankenstein and be prepared to discuss the novel after Spring Break

	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 attended regularly and on time (missed fewer than the equivalent of one week of class meetings); to have participated fully in peer evaluations and in class discussion, 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 attended regularly (not missed more than the equivalent of one week of class meetings) 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: attended regularly (not missed more than the equivalent of one week of class meetings) 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 attended somewhat regularly (missed more than the equivalent of one week and less than the equivalent of two weeks) 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 and attendance (missed more than the equivalent of two weeks of class meetings) and little or no effort to attempt improvement as well as scholarship deficiencies and lack of effort to complete assignments.

Faculty Office Phone/VoiceMail E-mail Course Section Place Time

Office Hours M 10:00-12:00 / M 1:15-2:15 / T 9:00-10:30 / W 10:00-12:00 / W 1:15-2:15 / TH 9:00-10:30/ F 10:00-11:00

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

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

Service Learning & English 1213

What is Service Learning?

Journal

Standards of Achievement

Grading Scale and Academic Profiles

Grade Composition without Service-Learning Option

Sample Essays

Americans with Disabilities Act

Closure Statement

Composition II: English 1213:006

Dr. Hardy

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