Sections
• 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 1113
• Service Learning will require a number of demands from you. Since 1113 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 the American Red Cross. Collectively, our class will help the American Red Cross assist clients affected by disaster.
• 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 the American Red Cross 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.
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.
Phone (918) 343-7588
Email natwhardy@hotmail.com
Office Hours: M 8:00-11:30 / T 11:00-12:30 / W 8:00-11:30/ TH 11:00-12:30
or by appointment
Week 1_______________________________________________________________________
8/18 Introduction to Course; World’s Easiest In-Class Quiz
8/23 Grammar Test, Assessment Test (please bring pencils!); Learning Writing GCW 1-10
8/25 Diagnostic Essay In-Class; The College Essay GCW 11-19; Reading Response Guidelines (handout); “Reader Response Form” GCW 271-272; Summarizing and Paraphrasing
8/30 “Writing Process Organization” GCW 20-29; “Critical Thinking and Reading” TCW 5-22; Britt, “Neat People vs. Sloppy People MS 378-382; Banjo, “Personalizing Your College Education MS 602-605; “Personal Narrative” TCW 135-149; Narrative Essay 1 Assigned
9/1 Soto “Black Hair” MS 190-198; Malcolm X “Prison Studies” 151-156; Sedaris “Me Talk Pretty One Day” MS157-163; Narration Essay GCW 28-29
9/6 Draft 1 of Essay 1 Due (Bring 3 copies of your paper for Peer Review); “Description “ GCW 31-33; “False Assumptions Exercise” (handout)
9/8 Final Draft of Essay 1 Due (Submit Paper in Pocket Folder with all prewriting, peer reviewed drafts, etc); Self-Evaluation; Response to Literature; GCW 109-132; Reich “Why the Rich are Getting Richer” MS 287-95
9/13 Brady “I Want a Wife” MS 591-595; Theroux, “Being a Man” MS 596-601; Argument MS 631-653; “Strategies for Argumentation and Persuasion” TCW 253-268; Thesis Statements; Plagiarism; Reading Response 1 Due
9/15 College Athletics; “How the Playing Field is Encroaching on the Admissions Office” MS 654-660; “Assessing a Study of College Athletes” MS 661-664; “Athletics Provide Positive Influence” MS 665-668; “Why Not a Football Degree” MS 669-673; Athletic Controversies; “Savage Country: American Indian Mascots in Oklahoma High School Football” (Video); Reading Response 2 Due
9/20 Definition GCW 35-37;Foster “The Disease is Adolescence 538-550; Plotz, “The American Teenager” MS 622-626; Essay 2 Assigned; Reading Response 3 Due
9/22, Rangel “Bring Back the Draft” MS 709-712; Moskos and Glastris “Now Do You Believe We Need a Draft?” MS 713-721; Oi “The Virtue of an All-Volunteer Force” MS 722-727; “Koerth “Women in the Draft Necessary Part of Quest to End Discrimination” 728-731; Reading Response 4 Due
9/27 Comparison/Contrast GCW 40-46; Process GCW 35-37; Kerr “On Eating Meat” MS 674-682; Green “Living in Harmony With Vegetarians” MS 683-686; Fraser “Why I Stopped Being a Vegetarian” MS 687-691; Pollan “An Animal’s Place” 692-705; The Post House “Horrifying Vegetarians Since 1980” MS 706-708; Reading Response 5 Due
9/29 Comparison/Contrast MS 351-370; Tannen “Cross Talk” MS 371-377; Costas “Ali and Jordan” MS 383-387; Catton “Grant and Lee: A Study in Contrasts” 393-398; Barry “Guys vs. Men” MS 399-407; Hurston “How it Feels to Be Colored Me” MS 413-419
10/4 Earle, “A Death in Texas” MS 637-46; Mencken “The Penalty of Death” MS 762-767; Essay 2 Draft 1 Due for Peer Review (3 copies)
10/6 Mechanics GCW 155-180; Logical Fallacies; Avoiding Logical Fallacies MS 647-653; A Polite Reminder: Read The Thirty-Nine Steps before Tuesday’s class and be prepared to discuss!; Essay 2 Final Draft Due
10/11 The Thirty-Nine Steps; Writing in Response to Literature GCW 120-142
10/13 The Thirty-Nine Steps
10/18 Mid-Term Exam In-Class Essay on The Thirty-Nine Steps
10/20 Fall Break – No Classes
10/25 Library Tour (Do not miss! Essay 3 will be assigned at this time and you will need to be present to complete the essay); Meet in Room 207 Stratton-Taylor Library; Library Discovery GCW 159-167
10/27 MLA Guidelines GCW 98-104; Research Strategies
11/1 Essay 3 Draft 1 Due for Peer Review (3 copies)
11/3 Essay 3 Final Draft Due; Research and Structure; Writing Process Organization GCW 13-62
11/8 Research Paper (4) assigned; “Media Ethics: What is “’Fair and Balanced’?”
11/10 Research Paper GCW 87-117; In-Class Work on Research Paper
11/15 Ericsson “The Ways We Lie” MS 319-327; Zinsser “College Pressures” MS 292-300; In-Class Work on Research Paper
11/17 Using and Documenting Sources MS 769-793
11/22 Draft 1 of Research Paper due for Peer Review (3 copies)
11/24 Thanksgiving Holiday – No Classes
11/29 Draft 2 of Research Paper due for Peer Review (3 copies)
12/1 Draft 3 of Research Paper due for Peer Review (3 copies)
12/6 Final Draft of Research Paper due; Self-Evaluation ;Grammar Review;
12/8 Course Wrap Up; Writing In-Class Essays; Punctuation/Mechanics Review
12/12-16 Finals Week
Section 017 Thursday, December 15 @ 12:30 PM – 2:30 PM
Section 009 Tuesday, December 13 @ 2:30 PM – 4:30 PM
Section 002 Thursday, December 15 @ 3:00 PM – 5:00 PM
Abbreviations Key
MS = Making Sense
GCW = Guide to College Writing
TCW = The College Writer