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EI 301 Academic Writing I
Garza, Deborah D.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EI 301 Academic Writing I

Semester

SP 2010 HOA

Faculty

Garza, Deborah

Title

Adjunct Faculty

Degrees/Certificates

MA TESL
MA French
BSE English and French

Office Hours

By appointment

Daytime Phone

816 419-5860

Other Phone

816 880-0887

E-Mail

deborah.garza@park.edu

ddgarza@att.net

Semester Dates

January 11 - April 30, 2010

Class Days

-M-W-F-

Class Time

11:00 - 11:50 AM

Credit Hours

3


Textbook:
Troyka, Lynn Quitman and Nudelman, Jerrold, Steps in Composition Eighth Edition, Pearson Prentice Hall 2004

Additional Resources:
Addiitional materials will be provided by instructor

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:

 This advanced course introduces students to increasingly more sophisticated reading selections, such as they will encounter in academic courses.  Students continue to increase their vocabulary and develop advanced reading skills such as skimming.  Writing tasks are based mainly, but not exclusively, on the readings and include essay-length compositions of different rhetorical categories, as well as an autobiography.

Educational Philosophy:

The instructor believes that students are best able to achieve their learning goals in a secure environment.  Mjutual respect and cooperation are therefore essential at all times in the classroom.  By working closely with both the instructor and classmates, students will become more aware and independent language learners.  The instructor's ultimate goal is to equip students with the necessary skills and knowledge so that they may take control of and direct their own learning.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create text components such as introductions, thesis sentences, supporting paragraphs, themes, etc.
  3. Identify and produce written work representing different types and genres
  4. Construct and expand a working vocabulary of English, from 1500-3000 words
  5. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  6. Apply information from diverse sources in their written compositions, and provide appropriate references
  7. Apply academic skills in presenting their assignments in prescribed form and on time


Core Assessment:

Your core assessment in this course will consist of two portfolios, one due at the midterm and one due at the end of term. These portfolios will consist of grammar exercises and quizzes, vocabulary exercises, written work such as journal entries, and essay drafts and final versions. For each portfolio, a complete list will be furnished one week before it is due. DO NOT DISCARD ANY OF YOUR WORK. Portfolios should be presented neatly organized in a binder, with name and date of submission clearly marked on the front.

Link to Class Rubric

Class Assessment:

Essays (5)               40%
Paragraphs             20%
Journals                  10%
TLW Quizzes         10%
Grammar tests         10%
Vocabulary tests      10%

Grading:

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

Late Submission of Course Materials:

Late work will be accepted up to one week after the assignment is due.  Note that assignments submitted late will lose one letter grade; for example, an "A" becomes a "B," etc.  If a student is ill (with a doctor's note) or there are other extraordinary circumstances, no grade deduction will take place.
 
Should there be an in-class test, quiz, or writing assignment, students with unexcused absences will NOT be allowed to make up the work.  They will receive a grade of 0 for that particular assignment.  Students with excused absences will need to schedule a time to make up the work within a week after their return to class.  It is not the instructor's responsibility to remind the student to schedule this make-up time.

Classroom Rules of Conduct:

  • Please come to class prepared to learn and ready to participate.
  • Turn off all cell phones while class is in session.
  • English should be spoken while class is in session.
  • Respect for others is essential in the classroom.
  • Three tardies equal one day of unexcused absence.
  • If a student is more than 10 minutes late to class (without a valid reason), entrance will be refused and the absence will be considered unexcused.
  • Students are expected to check their Park University e-mail account regularly.

Course Topic/Dates/Assignments:

 

Week

Topic

Quizzes and writing assignments

1 (Jan 11-Jan 15)

Syllabus, expectations

Verb types

Subjects and agreement

TLW Quiz #1

2 (Jan 18-22)

    No class Jan 18

Fake verbs

3 (Jan 25-29)

Review of verbs and subjects

TLW Quiz #2
Quiz on verbs and subjects

4 (Feb 1-5)

Types of sentences and how to
   punctuate them

TLW Quiz #3

5 (Feb 8-12)

Types of sentences, continued

Vocabulary quiz due Feb 10

6 (Feb 15-19)

 No class Feb 15

Read Chapter 4 essay

Subordination

TLW Quiz #4

Quiz on sentence types in class
   Feb 17

Essay #1 due Feb 21

7 (Feb 22-26)

MTV

Read Chapter 1 essay

Paragraph about MTV due Feb

   25

TLW Quiz #5

Essay #1 revision due Feb 28

Vocabulary quiz due Feb 26

8 (Mar 1-5)

Writing process

Purposes

Audience

Essay #2 due Mar 5

TLW Quiz #6

TLW Final due Mar 19

Willy Wilkins papers due Mar 17

Grammar midterm due Mar 5

9 (Mar 8-12) SPRING BREAK

10 (Mar 15-19)

Topic sentences

Read Chapter 2 essay

Essay #2 revision due Mar 15

11 (Mar 22-26)

Paragraph development

Essay #3 due Mar 26

12 (Mar 29-Apr 2)

 No class Apr 2

Paragraph development,

   continued

Read Chapter 7 essay

Essay #3 revision due Apr 2

13 (Apr 5-Apr 9)

Thesis statements

Forming main body ideas

Vocabulary quiz due Apr 7

Essay #4 due Apr 14

14 (Apr 12-16)

Introductory and concluding

    paragraphs

Read Chapter 9 essay

Vocabulary quiz due Apr 16

15 (Apr 19-23)

Deliberate repetition of words for

    unity

Transition words

Essay #4 revision due Apr 24

16 (Apr 26-30)

In class essay – Essay #5

Vocabulary quiz due Apr 26

Grammar final due Apr 30

There will be grammar lessons, taught by students, every week. There will also be daily lessons in the rules for articles (called “Three Little Words” and referred to in schedule as TLW). 



This schedule is subject to change.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95
Five unexcused absences in the semester will result in the student's grade being lowered one letter grade.

Three tardies (without a valid reason) will constitute an unexcused absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  8. apply information from diverse sources in their written compositions                                                                                                                                                                                                                                                                                                                            
•Student has incorporated information from course and outside readings in essays
•Essays contain all component parts, demonstrate superior organization, and the appropriate use of cohesive elements
•Essays demonstrate use of a dominant and clearly-articulated theme, consistently maintained 
•Student has incorporated information from course readings in essays
•Essays contain most component parts, demonstrate good organization though some revision may be necessary, and use of cohesive elements
•Demonstrate use of a dominant theme, somewhat consistently maintained
 
•Student has incorporated some information from course readings in essays
•Essays may be missing some component parts, require reorganization, and lack cohesive elements
•Demonstrate a dominant theme inconsistently
 
•Student has not incorporated any relevant information from course readings
•Essays are incomplete, disjointed, and lack cohesion
•Do not demonstrate a dominant theme
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1. identify and demonstrate grammatical components of a well-formed English sentence   5. construct and expand a working vocabulary of English, from 1500-3000 words  7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                   
•Essays demonstrate near-perfect grammatical and appropriate use of English for this level
•Student has collected and incorporated superior vocabulary in essays
•Student demonstrates superior ability to troubleshoot and edit their own work and that of fellow students for grammar and organization
 
•Essays demonstrate grammatical and appropriate use of English for this level, with 10-20% margin of error
•Student uses some new vocabulary, but tends to rely on old
•Student demonstrates some ability to troubleshoot and edit their own work and that of fellow students for grammar and organization, but consistently misses errors
 
•Essays demonstrate grammatical problems and inappropriate usage 30-40% of the time
•Student uses no new vocabulary
•Student demonstrates little ability to troubleshoot and edit their own work or that of fellow students for grammar and organization; many errors go undetected
 
•Essays contain so many grammatical errors and inappropriate usages that they are difficult to comprehend
•Student uses limited vocabulary
•Student is incapable of troubleshooting or editing
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                                                                                                                                                                                         
•Student submits drafts and good versions 100% of the time
•no more than 1 or 2 drafts needed
 
•Student submits  drafts and good versions most of the time
•2 or 3 drafts needed
 
•Student submits some drafts and good versions, some of the time
•More than 3 drafts needed
 
•Student submits few or no drafts
•Multiple drafts required, if submitted
 
Terminology                                                                                                                                                                                                                                                
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. paragraphs, theme, etc.                                                                                                                                                                                                                                                                                                                                                                         
•Student is able to name component parts of essays, grammatical structures, cohesive elements, and rhetorical types with 100% accuracy •Student can name some component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 80% accuracy on average •Student has difficulty naming component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 60% accuracy on average •Student can name few component parts of essays, grammatical structures, cohesive elements, or rhetorical types 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2.. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  7.  . show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                           
•Student demonstrates superior ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises •Student demonstrates good ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises •Student demonstrates mediocre ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises •Student  demonstrates little or no ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving less than 50% in writing, editing, and identification exercises 
Application                                                                                                                                                                                                                                                
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. . identify and produce written work representing different types and genres                                                                                                                                                                                                                           
•Student's final versions demonstrate superior structure, grammar, cohesion, and rhetorical accuracy, 100% in each essay •Student's final versions demonstrate good structure, grammar, cohesion, and rhetorical accuracy, 70-89% in each essay •Student's final versions demonstrate fair structure, grammar, cohesion, and rhetorical accuracy, 50-69% in each essay •Student's final versions demonstrate poor structure, grammar, cohesion, and rhetorical accuracy 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
8. apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                                                                                                                                              
•Student produces neatly typed and properly organized essays
•All components, such as title, name, course, etc. are present
•essays are submitted on time
 
•Student produces typed or handwritten essays
•Some components may be incomplete
•essays are submitted on time or one class period late
 
•Student produces poorly typed or handwritten essays that may be difficult to decipher
•Some components may be missing or incomplete
•essays are consistently submitted late
 
•Student produces illegible paragraphs
•Some components are missing; the rest may be incomplete
•essays are always submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc  8.apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                            
•Each organizational and typographical component is well and neatly done
•Theme or topic of essays shows creativity and thought

 
•Organizational and typographical components may be lacking or less neat
•Theme or topic shows some thought
 
•Organizational and typographical components may be missing and messily done
•Theme or topic shows little thought and may be banal
 
•Organizational and typographical components are lacking, and/or sloppy
•Theme or topic may be unfocused and/or simplistic and show no thought or creativity
 

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Last Updated:1/4/2010 9:04:34 AM