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EI 301 Academic Writing I
Osborne, Deborah


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

FA 2010 HOA

Faculty

Osborne, Deborah

Title

Coordinator, English as an International Language

Degrees/Certificates

B.A. (Linguistics and French) Simon Fraser University, Vancouver, Canada
Ph.D, Linguistics  Simon Fraser University, Vancouver, B.C. Canada

Office Location

Herr House 8

Office Hours

MW R 9 - 11:a.m.

Daytime Phone

816-584-6517

E-Mail

deborah.osborne@park.edu

Semester Dates

Aug. 16 - Dec. 10, 2010

Class Days

TR

Class Time

7:20 - 8:35

Credit Hours

3


Textbook:

Suggested text:
Blanchard, Karen, and C. Root. Ready to Write More.2nd ed.  White Plains: Longman, 2004.
 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional reading and grammar materials to 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:

EI 301 Academic Writing I: This course introduces the advanced-level student to different rhetorical styles of writing, such as narrative, comparison/contrast, process, and so on, along with the requisite grammar.

Educational Philosophy:
Learning is the result of a collaborative interaction between teacher and student. Teachers engage in the process by making information available, raising students' awareness of salient points, and training in the use of skills, both mechanical and intellectual, in as interesting and stimulating a manner as possible. Students engage by practicing, participating, and embracing new knowledge and skill-sets. In an atmosphere of patience, tolerance, and respect, and with concentration on the task, anything can be learned- even the English language!

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:

1. Core Assessment: Essay Portfolios
Your portfolio will consist of ALL the essays and related assignments that you will be doing in the class (see Assignment Sheet for details). It will be submitted twice in the semester: on Friday Oct. 8, and on Monday Dec. 6.  It is worth 30% of your final grade.
2. Quizzes: There will be approximately 4 quizzes during the course of the semester, for a total of 20% of your final grade.
3. Journal: You will be writing a weekly journal entry on an assigned topic. It is generally due Tuesday of each week. It is worth 20% of your final grade.
4. Homework: There will be homework assignments of different types, worth 20% of your grade.
5. Attendance and Active Participation: Your punctual attendance, evident preparation for class, and participation in class activities is worth 10% of your grade. Please note the tardiness policy below.

Grading:

90 - 100% : A
80 - 89%:    B
66 - 79%:    C
50 - 65%:    D
less than 50%: F

Late Submission of Course Materials:

Unless otherwise indicated (some assignments must be brought to class) all assignments are due by 4 p.m. on the due date. Assignments submitted late will only be accepted with a valid medical excuse. Athletes or musicians who miss due dates because of away games, tournaments, contests or performances, etc. must bring a signed note from their coach or instructor beforehand. Missed quizzes will not be made up except in cases of excused absences, as above. Please note that transportation issues (such as missed rides, etc.) do NOT constitute a valid excuse for non-submission of work or missed quizzes, and so on.

Classroom Rules of Conduct:
Be punctual. Turn all cell phones off (subject to confiscation if found in use). It is expected that you will listen to the thoughts and opinions of others with the same respect you would like to receive yourself.

Course Topic/Dates/Assignments:
  

Week 1

Aug. 17, 19

Introduction

Writing: subject, purpose, and audience

Reading: vocabulary strategies

Ready to Write More (= RWM) ch 1

Reading: essays

Assignments: Journal #1

Week 2

Aug. 24, 26

Narratives

Writing: pre-writing

 

RWM ch 2

Assignments: Journal #2, start grammar handout 1

Week 3

Aug. 31, Sept. 2

Narratives

Writing: description

Reading: essential grammar

RWM ch. 2,3

Assignments: Journal #3,  prepare first draft of narrative essay

 

Week 4

Sept. 7, 9

Narratives

Writing: peer editing, revising

Reading: transitions

RWM ch. 3, 4

Assignments: First draft of narrative essay due Tuesday Journal # 4;  prepare second draft of narrative essay

Quiz 1 on grammar handout 1

Week 5

Sept. 14, 16

Process

Writing: Structure and strategies

RWM ch. 5

Assignments: Journal #5; submit second draft of narrative essay; outline for process essay

Week 6

Sept. 21, 23

 Process

Writing: outlines

RWM ch. 5

Assignments: journal #6; work on grammar handouts; first draft of process essay

Week 7

Sept. 28, 30

Comparison/contrast

RWM ch 8

Assignments: journal #7; hand in second draft of process essay; outline for comparison/contrast

Week 8

Oct. 5,
 
No class Oct. 7- conference

Comparison/contrast

RWM ch. 8

Assignments: journal #8; first draft of comparison/contrast essay
Quiz 2

HAND IN PORTFOLIOS to Cathy Boisen, Copley 203 FRIDAY Oct. 8

Week 9

Oct. 10 - 17

    FALL

             no

       BREAK

        classes

Week 10

Oct. 19, 21

Division/classification

 

RWM ch. 6

Assignments: journal #9;  second draft of comparison/contrast essay; outline for division/classification essay

Week 11

Oct. 26, 28

Division/classification

RWM ch. 6

Assignments: journal #10; first draft of division/classification essay

Week 12

Nov. 2, 4

Cause/effect

RWM ch. 7

Assignments: journal # 11;  second draft of division/classification essay; outline of cause/effect essay
Quiz 3

Week 13

Nov. 9, 11

Cause/effect

RWM ch. 7

Assignments: journal # 12; first draft of cause/effect essay

Week 14

Nov. 16, 18

Problem/solution

Research and referencing

RWM ch. 9

Assignments: journal # 13; second draft of cause/effect essay; outline/ bibliography for problem/solution

Week 15

Nov. 23, 25

Problem/solution

Research and referencing

RWM ch 9

Assignments: journal # 14;  first draft of problem/solution essay

Week 16

Nov. 30, Dec. 2

Wrap-up

RWM ch. 9

Assignments: journal # 15; second draft of problem/solution essay
Quiz 4
HAND IN PORTFOLIOS MONDAY Dec. 6

Above schedule does not include all homework; additional readings will be distributed in class. 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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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 .


Attachments:
EI 301 Assignments and Assessment Fall 2010

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:8/19/2010 9:42:51 AM