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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

FA 2010 HOB

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

August 16 - December 10, 2010

Class Days

T - Th

Class Time

1:00 - 2:15 PM

Credit Hours

3


Textbook:

Troyka, Lynn Quitman and Nudelman, Jerrold, Steps in Composition Eighth Edition, Pearson Prentice Hall 2004
Hansen, Barbara and McDaniel Rebecca, Simplified Sentence Skills, NTC Publishing Group 1998

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 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:

The instructor believes that students are best able to achieve their learning goals in a secure environment.  Mutual 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                                   35%
Paragraphs                            35%
Journals                                 15%
Vocabulary/Dictation tests      15%

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.
 
Journal topics will be assigned promptly at 1 p.m.  Students who come late will NOT be allowed to write in their journals that day and will receive a 0 for that assignment.

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.
  • Five unexcused absences will result in the student's grade being dropped by one letter
  • 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:

 

EI301 Academic Writing

 

DATE

TOPIC

ASSIGNMENT

Aug 17

Introduction; Verbs

Read article (due Aug 26)

Aug 19

Subjects, Fake Verbs, Complements

Assigned exercises

Aug 24

No class

Online quiz on article due 8/25

Aug 26

Complements, cont., Compounds

Assigned exercises

Aug 31

Prewriting

Assigned exercises

Sept 2

Purposes for Writing

Assigned exercises; online quiz for vocabulary from article due Sept 7

Sept 7

Audience

Sept 9

Test on Verbs/Subjects/Complements

Dictation

Assigned exercises

Sept 14

Go over test
Continue with Willy Wilkins

Assigned exercises

Sept 16

Independent and dependent clauses

Assigned exercises

Sept 21

Comma splices and fused sentences
Topic Sentences

Assigned exercises

Sept 23

Writing in class

Exercises 1H
Read “Rapping Nasty”

Sept 28

Sentence fragments
Discuss “Rapping Nasty”

Assigned exercises

Sept 30

Faulty parallelism

Assigned exercises

Oct 5

Dangling modifiers
Paragraph Development
Discuss “Rapping Nasty”

Assigned exercises

Oct 7

Ordering of details
Revising a paragraph
Vocabulary test over “Rapping Nasty”

Online vocabulary test due by Oct 8
Assigned exercises

Oct 12

Fall break – no class

Oct 14

Fall break – no class

 

Oct 19

Thesis statements

Assigned exercises

Oct 21

Introductory paragraphs
Citations
Dictation

Write an introductory paragraph; critique with a partner; revise.
Test on clauses, comma splices, fused sentences, faulty parallelism and dangling modifiers Oct 26

Oct 26

Test
Concluding paragraphs

Write a concluding paragraph; critique with a partner; revise

Oct 28

Words of transition

Final paper due Nov 2
Read “Fire, Hope and Charity” by Nov 4

Nov 2

Go over test

Final copy of paper due in dropbox by Wednesday 11:59

Nov 4

Discuss “Fire, Hope and Charity”

Assigned exercises
Vocabulary test Nov 16

Nov 9

In class writing

Assigned exercises

Nov 11

Veteran’s Day – no class

 

Nov 16

Dictation

Online vocabulary test due 11/17
Assigned exercises

Nov 18

In class writing

Assigned exercises
Read “Pursuit of Happiness”

Nov 23

Discuss “Pursuit of Happiness”

Interview 3 people for final paper
Write Draft

Nov 25

Thanksgiving – no class

 

Nov 30

In class writing

Assigned exercises

Dec 2

In class writing
Dictation

Assigned exercises
Online vocabulary test due Dec 3

Dec 7

FINAL 1-3 p.m.

 

 

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 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
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:8/16/2010 11:38:48 AM