Syllabus Entrance
Printer Friendly
Email Syllabus

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 2011 HO

Faculty

Garza, Deborah

Title

Adjunct Faculty

Degrees/Certificates

MA Teaching English as a Second Language
MA French
BS Education of Language Arts 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 10 - May 6, 2011

Class Days

M - W

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:

Troyka, Lynn Quitman and Nudelman, Jerrold, Steps in Composition Eighth Edition, Pearson Prentice Hall 2004 (will be
            rented for students for $5 for the semester)

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%
Homework                            20%
Journals                                 15%
Quizzes/tests                          20%
Participation                           10%

Grading:

A      90-100%
B      80-89%
C      65-79%
D      55-64%
F      below 55%

Late Submission of Course Materials:

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.
 
Journals are to be turned in every Monday.  If your journal is turned in late, you will have 10% deducted from the grade.  If you cannot turn your journal in on time, you MUST communicate with me PRIOR to Monday in order to avoid the 10% late penalty.


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.
  • 2 tardies = 1 unexcused absence 
  • Five unexcused absences will result in the student's grade being dropped by one letter
  • If a student is late to class (without a valid reason), 20% will be deducted from that day's participation grade.
  • Students are expected to check their Park University e-mail account regularly.

Course Topic/Dates/Assignments:

ACADEMIC WRITING I EI 301

 SEMESTER SCHEDULE (subject to change)

Week #

Lesson

Assignment

1 – Jan 10-14

Mon: Introductions, expectations
Grammar: Verbs

WedGrammar: verbs, continued
SIC: discuss “Rambos”; go over vocabulary

SSS PE1-1, PE 1-3
Read “Rambos of the Road” SIC pp 4-6

SSS PE1-5
SIC Ex 1A, 1B

Online vocabulary test due Tuesday 1/18

2 – Jan 17-21

Mon: holiday; no classes

 

Wed: Grammar: Subjects, prepositions

SIC: Writing Process -- Prewriting

SSS PE1-7

Subject map on Education

3 – Jan 24-28

Mon: Grammar: Fake verbs

Purposes for writing

Wed: Audience

SSS PE 1-9

SIC 1D and 1E

SSS PE 1-11

SIC 1F

4 – Jan 31-Feb 4

Mon: Grammar: Complements

In class writing assignment

Wed: Grammar: Predicate Nominatives and Predicate Adjectives

Peer editing of writing assignments

SSS PE 1-13

Complete writing assignment

SSS PE 1-15

Revised writing assignments due Monday 2/7

5 – Feb 7-11

MonGrammar: Verbs and subjects

Topic Sentences

WedGrammar: go over homework

Topic Sentences, continued

SSS PE 1-18, PE 1-19

SSS RE-1

SIC 1H

6 – Feb 14-18

MonGrammar: RE-2

Topic Sentences

WedGrammar: independent clauses

and FANBOYS; dependent clauses

Paragraph Development I

SSS RE-3

Grammar test due online Sunday 2/20

 

Original sentences with FANBOYS; SSS PE2-1

7 – Feb 21-25

Mon: holiday; no classes

Wed: Grammar: go over grammar test and FANBOYS sentences; comma splices and fused sentences

Definition Essays

SSS PE 2-3

Read SIC p. 584; do Try It Out p. 585

Definition essay due in dropbox Friday 3/4

8 – Feb 28-Mar 4

MonGrammar: Sentence fragments

Definition Essays, continued

WedGrammar: Faulty Parallelism

Definition Essays, continued

SSS PE 2-5

SIC Read PP 588-9, do Try It Out p. 590

SSS PE 2-7

9 – Mar 7-11

Spring Break: no classes

 


10 – Mar 14-18

Mon  Grammar: Dangling Modifiers

Paragraph Development II

WedGrammar: RE 2-2

Discuss “Fire, Hope, and Charity”

SSS RE 2-1

Read “Fire, Hope, and Charity” pp 60-64

SSS RE2-3

SIC 2A and 2B

Online grammar test due Sunday 3/20

11 – Mar 21-25

MonGrammar:  go over test

Ordering of details in a paragraph

Revising paragraphs

WedGrammar: Articles lesson 1

Discuss comparison/contrast essays

Online vocabulary test due Friday 3/25

Read comparison/contrast essay pp 547-9, do Try It Out p. 549

Read “Pursuit of Happiness” pp 128-130; do Exerces 3A and 3B

 

12 – Mar 28-Apr 1

Mon:  Grammar: Articles lesson 2

Subordination

Discuss comparison/contrast essays

Discuss “Pursuit of Happiness”

Wed: Grammar: Articles lesson 3

In class comparison/contrast essay

SIC Exercises 4K and 4M

Online vocabulary test due Sunday 4/3

 

13 – Apr 4-8

MonGrammar: Articles lesson 4

Subordination, continued

Argument Essays

WedGrammar: Articles lesson 5

Argument essays, continued

Read pp 603-4; do Try It Out p. 605

Argument essay due in dropbox Sunday 4/10

14 – Apr 11-15

MonGrammar: Articles lesson 6

Special cases of subordination

Thesis statements

WedGrammar: go over 4N; do SIC Ex 4O in class

Thesis statements, continued

Online test on articles due Friday 4/22

SIC Ex 4N

SIC Ex 13M

Read “Teenagers in Dreamland” SIC pp 270-272; do exercises 7A and 7B

15 – Apr 18-22

MonGrammar: to be decided

Introductory paragraphs

WedGrammar: to be decided

Concluding paragraphs

Descriptive essays

Online vocabulary test due Friday 4/29

Read descriptive essays pp 474-477

16 – Apr 25-29

MonGrammar: go over Articles test

Lesson: to be decided

Descriptive essays, continued

WedGrammar: to be decided

Descriptive essays, continued

Descriptive essay due in dropbox Sun 5/1






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 .

Additional Information:


Grades for EI301 Academic Writing


Essays                35%

Homework          20%

Journals             15%

Quizzes/tests     20%

Participation      10%



EVERYONE BEGINS WITH AN “A”








Essays: 5 writing assignments in the semester; each is worth 7% of your final grade. Each essay needs to be revised at least once. Your final revision will be the grade you receive.


Homework: these include vocabulary exercises, exercises in the book or handouts, online exercises; these need to be turned in for a grade.


Journals: You will write in your journals Wednesday, Thursday, Friday, Saturday, and Sunday. You will turn in your journals on Monday for a grade. Journals will be handed back Wednesday. If your journal is turned in late, you will have 10% deducted from your grade UNLESS YOU HAVE COMMUNICATED WITH ME PRIOR TO CLASS MONDAY. Each week the grading rubric will be listed in eCompanion. Each journal is worth a maximum of 10 points. Any journals turned in will receive 8, 9, or 10 points each.


Quizzes/tests: There will be vocabulary tests, quizzes on articles (a, an, the), dictations, and tests on grammar lessons. These quizzes and tests will be worth 20% of your final grade. If you have an unexcused absence on the day of an in-class quiz or test, you will not be allowed to make it up and will receive a 0.


Participation: Attendance is extremely important as we cover a lot of material in class. You receive 10 points for each day you are in class. If you come late to class (without an approved excuse), you will have 3 points deducted. If you come to class without your book or handouts, you will have 2 points deducted. If you come to class without having your homework done, you will have 5 points deducted.


Extra credit: You will have opportunities to get extra credit points for the first 14 weeks of the semester. Examples:


1.    Culture Hour (meets every Tuesday beginning the 2nd week of the semester 3:30-4:30 p.m. in Thompson); led by Kimberly Connelly


2.    Sports events


3.    Club meetings


4.    Other extracurricular activities (this includes parties and other activities involving Americans)


You need to write an essay containing the following:


·        What, when, and where the activity was


·        Describe what happened


·        Describe how you felt about what happened or describe what you learned about Americans and American culture


This essay should be 1-2 typewritten pages. If you receive an A on the essay, you will have ½ point added to your final grade. If you receive a B on the essay, you will have ¼ point added to your final grade. Anything below a B needs to be rewritten so that you can receive a higher grade.


ABSOLUTELY NO EXTRA CREDIT WILL BE GIVEN AFTER APRIL 15TH!!







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
 

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:1/5/2011 8:57:58 PM