ENG1921syllabusfilmscifi

ENG 1921 Ken Harmon

Honors Advanced Composition [email protected]

MW 9:35 - 11:30-1:45, Gateway 409 Office: Fifth floor of Gateway Center,

4.5 Credit Hours Suite 530

Contact Hours: 45 Lecture Hours Office Hours: TR 9:35-11:30

Fall 2012 Office Phone: (980) 598-3218

Prerequisite: ENG 1020 or ENG 1920

REQUIRED TEXTS & COURSE MATERIALS

Corrigan, Timothy. A Short Guide to Writing About Film, eighth edition. USA: Pearson Education, 2012. ISBN: 978-0-205-23639-8

Students May also choose the optional Kindle edition of this text:

Corrigan, Timothy (2012-01-06). A Short Guide to Writing about Film (8th Edition) (Kindle Location 60). Pearson HE, Inc.. Kindle Edition.

Students are also required to purchase ONE of the following options:

A) Atwood, Margaret. Oryx and Crake. USA: Anchor Books, 2003.

ISBN: 978-0-385-72167-7

-OR-

B) Card, Orson Scott. Ender's Game. New York: Tom Doherty Associates, 1977.

ISBN: 978-0-8125-5070-2

-OR-

C) Heinlen, Robert A. Stranger in a Strange Land. New York: Ace Books, 1961.

ISBN: 978-0-441-79034-0

-OR-

D) Option D includes TWO texts:

Bradbury, Ray. Fahrenheit 451. New York: Simon & Schuster, 1951.

ISBN: 978-1-4516-7331-9

Dick, Philip K. Do Androids Dream of Electric Sheep? USA: Del Ray Books, 1968.

ISBN: 978-0-345-40447-3

COURSE DESCRIPTION

Welcome to Advanced Composition & Communication! As in Expository Writing (ENG 1020), you will read and reread texts and write essay projects through a process of several drafts. The goal in this course is not only to improve your reading, writing, and critical thinking skills, but also to help you enter into various intellectual conversations via argumentative reading, writing, listening, and participation in community service.

This course is a continuation of ENG 1020 and will build upon the audience and reseach skills developed in that course. All work, both written and oral, is aimed at persuading an audience, and instruction begins with the essential components of a logically constructed and articulated argument. Critical thinking skills will be reinforced thoughout the course, as students develop, peer critique, and present projects to the class. Research and MLA skills are expected of students, and all projects require research from a variety of sources. At the end of the course, students will present a representative portfolio of their writing as part of their final assessment.

In addition to developing critical thinking and writing skills, a primary focus of this course is to develop an understanding of the myths that dominate U.S. culture in regard to family, education, success, gender roles, race, and religion and how these myths affect the way we think and the way we relate to others. In order to better facilitate a better understanding of how these myths operate in our culture, students will participate in an experiential learning project that involves working with local non-profit, community-service groups.

Service learning programs inolve students in activities that address community-identified needs while developing their academic skills and commitment to their communities. Service learning teaches a real-world experience that cannot be found in the classroom. Learning the importance of helping others and treating everyone with respect are important life-skills that continue even after college ends. Communication, commitment, and compassion are further developed in the service-learning process. SL programs reminds us that learning extends beyond what is happening in classroom lectures.

The community service groups associated with this course are Florence Crittenton Services of Charlotte, The Uptown Shelter, and The Bradley-Reid Corporation.

COURSE OBJECTIVES AND GOALS

OBJECTIVES

1. To learn to communicate ideas clearly and effectively, with an emphasis on

sound argumentative writing skills.

2. To develop sound analytical processes and use them in reading, writing,

listening, and presenting.

3. To should become aware of their individual writing voices and how they can be

adapted to fit different audiences and rhetorical situations.

4. To encourage independent thinking.

5. Students will conduct research and examine and compare information

from various sources in order to evaluate reliability, validity, accuracy, authority,

timeliness, and point of view or bias.

6. To support a claim (thesis) with substantial material.

7. To paraphrase and summarize accurately the ideas of others and to use these

ideas to either support or refute a claim.

8. To view writing as a process.

9. Students will develop and understanding of the myths that dominate U.S. culture

in regard to family, education, success, gender roles, race, and religion.

10. Through service learning, understand more fully how cultural myths create

challenges in Charlotte as well as the broader U.S. culture.

REQUIREMENTS

Students will:

Attend class meetings and complete all reading, writing, and editing assignments.

Read extensively critical essays by peers and experienced writers with attention to audience, purpose, tone, style, grammar, and punctuation.

Keep a reading and reflection journal.

Complete at least 10 hours and five visits of community service learning (CSL) in order to pass the course. Students that do not complete the CSL requirement will receive and F for the course. Students must provide written documentation of all CSL work in the form of an Attednance Verification Form with the signature of the site supervisor.

Complete homework as specified during the term. Homework may include exercises, shorter writing assignments, and other work that develops writing skills. Students should expect to write during or after every class. Students will be expected to participate in collaborative activities and class discussions and listen to lectures.

Demonstrate competence in basic grammar, punctuation, mechanics, sentence structure, paraphrasing, and essay writing as defined through class lecture, model writings, practice, and rubrics.

Conduct, complile, document, and present a research project.

Demonstrate competence in oral presentation skills.

You will be composing three major argumentative writing projects along with some more informal writing assignments. You will also create a presentation related to your CSL work. I will be more specific about the assignments as their assignment date approaches, but here are some general requirements and comments that will apply throughout the semester.

In order to pass ENGL 1921, students must complete all CSL work and submit a portfolio of written work that includes an annotated table of contents, an earlier piece of writing before the class began, two formal essays from this semester (both graded copy and corrected draft), and a reflective essay.

All written work is to be typed, except, of course, in-class writing. I will explain the paper & presentation assignments when appropriate. All paper assignments will be covered in detail well before they are due. All papers must be typed, double-spaced, Times New Roman font, 12pt., with 1” borders on top, sides, and bottom according to MLA format.

The presentations will not be graded on the quality of your performance, but on the quality of your content.

Each major written assignment will include planning, drafting, revising, editing, and reflection. You are responsible for turning in all materials related to an assignment. This includes: invention strategies, audience analysis, draft versions, peer group reviews, outside sources, and the final version. Failure to bring your drafts to class on the due date will affect your grade.

You must complete all assignments in order to pass the course. Failure to complete any of the required assignments will result in a final course grade of F.

OUTCOMES ASSESSMENT: Johnson & Wales University is committed to outcomes assessment. Faculty and students are, therefore, part of an ongoing effort to determine and refine the effectiveness of instruction and learning. Names of individual students wil not be used when reporting results. The skills of written communication and critical thinking are measured in this class.

PERFORMANCE TRANSCRIPT: This course will assess and credential written communication skills and critical thinking skills through in class writing assignments. Students who are assessed as having a Developing level written communicatoin skills will be required to enroll in ENG0001 Writing Workshop until they achieve a level of Validated in the performance transcript assessment. This a graduation writing requirement for all students who entered the university in September 2004 or later and are pursuing a four year degree. Please note that students will NOT be able to graduate with a four year degree until this requirement is met. Students are encouraged to enroll in ENG0001 as soon as possible after receiving a PT assessment of Developing in written communication skills.

EVALUATION

The following assignments will be graded. You can accumulate 400 points, which are distributed as follows:

CLASS PARTICIPATION (33.75%)

Reader Responses 7.5% (30 pts.)

Reading Journal 10% (40 pts.)

CSL Journal 13.75% (55 pts.)

Presentation 2.5% (10 pts.)

PAPERS (66.25%)

Issue Proposal 1.25% (5 pts.)

Annotated Bibliography 5% (20 pts.)

Narrative 10% (40 pts)

Exploratory 15% (60 pts.)

Position Paper 15% (60 pts.)

Portfolio 20% (80 pts.)

Final Grades:

360 - 400 A

320 - 359 B

280 - 319 C

240 - 279 D

0 - 239 F

CLASSROOM POLICIES

PLAGIARISM: All course assignments ask you to write using what you have learned in the course and using your own thinking and writing skills. If you use any ideas, paraphrases, or exact wording from a source other than yourself (including the textbook), you must document the source using MLA parenthetical documentation style (see handbook or ask instructor). Any source used but not documented will be considered plagiarism, for which you will receive a failing grade for the course. You might also be placed on probation or expelled from the university. If you have any questions about plagiarism, ask before you act. Ask me; see pp. 614-617 in our textbook, The Bedford Guide for College Writers, and/or “Academic Policies” in the Student Handbook.

FEW VERY IMPORTANT WORDS ABOUT PLAGIARISM

A. Plagiarism, a SERIOUS academic violation, is the use of WORDS, IDEAS, or STRUCTURES of others (published sources, friends, relatives) without acknowledgment. There is no excuse for willful plagiarism.

B. Except where appropriate (quoting or paraphrasing from primary or secondary sources), your work is presumed to be totally your own writing (i.e. original).

C. When you QUOTE OR PARAPHRASE FROM ANY sources, you MUST cite them with appropriate specific documentation (usually author and page number in parentheses + Works Cited list at end). This includes subject matter of the essay. If you quote or paraphrase precisely from a work of literature, you must cite the author of that work.

D. Proper handling of the ideas of others includes the introduction of a source the first time it is used and the use of author tags when paraphrasing or directly quoting.

E. If you do not understand the format for documenting sources, see me for help before turning in an essay. Refer to your handbook for further clarification.

For other questions about plagiarism see http://www.winthrop.edu/english/writingprogram/plagiar.htm

and see attached handout.

NOTE: Plagiarism is considered a serious act of academic misconduct and may result in the student receving an F in the course or being suspended from the university.

ATTENDANCE: Students are expected to attend all classes and earn credit for complete classes and in-class assignments. You are allowed two absences (excused or unexcused) without penalty. Three absences (excused or unexcused) will result in automatic failure. You are responsible for tracking your absences. After three absences you will be dropped from the class. See note about texting under "Class Etiquette" below.

If a student is dropped for excessive absences, or for any other reason, and has a passing grade of 70 or better, the student will receive a WP. If the student’s average is less than 70, the student will receive a W. See details of how these grades are reflected on the Transcript in the Student Handbook

TARDIES: If a student is more than 10 minutes late for class or leaves more than 10 minutes before class is over, they are counted absent for the day.

PROFESSIONAL DRESS: You must follow the academic dress policy as it is explained in the Student Handbook (pp. 56-58), including wearing your nametag. Headphones, tennis shoes/sneakers & hats/head coverings are not allowed in the academic building except scarves for religious purposes.

ETIQUETTE: Students are expected to respect their classmates’ time and learning environment. Therefore, show up for class prepared and on time. Turn off all cell phones before entering the classroom. Each time a cell phone disrupts class, the entire class will take a pop quiz. If a student leaves the classroom to answer a call, they will be counted absent for the day. Students caught texting during classtime will be counted absent for the day. Other disruptive classroom behavior, defined as anything that would interfere with “an instructor’s ability to conduct the class” or “The ability of other students to profit from the instructional program,” is strictly prohibited.

NO FOOD OR DRINK IN THE CLASSROOM

NOTE: Persons other than registered students are not allowed to attend academic sessions, laboratory classes, computer labs, and other University academically supported areas.

ESSAY ASSIGNMENTS: Turn in all your assignments on their scheduled due dates. You must submit all required materials for each major essay in a 2-pocket folder (final draft, reflection, rough draft, workshop sheets, revision plans, copies of sources, collecting notes, and relevant journal entries). Keep a duplicate copy of all assignments you turn in. Any late assignments (if accepted by instructor) will be penalized one letter grade for each 24-hour day late (Including weekends). Assignments more than one week late must be turned in but will receive a grade of 0 (zero). An assignment is considered late if it is handed in after class on the date it is due.

-Number each version of your paper: draft #1, draft #2, etc.

-I do not accept papers without all drafts

-I do not accept papers without copies of ALL sources. These sources must be clearly identified as to the author and must be highlighted where you have used information or quoted directly from the text of a source.

LATE PAPER/ASSIGNMENT POLICY: Turn in all your assignments on their scheduled due dates. You must submit all essays and required materials in a 2-pocket folder (final draft, reflection, rough draft, workshop sheets, revision plans, photocopies of sources, collecting notes, and relevant journal entries). NO PROCESS, NO GRADE. Keep a duplicate copy of all assignments you turn in. I DO NOT ACCEPT LATE PAPERS. However, any late assignments (if accepted by instructor) will be penalized one letter grade for each 24-hour day late. No assignments will ever be accepted over one week late.

REVISION: You may rewrite ONE failing essay (original grade of D or F); the rewritten essay may receive no higher than a “C.” The revision must accompany the original graded copy. Only the Exploratory and Evaluation papers may be rewritten.

STUDENT E-MAIL: Students are required to obtain and use a JWU e-mail account for University communication and to access public folders. You must obtain your password to do so. Student accounts are created automatically for those who are active and in good standing. Student email addresses are available through uconnect at https://email.jwu.edu. A student email address is [email protected]. Students should go to http://email.jwu.edu to logon and access their email. Immediately contact the helpdesk at 1-866-598-4357 if you need assistance. Take care of this the first day of class. Students are expected to maintain an email account throughout the semester and check it daily for important information regarding upcoming assignments, course announcements, etc.

IN-CLASS ASSIGNMENTS: Students will often complete in-class assignments and short writing projects. In-class projects are scheduled for a specific class period and cannot be made up after that class date.

WORKSHOPS: All essays will be critiqued by peer groups in class. Essays without workshop response will drop one full letter grade.

PARTICIPATION: Discussion and group work play an important role in this class and your participation is essential. Come to class prepared to discuss the assigned readings, contribute productively to discussions, interact with other class members during group work, and turn in assigned work on time.

CENTER FOR ACADEMIC SUPPORT

WRITING CENTER: Located in the academic building, 4th floor, the writing center is open to all Johnson & Wales University students who need help with writing, whether they are taking an English course or not. Students are encouraged to seek assistance with essays, research projects, and related assignments. Students are asked to make an appointment with a Writing Center staff member in order to receive prompt assistance. The center provides 30 minute appointments and is staffed from 8:30-2:30 M-R. Consultants work with students on any part of the writing process -- planning, drafting, focusing, organizing, revising, or editing, and with papers from all disciplines. Please do not hesitate to use the tutor’s assistance. Remember to bring a copy of your assignment and your drafts to any Writing Center conference.

Going to the Writing Center does not guarantee you a good grade because tutors will not proofread your papers. The Writing Center’s goal is to improve your overall writing skills (organization, thesis & supporting paragraphs, audience/assignment issues, as well as teaching punctuation and grammar rules after reviewing big picture issues), which sometimes takes several sessions, depending on your existing writing skills. For more information, you may contact them at [email protected]

You may also visit the Center for Academic Support website at: http://www.jwu.edu/charlotte/stu_acad.htm

ACCOMODATIONS: Johnson & Wales University is dedicated to providing access to education. While maintaining the highest academic integrity, the University strives to balance scholarship with support services which will assist special needs students in functioning in the University's academic environment. Reasonable accommodations are available with proper documentation, and can be discussed with the director of The Center For Academic Support (4th floor of the Academic Building).

Because some programs of study have technical standards and requirements, applicants and students with special needs or physical disabilities should contact the director of the Center for Academic Support to discuss the availability of reasonable accommodations where appropriate. Copies of the technical standards applicable to various programs are available from this office. Once you have arranged accommodations with this office, please tell me so that I am aware of your accommodations well before the first paper/assignment.

A FINAL NOTE: I want you to use your time and effort as positively as possible, to read and write about topics relevant to your personal and academic interests. Whenever possible, I will encourage you to learn and write about all the other subjects you are taking. If at any time you have a question about your writing, please talk to me after class, at my office, or via email.