{"id":21,"date":"2016-08-09T03:30:12","date_gmt":"2016-08-09T03:30:12","guid":{"rendered":"http:\/\/tetyc.rhetprof.net\/julianna\/?page_id=21"},"modified":"2016-08-09T03:45:31","modified_gmt":"2016-08-09T03:45:31","slug":"sample-syllabus-eng-101-college-reading-and-writing","status":"publish","type":"page","link":"http:\/\/tetyc.rhetprof.net\/julianna\/sample-syllabus-eng-101-college-reading-and-writing\/","title":{"rendered":"Sample Syllabus"},"content":{"rendered":"<h1>The question.<\/h1>\n<p>Why and how does language affect the way people communicate?<\/p>\n<h1>Meeting times.<\/h1>\n<p>Mondays and Wednesdays: 10-1115<\/p>\n<p>Writing Workshop Wednesdays: 1120-1220<\/p>\n<p>Class is held Mondays and Wednesdays with an additional hour on Wednesday after class. This extra hour is a valuable block of time to work on the readings and\/or writings where you can get help if you need it.<\/p>\n<h1>Contact information.<\/h1>\n<p>myemail@myemailaddress<\/p>\n<p>123-4567<\/p>\n<p>Office Hours: Mondays 9-10 and Wednesdays 1230-130 or by appointment<\/p>\n<h1>Background.<\/h1>\n<p>We\u2019ve all experienced miscommunications whether it\u2019s through spoken words or reading a text, so we know how confusing and frustrating it can be when the meaning of a message isn\u2019t correctly conveyed.<\/p>\n<p>This course will help you to examine a text \u2013 written, spoken, visual \u2013 rhetorically by examining author motives, author purpose, word choice, the message, and intended audience with the purpose of \u201cbe[ing] prepared to participate in the ongoing discourse of the communities that matter to you, [including] the academic community\u201d (Dr. Victor Villanueva).<\/p>\n<p>Throughout our time together, we will examine written, spoken, and visual texts as well as compose a variety of texts while practicing to view each through a critical lens with a focus on the author, audience, and message.<\/p>\n<p>With hard work and a good attitude, you will be able to objectively view almost any text which will greatly help you in both your program of study and the workforce. I am excited to see the progress you will make and witness the greatness you will achieve!<\/p>\n<h1>Texts.<\/h1>\n<p><em>Writing : Guide for College and Beyond\u00a0&#8211;\u00a04th\u00a0edition<\/em> by\u00a0<a href=\"http:\/\/www.textbooks.com\/Author\/Lester_Faigley.php?CSID=AK2MCQSOQD2SA2AUQTMTQTSAB\">Lester\u00a0 Faigley<\/a>\u00a0(ISBN13: 978-0321993809)<\/p>\n<p>Other readings will be available on our course website.<\/p>\n<p>&nbsp;<\/p>\n<h1>Learning outcomes.<\/h1>\n<p>By the end of our time together, you will be able to demonstrate competency in the following as suggested by the department and the Writing Program Administrators Outcomes Statement:<\/p>\n<p><u>Rhetorical Knowledge<\/u><\/p>\n<ul>\n<li>Learn and use key rhetorical concepts through analyzing and composing a variety of texts<\/li>\n<li>Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers\u2019 and writers\u2019 practices and purposes<\/li>\n<li>Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and\/or structure<\/li>\n<li>Understand and use a variety of technologies to address a range of audiences<\/li>\n<li>Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Critical Thinking, Reading, and Composing<\/u><\/p>\n<ul>\n<li>Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts<\/li>\n<li>Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations<\/li>\n<li>Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources<\/li>\n<li>Use strategies\u2014such as interpretation, synthesis, response, critique, and design\/redesign\u2014to compose texts that integrate the writer&#8217;s ideas with those from appropriate sources<\/li>\n<\/ul>\n<p><u>Writing Process<\/u><\/p>\n<ul>\n<li>Develop a writing project through multiple drafts<\/li>\n<li>Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing<\/li>\n<li>Use composing processes and tools as a means to discover and reconsider ideas<\/li>\n<li>Experience the collaborative and social aspects of writing processes<\/li>\n<li>Learn to give and to act on productive feedback to works in progress<\/li>\n<li>Adapt composing processes for a variety of technologies and modalities<\/li>\n<li>Reflect on the development of composing practices and how those practices influence their work<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><u>Knowledge of Conventions<\/u><\/p>\n<ul>\n<li>Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising<\/li>\n<li>Understand why genre conventions for structure, paragraphing, tone, and mechanics vary<\/li>\n<li>Gain experience negotiating variations in genre conventions<\/li>\n<li>Learn common formats and\/or design features for different kinds of texts<\/li>\n<li>Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions<\/li>\n<li>Practice applying citation conventions systematically in their own work<\/li>\n<\/ul>\n<h1>The course.<\/h1>\n<p>The course is divided into two sections: participation and final portfolio.<\/p>\n<p>Participation is 40% of your grade and includes the following:<\/p>\n<p>Discussion board postings<\/p>\n<p>Pre\/Post reading discussions<\/p>\n<p>Reflections<\/p>\n<p>Journal \u2013 select part of text and discuss\/react to it<\/p>\n<p>Respond to classmates\u2019 postings<\/p>\n<p>Classwork<\/p>\n<p>Homework<\/p>\n<p>Projects #1, #2, #3<\/p>\n<p>Final Portfolio is 60% of your grade and includes the following:<\/p>\n<p>Introduction to contents<\/p>\n<p>Reflection on course<\/p>\n<p>Revisions of Projects #1, #2, #3<\/p>\n<p>What grade you think you earned and a detailed explanation supporting it<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h1>Projects.<\/h1>\n<p>You will complete three projects that require you to use and examine language in a variety of ways; the purpose of these projects is to help you to explore language and conventions to determine the language you should use to best communicate your message to your primary audience.<\/p>\n<p>PROJECT #1 Literacy reflection \u2013 Narrate and reflect on a specific language event in your life<\/p>\n<p>Visual (films and photography), spoken, read, song lyrics<\/p>\n<p>What did you learn about yourself?<\/p>\n<p>What can others learn from your experience(?)<\/p>\n<p>Reflection letter<\/p>\n<p>&nbsp;<\/p>\n<p>PROJECT #2 \u2013 Article summaries \u2013 articles focus on language and society with emphasis on the relationships between literacy, culture, social class, education, and politics<\/p>\n<p>Part 1: summary of article<\/p>\n<p>Thesis\/Main idea?<\/p>\n<p>Major points?<\/p>\n<p>Conclusion?<\/p>\n<p>Part 2: rhetorical summary<\/p>\n<p>Author\u2019s motive\/purpose \u2013 what is the author trying to accomplish<\/p>\n<p>What is the author\u2019s bias?<\/p>\n<p>Word choices made by author?<\/p>\n<p>Intended audience?<\/p>\n<p>Reflection letter<\/p>\n<p>&nbsp;<\/p>\n<p>PROJECT #3 \u2013 Research Project: Oral History<\/p>\n<p>Interview someone older<\/p>\n<p>Record and transcribe interview<\/p>\n<p>Determine angle and follow up questions<\/p>\n<p>Background research<\/p>\n<p>Create profile using interviews, descriptions, and research<\/p>\n<p>Reflection letter<\/p>\n<p>&nbsp;<\/p>\n<h1>Schedule.<\/h1>\n<p>Weeks 1-3: Project #1, Literacy Reflection<\/p>\n<p>Weeks 4-8: Project #2, Article Summaries<\/p>\n<p>Weeks 9-14: Project #3, Research Project: Oral History<\/p>\n<p>Weeks 15-16: Revisions for portfolio<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h1>Policies.<\/h1>\n<p>Attendance<\/p>\n<p>You are expected to attend all class meetings; however, I understand that life happens, and you may need to miss class. Please communicate with me and your classroom contact so you don\u2019t miss assignments and due dates. If you are absent when something is to be turned in, you are expected to turn it in when you return. \u201cI wasn\u2019t here!\u201d is not an excuse for being unprepared. You are in college and you are responsible for your learning and your work.<\/p>\n<p>&nbsp;<\/p>\n<p>Academic Honesty<\/p>\n<p>According to the student code of conduct, any work which is submitted that is not yours without proper acknowledgement of the source is considered plagiarism. Plagiarism is a serious issue and can result in being dropped from this course and, in repeated instances, this college. Please consult the student code of conduct for additional information.<\/p>\n<p>&nbsp;<\/p>\n<p>Disabilities<\/p>\n<p>If you have ever received any accommodation, or if you have any disability that may affect your classroom performance, make sure you have spoken with someone in the Office of Disabilities in order to ensure you can receive the assistance you need to be successful.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The question. Why and how does language affect the way people communicate? Meeting times. Mondays and Wednesdays: 10-1115 Writing Workshop Wednesdays: 1120-1220 Class is held Mondays and Wednesdays with an additional hour on Wednesday after class. This extra hour is<\/p>\n","protected":false},"author":17,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-21","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/pages\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/comments?post=21"}],"version-history":[{"count":2,"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/pages\/21\/revisions"}],"predecessor-version":[{"id":27,"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/pages\/21\/revisions\/27"}],"wp:attachment":[{"href":"http:\/\/tetyc.rhetprof.net\/julianna\/wp-json\/wp\/v2\/media?parent=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}