When something can be read without effort, great effort has gone into its writing. ~Enrique Jardiel Poncela Preparation for College Writing/Spring 2010/Chaffey College/Section 59504 Course Description: Introduces the entry-level writer to elements of the composing process (prewriting, drafting, revising, and editing). Focuses on composition development through writing, reading and critical thinking. Includes strategies for improving study skills and college success. Five arranged hours of supplemental learning in a Success Center that supports this course is required, plus tutoring or other activities as recommended by the instructor. Prerequisite: Eligibility as determined by the Chaffey assessment process. Professor: Melissa Utsler (909) 652-6948 melissa.utsler@chaffey.edu Office Location: Language Arts 122 Office Hours: Tuesdays 11:30 am - 12:30 pm Wednesdays 8:30 am - 9:30 pm Thursdays 9:30 am - 12:30 pm & by appointment Course Materials Required: 1. English 500 Primis Custom Textbook 2. Random House Webster's Handy Grammar Usage & Punctuation (2 nd edition) 3. index cards 4. highlighters (2 colors) 5. folder Suggested: dictionary/thesaurus
You must earn 700 or more points to pass the course. ASSIGNMENTS Final Portfolio Update and resubmit Project One, Project Two, and Project Three with the originally graded versions of these projects. Folder One Major Project One Participation Materials Practice Quizzes Follow-Ups Other In-Class Activities Homework Assignments Supplemental Learning Folder Two Major Project Two Participation Materials Practice Quizzes Follow-Ups Other In-Class Activities Homework Assignments Supplemental Learning Folder Three Major Project Three Participation Materials Practice Quizzes Follow-Ups Other In-Class Activities Homework Assignments Supplemental Learning Points Possible YOUR SCORE Grading Key 400 points Final Portfolios earn either Credit or No Credit. Credit (earns 400 points) Meets All Portfolio Requirements and Standards No Credit (0 points/does not earn points) Does Not Meet All Portfolio Requirements and Standards If you do not turn in Project One, Project Two, and Project Three first as required, you will not be eligible to earn credit on your final portfolio. 200 points Up to 100 points: Project One Excellent Progress (100 points) Appropriate Progress (70 points) Demonstrated Effort (50 points) No Credit (0 points) Up to 100 points: Participation Materials Excellent Level of Appropriate Participation (100 points) Acceptable Level of Appropriate Participation (75 points) Limited Level of Appropriate Participation (50 points) Lack of Appropriate Participation (0 points) 200 points Up to 100 points: Project Two Excellent Progress (100 points) Appropriate Progress (70 points) Demonstrated Effort (50 points) No Credit (0 points) Up to 100 points: Participation Materials Excellent Level of Appropriate Participation (100 points) Acceptable Level of Appropriate Participation (75 points) Limited Level of Appropriate Participation (50 points) Lack of Appropriate Participation (0 points) 200 points Up to 100 points: Project Three Excellent Progress (100 points) Appropriate Progress (70 points) Demonstrated Effort (50 points) No Credit (0 points) Up to 100 points: Participation Materials Excellent Level of Appropriate Participation (100 points) Acceptable Level of Appropriate Participation (75 points) Limited Level of Appropriate Participation (50 points) Lack of Appropriate Participation (0 points)
Point Total Course Grade Overall Quality Of Work 990 1000 PASS A+ 920 989 PASS A (Excellent) 900 919 PASS A- 890 899 PASS B+ 820 899 PASS B (Above Average) 800 819 PASS B- 790 799 PASS C+ 720 789 PASS C (Average) 700-719 PASS Low C 680 699 NO PASS D+ 620 679 NO PASS D (Below Average) 600 619 NO PASS D- 0 599 NO PASS F (Poor) Frequently Asked Questions Why Take This Course? 1. Avoid writer s block by learning and using strategies for generating ideas. 2. Analyze and address circumstances, such as audience and purpose, which influence your choices as a writer. 3. Learn to organize and explain your ideas in writng more effectively 4. Learn strategies for addressing textbook and other reading assignments. 5. Focus on practical writing, reading, and success skills which will help you meet college and career goals. What Are the Professor s Major Course Roles? 1. Coach 2. Gatekeeper
What is a No Questions Asked Coupon? Each student may use one No Questions Asked (NQA) coupon this semester. Your NQA coupon may be used to turn in one folder up to three class sessions after the official due date without point penalties. Work will not be accepted after the final day of the course. If you turn in all three completed folders by the required due dates, you may submit your NQA coupon at the end of the semester for fifteen extra credit points. Is Late Work Accepted? Final Portfolio Due on the final course day, the final portfolio is not accepted late. Folder One, Folder Two, and Folder Three Except when accompanied by your NQA coupon, late folders (Folder One, Folder Two, and Folder Three) are penalized 5 points per late class session. A folder, turned in without the required major project, will be considered incomplete and returned without review. Supplemental Learning In accordance with Writing Center policy, Supplemental Learning assignments must be completed by the appropriate deadlines. These deadlines are listed on the Supplemental Learning sheet, provided with this syllabus. The successful completion of Supplemental Learning materials by the appropriate deadlines is an important component of appropriate course participation, and the review of these materials is factored into your folder s participation materials score. Homework Throughout the semester, homework assignments are due twice: on original due dates and on folder due dates. Turning in just one assignment late may affect your folder s participation materials score. For instance, if you are missing your essay draft on the draft review due date, you will not be able to participate fully in the draft review process; your participation materials score will be affected accordingly. A pattern of late and/or missing homework seriously affects the participation score because timely homework completion prepares you to participate appropriately and effectively in class.
What if students miss class? In-Class activities, such as practice quizzes, draft reviews, and follow-ups, cannot be duplicated outside of class, so your folder s participation materials score is influenced negatively when you miss class activities. Students who miss class time miss course instruction and information; they are responsible for the instruction, information, and due dates as if they had attended and participated in class. Whether or not you attend class regularly, if you decide to drop the course, you are responsible for dropping by the appropriate deadline. What is Service Learning? Service learning offers an opportunity to reach course learning objectives through service to the community. Through Title V service learning grant funding, this class features a tutor and project; this project informs Chaffey College students and others about career options. How may students receive assistance at Chaffey College? Chaffey College features a number of invaluable resources for students; as a Chaffey College professor, I am happy to help you locate appropriate campus resources for your needs and interests. To get started, please consider: Student Success Centers Chaffey College has created Student Success Centers, which offer free tutorials, workshops, study groups, directed learning activities, and computer/resource access to assist students in their academic development and success. The Rancho Success Centers are designed to address specific subject needs as well as more general multidisciplinary needs: Math Center PS-12 (909) 652-6452 Language Success Center BEB (909) 652-6907 Writing Success Center Library (909) 652-6820 Multi-disciplinary/Reading Success Center BEB (909) 652-6932 The Fontana Success Center supports all academic support needs: Fontana Success Center FNFC-107 (909) 652-7408 The Chino Center offers two centers to address all subject areas: Chino Success Center CHMB-145 (909) 652-8150 Chino Reading/Writing Center CHMB-240 (909) 652-8160 Call the centers or consult the college website at www.chaffey.edu/success/ for more information.
Disability Programs and Services If you have a disability, documented by a physician or other appropriate professionals and wish to discuss academic accommodations, please contact the DPS office at (909) 652-6379. Please be sure to allow adequate time to arrange for an appropriate accommodation. EOPS and CARE Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. Call (909) 652-6345 for more information. Student Health Services Student Health Services (SHS) is dedicated to assisting students to achieve and maintain optimum physical, mental and emotional health. SHS is committed to providing quality healthcare at a reasonable cost. All currently enrolled full and part time Chaffey College students on the Rancho Cucamonga Campus or any off campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready. Rancho Campus Campus Center West (909) 652-6331 Chino Campus CHMB-105 (909) 652-8190 Campus Involvement Chaffey College offers a variety of opportunities for campus involvement, including student clubs (Student Activities Office: (909) 652-6590), visual and performing arts programs (School of Visual and Performing Arts: (909) 909/652-6066), and athletics events (Athletics Department: (909) 652-6290). One Book, One College The One Book, One College Committee strives to create a community of readers across the curriculum at Chaffey College and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey. For additional information about on-campus opportunities, including the College Book program, explore Chaffey College s website at www.chaffey.edu.
Plagiarism I adhere to the English department s official Plagiarism policy: Plagiarism, an unlawful act which is defined as the misrepresentation of the published ideas or words of another as one s own, will not be tolerated in Chaffey College English courses. At the discretion of the professor, plagiarism may result in zero points for the assignment and/or failing the course. Professional Learning Environment To maintain a positive, purposeful learning environment for all students, appropriate standards of professionalism are necessary. In addition to ensuring professional standards of employee conduct, Chaffey College features a student behavior code, included in the newest edition of the Chaffey College student handbook. Students are expected to follow this code in the classroom. Please note that activities which may seem harmless at first, such as side conversations during a class discussion, may negatively influence the learning environment for other students. As the course professor, I am responsible for seriously considering and responding to potential distractions, not only as necessary during class time but also when assessing levels of appropriate student participation. Please consult with me and/or other appropriate college personnel if you have related concerns while a student at Chaffey College. TENTATIVE CLASS SCHEDULE The following schedule is tentative. Updates will be announced in class and posted online (www.writingintheie.info). The professor reserves the right to make changes to the schedule and other parts of the syllabus. A checklist of due work is provided for each class day. Students complete this work in preparation for class, rather than during class. Students, participating appropriately in class, arrive on time with the checklist s due work already completed.
DAY ONE (1/12) FOCUS: COURSE INTRODUCTIONS DAY THREE (1/19) DAY TWO (1/14) FOCUS: IN-CLASS WRITING DAY FOUR (1/21) COLLEGE SUCCESS STRATEGIES Read: Orientation: Preparing and Organizing Yourself For Success In College (pgs. 257 282) Complete: pg. 265 (goals), 266-267 (learning styles), 272 (study schedule), 277 (monthly calendar), 280 282 (Chapter Quiz) DAY FIVE (1/26) ACTIVE READING STRATEGIES Read: Actively Read pgs. 167-192 Complete pg. 192, Stating Today & Review Questions. Read: Why Go To College? (283-287) Complete: pg. 283 (Prepare Yourself to Read 1 & 2), 284 (Apply Comprehension Skills, goal for reading & reading time). DAY SIX (1/28) NOTE-TAKING STRATEGIES Read: Listen & Take Effective Notes 327-356 Complete: pg. 351, Listening Self- Assessment Read: 297-303, Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow. Complete: pg. 297, Prepare Yourself to Read (1, 2) & Apply Comprehension Skills (goal for reading & reading time) DAY SEVEN (2/2) IDEA-GENERATION STRATEGIES Read I Don t Know What to Write, pgs. 11 22. Complete Reading Review Cards, using the Q & A strategy (turning headings into questions & answering questions with the materials, listed under the headings). DAY EIGHT (2/4) MAIN IDEAS Read: Locating the Stated Main Idea, pgs. 51-71 Complete: Practice Quiz Review Cards, pgs. 61-63 SUPPORTING DETAILS Read: Identifying Supporting Details, pgs. 107-130 Complete: Practice Quiz Review Cards, pgs. 117-118
DAY NINE (2/9) DAY TEN (2/11) FEEDBACK STRATEGIES COMPLETE: PROJECT ONE DRAFT BRING: FIVE COPIES OF THE DRAFT DAY ELEVEN (2/16) EDITING STRATEGIES BRING: THE NEWEST VERSION OF YOUR PROJECT ONE DRAFT DAY TWELVE (2/18) ESSAY WRITING INTRODUCTION TO PROJECT TWO FOLDER ONE (PROJECT ONE & PARTICIPATION MATERIALS) IDEA GENERATION Read: Essay Writing in a Nutshell (27-34) Read: Taking Charge of Your Career, pgs. 357 389 Complete: Discovering Your Ideal Job, pgs. 360-361, Identifying Your Long- Term Career Goals, 362, and Thinking About Work, pg. 365 Read, Career Clusters, pgs. 390 397 DAY THIRTEEN (2/23) DAY FOURTEEN (2/25) Essay & Collage Development: IMAGES COMPLETE: Essay & Collage Development: IMAGES (Continued) Bring: Collage Images (at least six) DAY FIFTEEN (3/2) DAY SIXTEEN (3/4) Essay & Collage Development: QUOTATIONS Complete: Image Analysis (handout) Work on: Career Collage Essay & Collage Development: QUOTATIONS Bring: Quotation Sources Work on: Career Collage
DAY SEVENTEEN (3/9) DAY EIGHTEEN (3/11) Essay & Collage Development: QUOTATIONS (CONTINUED) Bring: Collage Quotations (at least four quotations) Work on: Career Collage DAY NINETEEN (3/23) ILLUSTRATION DAY TWENTY (3/25) Introductions & Thesis Statements PROJECT TWO: DRAFT OF BODY PARAGRAPHS FEEDBACK: PROJECT TWO (& Conclusion Strategies) PROJECT TWO: DRAFT OF ENTIRE ESSAY DAY TWENTY-ONE (3/30) DAY TWENTY-TWO (4/1) Introduction: PROJECT THREE FOLDER TWO (PROJECT TWO & PARTICIPATION MATERIALS) Film Review Response READ & ANNOTATE: FILM REVIEW (handout) DAY TWENTY-THREE (4/6) DAY TWENTY-FOUR (4/8) Responding to Readings READ & ANNOTATE: Money for Morality (48-49) Complete: Questions for Discussion (Answer at least three questions / Choose from questions 1 7.) Responding to Readings (continued)
DAY TWENTY-FIVE (4/13) DAY TWENTY-SIX (4/15) OUTLINING YOUR ESSAY DAY TWENTY-SEVEN (4/22) IN-CLASS ESSAY: PROJECT THREE READING RESPONSE COMPLETE: OUTLINE (Project Three: In-Class Essay) BRING: In-Class Essay (PROJECT THREE) Notes FOLDER THREE (PROJECT THREE & PARTICIPATION MATERIALS/Project Three will be written during class.) DAY TWENTY-EIGHT (4/27) CONFERENCES BRING THE GRADED VERSIONS OF PROJECT ONE AND PROJECT TWO TO YOUR SCHEDULED CONFERENCE. DAY TWENTY-NINE (4/29) CONFERENCES BRING THE GRADED VERSIONS OF PROJECT ONE AND PROJECT TWO TO YOUR SCHEDULED CONFERENCE. DAY THIRTY (5/4) PORTFOLIO BOOT-CAMP BRING: ALL PROJECT MATERIALS DAY THIRTY-ONE (5/6) PORTFOLIO BOOT-CAMP BRING: ALL PROJECT MATERIALS DAY THIRTY-TWO (5/11) FOCUS ON: PROJECT ONE UPDATED PROJECT ONE Complete: Assigned Journal Entry FOCUS ON: PROJECT TWO UPDATED PROJECT TWO Complete: Assigned Journal Entry
DAY THIRTY-THREE (5/13) COURSE FINAL (5/20 11:30 2:00) CLASS SHOWCASE BRING: SHOWCASE MATERIALS Complete: Assigned Journal Entry IN-CLASS ESSAY: PROJECT THREE REVISED TURN IN TODAY: FINAL PORTFOLIO Portfolio Checklist Portfolio Cover Letter Project One: Originally Graded Version Project One: Final Portfolio Version Project Two: Originally Graded Version Project Two: Final Portfolio Version Project Three: Original In-Class Essay Project Three: Updated In-Class Essay (Project Three will be updated today and added to the portfolio.)
Student Learning Outcomes and Learning Objectives To help ensure consistent and appropriate learning experiences for all English 500 students, Chaffey College has established specific student learning outcomes and learning objectives for this course. The following information is duplicated directly from the English department s official course documentation for English 500. Student Learning Outcomes for English 500 (SPRING 2010) Identify and model the structure of various kinds of writing. Formulate main ideas with supporting details. Identify and address a limited number of grammatical error patterns. English 500 Learning Objectives Upon completion of the course, students should be able to: A. Discriminate between various writing contexts (i.e. audience, purpose, tone), featured in assigned writings and prompts B. Choose idea-generation and reading strategies, appropriate for various contexts, and apply these strategies when composing responses to assigned readings and writing prompts. C. Plan and draft passages with consideration of various writing contexts. D. Compose relevant main ideas and choose appropriate support for these ideas. E. Arrange main ideas and supporting details into passages, using common academic essay elements (i.e. basic thesis statement, topic sentences, transitional phrases). F. Revise assignments with attention to reader's needs, including development, organization, and clarification of ideas. G. Discriminate between different idea development strategies H. Identify individual patterns of grammatical error, and apply rules of grammar-- punctuation, mechanics, spelling, and usage--toward proficient editing I. Manage editing, revising, and proofreading tasks according to a priority of needs (such as teacher comments, time constraints, etc.) J. Develop an understanding of which study strategies work for one's self