Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Course Syllabus University of Texas of the Permian Basin Rhetoric and Composition ENGL 4371.783.2165 Summer 2016 Instructor: Rebecca Day Babcock Phone: (o) 432-552-2304 E-mail: [email protected] Office: MB 4138 Office Hours: by appointment My teaching philosophy is based on student–centeredness, social constructivism and collaboration. The student–centeredness is evident in the special interest groups where you choose what you want to focus on. Through the inksheds and responses we will construct knowledge together. The focus is not on memorizing information, but rather on reading what others have to say and developing our own understandings and interpretations together. The group project and discussions are collaborative. Course Description and Outline Course Description: The history and practice of rhetoric; current theories of writing from the perspectives of cognitive psychology, linguistics, sociology, and others. This course is especially relevant for students seeking secondary certification in English or for students who plan to pursue an advanced degree in English. Course Outline: This class will consist of reading chapters, writing inksheds, and responding and discussing others' contributions. The class will be devoted to reading Preparing to Teach Writing and we will write a philosophy statement and an individual paper over any topic of interest introduced in the first half of the class. The second half of the class will consist of special interest groups. Students will choose a topic of interest and read a common text in the groups. Groups will inkshed and discuss the core text, then decide on a group project on some interesting aspect of the topic. The final class project is the group project. Prerequisite: ENGL 1302 (or equivalent) and at least one 3000 level English course, or permission of the instructor. Online Readiness: If you are not sure you are ready for online learning, please take the READINESS assessment by going to the following link and using username: rhetoric and password: composition. The UTPB - Readiness for Education At a Distance Indicator (READI) (Links to an external site.) This course requires an intermediate level of computer skills. In order to take this class, you are expected to be able to save files without losing them, save files in a variety of formats (save as), upload and download files on the internet, use discussion text formatting features, cut and paste, do attachments, and use interactive features such as chat. Learning Objectives Upon completion of this course, students will be able to: 1. Discuss various theories and practices of teaching writing and apply them to course papers and real-life situations. 2. Adapt a variety of writing pedagogies to the specific context, including the students' educational level and personal characteristics. 3. Gain confidence and familiarity with theories of writing, teaching, and rhetoric and develop confidence with their application in the classroom. 4. Demonstrate the use of the writing process by producing at least 20 pages of writing using prewriting, drafting, revising, and proofreading. 5. Demonstrate an understanding of style and voice in writing, including the use of choices in sentence structure, word choice, and punctuation, not only for correctness, but also for rhetorical effect. NCTE/NCATE STANDARDS Standard 3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. *3.2.1 Acceptable: Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching Target: Create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing. *3.2.3 Acceptable: Use composing processes in creating various forms of oral, visual, and written literacy of their own and engage students in these processes Target: Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy Standard 3.4 Candidates demonstrate knowledge of different composing processes. *3.4.1 Acceptable: Use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching Target: Develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding *3.4.2 Acceptable: Produce different forms of written discourse and understand how written discourse can influence thought and action Target: Teach students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action Course Policies Class Participation Policy: All due dates are firm. Being sick or having computer problems doesn’t excuse you from classwork or assignments. Late postings will not receive points. It’s important to contact the instructor in advance if you are having any problems. The office of Student Services (Links to an external site.) and the University Counseling Center (Links to an external site.) can also help if you are having personal issues that interfere with your school work. Teacher's Responsibilities: I will respond to all inksheds, drafts, and e–mails within 72 hours of posting. I will evaluate and respond to formal work (papers, projects) within one week of the due date. Communication: General questions about the course should be posted to the General Discussion and Questions forum of the Discussion Board. We will have weekly full-class or small-group sessions scheduled at convenient times and I am also willing to meet individuals or groups for consultations. E–mail should be reserved for personal and private communication. Please use the phone for quick and immediate questions as it is a very good invention and the quickest and most direct way to reach me. Plagiarism: Plagiarism consists of using source material without proper documentation. Plagiarized papers will receive a grade of "0" with no opportunity for revision. In addition, all instances of plagiarism will be reported in writing to the Dean of Students. (Links to an external site.) Accommodation for Students with Disabilities: Americans with Disabilities Act: Students with disabilities that are admitted to The University of Texas of the Permian Basin may request reasonable accommodations and classroom modifications as addressed under Section 504/ADA regulations. The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental impairment that substantively limits a major life activity, (2) has a record of such an impairment or, (3) is regarded as having such an impairment. Students who have provided all documentation and are eligible for services will be advised of their rights regarding academic accommodations and responsibilities. The University is not obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or auxiliary aids. Students needing assistance because of a disability must contact Testing Services & Academic Accommodations Department, 432-552-2630, Leticia Madrid, [email protected], no later than 30 days prior to the start of the semester. Course Incomplete/Withdrawal/Grade Appeal: All students are required to complete the course within the semester they are signed up. Incomplete grades for the course are rarely given, will only be granted if the student provides a valid, documented excuse (i.e. an emergency) for not being able to complete the course on time, and has contacted the instructor prior to the scheduled last class to request an extension. The student signs a contract that includes the incomplete course activities and the new due dates. Find information and dates regarding drops and withdrawals at http://www.utpb.edu/services/academic-affairs/office-of-the-registrar/adds-drops (Links to an external site.) For grade appeal process go to http://www.utpb.edu/campus-life/dean-ofstudents/grievances (Links to an external site.). NOTE: The due dates and times for the activities will adhere to the Central Time Zone. Technical Requirements You must have a computer with Microsoft Word and internet access. A webcam is needed for authentication and conferencing. Please note that people are working in different versions of Word. Please save your documents as .doc or .docx so everyone will have access to your documents. All work must be saved in at least three separate places such as the hard drive on your computer, and to floppy discs or USB drives. You should also e–mail it to yourself. Double check to make sure attachments are attached. There will be NO EXCUSES for lost work due to computer or human error, failure, or malfunction. Always make a hard copy (print out) of your work just in case. Students, Faculty and Staff at UT component institutions have access to selected Microsoft programs through Office 365 (Links to an external site.). Just log in to your university email account. To obtain software licensing and media for selected Microsoft titles at very low cost through a software agreement (Links to an external site.). This course is designed as a web–based class which necessitates specific computer expertise, specific computer equipment and programs, and commitment on the part of the student beyond that of most other courses. Ensuring you have the proper hardware and software is vital to your success in an online learning environment. The Technical Information page (Links to an external site.) on the UTPB website can help you do this. Computer Requirements Computer Set-Up – Hardware requirements and supported operating systems and browsers. (Links to an external site.) Since your entire course will be accessed through your computer and internet connection, it is important that you have the proper computer requirements. Technical Support 24/7 Help Desk – Contact information for our 24/7 Help Desk. (Links to an external site.) UTPB provides free 24/7 help desk support to academic students, faculty members teaching online through Blackboard, and the UTPB campus staff who support them. The Help Desk can provide answers to questions about using Blackboard as well as technical support. The 24/7 Help Desk phone number is 1-877-633-9152 FREE (toll-free). You may access this information while in the course by selecting the Technical Support button on the left while in the course. Preparation for Computer Emergencies Computer Crash: Not having a working computer or a crashed computer during the semester will NOT be considered as an acceptable reason for not completing course activities at a scheduled time. NOTE: Identify a second computer before the semester begins, that you can use when/if your personal computer crashes. Server Problems: When the Canvas server needs downtime for maintenance, the Canvas Administrator will post an announcement in your course informing the time and the date. If the server experiences unforeseen problems your course instructor will send an email. Complete Loss of Contact: If you lose contact with me completely (i.e. you cannot contact me via Canvas or email), you need to call me at my office, and explain the reason you cannot contact me and leave me a way to contact you. Lost/Corrupt/Disappeared Files: You must keep/save a copy of every project/assignment on an external disk or personal computer. In the event of any kind of failure (e.g., server crash or virus infection, student’s own computer crashes, loss of files in cyberspace, etc) or any contradictions/problems, I may/will request you to resubmit the files. In other words, if you submit a document to me, and I either do not receive it (lost in cyberspace) or it is corrupted when I open it, it is incumbent upon you to resend it to me, corrected, with little or no "downtime" in regard to the timeline for submission. Online Student Authentication UTPB requires that each student who registers for an online course is the same student who participates in, completes, and receives credit for the course. UTPB’s Distance Education Policy requires faculty members to employ at least two methods of verification to ensure student identities. To access online courses students must login to the UTPB learning management system using their unique personal identifying username and secure password. UTPB’s Distance Education Policy requires at least one additional student identification method within the course that has been determined and approved by the faculty or academic program. This course satisfies the second method of student authentication by synchronous or asynchronous video activities using an approved photo ID*. *Approved photo identifications are: passports, government issued identification, driver’s licenses, military ID from DoD; dual credit and early college high school students use school district identifications. Student Support Services SERVICE CONTACT Testing Services & Academic Accommodations Department ADA Accommodation/Support (432) 552-2630 http://www.utpb.edu/academics/undergraduatesuccess/TSAAD (Links to an external site.) UTPB E-Advisor at http://cas.utpb.edu/academic-advisingcenter/e-advisor/ (Links to an external site.) Advising Bookstore (432) 552-0220 http://www.bkstr.com/texas-permianbasinstore/home (Links to an external site.) Information Resources Service Email, Outlook 365, my.utpb.edu http://www.utpb.edu/services/ird/how-to-submit-a-servicerequest (Links to an external site.) Financial Aid and Scholarship (432) 552-2620 http://www.utpb.edu/campus-life/financial-aid (Links to an external site.) Library (432) 552-2370 The J. Conrad Dunagan Library Online at http://library.utpb.edu/ (Links to an external site.) Registrar Student Services Technical Support Tutoring & Learning Resources (432) 552-2635 http://www.utpb.edu/services/academic-affairs/office-of-theregistrar (Links to an external site.) http://www.utpb.edu/campus-life/studentactivities/studentsenate/committees/student-affairs (Links to an external site.) Canvas 1-866-437-0867 FREE https://guides.instructure.com/ If you are taking courses through UTPB the following links provide services: Smarthinking Online Tutoring (Links to an external site.) (provides tutoring services), SmarterMeasure (Links to an external site.) (measures learner readiness for online course). Student Success Center: http://www.utpb.edu/academics/undergraduate-success/successcenter (Links to an external site.) Required Reading Required Texts: Williams, J. D. (2014). Preparing to teach writing. (4th ed.) New York: Routledge. ISBN-13: 978-0415640572 Wolfe, J. (2010). Team writing. Boston, MA: Bedford/St. Martin's. ISBN-13: 978-0312565824 Special Interest Group Texts: (choose one) Adger, C. T., Wolfram, W., & Christian, D. (2007). Dialects in schools and communities (2nd ed.). Mahwah, NJ: Lawrence Earlbaum Associates. ISBN-13: 978-0805843163 Babcock, R. D., Manning, K., Rogers, T., with Goff, C., & McCain, A. (2012). A synthesis of qualitative studies of writing center tutoring, 1983-2006. New York: Peter Lang. ISBN-13: 9781433117879 Fels, D., & Wells, J. (2011). The successful high school writing center: Building the best program for your students. New York: Teachers College Press. ISBN-13: 978-0807752524 Matsuda, P. K., Cox, M., Jordan, J., & Ortmeier-Hooper, C. (2009). Second-Language Writing in the Composition Classroom: A Critical Sourcebook. Boston: Bedford-St. Martin’s. ISBN-13: 978-0312676421 Royster, J. & Kirsch, G. (2012). Feminist Rhetorical Practice. Carbondale, IL: Southern Illinois University Press. ISBN-13: 978-0809330690 Schroeder, C., Fox, H., & Bizzell, P. (2002). ALT DiS: Alternative discourses in the academy. Portsmouth, NH: Heinemann. ISBN-13: 978-0867095166 Optional Texts: A dictionary, a thesaurus, and APA Handbook (6th Edition) Optional Video: Take 20 (available in the Resources section of the course) Class Work Requirements Attendance and Participation: This is a senior level online 8-week class, and as such you are expected to be online and participating daily. We all travel, but with the availability of laptops, cybercafés, and public libraries, being out of town should not hamper your participation. It’s important that we stick to deadlines, and late papers, projects, and responses will not be accepted. Procrastination will be impossible in a class such as this. If you are having trouble with deadlines and time management, please contact the instructor at least a full day before you miss an assignment. Computers are not foolproof, so be sure to have a back-up plan and don’t leave your work until the last minute. If you do have a technical problem please call the 24/7 Help Desk. (Use the Technical Support button on the left for contact information while in the course this opens a new window.) Always make extra file copies of your work and double check to see that attachments have attached. Documentation Style: The proper documentation style for Composition is APA. However, some scholars and journals in composition and its subfields use MLA. In general, your work for this course should be in APA style. However, you do not have to use the intro, methods, results, conclusion format unless it applies. If you choose to use MLA or another citation style instead, please consult with the instructor. Inksheds: Inksheds are like journal entries, risky papers, or short responses. You are required to respond to at least 5 of your classmates' inksheds for each reading assignment. This activity meets learning objectives 1, 3, and 5. You are required to post an inkshed for each reading. To post your inkshed, begin a new thread under the relevant Discussion Board forum. You have the choice to create a message or attach your inkshed. If you choose to attach, then your document must be in a Word or .rtf file. Respond to the inksheds by replying to the message. DO NOT begin a new thread for your response. These papers will be extremely short: 1–2 pages. Your paper should take a risk and engage the reading. Inksheds differ from journals in that journals are personal and private while inksheds are meant for public discussion and response. Typically you write for 15–20 minutes on an inkshed. These papers will form the basis for our discussions each week. Discussions and Responses: For each reading you will post an inkshed on that topic. Then you will respond to a minimum of 5 classmates' inksheds by the due date. In order for discussion to be lively and involved, you should do your posting early. In addition, your inksheds and responses must be fully developed to count. Extremely short or cursory inksheds or responses will not count toward class points. When you are in your special interest groups, you will post an inkshed on the book you are reading and respond to ALL your groupmates' postings. These responses are worth 180 points and they must be done by the deadlines. That means if you post your response at 12:01 am you will not receive any points. For example, you are free to continue earlier discussions, but you cannot go back to earlier discussions just to make up points. You must follow these guidelines in order to receive full points for participation and inksheds. Points will be deducted in relation to how many activities are missed or not done on time. This activity meets learning objectives 1, 3, and 5. You are required to respond to 5 other peoples' inksheds for each reading. Your responses should be substantive, fully thought out, and advance the discussion topic. Workshops: Sharing your papers in workshop is an important part of the class. You are required to share your work and comment on other people’s work. In order to receive Workshop points, you must not only respond to classmates' papers, but do it thoughtfully and completely. Your Workshop grade will reflect the quality and quantity of your response. Workshop guidelines are found on Workshop/Assignment pages in Class Work. You will also write a reflection over the workshops. Tip: read other's workshop comments before posting your own paper, that way you can fix any common errors and avoid duplicate comments. Papers and Drafts: You will compose essays as assigned, share rough drafts, and turn in final drafts by the due dates. You will take into account responses from your classmates and teacher when revising your drafts. There will be three formal papers in this class: one pedagogical statement, one individual paper and one group project. Papers can be revised for a better grade. Please accompany any revisions with the original containing my comments and your own comments and responses on the original draft. If you use track changes your comments and corrections will appear in a different color. Conferencing: One of the best ways to learn to write is talking about your writing one-to-one. Therefore, you are required to complete a minimum of two conferences: one for the individual paper and one for the group project. At least 75 percent of the group must be present for the group conference to count for points. These conferences can be with either the teacher or a tutor. You can make an appointment with me by e-mailing or calling me, or you can make an appointment with a writing tutor by calling 432–552–3350 or visiting the University Success Center. (Links to an external site.) You may also do your conference through Smarthinking (Links to an external site.). Meetings: We will meet once a week via webconference, at a time convenient for all participants. Make sure you log into the webconference to configure your computer before the first meeting. We may also have optional in-person meetings if people are interested. Professional Development: If you are not already a member of one, you are strongly encouraged to join a professional society of your choice. Quite a few societies offer student membership rates of $20. Also, you are strongly encouraged to submit a proposal to a conference, an article to a journal, or a book proposal to a publisher. I will be posting opportunities to the announcements. Several students who took advantage of this opportunity have had their proposals accepted to conferences. It’s important for your future as a scholar to start your participation in the professional conversation as soon as you can. Assignments There will be one minor and two major assignments: A philosophy statement, an individual paper and a group paper or project. Assignments must in APA format and must result in the required twenty pages of formal writing. All research must be properly documented. You may use a different documentation style if you have a good reason and you check with the instructor first. I will not accept papers or projects that haven't been shared either in workshop or conference. All papers must include a cover statement in the comments box in which you explain in detail your process in writing the paper, your purpose and intent, and any other information I will need to fully understand what you are attempting to do with your paper. Papers with an underdeveloped or missing cover statement will not be graded. When choosing a topic for the individual paper and group project you should be concerned with meeting the learning objectives for the course, and for teacher candidates, the NCTE/NCATE Standards (Links to an external site.). Your topic for the individual paper can be inspired by the topics suggested in the textbook or you can come up with one on your own. Your topic for the group paper will reflect the special interest topic that you have chosen. The individual paper will be a traditional research paper, while the group project can take the form of a traditional paper or a more creative product such as a webpage, hypertext, multimedia or multigenre text. Those who do not aspire to be teachers can write from the general position of how they think writing should be taught. APA Quiz: You are required to complete an APA Quiz. You will find this by going to the APA Quiz button in the course menu on the left. Along with the quiz link, you will see links to the APA Style Tutorial (Links to an external site.) and The Bedford Handbook Online Resources site (Links to an external site.) which will help prepare you for this quiz. Please check the calendar for the date this quiz must be submitted. Position Statement: Many times a pedagogical statement or statement of teaching philosophy is required of applicants for teaching positions. After reading Fulkerson's article, chapter four of Conversations about Writing, and the collaborative document from the graduate students, you will compose a philosophy statement of at least one page. This should correspond with the theory you will explore in the individual paper. Those who do not wish to be teachers can still develop a philosophy. Individual paper: For this paper you will choose a theory of teaching writing and a population you are interested in teaching or if you are not interested in teaching yourself, you may write the paper as an argument, persuasion, suggestion or direction to teachers on how they should teach. Research the theory and practices connected with that theory. Then explain in detail how you will implement this in the classroom with your population of students or how teachers should do this. Papers will be graded according to this rubric: The writer shows confidence and familiarity with theories, practices and processes of writing and rhetoric and their application in the classroom. If appropriate, the writer discusses adapting a variety of writing pedagogies to the specific context, including the students' educational level and personal characteristics. The writer demonstrates an understanding of style and voice in writing, including the use of choices in sentence structure, word choice, and punctuation, not only for correctness, but for rhetorical effect. The writer demonstrates the ability to use appropriate documentation and to properly use and synthesize sources. The writer produces a conventional research paper with attention to format, coherence and organization. Group paper: You will choose a special interest topic and discuss the assigned book in your group. Then your group will devise a project or paper based on your topic. The project must be original and creative. You must not simply re-hash the content of the book you read. Your group must provide me with a rubric to grade your paper. Groups will be closed once they reach six members, so please choose early. Overriding Concerns: 1. Assignment: Papers not following the assignment will not be graded. 2. Papers not shared in workshop or conference will not be accepted. 3. Plagiarized papers will receive a grade of “0” and the writer will be referred to the Dean of Students for disciplinary action. 4. Papers containing more than 20 errors in APA style will be sent back for revision. Grading Grades for the course will be evaluated by the following: Activity APA Quiz Inksheds (9 at 20 points each) Responses (9 at 20 points each) Position Statement Workshop Individual Paper Group Presentation Conferences (2 at 25 points each) Total Points 35 180 180 75 80 200 200 50 1000 Point spread: 901–1000 points – A 801–900 points – B 701–800 points – C 601–700 points – D 600 points or less – F You can see your grades by clicking on the My Grades button on the left. End-of-Course Evaluation & Instructor Evaluation Every student is encouraged to complete an end-of-course evaluation/survey provided by UTPB. During the last few weeks of class, you will receive an announcement through email notifying you that the Course/Instructor Survey is available. You may follow the link in the email to complete the survey using the same credentials to access your courses here. When entering the emailed Survey link you will see a list of surveys for you to complete. The survey is anonymous and you responses are confidential. Your feedback is critical to us and to your instructor as we strive to improve our offerings, and our support of you, the students. Instructor's Note Please remember that this is a senior level course and it will require quite a bit of work. Consider your outside commitments and try to make a good decision whether or not to attempt this class. If you signed up for a web class because you have "no time", then this is not the class for you. This class will require quite a bit of time and commitment, and due dates are scattered about through the week. This course is not designed to be completed just on weekends, so you should plan to be active in the course every day or at least every other day. There are at least two full books and one article and summary to read, entire chapters and inksheds will be assigned every week, and one short paper, one full-length paper and one substantial group project will be assigned. You will also be required to respond to classmates' inksheds and papers weekly. Please do not attempt this class if you don’t have the time to devote to it. There will be independent group work required, so if you don't like group work or you don't like student-initiated work please do not take this class. If you are ready for the challenge, please go the Home page (button on the left) to begin. Be sure to check the calendar for due dates. Course Calendar: May 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 20 21 Create Personal Settings Post Choice for SIG in "Topics and Choices" Discussion Post Schedule in "Topics and Choices" Discussion 15 16 17 18 19 Chapter 1 & 2 Inksheds Posted 22 29 23 30 Chapters 1 & 2 Responses Complete 24 25 26 Post Topic for Individual Paper Chapter 3 and Theories of Writing Inksheds Posted Group Charter and Task Schedule Posted 27 28 Chapter 3 and Theories of Writing Responses Complete Position Statement Responses Complete June 2016 Sunday 6 13 Monday 7 14 Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 Post Group SIG Inkshed Chapters 5 & 6 Inksheds Posted APA Quiz Completed Post Position Statement Draft Chapters 5 & 6 Responses Complete 8 9 10 11 12 Position Statement Workshop Responses Due Chapters 7 & 8 Inksheds Posted Position Statement Due Chapters 7 & 8 Responses Complete 15 16 18 19 25 26 Group SIG Responses Complete 20 21 22 Individual Paper Workshop Responses Complete 27 28 29 17 Post Individual Paper Draft 23 24 Individual Paper Due Group Project Rubric Posted 30 31 Post Reflections Group Project Due July 1