390 Syllabus + Course Outline

Darin L. Hammond Rigby Hal l 300 496-4382 emai l : [email protected] 1 | P a g e

COURSE DESCRIPTION The focus of this course is on preparing the student for professional writing in the job markets they encounter in the future. It has two closely related objectives—acquiring internships and landing career positions after school. My philosophy on this is that the two are nearly identical. The course should prepare the students equally well to land employment positions that represent the higher end of the potential within the industry. In other words, whether it is an internship or a permanent position, the content of the course will prepare students to secure the best positions out there. Also, as professional writers, ethical principles which include integrity, honesty, and courage are essential for long term success and happiness, and the course work facilitates an inquiry into the ethical codes of the students, encouraging them to create and revise a specific set of principles to work by.

LEARNING OUTCOMES Students in our class will:

• Examine internship and career positions for the professional writer • Assemble both a print and online writing portfolios • Polish and refine working resume portfolio • Apply for an internship or career position

COURSE REQUIREMENTS Major Assignments Students will complete the following writing assignments:

• Professional Showcase Portfolios (3) o Reflective essays introducing the portfolios (3—750 words) o Constructed from pieces students have already written o Multiple job specific designs (3 specific job openings and/or internship opportunities) o Emphasis on job specific revisions, graphic design, and editing o Electronic (Weebly, Blogger, etc.)and print formats o Classic hard copy and graphic hardcopy

• Resume Portfolios (2) o Constructed from students’ working resume o Emphasis on job specific revision and graphic design

• Ethical Case Studies Portfolio Minor Assignments

• Daily Quizzes Quizzes may be given at the beginning of class. They will only be based upon the reading for that day. The purpose of these quizzes is not to trick you but to reward you with points for attending class and for doing your reading carefully. To illustrate my goodwill, during the quiz you can use any handwritten reading notes you have taken (not notes written in your book, however).Quizzes cover the day’s reading and can take three different forms: 1) formal five question quizzes, 2) cold call quizzes where I call on students randomly to respond to questions orally, and 3) various in-class writing tasks. These quizzes cannot be made up under any circumstances except University excused absences. Since each quiz is only worth five points, missing one or two will not damage your grade, but be careful as these points do add up.


• Preparation Points Frequently you will have work that is assigned to do outside of class, and it will be listed on the course outline as due. Bring these smaller assignments to class with you in the format discussed during our sessions together. You will receive points (usually five) for being prepared with this written work. To receive full credit, you must be present at the beginning of class, and the task must be completed on time and in the format required. You will not receive credit for arriving late with your assignment.

• Reflective Learning Blog At the end of each week, you will reflect on your experiences related to our class on a blog on our I-Learn page, discovering what you have learned through your reading and studying, in-class discussions, research, writing, etc. You will respond to questions like: o What have you learned this week? o What have you done to improve your writing and reading? o How have you participated this week in class? o How might you improve your learning next week?

• Chaos maps portfolio • Various small graphic design and type exercises • Professional Facebook Page

Texts • Tim Lemire’s I’m an English Major—Now What? • Ellen Lupton’s Thinking with Type: A Critical Guide for Designers, Writers, Editors, and Students • Howard and Korver’s Ethics {for the Real World}: Creating a Personal Code to Guide Decisions in Work

and Life

UNIVERSITY AND COURSE POLICIES Student Honor As we follow the path of discipleship and learn to be more like Christ (thinking, feeling, and acting as He does). Living a life of honor:

• Begins as we learn and live the baseline standards of the Honor Code, understand their purposes, and are true to the promises we have made.

• Continues as we heed the promptings of the Spirit to raise our personal bar of righteousness and foster a spirit of integrity, sacrifice, consecration, love, service, and willing obedience as students and throughout our lives.

• Prepares our hearts for devoted discipleship in the family, church, work, and community.

Please review these sections in the online catalogue at byui.edu: o Honor Code | Academic Honesty | Dress and Grooming Standards

Assessment FEEDBACK In giving feedback on your written work, I see myself as a coach. In this role, I try to encourage you in things that you are doing well. I also try to provide you with constructive feedback as a reader of your paper. You will notice that I react to your paper as I read through it, with notes in the text and in the margins that reflect what I am thinking as I read your paper. Since audience awareness is essential in effective writing, these comments are intended to help you see and understand how someone besides yourself reacts to your written message.


In addition to these comments directly on the text of your paper, I will provide you with a feedback form which will give you a quick view of your performance on specific skills pertaining to each assignment. In this class you are not in competition with each other for a grade, but you are evaluated on your mastery of the skills essential to the writing task. I will provide you with the feedback form for each task when you receive the assignment. This will allow you to become familiar with each of the criteria prior to my evaluation of your work. I hope that these feedback forms will become revision guides as you move from assignment to assignment. The third form of feedback that you will receive from me is an end note at the bottom of the feedback form. I usually keep these very brief and address my comments to you personally. All three forms of feedback are intended to coach and help you. You will be most effective in progressing as a writer if you accept the feedback with humility and a desire to improve rather than becoming defensive about your writing. Please remember that I am on your side, and I want you to succeed. Nothing will make me happier than every student in the class raising their skills to a level where everyone receives an A.

EVALUATION Of course a grade will be attached to your written work, based upon the project as a whole. This is called holistic grading, and it means that the grade reflects the overall effectiveness of the project with all of the individual parts and skills taken into consideration. The grade will be applied in accordance with the following scale. I am always happy to discuss any graded assignment with you, but to encourage you to take responsibility for your own work, I need you to do a couple of things for me. First, wait 24 hours to schedule an appointment with me. This will give both you and I some distance from the paper and some objectivity. Second, this will also provide some time for you to think of some revision ideas for your paper. Please come to this conference with at least three ideas to improve your paper, and this will be a starting point for our discussion. Please be aware that no single paper or assignment can destroy your grade. I make an effort in the class to balance the points that come from the papers with other assignments such as quizzes and draft work

Attendance Since much of our learning will take place in class as we discuss, analyze, and write together, attendance is mandatory. You can earn an extra percentage point or two on your final grade with your perfect attendance. You are allowed two absences for whatever reason (illness, funerals, weddings, etc.), and each absence thereafter will result in a final grade reduction of one percent. Eight absences or more will be grounds for failure of the course. The only “excused” absence must be university approved (field trips, conferences, etc. for other classes), so plan your absences accordingly. Three late arrivals (after the prayer) will equal an absence. Absence is never an excuse for a late assignment, no exceptions, so talk with me before the due date if you are having problems. Also, quizzes cannot be made up under any circumstances.

Class Participation You are expected to come to class daily with your reading and writing assignments accomplished and ready to discuss ideas with the class and small groups as suggested in the BYU-I Learning Model. If you do not participate in class, your learning will be hindered, and your grade will be affected. Your grade can be reduced by up to 20% if over the course of the semester you have failed to be an active participant in the

A = 100- 93% Excellent A- = 93-90%

B+ = 89-87%

Very good B = 86-84%

B- = 83-80%

C+ = 77-79%

Average C = 76-74%

C- = 73-70%

D+ = 69-67%

Below average D = 66-64%

D- = 63-60%

F = 59-0% Incomplete


learning of the class. You will account for your participation and learning in weekly reflective learning blog entries.

I-Learn and Email For this class you will be expected to monitor your campus email and blackboard daily. Frequently you will receive assignments, instructions, reminders, etc., and you will be expected to access those before our class period. In addition, lost or missed handouts can be accessed through blackboard. All major assignments will be posted as attachments on discussion boards. If you access your campus email rarely, forward your mail to the address you use.

Conferences I always love to collaborate with you in your reading and writing. Please feel free to come by my office or chat after class. Remember as we meet together that I cannot take over your paper. In other words, I am here to be a sounding board and a reader for you. You cannot simply send me an email draft of your paper asking me to make it an A or to fix it for you. The paper would become mine instead of yours. So, come to our conferences with three or four areas you would like some feedback and input on. Remember that it is your paper, and I will always try to help you make it the best you can without taking it over. Also, students usually find the Writing Center extremely useful in revising their work.

Success This is an intensive class, but you can succeed, and I want to assist you. Several things will help in meeting your goals for the semester:

• Regular attendance and active participation in class • Thorough studying and application of readings • 6 hours minimum studying and writing time outside of class per week • An inquisitive and open mind with readings—

looking for value rather than flaws • Effective application of writing process on writing

projects: prewriting, drafting, rewriting, editing • Willingness to use resources such as writing center,

tutors, textbooks, etc. to revise and polish written work

• Individual initiative in generating ideas and goals for improving reading and writing skills

• Humility and dedication in applying feedback from past assignments to current assignments

• Passion and commitment in writing, reading, and learning

Awesome Help for All Students Go to http://www.byui.edu/AcademicLearning or the McKay Library 272 for information about how the writing, reading, math, and study skills centers can help you increase success in all of your classes. To schedule a tutor for a specific class, log on to Tutor Request under Student Services and follow the instructions.

Grievances I make every reasonable effort to consider your attitudes, values, beliefs, and feelings as I choose material to teach course-related concepts. I take great care in choosing the works we read. In the unlikely event that I offend you or, in your opinion, I overstep my bounds, please come talk to me about it. I promise to listen to your concern, to take it


seriously, and to explain my actions, if necessary. Follow this advice, offered by the Savior: if a teacher offends you, “go and tell him his fault between thee and him alone” (Mat. 18:15). Finally, consider the following from a 1995 Scroll article:

There are several steps students can take if they have any concerns about a teacher, his/her teaching method, or the way students are treated in the classroom. The first and most effective way is to talk to the teacher directly. “This step solves 90% of problems between teachers and students,” [Max] Checketts [academic vice president at BYU–I] said. “If students don’t understand what is being taught, they should go directly to the teacher for clarification. Students have the right to contact the professor and make an appointment with him or her to discuss concerns. Going to someone above the teacher first is a waste of time ... Students will have better luck if they start at the bottom; it’ll save a lot of extra headaches. Students end up talking to the teacher anyway. Teachers have the right to hear student concerns about them first. By going to someone above them, students are not giving teachers the opportunity to represent themselves fairly. ... Another concern students have is the subject material being presented to the class. ... [BYU–I] can’t skip teaching sensitive issues. We’re a Church school and we must give the same education as one would get at another [university].

Electronics in Class All I ask from you is that we have no cell phone intrusions. We will be using other electronics in class, and I don’t even mind if you listen to music when we are working individually.

Students with Disabilities BYU-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office at (208) 496-1158. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by this office. If you need assistance or feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established policy and procedures by contacting the Personnel Office at (208) 496-1130. Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program which receives federal funds, including federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Personnel Office at (208) 496-1130.

Tentative Course Outline Follows


APR 19 T

INTRODUCTION TO THE COURSE To Be Assigned • Quizzes, Learning Blogs, Map—What does the

story for today have to do with our career paths?

In-class • Cartography and chaos theory • Making our own maps

21 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM • MAP—WHAT DOES THE STORY FOR TODAY

HAVE TO DO WITH OUR CAREER PATHS? READ AND ANNOTATE • FROM I-LEARN, PRINT OFF AND READ THE

SYLLABUS AND READINGS BELOW • “THE GARDEN OF FORKING PATHS” • “MADE NOT ONLY IN WORDS:

COMPOSITION IN A NEW KEY” To Be Assigned • Reflective Essay—What have you learned by

mapping yourself graphically? • Maps Portfolio

In-class • What can we do with an English degree? • Map—What do English Majors do?

Time forks perpetually toward innumerable futures. Jorge Luis Borges

26 T DUE • LEARNING BLOG FRIDAY BY 5:00 PM • MAP—WHY AM I AN ENGLISH MAJOR? • MAP—WHAT DO I LOVE TO DO? WHAT HAVE

I DONE? READ AND ANNOTATE • “UNDERSTANDING VISUAL RHETORIC IN

DIGITAL WRITING ENVIRONMENTS” In-class • Visual Rhetoric, brainstorming for map what do I love

to do? What have I done?

A man in search of truth has no peculiar system to sustain, nor peculiar dogma to defend or theory to uphold; he embraces all truth, and that truth, like the sun in the firmament, shines forth and spreads its effulgent rays

over all creation, and if men will divest themselves of bias and prejudice, and prayerfully and conscientiously search after truth, they will find it wherever

they turn their attention. John Tay lor

28 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM • MAP—WHAT DO ENGLISH MAJORS DO?

(ELECTRONIC) • MAP—CONNECTIONS BETWEEN ALL

READINGS INCLUDING TODAY’S: HOW WILL KNOWLEDGE OF VISUAL RHETORIC HELP YOU IN YOUR PROFESSIONAL LIFE? (ELECTRONIC)

READ AND ANNOTATE • “INTRODUCTION,” LEMIRE, 1-2 • CHAPTER 1, LEMIRE, 3-11 • CHAPTER 3, LEMIRE, 43-65

In-class • Careers and grad school

MAY 3 T

DUE • LEARNING BLOG FRIDAY BY 5:00 PM • MAP—MY SKILLS ATTACHED TO

EXPERIENCES READ AND ANNOTATE • “INTRODUCTION,” LUPTON, 7-8 • “LETTER,” LUPTON, 12-33

In-class • Creating hardcopy that will stand out

5 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM • MAP PORTFOLIO

READ AND ANNOTATE • “LETTER,” LUPTON, 34-59

To Be Assigned • Reflective Essay—Conservative

introduction to your conservative Classic Hardcopy Portfolio

• Classic Hardcopy Portfolio In-class • Letters on the page, formatting a classic portfolio • Cover page, table of contents, header, page number

Tentative Outline


We don’t think of thoughts as tangible, because we can’t see them with our eyes any more than we can see the electricity that powers our computers or

the vibrations that travel from our cell phones. Yet your e-mail arrives and your friend answers the cell phone. Thanks to increasingly powerful medical technology, we are beginning to “see” and measure thoughts—or at least see

the parts of the brain that light up when certain thoughts or images are active. And as a result, our knowledge of the brain and how it thinks is

growing exponentially. Your thinking skills are as real and identifiable as your more visible skills, such as athletic, musical, or artistic talents.

Kather ine Brooks

10 T DUE • LEARNING BLOG FRIDAY BY 5:00 PM

READ AND ANNOTATE • CHAPTER 4, LEMIRE, 66-95 • CHAPTER 5, LEMIRE, 96-114 • CHAPTER 7, LEMIRE, 138-154

In-class • Writing in media, graphics, visual design • Continuation of classic portfolio discussion • Graphic Design Ad Activity

12 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM

READ AND ANNOTATE • “TEXT,” LUPTON, 62-93

In-class • Classic Portfolio workshop • Graphic Design Ad Activity

Truth is truth forever. Scientific truth cannot be theological lie. To the sane mind, theology and philosophy must harmonize. They have the common

ground of truth on which to meet. John A. Widtsoe


READ AND ANNOTATE • “TEXT,” LUPTON, 94-110

In-class • Classic Portfolio workshop


READ AND ANNOTATE • APPENDICES, LEMIRE, 227-234

In-class • Finding and applying for jobs

24 T DUE • LEARNING BLOG FRIDAY BY 5:00 PM • WORK ON PORTFOLIOS AND ATTEND

CONFERENCE READ AND ANNOTATE • “GRID,” LUPTON, 112-131

26 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM • CLASSIC HARDCOPY PORTFOLIO

READ AND ANNOTATE • “GRID,” LUPTON 132-162

To Be Assigned • Reflective Essay—Cover letter for a real job or

internship opening • Resume Portfolio—For a real job or internship

opening In-class • Resume portfolios and job searches

By recognizing our universe as one of law, order, and intelligence, science has driven fear from the hearts of men. Intelligence acts in intelligent ways. The intelligence at the head of all things may be trusted to act

intelligently. There arises therefrom a trust in the things about us. The age-old horror, called fear, which has so long distracted humanity,

vanishes. Superstition is laid low. Men come to understand better the love of God, and his offerings of goodness. Certainly, in so doing, science

has contributed to religious faith. John A. Widtsoe


READ AND ANNOTATE • CHAPTER 9, LEMIRE, 183-226

In-class • Resume portfolios and job searches • Other possibilities for English Majors

JUN 2 TH

DUE • LEARNING BLOG FRIDAY BY 5:00 PM • BROTHER HAMMOND’S MIDTERM

GRADES DUE READ AND ANNOTATE • CHAPTER 6, LEMIRE, 115-137 • CHAPTER 8, LEMIRE, 155-182

In-class • Writing books and tech



READ AND ANNOTATE • INTRODUCTION, HOWARD, 1-10

In-class • Resume Portfolio revision, question and answer

9 TH DUE • LEARNING BLOG FRIDAY BY 5:00 PM • RESUME PORTFOLIO HARDCOPY

READ AND ANNOTATE • CHAPTER 1, HOWARD, 11-29

To Be Assigned • Reflective Essay—My Ethical Code • Case Study Portfolio

In-class • Case studies



To Be Assigned • Reflective Essay—Visual Rhetoric: A Plan for the

Future, centerpiece for Electronic Portfolio • Electronic Portfolio (blog)

In-class • Case studies workshop

Religion is not the only approach to truth or to an understanding of life. Life is exceedingly complex, intricate, and far beyond man's ability to

comprehend. We need to look at it from all sides: through the eyes of the scientist, the artist, the poet, the philosopher, simple folk of common sense,

and the prophet. No one of these can give us a full view of life. Lowel l L. Bennion












In-class • Electronic Portfolios, case studies workshop



To Be Assigned • Graphic hardcopy portfolio (no new reflective

essay) In-class • Case studies workshop

JUL 5 T

DUE • LEARNING BLOG FRIDAY BY 5:00 PM • CASE STUDY PORTFOLIO

READ AND ANNOTATE • EPILOGUE, HOWARD, 150-156

In-class • Electronic Portfolios workshop

When we encounter apparent conflict in our studies and scholarly work, it is because we see only a part of this great whole. Our understanding of the truth we seek may be partial or limited. We may hold an opinion or an idea about the world or human nature that is not entirely true. When we

encounter situations of seeming conflict, we should not feel angry or discouraged, but rather we should confront the matter with great optimism and hope. For we know that this apparent conflict is only a prelude to a

new understanding . . . Howard W. Hunter


In-class • Electronic Portfolios workshop


12 T DUE • LEARNING BLOG FRIDAY BY 5:00 PM • ELECTRONIC PORTFOLIO

In-class • Oral presentations and PowerPoint • Graphic Portfolio and Oral Presentation workshop


In-class • Graphic and Oral Presentation workshop

19 T In-class • Writing workshop

21 TH LAST DAY OF CLASS DUE • LEARNING BLOG FRIDAY BY 5:00 PM • GRAPHIC HARDCOPY PORTFOLIO INCLUDING

ALL REFLECTIVE ESSAYS • POWERPOINT ORAL PRESENTATIONS

The honest investigator must be prepared to follow wherever the search of truth may lead. Truth is often found in the most unexpected places. He

must, with fearless and open mind "insist that facts are far more important than any cherished, mistaken beliefs."

- -Hugh B. Brown

390 Syllabus + Course Outline

Documents

Transcript of 390 Syllabus + Course Outline