COURSE SYLLABUS

Term: Spring 2017 EWPC 104A English Composition

Instructor Information:

Instructor Name Laneah Ravn

Office Number N/A

Phone Number N/A

Email lravn@ccsj.edu

Hours Available TBA Instructor Background With a BA in English from Olivet Nazarene University and an MA in English from Purdue University Northwest, I have a broad background in general English studies. I have 5 years of teaching experience with focus on academic reading, writing, and the humanities.

Course Information:

Course Time Mondays & Wednesdays, 8:30-10:00

Classroom 260

Prerequis ites N/A Required Books and Materia ls

They Say I Say TheConciseWadsworthHandbook,Kirszner&Mandell,3rded. Various additional readings provided via BB

Learning Outcomes/ Competencies The students will write 10-pages of source-based writ ing that states and defends a thesis, that uses and correctly cites reliable sources to bolster their arguments, and that acknowledges and adequately responds to opposing opinions. Students will write at least one evidence-based, inquiry-driven academic essay. The students wi l l know how to write using sources, graceful ly b lending quotations and paraphrases into their own writ ing and correct ly punctuating both in- l ine and block quotations.

• The student will use the library to find sources, efficiently searching the electronic catalog, Internet search engines, and electronic databases.

• The students will effectively evaluate Internet resources, accurately judging the reliability of websites and other online resources.

• The students will use online resources to properly format research writing in MLA style as well as an appropriate citation style for majors.

The students wi l l summarize non-f ict ion texts, identify ing their main point or thesis and summariz ing the main idea and argument.

• The students will effectively read a variety of academic sources: books, abstracts, newspapers, magazines, and articles in academic and popular journals.

• The student will know how to systematically skim and pre-read the title, the table of contents, preface, introduction, and index of a book.

• The students will actively read non-fiction texts, using effective annotation and highlighting techniques.

• The students will analyze an article, outlining its major divisions and showing how the parts work together to support its thesis.

The students wi l l understand the conventions of academic argument. • The students will understand the elements of an argument (including claim, reasons, evidence,

and warrants) and analyze the arguments of sources. • The students will identify and avoid fallacies of reasoning, including equivocation, either/or, hasty

generalizations, faulty analogies, begging the question, argument ad hominem, red herrings, etc. • The students will understand ethical and emotional appeals in persuasive writing and the

importance of adjusting argument and style for particular audiences.Course Descript ion This course teaches students the concepts and skills needed to read and write with sources. Students learn how to find, read, summarize, and respond to a variety of college level texts. It teaches students print and electronic search techniques, analytic and synthetic reading skills, and the conventions of academic argument, culminating in ten pages of source-based writing. Prerequisite: ENGL 103 Learning Strategies Students will read and complete the appropriate materials and assignments before c lass begins. Each day in class, students will participate in guided, independent, and group activities. These activities will include a variety of mini-lectures, student-led discussions, individual in-class assignments, quizzes, and tests. Students are encouraged to both ask and answer questions throughout the semester to remain engaged and in control of her or his own learning. Experientia l Learning Opportunit ies Students will be encouraged to share work not only among peers, but outside of the classroom as well. This process will allow students to work under the demands of specific audience and context guidelines, and to gain access to communities within the academy. This process can manifest in various ways. For example, students may choose to participate in a public reading, or to submit pieces for publication.

Assessments

Homework

100 pts, 10% of grade Shorter assignments including draft completion, readings, mini-writings, discussion forums, mandatory email, etc.

Class Part ic ipat ion and Attendance

100 pts, 10% of grade Attendance and participation are vital to course success. Missing more than one class will result in a point reduction. If you do not attend class, you are also not participating. Thus, absences can severely impact this grade.

Major Writ ing Assignments

Opinion Report 100 pts 20% Summary Report 100 points 10% Opposition Report 100 pts 20% *Final Research Project 500 points 500% 800 pts 80% of final grade *Final Research Project includes several components such as student-professor conference, annotated bibliography, post-paper reflection, mini-presentation, etc.

Grading Scale 100 – 92: A 91 – 90: A- 89 – 88: B+ 87 – 82: B 81 – 80: B- 79 – 78 : C+ 77 – 72: C 71 – 70 : C- 69 – 68: D+ 67 – 62: D 61 – 60: D- 59 and below F

Course Schedule – Tentative *Note that this schedule is tentative, meaning that the assignments, activities, due dates, and dates of exams can (and probably will be at some point!) be changed at any time. Quizzes may be added to the schedule, depending on class participation and discussions. Additional short reading assignments will likely be added as well. Any changes will be made clear to students in ample time to adjust study/homework schedules. Always reach out with questions. C lass Date Class Discussions/Activ it ies Assignments

Week 1 Monday 1/9

Welcome & Introductions Review: Syllabus, schedule, course policies, materials, CCSJ Rubric, etc. Mini-Lecture: EMAIL

Send email to lravn@ccsj.edu by Tuesday 1/10 @ 11:59PM Review Intro & CH1-3 TSIS

Wednesday 1/11 Summary/Annotation Review Mini-Lecture: Nuance of the Social Issue – What is the Issue, and Why Should We Care? “How to Debate a Social Issue”

Read and annotate Reading #1 selection located in BB– be prepared for class discussion at next meeting

Week 2 Monday 1/16

NO CLASS! MLK DAY NO HOMEWORK!

Wednesday 1/18 Class Reading #1, Discussion, and Writing Assignment: Getting to Know the Issue Introduce Summary Report Prompt

Read and annotate Reading #2 located in BB– be prepared for class discussion at next meeting

Week 3 Monday 1/23

Reading #2, Discussion, and Writing Assignment Summary Report Q&A

Complete Summary Report – due next class as hard copy Read CH4-5 TSIS

Wednesday 1/25 SUMMARY REPORT DUE In-Class Reading: “Un-Polarizing” the Issue, Discussion and short writing assignment

Week 4 Monday 1/30

Library Seminar: Researching for Majors **Meet in Library @9AM**

Read and annotate Reading #3 located in BB – be prepared for class discussion at next meeting

Wednesday 2/1 Introduce Opinion Report Prompt Reading #3, Discussion, and Writing Assignment

Complete Opinion Report – Due Wednesday 2/8 as hard copy

Week 5 Monday 2/6

Mini-Lecture: Continuum of Good Questions for Inquiry, activity and short writing assignment

Wednesday 2/8 OPINION REPORT DUE collect and discuss The Evolving Thesis: Connection our questions to our research, and our research to our claim

Read and annotate Reading #4 located in BB – be prepared for class discussion at next meeting

Week 6 Monday 2/13

Introduce all Final Research Project Materials Research Project Q&A Reading #4, Discussion, and Writing Assignment

Handbook Readings TBA

Wednesday 2/15 Introduce Opposition Report Prompt Evaluating “Other” Sources: Discussion and activity

Handbook Readings TBA

Week 7 Monday 2/20

Library Seminar **Meet in library @ 9AM** In-Class Research

Read CH6 TSIS Handbook Readings TBA Print 1 source AND have digital access to that source for class activity at next meeting

Wednesday 2/22 Mini-Lecture: The Reading Toolbox Prewriting Strategies: Print and digital

Handbook Readings TBA

Week 8 Monday 2/27

NO CLASS! NO HOMEWORK!

Wednesday 3/1 NO CLASS! NO HOMEWORK!

Week 9 Monday 3/6

OPPOSITION REPORT DUE Annotated Bibliography Demo In-Class Research and bib data drop

Read CH7-8 TSIS Handbook Readings TBA

Wednesday 3/8 Mini-Lecture and Activities: Logical Fallacies…Just Say No. Got Milk? Article and Discussion, Fallacies and Pop Culture Activity Fallacies that Shape Public Opinion (reference to our issue)

Week 10 Monday 3/13

Mini-Lecture: The Rhetorical Situation Paper Templates In-Class Researching and Drafting

Read CH11 TSIS

Wednesday 3/15 Mini-Lecture: The Hour Glass Peer Review: Purpose and Process In-Class Drafting (if time allows)

Complete Peer Review Draft – bring 2 printed copies next class period

Week 11 Monday 3/20

Peer Review Session and Debrief Mentor Text Evaluation In-Class Drafting (if time allows)

Handbook Readings TBA

Wednesday 3/22 ANNOTATED BIBLIOGRAPHY DUE Mini-Lecture: Source Integration with samples and exercises In-Class Drafting (if time allows)

Week 12 Monday 3/27

FINAL PAPER INSTRUCTOR’S DRAFTS DUE Introduce Post-Paper Reflection Revision Toolbox

Wednesday 3/29 NO CLASS! NO HOMEWORK!

Week 13 Monday 4/3

INSTRUCTOR CONFERENCES

Wednesday 4/5 INSTRUCTOR CONFERENCES

Week 14 Monday 4/10

FINAL RESEARCH PAPER DUE Presentation Prompt/Rubric Discussion, PP Tips, Q&A Prep Session for Presentation

Wednesday 4/12 POST-PAPER REFLECTION DUE PRESENTATIONS

Week15Monday4/17

PRESENTATIONS

Wednesday4/19 PRESENTATIONSGutCheckCLASSRESERVEDATE(SnowDay,EmergencyCancellation,etc.)

Week16 FINALEXAMWEEK–NOCLASS/NOFINAL

I reserve the r ight to change this schedule to meet the needs of the c lass.

Responsibi l it ies Attending Class

You cannot succeed in this class if you do not attend. We believe that intellectual growth and success in higher education occur through interaction in the classroom and laboratories. However, we do not want to penalize students for participating in college-sponsored events. When you miss class because of a college event, you must give notice of your absence in advance, and you are responsible for all missed work. Being absent doesn’t excuse you from doing class work; you have more responsibilities to keep up and meet the objectives of this course. Students who miss 4 or more c lasses (aside from pre-approved college-sponsored events) are subject to a significant grade reduction, which could lead to failure of the course. Because late work is not accepted, and because many act iv it ies are completed in c lass, miss ing c lass could be detr imental to academic success.

Turning In Your Work

You cannot succeed in this class if you do not turn in all your work on the day it is due. Work will typically be turned in as hard-copy assignments, unless otherwise specified by the instructor. Late work will not be accepted unless arrangements have been made before-hand between the student and instructor, in which case a grade reduction may be applied.

Using Electronic Devices

On rare occasions, students will be allowed to use electronic devices for in-class assignments. This is the only appropriate use of e lectronic devices. Should a student use an electronic device for other purposes, she

or he wil l be marked absent and/or asked to leave, and any work due that day wi l l not be accepted. You must be mental ly AND physical ly present to be successful and receive ful l points for part ic ipation/attendance.

Part ic ipating in Class Like attendance, participation is absolutely necessary to be successful in class. You must be on time, stay for the duration of class, and demonstrate your understanding of course material by contributing to class discussions and asking/answering questions. Participation counts for 10% of final grade. Participation responsibilities are as follows:

1 . Be on t ime. Real ly , though, BE ON TIME. 2. Be prepared and ready to work. This means that you will

have completed, printed, or read any necessary assignments before class begins.

3 . Bring your materia ls to c lass. If you have to leave class to retrieve something, you will be counted absent.

4 . Attend in-c lass and out-of-c lass conferences with the instructor. We will have meetings in and out of class to discuss your progress and work. You must attend these meetings as they count towards final paper grades. Do not miss these meetings.

5 . BE PROACTIVE! If missing a class is unavoidable, take a proactive role. Check Blackboard, contact a classmate, then email the instructor if needed to find out what was covered in class, and what will happen during the next class. You are responsible for your own success.

Doing Your Own Work

If you turn in work that is not your own, you are subject to judicial review, and these procedures can be found in the College Catalog and the Student Planner. The maximum penalty for any form of academic dishonesty is dismissal from the College. Using standard citation guidelines, such as MLA or APA format, to document sources avoids plagiarism. The Library has reference copies of each of these manuals, and there are brief checklists in your Student Handbook and Planner. PLEASE NOTE: All papers may be electronically checked for plagiarism.

Withdrawing from Class

After the last day established for class changes has passed (see the College calendar), you may withdraw from a course by following the policy outlined in the CCSJ Course Catalog.

Resources Student Success Center:

The Student Success Center provides faculty tutors at all levels to help you master specific subjects and develop effective learning skills. It is open to all students at no charge. You can contact the Student Success Center at 219

473-4287 or stop by the Library.

Disabi l i ty Services:

Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans with Disabilities Act (ADA) guidelines. If you believe that you need a “reasonable accommodation” because of a disability, contact the Disability Services Coordinator at 219-473-4349.

CCSJ Alerts:

Calumet College of St. Joseph’s emergency communications system will tell you about emergencies, weather-related closings, or other incidents via text, email, or voice messages. Please sign up for this important service annually on the College’s website at: http://www.ccsj.edu/alerts/index.html. In addition, you can check other media for important information, such as school closings: Internet: http://www.ccsj.edu Radio: WAKE – 1500 AM, WGN – 720 AM, WIJE – 105.5 FM, WLS – 890 AM, WZVN – 107.1 FM, WBBM NEWS RADIO 78 TV Channels: 2, 5, 7, 9, 32

Emergency Procedures MEDICAL EMERGENCY

EMERGENCY ACTION

1. Call 911 and report incident. 2. Do not move the patient unless safety dictates.

3. Have someone direct emergency personnel to patient. 4. If trained: Use pressure to stop bleeding.

5. Provide basic life support as needed.

FIRE

EMERGENCY ACTION

1. Pull alarm (located by EXIT doors). 2. Leave the building. 3. Call 911 from a safe distance, and give the following information: • Location of the fire within the building. • A description of the fire and how it started (if known)

BUILDING EVACUATION

1. All building evacuations will occur when an alarm sounds and/or upon notification by security/safety personnel. DO NOT ACTIVATE ALARM IN THE EVENT OF A BOMB THREAT.

2. If necessary or if directed to do so by a designated emergency official, activate the building alarm. 3. When the building evacuation alarm is activated during an emergency, leave by the nearest

marked exit and alert others to do the same. 4. Assist the disabled in exiting the building! Remember that the elevators are reserved for persons

who are disabled. DO NOT USE THE ELEVATORS IN CASE OF FIRE. DO NOT PANIC. 5. Once outside, proceed to a clear area that is at least 500 feet away from the building. Keep

streets, fire lanes, hydrant areas and walkways clear for emergency vehicles and personnel. The assembly point is the sidewalk in front of the college on New York Avenue.

6. DO NOT RETURN to the evacuated building unless told to do so by College official or emergency responders.

IF YOU HAVE A DISABILITY AND ARE UNABLE TO EVACUATE: Stay calm, and take steps to protect yourself. If there is a working telephone, call 911 and tell the emergency dispatcher where you are or where you will be moving. If you must move,

1. Move to an exterior enclosed stairwell. 2. Request persons exiting by way of the stairway to notify the Fire Department of your location. 3. As soon as practical, move onto the stairway and await emergency personnel. 4. Prepare for emergencies by learning the locations of exit corridors and enclosed stairwells.

Inform professors, and/or classmates of best methods of assistance during an emergency.

HAZARDOUS MATERIAL SPILL/RELEASE

EMERGENCY ACTION

1. Call 911 and report incident. 2. Secure the area. 3. Assist the injured. 4. Evacuate if necessary.

TORNADO

EMERGENCY ACTION

1. Avoid automobiles and open areas. 2. Move to a basement or corridor. 3. Stay away from windows. 4. Do not call 911 unless you require emergency assistance.

SHELTER IN PLACE

EMERGENCY ACTION

1. Stay inside a building.

2. Seek inside shelter if outside. 3. Seal off openings to your room if possible. 4. Remain in place until you are told that it is safe to leave.

BOMB THREATS

EMERGENCY ACTION

1. Call 911 and report incident. 2. If a suspicious object is observed (e.g. a bag or package left unattended): • Don’t touch it! • Evacuate the area.

TERRORISM AND ACTIVE SHOOTER SITUATIONS

1. Call 911 and report intruder.

RUN, HIDE OR FIGHT TIPS:

1. Prepare – frequent training drills to prepare the most effectively. 2. Run and take others with you – learn to stay in groups if possible. 3. Leave the cel lphone. 4. Can’t run? Hide – lock the door and lock or block the door to prevent the shooter from coming

inside the room. 5. Si lence your cel lphone -- use landline phone line. 6. Why the landl ine? It allows emergency responders to know your physical location. 7. Fight – learn to “fight for your life” by utilizing everything you can use as a weapon. 8. Forget about gett ing shot – f ight! You want to buy time to distract the shooter to allow

time for emergency responders to arrive. 9. Aim high – attack the shooter in the upper half of the body: the face, hands, shoulder, neck. 10. Fight as a group – the more people come together, the better the chance to take down the

shooter. 11. Whatever you do, do something – “react immediately” is the better option to reduce

traumatic incidents.