Course Name Writing Experience IICourse number and sections: ENG 132, Sections 55, 60, AH1Semester and Year: Winter 2019

Number of Credits: 3

Days Class Meets: Mondays, Wednesdays,

Tuesdays, and Thursdays

Meeting Times: M, W 1-4; T, R, 8-11; T, R,

3-6

Location: WA 217; WA 117; WA 216

Instructor: Dr. Geri Jacobs

Office: BW 243

Contact Phone: 517-796-8587

Contact Email: jacobsgeraldii@jccmi.edu

Office Hours: M, 11-11:30 North Campus; 4-

5 Central Campus; W, 8-12 Central Campus

Online:

Course DescriptionOfficial Course Description: This is an intensive writing course. Analytical and persuasive modes are

stressed. Advanced research writing strategies are used. Database and primary research methods are

emphasized. An end-of-the-semester portfolio is required.

Course DesignThis composition course is workshop-focused with emphasis placed on revision. You will be

expected to complete formal and informal writing assignments, participate in small and large

group work, and provide and receive feedback during workshop sessions. You will be expected

to read and write about material that is moderate to difficult in complexity. In addition, you

will think about your process as a writer and consider ways in which your process can be

revised or enhanced.

PrerequisiteENG 131

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Course GoalsAs a continuation of the writing instruction and practice begun in ENG 131, English 132

emphasizes critical thinking, academic research, and forms of writing useful to academic,

professional, and personal life. Required units of study include argumentation and analysis.

Learners should expect to achieve proficiency in Modern Language Association (MLA) style and

conventions. The course requires participation in discussions, course activities, and guided peer

review. Standard English grammar and structures are requisite skills in this course.

Instructor Role: Designer, Facilitator, and Evaluator

Learner Role: Independent and Collaborative

Learner success relies on the ability to plan, prepare, study, and engage phases of the writing process, to apply global and local essay strategies, critical thinking skills, research strategies, and peer response skills.

Learners will create three major essays. Essays will be accompanied by a title page and, when sources are used, a Works Cited page. Specific page lengths will be defined in essay assignments.

Learners will apply active reading strategies to assigned course materials and can expect to encounter reading matter that is moderate to difficult in complexity.

Learners need to plan to spend at least nine [9] hours a week on the course, including assigned readings, collaborative discussions, and individualized writing.

Conference attendance with the instructor is recommended.

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Course ObjectivesThe following objectives reflect the recommendations from the WPA Outcome Statement for

First Year Composition Council of Writing Program Administrators

Demonstrate CRITICAL THINKING, READING, AND WRITING PROCESSES

Students will be able to:

Demonstrate and employ proficiency in active reading strategies View academic writing as a social, political, and/or informative act Evaluate source reliability Support and develop writing with appropriate evidence that fits the purpose, audience

expectations, and genre conventions for particular writing tasks Attribute and cite accurately evidence from outside sources Follow conventions of punctuation, grammar, and spelling in his/her own writing Practices metacognitive reflection

Demonstrate RHETORICAL KNOWLEDGE AND CONVENTIONS

Students will be able to:

Understand differences between discipline specific writing genres Demonstrate modes of inquiry appropriate for specific assignments/tasks (field

observation, primary and secondary source research, interviews, electronic research, for example.

Recognize and employ ethos, pathos, logos, and other rhetorical topoi in written and spoken communication

Acknowledge other writers’ perspectives

Demonstrate Ability to Engage ELECTRONIC ENVIRONMENT

Students will be able to:

Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources

Demonstrate how to engage in the electronic research and composition process common in particular fields.

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Please note that this is a General Education course. Our course incorporates a specific General Education Outcome (GEO) established by the JC Board of Trustees, administration, and faculty.GEO’s goals are in concert with four-year colleges and universities and reflect input from the

professional communities we serve. GEOs guarantee students achieve goals necessary for

graduation credit, transferability, and professional skills needed in many certification programs.

Below is Jackson College’s General Education Philosophy:

General education facilitates the development of an informed and educated person who recognizes and respects the diversity of communities, thinks critically, and is proficient at fundamental skills. General education engages students in active learning by providing opportunities to observe, analyze, and evaluate, and to apply these skills critically to problems. General education fosters the development of responsible, ethical human beings dedicated to improving their own lives and the lives of others through work, family life, social and political action, cultural awareness, and service to others.

In collaboration with JC’s General Education Committee, the composition faculty adopted GEO 1: Write clearly, concisely, and intelligibly. As a result, students must “demonstrate core competency in academic, professional, and personal writing through the knowledge and use of write to learn practices, rhetorical strategies, research methodologies and genre conventions.”

Primarily, you will compose texts that are focused, organized, and well-developed. Your writing

will also demonstrate awareness of purpose and audience as well as acceptable procedures for

incorporating research material. Additionally, to satisfy the expectations stated in GEO 1, you

will carefully revise your compositions so that they reflect accepted conventions of essay-

writing.

Units/Topics of Instruction Writing Process and Strategies

o Discovering, Focusing, Shaping, Revising, Editingo Style, Voice, Thesis, Organization, and Developmento Use of Genre to Express Ideas:

Argumentation Analysis Annotated Bibliography

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o Metacognition Rhetorical Situation

o Audience, Purpose, Context Academic Research and Writing Integrated Into All Essay Assignments

o Primary and Secondary Research o Defining Research Questiono Developing a research plano Finding and evaluating sourceso Synthesizing ideas and integrating sourceso Acknowledging sources and avoiding plagiarismo MLA Style, including documentation and citation

Portfolio Building

Instructional Techniques and Procedures

Writing as Process Active Learning Strategies Active Reading Strategies Collaborative Group Activities and Writing Peer Review Technology to Deliver Information in multi-modal forms Technology in Composition Activities Individual Writing

Textbooks and Supplies The Norton Field Guide to Writing with Readings.4th ed. W.W. Norton & Co. ISBN: 978-0-393-

61739-9 (click the Norton Link for online support from publisher) They Say, I Say: The Moves That Matter in Academic Writing 3rd ed. Updated 2016 MLA.

Authors: Graff and Birkenstein. Publisher: W.W. Norton & Co. ISBN: 978-0-393-61743-6 Flash Drive 3 soft cover folders, loose leaf paper, pen

Please note: Both textbooks are available in digital format.

Grading ProcedureYour grade for the course will be assessed in the following ways:Class Attendance and Participation, including peer review workshops 20%

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Drafts, Homework, Prewriting, Reflections, Quizzes, In-class writing and activities 40%Portfolio 40%

Grading Scale

GPA GRADE RANGE

4.0 94-100%

3.5 89-93%

3.0 84-88%

2.5 78-83%

2.0 72-77%

1.5 66-71%

1.0 60-65%

0.5 55-59%

0.0 0-54%

Course RequirementsMajor Writing Assignments

ENG 132 focuses on informative and persuasive writing. Here are your major writing

assignments:

Annotated Bibliography (Chapter 15)

Rhetorical Analysis (Chapter 11)

Persuasive Writing—Argue for a Position (Chapters 13, 36, pages 370-372, and Chapters

45-52)

You will be given detailed instructions about each of these assignments. Here is a brief

overview:

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Choose one of the following topics: Racial Profiling, Domestic/Sexual Abuse, Public Discourse

and Civility, Gentrification, Fashion Trends. Please note: All three of your major writing

assignments will be on the topic you select, so please choose carefully.

Annotated Bibliography

Create an annotated bibliography that consists of five entries. Please keep in mind that your

sources must be authoritative and credible.

The entries are preceded by a statement of scope that explains what is covered in the

bibliography. The statement also identifies the purpose of the bibliography and provides a brief

background of the topic.

The entries are arranged alphabetically by order of the authors’ last names.

Each entry consists of a full bibliographic citation, following the new MLA guidelines; an

informative summary paragraph; and an evaluative paragraph. The entries are consistently

presented.

Rhetorical Analysis

Write a three-page rhetorical analysis of one of the articles that is included in the annotated

bibliography.

Persuasive Writing—Arguing for a Position

Choose an issue that is related to the topic you have selected. Write a 5-page essay in which

you take a stand on that issue. Your purpose is to challenge or attempt to change your target

readers’ position on the issue. Choose your target readers carefully since they are those

individuals who do not agree with or who are not interested in the position you have taken.

Your argument must be well-developed and logically structured. In addition, you must address

your readers’ opposing views and the limitations of your own claim.

In this essay, you will use material from the five sources that make up your annotated

bibliography. This material must be integrated into your own writing and cited following MLA

guidelines.

Portfolio

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Your portfolio will contain revised, polished drafts of your major papers. Essays that I have not

read during the semester cannot be placed in the portfolio. The researched assignment must be

included in the portfolio. The Department of Language, Literature, and the Arts has outlined

guidelines and requirements for the Writing Portfolio. You will receive a copy of this handout

the first week of class.

Please note: Reviewed drafts of each assignment must be included in the portfolio.

The portfolio requires a minimum of twelve complete pages; in addition, the persuasive essay

has a five-page minimum requirement. Keep in mind that a substantial grade reduction is given

to a portfolio that does not meet the minimum page requirements.

In-class Participation and Workshops

Please note that class participation points cannot be made-up. Failure to be present or to

participate will result in the deduction of points.

You will be asked to participate in group and individual activities while in class. On assigned

days, you will also be required to read each other’s essays and provide feedback.

Daily writing and class assignments cannot be made-up. They must be completed in class.

Homework assignments must be handed in on the due date in the format required. To receive

credit, homework assignments must be done outside class. Late homework assignments are

not accepted.

You must hand in homework assignments at the beginning of class.

Drafts, Homework, Prewriting, Reflections, Quizzes, In-class writing and activities

There are no “rough” drafts in this class. Pre-portfolio drafts are graded and given feedback.

You are then responsible for revising your draft before it is submitted in the portfolio.

You are required to write Reflective essays after each unit.

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Assignments are to be handed in on the due date. I reserve the right to say that I am unable

to respond to an assignment that has come in after the stated due date.

Please have available soft cover folders for the following assignments:

Homework; in-class writing assignments; peer-critiqued drafts

Class handouts

Drafts submitted for grading;

The Portfolio

Please note that all assignments must be typed and submitted to me in a soft cover folder.

FailurePlagiarism Policy: “Plagiarism, the submission of another’s writing, whether directly copied or

paraphrased, will result in a failing grade for the assignment and can be grounds for removal

from the class. Cases of plagiarism are dealt with by the instructor on an individual basis; the

instructor will make decisions regarding the student's ability to correct the problem. All cases of

plagiarism are reported to the Office of the Academic Dean.”

Failure: Plagiarized work will be assigned 0.0.

Below you will find Jackson College’s Academic Honesty Policy:

Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

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Plagiarism is defined as the failure to give credit for the use of material from outside sources.

Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without

authorization. Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Collaboration: While JC encourages students to collaborate in study groups, work teams, and

with lab partners, each student should take responsibility for accurately representing his/her

own contribution.

Obstruction or disruption of teaching, lecturing, research, administration, disciplinary

procedures, or other authorized activities on College premises is not allowed.

Faculty members who suspect a student of academic dishonesty may penalize the student by

taking appropriate action up to and including assigning a failing grade for the paper, project, re-

port, exam, and the course itself. Instructors must document all instances of academic

dishonesty beyond those of a very minor nature, in writing to the Academic Dean.

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The Office of the Academic Deans will record and track students who have been reported as

having cheated. If the same student cheats in other courses, the Dean will enact sanctions

appropriate to level of infraction. The sanction will be selected in consultation with the involved

faculty. The Dean can administer consequences up to and including suspension.

Course ManagementPlease consult e-services for information about withdrawal, audit, and incomplete policies.

Withdraw: After the Add/Drop period, a student may withdraw from a course in accordance with the dates

published in e-services.

Incomplete Policy: In accordance with JC policy, an Incomplete or “I” grade is only issued to

“students who have demonstrated good standing in the class and hold a passing grade at the

time of an extenuating circumstance that precludes completion of the class. Documentation

validating the circumstance may be required.”

Makeup PolicyAssignments are to be handed in on the due date and in the format required; late assignments are not

accepted. Accommodations regarding late work will only be considered in documented instances

concerning bereavement, hospitalization, and legal or military matters.

HelpThere are many available learning services and opportunities for students seeking help with their course

work.

When opting for help with your writing, bring the following:

A copy of the assignment;

Your draft or work thus far;

Specific areas with which you need help.

Available resources include:

Instructor Support: Please schedule a conference with me to discuss your essays.

Writing Fellows: Writing Fellows can help you on all stages of the writing process, including

prewriting, drafting, revising, editing, and citing sources—no matter what JC class you are

enrolled in. You may drop in during their working hours, generally 9-4 Monday through

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Thursday, or you may set up an appointment in advance. The Writing Fellows can be found on

the first floor of Bert Walker Hall. Students may also submit a draft for review online via the

Writing Fellow link in the Student Union on JetNet.

Research librarians and staff in the library (William Atkinson Hall): You will receive help locating

digital and print sources.

Writing Faculty and Tutors located in the Center for Student Success (CSS), Bert Walker, first

floor. For more information about the CSS go to http://www.jccmi.edu/success/

Message from the Center for Student Success:

“Tutors and additional free services for academic success can be accessed by calling (517) 796-

8415 or by stopping by the Center for Student Success, Bert Walker Hall. Faculty and tutors in

the CSS will help you with writing, study skills, test anxiety, math, and reading.

Students requiring special assistance (including those affected by the Americans with

Disabilities Act) should contact the Center for Student Success. This is the first step in acquiring

the appropriate accommodations to facilitate your learning.

It is important to contact a Center for Student Success professional prior to the start of the

semester in order to receive accommodations in a timely manner. While we will make every

effort to coordinate accommodations in a timely manner, failure to self-identify prior to the

start of the semester may delay notification to instructors and timeliness of acquiring

accommodations. Accommodations do not automatically carry over to the next semester.”

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-

disabilities/

If you have opted to receive accommodations for this course, please schedule an office visit

with me. Together, we will plan teaching and learning strategies intended to support your

learning and success.

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Calendar—subject to change

WEEK # DATE TOPIC HOMEWORK

1

Week of

January 14,

2019

Annotated Bibliography TBA

2

Week of

January 21,

2019

Rhetorical Analysis TBA

3

Week of

January 28,

2019

Rhetorical Analysis

Persuasive WritingTBA

4

Week of

February 4,

2019

Persuasive Writing TBA

5

Week of

February 11,

2019

Persuasive Writing TBA

6

Week of

February 18,

2019

Revision and Conferences TBA

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Week of

February 25,

2019

Portfolio Prep

Reflection

Portfolio due February 25

and February 26

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Important Dates: Winter 2019

DATE EVENT

JANUARY 14, 2019 DAY AND EVENING CLASSES BEGIN

JANUARY 14-MAY 5, 2019

SEMESTER DATES

FEBRUARY 1, 2019 IN-SERVICE DAY. NO CLASSES

MARCH 11-17, 2019 SPRING BREAK

MAY 5, 2019 END OF FALL SEMESTER

mAY 7, 2019 Grades Due

Course Policy

Please refer to me as Dr. or Mrs. Jacobs.

Please try and maintain a positive, encouraging attitude in class.

I ask that all members of the class be considerate and respectful.

Do not speak while I am addressing the entire group.

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Please communicate with me and your classmates in a polite, professional

manner.

Please refrain from using profanity in your essays and in your conversations during class.

Please turn off or silence all cell phones during the entire class session. Do not conduct

telephone conversations or text during class.

Please take note: Being involved with your cell phone while in class (unless instructed to do

so) is not a wise choice. You will miss important information and instruction, and you will lose

class points for lack of participation.

Do not speak while a class member is addressing the entire group.

Do not participate in any behavior that is distracting or unprofessional.

Distracting and disrespectful behavior creates an unhealthy learning environment and will

not be tolerated.

I am aware that some of you have young children. However, I must ask that children not be

brought to class since often they are a distraction to the parent as well as the other members of

the learning community.

Please listen carefully to my directions; if something is not clear, please ask.

To avoid getting behind, please be aware of the pace of the class.

If you have a problem regarding the class, please let me know during the break, after class, or

during an office visit.

Please keep all handouts and papers until the end of the semester.

If you must leave or enter the room during class, please do so discretely.

Please limit eating and drinking in class since these hinder your participation in class activities.

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Please come prepared to be in the classroom for the entire class period. Please limit the

number of times you leave and re- enter the classroom. Not only is this behavior distracting

to other members of the class, it also places you at a disadvantage since you will miss

important instruction and opportunity to practice your writing skills.

In-class Writing: You must be prepared to write, share, and revise your writing in class. You

must be able to transport your electronic text to the classroom. Please consider purchasing a

flash drive or e-mailing your compositions to your JC account.

During class, you will use the computers for composing and research. You may not use the

computers for other activities including non-course related e-mailing and playing games. I will

warn individuals who participate in such activities during class. After the initial warning, I will

deduct class participation points.

All assignments must be typed. Please note that using a word processor facilitates the revision

process.

All assignments must be handed to me.

Please do not leave assignments in my mail box unless I have given you prior permission to do

so.

Please do not e-mail assignments to me.

Attendance Policy

In compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of

student participation in classes will occur at three designated times each semester. Instructors will assign

one of three non-transcripted letter symbols to each student during each reporting period (see below).

Students identified as no longer participating will be dropped or administratively withdrawn from the class,

and students identified as needing academic assistance will be contacted.

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Participation/Progress Symbols

H – The student is not doing acceptable work and needs Help to be successful.

Q – The student has not participated and the instructor believes they have unofficially

withdrawn (Quit). These students will be dropped/withdrawn from the class.

V – The instructor Verifies that the student is participating and doing acceptable work.

Writing as a Process

Where do we begin as writers? When we choose a topic, generate ideas, find the point we need to make,

and decide on a plan of organization, we are in the early stage, often called the prewriting stage. Many

writers do a lot of this early work in their heads; others go through a series of writing exercises as a way

of preparing themselves.

Somewhere along the way, we will begin to engage ourselves in a more formal stage of the

process, often called the writing or drafting stage. Here, among other things, we will work to

create examples of effective writing that

Has a clear, personable, engaging, and believable voice;

Uses diction and syntax that are appropriate to the

writing situation;

Is well developed with carefully chosen reasons, supporting details, examples,

and source material;

Has a focal point (thesis) that is maintained throughout;

Moves smoothly;

Targets a specific audience;

Pays appropriate attention to the conventions (grammar, spelling, punctuation)

given the audience, purpose, and genre.

Documents secondary sources, using accepted guidelines.

The final revising (revision) stage allows us to look back at what we have written and to make

changes that will allow us to communicate more effectively with our audience. During this

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stage, you will receive feedback from your instructor and peers.

Although this process appears to be linear, it is, in fact, recursive, since as we move forward

through the process we are constantly looking back (and often revising) what we have written.

Caveat

The contents of this syllabus are subject to revision throughout the semester

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