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Tech mentoring PowerPoint on collaborative online texts
Jaclyn M. Wells
1Office: Heavilon 308DOffice Hours: Tuesday and Thursday, 12:30-2:00 Telephone: 496-1645Email:wellsj@purdue.eduCourse Blog: http://english106spring2009.blogspot.com/1
Introduction to the Course
I would like to welcome you to English 106 at Purdue University. The purpose of thiscourse is to helpyou develop an effective writing process and to develop your writing skills for use in avariety of contextsand for a variety of purposes. Learning the value of writing, as well as how to use it as ameans of discovery and of effective communication, will be extremely valuable to you throughoutyour academicand professional career. You will learn how to analyze and critique your own writing forthe purpose of improving your writing skills and to articulate ideas concerning yourwriting. Additionally, you will learnhow to analyze and critique others’ writing to further your understanding of writingconventions andhow to think critically and respond to the rhetorical world around you.1
Course Texts and Materials
You will need to purchase the two following texts as soon as possible. Both are availableat Border’s.Columbo, Gary, Robert Cullen, and Bonnie Lisle.
Rereading America: Cultural Contextsfor CriticalThinking and Writing
. 7
th
ed. New York: Bedford/St. Martin’s, 2007. ISBN-13: 978-0312447045Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters.
Everything’s an Argument
.4
th
ed. New York: Bedford/St. Martin’s, 2006. ISBN-13: 978-0312447496Because I will often communicate with you via email, you need to have a reliable emailaccount.Additionally, it is your responsibility to carefully save your work for class–I only acceptcomputer-related problems as an excuse for missing or late work in very extremecircumstances. For this reason, it’s agood idea to buy a flash drive to back up all of your work.1
Coursework
The work for this class is broken down as follows.
Daily Writing Assignments and Participation
(15% of final class grade): Wewill read fromthe textbooks and other sources for almost every class. I will often ask you torespond to these
E n gl i sh 1 0 6 : I nt r o d u ct or y C om p o si t i on S pr i n g2 0 0 9
readings with short in-class or at-home writing assignments. You will not be able toturn in anyof these assignments late or make them up if you should miss class. In addition tocompleting allshort writing assignments, you will also be responsible for actively participating inthe classdiscussions and activities each day. Even though this section is formally only worth10% of yourfinal grade, it is assumed you will do the day-to-day work and participation of thecourse. Failingto do so will drastically diminish what you get out of the class and reduce yoursuccess within it.
Major Writing Assignments
(70% of final class grade): You will have a total of threewriting projects throughout the semester. Each of these three projects will includemultiplesteps, specifically, a short paper, a longer, more formal paper, and sometimes anew media assignment. Additionally, each paper will include multiple steps,including drafts and peer
Jaclyn M. Wells
reviews. To receive full credit for each project, you must fulfill all steps of theproject andcomplete each stage of the writing process, including invention, drafting, peerreview,conferencing, and revision.
1Final Portfolio
(15% of final class grade): Your final portfolio, which we will workon duringthe final unit of the course, will give you the opportunity to revise two of your threepapers andput them together, along with reflection on your writing, into a polished product. You will haveample opportunity to receive feedback from me and your classmates in improvingthese papersbefore forming your portfolio. The portfolios will be graded on the quality of thetwo finalpaper drafts, the improvement you have made throughout the semester, and thethoughtfulnessof your reflection on your semester-long growth as a writer.1
Grading
I understand that grades are a very important part of a student’s life. To help youunderstand whatdifferent grades I assign mean, here are some general guidelines about the grading scaleI use. Reading
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these explanations will likely help you work toward the grade you desire in the course byunderstandingmy expectations. All of your major projects will be graded formally with letter grades,while your daily assignments will be graded less formally with check grades.Letter grades*:
A (100-90): Work completes all of the requirements of the assignment in an originaland creative manner. Work at this level goes beyond the basic guidelines of theassignment, showing thestudent took extra initiative in originally and creatively forming content,organization, and style.
B (89-80): Work completes all of the requirements of the assignment. Work at thislevel issuccessful in terms of content, organization, and style, and requires little revision,though itperhaps reveals less of the author’s original thought and creativity than A-levelwork.
C (79-70): Work completes all of the requirements of the assignment. Though thecontent, organization, and style are logical and coherent, they may require somerevision and may notreflect a high level of originality and creativity on the part of the author.
D (69-60): Work either does not complete the requirements of the assignment, ormeets themquite inadequately. Work at this level requires a good deal of revision, and islargely unsuccessfulin content, organization, and style.
F (Below 60): Work does not complete the requirements of the assignment. Ingeneral, studentswho put forth genuine effort will not receive an F. If you receive an F on anyassignment(particularly if you feel you have given adequate effort), you should speak with mepersonally.
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| Upload Date: | 01/14/2009 |
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