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ENGL 3360.203 and 204
T/TH: 2:00-3:15 and 5:30 to 6:45
INSIDE THIS SYLLABUS
Course Policies . . . . . . .2
• • • • Writing Workshop Professionalism Attendance/Participation English Certification
English 3360 is an amalgam of writing workshop, teaching practicum, and composition theory course. Its purpose is to introduce you to the current research in literacy, writing, and the teaching of writing to the end of helping to prepare you to be a more effective, reflective, and informed language arts teacher in either an elementary, middle, or secondary public school. To this end, we will complicate and question our ideas of literacy and language: • What is literacy? • In America today, what does it mean to be literate? • How can we encourage and develop our students various stages and forms of literacy? • As teachers, what are our beliefs about literacy and language, and how do they affect our roles/strategies in the classroom? • How can we respect the various forms of literacy that students bring to our classrooms, at the same time that we are preparing them for the various cultural, professional, technological, social, and civic discourses that they will need to participate in to be fulfilled members of our society? We will also build knowledge, materials, tools, and strategies to help you become an informed, confident, reflective teacher of literacy in your future/current position/degree.
Course Policies . . . . . . .3
• • • • • • • Late Work Technology Issues Office Hours Paper Format Social Networking Tools Course Calendar Philosophy of Teaching
Learning Outcomes . . . 4
• • • Assignments Grade Distribution Grading Scale
University Policies . . . . 5
• • • • Grade Appeal Process Dropping a Class Classroom Behavior Academic Advising
• • • • • • • Professor: Email: Twitter: Phone: Office: Course Blog: Office Hours: Dr. Billie Hara email@example.com @ProfHara (361) 825-2360 FC 274A http://engl3360.wordpress.com/ 3:30 to 5:00 and by appt.
University Policies . . . . 6
• • •
Reminder (ENGL Majors) Diversity Statement Disability Statement Questions?
• • Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts). NCTE 2001. Strickland, Kathleen & James. Engaged in Learning: Teaching English 612. Heinemann, 2002. A few library reserve articles Internet access Portable storage medium (e.g. flash drive) A few dollars on your SandDollar card for printouts.
Daily Schedule . . . . . . . 7
Prerequisites for this course: English 1301 and 1302; at least one reading course.
• • • •
Writing Workshop This class is designed as a hands-on writing workshop class. You will have an active role as you work on the phases of each project and respond to the work of your classmates. In addition, from your classmates you will receive feedback for your work. Because of this approach, you need to be in class. You will treat this class as a professional workspace. Writing is an active process, and the more you actively participate, the better results you will see in your writing progress. Absences will affect your performance just as absences will affect your performance at the workplace. Professionalism (10% of course total), distributed at the end of the course. Professionalism comprises several important traits, particularly collegiality and participation. 1. Collegiality refers to a. collaborative interaction with your instructor and peers, b. constructive conversation with your peers, and c. mature, respectful attitude and behavior overall. 2. Participation refers to a. consistent involvement in all aspects of class, b. meaningful oral and written contributions to examination of course concepts, and c. insightful investigation, asking questions as necessary for clarification and edification. 3. Both of the above aspects require regular discussion and attendance. (See attendance policy below.) 4. Aside from the above aspects, the main questions I ask myself regarding your professionalism grade are whether I would write a letter of recommendation or be willing to serve as a reference for you at the end of class. Hence, this part of the grade is meant to remind you that your performance here has ramifications beyond the classroom. Attendance Your attendance becomes vitally important. You must attend and be on time for class, because the work we will do during class will be crucial to your understanding of the material and your success in the course. To be considered present, you must be in class on time, participate in all class activities, and remain in class for the entire period. • Absences o If dire circumstances cause you to miss class, let me know and I will work with you. o The only excused absence is a university sanctioned one. Extra-curricular (non-academic) activities are not sufficient cause to miss this class or to be late with an assignment. Additionally, being sick is not an excused absence. o Excessive absences will lower your final grade: after three absences, you will lose one letter grade. At six absences, you lose two letter grades. At nine absences (three weeks of a T/Th course), you fail the course. • Tardies o If you arrive at class after your name is called, you are tardy. Two tardies equal one unexcused absence. English Secondary Certification Students Do not rush into the professional development segment of your career by attempting to take the English Language Arts and Reading TExES 8-12 too soon. Before you attempt the exam, you should: • Complete at least 80% of the course work in the major before doing the field-based training and student teaching. • Make an appointment to see the English Language Arts & Reading 8-12 TExES coordinator if you have not done so. Contact Dr. Vanessa Jackson (FC 286, x5828). She controls registration for the exam and the mandatory review sessions. Go to this website to obtain TExES Study Guides: http://www.texes.ets.org/prepMaterials/. • Attend at least one TExES review session, preferably two. Try to attend one about a year before you plan to take the exam, then again right before your exam. Review session times will be announced in class.
Late Work I will take any essay up to a week late (Monday to Monday, for example) without a grade penalty. However, when you submit your work late, I do not put comments on your work. Since I usually allow revision on certain major documents, this will hurt your grade. I will not accept late work after the last day of classes (no exceptions). Technology Issues ENGL 3360 course relies heavily on access to computers, specific software, and the Internet. At some point during the semester, you WILL have a problem with technology: your laptop will crash, a file will become corrupted, a server will go down, or something else will occur. These are facts, not emergencies. Technology problems are no excuse for unfinished work. Count on "stuff" happening and protect yourself by doing the following: Plan ahead – start early, particularly if scarce resources are required. Save work often – at least every ten minutes. Make regular backups of files in a different location from the originals. Save drafts of work at multiple stages. When editing an image, set aside the original and work with a copy. Practice safe computing when surfing the web and checking email. On your personal computer, install and use software to control viruses and malware. Office Hours During the office hours posted on the first page, I will be in my office and available to talk with you about any questions, comments, or concerns you have about the course. Please stop by and see me during these hours. If those hours do not work for you, email me, and we will find a mutually convenient time. Paper Format All out-of-class writing, including rough drafts, must be word-processed and in the format discussed in class. (This is generally double-spaced, normal font (Times New Roman or Ariel) in a 12-point font, 1” margins.) Twitter and other Social Networking Tools I am an avid social media user. As time allows, we will use some social networking tools in class. In addition to regular office hours, I am on the Twitter network as @ProfHara. You can follow me if you wish. In the Twitter space, you can ask brief questions (140 characters), and I will reply to you. Course Calendar In the course calendar that follows, you will find what we will be doing each day, what you are expected to read or write for homework. The course calendar is very important, and you are responsible for completing all the assignments listed. Keep in mind, too, that writing can be a longer process than I can image now as I construct this syllabus. Therefore, I reserve the right to make changes to this syllabus as we move through the semester. If we do make changes, do not be alarmed. The changes will most often benefit you. Those changes, however, will NOT be to move a date up early; if I have to change a date, it will be to give you more time to complete an assignment. Philosophy of Teaching My teaching philosophy centers on ideas of critical / relational pedagogy, and the central goals are simple. The critical: I will challenge you to think differently about the writing, about the world, and even about yourself. The relational: while the responsibility for learning belongs to you, we will do the work together. I support your products and your efforts. Additionally, I will not tell you what to think or what to do. My role, as I see it, is to push you to think and do differently than you have.
Student Learning Outcomes
In this course, you will: 1. Apply contemporary theories of writing and literature pedagogy to design and evaluate classroom materials 2. Evaluate K-12 student writing using a variety of response and assessment methods 3. Write in multiple academic and personal genres to improve their own writing skills.
Assignments and Grade Distribution Your grades will be based on the following assignments: 1. Writings • Interview Report • Lesson Plan Critique • Writing Developed from Notebook 2. Participation 3. Midterm & Final Exams 4. Teaching Workshop 60% 20% 20% 20% 10% 20% 10%
Grading Scale It is your responsibility to keep track of your grades. If you need to clarify or confirm your grades, I am happy to do so during office hours. I will not discuss your individual grades in class. If you have concerns about how to fulfill an assignment, or if you have concerns about your grade, please make an appointment to see me. In the case of a grade issue, please schedule an appointment at least 24 hours after I return the assignment to you. Be sure you have read my comments carefully, and be prepared to discuss how your paper fits the criteria given for that assignment. Avg. 98 A+ 95 A 92 A88 B+ 85 B 82 B78 C+ 75 C 72 C68 D+ 65 D 62 D0 F
Grade Appeal Process As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes that he or she has not been held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the course. The burden of proof is upon the student to demonstrate the appropriateness of the appeal. A student with a complaint about a grade is encouraged to discuss the matter first with the instructor. For complete details, including the responsibilities of the parties involved in the process and the number of days allowed for completing the steps in the process, see University Rule 13.02.99.C2, Student Grade Appeals, and University Procedure 13.02.99.C2.01, Student Grade Appeal Procedures. These documents are accessible through the University Rules Web site at http://www.tamucc.edu/provost/university_rules/index.html. For assistance and/or guidance in the grade appeal process, students may contact the Office of Student Affairs. Dropping a Class I hope that you never find it necessary to drop this or any other class. However, events can sometimes occur that make dropping a course necessary or wise. Please consult with me before you decide to drop to be sure it is the best thing to do. Should dropping the course be the best course of action, you must initiate the process to drop the course by going to the Student Services Center and filling out a course drop form. Just stopping attendance and participation WILL NOT automatically result in your being dropped from the class. April 1st is the last day to drop a class with an automatic grade of “W” this term. Classroom / Professional Behavior Texas A&M University-Corpus Christi, as an academic community, requires that each individual respect the needs of others to study and learn in a peaceful atmosphere. Under Article III of the Student Code of Conduct, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of other students to profit from the instructional program may be considered a breach of the peace and is subject to disciplinary sanction outlined in article VII of the Student Code of Conduct. Students engaging in unacceptable behavior may be instructed to leave the classroom. This prohibition applies to all instructional forums, including classrooms, electronic classrooms, labs, discussion groups, field trips, etc. Academic Advising The College of Arts and Humanities requires that students meet with an Academic Advisor as soon as they are ready to declare a major. The Academic Advisor will set up a degree plan, which must be signed by the student, a faculty mentor, and the department chair. The College's Academic Advising Center is located in Driftwood 203E, and can be reached at 825-3466. If your major is in another College (e.g., Education), please contact that college for information and requirements about advising. Reminder to English Majors: As part of the English undergraduate capstone course (ENGL 4351), all English majors are required to submit a portfolio of writings in different discourse genres that they have completed for their college classes. To help you prepare for this assignment, you should keep a copy of all essays, research papers, literary analyses, creative and report writing, etc., so that you will have an ample selection from which to choose when the portfolio comes due.
Academic Honesty/Plagiarism The university will not tolerate plagiarism or any other form of intellectual/academic dishonesty. Plagiarism is a serious violation of departmental and University policies, but it is sometimes difficult to understand what plagiarism actually is. Often, students commit unintentional plagiarism (not citing sources properly, for example), because they are unaware of the standards that apply. In general, any work that contains material from sources (including your textbooks) must be documented properly. Work that is turned in for the course that is plagiarized will be failed. If you are unsure about your use of sources, please consult with me or visit the writing center (in the TLC, in Library 216) for advice on source documentation BEFORE the item is due. For this course, you must use either APA or MLA citation style but be consistent. Any grammar handbook and many web sites have directions on correct citation. You can find an excellent review of the various forms of plagiarism, good for any teacher to review/use, at this link. It is long, but worthwhile. (http://firstyear.tamucc.edu/wiki/Resources/PlagiarismTutorial). Acceptance of Diversity We are the most diverse campus, in terms of racial identity, in the Texas A&M system. This means that we are all meeting and working with people who are different from ourselves in terms of their identities: whether that is defined by their race, ethnicity, class, gender, sexual orientation, and/or religion. Respecting and accepting difference is vital to your success in this class, on this campus, as a future teacher in your own classroom, and in the global community. Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment, which provides reasonable accommodation of their disabilities. If you believe you are a student requiring an accommodation, please contact the Office for Students with Disabilities at 825-5816. Students with special needs (recognized and documented by the University) should notify me so we can discuss appropriate instructional aides or accommodations. These conversations will be confidential. Questions? If you have any questions or concerns regarding this syllabus, please speak with me as soon as possible. You are responsible for understanding and adhering to the policies of this course and TAMU-CC.
Course Calendar In the course calendar that follows, you will find what we will be doing each day, what you are expected to read or write for homework. The course calendar is very important, and you are responsible for completing all the assignments listed. Keep in mind, too, that writing can be a longer process than I can image now as I construct this syllabus. Therefore, I reserve the right to make changes to this syllabus as we move through the semester. If we do make changes, do not be alarmed. The changes will most often benefit you. Those changes, however, will NOT be to move a date up early; if I have to change a date, it will be to give you more time to complete an assignment.
Date 1/13 Introduction to the course • •
"The Neglected 'R'" (Executive Summary) http://www.writingcommission.org/prod_downloads/writingcom/neglect edr.pdf "Literacy, Learning, and the Future: Excerpts" http://critical.tamucc.edu/~blalock/courses/3360/readings/literacy/litst ats.htm "A Modern Profile of Adult Literacy" http://english.tamucc.edu/wiki/Quick/AModernProfileOfAdultLiteracy
Calkins, "The Foundations of Literacy" Chapters 1-3 (available on library print reserve in the (E library—ask for it at the circulation desk) 2010-11 TEKS for your preferred grade level (elem: language arts only). Pay close attention to those that deal with writing. (Note: you may have to scroll through the old TEKS to get to the ones that the state will implement next fall.) http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html Strickland (1-17) Chapters 1-3 from The Art of Teaching Writing (Lucy Calkins)--available on library print reserve (ask for it at the circulation desk).
Also. turn in name and contact information of interviewee for Interview Report assignment (e-mail to me with subject line: "English 3360 Interviewee") Ray (1-28) Strickland (79-115) Ray (29-50)
Ray (92-127) Interview report writing workshop (grade reduction if missed), bring two copies of draft to class Interview Report due Ray (129-54 and 187-209) Strickland (36-78) Ray (155-85, 251-69)
Review and preparation for midterm
Midterm Exam Bring to class: a work of literature you might use as part of your writing workshop. SPRING BREAK (no classes)
SPRING BREAK (no classes) Ray (231-49) Strickland (116-38)
Bring to class a lesson plan you would like to use for lesson plan critique to class (preferably from your Interview teacher). Jeff Anderson chapters 1-3 from Mechanically Inclined by (on print reserve in library) Readings from November 3, continued. Bring to class a piece of writing that you would use as a model text. Workshop on lesson plan critique (grade reduction if missed), bring two copies of draft to class Look through your notebook and think about what you might like to use as inspiration for your Writing developed from the Notebook. By the end of class you will make your choice and begin working on revision. Lesson plan critique due. Strickland (139-76) Ray (211-30) Rough draft of Writing Developed from Notebook
Begin Responding to Student Writing workshop "Responding to Student Writing" by Erika Lindemann (on print reserve in library). Responding to Student Writing Workshop continued.
Responding to Student Writing Workshop continued.
TBA TBA LAST DAY OF CLASSES
Writing developed from Notebook due. Please note that this paper is due AT THE BEGINNING OF CLASS. No exceptions. Final exam, 1:45 to 4:15 p.m. (TBA)
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