Instructor: Jennifer Guinn Sellers, Ph.D. ELA 1500 06 – Spring 2008 T & Th, 9:30 – 10:45 a.m., Terrace 126 email: sellersj@greenmtn.edu Office Telephone: 287-072 Office Location: Ackley 304 THE BASICS: Required Texts: Berndt & Muse. Composing a Civic Life (2nd edition). Hacker. A Writer’s Reference (5th edition) COURSE DESCRIPTION: Building on the writing skills developed in Images of Nature, Voices of Community provides students with more extensive practice in composition and revision. Whereas Images of Nature was focused primarily on the natural environment, Voices of Community explores our relationship to human communities. The course focuses on cultivating the conventions of Standard Written English and enriching students’ expressive and stylistic resources through a series of assignments that explore from diverse perspectives how the environment encompasses human relationships and communities. The critical thinking and communication skills learned in this course enable effective and informed participation in these communities. The course builds on the following skills introduced in Images of Nature: • Generating ideas for writing (brainstorming, freewriting, evaluating possible ideas, refining ideas to a more specific level • Understanding and using each part of an essay’s structure (introduction, body paragraphs, conclusion, thesis statement, topic sentences, transitions) • Developing strategies for paragraphs (multiple examples; a single, extended example; analogy and other comparisons) • Summarizing and cite information from texts • Using grammar consistent with principles outlined in A Writer’s Reference. • Representing the main ideas guiding a piece of writing. • Differentiating among theses, supporting ideas, and examples. • Constructing a valid response to a piece of writing. • Evaluating the strengths and weaknesses of a piece of writing. • Listening to the ideas of others • Clearly differentiating between facts, opinions, and ideas • Developing and maintaining vocabulary appropriate to your audience • Extrapolating information from varied sources, forming the basis of an informed opinion LEARNING GOALS: While consistently reinforcing these skills, Voices of Community examines how we live in the various human communities of which we are members. It focuses on the human environments that we have constructed within the surrounding natural environments. We will accomplish this through the practice and cultivation of the following: Knowledge of basic rhetorical strategies, including: • Narrative • Comparison • Analysis • Classification • Definition • Persuasion Critical Analysis of communication, including print and non-print media • Identifying logical fallacies • Weighing the validity of sources • Identifying potential biases • Evaluating authorial positions • Evaluating evidence: empirical, logical, emotional Research skills • Determining the nature and extent of information needed • Accessing the needed information effectively and efficiently utilizing library and electronic resources • Evaluating information and its sources critically • Appropriately incorporating selected information into one’s writing • Using information effectively to accomplish a specific purpose • Understanding the economic, legal, and social issues surrounding the construction and use of information, and accessing and using information ethically and with proper documentation (Example: MLA, APA, Chicago).• HOW WE WILL WORK: The schedule is quite complex and detailed, so please consult it frequently and contact me whenever you have questions. You’ll note that there is something due, assigned, or to be read for just about every class, and because students who fall behind will be hurting both themselves and the functioning of the class, there is a severe penalty for tardy assignments: your mark will be lowered by one grade each day that they are late. The timely completion of all writing assignments and the taking of the final exam are the minimum requirements for passing the course. Your writing will include one research paper of 10 or more pages, and two five-page papers. The five-page papers must each utilize a minimum of five sources, none of which may be on the course reading list. The 10 page papers much utilize at least 10 newly found sources. All work must be typed and follow the format specified by Hacker (p. 57-58) E.G. double-spaced, printed, sensible margins, stapled, page numbers, font: 12. When I return assignments to you, problems will be highlighted in yellow and be accompanied by either my written comments or a reference to the “Revision Symbols” page at the end of Hacker. If I am returning a rough draft to you, I expect your revisions to be included in the final draft; if I am returning a final draft to you, you must make the indicated corrections and turn them in within one week. All revised assignments MUST be handed in with all previous versions, which is where the manila folder comes in. If you do not understand what is wrong with the highlighted passages, come and see me—this is your opportunity to receive individual guidance. For ecological reasons, please print your assignments out on previously used paper, if possible. Post-mortems are also an important part of the course. They function as a kind of group therapy during which class members discuss their experience of doing an assignment, while peers contribute insights, suggestions, constructive criticisms, and supportive sympathy. Students often find post-mortems particularly refreshing and revealing, not least because you also get to tell your instructor what should be done to improve the learning process. “Self-evaluation” and “feedback” are the buzzwords here. RESEARCH PAPER For Research Paper Guidelines, see Hacker p. 368-370. Length: 10 or more pages, excluding bibliography. Must be in APA format. A final copy of the research paper must be submitted electronically in addition to the hard copy. PORTFOLIO: In terms of total pages of finished writing, you will be expected to hand in at least 20 pages of polished writing throughout the semester. At the end of the semester, one essay (selected by the student) will be added to the ELA portfolio begun in Images. The essay will be evaluated in comparison to an essay from Images selected by the student using the Voices essay rubric; this comparative evaluation will be done by the Voices instructor and an evaluator. The averaged evaluation of the readers will constitute 10% of your final grade. An electronic copy of the final research paper will also be added to the portfolio and retained by the ELA program. GRADING: Attendance: 10% Participation: 10% Written response to plenary session (2-3 pages) 10% ** Date TBA Two 5-page papers (APA format): 10% each, total 20% Research Paper (APA format): 25% Portfolio evaluation: 10% Final Exam (Monday, May 12th at 10:30): 15% ATTENDANCE AND PARTICIPATION: Students with more than four absences will receive no marks for attendance. Participation is graded on the quality of your performance in the classroom, and particularly on the extent to which you function as an involved participant in discussion and peer review. ADDITIONAL INFORMATION: Notice About Disabilities: For students with specific learning, physical, or psychiatric disabilities, I am available to discuss any appropriate academic accommodations that might be necessary for this course. It is your responsibility to arrange for these accommodations in the Calhoun Learning center. Students may only take exams in the Calhoun Learning center with proper documentation. I have absolutely no control over this. You will need to provide documentation of your disability to the Calhoun Learning Center. The Calhoun Learning Center is the office responsible for coordinating accommodations for students with disabilities. The Calhoun Learning Center is located on the 3rd floor of Griswold Library. If you have questions, please contact Christina Fabrey, Coordinator of Accommodations, at x8234.
Scholastic Dishonesty: I will not tolerate cheating. You are expected to work independently on all tests and papers. Scholastic dishonesty of any kind is dealt with harshly by the College, and can lead to a student’s expulsion. I assume all of you are bright students so do not jeopardize your academic careers. When it comes to cheating, second chances are not granted! Cheating includes, but is not limited to, copying other students' exams, including others' words in papers you write without paraphrasing and attributing the source, and obtaining copies of exams before they are given. Please familiarize yourself with the policies of Green Mountain College beginning on page 177 (or 200 depending on the edition) of your College Course Catalog.
I consider plagiarism of others’ work (whether another student, a family member, or a published article) to be the same as cheating on a test, and I am very good at catching it. If you have any questions about the extent to which you can work on an assignment together, or whether something constitutes plagiarism, talk to me before you begin. I expect the highest of ethical behavior from you and from myself.
