WR 75: Basic Writing 1



LATINO CULTURAL LEARNING COMMUNITY: WRITING 60 - Fall 2012

CRN 42080 Tuesday/Thursday 10:15 -11:55 a.m. Redmond 105

Chris Rubio Email: crubio@cocc.edu Office: Redmond 333

Office Hours: TTh 2:30 – 3:30 pm in Redmond; W 1:00-3:00 pm in Bend, Grandview 106D

Bend office phone and message phone: 541-383-7413

Course Texts Sumpter Latham, Eleanor and Margaret Triplett. Reading Writers: From Story to Essay

Course Materials • One 2-pocket folder -- to hand in assignments

• One three-pronged folder with two dozen binder paper sheets added (for journal, sentence work, and in class writing)

• Memory stick or other device to save computer work (highly recommended)

Course Description WR 60 is the first course in a two-course sequence of instruction in developmental writing and reading. The writing process is examined from invention to final draft. Students read, analyze and evaluate texts of varying lengths that show each stage of the process. Short narratives and expository essays will be composed.

In addition, this course is part of a special learning community designed for those students interested in Latino culture. Our course is intricately connected with HD 100CS, College Success, and we will work very hard to help you to be successful in both courses.

Course Format In class, we will use a variety of learning formats, including

discovery (pre-writing) techniques, small and large group discussion and workshops, in-class writing activities, peer reviews, listening and taking notes on lectures, and other listening and viewing activities. Sounds like fun, doesn’t it?

Also, you will need to become very familiar with Blackboard, as we will build our own online dictionary filled with new words learned throughout our course. Vocabulary quizzes will come from these word lists. Grades for each assignment will also be posted on Blackboard, as will occasional announcements, so be prepared to access Blackboard regularly.

Outcomes for Rhetoric and Critical Thinking I

|Upon completion of this course, the successful student will: |One or more of the following assessments will verify these outcomes. |

|demonstrate understanding of the basic concepts of rhetoric, such as |Students are able to identify the needs, values, and expectations of |

|voice, audience, purpose, and point of view, by creating and |different audiences. |

|understanding text. |Students’ work reflects understanding of audience, purpose, and voice |

| |in their reading of class materials. [Met in Essays 1, 2, and 3] |

|demonstrate the understanding of the principles of the writing process|Students’ work demonstrates understanding of the conventions of idea |

|in its basic form by generating ideas, organizing, drafting, revising,|generation and means of conveying those ideas. [Met in Essays 1, 2, |

|and editing. |and 3] |

|recognize and produce text containing the common components of a |Students’ work demonstrates an understanding and ability to use |

|standard essay: |different organization techniques. |

|Introduction |Students’ work reflects understanding of the function of common essay |

|Body |components from a reader’s perspective. [Met in Essays 1, 2, and 3] |

|Conclusion | |

|compose adequately developed expository essays of at least 750 words, |Students’ work, taken as a whole, will demonstrate clarity of thought,|

|meeting entry level requirements for WR 65, that maintain focus and |overall focus, and adequate development. |

|coherence, and include: |Students’ work, taken as a whole, will demonstrate application of main|

|A main idea |ideas, supporting details, and analysis to prepare study notes and |

|Supporting ideas |tools to process texts they have read to learn. [Met in Essays 1, 2, |

|Specific evidence |and 3] |

|Analysis | |

|produce text containing a variety of sentence lengths and structures, |Students’ work exhibits a good balance between complexity and |

|including some compound sentences, and appropriate college level |simplicity of thought. |

|vocabulary. |Students’ work exhibits use of acceptable academic vocabulary. [Met in|

| |Essays 1, 2, and 3] |

|assist other writers to revise by analyzing focus, coherence, specific|Students practice collaborative revision strategies that exhibit |

|development, and critical thinking. |responsible teamwork skills, constructive criticism, and solid writing|

| |advice. [Met in peer review assignments] |

|demonstrate use of vocabulary improvement strategies including |Students’ work, taken as a whole, will exhibit use of basic academic |

|recognition of common context clues, creation of notes/flashcards for |vocabulary. |

|vocabulary study, and dictionary skills. |Students are able to explain when and how to use vocabulary |

| |acquisition strategies when reading unfamiliar words in class |

| |materials. [Met in Essays 1, 2, and 3 and vocabulary work] |

|edit their own writing assignments using standard conventions of |Students’ work demonstrates adequate use of standard conventions in |

|spelling, grammar, diction and mechanics. |their writing, including drafting, revision, and editing; students’ |

| |final drafts exhibit marked improvement from initial drafts. [Met in |

| |Essays 1, 2, and 3] |

|achieve basic conformity to MLA formatting and citation requirements. |Students’ work conforms to MLA conventions in formatting and accurate |

| |use of prepared documentation for instructor-provided items. [Met in |

| |Essays 1, 2, and 3] |

|Information Literacy: Students will be able to use online and print |Students will be presented with such research resources as print and |

|specialized encyclopedias to expand background knowledge, help explore|online encyclopedias, topic narrowing devices as Credo, and models of |

|topics, and insert prepared in-text citations for instructor-provided |MLA documentation procedures. [Met in Essay 2] |

|items. | |

Course Grading

Assignments Points

Quizzes (3 each worth 10 points each) 30

Journals (8 each worth 5 points each) 40

Imitation/Dictation Exercises (10 x 7) 70

Vocabulary/online dictionary 15

Peer Editing (drafts and feedback; 3 x 15) 45

Attendance and in-class work 15

Major Writing Tasks

Essay #1: Expository, narrative essay 50

Essay #2: Position Paper with research 75

Essay #3: Reflective Essay 50

Portfolio (revisions of Essays #1 and #2) 100

Total Points Possible for Above 490

Final Examination (Tues., Dec. 11, 10:15 a.m. - 12:15 pm) 15

A few comments about assignments

In-class writing activities: At various times during class, you will have the opportunity to complete in-class writing assignments, many of them discovery techniques (brainstorming, freewriting, etc.) to help you generate ideas for your essays. You may not make these up; if you miss class, you miss the opportunity to earn points on these. However, they will be required as part of your complete folder you submit for each major writing assignment.

Peer Review Drafts: Students will be required to share a fairly complete draft of all of the major writing tasks the class period before the final draft is due. These drafts will be read by other students and must be typed or at least clearly legible if they are to be awarded full credit. There are no make-ups for missing peer review sessions, and keep in mind that if you miss peer review, the final grade on your essay will be dropped one full grade.

Class dictionary (on Blackboard): As a way for all of us to learn new words and increase our vocabulary, each student will be required to submit to our Blackboard Vocabulary Forum words from our class readings or your personal readings which are new to you. Each student will be required to submit the following for two different words: (1) list the word spelled correctly and the part of speech, (2) provide the phonetic spelling [pronunciation], (3) provide an abbreviated dictionary definition, and (4) use the word in an original sentence (not the sentence from which you originally found the word). Our quizzes will be based in part on these words. See our Blackboard site for more information and to see when you have been assigned a date to post your words.

Writing Task Submissions

When you submit your final draft to me, please do so in your assignment folder. Include all pre-writing material, peer edits, and rough drafts with each submitted assignment.

All writing tasks must be submitted using MLA format – typed, double-spaced, 12-point Times New Roman (or similar). I will upload a sample, properly formatted document on our Blackboard page.

Course Policies

Late submission of major writing assignments will be accepted but will be graded down. Specifically, no late work will be eligible for a grade above “B” and late assignments must be submitted within one week of the due date to receive credit. I will grade late assignments as soon as I am able. In-class assignments, including peer review drafts, must be completed by the end of the class period in which they are assigned. (Note: you may not turn in your final research paper late.)

Attendance and Participation

Since we will use small group workshops as a major component of teaching and learning writing, attendance in both classes is critical. If you compile more than two unexcused absences, it may very well affect your grade. I also expect you to arrive on time and stay the entire period. Also, students must complete all course work to be eligible for a passing grade in this course.

Unless there is a severe extenuating circumstance, I don’t review class lectures. If you cannot attend a class, arrange with someone in the class to take notes. Even if you are not able to attend a class, you are still responsible for making sure any assignments that are due that day are turned in by the start of that class. It would be wise to have the name and number of at least one classmate who is willing to share notes with you.

Conduct and Behavior

COCC college personnel expect all students to behave appropriately in the college classroom. This means that one must at all times show respect for fellow classmates and one’s instructor. Any disruptive behavior in the classroom may result in suspension and possibly being dropped from the course. Disruptive behavior may include: willful disobedience, habitual profanity or vulgarity, disruptions of teaching (including getting up and leaving during class), dishonesty, cheating, etc. Also, please turn off all cell phones and put them away; I don’t want to see them on your desk. Unless you notify me of an emergency requiring you to leave one on, if it goes off or I see one on your desk, you will lose five points. If you send or read a text message during class, you will lose 10 points.

In addition, regarding class (and even online) discussions…..

Both online and in our classroom, all participants shall uphold the Principles of Community at COCC, available online here:

I do not anticipate any problems with disrespectful or rude comments on our discussion board, but please know that if I notice any such comments, I will remove them and contact the parties involved. Thanks in advance for treating one another with the respect and considerateness you expect from others, too.

Plagiarism Statement

Proper citations and documentation of any sources that you quote, paraphrase, and/or summarize in your writing are required whenever you borrow the words, facts, and/or ideas of others. In general, putting someone’s ideas into your own words still means you are borrowing, and to avoid plagiarism, the source must be cited and documented, both (a) at the point in your essay where the borrowing occurs (parenthetical citations for most academic documentation systems), and (b) in a list of all sources cited given at the end of your essay. Plagiarism—intended or not—is considered a serious academic violation of intellectual property rights and will earn your written assignment an automatic “F.” The second instance of cheating or plagiarism will result in a removal from the class.

ADA Statement

Any student with a documented disability (physical, learning, psychological, vision, hearing) who needs to arrange reasonable accommodations must inform the College as soon as possible. If you require any assistance related to a disability, contact the Disability Services Office located in Boyle Education Center: call (541) 383-7583 or email DisabilityServices@cocc.edu . If you have documented disabilities requiring accommodations, please discuss this with me during the first week of the term.

Students Rights and Responsibilities

Please read the Students Rights and Responsibilities handbook available at:

COCC Non-Discrimination Policy

Central Oregon Community College is an affirmative action, equal opportunity institution..

It is the policy of the Central Oregon Community College Board of Directors that there will be no discrimination or harassment on the basis of age, disability, gender, marital status, national origin, race, religion, sexual orientation, or veteran status in any educational programs, activities or employment. Persons having questions about equal opportunity and non-discrimination, please contact Human Resources for referral to the appropriate personnel, 541-383-7236.

COCC Resources

COCC offers students a number of services including tutoring, not only for your writing courses but for other courses as well. The Tutoring Center is located in Building 1, Room 112. Once the schedule becomes available for Fall tutoring, I will post it to Blackboard. In the meantime, check this link for updates:

Final note about coming and going in class…..

In recent quarters, students have shared with me that the greatest distraction to their success in class has been the recurrence of students getting up and leaving a class at various times throughout the class period. Every time a student gets up and leaves and then returns, the focus is on that student and not on the subject we are discussing. In other words, it is a major distraction. If you have an emergency and know that you will need to leave class at sometime on a given day, please let me know and on that day, sit in a desk closest to the door. Thank you for helping to make our classroom a comfortable, positive, distraction-free learning environment!

Rubio WR60 TTh (42080) Tentative Schedule of Assignments

Changes to this schedule will be discussed and announced in class

as well as posted on Blackboard

Note: Bring textbook, sentence folder, and writing journal to class every single day!

|Date |Due (reading, assignments) |Topic/Discussion/In class work |Sentences/ |Major assignment due! |

|(and week) |[Complete before class!] | |Grammar discussion | |

|T |Purchase texts and materials as soon as |Syllabus and course overview: our Learning| | |

|9/25 |you leave class today! |Community | | |

|(1) |Joint class |Introductions | | |

| | |Thinking about goals | | |

|Th 9/27 |Read Chapter One in Reading Writers, pgs. |College reading and academic writing: | | |

| |1-17 |textbook overview | | |

| | |Setting goals | | |

| | |Blackboard overview | | |

| | |Email etiquette | | |

|T 10/2 |Intros due on Blackboard |Discovery Techniques | |Write essay in class |

|(2) |Bring paper and pen to class |Principle parts of an essay | | |

| | |Write essay in class | | |

|Th 10/4 |Read CA pgs. 10-17: SQ9R |Journals |Sentence Structure plus|Bring journal to class |

| |Powerpoint: “The Five Step Plan for |Journal #1 in class |“Common Diction and | |

| |Effective Communication” |Class Dictionary: Blackboard |Usage Errors” (handouts)| |

| |Journals and personal/class dictionaries; |Building vocabulary |Imitation #1: the simple| |

| |read pgs. 18-22 | |sentence | |

| | | |Dictation #1 | |

|T 10/9 |Read CA, Unit Two, Narratives, pgs. 49-57 |The Writing Process |Imitation Exercise #2: | |

|(3) |“Jaunts: Atlanta to Montgomery,” pgs. |Rhetorical Approaches to reading and |the compound sentence; | |

| |231-236 |writing |diction 4, 5, 6 | |

|Th 10/11 |Thesis Statements |Journal #2 in class |Dictation #2 | |

| |Interview strategies |Practice peer review in class |Diction 7, 8, 9 | |

| |Overview of peer review |Interview strategies | | |

|T 10/16 |Check in time!! (both classes) |Descriptive writing |Imitation #3: Compound | |

|(4) |Review in class MLA format |Proper format for college papers |sentences using | |

| |Writing Descriptively, pgs. 104-105 | |semi-colons plus “Top | |

| | | |25,” (#s 8, 9, 10, 11);| |

| | | |Dictation #3 | |

|Th 10/18 |Two copies of draft of Essay #1 due for |Peer Review, Essay #1 | |Two copies of draft of |

| |peer review (in class review) | | |Essay #1 (legible) |

|T 10/23 |Essay #1 due, typed, double-spaced, |Begin to watch film (both classes) |Imitation #4, Complex |Essay #1 due, typed, |

|(5) |submitted in folder |Journal #3 in class |sentences plus “Top 25,”|double-spaced, submitted|

| | | |(#s 12-15) |in folder |

|Th 10/25 |Comparing and contrasting |Summary writing |Imitation #5 plus “Top | |

| |Read pgs. 152-155 |Finish watching film |25” (#s 16-18) | |

| | |Journal #4 in class | | |

|T 10/30 |Argumentation: read pgs. 364-370 |Review sample argument essays |(Dictation #5) | |

|(6) | | | | |

|Th 11/1 |Using the Internet to search for reputable|Both classes meet in Rm. 114 (computers) |Quiz #2 in class |Quiz #2 in class |

| |sources | | | |

|T 11/6 |More argumentation; strategies for strong |Journal #5 |Imitation #6 plus “Top | |

| |arguments | |25” (#s 19-21) | |

|Th 11/8 |Two copies of draft of Essay #2 due for |Peer review |Dictation #6 |Two copies of draft of |

| |peer review (in class) |Revision workshop | |Essay #2 (legible) |

|T 11/13 (8) |Essay #2 Due |Journal #6 |Imitation #7 plus “Top |Essay #2 Due (in folder |

| | |Preview Unit Three, Reflective writing |25” (#s 22-25) |with all drafts) |

| | |(both classes) | | |

|Th 11/15 |More discussion on reflective writing; |Journal #7 in class |Dictation #7 | |

| |discuss goals, accomplishments, dreams in | | | |

| |both classes | | | |

|T 11/20 |Bring working drafts, Essay #3 for in |Peer review |Quiz #3 in class |Quiz #3 in class |

|(9) |class work |Revision workshop | | |

| |Study for quiz | | | |

|Th 11/22 |H O L I D A Y !! |NO CLASS | | |

|T 11/27 |Two copies of draft of Essay #3 due for | | | |

| |peer review (in class review) | | | |

|T 11/29 (10)|Essay #3 Due |Journal #8 in class |Make up quiz! (a chance|Essay #3 due |

| |In class work, portfolios |In class work, portfolios |to replace low quiz | |

| | | |score!) | |

|T 12/4 (10) |In class work, portfolios |In class work, portfolios |Meet in 114 |Meet in 114 |

|Th 12/6 (10) |In class work, portfolios |In class work, portfolios |Meet in 114 |Meet in 114 |

| |Portfolios due at end of class | | | |

Note: our final exam is scheduled from 10:15 – 12:15 on Tuesday, Dec. 11.

-----------------------

Grading Scale

| | | |

|A |94-100    |Exceptional |

|A- |90-93     |Superior |

|B+ |87-89 |Excellent |

|B |84-86     |Very good |

|B- |80-83     |Good |

|C+ |77-79     |Better than Satisfactory   |

|C |70-76    |Satisfactory |

|D |65-69     |Unsatisfactory |

|F  |0-64      |Not Passing |

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