Class Day/Time: M, W 3:00 – 4:50 pm - Weebly



WRA 150/021Writing: Evolution of American Thought Class Day/Time: M, W 3:00 – 4:50 pmClassroom: 219 Berkey HallInstructor: Barb GerberOffice: 238 Bessey HallCourse Website: Office Hours: MW 9:00 – 10:15 am (Bessey Hall)M 4:50 – 5:40 pm (Berkey Hall) (And by appointment)gerberba@msu.eduCourse Description and ObjectivesWelcome to Tier One Writing! The aim of WRA 150 is to further develop and enhance your writing, reading and researching skills. In this class, you will read texts critically, make meaningful connections, and then use those experiences in your writing. Using rhetorical strategy, you will formulate topics and make supportable claims of your own in the context of discussions about literacy perspectives in America. The theme for the course is Literacy Perspectives and Development: Writing for Academia, Writing for Life. As such, you will be composing in many different genres, exploring the ways in which literacy affects our lives and enables us to achieve success in academia and in our professional and personal lives. Additionally, the course will explore the ways in which visual rhetoric impacts the decisions we make as writers and the significance of those choices in the larger culture in which we live. This is a Tier One writing course, so you will be expected to write…. a lot! You will be expected to produce text in various genres. The texts for this course focus on the writing process, argumentation, research, writing in digital environments, and the personal experience of writing. This course is designed to make you proficient in:Analyzing, discussing, and generating ideas from texts, and then writing from those sources.? Analyzing critical issues across multiple genres, discourses, and fields of inquiry.Understanding writing processes - generating and structuring ideas; analyzing purposes; developing theses; defining audiences; drafting; revising; and editing.Understanding the collaborative and social aspects of the writing process. Using rhetorical methods as an important tool in learning and writing about literacy.Using research skills as a means of inquiry to produce informative texts and advocate positions.? Interpreting and producing multimedia texts.Required Texts and MaterialsDejoy, Nancy. Reading And Writing Literacies ISBN?1-2563-3492-8. Ballenger, Bruce. The Curious Researcher. 7th Edition. ISBN?0-205-17287-3Eli Account for peer review: (We will discuss the process in class)Spiral Notebook for journals and notes (recommended)Jump Drive to save your work (recommended)A blank DVD (to copy the final project) ** In addition, you will be required to access your MSU email account and our course website on a daily basis.? You will be responsible for retrieving assignments and other course documents from this site throughout the semester. All emails that I send to students will be sent to your MSU email address.Course PoliciesAttendanceAbsences:? All courses in the Tier I Writing Program require high levels of student interaction.? You are expected to attend each class session. Because illnesses and emergencies sometimes occur, you are permitted two absences (which is equivalent to one week of class) without penalty.? After this absence, your final grade for the course will go down .30 for each additional absence.? Save your absences for emergencies.? If an emergency arises that will require you to be absent more than once during the semester, contact me immediately and we will work together to accommodate the situation.If you are absent, you are responsible for all assignments and materials covered in class that you may have missed, as well as for completing all assignments on time.?? I will send around a sign in sheet at the beginning of class.? If you do not arrive to class in time to sign the sheet, you will be counted as late.? Three "lates" count as one absence.? Additionally, leaving early will also be counted as an absence. Please see me before class if there is an emergency that requires you to leave class early. **Because your colleagues can be a WEALTH of information in relation to the daily class activities, I would highly recommend that you contact them first to see what you may have missed in class. Contact Name:_________________________________________________________________Email:__________________________________ Phone:_______________________________Classroom Conduct and Professional ResponsibilityI expect you to conduct yourself with respect for yourself, your classmates, and your instructor at all times.? In discussing various topics with your classmates, you'll inevitably encounter experiences and perspectives that are different from your own.? You should expect this and prepare to hear and respect the views and beliefs of others.? You may not agree with your classmates, but please respect their freedom to voice their opinion.? Try to keep an open mind and consider all perspectives.? At the same time that you should work to be an active listener, you should also take care that your own contributions are sensitive to the differences of others.? All of us should feel free to express our thoughts and opinions openly, without fear of penalty, as long as we do so in a courteous way.? Additionally, if I feel as though your behavior is disruptive or disrespectful to either your classmates or me, you will be asked to leave and marked absent for the day.? ParticipationAs a member of our community of learners, you will be asked to share your ideas and your writing every class period.? In addition, you will participate in small group discussions, activities, and writing.? Please remember to listen attentively and with respect to your classmates.? Participation means (but is not limited to) attendance, being prepared, group work, conferencing, and discussion. Participation points will be given weekly for completion of various assignments completed in and out of class. Please remember, if you are absent, you are still responsible for completing any in or out of class writing that you may have missed. Late WorkLate assignments will lose 5 points for each day past the due date including days that we are not in class.? All due dates are clearly marked on the schedule, the assignment page, and the syllabus, so please take note of them.? As always, if there is a personal issue you are struggling with that prevents you from fulfilling the requirements of any assignment, PLEASE contact me immediately. gerberba@msu.eduElectronic DevicesElectronic Devices are not allowed in class unless being used for academic purposes.? Please either turn your phone off, or silence it during class period. Laptops are encouraged for use in class, however if you are using a laptop in class, I expect that it will be used for academic purposes specific to our class. ? PlagiarismWe will talk a lot about plagiarism in class - what it is, why it is a big deal, what's involved, what you can do to avoid it.? Take great care in paraphrasing (putting into your own words) materials for written and digital projects, and always cite the sources of your materials.? If you copy directly from a source, INCLUDING the Internet, be sure to cite your course.? I urge you to take the time to read Michigan State University's policy on plagiarism, which can be found on the MSU Ombudsmans' website:? other important information, it explains the penalty for plagiarism as follows:? ???? “Unless authorized by their instructors, students are expected to do their own, original work on each assignment in each class. A student who recycles his or her course work from one class to another may face an allegation of academic dishonesty. An instructor who believes a student has committed an act of plagiarism should take appropriate action, which includes the issuing of a “penalty grade” for academic dishonesty. Article 11 of the Academic Freedom Report for Students at Michigan State University, or the “AFR,” defines a penalty grade as “a grade assigned by an instructor who believes a student to have committed academic dishonesty. . . .” A penalty grade can include, but is not limited to, a failing grade on the assignment or in the course.”(All work completed for this course must be original work and written for this class only.)? Citation and DocumentationYou will be using either MLA (Modern Language Association) or APA (American Psychological Association) style citation for all writing assignments.? We will be looking at both of these in class, but you can also refer to Bruce Ballenger’s, The Curious Researcher, or the website below for assistance. I URGE you to check with the department of your major to inquire about which citation style your field uses for writing and publication. THIS is the style I want you to learn. It is important for you to learn the style of documentation that you will be utilizing for future compositions in your field. System - Total Points Possible = 1000 points4.0 ? ? ? ?? 940 - 1000 points ?????? 3.5????????? 870 - 939 points3.0????????? 800 - 869 points2.5????????? 750 - 799 points2.0????????? 700 - 749 points1.5????????? 650 - 699 points1.0????????? 600 - 649 pointsClass Requirements and Grading 1) Projects = 500 points? **ALL projects (1-5) must be completed to pass this course. Additionally, projects that are turned in that are missing any of the required components will NOT be graded. The projects will be graded according to the rubric, suggested by the department, which supports the Shared Learning Outcomes for WRAC. These documents are posted on the home page of our course website, and are the final two pages of the syllabus. Although we will look at these in class, as well as discuss in great detail the expectations for your performance in relation to the shared learning outcomes and how they relate to the rubric and course activities, I urge you to look at these two documents before we discuss them in class, bringing with you all comments, concerns, and questions. **The Rubric added to this syllabus is specific to the first writing assignment. The categories never change, however, the language for each category (in the the 4.0 range) does change and is specific to each writing project. Project #1 =? 50 pointsProject #2 = 100 pointsProject #3 = 150 pointsProject #4 = 150 pointsFinal Reflection (Final Exam Day) = 50 points**ALL projects and assignment that are submitted to Eli or through email MUST be submitted in the following formats: .doc, .docx, or pdf2)?Rough Drafts = 100 points? (4 x 25 points each)Rough drafts must be two full pages (or more depending on the requirement for that unit project) and peer reviewed during class to receive points.? If you are absent that day, you will not receive credit, unless you make arrangements with me, due to an unforeseen emergency that prohibits you from attending class.? The due dates for the peer review and submission to me will be included on the unit schedule. 3)?Eli Review Response and Revision Plan = 160 points TOTAL - Response =100 points? (4 x 25 points each), Revision Plan= 60 (4x15 points each)In addition to the in class peer review, you will also conduct an Eli peer review and revision plan, which will be posted to Eli. This is a response reflecting on your activity as a peer reviewer, and also includes a revision plan for your draft. The purpose of the response and revision plan is to give you an opportunity to think critically about the writing process and the peer review process.? What I am looking for is a well thought out response that addresses specific issues. The response and revision plan will be 1 page in length and will require valuable, critical, insightful commentary about the review process and your plan for the revision of your draft.? 4) Memos (Proposal and Reflection) = 40 points (Proposal = 5 points each; Reflection = 5 points each)For each project, you will write a proposal memo describing your project, and a reflection focusing on your writing process. A template for the proposal memo format is available on our course website. Reflections will be written on Eli for each major writing project. The criteria for the reflection can be found on the last page of the syllabus (the back page of the rubric). We will discuss this in greater detail in class. 5)?In/Out Class Writing = 150 points? (10 points each x 15 weeks)The in/out class writing assignments will vary in format.? They will include:? small group activities, short analysis of reading materials, reflections, summarizing, etc.? Please keep in mind that these points also serve as participation points for that particular week. So, it is important that you are IN class, or check with your contact person, as well as checking the PowerPoint for that day on our course website for any assignments that you may have missed. 6)?Conferences = 50 points? (2 x 25 points)Individual conferences are worth 25 points each and will be scheduled to take place 2 times during the semester.? Conference 1 will be an “invention” conference. Conference 2 will be a “draft” conference. Writing ProjectsWriting Process: With each project, you will submit the following documents during the course of the unit (All of which are described on the syllabus): Proposal MemoRough DraftPeer Reviews (In class and on Eli) and Revision PlanFinal DraftReflectionFor each unit, you will receive a unit schedule that will include due dates for all of the documents listed above. Only final draft due dates are included on the syllabus. Providing individual unit schedules at the appropriate time in the semester has, in the past, been more beneficial for students to concentrate on one unit at a time, rather than a whole semester of writing projects and due dates. In other words, it seems OVERWHELMING and takes the focus off of the project at hand. You will receive a copy of the new unit schedule the day that final drafts are due for each project. This will also be posted on our course website, “Units” section, in the corresponding folder. Submitting Projects: All projects are required to be turned in at the beginning of the class period that they are due (hard copies).? **Included below is a short description of projects 1-4.? Detailed assignment sheets will be distributed and discussed in class.? **Writing projects may be written using MLA or APA style citation. We will talk about each of these in class, however, I suggest that you check with your department (major) to find out what style citation is used in your field. Project 1 – Literacy Autobiography ??????????????????????????????????? Due:? Mon. Feb. 8 3-4 PagesMLA or APA FormatThe first paper will allow you the opportunity to create a more formal version of your own literacy history, investigating the many roles literacy plays in your life, and will also reflect on the significance of how literacy has constructed your identity as an individual and as a member of various groups. This assignment corresponds to the “Lived Literacies” chapter in our text, Reading and Writing Literacies.Project 2 – Rhetorical Analysis?????????????????? Due:? Wed. March 24-6 PagesMLA or APA FormatIn this paper you will have the opportunity to analyze a popular cultural artifact or a set of artifacts to shed new light on the meanings of those artifacts. This assignment corresponds to the chapter on “Cultural Literacy” in our text. Project 3 - Analyzing/Researching Music Literacy Due:? Mon. April 46-8 PagesMLA or APA FormatThis Project focuses on the language writers use in their own authorship. We will examine literacy in one specific genre, the language of music, studying the ways in which the decisions, and specifically, words authors choose imply and/or signify various attitudes and perspectives. We will also analyze this as a “Disciplinary Literacy,” which corresponds to our text. Project 4 - Digital Movie Project and DVD/CD Cover Project Due: Wed. April 273-Minute Minimum for MovieThe purpose of this project is to give you an opportunity to experience writing in a non-traditional mode and also to allow you to experience “Remix” firsthand, as well as technological literacy, which is the “Remixing/Technological Literacies” section of our text. You will choose one of the three essays that you have written for this class and transform it into digital movie using iMovie or Windows Movie Maker. Additionally, you will design and create a DVD/CD cover that represents your project. You will present both to the class (this WILL be graded) on either of the dates mentioned above. Expectations for the presentation will be discussed in class.Presentations will be 10-15 minutes in length and will take place on Mon, April 25th and Wed. April 27th. You will sign up for the day you wish to present your project. Last Day of Class: Wed. April 27th (regular class time) Final Exam Day: Wed. May 4 3:00 – 5:00 pm. The final exam (3-4 pages) will consist of writing a final reflection describing how your definition of literacy has/has not changed since the beginning of the semester (A revised literacy). I will provide you with the expectations of this writing project later in the semester. The final exam will be a take-home exam and turned in on final exam day. Final Exams**It is university policy that students be IN ATTENDANCE on final exam day. THIS IS NOT NEGOTIABLE!!! In other words, if you are making travel plans to return home, be sure that you make them AFTER this date. The university policy for final exams is below:Final Examination Policy from the University: A student absent from a final examination without a satisfactory explanation will receive a grade of 0.0 on the numerical system, NC on the CR-NC system, or N in the case of a course authorized for grading on the P-N system. Students unable to take a final examination because of illness or other reason over which they have no control should notify the associate deans of their colleges immediately.Accommodations for Students with Disabilities:? Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a disability specialist, call 353-9642 (voice), 355-1293 (TTY), or visit MyProfile.rcpd.msu.edu.Additional Resources: At The University:MSU Writing Center – 300 Bessey Hall, 432-3610MSU Library – MSU ESL Lab – For appointments: B230 Wells Hall?or call 353-0800MSU Microlabs: Please do not hesitate to contact me at any time if you have issues or concerns with the course. I check my email regularly, and it is the best way to get in contact with me. My email is: gerberba@msu.edu **Syllabus and Schedule are subject to change at any time with appropriate notice to enrolled students. Any change to the syllabus will be discussed in class and/or will be included in an email to students.WRAC Shared Learning Outcomes – For each writing project, the shared learning outcomes that match to that project will be listed on the assignment sheet. (This document is also posted on ANGEL, can be accessed on the WRAC website, and will be discussed in class.The Program’s shared learning outcomes support inquiry-based learning. They are designed to help students expand their ideas about writing, reading, and researching in ways that allow them to be flexible, successful participants in the literacy situations in which they find themselves across their lives.For example, while most students come to higher education with some experience using brainstorming and outlining as prewriting strategies, few have experience with interviewing, searching for scholarly sources on databases, using technology to map ideas and other invention activities that enhance our abilities to respond with thought, care, and focus and meet our purposes in various literacy situations. In general, the learning outcomes combine to help students move away from seeing themselves as consumers of texts and toward seeing themselves as writers who participate in and make contributions to the world through their literate activities.Although it may seem challenging at first, by the end of a first-year writing course, students should be able to do the following:WritingUse writing for purposes of reflection, action, and participation in academic inquiry.Work within a repertoire of genres and modes to meet appropriate rhetorical purposes.Exercise a flexible repertoire of invention, arrangement, and revision strategies.Demonstrate an understanding of writing as an epistemic and recursive process and effectively apply a variety of knowledge-making strategies in writing.Understand diction, usage, voice, and style, including standard edited English, as conventional and rhetorical features of writing.ReadingEngage in reading for the purposes of reflection, critical analysis, decision-making, and inquiry.Understand that various academic disciplines and fields employ varied genre, voice, syntactical choices, use of evidence, and citation styles.Read in ways that improve writing, especially by demonstrating an ability to analyze invention, arrangement, and revision strategies at work in a variety of texts.Demonstrate an understanding of reading as an epistemic and recursive meaning making process.Understand that academic disciplines and fields employ varied genre, styles, syntactical patterns, uses of evidence, and documentation practices that call for a variety of reading strategies.ResearchingApply methods of inquiry and conventions to generate new understanding.Demonstrate the ability to locate, critically evaluate, and employ a variety of sources for a range of purposes.Demonstrate the ability to generate and apply research strategies that are purposeful, ethical, and balanced.Demonstrate an understanding of research as epistemic and recursive processes that arise from and respond back to various communities.Understand the logics and uses of citation systems and documentation styles and display competence with one citation system/documentation style.Rubric Project 14.03.02.01.00FocusOriginal, sophisticated focus; takes risks by attempting a complex approach. Explores a literacy event(s) and demonstrates the significance of the event(s).Clear and well maintained focus appropriate to the assignment; Uses appropriate invention, arrangement, and revision strategies.Maintains a clear and appropriate focus throughout most of the paper, but may not be as developed in terms of analysis, showing significance. Some appropriate invention, arrangement, and/or revision strategies are used.Lack of focus; seems more like a rough draft than a final version. May use inappropriate invention, arrangement, and/or revision strategies leading to lack of a clear thesis, or lack of support.Does not meet minimum requirements for the assignment or engages in acts of plagiarismDevelopmentEngages a significantly developed purpose meeting the requirements of the assignment/ the needs of audience, purpose, forum. Illustrates sustained inquiry, thought, and analysis. Demonstrates an understanding of the implications of choice of event(s). Explores relevant themes.Developed ideas and well chosen evidence support a clear purpose; integrates careful though, support, and analysis.Some examples and supporting evidence, but purpose is unclear or lacks full development.Inadequate development of ideas with few or weak supporting examples; little to no analysis.ArrangementExtremely effective use of arrangement strategies; arrangement patterns are appropriate to audience and form; choices in arrangement support the purpose of the essay and helps readers process and understand the main points.Effective use of arrangement strategies; arrangement strategies do not inhibit the purpose.Arrangement strategies could be more appropriate and/or more effective at supporting the purpose of the paper.Lacks clear or appropriate arrangement strategies; arrangement detracts from the paper’s purpose.Audience Tone is appropriate for writing situation and audience; establishes a strong connection with audience interests. Tone is appropriate for writing situation and audience; establishes a connection with audience interests; meets the revisionary purpose.Tone is sometimes audience appropriate; connections with audience interests are weak; revisionary purpose is not fully realized. Uses inappropriate tone for the writing situation; lacks audience awareness; purpose is unclear.Mechanics & LanguageVaried language structures engage the reader; language enhances meaning and purpose.Illustrates more than minimum facility with language; engages the reader; few sentence level problems.Illustrates a basic facility with language, but some significant sentence-level problems distracts the reader from the purpose.Sentence-level problems obscure meaning.Visual and Design ElementsVisual contributes to the overall purpose of the paper and is of high quality; design enhances the message. The paper follows MLA formatting rules,Visual supports the purpose of the paper and is appropriate to subject and purpose; visual is clear and easy to read. Some MLA formatting.Visual is appropriate for subject and audience and does not impair the message of the text. Very little MLA formatting is followed. Visual is not subject and/or audience appropriate; visual is hard to read. Does not follow MLA formatting rules**The rubric is the same for projects 1-3. Only the language in the 4.0 category changes, which is specific to each writing project. The rubric for project 4 will be discussed when the project is introduced. The Following is the grading criteria for the Reflections: Reflective Overview:The author considers their purpose, audience, and form for project 1, explaining their choices in drafting, developing, and revising the paper in ways that provide a useful context for both author and reader(s).Yes Sort of…. NoThe author thoroughly and thoughtfully considers their work and learning (as a student, researcher, writer, citizen) over the project 1 cycle, providing a useful map of strengths and weaknesses, lessons learned, next steps, goals, etc. Yes Sort of…. NoThe reflection is appropriately developed, and clearly the result of a thoughtful questioning/planning/drafting and revision process. Language, grammar, and organization are appropriate for audience and purpose.Yes Sort of… No ................
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