Course Syllabus
Dual Credit English 110-College Composition
Missouri State University-West Plains on the HHS Campus
Instructor: Angela Michaelis
Conference Hour: 2:30-3:30
Email: [email protected] (You must enter a subject line! I delete everything else!)
Voicemail: 741-6223 Ext. 206
Cell: 880-4154. Texting Preferred!
Facebook: Angela Robertson Michaelis
Be Aware: If you contact me and ask a question that I have already answered, pray that I ignore you.
Credit hours: 3
Texts (provided by HHS, which saves you approximately $250.00):
Practical Argument: A Text and Anthology, Kirszner and Mandell
Ideas and Details: A Guide to College Writing, M. Garrett Bauman
MLA Updated Version of Rules for Writers, 8th Edition
Literature: The Reader’s Choice, British Literature—Glencoe
Course Description:
MSU: The class is “a composition course in which students learn the rhetorical modes and acquire basic research skills to help them complete writing assignments in other courses, in the work place, and in life. While the emphasis of the course is on writing and the writing process, grammar and mechanics will also be studied. Logic and critical thinking will be emphasized also as you discover styles of writings through an examination of readings from our texts. You will explore, analyze, synthesize and integrate ideas beyond your own experience so that you will come to understand what your education means and to see yourself in the broader context of the world.” (All of this description was shamelessly stolen from Anthony Priest’s syllabus).
During the year, you will be expected to complete a number of formal writing assignments, read and be prepared to discuss selections from the texts, perform many in-class writings, participate in numerous class discussions and projects, workshop sessions with classmates, and complete in-class exams.
Class and Study Requirements:
The course(s) you take in college are measured in credit hours. (This class is 3 credit hours.) College courses typically move at a faster pace than high school courses, and as a general rule, you will be expected to study/write 3 hours outside of class per week per credit hour; FOR THIS 3 CREDIT HOUR COURSE, THAT EQUALS 9 HOURS OUTSIDE OF CLASS!!!
All formal writings must be typed and in MLA format. All others must be legible. All assignments must be on time unless given prior permission. Papers turned in one day late will receive a one-letter-grade penalty. Any formal assignments turned in more than one day late WILL earn an F. Assignments can always be handed in early and/or by email.
You are expected to meet both HARTVILLE HIGH SCHOOL REQUIREMENTS and MSU REQUIREMENTS. You will be given a parental agreement sheet that both you and your parent/guardian will sign indicating your understanding of the difficulty and extra effort required for a college course as compared to a high school course. You are graded as a college freshman, not a high school senior. In fairness to the other students, if you prevent the class from moving at the appropriate pace, either by immature behavior or by evidence of a deficient grade (69% and below), you will be asked to leave the class at the end of the semester. This is also a protection for you since the grade you earn in this class becomes your transfer G.P.A. for the college that you choose to attend; you will be put on immediate academic probation if you are accepted at all. If you do not plan to attempt each and every assignment, my advice is to drop today; the class is set up for the most serious students who choose to take the class in order to grow and change and are already mature enough to take on the responsibilities of college classes.
Grading:
Please be aware that an “A” paper written in your junior level English class may be a “B” or even a “C” in English 110 since you will be graded according to college requirements as if you actually were the same age as other college freshmen. These standards are commonly more rigorous than those of high school courses.
Grading Scale:
95-100 A 74-76 C 90-94 A- 70-73 C-
87-89 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+
*All papers for peer editing are due at the beginning of the specified class period.
Translation: you will not have time to print your paper during class! Walk in with it. Missing the peer edit deadline will cause your overall grade to drop as much as a letter grade.
All final drafts are due by 2:30 on the specified dates.
Memorize the following: It is always wise to email a copy to me and to yourself the night before the paper is due.
Attendance:
All Hartville High School Handbook policies apply; you will NOT be able to make up any in-class work or quizzes on days that you miss unless alternate plans are made by YOU; therefore, attendance is important. Likewise, if you’re tardy, you won’t be allowed to take a quiz that you missed because of your tardiness.
OTHER REQUIREMENTS/IMPORTANT INFORMATION:
Random note: You’re getting a deal! This class is only half the cost of a college course, and THE BOOKS ARE FREE! If you were to wait and take the class next year, even using A+ money, you would spend approximately the same amount!
Academic Dishonesty:
Plagiarism occurs when you submit someone else’s work as your own, including the use of someone else’s idea, without giving the person credit for those words or ideas.
For intentional plagiarism, the penalty is failure of the paper and possible failure of the course. For unintentional plagiarism (for example, when a student misunderstands the documentation process or has paraphrased improperly) a student will receive the “I” grade, with the expectation that the paper will be rewritten and the plagiarism eliminated. In this circumstance, the highest possible grade is a “C.”
Course Objectives/Goals, 1st Semester Focus:
As you progress throughout the year, you should strive to accomplish the following:
1. Purpose: Students will demonstrate a clearly defined purpose in their writing.
2. Audience: Students will identify and write to diverse audiences.
3. Process: Students will learn that writing is a process of generating, rewriting, editing,
and proofreading.
4. Research & Documentation: Students will demonstrate appropriate ethical methods of
research through selection, evaluation, and documentation of sources.
5. Correctness: Students will learn to control surface features such as syntax, grammar,
punctuation, and spelling.
Course Objectives/Goals, 2nd Semester Focus:
1. Writing as a Rhetorical Act:
a. Rhetorical Situation: an examination of the forces that act upon a given
discourse
b. Genre and Discourse Community: an examination of the interrelationship
between audience expectation and genre
c. Rhetorical Analysis: work in the writing and analysis or arguments
2. Academic Discourse: What does it mean to write in academia?
a. Academic Writing: an examination of the ways writing happen in academia
b. Conventions: work in the editing of student-written documents including
grammar-mechanics-usage and documentation systems.
c. Sources: incorporating and evaluating scholarly and popular sources
3. Writing Processes: What does it mean to have a process?
a. Processes: an introduction to various composing methods especially concerning
invention and revision.
b. Reflection: an examination of student writing processes through reflective
writing
GEG 1 Communication
Learning Outcome Goal: To develop students' effective use of the language systems essential to their success in school and in the world. Students should be able to read and listen critically, to write and speak with thoughtfulness. Students will demonstrate the ability to…
Facets
1.1 communicate ideas and share information effectively utilizing the written method
1.2 effectively communicate ideas and share information orally
1.3 communicate digitally using a variety of media effectively
GEG 2 Critical Thinking
Learning Outcome Goal: To develop students’ ability to distinguish among various levels of abstraction, identify underlying assumptions, make informed judgments, and to solve problems by applying processes and evaluative standards. Students will demonstrate the ability to…
Facets
2.1 analyze strengths and weaknesses of conclusions or solutions; attack or defend using relevant evidence and reasoned argument
2.2 analyze and synthesize information from a variety of sources for application to a situation
2.3 employ problem-solving processes
GEG 3 Information Management
Learning Outcome Goal: To develop students’ abilities to locate, organize, store, retrieve, evaluate, synthesize, and annotate information from print, electronic, and other sources in preparation for solving problems and making informed decisions. Students will demonstrate the ability to …
Facets
3.1 locate and retrieve sources of information
3.2 evaluate information for its currency, utility, validity, and accuracy
3.3 organize information in a logical and consistent manner
3.4 present information in a clear and concise manner
GEG 4 Valuing
Learning Outcome Goal: To develop students’ abilities to understand the moral and ethical values of a diverse society and to understand that many courses of action are guided by value judgments. Students should be able to make informed decisions. Students will demonstrate the ability to …
Facets
4.1 demonstrate awareness of differences that exist among cultural value sets
4.2 demonstrate understanding of how and why value sets develop
4.3 recognize the consequences of one’s actions guided by a value set
4.4 realize value of a group by experiencing its culture
GEG 5 Global Awareness
Learning Outcome Goal: To develop students’ understanding of their place in a global society with increasingly interconnected issues that are economic, political, environmental and cultural; students must understand the complexities of the global community that will be their future. . Students will demonstrate the ability to …
Facets
5.1 Demonstrate an understanding of how each person’s actions relate to events beyond the local community.
5.2 Demonstrate an understanding of the differences in cultures through comparison of economic systems, political systems, cultural heritage, religion or ethnic backgrounds.
5.3 Demonstrate an understanding of how one's perception of history shapes perspective and policy of individuals and cultures.
5.4 Demonstrate an understanding of the role of the United States in the world and its impact on international problems.
Student Responsibility:
You are a college student now. You own your education. It is your responsibility to get to class, do your homework, seek tutoring when needed and monitor outside activities and their effect on your academic work (whether social events, sports or a job, all take time and energy). As a college student, you are now responsible for your academic success. It is as easy as A. B. C. Attend class and tutoring. Bring your Brain; be an active, not passive, participant planning the use of your goals, time, and money. Complete assigned homework and readings, and Communicate with your instructors and resource contacts, especially if you need help.
Learning Assessment:
The primary purpose of academic assessment is to improve student learning. Assessment of student learning is an integral part of curriculum development and revision. It documents that learning has occurred and provides a rational basis for making purposeful changes to curriculum content and pedagogy. Assessment of student learning has the intent to improve student learning (the knowledge, skills and attitudes acquired through study and practice). Through the assessment process, General Education Goals, Academic Program Objectives and Course Objectives are assessed to compare student-learning objectives (desire learning) to student-learning outcomes (what actually was learned) and use the information generated by these comparisons to make programmatic and pedagogical changes to improve student learning. Assessment is the process that evaluates the university learning experience with the purpose of continual improvement and has the objective of assuming the accomplishment of the mission of Missouri State University-WP.
Dual Credit English 110-College Composition
Missouri State University-West Plains on the HHS Campus
Instructor: Angela Michaelis
Conference Hour: 2:30-3:30
Email: [email protected] (You must enter a subject line! I delete everything else!)
Voicemail: 741-6223 Ext. 206
Cell: 880-4154. Texting Preferred!
Facebook: Angela Robertson Michaelis
Be Aware: If you contact me and ask a question that I have already answered, pray that I ignore you.
Credit hours: 3
Texts (provided by HHS, which saves you approximately $250.00):
Practical Argument: A Text and Anthology, Kirszner and Mandell
Ideas and Details: A Guide to College Writing, M. Garrett Bauman
MLA Updated Version of Rules for Writers, 8th Edition
Literature: The Reader’s Choice, British Literature—Glencoe
Course Description:
MSU: The class is “a composition course in which students learn the rhetorical modes and acquire basic research skills to help them complete writing assignments in other courses, in the work place, and in life. While the emphasis of the course is on writing and the writing process, grammar and mechanics will also be studied. Logic and critical thinking will be emphasized also as you discover styles of writings through an examination of readings from our texts. You will explore, analyze, synthesize and integrate ideas beyond your own experience so that you will come to understand what your education means and to see yourself in the broader context of the world.” (All of this description was shamelessly stolen from Anthony Priest’s syllabus).
During the year, you will be expected to complete a number of formal writing assignments, read and be prepared to discuss selections from the texts, perform many in-class writings, participate in numerous class discussions and projects, workshop sessions with classmates, and complete in-class exams.
Class and Study Requirements:
The course(s) you take in college are measured in credit hours. (This class is 3 credit hours.) College courses typically move at a faster pace than high school courses, and as a general rule, you will be expected to study/write 3 hours outside of class per week per credit hour; FOR THIS 3 CREDIT HOUR COURSE, THAT EQUALS 9 HOURS OUTSIDE OF CLASS!!!
All formal writings must be typed and in MLA format. All others must be legible. All assignments must be on time unless given prior permission. Papers turned in one day late will receive a one-letter-grade penalty. Any formal assignments turned in more than one day late WILL earn an F. Assignments can always be handed in early and/or by email.
You are expected to meet both HARTVILLE HIGH SCHOOL REQUIREMENTS and MSU REQUIREMENTS. You will be given a parental agreement sheet that both you and your parent/guardian will sign indicating your understanding of the difficulty and extra effort required for a college course as compared to a high school course. You are graded as a college freshman, not a high school senior. In fairness to the other students, if you prevent the class from moving at the appropriate pace, either by immature behavior or by evidence of a deficient grade (69% and below), you will be asked to leave the class at the end of the semester. This is also a protection for you since the grade you earn in this class becomes your transfer G.P.A. for the college that you choose to attend; you will be put on immediate academic probation if you are accepted at all. If you do not plan to attempt each and every assignment, my advice is to drop today; the class is set up for the most serious students who choose to take the class in order to grow and change and are already mature enough to take on the responsibilities of college classes.
Grading:
Please be aware that an “A” paper written in your junior level English class may be a “B” or even a “C” in English 110 since you will be graded according to college requirements as if you actually were the same age as other college freshmen. These standards are commonly more rigorous than those of high school courses.
Grading Scale:
95-100 A 74-76 C 90-94 A- 70-73 C-
87-89 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+
*All papers for peer editing are due at the beginning of the specified class period.
Translation: you will not have time to print your paper during class! Walk in with it. Missing the peer edit deadline will cause your overall grade to drop as much as a letter grade.
All final drafts are due by 2:30 on the specified dates.
Memorize the following: It is always wise to email a copy to me and to yourself the night before the paper is due.
Attendance:
All Hartville High School Handbook policies apply; you will NOT be able to make up any in-class work or quizzes on days that you miss unless alternate plans are made by YOU; therefore, attendance is important. Likewise, if you’re tardy, you won’t be allowed to take a quiz that you missed because of your tardiness.
OTHER REQUIREMENTS/IMPORTANT INFORMATION:
- ALL WRITING ASSIGNMENTS MUST BE SAVED IN TWO SEPARATE PLACES!
- SAVE EVERY DRAFT SEPARATELY; NEVER SAVE A REWRITE OVER A GRADED DRAFT.
- A GOOD WAY TO NAME PAPER DRAFTS IS BY THE APPROACH + NUMBERS. FOR EXAMPLE, NARRATIVE1, NARRATIVE2, NARRATIVEFINAL.
- TWO PORTFOLIOS ARE REQUIRED FOR THE COURSE: ONE FOR YOU AND ME AND ANOTHER FOR MSU. This simply means to save everything so you will have access to it later.
- ALL FORMAL ESSAYS MUST BE A MINIMUM OF 3 FULL (TYPED DOUBLE-SPACED PAGES LONG (MSU REQUIREMENT).
- ALL RESEARCH PAPERS MUST BE 6-8 PAGES LONG (MSU REQUIREMENT-approved August 2013).
- YOU NEED ACCESS TO A COMPUTER WITH MICROSOFT WORD OR GOOGLE DOCS (THE INTERNET) OUTSIDE OF CLASS.
Random note: You’re getting a deal! This class is only half the cost of a college course, and THE BOOKS ARE FREE! If you were to wait and take the class next year, even using A+ money, you would spend approximately the same amount!
Academic Dishonesty:
Plagiarism occurs when you submit someone else’s work as your own, including the use of someone else’s idea, without giving the person credit for those words or ideas.
For intentional plagiarism, the penalty is failure of the paper and possible failure of the course. For unintentional plagiarism (for example, when a student misunderstands the documentation process or has paraphrased improperly) a student will receive the “I” grade, with the expectation that the paper will be rewritten and the plagiarism eliminated. In this circumstance, the highest possible grade is a “C.”
Course Objectives/Goals, 1st Semester Focus:
As you progress throughout the year, you should strive to accomplish the following:
1. Purpose: Students will demonstrate a clearly defined purpose in their writing.
2. Audience: Students will identify and write to diverse audiences.
3. Process: Students will learn that writing is a process of generating, rewriting, editing,
and proofreading.
4. Research & Documentation: Students will demonstrate appropriate ethical methods of
research through selection, evaluation, and documentation of sources.
5. Correctness: Students will learn to control surface features such as syntax, grammar,
punctuation, and spelling.
Course Objectives/Goals, 2nd Semester Focus:
1. Writing as a Rhetorical Act:
a. Rhetorical Situation: an examination of the forces that act upon a given
discourse
b. Genre and Discourse Community: an examination of the interrelationship
between audience expectation and genre
c. Rhetorical Analysis: work in the writing and analysis or arguments
2. Academic Discourse: What does it mean to write in academia?
a. Academic Writing: an examination of the ways writing happen in academia
b. Conventions: work in the editing of student-written documents including
grammar-mechanics-usage and documentation systems.
c. Sources: incorporating and evaluating scholarly and popular sources
3. Writing Processes: What does it mean to have a process?
a. Processes: an introduction to various composing methods especially concerning
invention and revision.
b. Reflection: an examination of student writing processes through reflective
writing
GEG 1 Communication
Learning Outcome Goal: To develop students' effective use of the language systems essential to their success in school and in the world. Students should be able to read and listen critically, to write and speak with thoughtfulness. Students will demonstrate the ability to…
Facets
1.1 communicate ideas and share information effectively utilizing the written method
1.2 effectively communicate ideas and share information orally
1.3 communicate digitally using a variety of media effectively
GEG 2 Critical Thinking
Learning Outcome Goal: To develop students’ ability to distinguish among various levels of abstraction, identify underlying assumptions, make informed judgments, and to solve problems by applying processes and evaluative standards. Students will demonstrate the ability to…
Facets
2.1 analyze strengths and weaknesses of conclusions or solutions; attack or defend using relevant evidence and reasoned argument
2.2 analyze and synthesize information from a variety of sources for application to a situation
2.3 employ problem-solving processes
GEG 3 Information Management
Learning Outcome Goal: To develop students’ abilities to locate, organize, store, retrieve, evaluate, synthesize, and annotate information from print, electronic, and other sources in preparation for solving problems and making informed decisions. Students will demonstrate the ability to …
Facets
3.1 locate and retrieve sources of information
3.2 evaluate information for its currency, utility, validity, and accuracy
3.3 organize information in a logical and consistent manner
3.4 present information in a clear and concise manner
GEG 4 Valuing
Learning Outcome Goal: To develop students’ abilities to understand the moral and ethical values of a diverse society and to understand that many courses of action are guided by value judgments. Students should be able to make informed decisions. Students will demonstrate the ability to …
Facets
4.1 demonstrate awareness of differences that exist among cultural value sets
4.2 demonstrate understanding of how and why value sets develop
4.3 recognize the consequences of one’s actions guided by a value set
4.4 realize value of a group by experiencing its culture
GEG 5 Global Awareness
Learning Outcome Goal: To develop students’ understanding of their place in a global society with increasingly interconnected issues that are economic, political, environmental and cultural; students must understand the complexities of the global community that will be their future. . Students will demonstrate the ability to …
Facets
5.1 Demonstrate an understanding of how each person’s actions relate to events beyond the local community.
5.2 Demonstrate an understanding of the differences in cultures through comparison of economic systems, political systems, cultural heritage, religion or ethnic backgrounds.
5.3 Demonstrate an understanding of how one's perception of history shapes perspective and policy of individuals and cultures.
5.4 Demonstrate an understanding of the role of the United States in the world and its impact on international problems.
Student Responsibility:
You are a college student now. You own your education. It is your responsibility to get to class, do your homework, seek tutoring when needed and monitor outside activities and their effect on your academic work (whether social events, sports or a job, all take time and energy). As a college student, you are now responsible for your academic success. It is as easy as A. B. C. Attend class and tutoring. Bring your Brain; be an active, not passive, participant planning the use of your goals, time, and money. Complete assigned homework and readings, and Communicate with your instructors and resource contacts, especially if you need help.
Learning Assessment:
The primary purpose of academic assessment is to improve student learning. Assessment of student learning is an integral part of curriculum development and revision. It documents that learning has occurred and provides a rational basis for making purposeful changes to curriculum content and pedagogy. Assessment of student learning has the intent to improve student learning (the knowledge, skills and attitudes acquired through study and practice). Through the assessment process, General Education Goals, Academic Program Objectives and Course Objectives are assessed to compare student-learning objectives (desire learning) to student-learning outcomes (what actually was learned) and use the information generated by these comparisons to make programmatic and pedagogical changes to improve student learning. Assessment is the process that evaluates the university learning experience with the purpose of continual improvement and has the objective of assuming the accomplishment of the mission of Missouri State University-WP.