Image by Tanner Vines

English 131.08 N

Writing Experience I W E

Winter 2017
Class meets Tuesday and Thursdays
in WA 227, 3:00–4:23pm S
This class makes use of the Learning Management System Canvas. You can reach our section on Canvas
by clicking on the link to the course invite I sent you.

Austin VanKirk
Office: BW 248
Hours in Office: Tuesdays and Thursdays, 2:00–3:00pm (and by Skype appt. as needed)
English Dept. Phone: (517) 796-8582
Email: [email protected]
(this is the best way to reach me)

Stuff You’ll Need for the Course

Textbooks
In this class, we’ll be making use of an online textbook offered through Pearson called REVEL.
Writing Today (with REVEL access card; loose packet comes two-hole punched [maybe put this in a
binder, hint]) by Richard Johnson-Sheehan and Charles Paine, 3rd ed. 2016. ISBN: 9780134217307

I will also provide you with a course pack. Treat this like a text book and bring it to class every day.

Other Stuff
• An open mind about what “counts” as composed knowledge
• A computer with reliable Internet access as well as access to a printer and Microsoft Word
• Notebook and writing utensils
• You must be able our ork flash ve,
cloud-hosted documents, hard copy, etc.)
• An account on Canvas (you should have received an email invite to join our Canvas course).

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Understanding the Course
Course Description: This is an intensive writing course. Narrative and descriptive modes are
stressed. Basic research writing strategies are introduced. An end-of-the-semester portfolio is required. Pre-
requisites include ENG 085 and ENG090. You may meet this prerequisite based on your course placement,
ACT score, or successful college coursework. Visit our website for current assessment options and require-
ments.

Course Design: This class is designed to help you learn not only how to be a writer, but how to be a
better student, too. To that end, we’ll spend a lot of time revisiting the course concepts we’re exposed to in
this class. Why? It’s the same reason why your basketball coach has you run plays and drills over and over
again. In other words, we will learn, and hopefully achieve mastery of, these skills by continually doing
them. All the same, I cannot make you do the work. It is your responsibility to turn in assignments on time
and come prepared to class.
Instructor Role: Designer, Facilitator, and Evaluator. Think of me as your compass and as your coach.
We’re about to embark on a hike into the world of writing. In this class, not only will we be writing, but also,
more importantly, we will be thinking. We’ll have class discussions, both large and small. You might think
you already know who you are and where you stand with your writing. But writing can always be improved,
meaning, as a writer, you will always be changing. And for that matter, you will come to find that there is
no such thing as bad writing. Whether you believe you are already a fantastic writer or feel that your writing
could use some work, I’m here to help you get as much as possible out of this class.

I will challenge you in this class. I’ll ask you to push the boundaries of what you know and what is comfort-
able in terms of writing, writing in genres you perhaps haven’t before. And you might make some mistakes
along the way. All of these things are okay and will eventually build you into a better writer.

This document, as well as our course schedule, can be found on our course website. NOTE: Our class site
(Canvas) is continually evolving; please check it often.

Learner Role: Independent and Collaborative

• Learner success relies on the ability to plan, prepare, study and engage phases of the writing pro-
cess, to apply global and local essay strategies, critical thinking skills, research strategies, and peer re-
sponse skills.
• Learners will create three (3) projects. Projects will be accompanied by a Works Cited page. Spe-
cific word count requirments will be defined in individual projects. These three projects will later be com-
piled into the final portfolio.
• Learners will apply active reading strategies to assigned course materials and can expect to encoun-
ter several chapters of reading each week (that said, the reading tapers off closer to the semester’s end).
• Learners need to plan to spend at least
nine hours a week on the course, including as-
Image by Barby Dalbosco signed readings, collaborative discussions, and
individualized writing.

General Education Outcome: The

course goals and objectives incorporate spe-
cific General Education Outcomes (GEOs)
established by the JCC Board of Trustees,
administration, and faculty. These goals are in
concert with four-year colleges, universities,
and reflect input from the professional com-
munities we serve. GEOs guarantee students
achieve goals necessary for graduation credit,
transferability, and professional skills needed
in many certification programs.

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Performance Objectives:
Correlating with GEO 1, these outcomes refer to the actions, feelings, and thoughts learners are expected
to develop as a result of the instructional process in English 131.

GEO 1: Writing Clearly, Concisely, and Intelligibly

Outcomes The Student
Critical Thinking, Reading, • Practice active reading strategies
and Writing Processes • Identify and contextually evaluate assumptions, points of view, stylistic choices, and
implications born of reasoning
• Offer formative feedback on others writing in peer review sessions
• Use genres to navigate complex rhetorical challenges
• Distinguish one’s own ideas from those of others
• Practice metacognitive reflection
Rhetorical Knowledge and • Use genre specific strategies, voice, tone, and perspective to achieve rhetorical goals
Conventions • Recognize conventions of writing distinctive to specific disciplines
• Employ Modern Language Association (MLA) style in academic writing
• Writing in Plain Style

Electronic Environment • Use Microsoft Word to compose, revise, and save documents
• Locate research material collected from electronic sources, including library databases
and other electronic networks and internet sources
• Use college learning management systems

Evaluations
This course uses a contract to determine your grade for the quarter. What does that mean? Well, think
of it this way. Let’s say I hired you on a contractual basis. To get paid (in other words, earn a grade) you
have to meet the terms of the contract. If you don’t meet the stipulations of the contract, let’s say you’re
continually late to the job, don’t show up for work, or do work that doesn’t meet my expectations; your
pay would be reduced (receive a lower grade) or even get fired (failing the course). Conversely, if you do
all that is asked of in the contract and then some, you might receive a bonus (a higher grade).

ENG 131.08 Contract: Below are the stipulations of the contract. Adhere to these stipulations
and you will most likely receive an 80 percent in the course.

• Meet due dates for all assignments, fulfilling all the stipulations that I put forth in each assignment. (If
you don’t understand a stipulation, ask me about it.)
• Complete all out-of-class informal, low-stakes assignments to the stipulations I posit in those assign-
ments (e.g. drafts, discussion board posts, design plans, etc).
• Make substantive revisions in accordance with the feedback you get from me and your peers. You are
required to revise and, often, explain those revisions in reflections.
• Prepare for and attend conferences with me to discuss your work as scheduled.
• Meet the participation quota (see the following section “Attendance & Particiapation” for details).
• Meet expectations for all projects and, after substanital revisions, compile them into an eText portfolio.

Expectations: In addition to the above stipulations, I also expect that throuhgout the course you will
demonstrate what you’ve learned in terms of the General Education Outcome 1 with a moderate degree
of success. I also expect everyone to regularly participate and submit work on time. In other words, I be-
lieve everyone in the class is capable of achieving at least a 3.0 grade. To help everyone at least achieve
a 3.0 grade, I evaluate differently. You do not receive a grade until the end of the semester. Rather, I indi-
cate whether you Exceed, Meet, or Fail to Meet Expectations. This class’s final grade is a combination of
assignments, participation, and the final. The chart on the next page illustrates this.

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HQV: Jackson Community College requires four formal progress and grading reports to be filed for
each student in each of their classes. Referred to as HQVs, these reports are entered into your e-services
transcript and serve as a record of your progress, indicate the need for interventions that can help you be
more successful, and can save you from unnecessary education debt.
The dates for recording English 131 HQV grades are below.

• Jan. 24 The Last Day to

• Feb. 13 Withdraw Is April 28!
• Mar. 20

The first three reports will indicate your progress in the class with a letter.
V = Verification of current class success
Q = Verification that you have quit the class or have been dropped from the class
H = Verification that you need help in the class and will be contacted by a representative from
The Center for Student Success.

Assignments: I grade assignments as Complete/Incomplete. Either you did them or you didn’t. If you
do not complete an assignment, it is considered ignored.

- Exceeds = 0–1 assignment ignored = 25 pts.

- Meets = 2 assignments ignored = 20 pts.
- Fails to Meet = 3+ assignments ignored = 0 pts.

***AND, 1 point is deducted for each late assignment—see page 8 for more info.

Participation: The Participation grade is determined by the participation quota system (see “Atten-
dance and Other Policies” below).

- Exceeds = 10–12 participation tallies = 25 pts.

- Meets = 5–9 participation tallies = 20 pts.
- Fails to Meet = 4 or fewer tallies = 0 pts.

Final Portfolio: The Final Portfolio consists of a course reflection and three revised projects. We’ll
begin “practicing” the projects fairly early in the semester and will continue working on them until it
comes time to submit the portfolio. The sum of the Final Portfolio grade is determined by the amount of
learning demonstrated in each of the revised projects and their revision statements, as well as the course
reflection. Each is evaluated individually on a exceed/meets/fails-to-meet basis within their individual
criteria. The portfolio consists of the following:

1. Personal Narrative Grading Scale Grade Distribution

(Due: . 9)
2. Profile of Place 4.0 = 95–100 %
(Due: . 28)
3. Research Paper on a Thing/Idea 3.5 = 89–94%
(Due: Apr. 11)
4. Course Reflection & Final Portfolio 3.0 = 84–88% Participation
(Due: Apr. 28) 20%
2.5 = 78–83%
- Exceeds = 10 pts. Assignments
- Meets = 8 Pts. 2.0 = 72–77% 40%
- Fails to Meet = 0 pts
1.5 = 66–71% Final Portfolio
1.0 = 60–65% (Project
Revisions w/
0.5 = 55–59% Reflections)
40%
0.0 = 00–54%

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Attendance and Other Policies
I will have no formal attendence policy in this class. As adults and students, you are already aware of the
responsibilities you have, attending class and engaging in your own learning included among these. I
understand that life happens, and making it to class isn’t always physically or emoitionally feasible. I do
not want to penalize you for things that happen outside the context of our classroom. However, please
make every effort to be in class. Your individual voice is critical to our learning in this class, believe it
or not, so I will still track attendance. Please notify me via email if you can’t make it to class, otherwise
I’ll be wondering where you are. If you miss more than two consecutive classes, I will attempt to con-
tact you. If I receive no response and you miss a third consecutive class, I will begin the process of an
instructor-initiated drop.

While I don’t place much emphasis on attendance, I do consider particpation and engagement in the
course material critically important. To that end, I am implementing a “participation quota system.”
During twelve (12) course periods, I will be tracking who participates during the class period. If you do
not participate in class—this means not asking questions, not contributing to discussion, etc.— you will
not receive a tally. To meet my expectations for participation, you must participate at least five (5) times.
Meeting the maximum quota of ten (10), may result in a higher final grade. Fewer than five recorded
instances of participation results in a lower grade.

Course Policies:
• Withdraw: After the add/drop period, a student may withdraw from a course in accordance with
the dates published in e-services.
• Incomplete Policy: In accordance with JCC policy, an Incomplete or “I” grade is only issued to
students who have demonstrated good standing in the class and hold a passing grade at the time of an
extenuating circumstance that precludes completion of the class. Documentation validating the circum-
stance may be required.
• Late Work and Makeup Policies: Please see “Revised, Late, and Ignored Projects/Assignments”
in the next section.
• Academic Honesty Policy: JC has an academic honesty policy, which will be adhered to in this
class. In essence, the policy requires that all work must be done by the student whose name it bears. The
full policy can be accessed at http://www.jccmi.edu/policies/Academics/
• Grounds for Immediate Failure: Plagiarism, whether directly copied or paraphrased, may result
in a failing grade and can be grounds for expulsion from class with cases of plagiarism reported to the
Office of the Academic Dean. Failure is also based upon completion of all assignments, large and small,
and demonstrated comprehension of course concepts. All projects must be completed, revised, and
submitted in the final portfolio to pass English 131.

Conduct, Responsibility, and Organization

Technology: I assume that we all are familiar with word processing software, email, and Canvas. If
you need to know how to use or do something that we haven’t covered in class, odds are you already have
the tool to find the answer in your pocket, purse, or book bag. The Internet, more or less, houses all of the
information in the world that everyday humans have access to. Also, check the syllabus, schedule, and the
host of other documents you’re equipped with. I am also available to you as a resource, naturally.

Regularly check your email, as that is how I will be communicating to you important updates. Canvas is
also where you will find the bulk of our course materials for day-to-day work. Reliable access to the
Internet is critical to progress in this course.

I do not permit the use of electronic devices in class; please turn phone vibrations and sounds off while in
class. As time allows, there will be a few minutes of break when you are free to text, check social media,
respond to emails, etc. If you use your electronic devices during class, especially for tasks not related to
class work, it will count against your participation quota since you are not mentally present (as per the at-
tendance section above). Not only that, it is also discourteous and distracting to me and your peers.

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Community Working: We will be working together a lot over this semester. Because of that, we are
going to expect a certain amount of respect from one another. By respect, I mean listening/reading and re-
sponding accordingly to others’ works, asking thoughtful questions, and being conscious of and courteous
toward the community we are creating in our classroom.

If you’re reading this, you do not have to write an essay on the syllabus. Instead, I want you to write two
pondering questions you have about the class and/or its policies. Also, keep reading, as there are oppor-
tunities to ask smart questions about the sections below. This “trick” is meant to encourage you to read
everything carefully and completely.

Revised, Late, and Ignored Projects/Assignments: The invention, revision, and re-
flection work we will do in this class is all intended to help you be a better writer. All of the small as-
signmnets have an intended learning outcome; none of it is “busy” work. If you fail to submit or submit
without engaging earnestly in the spirit of the work, you have one opportunity to resubmit the assign-
ment to count as late. If you fail to meet my expectations twice for the same assignment or project, it is
considered ignored. Two “ignored” assignments will result in a lower grade. This means you are allowed
one “freebie” assignment which you’re not required to turn in. Use it wisely. Three “ignored” assign-
ments means you fail the class. The long and short of it: Do the work.

Late Assignments/Projects are ones not turned in on time when no prior arrangements had been made.
For every late assignment, 1 point is deducted from the “Assignments” portion of your grade. This in-
cludes projects, drafts of projects, small assignments, self assessments, and reflections.

Revised Projects are projects that are turned in on time but do not meet all criteria. Within 48 hours of
notification that the project does not meet expectations/criteria you must revise and resubmit the project.
Revised projects do not affect your grade if they meet expectations and are submitted within the 48-hour
timeframe.

An Ignored Project or Assignment is one that you simply never turn in. One ignored project means you
cannot pass the course. More than three ignored assignments will significantly impact your grade. A
project that fails to meet criteria counts as ignored.
Image by Ali Inay

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Resources
• Writing Help: When opting for help with your writing, bring the following: a copy of the assignment
your draft or work thus far knowledge of specific areas with which you need help
• Writing Fellows: Writing Fellows can help you on all stages of the writing process including prewrit-
ing, drafting, revising, editing, and citing sources-no matter what DC class you are enrolled in. You
may drop in during their working hours, generally 9-4 Monday through Thursday, or set up an ap-
pointment in advance. Students may also submit a draft for review online via the Writing Fellow link
in the Student Union on Canvas. Bring or submit a copy of the assignment requirements, work com-
pleted on the assignment so far, and writing related questions. The new location is TBA.
• Center for Student Success (CSS) Writing Tutors: Located in Bert Walker Hall 125, navigate to the
following site for more information about the CSS: http://www.jccmi.edu/success/.
• OWL Purdue Web Site for MLA help – www.owl.english.purdue.edu/resources
• Solution Center (technology help)— (517) 796-8639
o Walk-in: WA 203
o Monday – Thursday: 800 a.m. – 5:00 p.m., Friday: 8:00 a.m. – 3:00 p.m.
• (Dis)Ability Resources: Students may call 517-796-8415 for any special classroom needs, includ-
ing interpreters, special testing arrangements, or any other needs-based services. Further information
can also be found on the JCC website: http://www.jccmi.edu/success. Students with disabilities who
need accommodations in this class should contact Learning Support Services at (517) 796-8415 as
soon as possible to ensure that such accommodations are implemented in a timely fashion.

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Image by Cam Adams

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Winter 2017
Schedule
N

W E

Austin VanKirk
ENG 131
Tuesdays & Thursdays
3:00–4:23pm

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 Due Thinking Today Assigned
• First day of • Story of your name (writing activity) • Read CP “(Critical)
class—nothing • What do you think this class will look Preface to Our Course”
due like? What do you expect? What does • Read the entire syllabus
Day 1 participation look like in ENG 132? and come to class ready
Jan. 17 • Introduce Pondering Questions (PQs) to talk about it
and Tellbacks • Complete the
accompanying syllabus
assignment
• Readings • Why PQs? What is inquiry? Class • Read REVEL Ch. 4
• Syllabus discussion • Read CP “Descriptive vs.
assignment • Syllabus Tellbacks; lingering questions Prescriptive Writing”
• Mandala Moment #31 • Choose a television
Day 2 • PQ Workshops commercial. Write a
Jan. 19 • “What Makes a Sentence?” 100–200 word summary
and then offer two PQs
(provide link to YouTube
if possible). Bring to
class.
• Readings • Discuss Readings • Bogus paper cited
• TV • Description vs. Prescription correctly in MLA
Commercial • TV Commercial PQs, small group • Read CP “MLA Paper
Day 3 Exercise Formatting”
• Paper formatting tutorial—Purdue
Jan. 24 OWL

• Readings • Discuss readings • Read REVEL Ch. 3

Day 4 • Bogus Paper • Workshop Bogus paper • Read CP “Word Choice,
Jan. 26 • What’s a thesis? Assumptions, and
• “Independent vs. Dependent Clauses” Context”
Day 5 • Readings • Discuss readings • Read REVEL Ch. 5
• “Gerunds” • Read CP “Audience”
Jan. 31
• Readings • Discuss Readings • Read CP “Foreground vs.
Day 6 • “Swerve” Background”
Feb. 2 • Grammar Day: Commas • Mandala Moment of
your choosing
• Readings • “Alone on the Subway” • Read REVEL Ch. 15
Day 7
• Mandala • Discuss Readings
Feb. 7 Moment #? • Grammar Day: Semi-colons
• Readings • “Fine Art of Sighing” & Map on board • Mandala Moment of
Day 8
• Discuss Readings your choosing
Feb. 9 • Successful Peer Revision Strategies

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 Due Thinking Today Assigned
• Mandala • Discuss readings • Read REVEL Ch. 23
Moment #? • Introduce PN • Read CP “Narrative
Day 9
• Prewriting strategies Structure”
Feb. 14 • Review Descriptive writing • Decide Personal
Narrative Story
• Readings • Discuss readings • Read REVEL Chs. 16, 20
Day 10 • Personal • In pairs, map narrative events • Draft of Personal
Feb. 16 Narrative • “Critical Nuances of Writing” Narrative
decided • Sign up for conference
• Readings • Discuss Readings • Read REVEL Chs. 17, 19
Day 11 • PN Draft • Workshop • Bring revised paper to
Feb. 21 • Grammar Day: Colons conferences
• Mandala Moment #22
• Bring revised • Conferences—no formal class • Continue to read REVEL
paper to Chs. 17, 19
Day 12
conference • Revise Personal
Feb. 23 • Mandala Narrative, again
Moment #22
• No class • Enjoy your break • Continue to read REVEL
— Chs. 17, 19
Feb. 27– • Identify 3 specific areas
March 5 you’d like help with re:
personal narrative
• Revised PN • Discuss Readings • Final Personal Narrative
Day 13
• Readings • Workshop personal narrative
March 7 • Grammar Day: That vs. Which
• Final Personal • Review of semester • STA Assignment
Day 14
Narrative • Choose a Place • Read REVEL Ch. 9
March 9 • Introduce STA Assignment • Read CP “Angle”
• STA • Discuss Readings • Draft of Profile
Day 15
Assignment • CRAP Principles • Read CP “Cohesion”
March 14 • Readings • Introduce Profile
• Profile Draft • Discuss Readings • Sign up for conferences
Day 16
• Readings • Workshop • Read CP “Concision”
March 16 • Revise profile
• Revised Profile • Discuss Readings • Revise profile for
Day 17
• Readings • Workshop profiles conference
March 21 • Mandala Moment #19
• Bring Profile to • Conferences—no formal class • Final Profile Due
conference • Read CP “Writing Styles”
Day 18
March 23

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 Due Thinking Today Assigned
• Mandala • Review of semester • Mandala Moment #24
Day 19 Moment #19 • Discuss readings • Read Heilker’s “On
March 28 • Final Profile • Introduce Presentation Genres as Ways of
• Readings Being”
• Readings • Discuss Readings • Mandala Moment #25
Day 20 • Mandala • “Evaluating Sources” • Finish annotated
March 30 Moment #24 • Begin research in class and annotated bibliography
bibliographies • Read CP “Rhetoric”
• Readings • Discuss Readings • PFG Draft
Day 21 • Annotated Bib. • Workshop annotated bibs. • Read REVEL Ch. 14
Draft
April 4 • Mandala
Moment #25
• Readings • Discuss Readings • Revised PFG
Day 22 • PFG Draft • Workshop PFG • Begin creating
April 6 presentation
• Read REVEL Ch. 24, 25
Day 23 • Revised PFG • Workshop PFG • Final Presentation Due
• Readings • Work on Presentation in class
April 11
• Final • Introduce final portfolio • Read REVEL Ch. 30
Day 24
Presentation • What is a critical preface? • Critical Preface Draft
April 13 • Meta-cognitive discussion
• Readings • Discuss readings • Bring all project
Day 25
• Critical • Workshop Critical Preface materials to class
April 18 Preface Draft • Revise Critical Preface
• Bring ALL • Review projects’ concepts • Read REVEL Ch. 32
projects to • In-class conferences and work day
Day 26
class
April 20 • Revised Critical
Preface
Day 27 • Readings • Discuss Readings • Review course concepts
• In-class conferences & Arts and Crafts
April 25
• Course • Competitive Review Quiz • Come prepared to
Day 28 concepts present
April 27 reviewed • Final Portfolio due Apr.
28
April 28 • Final Portfolio • Turn in Final Portfolio by 11:59pm • N/A

Day 29 • N/A • Sharing portfolios • Come prepared to

• Course evaluations present
May 2
Day 30 • N/A • Sharing Portfolios • Enjoy your summer!
• Closing remarks
May 4

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