BLOG: (10%)
Each week there will be a question on the blog. You will write at least 250 words(a long and brilliant paragraph) in response to that question. You must also respond to your classmates’ writing at least twice(with at least a one sentence response) each week. The best thing to do is to write your response to the blog prompt, respond to someone else’s blog entry, and then wait a few hours or a day before coming back to see what others have said about your blog entry. Then, respond to that. The more you write, the better. Each week, I will chime in at least once(and usually more) with my own response.
WRITING ABOUT WHAT YOU READ: (10%)
After you read each week’s selection, you will respond to a question about the reading. These should also be about 250 words. You do not need to respond to other’s work in this area. However, you may find someone else’s work so interesting that you want to respond.
PEER REVISION: (10%) ---refer to the email regarding this topic.
TIPPING POINT FINAL DRAFT: (30%)
For this assignment, you will email me the final draft copy of your essay.
The essay should be attached as a Microsoft Word document and should be 4-5 pages in length, double spaced.
There are two essay topics to choose from.
Write a 4-6 page double spaced essay on one of the following topics:
1. How might one or more of the ideas in the book The Tipping Point apply to your chosen profession?
2. Locate a trend [social, political, cultural, other] that seems to exhibit a "tipping point" phenomenon. Provide a brief explanation of why you think this phenomenon meets Gladwell's three criteria for tipping point phenomenon: a) contagiousness b) little causes having big effects c) not gradual but dramatic change.
ROUGH DRAFT OF TIPPING POINT ESSAY MUST BE EMAILED TO YOUR REVISERS AND TO ME BY
REVISERS, YOU MUST EMAIL YOUR COMMENTS ON THE PAPER BACK TO THE AUTHOR AND TO ME BY
TORTILLA CURTAIN RESPONSE: (10%)
Each week there will be a question on the blog. You will write at least 250 words(a long and brilliant paragraph) in response to that question. You must also respond to your classmates’ writing at least twice(with at least a one sentence response) each week. The best thing to do is to write your response to the blog prompt, respond to someone else’s blog entry, and then wait a few hours or a day before coming back to see what others have said about your blog entry. Then, respond to that. The more you write, the better. Each week, I will chime in at least once(and usually more) with my own response.
WRITING ABOUT WHAT YOU READ: (10%)
After you read each week’s selection, you will respond to a question about the reading. These should also be about 250 words. You do not need to respond to other’s work in this area. However, you may find someone else’s work so interesting that you want to respond.
PEER REVISION: (10%) ---refer to the email regarding this topic.
TIPPING POINT FINAL DRAFT: (30%)
For this assignment, you will email me the final draft copy of your essay.
The essay should be attached as a Microsoft Word document and should be 4-5 pages in length, double spaced.
There are two essay topics to choose from.
Write a 4-6 page double spaced essay on one of the following topics:
1. How might one or more of the ideas in the book The Tipping Point apply to your chosen profession?
2. Locate a trend [social, political, cultural, other] that seems to exhibit a "tipping point" phenomenon. Provide a brief explanation of why you think this phenomenon meets Gladwell's three criteria for tipping point phenomenon: a) contagiousness b) little causes having big effects c) not gradual but dramatic change.
ROUGH DRAFT OF TIPPING POINT ESSAY MUST BE EMAILED TO YOUR REVISERS AND TO ME BY
REVISERS, YOU MUST EMAIL YOUR COMMENTS ON THE PAPER BACK TO THE AUTHOR AND TO ME BY
TORTILLA CURTAIN RESPONSE: (10%)
Follow the guidelines I sent in the email!
RESTAURANT REVIEW:
(20%)
Go to any restaurant in town. As you eat, take notes on the ambiance, the food, and the service. You may choose any restaurant (from Taco Bell to Café Med), but you should use this writing assignment to explore your descriptive capabilities. Use sound, touch, taste, smell, and the look of the food and surroundings. The review should be approximately two pages in length. You may use the first-person in this review.
IN CLASS ESSAY: (10%)
Since this course satisfies the GWAR, you must pass one in class essay to be eligible to pass the course. That essay will be given during our face to face meeting. If you do not pass this assignment, you can come to my office to take a “demand” essay.
Go to any restaurant in town. As you eat, take notes on the ambiance, the food, and the service. You may choose any restaurant (from Taco Bell to Café Med), but you should use this writing assignment to explore your descriptive capabilities. Use sound, touch, taste, smell, and the look of the food and surroundings. The review should be approximately two pages in length. You may use the first-person in this review.
IN CLASS ESSAY: (10%)
Since this course satisfies the GWAR, you must pass one in class essay to be eligible to pass the course. That essay will be given during our face to face meeting. If you do not pass this assignment, you can come to my office to take a “demand” essay.
OTHER COURSE POLICIES:
Passing Grade
Requirement
Students must earn a grade of C or higher in this course to satisfy the Graduation Writing Assessment Requirement (GWAR). In addition, this course can fulfill the GWAR only if a student has completed 90 or more quarter units of college work before taking it.
To be eligible for a C in English 305, students must earn a C or higher on at least one in-class writing assignment and a C average on all other course assignments. Since this is an online class, in-class writing assignments may be given at the first meeting or the last.
English 305 Waiting List/Drop Policy Statement
Students enrolled in English 305 must attend the first Saturday orientation session. Students who miss this session will be dropped so that other students may add the course. There is no make-up orientation session.
Students who wish to add the course once the class is full can contact the instructor before the quarter begins and ask to be put on a waiting list. These students must attend the first Saturday session to remain eligible for a seat, and these students can only be added if a spot in the class becomes available.
Course Description:
Students must earn a grade of C or higher in this course to satisfy the Graduation Writing Assessment Requirement (GWAR). In addition, this course can fulfill the GWAR only if a student has completed 90 or more quarter units of college work before taking it.
To be eligible for a C in English 305, students must earn a C or higher on at least one in-class writing assignment and a C average on all other course assignments. Since this is an online class, in-class writing assignments may be given at the first meeting or the last.
English 305 Waiting List/Drop Policy Statement
Students enrolled in English 305 must attend the first Saturday orientation session. Students who miss this session will be dropped so that other students may add the course. There is no make-up orientation session.
Students who wish to add the course once the class is full can contact the instructor before the quarter begins and ask to be put on a waiting list. These students must attend the first Saturday session to remain eligible for a seat, and these students can only be added if a spot in the class becomes available.
Course Description:
An online course in effective expository writing. Emphasis
on writing as a process. This course counts toward the Teacher Preparation
programs in English, Liberal Studies, and Child Development but does not count
toward the major or minor. Fulfills the GWAR.
Course Learning Outcomes
Course Learning Outcomes
Students in GWAR courses should advance their mastery of the
following learning outcomes:
Goal 1: Reading Skills
Objective 1: Analyze a rhetorical situation
(purpose, audience, tone) and how a writer’s rhetorical choices (e.g. bias,
rhetorical modes, syntax, diction) inform a text.
Objective 2: Analyze a text’s structure and conventional
parts (introduction, thesis, main ideas, body paragraphs, conclusion), and how
the parts work together.
Objective 3: Analyze a text’s logic and
reasoning.
Objective 4: Effectively critique the
effectiveness of a writer’s rhetorical choices, organization, and logic.
Goal 2: Writing Skills
Objective 1: Effectively adapt the
writing process to various rhetorical situations, anticipating the needs of
purpose and audience.
Objective 2: Analyze more complex
and/or abstract writing prompts, and stay on task.
Objective 3: Create effective
thesis statements, and use a variety of appropriate and compelling rhetorical
strategies to support the thesis.
Objective 4: Effectively structure
essays, evaluating how the parts work together to create meaning.
Objective 5: Avoid logical
fallacies, and use precise logical reasoning to develop essays.
Objective 6: Use correct and
college-level, discourse-appropriate syntax, diction, grammar, and mechanics.
Goal 3: Research Skills
Objective 1: Effectively use
summary, paraphrase, and direct quotes to smoothly synthesize sources into own
writing.
Objective 2: Master a documentation
style, and avoid plagiarism.
Objective 3: Use research methods
to find reputable sources.
Writing Requirements
Assignments will gradually increase in difficulty, and each assignment will include both a rough draft and a final essay. Writing assignments may be distributed as follows:
Assignments will gradually increase in difficulty, and each assignment will include both a rough draft and a final essay. Writing assignments may be distributed as follows:
● at least one in-class assignment, during the first or last
meeting
● writing to inform
● writing to amuse or move the reader emotionally
● writing to persuade
● writing to analyze literature and/or art
Participation
Students will be required to participate in peer revision and discussion on a blog set up exclusively for this class.
Students will be required to participate in peer revision and discussion on a blog set up exclusively for this class.
WEEKLY GOALS
WEEK ONE
This week I hope you will be able to effectively adapt the
writing process to various rhetorical situations, anticipating the needs of
purpose and audience. (Goal 2, Objective 1)
WEEK TWO
This week I hope you will be able to analyze a rhetorical
situation (purpose, audience, tone) and how a writer’s rhetorical choices (e.g.
bias, rhetorical modes, syntax, diction) inform a text. (Goal 1, Objective 1)
WEEK THREE
This week I hope you will be able to effectively structure
essays, evaluating how the parts work together to create meaning. (Goal 2,
Objective 4)
WEEK FOUR
This week I hope you will be able to avoid logical fallacies,
and use precise logical reasoning to develop essays. (Goal 2, Objective 5)
WEEK FIVE
This week I hope you will be able to use correct and
college-level, discourse-appropriate syntax, diction, grammar, and mechanics.
(Goal 2, Objective 6)
WEEK SIX
This week I hope you will be able to analyze a text’s
structure and conventional parts (introduction, thesis, main ideas, body
paragraphs, conclusion), and how the parts work together. (Goal 1, Objective 2)
WEEK SEVEN
This week I hope you will be able to analyze a text’s logic
and reasoning. (Goal 1, Objective 3)
WEEK EIGHT
This week I hope you will be able to effectively use
summary, paraphrase, and direct quotes to smoothly synthesize sources into own
writing. (Goal 3, Objective 1)
WEEK NINE
This week I hope you will be able to master a documentation
style, and avoid plagiarism. (Goal 3, Objective 2) and Use research methods to
find reputable sources. (Goal 3, Objective 3)
WEEK TEN
This week I hope you will be able to create effective thesis
statements, and use a variety of appropriate and compelling rhetorical
strategies to support the thesis. (Goal 2, Objective 3)
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