San José State University
College of Education/Child & Adolescent Development
ChAD100W Writing Workshop, Sections 01/03 (41259/41261)
Fall 2010
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies Category:
Gary Cava, M. A.
Sweeney Hall Room 117I
408-924-3724
Use Desire2Learn Email
Thurs. 2:30-3:20; by appointment
Mon/Wed – 12:00 S03(41261); 1:30 S01(41259)
Sweeney Hall 231
Completion of Core General Education, completion of English
1B with a grade of C or better, passage of the Writing Skills Test
(WST), and upper division standing.
Area Z
DESIRE2LEARN WEBSITE COMPONENT OF THE CLASS
All out of class assignments are to be submitted through the Desire2Learn website
program. An orientation to the program will occur during the first week of class. In
addition, major essays will also need to be submitted to the Turnitin.com website.
Explanation of the use of this site will also occur during the first week of class. The class id
number and password for tii.com is 3369369 (Sec. 01 MW 1:30 p.m.) or 2331701(Sec. 03
MW 12:00 p.m.), RangerMoody, respectively.
Course Description
Chad 100W is an advanced college level writing course designed to help you develop your
personal and professional composition skills. To accomplish this goal, you will learn to write
effective summaries, researched syntheses, critiques, and analyses. The ability to effectively
summarize, synthesize, critique, and analyze the information that you read or observe is essential
to presenting your research and supporting your ideas in other writing situations that you will
encounter in your upper division courses and in your future careers.
As you begin Chad 100W, keep in mind that the department and university describe this course
as one that requires students to write complete essays that demonstrate college-level proficiency.
To develop your writing skills this semester, you will
 Refine the skills you learned in English 1A and 1B;
 Read essays and other types of representative writings within the field of child
development which will be models of excellence;
 Express (explain, analyze, develop, and critique) ideas effectively, including ideas
encountered in multiple readings and expressed in different forms of discourse;
 Organize and develop essays and documents for both professional and academic
audiences; and
 Demonstrate proficiency in both the mechanics of writing and APA manuscript format.
Course Goals and Student Learning Objectives
Through this course students will become familiar with proper presentation of academic
discourse in the field of child and adolescent development. By reading, writing, and presenting
expository, persuasive, and analytical essays students will develop their writing and oral
academic skills in the presentation of current thought on topics of child development. American
Psychological Association publication standards will be the formatting guidelines for all written
and oral presentations.
GE/SJSU Student Learning Outcomes (LO)
Upon successful completion of this course, students will be able to:
LO1: gain insight into current areas of thought on child & adolescent development.
LO2: present informed, research-based writings on topics of child & adolescent development.
Course Content Learning Outcomes
Upon successful completion of this course, students will be able to:
LO3: write coherent, researched expository, persuasive, analytical essays and reports.
LO4: present their writing in proper APA formatting.
Required Texts/Readings
Textbook
There are four required texts and one suggested text for this course:
American Psychological Association (2010). Mastering APA style: Student’s workbook and
training guide (6th ed.). Washington, DC: Author.
American Psychological Association (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Behrens, L., & Rosen, L. J. (2010). A sequence for academic writing (4th ed.). New York:
Pearson Longman.
Szuchman, L. T. (2008). Writing with style (4th ed.). Belmont, CA: Thomson Wadsworth.
Other Readings
Suggested Text: A grammar handbook such as Hacker, D. (1999). A writer’s reference (5th ed.).
Boston: Bedford/St. Martin’s.
Other equipment / material requirements
Notebook/Journal for in-class writings and research papers.
Library Liaison
Shannon Staley
Education Librarian
408-808-2349
Shannon.Staley@sjsu.edu
Protocol
Your weekly attendance is expected and anticipated. Please, arrive to class on time! Late
entrances are highly distracting to both your fellow students and myself. Remember, regular
class participation is an integral part of your grade. Use of personal laptop computers for inclass work is encouraged. I would like to see students using your computers in group settings
when we are discussing the web components of the class and researching articles for our writings.
Cell phone use is not allowed during class time. Please have all cell phones turned off during
the class meetings.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/webdbgen/narr/soc-fall/rec-324.html . Information about late drop is available at
http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current
deadlines and penalties for adding and dropping classes.
Assignments and Grading Policy
The Assignment calendar is located at the end of this syllabus. In addition, the Desire2Learn
Calendar and Dropbox list all assignments and their due dates. The web site calendar and
Dropbox assignment page will be the definitive due dates.
BASIS FOR YOUR GRADES
Two formal in-class essays:
Five formal out-of-class essays:
One research paper (8-10 pages):
Group work and presentation:
Drafts, in-class writing, quizzes,
class participation:
10 points
50 points
25 points
25 points
Grading Scale: 150-135=A
134-120=B
119-100=C
40 points
LATE POLICY ON ESSAYS AND RESEARCH PAPER
All essays and your research paper are due on the day and time specified. As this class has a
Blackboard component, all assignments should be turned into the appropriate assignment listing
on the Blackboard. The due date and time for each assignment are listed on the Assignments
page and on the Blackboard calendar website.
It is important that all work be submitted on time. Approval for submitting a late paper
must be obtained from the instructor prior to the due date of the assignment. NO
REQUIRED PAPERS WILL BE ACCEPTED AFTER THE DUE DATE WITHOUT PRIOR
APPROVAL OF THE INSTRUCTOR. Late papers will receive a reduction in points. You
may not turn in late papers at the Child Development office, my mailbox, or slide them under
my office door. If you do have a verifiable emergency or illness that you think exempts you
from the above-mentioned penalty, please discuss the problem with me as soon as possible.
Additionally, please note that the group presentation, all required essays, and the research paper
must be completed to pass this course. Failure to complete any of the formal essays, the group
project, or the term paper within the assigned dates will result in a grade of “No Credit” for this
course.
Note: Homework, quizzes, and in-class and out-of-class writing assignments are very important;
they must be completed and turned in at the appropriate time and date specified on the
Blackboard assignment page; no make-ups and no excuses.
FORMAT STANDARDS
In-class essays are to be written in blue or black ink in large bluebooks. In-class writings are to
be neatly written in blue or black ink on standard, lined white paper. All outside class writing
must be presented in computer format. I reserve the right to request that illegible or sloppily
presented writing be redone to meet these standards. This work will also be subject to a grade
penalty.
All out-of-class essays, your research paper, and the group project summary will be written on a
computer using APA formatting. Double space your work and use a font similar to the type
(Times New Roman) and size (12) I have used in this syllabus. I will not grade papers that have
not been written according to these specifications, nor will I grade papers that are below the
minimum page or exceed the maximum page requirements. The importance of APA
formatting cannot be over-emphasized! We will be covering this format extensively, and
you will be responsible for creating papers that adhere to this style in all areas. APA style
is the standard for papers in all Child and Adolescent Development classes.
University Policies
Academic integrity
Students should know that the University’s Academic Integrity Policy is availabe at
http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your
own commitment to learning, as evidenced by your enrollment at San Jose State University and
the University’s integrity policy, require you to be honest in all your academic course work.
Faculty members are required to report all infractions to the office of Student Conduct and
Ethical Development. The website for Student Conduct and Ethical Development is available at
http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student unless otherwise specified. If you
would like to include in your assignment any material you have submitted, or plan to submit for
another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to
make special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires
that students with disabilities requesting accommodations must register with the DRC (Disability
Resource Center) to establish a record of their disability.
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on the 1st
floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther King
Library.
A wide variety of audio-visual equipment is available for student checkout from Media Services
located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video
players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless
microphones, projection screens and monitors.
Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to motivate them to become self-directed learners. The center provides support
services, such as skills assessment, individual or group tutorials, subject advising, learning
assistance, summer academic preparation, and basic skills development. The LARC website is
located at http:/www.sjsu.edu/larc/.
SJSU Writing Center
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional
instructors and upper-division or graduate-level writing specialists from each of the seven SJSU
colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained
to assist all students at all levels within all disciplines to become better writers. The Writing
Center website is located at http://www.sjsu.edu/writingcenter/about/staff//.
Peer Mentor Center
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center.
The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage
university life, tackling problems that range from academic challenges to interpersonal struggles.
On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers
who feel a bit lost or simply need help mapping out the locations of campus resources. Peer
Mentor services are free and available on a drop –in basis, no reservation required. The Peer
Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ .
ChAD 100W Assignment Schedule MW Fall 2010
This is a tentative reading and essay assignment schedule. The Desire2Learn website calendar
is the up-to-date listing of assignment due dates. During the course of the semester, we may
want to move things back, forward, delete, or add. In addition to these assignments, you will
also be responsible for quizzes, in-class work, and grammar and reading assignments from your
books.
Week
Date
1
8/25
2
8/30-9/1
3
9/6-9/8
4
9/13-9/15
5
9/20-9/22
6
9/27-9/29
7
10/4-10/6
8
10/11-10/13
9
10/18-10/20
10
10/25-10/27
Topics, Readings, Assignments, Deadlines
Class Orientation; Desire2Learn Orientation; Library Database
Orientation; APA Workbook-Chs. 1 & 2
Netiquette & Plagiarism Tutorial assignments due: Aug. 29, 11 p.m.
Behrens & Rosen, Ch. 1, Summaries – pp. 3-23, 40-55
Desire2Learn Content: Reader Articles: Kogen Article
Class Reading & Group Project Guidelines Discussion
Kogen Article Summary due: Sept. 4, 11 p.m.
Monday – Labor Day Holiday
Szuchman, Ch. 1; Ch. 2, Ex. 1-6 due in class: Sept. 8
Summary Assignment # 2, due: Sept. 12, 11 p.m.
Explanatory Synthesis Discussion-Behrens pp. 87-95; 104-110; 132
APA Workbook pp. 17-28, Term Paper Familiarization Test.
Peer Review Discussion/Practice
Szuchman, Ch. 3, pp. 29-37, Ex. 1-4, 6 due in class: Sept. 13
APA Workbook pp. 88-101, Citations and Reference list;
APA Manual pp. 174-191
Peer Review: Explanatory Synthesis Draft due in-class: Sept. 15
Behrens & Rosen, Ch. 6, Writing as a Process, pp. 225-259
APA Manual pp. 3-11, 15-16
Internet Site Evaluation
Explanatory Synthesis Paper due: Sept. 22, 11 p.m.
Writing Critiques – Behrens & Rosen, Ch. 2, pp. 58-84
Group Project & Literature Review, Research Paper Discussion
In-class Essay discussion
Peer Review: Critique #1 Draft due in class: Oct. 4
In class essay #1 – Oct. 6
Critique #1 Final Draft due: Oct 10, 11 p.m.
Argument Synthesis: Behrens & Rosen, Ch. 4, pp. 134-142, 156161, 169-177
APA Manual pp. 111-114, Numbers
Critique #2 Article Discussion
Critique #2 Final Draft due: Oct. 18, 11 p.m.
Peer Review: Argument Synthesis Draft due in class: Oct. 18
Critical Analysis: Behrens pp. 188-222
Argument Synthesis Final Draft due: Oct 25, 11 p.m.
Peer Review: Critical Analysis Draft due in class: Oct. 27
Term Paper Discussion
Group Project Discussion – Research Question, Articles
Objectives
LO 1
LO 4
LO 4
LO 1
LO 2
LO 3
LO 4
LO 3
LO 3
LO 1
LO 2
LO 1
LO 2
LO 3
LO4
LO 3
LO 4
LO 3
LO 4
Week
Date
Topics, Readings, Assignments, Deadlines
APA Manual Ch. 3, pp. 61-77
Reader Article Discussion: Prologue – Jerome Kagan
Critical Analysis Final Draft due: Nov. 5, 11 p.m.
In class essay #2 – Nov. 10
11
11/1-11/3
12
11/8-11/10
13
11/15-11/17
Peer Review: Term Paper Draft due in class: Nov. 17
Group Project Work/Literature Review Discussion
14
11/22-11/24
Reviewing papers for other classes
Term Paper due: Nov. 24, 11 p.m.
15
11/29-12/1
Peer Review: Literature Review Draft due in class: Dec. 1
16
12/6-12/8
Group Presentations – Literature Review Papers due in class
Mon. 12/13
Fri. 12/17
APA Test
Section 03, 12:00 Session – 9:45-12:00 a.m.
Section 01, 1:30 Session – 12:15-2:30 p.m.
Final
Exam
Objectives
LO 3
LO 1
LO 2
LO 3
LO 4
LO 1
LO 2
LO 3
LO 4
LO 1
LO 2