ENG 100 Writing I / English IV MSU/BCHS Dual Credit Course Instructor: Dr. Robert L. Lockhart Office: Boyd County High School, Room Planning Periods: 1, 2, and 7; before or after school by Appointment Phone: 606.928.7100 (Main Office) Email: robert.lockhart@boyd.kyschools.us INTRODUCTORY NOTE: Welcome to your Senior year!! My hope for each of you is that this year will be both memorable and productive, and I will do all within my power to make it both. The challenge for you is recognizing that your work in this class must meet the expectations of two separate courses, MSU’s English 100 and BCHS’s English IV. Certainly there is much overlap, but you will need to remain focused all year in order to successfully negotiate MSU’s General Education and English Department Standards/Learner Outcomes and KDE’s Common Core Standards. This syllabus reflects a blending of both. COURSE MATERIALS/TEXTBOOKS: Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s An Argument. 5th ed. Boston: Bedford/St. Martin’s, 2010. ISBN (with readings): 978-0-312-53861-3/ISBN (without readings): 978-0-312 -53862-6 Bradbury, Ray. Fahrenheit 451 (This book will be provided) MSU Student Email Account and Blackboard Account These materials are REQUIRED by the end of the second Friday (please see me if you cannot get these materials): Three-Ring Binder – Divider Tabs, divided into: a. Course Materials and Senior Stuff b. Senior Project c. Notes d. Vocabulary e. Poetry Journal f. In-class Writing and Activities g. Reading Projects and Logs Loose-Leaf Paper / Spiral Notebooks USB Flashdrive PURPOSE OF COURSE/CATALOG DESCRIPTION: Prerequisite: 18 ACT English subscore or successful completion of ENG 099. The course is designed to develop students’ skills in reading introductory college-level texts with comprehension and critical awareness; writing effective academic prose; making use of current technologies to locate information relevant to select topics; and making effective and appropriate use of a modest number of sources in expository and persuasive/argumentative essays. This course satisfies the Core Writing I for general education. APPROVED UNIVERSITY GENERAL EDUCATION STUDENT LEARNER OUTCOMES: 1. Read college-level critical, creative and technical texts for comprehension (1b). 2. Write effectively for a variety of target audiences using conventions associated with standard English (1c). 3. Employ current technologies to locate, analyze, evaluate and use information in multiple contexts and for a variety of purposes (2a). 4. Thoughtfully analyze and evaluate diverse points of view (2c). LEARNER OUTCOMES: Students will be assessed according to their ability to produce papers that 1. synthesize information from two or more sources dealing with a common topic; 2. demonstrate critical thinking in analyzing and constructing arguments; 3. demonstrate facility with information literacy skills, including library research methods; Internet research techniques, or field research techniques; 4. make fair and appropriate use of work of others in illustrating and supporting claims; 5. document their use of sources according to MLA conventions; 6. demonstrate an understanding of the rhetorical skills related to discovery, arrangement, and style; 7. demonstrate awareness of audience and employ appropriate tone, diction, vocabulary according to the targeted audience and purpose; 8. adhere to the conventions appropriate to academic discourse, including standard grammar, mechanics, and usage; 9. demonstrate the ability to produce a coherent piece of writing shaped by a controlling idea; and 11. demonstrate the ability to write for different purposes, target different audiences, and employ a range of tactics (including appeals to ethos, pathos, and logos). COMMON CORE STANDARDS: The Common Core Standards are too lengthy to list here, but much time will be spent over the course of the year with these standards. These standards are posted in the room, and you can find these standards online at: http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/common+core+sta ndards+resources CLASSROOM POLICIES: Attendance/Participation Policy: Absences result in lower grades or failure. Make-up work is permitted only when an acceptable explanation is documented and presented to me by the class meeting following the absence, and the make-up work must be turned in by the class meeting following that discussion. (Note: "pop" quizzes and group work cannot be made up regardless of the nature of your absence.) If you must be absent, call me or email me prior to the meeting or as soon after as possible. Regardless of absence, meeting assignments on time is still your responsibility. Tardy Policy: If you arrive in class after the roll has been taken, your absence will remain on my records unless you check with me after class. If you are more than ten minutes late, the absence will not be removed from the record. Excessive tardiness translates into absences. There will be no opportunity to make up work missed as a result of tardiness. All school rules outlined in the student handbook apply in this class. The specific rules for this class are: No food or drinks No cell phone use (with exceptions) No adjusting of air conditioner and windows In the end, rules are simply guidelines to give each and every one of you the greatest opportunity for academic and personal success. The rules for this class can be summarized into these five basic areas: 1. Be Here: Your greatest strategy for success in this class is simply to be here rather than anywhere else. Although work can be made up, we simply cannot reproduce the various conversations and activities that occur during class time. Leaving Class: With very few exceptions, I do not allow students to leave class. This includes going to your locker, going to the bathroom, etc. You must develop the habit of going to the bathroom between classes. 2. Be On Time: Unless you have specific permission from me or another authority in the school, you are to be in your assigned seat when the tardy bell rings. Much occurs in the first five minutes of class time that sets the tone for the remainder of the period. If you are in the classroom but somewhere other than your assigned seat, you will be counted tardy. Please refer to page 46 of the Student Handbook for the consequences of tardiness. 3. Be Prepared: It is most important that you are in class when you are assigned to be class. It is also important that you are prepared to engage in the activities of the day. This means that everyday you will have your English notebook (three-ring binder with paper and pen and/or pencil). You will often have homework; your ability to participate in the activities of the day will depend upon your completion of this homework. However, NEVER allow your lack of preparation to prevent your being in class. Preparedness will fall under the infraction of Insubordination on page 44 of the Student Handbook. 4. Be Awake: This is an obvious rule, but it also includes being attentive. You must pay attention at all times. This includes sleeping, but it also includes inappropriate talking, doing work for another class, listening to music when not allowed, etc. Again, this will fall under the infraction of Insubordination on page 44 of the Student Handbook. 5. Be Respectful: The most important rule in this class concerns showing respect for the teacher, any guests in the classroom, and your peers. We all want to enjoy our time in class, but you may not seek your enjoyment at the expense of another person or groups of persons. Please refer to page 38 (Classroom Disruption) and page 43 (Harassment/Hate Crimes) in your Student Handbook. These rules will be discussed in their entirety in class, and students should follow these rules at all time. ADA Compliance Statement: Americans with Disabilities Act (ADA): In compliance with the ADA, all students with a documented disability are entitled to reasonable accommodations and services to support their academic success and safety. Though a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the Disability Services Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, 606-783-5188, www.moreheadstate.edu/acs/. [NOTE: It is the student’s responsibility to inform the instructor of any special needs before the end of the second week of classes and to provide appropriate documentation.] Campus Safety Statement: Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation.† Students should familiarize themselves with emergency response protocols at http://www.moreheadstate.edu/emergency. PLAGIARISM: PLAGIARISM: Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read The Eagle: Student Handbook or ask your instructor. The policy is located at http://www.moreheadstate.edu/files/units/dsl/eaglehandbook/studenthandbook2008-09.pdf [pgs.11 & 39]. For example: Copying information from the Internet is plagiarism if appropriate credit is not given. ASSESSMENT: Again, because you are meeting two sets of standards, the assessments are designed to assess your mastery of both MSU’s General Education and English Department Standards and KDE’s Core Content Standards. Assessment Activity Senior Project – Research Project Notebook Vocabulary Reading Project Essay #1 - Rhetorical Analysis Essay #2 – Fahrenheit 451 Essay #3 – Persuasive Essay MSU Library Assessment MSU Fall Semester Final Exam Timing of Assessment / Nine Weeks 1st, 2nd, 3rd, and 4th Nine Weeks 1st, 2nd, 3rd, and 4th Nine Weeks 1st, 2nd, and 3rd Nine Weeks 1st, 2nd, 3rd, and 4th Nine Weeks 1st Nine Weeks 2nd Nine Weeks 2nd Nine Weeks 1st Nine Weeks 2nd Nine Weeks These are the major assessments for the 1st Semester, and you will receive detailed handouts and rubrics for each major assessement. You will also complete a variety of assessments on a daily basis. However, you are officially a student of Morehead State University, and assessment is designed more like those you will experience in college rather than what you have experienced at Boyd County High School. Grading Policy: Final papers and other assignments will be evaluated on a numerical basis. Letter grades will be assigned according to the percentage of total points earned (90-100% = A, 80-89% = B, 70-79% = C, 60-69%=D, 59 and lower=E) Class Schedule: This schedule is tentative and should be used as an outline/guide. Check Blackboard, and expect changes to be announced in-class. Week 1 Introduction to course, overview of class Read Chapter 19 Read Adler, “How to Mark a Book” (http://www.tnellen.com/cybereng/adler.html) Read “Critical Reading Towards Critical Writing (http://www.writing.utoronto.ca/advice/reading-and-researching/critical-reading) Week 2 Read Chap 1-4 (pages 1-93) Week 3 Read Chap 17 (pages 515-534) Week 4 Rhetorical Analysis assignment introduction Read Chap 5 (pages 95-130) Week 5 In-class workshops on Rhetorical Analysis Week 6 Rhetorical Analysis paper due first class of the week. Begin F451. Week 7 Continue with F451 Week 8 Introduction to F451 Essay Assignment Read Chap 13 (pages 417-439) Week 9 In-class workshops on F451 Essay Week 10 Spring Break Week 11 F451 Essay Due. Readings TBA re: “The Future” Week 12 Talking about The Future Readings TBA Week 13 Week 14 Introduction to Persuasive Essay Readings TBA Week 15 Workshop Persuasive Essay Week 16 Persuasive Essay Due last day of class Preparation for Final Exam Final Exam English 100 / English IV 2012-2012 Daily Schedule August 8-3 Opening Day Life Map, Due 9-6 1 8-6 8-7 8-8 8-9 8-10 Vocab 1 Computer Lab Life Map Due Share Life Map 2 3 4 5 6 8-13 8-14 8-15 8-16 8-17 Vocab Quiz 1 Senior Project Senior Project Senior Project Computer Lab Vocabulary 2 Notebook Check 9 7 8-20 10 8 8-21 11 8-22 8-23 8-24 Vocab Quiz 2 Computer Lab 13 Vocabulary 3 14 15 12 8-27 16 8-28 Vocab Quiz 3 8-29 18 8-30 19 8-31 20 Computer Lab Vocabulary 4 Notebook Check 17 21 September 9-3 9-4 No School Labor Day Reading Project 1 (Choice) due 9-5 9-6 9-7 Computer Lab 23 22 24 9-10 9-11 9-12 9-13 25 9-14 Vocab Quiz 5 Vocabulary 6 Computer Lab 26 9-17 27 9-18 28 9-19 29 9-20 30 9-21 Vocab Quiz 6 Vocabulary 7 Computer Lab Notebook Check 32 31 9-24 Vocab Quiz 7 Vocabulary 8 33 9-25 9-26 34 9-27 35 9-28 Computer Lab 37 36 38 39 40 October 10-1 10-2 10-3 10-4 10-5 No School Fall Break No School Fall Break No School Fall Break No School Fall Break No School Fall Break 10-8 10-9 10-10 10-11 10-12 Vocab Quiz 8 44 41 45 42 43