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Company: Fayetteville State University

Fayetteville State University
College of Arts and Sciences
ENGL 110-03

I.	Locator Information
Summer I 2016	
Instructor: _ Barbara Blevins
Course # and Name:    ENGL 110-03
 Office Location: Butler 388A 
Office hours:  M-TR: TBA  
Semester Credit Hours:  ______3_________________		: 	
Day and Time Class Meets:  MTWRF: ENGL 110-03, 8:00-10:00, SBE 109
Office Phone:    910-672-1861    ___________________
Total Contact Hours for Class: _____45_____________
Email address:  __bblevins@uncfsu.edu____________________________                              

FSU Policy on Electronic Mail:  Fayetteville State University provides to each student, free of charge, an electronic mail account (username@uncfsu.edu) that is easily accessible via the Internet.  The university has established FSU email as the primary mode of correspondence between university officials and enrolled students.   Inquiries and requests from students pertaining to academic records, grades, bills, financial aid, and other matters of a confidential nature must be submitted via FSU email.  Inquiries or requests from personal email accounts are not assured a response.  The university maintains open-use computer laboratories throughout the campus that can be used to access electronic mail.
Rules and regulations governing the use of FSU email may be found at
http://www.uncfsu.edu/PDFs/EmailPolicyFinal.pdf

II. Course Description from University Catalog 
English 110 is a course designed to give extensive practice in evidence-based writing for academic purposes.  

III. Disabled Student Services: 
In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ACA) of 1990, if you have a disability or think you have a disability to please contact the Center for Personal Development in the Spaulding Building, Room 
155 (1stFloor); 910-672-1203.

IV. Textbook and Required Materials:

Connelly, Mark. The Sundance Writer. 5/e. United States: Thompson Wadsworth, 2013.
Spiral notebook ($1.25-$2.50 size)for the Daybook and a Data Stick/flash drive. 

V. Student Learning Outcomes for English 110: 
1. Read and respond critically to published texts.
2. Produce writing that is text-based as opposed to experience-based only.
3. Summarize, quote, paraphrase, and analyze material in relation to one source.
4. Cite material according to a citation style, preferably MLA.
5. Demonstrate proof of the writing process, including prewriting; organizing; drafting; revising; editing and proofreading.

Core Learning Outcome:  Communication Skills 
Students will comprehend, analyze, and evaluate the effectiveness of various forms of written and spoken communication, and they will assemble original written and spoken communications that display appropriate organization, clarity, and documentation for a given purpose and audience.

ENGL 110 contributes to the following FSU Core Objectives:
Communication
	1. Evaluate effectiveness of various forms of communication.
	2. Create written and spoken communication: organization.
	3. Create written and spoken communication: clarity.
Ethics and Civic Engagement
	4. Develop and demonstrate personal system of ethics and morality.
Reasoning: Critical Thinking
	5. Evaluate reasonableness of arguments.
	6. Construct reasonable arguments.
Inquiry Skills
	7. Cite sources appropriately.

VI. Course Requirements and Evaluation Criteria

One MLA documented argument essay (60%) with a minimum total of 7-8 pages, not including the works cited page. The subjects for the writing will be supported by sources from the text or data bases. A checklist outlining the requirement for the essay and the point system are on Canvas. All students will be required to use Turnitin located on Canvas, Research Paper and SmarThinking also located on Canvas. The point system and requirements for Turnitin and SmarThinking are also on the Checklist. Students must give me the papers and rough drafts as hard copies. The papers will be graded using a Departmental Rubric. 

Class Participation (20%):  The class participation grade involves reading assignments, some department requirements, remediation tests on Blackboard which may be taken multiple times, workshops, online work, homework or group work. I will determine which assignments will receive a grade. Homework is due on the day assigned and at the beginning of each class. We will also use a Daybook (spiral notebook) daily in class to complete assignments, such as, a double entry journal, to take notes, or to plan an assignment. You may use a glue stick (which I will provide) to glue assignments completed on regular paper into the Daybook.

Journals (10 %): The four journal assignments are due as scheduled in the syllabus. You may access them through Content on Blackboard or click on Discussion. Please make sure your journal entries are appropriate to be shared with the class. I will evaluate journal entries based on clarity and adherence to the assignment; each entry is worth up to 25 pts. Journal entries that are incomplete will lose 10 points. 
	
Final Presentation (10%) On the final exam day you will give a brief presentation on the essay using  questions which will be posted on Canvas.

I will accept late work without penalty if the student brings an official excuse, such as a doctor’s note; otherwise, no late work will be accepted. There is no make-up for class work, including workshops. If students miss the date for an instructor critique of a rough draft, they must arrange a meeting with me before the final draft of the essay is due or lose the privilege. Students are responsible for all course material from the first day of class to the last day of the semester; this responsibility includes material missed due to late registration and /or excused absences, and all assignments whether or not discussed in class.

 Essay I- 7-8 pages Documented Argument, not including the works cited-- 50%
Journals-10%  
Class participation-30% 
Final Presentation 10%

Grading Scale – This class will use the university’s “10-point” scale as follows: 
90-100=A 
80-89=B 
70-79=C 
60-69=D 
59 and below=F 

Attendance: 
 Attendance Requirements – According to the Fayetteville State University 
Undergraduate Catalog, "Class attendance is required for all students enrolled in 
courses at the 100 and 200 levels. Class absences will be excused only when valid 
documentation is provided for participation in university sponsored activities, serious illness, and family emergencies." In regards to tardiness, the FSU Catalog states, 
"Students are required to arrive at each class on time and remain in class until 
dismissed by the instructor." 

VII. Student Behavior Expectations: 
The instructor will respect all students and will make every effort to maintain a classroom climate that promotes learning for all students. Students must accept their responsibility for maintaining a positive classroom environment by abiding by the following rules: 
1. Students are expected to arrive to class on time, remain in class until dismissed by the instructor, and refrain from preparing to leave class until it is dismissed. 
2. Student/teacher relationships, as well as relationships among peers, must be respectful at all times. 
3 Students are not permitted to wear headphones or other paraphernalia that may be distracting to the classroom environment. 
4. Students must refrain from any activity that will disrupt the class; this includes turning off cell phones and pagers. 
5. Students are not permitted to use profanity in the classroom. 
6. Students will not pass notes or carry on private conversations while class is being conducted

The instructor may take the following actions in response to disruptive behavior.  Students should recognize that refusing to comply with reasonable requests from the faculty member is another incidence of disruptive behavior.
1.	Direct student to cease disruptive behavior. 
2.	Direct student to change seating locations.
3.	Require student to have individual conference with faculty member.  At this meeting the faculty member will explain the consequences of continued disruptive behavior. 
4.	Dismiss class for the remainder of the period. (Must be reported to department chair.)
5.	Lower the student’s final exam by a maximum of one-letter grade.
6.	File a complaint with the Dean of Students for more severe disciplinary action.  
 
FSU Disruptive Behavior Policy 
Disruptive Behavior 
As used in this policy, any student behavior that interferes with instruction 
and learning. Examples include, though are not limited to, the following: 
1. Failure to respect the rights of other students to express their viewpoints by behaviors such as repeatedly interrupting others while they speak, using profanity and/or disrespectful names or labels for others, ridiculing others for their viewpoints, and other similar behaviors; 
2. Excessive talking to other students while the faculty member or other students are presenting information or expressing their viewpoints; 
3. Use of cell phones and other electronic devices in violation of the class syllabus; 
4. Overt inattentiveness (sleeping, reading newspapers); 
5. Eating in class (except as permitted by the faculty member); 
6. Threats or statements that jeopardize the safety of the student and others; 
7. Failure to follow reasonable requests of faculty members; and/or 
8. Entering class late or leaving class early on a regular basis. 
Faculty members have the right to clarify specific forms of disruptive behavior beyond those cited above. 

RESPONSIBILITIES OF FACULTY MEMBERS 
A.	Instructional Setting 
Faculty members are responsible for maintaining an instructional setting in which the rights of all students are respected. To establish such a setting, faculty members are responsible for: 
1. Behaving in ways that exhibit professionalism and civility; 
2. Providing in the course syllabus clear statements of expectations for student behavior; and 
3. Using instructional strategies that encourage students’ active engagement in the learning process. 
B. Application of Policy 
Faculty members are responsible for applying this policy in a reasonable manner (as defined by what most faculty members in similar circumstances would consider reasonable). Faculty may not use the policy to limit the rights of students to express points of view different from that of the faculty member or other students. 
Faculty members should seek guidance in handling cases of classroom misconduct from the Dean of Students and/or Legal Counsel. Current case law in higher education has been fairly consistent in setting higher standards of due process in conduct cases involving students than in academic cases. 
C. Reporting an Incident of Disruptive Behavior 
Each incident of disruptive behavior should be reported to the Dean of Students. 
Faculty members shall report such incidents on the university’s Report of 
Disruptive Classroom Incident form which is included as a part of this policy. 

VIII. Plagiarism and Cheating:
According to the FSU Code of Student Conduct, a student violates the Academic Dishonesty Policy if he or she attempts to cheat or plagiarize, cheats (receiving unauthorized aid or assistance on any form of academic work), plagiarizes (copies the language structure, ideas and/or thoughts of another without giving appropriate recognition  and/or adopting it as one’s own original work), falsifies (unauthorized changing of grades or conduct involving any untruth, spoken or written, regarding any circumstances related to academic work), or aids and abets others to cheat or plagiarize.  Penalties include failing the course, suspension, and expulsion, and will be prosecuted to the fullest extent possible.  

IX. Teaching strategies:
A variety of teaching strategies will be used in English 110, such as, discussion/lecture, group and individual work, online / in- class exercises and tutorials.  

X. Bibliography: 
This is a list of references for help with grammar and composition. The Online Writing Labs (OWLS) give tutorials on grammar and usage. The MLA style websites provide information on documentation. 

Grammar Handbooks
 Gaetz, Lynn and Suneeti Phadke..The Writer’s World. 2/e  Pearson: Boston, 2012.

Bullock, Richard, Maureen Goggin and Francine Wieinberg. The Norton Field Guide to 	Writing. 3/e. W.W. Norton & Company: New York, 2013.

Online Writing Labs (OWLS)
www.chompchomp.com
 "http://www.columbia.edu/cu/cup/cgos/idx_basic.html" 

http://owl.english.purdue.edu/
 "http://online.ohlone.cc.ca.us/~mlieu/" 

MLA Documentations
 "http://www.geocities.com/Athens/Oracle/4184/" 
 "http://occ.awlonline.com/bookbind/pubbooks/hairston_awl/chapter4/custom1/deluxe-content.html" 
 "http://www.library.wwu.edu/ref/Refhome/Mla.htm" 
 "http://www.mla.org/" 

Tentative Course Outline
Various school requirements, lab openings, a possible library presentation and
other necessary changes may affect the assignment schedule. I will send emails and 
post Announcements about changes, so check your email and Blackboard each day. 

XII. Tentative Course Outline

Week 1
6/1-6/3 
W-TR: Discuss Syllabus. Introduce Canvas: location of the tests, journals, announcements, assignments, Library Power Point and Grades.  Discuss SmarThinking, Daybook and Turnitin. Read/discuss selections of text Parts I and II.  Introduce the principles of prewriting and peer editing. Review sentence development. Discuss essay format, thesis sentence, outlining, brainstorming, free associating, journalistic question, and clustering and paragraph structure. Explain Assignments and Modules: (Handouts) Thesis Paragraph format and Body and Conclusion format. Here is a site that may help you review grammar and punctuation : www.chompchomp.com Review/ discuss “The Research Paper”, MLA style pp. 547-555: direct quotes, 554,552,549-550; block/long quote, 549,555; parenthetical citations,554; works cited, 555-563 and  sample 569-573.  Discuss  requirements for the Essay and Check List for Documented Essay . You may choose a topic from the list on the Check List. 

Assignment:   Complete Diagnostic Quiz on Canvas (6/6). You may complete the quizzes as many times as you like to make a good score up until the due date.  Due 6/6: Journal 1(post on Canvas): (a) List at least 5 items the syllabus explains about class. (b)List four items that describe essay format from the Thesis Paragraph handout and the Body and Conclusion handout. Find Turnitin on Canvas. Bring Documented Essay Check List from Canvas to class and the Handouts from class Friday.  Friday we will meet in the library.

6/4
 F: Meet in the library. Use the Library Power Point to help you find Academic Search Complete. Look up one source on Academic Search Complete for Documented Essay. Bring the work cited source (see the Library Power Point or me if you forget how to find this) to class Monday. Remember to use the “cite” in the dropdown menu of Academic Search Complete to make the work cited for Essay. Develop a thesis, thesis paragraph and outline for writing assignment. Check with me for 10 points. Assignment: Assign PowerPoints on MLA to groups for Monday and Tuesday. 
Assignment: The thesis paragraph and work cited of Essay 1 is due 6/6.  Essay 1 is due on 6/17.  Begin posting on Turnitin. Complete Comprehensive Quiz and Definition Quiz on Canvas due 6/10. 

Week 2 
6/6-6/10
6/6-6/7 Power points. Continue discussing MLA: Chapter 24. Collaborative assignment--Double Entry (10 points):  Students will write key terms (given in class) from MLA style on the left of the page and examples/ definitions of the terms on the right side of the page. Students should use pages in the text, 547-553. For another view of MLA, go to Purdue Online Writing Lab,MLA.http://owl.english.purdue.edu/owl/resorce/747/01/ Work shop on Documented Essay (10 points). The thesis paragraph and work cited of Essay 1 is due 6/6.  Diagnostic Quiz on Canvas and Journal 1 are both due 6/6. Read about paraphrasing (text: pp. 547 # 1, # 3#4; 551-554, #2, #3). Collaborative MLA work on readings pp. 317-321 (10 points). 

Assignment: Remember to complete Definition Quiz and Comprehensive Quiz on Canvas  by 6/12. Complete at least a page of Documented Essay by 6/8. Post your essay on SmarThinking, Canvas and Turnitin (see 6/4) 10 points when I see your post. When you get a response from Smarthinking, print or copy to electronic device and I will give you 10 points. Most students find that posting on SmarThinking is easier on a computer in the library as there are pop ups. Also if you have a problem in the library, someone at the desk can help you.  Rubric Quiz on Canvas due 6/13. Correct the problems in Documented Essay and continue writing. 

6/8
W: Work shop on Documented Essay. Discuss short quote and block/long quote. Collaborative writing on directions (10 points); find a partner and write out a short paragraph giving directions to a place on campus; do not mention the name of the place you are directing the other group to find. See if the group can guess where you are directing them. 
Assignment: Add a short quote and block/long quote.  Work on Documented Essay; remember to submit on Turnitin and SmarThinking. We will meet in the library/lab. 

6/9
TR:  Library/lab. Check short quote and block/long quote. Make the corrections; then see me.  Journal 2: By 5:00 P.M. Tuesday 6/12, answer the following in a paragraph of 5 -8 sentences on Canvas: How do your perceptions on your chosen topic for your essay agree or disagree with the research from the library?
Assignment:  Use at least 2 short quotes. Bring the rough draft and your source to class.

6/10
F: Workshop on Essay  (10 points).  Write two paraphrases for the documented Essay  in class and have them critiqued. Assignment: Post on Turnitin under Essay on Assignments and SmarThinking. Journal 3: In 5-8 sentences, discuss how an opinion paper differs from a documented paper due 6/15. Find an essay in our text that you can use in your paper.  The work cited guide will be under Assignments on Canvas. Add a paraphrase or short quote to your Documented Essay from the Text. 

Week 3
6/13-6/17
6/13
M: We will meet in the library to check the additional material to the Documented Essay and correct any errors (10 pts). Remember to resubmit on Turnitin and SmarThinking after you see me and do the corrections (10 pts) .  Assignment: Journal 3: In 5-8 sentences, discuss how an opinion paper differs from a documented paper due 6/15.  Continue to add to the paper. BB 1 and Diagnostic Test due by 6/15.

6/14
T:  Workshop on Documented Essay. 
Assignment:  You should have 6 pages by now. Remember to keep submitting to Turnitin and SmarThinking. This is the last day to submit to ST if you want to get corrections back in time to get 10 points on the last draft. 

6/15
W: Workshop on the Essay. You should have corrected errors from the previous day. We will be looking at your Turnitin score in class. Discuss credible sources versus non credible sources. 
 Discuss refutation. List your three points for the essay and refute each point. Collaborative writing; #3, pp. 548.
Assignment: The Documented Essay is due 6/17. Journal 4: Why should a writer use refutation in a research paper? You should have at least seven pages by now. Check for the minimum number of block quotes and short quotes and paraphrases. 

6/16
TR: Last workshop on Essay. Check Turnitin  score and SmarThinking corrections;  use the Check List for the Essay. Collaborative Writing on pp.373-380, “Writing Suggestions”, #2, p.380 (10 points). Assignment: Bring the final draft of Essay corrected to class.  We will meet in the library. 

6/17
F: Library. Essay due printed and with copy of SmarThinking. You must mark what you corrected in the paper from the ST suggestions. You must have submitted the whole paper to Turnitin by today class time.  Bring your grades from Gradebook on Canvas. Appointments.

Week 4
6/20-6/24
M-F: Discuss Final Presentation. Appointments. Papers returned at the time of the conference.

Week 5

6/27-6/28
M: Final Presentation will be on this day only. You must be present. 

T: Last day of class.