English 301 Objectives, Policies, Procedures
Bridgewater State University
School of Arts, Science, and Design
English 301 Writing and the Teaching of Writing
Fall 2017
Nicole Williams
Tillinghast 320
Office Hours: M 10:00-11:00 (in AAC) W 10:00-11:00 (in AAC) and 12:30-1:30
Phone: 508-531-2001
Email: [email protected]
Website: http://www.nicoleannwilliams.com
Text Required:
Why School by Mike Rose
Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared by Mike Rose
Because Writing Matters: Improving Student Writing in our Schools by National Writing Project and Carl Nagin
Write Beside Them: Risk, Voice, and Clarity in High School Writing by Penny Kittle
Materials:
Notebook, 2 folders, pen
Course Description:
This course is designed to help prospective teachers develop a personal and professional sense of what they want their writing/reading classrooms to look like. To do this, the class will read and write together about current research and theory on the reading and writing process; about the reading/writing classroom, past and present; about the rules, regulations, and requirements placed upon you as teachers today; about the needs of all students as we help them become thoughtful readers and writers themselves. As we move forward with our understanding of all of this, we will remember where we all start: as students. Thus, you will examine your own personal writing/reading practices and your experience as a student as it impacts your future classroom as a teacher.
While we will explore various ways to theorize your teaching practice, my own classroom practice will identify the theories that I value and serve as a model for you. The classroom I construct will therefore reinforce particular theories of language and composition (and you should know this going in to the deal). You will write informally and formally; you will work individually and as a group; you will present your ideas orally and in print. At the end of the semester you should have the beginnings of a set of documents that you can take with you into your professional career, and a theory/philosophy of their significance in your future classroom (that may or may not reflect what I value). Your job is to learn, explore, and figure out what your classroom may look like.
Course Objectives:
By the end of this course you will have begun the important (and continuing) work of
Course Policies:
In order to successfully pass this course you must attend class, participate in class discussions, complete in class writings, outside readings, homework, and complete all four formal writing assignments. Successful completion of the four formal assignments includes turning in all required drafts and attending workshops and conferences.
Attendance:
Since this is a 300 level course I believe that you all want to be here and that it goes without saying that what happens in class each day only works if everyone is here to participate as much as possible; therefore, attendance is mandatory. I will also note that as a 300 level course and one that is designed to prepare you for teaching, this course is a lot of work. You are allowed two absences (a week worth of class), free and clear, no excuses necessary. After your two absences any and all absences, regardless of the reason, will adversely affect your final grade in the course. Your grade will be lowered by a 1/3 of a letter grade for each additional absence. (ex. A B+ will go down to a B). After 4 absences (two weeks worth of class) you could fail the course.
Participation:
This course depends heavily on your readiness and willingness to contribute to class discussions and activities daily. I expect each of you to work with me and each other to make this a real community of learners. Therefore, you must come to class each day fully prepared having done all assigned readings and work ready to participate in class. Class activities are designed to build off of outside work; therefore, I will know if you are unprepared and your grade will reflect it. Please keep in mind the way you would want students in your own class to participate.
In addition keep in mind:
Format for Assignments:
All formal writing (except multimodal compositions) should be:
Respect:
Respect for others in our classroom is non-negotiable. We will be discussing many ideas and concepts that may challenge your current thinking. This is the fun of college! Have respect for one another and be open to new ideas. Everyone is entitled to his or her own opinion, but everyone is allowed a chance to express that opinion.
BSU Sexual Violence Policy:
The BSU Sexual Violence Policy can be read in its entirety here https://my.bridgew.edu/departments/affirmativeaction/Sexual%20Misconduct%20and%20Relationship%20Violence/Sexual%20Violence%20Policy%20for%20BSU%202015%203%204.pdf. As a campus we are all responsible for upholding this policy and ensuring the safety and comfort of our community.
Plagiarism:
Presentation of someone else’s work as your own is dishonest and unacceptable. If I find out that you have plagiarized you will receive a zero for the assignment and, possibly, fail the course. Be assured that I will find out if you have plagiarized, therefore it would be wise for you to do your own work and cite any and all material you take from other sources. Plain and simple-if it isn’t your own words or idea than tell me where you found it. If you are ever unsure of whether or not you are committing academic dishonesty please come speak to me, and I will be happy to assist. I take academic honesty and integrity very seriously and will follow all steps outlined by Bridgewater State University if I find a student plagiarizing. This could result in a meeting with the Dean and possible expulsion from the University.
Departmental Writing Committee’s Academic Honesty Policy (Approved Spring 2010)
Academic Honesty: Academic Honesty refers both to plagiarism and misrepresenting your work in other ways. Plagiarism is the use of someone else’s words or ideas without acknowledging the original source. Acts of academic dishonesty include the following:
If you have a question about whether you need to cite a course, ask your instructor or writing studio consultant or simply take the safe route and cite the source.
The consequences of plagiarism are serious.
Additional Resources:
Course Adaptations: In accordance with BSU policy, I am available to discuss appropriate accommodations that you may require as a student with a disability. Requests for accommodations should be made during the drop/add period so that proper arrangements can be made. Students should register with the Disability Resources Office in Boyden Hall for disability verification and determination of reasonable academic accommodations.
Writing Studio: The BSU is a valuable source that you should take advantage of throughout the semester for all your courses and as you continue your studies at BSU. The Writing Studio is located in the Academic Achievement Center on the ground floor of Maxwell Library. You can make an appointment by stopping by the Writing Studio in person, calling 531-2053, or via email [email protected]. To learn more about The Writing Studio visit their website at http://www.bridgew.edu/WritingStudio/
Office of Undergraduate Research (OUR) and Adrian Tinsley Program: The OUR and ATP provide BSU students with the opportunity to do scholarly research by funding projects, providing presentation forums through research symposiums, and publishing opportunities in the Undergraduate Review. The OUR is located in 200 Maxwell Library. To learn more about the OUR visit their website at www.bridgew.edu/our. On a personal note, I cannot speak highly enough of the opportunities the OUR and ATP provide to BSU students for enhancing your education while at BSU and providing you with skills that will make you competitive in both the job market and in graduate school.
Publication Opportunities: The Undergraduate Review- Published annually by the Office of Undergraduate Research, showcases student research and creative work done as part of a class or under the mentorship of Bridgewater Faculty.
The Bridge- A Creative journal that published by the English Department annually that showcases poetry, prose, and fine art.
Other Resources on Campus: There are a wide variety of services available on our campus that you might want to know about but also might just be too inundated with information to remember you have access to, so I'm including links to a variety of places on campus that I think you might want to know about. First and foremost is probably the counseling center and the wellness center. Other places you can go if you want to connect with folks: the Center for Multicultural Affairs, the Pride Center, the campus food bank, and Commuter Services. Making a connection to this campus is the number one way you'll get from day one to graduation.
Course Requirements
Formal Essays:
For this class you will write four essays outside of class. Each essay will require a draft that will be responded to by me and your peers. Assignments will be discussed throughout the semester as the time for each approaches. Detailed assignment sheets can be located on my website. Assignments are due at the beginning of class as stated on the course schedule.
Reading Journals (One Pagers):
For each reading, as marked on the schedule, you will be required to write a one page summary, analytical, and teaching implication response. This will assist you in your comprehension and future teaching, as well as myself in seeing your understanding.
In-class Writing:
During class time you will be asked to write on a variety of issues, ideas, and prompts that relate to readings and class material. These writings will assist in class discussion and serve as a tool for both of us to reflect on the work you are doing. You will find that each of you has your own section on the discussion board where you will produce these assignments. This will allow you to view them all in one place when it comes time to put together your portfolio.
Portfolios:
The best way I have found to help students understand and appreciate what it means when I say “writing is a process” is to include a portfolio component in my writing classes. Twice this semester, once at midterm and once at the end of the semester, you will be responsible for collecting and revising the work you’ve done in and outside class. You will turn in both formal and informal writing, some of it revised, some of it not. You will also include an introduction that discusses what you’ve learned and provide a self-evaluation of your writing. These portfolios will be returned with formal letter grades attached that evaluate the work in the portfolio as well as your success in the class.
Readings:
Outside readings will be assigned for each class period. They are listed on the schedule. It is vital to your grade that you complete all readings and come to class prepared to discuss them.
Book Club.
This assignment is a moment, in a class filled with theories of writing, to take time to understand theories of reading and the intimate connection between the two. Different groups of students will read different novels that might be read in a high school or middle school class, and we will, as a class, explore the experience of reading and writing together.
Conferences:
You will be responsible for meeting with me once during the semester outside of class. The conference will be at midterm of the semester to talk about the progress of your midterm portfolio revisions. The meetings will be about fifteen minutes long. I will tell you very specifically what you should bring to the meeting at the time we schedule it. Failure to come to these conferences and/or failure to come to these conferences prepared with a draft to work on will count as an absence-furthermore, do not waste my time or your own by not showing up or showing up unprepared. I am just as busy as you are, but if you are prepared to invest time in your writing then I am too. A sign up sheet will be passed around as time the time approaches for conferences. Additionally, feel free to come to my office hours at any time during the semester.
Note:
All writing you do in this class-drafts, revisions, in-class writing, journals-should be saved so you have a wide selection to choose from when putting together your portfolio. It is imperative that you save all your writing so you can see how you have developed as a writer throughout the course of the semester.
Evaluation and Grading Policies:
In this course you will not receive letter grades on individual drafts and assignments but rather you will be graded holistically. This means I will evaluate your work overall throughout the semester holistically. Using this portfolio system of evaluation allows me the opportunity to give you credit for the things that grading individual papers does not: such as effort and revision and improvement. Although you will not receive individual letter grades on each draft you turn in, you will receive extensive comments and feedback from me that will help you understand the quality of the work you are doing as well as assist you in improving your writing. You will receive a letter grade at mid-term and at the end of the semester when you turn in your portfolio. These two grades will be based on the following criteria:
Grading Percentage Breakdowns
Different assignments in this course require different levels of effort. The following breakdowns should provide you with an idea of the amount of time and energy needed for each.
Reading journals 10%
Book Club 10%
In-class writings 10%
Formal Writing Assignments
4 essay Drafts (5% each) 20%
Portfolio (mid-term 20% and final w/presentation 30%) 50%
School of Arts, Science, and Design
English 301 Writing and the Teaching of Writing
Fall 2017
Nicole Williams
Tillinghast 320
Office Hours: M 10:00-11:00 (in AAC) W 10:00-11:00 (in AAC) and 12:30-1:30
Phone: 508-531-2001
Email: [email protected]
Website: http://www.nicoleannwilliams.com
Text Required:
Why School by Mike Rose
Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared by Mike Rose
Because Writing Matters: Improving Student Writing in our Schools by National Writing Project and Carl Nagin
Write Beside Them: Risk, Voice, and Clarity in High School Writing by Penny Kittle
Materials:
Notebook, 2 folders, pen
Course Description:
This course is designed to help prospective teachers develop a personal and professional sense of what they want their writing/reading classrooms to look like. To do this, the class will read and write together about current research and theory on the reading and writing process; about the reading/writing classroom, past and present; about the rules, regulations, and requirements placed upon you as teachers today; about the needs of all students as we help them become thoughtful readers and writers themselves. As we move forward with our understanding of all of this, we will remember where we all start: as students. Thus, you will examine your own personal writing/reading practices and your experience as a student as it impacts your future classroom as a teacher.
While we will explore various ways to theorize your teaching practice, my own classroom practice will identify the theories that I value and serve as a model for you. The classroom I construct will therefore reinforce particular theories of language and composition (and you should know this going in to the deal). You will write informally and formally; you will work individually and as a group; you will present your ideas orally and in print. At the end of the semester you should have the beginnings of a set of documents that you can take with you into your professional career, and a theory/philosophy of their significance in your future classroom (that may or may not reflect what I value). Your job is to learn, explore, and figure out what your classroom may look like.
Course Objectives:
By the end of this course you will have begun the important (and continuing) work of
- Understanding the culture of the writing/reading classroom in the United States today,
- Exploring various theories of reading and writing,
- Exploring important topics in the teaching of reading/writing to all students,
- Exploring the various ways these theories can be developed into meaningful reading/writing assignments and classroom practices,
- Exploring various theories and practices of assessment in order to evaluate student performance,
- developing a professional persona by beginning a reading/writing teaching portfolio,
- And feeling more confident as a writer yourself.
Course Policies:
In order to successfully pass this course you must attend class, participate in class discussions, complete in class writings, outside readings, homework, and complete all four formal writing assignments. Successful completion of the four formal assignments includes turning in all required drafts and attending workshops and conferences.
Attendance:
Since this is a 300 level course I believe that you all want to be here and that it goes without saying that what happens in class each day only works if everyone is here to participate as much as possible; therefore, attendance is mandatory. I will also note that as a 300 level course and one that is designed to prepare you for teaching, this course is a lot of work. You are allowed two absences (a week worth of class), free and clear, no excuses necessary. After your two absences any and all absences, regardless of the reason, will adversely affect your final grade in the course. Your grade will be lowered by a 1/3 of a letter grade for each additional absence. (ex. A B+ will go down to a B). After 4 absences (two weeks worth of class) you could fail the course.
Participation:
This course depends heavily on your readiness and willingness to contribute to class discussions and activities daily. I expect each of you to work with me and each other to make this a real community of learners. Therefore, you must come to class each day fully prepared having done all assigned readings and work ready to participate in class. Class activities are designed to build off of outside work; therefore, I will know if you are unprepared and your grade will reflect it. Please keep in mind the way you would want students in your own class to participate.
In addition keep in mind:
- Being absent is not an excuse for turning in late work. All assignments are expected to be turned in at the beginning of the class period they are due. If you are not going to be in class e-mail your work to me by the beginning of class time. Late assignments will not be accepted unless prior arrangements have been made with me.
- In class work cannot be made up so it would be wise to come to class prepared each day.
Format for Assignments:
All formal writing (except multimodal compositions) should be:
- Computer generated/typed
- Double-spaced in a 12 point readable font
- 1 inch margins on all sides
- Name, instructor, course, and date should be listed on the top left, double-spaced.
- Do not double space between paragraphs
- Do not include cover sheets unless specified
- Documented using MLA or APA Style
Respect:
Respect for others in our classroom is non-negotiable. We will be discussing many ideas and concepts that may challenge your current thinking. This is the fun of college! Have respect for one another and be open to new ideas. Everyone is entitled to his or her own opinion, but everyone is allowed a chance to express that opinion.
BSU Sexual Violence Policy:
The BSU Sexual Violence Policy can be read in its entirety here https://my.bridgew.edu/departments/affirmativeaction/Sexual%20Misconduct%20and%20Relationship%20Violence/Sexual%20Violence%20Policy%20for%20BSU%202015%203%204.pdf. As a campus we are all responsible for upholding this policy and ensuring the safety and comfort of our community.
Plagiarism:
Presentation of someone else’s work as your own is dishonest and unacceptable. If I find out that you have plagiarized you will receive a zero for the assignment and, possibly, fail the course. Be assured that I will find out if you have plagiarized, therefore it would be wise for you to do your own work and cite any and all material you take from other sources. Plain and simple-if it isn’t your own words or idea than tell me where you found it. If you are ever unsure of whether or not you are committing academic dishonesty please come speak to me, and I will be happy to assist. I take academic honesty and integrity very seriously and will follow all steps outlined by Bridgewater State University if I find a student plagiarizing. This could result in a meeting with the Dean and possible expulsion from the University.
Departmental Writing Committee’s Academic Honesty Policy (Approved Spring 2010)
Academic Honesty: Academic Honesty refers both to plagiarism and misrepresenting your work in other ways. Plagiarism is the use of someone else’s words or ideas without acknowledging the original source. Acts of academic dishonesty include the following:
- Turning in another students essay as your own
- Turning the same essay (that you wrote) in for credit in two different classes. (Note: It is fine to write about the same idea in two courses, to branch off of a project to create a new one, or to push an idea that you’ve started developing in one paper significantly further in another, but it is academically dishonest to turn in the same writing project in two courses.)
- Including information or ideas from a print or online source in your essay without including a citation to indicate the origin of the words
- Including phrases or sentences from a print or online source in your essay without using quotation marks to mark the words as coming from an outside source (even if you include a citation)
If you have a question about whether you need to cite a course, ask your instructor or writing studio consultant or simply take the safe route and cite the source.
The consequences of plagiarism are serious.
Additional Resources:
Course Adaptations: In accordance with BSU policy, I am available to discuss appropriate accommodations that you may require as a student with a disability. Requests for accommodations should be made during the drop/add period so that proper arrangements can be made. Students should register with the Disability Resources Office in Boyden Hall for disability verification and determination of reasonable academic accommodations.
Writing Studio: The BSU is a valuable source that you should take advantage of throughout the semester for all your courses and as you continue your studies at BSU. The Writing Studio is located in the Academic Achievement Center on the ground floor of Maxwell Library. You can make an appointment by stopping by the Writing Studio in person, calling 531-2053, or via email [email protected]. To learn more about The Writing Studio visit their website at http://www.bridgew.edu/WritingStudio/
Office of Undergraduate Research (OUR) and Adrian Tinsley Program: The OUR and ATP provide BSU students with the opportunity to do scholarly research by funding projects, providing presentation forums through research symposiums, and publishing opportunities in the Undergraduate Review. The OUR is located in 200 Maxwell Library. To learn more about the OUR visit their website at www.bridgew.edu/our. On a personal note, I cannot speak highly enough of the opportunities the OUR and ATP provide to BSU students for enhancing your education while at BSU and providing you with skills that will make you competitive in both the job market and in graduate school.
Publication Opportunities: The Undergraduate Review- Published annually by the Office of Undergraduate Research, showcases student research and creative work done as part of a class or under the mentorship of Bridgewater Faculty.
The Bridge- A Creative journal that published by the English Department annually that showcases poetry, prose, and fine art.
Other Resources on Campus: There are a wide variety of services available on our campus that you might want to know about but also might just be too inundated with information to remember you have access to, so I'm including links to a variety of places on campus that I think you might want to know about. First and foremost is probably the counseling center and the wellness center. Other places you can go if you want to connect with folks: the Center for Multicultural Affairs, the Pride Center, the campus food bank, and Commuter Services. Making a connection to this campus is the number one way you'll get from day one to graduation.
Course Requirements
Formal Essays:
For this class you will write four essays outside of class. Each essay will require a draft that will be responded to by me and your peers. Assignments will be discussed throughout the semester as the time for each approaches. Detailed assignment sheets can be located on my website. Assignments are due at the beginning of class as stated on the course schedule.
Reading Journals (One Pagers):
For each reading, as marked on the schedule, you will be required to write a one page summary, analytical, and teaching implication response. This will assist you in your comprehension and future teaching, as well as myself in seeing your understanding.
In-class Writing:
During class time you will be asked to write on a variety of issues, ideas, and prompts that relate to readings and class material. These writings will assist in class discussion and serve as a tool for both of us to reflect on the work you are doing. You will find that each of you has your own section on the discussion board where you will produce these assignments. This will allow you to view them all in one place when it comes time to put together your portfolio.
Portfolios:
The best way I have found to help students understand and appreciate what it means when I say “writing is a process” is to include a portfolio component in my writing classes. Twice this semester, once at midterm and once at the end of the semester, you will be responsible for collecting and revising the work you’ve done in and outside class. You will turn in both formal and informal writing, some of it revised, some of it not. You will also include an introduction that discusses what you’ve learned and provide a self-evaluation of your writing. These portfolios will be returned with formal letter grades attached that evaluate the work in the portfolio as well as your success in the class.
Readings:
Outside readings will be assigned for each class period. They are listed on the schedule. It is vital to your grade that you complete all readings and come to class prepared to discuss them.
Book Club.
This assignment is a moment, in a class filled with theories of writing, to take time to understand theories of reading and the intimate connection between the two. Different groups of students will read different novels that might be read in a high school or middle school class, and we will, as a class, explore the experience of reading and writing together.
Conferences:
You will be responsible for meeting with me once during the semester outside of class. The conference will be at midterm of the semester to talk about the progress of your midterm portfolio revisions. The meetings will be about fifteen minutes long. I will tell you very specifically what you should bring to the meeting at the time we schedule it. Failure to come to these conferences and/or failure to come to these conferences prepared with a draft to work on will count as an absence-furthermore, do not waste my time or your own by not showing up or showing up unprepared. I am just as busy as you are, but if you are prepared to invest time in your writing then I am too. A sign up sheet will be passed around as time the time approaches for conferences. Additionally, feel free to come to my office hours at any time during the semester.
Note:
All writing you do in this class-drafts, revisions, in-class writing, journals-should be saved so you have a wide selection to choose from when putting together your portfolio. It is imperative that you save all your writing so you can see how you have developed as a writer throughout the course of the semester.
Evaluation and Grading Policies:
In this course you will not receive letter grades on individual drafts and assignments but rather you will be graded holistically. This means I will evaluate your work overall throughout the semester holistically. Using this portfolio system of evaluation allows me the opportunity to give you credit for the things that grading individual papers does not: such as effort and revision and improvement. Although you will not receive individual letter grades on each draft you turn in, you will receive extensive comments and feedback from me that will help you understand the quality of the work you are doing as well as assist you in improving your writing. You will receive a letter grade at mid-term and at the end of the semester when you turn in your portfolio. These two grades will be based on the following criteria:
- Meeting all of the requirements described above.
- The quality of your written work, including how successful your revision work is.
- The quality of your effort in class, in workshops, in discussion, in groups, in conferences, and in general.
- Your demonstration of a willingness to try new things, think in new ways, and explore different perspectives as both a reader and a writer.
Grading Percentage Breakdowns
Different assignments in this course require different levels of effort. The following breakdowns should provide you with an idea of the amount of time and energy needed for each.
Reading journals 10%
Book Club 10%
In-class writings 10%
Formal Writing Assignments
4 essay Drafts (5% each) 20%
Portfolio (mid-term 20% and final w/presentation 30%) 50%
English 301 Fall 2017 Syllabus by Nicole Williams on Scribd
