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College Writing/UW English 131

Julie Larsen

Email:  larsenj@issaquah.wednet.edu (school) or julielarsen2@hotmail.com (home)

Office Phone: 425-837-4838             Home Phone: 253-638-1305 (please call before 9 pm)

Website:  www.liberty.issaquah.wednet.edu/teachers/larsenj

Course Description

This course is designed to prepare you for critical thinking and writing at the college level.  No matter what major you choose, you will be expected to show in writing that you understand the material in a meaningful way, that you have your own opinions about the material, and that you can support those opinions.  In order to learn how to articulate complex ideas and claims through persuasive prose, we will be reading essays that will serve as potential models for argument, structure and style.  In addition, these readings will serve as the texts about which you will be critically thinking and writing.

By the end of this semester you should be able to:

• Demonstrate an awareness of the strategies that writers use in different writing contexts.
• Read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.
• Produce complex, analytic, persuasive arguments that matter in academic contexts.
• Develop flexible strategies for revising, editing, and proofreading writing.

Please see the attached “Outcomes” sheet for more detail regarding these goals.  I will be referring to these goals often, so you should become familiar with them.

You have the opportunity to take this course for college credit through the University of Washington.  The details of this option are described later.  It is important to note, COURSE CONTENT WILL BE THE SAME WHETHER YOU TAKE THE CLASS FOR COLLEGE CREDIT OR NOT. 

Course Expectations

Reading: You may find the reading for this course demanding at times.  Do not leave your reading until the last minute or you won’t have time to read with the attention this class requires.  Written assignments will accompany most readings.

Writing: We will do a lot of writing, especially outside of class.  Writing assignments include brainstorming exercises, written preparation for class discussions, in-class writing assignments, self-reflection pieces for each paper, 1-2 page critical responses and short papers, a college application or scholarship essay, and two full length essays of 5-7 pages each.  The revision process is a major component of this class, so you need to keep copies of your drafts for each assignment.

Formatting for written work:

Unless otherwise specified, all work that you turn in must be:

• Ready at the beginning of class on the due date or submitted electronically to turnitin.com by the end of the day (11:59 PM)—depending on instructions
• Typed, double spaced, in 12pt standard font
• Formatted to MLA standards

Course Outline (subject to change)

I.                   Introduction to course, critical reading, critical writing

II.               Sequence One: Culture, Gender, and Identity

III.           Sequence Two: College Application Essays

IV.              Sequence Three: Heroification and Mystification of the Past

V.                  Revisions and Portfolio

Class Expectations

• Please turn off your cell phone before class.  Make sure your ipod is also turned off and put away unless you are given time to work quietly by yourself. 
• Be on time and READY TO CONTRIBUTE.  Participation is the key to a successful experience.  It’s difficult to do well if you aren’t here, physically or mentally. 
• If you are absent you are responsible for all missed work and should return to class prepared to participate in that day’s lesson.  Always check the class schedule and website before returning.
• Challenge yourself. You will only take from this class what you’re willing to work for.
• Above all, I ask you to treat everyone in the class with respect.  We will be discussing issues that inevitably generate controversy and disagreement among students.  It is necessary that everyone feels comfortable sharing ideas, and while you are of course welcome to disagree with your peers, please do so respectfully. 

Assessment

As this class is modeled after a college course, you will find there are far fewer graded assignments than in a typical high school course.  It is important you take every assignment seriously. 

How your Liberty grade is calculated:

THIS GRADE IS GIVEN TO ALL STUDENTS

Assignments: 30%

This portion of your grade will include:

• All assignments from the first sequence
• First, rough, and non-portfolio final drafts of all writing assignments
• Peer responses to drafts
• Critical reading (annotating text, answering questions, having texts with you in class every day)
• In-class writing assignments
• Class discussions
• Self-reflections for each paper

Portfolio: 70%

Your portfolio will be a reflection of your work in sequences two and three, and it will include:

• Every writing assignment from sequences two and three (ten total assignments).  SAVE ELECTRONIC COPIES OF YOUR PREVIOUS DRAFTS, DO NOT THROW ANYTHING AWAY!
• Final drafts of every written piece chosen for revision (4-6 shorter papers and one major paper).
• Cover letter detailing how your revised work is a successful reflection of the course outcomes.

Liberty Grading Scale

93-100  A                   87-89  B+                    77-79  C+                    67-69  D+      

90-92   A-                  83-86  B                     73-76  C                     63-66  D

                                    80-82  B-                    70-72  C-                    58-62  D-

(anything less than a 58% is an F)

How your University of Washington grade is calculated:

If you choose to take this class for college credit, YOU WILL RECEIVE TWO GRADES.  Please note that the two grades are often different.  The grade that appears on your Liberty transcript is the one described above.  The grade submitted to the University of Washington will be calculated as follows:

Participation: 30%

This will be almost the same 30% as above, except that assignments from sequence one (and any other non-UW assignments) will not be included.

Portfolio: 70%

This will be very similar to the Liberty portfolio grade, but with two major differences:

• If any single piece of the portfolio is missing, the portfolio grade is automatically a zero.  This means you have no way to earn college credit, and the failing grade will appear on the college transcript.

UW Grading Scale

4.0-3.9  A       3.4-3.2  B+      2.4-2.2  C+      1.4-1.2  D+       *a 2.0 or above is required for the

3.8-3.5  A-      3.1-2.9  B        2.1-1.9  C         1.1-0.9  D           “C” credit

                        2.8-2.5  B-      1.8-1.5  C-       0.8-0.7  D-      *lower than 0.7= failure/unofficial

   withdrawal with no credit earned

Absences

When you are absent:

• Make sure your absence is excused through the attendance office. 
• Check the published schedule and website to see what assignments were assigned or completed that day
• Check with me BEFORE or AFTER school to clarify any missing assignments

Excused Absences:  Any work due the day you were gone must be turned in the day you return or it will be marked late.  It is your job to remember to turn it in (and to check with me immediately about work you missed while you were gone).  Any work that was assigned in class on the day you were absent is due the class period after you return, unless you are otherwise informed.  Remember Liberty’s policy—after seven absences, you lose class credit.

Unexcused Absences:  You may not make up any in-class work missed during an unexcused absence or tardy.  You will not receive any extra time to complete larger assignments assigned during an unexcused absence.  Any work due on the day of your unexcused absence that is turned in the next class period will be marked late.

Late Work Policy

If an assignment is not handed in or submitted to turnitin.com by the deadline, then it is considered late and 25% of its total value will be deducted from your score.  In addition, late assignments WILL NOT RECEIVE ANY WRITTEN COMMENTS.  This means late work CANNOT BE CHOSEN FOR REVISION OR INCLUDED IN YOUR PORTFOLIO.  

Turnitin.com

            All of your short papers and both rough and final drafts of your major papers, along with the portfolio cover letter, must be submitted electronically to turnitin.com.  Points will be deducted from each assignment that is not submitted. 

Plagiarism

Plagiarism, or academic dishonesty, is presenting someone else’s ideas or writing as your own.  In your writing for this class, you are encouraged to refer to other people’s thoughts and writing—as long as you cite them. It must be clear what ideas are your own and what ideas you are drawing from others.  (Note that this section of the syllabus is simply an overview of expectations regarding academic honesty/ integrity.  For complete policy statements for both Liberty and UW, please see our class website)

Examples of Plagiarism

1.       Copying full essays or portions of essays from another source such as the internet, books, literary aids or other students without giving them credit.

2.      Paraphrasing someone’s ideas (from the internet, books, literary aids, other students, or other sources) without giving them credit.

3.      Using key words, phrases or concepts from a source without giving credit.

Aiding Plagiarizers

Giving your work to another person also violates academic integrity, and your consequences will follow those listed below.

Consequences

First Offense: You will receive a zero on the assignment.  Your parents may be notified and there is a possibility of a short-term suspension. You will not be eligible for a letter of recommendation written by an English department member.

Second Offense: You will receive an F in the course.  Your parents will be notified.

Outcomes

The outcomes and traits below articulate the goals of the course and the expectations for the final portfolio.  In each sequence, the shorter writings target some of the traits, and the larger essay includes most traits.  Your portfolio needs to show you have revised for every trait.

1. To demonstrate an awareness of the strategies that writers use in different writing contexts.

• The writing employs style, tone, and conventions appropriate to the demands of a particular genre and situation.
• · The writer is able to demonstrate the ability to write for different audiences and contexts, both within and outside the university classroom.
• · The writing has a clear understanding of its audience, and various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) address and are strategically pitched to that audience.
• · The writer articulates and assesses the effects of his or her writing choices.

2. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.

• · The writing demonstrates an understanding of the course texts as necessary for the purpose at hand.
• · Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, recontextualized) to support the goals of the writing.
• · The writing is intertextual, meaning that a “conversation” between texts and ideas is created in support of the writer’s goals.
• · The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary – for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals.
• · The writing demonstrates responsible use of the MLA (or other appropriate) system of documenting sources.

3. To produce complex, analytic, persuasive arguments that matter in academic contexts.

• · The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry.
• · The stakes of the argument, why what is being argued matters, are articulated and persuasive.
• · The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas.
• · The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position.
• · The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry.

4. To develop flexible strategies for revising, editing, and proofreading writing.

• · The writing demonstrates substantial and successful revision.
• · The writing responds to substantive issues raised by the instructor and peers.
• · Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing.

I am looking forward to a semester of brilliant ideas and hard work!  Congratulations for taking on the challenge!