Syllabus

Contact and Class Information

Professor Jennifer Gennaco

Office (no voice mail): 602-2509; Cell Phone: 632-2355

Email: jgennaco@une.edu; jengen@maine.rr.com

Meeting Time: Mondays and Wednesdays 9:30-10:50 a.m. in Marcil 317

Office Hours: Mondays and Wednesdays 11:00-12:00 in Marcil 27 (or by appointment between 11:30-1:30 on Mondays).

Course Description (4 credit hours)

This course introduces students to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Placement into this course is determined by multiple measures, including high school achievement and SAT scores.

Successful completion of English 110 fulfills the writing requirement in the CAS Core Curriculum or the CHP Common Curriculum.

This section of ENG 110 will use a hybrid model. Students will be required to attend two class meetings per week in a traditional classroom setting in addition to completing approximately one hour per week of course work that often utilizes technology, such as a discussion board, additions to ePortfolio, watching video or audio sources, and creating digital projects. In this course, you will be required to use WordPress for ePortfolio, Google Docs for formal essays and peer review, and video and/or audio editing software for digital projects. The instructor will provide guidance to support this learning environment; UNE also provides support through the Digispace, located in Decary 51. When seeking DigiSpace assistance, please check hours of availability.

ENG 110 Learning Outcomes

Students who complete English 110 should

1. Demonstrate the ability to approach writing as a recursive process that requires substantial revision of drafts for content, organization, and clarity (global revision), as well as editing and proofreading (local revision).
2. Be able to integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.
3. Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.
4. Be able to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.
5. Document their work using appropriate conventions (MLA).
6. Control sentence-level error (grammar, punctuation, and spelling).

Required Texts      

Bullock, Richard, Michal Brody, and Francine Weinberg. The Little Seagull Handbook, 3rd ed. New York:  W.W. Norton & Company. 2014. ISBN 978-0-393-60264-7. 

Graff, Gerald and Cathy Birkenstein. They Say, I Say. 3rd ed. New York:  Random House. 2014. ISBN 978-0-393-93584-4.  

Supplemental Texts

Boyd, Danah. It’s Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press. 2014. ISBN  978-0-300-16631-6.

Please note: students will be required to print designated articles for class and will be notified in advance. Print at the library or computer lab since most articles will be multiple pages. Supplemental text readings will consist of a chapter or two of the book and will be available on reserve at the library or for access through electronic copy via the library collection.

Course Outline

Unit 1 (January/February): Introduction & Literacy Analysis Project

• • Week 1 (1/17, 1/22): Writing sample; peer review sample; introduction to college composition (syllabus review), Carol Dweck’s growth mindset (TED Talk), ePortfolio creation and tutorials
    Sources: Dweck TED Talk; first-week writing prompt; uneportfolio.org
    ePortfolio: About Me page & Active Reading (LO 3) page
    
• [Campus closure 1/17 due to snow]
  • Week 2 (1/24, 1/29): Literacy Narrative and Analysis Introduction
    Final draft of writing sample due via Google docs 1/24. Introduction of Literacy Narrative and Analysis Project & Learning Objective of Active Reading
    Sources:“The Editor” podcast; Alexie’s “Superman and Me;” and King excerpt from On Writing
  • Week 3 (1/31, 2/5): Literacy Narrative and Analysis Project Pre-writing, Drafting, Peer Review
    Sources: King & Alexie; They Say, I Say, introduction and chapter 1
  • ePortfolio: Recursive Process (LO 1) page, Critiquing Own and Others’ Writing (LO 4)
  • Week 4 (2/7, 2/12): Literacy Narrative and Analysis Project Revision
    Sources: They Say, I Say chapter 2; Little Seagull S1, S-2, S-3
    Literacy Narrative and Analysis Project Final Draft due 2/14 (updated)

Unit 2 (February/March): Social Media and Self Project

• • Week 5 (2/14, 2/19): Reflection for Literacy Narrative & Introduction to Social Media Project
    15- to 30-second audio and/or video reflection for Literacy Narrative linked in ePortfolio by 2/18 (updated)
    Sources: They Say, I Say chapters 3,4; danah boyd, selections from It’s Complicated
    ePortfolio: Integrating Own Ideas with Others’ Ideas (LO 2) page
  • Week 6 (2/21, 2/26): Social Media and Self Project Readings
    Sources: They Say, I Say chapters 5, 6; Susan Greenfield, selections from Mind Change
    ePortfolio: Integrating Sources (LO 2) page; Document Sources (LO 5) page
  • Week 7 (2/28, 3/5): Social Media and Self Project Drafting/ Midterm Reflection
    Social Media and Self first draft due 2/28
    Sources: They Say, I Say chapters 7, 12; select TED Talks and short selections
    Midterm Self-Assessment due 3/5
    ePortfolio: Integrating Sources (LO 2) page
  • Week 8 (3/7): Social Media and Self Project
    Social Media and Self Project Final Draft due 3/7
    Sources: They Say, I Say chapters 8, 10, 11 Little Seagull L-6, P-1; revisiting Greenfield, boyd
    ePortfolio: Recursive Process (LO 1) page; Integrating Sources (LO 2) page; Active Reading (LO 3) page; Critiquing Own and Others’ Writing (LO 4); Document Sources (LO 5); Sentence-Level Error (LO 6)  

Spring Break: March 12-18

Unit 3 (March/April): Big Data Project

• • Week 9 (3/19): Big Data Readings
    Sources: Select TED Talks; CQ Researcher; sources vary depending on research;
  • Week 10 (3/21, 3/26): Big Data Reading & Pre-writing
    Sources: Sources vary depending on research; Little Seagull W-7, R-2
    ePortfolio:  Integrating Sources (LO 2) page; Document Sources (LO 5); Active Reading (LO 3) page
  • Week 11 (3/28, 4/2): Big Data Reading & Peer Review Design
    Sources: Sources vary depending on research;  Little Seagull (varying)
    ePortfolio:  Document Sources (LO 5); Active Reading (LO 3) page; Sentence-Level Error (LO 6)
  • Week 12 (4/4, 4/9): Big Data First Draft & Peer Review
    Big Data First Draft due 4/4
    Sources: Sources vary depending on research;  Little Seagull (varying)
    ePortfolio: Active Reading (LO 3) page; Critiquing Own and Others’ Writing (LO 4); Document Sources (LO 5); Sentence-Level Error (LO 6)
  • Week 13 (4/11, 4/16): Big Data Final Draft and Presentation
    Final Draft due 4/11
    Digital Podcast or Video due 4/18)
    Sources: Sources vary depending on research;  Little Seagull (as needed)
    ePortfolio:  Recursive Process (LO 1) page; Integrating Sources (LO 2) page; Critiquing Own and Others’ Writing (LO 4); Document Sources (LO 5); Sentence-Level Error (LO 6)

Unit 4 (April/May): Reflection & ePortfolio

• Weeks 14-15 (4/23-5/2): End-of-term Assessments and Reflections;
  Completion of ePortfolio due 5/2, including Connection to Other Course page

Course Requirements and Grade Distribution

Students are required to submit a paper copy of first and final drafts for each piece of formal writing (first and final drafts for each project). When the draft is due, students will submit an electronic copy to me (via Google Docs), a paper copy during class, and writing samples in their ePortfolios. Privacy settings will be discussed in class.

Projects include elements of annotation, peer review, revision, and formal writing pieces. Please note that due dates may change. Weekly assignments will be posted on the class website https://eng110-h5-s18.uneportfolio.org/.

• Engagement = 15%
  Attendance, completion of assignments in a timely manner, active participation in class activities and discussions, updating ePortfolio materials in a timely manner, and completion of midterm and end-of-term self-assessment will define the engagement portion of the grade.
  • Midterm self-assessment due via Google Docs 3/2
  • End-of-term self-assessment due via Google Docs 4/25
• Literacy Narrative & Analysis Project (4-5 pages) = 15%
  Project grade will reflect pre-writing and revision process in addition to integrating ideas with others’ ideas, developing ideas, and applying MLA style and standard English conventions in formal writing.  
  • First draft due 2/5
  • Final draft due via Google Docs and in paper copy by 2/12
  • Audio and/or video 15- to 60-second reflection linked in ePortfolio by 2/14
• Social Media and Self (4-5 pages) = 15%
  Project grade will reflect an assessment of revision process in addition to integrating ideas with others’ ideas, developing ideas, and applying MLA style and standard English conventions in formal writing.
  • First draft due 2/28  
  • Final draft via Google Docs and in paper copy by 3/7
• Big Data Project (6-7 pages)  = 25%
  Project grade will reflect an assessment of revision process in addition to integrating ideas with others’ ideas, developing ideas, inclusion of material accessed through library databases, and applying MLA style and standard English conventions in formal writing.
  • First draft due 4/4
  • Final draft via Google Docs and in paper copy by 4/11
  • Podcast or Video Presentation link in ePortfolio by 4/18
• Peer Review and Annotation Activities  = 15%
  Peer review practice and active annotation will be graded for formal writing project. Students will be required to try a variety of strategies for annotation and peer review in order to gain full credit. Samples of annotations will be included in ePortfolio to demonstrate variety.
  • Peer review #1 will be completed in class on the day the first draft is due and peer review #2 will be due the following day by noon.
• ePortfolio = 15%
  • The ePortfolio will require electronic pages including (or with links to) the pre-course writing sample, post-course writing sample, portfolio framing statements, and file evidence (essays, samples of annotation, samples of peer review) from ENG 110 as well as samples from one other course.
  • ePortfolio will be started on 1/22 and developed through the the term
  • Finalized ePortfolio by 5/2

UNE Academic Calendar 2017-2018

Grading Scale

A = 93-100%
A- = 90-92.9%
B+ = 87-89.9%
B = 83-86.9%
B- = 80-82.9%
C+ = 77-79.9%
C = 73-76.9%
C- = 70-72.9%
D = 60-69.9%
F = <60
I = Nearly all work completed, regular attendance
W = Withdrawal during first two-thirds of the term
WP = Withdrawal while passing during final third of the term
WF = Withdrawal while failing during final third of the term

 

Class Policies

Attendance: Attendance is mandatory in English 110 since much of the active, collaborative learning in the course takes place in the classroom. Small group discussions, peer review, and writing activities are essential elements of the course, and students who miss these activities are not fully participating in the course. Students who miss more than the equivalent of two weeks of class (four absences) should not expect to pass.

Students are expected to attend all classes. Students are responsible for any materials discussed and work assigned during a missed class period, including peer review. In the event that a student will not be in class, he or she should contact me via email (in advance when possible). Students may earn partial engagement credit for missed classes, depending on the class activities and regardless of the reason for the absence.

Workload:This course workload adheres to US Department of Education requirements for college credit. According to the US DOE, a college credit requires student work that “reasonably approximates not less than one hour of class and two hours of out-of-class student work per week.” As a 4-credit course, ENG 110 will require four in-class hours and not less than 8 out-of-class hours of student work.

Technology: Please recognize the disruption of cell phones and/or text messaging during class. Students should turn off or silence electronic devices at the beginning of class. In the event that a student must use a cell phone, please step outside of the classroom. Our class will integrate frequent computer usage. These computer tasks will be focused on academic, not personal, use. Communications made in discussion forums should be treated as classroom discussions and should follow classroom behavioral expectations.  

Midterm Academic Progress Reports

The University of New England is committed to the academic success of its students.  At the midterm of each semester, instructors will report the performance of each student as SATISFACTORY (S) or UNSATISFACTORY (U).  Instructors will announce when these midterm academic progress reports will be available for viewing via U-online.  This early alert system gives all students important information about progress in their courses. Students who receive an UNSATISFACTORY midterm report should take immediate action by speaking with their instructor to discuss suggestions for improvement such as utilizing the services of academic advising, the Student Academic Success Center, Counseling Services, and Residential Education.

Access Statement/ Students with Disabilities

The University of New England will make reasonable accommodations for students with documented disabilities. Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with the professor at the beginning of the semester. Registration with Disability Services, located in Stella Maris 131 (ext. 2815) on the Biddeford Campus and the Lower Level of Ginn Hall (ext. 4418) on the Portland Campus, is required before accommodation requests can be granted.

All disability-related inquires can be directed to bcdisabilityservices@une.edu on the Biddeford campus or pcdisabilityservices@une.edu on the Portland campus.

For more information:  http://www.une.edu/studentlife/disability-services

Class Cancellation Policy

Should the class be cancelled (either by the University or the professor), students should expect to be contacted via email regarding the revised class plan. Since some of the course work can be completed virtually, students will be expected to complete certain revised assignments on instances when class is cancelled.

Use of the Student Academic Success Center (SASC)

The Student Academic Success Center offers a range of free services to support your academic achievement, including tutoring, writing support, test-prep and studying strategies, learning style consultations, and many online resources. To make an http://une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, visit https://sites.google.com/a/une.edu/student-academic-success-center.

Academic Integrity: See handout

Appendix A: Required Technology Account Information

GoogleDocs Instructions

1. Go to my.une.edu.  Select “myUNEdocs” from the E-Services menu.
2. Note the “Shared with me” folder vs. “My drive” when sharing and creating documents.
3. To create a document, click the “New” button and either upload an MS Word document or create a Google Doc. When naming a document to be shared for this class, use this file naming system: LastNameFirstInitial-AssignmentTitle-Draft#.
4. To share a document, select it and click the icon with a “+” next to the person icon (toward the top of the page and near the trash icon). To “unshare” the document, select the document and click the same button.