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Course
Objectives
This
course introduces you to
several literary genres: poetry, drama, and prose. This course will teach you to read
critically and to write clearly, logically, persuasively, and fluently about texts within these
genres on the subject of science, religion, and magic. This course assumes that by becoming better readers of literature
and other kinds of writing, you
should become better readers of any text(s) and that, likewise, by learning to
think and write
analytically about literature, you should become better at thinking and writing analytically on any
subject matter. This course will also teach you the skill most needed by
everyone pursuing a college education: how to write and properly document
credible research papers.
This course
assumes that writing is a social action, an act of communication, and it
introduces you to an academic community of discourse. Thus, you
will participate extensively in workshop activity in this course; you
will write often, and you will get responses to your writing from both
me and your peers. Additionally, you will use computers, the most
efficient medium for writing, and you will learn how writing processes
change in relation to an electronic medium. You will communicate
with me through e-mail, as well as through the more traditional means of
communication, if you wish.
Prerequisite
You must have passed
English 1001 to receive credit for successfully completing this course.
Additionally, you must have passed English 1001 with a C or better to receive transfer credit for
either of these courses.
This is an advanced
composition class; it assumes that you have the grammatical skills necessary for this
class. If you believe you will need more help with your basic writing skills, then
you can make an appointment with me or with the Peer Tutors, the Reading,
Writing, Study
Skills Lab, or the
Writing Center—or work on your own. Mr.
Rambo's webpage contains some useful links, both from his homepage and from
his ENG 1001 and 1002 sites.
General Education Credit
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This course is a general education course, which fulfills a humanities requirement toward
a bachelor's degree. It has been accepted by IAI as
a C1 901R (second semester of the writing sequence) course, so you know that it will be accepted by all participating schools. Additionally, this course will help you attain the following goals, deemed central to IVCC's general education program:
1. To apply analytical and problem solving skills to personal, social, and professional issues and situations.
2. To communicate orally and in writing, socially and interpersonally.
3. To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including those within our own society.
4. To understand and use contemporary technology effectively and to understand its impact on the individual and society.
5. To work and study effectively both individually and in collaboration with others.
6. To understand what it means to act ethically and responsibly as an individual in one’s career and as a member of society.
7. To develop and maintain a healthy lifestyle physically, mentally, and spiritually.
8. To appreciate the ongoing value of learning, self-improvement, and career planning. |
Texts
| Bullock, Richard. The Norton Field Guide to Writing.
2nd Edition. New York: Norton,
2009. Print. |
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Butcher, Jim. A Dresden Files
novel--your choice. |
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Dawkins, Richard. The Magic of Reality.
New York: Free Press, 2011. |
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Wysocki, Anne F. and Dennis A. Lynch. The DK
Handbook. 2nd Edition. Indianapolis: Longman, |
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2011. |
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Poems, stories, novels, and films, as assigned,
including The Dresden
Files. |
Additional Required Materials
Notebook paper, writing utensils, a thumb/flash
drive portable storage device, several differently
colored highlighting markers, and an active IVCC e-mail
address are other things you may need to do well in
this class.
Grading Scale (%)
| A:
100-90 |
B:
89-80 |
C:
79-70 |
D:
69-60 |
F:
59-0 |
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Desired Attitudes Toward the Course
Students will respect each other’s personal beliefs and be committed to
helping each other learn more about the texts and themselves, as well as being
committed to helping each other improve their written and oral communication
skills. Not treating others–whether other students or the instructor–with
respect will result in, first, a warning summons to the instructor’s office
hours, and then, withdrawal from the course.
Please note, also, that the paper topics will all be related in some way to
the ideas of community and college, so if you object to that
for any reason or think that you will not be able to tolerate this topic, then
this may not be the class for you.
Please read the entire syllabus, as it represents a contract between
instructor and students, and complete the course contract (on Blackboard) if and only
if you understand and will be able to comply with the policies listed on this
syllabus.
If you are a student with a
documented cognitive, physical, or psychiatric disability, then you may be
eligible for special services. Please see Tina Hardy (815-224-0284) or Judy Mika
(815-224-0350) for more information--or stop by the Disability Services Office,
B-204.
Attendance
Students must participate in discussions
and complete other assigned work to be considered attending. Zero points accrued
in Blackboard is the equivalent to never attending. I consider that your status in this class is your responsibility. If you
realize that you haven't the time necessary to devote to the course and you feel
you cannot pass it, please ask me to withdraw you in person or via e-mail
before 1:45 PM
on April 9th,
keeping in mind that withdrawing from a class may impact your
financial aid award. If you are concerned, please speak to a financial aid
representative before requesting a withdrawal from the class.
Breakdown of Grades
(not including
reductions for poor attendance, etc.)
Class Participation:
15%
All submitted drafts
must be done on the computer, double-spaced, laser-printed, and follow MLA format. Several of
these papers require research. Papers are due at the
beginning of the class period on the date indicated on this syllabus.
Late papers may not be accepted and
are graded at the discretion of the professor. Papers are
evaluated on audience, content, documentation, grammar, organization, presentation,
spelling, and style, especially as described in your Style Book.
You
are encouraged to keep your papers, either in hard copy (printed)
or some other storage device like a flash drive. Regardless of IVCC's educational
support software, you are solely
responsible for having and keeping copies of your work. Papers will be evaluated on audience, content,
grammar, organization, presentation, spelling, and style, especially as
specified on the official syllabus. These papers are due on the date listed here, unless other arrangements have been made. I will accept
a late paper only
if you turn it in to me accompanied by a written note (e-mail) explaining why it is late
and asking for an exception to the policy concerning paper deadlines; turning in
a paper late without this note will result in an F on the paper. Generally, I
would advise that, even if your paper isn't finished, you turn it in anyway, as
there is an enormous difference mathematically between a 59-point F and a 0.
Class Participation includes every assignment that is not one of the papers
listed above. This means quizzes, assignments,
discussions, peer reviews, and exams. Extra credit, should it be offered, contributes to this category,
as well.
Plagiarism
The College’s policy on plagiarism applies
in this class; read it in your Style Book and note the penalties. I will
question you if your work does not appear to be your own. Keep all notes,
outlines, drafts, and finished assignments so that you can demonstrate that
writing you have submitted is your own work, should any question of plagiarism
arise.
Expected Student Outcomes
At the conclusion of the course, a successful student will be able to:
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1. read a text with
understanding and appreciation.
2. react to and analyze what
he or she has read.
3. demonstrate the ability to
organize, develop, and express ideas about the text or some aspect of it, addressing them
clearly, accurately, and thoughtfully to a particular audience.
4. work collaboratively and
cooperatively with peers and the instructor in writing and reading, responding about texts of
poetry, drama, and long fiction, relating them to current issues in our culture.
5. integrate and cite
accurately information of other writers, using other writers' opinions, beliefs, and/or
observations to support his or her own opinions, beliefs, and/or observations.
6. write often: inventing,
editing, and revising.
7. comment critically,
constructively, and respectfully upon his or her own work, as well as upon the work of his
or her peers. |
Tentative Class Schedule
Reading
Assignments and Subjects of Study
Week One
January 15th
Syllabus
Assignment Sheet for Paper #1
Read Field Guide, Part 1, and
The Magic of Reality, Chapter 1, 2, 11, and 12
Discussion threads in Blackboard
Begin writing Paper #1
Week Two
January 22nd
Discussion threads in Blackboard
Read Field
Guide, Part 3: 26-27 and Part 4: 33-36 (especially 35), and
The Magic of
Reality, Chapter 3, 4, 8, and 9
Peer Revision of Paper #1
Week Three
January 29th
Paper #1 Due
Consideration of issues
relating to the concept of College
Read Field Guide, Part 2: 7-12 and Part 4: 40
Choose and acquire a Dresden Files novel
to begin reading
Assignment Sheet for Paper #2
Begin writing Paper #2
Week
Four
February 5th
Assignment Sheet for Paper #3
Introduction to Poetry
Read Olds's "Sex without Love"
and
others, as assigned
Documentation of Poetry in MLA
Documentation of
Prose in MLA
Read Field Guide,
Part 2: 14, Part 3: 21-25, and Part 5: 42-44
Discussing poems
Week
Five
February 12th
Introduction to Fiction
Read Jim Butcher's
"Restoration of Faith"
and
a Dresden Files novel of your choice
Group Projects
Read Field Guide, Part
5: 42-50
Peer Review of Paper #2
Paper #2 Due
Discussing Prose
Week
Six
February 19th
Read a Dresden Files novel of your choice
View an episode of
The Dresden Files
Group Projects
Read Field
Guide, Part 4: 46-49 and Part 6
Week Seven
February 26th
Introduction to Drama and Film
Begin writing Paper #3
Documentation of Drama
in MLA
PowerPoint Notes on Documenting a Film
in MLA
Week Eight
March 5th
Group projects
Assignment Sheet for Paper #4
Peer review of Paper #3
Paper #3 Due
No School from March 11th-15th, Spring Break for
Faculty and Students
Week
Nine
March 19th
Group projects
Peer Review of Paper #4
Documentation of
Secondary Sources in MLA
Read Field
Guide, Part 4: 45 and 50
Week
Ten
March 26th
Begin writing Paper #4
Read
Field Guide, Part 2: 18
Group Projects Due
Paper #4 Due
Week
Eleven
April 2nd
Assignment Sheets for Papers #5 and #6
Let me know by
April 9th, if you'd like to withdraw from this class
Review
Field Guide, Part 3: 26-27
Week
Twelve
April 9th
Read Field
Guide, Part 4: 28-33 and 38
Week
Thirteen
April 16th
Writing Paper #5
Week
Fourteen
April 23rd
Peer Review of Paper #5
Begin writing Paper #6
Week
Fifteen
April 30th
Paper #5 Due
Preparation of Paper #6
Peer Review of Paper #6
Week
Sixteen
May 7th
Paper #6 Due
Kimberly M. Radek's
Homepage | The IVCC Homepage
Finalized 10 January 2013.
This page was last updated on
01 April 2013.
Copyright Kimberly M. Radek, 2000.
Note: Request for exceptions to any of these
policies must be submitted to me in writing as close as is possible to the event
that has precipitated the request. Requests will be evaluated on a case by case
basis. Submitting a request is no guarantee that an exception will be made. All
written requests must be made to me at my e-mail address, as listed at the top
of this document. No others will be considered.
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