Flyer/Hype Poster Materials

For our Monday meeting, your group is tasked with creating a promotional flyer or poster to hype your documentary and the R2C2 Film Festival.

Bring 5 copies of this flyer with you to our meeting on Monday! 

After the meeting your group will be tasked with hanging up your promo poster around campus. This flyer should be creative and unique, should make a solid, visual and textual argument for why people should come see your film, but also must include the following elements:

1. Film Festival Event Details:

R2C2 Student Documentary Film Festival
Thursday, May 5
5 PM
Pizza and Beverages provided by Student Senate

The above event information must be included on your group's flyer/promo poster.

2. The R2C2 Documentary Film Festival logo (see below), which should be downloaded from this page and pasted onto your group's promotional flyer/poster.

Documentary Particulars

As this documentary is a type of final product, demonstrating your mastery of the unit materials, it is graded rather heavily in the final evaluation of your grade.

There are two parts of evaluation for this final product. The pre-work for the documentary, which counts as 50% of this documentary project, and the finished product, which accounts for the other 50% of the documentary.

Remember that if your group is planning on using interviews, the permission form must be used prior to filming work is done! You must get the permission forms signed and dated or your documentary will not be eligible for showing at the festival!

In this pre-work students must bring evidence of completion of these elements:

1. Students are required to situate their documentary in a sub-genre of documentary styles and be able to identify why their documentary fits into this sub-genre.

2. Create a storyboard and tag lines of commentary for the documentary on the storyboard sheets posted to the class blog.

These elements of the pre-work for the documentary will be turned at the same time the instructor and documentary groups meet to review the final rough draft of the film on Monday, May 2--time to be determined by group and instructor.

The finished product will be evaluated for the following:

1. All group members must engage in the documentary-making process, whether it is by conducting interviews, script-writing, filming, editing, or participating in the film.

2. At least two members of the group must be present during the showing of the documentary and stay until the end of the presentations in order for that group to be eligible to win; in addition, at least two group members must be present for the group to receive credit. If you leave the presentations, your group cannot win.

3. Documentaries must be submitted to the instructor for review no later than class meetings on Monday, May 2, for M-W-F courses, or on Tuesday, May 3, for T-Th courses.

4. The documentary must be a minimum of 3 minutes and a maximum of 5 minutes.

5. The documentary must display these rhetorical principles and elements of the 4 Cs: a) a clearly defined main argument; b) a concise and professionally produced final product that demonstrates thoughtful application of pre-work, research, counterargument, and the four rhetorical appeals discussed in class; c) concrete research that adds to the scholarship on the topic; d) a current or flow through the documentary's "storytelling"; and finally e) application of the four rhetorical appeals: ethos, lexos, logos, and pathos.

6. A list of sources must be at the end of the documentary on a final, end credits-like slide that includes the locations where you did research and found images, who was interviewed for the documentary, and other pertinent research information.

Best of luck with these and if there are any questions, please let me know.

Storyboard Sheets

Download, save, and print these storyboard sheets for your visual outlines of the documentary.

Writing Project 3: Research Paper

Writing Project 3's initial due date is: for MWF classes, Wednesday, April 20 and for Tu-Thu classes, Thursday, April 21 at the start of class.


The "project" of Writing Project 3 will be to write a thoroughly researched, meticulously documented research paper that demonstrates a superior vetting of your sources. In writing this final research paper, you should touch upon the three main aspects of the course--establish a concrete, main argument that revolves around a CREW-like structure; demonstrate an understanding and use of the four rhetorical appeals; and provide some ethos driving "proof" of your conspiracy theory.


As this is an individual research paper, you are asked to write a four page paper that demonstrates knowledge and time given to the 4Cs of writing discussed in class: clear writing that has been proofread for errors and content; concise writing that has no fluff and is based in a good understanding of word choice and sentence structure; concrete writing that has evidence and supporting reasons to back your main research claim; and finally, writing that has some current/flow, which ensures that each subsequent paragraph leads into the other.  
 
These research papers should be double-spaced using 12 point Times-New Roman font and have 1.0" margins. Your annotated bibliographies, previously known as Writing Project 2, should be at the end of the document. 

Structure: there should be a title page, which is followed by an abstract presenting an overview or main point of your research paper--this can be treated as this research paper's extended "thesis statement." This abstract should be 4-7 sentences long and be in italics and single-spaced. Then, your individual four page research papers should follow. Rounding out the document will be the annotated bibliography.

Regarding sources: in your four page paper, you will need to CITE--use either APA, MLA, IEEE, or Chicago-Turabian; and in-text citation style should match the annotated bibliography's format--at least six different sources. Of these six sources, at least three sources need to be primary sources, meaning something obtained from an on-line archive, an autobiography, newspaper article of the time, similar repository, or an oral history interview. Also, your individual paper must have at least three different types of sources, an example: you may use a book, vetted web site (.gov, .edu, .org--as a primary source), scholarly journal, oral history, and image. Lastly, your four page paper may contain only one, appropriately sized image that should have a caption and source.


And lastly: be sure to remember to use sound rhetorical principles in the paper, identify your audience; make a strong, but balanced and supported argument, if you write with bias be sure to make that bias transparent and include a counterargument; include the four rhetorical appeals: ethos, lexos, logos, and pathos in your writing. Also, be sure to employ the 4 Cs (clear, concise, concrete, current/flow) in the writing, while using some of the techniques we discussed in class to make your writing more readable.

Writing Project 2: Doing a Research Proposal

Write a Research Proposal

This Writing Project is due Wednesday, March 30 for the M-W-F class and Thursday, March 31 for the Tu-Thu class, at the beginning of class!

Effectively communicating your thoughts and ideas regarding research is a key component to getting funding for important projects in the academic and scholarly community. At some point in your academic careers, you may be asked to write a research proposal to fund your own research. 

The task for this writing project is to help your group put together an UNSOLICITED RESEARCH PROPOSAL to "study" your selected conspiracy theory. As part of this writing project, your research group should get together, in person or virtually, and plan out how to accomplish the goal of writing a research proposal and then give each member of your research group a section to write of the actual research proposal. 

Have a gander at the University of Illinois' page on research proposals for help if needed at: http://www.library.illinois.edu/learn/research/proposal.html 

As an example: one person in your group might write the abstract, table of contents, and introduction; while the next person in your research group might write the background on the topic, and the third member of your group might write the description of proposed research. Many of you have already done the #8, a description of resources, which is your annotated bibliography.

How your group splits up the division of labor is up to your group, but each research proposal MUST have numbers 1-6 of the University of Illinois (see above) parts of a proposal covered in your group's written research proposal. 

Then after each person has written their section of the research proposal, combine the various sections in numerical order (parts 1-6) and make ONE complete document that will be handed into me.

The "specs" for this writing project are that each person should write at least two pages, but no more than three pages for their section of the research proposal. Your group's research proposal should be double-spaced, written in 12 pt Times New Roman font with 1" margins. 

The goal of this writing project is to outline your future research as we move ahead in this course with your group's chosen conspiracy theories. This document will act as a guide for your group in the coming research phases of your chosen research topic. Spend some time together, again in person or virtually, going over sources: primary, secondary, and tertiary, and make sure to vet sources for ethos or credibility. Doing some good, solid work on this now will save time later in doing the research needed to write your FINAL research paper!

Be Sure to Post Your Thoughts on Conspiracy Theory

For posting your thoughts on the Teach the Teacher conspiracy theory, be sure to look for media and questions under your class' time slot, Section A, B, or C, in one of the three tabs at the top of this page.

The Tuesday-Thursday class' media and questions will be posted next week.

Writing Project 1: Annotated Bibliography

The initial due date for these writing projects is: for M-W-F classes, Wednesday, March 23 at the beginning of class; for Tu-Thu class Thursday, March 24!

Actions for Writing Project 1--Making an Annotated Bibliography

For your first writing project, I am asking each of you to compile an annotated bibliography on your research project--your conspiracy theory. So, essentially the job here is to locate at least 10 sources (remember no tertiary sources) and then construct a bibliographic entry for each, along with some narrative thoughts regarding each source. 

An annotated bibliography is a way for researchers to gather together and evaluate sources. It can be an essential part of the research project, especially for projects that require the assembly of a large numbers of sources. The basic idea is to list each source you are using in a bibliographic format and then write a paragraph (4 to 7 sentences) or so about the source, which should include any history regarding the source, the relevance of the source to your research, and its ethos or reliability. 

For information on how to format and assemble an annotated bibliography, check this link to Purdue University's On-line Writing Lab or OWL: https://owl.english.purdue.edu/owl/resource/614/03/ 

Each person in your research group should come up with at least 10 sources, and the 10 accompanying paragraphs of analysis on each source.

These writing projects should be in 12 pt. Times/New Roman font with 1 inch margins all around. These can be either single or double-spaced. 

Student Meetings--Wednesday, Thursday, and Friday

REMINDER: student meetings are being held for all classes on Wednesday, Thursday, and Friday, and your assigned meeting times are what you signed up for in class on Monday or Tuesday. In order to receive credit for attending the student meeting you MUST bring a hard copy of your essay with you to the student meeting.

Meetings are being held in H 106, otherwise known as my office.

Over and out.

Teach the Teacher Requirements

For this assignment you are tasked with teaching us about your conspiracy theory. As you have become the "experts" on your topic, we are asking you to convey your knowledge on this topic to us as a class.

In teaching us about your topic, think of this unit as a chance to hone your presentation skills, develop creative methods of presenting information, and share your topic, in-depth, with others in the class.

How you choose to present your knowledge and information to the class is up to you, but there are some requirements in regards to the unit; they are as follows;

1. Send the Instructor (me) links to media and readings that go along with your topic. I will post these on this blog and students will be responsible for consuming that media. Send at least 2 digital media links and 2 readings. For the readings, one reading can be a vetted web page (.gov, .org, or .edu) and the other reading must be a scholarly article length pdf.

2. Create in-class assignments, discussion questions, and group activities that are done in class. Create at least one in-class assignment or group activity for each day that you teach. Discussion questions should be used in each class session.

3. Create and post an on-line question for students in the class to answer in the proper section page for your class. This discussion question should come from the media and readings that you send me from requirement #1. Students in the class will be required to post an answer to this question to receive credit for class attendance and participation. For the M-W-F, 8 am to 8.50 am course, your class is "Section A"; for the M-W-F, 10 am to 10.50 am course, your class is "Section B"; while the Tu-Thu, 9 am to 10.15 am course, your class is "Section C."

4. In presenting your topic, for each class session your group may not "show" more than 15-20 minutes of video. No exceptions!

As with our other units, your group will be required to get a 3.0 or better for your Teach the Teacher presentation. If your group does not get a 3.0 or better, each member of your group will be required to write a 4-page, double-spaced essay with 1" margins on the process your group undertook in developing content and where your group could have done better to receive a passing grade . Needless to say, it will behoove your group to put time and effort into developing content for this unit.

Quest 4: Possibly the Best Quest of Your Life!

Quest 3, Automatic for the People

This quest's initial due date is, Wednesday, February 24, for M-W-F classes and Thursday, February 25, for the Tu-Thu class.

Best of luck!

Weekly Media, February 15-19

Readings:

Rhetoric and Composition, (wiki-text), 87-128 AND 287-302

Harvard Guide to Using Sources: http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page357682
[Make sure to read the "Introduction' through the "Citing Sources" pages. You'll find tabs for each section on the left hand side of the screen. You can move through the pages by clicking "NEXT>" at the top right hand of each page.]

Web-site: 

Purdue OWL (On-line Writing Lab): https://owl.english.purdue.edu/owl/ 
[Make sure to spend some time with this web-site AND specifically know the differences between the various citation styles]

Videos: 

"A Quick Guide to Plagiarism": https://www.youtube.com/watch?v=VnTPv9PtOoo 

"Paraphrasing: The Basic Steps": https://www.youtube.com/watch?v=nSGzuxbdheI 

"How to Paraphrase": https://vimeo.com/62677940

"STOP THIEF!: Avoiding Plagiarism by Paraphrasing": https://www.youtube.com/watch?v=9z3EHIoa9HI 

Quest 2 For You!

Enjoy, folks! Any questions, comments, concerns, complaints, please let me know. Have a good weekend.

Weekly Media Feb. 1-Feb. 5

Rhetoric and Composition wiki-book, 53-86

Group dynamics: http://serendip.brynmawr.edu/exchange/node/481 

Claims and thesis statements: https://owl.english.purdue.edu/owl/resource/588/01/

Media: Conspiracy Theory with Jesse Ventura, "Water Supply," https://vimeo.com/51518478 

Weekly Media, January 25-29

Rhetoric and Composition, wiki-book, pgs. 25-51

The Ancient Greeks and demokratia:
http://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_01.shtml

Agora: Arguably, Public Space (short video): https://www.khanacademy.org/humanities/ancient-art-civilizations/greek-art/classical/v/athenian-agora 

Rhetorical appeals in-depth: https://owl.english.purdue.edu/owl/resource/588/04/

Tropes: types and definitions: http://rhetorica.net/tropes.htm

Quest 1--For MWF 8.00-8.50 and 10.00-10.50; Tu-Thu 9.00-10.15

Below, is the first quest for Comp II. Download and save this jpeg and then once downloaded, print out the quest. Once you have the hard copy of the quest, fill out the quest to the best of your abilities, and then hand it in on Friday, January 28 for ALL MWF sessions and by Tuesday, February 2 for the Tu-Thu session. 

Reading I--Composition and Research

Please download the following pdf from St. Cloud State University. Read pages 1-24 regarding planning and pre-writing in the composition process. There will be questions on the quest from this reading!


https://upload.wikimedia.org/wikipedia/commons/8/89/Rhetoric_and_Composition.pdf

Reading II--Scientific Theory and the Scientific Process

Please read this article from the National Academies on the role of theory in science. Be thinking about how a scientific theory is different from a conspiracy theory. Contrast this article with the article about the 4 points that make up a conspiracy theory, and be ready to answer (hint, hint--quest, quest) how scientific theory differs from a conspiracy theory.


http://dels.nas.edu/resources/static-assets/materials-based-on-reports/reports-in-brief/role_of_theory_final.pdf

Reading III--MLK's Legacy, More Reason for a Conspiracy to Silence Him?

Reclaim MLK: Beyond Sanitized Narratives     Page May January 18, 2016 Truthout   Not until he was safely buried underground was a new, less threatening King birthed and branded. This state-sanctioned, sanitized version of King has since been manipulated to discredit, delegitimize and disinform subsequent organizers who wish to continue his legacy in the current work for Black liberation.
	Mugshot of Martin Luther King, Jr. following his 1963 arrest in Birmingham., Birmingham, Alabama, Police Department,
	The iconic Martin Luther King Jr. whom we are encouraged to celebrate - who single-handedly ended Jim Crow with one epic, color-blind speech - bears little resemblance to the radical, imperfect man who was jailed dozens of time for his organizing within the Black freedom movement. His legacy has largely been isolated, sanitized, repackaged and labeled divine: a convenient status that encourages passive messiah worshipping over grassroots community organizing. This is no accident.Increasingly, there are calls to "Reclaim King" as a radical. It is true that his assertion of Black peoples' right to life, dignity and reparations was revolutionary. He recognized the connections between racism, war and poverty, demanding an end to the Vietnam War on both moral and economic grounds (he highlighted the mass expense of war at a time of state disinvestment from Black communities). His encouragement for a "fear and distrust of the white man's justice" challenged a central pillar of US democracy. He visited the anti-colonial struggles taking place in the global South. And at the end of his life, he called for a redistribution of wealth and restructuring of our political economy through his Poor People's Campaign, saying "an edifice that produces beggars needs restructuring." He was not mainstream: He had a 23 percent approval rating among white Americans and a 45 percent rating among Black Americans. He offered a new dream, rejecting the status quo as natural, normal or inevitable and exposing the nightmarish violence and terror behind the "American Dream." This vision shook society. And out of its trembling arms poured bombs, bullets and police dogs. Not until he was safely buried underground was a new, less threatening King birthed and branded. This state-sanctioned, sanitized version of King has since been manipulated to discredit, delegitimize and disinform subsequent organizers who wish to continue his legacy in the current work for Black liberation. However, the insistence that "he was a radical too" can quickly lead to a new kind of tokenization that flattens our perceptions: Ignoring or downplaying his sexism,adultism and problematic respectability politics inhibits our ability to learn from King. An honest critique of his praxis reveals the importance of centering those most at the margins - those who experience multiple forms of structural, compounding oppression (e.g., Black LGBTQ women) - in order to understand the extent of Black oppression and the horizons of Black liberation. History is a weapon and thus can be used against you. The conflation of the civil rights movement with King and the restriction of his legacy to memorialized speeches grossly misrepresent the movement he was a part of. If we want to truly honor his legacy, we have to then honor the communities, and particularly the Black women, who laid the foundation and were the backbone, heart and soul of the movement.We find the roots of the civil rights movement in the women-led campaigns protesting sexual violence. Boycotts were started by communities outraged when the rapists of Black women were not held accountable by the white man's law (e.g.,Recy Taylor). And out of that - that organization and those social networks - a larger movement grew. What King did was tap into that organization. He didn't create it and he didn't control it. And we do him and the movement harm when we erase, minimize or silence the contributions of these Black women and their larger community. Ella Baker, Fannie Lou Hamer, Pauli Murray, Jo Ann Robinson and Coretta Scott King have as much to teach and inspire in us. And their erasure from history books should be interpreted as a warning: How we tell the story of the past is more than about who gets credit for being the hero but about a battleground of interpretations of agency and the assignment of meaning. If movement memories describe social change occurring through charismatic Black male orators, we disempower ourselves by missing the ocean of resistance for the shore of what has been deemed legitimate. King was a part of a larger movement that turned the terror of Jim Crow on itself through mass civil disobedience. This movement had a wide base, numerous organizations and manifold demands. It rejected the status quo as being acceptable or fixed. It challenged and redistributed power through sit-ins, marches, boycotts and a myriad of confrontational tactics. King himself was arrested 30 times for his role in demonstrations. The movement was grounded in the defense of Black women's dignity and freedom from rape as well as demands to end segregation and disenfranchisement. Within this, King was one of many skillful leaders, clever tacticians and brilliant strategists. He understood that change would not come unless demanded through acts of civil disobedience, saying, "I see no alternative to direct action and creative nonviolence to raise the conscience of the nation." Focusing too much on proving his radical politics displaces our attention on his analysis and away from his movement strategies. This is not to say his understanding of the problem was or is not important, but what might we additionally learn if we refocus away from his political and economic demands on to his theories of change? How might that instruct us to coordinate our campaigns against police violence, for example?Our ongoing debates over who King was and his role in the Black freedom struggle are of great consequence: You see, the past is never really past. Sure, things happen and time moves on. But the meaning and impact of those events remain open to those living in the present. As Angela Davis has argued, we must "inhabit our histories." The sense of closure we assign to the past bars us from the knowledge and momentum of accumulated struggle. How we understand, interpret and grow King's work today directly impacts the depth of his legacy. We must do more than narrate the day-to-day of his life. We must open ourselves and our present up to his influence. This means going beyond our insistence that he was radical (and thus relevant to the Black Lives Matter movement). In fact, inhabiting our histories requires us to realize that we have inherited an unfinished struggle, a beautiful struggle of ordinary Black people - including women, people with disabilities and people who are poor, queer, trans and young - committed to the extraordinary project of liberation from anti-Black domination. It instructs us to leverage our power through means that are disruptive, unpopular and criminalized. We must be intersectional, strategic, studious and creative. We will be met with increasing violence. Our righteous rage will always be deemed irrational and dangerous. And no messiahs or superheroes will come to save us. It is up to us, but we are not without: We have our ancestors to mentor us. We have each other to protect us. And we have our dreams to guide us. And that is plenty. If we recognize all who are here, trying to get free, we will see that we are enough. That our lives matter. That our resistance matters. As King reminds us: We are now faced with the fact, my friends, that tomorrow is today. We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there is such a thing as being too late.... We must move past indecision to action.... Now let us begin. Now let us rededicate ourselves to the long and bitter, but beautiful struggle for a new world.

What Makes a Conspiracy Theory

Read this article: http://www.scientificamerican.com/article/why-do-people-believe-in-conspiracy-theories/ from Scientific American. What are the four basic parts of a conspiracy theory and how do they act upon individuals?

Syllabus

ENG 1020: Composition II

Spring 2016

Rainy River Community College

Course Information

Credits:  3

Meeting Days, Time(s) & Location(s):

Course meets M-W-F 8.00-8.50, M-W-F 10.00-10.50 am, Tu-Thu 9:00-10:15 in S135

Instructor Information

Name: Dr. Gary Kaunonen     

Office Location: H106

Phone number: 218-285-2255

Email: Gary.Kaunonen@rainyriver.edu

Office Hours: M 9-10, W 9-10, F 9-10

Recommended Resources

Other readings and media as assigned

Course Description

An introduction to research, this course provides practical instruction and guided experience in the process of gathering research material, evaluating that material for its credibility and usefulness, and molding that material into a readable, well-developed argument paper. Students will be required to complete their papers on a word processor. Prerequisite or equivalent: ENGL 1010. MNTC: 1/2

Course Objectives

Upon successful completion of this course, students will be able to:
1. Plan, draft, review, and revise research documents, while identifying and writing for a variety of audiences
2. Identify purpose and write/design to accomplish it
3. Communicate with colleagues and peers through the designing of visually effective texts
4. Producing rhetorically sensitive documents
5. Critically analyze ethos, pathos, and logos in materials that are associated with research and the effective communication of that research
6. Describe the various types of communication used by communicators
7. Work independently and in team settings to create projects or presentations regarding research results
8. Develop the ability to creatively think, write, critique, and analyze various types and uses of communication


Evaluation Procedures

Evaluation of student progress in this class will be determined using a unit/core mastery model. The unit/core mastery model is a good chance for you as a student to take charge of your own education. This method of grading has no complex calculus to determine a grade or wondering from week to week what your grade is, you will know by how many units you have completed. You are in charge of your education; make of it what you will. If you keep up and get things done on time, you will have plenty of time to concentrate on your capstone practical experience (due around the end of the semester) and final paper.

The unit/core mastery model also provides timely feedback for your papers, though more time (a weekend or so) may be needed for evaluation of written projects. Each writing project, class participation event, and the capstone practical experience are a “unit” and count for one point towards a final grade. The final research paper is the last segment of your grade and you will need to demonstrate core mastery of class material for maximum credit.

In order to show mastery of the individual units, you will need to score a 3.0 (B) or better on each unit. Maximum number of points for the class is 10 along with writing a final research paper that demonstrates core mastery of the course material.

Empirical Evaluation of Student Progress
To receive a:
4.0 (A) students must complete 9 units and receive a 3.0 on their final project
3.5 (AB) students must complete 8 units and receive a 3.0 on their final project
3.0 (B) students must complete 7 units and receive a 2.5 on their final project
2.5 (BC) students must complete 6 units and receive a 2.0 on their final project
2.0 (C) students must complete 5 units and turn in a final project
1.5 (CD) students must complete 4 units and turn in a final project
1.0 (D) student must complete 3 units not turn in a final project
0.0 (F) students must do nothing the entire semester or get caught cheating/plagiarizing

Description of Assignments

A breakdown of the work expected…testing accounts for 4 points, short writing projects will account for 3 points, the Teach the Teacher role reversal will account for 1 point, class participation will account for 1 point, and a capstone practical experience will account for demonstrating mastery of the materials covered in the course.

So, that written, the five major segments of evaluation for the class are detailed below:


Segment 1 consists of testing. There will be 4 quizzes/tests (quests) during the first part of the semester. These quizzes will consist of 10 questions in various formats (true-false, multiple choice, short answer, fill in the blank). You will do readings and, if needed, discuss the information on the quest prior to taking the quest. Quest material will also come from in-class mini-lectures and media presentations. To demonstrate unit mastery, students will need to answer 8 or 10 quest questions correctly on the first attempt to pass a unit/quest. After the first attempt, students must demonstrate mastery by completing all of the questions correctly, for  a perfect score to show mastery of the unit. Often, testing will be done the last 20 minutes of a given class session or as a take home. Students are allowed to test twice during the 20-minute testing session. Students may attempt to pass a unit three times, after the third time, a student must write a one page paper to demonstrate unit mastery. Units must be completed in sequential order and no units may be skipped. If a student falls behind or is gone from class for whatever reason, the student may take quests from two units in the same testing session, but the student cannot take a quest from an upcoming or future unit. For a unit to be available for testing, the class will have had to cover the material in class first. Upfront: questions for the quests will come from selected readings, lectures, media, and in-class discussions.

Segment 2 consists of 3 writing projects. In all of these writing projects, the "specs" for the formatting will be to use double-spaced, 12 point Times New Roman font, and have 1" margins. As with the quests, students must receive a 3.0 (80%) or better to successfully complete the writing project/unit. Students will receive detailed instructions for these 3 writing projects at least a week before they are due. The 3rd of the 3 writing projects will be a research paper that will need to be properly cited, sourced, and formatted.

Segment 3 consists of the Teach the Teacher role reversal unit. In this segment, students, in groups, will develop and implement a curriculum unit for the course in regards to a topic the group and the instructor agree upon prior to presentation in class. Included in this curriculum unit should be audio-visual materials, in-class activities, discussion questions, and any hands-on learning experience opportunities. To pass this unit, students must receive a 3.0 or better on an evaluation of the above-mentioned curriculum development items.

Segment 4 is class participation. This course is going to be a participatory experience. We'll do group discussions, have in-class debates, respond to on-line content, and perhaps do an out of class activity (AKA the field trip). Class participation is a voluntary thing, but I strongly encourage students to lend their voices to discussions. I encourage this so strongly that an entire unit of evaluation is based on just talking in class, showing up to in-person and on-line events, and voicing your thoughts.

Core mastery of previous unit materials will be shown by the completion of a creative capstone, practical experience. Project particulars include: designing a multi-media project with full interpretive text for a jointly agreed upon topic in composition. Selection of images, dialogue, and other visual design elements will contribute to the success of your media project. This multi-media project must receive a 3.0 or better to complete this segment of evaluation.

THERE IS NO FINAL TEST!

Class Policies

1. Good attendance is crucial to success in this course; excess absences will undoubtedly result in a lowered grade and less practical knowledge; additionally, class participation in discussions will be a chance for some extra credit. A student is allowed 3 unexcused absences from class. After the 3^rd absence, the student’s grade will drop an entire letter grade. After using up the 3 absences and dropping a grade, a student will then be given 3 more absences to use; if students are gone 6 times from class, their grade will be dropped another full letter grade. Excused absences will not be counted as part of the 3 or 6 unexcused absences, but an email or verbal confirmation of the absence must be given to the Instructor.
2. Any student caught cheating on a test or plagiarizing will be dismissed from the class and receive a grade of “F” for the course.
3. For the class to “work,” it must be an open forum regarding analysis, critical thought, and well-reasoned argument; all viewpoints must be welcomed.
4. I reserve the right to revise the syllabus or class schedule at any time.
5. Please turn off all cell phones, computers, etc. If it becomes a problem we’ll have to deal with it and the instructor will ask the offending student or students to place their phone in the “phone bucket” or leave the course. After class, the offending student may pick up their phone from the bucket.


College Policies

Disability Services Statement:

Minnesota State Colleges and Universities is committed to ensuring its programs, services and activities are accessible to individuals with disabilities, through its compliance with state and federal laws. The system recognizes that individuals with disabilities may need accommodations to have equally effective opportunities to participate in or benefit from the system's programs, services, and activities.
     Rainy River Community College provides services to people with disabilities, ensuring equal access to the College and our programs. We also assist faculty and staff in understanding and arranging for academic accommodations when needed. Arrangements for classroom accommodations are made with the Disabilities Services Coordinator each semester:  
Disability Services
Student Services Building, SS123
218-285-2226
amy.amundsen@rainyriver.edu

Student Code of Conduct:

The RRCC Student Guide and course catalog are available on the college website www.rainyriver.edu under Current Students.  It is your responsibility to know what is in the guide.  The Student Guide includes policies, procedures, and student code of conduct information.