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
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
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
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 3rd
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
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
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.
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