Course Syllabus

 

English 103--Writing About Literature

I'm your instructor, Kristina Young.  You can call me Kristina or Professor Young.  I have been teaching for nearly twenty years and twelve at community colleges.  My background is in the Humanities, Social Sciences, and the Arts.

While I have been teaching composition classes for most of my career, I have been teaching online for the last seven.  This provides a great opportunity to focus on the written word and to engage in thoughtful discussions of the course readings and peer interpretations.  The pressure to answer right away or while "everyone is looking" disappears.  It is also nice to come to class in jammies at midnight.

My teaching philosophy is simple--I am your guide, not your God.  In practical terms, I am here to guide you through the materials to reach the course outcomes.  I hate busy work; the only thing worse than doing it is grading it.  So every assignment I give is intended to get the most bang for the buck--the most time-efficient way to reach the course outcomes.  I learned the hard way that avoiding the writing process by last minute drafting leads to increased blood-pressure and decreased performance.  I encourage questions.  

• Because communication is what we do here, and because it is important to your success in this class, there are many ways to get in touch with me through Canvas. 
• I have my alerts set up so that I will get emails when students send me a communication through the Canvas mail.  This is faster than a phone call in many cases.  
• In case of emergency, however, please call 253-592-2600.  Texts are better, as I may be in class and cannot take your call if it rings normally.  
• We also have a Chat function and a Help Forum for questions of less personal natures.

Turn around time for most assignments/grading schedule: 

DQs are usually graded by midweek after they are due.  Essays will be returned during the peer review period for the subsequent paper.  Other assignments are usually returned within 14 days.  I grade assignments in order of submission.  However,  I will sometimes expedite student papers if the student is borderline passing.

Office hours are online Sunday nights here in the Conferences area: 

Additional hours online and on campus can be arranged with a little notice.

Catalog Description:

The application and further development of writing principles covered in ENGL&-101. The writing -- primarily analytical -- is based on the reading and discussion of literature. This course may not be taken "S/U."

Prerequisite: A grade of 'C' or higher in ENGL&-101.

Course Overview:

Writing About Literature builds on the writing skills you gained in English 101 by applying them to the study of different literary genres and schools of criticism.  This is a self-contained course with its text "built in".  We use the writing process to develop our ideas about what we read and use research to augment our understandings of how literature works.

Outcomes and Objectives:

Upon completing a degree at Tacoma Community College, students will be able to:  

• Core of Knowledge (COK): Demonstrate a basic knowledge of each of the distribution areas (Written Communication, Humanities, Quantitative Skills, Natural Sciences and Social Sciences; or, as applicable, specific professional/technical programs), integrate knowledge across disciplines, and apply this knowledge to academic, occupational, civic and personal endeavors.
• Communication (COM): Listen, speak, read, and write effectively and use nonverbal and technological means to make connections between self and others.
• Critical Thinking & Problem Solving (CRT): Compare, analyze, and evaluate information and ideas, and use sound thinking skills to solve problems.
• Information & Information Technology (IIT): Locate, evaluate, retrieve, and ethically use relevant and current information of appropriate authority for both academic and personal applications.
• Living & Working Cooperatively/Valuing Differences (LWC): Respectfully acknowledge diverse points of view, and draw upon the knowledge and experience of others to collaborate in a multicultural and complex world.
• Responsibility & Ethics (RES): Demonstrate an understanding of what constitutes responsible and ethical behavior toward individuals, the community, and the environment.

Upon successful completion of English&101 and/or CMST 220, students will:

1. Craft, develop, and support a specific, debatable thesis (COM, CRT).
2. Draft and refine a well-organized essay, speech, or other forms of communication appropriate to context and audience (COM, CRT).
3. Read critically and research effectively to support thesis (CRT, IIT).
4. Use appropriate writing and/or communication strategies, standard grammar, and academic documentation conventions (COM).
5. Demonstrate ethical standards in all phases of the writing and/or communication process to include using collaboration within academically appropriate guidelines (RES, LWC).

Detailed Course Outcomes:

Upon successful completion of this course, the student should be able to:

1. Study works representing the genres of fiction, the short story, poetry, and drama to analyze the main elements of each. (PLO 3)
2. Consider the cultural, moral, and aesthetic values a work reflects and to evaluate them in light of one’s own values. (PLO 1, 2, 3)
3. Read literature that reflects a variety of ethnic backgrounds and cultures. (PLO 3)
4. Demonstrate proficiency with the objectives of English 101; particular attention should be given to style. (PLOs 1-5)

English 101 Standards:

1. Craft, develop, and support a clear thesis; organize essays logically.
2. Use writing strategies appropriate to audience, purpose and occasion.
3. Use expository essays to express original ideas.
4. Read critically.
5. Conduct research as needed, use authoritative resources, and follow documentation rules.
6. Use standard grammar and academic writing conventions.
7. Use a writing process of prewriting, drafting and revision.
8. Use academically accepted collaboration to improve writing and understanding.
9. Take responsibility for own learning and ethical behavior in academic course-work.

Instructional Methods/Types of Assignment:

• This is a fully online course.  Synchronous office hours are offered, but not required.  Students may request Conferences to discuss any aspect of the writing process, and they are encouraged to make use of the Writing Center.
• There are three formal papers in this class.  You will be writing and revising while using the writing process of exploration, pre-writing, drafting, peer review, and revision for publication.  These are required elements and are assessed and weighted heavily.  Papers will be assessed according to rubrics based on the English 101 standard for TCC.  One paper will be an APA style research paper.  All essay assignments will involve close textual analysis of specific literary works as assigned. At least one essay assignment will include a research component with emphasis on techniques for finding, evaluating and integrating secondary sources.

•  Peer reviews will be assessed according to details and accuracy for helpfulness, not proofing help.
•  Discussion Questions are the backbone of your week.  Each of the DQS requires two replies each.  This is discussed separately.
• There are required readings for each module that are linked from or embedded in the course modules.
•  Independent research and research-based activities will feed into a number of our discussions and will form the heart of your later writing assignments.
•  Some video links will be provided for discussion and instruction.
• There are credited, self-check quizzes in some units to help you remember the content, such as the Start Here quiz.
• Short paragraph or essay style assignments will help you practice your literary analysis and genre comprehension skills.

Supplies/Materials/Technical Considerations:

Since you are taking an online course, you know that you need access to a computer and the internet on a reliable basis.  This can be through your home connection or through the computer labs at TCC.  You may even be able to use the public library for most tasks, though time there is often limited.

To succeed in an online course, you should be able to do the following:

• Find reliable computer access on due dates.
• Have access to a computer with reliable internet connection.
• Type or have something like Dragon Speak to type for you.
• Read from a computer screen, or have the screen read to you.  You may also use a printer for longer reading stretches.
• Pace yourself and have good time-management skills.
• Perform basic word processing and email functions, such as cutting, pasting, formatting, attaching, editing, and reading mark up comments on documents.

You will also find it helpful to create a Gmail account, which integrates easily with the class.

Grades are weighted by category 

50% Papers

20% Discussions

15% Assignments

15% Quizzes

• Student work is evaluated on its form and substance. This means that what you say and how you say it matter.
• Essays are graded according to posted rubrics, which are adapted from the standard writing rubric for English 101.
• Discussion questions (DQs) are assessed on timeliness, relevance, substance, and responses—5 points for your initial post, 4 points for two substantive peer responses, and one point for proofing.  
• Hints for success in the Discussion Questions:

• As you read a post (the initial DQ or discussion question answer) in a forum, think about questions you could ask that would move the discussion forward. For example, if someone says “I want to pursue my dreams,” but they don’t give any more information than that, you could ask “What kind of dreams do you want to pursue?” 
• Ask open-ended questions. That means: Ask a question that can’t be answered with just a “yes” or “no.” A yes/no question pretty much ends the discussion. An open-ended question keeps the discussion going.  
• But do not rely solely on asking for information.  If you only post two replies in a forum, don't use questions both times, and especially not the same question. 
• Keep your questions and discussion on the subject. If the topic for that week is being a life-long learner, ask questions related to that.
• Make comments that help add to the discussion. Do you have another experience that emphasizes the point? Can you expand on what the person has said? Do you see the issue in a different way? Those make great additions to the discussion.
• Does participation really count? YES! In this class, participation is a big part of your grade and of your learning experience. Use this class now to improve your skills and stretch yourself—and you’ll have an easier time being successful in future on line classes.
• Make sure that you read the directions for your initial graded posts. This means noting what the question or prompt asks for, the word count requirements, and the due date (if any are given).  
• Respond to a minimum of two people per forum.Each discussion question and its following posts merit 10 points maximum. Only posting your initial response merits a maximum of 5 points.  Posting only replies is five points for two or more. To get full points, answer the full question, make sure to proof read it, and then respond to others substantively. 
• A substantive post does more that agree or disagree with the post before it. The next level would be to say what exactly your agree with (or disagree). The best DQ responses to peers are more like “no, but…” or “yes, and…” and then give the reasons why you agree or disagree.
• Quizzes are based on course readings and mix objective answers with essay-style prompts.
• Other assignments will assess your analysis and expression.
• Peer reviews are based on adherence to the posted instructions, as well as substance, of course.  Two peer reviews are required per paper, while extra credit will be granted for two additional reviews.
• Rough drafts are required.

I will attempt to return all essays before you submit the next essay; my usual time line is a return during the peer review segment of your paper process.  I generally grade papers in the order submitted (and I rotate classes).  Please see the item specific rubrics for grading criteria on your assignments.  The percentage breakdown is listed above, as is the college grade-to-percentage table.

A	100%-93.5%
A-	93%-90%
B+	89%-87%
B	86%-84%
B-	83%-80%
C+	79%-77%
C	76%-74%
C-	73%-70%
D+	69%-67%
D	66%-64%
D-	63%-60%
E	59%  or below

Late Work:

Assignments and DQs have a no late work policy.  Extensions may be granted on some work IF asked for and approved before the due date.  Rough drafts and peer review due dates are “softer”, but must be completed before due dates of the final draft.  Late rough drafts may not get reviewed.

Netiquette

Much has by now been said and written about how we should conduct ourselves in a civil and wired society.  Here are my distilled expectations:

• Do not shout at your classmates (by typing in all caps), nor whisper to them (forgetting to capitalize).  You may smile at them or play with punctuation discreetly.  Please do not overuse the exclamation point, however.
• Avoid loaded words and flaming language UNLESS this is part of the assignment (there will be one).  Name-calling and other personal attacks are fallacies, and this is a class to expose and rid us of fallacies.
• Respond to requests for more information with consideration--as long as they are reasonable requests that do not cross personal boundary lines.
• Similarly, do not ask personal questions if they are irrelevant to the conversation.
• Finally, do not volunteer information that you would not say out loud in most public settings--relevance is important.  Think before you hit send.
• If you are unsure of a fellow student's (or professor's) intent or meaning in a post, please ask and repeat back the confusing parts.  Many times we will "mistype" just as we can misspeak and give the wrong impression.  Few people are really intending to be offensive; we often need a chance to clarify.  Read and type in good faith.
• Because some of our forum topics are political or may touch on articles of faith, we need to be as explicit as we can in explaining our points of view and in exposing the ideas and logic behind our thinking.  Appeals to authority can also be fallacies in the academic world, so invoking the words of a deity as evidence is inappropriate.

Students with Special Needs:  

All students are responsible for all requirements of the class, but the way they meet these requirements may vary.  If you need specific auxiliary aids or services due to a disability, please contact the Access Services office in Building 7 (253-566-5328).  They will require you to present formal, written documentation of your disability from an appropriate professional.  When this step has been completed, arrangements will be made for you to receive reasonable auxiliary aids or services.  The disability accommodation documentation prepared by Access Services must be given to me before the accommodation is needed so that appropriate arrangements can be made.

Please keep in mind that services such as books in alternative format and interpreters can take six or more weeks to arrange.

Most auxiliary adjustments and aids require appropriate professional documentation. Please do not let not having documentation stop you from contacting our office. Many services are universal design and can be accessed by all students.

Contact them at 253.566.5328 or e-mail accesstesting@tacomacc.edu 

www.tacomacc.edu/resourcesandservices/accessservices/

Academic Honesty/Integrity

Students at Tacoma Community College are expected to be honest and forthright in their educational endeavors. Cheating, plagiarism, fabrication and other forms of academic dishonesty corrupt the learning process and threaten the educational environment for all students.

The consequences of academic dishonesty may vary with the situation and the individual instructor. All instructors will include in the course syllabus a policy on, and sanctions for, academic dishonesty. If a student is guilty of, or admits to, academic dishonesty, an instructor may impose sanctions up to and including administrative withdrawal from the course and/or an ‘E’ grade for the course.  For this course, the first instance of plagiarism is an E on the assignment, and a second an E for the course.

It is the official policy of Tacoma Community College that cheating, plagiarism, fabrication, and other forms of academic misconduct are grounds for disciplinary action under the Code of Students Rights and Responsibilities. A student accused of academic dishonesty may be reported to the appropriate college official for initiation of disciplinary proceedings, which could result in disciplinary sanctions ranging from a warning to expulsion from the college.

Definitions of academic dishonesty and descriptions of the hearing and appeal processes are included in the Tacoma Community College Administrative Procedure for Academic Dishonesty, available in all administrative offices.

Copies of the Code of Student Rights and Responsibilities are available in the office of the Vice President for Student Services in Bldg. 7.

The links below are help with avoiding plagiarism: 

Plagiarism overview--my.tacomacc.edu/uPortal/tag.idempotent.render.userLayoutRootNode.uP

Advanced Anti-Plagiarism help www.tacomacc.edu/home/rgoon/plagiarism/index.html

The complete Administrative Procedure for Academic Dishonesty is available on the TCC website at: http://www.tacomacc.edu/resourcesforstudents/studentpolicies/administrativeprocedureforacademicdishonesty.aspx 

Concerns and Disputes:

If you have questions or concerns about this class or me, please come talk with me about your concerns.  If we are unable to resolve your concerns, you may talk next with the Co-Chair of the Written Communications Department, Ken Fox.

Office: Bldg. F1-51

Phone: 253.566.5277
Fax: 253.566.6070
Email: kfox@tacomacc.edu

Alternatively, you may contact Tamara Kuzmenkov, the other Co-Chair of the Written Communications Department.

Office: Bldg. F1-54
Phone: 253.566.5029
Fax: 253.566.6070
Email: tkuzmenkov@tacomacc.edu

The Chair can assist with information about additional steps, if needed. 

Withdrawals and Incompletes

“While faculty permission is not required, a completed add/drop form must be submitted to Registration and Records to complete drops from the 11^th instructional day through the 55^th calendar day of the quarter” – specify the date.  “The instructor must sign the form or [send] an e-mail [to Registration] acknowledging the withdrawal.  If the instructor is not available, a signature from a full-time advisor in the Advising Center is an acceptable substitute.”  pg. 14 of the catalog

“After the 55^th calendar day of the quarter . . . an instructor may grant a grade of ‘WI’ (Instructor Withdrawal)” – if you may grant this grade, include your criteria – also pg. 14 of the Catalog.

I want to discourage you from asking for an (I) incomplete grade.  You must be getting a B- or higher at the time to ask.  A medical emergency or military deployment are examples of possible (I) grade approval.  An incomplete requires contract and should be made up within a quarter.