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PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE |
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Introduction to College Writing DSPW 0800 |
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Class Hours: 3.0 |
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Credit Hours: 3.0 |
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Laboratory Hours: 0.0 |
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Revised: Spring 09 |
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Catalog Course
Description: |
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Development of
process-based writing strategies in preparation for college level courses
across the curriculum as well as the workplace. Emphasizes
writing effective paragraphs and essays in various modes of delivery and
rhetorical contexts. |
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Entry Level Standards: |
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Placement Test Score or
completion of DSPW 0725 |
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Prerequisites: |
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Exemption from DSPW0725 |
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Textbook(s) and Other
Course Materials: |
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Langan, John. Exploring
Writing: Paragraphs and Essays. New York: McGraw-Hill, 2008. The Writer’s Workout (via D2L) --A Twin Pocket Folder of any color labeled with your name on the
front. This will be your PORTFOLIO, an important element
featuring your progress in the course. Students will save ALL assignments
(including all drafts of major assignments) in this portfolio. Paper drafts
will be marked with instructor comments and symbols from the Prentice Hall Guide, 7th
edition. Students will turn in their portfolio at the end of the
semester. --Pencils
& Pens (always have these on hand) Note: NO gel-pens,
magic markers or any paper smaller than standard 8 ½” x 11” |
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I. Week/Unit/Topic
Basis: |
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Week |
Topic |
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1 |
Course Familiarization,
Writing Sample, How to… |
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2 |
Module 1: Writing Process, Narration,
Description writing, grammar |
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3 |
Module 1 |
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4 |
Module 1 |
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5 |
Module 2:
Classification/Division, Definition and/or Process, grammar |
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6 |
Module 2 |
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7 |
Module 2 |
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8 |
Module 3: Comparison/Contrast and Cause/Effect,
grammar |
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9 |
Module 3 |
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10 |
Module 3 |
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11 |
Module 4: Argumentation
essay writing, grammar |
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12 |
Module 4 |
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13 |
Module 4 |
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14 |
Module 4 |
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15 |
What Have I Learned?
Writing Under Pressure |
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II. Course Objectives*: |
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A. |
Use effective strategies
for writing a variety of multi-paragraph compositions and reports. I. |
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B. |
Employ
standard mechanical and grammatical conventions in written composition at the
essay level. I.5 |
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C. |
Proofread carefully and
accurately. I.4 |
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D. |
Use logic in developing
topics for written composition. I.2 |
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E. |
Demonstrate effective oral
communication skills in both formal and informal situations. I.3, I.5 |
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F. |
Understand principles of
the development and use of the English language. I.5 |
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*Roman numerals after course
objectives reference TBR’s general education goals. |
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III. Instructional
Processes*: |
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Students will: |
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1. |
Read assigned essays and
participate in class discussion. Communication
Goal, Transitional Strategy, Active Learning Strategy |
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2. |
Write organized analytical
and expository essays using word processing software. Communication Goal, Technological Literacy Goal, Transitional
Strategy, Active Learning Strategy |
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3. |
Collaborate in teams for
peer review of drafts to analyze audience and message, to organize ideas, and
to evaluate drafts as to effectiveness and clarity. Communication Goal, Transitional Strategy, Active Learning Strategy |
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4. |
Development skills in
recognizing the rules of English grammar and punctuation and applying them in
both oral and written work. Communication
Goal, Transitional Strategy, Active Learning Strategy |
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5. |
Develop research skills
using traditional library sources, literary databases, the Internet to find
information pertinent to writing topics. Technological
Literary Goal, Transitional Strategy, Active Learning Strategy |
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6. |
Develop skills in quoting,
paraphrasing, and documenting source material responsibly and effectively in
analytical and expository writing. Communication
Goal, Transitional Strategy, Active Learning Strategy |
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7. |
Develop oral presentation
skills to present individual and group information from discussion activities
and research. Communication Goal,
Transitional Strategy, Active Learning Strategy |
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8. |
View films, conduct
interviews, and/or listen to guest speakers when possible to discover the
importance of effective written and oral communication in the professional
world. Communication Goal, Transitional
Strategy, Active Learning Strategy |
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9. |
Internalize the work ethic
by regularly attending class, being punctual, being dependable, cooperating
with the teacher and other classmates, contributing to class discussion and
projects and acting in a professional manner while in class. Transitional Strategy |
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*Strategies
and outcomes listed after instructional processes reference TBR's goals for
strengthening general education knowledge and skills, connecting course work
to experiences beyond the classroom, and encouraging students to take active
and responsible roles in the educational process. |
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IV. Expectations for Student Performance*: |
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Upon
successful completion of this course, the student should be able to: |
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1. |
Conceive ideas about a
topic for the purpose of writing. A |
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2. |
Organize,
select, and relate ideas to develop them into coherent paragraphs. A |
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3. |
Vary
writing style, including vocabulary and sentence structure, for different
readers and purposes. A |
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4. |
Gather information from
primary and secondary sources and to use and summarize the information
accurately, and to cite sources properly. A |
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5. |
Recognize that writing is a
process involving a number of elements, including collecting information and
formulating ideas, determining their relationships, drafting, arranging
paragraphs in an appropriate order and building transitions between them, and
revising what has been written. A |
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6. |
Write
as a way of discovering and clarifying ideas. A |
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7. |
Write
appropriately for different occasions, audiences, and purposes (persuading,
explaining, describing, telling a story. A |
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8. |
Write standard English
sentences with correct sentence structure; verb forms; punctuation,
capitalization, possessives, plural forms, and other matters of mechanics,
word choice, and spelling. B |
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9. |
Improve one’s own writing
by restructuring, correcting errors, and rewriting. C |
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10. |
Demonstrate skill and
assurance in using the conventions of standard written English. B |
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11. |
Organize,
select and relate ideas and to outline and develop them in coherent
paragraphs. D |
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12. |
Identify and formulate
problems, as well as propose and evaluate ways to solve them. D |
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13. |
Comprehend, develop, and
use concepts and generalizations. D |
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14. |
Vary
one’s use of spoken language to suit different situations. E |
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15. |
Engage in discussion as
both speaker and listener—interpreting, analyzing, and summarizing. E |
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16. |
Contribute to classroom
discussions in a way that is readily understood by listeners—that is,
succinct and to the point. E |
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17. |
Present an opinion
persuasively. E |
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18. |
Recognize
the intention of a speaker and to be aware of the techniques a speaker is
using to affect an audience. E |
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19. |
Recognize
and take notes on important points in lectures and discussions. E |
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20. |
Question
inconsistency in logic and to separate fact from opinion. E |
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21. |
Recognize the fact that
English, like every other language, operates according to grammatical systems
and patterns of usage. F |
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22. |
Recognize the fact that English
is influenced by other languages, both ancient and modern. F |
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23. |
Recognize the fact that
English has several levels of usage, and consequently, the language
appropriate in some situations may not be appropriate in others. F |
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24. |
Recognize the fact that English
words, like those of other language, gather meaning from their context and
carry connotations. F |
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*Letters
after performance expectations reference the course objectives listed above. |
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V. Evaluation: |
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A.
Testing Procedures: |
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Points: Composition: * Short Writing Assignments (e.g., writing
sample; paragraphs; blogs; end of course reflection = 260 points or 26% *
Essays (e.g. exemplification; comparison & contrast; cause &
effect; argumentation) = 500 points or 50% Grammar: * Grammar worksheets; Writer’s Workout completion; editing quizzes) = 190
points or 19% * Other
(Oral Presentation) = 50 points
or 5% |
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B.
Laboratory Expectations: |
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None |
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C.
Field Work: |
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None |
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D.
Other Evaluation Methods: |
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None |
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E.
Grading Scale: |
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94 – 100 A 87 – 93 B 86 – 80 C Below 80 F+ |
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VI. Policies: |
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A.
Attendance Policy: |
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Regular attendance in
college is a key to success. The PSTCC
Catalog indicates that students must be present for at least seventy-five
percent of their scheduled class and laboratory meetings in order to receive
credit for the course. Individual departments/programs/disciplines,
with the approval of the vice president of Academic and Student Affairs, may
have requirements that are more stringent. Absences are counted from
the first day of class, not the day a student enters class. Attending class is the student’s responsibility. Professors will take attendance at the beginning of
class meetings. Students must be present for at least 75% of scheduled class
meetings in order to receive credit for the course; thus a student who misses
25 percent or more of scheduled class meetings will fail the course. MWF classes: The 11th
absence fails the student for the course. T/R classes: The 8th
absence fails the student for the course. 1 X week p.m. classes: The 4th
absence fails the student for the course. Tardiness: Students will be penalized for tardies. Every three tardies
(that is, after roll is called) result
in 1 absence. |
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B.
Academic Dishonesty: |
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Any
student found engaged in an act of academic dishonesty will be promptly
dismissed from the course with a grade of F.
According to the PSTCC Catalogue & Handbook, prohibited
activities include but are not limited to the following practices: ·
Cheating,
including but not limited to unauthorized assistance from material, people,
or devices when taking a test, quiz or examination; writing papers or
reports; solving problems; or completing academic assignments. ·
Plagiarism,
including but not limited to paraphrasing, summarizing, or directly quoting
published or unpublished work of another person, including online or
computerized services, without proper documentation of the original source. ·
Purchasing or
otherwise obtaining prewritten essays, research papers, or materials prepared
by another person or agency that sells term papers or other academic
materials to be presented as one’s own work. ·
Taking an exam
for another student. ·
Providing
others with information and/or answers regarding exams, quizzes, homework or
other classroom assignments unless explicitly authorized by the instructor. ·
Any of the
above occurring within the Web or distance-learning environment. |
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C.
Accommodations for disabilities: |
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If
you need accommodations because of a disability, if you have emergency
medical information to share, or if you need special arrangements in case the
building must be evacuated, please inform the instructor immediately. Please see the instructor privately after
class or in his/her office. Students
must present a current accommodation plan from a staff member in Services
with Disabilities (SSWD) in order to receive accommodations in this
course. Services for Students with
Disabilities may contact by going to Goins 127 or
131 or by phone 694-6751(Voice/TTY) or 539-7153. |
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D.
Other Policies: |
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Withdrawal: Students placed
and enrolled in a DSP course are not permitted to withdraw except for serious
circumstances. Students wishing to withdraw should discuss this matter first
with their instructor and then must confer with a student development
counselor. The counselor will notify the student of the decision to allow
him/her to withdraw. Personal Electronic Devices:
Cellular telephones, pagers, and music devices are to be silenced and stowed
out of sight for the duration of the class meeting. Making/receiving calls or
text messages while in class is prohibited.
Instructor has discretion as to penalty. If you are expecting an
emergency call, notify the instructor beforehand. Etiquette and Behavior: The
professor: * expects students to show courtesy and attentiveness to any
person speaking and to conduct themselves in a manner respectful to others. * expects students to bring required texts to class and to
have open only those texts/assignments relevant to class. * expects students to refrain from using the Internet in
class at unauthorized times. They will
NOT answer emails, Facebook or MySpace in this
class. * expects students to read assigned readings before class
and to be ready to discuss the ideas and modes they introduce. * expects students to put forth their best academic effort
and “can-do” attitude in class. In
return for fulfilling these expectations, students will receive the
professor’s undivided attention to help them write better and grow in
understanding. Cell Phones: Cell phones
and/or paging devices are not
allowed in view/within earshot in this classroom after the class begins for the day.
Students are asked to turn off these devices so that they will not
ring in class.
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