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We have a variety of assignments to help every student succeed. You might like certain activities better or certain lessons better. Each is ultimately designed though to help you learn a concept and succeed on a major paper. There is no busy work, because like you, I'm busy. I respect your time and understand that this isn't the only "thing" you have going on. So, try not to skip an assignment or lesson. Chances are then you will have to spend more time later trying to relearn that concept.
We have a variety of assignments to help every student succeed. You might like certain activities better or certain lessons better. Each is ultimately designed though to help you learn a concept and succeed on a major paper. There is no busy work, because like you, I'm busy. I respect your time and understand that this isn't the only "thing" you have going on. So, try not to skip an assignment or lesson. Chances are then you will have to spend more time later trying to relearn that concept.
What kinds of assignments do we do?
What kinds of assignments do we do?
Field Research & High Engagement Activities
In-Person classes allow for dynamic discusses and collaborative learning. We use this benefit to learn from each other through various activities, both written and verbal, including discussions and even debates. To ensure every learning modality is accommodated, there will be lectures, small group work, and individual work. We also have a heavy focus on field research. This means if we are learning about something, we will often take a hands on approach to discovering deeper levels of this material.
Oftentimes this course will be led by you the student. and since in the real world we often work in groups, pairs, and collaborate, we will mirror this real world scenario in our class. The class will be broken into 5 groups each conducting 2- 20 minute group discussions throughout the semester. Each group will be responsible for reading material, generating questions, organizing the discussion, and keeping the discussion on task. This is an exciting opportunity for the student to become the teacher!
Reading Material
& Skill Builders
We have two types of reading material in this course. One type will help develop different writing techniques or skills. The other reading will give us multiple perspectives on a complex issue that may be new to us. These readings will directly apply to our larger papers, making each piece relevant to our coursework, and hopefully interesting!
Good writing takes practice. So we use these low stakes, skill builders to work on areas of our writing that may be challenging or use them as a way to practice aspects of our writing we hope to use in full length essays. We can use them to examine reading material and deepen our understanding of complex concepts.
Major Papers & Presentation
Paper #1: 10% of grade
Personal Narrative/Research Essay
3+pages/ 900 Words Minimum
Paper #2: 15% of grade
Analytical, Direct Response
3+pages/ 900 Words Minimum
Paper #3: 20% of grade
4+ pages/1000 Words Minimum
2 Scholarly Sources
Annotated Bibliography (1000 Words)
Paper #4: 22% of grade
5+ pages/ 1200+ words
Multiple Scholarly Sources
Annotated Bibliography
Research Project & Presentation based on your final paper
Abstract
Learning Objectives
Learning Objectives
Each assignment you complete in this course will contribute to your growth towards meeting these goals. After this class has ended, it is my hope that you will use many of these skills in your daily life.
Narrow an essay topic.
Select an essay topic.
Formulate a thesis statement.
Select a pattern of organization appropriate to the topic and the thesis of an expository essay, with emphasis on the argumentative essay.
Structure an essay with attention to the three major components: Introduction, development, and conclusion.
Write unified and coherent paragraphs using a variety of methods of development.
Write coherent, focused sentences exhibiting variety in sentence structure.
Create coherence in the essay through the effective use of expository transitions.
Exhibit a command of college-level vocabulary appropriate to the essay subject.
Write on a variety of topics using Standard Written English (SWE).
Use a variety of prewriting activities to generate ideas, focus a topic, and formulate a method of developing an essay.
Edit an essay for content, organization, style, and mechanics.
Edit an essay for content, organization, style, and mechanics.
Evaluate essays using content, organization, style, and mechanics.
Analyze the structure, development, and features of writing style in expository writing, with emphasis on the argumentative essay.
Find, read, analyze, interpret, use, synthesize and evaluate outside sources, including online information and scholarly sources featuring complex, interdisciplinary content.
Incorporate sources into writing as appropriate.
Use MLA or APA documentation format, and evaluate abstracts.
Develop a capstone project involving a 4-6 page argumentative paper that uses at least two
scholarly outside sources and an accompanying oral presentation.
Learning Outcomes
Learning Outcomes
Student Learning Outcomes
Student Learning Outcomes
Students who complete this course will be able to write an essay that contains the following:
1. The essay contains a specific, arguable, and complex thesis.
2. The essay correctly introduces, integrates, and explains information from sources, using appropriate summary, paraphrasing, and/or direct quotation.
3. The essay supports its argument using credible evidence, including material from at least two scholarly sources.
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