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Modules (this is important)
Modules (this is important)
The course content is organized into weekly Module units.
For the first weeks, your Home page when logging into Canvas via the browser will be the Welcome page full of information and links. A week or two into the course, the Home page will be the Modules page.
In the Canvas app, you will have to go to Pages; the first one that pops up is the Home Page.
In the Canvas app, once you have digested the information on the Home Page, go to Modules.
Each week I will open a new Module; our work week will begin on Tuesday and end on Tuesday. I know that some of my colleagues open the entire course at the beginning of the session. I choose not to do so for a few reasons.
Too many students are overwhelmed when seeing all the work at once.
I often alter the assignments and readings based on the student discussions and questions.
Legally, if I open all the modules and give you access to all assignments, it changes the course to what the federal system considers to be a "self-paced correspondence course." Those can be found anywhere, and it is not how we teach.
Always check the Modules when you begin or return to the course. The lessons, required readings, etc. will all be included and explained there.
Caution
Caution
If you go straight to the Assignments or ToDo list, you will miss all the important information that leads to the assignments. It’s like trying to complete the assignments without coming to class. Initial discussion posts are generally due on Thursday or Friday, and responses to each other are due on Tuesday. The response deadlines don't show up on your ToDo List.
Module Content
Module Content
Each week you will be tasked with completing (sometimes challenging, but always interesting) readings, a journal entry, participating in a discussion or two, and often one additional writing assignment. You will also have access videos and other materials to further support learning.
Reading and Writing Assignments
Reading and Writing Assignments
The Course Outline of Record (the official guide for all courses) says this about assignments:
Students will write a minimum of 5,000 words distributed among essays, take-home exams, and at least one major research paper. Other writing may include in-class assignments, outlines, drafts, summaries of group work.
Students will be assigned reading from the textbook to exemplify basic principles at each step in the course; a range of academic disciplines will be included. Students will also engage in reading related to their research assignments. Students will be assigned expository essays that demonstrate critical thinking skills.
In this course
In this course
In addition to essays (see list below), you will be asked to complete weekly journals, discussions, peer review, and a variety of shorter activities and quizzes.
Essays
Essays
All essays written for this class will follow Modern Language Association (MLA) formatting. Please refer to the Owl at Purdue when you need guidance, or the Mendocino College LibGuides, or a copy of Rules for Writers; many students still own Rules for Writers from English 200, or you can borrow one from the college library. Avoid doing a quick google search or following advice that may or may not be accurate.
Expect to write the following types of essays:
Expect to write the following types of essays:
analysis
persuasive
argument research
self-evaluation
reflection
Plus a variety of shorter writing assignments.
I am very interested in your critical analysis of the topics we will be covering. I expect that you will follow your writing process that will likely include producing multiple drafts and making use of the Writing Center. (English 560 is a required non-credit course.) I want the best writing from you, so that might mean revising an essay or two.
Discussions
Discussions
I rely heavily on discussions in online classes for a few reasons:
It helps us to create a sense of community by allowing students to practice written discourse.
It makes us slow down and really think about the subject.
Discussions are a good place to practice composing ideas and argument; if some of what you wrote in a discussion is then incorporated into an essay, more the better. The same goes for journaling. This is part of the drafting process.
Instructor Role in Discussions
Instructor Role in Discussions
I am generally not the audience in these discussions; I attempt to remain nearby and join in when needed, but I see myself as a consultant and reluctant assessor.
Each week we will have at least one class discussion that will address one or more of the unit materials. To earn full points you must address the entire discussion prompt with your own response and respond to at least two classmates. Each discussion will include information about the minimum word count and due dates.
The due dates for your initial post will most often be on Thursday or Friday by one minute before midnight. This due date will appear on your ToDo List and Canvas Calendar.
The due dates for responses to your classmates will most often be on Tuesday at one minute before midnight. This due date will NOT automatically appear on your ToDo List or Canvas Calendar.
Journals
Journals
Most weeks you will be asked to respond to a journal question that is related to a reading, podcast or video. You may either write your response in the text box provided or write it by hand on a piece of paper and upload a picture of the page.
These are designed to be a safe and informal opportunity for you to process your ideas and feelings without worrying about grammar, spelling, or content.
There is no right or wrong answer; I only ask that you respond honestly (even if that means you didn't understand the reading or don't agree with the topic).
Journaling is a way to process thoughts, reactions and helps us make connections between the subject and our own lives and the world around us. I strongly suggest answering the journal questions before diving into the discussion.
Two multi-sentence paragraphs are required to earn a full points on journal entries.
I am the only one who will see your journals. They will not be shared with the class.
Grades
Grades
My goal is to consistently provide you with clear instructions and grading rubrics. I want to make my approach to grading as transparent as possible. I am always happy to respond to (respectful) questions and requests for clarification.
The goal is to help each of you achieve proficiency and above in your work. That means there needs to be time and space set aside for learning. Revision is often the key to achieving this goal.
It is so important to be ready and willing to revise an essay if it has room for improvement. My goal is always to help students earn the highest grade possible, but more importantly, learn the most possible.
Rubrics
Rubrics
Canvas allows me to include grading rubrics for all assignments and discussions. Generally speaking, if you look for three dots in a row near the top of the assignment, or scroll to the bottom of the assignment page, that will open the grading rubric.
Grade Breakdown
90%-100%= A
80%-89%= B
70%-79%= C
0%-69%= D
The bulk of your grade will be based on essay assignments.
Conferencing
Conferencing
It is all too easy in online classes to feel disconnected. I have found that if students and I can meet, the likelihood of success is higher. When we have a chance to see each other and talk, we become real people instead of simply words or faces on a screen. I genuinely like my students, and I do tend to become attached to them, so meeting everyone early on is very exciting to me.
There will be two required meetings with me. The first part of the semester this will be done somewhat informally. You are invited to drop into my Student Contact Hours, or we can set up a meeting that works better with your schedule.
The second meeting will be slightly more formal during Conference week (scheduled around midterm) where you will be required to make (and attend) and appointment via Zoom or in person.
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