SL Faculty
Academic Writing in the Community II (CPN 103)
Spring 2002 (Section 001)
Homer Mitchell, Instructor
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Syllabus
Academic Writing in the
Community II (CPN 103--Service Learning )
Spring 2002
Credit hours: 4
Instructor: Homer Mitchell
Telephone: 753-4204
Class Location: Studio West Room 103
Time: 8:30 to 9:45 a.m. Tuesdays and Thursdays
Office Location: 114A, Old Main
Office Hours: 11:45-1:00 Tuesdays and Thursdays and by appointment
E-mail: mitchellh@cortland.edu
Web: TBA
Required Texts:
· Ford, Marjorie and Elizabeth Schave. Community Matters.
· Kennedy, Mary, Noralyn Masselink, and Thom Bunting.
The Cortland Composition Handbook.
· Troyka, Lynn. Workbook for Writers, 6th ed.
· Troyka, Lynn. Simon and Schuster Handbook for Writers.
6th ed.
Course Description: Focuses on analysis, synthesis, argument, and research. By performing, reading about, discussing, and writing about community service, students learn to analyze and critique readings, produce essays based on multiple sources, and conduct research. Prerequisite: CPN 100 or CPN 102.
Service Learning: Service learning combines experiential learning (volunteer work in the community) with critical thinking and academic writing. Volunteer experience provides a supplemental "text" upon which to create a variety of writings, from reflective pieces and reports to essays representing the processes of analyzing, evaluating, and synthesizing information, and the processes of researching, shaping, and presenting persuasive and effective arguments.
Course Attendance Policy
I expect you to attend class regularly and conferences when assigned.
Your involvement in class and your interaction with your peers
and your instructor will help determine your success in this
course. You are allowed (but I don't encourage) two absences
(one week of classes). After two absences, you must have a formal,
written excuse from a physician or university official to avoid
penalty. Notifying me of an absence or a reason for absence by
phone, fax, e-mail, or note does not constitute a valid excuse
for absence. For three to six unexcused absences, three points
(out of 100) will be deducted from your final grade for each
absence. If you are absent over five times without formal, written
excuses, you will fail the course. If you are in an athletic
program that requires you to attend out-of-town games that conflict
with this class, you must provide dated notices signed by the
coach covering all such absences. Please note that having an
excuse for an absence does not mean that you are still not responsible
for satisfactorily completing all assigned work course and submitting
it when due.
Whenever you are absent, you are responsible
for making up work. Do not expect me to reschedule a conference
with you because of an unexcused absence. Do not asked me afterward
if you "missed anything important." Do not expect me
to "fill you in" on what you missed by e-mail, phone
or in person. See a fellow student, ideally someone who takes
good notes. Check the written schedule.
I frown on coming late to class or conference; tardiness (during
or after my taking attendance) is rude and disruptive. I reserve
the right to mark absent any persistent (tardy more than once)
latecomers.
Volunteer Experience Attendance
You are expected to maintain accurate timesheets for your volunteer
assignments and to keep them up to date. If you cannot attend
your volunteer experience as scheduled, you are expected to notify
your supervisor in a way that can be verified (in person, direct
phone conversation, e-mail with a copy to your instructor). Keep
your timesheets in a dedicated "service learning" folder
and bring them with you to every class.
You are also expected to be at the worksite for the full time indicated on your schedule. Failing to accurately represent hours worked, failing to report to work as scheduled, reporting to your worksite late, leaving early, or indulging in any other form of misreporting is cheating. Because you receive academic credit for your volunteer work, such cheating is academic dishonesty. It is your responsibility to read and be familiar with the section of the SUNY Cortland Handbook pertaining to academic dishonesty and to understand its consequences. Reduction of final grade, failing the course, and expulsion from school are among the penalties for academic dishonesty.
Late Papers and Journal Hand-ins
Late papers and any other assigned writings will be penalized
one-half letter grade per class day late unless you have an excuse
that can be documented and which is acceptable to me. Assignments
are due at the beginning of the class of a paper's due date.
Papers received after class will receive the penalty. Essay preparation
work (notes, outlines, drafts, evaluations) not completed as
scheduled will also result in deductions being taken from the
paper's final grade. Service learning reports should be kept
up-to-date and brought to every class. Missing or incomplete
reports will be treated as late papers.
Teamwork
Any team projects that may be assigned must be completed by the
equal efforts of each team member. Each team member is responsible
for keeping very specific track of his or her written contributions
and attendance. While the final team product may be a composite
of all team members' work, it will also reflect individual effort.
Team projects (and any other shared writing assignment) will
be supported by appropriate, detailed reports. Keep track of
all work-in-progress. Essay and journals, and quizzes are not
team projects.
Methods of Evaluation
You will prepare notes, write an outline and compose at least
two complete drafts for each of three formal papers; complete
two in-class essays; write several short, informal pieces; and
engage in an independent writing-intensive project. Periodically
you will also take diagnostic tests and quizzes and will be responsible
for completing assigned sections of the grammar workbook. You
will have pop quizzes on readings and grammar.
I expect you to participate actively in class, and to spend a considerable amount of time and effort outside class reading, writing, revising, and thinking about class assignments. Active participation in class, conferences, project meetings, and timely submission of work will count toward your grade.
When working in the community, you represent SUNY Cortland and its ideals. Because you are representative, your actions and demeanor at the worksite will have a direct influence on community attitudes and how the people you work with and work for perceive our college community. It is crucial that you perform your responsibilities in a professional, engaged, compassionate, and responsible manner. How you perform your service learning duties will have a direct bearing on both the service learning and the participation components of your evaluation (25% of your final grade).
Distribution of work by percentage of
total grade
· Analysis/evaluation paper 10%
· Synthesis paper 10%
· Argument research paper 20%
· Diagnostic improvement 05%
· Participation 10 %
· Presentations 05 %
· Quizzes (readings) 05 %
· Grammar exercises 05%
· Topical writing assignments 10%
· In-class essay (you must pass this essay to pass course)
05%
· Validated, satisfactory completion of the Service learning
volunteer experience (includes service learning reports,
supervisor's evaluation, and related assignments and projects
) 15%
The participation grade includes punctuality, preparation, involvement in classroom activities and peer review, classroom demeanor, and service learning involvement. It is a quantitative and subjective evaluation of your involvement in this course.
Grades
Course grades will range from A to E:
A 90 -100 superior
B 80 - 89 good to very good
C 70 - 79 fair to average
D 60 - 69 not satisfactory
E 59 and below (Fail)
Final grades can range from "A+" to "C-", "NC" and "E". A "NC" or "no credit" grade is reserved for deserving students who are permitted at the instructor's discretion to retake the course without the penalty of a failing grade. An "E" is failing. The lowest possible passing grade is C- (70%). An "NC" grade is not routine; don't expect it.
Please not that the "C" to "B-" range of grades is considered by SUNY Cortland to be average. To earn a "B" or above you must consistently produce work that is basically mistake-free and clearly above-average in quality. I do not support social promotion or grade inflation.
The final portfolio you submit near the end of the semester must be considered as acceptable by an English Department's portfolio reading committee in order to pass the course. Late final portfolios will not be accepted or passed on to the committee.
CLIP
You will participate in a library instruction program (CLIP).
You cannot pass CPN 103 if you do not attend this program, complete
and pass the required assignment, and pass the quiz. The CLIP
component of this course is administrated and graded by library
staff.
The Distinction Between Effort and Performance
While I certainly appreciate effort and take it into account
when I consider your participation, I am primarily interested
in improvement, achievement, and performance in this class. It
is your responsibility to recognize and correct or minimize any
problems you might have with spelling, punctuation, grammar,
sentence structure, or other deficiencies that diminish the overall
quality of a paper and interfere with the process of effective
communication. If you have a problem with the writing process
that's been nagging you, let's clear it up once and for all this
semester. Use Troyka as a resource; be diligent with your grammar
assignments; open your dictionary. regularly visit ASAP. Be results-oriented.
Take charge.
Conferences
Occasionally during the course of the semester, I will ask you
to meet with me for a few minutes to discuss your progress in
general, and to review an essay or other assignment in particular.
I consider these one-on-one conferences to be a critical component
of this course. Bring assigned work, come prepared to discuss
your assignments in specific ways, and don't miss or be late
for appointments.
Assignments
You have sole responsibility to get all assignments, and to complete
and submit all required work on time. I will not chase after
you or your work and I will not give you a special class if
your absent.
Plagiarism (read the following carefully)
Plagiarism is a serious offense that can have severe consequences.
You are responsible for knowing what needs to be acknowledged
and how to do it. Unintentional plagiarism is no excuse. That
only means that you, the writer, didn't take the time to review
the conditions of plagiarism and how plagiarism can be avoided.
Submitting a paper whole or in part to fulfill the conditions
of any written assignment in this course that you or anyone
else has submitted for the requirements of this or another course--on
this campus or elsewhere-is plagiarism. Submitting "borrowed"
material is plagiarism. Copying an assignment or part of an assignment
from another student is plagiarism.
Summarizing someone else's work without proper attribution is plagiarism. Paraphrasing someone else's work without proper attribution is plagiarism. Using a quote directly or indirectly without proper attribution is plagiarism. One of the ways to avoid plagiarism-or even the appearance of plagiarism--is to record complete information and take good notes as you document your research. Don't rely on your memory. Don't take shortcuts. Don't scribble your notes. Don't write your essays directly from source material; write your essays using your notes.
Documenting information gleaned from the Internet can be particularly tricky; you must show the complete string leading to the source of your information. I will accept no sources without a complete, verifiable string. Undocumented, inaccurate information abounds on the Internet. Carefully analyze and evaluate the reputation and credentials of the author and the quality of the site.
As you take research notes, be very careful to isolate the thoughts and words of source writers from your own, and to properly credit the ideas of others. Read and understand the relevant section regarding plagiarism in your texts. I won't accept questionable or incomplete attributions. Submitting a paper or part of a paper done by someone else, altering word choice and content of an author without documentation, failing to document paraphrased, summarized, or directly-quoted material-can result in failure for the course and could affect your status as a student at the college. Please read the College Handbook carefully for the policy on academic dishonesty.
Course Objectives and Expected Outcomes:
· To build upon competencies developed in Academic Writing
I (CPN 100 or CPN 102), and become more effective at each stage
of the reading/writing process
· To use experiential learning to develop competencies
in reflective, reactive, and reportorial writing
· To gain a better critical understanding of concepts
of community service and civic responsibility, and to learn how
to effectively communicate that knowledge
· To analyze, evaluate, and write about the work of others
based on specific criteria
· To synthesize information from source readings in original
and interesting ways
· To organize and articulate clear, logically-developed
arguments based on source readings
· During the reading/writing process, to take into account
authorial bias, intended audience, authority, purpose, tone,
and effectiveness
· To write unified, well-organized, mechanically-correct,
college-level writing that demonstrates mastery of grammar, usage,
diction, and manuscript conventions
· To become proficient in college-level research using
both traditional media and electronic sources
· To elevate your ability to evaluate your own work and
the work of others
· To participate actively in the draft, review, and revision
processes of writing, including working in groups, and giving
and taking positive constructive feedback
· To extend and expand your competencies as a writer into
other disciplines
· To produce the following public essays and reports:
In-class Essay: a timed essay to provide practice for essay exams
(1-2 pages)
Synthesis Essay: the writer will synthesize data from two sources
in an essay
developed for a specific audience and purpose (3-4 pages)
Analysis/Evaluation Essay: the writer will analyze and evaluate a single reading source, interpreting the work in detail and estimating its quality. (3-4 pages)
Argument Essay: the writer develops an argument using several sources (4-6 pages)
Reflective essay: an in-class evaluation of the progress you have made as a writer, with emphasis on the semester's achievements (for inclusion in your final portfolio)
Service Learning Reports: Regularly-written reflective and analytical reports regarding your service learning experiences, culminating in a final report or project.
See The Cortland Composition Handbook, page 1-4, for goals and objectives of composition courses and the portfolio system; and pages 43-47 for an overview of Academic Writing II.
The Portfolio
At midterm and again near the end of the course, you will hand
in work that represents your best revised writing. Portfolios
are reviewed by a faculty reading committee. While your midterm
portfolio is a trial effort, your final portfolio must be accepted
by the committee in order to pass this course.
Draft Process and Deadlines
Your writing in this class represents stages or drafts of your
work. Final submissions are still drafts, but they are drafts
that are polished, revised, and refined to your satisfaction.
The draft process in this course requires more than just independent
writing; it requires that you solicit written and oral feedback
in structured and informal ways. Please remember that the draft
process cannot be hurried. Start your assignments and your work
early, not at the last minute. Give your work a chance to mature,
and yourself an opportunity to gain objective distance from your
paper. As you engage in this revision process, I look for changes
that your work goes through.
Take advantage of deadlines to improve the quality of your work.
Deadlines provide a manageable pace for your work. Research,
organization, and reflection take time. The revision process
takes time. If you adhere to the deadline dates, you'll find
that your papers will be better and completing the required assignments
will be less stressful. Even the best and most creative writers
rewrite and revise their work extensively. Join the club; you're
in good company.
Submitting Essay Drafts and Revisions
All submitted drafts must be accompanied by all preceding drafts,
graded or ungraded, in order, and with the newest revision on
top. All revised work must be highlighted. An evaluative cover
sheet (assessment) is also required with each submission and
resubmission. In addition to all containing all drafts, submission
packets must also include complete and sufficient notes, a full
outline, source material documentation, photocopies of source
material, all assigned evaluations, and at least two peer reviews
conducted by students from your CPN section. Submission drafts
will not be graded and will accumulate late penalties until the
submission packet is complete. I reserve the right to not assign
a final grade on your paper until it has been reviewed by the
portfolio committee.
Course Schedule & Activities: see attached
Accommodations for Students having Disabilities
If you are a student with a disability and wish to request accommodations,
please contact the Office of Student Disability Services located
in B-40 Van Hoesen Hall or call (607)753-2066 for an appointment.
Information regarding your disability will be treated in a confidential
manner. Because many accommodations require early planning, requests
for accommodations should be made as early as possible.
Schedule
Assignments and Schedule
of Activities
CPN 103, Section 01, Spring 2002 Studio West 103 T-Th 8:30-9:45
Th Jan. 24
Introduction to course; syllabus and schedule review; text review;
e-mail and phone numbers; diagnostic test. Service Learning Fair
announcement
Assignment:
Workbook, Review Part 1, pgs. 1-20. Troyka, plagiarism.
Topical Writing #1: Exploring the community: constructing Cortland.
Tu Jan. 29
Exploring the community: constructing Cortland; Writing Diagnostic;
preparing for service learning.
Assignment:
Community Matters, Ch. 5 "A Sense of Place" Read introduction
and "My Grandmother's House"
Workbook, exercise 2-4;
Troyka, Review Ch 2: Thesis statements and outlines
(Wed. Jan 30) Service Learning Fair, Corey Function Room, 4:00-6:00
p.m. Attendance required!
Th Jan. 31
Discussion of worksites; Hand-in Worksite Preference forms; Discussion:
Critical analysis, thesis statements, topic sentences, outlines
Assignment: Essay #1, Analysis;
Workbook, exercise 3-7.
Community Matters: Kidder, "A Moral Place"
Topical Writing #2: Buy and read a Cortland Standard newspaper.
From its contents-including editorials--what appear to be some
problems facing the Cortland community? Are there recommendations
or plans for their resolution? How would you solve one of the
problems? Be specific and realistic.
Tu Feb. 5
Worksite assignment notification; review required SL forms, responsibilities,
worksite etiquette and performance; Essay #1 Notes and analysis
chart due
Note: you must contact your worksites and meet with your supervisor
this week so that you can draw up a schedule, and begin working
no later than the week of
Feb. 11.
Assignment:
Troyka, Ch 35 (documentation);
Th Feb. 7
CLIP, Instructor's Worksite Schedule Review; Essay #1 Full outline
due (instructor review)
Assignment:
Workbook, independent exercise;
Community Matters: Watson, "The Wisdom that Builds Community"
Topical Writing #3: What do you expect about your assignment?
Imagine, then describe the workplace, your co-volunteers, your
supervisors, the people your agency serves. Importantly, describe
the work that you do.
Tu Feb. 12
Essay #1 1st draft due for peer review
Assignment:
Workbook, independent exercise;
Community Matters: Cleveland, "The Social and Public Arts
Resource Center"
Th Feb. 14
Note: If you are not reporting to a worksite let me know in class!
Essay #1 Second draft due for peer/instructor review
Assignment:
Community Matters: Pamela Michael, "River of Words"
Workbook, independent exercise
Tu Feb. 19
Essay #1 Due; evaluation; review synthesis process
Assignment:
Workbook, independent exercise;
Topical Writing #4: Referring to "River of Words,"
p. 163, paragraph 2 (excerpt from Hass' teaching guide), write
a poem, short story, or brief (one page) essay regarding the
relationship of the Cortland community to the surrounding land
and landscape.
Th Feb. 21
Assignment:
Essay #2 (Synthesis)
More review of synthesis process (handout)
Workbook, independent exercise;
Community Matters: Iyer, "The Olympic Games"
Tu Feb. 26
Synthesis Essay full notes due; synthesis handout
Assignment: Workbook, independent exercise;
Community Matters: Wallerstein, "The Legacy of Divorce"
Topical Writing #5: What advice would you offer to the 1) divorcing,
2) already divorced,3) not divorced parents and their children?
Make distinctions between the three categories and be specific.
Validation check: Would you share this advice with other members
of your family?
Th Feb. 28
Synthesis chart due
Assignment:
Workbook, independent exercise;
Community Matters: Kielburger, "Kathmandu"
Tu Mar. 5
Synthesis outline due
Assignment:
Workbook, independent exercise;
Community Matters: Franz & Collins, "School Daze"
Th Mar. 7
Assignment:
Workbook, independent exercise;
Community Matters: Tobin, "Write This Down"
Topical Writing #6: Over the break, ask an older person (60+)
about his or her first job as an adult. Ask them to describe
the process of that particular type of work specifically and
in detail as possible. Transcribe the comments as closely as
possible, being conscious of what Tobin call the "awesome
responsibility" of "receiving" information rather
than just jotting down someone else's memories.
Tu Mar. 12 Spring Break ………
Enjoy!
Th Mar. 14 Spring Break ……….Enjoy!
Tu Mar. 19
Conferences
Synthesis Draft #1 due for peer meetings
Assignment:
Workbook, independent exercise;
Community Matters: Jones, "A Vision of the Quilt"
Th Mar. 21
Conferences
Synthesis Draft #1 due for peer meetings
Assignment: Workbook, independent exercise;
Community Matters: Kirp, "Tales from the Bright Side"
Topical Writing #7: Based on your experiences at college and
Kirp's description of Dade Comm. College, design (outline in
paragraph form) an ideal college environment for the community.
Tu Mar. 26
Synthesis draft #2 due
Assignment: Workbook, independent exercise;
Community Matters: Hawken, "Skeleton Woman in Seattle"
Th Mar. 28
Synthesis essay due, evaluation
Assignment:
Workbook, independent exercise;
Community Matters: Williamson,
"A Glimpse of the Void"
Topical Writing #8: Compare/Contrast " A Glimpse of the
Void" with attack on WTC, Pentagon
Tu Apr. 2
Essay #3 (Argument Research) assigned
Assignment:
Workbook, independent exercise;
Community Matters: Pham, "Viet-Kieu"
Th Apr. 4
Essay #3 Developing sources
Assignment:
Workbook, independent exercise;
Community Matters: Schell, "Virtual Tibet"
Topical Writing #9: Do an Internet search to find out more about
Tibet as it was prior to 1959, when the Chinese took over the
country. Compare/contrast an aspect of the culture/ environment
then and as it is described by Schell. Then reflect and react.
Tu Apr. 9
Essay #3 Full notes and source material due
Assignment:
Workbook, independent exercise;
Community Matters: Gabaccia, "We are What We Eat"
Th Apr. 11
Essay #3 full outline due
Assignment:
Workbook, independent exercise;
Community Matters: Brooks, "Bobo Capitalism"
Note: the in-class essay will be based on this essay.
Tu Apr. 16 (Computer Lab G16)
In-class essay (45 min.) Note: you must pass this essay in order
to pass course
Essay 3 Draft #1 due, instructor review
Assignment:
Workbook, independent exercise;
Community Matters; Angelou, "I Know Why the Caged Bird Sings"
Th Apr. 18 (Computer Lab G16)
Essay 3 Draft # 2 due, peer review
Assignment:
Workbook, independent exercise;
Community Matters: Alvarez, "Writing Matters"
Topical Writing #10: Thinking in terms of the Alvarez essay,
how does writing" matter" to your place in the community
as a student, a family member, an agency volunteer? Is "bearing
witness" part of the writer's responsibility? Elaborate.
Tu Apr. 23 (Computer Lab G16)
Essay #3 due
Assignment:
Workbook, independent exercise;
Th Apr. 25 (Computer lab G16) Reflective essay for portfolio (45-min.)
Tu Apr. 30 Hand in Final Portfolios;
diagnostic mastery test
Th May 2 No Class; Portfolio Committees meet
Tu May 7 Last Class!
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