Class Description

Below is a copy of the class description you got on the first day, for easy review as we wrap up the quarter.

WR95-02, Basic Writing, Paragraph to Essay, Summer 2010

Instructor: Dave Mount, davidmo@clackamas.edu, (503) 594-3265.
Office: Roger Rook Hall 240. Drop-in office hours: MW 10:30-12, and by appointment.
Time and location: 8:30-10:20 in Barlow 241b

Course Description: in this Pass/No-Pass class you will practice writing well-developed paragraphs in correct English and then learn to build those paragraphs into effective short essays. The class will help you with any sort of writing you do in your life, but it’s specifically designed to prepare you to succeed in CCC’s college-transfer composition sequence or technical writing sequence. All of my classes are informed by recent brain research that shows we learn best by tackling challenges that interest us, by taking risks, and by continually evaluating and improving our performance. My assignments will encourage you to write independently on subjects you’re interested in, to try new ways of writing, and to rewrite. By the end you should feel more confident in your ability to learn anything, as well as write about it.

Placement and assumptions: everyone in the class should have passed Writing 90, or taken CCC’s writing placement test and received an appropriate score, or been placed here on the basis of previous coursework. Even though I’ll be gone on the first day, if you think you’re placed incorrectly, write a note to me at the top of your first in-class writing. I’ll read it before class Wednesday and talk to you about it. After Wednesday, everyone should feel comfortable with their placement in Writing 95 and come to class ready to learn. You should also understand that others in the class will occasionally be reading your work, but only after you’ve had a chance to polish it. I’ll work hard to make sure it’s a positive experience. Please see me if you have any worries.

Materials and expenses: there’s no textbook to buy for this class: we’ll be doing our readings online and creating a class blog of writing and resources. All printing will be done in the school labs during class time: it is not necessary to own a computer to do well in this class. You will need to type some papers outside of class, but that can be done at the school labs. By the second day of class, you must have the following. I’ll expect you to bring them every day and will often take attendance based on a random check of one or more of these items:

• Loose paper to write on—please don’t use torn-out sheets from spiral notebooks.
• A two-pocket folder to keep your journal writing and class materials.
• A pencil and eraser, for editing, and a small portable stapler.
• A reliable way to save your computer work: buy a thumb drive, learn how to save by using your email account, or, best of all, do all your writing in GoogleDocs – I’ll demo it in class.

Outcomes, or what you need to do to pass: your final grade of “Pass” or “No Pass” will be based on whether or not your revised papers, blog contributions and final exam show you have mastered the skills listed below. At the end of the quarter, your work must pass in every one of these areas in order for you to receive a “Pass” in the class as a whole. The English Department has agreed that by the end of the quarter, all Writing 95 students should be able to do the following:

• Write in complete sentences with correct grammar and mechanics.
• Write well-developed paragraphs of at least 8-10 sentences that include specific topic sentences, appropriate supporting details, appropriate transitions, and clear conclusions.
• Identify and use various methods of essay development such as definition, description, comparison/contrast, and others.
• Use a personal writing process that includes prewriting, drafting, and revising.
• Read college-level essays critically, recognizing thesis statements and patterns of development, and analyzing purpose, content, and structure.
• Write an organized essay that develops a specific thesis with appropriate supporting details, in varied, mature sentences, using relevant transitions.
• Share your own writing and respond constructively to others’. Work effectively and professionally in a team environment.
• Produce documents that are attractive, readable, and appropriately formatted.
• Approach new learning challenges with more confidence than before the class and have some ability to motivate and teach yourself.

Course work and grading

The categories below are not weighted by percentage, since this is a Pass/No Pass course. You need to pass in all areas in order to receive a final grade of “Pass.”

1. Attend and participate: you can miss no more than two class sessions. Participate in class activities, turn in all assignments. Do all readings, take all quizzes and average a passing grade. Participate in class discussion, group work, and presentations. Classroom behavior is also an important part of participation: a consistent pattern of inattentive or disruptive behavior is sufficient grounds for a “No Pass” in this category and thus the class as a whole. At the end of the quarter, I’ll ask you to turn in your two-pocket folder and check your journal writing and class materials to see that they’re complete.

2. Complete all in-class writing assignments: we’ll be writing every day in class. If you miss, be sure to do a make-up writing on your own.

3. Write three passing-level typed pieces: every other week, one typed piece will be due, from one to two double-spaced pages long. I’ll often ask you to write a cover note in class for each, reflecting on your writing process and responding to my comments on your previous piece. We’ll focus on correctness in these pieces: if they don’t pass the first time, you’ll need to re-submit them until they do in order to pass the class

4. Submit two final essays, class blog posts, and reflection: at the end of the quarter, you’ll revise your two favorite pieces into short essays (2-3 pages) and post them on a “blog” we’ll create together as a class. Over the quarter, you’ll also be contributing to this project in other ways. At the very end of the quarter, you’ll email me a reflection letter to me on how you’ve fulfilled the class outcomes, providing links to your final pieces on the blog.

5. Take a final exam: for the final, you’ll write a short in-class essay based on a reading. I will evaluate it according to the course outcomes listed above. The exam will also have questions on areas of grammar and writing we’ve worked on.

Rules and policies

Classroom behavior: early in the quarter I’ll lead you in a process where the class develops some specific guidelines for how things will be run. But I do have a basic requirement that all class members behave respectfully towards each other and towards me. Here are a few more basics that are probably obvious, but still worth stating up front: don’t talk or even whisper while others are talking. Follow what’s going on. React, contribute, make eye contact. Challenge yourself every day to be truly “present.” Turn off your phone before class begins unless you need to be reached for emergencies (childcare, health, etc.). Let me know ahead of time if you’ve left your phone on, and why. No texting, no mp3 players. In the computer lab, don’t check email or surf the web, and no food or drinks. Drinks are okay when we’re in the regular classroom, but no food, please—it’s too distracting for others.

No laptops: I know this will be controversial, but this quarter I’d like everyone to do their in-class writing by hand in their journals. Research has shown this taps your creativity better than typing does. It also removes the almost irresistable temptation (for me, too!) to check your email, Facebook, Farmville, etc. I will make exceptions only for those with a note from the Disability Center. See contact info, below.

Attendance, late work, withdrawals, and incompletes: you won’t always hear me call roll, but I do keep attendance, based on the daily work you turn in. If you don’t turn anything in for the day, I will mark you absent unless you talk to me after class. Excuses for absences aren’t necessary or even appropriate in college, but you should email your instructors if you have to miss class, in order to find out how to catch up: we expect you to be prepared when you return. Participation is part of your grade in my class, and it includes attendance. I don’t lower your grade any set amount for days you’re absent. However, as stated above, you can’t pass if you miss more than one week (unless we’ve made special arrangements). The group is poorer when you’re not here, and you simply won’t be getting your money’s worth if you don’t come regularly. Please save your absences in case you really need them, and set a goal of being here every day.

Much of the in-class work can’t be made up (unless you make special arrangements with me due to illness or other emergency), and at the end of the quarter you’ll need that in-class work in order for your final portfolio to be complete. Also, the “Outcomes” emphasize teamwork, professionalism, and independence, and all of these will suffer if you have excessive late work. Once our class blog is up and running, I will often post notes there after class, so be sure to check if you miss, before emailing me to ask that dreaded question, “Did I miss anything important?” Answer: yes, you did. It’s all important.

Be sure to drop the class officially if you decide not to take it. Anyone still on my roster at the end who has not participated will receive a “No Pass,” not a “Withdrawal.”

Emergencies: I do understand that emergencies sometimes come up. If they do, please get in touch as soon as possible–during your absence, not after. We can work together so that you can work from home, if you’re able. While I rarely give “Incompletes,” I will sometimes consider giving them if a student has stayed in touch, has had good attendance and has completed roughly 80% of the class work. Like most instructors, I will sometimes make exceptions to my policies, but only for students who have been attending regularly and participating in class conscientiously. Students who are called into military service are a special case, and all CCC instructors give them special consideration, as long as their situation is documented.

Keeping in touch and email: I encourage you to come see me in my office early in the quarter, whether it’s to ask questions, go over a paper, or just chat. In fact, I recommend you do this with all your instructors—you’ll get more out of your classes if you know your teachers. If you can’t get to our offices, just give us a call during our office hours. And definitely get in touch if you start falling behind: we’re here to help you succeed! For day-to-day questions, I much prefer that you use email, rather than the phone, but feel free to call if email access is a problem. When you write your teachers via email, it’s okay to be informal (emoticons are fine, for example), but you should also try to be considerate and at least somewhat professional: put the class number and your reason for writing in the subject line, write your name at the end, capitalize at the beginning of sentences, and check your spelling before hitting “send.”

Plagiarism: as you probably know, it’s extremely important in college to give credit to anyone whose ideas or words you borrow or refer to in your writing. I’ll be teaching you several ways to give credit to your sources, and you can always ask me whenever it comes up in my classes or any others. But beware: you will enter a world of hurt if you ever try to deceptively pass off someone else’s writing as your own without giving credit. We English teachers are expert readers, and we can  always tell when someone’s paper is written in a voice that isn’t their own. At CCC, you will automatically fail the class in question and be referred to the department chair and college Dean. At many colleges, it’s grounds for complete expulsion.

College Services

Disabled student services: if you have a documented disability and wish to discuss accommodations, please contact me as early in the quarter as possible. To find out more about the Disability Resource Center, see Betsy Pacheco in CC142, ext. 2324, BetsyP@clackamas.edu. You can also visit their website at http://depts.clackamas.edu/advising/drc/.

Writing Center: free writing tutoring is available in the Writing Center, in McLoughlin 112, right next to the bookstore. The schedule will be posted at http://depts.clackamas.edu/writingcenter/ by the end of the first week of classes. They have limited hours over the summer.

Academic Advising & Counseling: everyone who’s taking classes at CCC, no matter how few, or what kind, should see an academic advisor. This is true even if you think you’re a long way off from graduation, and even if you’re just taking classes for fun and have no intention of getting a degree. You just never know what ideas they will come up with, or how they might inspire you. The advisers will help you see whatever you’re taking in the larger context of a two-year degree, your transfer potential, and your possible career. They also know all kinds of tricks for navigating the system and can connect you with the many resources available here. We have an especially wonderful team of advisers currently – all very compassionate and knowledgeable. To see an advisor, just drop by the Community Center, at the opposite end from the cafeteria. There’s an appointment desk that’s always staffed, and they can usually see you very quickly. Phone and online appointments and counseling are also available. For details visit their site at http://depts.clackamas.edu/advising/.

By the way, if you ever need someone to talk to for non-academic reasons – if you’re simply feeling stressed or panicky or depressed – that same desk can put you in touch with a qualified counselor immediately, either in person or by phone. There’s always someone on duty for this. Please don’t hesitate or feel embarrassed about asking for help. We all need it from time to time.