(Syllabus w/proper divisions and organization available in accompanying Canvas site.)English 101, Fall 2015: Course Overview: "The "Low Down" **Note: the links in the material below are NOT REQUIRED FOR YOU TO ACCESS IN ORDER TO TAKE THE INITIAL QUIZ SUCCESSFULLY, and there are a couple which could offend some of you, so check out the disclaimers before clicking on them.

Hello everyone,

 

I've taught this course for years now, typically three sections per semester, and my favorite feedback from students centers on their feeling of really being in a course, both in terms of relating to their peers as well as the instructor. I hope that you find this to be true.

Recently, all WNC instructors have switched from the Moodle platform to Canvas (like moving from MySpace to Facebook with a lot more bells and whistles).  While I think I've eliminated most of the bugs in the system, we're sure to encounter a few issues, and I'm looking forward to hearing your feedback and making adjustments to make it even more user-friendly.  **Important note:  Please use the "Clarification Area" within the "Toolkit" module for questions related to the class as your question and subsequent clarification will likely help others and reduces the number of times I have to answer the same question from students.

So, let’s review your holistic understanding of how this class will operate. I’ve provided plenty of instructions in the course itself, and, quite frankly, you’re going to need to poke around, be confused occasionally, and try things out, in order for you to fully grasp the class, but if you understand my intentions, you’ll grasp the particulars more rapidly.

There are 16 individual weeks (8, for summer), and each week has its own content.There is a Course Information area with a detailed syllabus, divided into helpful portions so that you digest/access them more easily.  

Each week is organized according to the following: Major Writing Assignment, Discussion and/or Quizzes.

At the beginning of each week is a must-read page, entitled "Weekly Overview and Learning Objectives" which gives you an accessible play-by-play understanding of what we're doing, and, most importantly, why we're doing it.

**Now, while there is a repeated structure for each week, each week is not exactly the same, but there are reasons for these variations.

Variation Among Weeks:Major Writing Assignments: The major writing assignments (Writer's Autobiography, Narrative Essay, Poetry Project, Persuasive Essay, and Research Essay") are all divided across several weeks. You are encouraged to work ahead.

Discussions: For 10 weeks of class (weeks 2-6 and 9-13), there are discussions (worth 5 points each) related to assigned critical readings from our America Now text.  (Summer is paced differently.) These are described in detail within the discussion area itself and elsewhere in the syllabus.  There are also discussions or "forums" which appear at different points in the semester for different reasons:

Topics forums (Encouraged)  Located at the beginning of most major writing assignments, these are places wherein you may put forth crazy, original, innovative and generally cool ideas for a topic and others will respond to its feasability (peers, tutors, and instructor).  Also, you will find previous topics discussions within the content for these weeks.

Exhange forums (required) (Located about 2/3 of the way through each major writing assignment, these are places wherein you will agree to exchange drafts of your essays with your peers.)

Sharing forums (Encouraged)  (Located at the end of each major writing assignment, these are places wherein you may voluntarily post your essay and share with your peers.  This a place for appreciation, not criticism.

Tutor Interaction:  We have tremendous tutoring resources, and they are highly recommended, and I provide extra credit for you participating in the Brainfuse exchanges, but they do not take the place of peer interaction.

Quizzes:  Beginning in the second week of classes, I expect you to work towards completing the "Adaptive Learning Plan," accessible via the Connect access code you purchased from the class, so that the lessons of "correctness" can improve your initial essays. There are additional prescribed readings and associated quizzes throughout the course, and you need to keep your eye out for them in the "quizzes" portion, but the first weeks are dominated by this Adaptive Learning Plan, and you need to work independently to complete it.

Aspects of grammar and correctness are addressed in both quizzes and major assignments, and the many rules for Standard Written English (SWE) can be irritating and seem arbitrary (Links to an external site.) at times, but these rules are "keys to power," and they are helpful to have in your pocket as you move forward in life.Research Essay Requirement: The research essay  serves as the "exit exam," of sorts for the class, demonstrating minimum competency necessary to pass the class.  Don't stress. You will have the chance to discover that the "dreaded" research essay can actually be very, very fun, and this is coming from

someone who hated writing research essays as an undergrad!  Now, given that you will be submitting a rough draft of your research essay, you should absolutely be aware of whether not your essay will reach the 60% threshold, so don't stress.

 

What can you expect from me? You can expect that I'll always strive to provide you the best "service" possible, giving of my time and attention throughout the semester. My classes are extremely full (there are traditional classes with 12 student in them regularly, but mine are overflowing at 30 per section, 3 sections minimum).  What this means is that I need to focus my time and talents on what can best improve your writing.  I was always the type who wanted to teach in person, but I was encouraged early on to teach on-line as well, and I've done so, but I've always strived to retain the complexity and personal touch of the in-person class.  I assign holistic grades to your discussion submissions (if you wish clarification regarding your grade, you're welcome to ask), and I provide topic discussion areas so that you can get off in the right direction with your essay.  I devote the bulk of my time to responding to your essays.

 

Now, what do I need from you?

1. Patience. Understand that problems and misunderstandings occur in the on-line environment.

 

2. Diligence.   Most problems are solved by effort and effort alone. Failure to follow guidelines and due dates is the prime reason students fail in an on-line classroom, period. DO NOT PROCRASTINATE. Set goals for yourself and keep them.

 

3. Positive Attitude.   The on-line environment often encourages us to “read into” postings from the instructor or a peer. We hear a negative tone, feel an intended insult, and so on. Yes, negativity does occur, but more often than not, we project our own insecurities. Trust me, I’m just as much as fault as anyone in this respect, and I have to constantly fight against it. I’m always thinking, “Is this student mad? Is she irritated? What did I do wrong? Is he upset at my comment? What can I do differently?” 

4. A Clear Understanding of Expectations: As a college student, you should know that even intense labor on your part doesn't guarantee (Links to an external site.) a high grade.  College-level classes can be very stressful (Links to an external site.), and you need to develop strategies (Links to an external site.) to cope appropriately.  You could get a Bachelor's degree in underwater basket weaving, and you would still stand above your peers when it comes to applying for a job because you have demonstrated that you can follow a large project through to completion.  The discipline practiced just to get an education should be explicitly recognized as one of the chief virtues and goals of an education.  We have entire classes devoted to "college success," and you need to pick and choose those approaches which work best for you. An on-line class itself comes with its own particular set of challenges as well, and the tools that you use to access this course need to be considered carefully.  I had a student complain about how difficult the course was, and I found out that she was using an IPhone to take the class.  While there is an

application for Canvas that can be used on smartphones, this is not an appropriate platform for engaging in the majority of the class material, and you should familiarize yourself with WNC technical expectations (Links to an external site.) for on-line learning. Success in college is complicated by so many factors, and you need to take responsibility for your success and look long and hard at who you are as a learner.  As the ancient Greek aphorism states, "know thyself." (Links to an external site.)  There is no perfect model for success because every student comes with a unique set of needs and skills.  Success can be complicated by the demands of your daily life.  I am always shocked to discover students who are take on immense challenges, say, taking 20 units, working two jobs, and raising children--often as a single parent (Links to an external site.). Sometimes, the challenges for students include physical disabilities (Links to an external site.), and these can require immense effort.  Trust me, as the parent of a child with a severe physical disability, I get it, but I have also witnessed the strength and resilience which springs from dealing on a daily basis with with physical disabilities.  Challenges may be located within the mind itself, and learning disabilities (a term I sometimes disagree with as many "disabilities" are really just differences (Links to an external site.) in how learning occurs). Students with ADD or ADHD (Links to an external site.), for example, confront many challenges in a course such as this, and learn how to maximize their strengths.Michelangelo (Links to an external site.), for example, would likely be assessed as having ADD or ADHD, and was one of the most talented humans to walk the earth.  He knew how to channel his strengths, and, if you ever visit the Uffizi museum in Florence, Italy, you will see his approach on display.  As you walk up to view the magnificent "David, (Links to an external site.)" the corridor is lined with his unfinished sculpture (Links to an external site.)s because he always worked on several projects at the same time. Know thyself (Links to an external site.), and you should research learning disabilities even if you have never been assessed as having one.  We are all on a spectrum in terms of how we learn, and we classify "disorders" when they get to the point that they seriously inhibit student learning, but variations in learning are everywhere, and every student can heighten the speed and ease with which they learn.  If the degree of impairment is significant, you need to take charge of it, and our Disability Support Services (Links to an external site.) office is a good place to start.    5. Understand where I am coming from as your teacher and your role as a student:

We have common goals: You want to learn and to move on with your education, and I want to help you in that process. You’ll notice that in the first week of class, I emphasize a discussion that allows you to share with your peers, and I do want you to share and come to know each other.

 I'll try to give you a sense of who I am as well this semester. I, for example, am currently being distracted by my son, Waylon, who considers typing a group activity.

 Let’s just do our best. We’ll have bad and good days, misunderstandings and clarifications, but we’ll learn along the way and that is what matters.

 If you miss a deadline and plead for an extension which I deny, please remember that a monster is not at the other end of the computer, arbitrarily making up rules to satisfy his need for power. Instead, the rules and deadlines allow for me to remain sane and consistent. Extensions of deadlines create more problems than they solve.

While I strive to be polite and tactful in dealing with students, we do not have all the time in the world, and I am here to teach you.  Now, while I'm not like"The Wolf" (Links to an external site.)

in Pulp Fiction (don't watch if you can't handle gore or profanity), I agree with him that "the clock is ticking."  If I am "curt," (Links to an external site.) and come across in a way that offends you, take a second and remember that I am never, ever trying to offend you.  As "The Wolf" notes, "I'm here to help." 

Don't feel overwhelmed.  You will get the hang of it. I hope you have a great experience this semester.  I have given you a lot of information, and I don't expect you to absorb it all at once. 

Sincerely,

 

Josh

An Agreement of Sorts: What I Need to Know That You KnowMy mission statement covers some of this ground, but I can single out a few things that I need from you.  I need you to follow directions, especially when it comes to the final submission of assignments.  There was a time when I would extend all sorts of leniency to students for not following instructions, but I reached a tipping point this past year when I realized that this very leniency was taking away from what I do best: teaching students how to write effectively and easily.

When you begin this class, we are entering an unspoken agreement, which I am now making explicit so that everything we do is "above board," so to speak.  As your teacher, I am obliged to teach you effectively, and I take this job seriously.  This is not a "canned class," but one in which my personality and teaching style is apparent throughout.  It's not the perfect class for any one student, but it's a good class nonetheless.  My job is to interact with you, especially for your major writing assignments: writer's autobiography as well as the narrative, persuasive, and research essays.

Aspects of grammar and correctness are addressed in both quizzes and major assignments within this class, and the many rules for Standard Written English (SWE) can be irritating and seem arbitrary   (Links to an external site.) at times, but these rules are "keys to power," and they are helpful to have in your pocket as you move forward in life. 

I am ready and willing to help you, but you need to meet me halfway, and that means fulfilling your obligations to follow directions, especially when it comes to submitting a finished essay. 

What do I expect from you? (Warning: Explicit Language)I figured the "explicit language" notation would be an effective means of getting you to read, but I want to speak to some of the unstated expectations which you won't find in the formal course description:

Read and understand instructions.  This class will not work if you do not read the instructions and understand the different aspects of the course.  Don't expect to understand everything at once. You're entering into something which will take more than a week or two to grasp, but it is paced so that you can understand it.  

If you're not technically up to speed, get there--by hook or by crook.   Discipline yourself.  If you're a procrastinator, figure out a way not to be (check out the apps for

procrastination!)  Here's the thing about procrastination, folks, an app will help, but the underlying core of procrastination is that you don't see the meaning, purpose, or relevance of the task in front of you.  I can preach to you until I'm blue in the face of how education and this sort of course can change you in ways you cannot predict, but, if you don't take the leap of faith and believe, your expectations of this being a less-than-great experience will be fulfilled.

 Do your work especially when you don't want to.  If you're not feeling enthused about the class, pretend to be.  At some point, enthusiasm will catch up with you.

Have the nerve of failure.  Do I mean failing the class, necessarily?  Perhaps.  Perhaps not.  What I mean is that it takes a certain nerve to do the best that you can.  It's hard for everyone to do their best.  Those who lack certain skills fear exposure and confirmation of their fears.  Those with skills tend towards complacency, feeling modest effort may "be enough" to get the grade they want.  Here's the thing, though.  Don't allow yourself the luxury of an excuse for failing. 

Do your own work.  Understand what plagiarism is.  In addition to using the tool of Turnitin.com, I possess a refined nose for sniffing our plagiarism, and I take it very seriously.  Plagiarism can result in you failing the entire course.  In the last course I taught, I was shocked at the number of students who  presented others' work as their own.  I don't care how overwhelmed you are.  THERE IS NO EXCUSE FOR BLATANT PLAGIARISM.  This semester I am working with other English instructors to identify those who steal the work of others.

Be positive.   We all need to appreciate the opportunities available to us and how many other humans on the earth don't possess similar ones.  Just think of your educational opportunities if you happened to be born in Afghanistan, Syria, North Korea, etc.  (If you're a woman, this is a particularly scary notion.)

Okay, done preaching for now, but I'm sure I'll resume later.

Oh, did I not use any explicit language?  Well, I'm a fan of cursing as much as the next person, I imagine, but I'll just give you my favorite one of the moment: "horseshit."  I think the shine has gone off off "bullshit," and "horseshit" really strikes home.  If you have the opportunity to use this word, it can be very

enjoyable indeed.  My brother-in-law, who currently resides in Cabo San Lucas, and is a close friend and fishing guide, uses this word frequently, and I've picked it up because it seems cool as well. (It's not plagiarism if you give proper attribution...)

 

 

Does your teacher care?  (Links to an external site.)During one of our weeks, students are invited to throw ideas forth for a weekly discussion.  I saved the student's posting and my response as it might give you a deeper, more realistic sense of where I come from as a teacher.

Student: I think this is a interesting subject ,I wonder does a English teach love the words he reads? Does a English teacher ever wonder why they ever thought this would be a great job? How much do they enjoy what the students write or is it all words and language? Why do they put so many hours extra hours into their job??  Since I have taken a English class and have been stressed out about reading I wonder how much stress a English teacher goes thru??

My Response:

I'll put an end to this topic right now, Gloria! I sometimes envy other subjects whose professors use ScanTron forms and multiple choice tests.  I initially wanted to be a professor of history but gravitated towards literature, which I enjoy a great deal. Now, do I love reading everything students write?  No.  I do believe, however, that writing enables deeper types of thinking, and all of the seeming bullshit--topic sentences, supporting details, transitions, thesis statements, quote integration--contribute to this type of thinking.  Oddly enough, some of my best moments in life occurred while writing--and thinking--deeply, and I want others to share the potential of writing---especially if they are disinclined to it initially.  Something amazing happens to us when our minds click into a gear we didn't know possible, and that step outside of ourselves, that stretching of our minds and awareness, affects so many aspects of our lives, which aren't apparent to a student initially while banging his/her head against a wall writing a research essay. I go through a lot of stress, and a lot of it is due to the fact that responding to writing is an intensely time-consuming activity.  Classes should be 1/2 of their current size for a writing instructor to respond effectively and still keep his/her sanity and a normal home life, but our class limits are the same as those for other types of classes, unfortunately.  I stress constantly over the quality of my responses and how slow I am in responding at times.  Despite the stress, I

am also, paradoxically, more free, I feel, than other professors.  I get the rather unique opportunity to step inside a student's mind, and I value that a great deal. Now, I get sick of identifying the 37,500th comma splice, yes.  But, when I'm in a good mood, I remind myself that students will be judged by their mastery of this knowledge throughout their lives, and I want them to be judged in a positive light--and to see themselves in a positive way as well.  Mastery of a language and "approved" standards of English, however much bullshit in the true logic and complexity of communication, are incredibly important in terms of how others see you. I am amazed, impressed, depressed, disappointed, shocked, and sometimes bored by what students write, but it's always new.  I've read a thousand narratives about the birth of a child or the death of a loved one, and yet they are all distinct, new and interesting.  I get to see and feel students' minds at work and to be invited in to a personal world which is very special.  I'm reminded of this every semester, and it gives me energy and enthusiasm.  It's not just the subjects about which people write that intrigues me, but how arguments and analyses are delivered to the reader.  There is something special which happens to a person's mind when they engage in deep and focused writing.  In my lectures to students, I remind them of the great poet William Butler Yeats' notion of the tower which appears so frequently in his poetry.

 Yeats actually had this very tower in mind when he compared life, properly applied to the study of worthwhile things (education being one), to an individual ascending the stairs within the largely windowless tower.   As one acquires knowledge, one ascends the staircase, but the upward progress is so slow and incremental that progress is not apparent until one reaches a window.  The individual's view 

out the window--the changed perspective on the world--mirrors the alteration in thought that knowledge and learning bring.   Along these very lines, I hope that my students can tough it out through the dark times, trusting that a window will appear. I know that can be difficult at times, but I really value my small contribution in guiding students--even for only a semester--along this path. Thanks for posting this, Gloria. I'm going to post this near my "mission statement" so that it remains for future classes.  Now, get back to your research essay on goat behavior! Josh

Contact, Textbook, and Office Hour Information-Instructor: Josh FlemingContact Information:   joshua.fleming@wnc.edu (preferred method of communication)                                      Office: 775-445-4257 (No office hours for summer courses.)Traditional Office Hours: Monday: 11-1; Wednesday: 11-2; Thursday: 11-2 (No office hours for summer courses.) **On-line "office hours" are informally held throughout the semester, sometimes at 1:00 in the morning! Required Textbooks: (keep in mind that the McGraw Hill text is a "virtual text."  Whether you purchase it at school bookstores or on-line, the version you are looking for is a "virtual text," accessible via the internet.  You will have access to it for 3 years.  If you wish, you could purchase the actual textbook in addition to the access code for another $40.00 approximately, but the text is easily $100, and I'm working hard to reduce costs for students.  Please note that we do not use any textbooks for the first week of class.  This is a practical measure on my part, as I have found students encounter all sorts of issues with procuring the texts.  You must have both your access code and the America Now text by the beginning of the second week of class, period.   

Author: Maimon Edition: 3rd ISBN: 9780077397326   

2. America Now, Eleventh Edition

Author: Atwan Edition: 11th ISBN: 9781457687471

 

Prerequisite: College Board Test of Standard Written English or equivalent examination, or a grade of C or better in ENG 098Number of Credits: 3

Course Map and Overview of Assignments/Grading 

Assignment Possible Points Your Points

Introduction Assignment: Deserted Island 10

Essay #1: Writer's Autobiography 20

Essay #2: Narrative 100

Essay #3: Persuasive 100

Essay #4: Research** and Rough draft 250 (25 points for draft)

Syllabus Quiz 10

Quizzes 100 points (50 for "Plan")

IRIS Research Activity 25

Art Activity 10 (10 extra points for 2nd poem.)

Discussion 50 (5 x 10 discussions)

Pre-Writing Portfolio (Generative Writings) 25

Total: 700 points

Extra Credit Points Possible: To be announced...

 

A=630 and above

B= 560 and above

C=490 and above

D=420 and above

F-0-41

**All weekly discussions and major essays are due on Sunday evening at 11:59 p.m. of the week in which the submission areas are located.  Major essays such as the narrative, persuasive, and research essays

may be submitted one week prior to the due date for 5 points of extra credit. Major essays will be accepted "late" by one week with a 15% deduction in points (not including the research essay, which must be submitted on time in order for you to pass the class.)

Due Dates & Grading and Posting of Grades: Due dates are not subject to debate.  In the past, I've been very flexible with due dates with students, and I do want this class to be "flexible" for you, but I've built in a great deal of leeway and advance notice for you.  Real, verifiable instances of illness etc. are exempt from these dates for the major assignments such as essays and exams, not discussions and quizzes.

 

Many of the questions I receive center on when grades will be graded and posted.  I believe that you deserve a fast response and a very clear posting of your scores.  At the same time, there are a lot of you, quite frankly, and it takes a while to proceed through all the postings, quizzes, discussions, exams, and essays.  Trust that I work constantly to keep up the  pace.  Just as I expect you to submit assignments within a certain due date, I also strive to keep my own "due dates" in responding to your work and posting your grades.

 

***Note regarding McGraw Hill Activities:  These are assessed outside of the Canvas environment, but I will input your grade at various intervals to keep you to date, and you can measure your progress within their site, but, do not be surprised when the results are combined with the larger Canvas scores.

 

Quizzes will be graded automatically and may be taken from home.

Discussions will be graded within 5 days after the due date for submission has passed.  So, if you submit your posting the first day possible, your grade may not be posted until 1-2 weeks after that posting.  Or, if you post on the last day, you may receive a grade within 1 day.  Discussions are graded holistically, based on length and quality of response. You typically have 1 week within which to engage in discussion and these dates are clearly marked.  As clearly indicated in the syllabus and in the respective discussions, you often need only post a response(s) to one of the topics for the particular week(s). No late submissions accepted.  You may not submit your discussions late for any reason. Late submissions are allowed for the essays only, and that's only for 1 week past the due date.

Essays will be graded within 7-14 days after final due date for submitting the essay has passed. Late submissions are accepted within 1 week of due date typically with a 15% reduction in points. After that point, your submission will not be accepted.  (Submitting your assignment via separate e-mail to me or other such alternative fashion outside of the Canvas framework is not acceptable.)  Please note that the "Assignment" descriptions contain the definitive "last word" on what I'll accept. You are encouraged to work ahead in completing your essays.  Activities for major essays are paced across several weeks, and you may work ahead.  Major essays such as the narrative, persuasive, and research essays may be submitted one week prior to the due date for 5 points of extra credit.  There are several sample essays for you to view, some of which include my comments.  Finished essays submitted early will receive 5

extra credit points.  (This early submission allows for you to work ahead and for me to have extra time to grade student essays, which tend to pile up.)

Research Essay Requirement: The research essay  serves as the "exit exam," of sorts for the class, demonstrating minimum competency necessary to pass the class.  Don't stress. You will have the chance to discover that the "dreaded" research essay can actually be very, very fun, and this is coming from someone who hated writing research essays as an undergrad!  Now, given that you will be submitting a rough draft of your research essay, you should absolutely be aware of whether not your essay will reach the 60% threshold, so don't stress.

Revision Policy:  You may revise Essay #2 and Essay #3 (narrative and persuasive) within one week of receiving your initial graded response.  Essays submitted past the due date may not be revised.  Essay #4, the research paper, is considered a "final exam" of sorts, and it may not be revised.  I do work with you on the first couple pages of the research essay when you submit the rough draft, but it isn't a revision of a finished product.

Course Policies, Objectives, and Technical Requirements 

 (Links to an external site.)Student Resources:Support for veterans.   (Links to an external site.)  is available.  Please take advantage of it.On-line Technology Support:     (Links to an external site.) Please use our many resources for improving your technical abilities on-line.  It is not the instructor's responsibility to teach the computer skills necessary for this course.Literacy Software   (Links to an external site.) , a powerful tool which you can download to your computer, is available for you.  I've included links to instructions as well as directions for downloading the software to your own computer. Check it out!  Simply go to  their website     (Links to an external site.) and type inUsername: wnvcoll

Password: access

**There are system requirements described on their website as well.

Tutoring Support:   (Links to an external site.)  In this class, we have embedded tutors, but if you prefer person-to-person interactions, please visit our wonderful tutorial centers. 

School/Class Policies:Affirmative Action, Equal Opportunity   (Links to an external site.) Student Conduct (Grievances, Classroom Behavior, and more...)   (Links to an external site.)Official WNC Distance Education Policy   (Links to an external site.) Disability Support Policy   (Links to an external site.) Academic Integrity (Plagiarism, etc.)   (Links to an external site.)  W/F Policy:

I do not issue “W’s.”  It is up to you to withdraw, and, at the end of the semester, your grade will be determined by your placement on the Grading Chart.

Course Expectations. I expect that you will spend approximately 9 hours a week on this class.

Classroom Etiquette:

This is an adult classroom.  This is not Facebook, YouTube, or other social networking site where your opinion should be used to create confrontation or controversy except in appropriate instances such as

discussions on controversial subjects, and even those must be done in collegial manner.   This is not a place  to start controversial threads or air personal grievances.  While I'm happy to extend support and clarification, I think I speak for most people in that I don't enjoy being in a hostile environment.  If you have something negative to say, please direct it to me personally via e-mail at flemin24@wnc.edu so as not breed discontent in a place where people come to learn.  There is no place in this class--or a traditional class--for such disruption.

Taking an online course and corresponding via the World Wide Web presents communicators with the task of overcoming the lack of nonverbals in communication.  When taking a course online, it is important to remember several points of etiquette that will smooth communication between the students and their instructors.

1. Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in written communication. If a point must be stressed, review the statement to make sure that an outsider reading it would not be offended, then post the statement. Humor and sarcasm may easily be misinterpreted as well, so try to be as matter-of-fact and professional as possible.

2. Keep writing to a point and stay on topic. Online courses require a lot of reading. When writing, keep sentences poignant and brief so that readers do not get lost in wordy paragraphs and miss the point of the statement. Also, do not introduce new topics; it may just confuse the readers.

3. Read first, write later. It is important to read all posts or comments of students and instructors within the course discussion before personally commenting to prevent repeating commentary or asking questions that have already been answered.

4. Review, review, then send. There’s no taking back a comment that has already been sent, so it is important to double-check all writing to make sure that it clearly conveys the exact intended message.

5. An online classroom is still a classroom. Though the courses may be online, appropriate classroom behavior is still mandatory. Respect for fellow classmates and the instructors is as important as ever.

6. The language of the Internet. Though still a fairly young type of communication, certain aspects of this form of communication are becoming conventional. For example, do not write using all capital letters, because it will appear as shouting. Also, the use of

emoticons can be helpful when used to convey nonverbal feelings (example:   or   ), but avoid overusing them.

7. Consider the privacy of others'. Ask permission prior to giving out a classmate's email address or other information.

8. If possible, keep attachments small. If it is necessary to send pictures, change the size to an acceptable 100k.

9. No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or instructors. The sharing of pornographic material is forbidden.

 

 

Academic Freedom:   If you are easily offended, this class is not for you.  We touch on a range of subjects which may be sensitive but are crucial for understanding the works we will cover.  To quote  NSHE policy: “[freedom] in teaching is fundamental for the protection of the rights of the teacher in teaching and of the student in learning.”  A member of the faculty “has freedom and an obligation, in the classroom or in research, to discuss and pursue the faculty member’s subject with candor and integrity, even when the subject requires consideration of topics which may be politically, socially or scientifically controversial.”  A member of the faculty may not be subject to censorship or discipline for expressing opinions or views which are controversial, unpopular, or contrary to the attitudes of the NSHE community.

 

Support for students with learning or physical disabilities: Western Nevada College declares and reaffirms a policy of equal employment opportunity, equal educational opportunity, and nondiscrimination in the provision of educational and other public services. (WNC Policy Manual: Policy 4-2-1)  You should contact Susan Trist (775-445-3275), our Disability Services Coordinator to arrange testing or accommodation.

 

Plagiarism Policy: Acts of academic dishonesty as explained in the WNC policy will be dealt with swiftly.  This includes but is not limited to using the works of others without giving credit and submitting an assignment used for another course.  Plagiarism includes the submission of your own work from a previous class or improper paraphrasing.  It is your task to know the difference between using direct quotes and properly paraphrasing.  Turnitin.com may be used to verify the authenticity of your work, especially if your generative assignment reveals little process work.  Acts of plagiarism will result in a "0" on the assignment and may even result in a failing grade in the course, depending on the severity of the infraction.  turnitin.com   (Links to an external site.)  will be by used by the instructor to determine whether a paper has been submitted in prior classes or is plagiarized from a pay site etc.On a more personal level, I try very hard to identify plagiarism--even that which slips through the turnitin filter.  After reading thousands of essays, there are subtle clues which are very apparent to the discerning eye, and I listen to my "gut," so to speak.  For me, it's an issue of fairness.  I had one student who had completed two tours in Afghanistan and suffered from PTSD.  He failed my class the first time but took it again, working diligently on every revision and demonstrating the integrity and resolve that I expect of all students.  Whenever I feel that I should "cut some slack" to students who plagiarize, I think on this student and his unwavering commitment to learn.

 

E-mail/Phone Policy: While I strive to respond to students' e-mails as rapidly as possible, you should not be surprised at a wait of 24-48 hours for an e-mail or phone response.  This timetable applies to a regular

weekday and NOT the weekend.  You will likely find my responses much faster than the aforementioned timeframe, but in order to retain my sanity as well as my focus on the substantive material of this course (responses to essays), this policy needs to be clearly understood.  In this age of text-messaging and instantaneous responses, we can feel that a lag of a few hours is an eternity.  It is most definitely not.

 

 

 

 

W/F Policy:

I do not issue “W’s.”  It is up to you to withdraw, and, at the end of the semester, your grade will be determined by your placement on the Grading Chart.

Course Expectations. I expect that you will spend approximately 9 hours a week on this class.

Classroom Ettiquette:

This is an adult classroom.  This is not Facebook, YouTube, or other social networking site where your opinion should be used to create confrontation or controversy except in appropriate instances such as discussions on controversial subjects, and even those must be done in collegial manner.   This is not a place  to start controversial threads or air personal grievances.  While I'm happy to extend support and clarification, I think I speak for most people in that I don't enjoy being in a hostile environment.  If you have something negative to say, please direct it to me personally via e-mail at flemin24@wnc.edu so as not breed discontent in a place where people come to learn.  There is no place in this class--or a traditional class--for such disruption.

Taking an online course and corresponding via the World Wide Web presents communicators with the task of overcoming the lack of nonverbals in communication.  When taking a course online, it is important to remember several points of etiquette that will smooth communication between the students and their instructors.

1. Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in written communication. If a point must be stressed, review the statement to make sure that an outsider reading it would not be offended, then post the statement. Humor and sarcasm may easily be misinterpreted as well, so try to be as matter-of-fact and professional as possible.

2. Keep writing to a point and stay on topic. Online courses require a lot of reading. When writing, keep sentences poignant and brief so that readers do not get lost in wordy paragraphs and miss the point of the statement. Also, do not introduce new topics; it may just confuse the readers.

3. Read first, write later. It is important to read all posts or comments of students and instructors within the course discussion before personally commenting to prevent repeating commentary or asking questions that have already been answered.

4. Review, review, then send. There’s no taking back a comment that has already been sent, so it is important to double-check all writing to make sure that it clearly conveys the exact intended message.

5. An online classroom is still a classroom. Though the courses may be online, appropriate classroom behavior is still mandatory. Respect for fellow classmates and the instructors is as important as ever.

6. The language of the Internet. Though still a fairly young type of communication, certain aspects of this form of communication are becoming conventional. For example, do not write using all capital letters, because it will appear as shouting. Also, the use of

emoticons can be helpful when used to convey nonverbal feelings (example:   or   ), but avoid overusing them.

7. Consider the privacy of others'. Ask permission prior to giving out a classmate's email address or other information.

8. If possible, keep attachments small. If it is necessary to send pictures, change the size to an acceptable 100k.

9. No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or instructors. The sharing of pornographic material is forbidden.

 

 

Academic Freedom:   If you are easily offended, this class is not for you.  We touch on a range of subjects which may be sensitive but are crucial for understanding the works we will cover.  To quote  NSHE policy: “[freedom] in teaching is fundamental for the protection of the rights of the teacher in teaching and of the student in learning.”  A member of the faculty “has freedom and an obligation, in the classroom or in research, to discuss and pursue the faculty member’s subject with candor and integrity, even when the subject requires consideration of topics which may be politically, socially or scientifically controversial.”  A member of the faculty may not be subject to censorship or discipline for expressing opinions or views which are controversial, unpopular, or contrary to the attitudes of the NSHE community.

 

Support for students with learning or physical disabilities: Western Nevada College declares and reaffirms a policy of equal employment opportunity, equal educational opportunity, and nondiscrimination in the provision of educational and other public services. (WNC Policy Manual: Policy 4-2-1)  You should contact Susan Trist (775-445-3275), our Disability Services Coordinator to arrange testing or accommodation.

 

Plagiarism Policy: Acts of academic dishonesty as explained in the WNC policy will be dealt with swiftly.  This includes but is not limited to using the works of others without giving credit and submitting an assignment used for another course.  Plagiarism includes the submission of your own work from a previous class or improper paraphrasing.  It is your task to know the difference between using direct quotes and properly paraphrasing.  Turnitin.com may be used to verify the authenticity of your work, especially if your generative assignment reveals little process work.  Acts of plagiarism will result in a "0" on the assignment and may even result in a failing grade in the course, depending on the severity of the infraction.  turnitin.com   (Links to an external site.)  will be by used by the instructor to determine whether a paper has been submitted in prior classes or is plagiarized from a pay site etc. 

E-mail/Phone Policy: While I strive to respond to students' e-mails as rapidly as possible, you should not be surprised at a wait of 24-48 hours for an e-mail or phone response.  This timetable applies to a regular weekday and NOT the weekend.  You will likely find my responses much faster than the aforementioned timeframe, but in order to retain my sanity as well as my focus on the substantive material of this course (responses to essays), this policy needs to be clearly understood.  In this age of text-messaging and instantaneous responses, we can feel that a lag of a few hours is an eternity.  It is most definitely not.

 

Course Description, Objectives, Prequisites, and Technical Requirements

I.  Catalog Course DescriptionStudies expository writing with special attention to the modes, arrangement and style. Students learn to write essays which are unified, thorough, clear and convincing. Students read essays to augment critical reading skills. They learn the research, reasoning and organizational skills necessary for effective academic and research writing. 

        II.   Course ObjectivesUpon completion of this course the students should be able to:

Approach writing as a process Recognize and demonstrate the qualities of effective writing: purpose, point, unity, coherence,

specificity, conciseness, and correctness Write to an audience Recognize and demonstrate persuasive argument Document research using MLA format

 Course LinkageLinkage of course to educational program mission and at least one educational program outcome.

This course addresses the following Student Learning Objectives of the General Education Mission by ensuring that successful students:

Are able to demonstrate college level reading, writing, and oral communication skills. Possess adequate problem solving, creative reasoning, and critical thinking skills. Can engage in meaningful self assessments and work effectively with others. Utilize effective and efficient learning skills, including locating and evaluating sources of information. Have knowledge of the subject matter to a level that is appropriate to the emphasis of their degree. Develop and improve their creative abilities. Appreciate the need for continuing education and lifelong learning. Will succeed at transfer institutions.

  

        IIII.  Technical RequirementsIn order to be able to take an online class, you will need to maintain a minimum level of capacity and flexibility with computer equipment and other technological issues. Minimally, you'll need to be comfortable with these programs:

Microsoft Word (or compatible word processing software) Adobe Acrobat Reader Internet Explorer or Mozilla FireFox browser with Flash, Shockwave and Java plugins The ability to use a web-based email program to send and receive messages and attachments

 

Specifically, for using "Connect," you need the following:

Connect system requirements

If you have questions or need technical assistance, please visit our online support site     (Links to an external site.) or email our online support team   (Links to an external site.).

We are pleased to announce that Connect now offers chat functionality and expanded weekend hours of technical support. Our goal is to provide you with the service you need to get the most out of Connect. Canadian Customers, please visit our dedicated Canadian online support site   (Links to an external site.) .

Operating Systems - Windows XP Home Edition 2002 SP2, XP Pro 2002, Vista Home Premium, Windows 7- Mac OS X Snow Leopard 10.6, Lion 10.7, Mountain Lion 10.8

Browsers - Firefox 12+

- Internet Explorer 8,9- Google Chrome 18+- Safari 5.x (Mac)

Plug-ins - Flash 11+- Java SE6, SE7- Quicktime 7.7+

Recommended Display Resolution: 1024 x 768 resolution or better 

Troubleshooting:See if your computer meets the requirements for Connect. Check My Computer   (Links to an external site.) 

These courses assume you already have (or have access to):

Equipment - a Mac or Pentium-based computer running Windows XP/Vista/7, a printer, and Internet access (modem, wireless or cable).

Software - Microsoft Office including Word, Excel, and PowerPoint software to support file exchange between students enrolled in the course and the instructor.  Comparable "Open Source" software may be available for free on-line, but it is your responsibility to find it and ensure that it works correctly. 

Communication software that lets your computer interact with the Internet, e-mail software, and a World Wide Web browser. If you need any additional software, it will be stated in the course syllabus.

Computer skills to use these software tools--remember, your professor is not a computer trainer! You should have experience sending and receiving emails with attachments.

For general computer questions, please contact your local Internet provider or hardware/software vendor.

**I wouldn't attempt to do this class "by smartphone," and tablets may have limitations as well, but they are improving.

Navigating the Course: Essential InformationIt takes a few days to get acclimated to the on-line environment within this class.  First, you need to make sure that you are using appropriate technology to access all of the materials.   There are certain aspects of the course which will not be accessible if you do not have a suitable device.  But, assuming you do have a computer or tablet which can access all of the class, let's review some essential tricks and approaches for making navigation simpler:

Use the "collapse" buttons at the top of each module to minimize contents of each "module" when not in use.

The  "Toolkit" Module contains needed resources: Sharing forums, Tutoring Resources, and other resources. (You should use this area on a weekly basis.)

Understand numbering and pacing of major assignments. Avoid the top menu with "Courses," "Grades," and "Calendar."  The course is available via the

"Home" tab on the left hand side of this page, and it is where you should head. I make mistakes on occasion, and, if you see something which appears "off," let me know, and I'll

clean it up.   Anticipate access issues.  What do I mean?  Well, if it's 11:00 p.m. on Sunday evening and you finally

decide to join the discussion, a technical issue will not be an acceptable excuse for not completing the assignment.  Problems with technology happen on occasion, and I can check into matters and see what's happening in terms of access, but I would prefer if you engage earlier.  For one, it isn't terribly good to be a latecomer to a discussion which has been available all week, as your peers won't get the benefit of your contribution during the week.