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 Because the content of the course is so closely related to the goals, the major goals are reiterated as headings for brief descriptions outlining related content. Specific readings related to content are indicated. Goal I. Student understands the difference between narrative and expository writing, and understands basic organizing principles. Student can write a well-formed thesis statement states the paper's main point. It is a complete sentence; clearly-worded; is specific but does not contain details; lets the reader know the point of view; and is a statement that can be supported by objective evidence. Student can write a paper that demonstrates basic organizing principles: 1) there is an introductory paragraph that contains the thesis statement; 2) paragraphs are logically arranged in the body and contain details, facts, and examples to support the thesis statement; 3) transitions are used to connect the main points; and 4) there is a conclusion that restates the thesis statement. Readings that support goal: Great Essays, Unit I--Exploring the Essay: "What is an Essay," "Writing the Introduction," "Writing the Body," "Writing the Conclusion." 20th Century American Short Stories, selected pieces. Goal II: Student can write a meaningful and grammatically competent response to a short story, essay, newspaper/magazine article, and web-based article/report. The purpose of the response is to give the student a chance to demonstrate how much he/she understands the assigned reading. The student will, therefore, be asked to use the following skills: present main idea(s); present theme(s); use own words to express ideas; and effectively use quotes to support main points. The response must also demonstrate competence grammatically: Sentences structure is used to emphasize main ideas; minor lapses in grammar don't cause misunderstanding; and vocabulary is fairly accurate. Readings that support goal: Selections from The Workbook for Library and Internet Research (2nd ed.). (handout) Goal III: Student understands the basic mechanics of academic writing, and knows how to write a paper that avoids plagiarism. The basic mechanics include but are not limited to: indentation; paragraph length; and commas, end punctuation, apostrophes, quotation marks, and capitalization. Several key elements in a paper that avoids plagiarism are used: 1) in-text citation through the use of quotes; 2) a list of references; and 3) standard conventions (MLA or APA) for documentation are generally followed. Readings that support goal: Selections from The Workbook for Library and Internet Research (2nd ed.). (handout) Selections from the Publication Manual of the American Psychological Association (5th ed.) (handout) or Selections from the MLA Handbook for Writers of Research Paper (5th ed.) (handout) Goal IV: Student can critically analyze a piece of academic writing. Author's thesis statement is identified. Main points that support thesis statement are identified. Whether information that supports main points is fact or opinion is evaluated. Readings that support goal: Becoming a Critical Thinker (4th ed.), Unit 3-Evaluating Arguments, pp. 66-74. (handout) Goal V: Student is introduced to the principles of effective oral presentations. The organization of the oral presentation follows the same basic principles as an essay. Material has an introduction, body, and conclusion. The delivery of the presentation used effective ways to maintain listener's attention. Pronunciation, vocabulary choices, and grammar errors do not interfere with meaning. Goal VI: Student can demonstrate an understanding of the various functions of technology that are related to college-level writing, research, and classroom presentations. Student can navigate through a course webpage and access the following elements: instructor's page; course requirements; schedule of reading assignments; writing and grammar links; and research links. Student can use the Internet to carry out basic research functions, including: using popular search engines; distinguishing between objective and non-objective websites; accessing public databases to gather information on current topics; and ability to download documents and cut and paste them into word-processed documents. Student can use email to communicate to classmates and instructor. Student understands the basics of word processing, and can perform functions such as: 1) adjusting the format for spacing, font size, typestyle; 2) editing, cutting and pasting, and printing documents; and 3) using spellchecker. Student can create simple Power Point presentations of a mini-research projects. Readings that support goal: Selections from The Workbook for Library and Internet Research (2nd ed.). (handout) |
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