Writing Fundamentals
August 19th – October
17th, 2013
TTh 1:00 - 2:30, Room __
Shane Abrams
Course Texts
Fawcett, Susan. Grassroots with Readings: The Writer’s
Workbook, 9th edition. Independence, Kentucky: Cengage Learning,
2007. Print.
Most course texts will be provided
in handouts by the instructor or provided by the students themselves; a folder,
binder, or other organizational system is highly recommended.
The
following blog will also serve as a resource for disseminating materials and texts:
Course Description
The
purpose of this course is to introduce students to foundational writing
techniques, media, and means in order to prepare them for high school and
college preparatory Language Arts courses. By frequent engagement in writing,
reading, and speaking exercises, each student will hone his or her ability to
communicate through writing using appropriate technical methods while
developing his or her unique voice.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· identify and apply strategies and
techniques of proficient writing.
· express themselves in writing
using a unique voice.
· increase their frequency of and
confidence with independent writing.
· revise and improve their own
writing using independent proofreading, peer critique, and instructor feedback.
We will
aim to explore—perhaps even answer—some of the following questions:
· How can we use writing to explore,
explain, and understand our lives and society?
· What makes writing a “process” and
not a “product”?
· What concrete steps can we take to
polish our writing?
· What benefits are there to
collaboration in writing? To workshopping and peer critique?
· Why must a writer be competent and
comfortable with the rules of writing in order to be successful?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily journals; daily
grammar-and-mechanics exercises; in-class and out-of-class assignments; a
midterm exam; and a cumulative final project. Additionally, other artistic or academic
assignments may be collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Writing Fundamentals will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 1000-1200 points. At any time, a student
may request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 16 sessions of Writing
Fundamentals, so each absence is extremely detrimental to learning potential. I
will not deduct points for absences, whether they are excused or unexcused.
However, students are always responsible for information, work, and cumulative
assignments which they miss when absent: missing multiple classes will
unforgivingly hinder a student’s academic success. If a student misses class, I
advise visiting the course blog – http://boulderprepreadwrite.blogspot.com/— to
see what she or he missed and what she or he needs in order to catch up. If you
know in advance that you will miss a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 1:00. This does not mean walking from the Commons to the classroom at 1:00;
this does not mean arriving at 12:59 and leaving to use the bathroom until 1:05.
In regards to individual breaks, you
should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the
maximum, only one student should be out of the classroom at any given time.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 10 pts. / day
Daily GMX
– 5 pts. / day
Daily
journals – 160 pts.
General
assignments (in-class and homework) – approx. 200 pts.
Midterm
exam – 150 pts.
Final
project – 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to contribute to a classroom environment which respects everyone’s educational
opportunities, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Writing
materials (pen/pencil, paper)
Course
texts
Assignments
(in progress and completed)
Binder,
folder, or other organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change. Please refer to daily
assignments for more accurate information.
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Week one (8/19 - 8/23) –
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Introduction to
Writing Fundamentals
Traits of Writing
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Week two (8/26 - 8/30) –
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Sentence Fluency
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Week three (9/3 - 9/6) –
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Sentence Fluency
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Week four (9/9 - 9/13) –
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Diction, Word Choice, and Description
Midterm exam
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Week five (9/16 - 9/20) –
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Organization
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Week six (9/23 - 9/27) –
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Organization
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Week seven (9/30 - 10/4) –
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Compiling, Revising, Polishing, and Publishing
Final project
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Week eight (10/7 - 10/14) –
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Compiling, Revising, Polishing, and Publishing
Final project
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Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
[Please complete and return this section.]
During
the course of this block, I hope to:
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Identify at least two concrete, measurable academic goals.
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Identify at least two abstract, subjective, and/or personal goals.
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I think
my biggest asset as a student is:
I believe
my greatest struggle as a student is:
I do best
on assignments which:
My
greatest strength as a writer is:
My
greatest struggle as a writer is:
My
favorite academic subject is:
If
there’s one thing on which I’m an expert, it would be:
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature) (date)
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