English 101: Written Expression

Winter 2006

*Please do not contact me at my BCC address unless you cannot reach me on the class website.  

Introductory Remarks

English 101 is a completely online class; therefore, you are not required to attend classroom sessions. However, English 101 is not a correspondence course, completed on your own timetable in isolation. How much you learn will be directly proportional to how much you participate in the online community, how well you manage your time, and how well you follow written directions.  If you are not sure whether or not an online course is right for you, complete the following questionnaire:  http://distance-ed.bcc.ctc.edu/webassess/

Many people mistakenly believe that writing is a talent that some people are blessed with. But academic writing  is a skill, developed with practice in reading texts, analyzing texts, thinking through the texts and then lastly, writing the words down. Anyone with enough determination and effort can learn to communicate effectively in writing.

If you signed up for this course thinking that it would involve less work than a course in the classroom, you were mistaken.  Please be advised that the workload may be very difficult for you if work and family demands do not allow you a minimum of two to three uninterrupted hours every weekday to work on the assignments for this class.  If you are taking this class during summer quarter, which moves much more quickly, you should plan on spending even more time working on class assignments. 

Course Outcomes:

By the end of the quarter, each of you should be able to 

• use a variety of  prewriting methods to develop ideas and organize a writing plan.
• revise, edit, and proofread papers (both on and off the computer) until the final submitted draft shows the skill and effort you have put into it.
• write for a specific  audience with a specific  purpose, as assigned, using an appropriate voice and tone.
• build a complex, but coherent paper around your own thoughts and analyses.
• use a  single, well-stated sentence that clearly expresses the central idea of your essay, focuses your topic, and controls ideas to the point of creating unity.
• connect paragraphs to the thesis and each other; produce a smooth flow of ideas using appropriate  coherence techniques.
• construct paragraphs that develop and  support the main idea with specific examples and concrete details.
• analyze, evaluate and interpret complex material.
• write essays with  effective introductions and conclusions.
• construct clear, grammatically correct sentences of precise and appropriate words.
• understand and apply subordination and coordination in sentences to emphasize important ideas.
• be able to differentiate your personal opinions and assumptions from another's.
• be able to self-assess.

Student Responsibilities

1. Technology requirements: First and probably most important, the student enrolled in this course MUST have a reliable computer and some attendant software and services, including a word processor, an Internet Service Provider, and a browser service.
2. Computer skills: Some critical skills you must have include: uploading and downloading files, following written directions, attaching files to e-mail messages, and knowing how your browser and computer system work. 
3. Computer problems: Keep me informed if you have problems, and I will try to find help for you.  I am no computer expert, so--unless the Vista server is malfunctioning--it is your responsibility to get any technological problems worked out.
4. Daily logins: To be successful in an online course, you must be self-motivated and work independently.  I strongly recommend that you login daily (particularly during the week), check your course mailbox and the calendar to see what assignments you should be working on.  
5. "Netiquette" (Courtesy Expectations): This class is conducted entirely online, yet I expect you to be as courteous and respectful to me and to your classmates as you would be in person in a classroom setting. Emails and discussion board posts cannot be taken back. So, please write all of your correspondence with care and courtesy; don't send emails or posts that you might later regret - in terms of content, words, and tone. A good test is, "Would I say that in person, in exactly those words, to my professor or classmate I don't know well? How would I react if I were on the receiving end?" (Also keep in mind that even if you're thick-skinned, many of your classmates are not and shouldn't have to be here.) Another good rule of thumb: Before sending something, write it up, save it, go away for an hour or more, then re-read it before posting.
6. Content Appropriateness: Where any type of assignment for this course is concerned, no sexual or sexually suggestive content will be tolerated.  Any such assignments will receive a zero and be forwarded to the Dean of Students for disciplinary action.

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Instructor responsibilities

1. Communication:  If you send me a message through the course mailbox or the discussion area, you can expect me to respond within 24 hours on weekdays.  If you send a message on weekends (which begin on Fridays during summer quarter), you can expect me to respond to you by Monday morning. 
2. Feedback:  During the opening weeks of the course, you can expect some feedback from me for just about every assignment.  I want to make sure that you understand my expectations and the instructions.  Later in the course, I focus primarily on your papers, so I will not provide as much feedback about discussions, peer reviews, and other assignment postings (though I will continue to evaluate and grade them).  
3. Deadlines:  Deadlines (due dates and times) are posted on the course calendar.  You will discover early on that I am firm about them.  If you try to post assignments after the deadline listed on the course calendar, you may find that the discussion has been locked to prevent late postings.  I'm not trying to be punitive, but I cannot grade discussions while people are continuing to post.  See below for my policy on late papers.

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What assignments will be graded for this course?

Self Assessments: You will write two self-assessments: one at the opening of the quarter and one at the end. These assessments, which ask you to think about your strengths and weaknesses as an academic writer, are available in the Start Here! module and the Revision 2 module. Each assessment is worth 5 points.

Assessment points available this quarter: 10

Papers  

You will write four 1000-word papers in this class. The process for writing, revising and submitting work is on a tight timeline. Don't fail to meet these deadlines. The process will look like this for all papers except the revisions:

1. You will post an original draft of each paper to the discussion area by the date on the calendar.  To post your draft and participate in peer reviews, your rough draft must be at least 700 words in length.  Papers that are submitted to me for a grade, but have not been previously posted for peer review (that includes rough drafts that are shorter than 700 words), will be dropped 10%.
2. While you wait for comments on your paper, you will give peer comments, as described below, on two other group members' papers which have been posted.
3. After giving comments, collect your comments and revise your paper. Then, revise and edit your paper before submitting it to me by the date and time listed on the calendar.

• Your papers will be graded based on the standards posted under the "Grading Standards" link on the homepage.
• You MUST average a C- or better on the papers and revisions in order to pass this class. Points from peer review and discussions are important, but if your papers do not average a C- or better, you will not pass the class.
• Each paper is worth 50 points.  
• Late papers, those submitted after the deadline posted on the calendar, will be dropped 10% for each day that they are submitted late.  Papers more than 48 hours late will not be accepted.

Points available for papers: 200 

Revisions:  Please note that you are required to substantially revise two papers this quarter.  The grades for the revisions will erase the original grade, and each revision is worth twice as many points.  Rewrites must demonstrate substantial revision--that means rethinking ideas, addressing my previous comments and suggestions, not just adding a few sentences or fixing superficial errors--or the original grade can be lowered.  

Revision points available: 200

Peer Reviews: Much of what you will learn in this course will come from participating in a peer review of others' papers. To participate successfully, you must complete the following tasks by the deadline stated on the course calendar: 

1. Review two other students' papers using the Peer Review tool .  You MUST use this assessment tool to earn full credit for comments on student papers (5 points possible for each completed peer review).  
2. Post this specific feedback on the two papers in the appropriate discussion areas. Directions for how to post your peer comments are given. 
3. Email to me the name of the student whose review was the most helpful to you in revising your own paper.  Briefly explain in your email why that review was helpful. These emails will be kept confidential, and those students whose reviews are identified by their peers will earn an additional five points. 

Peer review points available: 60 points 

Discussions & Seminars: I have created discussion areas for each of the revisions and the reading assignments. Instructions and requirements for participating in discussions are posted in the learning modules.  Points vary for each assignment.

Discussion points available: up to 100

How do we communicate with each other?

A mailbox  is available on the course website for e-mail communication between you and me or you and other classmates.  Check that mailbox daily when you login.

The discussion area for the class provides a place for general questions about Vista or English 101 assignments.  

Bellevue Community College