English 2010 * SYLLABUS

Spring Semester 2016

2010-076
2010-080

MWF 7:00 - 7:50 AM - HTC 239

MWF 8:00 - 8:50 AM - HTC 239

Instructor:
Office:
Office Phone:
e-mail address:

Carol Sieverts
Jordan Campus HTC 115C
801-957-2805
Carol.Sieverts@ slcc.edu

Office hours: Monday-Wednesday-Friday 11:00 AM-12:00 PM -or by appointment-HTC 115C.

Text: The text for this class will come from information found on line and provided in hand-outs
REQUIREMENTS AND EXPECTATIONS
OBJECTIVES
Welcome to English 2010, an advanced writing course emphasizing critical awareness and analysis
of diverse culture through critical reading, and thoughtful persuasive writing. This course will
encourage you to develop a variety of skills such as: critical thinking, perceptive reading,
awareness of audience, organization of ideas, and writing with purpose, unity and coherence.
You will be asked to work in collaboration with other students, creating a community of learners.
The readers for your papers will be your peers as well as me, your teacher. From this group of
readers and other resources you will receive ideas, support and feed-back. Ideally, you will come
to understand writing as a process which is worthwhile rather than threatening.
Course Outcomes

The English Department has listed the following as its desired outcomes for student writers. Students who
complete English 2010 should be able to:
Write in multiple genres.
Adapt strategies of argumentation for a given writing situation.
Adapt style and design for a given writing situation
Write multiple genres.
Conceive, draft, and revise many kinds of documents, and manage these processes both
collaboratively and independently.
Approach reading and research critically, analytically, and rhetorically, choosing appropriate
research strategies for a particular writing task.
Cite sources appropriately for the writing situation, including using an academic system of citation
with a high degree of proficiency,
Work collaboratively on writing tasks with other writers.
Edit writing to ensure a minimum of surface errors.

Course Methods

English 2010 will give you the opportunity to work within a learning community in a face to face
classroom experience, exposing you to instructor explanations, multiple kinds of reading and writing
tasks, group discussions, peer review and collaborative learning opportunities.

ATTENDANCE and PARTICIPATION

The experience of participating in class--in lending your voice and ideas to our learning community
and in experiencing the writing and perceptions of others--is irreplaceable. All assignments will be
explained during class. Your participation in defining class work is necessary to successful work.
Peer response groups are an important element of a writing class; therefore, you must be prepared for
peer group participation with your drafts in class on the day specified. Attendance for instructor
conference and peer review is required.
If you believe that you will be unable to attend class on a regular basis, I would recommend that you
consider dropping this class. If attendance is an issue English 2010 is taught online every semester.
According to SLCC policy, you may not withdraw from any class after March 22, 2016.
Attendance will be taken daily. The English Department believes that attendance and active
participation in class contribute to success. Therefore, department policy stipulates that at least tenpercent of your final grade will be based on your involvement in class. More than ten-percent of
unexcused absences will result in a reduction of one full letter grade. To earn at least a C in this
course, you must complete all major assignments on time. If there are extenuating circumstances
that keep you from turning in an assignment on time, please discuss it with me before the assignment
is due.

Student Responsibilities

The English Department has established a set of responsibilities that are expected of all students enrolled
in English 2010:
Be fully prepared for each class so that you can engage in the discussions and activities for that
day.
Participate in the weekly class meetings by actively engaging in class discussions and listening
attentively, responding respectfully even when you disagree.
Turn in all your assignments on time.
Give thoughtful peer feedback during class discussions, peer review workshops and other
collaborative tasks.
Make thoughtful, substantive revisions when the assignment is to revise.
Be consistently on time for the weekly class meetings. Students more than 15 minutes late for
class will receive half credit for the days attendance.

Late Work Policy

Should you fail to finish any work by class time, on the day it is due, please attend class. The next
assignment will be introduced on that day and you will find yourself further behind. Late papers will
have a five point reduction for every day they are late. Any work not submitted will be figured into
your grade as a zero. No papers or rewrites will be accepted after April 22, 2016.
Keep all assignments, hand-outs, and writing assignments until the semester is over and you have
received a grade for the class. There can be no discussion of your grade without copies of all of your
writing assignments.
Plagiarism and Academic Honesty
Students commit plagiarism when they submit another authors work as their own. Plagiarism also
includes the failure to attribute unique phrases, passages, or ideas to their original source. Students
who commit plagiarism will receive either an automatic E for that assignment or an E for the course,
depending upon the severity of the plagiarism. Plagiarism is a violation of the SLCC Student Code
(see Student Code of Conduct under the Support tab at top Canvas menu).
General Education ePortfolio

Each student taking General Education courses at SLCC will maintain a General Education electronic
portfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the
course into your ePortfolio and accompany it with reflective writing. Remember, you build one
ePortfolio and use it in all your Gen Ed courses.
In addition, your ePortfolio will allow you to include your educational goals, describe your
extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio
will then be a multimedia showcase of your educational experience. For detailed information
including a Student ePortfolio Handbook, video tutorials on each ePortfolio platform, classes,
locations and times of free workshops and locations of in person help, visit the website:
www.slcc.edu/gened/eportfolio
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and
look at the examples so you can get started on your own: http://slcceportfolio.yolasite.com
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up
online for one of the free workshops at the Taylorsville-Redwood, South, and Jordan libraries:
http://libweb.slcc.edu/refilt/forms/eportfolio. You may also visit the ePortfolio Lab in the basement of
the Taylorsville-Redwood Library during business hours. Help is also available at Jordan Campus in the
tutoring center. Finally, questions regarding the ePortfolio can be directed to eportfolio@slcc.edu.

Accommodation for Disabilities - ADA Statement

Students with medical, psychological, learning or other disabilities desiring accommodations or services
under ADA, should contact the Disability Resource Center (DRC). The DRC determines eligibility for and
authorizes the provision of these accommodations and services for the college. Please contact the DRC at the
Student Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY:
957-4646, Fax: 957- 4947 or by drc@slcc.edu.

Title IX Information
20 U.S.C.A. Section 1681 (a): TITLE IX
No person in the United States shall, on the basis of sex, be excluded from participation in, be denied
benefit of, or be subjected to discrimination under any education program or activity receiving federal
funds.

Examples of violations (but not limited to):

Sexual advances, requests for sexual favors and sexually motivated physical conduct
Overt or subtle pressure for sexual activity
Sexually offensive verbalization including remarks, teasing, slurs, and innuendo
Repeated inappropriate jokes or comments about sex or gender specific traits
Conduct that is demeaning or derisive and occurs substantially because of ones gender
Sexual assault
Sexual Violence
Gender based disparate treatment

Violations can occur in any college environment, such as (but not limited to):
Field Trips
Student Clubs
Transportation

Classrooms
Athletics
On Campus Events

If you have questions or concerns regarding your rights or responsibilities, or if you would like to
file a Title IX complaint please contact:
StudentsDr. Marlin Clark, Dean of Students, 801-957-4776, STC 276 A (Redwood)
Employees or Community membersKen Stonebrook, Title IX & Discrimination Manager, 801-957-5027, AAB 211G (Redwood)
Online Reporting Formhttp://www.slcc.edu/eeo/title-ix/complaint.aspx
Salt Lake Community College has a strong prohibition against RETALIATION! The college
does not tolerate acts of retaliation against anyone for engaging in filing a complaint or
participating in an investigation.
From the Student Code of Conduct
The College is committed to equitable, civil, and concerned treatment for all individuals regardless of
age, gender, race, color, national origin, disabling conditions, religion, sexual orientation or veteran
status."
I will ask that we follow these policies in our interactions with each other, our discussions, and our
writings.
From the Student Code of Conduct
The College is committed to equitable, civil, and concerned treatment for all individuals regardless of
age, gender, race, color, national origin, disabling conditions, religion, sexual orientation or veteran
status."
I will ask that we follow these policies in our interactions with each other, our discussions, and our
writings.

ADDITIONAL HELP

Technological Assistance
Writing Center
SLCCs student Writing Center offers an advising program where you have the opportunity to discuss
your work with a peer tutor or faculty writing advisor. The intent of the Student Writing Center
advisor is to help you think about your writing process by sharing their impressions of your materials,
offering revision strategies, discussing different ways to approach an assignment, as well as to provide
another reader and voice for you. The Student Writing Center is not simply a place to go to get a paper
"fixed" or "corrected." Be prepared with questions for your advisor. Ask yourself what you want to
work on, whether it's understanding an assignment, having an advisor give you his/her impressions of
a passage you've written, or to talk about "what you want to say."
Advisors are available to help you with any writing assignment for any class you take. You can sign
up for an appointment in the Student Writing Center in AD 218 at the Redwood Campus, N316 at the
South City Campus, or HTC 102 at the Jordan Campus. You can also call 957-4893 to sign up for an
appointment at Redwood. You may also send a draft to an advisor through email. Be sure to include
questions and concerns you may have and a copy of the writing assignment provided by your
instructor. Go to the Student Writing Center website and click on online advising. (www.slcc.edu/swc)
The Student Writing Center also offers real time online writing advising using Wimba. Go to
www.slcc.edu/swc/liveonline.asp to find the schedule for writing tutors and to make an appointment.

GRADING POLICY

Your grade will be a determined by both product and process evaluation. To receive a certain grade
your overall performance will be evaluated.
To achieve an A in the class you must:

prepare fully for every class-have all reading done, writing assignments turned in at
the appropriate time and be generally prepared to help the class or your group engage
with the material for the day.

exhibit A level reading and produce A level writing in your journal, exploratory
writings and formal writing assignments. Evaluation will be based on a point system.

be on time-- avoiding tardiness and attend daily class sessions participating actively in
class--listening to what others are saying and responding respectfully to others ideas.
To achieve a B, you will generally need to meet the criteria for an A, but with some inconsistencies.
These inconsistencies could happen in any area, such as not being prepared for every class (not having
reading done, not handing in assignments on time), writing projects that dont meet all the
assignments criteria or attendance and tardiness problems.
To achieve a C, those inconsistencies would need to become more of a norm rather than an exception.
Any of the inconsistencies listed above that become the typical way that you interact in class would
result in a C grade.
I assume no one is striving for a D or an E since neither grade is acceptable on your transcript.
Obviously total inconsistency in meeting the criteria of the class will result in these grades.

GRADING POINT SYSTEM

Your grade will be based on a point system. Points are assessed on the following schedule and
tabulated at the semester's end to determine a letter grade.
200 Attendance and Participation

____________

490 Preliminary Portfolio Evaluation

Research Proposal
Report on a community organization or public issue
Profile that evokes a public issue
Causal Argument on a public issue
Evaluation Argument on a public issue
Proposal on a public issue
Group participation evaluation
Cover Letter
Table of Contents
Cover sheet

____________

110 Final Portfolio Evaluation

Visual Rhetoric brochure
ePortfolio cover letter

_____________

200 Presentation of Community Writing Campaign

_____________

1000 Total Points

_____________

Your total number of points, percentage grades and letter grades will be regularly updated and calculated
on the canvas website.

GENRE PRESENTATION
Each group will be required to make a short presentation before the class. Presentations may
range from 15 to 20 minutes per group. Presentations will allow students to share their
community writing campaign with the class. The presentation should be imaginative and
engaging to the audience. Presentations are encouraged to be multi-media using power point,
prezi, Youtube, video clips or graphs and charts etc.
These presentations will take place during the last week of class. Attendance is required as an
audience member as well as a presenter.
PRELIMINARY PORTFOLIO
Any binder or folder may serve as a Writing Portfolio. Portfolio assignments will be evaluated
various times during the semester. This portfolio will include various writing genre projects from
the Community Writing Campaign as well as a cover letter. This is a formative assessment. After
receiving peer response and teacher feed-back revise your work and submit it for a grade before
you add it to your portfolio.
Collaborative Community Writing Campaign
For the collaborative Community Writing Campaign, you will work with one to four other writers
To identify a community need or an issue of concern to the community;
To develop pieces of writing to address that community need or concern, with a public
aim.
This set of pieces of writing will represent your collective rhetorical knowledge of a public issue,
will create knowledge resources for that issue and will enter the public discussion of the issue in
some substantive ways. Your work should be ambitious.
And should include:
Cover Page
Research Project Proposal
Table of Contents
Genre Pieces
Cover Letter
Examples of Visual Rhetoric
Although specific pieces will be due throughout the project the complete Preliminary Portfolio
will be due for evaluation on April 8, 2016. This project will be evaluated both individually and as
a group project.
FINAL PORTFOLIO
For your final portfolio you should choose from among all the pieces of writing from the
community writing campaign. The piece you use need not have been exclusively authored by you
originally. The choice is yours, however you should select a piece which will allow you to
develop effective visual rhetoric. You will be creating a brochure which will require that you rethink, reshape, and thoroughly revise the original document.
Also include a detailed cover letter for the final portfolio. The purpose of this cover letter is to
interpret the process used in development of your signature assignment for your ePortfolio.
Address what you have learned, how you learned it, and the rhetorical choices you made during
revision. Your goal is to help your reader see what you want them to see in your work.
Your final portfolio is due on April 15, 2016. All revisions must be completed by this date.
Daily reading assignments and specific writing procedures will be outlined on weekly
assignment sheets.