CARDINAL STRITCH UNIVERSITY by liZzkS2

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                                  CARDINAL STRITCH
                                       U N I V E R S I T Y



                                 SYLLABUS OF COURSE


Course No. EN 102          Title of Course: Written Communication II for BSN

Credit Hours 3      Scheduled Class Time: Tuesdays        Hours: 5:00 – 9:00 p.m.

Instructor: Dr. Stacey Floyd                Semester Spring 2011

Syllabus Outline

a. Course title
b. Course description (should match the University Catalog)
c. Measurable course objectives
d. Methods of assessment linked to each course objective
e. Criteria for assessment that describe how the performances will be judged and ultimately graded.
   Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A
   suggested grading scheme, which includes weighting of assignments, assessments or other
   measured performances, must be included here as well.
f. Outline of the sequence of topics and content covered in the course.
g. Required materials and other relevant supportive references cited in APA, MLA, or other style
   appropriate to the discipline.
h. Textbook(s) used
i. Writing and speaking across the curriculum
j. Policy on class attendance
k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity)
l. Policy on late assignments
m. Policy on missed exams and assignments
n. Office hours
o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t last
   15 weeks)
p. Policy statement for Rehabilitation Act 504


Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees
and the assessment requirements of NCA.
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                                      CARDINAL STRITCH
                                             U N I V E R S I T Y
                                       Ruth S. Coleman College of Nursing

                                                    SYLLABUS
                                                    Spring 2011

COURSE NUMBER:                   EN 102 (for BSN completers)

COURSE TITLE:                    Written Communication II (for BSN completers)

CREDITS:                         3 credits

PLACEMENT:                       BSN

FACULTY:                         Dr. Stacey Floyd

CONTACT:                         Campus phone: 414-410-4734
                                 Office: BH 2107 Bonaventure Hall
                                 Email: sefloyd@stritch.edu
                                 Office Hour: MW 1-2 and by appointment

REQUIRED TEXTS:
Signs of Life in The USA. 6th Edition. EDS. Sonia Maasik and Jack Solomon. Bedford/St. Martin's 2009.
ISBN: 13:978-0-312-47812-4


COURSE DESCRIPTION:
This course builds on the writing, reading, and critical thinking skills students have developed in previous
courses. Students also study and practice primary and secondary research which is incorporated into their
papers. The format and content of this class is designed specifically for those completing a Bachelor’s of
Science in Nursing through the Ruth S. Coleman School of Nursing Outreach Program.


COURSE OBJECTIVES:
Written Communication II provides study and practice in rhetoric and essay writing, emphasizing analysis,
synthesis, research and critical thinking. In this class, the learn will learn
 to identify textual problems, make connections, and explain them with conviction and clarity.
 to identify key passages, similarities and differences, relationships as well as themes in print and non-print
    texts.
 to present written and oral opinions clearly and concisely.
 to follow specific directions for an assignment.
 to read critically and to judge the effectiveness and reliability of a variety of texts.
 to follow the announced steps of a proposal.
 to conduct independent research using both print and electronic sources; quote, paraphrase and summarize
    source material correctly; and document sources using the APA style.
 to demonstrate a recognizable structure within a paper, including transitions between ideas.
 to edit and proofread carefully, both independently and in peer review sessions.
 to synthesize print and non-print texts and propose an original point about them. (note: non-print texts can
    include videos, art, music, etc.)
 to demonstrate active listening and present ideas effectively in discussion.
 to use a variety of rhetorical writing strategies to generate and clarify meaning.
                                                                                                                  3
COURSE EXPECTATIONS:
 Attendance: REGULAR ATTENDANCE IS REQUIRED. This is essential to success in any accelerated
  course. The instruction, in-class assignments, discussion and interaction that occur in one class is the
  equivalent to several classes in a regular semester. If an emergency causes a student to miss a class or a team
  meeting, that student must notify the instructor beforehand. The student may then be excused from the class
  or meeting. This courtesy will only be granted once (and only with prior notification). If a student is absent
  from a class or team meeting more than once, he or she will be dropped and will need to join a new cohort
  group. This is stipulated by the program guidelines; NO EXCEPTIONS WILL BE MADE.
 Late Work: All work must be handed in on time. A student should contact the instructor if an emergency
  situation or other special circumstance arises that does not allow him or her to turn work in on time;
  otherwise, late work will not be accepted. When accepted, late work loses 10 points per day late.
 Integrity and initiative: This course and program require a student’s diligence. Each student should
  remember that he or she is responsible for his or her education. Students will need to stay consistent with the
  work and approach all tasks with integrity. Please carefully read and abide by the following statement on
  academic honesty:
           Cardinal Stritch Academic Integrity Statement—Academic Dishonesty is a very serious error. It
           involves using anyone’s ideas or exact words without giving that person credit. It also includes
           failing to give documentation, handing in a paper from a previous class, sloppy paraphrasing,
           having your friend or relative revise your paper, pulling a paper off the web, using parts of a paper
           pulled of the web, etc. Any academic dishonesty will result in an F for the work and notification of
           the Vice President for Academic Affairs and the department in which you are a major.

COURSE REQUIREMENTS:
 Papers: Each student will be responsible for three organized, researched, documented, and edited papers.
  These should be typed, single-sided, double-spaced, with 12-pt Times New Roman Font, standard margins
  and cover format. When a final copy of a paper is turned in, it should be as close to perfect as possible, so
  please proofread! The papers for this class are relatively short, but please be certain that your papers meet
  the page minimum. Papers will not be marked down for going over the maximum (within reason) but will
  be marked down for not meeting the minimum as they will be considered incomplete. The paper order and
  length are listed below:
               Paper 1 Analysis…       3-4 pages (APA documentation)
               Paper 2 Gender          3-4 pages (APA documentation)
               Annotated Bibliography 8 sources( APA documentation)
               Team Paper Research…8-10 pages (APA documentation)

   Peer Revision Workshops: An important feature of most writing classes is the peer revision workshop
    wherein students exchange drafts and provide suggestions for revision. This will be done during class and
    in the study team sessions. While many students are reluctant to give and receive criticism at first, most find
    the feedback incredibly helpful. The workshops are intended to help students improve as writers and as
    editors. Seeing another person’s approach to an assignment can provide much insight. For each workshop
    session, each student will complete a short evaluation reviewing the suggestions made and received. A
    sample evaluation sheet is included in Appendix A of this syllabus.
   Teams: Regular attendance at meetings and participation is required and will be recorded in the Study Team
    Log .

STUDY TEAMS REQUIREMENTS:
 Location of meetings: Please consult the back of the Study Team Log for the characteristics of an
   appropriate meeting site. The start of a new class is a perfect time to reassess the effectiveness of a Study
   Team. If the current site is not conducive to learning, the Study Team may consider trying a new meeting
   location.
 Study Team logs: Be certain to complete the Study Team Log for each meeting. These will be collected at
   the start of each class.
 Attendance: Study Team attendance is required and will be monitored via Study Team Logs.
 Evaluation: At the end of the course, each team member will complete a confidential evaluation of the
   individual team members.
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   Meeting duration: Study Teams should meet for a total of 25 hours (an average of 4.2 hours per week)
    between the first and sixth week; this too will be monitored via the Study Team Log.
   Assignments and grades: Each member of the Study Team (comprised of no more than 5 students,
    depending on the size of the cohort) is responsible for the completion of an assignment/project, thus each
    member will receive the same grade for team assignments/projects.
    The Study Team grade (making up 50% of student’s individual grades) will be comprised of the Annotated
    Bibliography(15%), a group presentation (15%) and a Team Research Paper ( 25%). More details and an
    oral presentations rubric will be given out during class.

GRADES:
     Paper 1                                             15% of the final grade
     Reader Responses                                    15% of the final grade
     Paper 2                                             15% of the final grade
     Team Annotated Bibliography                         15% of the final grade
     Team Research paper                                 25% of the final grade
     Team Presentation of Research                       15% of the final grade

Special Needs:
 CSU and this instructor wish to positively affirm the intent of Federal Law, the Rehabilitation Act of 1973,
   Section 504. Any person enrolling in this course who may require alternative instruction and/or evaluation
   procedures due to a handicapped condition should feel free to discuss these needs with this instructor so that
   appropriate arrangements can be made.




                                         ASSIGNMENT DESCRIPTIONS

Paper One: Analysis (Draft due Week 2, final due Week 3)
Analyze one of the attached print advertisements for cultural messages. Use the questions listed on
page 37 of SOL as well as some of the consumer theory we’ve read and discussed to determine how
the ad works, who it targets and what messages it sends (especially about gender).

Essays should be 3-4 pages in12 point font, Times New Roman, and double spaced. Citation should
follow APA guidelines.

        Evaluation:
        This paper will be evaluated using the Rubric for Essay Assignments to be handed out on the first night
        of class.


Annotated Bibliography (Due Week 3)

You will receive a separate handout and rubric for this assignment.


Paper Two: Gender in Film (Draft Due Week 4, final due Week 5)
Analyze a film arguing what it reveals about gender codes and how it does this. For example, does it
perpetuate traditional gender codes or undermine them? How does it do so? Consider focusing
specifically on a) the way masculinity/femininity is portrayed, especially as related to the body; b)
what that portrayal signals about what kind of man/woman is pictured; and c) what effect(s) this is
designed to have on those looking at the image. Consider the introduction to the film chapter on page
331. You must use/ quote from a SOL reading or documentary.
                                                                                                              5

        Evaluation:
        This paper will be evaluated using the Rubric for Essay Assignments to be handed out on the first night
        of class.



Team Paper: Research (Draft due before Week 5, Final Copy due Week 6)
      In an 8-10 page paper, review the literature on a topic of your choice and gender. The paper should use a
      minimum of 6 sources, three of which must be database sources. It should be written using APA style.

        Suggestions:
        Choose a topic that interests you.
        Revisit your class notes.
        Make research questions and decide how you will use references
        Do not simply report on your findings, make sure you have a point.
        Pre-write and make an outline.
        Revise and read aloud to edit.
        Use the library!
        Take notes and keep track of useful quotes.

        Evaluation:
        This paper will be evaluated using the Rubric for Essay Assignments to be handed out on the first night
        of class.




Team Oral Presentation of Research: (Week 6)
      Each team will plan an oral presentation of about 20 minutes each on the topic you researched.

        Suggestions:
        Plan ahead, prepare and practice!
        Each member should participate equally.
        Be creative with your visual aids, make them easy to read and appropriate to the presentation.
        Incorporate the visual aids into the discussion.
        Work on eye contact and other effective presentation skills.
        If you use a Power Point presentation, avoid putting too much information on each slide, and avoid
        simply reading the slides during the presentation!

        Evaluation:
        This presentation will be evaluated using the Rubric for Team Project Presentation.
                      HOW TO READ THE SYLLABUS                                                                            6
  The class week number.               (An Abbreviated Example)
  Note: the class number
  will always be greater                                     WEEK FOUR
  than the meeting
  number
Individual tasks you will be     Assignment for Team Meeting Three (complete before the meeting):
responsible for completing
                                Respond to the “circumstances” handout, bring to the team meeting but don’t            put
BEFORE the next team           your name on it.
                         
meeting, meeting three, in      Prepare an outline for your Synthesis essay
this case.
                                Team Meeting Three:
                               Read someone else’s responses and synthesize the responses to determine a
                               character description of the respondent; this should be written and turned in.
                              Share your descriptions and try to determine who the actual respondent was.
 Tasks to be completed at
                              Read Wright’s “The Man Who Was Almost a Man” aloud, this will make it easier to
 the team meeting by the       understand the dialect.
 team members.

                               Individual Assignment for Class Four:
  Tasks you are               Write draft of Synthesis paper
  responsible for             Bring at least two extra copies
  completing                  Attach an outline that represents the paper’s structure
  BEFORE the                  Read Erdrich “The Red Convertible.”
  next class, class           Write ¾ of a page explaining what you think the car symbolizes. What other stories
                               have we read where a particular symbol was central to the story?
  four, in this
  case.
                               Objectives for Class Four:
                               to accurately cite texts within your writing.
     Educational goals         to read critically and to judge the effectiveness and reliability of variety of texts.
     for the class meeting     to make an objective argument based on synthesized texts.
                               to effectively present supporting points in a logical order.
                               to use nonfiction texts to supplement fiction texts.
                               to develop research questions and goals
                               to develop purposeful research
                               to use object language in writing about research.

                               Activities for Class Four:
                               Complete the paragraph revision exercise explained in class.
     Ways we will meet         Exchange papers for a peer review workshop.
     and apply the             Practice synthesizing quotes.
     educational goals for     Discuss citation methods.
                               Discuss Erdrich’s “The Red Convertible.”
     the class meeting.
                               Identify the methods of researching literature.
                                                                                                                   7
                                                 WEEK ONE


Study Team Assignments:
       No Study Team meeting before the first class.


Individual Assignments to Prepare for Class One:
    Write a short essay (approximately ¾ of a page) to introduce yourself as a writer. Describe your best
       and worst writing experiences.
    Read “Brought to You B(u)y” on pages 171-81 of your text.
    Read “Dove’s ‘Real Beauty’ Backlash” on pages 214-217 of your text and prepare to turn in word
       processed answers to questions 1 and 2 on page 216.


Class One Objectives:
       to identify pre-writing strategies that help organize the information you wish to present
       to identify key passages, similarities and differences, relationships as well as themes in print and non-
       print texts (non-print texts can include art, music, video, and much more).
       to present your opinions clearly and concisely in writing and discussion.
       to analyze print and non-print texts to understand the parts-to-whole relationship.
       to summarize effectively and concisely.

Class One Activities:
       Explain class expectations and assignments
       Introduce ourselves and our writing styles/issues
       Discuss Signs of Life essays
       Practice analyzing visual texts
       Brainstorm the concepts of masculinity and femininity
       Assign Paper 1
       Watch “Killing Us Softly 4” and discuss
       Assign Team research paper
                                                                                                           8
                                                  WEEK TWO


Team Meeting One:
    Establish guidelines and unacceptable behaviors for the team. Someone take notes and turn in
      Workshop 2.
    Choose a specific research topic for the team paper. Prepare to report on this during Workshop 2.
    Assign each team member a possible subtopic and a certain number of sources to find before the next
      team meeting.


Individual Assignments to Prepare for Class Two:
    Prepare a draft of paper 1 and bring 3 copies to class
    Read “We’ve Come a Long Way Maybe” on pages 559-566 in Signs of Life.
    Read “Gender Role Behavior and Attitudes” on pages 567-572 and prepare to turn in word processed
       answers to questions 1 and 3 on page 572.


Class Two Objectives:
       to edit and proofread carefully, both independently and in peer-review sessions.
       to analyze print and non-print texts to understand the parts-to-whole relationship.
       to read critically and to judge the effectiveness and reliability of a variety of texts
       to effectively state and support a thesis
       to begin body paragraphs with argumentative claim sentences
       to write in a variety of grammatically correct sentence patterns
       to prioritize supporting points


Class Two Activities:
       Practice sentence structure by writing in various patterns
       Exchange papers for a peer review workshop
       Demonstrate research using CSU library databases
       Discuss Signs of Life essays
       Take quiz on significant quotes from their stories and their significance.
       Assign Annotated Bibliographies
       Have in-class team meetings to report research topics
       Watch “Gender Codes” and discuss
       How to cite DVD’s
                                                                                                              9
                                                WEEK THREE


Assignment for to Prepare for Team Meeting Two:
    Revise draft 1 of paper 1 and bring copies of revision to team meeting
    Bring sources you’ve found for the team paper along with citations and summaries to contribute to the
       team annotated bibliography

Team Meeting Two:
    Peer review revised copies of paper 1
    Share individual research on team topic
    Plan how to organize annotated bibliography, start working, be clear on individual responsibilities
      before class workshop 3

Individual Assignments to Prepare for Class Three:
    Revise Analysis Paper and plan to submit final version of paper1
    Read “The Famine Mystique” on pages 607-612 and prepare to turn in word processed answers to
       questions 2 and 3 on page 612

Team assignments Due for Class Three:
    Prepare to submit the Team Annotated Bibliography




Class Three Objectives:
        to recognize run-ons and comma splices and apply various ways to recast them
        to identify textual problems, make connections, and explain them with conviction and clarity.
        to cite texts accurately within your writing.
        to read critically, summarize and to judge the effectiveness and reliability of a variety of texts.
        to make an objective argument based on synthesized texts.
        to create a proposal that will announce purpose and process.
        to demonstrate understanding of APA.

Class Three Activities:
       Do run-on and comma splice activities
       Discuss articles.
       Read “It was my First Job”
       Assign Paper 2 –exploring gender roles in film.
       Do Writing About Film exercise
       Perform the paraphrase exercise
       Evaluate a student sample essay distributed in class.
       Review and practice APA citation.
                                                                                                       10
                WEEK FOUR



Team Meeting Three:
    Plan an outline for the team research paper that includes thesis and at least 5 topic sentences. List
      appropriate sources under each topic sentence.
    Share ideas or very rough drafts of paper #2 to brainstorm ideas/organization



Individual Assignments to Prepare for Class Four:
    Write a draft of the Film Analysis paper and bring 3 copies to class
    Read “The Gender Blur” on pages 573-580 and prepare to submit answers to questions 1 on page 579.
    Read “Warrior Dreams” and prepare to submit answer to question 3 on page 633. [See any comparisons
       to “Tough Guise”?]


Objectives for Class Four:
       to effectively paraphrase and introduce a source.
       to cite texts accurately within your writing.
       to read critically and to judge the effectiveness and reliability of an argument
       to make an objective argument
       to present supporting points effectively and in a logical order.
       to use nonfiction texts to supplement film texts
       to write with subject/pronoun agreement and recognize mistakes in this area


Activities for Class Four:
        Grammar exercises on subject/pronoun agreement and other topics as needed
        Peer Review of Paper 2
        Discuss Essays
        Instructor returns Annotated Bibliographies and address problems with citation
        Do Paraphrasing exercise
        Go over ways to introduce quotations [handout]
        Teams meet to report on progress
        Finish “Gender Codes” or “Tough Guise”
                                                                                                        11
                                                  WEEK FIVE


Individual Assignment to Prepare for Team Meeting Four:
       Finish your individual part of research paper and have list of citations for Reference page

Team Meeting Four:
    Put all individual parts of paper together and write transitions as a group.
    Check all in-text citation and organize a Reference Page
    If draft is emailed to me at sefloyd@stritch.edu by noon on Sunday, I’ll have comments and suggestions
       for the group in class on Tuesday
Individual Assignment to Prepare for Class Five:
    Revise Paper 2 and prepare to submit final draft
    Read “Power at Play” on pages 635-645 and prepare to submit word-processed answer to question 3
       page 645
    Read “I Won, I’m Sorry” on pages 539-45 and prepare to submit answer to question 3 of “Reading the
       Text” on page 545


Class Five Objectives:
       to integrate citations appropriately.
       to select, introduce and explain sources effectively.
       to constructively critique writing and plan revision.
       to follow specific directions for an assignment.
       to read critically and to judge the effectiveness and reliability of a variety of texts.
       to demonstrate understanding of APA.

Class Five Activities:
       Grammar exercises as needed based on drafts
       Revision/citations exercises as needed based on drafts
       Discuss essays and subject of sports and gender
       Small group work with your experience with athletics
       Brainstorming presentation styles
       Collaborative writing – fun practice
                                                                                                               12
                                                 WEEK SIX



Team Meeting Five:
    Finalize your presentation.
    Revise Research paper and prepare to submit Week 6



Individual Assignments to Prepare for Class Six:
    Revise Research Paper.
    Practice your part of presentation so you are not reading all notes. You should be able to maintain eye
       contact with the audience


Class Six Objectives:
        to evaluate course and curriculum.
        to present your opinions clearly and concisely.
        to demonstrate active listening and effectively present ideas in discussion.


Class Six Activities:
        Present team projects.
        Complete evaluations of presentations, group, and class.
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