CIS University Writing
University of Minnesota
English Composition – Writing Studies 1301
University Writing
Instructor: Mrs. Magel
Classroom: Room 132
Office Hours: 7:30-8:00; 3:00-3:30; my prep; my study hall
Texts:
Rackham, Jeff and Olivia Bertagnolli. From Sight to Insight: The Writing Process. New York: Harcourt Brace College Publishers, 1995. Print.
McCurdy, David W., James P. Spradley, and Dianna J. Shandy. The Cultural Experience: Ethnography in Complex Society. Long Grove: Waveland Press, 2005. Print.
Course Description
Writ 1301: University Writing is taught in the high school and carries high school English credit, but it is not a high school class. It is a four-credit college course offered through the University of Minnesota’s College in the Schools program, and as such it is governed by the rules and expectations of the University of Minnesota. Students in the top 20 percent of their high school class may earn these college credits, thereby fulfilling the freshman composition requirement. As students in Writing Studies 1301 you will be using many skills you have developed in high school writing and literature classes, but you will be encouraged to explore topics more critically and to express yourself more fluently in order to become a better writer. The class will be conducted in a collaborative environment with students working closely in peer group situations. Students are expected to be responsible and to make a significant time commitment. Expect to spend numerous hours on each assignment; some require on-site observations that will take place after school and on weekends. Despite these dire warnings, you can also expect to have fun, if you are prepared to work.
The class has been set up so as to mirror more of a college schedule. Generally, we will only meet as a full class on average three days a week. Two of the days during the week on average will be considered work days; these days include days to conference with me, write, get peer feedback, and peer edit, etc. On work days, students who hold an overall grade point average of at least a 2.6 (B-) and have attended all required days of class will have the option of doing the work at home. If not, the student will be required to come in on work days and work in the classroom setting. Students have a tentative schedule of the entire course that they should follow very closely. (See final page of syllabus for a more detailed look.)
Course Outcomes
Although these are U of M outcomes, many of the National Standards are addressed in the CIS course.
1. Develop a process of writing
a. control prewriting and planning strategies to arrive at a focused topic
b. produce an outline or prospectus for a researched paper
c. craft thesis statements that indicate a clear position on a topic and tie the paper together
d develop a topic through clearly structured paragraphs and the whole paper so that ideas are fully explained, assertions are backed up, supporting evidence is sufficient and claims are credible
e. through the sequence of assignments, develop a body of knowledge and growing perspective on a topic
2. Explore diverse contexts and styles of reading and writing
a. communicate their ideas and those of others to specific audiences
b. write in appropriate academic genres and computer media to communicate with different audiences
c. make choices in their own writing and articulate other options
3. Practice disciplines of research and study
a. identify an author’s audience, purpose, argument, and assumptions (i.e., critical reading) in an analysis paper or class discussion
b. locate and evaluate relevant scholarly and popular sources on a research topic using library resources
c. properly and ethically use MLA or APA documentation format for in-text and external bibliographic citations of scholarly, popular, and electronic sources
d. consistently follow standards of written, edited English
Attendance
Class attendance is essential and required on all scheduled contact days; class attendance is required on WORK DAYS for those who fall below the grade point and attendance requirement. Group conference attendance is mandatory. Much of our work in the class will depend on everyone’s presence. Therefore, attendance is expected unless clear and compelling arrangements are made in advance. You will find that work with peer groups is severely compromised if anyone is absent. Occasionally, circumstances may necessitate a group meeting to be made up outside of class. Each absence is your responsibility and should be made up on work days. You should contact another student for notes and speak with me if you have further questions. Always contact someone before you come to the next class session so you can complete any assignments given the day you were gone. It is your responsibility to be an active participant at all times. Poor attendance may result in loss of University credit and, according to University policy will result in grade reduction. Please note the University timeline for withdrawal. Tardies are unacceptable. Be in your seat when the bell rings. Three tardies count as one absence.
Preparation and Responsibility
My expectations are that you are respectful, prepared, on task, and participate positively in the class. Materials needed are the following: a medium sized three ring binder, loose leaf paper, 2 two-pocket folders, colored note cards, a writing utensil, and a flash drive. You will need access to a computer for word processing and in order to create and utilize a turnitin account.
Honesty
Students are responsible for maintaining scholastic honesty in their work at all times. Students engaged in scholastic dishonesty will be penalized. Your name may also be reported to University of Minnesota Student Judicial Affairs as well as the administration at Pine City High School. The University’s College of Liberal Arts defines scholastic dishonesty as "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student’s own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one’s own anything done by another), submitting the
same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another’s work." All final papers will need to be submitted to turnitin.com for credit.
Grading scale
Grading will be based on the following scale, in accordance with the guidelines set by the College of Liberal Arts.
A Achievement that is considered outstanding. You completed the assignment, fulfilled all requirements, went beyond by contributing additional material or developing new insights, and distinguished yourself through the use of a particularly creative or inventive approach.
B Achievement that is significantly above average. You completed the assignment, fulfilled all requirements, and went beyond by contributing additional material or developing new insights.
C Achievement that meets the basic course requirements in every respect. You completed the assignment and fulfilled the requirements of it. Note a “C” indicates work, which meets the course requirements and is the normal grade in the course.
D Achievement worthy of credit even though it does not fully meet the basic course requirements. You fulfilled some of the requirements of the assignment but not all of them.
F Performance that fails to meet the basic course requirements. You turned in the assignments but did not fulfill most of the requirements.
I A grade of incomplete is given only in a genuine emergency, and generally only for work which is due during the last two weeks of the course. The student must make arrangements with the instructor for an incomplete.
Grading
Participation (20%)
This is a “workshop” class, dependent upon “peer group” work. Your active involvement in the class is crucial for the success of class discussion and conference groups. This portion of your grade will be based on your attendance, your active and energetic contributions in class, your conference performance, your quality drafts of appropriate length, handed in on time, and on the quality of your oral and written comments on others’ drafts. Missing participation days could affect your grade.
Journal, Reading Log, and Notes (20%)
Your journal is a separate type of writing. Its goal is developing fluency in writing. Date each entry. In these journals you will reflect on the assigned readings and your own writing process. Your journals will be turned in separately but should be kept in a three-ring binder for ease of organization and collection when returned to you. In addition to your major drafts and papers, which will be kept in the binder, you will be asked to write shorter assignments in and out of class. These writings will also include critical reading responses, prewriting, drafts, lists, revisions, comments on conference drafts, in-class exercises, research notes, etc. These assignments should be kept in your three-ring binder dated in chronological order. These entries will be graded mostly on content. In order to receive an A or a B, you need to go beyond the surface and discuss complex issues, take risks, and be honest with your writing. All daily work must be turned in on time for credit.
Major Work (60%)
At least four major papers will be written during the course. All preliminary work for the paper (notes, drafts, conference material, revisions, etc.) must be turned in with each paper in a two pocket folder. All major compositions must be completed for credit in the course, and they must be turned in at the beginning of class on the day they are due. You will write numerous major papers this term; they include a personal narrative, an ethnography, a trends analysis, and a critical review. Both drafts and final papers must be typed in 12 point font, Times New Roman, double-spaced, with one-inch margins. A detailed explanation of each assignment will be presented as each of the four major projects begins. The revision process is important in these papers. Expect to do at least three drafts for each paper. Only the final draft will be graded, but the other material will be counted in the cumulative and participation grade. A deduction of 50% will be taken for an assignment that is 1 day late, and a deduction of 75% will be taken for an assignment that is 2 days late. Assignments later than 2 days will receive a score of 0 but must still be completed to pass the class. No allowances for absence will be made as you can share the assignment with me on google drive. All major work should be in turnitin.com ON TIME.
Use of Computers
All drafts of major assignments must be done on a word-processor. Because word-processors are powerful writing tools that can save time and greatly aid the processes of revising and editing, preliminary drafts are best done on a word-processor as well. You will be required to turn in all final drafts to turnitin.com for credit. Please make sure each final draft is accompanied with a turnitin receipt. Failure to do so will result in loss of credit. Because of the amount of writing done in class, we will be limited on available computer lab time. I strongly suggest that you use home computers if that is a possibility, and that you also save your work on a flash drive. Save work to at least two places and back up your hard drive. Expect to spend time outside of class in the computer lab or at home. One of the most important lessons you will learn is the heartbreak of losing hours of work because of technology difficulties – be prepared!
Further course information
Writing Studies 1301is nearly identical to the course taught on campus at the University of Minnesota. Students are expected to perform at the college level and are subject to many of the same regulations as the students at the University.
Fee statements will be sent directly to your home. Tuition will be paid by the school district. A U-card enables you to take advantage of University of Minnesota programs and facilities, including the libraries.
At least one field trip is planned for this term on the University campus. This student field day is required.
The entire class will meet together approximately three times per week, with the remaining days reserved for lab and individual work and small group meetings. Students who abuse the opportunities this schedule provides may be removed from the program.
The students will be guided in their revisions, but the major responsibility for revising and editing will rest with the students. I will not revise papers for students. The students must learn to consult a handbook and peers to proofread their writing. Remember, since collaborative planning, researching, drafting, revising, and critiquing are integral to the course, it is your responsibility to do all you can to contribute to your group’s success.
All due dates refer to the beginning of the period of the day assigned. Make arrangements for making
copies for your group outside of school. Having to run to your locker for assignments will result in a
deduction.
You are responsible for saving EVERYTHING until the term is over. Keep all drafts, response sheets,
notebook entries, etc., in order in your three-ring binder.
English Composition – Writing Studies 1301
University Writing
Instructor: Mrs. Magel
Classroom: Room 132
Office Hours: 7:30-8:00; 3:00-3:30; my prep; my study hall
Texts:
Rackham, Jeff and Olivia Bertagnolli. From Sight to Insight: The Writing Process. New York: Harcourt Brace College Publishers, 1995. Print.
McCurdy, David W., James P. Spradley, and Dianna J. Shandy. The Cultural Experience: Ethnography in Complex Society. Long Grove: Waveland Press, 2005. Print.
Course Description
Writ 1301: University Writing is taught in the high school and carries high school English credit, but it is not a high school class. It is a four-credit college course offered through the University of Minnesota’s College in the Schools program, and as such it is governed by the rules and expectations of the University of Minnesota. Students in the top 20 percent of their high school class may earn these college credits, thereby fulfilling the freshman composition requirement. As students in Writing Studies 1301 you will be using many skills you have developed in high school writing and literature classes, but you will be encouraged to explore topics more critically and to express yourself more fluently in order to become a better writer. The class will be conducted in a collaborative environment with students working closely in peer group situations. Students are expected to be responsible and to make a significant time commitment. Expect to spend numerous hours on each assignment; some require on-site observations that will take place after school and on weekends. Despite these dire warnings, you can also expect to have fun, if you are prepared to work.
The class has been set up so as to mirror more of a college schedule. Generally, we will only meet as a full class on average three days a week. Two of the days during the week on average will be considered work days; these days include days to conference with me, write, get peer feedback, and peer edit, etc. On work days, students who hold an overall grade point average of at least a 2.6 (B-) and have attended all required days of class will have the option of doing the work at home. If not, the student will be required to come in on work days and work in the classroom setting. Students have a tentative schedule of the entire course that they should follow very closely. (See final page of syllabus for a more detailed look.)
Course Outcomes
Although these are U of M outcomes, many of the National Standards are addressed in the CIS course.
1. Develop a process of writing
a. control prewriting and planning strategies to arrive at a focused topic
b. produce an outline or prospectus for a researched paper
c. craft thesis statements that indicate a clear position on a topic and tie the paper together
d develop a topic through clearly structured paragraphs and the whole paper so that ideas are fully explained, assertions are backed up, supporting evidence is sufficient and claims are credible
e. through the sequence of assignments, develop a body of knowledge and growing perspective on a topic
2. Explore diverse contexts and styles of reading and writing
a. communicate their ideas and those of others to specific audiences
b. write in appropriate academic genres and computer media to communicate with different audiences
c. make choices in their own writing and articulate other options
3. Practice disciplines of research and study
a. identify an author’s audience, purpose, argument, and assumptions (i.e., critical reading) in an analysis paper or class discussion
b. locate and evaluate relevant scholarly and popular sources on a research topic using library resources
c. properly and ethically use MLA or APA documentation format for in-text and external bibliographic citations of scholarly, popular, and electronic sources
d. consistently follow standards of written, edited English
Attendance
Class attendance is essential and required on all scheduled contact days; class attendance is required on WORK DAYS for those who fall below the grade point and attendance requirement. Group conference attendance is mandatory. Much of our work in the class will depend on everyone’s presence. Therefore, attendance is expected unless clear and compelling arrangements are made in advance. You will find that work with peer groups is severely compromised if anyone is absent. Occasionally, circumstances may necessitate a group meeting to be made up outside of class. Each absence is your responsibility and should be made up on work days. You should contact another student for notes and speak with me if you have further questions. Always contact someone before you come to the next class session so you can complete any assignments given the day you were gone. It is your responsibility to be an active participant at all times. Poor attendance may result in loss of University credit and, according to University policy will result in grade reduction. Please note the University timeline for withdrawal. Tardies are unacceptable. Be in your seat when the bell rings. Three tardies count as one absence.
Preparation and Responsibility
My expectations are that you are respectful, prepared, on task, and participate positively in the class. Materials needed are the following: a medium sized three ring binder, loose leaf paper, 2 two-pocket folders, colored note cards, a writing utensil, and a flash drive. You will need access to a computer for word processing and in order to create and utilize a turnitin account.
Honesty
Students are responsible for maintaining scholastic honesty in their work at all times. Students engaged in scholastic dishonesty will be penalized. Your name may also be reported to University of Minnesota Student Judicial Affairs as well as the administration at Pine City High School. The University’s College of Liberal Arts defines scholastic dishonesty as "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student’s own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one’s own anything done by another), submitting the
same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another’s work." All final papers will need to be submitted to turnitin.com for credit.
Grading scale
Grading will be based on the following scale, in accordance with the guidelines set by the College of Liberal Arts.
A Achievement that is considered outstanding. You completed the assignment, fulfilled all requirements, went beyond by contributing additional material or developing new insights, and distinguished yourself through the use of a particularly creative or inventive approach.
B Achievement that is significantly above average. You completed the assignment, fulfilled all requirements, and went beyond by contributing additional material or developing new insights.
C Achievement that meets the basic course requirements in every respect. You completed the assignment and fulfilled the requirements of it. Note a “C” indicates work, which meets the course requirements and is the normal grade in the course.
D Achievement worthy of credit even though it does not fully meet the basic course requirements. You fulfilled some of the requirements of the assignment but not all of them.
F Performance that fails to meet the basic course requirements. You turned in the assignments but did not fulfill most of the requirements.
I A grade of incomplete is given only in a genuine emergency, and generally only for work which is due during the last two weeks of the course. The student must make arrangements with the instructor for an incomplete.
Grading
Participation (20%)
This is a “workshop” class, dependent upon “peer group” work. Your active involvement in the class is crucial for the success of class discussion and conference groups. This portion of your grade will be based on your attendance, your active and energetic contributions in class, your conference performance, your quality drafts of appropriate length, handed in on time, and on the quality of your oral and written comments on others’ drafts. Missing participation days could affect your grade.
Journal, Reading Log, and Notes (20%)
Your journal is a separate type of writing. Its goal is developing fluency in writing. Date each entry. In these journals you will reflect on the assigned readings and your own writing process. Your journals will be turned in separately but should be kept in a three-ring binder for ease of organization and collection when returned to you. In addition to your major drafts and papers, which will be kept in the binder, you will be asked to write shorter assignments in and out of class. These writings will also include critical reading responses, prewriting, drafts, lists, revisions, comments on conference drafts, in-class exercises, research notes, etc. These assignments should be kept in your three-ring binder dated in chronological order. These entries will be graded mostly on content. In order to receive an A or a B, you need to go beyond the surface and discuss complex issues, take risks, and be honest with your writing. All daily work must be turned in on time for credit.
Major Work (60%)
At least four major papers will be written during the course. All preliminary work for the paper (notes, drafts, conference material, revisions, etc.) must be turned in with each paper in a two pocket folder. All major compositions must be completed for credit in the course, and they must be turned in at the beginning of class on the day they are due. You will write numerous major papers this term; they include a personal narrative, an ethnography, a trends analysis, and a critical review. Both drafts and final papers must be typed in 12 point font, Times New Roman, double-spaced, with one-inch margins. A detailed explanation of each assignment will be presented as each of the four major projects begins. The revision process is important in these papers. Expect to do at least three drafts for each paper. Only the final draft will be graded, but the other material will be counted in the cumulative and participation grade. A deduction of 50% will be taken for an assignment that is 1 day late, and a deduction of 75% will be taken for an assignment that is 2 days late. Assignments later than 2 days will receive a score of 0 but must still be completed to pass the class. No allowances for absence will be made as you can share the assignment with me on google drive. All major work should be in turnitin.com ON TIME.
Use of Computers
All drafts of major assignments must be done on a word-processor. Because word-processors are powerful writing tools that can save time and greatly aid the processes of revising and editing, preliminary drafts are best done on a word-processor as well. You will be required to turn in all final drafts to turnitin.com for credit. Please make sure each final draft is accompanied with a turnitin receipt. Failure to do so will result in loss of credit. Because of the amount of writing done in class, we will be limited on available computer lab time. I strongly suggest that you use home computers if that is a possibility, and that you also save your work on a flash drive. Save work to at least two places and back up your hard drive. Expect to spend time outside of class in the computer lab or at home. One of the most important lessons you will learn is the heartbreak of losing hours of work because of technology difficulties – be prepared!
Further course information
Writing Studies 1301is nearly identical to the course taught on campus at the University of Minnesota. Students are expected to perform at the college level and are subject to many of the same regulations as the students at the University.
Fee statements will be sent directly to your home. Tuition will be paid by the school district. A U-card enables you to take advantage of University of Minnesota programs and facilities, including the libraries.
At least one field trip is planned for this term on the University campus. This student field day is required.
The entire class will meet together approximately three times per week, with the remaining days reserved for lab and individual work and small group meetings. Students who abuse the opportunities this schedule provides may be removed from the program.
The students will be guided in their revisions, but the major responsibility for revising and editing will rest with the students. I will not revise papers for students. The students must learn to consult a handbook and peers to proofread their writing. Remember, since collaborative planning, researching, drafting, revising, and critiquing are integral to the course, it is your responsibility to do all you can to contribute to your group’s success.
All due dates refer to the beginning of the period of the day assigned. Make arrangements for making
copies for your group outside of school. Having to run to your locker for assignments will result in a
deduction.
You are responsible for saving EVERYTHING until the term is over. Keep all drafts, response sheets,
notebook entries, etc., in order in your three-ring binder.
CIS Introduction to Literature
University of Minnesota College in the Schools
Introduction to Literature: ENGL 1001W
Instructor: Mrs. Magel Classroom: Room 132
Office Hours: 7:30-8:00; 3:00-3:30; my prep; my study hall Email: [email protected]
Credits: 4 U of M semester credits
Course Description
EngL 1001W is a four credit University of Minnesota literature course. Through intensive, close reading of a range of literary works, students will understand diverse experiences, languages, forms, and genres. They will find it necessary to understand information from various fields (history, art, literature, music, politics, and philosophy) and social practices (gender, sexuality, class, and more) in order to understand the basic “facts” of literary works. The course also introduces students to the concepts of literary theory. Students will discover ideas through the guidance of the instructor, other students, and themselves. It is a discussion-centered course mandating that students have a high level of personal investment. The objectives are for students to gain an awareness of themselves, other cultures and other individuals; to gain an ability to think critically and to express ideas orally and in writing; to gain aesthetic sensitivity; to acquire or further develop their intellectual curiosity, and be challenged by the remarkable range of knowledge available through literature. The knowledge gained in this course will be applied toward the production of an extensive portfolio that examines new ideas and demonstrates acquired skills. Students are dually enrolled at the University of Minnesota and Pine City High School. Students will register online, receive a university I.D. and visit the university on a required field day. Students earn a semester grade at the U of M and at their high school. The U of M grade is recorded on their permanentU of M transcript. Students must complete the entire course to earn credit.
Course Outcomes
Students will . . .
My expectations are that you are respectful, prepared, participate positively in the class, and you are on task. Skill, work ethic, and motivation need to be high. Active participation in discussions is required. You will need to think beyond your comfort level. All students need to treat other people, ideas, and property with respect. No one will speak when another has the floor, and no harassment of any kind will be tolerated. It is inappropriate to promote racism, sexism, homophobia, classism, ageism, or any other form of prejudice in the classroom.
Course Materials
Materials needed are the following: a medium sized three ring binder, loose leaf paper, post-it notes, a two-pocket folder, and a writing utensil. You will need access to a computer for word processing and in order to create and utilize a turnitin account. Most books will be provided to you, but on occasion you may be asked to purchase texts of your own. Plan to put aside $20.00 by the end of the semester for the course.
Texts:
Appleman, Deborah. Critical Encounters in High School English. New York: Teachers College Press, 2009. Print.
Barry, Peter. Beginning Theory. New York: Manchester University Press, 2009. Print.
Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: University of Minnesota Press, 2008. Print.
Tyson, Lois. Critical Theory Today. New York: Routledge, 2006. Print.
8-10 pieces of literature will be chosen from the following list:
Ceremony by Leslie Marmon Silko
Solar Storms by Linda Hogan
Fences by August Wilson
Sula by Toni Morrison
The Things They Carried by Tim O'Brien
The Help by Kathryn Stokett
Heart of Darkness by Joseph Conrad
The Kiterunner by Khalid Hosseini
Balzac and the Little Chinese Seamstress by Dai Sijie
Bastard out of Carolina by Dorothy Allison
19 Varieties of Gazelles by Naomi Shihab Nye
A Thousand Splendid Suns by Khalid Hosseini
This list will be supplemented with non-fiction, video (such as Life of Khan and Crash), and shorter fiction/poetry.
Class Format
This course is different from other English courses offered in high school. It contains three main foci: the literature is multicultural; the writing is informal, formal ,and creative; and the learning is active and based on discussion. We will have discussions that are different from most high school discussions. They will be student centered as opposed to teacher centered, and we will entertain ideas, perspectives, and experiences different from, and perhaps opposed to, our own.
Time Commitment:
This course requires a considerable time commitment on the part of the student. In addition to reading the books,you must write three reading notebooks per novel and prepare presentations. This work will be done largely outside of class. The time required for all the reading, writing, and preparation for this course averages at least two hours per each hour of class. In general, four days of class a week will be devoted to class discussion. The other day will be dedicated to doing research, working on group projects, and individual work. During these non discussion days you are expected to work on material for this course exclusively.
Inclusivity Statement:
You are a very diverse group of students, even if on the surface you all may appear more or less homogeneous. Diversity is a strength in our society. In this class, you will be expected to maintain an open mind to the differences around you, and you are encouraged to place a positive value on those differences. Racism, sexism, homophobia, classism, ageism, and other forms of bigotry are inherent in our culture. We need to learn how to recognize and address statements of these attitudes so that our classroom can be as inclusive as possible. Students are encouraged to acknowledge diversity by listening actively to one another. It is especially important that you listen to students whose opinions differ from your own, arguing with the opinions while remaining respectful of the individual.
Scholastic Honesty:
Students are expected to do research in the library and on the Internet on topics related to the texts. Students are responsible for maintaining scholastic honesty in their work at all times. Students are expected to give credit to the source when using any information taken from outside sources. Failure to give credit is considered plagiarism. Students engaged in scholastic dishonesty will be penalized. Your name may also be reported to University of Minnesota Student Judicial Affairs as well as the administration at Pine City High School. The University’s College of Liberal Arts defines scholastic dishonesty as "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student’s own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one’s own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another’s work." All reading notebook entries and projects will need to be submitted to turnitin.com for credit.
Attendance
Daily class attendance is essential. Much of our work in the class will depend on everyone’s presence. Therefore, attendance is expected unless clear and compelling arrangements are made in advance. You will find that work with the class or in groups is severely compromised if anyone is absent. Discussions cannot be made up if a student is absent. You should contact another student for notes and speak with me if you have further questions. Always contact someone before you come to the next class session so you can complete any assignments given the day you were gone. It is your responsibility to be an active participant at all times. Poor attendance may result in loss of University credit and, according to University policy will result in grade reduction. Please note the University timeline for withdrawal. Tardies are unacceptable. Be in your seat when the bell rings. Three tardies count as one absence.
University of Minnesota: Academic Policies
Traditional letter grades (A-F) will be recorded on each student’s transcript. Grading expectations are consistent among instructors teaching this course at other high schools & at the University of Minnesota. Note: a “C” grade is a normal grade for this course. It means that the student has fulfilled all the requirements satisfactorily. Anything above a “C’ requires significant extra effort. Because this is a U of M course, grading is significantly different from regular high school courses.
An “A” indicates significant improvement/growth throughout the course, frequent demonstration of initiative, and an excellent grasp of course content. It also indicates that the student has demonstrated a level of writing/critical analysis skill that exceeds course expectations and surpasses most other students. A student receiving an “A” grade will have completed all required work in a manner that is consistently excellent and outstanding.
A “B” indicates significant improvement/growth throughout the course and an above average grasp of course content. It also indicates that the student has demonstrated a level of writing/ critical analysis skill that meets or exceeds course expectations. A student receiving a “B” grade will have completed all required work in a manner that is consistently and significantly above average.
A “C” indicates some improvement/growth throughout the course and an average grasp of course content. It also
indicates that the student has demonstrated a level of writing/critical analysis skill that meets course expectations. A student receiving a “C” grade will have completed all required work in a manner that is consistently satisfactory.
A “D” indicates little or no improvement/growth throughout the course and a below average grasp of course content. It also indicates that the student has demonstrated a level of writing/ critical analysis skill that meets course expectations. A student receiving a “D” grade will have completed all required work in a manner that is below average, or inconsistent. A “D” is a passing grade, and the student will receive credit, but it is not considered to be acceptable performance.
An “F” indicates that a student has not shown any improvement/growth throughout the course and/or has failed to complete the required work. Students with an F fail to meet the basic course requirements.
View complete text at http://www1.umn.edu/usenate/policies/gradingpolicy.html
Course Assignments
Reading:
Reading a text at the college level means getting below the surface of the work! At this academic level students are expected to discuss texts in detail, allude to specific passages, compare the text with others, identify issues and ideas, apply critical theory, and more. Students are expected to have the complete text read by the day of the first discussion and be prepared with questions and ideas for discussion. In addition, a minimum of one reader’s notebook entry must be completed prior to the opening discussion of a text. In order to assist you in discussion and notebook writing, it would be helpful as you read to write down characters, important quotations or events, and page numbers for future reference. Some students use post-it notes to mark important passages.
Discussion/Participation & Ownership of Learning/Quizzes – 30% of Course Grade
All students are expected to participate in class discussion, share their writing, and prepare for informal presentations. This is an essential component of the course. A holistic evaluation will be made upon the instructor’s evaluation of attendance, contribution to discussion, procurement of relevant outside materials, presentation of written work, and demonstration of improvement. As the class grows in familiarity, the instructor will become more of a participant in daily discussion, calling upon students to facilitate discussion. Students are strongly encouraged to volunteer information. Participating in the campus field day on_________ is also a course requirement. Expect a reading quiz for every novel read in class.
Reader’s Notebook – 50% of Course Grade
Students will interact with the assigned texts, prepare for, and respond to discussion in a Reader’s Notebook. This is not a diary, but a series of informal analyses of the literature, class discussion, supplemental research, and the human issues that emerge. These daily entries are intrinsic to the writing process and prepare students for effective class participation and formal writing. Critical thinking is required; entries must not be limited to liking or disliking the text. Notebook entries should not be a summary of the book. This is informal writing but should be contain specific references, examples, and quotes to support your ideas and responses. It is the entries that are assessed/graded, but successful students find it helpful to be organized. Expect to write at least three entries per text which are rather lengthy and thorough. Use the notebook as study tool as well as a base for future reading notebooks. Make sure reading notebooks are completed and submitted to Turnitin.com by the assigned date. All reading notebooks and assignments must be completed for credit in the course, and they must be turned in at the beginning of class on the day it is due. A deduction of 50% will be taken for an assignment that is 1 day late, and a deduction of 75% will be taken for an assignment that is 2 days late. Assignments later than 2 days will receive a score of 0 but must still be completed to pass the class.
Assignments – 20% of Course Grade
College in the Schools has a very helpful website –www2.cce.umn.edu/cis. There is a student section you may find useful. This site also includes important forms you may need. Another helpful site is voices.cla.umn.edu, which is an index of critical reviews and author bios.
Weekly Schedule
Here is a tentative schedule. For more detail, refer to the weekly schedule.
Week One and Two: Syllabus, format of class, class norms, reader’s notebook, multiculturalism, white privilege,whiteness studies, poverty studies. lenses
Week Three and Four: The Things They Carried, quiz, reader responses, discussion activities, other activities
Week Five and Six: Ceremony, quiz, reader responses, discussion activities, other activities
Week Seven: My Name is Khan
Week Eight and Nine: Solar Storms, quiz, reader responses, discussion activities, other activities
Spring break in Florida or family trips (have Sula read for your return)
Week Ten and Eleven: Sula, quiz, reader responses, discussion activities, other activities
Week Twelve: : Fences, quiz, reader responses, discussion activities, other activities
Week Thirteen: Balzac and the Little Chinese Seamstress, quiz, reader responses, discussion activities, other activities
Week Fourteen and Fifteen: The Kiterunner, quiz, reader responses, discussion activities, other activities
Week Sixteen and Seventeen: field trip, presentations, portfolio work
Disabilities Services
The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. Students registered with Disability Services, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester. Students who have, or think they may have, a disability (e.g. psychiatric, attentional, learning, vision, hearing, physical, or systemic), are invited to contact Disability Services for a confidential discussion at 612-626-1333 (V/TTY) or [email protected]. Additional information is available at the DS website http://ds.umn.edu.
Student Conduct and Academic Integrity
As a new member of the University community, it is important to be aware of what is expected of you and what you can expect of the University. This information is designed to clarify the values and actions of an academic community. An academic community of integrity advances the quest for truth and knowledge by requiring intellectual and personal honesty in learning, teaching, research, and service. An excerpt from CLA Handbook 2008 listed Five Fundamental Values: Honesty, Trust, Fairness, Respect, and Responsibility. The first guiding principle of the Conduct Code is: The University sees an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. All students at the University are bound by the Student Conduct Code. It is the policy of the University of Minnesota (University) that certain minimum standards of conduct are necessary to safeguard the rights, opportunities, and welfare of students, faculty, staff, and guests of the University community and to assure protection of the interests of the University as it seeks to carry out its mission. The University requires a community free from violence, threats, and intimidation; protective of free inquiry; respectful of the rights of others; open to change; supportive of democratic and lawful procedures; and dedicated to a rational and orderly approach to the resolution of conflict. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the code. The College of Continuing Education reserves the right to cancel current or future registration for such students. The Office for Student Conduct and Academic Integrity (OSCAI) has been entrusted with the responsibility of upholding the University of Minnesota Board of Regents Student Conduct Code and administering the student discipline procedures.
Sexual Harassment
Definition: “Sexual Harassment means unwelcome sexual advances, requests for sexual favors and/or other verbal or physical conduct of a sexual nature...” The policy strictly prohibits sexual harassment by or toward a member of the University community and requires appropriate reporting and investigation of such reports. The definition and policy can be seen in it’s entirety at: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf.
Teaching Philosophy:
“If you give a child a fish, s/he will eat for a day. If you teach a child to fish, s/he will eat for a lifetime.” This Chinese proverb encompasses my job as an educator. My job is to give you the tools to “fish” or read, write, and critically think at a high level. While doing this task, I hope to promote positive learning, spark your enthusiasm for literature and the acceptance of all people, and provide a strong foundation of skills for you to build on. Literature allows us to make discoveries of others and ourselves. In addition, compelling literature, such as that offered in this course, demands that we open our minds, examine our schema, and develop a deeper comprehension of ourselves and others, as well as our connection to the cultures and environment around us. Sticking with the proverb, I will be a guide, and you will be (I hope) an active learner, getting your feet wet, diving in, reflecting often, and maybe even catching “the big one.”
Insider Information:
Successful college students have a strong work ethic and solid skills, but they also try to figure out the instructor’s priorities and quirks, so they can respond accordingly. Here are some of mine, so you have a head start:
Introduction to Literature: ENGL 1001W
Instructor: Mrs. Magel Classroom: Room 132
Office Hours: 7:30-8:00; 3:00-3:30; my prep; my study hall Email: [email protected]
Credits: 4 U of M semester credits
Course Description
EngL 1001W is a four credit University of Minnesota literature course. Through intensive, close reading of a range of literary works, students will understand diverse experiences, languages, forms, and genres. They will find it necessary to understand information from various fields (history, art, literature, music, politics, and philosophy) and social practices (gender, sexuality, class, and more) in order to understand the basic “facts” of literary works. The course also introduces students to the concepts of literary theory. Students will discover ideas through the guidance of the instructor, other students, and themselves. It is a discussion-centered course mandating that students have a high level of personal investment. The objectives are for students to gain an awareness of themselves, other cultures and other individuals; to gain an ability to think critically and to express ideas orally and in writing; to gain aesthetic sensitivity; to acquire or further develop their intellectual curiosity, and be challenged by the remarkable range of knowledge available through literature. The knowledge gained in this course will be applied toward the production of an extensive portfolio that examines new ideas and demonstrates acquired skills. Students are dually enrolled at the University of Minnesota and Pine City High School. Students will register online, receive a university I.D. and visit the university on a required field day. Students earn a semester grade at the U of M and at their high school. The U of M grade is recorded on their permanentU of M transcript. Students must complete the entire course to earn credit.
Course Outcomes
Students will . . .
- gain an awareness of themselves, other cultures, and other individuals through reading numerous modern multicultural texts, through journaling and extensive writing, and in class discussion
- think critically by participating in class discussion and expressing ideas orally and in writing often
- identify, examine, and produce textual analysis from a variety of critical perspectives
- examine not only the “who” and “what” of a piece, but how the piece is a part of greater discourse, and/or how the piece contributes to the creation, perpetuation or evolution of life’s larger issues
- revise work and make improvements with each reading notebook
My expectations are that you are respectful, prepared, participate positively in the class, and you are on task. Skill, work ethic, and motivation need to be high. Active participation in discussions is required. You will need to think beyond your comfort level. All students need to treat other people, ideas, and property with respect. No one will speak when another has the floor, and no harassment of any kind will be tolerated. It is inappropriate to promote racism, sexism, homophobia, classism, ageism, or any other form of prejudice in the classroom.
Course Materials
Materials needed are the following: a medium sized three ring binder, loose leaf paper, post-it notes, a two-pocket folder, and a writing utensil. You will need access to a computer for word processing and in order to create and utilize a turnitin account. Most books will be provided to you, but on occasion you may be asked to purchase texts of your own. Plan to put aside $20.00 by the end of the semester for the course.
Texts:
Appleman, Deborah. Critical Encounters in High School English. New York: Teachers College Press, 2009. Print.
Barry, Peter. Beginning Theory. New York: Manchester University Press, 2009. Print.
Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: University of Minnesota Press, 2008. Print.
Tyson, Lois. Critical Theory Today. New York: Routledge, 2006. Print.
8-10 pieces of literature will be chosen from the following list:
Ceremony by Leslie Marmon Silko
Solar Storms by Linda Hogan
Fences by August Wilson
Sula by Toni Morrison
The Things They Carried by Tim O'Brien
The Help by Kathryn Stokett
Heart of Darkness by Joseph Conrad
The Kiterunner by Khalid Hosseini
Balzac and the Little Chinese Seamstress by Dai Sijie
Bastard out of Carolina by Dorothy Allison
19 Varieties of Gazelles by Naomi Shihab Nye
A Thousand Splendid Suns by Khalid Hosseini
This list will be supplemented with non-fiction, video (such as Life of Khan and Crash), and shorter fiction/poetry.
Class Format
This course is different from other English courses offered in high school. It contains three main foci: the literature is multicultural; the writing is informal, formal ,and creative; and the learning is active and based on discussion. We will have discussions that are different from most high school discussions. They will be student centered as opposed to teacher centered, and we will entertain ideas, perspectives, and experiences different from, and perhaps opposed to, our own.
Time Commitment:
This course requires a considerable time commitment on the part of the student. In addition to reading the books,you must write three reading notebooks per novel and prepare presentations. This work will be done largely outside of class. The time required for all the reading, writing, and preparation for this course averages at least two hours per each hour of class. In general, four days of class a week will be devoted to class discussion. The other day will be dedicated to doing research, working on group projects, and individual work. During these non discussion days you are expected to work on material for this course exclusively.
Inclusivity Statement:
You are a very diverse group of students, even if on the surface you all may appear more or less homogeneous. Diversity is a strength in our society. In this class, you will be expected to maintain an open mind to the differences around you, and you are encouraged to place a positive value on those differences. Racism, sexism, homophobia, classism, ageism, and other forms of bigotry are inherent in our culture. We need to learn how to recognize and address statements of these attitudes so that our classroom can be as inclusive as possible. Students are encouraged to acknowledge diversity by listening actively to one another. It is especially important that you listen to students whose opinions differ from your own, arguing with the opinions while remaining respectful of the individual.
Scholastic Honesty:
Students are expected to do research in the library and on the Internet on topics related to the texts. Students are responsible for maintaining scholastic honesty in their work at all times. Students are expected to give credit to the source when using any information taken from outside sources. Failure to give credit is considered plagiarism. Students engaged in scholastic dishonesty will be penalized. Your name may also be reported to University of Minnesota Student Judicial Affairs as well as the administration at Pine City High School. The University’s College of Liberal Arts defines scholastic dishonesty as "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student’s own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one’s own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another’s work." All reading notebook entries and projects will need to be submitted to turnitin.com for credit.
Attendance
Daily class attendance is essential. Much of our work in the class will depend on everyone’s presence. Therefore, attendance is expected unless clear and compelling arrangements are made in advance. You will find that work with the class or in groups is severely compromised if anyone is absent. Discussions cannot be made up if a student is absent. You should contact another student for notes and speak with me if you have further questions. Always contact someone before you come to the next class session so you can complete any assignments given the day you were gone. It is your responsibility to be an active participant at all times. Poor attendance may result in loss of University credit and, according to University policy will result in grade reduction. Please note the University timeline for withdrawal. Tardies are unacceptable. Be in your seat when the bell rings. Three tardies count as one absence.
University of Minnesota: Academic Policies
Traditional letter grades (A-F) will be recorded on each student’s transcript. Grading expectations are consistent among instructors teaching this course at other high schools & at the University of Minnesota. Note: a “C” grade is a normal grade for this course. It means that the student has fulfilled all the requirements satisfactorily. Anything above a “C’ requires significant extra effort. Because this is a U of M course, grading is significantly different from regular high school courses.
An “A” indicates significant improvement/growth throughout the course, frequent demonstration of initiative, and an excellent grasp of course content. It also indicates that the student has demonstrated a level of writing/critical analysis skill that exceeds course expectations and surpasses most other students. A student receiving an “A” grade will have completed all required work in a manner that is consistently excellent and outstanding.
A “B” indicates significant improvement/growth throughout the course and an above average grasp of course content. It also indicates that the student has demonstrated a level of writing/ critical analysis skill that meets or exceeds course expectations. A student receiving a “B” grade will have completed all required work in a manner that is consistently and significantly above average.
A “C” indicates some improvement/growth throughout the course and an average grasp of course content. It also
indicates that the student has demonstrated a level of writing/critical analysis skill that meets course expectations. A student receiving a “C” grade will have completed all required work in a manner that is consistently satisfactory.
A “D” indicates little or no improvement/growth throughout the course and a below average grasp of course content. It also indicates that the student has demonstrated a level of writing/ critical analysis skill that meets course expectations. A student receiving a “D” grade will have completed all required work in a manner that is below average, or inconsistent. A “D” is a passing grade, and the student will receive credit, but it is not considered to be acceptable performance.
An “F” indicates that a student has not shown any improvement/growth throughout the course and/or has failed to complete the required work. Students with an F fail to meet the basic course requirements.
View complete text at http://www1.umn.edu/usenate/policies/gradingpolicy.html
Course Assignments
Reading:
Reading a text at the college level means getting below the surface of the work! At this academic level students are expected to discuss texts in detail, allude to specific passages, compare the text with others, identify issues and ideas, apply critical theory, and more. Students are expected to have the complete text read by the day of the first discussion and be prepared with questions and ideas for discussion. In addition, a minimum of one reader’s notebook entry must be completed prior to the opening discussion of a text. In order to assist you in discussion and notebook writing, it would be helpful as you read to write down characters, important quotations or events, and page numbers for future reference. Some students use post-it notes to mark important passages.
Discussion/Participation & Ownership of Learning/Quizzes – 30% of Course Grade
All students are expected to participate in class discussion, share their writing, and prepare for informal presentations. This is an essential component of the course. A holistic evaluation will be made upon the instructor’s evaluation of attendance, contribution to discussion, procurement of relevant outside materials, presentation of written work, and demonstration of improvement. As the class grows in familiarity, the instructor will become more of a participant in daily discussion, calling upon students to facilitate discussion. Students are strongly encouraged to volunteer information. Participating in the campus field day on_________ is also a course requirement. Expect a reading quiz for every novel read in class.
Reader’s Notebook – 50% of Course Grade
Students will interact with the assigned texts, prepare for, and respond to discussion in a Reader’s Notebook. This is not a diary, but a series of informal analyses of the literature, class discussion, supplemental research, and the human issues that emerge. These daily entries are intrinsic to the writing process and prepare students for effective class participation and formal writing. Critical thinking is required; entries must not be limited to liking or disliking the text. Notebook entries should not be a summary of the book. This is informal writing but should be contain specific references, examples, and quotes to support your ideas and responses. It is the entries that are assessed/graded, but successful students find it helpful to be organized. Expect to write at least three entries per text which are rather lengthy and thorough. Use the notebook as study tool as well as a base for future reading notebooks. Make sure reading notebooks are completed and submitted to Turnitin.com by the assigned date. All reading notebooks and assignments must be completed for credit in the course, and they must be turned in at the beginning of class on the day it is due. A deduction of 50% will be taken for an assignment that is 1 day late, and a deduction of 75% will be taken for an assignment that is 2 days late. Assignments later than 2 days will receive a score of 0 but must still be completed to pass the class.
Assignments – 20% of Course Grade
- First Week Reflection
- Historical/Biographical Presentation
- Final Group Presentation
- Revised notebook entry
- Final portfolio
- Reflection Essay
College in the Schools has a very helpful website –www2.cce.umn.edu/cis. There is a student section you may find useful. This site also includes important forms you may need. Another helpful site is voices.cla.umn.edu, which is an index of critical reviews and author bios.
Weekly Schedule
Here is a tentative schedule. For more detail, refer to the weekly schedule.
Week One and Two: Syllabus, format of class, class norms, reader’s notebook, multiculturalism, white privilege,whiteness studies, poverty studies. lenses
Week Three and Four: The Things They Carried, quiz, reader responses, discussion activities, other activities
Week Five and Six: Ceremony, quiz, reader responses, discussion activities, other activities
Week Seven: My Name is Khan
Week Eight and Nine: Solar Storms, quiz, reader responses, discussion activities, other activities
Spring break in Florida or family trips (have Sula read for your return)
Week Ten and Eleven: Sula, quiz, reader responses, discussion activities, other activities
Week Twelve: : Fences, quiz, reader responses, discussion activities, other activities
Week Thirteen: Balzac and the Little Chinese Seamstress, quiz, reader responses, discussion activities, other activities
Week Fourteen and Fifteen: The Kiterunner, quiz, reader responses, discussion activities, other activities
Week Sixteen and Seventeen: field trip, presentations, portfolio work
Disabilities Services
The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. Students registered with Disability Services, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester. Students who have, or think they may have, a disability (e.g. psychiatric, attentional, learning, vision, hearing, physical, or systemic), are invited to contact Disability Services for a confidential discussion at 612-626-1333 (V/TTY) or [email protected]. Additional information is available at the DS website http://ds.umn.edu.
Student Conduct and Academic Integrity
As a new member of the University community, it is important to be aware of what is expected of you and what you can expect of the University. This information is designed to clarify the values and actions of an academic community. An academic community of integrity advances the quest for truth and knowledge by requiring intellectual and personal honesty in learning, teaching, research, and service. An excerpt from CLA Handbook 2008 listed Five Fundamental Values: Honesty, Trust, Fairness, Respect, and Responsibility. The first guiding principle of the Conduct Code is: The University sees an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. All students at the University are bound by the Student Conduct Code. It is the policy of the University of Minnesota (University) that certain minimum standards of conduct are necessary to safeguard the rights, opportunities, and welfare of students, faculty, staff, and guests of the University community and to assure protection of the interests of the University as it seeks to carry out its mission. The University requires a community free from violence, threats, and intimidation; protective of free inquiry; respectful of the rights of others; open to change; supportive of democratic and lawful procedures; and dedicated to a rational and orderly approach to the resolution of conflict. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the code. The College of Continuing Education reserves the right to cancel current or future registration for such students. The Office for Student Conduct and Academic Integrity (OSCAI) has been entrusted with the responsibility of upholding the University of Minnesota Board of Regents Student Conduct Code and administering the student discipline procedures.
Sexual Harassment
Definition: “Sexual Harassment means unwelcome sexual advances, requests for sexual favors and/or other verbal or physical conduct of a sexual nature...” The policy strictly prohibits sexual harassment by or toward a member of the University community and requires appropriate reporting and investigation of such reports. The definition and policy can be seen in it’s entirety at: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf.
Teaching Philosophy:
“If you give a child a fish, s/he will eat for a day. If you teach a child to fish, s/he will eat for a lifetime.” This Chinese proverb encompasses my job as an educator. My job is to give you the tools to “fish” or read, write, and critically think at a high level. While doing this task, I hope to promote positive learning, spark your enthusiasm for literature and the acceptance of all people, and provide a strong foundation of skills for you to build on. Literature allows us to make discoveries of others and ourselves. In addition, compelling literature, such as that offered in this course, demands that we open our minds, examine our schema, and develop a deeper comprehension of ourselves and others, as well as our connection to the cultures and environment around us. Sticking with the proverb, I will be a guide, and you will be (I hope) an active learner, getting your feet wet, diving in, reflecting often, and maybe even catching “the big one.”
Insider Information:
Successful college students have a strong work ethic and solid skills, but they also try to figure out the instructor’s priorities and quirks, so they can respond accordingly. Here are some of mine, so you have a head start:
- I value hard work and promptness in my students with all assignments.
- I value honesty in people regarding themselves and others during discussion.
- I value taking responsibility for one’s actions or inactions.
- I value the awareness that learning is a lifelong process filled with exciting possibilities and some discomfort. It is not always about the grade.
- I value courage shown by those who go beyond what they have done before in discussion and activities.
- I value grammatical and mechanical rules. I expect writing to be done properly, and I expect you to adhere to the conventions of writing you have learned in my other classes.
- I value doing the work and reading yourself, not stealing ideas from others.