Reclassification F3 to F4 Faculty Portfolio Marko Akrap Assistant Professor of English C04560706

Table of Contents
STANDARD 1: COMMITMENT TO EXCELLENCE IN TEACHING
TEACHING PHILOSOPHY COMPOSITION: TABLE OF WRITING TOOLS COMPOSITION SYLLABUS EVALUATION ASSIGNMENT EVALUATION PEER REVIEW ASSIGNMENT RESEARCH PAPER ASSIGNMENT RESEARCH PROPOSAL EXAMPLE ANNOTATED BIBLIOGRAPHY ASSIGNMENT 1ST DRAFT ASSIGNMENT OUTLINE EXAMPLE RESEARCH PAPER POWERPOINT MEMOIR ASSIGNMENT MEMOIR EXAMPLE TEXTUAL ANALYSIS WORKSHEET GREAT DEBATE POWERPOINT AMERICAN LITERATURE AFTER 1865 SYLLABUS QUIZ #1 CRITIQUE #1 ASSIGNMENT RESEARCH PAPER ASSIGNMENT TECHNICAL WRITING SYLLABUS RESEARCH PROJECT ASSIGNMENT STUDENT EVALUATIONS IVY TECH EVALUATIONS STUDENT EMAILS

3 6 8 10 20 21 22 23 25 27 28 30 50 51 52 54 62 73 80 81 83 92 94 97 110

STANDARD 2: COMMITMENT TO EXCELLENCE, CONTINUED LEARNING, AND PROFESSIONAL DEVELOPMENT 112

TRAINING PORTAL HISTORY EMAIL ABOUT TEXT BOOK EDITING COMBO CLASS EMAIL COMBO CLASS HANDOUT CEA ABSTRACT FOR 2014

113 114 115 116 119 120 121 122 124 125

STANDARD 3: COMMITMENT TO THE COLLEGE

CORE TO COLLEGE EMAIL PLOT COMMITTEE MEETING NOTES INDIANA STANDARDS DRAFT CORE TO COLLEGE RECENT MEETING NOTES

Standard 1: Commitment to Excellence in Teaching

I have a simple philosophy: make the students better at everything by teaching them how to think. This is a difficult concept, at times, to understand, particularly when I am simply an English instructor, but Liberal Arts provide students with so much more opportunity to exercise their minds and apply their newfound strategies of learning to the real world. The first section of this portfolio is organized by class, beginning with a syllabus, followed by relevant assignments, examples, handouts, and PowerPoint slides that I provide for my students. Instead of including every assignment, though, I have included only the most relevant to this portfolio. Then, I have included email correspondences and evaluations from students. The first class is Composition (ENGL 111), one of our (and every colleges) most popular classes due to it being a requirement for all academic degrees. The chart at the beginning is an example of my philosophy to teaching the class: every assignment has a built-in writing lesson that is then carried on to the next assignment. I tell my students that they should envision a virtual backpack at the beginning of the semester which is empty; every assignment will provide them will a skill or tool that they can put in their backpacks and carry with them to the end of the semester and beyond. By building the basic lessons of writing, construction, and writing-process, the students get an easily understandable method for grasping the tenets of successful writing, and can then employ these skills in every writing assignment they ever do. English Composition is of particular interest to me because it is the one that I will always have/get to teach, and knowing that it will always be a part of my career, I truly want to be phenomenal at it and hopefully give other teachers a model to use when teaching this class. I also feel it is vital to keep modern students interested in school. With the world of knowledge at their fingertips, through cell phones and computers, I attempt to combat this culture of immediacy with shorter, goal-oriented tasks that will keep them engaged and excited thanks to the diversity of assignments. For example, I have them write a 6word memoir instead of an essay because my goal is to get them to recognize that every writing decision they make impacts the audiences response to it. I also have the students evaluate something that they are all more familiar with these days than books: a film. I have them participate in a class debate that lasts an entire week, and this proves to be an excellent way to explain how the different parts of an argument function and why they are each so important; each student in his/her respective group is responsible for one component of their teams argument. These are all much more interesting for the students and have proven to be very successful in teaching them advanced (college) writing skills. I teach two American Literature courses, leading up to and following the Civil War. This is one of my favorite classes because it is very discussion-oriented and forces the students to be in class and participate in discussions. Instead of having the students write constantly, I focus their attention on reading and taking good notes not only about the content of each work, but on the relevance and meaning to their lives today. Literature, after all, is the perfect historical marker for what the authors were witnessing at any given

time. Thus, the reading load is very heavy and requires students to be good timemanagers. In addition to the text books (two volumes of an anthology in one class, and three volumes in the other), the students read two novels. The first novel takes them through the first half of the semester, and the second novel takes them to the end of the semester. The students text book understanding is assessed in Critiques, which are short essays using only the text books as their source, and quizzes/tests. The critiques force them to use three separate works from their reading as supporting material for their overall conclusions about the writing; one of the critique assignment sheets is included here. The novels are used as material for their end-of-the-semester Research Paper where they are asked to compare and contrast the works to identify a unique conclusion as to why they are taught together and what their impact may be on college students. Compare and contrast papers are typically the most widely used essay genres in universities, and as such the assignment contributes to the further preparation of students who may decide to transfer. Technical Writing, or business writing as I like to say, is a wonderful opportunity to get the students to participate in real-world-like situations that they will probably encounter at some point in their professional careers following their academic endeavors. The class affords me the chance to be even more creative in structuring the assignments and keeping the students interested. For example, we go through a resume writing assignment which includes a cover letter. The students are then required to have a simulated job interview (they research a job posting and provide me with the websites and other information) where I play the role of the person in charge of hiring. This gives the students a real-world idea of what things to keep an eye open for when interviewing, and it forces them to recognize the importance of preparation. At the end of the semester, in place of a typical research paper, the students must put together a business plan that seeks funding from an investor. Every aspect of the plan is scrutinized and the 6-7 week process is meant to simulate a real-world experience. I act as their partner and send them emails concerning the project in which they must respond in a timely fashion and provide me with status reports throughout the entire timeframe. Finally, I invite business professionals to act as investors and listen to the students presentations, after which they provide critiques and suggestions on improvements to the ideas. Two of my students from Ivy Tech actually used their projects as starter-material to get proper funding in the real-world and were successful. My students mean the world to me, and every semester I get unsolicited emails from them expressing their enjoyment and appreciation for the course. I only include a few of those here because while this is nice, there is always room for improvement. I am available to my students at all times through email, and I typically respond to them within a few minutes thanks to the miracle of modern technology. I associate with my students in the hallways and maintain office hours in excess of what is required. I advise students as needed, helping general studies students figure out a curriculum plan and what courses to take, but have only recently received a list of students whom I am keeping a close eye on.

Teaching Philosophy I believe that modern students have grown up in a society where everything they want, need, and would like to know is only as far as the push of a few buttons, either on a phone or computer. These days, the importance of learning anything has diminished in value and thus it is our job, as their instructors to reintroduce them to the usefulness and significance of learning. I believe that this is achieved through demonstrating how as assignment or skill can be used in the students everyday lives. This is reflected in my teaching style and content, especially during lectures, because I intentionally bring up the different ways they can use what they are learning. For example, when discussing analysis, I remind the students that they are constantly analyzing things, like another person when on a first date. I will ask a student to tell the class about what he/she looks for in a person when on a date, and those become the criteria. I ask the student to define things like, they have to be good looking, because defining criteria is a necessary component of analysis. I ask the student what this all leads to, and he/she will say that it led them to liking or not liking the person they went out with, which is like their evaluation, the inevitable result of proper analysis. I also believe that students are expecting to be entertained, or at least maintain their interest, while in class because they have grown accustomed to being so when spending their hard-earned money. Instead of combatting this and driving myself mad with boredom, I acquiesce and entertain. This is accomplished through the different subject matter we discuss in class. I refuse to tell the students what to write about; I want them to write about things that they are interested in because this will contribute to keeping them interested. I also make sure to come to class with a positive attitude because my demeanor is contagious and if I am having a good time, the chances they will have a good time exponentially increase. I am very animated in my delivery because at its very core, lecturing is a type of performance and the most effective way to deliver information is in a way the audience (the students) are willing and active participants in the conversation. I also have them do interesting assignments instead of the classic read-then-write strategy, which even for the most seasoned of us can be cumbersome. I believe that every class and assignment should serve a specific purpose: one that enhances their daily lives. Students are in college to prepare for the future and learn their crafts. English, in all its forms (classes), contributes to every students life in one way or another, and it is my job to keep us on track while doing so. Not only am I explaining how our lessons will make them more successful adults, but I am making sure we get all of the information the course has to offer. Time management and attention to the details of the lessons are my responsibility. That being said, it is also important to be flexible so that the students are able to retain the information. Every class is different, and as such they will all advance at different paces. I pride myself in keeping a flexible schedule and being able to rearrange, extend or shorten lessons and projects so that I can cater to each class. Teaching is also about individualized attention, so I build relationships with my students. Calling them by their first names and having them feel free to contact me through email

at any time builds trust and respect. I do not baby the students ever or talk down to them because in the end, they are college students and that makes them adults. Adults should be treated as such and it is also my responsibility to maintain that aspect of our interactions and the interactions students have with each other. When the class is open and free-flowing, ideas, creativity, comprehension and everything else fall into line quite nicely.

Composition: Table of Writing Tools & Skills (by Marko Akrap)

Genre Assignment 1-3 page description of any one physical object Main Purpose Build the most basic and essential element of writing Demonstrate how much detail is necessary to paint a picture through words Importance of vocabulary Conscious decisionmaking in writing Short, sweet, to the point (no unnecessary elements) Skills Learned Details Picking the right subject

Description

6-Word Memoir

Profile

Construct one 6-word Memoir, accompanied by a paragraph that explains your WRITING decisions. The focus is not on the story itself, but rather on your choices like capitalization, punctuation, word choice, design, size, word order, etc. Profile of one major character/personality trait from classmate (preferably someone the student does not know)

Word choice: picking the right word Phrase/sentence structure (order, organization, punctuation)

Textual Analysis Worksheet

Analyze article from any magazine

Evaluation

Argument

Building on the lessons learned in the previous essay, analyze a song and include a judgment, which we call an evaluation Debate: 2 teams that argue for/against a predetermined topic, and 1 team that acts as judges/moderates *Each of teams A and B represents one research paper, where each student is responsible for one part of that argument (introduction, reason 1, 2, 3, counter

Demonstrate effective use of time (1-hour interviews) Necessity of narrowing the scope of topic Define criteria for a successful piece of writing Define good and bad writing Analysis Supporting opinions through analysis and research Toulmin/Rogerian style of argument Purpose determines organization Demonstrate how/why all parts must work together

Asking the right questions Picking the right details Narrowing the scope Structure Organization Formulating conclusions through writing Judgment (stance) Fair/balance Internal support

Organization External support Anticipating potential issues (counter arguments) Problem-solving (on the fly)

argument, conclusion). When combined, the whole teams work wholly argues a point *Each member of Team C is analyzing and evaluating the arguments made (the individual parts and the argument as a whole) and using the Rogerian model to come to a determination Researched Argument

Research

Proposal

Research

Annotated Bibliography Research

Outline Research 1st Draft

Research

Final Draft

Research

This entire project is completed over the last 6-7 weeks of the semester (approximately 35% - 40% of the semester) and is divided into the assignments below Plan how the argument will be made Demonstrate research plan Identify early problems in argument Show research Plan how to incorporate research Identify further research needs Show argument Breakdown of each part of argument Get an idea of what the research paper will look and sound like Peer reviews are most important here to identify weak spots Comprehensive application of all skills and tools gained Demonstrate value of process

Follow the process Do not skip steps (even if you never turn in the assignment for a grade)

Plan of attack Development of ideas

Picking the right sources Incorporating source information

Organization Planning Application of preparation

Achieving a sense of accomplishment Akin to a Final Exam because it incorporates every skill/tool gained

ENGL 111 50A: English Composition Syllabus

Spring 2013 Instructor: Marko Akrap Phone: (219) 392-3600 ext. 310 Email: Class Time: makrap@ivytech.edu MWF 9:00 9:50

Classroom: 216 B Mondays, Tuesdays, and Wednesdays 10:00 2:00 By Appointment (preferred)

Office Hours:

Office: 208 F

COURSE TITLE: English Composition COURSE NUMBER: ENGL111 PREREQUISITES: Demonstrated competency through appropriate assessment or earning a grade of C or better in ENGL 025 Introduction to College Writing II and ENGL 032 Reading Strategies for College II SCHOOL: Liberal Arts and Sciences PROGRAM: Liberal Arts CREDIT HOURS: 3 CONTACT HOURS: Lecture: 3 DATE OF LAST REVISION: Spring, 2010 EFFECTIVE DATE OF THIS REVISION: Fall, 2010 CATALOG DESCRIPTION: English Composition is designed to develop students abilities to think, organize, and express their ideas clearly and effectively in writing. This course incorporates reading, research, and critical thinking. Emphasis is placed on the various forms of expository writing such as process, description, narration, comparison, analysis, persuasion, and argumentation. A research paper is required. Numerous in-class writing activities are required in addition to extended essays written outside of class. MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to: 1. 2. 3. Understand communication theory and the roles audiences play in the writing process. Apply critical reading and thinking skills to the writing process. Demonstrate an awareness of language as a tool for learning and communication.

4. 5.

6. 7. 8.

9.

10. 11. 12.

Develop strategies for making independent, critical evaluations of student and published texts. Research and critically evaluate information to produce writing with APA or MLA formal documentation, which consists of in-text citations and final list of all sources cited. Apply strategies for the composition process such as drafting, collaboration, revision, and peer evaluation to produce written documents. Write well-organized essays with a firm thesis and a clear introduction, body, and conclusion. Engage in pre-writing activities, including narrowing a topic, generating ideas, determining the audience and the relationship between audience and content, and setting an appropriate tone. Demonstrate an understanding of the various rhetorical modes, including argumentation and analysis, and apply that understanding in various writing environments, including an essay test. Support a thesis statement with valid reasons and evidence. Follow the conventions of standard written English, in sentence structure, punctuation, grammar and usage, and spelling. Recognize and develop styles appropriate to varied writing situations.

COURSE CONTENT: Topical areas of study will include the following:

Reading and thinking critically Generating ideas Identifying an audience Developing a thesis Organizing the essay Using rhetorical modes including exposition, argumentation and analysis Prewriting, drafting, editing, and revising
Conducting library and other research methods

Following conventions of standard written English Writing essay exams Gathering, evaluating, and using sources for research Paraphrasing, summarizing, and quoting Documenting sources (MLA and/or APA) Developing style Avoiding plagiarism

HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE VIRTUAL LIBRARY: The Ivy Tech Virtual Library is available to students on- and off-campus, offering full text journals and books and other resources essential for course assignments. Go to http://www.ivytech.edu/library and choose the link for your campus. MINIMUM FACULTY CREDENTIALS: A qualified faculty member in composition is one who has an earned master's or higher degree, from a regionally accredited institution, in English, or a master's degree with 18 graduate semester credit hours in English or courses related to the writing process. ACADEMIC HONESTY STATEMENT: The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement. Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. COPYRIGHT STATEMENT: Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Ivy Tech Community College contain nothing unlawful, unethical, or libelous and do not constitute any violation of any right of privacy. ADA STATEMENT: Ivy Tech Community College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom.

STUDENTS CLASS RECORDS: All assignments, modules, activities, and tests will be maintained in the online grade book contained within e-Learning. It is the students responsibility to keep track of their progress as well as referring to the online grade book. METHODS OF INSTRUCTIONAL DELIVERY: I will be lecturing only to highlight key ideas in the assigned readings and to explain writing assignments, as well as to answer all pertinent questions. The majority of class time will be used for interaction with the professor and between the students to gain more insight on individual writing and forming clear, concise, coherent ideas. Plenty of time will be allotted for group discussion and activity. There will also be two weeks designated for one-on-one student-teacher conferences, which will be mandatory. Conferences will be at the middle and end of the semester, mainly focused on updating you on your performance and last-minute consultation for the research paper. REQUIRED TEXT, MATERIALS/SUPPLIES: Bullock, Richard & Maureen Daly Goggin. The Norton Field Guide to Writing. New York: W.W. Norton Company, 2010. Print. All other materials will be handouts provided by your instructor, and/or will be available online through blackboard. GRADING POLICY: Grades are based on the number of points accumulated over the course of the semester. Attendance and participation are accrued for attendance, participation, and all in-class work. Because attendance and participation are essential elements of the written work, if you do not attend or participate, you will not be able to fulfill the requirements of the written work. Refer to the attendance policy for further information. ATTENDANCE: Students are expected to attend all classes and participate fully in the discussions. Students are allowed 3 unexcused absences before a penalty of 35 points will be imposed on the point total at the end of the semester per additional absence (with four unexcused absences, 35 points will be deducted at the end of the semester; with five unexcused absences, 70 points will be deducted at the end of the semester; six absences results in 105 points being deducted at the end of the semester, etc.).

GRADING SCALE:

A: B: C: D: F:

1170 - 1300 1040 - 1169 910 - 1039 780 - 909 0 - 779

(90% - 100%) (80% - 89%) (70% - 79%) (60% - 69%) (0% - 59%)

COURSE REQUIREMENTS: Your presence and participation ore required. You must be able to type your work and you will be completing a lot of in-class written work based on your understanding of the textbook and lecture material. The tutoring center is available for additional help outside of class. You will also do a lot of group work and complete group activities. TESTING REQUIREMENTS: None SPECIAL TECHNOLOGY NEEDS: You must be computer literate and able to connect to the Ivy Tech website on campus, as well as be able to access your Ivy Tech email. BlackBoard is a major component of the course, so it is necessary to be able to navigate BB 9 as well, which can be found at online.ivytech.edu. TESTS, QUIZZES, PROJECTS, MODULES, ETC.: None LAST DAY TO WITHDRAW/REFUND SCHEDULE: The last day to withdraw is April 14, 2013. The last day to receive a full refund is January 25, 2013. RIGHT OF REVISION: The instructor reserves the right to change any statements, policies or scheduling as necessary. Students will be informed promptly of any and all changes. METHOD(S) OF EVALUATION: All assignments will be graded on a point scale. Different assignments will be worth more or less points, depending on the length of the papers. Attendance and participation will also factor in. Points will be allocated as follows:

Description Description Essay: 25 pts Memoir Memoir + Explanation: 50 pts Profile Interview (attendance): 25 pts 1st Draft Profile: 25 pts Peer Review Profile: 25 pts Profile Final Draft: 100 pts Textual Analysis Points of Analysis Worksheet: 50 pts Evaluation 1st Draft Evaluation: 25 pts Peer Review Evaluation: 25 pts Final Draft Evaluation: 100 pts The Great Debate Oral Presentation: 100 pts Research Position Paper Research Proposal: 25 pts Group Assessment of Issue: 25 pts Research Annotated Bibliography: 50 pts (5 x 10 pts) Group Assessment of Argument: 25 pts Research 1st Draft: 50 pts Peer Review Research: 50 pts (2 x 25 pts) Outline: 75 pts Research Final Draft: 200 pts Blackboard Discussions Discussion Boards: 250 pts (10 x 25 pts) o Initial Post: 15 pts o 2 Responses: 10 pts (5 pts each)

Semester Total: 1300 pts

MAKE-UP POLICY:

Assignments are due on the day shown in the syllabus, no exceptions. All questions and/or concerns about due assignments should be brought to the attention of the instructor as early as possible to avoid penalties against a grade.

WEEKLY SCHEDULE:

All assignments (reading and writing) are due on the date they are listed in this weekly schedule. Assignments in Boldface are due before class begins. Sessions
January 14: Week 1 Session 1 January 16: Week 1 Session 2 January 18: Week 1 Session 3 January 21: Week 2 NO CLASS January 23: Week 2 Session 4 January 25: Week 2 Session 5 January 28: Week 3 Session 6 January 30: Week 3 Session 7 February 1: Week 3 Session 8 February 4: Week 4 Session 9

Readings
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 None

Assignments/Assessments
Introductions Syllabus Overview Understanding Purpose and Audience Blackboard Discussion Board #1 Initial Post Understanding Genre, Stance, and Media & Design Martin Luther King Jr. Day Discussion Board #1 2 Responses What Makes a Good Description? 1st Draft Description Essay Due Practice Peer Review Description Essay Due Focus #1: Memoir Memoir Practice

Chapter 36

Chapter 26 Chapter 25 Chapter 15

Chapter 30 Chapter 21 Chapter 16

Memoirs Due Focus #2: Profile Discussion Board #2 Initial Post Begin Writing Assignment Interviews (in class)

Chapter 29 Chapter 23

February 6: Week 4

Chapter 27 Chapter 25

Discussion Board #2 2 Responses Interviews (in class)

Session 10 February 8: Week 4 Session 11 February 11: Week 5 Session 12 February 13: Week 5 Session 13 February 15: Week 5 Session 14 February 18: Week 6 Session 15 February 20: Week 6 Session 16 February 22: Week 6 Session 17 February 25: Week 7 Session 18 February 27: Week 7 Session 19 March 1: Week 7 Session 20 March 4: Week 8 Session 21 March 6: Week 8 Session 22

Chapter 37

Assessing Your Own Writing Interviews (in class) How to respond to essays 1st Draft Profile Essay Due Peer Review (in class) Profile Essay Due Focus #3: Textual Analysis Discussion Board #3 Initial Post Discussion Board #3 2 Responses Point of Analysis Worksheet (in class) Focus #4: Evaluation

Chapter 7

Chapter 33

Chapter 31

Chapter 12

Chapter 23

Choose Subjects for Evaluation Discussion Board #4 Initial Post Discussion Board #4 2 Responses 1st Draft Evaluation Due Peer Review (in class) Final Draft Evaluation Due Sign Up for Conferences Focus #5: Argument CONFERENCES Day 1 o Show up today ONLY for your scheduled time o This meeting is MANDATORY CONFERENCES Day 2 o Show up today ONLY for your scheduled time o This meeting is MANDATORY Argument Discussion Continued Discussion Board #5 Initial Post Discussion Board #5 2 Responses Preparation for The Great Debate o Team selection Early research Organize Debate Responsibilities Continue Group Research Discussion Board #6 Initial Post Discussion Board #6 2 Responses (due by March 11) The Great Debate

Chapter 35

Chapter 9

Chapter 32

Chapter 22

Chapter 42

Chapter 50

March 8: Week 8 Session 23 March 11 15 Spring Break No Class March 18: Week 9 Session 24

Chapter 43

None Be Prepared!

March 20: Week 9 Session 25 March 22: Week 9 Session 26 March 25: Week 10 Session 27 March 27: Week 10 Session 28 March 29: Week 10 Session 29 April 1: Week 11 Session 30 April 3: Week 11 Session 31 April 5: Week 11 Session 32 April 8: Week 12 Session 33 April 10: Week 12 Session 34 April 12: Week 12 Session 35 April 15: Week 13 Session 36 April 17: Week 13 Session 37 April 19: Week 13 Session 38 April 22: Week 14 Session 39 April 24: Week 14 Session 40

None Be Prepared!

The Great Debate

None Be Prepared! Chapter 9 (again) Chapter 45

The Great Debate

Focus #6: Research and Argument

Argument Discussion Continued

Chapter 46

Chapter 17

Choose Research Issue Tentative Research Topic Due Group assessment of issue and argument Begin research Begin Outline at home Proposal Due Group assessment of position (in class) Gather sources for annotated bibliography Discussion Board #7 Initial Post Discussion Board #7 2 Responses Drafting Developing Argument Discussion

Chapter 47

Chapter 11

Chapter 24

Chapter 32

Chapter 44

Annotated Bibliography Due APA Formatting Discussion Board #8 Initial Post Begin writing Position Paper Discussion Board #8 2 Responses Developing Research Paper Discussion Continued 1st Draft Position Paper Due (Research) Peer Review (in class) Discussion Board #9 Initial Post Outlines in class Discussion Board #9 2 Responses CONFERENCES o Show up today ONLY for your scheduled time o This meeting is MANDATORY

Chapter 10

Chapter 48

Chapter 48

Chapter 50

Chapter 50

April 26:

Chapter 50

CONFERENCES

Week 14 Session 41 April 29: Week 15 Session 42 May 1: Week 15 Session 43 May 3: Week 15 Session 44 May 6: Week 16 Session 45 May 8: Week 16 Session 46 May 10 Week 16 Session 47 Chapter 50

Chapter 50

Show up today ONLY for your scheduled time o This meeting is MANDATORY CONFERENCES o Show up today ONLY for your scheduled time o This meeting is MANDATORY APA Formatting Review

Chapter 50

TBA

Discussion Board #10 (no responses necessary) Final Draft Position Paper Due (Research) Extra Credit Assignment (in class)

TBA

Extra Credit Assignment (in class)

TBA

Extra Credit Assignment (in class) Due

Evaluation Essay Assignment Evaluations are judgments, based on criteria that the author determines, supported by reasons and evidence. Just like an analysis, the goal is to break down a whole (in this case a film) and examine the individual parts to gain a better understanding of the subject as a whole. Your assignment is to evaluate the film we watch in class. Your purpose (the first rhetorical situation) is to tell the audience whether or not it is a good movie. In order to accomplish this in an essay, the first order of business is to identify the criteria that you feel make up good films; what do you look for when assessing the goodness of a motion picture? Once these criteria are identified, pay attention to them in the movie. Once you have evaluated the films good/bad points based on your criteria, you should be able to come to a conclusion (or a judgment as the text book states). Your essays will need at least 3 criteria to be explored. Possible criteria include (but are not limited to) the following:: Language/Dialogue Believability Scenery/Background (production design) Story (the actual beginning, middle, and end of the events) Cinematography (how the film is represented on screen camera work) Theme Relevance to Audience Innovation Contribution to the Greater Conversation (context) Etc.

Refer to chapter 13 of your text book for further guides and suggestions as to constructing the evaluation. Remember to include the film title and director(s)/actor(s)/release date in your opening paragraph. You will be graded on the following: Concise description of the subject Clearly defined evaluation criteria Knowledgeable discussion of the subject Balanced and fair assessment Well-supported reasons Proper organization

Your essay must be at least 2 full pages long, using the conventional stylistic format that we discussed in class: 12-point font Times New Roman font Double-spaced 1-inch margins all around (this is the default setting, so do not adjust this) Name, Date, and Paper Genre in the top left Page Number and your last name on the page-number line Include an interesting Title

Evaluation Essay Peer Review You must exchange essays with someone whom you have not yet worked with. Answer the following questions by deleting the appropriate line, and beginning your answer there. This assignment is worth 50 points, so be thorough and detailed in your review/critique of your peers work. Once you complete this review sheet, print 1 copy to give back to the author of the essay, and then attach this (after you save it to the desktop) to the proper place in BlackBoard, under Class Sessions Week 7 folder. 1. Is the format correct (Name, Date, Class, Genre in the top left of the 1st page, Page Numbers accompanied by authors last name on every page, Times New Roman 12-point font)? What must be fixed? ~ Start your answer on this line ~ 2. Is the title interesting? Does it capture your attention? Give a few suggestions as to possible titles. ~ Start your answer on this line ~ 3. Is the subject described well? Does the author provide the name of the song, album, and artist? Can you hear the song based solely on the authors descriptions? Is the information provided enough to allow you, as a member of the audience, to understand the context of the evaluation? ~ Start you answer on this line ~ 4. Are there at least three (3) criteria that set the basis for the authors judgment? What are they? Are they clearly defined? Are they easily understood? Do they make sense in helping to make the authors judgment? Do the criteria appeal to a general intended audience, or are they too specific, where a general audience will not accept/understand them? ~ Start your answer on this line ~ 5. Do you feel that the author is knowledgeable about the subject? Are many examples used? Does the author do enough with the specific examples to help support their judgment? ~ Start your answer on this line ~ 6. Is the essay fair and balanced? Does the author provide both positive and negative points in analyzing and evaluating the subject? What else can the author discuss to help make the essay more evenly discussed? What criteria should the author develop more strongly to display balance? What additional strengths and weaknesses should the author include?

End of the Semester Research Paper Assignment For the rest of the semester, your goal is to complete a Research Paper where you take a position on an issue and argue why that position is correct. The way to do this is by providing excellent supporting information in the form of quotes, paraphrasing, and summary in order to back-up your claims. However, supporting material should NOT dominate your essay; that information is simply validating your claims. These are the assignments: Proposal (must include the following, in essay format) o Analytical question: the question your research paper will attempt to answer o Thesis: this will change as you find more information, but it is important to have at least a basic idea of what exactly your argument will be o Explanation as to how your argument is unique/different from everything that has been written before o Literature review (brief): you should have already completed some research, so tell me about it. Here you also include research that you plan to do as well o Outline: explain the organization of your essay, what exactly comes first, second, third, etc. and how all of the parts work together DUE: ________________________________ Annotated Bibliography o Minimum of 3 sources o Fully annotated, answering all questions from assignment sheet (Resources Tab in blackboard) o APA format DUE: ________________________________ Research 1st Draft o Body Paragraphs ONLY o Minimum of 3 pages, NOT including cover page, abstract, and References o APA format o Demonstration of knowledge surrounding your chosen issue DUE: ________________________________ Outline o Fully-completed o Must be completed in Microsoft Word DUE: ________________________________ Research Final Draft o Minimum 5 pages, NOT including cover page, abstract, and References o APA format o Full citations, both in-text and Reference list o Must take a position on the issue, argue in favor of that position o Include opposition claims DUE: ________________________________ Get started now to avoid problems and delays later; remember that this will all be complete within the following two weeks, so take some time to figure out a game plan beforehand. Develop an outline or something akin to a strategy as outlined in the reading. Good luck!

Research Paper Proposal Example Marko Akrap [Date] English Composition The Alpha and Omega of Study College academics are interconnected, with every class borrowing or building off of elements from another, but many may not automatically agree with this statement. If this concept is true, however, then a great debate ensues revolving around one question as old as the structure of college itself: what is the most important class in college, that every student in the world must take to succeed, regardless of their major or interest? English Composition I is the most important class for college students to take because it builds the foundation for proper academic writing, it exposes students to a myriad of different genres, and it facilitates the growth of unique, individual academic ideas. Although this argument may not necessarily be unique or new, it is highly debated in that Composition class relates to every other discipline available. In this regard, it is the connecting, or binding force within the academic structure, and its value is therefore amplified exponentially. Because Composition is required by all schools, it is already undoubtedly viewed as a necessary element of freshman-level college academics; what sets it apart as the most important is the relationship it has with elements of every major field of study, which cannot be said about many other core courses. In order to successfully make this point, the most valuable research will be analyses of different introductory courses most popularly available in colleges and connecting their core elements to elements in Composition. Through this analysis, it will be possible to link the

objectives and ideals from each class to Composition. Additionally, interviews with professors and students will add to the effect this research will have on the argument by using testimonials of successful application of Composition principles to other fields. Proof that Composition is required in all schools as a core class for all majors will factor into the argument that Composition relates to every other available discipline, being that all colleges and universities require the class as part of the core curriculum. Information from school officials in charge of choosing curriculum will also be most helpful, proving that those in charge see a value in it which can be argued to be greater than other courses. Initially, it will be important to show the audience that Composition is widely accepted as a core element in collegiate academia. The history and background behind the structure of the course, as it is most widely accepted, will contribute to the introduction. The first reason behind the argument is that Composition I builds a writing foundation. It is imperative to demonstrate the various writing strategies employed in the class and how they translate into proper mechanics and processes necessary for other disciplines; the essay will focus on Humanities programs History and Psychology, as well as more technical programs like Business and Health. Next, it will be important to explain the different genres of writing, and connect these teachings to the aforementioned programs as far as how Composition genres contribute to students abilities to prepare, organize and write in these other disciplines. Finally, this principle leads into the idea that Composition is best suited to educate students about the necessity and success of promulgating new, unique, individual ideas to further their desired programs of study, which inevitably leads to bettering their fields when beginning their careers.

Annotated Bibliography Assignment

Overview
For this assignment, you will be researching an issue and producing an annotated bibliography of sources that could be used for your Research Paper. Specifically, you will be gathering, reading, and annotating five up-to-date, relevant, and credible sources from the Ivy Tech Virtual Library databases that relate to your selected problem or issue. You should also examine the sample annotated bibliographies provided in the Resources Tab in BlackBoard. Your goal is to find sources that can help you understand and synthesize differences of opinion surrounding a particular issue. Your five sources, taken together, should start to give you an overview of the problem or issue from many sides. You should take care to avoid choosing only sources that represent one side of an issue. You should also take care to avoid choosing only sources that are purely factual (such as newspaper reports) and that do not develop a perspective on the problem or issue. Look for a mix of types of sources so that you can successfully develop your overview of the issue. You may find more than six up-to-date, relevant, and credible sources in your research. Choose the best five to read and annotate for this assignment.

Criteria
Five sources found via the Ivy Tech Virtual Library databases Sources should have personal authors Sources should be published in professional journals, trade journals, or major newspapers APA style Bibliography should include a brief rationale at the beginning (approximately one paragraph) describing the overall problem/issue being researched and what you want to find out about this problem or issue. Basically, summarize the argument you are trying to make 1-2 paragraphs of annotation on each source, including comments on the five points outlined below

See the next page for detailed instructions on the format of your annotations.

Format of the Annotations

An annotated bibliography typically is comprised of two elements: 1. Bibliographic Citations. Give the APA style citation for each item you are listing. Arrange your items alphabetically by the last name of the principle author for each. Take time now to create an accurate citation and youll be able to simply copy & paste your citations when you get to your final draft.

2. Annotations. Annotations follow immediately after each bibliographic citation and comment on the item. Your comments should be one or more paragraphs per item and should address the five following points: the writer, the publication, the summary, the stance, and the use of the article for your project. The Writer(s). Describe the author(s) of the cited article. Who wrote it? What is this persons source of authority on this issue? What kind of preparations does this person (or people) have for dealing with this issue? How do you know this writer is well-prepared to write about and argue a position on this issue? The Publication. What is the source/title of the journal, magazine, or newspaper where the article was published? Who are the intended readers for this kind of professional publication or journal? Is there an organization or agency that backs up this publication? Does this organization have a single position/stance on this topic, or is this organization open to alternative views and investigations that might yield very different points of view in the end? The Summary. State the main claim or conclusion of this article, and give the key supporting points. What type of writing is this? (Opinion or editorial? Investigative journalism? Essay? Technical, professional, or scientific report?) What claim or position, if any, is being argued? What type of evidence is used to support key points? What does this article say? The Stance. What is the attitude or tone projected by this writer? How does this writers stance compare with what other writers have had to say on this issue or topic? What is this writers stake in the issue, and how has this writers profession, experiences, interests, or personal values influenced her/his position? How reliable, current, relevant, complete, and accurate is the evidence used? The Use. What use can YOU make of this article in some kind of writing that you will have to do? Identify a quote, a paraphrase, a general reaction, or a theme or idea from this writing that you might include in your writing.

1st Draft Assignment 1st Draft Assignment Reason Paragraphs ONLY For our purposes, the next step in the research paper process is to write and develop the Reason paragraphs. First, let us recap your progress: The first paragraph of your annotated bibliography could act as the abstract. The abstract, which is the one-paragraph (less than 250 words) summary of your whole argument, should be written to include all of the following: o First sentence should be the thesis o Every reason that will be discussed should be stated and explained o Each of the reasons should include 1-2 sentences that explain how they directly help make your argument Your proposal needed to include five elements, one of which was to explain the problem/issue you are discussing. This could act as your introduction and should include the following: o Explanation of the issue (what is the problem?) o History of significant arguments made in the past o Necessary background information that the audience needs to know in order to understand the rest of your argument (like definitions, key participants, who is affected, etc.) o Thesis toward the end, including your reasons Because you cited your sources exactly as they should appear on the research paper when you wrote the annotated bibliography, you have already completed the References page

Thus, you are left with a cover page, reason paragraphs, counter arguments and a conclusion. The reason paragraphs, then, force you to focus on explaining each reason individually. This means your focus is on the following: Developing good topic sentences that reiterate each topic sentence, to sort of preview that idea and allow the audience to know the point of the following information Incorporating your research to support the ideas set forth in the topic sentences, with correct in-text citations and proper analysis Connecting the supported ideas (each of your reasons) back to the thesis statement, and explaining specifically how each reason contributes to the overall argument you are trying to make

Each reason should be argued in approximately one page (because we are writing 5-page papers). Remember that each reason should not be written in one LONG paragraph, but rather each reason should be argued in a couple of paragraphs (that will total one page). Not only should the format and organization be correct, but your essay should look even as well (every paragraph should be approximately the same length, and every section should demonstrate that you are devoting an equal amount of time to them).

Outline for Zero Draft Example Introduction o Thesis: Marko should give less homework in Composition class Reason 1: students need more time to understand and complete assignments o Sub Topic #1: Student grades suffer most in first semester of first year Research to look for: Average scores on essay assignments by freshmen Research to look for: Discussion boards/computer-based assignment examples Research to look for: Attendance and participation statistics o Sub Topic #2: Students turn in incomplete and incorrect assignments because they are new to the college experience Research to look for: Happens at the beginning of the semester typically More free time in college than in high school, so students procrastinate Unfamiliarity with level/quality of desired work Each teachers expectations may be different Research to look for: Not understanding the process of submission, like computer-based submission processes (Blackboard for example) Complicated procedures Sometimes many steps required to properly submit work o Sub Topic #3: Students get easily discouraged Research to look for: Low grades at the beginning of the semester lead students to give up Psychological studies explaining young adults and their propensity to quit Examples of other tasks in life where early failure results in dismissal of task as a whole Research to look for: Life outside of school gets in the way Research to look for: Not being able to successfully complete an assignment on the first try Definition of discouragement Reason 2: community college students have familial and other responsibilities, so they have less attention and focus than university students o Sub Topic #1: Students with kids and jobs Research to look for: Example of responsibilities with children Time requirements to prepare children for the day (dress and feed them) Research to look for: Sociological study about dividing ones attention Ineffectiveness of multi-tasking o Sub Topic #2: Students with elderly family members Research to look for: Statistics of students with elderly family members

Research to look for: Elderly care responsibilities o Sub Topic #3: IQ/intelligence of CC students vs. University students Research to look for: Statistics comparing CC and University Research to look for: IQ scores Reason 3: some assignments contribute minimally to the classs overall goal and are thus unnecessary o Sub Topic #1: List of assignments and their lesson/effect on student Research to look for: 6-word memoir as method to explain importance of word choice Research to look for: List of all goals of composition o Sub Topic #2: Longer papers do more teaching than shorter papers Research to look for: Pedagogical differences in assignment length Research to look for: Major contributor to composition pedagogy o Sub Topic #3: Definition of Compositions goal Research to look for: Classic college definition Research to look for: Specific definition as used by Marko

Each Sub Topic will eventually become a paragraph in your essays, so consider the research that you will need to prove the Sub Topic itself. This means that the research might not necessarily have anything to do with your overall thesis or reason, which is ok! It will be up to you in writing that particular paragraph to explain how the information relates to your point.

Research Project Powerpoint

Memoir Assignment

This assignment is worth 50 points and forces you to make very specific decisions within your writing, especially because you are very limited in the space allotted. Every writing decision should be made consciously and with a specific goal in mind, designed to affect the audience in some way. The Memoir genre sets these rules: A good story Vivid details Clear significance

This means that your memoir must be a specific story from your past that has impacted you; the event you experienced has changed you and your life because it has helped influence who you are today. Memoirs are entirely personal and the biggest reason audiences enjoy reading them are the relationship and understanding shared between audience and author. The story should emote (show emotion) and be easily identified as a significant moment in your history. This, then, influences the readers and gives them insight into who the author is. Instead of writing a full memoir, the task is to write all of this in only 6 words. Remember the example from Hemingway and how much meaning he was able to pack into that short phrase. Additionally, you will be submitting a paragraph that explains all of your writing-decisions. This includes why you chose to do any/all of the following: Word choice Word order Capitalization Punctuation Font/size deviation Spelling Story

Use your 6-word memoir as your title and write the document using MLA format. The following list is full of examples of 6-word memoirs taken from The Kelly House, which can be found on http://writing.upenn.edu/wh/archival/documents/sixwords/: Anticipation is not just about ketchup.
Amy Hostetter

Looking ahead. Looking back. No middle.

Gabe Oppenheim

Memoir Example Marko Akrap [Date] English 111 6-Word Memoir Positive Effect reading = Learning, writing = Practicing, educating = Impacting The title reflects my purpose and the interconnectivity between my career and my passion. As an instructor at a community college, my goals really boil down to one thing: affecting students and the world in a positive manner. The 1st words of each pair, reading, writing, and educating are the three things I spend most of my time doing, and due to the relative mundane nature of the words, I left them in all small letters. The verbs are in the present progressive tense because I continue to practice them and hope to continue to do so for a long time. Each of these 1st words in the three pairings is followed by an equals sign (=) which signifies what I accomplish/gain from the activities, and they are capitalized to show that I place more importance on those ambitions, particularly when I achieve them. The commas separating each word pairing help to keep the pairings separate while at the same time allowing the audience to read it without having to pause for an extended period of time, and also helping with the flow and balance of the phrase. There are three pairings, to help show balance in presentation, with writing = Practicing in the middle and holding the other two together. The ampersand () at the end signifies that my work is still incomplete and continues.

Textual Analysis Worksheet

In every class, the ability to analyze texts is essential to the successful completion of a course. Composition class allows us to practice this skill and learn how to apply it to different texts that we may encounter. When we analyze, we develop a better understanding of the information and we develop our own interpretation of that information. In order to properly analyze, we must do the following: break down the whole work into individual parts analyze each part/category separately recognize how each part contributes to the effectiveness of the whole and how they all work together

Find an article online. It can be about anything that interests you, and it can be from any source. After reading the article, complete the following questionnaire in order to best understand and interpret the information presented in the article. The first few questions are to help you describe what you are looking at; the italicized questions are meant to promote a critical approach in your analysis. Title of Article: Author of Article: Date of Publication: 1. What is the overall purpose (inform, explain, explore, evaluate, argue, negotiate, etc.)? How does the author want to affect the audience? Is the purpose clearly stated? Is the actual purpose of the article different from the stated purpose?

Start Answer Here: 2. Who is the intended audience? What assumptions does the author make about the readers knowledge and beliefs? From what point of view is the author writing? Are you part of the intended audience? Are these assumptions correct?

Start Answer Here: 3. What is the genre of the text? What is the cultural and/or historical context for this text? What ideas and conversations were/are taking place in popular society about the subject of the text? Does the genre help achieve the articles purpose?

Start Answer Here: 4. What is the main question or problem that the text addresses? What is the authors thesis (main idea/point)? What supporting information does the author use? What are the most important lines from the text? Where is the thesis stated? Are all of the supporting ideas directly related to the thesis? Does the article have contradictions or logical errors? Are there counter-arguments and counter-ideas that are ignored? What are the consequences or implications of the articles ideas?

Start Answer Here: 5. Where does the author preview the essays organization? How does the author signal a new section of the article? What kinds of evidence does the author use (personal experience, descriptions, statistics, interviews, other authorities opinions/ideas, analytical r easoning, etc.)? At what point could you predict the organization of the essay? At what points were you confused? What evidence was most effective? What evidence was least effective? Where did the author rely on assertions rather than evidence?

Start Answer Here:

6.

What is the authors tone (casual, humorous, ironic, angry, preachy, academic, etc.)? Are the sentences and vocabulary easy or difficult to understand? What key words and images recur throughout the text? Did the tone support or distract from the authors purpose and intended meaning? Did the sentences and vocabulary support or distract from the authors meaning? Did the recurring word or images relate to or support the authors intended meaning?

Start Answer Here:

7. Judgment (Evaluation): Now take it one step further and react to the article; every answer from questions 1 6 affects the way you receive the information from the article, and it is your goal to explain the impact of your analysis. Based on the answers you provided in the previous questions, how do you feel about the subject: Do you like it, hate it, feel indifferent about it? Is it good, bad, adequate? The primary objective is to be able to support your opinion about the work.
Start Answer Here:

The Great Debate PowerPoint

ENGL 223 51A: American Literature After 1865 Syllabus

Spring 2014 Instructor: Marko Akrap Phone: (219) 392-3600 ext. 310 Email: Class Time: By Appointment (preferred) Office: 208 F makrap@ivytech.edu TR 11:00 12:15

Classroom: 110B

Office Hours:

COURSE TITLE: American Literature After 1865 COURSE NUMBER: ENGL 223 PREREQUISITES: ENGL 111 English Composition SCHOOL: Liberal Arts and Sciences PROGRAM: Liberal Arts CREDIT HOURS: 3 CONTACT HOURS: Lecture: 3 DATE OF LAST REVISION: Summer, 2011 EFFECTIVE DATE OF THIS REVISION: Fall, 2011 CATALOG DESCRIPTION: This course is designed to survey major American poets and prose writers from the Civil War to the present. Included will be a discussion of the major historical, cultural, intellectual, and political events which influenced the authors. MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course, the student will be expected to: 1. Develop an ability to read and appreciate literature as a reflection of humankinds experience. 2. Understand how these ideas are experienced in different literary forms or genres. 3. Develop an awareness of historical and sociological influences that have affected authors. 4. Identify characteristics of three literary genres: the short story, poetry, and drama.

COURSE CONTENT: Topical areas of study include Drama Neoclassicism Realism Romanticism Naturalism Modernism Fiction Poetry Theme Symbolism

HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE LIBRARY: The Ivy Tech Library is available to students on- and off-campus, offering full text journals and books and other resources essential for course assignments. Go to http://www.ivytech.edu/library/ and choose the link for your campus. ACADEMIC HONESTY STATEMENT: The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement. Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. COPYRIGHT STATEMENT: Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Ivy Tech Community College contain nothing unlawful, unethical, or libelous and do not constitute any violation of any right of privacy. ADA STATEMENT: Ivy Tech Community College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom.

STUDENTS CLASS RECORDS: All assignments, modules, activities, and tests will be maintained in the online grade book contained within e-Learning. It is the students responsibility to keep track of their progress as well as referring to the online grade book.

METHODS OF INSTRUCTIONAL DELIVERY: I will be lecturing only to highlight key ideas in the assigned readings and to explain writing assignments, as well as to answer all pertinent questions. The majority of class time will be used for interaction with the professor and between the students to gain more insight on individual writing and forming clear, concise, coherent ideas. Plenty of time will be allotted for group discussion and activity. REQUIRED TEXT, MATERIALS/SUPPLIES: Baym, Nina, and Robert S. Levine, eds. The Norton Anthology of American Literature: 1865Present, 8th Edition. New York, NY: W.W. Norton & Company, 2012. Print. There are three Volumes in the packet, lettered C, D, and E. All other materials will be handouts provided by your instructor, and/or will be available online through blackboard. There are two novels which we will cover, both of which are available through the public domain online; the links to the texts will be provided on blackboard. GRADING POLICY: Grades are based on the number of points accumulated over the course of the semester. Attendance and participation are accrued for attendance, participation, and all in-class work. Because attendance and participation are essential elements of the written work, if you do not attend or participate, you will not be able to fulfill the requirements of the written work. Refer to the attendance policy for further information. ATTENDANCE: Students are expected to attend all classes and participate fully in the discussions. Students are allowed 3 unexcused absences before a penalty of 35 points will be imposed on the point total at the end of the semester per additional absence (with four unexcused absences, 35 points will be deducted at the end of the semester; with five unexcused absences, 70 points will be deducted at the end of the semester; six absences results in 105 points being deducted at the end of the semester, etc.).

GRADING SCALE:

A: B: C: D: F:

765 850 680 764 595 679 510 594 0 509

(90% - 100%) (80% - 89%) (70% - 79%) (60% - 69%) (0% - 59%)

COURSE REQUIREMENTS: Your presence and participation ore required. You must be able to type your work and you will be completing a lot of in-class written work based on your understanding of the textbook and lecture material. The tutoring center is available for additional help outside of class. You will also do a lot of group work and complete group activities. TESTING REQUIREMENTS: 3 Quizzes/Tests SPECIAL TECHNOLOGY NEEDS: You must be computer literate and able to connect to the Ivy Tech website on campus, as well as be able to access your Ivy Tech email. BlackBoard is a major component of the course, so it is necessary to be able to navigate BlackBoard, which can be found at online.ivytech.edu. PROJECTS, MODULES, ETC.: (2) 3-4 page Critiques & Researched Argument Essay (10 pages) LAST DAY TO WITHDRAW/REFUND SCHEDULE: The last day to withdraw is April 12, 2014. The last day to receive a full refund is January 24, 2014. RIGHT OF REVISION: The instructor reserves the right to change any statements, policies or scheduling as necessary. Students will be informed promptly of any and all changes.

METHOD(S) OF EVALUATION:

All assignments will be graded on a point scale. Different assignments will be worth more or less points, depending on the length and demands of the papers. Attendance and participation will also factor in. Points will be allocated as follows: Tests Quizzes o Based on Readings from Norton Text Book 200 pts (2 x 50 pts; 1 x 100 pts) Essays Critique #1: 1865-1914 o Primary Sources only 150 pts Critique #2: 1914-1945 o Primary Sources only 150 pts Argument o Final Draft: (10 pages) 200 pts

Blackboard Discussions Discussion Boards: o Conversations with Classmates 150 pts (5 x 30 pts) Attendance 0-2 absences = 100 points (no deductions) 3 absences = 80 points 4 absences = 60 points 5 absences = 40 points 6 absences = 0 points (and you are eligible to be removed from the class with an F)

Semester Total: 850 pts

MAKE-UP POLICY: Assignments are due on the day shown in the syllabus, no exceptions. All questions and/or concerns about due assignments should be brought to the attention of the instructor as early as possible to avoid penalties against a grade.

WEEKLY SCHEDULE: All assignments (reading and writing) are due on the date they are listed in this weekly schedule. Assignments in Boldface are due before class begins. Jungle refers to Upton Sinclairs novel The Jungle, while Gatsby refers to F. Scott Fitzgeralds novel The Great Gatsby, both of which can be found in blackboard. ALL other readings are found in the text book volumes. Sessions
January 14: Week 1 Session 1 January 16: Week 1 Session 2 January 21: Week 2 Session 3 January 23: Week 2 Session 4 January 28: Week 3 Session 5

Readings

Text/ Volume
The first Text is Volume C

Assignments/Assessments
Introductions Blackboard Overview Syllabus Overview None

Introduction to Upton Sinclair

Jungle
Introduction (3-16) Timeline (17-19) Transforming America through Poetry Welcome to the NEW United States of America Discussion Board #1 Due

Chapters 1-3

Jungle
Washington o 673-675 o Atlanta 689-697 Wharton o 813-814 o Other Two 814-827 Du Bois o 883-885 Souls 885-891 Chapters 4-6 Diversity Reigns Influences Increase, and Come From ALL Angles

January 30: Week 3 Session 6 February 4: Week 4 Session 7

Jungle
Realism and Naturalism o 902-903 Howells o 903 o Novel-Writing 905-907 James o 908 o Art of 908-910 Chapters 7-10

February 6: Week 4 Session 8 February 11: Week 5

Jungle

Dreiser o 916

Session 9

February 13: Week 5 Session 10 February 18: Week 6 Session 11

o True Art 916-917 London o 1042 o The Mexican 1058 Sa o 1085-1087 Why I am 1106-1108 Chapters 11-13

Discussion Board #2 Due

Jungle
Ghost Dance o 1117-1119 o Ghost Dance 1119-1120 o Father 1120-1121 Nicholas Black Elk o 1121-1126 o Chapters 14-20

February 27: Week 7 Session 14 March 4: Week 8 Session 15 March 6: Week 8 Session 16

February 20: Week 6 Session 12 February 25: Week 7 Session 13

Jungle
Roosevelt o 1137 o Ideals 1138-1140 Jackson o 1150-1155 Mourning Dove o 1161-1168 Chapters 21-25 C Realism vs. Naturalism: Which Best Depicts Reality?

Quiz #1

Jungle
Chapters 26-31 Americanization is now a Word

Jungle
Cather o 45-47 o Sculptor 181-190 WWI and the Aftermath Hemingway o 217-219 Cummings o 219-223 NY Times o 223-224 None Frost o 230 o Apple 240 o Wood 241 o Road 241 o Fire and Ice 245 Sandburg o 278-279 o Chicago 279-280 D Introduction (3-20) - Handout Timeline (21-22) Handout War = ? Critique #1 Due (3-4 pages)

March 10 16 Spring Break March 18: Week 9 Session 17

No Class Regional or International?

March 20: Week 9 Session 18

March 25: Week 10 Session 19

March 27: Week 10 Session 20 April 1: Week 11 Session 21 April 3: Week 11 Session 22 April 8: Week 12 Session 23

o Cool Tombs 280-281 Pound o 314-316 o Portrait 316-317 o Villanelle319-320 o Cantos 328-330 Loy Manifesto o 338-341 H.D. o 350-351 o From the Walls 355-357 Eliot o 365-367 o Love Song 368-371 o Journey 394-395 Hurston o 528-530 o How it Feels 538-541 Cummings o 636-637 o In Just- 638-639 o Next to of 641 o My father 644-645 Faulkner o 695-698 o Rose 794-800 Hughes o 869-871 o Rivers 871 o I, Too 872 o Mulatto 873-874 o Words 877 o Freedom 878 o Theme 880 Cullen o 892 o Yet Do 893 o Uncle Jim 897 The Things They Carried through On the Rainy River

Aesthetically the Best We Have to Offer (So Far) Discussion Board #3 Due

American Heroes Quiz #2

The Things They Carried

E

Introduction (3-15) - Handout Timeline (16-19) - Handout Enemies through Sweetheart of the Song Tra Bong Kunitz o 20-21 o After 22-23 Warren o 28-29

Things They Carried

E

Discussion Board #4 Due

The Real America Critique #2 Due (3-4 pages)

April 10: Week 12 Session 24 April 15: Week 13 Session 25

o American 33-36 Welty o 50-52 o Petrified Man 52-61 Malamud o 193-194 o Magic 194-206 Stockings through Ambush

The Things They Carried

Begin Formulating Thesis

April 17: Week 13 Session 26 April 22: Week 15 Session 27 April 24: Week 15 Session 28

Kerouac o 351-353 o Big Sur (all) 353-372 Baldwin o 423-424 o Going 424-436 Style through In the Field

American Icons

Good Form through The Lives of the Dead

The Things They Carried The Things They Carried

Things They Carried Discussion/Wrap Up

April 29: Week 16 Session 29

May 1: Week 16 Session 30

May 6:

Vonnegut o 372-374 o Slaughterhouse 375-385 Post-Modern Manifestos o 400-401 o Sukenick 401-403 o Thompson 407-408 o Lorde 417-418 OConnor o 436-437 o Life You 437-444 MLK Jr. o 583-585 o I Have 585-587 Morrison o 608-609 o Recitatif 609-623 Plath o 623-624 o Lady 625-627 o Words 631o Applicant 634-635 o Child 635 Updike o 635-637 o Separating 637-645 Howe

The New New World

The World, As I See It Discussion Board #5 Due

Truly American, Truly _____ Quiz #3

Poetry, Anyone?

Week 17 Session 31

May 8: Week 17 Session 32

o 801-802 o Id speak 802-803 o The baby 803 o One Crossed 804 o Some Day 805 Walker o 920-921 o Everyday 921-927 Silko o 1049-1050 o Lullaby 1050-1056 Spiegelman o 1057-1058 o Maus 1058-1074 Creative Nonfiction o 1173 o Lopez: 1178-1180 o Kincaid: 1181-1182 o Crawford: 1187-1194

Extra Credit (in-class) Final Draft Due: Compare/Contrast Essay (8-10 pages)

Extra Credit (in-class) What Today Looks Like

Quiz #1 (this covers the first volume of our three-volume text book and the novel read during the first half of the semester) Section A: Multiple Choice For each question, choose the correct answer by circling the appropriate letter. 1. (1 pt.) The most savage war in United States history which cost an estimated eight billion dollars and claimed 600,000 lives is known as _____. a. World War I b. Civil War c. Spanish-American War d. French-Indian War 2. (1 pt.) What was the most effective technological advancement in expanding the borders of the U.S.A. thanks to its impact on transportation of people, materials and goods? a. Automobiles b. Railroad c. Airplanes d. Trollies 3. (1 pt.) Which of the following did NOT directly contribute to the rapid expansion and growth of America? a. Telegraph b. Newspapers c. Electricity d. Mineral Wealth 4. (1 pt.) Land designated by the federal government, first under Ulysses S. Grant in the 1860s, to be inhabited by Native American Indians are called _____. a. Deserts b. Reservations c. Suburbs d. Undesirable 5. (1 pt.) What was the term used to describe writers and authors whose mission it was to expose corruption and inhumane/dangerous working conditions, amongst other things? a. Socialist b. Muckraker c. Journalist d. Philanthropist

6. (1 pt.) What is the term used to relate the idea that in a society, much like in nature, only the strong survive? Andrew Carnegie, for example, argued that unrestrained competition was the equivalent of a law of nature designed to eliminate those unfit for the new economic order. a. Socialism b. Social Darwinism c. Realism d. Naturalism 7. (1 pt.) What is the name of the philosophy of writing that implies a rejection of romantic, heroic, exaggerated, and idealistic views of life in favor of detailed, accurate descriptions of the everyday, which favors using characters unburdened by everyday worries in the belief that they alone can truly examine inner growth and self-understanding? a. Naturalism b. Realism c. Pessimism d. Social Darwinism 8. (1 pt.) What is the name of the philosophy of writing that supposedly comes from a more scientific background, tends more toward the extreme and arguably more romantic view of human life, and favors characters of the lower or middle classes? a. Capitalism b. Naturalism c. Existentialism d. Realism 9. (1 pt.) Fictions prime role, according to the text book, is to _____. a. Entertain audiences b. Explore inner truths c. Create unique styles d. Debate the merits of Capitalism 10. (1 pt.) Biology, environment, psychological drives, and chance play a large part in shaping human ends in which writing approach? a. Romanticism b. Naturalism c. Realism d. Transcendentalism 11. (1 pt.) Regional Writing refers to authors who write about _____. a. What they have experienced b. Where they are from c. Who they would like to meet

d. Why the world is the way it is 12. (1 pt.) Non-fiction is defined as _____. a. the class of literature comprising works of imaginative narration, especially in prose form b. the branch of literature comprising works of narrative prose dealing with or offering opinions or conjectures upon facts and reality, including biography, history, and the essay c. the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts d. None of the above 13. (1 pt.) Who emerged as a national figure in 1895 after delivering a speech at the Atlanta Exposition to a crowd of thousands, speaking about racial issues in the United States? a. W.E.B. DuBois b. Booker T. Washington c. Edith Wharton d. Theodore Dreiser 14. (1 pt.) Who wrote the following: To all these communications I replied that my lifework at Tuskegee; and that whenever I spoke it must be in the interests of the Tuskegee school and my race, and that I would enter into no arrangements that seemed to place a mere commercial value upon my services a. W.E.B. DuBois b. Booker T. Washington c. Upton Sinclair d. Andrew Jackson 15. (1 pt.) Which author wrote The Other Two and The House of Mirth, her two greatest accomplishments in which she depicts women of the upper class redefining their roles in society? a. Kate Chopin b. Edith Wharton c. Ida B. Wells-Barnett d. Mary E. Wilkins Freeman 16. (1 pt.) Which author focused his work on the quest for truth and beauty? He referred to this concept many times, writing, By beauty of course I mean truth, for the one involves the other, and So I make truth the prime test of a novel. Obviously his editing background helped him develop this approach to literature. a. Upton Sinclair b. William Dean Howells c. Henry James d. Jack London

17. (2 pts.) Henry James wrote, I am quite at a loss to imagine anything (at any rate in this matter of fiction) that people ought to like or to dislike. What does he mean by this? a. Fiction is meant to inspire people to like/dislike certain literature b. There is no formula for successful/productive fiction c. The role of fiction is to entertain people d. All of the above 18. (4 pts.) Theodore Dreiser wrote the following in True Art Speaks Plainly: It is true that the rallying cry of the critics against so-called immoral literature is that the mental virtue of the reader must be preserved; but this has become a house of refuge to which every form of social injustice hurries for protection. The influence of intellectual ignorance and physical and moral greed upon personal virtue produces the chief tragedies of the age, and yet the objection to the discussion of the sex question is so great as to almost prevent the handling of the theme entirely. What was he arguing about? a. Critics at the time negatively reviewing literature that discussed unnatural events occurring only in the imagination and not in the real world b. Critics whose negative criticisms are based solely on their own perceptions of ethics and morality, thus pitting them against any work discussing sex and behavior they themselves deem unsavory c. Audiences who would not buy his books because they disapproved of his themes, style and content d. His general anger towards all people unwilling to delve into the real issues and problems of the times, which he felt his literature discussed thoroughly and exposed the maltreatment of the lower class 19. (3 pts.)The text book states the Jack Londons writings reflect the social and intellectual turbulence of the turn of the twentieth century, including his competing sympathies for socialism [and] Social Darwinism How are the two of these isms different? a. Socialism is about the people while Social Darwinism is about nature b. Socialism figure to include the whole population in its successes while Social Darwinism means only those capable of succeeding in society will make it c. Socialism reflects the interests of the government while Social Darwinism reflects the interests of the people d. There is no difference

Section B: Matching (1 pt. for each correct pairing) Match the correct character from the left column with the proper item from the right column by writing the corresponding letter on the blank answer line. 1. Jurgis _____ 2. Ona 3. Marija 4. Teta Elzbieta 5. Phil Connor 6. Dede Antanas 7. Stanislovas 8. Jonas 9. Jack Duane 10. Miss Henderson 11. Tommy Hinds 12. Ostrinski _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

13. Nicholas Schliemann _____ 14. Mike Scully 15. Jokubas _____ _____

A. Failing proprietor of a deli in Packingtown; friends with Jurgis from Lithuania B. Corrupt, wealthy democrat in Chicago who makes money in housing scheme and rigging elections

C. D. E. F. G. H. I. J. K. L. M. N. O.

Spokesperson for socialism; gives long explanation on Socialism to interviewer Polish immigrant who speaks Lithuanian; teaches Jurgis about Socialism Hotel owner and Socialist Forelady at factory; miserable, cruel and bitter Charismatic criminal with whom Jurgis engages with Chicagos underworld Elzbietas brother; disappears and is never heard from again Elzbietas son; terrified of frostbite Jurgis father Bullying sexually deviant factory boss Onas cousin; financial backbone of the family for much of the novel Onas stepmother and mother to six; represents familial importance Jurgis wife and Elzbietas stepdaughter Strong Lithuanian immigrant whom Capitalism destroys and Socialism revives

Section C: Essay (10 pts.) 1. Booker T. Washington wrote the following during his speech to the Atlanta Exposition. Explain what he means in his overall message and each of his references. Our gratest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labour and put brains and skill into the common occupations of life; shall proper in proportion as we learn to draw the line between the superficial and the substantial, the ornamental gewgaws of life and the useful. No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life we must begin, and not at the top. Nor should we permit our grievances to overshadow our opportunities. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ __________________ Section D: Extra Credit (8 pts. possible) One of the assigned readings was from Roosevelts American Ideals, a chapter titled, True Americanism. What was Roosevelt argument in that essay? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________

Critique #1 (this covers the first volume of our three-volume text book) A literary critique is your opportunity to analyze and interpret literature. By breaking readings down to their individual components and comparing/contrasting those parts to the features in other texts, conclusions may be drawn to shed light on something that your audience may never have realized before. The goal, then, is to explain your understanding of the texts and the analysis through which you reached your conclusion. Use basic MLA format: Top Right Corner: Name, Date, Class, Assignment Insert page numbers in top right, accompanied by your last name Cite your sources simply by including the page numbers of the text book in parentheses No Works Cited page Title should be centered on the 1st page only In 4-5 pages, choose one of the following prompts and support your conclusions using reading selections from Text Book C: Prompts 1. Identity: 1865 marked the beginning of what we term the antebellum period, or post war period, being that these are the years immediately following the Civil War in the United States, largely considered to be the bloodiest and most ruthless war ever fought by Americans. Obviously, this experience changed America and plunged Americans into a state of transition and self-discovery to rebuild an identity. Choose 3 reading selections from Volume C and compare the views on what the American identity was following the Civil War. Topics of discussion may include (but are not limited to) social status, unity, and defining hero. 2. Integration: Race becomes a huge topic of discussion between 1865 and 1914 largely due to the freeing of the slaves and the integration of an entire population into society being that African Americans were not acknowledged members of American society until after the Union victory in the Civil War. Choose 3 reading selections from Volume C that explore race relations during this time period and explore the authors views and opinions on African American social integration. Consider each authors opinion on the process of assimilation and the best path to reach the goal of full social membership for the African American population throughout the United States. 3. Literary Advancement: This time period is credited with the rapid advancement of an American literary identity and subsequent acknowledgment throughout the world of literary authority, one in which American authors tested and broke from traditional rules of genre, voice and structure. Choose 3 reading selections from Volume C to support this statement and use specific examples to determine what the American Literary Style is at this time and how it portrays an advanced understanding of writing.

Final Research Paper Assignment American Literature After 1865 provided us with a literary representation of the growth of the United States of America, where the literature reflected all of the victories, struggles, achievements, injustices and basic growing pains our country went through in the span of 150 years. In addition to this course of study, we spent a lot of time discussing the American Dream and what that has meant to Americans from the past, what it currently means for us, and if/how/why they are interconnected. Your final assignment is to compare and contrast elements of both The Jungle by Upton Sinclair and The Things They Carried by Tim OBrien in order to come to a conclusion about some aspect of America. This can include any of the topics we have discussed throughout the semester but is not limited to any one specific direction; explain what conclusion you have reached after reading these two novels and how that conclusion pertains to one or more of the themes discussed in the context of the class. Some potential paper topics are as follows: The similarity/difference in interpretation of the American Dream as reflected through Realism and Naturalism as well as successes and failures of both philosophical approaches to writing Impact of literature on public perception of social issues (focus on authors and readership) and the lessons learned and applied (if any) that changed America in the last 150 years in the way people behave, the things people value, the ideas that construct America and Americans Novels and Storytelling: definitions, authors obligations to the audience, construction, organization, language, and most importantly the effectiveness (or ineffectiveness) of building a novel/story in that way. This is also a good choice to explore the purpose of novels and how authors attempt to achieve that goal Themes present in both/either novel that reflect Americas attitude toward society, government, law, expectations, advancement, etc. (like Living and Dying, Guilt, Social Obligation, Storytelling, and Morality)

The paper must adhere to the following requirements: 6 8 pages (including Works Cited page) Proper MLA format (refer to owl.english.purdue.edu for further guidance on citations, both in-text and on Works Cited page) o Name, Class, Assignment (Research Paper), Date in top left corner of first page o Title centered at top middle of first page

o Last Name accompanied by Page Number in top right corner of every page o Cited source information o Works Cited page with proper MLA bibliographic citations o Times New Roman 12-point Font, uniformly Double Spaced Use of at least 3 external sources besides text book and novels (preferably articles from scholarly magazines and journals)

This assignment is due on ______________ and is to be submitted in Blackboard before class on that day.

ENGL 211 61A: Technical Writing Syllabus

Spring 2012 Instructor: Marko Akrap Phone: (219) 392-3600 ext. 310 Email: Class Time: makrap@ivytech.edu R 6:00 8:45 P.M.

Classroom: 215 B MW 11:00 2:00 F 10:00 12:00 By Appointment

Office Hours:

Office: 208 F

COURSE TITLE: Technical Writing COURSE NUMBER: ENGL 211 PREREQUISITES: A grade of C or better in ENGL 111 English Composition SCHOOL: Liberal Arts and Sciences PROGRAM: Liberal Arts CREDIT HOURS: 3 CONTACT HOURS: Lecture: 3 DATE OF LAST REVISION: Spring, 2009 EFFECTIVE DATE OF THIS REVISION: Fall, 2009 CATALOG DESCRIPTION: Builds on the writing skills taught in English 111. Requires students to prepare technical reports and correspondence for various purposes using standard research techniques, documentation, and formatting as appropriate. May require students to demonstrate both written and oral competencies. MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to: 1. Apply the concepts of communication theory and ethics in a simulated on-the-job setting. 2. Apply various strategies of prewriting, writing, and revising. 3. Analyze the audience for each writing assignment. 4. Analyze the organization and format best suited to each writing situation. 5. Write various types of business/technical documents. 6. Interpret and prepare data using a variety of graphic formats.

7. Prepare a technical document based on the student's field of study using standard research techniques and documentation including the selection of a subject, research of the subject, organization of information into an outline form, and completion of first and final drafts. 8. Follow precisely the appropriate guidelines for each assignment and produce an acceptable finished product within the time allotted. COURSE CONTENT: Topical areas of study include -Short reports Memos Audience Writing process Outlines Revision Technical styles Technical format Research and documentation Employment and business correspondence Visual graphic format Data interpretation Technical organization Project timelines Communication theory and application

HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE VIRTUAL LIBRARY: The Ivy Tech Virtual Library is available to students on- and off-campus, offering full text journals and books and other resources essential for course assignments. Go to http://www.ivytech.edu/library and choose the link for your campus. MINIMUM FACULTY CREDENTIALS: A qualified faculty member in composition is one who has an earned master's or higher degree, from a regionally accredited institution, in English, or a master's degree with 18 graduate semester credit hours in English or courses related to the writing process. ACADEMIC HONESTY STATEMENT: The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement. Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. COPYRIGHT STATEMENT: Students shall adhere to the laws governing the use of copyrighted materials. They must insure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at Ivy Tech Community College contain nothing unlawful, unethical, or libelous and do not constitute any violation of any right of privacy. ADA STATEMENT: Ivy Tech Community College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom.

STUDENTS CLASS RECORDS: All assignments, modules, activities, and tests will be maintained in the online grade book contained within e-Learning. It is the students responsibility to keep track of their progress as well as referring to the online grade book. METHODS OF INSTRUCTIONAL DELIVERY: I will be lecturing only to highlight key ideas in the assigned readings and to explain writing assignments, as well as to answer all pertinent questions. The majority of class time will be used for interaction with the professor and between the students to gain more insight on individual writing and forming clear, concise, coherent ideas. Plenty of time will be allotted for group discussion and activity. There will also be two weeks designated for one-on-one student-teacher conferences, which will be mandatory. The first will take place in the middle of the semester as a sort of updated recap. The last will be at the end of the semester, mainly focused on last-minute consultation for the research paper. REQUIRED TEXT, MATERIALS/SUPPLIES: Markel, Mike. Technical Communication. Boston, Massachusetts: Bedford St. Martins, 2007. Print. All other materials will be handouts provided by your instructor, and/or will be available online through blackboard. GRADING POLICY: Grades are based on the number of points accumulated over the course of the semester. Attendance and participation are accrued for attendance, participation, and all in-class work. Because attendance and participation are essential elements of the written work, if you do not attend or participate, you will not be able to fulfill the requirements of the written work. Refer to the attendance policy for further information. ATTENDANCE: Students are expected to attend all classes and participate fully in the discussions. Students are allowed 2 unexcused absences before a penalty of 35 points will be imposed on the point total at the end of the semester per additional absence (with three unexcused absences, 35 points will be deducted at the end of the semester; with four unexcused absences, 70 points will be deducted at the end of the semester; five absences results in 105 points being deducted at the end of the semester, etc.).

GRADING SCALE: A: B: C: D: F: 945 1050 840 944 735 839 630 734 0 629 (90% - 100%) (80% - 89%) (70% - 79%) (60% - 69%) (0% - 59%)

COURSE REQUIREMENTS: Your presence and participation are required. You must be able to type your work and you will be completing a lot of in-class written work based on your understanding of the textbook and lecture material. The tutoring center is available for additional help outside of class. You will also do a lot of group work and complete group activities. TESTING REQUIREMENTS: None SPECIAL TECHNOLOGY NEEDS: You must be computer literate and able to connect to the Ivy Tech website on campus, as well as be able to access your Ivy Tech email. TESTS, QUIZZES, PROJECTS, MODULES, ETC.: None LAST DAY TO WITHDRAW/REFUND SCHEDULE: The last day to withdraw is April 8, 2012. RIGHT OF REVISION: The instructor reserves the right to change any statements, policies or scheduling as necessary. Students will be informed promptly of any and all changes.

METHOD(S) OF EVALUATION: All assignments will be graded on a point scale. Different assignments will be worth more or less points, depending on the length of the papers. Attendance and participation will also factor in. Points will be allocated as follows: Group Assignments Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Session 10 Session 11 Session 12 Session 13 Total 25 25 25 25 25 25 25 25 25 25 25 25 300 Concern Letter Total 30 350

Participation/Reading 100 Semester Total: 1050 pts

Discussion Board Postings Case Case Case Case #2 #14 #15 (1) #15 (2) 50 50 30 20

Research Project Begin Project Informal Report #1 Informal Report #2 Informal Report #3 Formal Report Oral Presentation 30 30 30 30 100 100

Case Case Case Total

#16 #17 #18

50 50 50 300

MAKE-UP POLICY: Assignments are due on the day shown in the syllabus, no exceptions. All questions and/or concerns about due assignments should be brought to the attention of the instructor as early as possible to avoid penalties against a grade.

WEEKLY SCHEDULE: All assignments (reading and writing) are due on the date they are listed in this weekly schedule. Discussion Board (DB) entries are in boldface and must be submitted on the date they are listed before the start of class, or you will be locked out of blackboard and unable to submit your work. Sessions Session One: January 12 Session Two: January 19 Readings None None Assignments/Assessments No Class Class Begins on September 1 Introductions Class Overview Online Component (Understanding Blackboard) Practice Case #1 o Pages 16 18 o Group Assignment Practice Case #2 o Pages 39 40 o Group Assignment Page 360 o Case #14: Projecting the You Attitude o (DB) Pages 109 112 (in class) o Group Assignment Pages 428 430

Session Three: January 26 Session Four: February 2 Session Five: February 9

Chapter 1 Chapter 2 None

Chapter 5 Chapter 15 (389 414)

Session Six: February 16

Chapter 7

Chapter 15 (415 426)

Session Seven: February 23

Chapter 9 Chapter 3

Session Eight: March 1

Chapter 12 Chapter 16

Session Nine: March 15

None

Session Ten: March 22

Chapter 10 Chapter 17

Session Eleven: March 29

Chapter 18 Chapter 11

Session Twelve: April 5

Chapter 6 Chapter 19

Session Thirteen: April 12 Session Fourteen: April 19 Session Fifteen:

Chapter 13

Chapter 20 Chapter 8

o Case # 15: Identifying Transferable Skills o #s 1 and 2 (DB) Prepare Materials for an Interview o Letter and Resume Pages 428 430 o Case #15: Identifying Transferable Skills o #3 (DB) Job Interview Simulation (in class) o Bring Job Application Material from Last Class Pages 251 252 o Group Assignment Pages 338 340 o Group Assignment Pages 453 457 o Case #16: Selecting a Funding Source o (DB) Begin Researching Project o Name Choice o Function o Needs Set up Page Pages 476 477 o Case #17: Revising an Injury Report Form o (DB) Pages 292 293 o #2 o Group Assignment Informal Report #1 Pages 497 499 o Case #18: Analyzing Options and Drawing Conclusions o (DB) Pages 357 359 o Group Assignment Informal Report #2 Page 575: #8 Group Assignment Informal Report #3

April 26

Chapter 21

Session Sixteen: May 3

Pages 195 197 Group Assignment Page 603: #4 o Group Assignment Oral Presentation (in class) Formal Report Extra Credit (in class)

Research Project Assignment Sheet (The Shark Tank) Research Project Although this project includes the term, Research, it will include much more than your typical Research Paper. You will be incorporating everything you have learned up until now, as well as what we cover in class for this last month. Here is your premise: You are the head of operations at ____________________________ (this is your chance to be creative with the name of your company), and as such, you are going to present a proposal, backed up with data, analysis, and all relevant information, to an investment company with the hopes that this potential investor will back up your business financially. This meeting with the investors will take place on _______, 2011, which gives you just over a month to prepare. All communications will need to be recorded in the Discussion Board Forum on Black Board. Your goals are as follows: Submit weekly informal reports (memos) to your employer explaining what you have discovered thus far in your research, what other information you need to find, what methods you plan to use to get your information, and other general progress report information. Your research should revolve around your intended market, which includes what demographic you are targeting, where you are trying to do business (location), and any other information that could help sway the potential financier to go along with your plans. Go on at least two of your classmates forums every week and give them some help as to how they could make their projects better (language, look of the letters/memos, researching options, plan of attack, etc.), which should be at least one paragraph (7 10 sentences). Submit one formal report to your employer by _______, 2011, that explains the final preparations for the big meeting (NO informal report is required during this week). This report will include the subject and purpose of your report, which in your case will have to do specifically with how your research has progressed and the conclusions you have reached, concluding with your recommendation. *Note: All of the work you have done in your informal reports will be included, and you will expand on those reports so that your pitch to the investors is laden with actual researched information. Submit the written proposal before 6:00 p.m. on _______, 2011, the night of the meeting, which outlines specifically how the investors money will be wisely put to use and the benefit he/she will get out of this deal. Submit additional memos and/or letters to respond to any problems or issues that might occur. This will require you to keep up with blackboard in order to spot any unusual correspondences that will require your attention.

Give an oral presentation to the investor on _______, 2011.

All of your submissions will be kept in the Discussion Board on Blackboard, but you should keep a copy of everything on a memory stick just in case. The real lesson here is time management and promptness. Success in life and business is not all that different from success in school; it requires you to keep up with your work, be accessible to those working with you, be on time, and maintain a professional atmosphere not only in person, but also in your communications. Good Luck!

Student Evaluations Amy Jaworski NSS Faculty/Staff The One Who Made a Difference When I started college I had it in my head that all of my teachers were going to be that typical professor you see in the movies. I was terrified that I was going to have a person standing before me with an I'm-better-than-you attitude, someone grumpy and mean, who just did not care about anything other than him or her self. Coming to Ivy Tech proved me very wrong though. All of the teachers I had for my first semester here were wonderful. Each one of them made their class worth taking. Marko Akrap was my English teacher for my first semester of college and I honestly have never met a person so in love with what they do, not only does Marko love what he does, he also loves his students. Not to mention the atmosphere Marko made in his classroom was a great one that changed my outlook on English. I cannot tell you how many classes I sat through in high school bored out of my mind all because of how noticeable it was that my teachers did not like their jobs. Marko Akrap loves his job and you would not need him to tell you that to know it. Class upon class I sat and watched just how excited he would get about the subject and all he was doing was talking about it. He was not bored with what he was talking about, so you could tell it really is something he is passionate about. It is said that if you love your job then it really is not a job. I feel that is how Marko looks at being an English teacher. They tell us in high school that when you get to college no one is going to care, that you

are on your own. That may be true in some cases, but not here at Ivy Tech. So many of the faculty members here want to help you, not even just the teachers, everyone. I asked Marko if there was ever a time were he felt he truly made an impact on one of his students and he told me there was one time in particular that stuck out for him. Marko told me how a student he once had was struggling with his classes, but he was there for that student and he helped him. That student went on to succeed in becoming an English major and they still keep in touch today. He said I love my students: thats the best part of my job. One of my favorite things about Marko is his love for his students. He really is a caring guy that just wants to see them succeed and he is willing to help them in anyway to make sure they do. Honestly, I never liked English in high school. It was boring and all we ever did was read stories and write papers. My first semester at Ivy Tech I had English every Thursday. I was almost certain I was going to dread going every week. As I got to know Marko Akrap I realized my assumption was wrong. Marko said to me I feel like my zest and fervor about the subjectmatter (English) is contagious and even if the students dont particularly care for the subject, hopefully they will at least see how exciting the prospect of learning and getting smarter through school is. I could not word anything better myself, he is so right with saying that. I do not particularly like English, but because of the way he presented himself in class and taught us what he did, I no longer hate it. If a teacher can make the subject they are teacher exciting to the students, entertaining even, then there will be so much more success. I feel as if Marko captures just that when teaching. The teachers you have will not always be the greatest wherever you go, more times than not they are not going to hold your hand or be there for you. It really is not their job. That is what makes Ivy Tech standout against others colleges, the staff here is genuine. My English teacher,

Marko Akrap, stood out to me at Ivy Tech in so many ways as a great staff member. He has an unending passion for what he does and his students and he changed my outlook on English and for that, I am forever grateful. He made a difference in my life.

Student Emails

Standard 2: Commitment to Excellence, Continued Learning, and Professional Development

I enjoy sharing my ideas about the pedagogy of teaching English, especially for community college students, with faculty from elsewhere which is why I am a member of the Indiana College English Association (ICEA) and the national College English Association (CEA). These memberships afford me the opportunity to learn and discuss philosophies with some of the brightest minds around. This is the best way to stay current with the models of teaching and pedagogies from other schools. I believe I will never cease to be a student of my profession, and for that the memberships serve a great purpose. In fact, I am presenting a revolutionary concept in the approach to teaching composition at the post-secondary level at the annual CEA conference in March. I have participated in a training event hosted by Ivy Tech almost every semester since being first employed back in 2010, as represented in the first document, which is a list taken directly from Campus Connect that highlights all of my training completions. Collaborate Voice Intermediate is the only training course I never completed because I was still getting used to the system and how it functions. I have been successful in every other course, especially when I was comfortable (as I am today) with the system. Now, navigating Campus Connect and Blackboard is commonplace. I have been involved in editing a publication of a new text book for developmental English, as represented in the second screenshot. One of my colleagues, Heather Clark, is one of the authors of the text book and her publishers contacted me about editing and compiling a list of suggestions and critiques for the book. I am still involved in the process and will be continuing the editing process during the next round of critiques. I have been published in the ICEAs annual publication twice. The first time, I co-authored and presented with my department chair, Jared Riddle, on the importance of finding ways to bridge different classes. Jareds Argument and Persuasion class and my American Literature After 1865 students engaged in an open-debate with each other about the impact of media on public perception. Jared used Michael Moores documentary, Fahrenheit 9/11, and my students read Upton Sinclairs The Jungle, and the students identified the different ways media personalities such as Moore and Sinclair were able to influence public policy and the law. The Combo Class Talking Points Handout for the presentation is included here. I am also waiting on word of whether or not I have been accepted to UICs Doctor of Philosophy program with a concentration on Composition Instruction. With this, I hope to gain an even better understanding about the development of my profession and how I can improve it with new ideas and practices. A PhD would also help make me an expert in the field of composition instruction at the post-secondary level.

Training Portal History

Email about Text Book Editing from Publisher

Email from Jared Riddle about Filming Combo-Class Debate

Combo-Class Talking Points: Handout for the Student Debate

The Power of Words and Images:

A Look at Upton Sinclair and Michael Moore on the Anniversary of 9/11 _________________________________
Upton Sinclairs The Jungle, 1906 and Michael Moores Fahrenheit 9/11, 2004

American Dream
o "Life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement." James Truslow Adams, 1931 Traditional definitions: Ability to participate in the conversation Economics: Home Ownership, Security Upward social mobility o What is the American Dream? o How does Upton Sinclair view the American Dream? o How does Michael Moore view the American Dream? o How do we view the American Dream?

American Muckraker: A Response to Civil Strife

o Applies to journalists, novelists, and critics who attempted to expose abuses in business and corruption in politics o Early 20th Century: Mass-circulation magazines gave them a forum through which to reach a mass audience and the support to conduct research Theodore Roosevelt Popularized term muckrake in 1906 speech Agreed with many ideas but not with sensational and many times irresponsible methods Disapproved of socialist propaganda in novel The Jungle Obvious disapproval and criticism of Sinclairs views in White House invitation letter People only capable of looking down and only interested in raking filth (Bunyans book Pilgrims Progress) Helped Progressive Movement along by gaining needed attention and support o Progressive Movement: an effort to cure many of the ills of American society that had developed during the great spurt of industrial growth in the last quarter of the 19th century st o Early 21 Century: Mass-media, film, internet, social media provides new forums

George W. Bush Told Michael Moore, Behave yourself - go find real work Has said, words must be credible State of the Union, 2004

o o o o

Moore suggests that Bush stole first term from Al Gore. No direct response from George W. Bush to Moores film. How do we view the American Muckraker? Where is the balance between supporting something you are a part of and, in an effort to work toward solution, exposing flaws? What makes Muckraking more than simply whining, complaining, or stirring up muck? What is the difference in our (society) reactions to criticism in the Early 21 st Century compared to the beginning of the 20th Century?

Freedom of Speech
o Upton Sinclair Socialist agenda in The Jungle (Socialism is the solution to all problems) Outspoken criticism of Capitalism, Social Class (especially for immigrants), Living Conditions of the poor Indictment of wage slavery Inhumane working conditions o Michael Moore Political agenda in Fahrenheit 9/11 (A second Bush term is catalyst for continued current problems) Outspoken criticism of Government response to September 11th, Social Class (especially for Military recruits and veterans), Claims of Bush Family Political Dynasty Obvious disapproval and criticism of Bush IIs views in Fahrenheit 9/11 Establishes September 11 as a conversation point for other social/political issues. o What is Freedom of Speech? o Is it the same today, at the beginning of the 21st Century, as it was one hundred years ago at the beginning of the 20th Century? o What are the consequences of our words within that freedom? Power of Words and Images to enable change and shape perceptions in American society Theodore Roosevelt agreed that radical action must be taken to do away with the efforts of arrogant and selfish greed on the part of the capitalist Pure Foods and Drugs Act (1906) Meat Inspection Act (1906)

George W. Bush claimed, The action we take and the decisions we make in this decade will have consequences far into this century. 2004, National Governors Association Speech
Television coverage of the terrorist attacks and their aftermath was the longest uninterrupted news event in the history of U.S. television. It lasted for 93 hours, day and night. After 9/11, a collection of movies were cancelled that were in production, and many movies were edited. The most common way of editing was to delete or obscure shots of the World Trade Center. In all, roughly 45 films were edited or postponed because of the terrorist attacks. Some of these include Spider-Man, Zoolander, Men in Black II, The Bourne Identity, and The Incredibles.

USA Patriot Act (2004) The act greatly reduced restrictions that were placed on law enforcement agencies and gave them the ability to search telephone, e-mail communications, medical, financial, and other records. It eased restrictions on foreign intelligence gathering within the United States and expanded the Secretary of the Treasurys authority to regulate financial transactions.

What is the power of words and images? In what ways can everyday people, like each of us, have power to enable change and shape perceptions in American society? One hundred years from now, how do we feel we will view our current understanding of the American Dream and specifically, the American Conversation?

2014 CEA Abstract for my Presentation The greatest issue presenting most challenges to composition instruction methods and pedagogies in post-secondary education is the lack of a clear definition of purpose. The next greatest issue is possibly more problematic than the first, because it involves how the students are taught and assessed. Post-secondary education does not only occur in universities and fouryear colleges; two-year colleges make up a great majority of composition instruction in the United States, and whether we would like to admit it or not, there is a very substantial difference between two-year and four-plus-year institutions. Obviously, there is no perfect formula, but every theory thus far has merits and it is logical to attempt to combine the most valuable aspects into one, comprehensive theory. While this logic makes sense for all post-secondary composition instruction, this proposal focuses on community colleges where the majority of the student body comes in with a diminished skill set to begin with, which is why it is necessary to instill these principles and get the community college students ready to succeed in their collegiate academic pursuits. I propose using what I am terming a skills-based approach to teaching composition in community colleges. This method incorporates selected components from many of the historically relevant and most popular ideologies thus far used at the post-secondary level, but is primarily based on the idea that there are universal principles that govern effective, valuable writing, especially in an academic setting. In teaching the students to identify the skills/attributes they need to exemplify in their writing, they can secure a more solid foundation upon which they can build when attempting the more intricate and course-specific essays used to evaluate them during their college careers. First, the primary goal of composition class must be established, which is to teach the students to effectively communicate through writing, with an emphasis on academic essays, most importantly how to write an effective research paper. Once this purpose is explained, there will be a brief summary of the major pedagogies employed by post-secondary composition instructors to re-familiarize the audience with the different approaches to the class. I will use this opportunity to highlight the benefits and drawbacks of each approach to establish the fact that there is a deficiency in the current methods. Finally, the skills-based approach will be explained in detail, pointing out how it specifically addresses the drawbacks to each of the classic styles while maintaining the core principles of composition instruction.

Standard 3: Commitment to the College

I have thoroughly enjoyed and appreciated my experience here at Ivy Tech Community College. I have been given support in my development, in teaching the students, and contributing to the overall good of the community. There have been a few different committees that I have participated in: Off the Lake submissions analyst, PLOT (which I chaired Promoting Literature Over Time), Northwest Indiana Core to College group (I am the English representative from Ivy Tech), and I am currently working on a checklist for faculty to use in advising students, from the moment they receive the charge of the students academic well-being. The Core to College initiative is statewide and separated into two groups. The first of those groups meets here in northwest Indiana and includes elementary, high school and college representatives charged with the task of identifying the knowledge and know-how students need to learn in order to be successful at the post-secondary level. My involvement with this group is on-going with our next meeting to take place sometime after Spring break. Hopefully, this will help improve the education system throughout the state and possibly nationwide, despite the fact that a core curriculum is still being debated by politicians today. This is a hot topic and a perfect way for me to contribute civically. The significant engagement with external community partners falls far beyond the parameters of my employment here at the college. I would not feel comfortable representing myself as a representative of the college without Ivy Techs permission, and thus have had limited contact with any external partners.

Indiana Core to College Email about Next Meeting

PLOT Committee Meeting Notes P.L.O.T. Committee Meeting Notes For those of you that may be interested in our attempt to promote literature at Ivy Tech Community College, Vesna and I have come up with a few points that we both feel would work to our benefit: It would be most helpful to see statistics on what courses are used most often to fulfill humanities requirements. This would help us identify the competition (for lack of a better term) and notice patterns in students decisions on what courses to take. We believe that most students prefer to take history courses to fulfill their humanities requirements. The fliers (previously mentioned) should therefore promote the many aspects (and benefits) of our Literature courses, specifically highlighting the fact that they learn about the historical and social context of that specific classs time period! Students are unaware of what topics are discussed in literature courses, and making them aware of such things would most likely cause an increase in enrollment. It would be worth exploring the promotion of students taking Literature courses as electives. Personally, I have noticed an increase in interest from my Composition students in opportunities to take Literature courses. Maybe it would be worth mentioning that students can take Literature courses as electives while we are helping them pick classes (as part of our advisory duties). Vesna already has a few fliers made up for different Literature classes offered at Michigan City, and Scott Guffey also has 3 different Literature course fliers. We feel it would be beneficial in our promotional campaign to revisit these already existing fliers and revising them a bit, so that we could post them throughout the region, on all four campuses. We should take a look at the bingo sheets for the different majors in our region (the most popular ones) in order to see if there are opportunities to suggest Literature courses to students. For example, here at East Chicago, we would look at automotive majors and construction majors and figure out if there is even enough interest in taking our classes. Ivy Tech Community College should participate in social events such as town fairs and internal events like the SGA welcome back party. English and Communication should have a table at such events where we can promote the courses directly to students and the community. Little gifts like pins, pens, and the sort could work in our favor as well. The big idea is to have a large poster board, approximately 8feet by 6 feet (or a similar size), with paper-display units in each corner. The paper-display units would each house the fliers promoting the different courses being offered at each campus. Therefore, it would be necessary to offer at least one literature course at each campus every semester. We thought that these courses could then rotate around our four campuses every semester. This would help spread the word about each individual course, and show the students that Ivy Tech Community College is dedicated to offering a wide variety of courses to every student, at every campus (instead of only being able to find our literature classes at one or two of the campuses in our region). We could have four of these boards put together and displayed in the front lobbies of each of the four campuses in our region.

Not only will this catch the students attention, but it will also promote the community that we are all a part of, while at the same time giving students a good look at what courses the English department is offering.

Mich,Ci ty

English Literature at Ivy Tech

Gary

E.C.

Valpo

If this looks like something you would like to be a part of, our next meeting will be in East Chicago on Friday, October 14 (room TBA). There are more ideas floating around, but this is a good starting point. Please let me know if you are interested in attending by emailing me at makrap@ivytech.edu.

Indiana Standards Draft sent only to members of Core to College Initiative

Core to College Most Recent Meeting