syllabus spring 2015

English 116 College Reading

Dr. Mary Vasudeva

Office Hours: Tues and Thurs from 1:50-2:10

We Read To Learn How to Live

“We are all fallible, and prone to error; let us then pardon each other’s folly. This is the first principle of natural right” Voltaire

Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing  yourself, changing yourself, changing your world. You’re doing things you’ve never done before and more importantly, you’re DOING SOMETHING

(From Neil Gaiman, Words on Images, aug 12, 2014, web).

Questions? Concerns? See Class Blog: http://english116vasudeva.blogspot.com/

Still confused? Email me: mvasudeva@dvc.edu; mvasudeva03@yahoo.com

Required Texts

The Shallows, Nicholas Carr (available at school bookstore and at the library)

Reader “English 116” available ONLY in the bookshop

Required Materials

Three Ring Binder for Handouts

Small Index cards preferably on a ring (you can get a very nice set at the bookstore)

Green highlighter for vocab

Course Description

Students will develop strategies for reading a variety of college level materials while learning ways to interact with what they read in order to increase appreciation as well as comprehension. The course will cover close analysis of reading, flexible approaches to reading, vocabulary development, and study skills.  The central focus throughout the course will be on reading comprehension as an active, engaged process, with written response as the primary method for learning, practicing and evaluating this process.

Course Theme

How is the internet changing reading, thinking, and being?

Coursework

• Assignments will be specifically identified in the schedule (50%) You will be given 30 points to make up for low grades on initial assignments or missed assignments.
• Vocab Cards and vocab use (5%): On index cards, you will be recording vocabulary throughout the semester. It is expected that you will have at least 30 cards. Over thirty will be extra credit
• Blogging (7.5%)
• Final (7.5%)
• Conversation: You will do one in-class conversations (15%)
• Class participation (15%):  
• Extra Credit: There will be occasional opportunities for extra credit

Grades

The following is my grading scale:

A 90% to 100%

B 80% to 89%

C 70% to 79%

D 60%-69%

Vocab: students will submit their vocab cards several times during the semester. Cards should include a definition in the student's own words and a picture. In ALL assignments, students should include 3 vocab words used correctly and highlighted with a green highlighter. In your DCS (see below), vocab words used will be considered extra credit.

Blogging: students will blog throughout the semester on topics related to the ideas we are reading.  Blogging is an opportunity for students to introduce and develop their own thoughts about their reading, not directed by me. Students are expected to post at least five thoughtful idea posts and at least ten responses to other students' posts.

Policies

Being on time: We will start class on time, and I expect you to be present when we begin. I realize that occasionally (very occasionally) an emergency occurs, and we cannot get to class on time. However, occasionally means one or two times over the course of the semester.  After two late arrivals, you will lose points for every subsequent tardy.

Absences: Absences are greatly discouraged.  Much of the learning process occurs in the classroom, and you are expected to be here.  If you are absent, make sure that you contact someone from class to find out what you missed. If you know that you will be absent on a day a paper is due, turn the paper in early to get credit.  Absence is not an excuse to turn in your work late.

More than four absences during the semester usually cause the student to be dropped from a twice-weekly course.  Please email me or see me if you have extenuating circumstances.  If you are no longer going to be enrolled in the class, you are responsible for dropping yourself. Please do not just stop showing up and hope somehow you will get dropped. After two absences, each absence will result in the deduction of 5 points from your participation grade.

Please do not miss class because you are unprepared.  While it is obviously preferred that you show up with your work complete, missing class will only result in you falling further behind.

Schedule Changes: I may change an assignment, a reading or the syllabus. You are responsible for these changes even if you miss class (check the blog at least weekly for updates).  

Missed work/Failed in-class work:  In-class work cannot be made up. Make sure that you discuss the missed class with another student (I will not explain the missed work to absent students who have not discussed their absence with me).  You cannot make up quizzes or in-class work.

Late work: Late assignments: 25% off the grade for each late class day. If you will miss class, submit the assignment over email before class time, or it will be counted as late. You can turn in two assignments over the course of the semester to my email. Please make sure to bring a hard copy to the following class. I will only grade the work as hard copy.

Class participation is a combination of being on time, consistent participation in in-class activities, preparation for discussion, and willingness to actively engage in class. Some assignments will also count towards participation. I use an active participation model in this classroom.  Every day, I will invite you to engage in the classroom conversation. Your grade will reflect your participation. Because participation is so important, after 2 absences, each additional absence will result in the deduction of 5 points from your participation grade. Repeatedly arriving to class late will also result in a grade reduction.

Group Work: We will be working in groups in class.  If you are not prepared it is not fair to your group.  Students who are not prepared will be expected to work with other unprepared students so that they do not detract from the prepared student’s learning.

Extra Credit: There will be opportunities throughout the semester for extra credit. Extra credit cannot be made up.  Extra credit only applies to students who have achieved a 70% or higher (you cannot get extra credit to move from failing to passing).

Turning in work:  All work that is done outside of class must be typed

Class Blog: Most handouts from class can be found on www.english116vasudeva.blogspot.com).  I will occasionally post notes/changes on the blog (please check it at least once a week).  

Accommodation of Disability:  If you have a disability that may affect your performance in this class, please discuss this with me at the first class.

Cell phones:  Electronic devices should be turned off and put away at all times during class. Please have earphones put away when class starts.

Getting Help: Students are responsible for doing their work, getting to class on-time, being prepared and keeping up with the assignments. I am here to help students who might be struggling with any of the work.  I am available to answer questions before and after class and through email. I also have office hours. The reading/writing lab is also available to help students. Students who ask questions do better than students who do not. I see (your and my) mistakes as opportunities to learn and anticipate that we will all be making many.  Please do not avoid coming for help or raising your hand because you are worried you’ll sound stupid, make a mistake or embarrass yourself.  If you are confused about anything in class, I consider it your responsibility to ask me to help alleviate the confusion. Confusion is never an excuse for not completing an assignment.

Academic Dishonesty and Plagiarism: Academic dishonesty of any kind will not be tolerated.  It is DVC’s and my expectation that all work turned in by a student is that student’s work and solely that student’s work unless appropriate credit is given to the source. If you have any doubt about whether you are plagiarizing or otherwise turning in work that is not your own, then DON’T DO IT.  Below is DVC’s definition of academic dishonesty:  

“Diablo Valley College is committed to creating an environment where student achievement is championed and celebrated. Because the college values academic integrity as an essential component of academic excellence, students are expected to be truthful and ethical in their academic work. Commitment to academic integrity is the responsibility of every student and faculty member at Diablo Valley College.

Faculty and students come from a variety of backgrounds and cultures, giving rise to different understandings of moral and ethical behavior. Faculty should clearly state well-defined standards to reduce uncertainty and clarify expectations.

Acts of academic dishonesty include, but are not limited to, the following:

CHEATING – Unauthorized copying or collaboration on a test or

assignment, or the use or attempted use of unauthorized materials;

TAMPERING - Altering or interfering with evaluation instruments and documents including transcripts;

FABRICATION – Falsifying experimental data or results, inventing

research or laboratory data or results for work not done, or falsely

claiming sources not used;

PLAGIARISM – Representing someone else’s words, ideas, artistry, or data as one’s own, including copying another person’s work (including published and unpublished material, and material from the Internet) without appropriate referencing, presenting someone else’s opinions and theories as one’s own, or working jointly on a project, then submitting it as one’s own;

ASSISTING – Assisting another student in an act of academic dishonesty, such as taking a test or doing an assignment for someone else, changing someone’s grades or academic records, or inappropriately distributing exams to other students.”

Common Misconceptions on collaboration vs. cheating

1. It is ok to work/ discuss/ consult in groups. (for individual work) but ALL work must be done by yourself and should not look anything like someone else’s work. In our group work, with few exceptions, each person is supposed to be doing their own work.  The group is designed to discuss the work amongst each other but not to copy the work from one another. Always, always, always, USE YOUR OWN WORDS!!!!!

2. No part of the work that you submit as your own should consist of any other individual’s work without proper attribution; citations and references. In groups, do not copy another student’s answer. Always put the work in your own words.

3. You are responsible for your work. If there is a chance of it being copied or of someone else adding information which is not your own, you will be charged with contributing to academic misconduct.

4. Do not share your work with another student unless you are absolutely sure they will not copy it. Many cases of plagiarism arise because one student asks another for “help” and then proceeds to copy the other student’s work. Both are guilty of plagiarizing.

For this class, the first act of academic dishonesty will result in a “0” on the paper and a report to the Dean. The second act will also result in a “0”, a report to the dean and a required visit with the dean.

Finally, a note on behavior.  This is a college classroom, and I do not expect to have problems with behavior in any way, shape or form. However, one of my jobs is to ensure a learning environment for all students in my classroom, and if that environment is being compromised by students, they will be asked to leave the class.  I expect that you will act like responsible, respectful adults. The college does have a code of conduct, and that is what I will refer to if there are any problems with behavior.  The Student Code of Conduct is posted on the college website at: http://www.dvc.edu/org/info/policies/code-of-conduct.htm

Student Learning Outcomes (SLO)

ENGL-116: College Reading Development
A. Demonstrate accurate literal comprehension and recall of readings.

B. Use previewing and prediction skills to formulate logical questions and to determine overall direction and structure of a text.

C. Identify a variety of organizing strategies and comprehend how strategy affects the development of a thesis.

D. Use mapping, outlining, annotating, and paraphrasing strategies in order to write an accurate summary of an author�s thesis and key support.

E. Apply strategies for close reading of a text in order to distinguish purpose, analyze development of thought and recognize assumptions or implications in a text.

F. Recognize how authors use figurative language and varieties of tone to convey meaning.

G. Increase knowledge of college-level vocabulary.

H. Demonstrate awareness of various library resources for print and non-print media.

I. Demonstrate effective study skills and learning strategies.

Digital Culture Summary (DCS) Instructions

(Remember, use your vocab from your cards whenever possible)

For each DCS summary we do in class, you will do the following:

• Determine and write down what question the essay is asking
• Write down how the author of the essay answers that question as a thesis statement: The author argues . . .
• Determine what other possible answers there are to this question
• Write down your own answer to the question the essay is raising and include why you believe the way you do