English 101 course

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Welcome to English 1101 Online! Purpose and Structure of the Course “If we have seen further, it is because we have stood on the shoulders of giants.” – Isaac Newton “Everything in life is writable about if you have the outgoing guts to do it, and the imagination to improvise. The worst enemy to creativity is self-doubt.” – Sylvia Plath What is English 1101? English composition is a course for every student of every discipline to study, practice, and improve writing. There are many ways to help develop skills as a writer: reading textbooks and literature, studying grammar and mechanics, and practicing, practicing, practicing. Throughout the course I will point out what you are doing well, and offer suggestions to improve areas in your writing. Like any skill (or art), writing can be less difficult if approached with certain tools. The course will focus on providing you with those tools, and then giving you opportunity to practice them throughout the writing process. We will spend time with grammar and conventions of standard English. By using many of these methods – by daring to try new things and committing to consistent writing practice – you will develop as a confident writer, and your career as a student will be easier and more successful. For an idea of the specific learning outcomes of this course, read the Course Objectives section. How will this class be structured? This course is organized into eight, one-week modules. Each module will include its own readings and assignments which can be submitted through the links within that module. Because this is an eight week course, you should be prepared to spend several hours each day working on course material. Some days may take more time than others, so be sure to use your time wisely and get ahead when you can. As stated in the Course Policies section, missed or late assignments cannot be made up in this course. Modules will include reading assignments, discussion boards, and essays. Assignments will also be posted within the module in which they are due. Every two weeks finishes with the submission of an essay. Feel free to explore the course before you get started – be sure to read the Course Material and review the course schedule (I recommend printing these documents for reference). After you have read these documents, go to the Week 1 section and begin the assignments and readings for the first week. Good luck!

Meet your Instructor My name is Seth Clark and I am excited to be working with you this summer. I hold a Master of Arts degree in English Language and Literature and am currently working toward a PhD in English and the Teaching of English from Idaho State University. I have taught writing courses for a few years now,

including English Composition (ENGL 1101) and Critical Reading and Writing (ENGL 1102). I have also enjoyed teaching English to ESL (English as a Second Language) students over the past few years, anywhere from Nampa and Pocatello to Nizhni Novgorod, Russia. I have a one year-old son who is just learning to laugh and a one month-old son who is learning to eat and sleep. My wife and I enjoy taking them on jogs and hikes around the hills and lakes of our home in Coeur d’Alene. I look forward to getting to know you all better as the semester progresses!

Tips to Succeed in this Course* Take the Time to Learn the Course Structure and the Technologies Every online course has a unique look and feel, and there are many different styles of online courses. They range from independent study correspondence courses to highly interactive courses with a great deal of student interaction. This course relies in large part upon group discussion. There is an expectation that you share with and provide feedback to one another using the course discussion tool. However, no matter what the format of the online course, you will find much more satisfaction and save yourself many frustrations if you take the time to get to know how the course is organized, and get to know the learning management system (in this case Moodle). Some of these technologies may be new to you. Give yourself permission to experiment and make mistakes. That is part of the learning process. As you explore and experiment with the technologies and course structure, please don't hesitate to contact me with questions. Ask and Seek Help The online world tends to be absent of visual cues and the nonverbal communication that is so central to learner-learner and learner-instructor interaction in a classroom. As a classroom teacher, it is often easy to see a look of frustration or confusion on the face of a student sitting in the back of the room. It is also easy for the student to quickly raise her hand and ask a clarifying question. This doesn't work in an online course. Often student confusion and frustration is shown by "silence" and procrastination. The learner is confused or frustrated, and she doesn't let the instructor know. Before long, time has passed and the added stress of being behind in work only adds to the stress. The good news is that the solution to this problem is very simple. Whenever you are confused or frustrated, do not delay in contacting me by phone, email, or both. Either I will be able to help you or I will get you in to touch with the person who can help (the technology help desk at ISU, for example). I will do my very best to reply to your questions within 48 hours. The best first contact is via email. If it seems like a phone conversation will be more helpful, then we can consider that next. Commit 10-15 Hours a Week Online learning tends to put even more emphasis upon you to learn and apply the material. The instructor is less the provider of all information or lecturer, and more the guide and resource as you work with the course content, your classmates, and assignments. The benefit is that, in many cases, the learning that takes place online is more lasting and applied than what takes place in some traditional face-to-face classes. The downside is that it does require hard work and commitment, an amount that is often more than a traditional face-to-face course. This is especially the case with 8-week accelerated courses like this one. Log Into the Course About 5 Times a Week Please take time to log into the course often, check the course mail, see if I have posted any course announcements, and play an active role with your colleagues in the course discussion area. As noted in other places, it is expected that you participate in the online discussions at least 3-4 times a week. It is best to post your first message as early as possible in the week. This may mean starting on the main assigned readings before the week starts. Create a Tentative Work Schedule for Yourself

Time management is an important part of this course. The main readings and assignments have been provided in each unit. The main activities are listed for you so that you can create a tentative schedule for yourself. For example, you may want to set the goal of completing the main readings each weekend, trying to post your initial messages by Tuesday, and then logging into the discussions at 2-3 other set times during the week. While your schedule may need adjusting, this plan may be helpful for you.

Course Objectives English 1101 Objectives Overall Goals ENGL 1101 is a course “in which students read, analyze and write expository essays for a variety of purposes consistent with expectations for college-level writing in standard edited English” (ISU Undergraduate Catalog). It is designed to prepare students to succeed in ENGL 1102, which completes general education’s Goal 1, and to write across the disciplines in college work. Learning Objectives

 Students will learn fundamental academic essay-writing skills, including consideration of audience and purpose, thesis development, unity and organization, support of claims through examples, and a variety of rhetorical strategies. Students will also learn basic research and documentation methods.

 Students will explore the writing process, including idea generating, drafting, revising, and editing.

 Students will learn conventions of standard written English.  Students will read, analyze, and evaluate a variety of peer and published texts as the basis for

expanding academic literacy.  Students will engage effectively in collaborative activities.

Policies Attendance While the nature of an online class prevents face-to-face attendance, your consistent interaction within the online course environment is important to class discussions on the discussion boards. While it may be tempting to complete several postings at once, your continued online presence is necessary for you to benefit from class instructions, updates and online discussions. Students should expect to engage with the Moodle classroom around five times per week. Withdrawal The last day to drop this course (without a “W”) is June 20. The last day to Withdraw is June 27. Dropping or withdrawing from the class must be completed through Bengalweb or the office of the Registrar. Preparation for Class Course material is required and it is expected that you complete required readings before participating in discussion forums. Assignments which do not reflect familiarity with assigned readings or an attempt to engage with course materials will lose credit. Technological Assistance As this is an online course, a certain level of technological familiarity is assumed. This course will not require particularly advanced technological skills; however, students will need to be familiar with Moodle, be able to follow links and navigate some online material, and communicate via email. Should you need additional assistance during the semester, please contact the IT Help Desk at 282-HELP or the ITRC at 282-5880 (the ITRC is located in the basement of the library on

the Pocatello Campus). As online students, it is your responsibility to learn how to navigate course content on Moodle. Late or Missed Coursework Given the accelerated nature of summer courses, no late work will be accepted. Do not procrastinate! Be sure to plan ahead and work on assignments each day. Assignment due dates and times will be listed on Moodle; after assignments are due, Moodle will not accept late submissions. Assignments which are not posted (including discussion postings) by their listed due dates will not receive credit. If you anticipate conflicts with a deadline, plan ahead to have the assignment turned in early (once assignments are posted to the course website, you are free to hand them in early throughout the semester). "Netiquette" Communicating online can often feel less formal or less personal than face-to-face interactions, but it is important to remember that guidelines pertaining to class conduct apply to online communication as well. The English Department’s statement on student decorum states that

“Because university coursework requires focused study and open exchange of ideas, the Department of English and Philosophy expects the classroom to be a place of courteous interaction. The demonstration of mutual respect between teachers and students includes arriving and leaving class at the designated times, participating in classroom activities, and adapting to new and varied learning styles and tasks. Academic communication requires that all of us listen carefully to each other (whether we agree or not), and to state our positions with clarity and our disagreements with tact. Classroom standards for academic courtesy apply to group work and student-teacher conferences as well.”

In terms of online discussion, be considerate of your tone, and be aware that you are “speaking to classmates,” not typing to the internet. Instances of aggressive, offensive, racist or sexist comments simply will not be tolerated. Warnings will be issued for inappropriate language or behavior on the course website, and persistently problematic behavior will result in a loss of credit. Student Success Center The Writing Center, located within the Student Success Center, is available to you as an excellent learning resource. During the semester, you can make an appointment to work on your paper with a trained tutor. I highly recommend that you consider making an appointment for each essay. The Writing Center is provided as a free service to ISU students and is located in Rendezvous room 323 (additionally, the Idaho Falls campus writing center is located in CHE room 220). As summer hours have been cut back, I recommend calling to make an appointment ahead of time. Academic Dishonesty, including intentionally or unintentionally presenting someone else’s ideas or words as your own, will result in an automatic failure of the course. Plagiarism includes submitting someone else’s work pretending it is your own, as well as submitting passages (long or short) from someone else’s work without documenting the source. All work submitted in this class must be your own and must be original work written for this course (re-submitting work from former classes is not allowed). If you use a quotation or idea from someone else’s work, you must indicate so (even if you don’t take the time to use proper MLA guidelines, you will save yourself from failing the course of you make an honest effort to credit your sources). If you have questions about plagiarism, ask them before assignments are due. Again, plagiarism will result in failing the course (not just the assignment in which the plagiarism is found).

A Message from the ADA Disabilities & Resource Center: Our program is committed to helping all students achieve their potential. If you have a disability or think you have a disability (physical, cognitive, auditory, visual, or psychiatric) which may need reasonable accommodation, please contact the ADA Disabilities & Resource Center located in Gravely Hall, Room 123 (282-3599) as soon as possible. Assignments and Grading Expectation of Student Work/Participation As previously stated, this course will be largely self-motivated. Once assignments are posted to the course Moodle site, you are welcome to read, write, and post assignments at your convenience, although I highly recommend maintaining a routine that will help you consistently complete tasks throughout the semester. Also, completing multiple assignments before receiving feedback from me makes it difficult to adjust and correct issues in later assignments. Consider waiting for feedback before racing ahead. Each week, you will be given a list of readings from our textbook. One of these readings will require a minimum of two discussion posts. The others will require write-ups. Every other week, you will be assigned an essay. Each of these assignments must be submitted through Moodle, and prompts will be given alongside the assignments. Your grade for the course will be determined by your thoroughness in completing these three types of assignments each week. Discussion Posts – 10 points each. Each week, one of the readings will be the topic of a discussion forum. I will supply a prompt dealing with the reading, but you may choose to address another issue from that reading (it is important, though, that your post address the reading and demonstrate your understanding of it). You will need to post two times each week, and your posts should be approximately 100 words in length. Additional posts can be shorter and more informal, but at least 2 posts should directly engage with the assigned reading and your classmates, and should do so in several thoughtful sentences. Write-ups – 10 points each. For two readings each week, I will supply prompts and submission links on Moodle to respond in about 1 page to the readings. Like the discussion post, you may choose to respond directly to the prompt or to another issue in the reading, but it is important to demonstrate your understanding of the text and ability to engage with the ideas presented in it. These write-ups do not need to be painstakingly edited, but they should be thoughtfully written and demonstrate thoughtful engagement with the text (in other words, these write-ups should not summarize unless indicated by the prompt). Essays – 30 points each. Every other week an Essay will be assigned. Essays will need to respond to prompts which will indicate the goals of the essay and the expectations they should meet. Essays will typically be between 3 and 5 pages in length, although you may find yourself writing longer or shorter papers based on your skills and needs as a writer. Since these four assignments will produce the bulk of your total grade in the class, it is essential that you give yourself plenty of time to prepare, brainstorm, and edit the essays. Your Seagull Handbook should prove useful for editing and style help.

As mentioned above, there are only two deadlines throughout the semester; you may submit assignments as early as you like, but no assignments will be accepted after the deadlines. All work assigned through week 4 is due by July 18. All work assigned through week 8 is due August 7. Course Schedule See the Course Assignment Schedule link for a guide to the readings and assignments due throughout the semester. I recommend printing out this page as a reference for the next eight weeks!