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Created with Fabric.js 1.4.5 The EngHealthDevelopment THIS IS A ENGAGEMENT COURSE SERVICE Wait- what doesthat mean? It means that We'll learn to: You may always Mark Latta mlatta@marian.edu CONTACT me: x.6244 (office) 317.362.1667 txt and cell BY THESE: It is important that you can arrange transportation for this class. GRADES and due dates Major Office: Clare Hall 021 Office Hours: M-R: 2-4pm 1. Analyze how rhetorical and aestheticchoices shape meaning when assessingwriting at various points in the writing process; 2. Pursue understanding of information, texts, ideas, and experiences by employing revision strategies to; 3. Integrate, formally and informally, perspectives of others in order to pursue discussion of specific ideas; and, 4. Practice writing as a socially responsible act. 1. Explore communities and public spaces as sites of learning and rhetorical actions; 2. Gain understanding of the nature and purpose of service; 5. Pursue personal interests and intellectual curiosities within the public sphere; 3. Learn about "the public" through doing; 4. Write with, for, and about communities; 6. Dialogue with others; 7. Learn about ourselves and others. Then, convey this knowledge and awareness through writing. 8. Enter into discourse communities; 9. Contextualize literacy within public and private functions. DOING 4 Portfolios * Portfolio 1: Personal Memoir and Narrative * Portfolio 2: Community Based Research * Portfolio 3: Writing In, For, and With the Community * Portfolio 4: Writing as a Social ActionParticipatory Action Research & Advocacy DUE: End of Week 2 DUE: End of Week 6 DUE: End of Week 9 DUE: End of Week 13 40% of grade 1 Final Portfolio DUE: End of Week 16 15% of grade 8 Weekly Reflections 10% of grade 1 Final Essay DUE: Finals Week 5% of grade We'll do this in class! Participation Participation, both in the class and in the field, is expected and constitutes a big portionof your grade Service Participation: 15% Class Participation: 10%Portfolio Workshop: 5% 30% of grade Confused or concerned? Don't worry! There will be much more info in class and on Canvas. This will be fun! Psst! Dates subject to change! Required Required Textbook: Textbook: Deans, Thomas. Writing and Community Action: A Service-learning Rhetoric and Reader. New York: Longman, 2003. Print. some more helpful info: 101-E: MWF11-11:50 101-L: T & R11-12:15 "Okay, I'm still a little confused by the 'service-learning' thing. We're going to be working in thecommunity? Like volunteering? How does that work? How much time will this take?" Excellent questions! A central idea behind service learning and community engagement is something called "reciprocity". In other words, everyone contributes and everyone receives something of comparable value."Volunteering" is often one-sided: it's usually time given to someone or something to address a perceiveddeficiency, and volunteering rarelyexamines systemic issues or complexities within social systems.Service-learning is a form of knowledgemaking that attempts to examine complexities through experiential learning and community involvement.We want to learn from and with the community. This requires us to be outin the community. Some of these community outings will be guided. Most, however, will be self-directed. During the first couple of weeks, we'll catalog personal interests and then explore possiblecommunity partners basedupon those interests. As far as how much time this will require... while much of that depends on the ideas you choose to pursue and which community organizations you choose to partner with, I'll be honest: service learning takes a little more time than non-servicelearning courses. BUT! We'll have waysto compensate for the time commitments (like having servicedays instead of class meetings). However, plan on 10-20 hours OUTSIDE of class. The Course Schedule is posted on Canvas. Look at it often! Readings and assignmentsshould be completed before class on the duedate. The Writing Center islocated in Clare Hall,Room 021. Do you want to visit them? Heck yes you do! Things best to avoid: -Missing class-Plagiarism -Unprofessionalism You'll be given a handout& rubric for each major assignment. Generally, all assignmentsshould be submittedthrough Canvas. Students with disabilities who have proper documentation must contact the Director of Academic Support Services in the Learning and Counseling Center to set up a documentation review. If after the review, accommodations are deemed appropriate, an accommodation plan will be developed. As per the ADA (Americans with Disabilities Act) no accommodations can be provided until this process is complete. Contact Marj Batic, Director of Academic Support Services (mbatic@marian.edu ; 317.955.6150; or stop by the office in Clare Hall). Note: Students who may require assistance in emergency evacuations should consult with the instructor as to the most appropriate procedure to follow. If there are questions regarding such a procedure, contact Ruth Rodgers, Vice President, Student Success and Engagement/Dean of Students @ rrodgers@marian.edu or the Director of Academic Support Services for additional information. Students with disabilities who have proper documentation must contact the Director of Academic Support Services in the Learning and Counseling Center to set up a documentationreview. If after the review, accommodations are deemed appropriate, an accommodation plan will be developed. As per the ADA (Americans with Disabilities Act) no accommodationscan be provided until this process is complete. Contact Marj Batic, Director of Academic Support Services (mbatic@marian.edu ; 317.955.6150; or stop by the office in Clare Hall). Note: Students who may require assistance in emergency evacuations should consult with the instructor as to the most appropriate procedure to follow. If there are questionsregarding such a procedure, contact Ruth Rodgers, Vice President, Student Success and Engagement/Dean of Students @ rrodgers@marian.edu or the Director of Academic Support Services for additional information. ADA Support Statement Important! The End. "Participate" is an action verb-- Action verbs mean doing. No, we won't have any tests,but the more you read, the better you'll do in this class. A Word About Attendance: ! Look-- you gotta come to class. Missing three classes for unexcused reasons WILL result in a grade reduction. 6 or moreunexcused absences WILL result in an F. First Three Weeks' Schedule 101-E: MWF 101-L: T&R The key word here is "unexcused." Unexpectedly abducted by aliens? A once-in-life-timeopportunity arises to drive cross-country in the Oscar Mayer Wienermobile? A scheduled academic or athletic trip? We've all been there. Come talk to me and we'll work it out. Since we're talking about attendance:Please, please, please... if you tell acommunity partner you'll be there, thenbe there when you said you would be(seriously, pretty please?). Key Terms You Should Eventually Be ComfortableDefining: "writing process" "service" "charity" "participatory action research" "revision""reciprocity" "invention" "MLA" "APA" "specificity""substantiation" "citation" "Institutional Review Board(IRB)" "peer response" "draft""dialogue" "collaboration""rhetoric" "social" "public""text" "analysis" "audience""integration" "perspective" A pictograph of a goat.Because, why not? Also -- mention that you saw the goat within the first week of class and get a bonus high-5. The WEEK 1: WEEK 1: WEEK 2: WEEK 2: WEEK 3: Intro to course W 8/20: M 8/18: READ: Lamott, "Shitty First Drafts" (p. 12) READ: Murray, "The Maker's Eye..." (p.16)READ: Chptr 1, pgs 21-24 F 8/22: LISTEN: Radio Lab"Words" (Canvas) READ: Chptr 2, pgs 27-50; 60-67 DUE: Weekly Reflection M 8/25: READ: Textbook, pgs 68-92 W 8/27: DO: In-class workshop F 8/29: DUE: Portfolio 1 Labor Day - NO CLASS W 9/3: READ: Chtpr 3 F 9/5: DO: Field work or in-class workshop T 8/19: Intro to course READ: Lamott, "Shitty First Drafts" (p. 12) READ: Murray, "The Maker's Eye..." (p.16)READ: Chptr 1, pgs 21-24 R 8/21: LISTEN: Radio Lab"Words" (Canvas) READ: Chptr 2, pgs 27-50; 60-67 DUE: Weekly Reflection T 8/26: READ: Textbook, pgs 68-92 DO: In-class workshop R 8/28: DUE: Portfolio 1 DO: In-class workshop T 9/2: READ: Chtpr 3 R 9/4: DO: Field work or in-class workshop During Week 3, I'll also be meeting with each of you outside of class for individual conferences. More details will follow... M 9/1: WEEK 3: This question always seems to come up:"How hard do you grade?" It's a fair question I suppose, but I hope one of the things you learn by the end of this class is that it's the wrong question. You've probably had enough writing intensive classes to maybe develop a give-the-teacher-what-the-teacher-wants approach to graded writing, yeah? I don't want us to do that in this class. Instead, I want you to compose based on series of choices and decisions-- what do you want to accomplish? What does the audience expect? Oh, and also, I'm an extremely unmerciful grader. Haha, just kidding. (or am I?)
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