ENGL 1101 FGV Introduction to University Writing Future Student Letter INSTRUCTIONS Purpose: Write a letter of 400-500 words to a future student of this

ENGL 1101 FGV Introduction to University Writing Future Student Letter INSTRUCTIONS

Purpose: Write a letter of 400-500 words to a future student of this course in which you summarize and evaluate your learning, and also advise the student on how they can best navigate the assignments and improve their writing skills.

Task:

Step 1: Look back at your journal entries from the Getting Started unit – how have your study strategies and critical thinking practices evolved this semester? What’s worked well for you and what hasn’t?

Step 2: Now that you’re at the end of the course, look at the Course Objectives in the Syllabus again. Rate yourself from 1 to 10 on each objective based on the work you’re doing now. What changed the most and the least, compared with the rating you gave yourself at the beginning of the semester? What was the hardest and easiest objective to improve?

Step 3: Look back on your major assignments, discussions, and essays. Pay particular attention to any instructor feedback you received. What feedback were you able to learn from and incorporate? What do you wish you would have known at the beginning of the semester that you know now?

Criteria on which you will be graded:

Your ability to analyze the quality of your learning outcomes.
Your ability to synthesize the changes that have occurred, and communicate those changes.
Your grammar, mechanics, usage, and spelling.
Your fulfillment of the length requirements and completion of the steps above.

Here is the Syllabus and a few of my journals. Critical Thinking I made a 90 and the other a 100. I started out the semester strong but due to everything going on, I lost it. you’ll see the downfall in my work lol I will be getting more together

Here’s feedback from criticial thinking-

Feedback for Critical Thinking Journal Entry
SUBMISSION FEEDBACK

Good work. Thanks for your reflections. What a proud moment helping that poor animal! Good for you.

SCORE
9/10

21 hours ago

heres the other:
Feedback for Learning & Wonder Journal Entry
SUBMISSION FEEDBACK

Great story and use of sensory language (imagery).

SCORE
10/10 “Learn to use your brain power Critical thinking is the key to creative problem solving”.
Everday you live, you allocate majority of your time reasoning and executing decisions. The moment
you open your eyes, you contemplate to yourself about getting out of bed. Do I really need this job? Is
this job suitable for me? Should I call out sick just this one time? Even the most effortless tasks value
critical thinking.
While taking the quiz I noticed critical thinking is used in all aspects of life. For example, First and Second
order thinking varies in different individuals. Mary likes to keep up with the trends. Even though Mary
isn’t financially stable, she goes and purchases the brand-new iPhone. Mary knows if she gets this
iPhone, she will be accepted by the prosperous ladies she spends her time with. Even though Mary
didn’t need the new phone, she used first order thinking when purchasing the item. While at Wal-Mart,
Sadie comes across the same iPhone. This one though is sold by a different carrier. Sadie decides to look
more into the iPhone and all the aspects it has to offer. Upon researching the device, Sadie realizes her
phone offers everything the new one does, and her phone even has a better camera. Sadie decides not
to purchase the phone based on it being new but based on her research about the phone. Sadie used
second order thinking when it came to the purchase of the phone.
When it comes to making big decisions, have an open mind. Explore all the possibilities and
opportunities it offers before coming to a concluding decision. When using critical thinking, you allow
yourself to see the mistakes you could have manufactured with quick reactions. Allow yourself to be
fair-minded, and open to all the possibilities there is to explore.
At the end of this quiz, I was more open to using critical thinking more in my everyday decisions. Even
though I made a 100, I became a little more knowledgeable when it comes to critical thinking and the
reward it offers in the concluding decision.
I remember as if it were yesterday. I was working as a Veterinarian Technician and it was a quiet
morning to say the least. Suddenly, a woman comes through the door, out of breath and in a state of
panic. In her arms, she was carrying a 50lb bulldog who was limp and scarcely breathing. Upon
examination of the patient’s gums, it was apparent the animal was in respiratory distress. The
Veterinarian was not in the office and the patient was moments away from flat lining. I didn’t have time
to stop and call the Vet and see what my next steps were. I had to think this through on my own. I asked
myself a series of questions regarding the patient’s status and compared with each other to come up
with my concluding treatment. As it turns out, the patient had swallowed something that was blocking
his airway. Due to critically thinking about the situation and not having first order reaction, the patient
survived and is living his best life.
ENGL 1101 Course Description
English 1101 is an English composition course focusing on the skills required for effective writing in a
variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including
introductory use of a variety of research skills.
Course Objectives
In this course, you will:















Demonstrate critical thinking and critical reading strategies.
Use a writing process to produce writing.
Write complete and clear sentences that are grammatically correct according to standard
written English.
Use correct spelling and punctuation.
Develop unified coherent paragraphs by expressing controlling ideas.
Support and clarify ideas with specific evidence and details.
Plan writing in light of situation, audience, and purpose.
Follow a format and structure appropriate to the rhetorical situation.
Introduce and close essays while linking paragraphs logically and clearly.
Write for varied purposes informing, analyzing and arguing.
Select an organizational approach and style appropriate to varied situational contexts.
Synthesize information and ideas from one or more sources and explain.
Integrate appropriate information from outside sources in the appropriate style and form.
Use GALILEO and Web search engines to locate information.
Critically evaluate sources and assess varied perspectives and viewpoints.
Prerequisites
See your home institution’s prerequisite requirement.
Course Credit Compliance
This course will be delivered entirely online with the exception of the minimum of one face-to-face (FTF)
proctored exam and a maximum of two FTF proctored exams. This requires the online equivalent of
2250 minutes of instruction (instruction time) and an additional 4500 minutes of supporting activities.
As such, you will be required to complete the following online activities during this course (times are
approximate):
Instruction Time
Discussion Postings
700 minutes
Virtual meetings/chat or audio & video
300 minutes
Course Content Facilitation
700 minutes
Writing activities/ essay assignments/ research
400 minutes
Proctored Exam
150 minutes
It is anticipated that students will need to work independently for twice the number of minutes listed
above to complete the online activities.
ENGL 1101 Course Texts
eCore has explored cost-reducing options for students and currently offers open source texts for this
course. The term open implies information or technology that is shared freely without copyright
restrictions.
Excerpts/chapters from the following open source textbooks are included in the Units in which you will
use them. The full version of each is also found under “Course Textbooks” in the content.




Writing Spaces: Readings on Writing: Volume I
Writing Spaces: Readings on Writing: Volume II
Writing for Success
Rhetoric & Composition
ENGL 1101 Unit Breakdown
The following units are covered in this course:





Unit 1: Getting Started and Grammar Review
o four Journal Entries and one Grammar Test
Unit 2: The Building Blocks of Academic Writing
o 4 Quizzes, 2 Discussions, 1 Assignment, and 1 Post-Assignment Reflection and Plan
Midterm
o covers Unit 2 quiz questions and Unit 2 Assignment tasks
Unit 3: Rhetorical Analysis
o 3 Quizzes, 2 Discussions, 1 Essay Rough Draft, 1 Essay Final Draft, 1 Post-Essay Reflection
and Plan
Unit 4: Synthesis
o 3 Quizzes, 3 Discussions, 1 Essay Rough Draft, 1 Essay Final Draft, 1 End-of-Course
Reflective Advice Letter
Units 3 and 4, since they both involve writing an essay, will most likely require more work and time.
Attendance, Participation, and Time Commitment
“Attendance” and participation are required. You will be expected to participate in ongoing discussions
of the lesson topics and to interact with other students and your instructor regularly. It is expected that
you will demonstrate a positive attitude and courtesy toward other participants in the discussion and
observe good discussion netiquette. Be sure to read and observe the following procedures:







You are a guest in the instructor’s classroom, so be sure to observe the class rules.
Practice manners and civility, and be polite and respectful of your instructor and classmates in
all your communication.
Respect your instructor, and be on time in your work submissions.
Keep your instructor informed of your status.
Address your instructor as Professor or Doctor.
Use correct grammar and punctuation in all your communication (‘Dear Professor xxx’ not ‘Hey’).
Accept your instructor’s feedback and learn from it.
In the online environment, problems associated with power outages, networks being down, and ISP
troubles inevitably result in legitimate reasons for delays, however, you should still be prepared to
deliver your work by the stated deadlines. If you have a problem, let your instructor know as soon as
possible. The student who repeatedly turns in late work will be subject to penalties.
Time Commitment
Taking an online course is not easier or faster. On the contrary, it will take as much time as taking a faceto-face class or more. If you normally go to class 3 hours per week per course, you will need to devote
that same amount of time to your online course. In addition to online time, you should spend time
studying and working with course materials several hours per week offline. It will be helpful to set aside
regular study time when you can work uninterrupted. Offline time could be spent in composing
messages to post online, reading, studying, and working homework problems.
The amount of time it will take you to complete the work for the course will depend on many factors,
which will vary with each individual. Students can expect to spend anywhere from 8 – 15 hours per week
on this course. Consult the course Calendar and your instructor to be sure you are on schedule, keeping
up with the material and taking quizzes on time.
As a general rule, in this course you will be expected to:




Log in regularly to check messages from your instructor and other students.
Check the Calendar for announcements from your instructor.
Study, read online materials, and work all assigned problems for each lesson.
Complete all course work and assignments in the time allowed.
Conduct :
You are expected to refrain from profanity, crudeness, and slurs of any kind. In other words, you are
expected to behave and treat your fellow students and instructor fairly, just as you would in the
traditional classroom.
Just as you would listen to others speak in the classroom, you are expected to read and respond politely
and thoughtfully to others in the online course. You are expected to refrain from crude or unbecoming
comments and be supportive to the class. Proper conduct applies to all forms of communication in the
course.
Late Policy
Equality and fairness are two very important values in dealing with students. For all assignments, all
students are given an equal amount of time in which to complete the work. It is not fair to most
students to submit work on time while others receive no penalty for taking extra time. Therefore, all
work is due on the day assigned and in the manner instructed, as late work is costly to students and
penalized one letter grade for each day it is not completed.
Therefore, if an assignment directs student to upload work to D2L, please follow directions and do not
send it as an attachment via email. Please understand that work for this class is never accepted in this
manner, and professor will not upload assignment for you. If an assignment is late, student forfeits
points (a whole letter grade per day), so please plan accordingly. Please understand that the grade cut is
intended to underscore the importance of keeping up with course load, especially when you will need
feedback on finished assignments that are intended to help you complete subsequent ones. When work
is not submitted on time, not only is grade penalized, but this will delay your feedback, for I may be
engaged in grading for another course and will need to finish that before I can return to yours. The same
way you have a work load, your professors have work loads. Therefore, you want to avoid the
frustration that so often comes when feedback is delayed due to tardiness of assignment, as this affords
you less time to prepare, complete, and do your best in subsequent work.
As this is an online class, it involves a lot of work using technology and online programs, and it’s essential
that student is able to use these platforms comfortably. Students should familiarize themselves with the
D2L platform, Turn-it-in, and perhaps most important, secure access to a working computer. Mechanical
and technical issues can and do happen, but students are expected to have a back up plan, as
technology issues are not valid excuses for late or missing work.
Please do NOT wait until the last minute to complete an assignment, so that if you do have a technology
issue, you can make arrangements to find another computer. Save your work frequently and in more
than one place (your computer, flash drive, email it to yourself, cloud, etc). “My dog ate my flash drive”
or “My internet was down” are not a valid excuses, and late is late. If a paper is due at 10:00 PM, and
you try to submit it at 10:01, it’s late. Please know that D2L keeps accurate time, so the excuse “I
attempted to submit work at 9:59 PM, but the program would not accept it” will not work. The point
here is that students are expected to be responsible for their timely submission of work and should
always have a technology back-up plan.
While all deadlines for this course are final, life does happen. If a student has a “real” or “true”
emergency, he/she needs to notify professor immediately to discuss the matter. In most cases,
accommodations can be made if student can provide documentation (i.e. copy of doctor’s note, citation,
summons, eulogy, etc).
Grading and Standards
Grade Breakdown
GRADED ACTIVITY
Proctored Midterm Exam
WEIGHT
10%
DUE DATE(S)
2/28/20 -3/5/20
Rhetorical Analysis Essay
Rough Draft
Rhetorical Analysis Essay Final
Draft
Synthesis Essay Rough Draft
10%
3/23/20
10%
3/30/20
10%
4/18/20
Synthesis Essay Final Draft
10%
4/24/20
Grammar Test
5%
2/7/20
Unit 2 Assignment (1)
5%
2/24/20
Class Discussions (7)
15%
Unit Homework Quizzes (10)
Journal Entries (4)
Reflective Writing (3)
10%
5%
10%
Grade Scale
Grades are based on student performance and capability. Simply turning in all the assignments does not
guarantee that the student will receive a “good grade.” To receive a higher grade, a student must
demonstrate proficiency in the material. For different students, gaining that proficiency requires
different levels of work, because not all students walk into the class with the same aptitude for the
course content. The standards for the respective grades are as follows:
A: 90-100%
B: 80-89%
C: 70-79%
D: 60-69%
F: 0-59%
Grade Turnaround: All assignments and assessments will be graded within one week’s time. Instructor
will provide comments along with grade as necessary for feedback.
Expectations and Standards
For each Discussion, Assignment, and Essay (whether Rough Draft or Final Draft), the specific criteria on
which you will be graded is captured in a rubric. You can find each of these rubrics by clicking on the
Assessments menu in your navigation bar, and clicking “Rubrics.” Familiarize yourself with these prior
to turning in your work.
For more information on the grading of writing assignments, consult the Grading Expectations for
Discussions, Assignments, and Essays page in the START HERE module.
A – To achieve this grade you must display superior performance in his/her course work. This includes
demonstrating the ability to process and comprehend complex ideas, and to be able to convey those
ideas to others in a clear, intelligent manner. An “A” student will go beyond simple requirements and
seek to excel in his/her preparation for and presentation of assigned work. He/she will demonstrate
excellence in communication skills and the ability to contextualize material.
B – To achieve this grade you need to display above average performance in your course work, including
demonstrating the ability to process and comprehend complex ideas, while being able to convey those
ideas in a clear, intelligent manner. As a “B” student you will also go beyond minimum requirements in
terms of preparation and presentation of assigned work. You will demonstrate above average
communication skills and ability to contextualize material.
C – For this grade, you must meet the minimum requirements for the course, displaying adequate
performance in his/her course work, and adequately demonstrate the ability to comprehend complex
ideas, while also being able to convey those ideas in a like manner. A “C” student demonstrates
competence in terms of preparation and presentation of assigned work. You will demonstrate adequate
communication skills and ability to contextualize materials.
D – A student receiving this grade is performing below the minimum requirements for the course. This
could include failure to complete or turn in assignments on a timely basis, or failure to adequately
demonstrate the ability to comprehend or convey complex ideas. A “D” indicates that your performance
is below the average in terms of preparation and presentation of assigned work. You may not be
demonstrating adequate communication skills or ability to contextualize materials.
F – If you receive an F, you have failed to meet the requirements of the course, including failure to
complete or turn in assignments, or failure to demonstrate the ability to comprehend or convey
complex ideas. An “F” student has not performed in a manner satisfactory to the standards of the class.
Presentation and Submission of Written Work
Formatting Requirements
All written assignments for this course should follow the Modern Language Association (MLA) academic
style and be double-spaced, using 12 point type. A standard font, such as Times New Roman, is
recommended. Consult the general formatting requirements for an MLA paper (e.g., spacing,
justification, headings, indention for paragraphs, etc.).
You will be required to review the MLA guidelines throughout the course. Please be on the lookout for
this information. You may also refer to the following online resource from Purdue OWL: MLA Citation
Guide.
Academic Honesty & Plagiarism
Unless otherwise specified, all student work for this class is considered individual work and must be
original to this class. Any incident of cheating or plagiarism, the use of another’s work and the passing of
said work as one’s own work, as well as any attempt to defraud, deceive, or mislead the instructor in
arriving at an honest grade assessment, is an act of academic dishonesty and a major offense. Especially
because this is a composition course, plagiarism will NOT be tolerated. Please see “To Understand the
eCampus Academic Honesty Policy ” section in table below. It is imperative that students read this policy
carefully.
First incident of academic dishonesty will result in failure or forfeiture of the assignment. Second
incident of academic dishonesty will result in student failing the course.
File Name and Type for Essays and Assignments
Save the document using your name and the assignment number; for example, if your name were Susan
Williams, you would submit assignment 1.1 as Williams1.1. Upload files as doc, docx, rtf, or PDF. Note
that you can click on your uploaded assignment to ensure that it has been properly uploaded.
Discussion Posts
Type (or copy-and-paste) discussion posts into the text box that is provided; do not upload files with
your responses. Note that you can type your post in a program, such as Microsoft Word, and copy (ctrl
+ c) and paste (ctrl + v) into the text box; this may make it easier to edit the posts before posting them.
Save a copy of all submitted work and save the graded work when it is returned to you.
Email Protocol
Please know that I am always available via email, and this is the most expedient way to get a hold of me.
There are a few guidelines concerning email that I need all students to follow:
For cyber security reasons, please note that I will only respond to email that generates within GoView. I
offer my home institution email in case of an emergency only. Please do not email me using a personal
email account. When you email within GoView, I will know who you are. If ever you use my home
institution email, please 1) provide the your full name, course, and section in the subject line (Ex: “Jane
Doe, ENGL1101 – 12G”), and 2) clearly address me as “Professor Jordan.” With 200 students every
semester, not knowing who I am speaking to, or what class he/she belongs to will only delay my best
response.
In addition, please consider your audience, using a formal tone, as I do not ans…
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