Communication Arts I Essay Example For Students

Communication Arts I Essay When I completed my undergraduate degree and lunged into graduate classes, composition was the least Of my academic interests. However, after years of teaching writing, Vive come to enjoy the challenge Of working With students Of all variety Of backgrounds, helping each individual grow in his or her writing skills. Improved writing skills are tangible, so both the student and teacher enjoy the rewards immediately, especially since quality writing skills link with success in almost any profession. Grew up in Oshkosh, Wisconsin. After studying at SST. Norte College in Deeper, WI, (B. A. ) and South Dakota State University in Brooking, SD, (M. A. ) landed in Alamos, CO. Aught high school English for 10 years. Currently, I work from home, exclusively for the ASS Extended Studies Office, allowing me flexibility to raise the children and manage the home. The best part about independent study is am privileged to have taught writing students as young as 3rd grade and as ripened as 3rd generation. Have a husband, two children, one mother/grandmother, and one dog in my family here. As a family, we like to hike, camp, fish, read, snowboard, bike, swim, garden, and travel When grow up, would like to take striking pictures of the people and places love. The English 101 course syllabus explains the acquirement for each writing assignment, in detail. The textbook readings Avail further explain the links between various techniques, skills, and strategies. I suggest first skimming the reading material, so you are better able to discern overall content and how links to your existing knowledge base. If necessary, a more studied reading and annotating session can Offer in-depth explanation Of the new writing concept. Enrollment in English 101 assumes basic writing skills, so have not assigned any grammar study. However, the handbook A Writers Reference will assist you with many composition questions, so I recommend peeping it handy! Please feel free to contact me. Ask a question. Make a statement. Say something interesting. Tell me why you liked or disliked a particular type of writing. You can reach me either through e-mail, fax, or postal mail. E-mail: Save work as a Word document and attach to an e-mail message. 719-587-7974 This fax serves all of Extended Studies, so include my name. Extended Studies: 1-800-548-6679 719-587-7671 [emailprotected] Du Adams State University?Extended Studies Page 1 of 50 May 2011 ENG 101 COMMUNICATION ARTS Mail: E. S. Novelty ASCII Extended Studies Alamos, CO, 81 101 Cell Phone: 719-588-3290 If you must. You may leave a message at any time. Please include your number and appropriate calling times. Most of the time, I will not pick up a new number. After listening to voice mail, will likely e-mail you. Please consider before calling that your lack of advanc e planning does not constitute an emergency on this side of the desk. Your first assignment is to tell me a little bit about yourself. Write one or two paragraphs. Include how you got your name, one thing you would like to do someday (answering why is not necessary), the last time you had to write four sentences in a row for any reason Why you are taking this course, one fear or once you have about this course, what time frame we need to work with, and any other pertinent information. Look forward to working with you! Ellen Simpson Novelty Adams State University?Extended [emailprotected] Page 2 of 50 SYLLABUS Instructor: Phone: Address: Ellen Simpson Now)tiny, MA. Nonvoter @Adams. Deed please contact instructor via e-mail or fax 719. 587. 7974 (must include instructors name! Extended Studies COURSE DELIVERY: print-Based Correspondence Course CREDIT HOURS: Three Semester Hours COURSE MATERIALS: To order textbooks or obtain information about book titles, you may go to BMW. Studies. Adams. Deed and click on the ASSAIL Bookstore icon. Use Section Number: 686 to order books from the Bookstore site. Required Textbooks: Hacker, Diana and Nancy Somer s. A Writers Reference. 7th deed. Boston: Bedford/SST_ Martins, 2011 _ print, See the companion website also , ISBN-I O: 0-312-60143-3/ISBN-13: 978-0-312-60143-0. Rosa, Alfred and Paul School. Models for Writers: Short Essays for Composition. 10th deed. Boston: Bedford/SST. .u14a4caf091431d20dc9d87731c3ba8fd , .u14a4caf091431d20dc9d87731c3ba8fd .postImageUrl , .u14a4caf091431d20dc9d87731c3ba8fd .centered-text-area { min-height: 80px; position: relative; } .u14a4caf091431d20dc9d87731c3ba8fd , .u14a4caf091431d20dc9d87731c3ba8fd:hover , .u14a4caf091431d20dc9d87731c3ba8fd:visited , .u14a4caf091431d20dc9d87731c3ba8fd:active { border:0!important; } .u14a4caf091431d20dc9d87731c3ba8fd .clearfix:after { content: ""; display: table; clear: both; } .u14a4caf091431d20dc9d87731c3ba8fd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u14a4caf091431d20dc9d87731c3ba8fd:active , .u14a4caf091431d20dc9d87731c3ba8fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u14a4caf091431d20dc9d87731c3ba8fd .centered-text-area { width: 100%; position: relative ; } .u14a4caf091431d20dc9d87731c3ba8fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u14a4caf091431d20dc9d87731c3ba8fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u14a4caf091431d20dc9d87731c3ba8fd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u14a4caf091431d20dc9d87731c3ba8fd:hover .ctaButton { background-color: #34495E!important; } .u14a4caf091431d20dc9d87731c3ba8fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u14a4caf091431d20dc9d87731c3ba8fd .u14a4caf091431d20dc9d87731c3ba8fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u14a4caf091431d20dc9d87731c3ba8fd:after { content: ""; display: block; clear: both; } READ: Psychology In Sports EssayMartins, 2010. Print. See ISBN-If 0-312-53113-3/ ISBN-13: 978-0-312-531 13-3. Recommended Materials: Collegiate, up-to-date dictionary and Thesaurus ND / or the skills to know where to find and how to use electronic sources CATALOG DESCRIPTION: A course designed to provide students with the reading writing and critical thinking skills necessary to produce effective college-level expository writing. Adams State university?Extended Studies Page 3 of 50 CURRICULAR RELATIONSHIPS: Effective writing is fundamental to student learning and success in every discipline. STUDENT LEARNING OUTCOMES: I _ Major outcomes: Students will A. Improve their ability to read and write effectively, accurately, and critically, B. And think independently, analytically, and creatively. 2. Minor outcomes: Students Will A. Cultivate appreciation for diverse cultures, persons and ideas and increase their understanding Of their place in a multicultural framework; B. Practice distinguishing fact from opinion; C. Function effectively in groups; D. Respond to the aesthetic dimensions of human experience in the field of writing, explore basic moral and ethical philosophies, and consider the place of writing in community involvement; and E. Develop writing-related technology skills. Content Outline 1) How to write effective expository essays a) finding a topic and developing a thesis b) organization and development ) unity and coherence d) introductions, transitions, and conclusions e) grammar and mechanics, the rules of Standard English f) style and voice g) analyzing and addressing different audiences h) the rhetorical patterns 2) The writing process, its steps, its importance 3) Writing in different contexts for different purposes (academic, persuasive, business, creative, personal) 4) Writings of multicultural professional writers a) reading critically b) analyzing and responding to the ideas c) analyzing the Structure and presentation 5) using word processors, spell checkers, and grammar checkers In addition o coverage Of these topics, the largest component Of the class Will consist Of students practicing these skills by writing and revising their own essays. Page 4 of 50 COURSE REQUIREMENTS: The student will draft, revise, edit, and finalize one short writ ing assignment, one thesis assignment, three full-length essays, and a final exam. The shorter writing will be about one page. The longer essays should be three to four pages each on a topic of the students selection within the assigned method of development. Students must complete all assignments and the final exam to pass the course. The first assignments will receive extensive instructor comments. The later assignments will involve continued instructor guidance, but to a lesser degree as the expectations increase for the student to demonstrate improved skills. Since a great deal Of learning happens When we revise our writing, the student is expected to revise at least two of the works and receive an improved grade on the revised compositions. (A Writers Reference defines revision in section G). Furthermore, students may rewrite any particularly weak essay or assignment throughout the course to improve overall learning and class grade, with instructor approval. The Final Exam will be a proctored essay to include the full writing process within the three hours allowed.