Monday, February 23, 2009
Proposed report
My proposed topic for the long analytical report is the blending of families in a second marriage. I have chose this topic because this is something I feel will beneficial not only to me but family. I have two children from a previous marriage and so does my husband. I find it hard at times to allow my husband to correct my children. I get defensive on both sides and don't want any hurt feelings between them or my husband. On the other hand I find it hard to correct my step-children as well. With them only being with us everyother weekend I have a difficult time correcting them. This has improved over the past couple of years but still difficult at times. The blending of families includes more than disciplining. It involves making sure no one feels slighted. Taking your spouses feelings into consideration regarding her/his children. Making sure the children know they are not loved any less just because there is someone new in your life with other children. I know I have hurt my husband's feelings on more than one occassion without meaning to. I hope doing the research for this paper will help us both.
analytical proposal
Whenever people find out that I'm an education major the first thing they say is "I hope you don't plan on staying here and getting a job". The job market for educators in Western Michigan isn't promising at the time. I'm interested in comparing the job market in Michigan and the job market somewhere else. Las Vegas comes to mind at the moment, I've looked into moving there and what they offer educators as incentives is pretty impressive. Many schools will pay for your moving expenses, there are entire neighborhoods built for educators and apartment complexes offer discounts on rent. I'd really like to stay in Michigan and find a job locally but all to often you read in the newspaper about area schools making budget cuts and laying off educators. In todays economy I'd be willing to relocate for a stable job as opposed to staying local for a job that could be cut.
Tentative paper proposal
My tentative paper proposal is about why receiving a bachelors degree for dental hygiene is more beneficial compared to just the normal associates degree. More and more schools, like Ferris, are starting to offer dental hygiene students a bachelors degree because they are predicting in the future all dental hygienists will be required to have a minimum of a bachelors of science compared to just a certificate or associates degree which is required currently. I want to research what other opportunities you would have in your work place if you decided to earn the bachelors. Since I am going into this program I have to make the decision this year of what degree I want to earn. Researching what other classes needs to be obtained, how many more credit hours the program is, and what other jobs (like teaching dental classes) open up by having the bachelors degree.
Topic Proposal
The topic that I wish to pursue is Ethics in Law Enforcement. I believe that because the police are granted powers over citizens in the community that they should be held to higher standards of ethics and morality. Too often do I hear about police corruption or secrecy behind "the blue wall." A sub topic within this is Noble-cuase corruption, which is bending/breaking the law for the better good. This topic to me is very interesting because you get a view at the rationalization for police to break the laws that they are sworn to enforce.
Analytic Proposal
My analytic proposal is tentatively planned to be about second degree nurses, nurses for whom nursing is a second profession. There are an increasing number of Universities offering excelerated nursing programs geared towards the older student that already has a college degree in another field of study. We are seeing more and more of these nurses entering the workforce at the hospital where I work. Are these nurses being prepared to enter nursing on the same level as a traditionally trained nurse? I want to look at the reasons behind the return to school for these students and the methods used to clinically train them for their new role. I have heard talk that some traditionally trained nurses don't trust that these nurses can be counted on as a full member of the team in a crisis situation due to the lack of clinical training that these types of programs provide. I am also interested in examining the programs themselves, what types of classes are being offered, the requirements for application to the program, and evaluations of the quality of programs.
Sunday, February 22, 2009
Tentative Topic- How to discipline children
My tentative topic for my research paper is how to discipline children in the home. My daughter is 10months old and is starting to learn cause and effect and is purposefully doing things because of the reaction it gets either for my husband and I or the object she is manipulating.
I believe my parents did a pretty good job disciplining my siblings and I, but in our current times spanking, yelling, and many other forms of discipline have deemed taboo or child-abuse. Children can run rampant in public, use foul language and be plain and simple disrespectful to anyone around them and many parents appear powerless in such situations. I do not wish that for my family.
I would like to learn about methods to use to discipline my daughter both in the home and in public. That are meaningful and effective without being "illegal".
I believe my parents did a pretty good job disciplining my siblings and I, but in our current times spanking, yelling, and many other forms of discipline have deemed taboo or child-abuse. Children can run rampant in public, use foul language and be plain and simple disrespectful to anyone around them and many parents appear powerless in such situations. I do not wish that for my family.
I would like to learn about methods to use to discipline my daughter both in the home and in public. That are meaningful and effective without being "illegal".
Topic proposal/final paper
Topic Proposal for Final Paper
The topic I am interested in pursuing for my analytical report is violence in the Emergency Department. Health care professionals are four times more likely to become the victim of violence than any other industry. Most of this occurs in the Emergency Department or on the psychiatric floor. The Emergency Department is a stressful place. Patients and families are often in crisis, thus creating an environment that increases the potential for violence. I have noticed an increase in the number of violent episodes in the past few years. We are required to take non-violent crisis intervention classes at work. Despite this push for education in recognizing and handling violent patients, I am noticing an increase in violence in the Emergency Department. Something is not working. I want to investigate and explore why the trend of violent acts towards health care workers is increasing and what can be done to stop it and to increase the safety of the staff of the ED. In the past two weeks, we have had four employees injured by patients in violent attacks. Last year a nurse was severely injured by a violent patient. She was off work for four months because of her injuries. Some attitudes that we encounter are “it’s part of the job” or because the patient is a “customer” we have to tolerate this abuse. We are there to care for patients, yet it is as if we have lost our right to be treated with respect.
The topic I am interested in pursuing for my analytical report is violence in the Emergency Department. Health care professionals are four times more likely to become the victim of violence than any other industry. Most of this occurs in the Emergency Department or on the psychiatric floor. The Emergency Department is a stressful place. Patients and families are often in crisis, thus creating an environment that increases the potential for violence. I have noticed an increase in the number of violent episodes in the past few years. We are required to take non-violent crisis intervention classes at work. Despite this push for education in recognizing and handling violent patients, I am noticing an increase in violence in the Emergency Department. Something is not working. I want to investigate and explore why the trend of violent acts towards health care workers is increasing and what can be done to stop it and to increase the safety of the staff of the ED. In the past two weeks, we have had four employees injured by patients in violent attacks. Last year a nurse was severely injured by a violent patient. She was off work for four months because of her injuries. Some attitudes that we encounter are “it’s part of the job” or because the patient is a “customer” we have to tolerate this abuse. We are there to care for patients, yet it is as if we have lost our right to be treated with respect.
Tentative paper
Tentative paper proposal
I would like to further investigate the purpose and standing of career and technical education. There seems to be a great deal of controversy as to the purpose and design of career and technical education in American schools, specifically in the State of Michigan, with many ill-defined problems revolving around education in general.
As an automotive technology instructor, it is a challenge to communicate with various members of our local society when perceptional discrepancies exist between their view and the school’s take on what is expected of successful students. With an increased demand by the federal government for accountability, it would be interesting to know where CTE has come from and where it is expected to go in the future; especially considering a shift in political power at the federal level. This knowledge would be beneficial in advising administration, parents, and students as to the reason behind the lessons taught in class.
Local school boards across Michigan have the opportunity to accept career and technical education classes as sufficient in fulfilling the fourth year math credit required by the new state graduation requirements. In addition to providing increased applied academics in coursework, many CTE programs have received higher technical skill and employability skill requirements that have elevated the rigor of programs. All of this has been placed upon teachers and students who operate in schools that have cut out many of the preparatory, middle school level classes that initially exposed students to career fields and introductory concepts such as safety, basic tool use, and shop etiquette. To be a successful teacher, it is important to anticipate changes in curriculum and to better inform those involved in education to keep learning consistent. If there is one thing I have learned, it is that changes in policy are not always created by those with the most knowledge pertaining to the subject and that they are subject to change. My goal is to get a better foundation as to the direction CTE is going and to affectively create a better lesson plan that is more resilient to fads in educational politics.
I would like to further investigate the purpose and standing of career and technical education. There seems to be a great deal of controversy as to the purpose and design of career and technical education in American schools, specifically in the State of Michigan, with many ill-defined problems revolving around education in general.
As an automotive technology instructor, it is a challenge to communicate with various members of our local society when perceptional discrepancies exist between their view and the school’s take on what is expected of successful students. With an increased demand by the federal government for accountability, it would be interesting to know where CTE has come from and where it is expected to go in the future; especially considering a shift in political power at the federal level. This knowledge would be beneficial in advising administration, parents, and students as to the reason behind the lessons taught in class.
Local school boards across Michigan have the opportunity to accept career and technical education classes as sufficient in fulfilling the fourth year math credit required by the new state graduation requirements. In addition to providing increased applied academics in coursework, many CTE programs have received higher technical skill and employability skill requirements that have elevated the rigor of programs. All of this has been placed upon teachers and students who operate in schools that have cut out many of the preparatory, middle school level classes that initially exposed students to career fields and introductory concepts such as safety, basic tool use, and shop etiquette. To be a successful teacher, it is important to anticipate changes in curriculum and to better inform those involved in education to keep learning consistent. If there is one thing I have learned, it is that changes in policy are not always created by those with the most knowledge pertaining to the subject and that they are subject to change. My goal is to get a better foundation as to the direction CTE is going and to affectively create a better lesson plan that is more resilient to fads in educational politics.
proposal
For my final paper, I am going to focus on gifted students in education. I have quickly realized in education, gifted or high ability students are not receiveing the challenges and full potential in mixed ability classrooms. I strive to be the best teacher that I can be and meet the needs of all of my students although we continue to face many challenges. No Child Left Behind continues to meet the needs of the students that are failing or falling behind and we continue to set standards that challenge these individuals and utilize our gifted students to help them and the gifted students are not being brought up t their full potentials. As the government continues to push the curriculum down to lower grade levels, children are becoming less focused and behavior problems continue to rise. I am interested in detereming how much of our curriculum is based on brain and develompment research and if we are pushing children too hard at young ages.
Wednesday, February 18, 2009
Report Topic Proposal
The tentative topic of my long analytical report is Multiple Sclerosis (MS). I would like to focus on treatment of the disease. This topic is important to me for a couple of reasons. I work at Munson Medical Center as a Registered Nurse and have cared for numerous patients with MS. This disease can be debilitating and greatly affects the lives of those involved. MS is also very personal to me because my sister-in-law was diagnosed with MS in early 2006 at twenty four years of age. I have personally seen, even the beginning stages of this disease, cause significant changes in one’s life.
I would like to focus on treatment of Multiple Sclerosis because there are many promising developments that may be promising for the future. At this time, there is not a cure, but there are medications that often prescribed to slow the progression of the disease. Unfortunately, these medications have numerous side effects and there is no real way to prove whether or not the progression of a disease has actually slowed. There are numerous studies being conducted to find new treatments for MS. There has been a correlation found between one’s geographic location in the world, and the prevalence of MS. This has led research to search for commonalities between such areas, so a more effective treatment, or even cure, can be developed.
Teresa Gerkin
I would like to focus on treatment of Multiple Sclerosis because there are many promising developments that may be promising for the future. At this time, there is not a cure, but there are medications that often prescribed to slow the progression of the disease. Unfortunately, these medications have numerous side effects and there is no real way to prove whether or not the progression of a disease has actually slowed. There are numerous studies being conducted to find new treatments for MS. There has been a correlation found between one’s geographic location in the world, and the prevalence of MS. This has led research to search for commonalities between such areas, so a more effective treatment, or even cure, can be developed.
Teresa Gerkin
Wednesday, January 28, 2009
Some clarifications . . .
Thanks for the introductions. I believe I sent this to you all as part of your submission, but I wanted to post it here again for further clarification on what the blog will be going forward.
Clarification on the blog:
We will not post assns. on the blog every week, instead the assns for the blog will come as they do. they will be appropriately labeled as such. however, that doesn't mean that the blog won't be useful in the down weeks as well. it is just another forum that we can use to post interesting/intriguing/helpful links or posts or ideas. for instance, i will begin posting copies of our larger assns. (starting with next week's lit review) to the blog so that you may read them for clarification purposes if you are away from FerrisConnect). you may also post info here as you feel the need. many of you are in the same field or studying similar things and this can be a place for that sort of pertinent info as well. of course you will only be required to post here when i assign it, but i want you to know that as an author it is available to you in any way you see fit.
--Jamie
Clarification on the blog:
We will not post assns. on the blog every week, instead the assns for the blog will come as they do. they will be appropriately labeled as such. however, that doesn't mean that the blog won't be useful in the down weeks as well. it is just another forum that we can use to post interesting/intriguing/helpful links or posts or ideas. for instance, i will begin posting copies of our larger assns. (starting with next week's lit review) to the blog so that you may read them for clarification purposes if you are away from FerrisConnect). you may also post info here as you feel the need. many of you are in the same field or studying similar things and this can be a place for that sort of pertinent info as well. of course you will only be required to post here when i assign it, but i want you to know that as an author it is available to you in any way you see fit.
--Jamie
Thursday, January 22, 2009
introduction
Hello All!
Sorry for the delay in my posting, I don't use my ferris e-mail account and I just figured out how to participate in the blog.
I am a consotium student with West Shore Community College in the Elementary Education program. I am married and I have three children ages 4, 7 and 9. I was in management for Family Video for ten years and was missing too much time and activities with my children. As I spent more time in my children's classrooms, I realized how much I enjoy working with children. I am currently working for Telamon Chase Migrant Head Start as an assistant teacher while I finish up my degree.
Sorry for the delay in my posting, I don't use my ferris e-mail account and I just figured out how to participate in the blog.
I am a consotium student with West Shore Community College in the Elementary Education program. I am married and I have three children ages 4, 7 and 9. I was in management for Family Video for ten years and was missing too much time and activities with my children. As I spent more time in my children's classrooms, I realized how much I enjoy working with children. I am currently working for Telamon Chase Migrant Head Start as an assistant teacher while I finish up my degree.
Saturday, January 17, 2009
Hello Everyone!
My name is Greg Burns i am a junior here at Ferris State. The reason that i took this class online while living on campus is because i also run track and with my busy days it helps out a lot to have to attend one less class. Like i said i run track but i don't really "run" i just pole vault and at the last track meet i qualified for Nationals! I still need to go higher to make sure that i make it to the meet but i'm well on my way. I grew up in southern Michigan and went to college down there for 2 years before attending Ferris. The reason that i came to Ferris was because i am going to go into Nuclear Medicine. I really don't have a lot of interesting things going on right now but i would love to message some of you and get to know you all.
Introduction
Hello
My name is Mike Boyd and I'm a returning student. I currently live in Sault Ste. Marie Michigan with my wife Alice and my two children Connor and Liam. It is Connor and Liam who got me started back to going to school. I worked construction most of my life and after having the two boys I wanted to be closer to home. I hated to quit working construction for a truly do enjoy it and while investigating other options to meet for employment and keep me close to home I discovered I enjoyed teaching. And that is why I am finishing up my certification to teach Tech ED. I guess you'd say my hobbies and my interests include anything by families doing as long as they are included on usually content. I'm taking this class because it is required by my curriculum and I definitely need improvement with my written expression so it should be a good experience for me.
Mike
My name is Mike Boyd and I'm a returning student. I currently live in Sault Ste. Marie Michigan with my wife Alice and my two children Connor and Liam. It is Connor and Liam who got me started back to going to school. I worked construction most of my life and after having the two boys I wanted to be closer to home. I hated to quit working construction for a truly do enjoy it and while investigating other options to meet for employment and keep me close to home I discovered I enjoyed teaching. And that is why I am finishing up my certification to teach Tech ED. I guess you'd say my hobbies and my interests include anything by families doing as long as they are included on usually content. I'm taking this class because it is required by my curriculum and I definitely need improvement with my written expression so it should be a good experience for me.
Mike
Friday, January 16, 2009
Intro
Hello
My name is Amy and I am a senior this semester at Ferris. I will be graduating in May with my Bachelors in Criminal Justice. I am taking 20 credits this semester as well as working full time. I have a 4 year old daughter I adore and got married in May 2008. I wish you all the best of luck!
My name is Amy and I am a senior this semester at Ferris. I will be graduating in May with my Bachelors in Criminal Justice. I am taking 20 credits this semester as well as working full time. I have a 4 year old daughter I adore and got married in May 2008. I wish you all the best of luck!
Thursday, January 15, 2009
So this is blogging...
Well, to start my name is Alan Krukowski. I am doing a 3 and 1 program through Delta Community College working toward my Bachelors degree in Criminal Justice. This is the first online class i have taken so it should be interesting how this all pans out. For the last 7 years off and on, I have been a bartender at the Midland Country Club. For the last 6 years I have been in the Marine Corps Reserve. Currently, I am a platoon sergeant in charge of the welfare and training efficiency of 36 other Marines. I have done one combat tour in Iraq and a few training missions in other countries. I love to travel and have been to 13 different countries my favorite being Poland.
Hey!
My name is Kristy and I am currently going for my Bachelors in dental hygiene here at Ferris. I work at a ski resort during the winter so i love the snow... but I am already getting sick of this -20 degree weather we are having. This class is a requirement for my program but I definitely need this class because English is not my strong subject. So I am hoping this will help change that!
Tuesday, January 13, 2009
all about me, condensed
Hi, my name is Whitney Franquist and I'm an elementary education major from Scottville. I'm slowly working my way towards my bachelor's degree via FSU's consortium program with West Shore Community College. Advanced composition is a required class for the program but I'm hoping to polish up my writing skills. I love literature and dabble in writing from time to time. There's nothing better than a good book and I'd really like to write a novel someday, I just haven't found my inspiration yet.
Introduction
Hi, my name is Teresa. I have worked at Munson Medical Center in Traverse City for almost five years as an RN. I started out on a general medical floor for 1.5 years and since have been working on the stroke/tele unit. I am taking this class as a requirement for completion of my Bachelor's of Science in Nursing. I currently have an Associate's Degree in Nursing from NMC in TC. Earning a BSN is a personal and professional goal, but I don't plan on immediate changes after completing the program. I hope to improve my writing skills and become more comfortable with APA format in this class.
The current focus in my life is that I am about 34 weeks pregnant with a little girl. This will be the first child for my husband and I. We are very excited and expecting her arrival around Feb 22nd.
The current focus in my life is that I am about 34 weeks pregnant with a little girl. This will be the first child for my husband and I. We are very excited and expecting her arrival around Feb 22nd.
Paula W. - Introduction
I posted this yesterday but apparently I was doing it wrong! It ended up as a comment attached to Jamie's Welcome Aboard post! LOL This is all new to me so bear with me. I figured out now how to post so I moved it here.
My name is Paula Whalen and I am a BSN student at the Flint cohort. I am married and I have 2 children, a boy 11 and a girl 14. I work third shift as an ICU nurse at Genesys. I work in the Medical ICU, so we see some very unusual things. Our favorite saying is "you couldn't make up the things we see". I have been there almost 8 years.
My family, including my parents, are active in showing dogs. My mom is a very active dog show judge and judges dog shows in many parts of the world. My daughter, Kacey, has a dog that finished last year at #7 for her breed and won best female in the sweepstakes at the national show last July. We have a beagle as a house dog but our family breed is the Affenpinscher. It is a relatively scarce toy dog that has a flattened face and weighs about 5 pounds.
We like to travel and have been lucky enough to take my kids to 4 foreign countries so far. The farthest that I have traveled was to India for 3 weeks on a medical mission.I hope this semester goes well for everyone!
January 12, 2009 12:16 PM
My name is Paula Whalen and I am a BSN student at the Flint cohort. I am married and I have 2 children, a boy 11 and a girl 14. I work third shift as an ICU nurse at Genesys. I work in the Medical ICU, so we see some very unusual things. Our favorite saying is "you couldn't make up the things we see". I have been there almost 8 years.
My family, including my parents, are active in showing dogs. My mom is a very active dog show judge and judges dog shows in many parts of the world. My daughter, Kacey, has a dog that finished last year at #7 for her breed and won best female in the sweepstakes at the national show last July. We have a beagle as a house dog but our family breed is the Affenpinscher. It is a relatively scarce toy dog that has a flattened face and weighs about 5 pounds.
We like to travel and have been lucky enough to take my kids to 4 foreign countries so far. The farthest that I have traveled was to India for 3 weeks on a medical mission.I hope this semester goes well for everyone!
January 12, 2009 12:16 PM
Introduction
Blogging is all new to me. Hopefully I do this right. My name is Sherry, I am working on my BSN and loving the online option. I have been a RN for almost 11 years and have worked at Genesys since graduating from nursing school. I am married and have two children, a 17 yr old son who thinks he is 20, and a daughter who will be 13 next month. My husband is going back to school this semester also. What a fun family we will be!!
I am hoping this semester will help me to regain the writing skills I used to have before becoming a nurse and then learned to "short hand" write. I hate that I have lost those skills and am very frustrated with the way the younger generations are headed in this area.
Sherry
I am hoping this semester will help me to regain the writing skills I used to have before becoming a nurse and then learned to "short hand" write. I hate that I have lost those skills and am very frustrated with the way the younger generations are headed in this area.
Sherry
Intro
Hi! My name is Lynda Tulik. I am a RN at Munson Medical Center in the Emergency Dept. I have been a nurse for 24 years, working the last 18 years in the ER. I moved to Traverse City 9 years ago from Grosse Ile (just south of Detroit). I am pursuing my BSN as a personal goal, not sure what I will do with it yet. I had intended to return to school for my BSN right after I graduated with my ADN, but then .....life happened. Oh well, better late than never. I am actually enjoying school now. I am married and have 3 children and 1 dog. I enjoy walking, riding my bike and reading in my spare time. I read a great novel over Christmas break, but doubt I will do any more pleasure reading until the end of this semester! I hope to be able to improve my writing skills through this course. I am looking forward to this semester and getting to know everyone.
Hi
My name is Renee Sinkiawic, actually it's Renee Morgan- I got married 4 weeks ago and have been too busy to change my name at FSU (I was told I have to change it on campus and I simply do not have time to do it right now). I have been a Registered nurse for 1 1/2 years and am currently working on my BSN. I have no acutal planned use for my bachellors degree, but am simply fulfilling a personal goal (I will be the first in my family with a bachellors degree when I'm done).
My husband and I have a 9 mo. old daughter that we adore. We also have two dogs that try to be her mommy.
In my spare time I like to read. Last night I finished James Rollins "The Last Oracle", my last "fun" book before starting another semester of school.
My husband and I have a 9 mo. old daughter that we adore. We also have two dogs that try to be her mommy.
In my spare time I like to read. Last night I finished James Rollins "The Last Oracle", my last "fun" book before starting another semester of school.
Monday, January 12, 2009
First Day
Hello to all of you as we begin this new semester. My name is Randy and I am working toward a Technical Education degree. I live in the upper peninsula and enjoy the great outdoors, football, and automobile racing. I believe this might be my very first blog ever - so bear with me. I am glad all the hoopla from the holidays is over with and with the cold weather we are having, homework is another reason to stay inside.
Effective communication is so important in our lives and careers. I hope to gain knowledge in not only dispensing information better but also in assessing the messages of others. Getting a sound portrayal across to readers is critical in gaining their interest and I hope to be able to capture that ability.
Good luck to everyone!
Randy
Effective communication is so important in our lives and careers. I hope to gain knowledge in not only dispensing information better but also in assessing the messages of others. Getting a sound portrayal across to readers is critical in gaining their interest and I hope to be able to capture that ability.
Good luck to everyone!
Randy
Sunday, January 11, 2009
Tentative Course Schedule
TENTATIVE COURSE SCHEDULE
This schedule will evolve as the class progresses. Changes will be announced both on our blog and on FerrisConnect. Full instructions for the items on this list, including page numbers will be posted as they become available. Unless otherwise noted, all weekly writing assignments and discussion questions will be assigned on Monday and due by Sunday. All readings unless noted will be provided in handout form/online at our blog and on FerrisConnect.
1.12 Wk 1
Course intro, Getting started (Blogger/FerrisConnect)
• Discussion online
• Intro assignment (on blog)
1.19 Wk2
• Discussion online
• Website evaluation assn. (in your field of study)
1.26 Wk3
• Discussion online
• Professional Journals Assignment (field of study)
2.2 Wk4
• Discussion online
• Literature Review (Rough Draft)
2.9 Wk 5
• Peer Review Groups (on discussion board) Literature Review
• Action/Revision plan Lit. Review.
2.16 Wk 6
LONG ANALYTICAL REPORT assigned
• Discussion online
• Literature Review (Final Draft) DUE
• Long Analytical Report proposals
2.23 Wk 7
• Discussion online
• Summary of Crisis (Part of Rogerian Essay)
3.2 Wk 8
• discussion online
• Persuasive Plan for Rogerian Argument Essay, using Toulmin Model
MARCH 9-13 SPRING BREAK – NO “CLASS”
3.16 Wk 9
• Discussion online
• Rogerian Argument Essay (Rough Draft)
3.23 Wk 10
• Peer Workshops (discussion board groups), Rogerian Argument essay
• Progress Report and Brief Annotation Due (Long Analytical Report)
3.30 Wk 11
APA style, Documentation of sources, Revision
READ: handouts forthcoming
• Discussion online
• Rogerian Argument Essay (Final Draft)
4.6 Wk 12
• Discussion online
• Long Analytical Report, Rough Draft Due
4.13 Wk 13
• PEER workshop GROUPS Long Analytical Report (Rough Draft on discussion board)
4.20 Wk 14
Discussion conference w/ me (last Q’s about final Paper)
• Final Draft, Long Analytical Report DUE (4.26)
4.27 Wk 15
Course Wrap up
• Discussion online
• Semester “process” writing DUE
This schedule will evolve as the class progresses. Changes will be announced both on our blog and on FerrisConnect. Full instructions for the items on this list, including page numbers will be posted as they become available. Unless otherwise noted, all weekly writing assignments and discussion questions will be assigned on Monday and due by Sunday. All readings unless noted will be provided in handout form/online at our blog and on FerrisConnect.
1.12 Wk 1
Course intro, Getting started (Blogger/FerrisConnect)
• Discussion online
• Intro assignment (on blog)
1.19 Wk2
• Discussion online
• Website evaluation assn. (in your field of study)
1.26 Wk3
• Discussion online
• Professional Journals Assignment (field of study)
2.2 Wk4
• Discussion online
• Literature Review (Rough Draft)
2.9 Wk 5
• Peer Review Groups (on discussion board) Literature Review
• Action/Revision plan Lit. Review.
2.16 Wk 6
LONG ANALYTICAL REPORT assigned
• Discussion online
• Literature Review (Final Draft) DUE
• Long Analytical Report proposals
2.23 Wk 7
• Discussion online
• Summary of Crisis (Part of Rogerian Essay)
3.2 Wk 8
• discussion online
• Persuasive Plan for Rogerian Argument Essay, using Toulmin Model
MARCH 9-13 SPRING BREAK – NO “CLASS”
3.16 Wk 9
• Discussion online
• Rogerian Argument Essay (Rough Draft)
3.23 Wk 10
• Peer Workshops (discussion board groups), Rogerian Argument essay
• Progress Report and Brief Annotation Due (Long Analytical Report)
3.30 Wk 11
APA style, Documentation of sources, Revision
READ: handouts forthcoming
• Discussion online
• Rogerian Argument Essay (Final Draft)
4.6 Wk 12
• Discussion online
• Long Analytical Report, Rough Draft Due
4.13 Wk 13
• PEER workshop GROUPS Long Analytical Report (Rough Draft on discussion board)
4.20 Wk 14
Discussion conference w/ me (last Q’s about final Paper)
• Final Draft, Long Analytical Report DUE (4.26)
4.27 Wk 15
Course Wrap up
• Discussion online
• Semester “process” writing DUE
Syllabus
ENGL 321 – Advanced Composition
Spring 2009
Room# - online
Section #’s – V10, V11 & V14
Instructor: Jamie Thomas
Office: 013b ALU
Office Hours: T/R 10-11, W 10-12 & by appointment
email: thomaj21@ferris.edu
Office phone: 231.591.3076
MATERIALS
- a good college dictionary
- MLA/APA style handbook (may also consult www.mla.org)
- printing costs
Texts:
[No Required texts]
links to pertinent web sites and handouts provided by me on FerrisConnect
COURSE DESCRIPTION AND OUTCOMES
English 321, Advanced Composition, is an upper-division advanced composition course that builds on the rhetorical and stylistic skills/techniques developed in freshman and sophomore level writing classes. It offers students preparation for successful writing experiences professional contexts and for advanced academic work. This course is designed to help writers develop the thinking and organizing skills needed for effective written expression. Among other emphases, particular attention is given to such special skill requirements as found in the interaction of style, purpose, and audience in diverse and complex writing situations.
Learning Outcomes:
Upon Completion of ENGL 321, students should be able to
• analyze and define the purpose[s] of their writing, understanding the rhetorical contexts underlying the production of both academic and professional writing.
• locate, integrate, and document information appropriate to their writing.
• analyze and define the needs of their intended audience.
• analyze the writing task and choose appropriate methods of organization.
• produce effective written communication, demonstrating appropriate use of language, sentence structure, grammar, and mechanics.
• work effectively with others to produce and/or revise written materials, using instructor and peer feedback in the revision process and responding to others’ written texts for effective revision.
THINGS TO REMEMBER ABOUT ONLINE COURSES
Computer access and e-mail are, of course, critical to this course. Students should plan to use FerrisConnect e-mail (and their assigned Ferris e-mail addresses which can be set to relay to another e-mail address if you wish).
We will be using FerrisConnect as the platform for our course, as well as a class Weblog through Blogger.com that will be created and to which I will invite you. Microsoft Word is the software application students must use for all documents. Microsoft Office Suite is available to all Ferris State University students for a licensing fee of $25 and an additional $10 for the title. For details, contact the Ferris office in the University Center at 231-995-1734 or toll free 866-857-1954.
Computing Skills: You need to have these computing skills before this class begins:
• E-mail with attachments
• FerrisConnect access, login, navigating, discussion boards, attaching text files
• Microsoft Word: all basic word processing skills, margins, fonts, indents, page numbering, and so on
• Microsoft Word: comment feature (we can do some tutoring on this during class)
IMPORTANT NOTE: I cannot personally help you with computer problems. Make sure you have phone numbers and backup help for emergencies. There are links on the Ferris homepage to TAC (Tech Support) and you can visit http://www.ferris.edu/webct/knowledge/qna10.cfm for questions regarding connecting to FerrisConnect. It is also a good idea to have a second place to work from if/when your computer crashes. Computer problems do not constitute excuses for not submitting work on time.
Format Issues:
• All rough and final drafts must be typed.
• The drafts must be clearly marked as to their assignments.
• All documents must be dated (with a date on each page after the first one in the footer).
• All letters and memos must follow the formats detailed in the text.
• A letterhead of your design should be used on the first page of letters and memos.
• Headers and bullets must be used to make the document easier to read.
• All pages other than the first page should be numbered and include appropriate material in the header or footer (your name, the company name, or the name of the document).
• Good design and layout is an important part of a document and will be evaluated.
GRADING
You must complete all major assignments for the course in order to receive a passing grade. Late work will be deducted 1/2 letter grade for each day it is late. You will be expected to participate professionally—turn in your work on time, collaborate, and pull your load, meaning willing participation in all facets of virtual-classroom life, and sincere effort to improve your own writing and that of your peers through any peer review, revision, and online conferencing. Rudeness in any form will not be tolerated. Offenders will be asked to leave the “class”.
Your final grade will be determined, primarily, by your written work. Roughly, I will follow these percentages:
Weekly Discussion posts 15%
Weekly writing, drafts, response, blog
assignments (1-2 pgs. ea.) 30%
Literature Review 15%
Rogerian Argument Essay 15%
Long Analytical Report 25%
Scale:
94 - 100 A 77 - 79 C+ 0-63 F
90 - 93 A- 74 - 76 C
87 - 89 B+ 70 - 73 C-
84 - 86 B 67 - 69 D+
80 - 83 B- 64 - 66 D
Specific requirements of individual assignments may change, but in all cases, my evaluation will consider content, originality, command of language, mechanics and maturity of thought. (Please note that effort is not considered in the determination in your grade.) More specifically, assignments will be considered roughly as follows:
Topic/Purpose Development: 50%
Organization and Support: 30%
Style and Mechanics: 20%
WEBLOG
During the first week of class, I will create a weblog through Blogger.com. My hope is that our blog will provide an outside forum where info can be shared and conveyed, assignments changed and verified, and virtual “lectures” conducted. In essence, it will be a place that mirrors our FerrisConnect site; you will be able to find our schedule and evolving info there, which will be especially helpful if FerrisConnect ever breaks down (which is inevitable). Also, you will post responses to short assignments there, this will help facilitate “classroom” dynamics.
DISCUSSION BOARD
Along with the weekly readings and writing assns., you will be expected to answer/respond to short discussion questions. These questions will be my way of sparking virtual "discussion" of topics that will arise. It will also be a forum whereby students can "meet" to bounce ideas off of each other, respond to the poetry in an informal manner, ask questions, bring up ideas, etc. The discussion board will be governed by professional behavior and an attitude of discovery - that is, a place where ideas can be not only formed but tested.
ATTENDANCE POLICY
While students are not required to attend this course in a literal classroom, students are required to participate in this course consistently. Students who disappear (i.e. don’t turn in work) for more than three weeks (either consecutively or nonconsecutively) may be subject to automatic failure of the course.
Spring 2009
Room# - online
Section #’s – V10, V11 & V14
Instructor: Jamie Thomas
Office: 013b ALU
Office Hours: T/R 10-11, W 10-12 & by appointment
email: thomaj21@ferris.edu
Office phone: 231.591.3076
MATERIALS
- a good college dictionary
- MLA/APA style handbook (may also consult www.mla.org)
- printing costs
Texts:
[No Required texts]
links to pertinent web sites and handouts provided by me on FerrisConnect
COURSE DESCRIPTION AND OUTCOMES
English 321, Advanced Composition, is an upper-division advanced composition course that builds on the rhetorical and stylistic skills/techniques developed in freshman and sophomore level writing classes. It offers students preparation for successful writing experiences professional contexts and for advanced academic work. This course is designed to help writers develop the thinking and organizing skills needed for effective written expression. Among other emphases, particular attention is given to such special skill requirements as found in the interaction of style, purpose, and audience in diverse and complex writing situations.
Learning Outcomes:
Upon Completion of ENGL 321, students should be able to
• analyze and define the purpose[s] of their writing, understanding the rhetorical contexts underlying the production of both academic and professional writing.
• locate, integrate, and document information appropriate to their writing.
• analyze and define the needs of their intended audience.
• analyze the writing task and choose appropriate methods of organization.
• produce effective written communication, demonstrating appropriate use of language, sentence structure, grammar, and mechanics.
• work effectively with others to produce and/or revise written materials, using instructor and peer feedback in the revision process and responding to others’ written texts for effective revision.
THINGS TO REMEMBER ABOUT ONLINE COURSES
Computer access and e-mail are, of course, critical to this course. Students should plan to use FerrisConnect e-mail (and their assigned Ferris e-mail addresses which can be set to relay to another e-mail address if you wish).
We will be using FerrisConnect as the platform for our course, as well as a class Weblog through Blogger.com that will be created and to which I will invite you. Microsoft Word is the software application students must use for all documents. Microsoft Office Suite is available to all Ferris State University students for a licensing fee of $25 and an additional $10 for the title. For details, contact the Ferris office in the University Center at 231-995-1734 or toll free 866-857-1954.
Computing Skills: You need to have these computing skills before this class begins:
• E-mail with attachments
• FerrisConnect access, login, navigating, discussion boards, attaching text files
• Microsoft Word: all basic word processing skills, margins, fonts, indents, page numbering, and so on
• Microsoft Word: comment feature (we can do some tutoring on this during class)
IMPORTANT NOTE: I cannot personally help you with computer problems. Make sure you have phone numbers and backup help for emergencies. There are links on the Ferris homepage to TAC (Tech Support) and you can visit http://www.ferris.edu/webct/knowledge/qna10.cfm for questions regarding connecting to FerrisConnect. It is also a good idea to have a second place to work from if/when your computer crashes. Computer problems do not constitute excuses for not submitting work on time.
Format Issues:
• All rough and final drafts must be typed.
• The drafts must be clearly marked as to their assignments.
• All documents must be dated (with a date on each page after the first one in the footer).
• All letters and memos must follow the formats detailed in the text.
• A letterhead of your design should be used on the first page of letters and memos.
• Headers and bullets must be used to make the document easier to read.
• All pages other than the first page should be numbered and include appropriate material in the header or footer (your name, the company name, or the name of the document).
• Good design and layout is an important part of a document and will be evaluated.
GRADING
You must complete all major assignments for the course in order to receive a passing grade. Late work will be deducted 1/2 letter grade for each day it is late. You will be expected to participate professionally—turn in your work on time, collaborate, and pull your load, meaning willing participation in all facets of virtual-classroom life, and sincere effort to improve your own writing and that of your peers through any peer review, revision, and online conferencing. Rudeness in any form will not be tolerated. Offenders will be asked to leave the “class”.
Your final grade will be determined, primarily, by your written work. Roughly, I will follow these percentages:
Weekly Discussion posts 15%
Weekly writing, drafts, response, blog
assignments (1-2 pgs. ea.) 30%
Literature Review 15%
Rogerian Argument Essay 15%
Long Analytical Report 25%
Scale:
94 - 100 A 77 - 79 C+ 0-63 F
90 - 93 A- 74 - 76 C
87 - 89 B+ 70 - 73 C-
84 - 86 B 67 - 69 D+
80 - 83 B- 64 - 66 D
Specific requirements of individual assignments may change, but in all cases, my evaluation will consider content, originality, command of language, mechanics and maturity of thought. (Please note that effort is not considered in the determination in your grade.) More specifically, assignments will be considered roughly as follows:
Topic/Purpose Development: 50%
Organization and Support: 30%
Style and Mechanics: 20%
WEBLOG
During the first week of class, I will create a weblog through Blogger.com. My hope is that our blog will provide an outside forum where info can be shared and conveyed, assignments changed and verified, and virtual “lectures” conducted. In essence, it will be a place that mirrors our FerrisConnect site; you will be able to find our schedule and evolving info there, which will be especially helpful if FerrisConnect ever breaks down (which is inevitable). Also, you will post responses to short assignments there, this will help facilitate “classroom” dynamics.
DISCUSSION BOARD
Along with the weekly readings and writing assns., you will be expected to answer/respond to short discussion questions. These questions will be my way of sparking virtual "discussion" of topics that will arise. It will also be a forum whereby students can "meet" to bounce ideas off of each other, respond to the poetry in an informal manner, ask questions, bring up ideas, etc. The discussion board will be governed by professional behavior and an attitude of discovery - that is, a place where ideas can be not only formed but tested.
ATTENDANCE POLICY
While students are not required to attend this course in a literal classroom, students are required to participate in this course consistently. Students who disappear (i.e. don’t turn in work) for more than three weeks (either consecutively or nonconsecutively) may be subject to automatic failure of the course.
Welcome Aboard
WELCOME ABOARD!
English 321, Advanced Composition, is an upper-division advanced composition course that builds on the rhetorical and stylistic skills/techniques developed in freshman and sophomore level writing classes. It offers students preparation for successful writing experiences professional contexts and for advanced academic work. This course is designed to help writers develop the thinking and organizing skills needed for effective written expression. Among other emphases, particular attention is given to such special skill requirements as found in the interaction of style, purpose, and audience in diverse and complex writing situations. This is the “company line” as it were, what Ferris State outlines the course. There are outcomes quantifying the anticipated course learning experience on our syllabus as well, and they are accurate and a good demarcation of our learning goals, but these are also jargonous practical terms. Let’s face it—most success in writing will depend upon how well you communicate your ideas, orders, reports, etc. I used to work as an associate editor at a literary journal where the editor kept especially bad cover letters for the bulletin board in the office. From that I learned this: write well, sound good, blend in, stand out by not making someone’s cork board. There is no shortchanging the importance of fostering one’s written communication skills.
So we will use as much discussion and actual writing as possible (through our Blog and the Discussion Board) to come to terms w/ the readings and also w/ our writing selves. If it helps we can think of the Blog and discussion board as virtual classrooms—and interaction is a key component.
The writing you engage in will be the kind you’ll find in the practical world, and hopefully will allow you to concentrate as often as possible on your field of study. Some may be new, some may be practice—but all writing is muscular, that is, you get stronger by putting up the reps. Be sure as well that I will work as hard as I can to make sure that the atmosphere of our class is one of interaction and the free exchange of ideas. I don’t expect that we will always agree with one another, but as long as we remain courteous, constructive, and professional then we can truly have a place where ideas collide in an energetic yet positive way.
I hope that you enjoy yourselves in your learning. Always feel free to contact me by phone/email whenever you have questions, concerns, suggestions, or ideas. Good luck and here’s to a great semester.
Best,
Jamie Thomas
English 321, Advanced Composition, is an upper-division advanced composition course that builds on the rhetorical and stylistic skills/techniques developed in freshman and sophomore level writing classes. It offers students preparation for successful writing experiences professional contexts and for advanced academic work. This course is designed to help writers develop the thinking and organizing skills needed for effective written expression. Among other emphases, particular attention is given to such special skill requirements as found in the interaction of style, purpose, and audience in diverse and complex writing situations. This is the “company line” as it were, what Ferris State outlines the course. There are outcomes quantifying the anticipated course learning experience on our syllabus as well, and they are accurate and a good demarcation of our learning goals, but these are also jargonous practical terms. Let’s face it—most success in writing will depend upon how well you communicate your ideas, orders, reports, etc. I used to work as an associate editor at a literary journal where the editor kept especially bad cover letters for the bulletin board in the office. From that I learned this: write well, sound good, blend in, stand out by not making someone’s cork board. There is no shortchanging the importance of fostering one’s written communication skills.
So we will use as much discussion and actual writing as possible (through our Blog and the Discussion Board) to come to terms w/ the readings and also w/ our writing selves. If it helps we can think of the Blog and discussion board as virtual classrooms—and interaction is a key component.
The writing you engage in will be the kind you’ll find in the practical world, and hopefully will allow you to concentrate as often as possible on your field of study. Some may be new, some may be practice—but all writing is muscular, that is, you get stronger by putting up the reps. Be sure as well that I will work as hard as I can to make sure that the atmosphere of our class is one of interaction and the free exchange of ideas. I don’t expect that we will always agree with one another, but as long as we remain courteous, constructive, and professional then we can truly have a place where ideas collide in an energetic yet positive way.
I hope that you enjoy yourselves in your learning. Always feel free to contact me by phone/email whenever you have questions, concerns, suggestions, or ideas. Good luck and here’s to a great semester.
Best,
Jamie Thomas
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