COMPOSITION 3140: Advanced Writing: Human Services
Instructor: Professor Thomas Farrell (e-mail address: email@example.com)
Office: H437 (enter through H420)
Office Hours: TBA; and by appointment.
Office Tel.: 726-7292 (please leave a message)
Home Tel.: 525-1940
(A) Computer access card (or regular access to a computer)
(B) Two or more disks for a copy and a back-up file of your work
(C) Handouts distributed in class (please retain these)
(D) Simon & Schuster Handbook for Writers by Troyka and Hesse, 7th ed.
(E) Rhetorical Grammar by Kolln, 5th ed.
(F) A pencil and an eraser (for use in proofreading papers in class)
(G) Money for photocopying library materials.
The students are expected to attend every class session and be present at the scheduled final exam time. When students happen to miss a class, they are responsible for keeping up with the class. The absent student is expected to find out and keep up with new assignments for the next class, either by contacting the instructor or a classmate.
All students are expected to be present at the scheduled beginning of the class period and to be present during the entire class period until the class is dismissed. A student who arrives late for class or who leaves early will be marked absent unless excused in advance by the instructor. Should you happen to arrive late and to have been marked absent, you should see me about this immediately at the end of the period. If a student is marked absent from three regular class sessions, this will be grounds for failing the student in this course. If the student is absent from one of the class sessions devoted to oral presentations, this will be grounds for failing the student in this course unless the student can present a doctor's statement that he or she was unable to attend class because of illness. If something else should come up that would prevent a student from attending the oral presentations, the student is expected to contact the teacher before the class meeting. For the oral presentation, you are NOT to wear a hat or clothing with words, letters (such as UMD), or pictures; nor should you be chewing gum.
Approximate Weightings for the Final Grade :
10% Descriptions of Incidents #3, 10, and 20 (small-group work).
10% Paper on revision, based on Troyka.
10% Annotated bibliography (using APA format).
40% Proposal paper (using APA format).
10% Exercises in Kolln and Troyka.
20% Exam over assigned material in Kolln and in Troyka (principles and exercises).
To receive a final grade for the course, the student must satisfactorily complete all of the assignments in the course, including the assigned exercises and the oral presentation of a paper. Failure to complete any assignment will result in an incomplete in the course, which the student can remove by completing the incomplete assignment(s). Students who qualify for special accommodations are to see the instructor at the beginning of the semester. Arrangements for test accommodation must be made through the Access Center.
Tentative Schedule for Comp. 3140
Take roll; complete information cards.
Preview of course; go over syllabus.
Read ch. 13 in the Handbook.
Word process ex. 13-1, 13-3, 13-4 in the Handbook.
Read ch. 1 in the Handbook.
Read ch. 1 in Kolln.
Go over ch. 1 in the Handbook.
Go over ch. 1 in Kolln.
Read ch. 2 in the Handbook.
View incidents #3, 10, and 20 in the library, and take detailed notes about each one.
Read ch. 3 in the Handbook.
Write and word process your selection of two possible topics for your library research.
Turn in two possible library research topics.
Go over ch. 3 in the Handbook.
Small-group work on incident reports; word process reports for next class.
Read ch. 2 in Kolln.
Small-group work on word-processed drafts of incident reports.
Final drafts of incident reports due.
Instructions for paper on revision, based on Troyka.
First round of conferences on library research topics (in H437).
Read ch. 3 in Kolln.
Read ch. 4 in Kolln.
View Lanham's Revising Prose (in class).
Small-group proofreading of papers on revision.
Revised papers on revision due.
Read articles on your library research topic.
Read ch. 5 in Kolln.
Word process ex. 14 and 15 (even-numbered items).
Read pp. 618-653 in the Handbook on APA documentation.
Instructions for annotated bibliography.
Read ch. 7 in Kolln.
Word process ex. 24, parts A, B, and C, and ex. 26 (skip #8) (even-numbered items).
Annotated bibliographies due.
Revised annotated bibliographies due.
Instructions for preface.
Read ch. 8 in Kolln.
Word process ex. 28 (even-numbered items).
Word-processed draft due of preface.
Instructions for intro. par. and problem-definition par.
Word-processed draft due of intro. par., and problem-definition par.
Week 8 (the last day in Week 8 is the final deadline for withdrawing from a course without penalty):
Read ch. 9 in Kolln.
Word process ex. 31 (skip #12) and ex. 33 (even-numbered items).
Instructions for the review of literature.
Plan for rev. of lit. due.
Small-group work on plans for rev. of lit.
Read ch. 10 in Kolln.
Word process ex. 38 (even-numbered items; skip #8).
Word-processed draft due of review of literature.
Return drafts of preface and intro. par. and problem-definition par.
Instructions for revision.
Read ch. 12 in Kolln.
Word process ex. 42 (even-numbered items).
Return drafts of reviews of literature.
Instructions for revision.
Instructions for the lead-in par. and workshop paragraphs (aims, activities, outcomes).
Read ch. 13 in Kolln.
Word process ex. 46 (even-numbered items).
Word-processed draft due of lead-in par and workshop paragraphs.
Instructions for refutation paragraphs and concluding par.
Word-processed draft due of refutation paragraphs and concluding par.
Review for exam.
Read ch. 14 in Kolln.
Return lead-in paragraphs and workshop paragraphs.
Return refutation paragraphs and concluding paragraphs.
Instructions for revision.
Review for exam (continued).
Part 1 of exam over assigned material in Kolln and Troyka.
Part 2 of exam over assigned material in Kolln and in Troyka.
Revised proposal papers due, including reference pages.
Instructions for oral presentations.
Turn in final drafts (along with earlier drafts).
Final Exam Period: TBA.
We will meet during the final exam period.
Oral presentations (if needed).
Return and then recollect graded papers.
Distribute student evaluations of speakers.
Complete course evaluation.
Topics for Proposals for Training Workshops
Elementary Education: (1) cooperative learning (David W. Johnson and Roger T. Johnson); (2) Lee Canter’s assertive discipline; (3) math manipulatives; (4) Logo (the computer program) to help teach math; (5) learning centers; (6) literature-based reading instruction; (7) phonics-based reading instruction; (8) environmental education (Project WILD); (9) discipline-based art education; (10) Kodaly method for music education;
(11) attention-deficit/hyperactivity disorder.
Early Childhood: (1) nutrition education for pre-school; (2) cooperative learning (David W. Johnson and Roger T. Johnson); (3) see the topics above for elementary education.
Secondary Education: (1) cooperative learning (David W. Johnson and Roger T. Johnson); this topic can be tailored to certain teachers (social sciences, math, sciences); (2) Geometer’s Sketchpad (the computer program) for math teachers; (3) Mathematica (the computer program) for math teachers; (4) Polya’s problem-solving method in math instruction; (5) computer-assisted instruction in the sciences; (6) science-technology-society approach to teaching science; (7) computer-assisted instruction in teaching foreign languages; (8) the natural approach to teaching foreign languages; (9) the standards-based approach to teaching foreign languages; (10) drug education/prevention program (training workshops for the teachers to learn how to set up one);
(11) environmental education; (12) adventure programming for physical education;
(13) year-round strength and conditioning program (for coaches); (14) concussion training for coaches; (15) peer mediation program (training workshops for the teachers to learn how to set one up).
Psychology: (1) group therapy approach for eating disorders (or just for bulimia);
(2) positive peer culture approach for a residential treatment facility for teenagers;
(3) a token economy for a hospital psychiatric ward; (4) gamblers anonymous program for a clinic; (5) drug education/prevention program for a high school; (6) peer mediation program for a high school (workshops for the teachers to learn how to set one up).
Health Education and Community Health Education: (1) nutrition education for pre-school teachers; (2) nutrition education for elementary-school teachers; (3) nutrition education for coaches in high school; (4) drug education/prevention program for a high school (training workshops for the teachers to learn how to set up one); (5) healthy-heart program for a hospital outpatient program.
Communication Science and Disorders: (1) the developmental approach for treating autism (for speech-language pathologists in a clinic); (2) Hanen early language program; (3) implementation of augmentative and alternative communication; (4) training workshops for SLP’s to learn how to teach parents to facilitate their children’s language development; (5) assessing children for speech and language disorders;
(6) mainstreaming hearing-impaired children into the classroom.