Assignment #1
Grading rubric
Short Sample
(150 points)
Assignment #2
Grading Rubric
Example (Docutek)—"Gender Differences"
Example (Media Analysis—"Fearing
the Freak")
(150 points)
Assignment #3
Grading Rubric
(150 points)
Reading Responses
(10 for 150 points)
Midterm/Final
Grading rubric
Study questions
(150 points each)
Graduate Assignment
Grading Rubric
Sample
(200 points)
|
Description:
English 454/654, Language Bias, examines how social
asymmetries of gender, race, class, and ethnicity are reflected
and sustained through language. The course employs current linguistic,
rhetorical, and literary theory to examine topics ranging from academic
discourse and "political correctness," to notions of gendered
speech, to civil rights and "free" speech. This semester,
we will particularly focus on issues of gender and sexuality. The
course requires rigorous reading, data collection, weekly writing
and projects that explore interdisciplinary research methods, pedagogical
practices, and applications of theory.
Objectives:
Specific, measurable outcomes: Students
will:
- show
improved ability to read and accurately summarize academic prose.
- demonstrate
ability to extend a published argument through data collection
and analysis.
- develop
skills reading and writing in the genres commonly used in our
discipline.
- coherently
discuss the relations between gender, language, and power in our
culture with an awareness of the key terms that inform these discussions.
Learning goals: Students will have the
opportunity to:
- practice writing in several genres
commonly used in English Studies.
- begin writing and thinking critically
and constructively about the role of language in our culture.
- develop research projects of their
own design.
- be introduced to the ethics of scholarly
research in English Studies.
- begin to effectively edit and revise
their own work.
- work closely with other students
developing the ability to collaborate meaningfully.
- take charge of the quality and quantity
of their own learning.
Texts:
Burke, Lucy, Tony Crowley, and Alan
Girvin, eds. The Routledge Language and Cultural Theory Reader.
New York: Routledge, 2000.
Frank, Francine Wattman and Paula A. Teichler, eds. Language, Gender,
and Professional Writing. New York: MLA, 1989.
Lakoff, Robin. The Language War. Berkeley: U of California P, 2001.
Various docutek articles (class password engl454)
Attendance:
So much of the learning we do in this class is collaborative
that you must be here. We are counting on you to be here, to be
prepared for class, and to meet regularly with your group for your
group projects. In small classes, absenteeism is distracting and
makes it hard for the class to develop the trust necessary for meaningful
learning to take place. Because I will do all I can to make this
course interesting and engaging, I am very unsympathetic to students
who do not come to class. Each person has one personal day or one
sick day per semester. After that, any missed classes will hurt
your grade. Try not to be late—most important information about
the class itself is conveyed in the first ten minutes of class.
Preparation:
This course assumes a high level of preparation for
college level reading, writing, and research. Although I want the
classroom to provide a supportive atmosphere for all learners (me
included), we will move through covering/summarizing material quickly
and spend class time working in groups, making connections among
texts, synthesizing ideas, and discussing application of the reading
material to our research and projects. I assume that for every hour
you spend in class, you will be doing 2-3 hours work and preparation
outside of class. If you do not have time to devote to this class
outside of class, I strongly suggest you drop. Because I will not
lecture, the course will not work if you have not prepared by reading
the assigned texts, writing your responses, and completing your
assigned research tasks—if you can’t do this on your own,
I will give quizzes to reward the people who are prepared.
The projects require substantial research, and the writing tasks
presuppose a process of drafting and revising. Here’s the hard
part—you need to take responsibility for the quality and quantity
of you own learning. If you can do these things, you can expect
to be very successful in this class—regardless of your present
skills as a writer. Even if you are a wonderful writer, you will
not be successful if you are unable to attend class, prepare your
work outside of class, or play well with others.
Revision/Due Dates:
The due dates on your major assignment sheets are
for your protection, to help you balance your major work across
the semester and receive feedback from me quickly so that you can
revise your work. Although you will not be penalized for late work,
if you turn in work after the date it is due, I do not guarantee
timely feedback; therefore, you may forfeit the opportunity to revise.
Reading responses, the midterm and the final must be turned in on
the day they are due for ANY credit. In the extremely rare event
of family tragedy or serious illness, about which I am informed
by your advisor, I will work out an extended deadline with you.
As with all professional writing, I hope you will revise your work
after input from colleagues, fellow students, other professionals
whose advice you seek, and me. Please turn in projects in class
and not into my mailbox, or under my door, or anyplace else where
they might be misplaced.
You may revise any written work—with the exception of writing
responses, tests, or in-class assignments—at any time throughout
the semester. Your grade on the revised work will be the grade you
receive for that assignment (no averaging, etc.), so I encourage
you to revise! But make sure you revise and don’t just "fix"
the things I point out if you want an improved grade. You will need
to apply the suggestions I have given you globally—across the
entire paper—to receive an improved grade. You also must turn
in the original graded paper and rubric with your revision—so
don’t lose it if you plan to revise.
Plagiarism:
The work you turn in must be yours/your
group’s, must respect the intellectual property rights of others,
and must cite secondary sources. This policy is consistent with
NDSU University Senate policy, Section 335: Code of Academic Responsibility
and Conduct. For more details see: http://www.ndsu.nodak.edu/policy/335.htm.
Special
Needs:
If you have any disabilities or special
needs, or need special accommodations in this course, within the
first week please share your concerns/requests, along with any documentation
from the Counseling and Disabilities Services office that outlines
the specific ways in which I can help you be more successful in
this class.
|
Calendar—this
is where you will find information about what we have done for each
class period, as well as info on what's due when.
Link to Docutek articles—our password is engl454
Quick Links:
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
|
