Declaration of Pluralism (From the College Catalogue)<\/span><\/h3>\nWe are a diverse community at LaGuardia Community College. We strive to become a pluralistic community. We respect diversity as reflected in such areas as race, culture, ethnicity, gender, religion, age, sexual orientation, disability and social class.<\/p>\n
As a pluralistic community, we will:<\/p>\n
\u2022 Celebrate:<\/span> <\/strong>individual and group diversity.<\/p>\n\u2022 Honor:<\/span><\/strong> the rights of people to speak and be heard on behalf of pluralism.<\/p>\n\u2022 Promote:<\/span><\/strong> inter-group cooperation, understanding and communication.<\/p>\n\u2022 Acknowledge:<\/span><\/strong> each other\u2019s contributions to the community.<\/p>\n\u2022 Share:<\/span><\/strong> beliefs, customs and experiences which enlighten us about members of our community.<\/p>\n\u2022 Affirm:<\/span><\/strong> each other\u2019s dignity.<\/p>\n\u2022 Seek:<\/span><\/strong> further ways to learn about and appreciate one another.<\/p>\n\u2022 Confront:<\/span><\/strong> the expression of dehumanizing stereotypes, incidents where individuals or groups are excluded because of difference, the intolerance of diversity and the forces of racism, sexism, heterosexism, homophobia, disability discrimination, ageism, classism, and ethnocentrism that fragment the community into antagonistic individuals and groups.<\/p>\nWe believe that by carrying out these actions, we\u2014as students, faculty, and staff\u2014can achieve social change and the development of a society in which each individual can achieve her or his maximum potential.<\/p>\n
Disability Services (M-102)<\/span><\/h3>\nAs a pluralistic community, we are committed to ensuring access to programs and services for all students, including those who have Individual Education Plans (IEPs) or 504 plans.\u00a0 If you are entitled to accommodations for this class, you must obtain appropriate documentation from the Office for Students with Disabilities (OSD). Please note that I am a trained teacher of special education, and I am committed to providing differentiated and inclusive lessons for all students. Don\u2019t be shy! \ud83d\ude42<\/p>\n
Grading<\/span><\/h3>\n\n\n\nCriteria<\/strong><\/td>\nPercentage<\/strong><\/td>\n<\/tr>\n\nInformal Writing & Attendance<\/strong><\/td>\n10<\/strong><\/td>\n<\/tr>\n\nIn-Class Final Exam<\/strong><\/td>\n20<\/strong><\/td>\n<\/tr>\n\nEssay 1 –\u00a0 [600-800 words]<\/strong><\/td>\n15<\/strong><\/td>\n<\/tr>\n\nEssay 2 –\u00a0 [800-1000 words]<\/strong><\/td>\n20<\/strong><\/td>\n<\/tr>\n\nEssay 3 –\u00a0 Research [1500-2000 words]<\/strong><\/td>\n25<\/strong><\/td>\n<\/tr>\n\nIn-Class Presentation<\/strong><\/td>\n5<\/strong><\/td>\n<\/tr>\n\nPortfolio & Course Reflection<\/strong><\/td>\n5<\/strong><\/td>\n<\/tr>\n\nTOTAL<\/u><\/strong><\/td>\n100<\/u><\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/h3>\nGrading Scale<\/span><\/h3>\n\n\n\nGrading Scale<\/strong><\/td>\n<\/tr>\n\nA<\/strong><\/td>\n93% and above<\/strong><\/td>\n<\/tr>\n\nA-<\/strong><\/td>\n90% – 92.9%<\/strong><\/td>\n<\/tr>\n\nB+<\/strong><\/td>\n87% – 89.9%<\/strong><\/td>\n<\/tr>\n\nB<\/strong><\/td>\n84% – 86.9%<\/strong><\/td>\n<\/tr>\n\nB-<\/strong><\/td>\n80% – 83.9%<\/strong><\/td>\n<\/tr>\n\nC+<\/strong><\/td>\n77% – 79.9%<\/strong><\/td>\n<\/tr>\n\nC<\/strong><\/td>\n73% – 76.9% <\/strong><\/td>\n<\/tr>\n\nC-<\/strong><\/td>\n70% – 72.9%<\/strong><\/td>\n<\/tr>\n\nD<\/strong><\/td>\n65% – 69.9%<\/strong><\/td>\n<\/tr>\n\nF<\/strong><\/td>\nBelow 64.9%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/h3>\nAssignments<\/span><\/h3>\nInformal Writing Assignments<\/strong><\/span><\/p>\nInformal Writing Assignments include double-entry journals, reflections, creating writing, and other activities. These writings focus more on fostering critical thinking skills and allow you to reflect on a selected reading passage or story selection. We will often share our reflections, journal assignments, and other writing assignments\u00a0in class. Each time that you read a text, you will record and respond to at least four quotations in your notebook, writing quotations on the left side of the page and responses on the right side. This is a double-entry journal. Your journal entries will assist you in gathering evidence for written essays.<\/p>\n In-Class Final Exam<\/strong><\/span><\/p>\nFor your Final exam, you will write an in-class essay. You will plan, draft, and edit an essay of at least 600 words based on readings that we have completed in the class.<\/p>\n Essays<\/strong><\/span><\/p>\nYou will write three take-home essays during the semester. Essay 1 will be at least 600 words; Essay 2 will be at least 800 words; and Essay 3, a research paper, will be at least 1500 words. Full descriptions of each assignment will be posted online and discussed in class. We will hold in-class writing workshops the week before each essay is due in order to provide peer feedback on your work. Having a completed essay draft and giving thoughtful feedback are required. For all graded essays, students may meet with me to discuss a plan for revision. Revised essays may receive a maximum of 5 percentage points. You will u<\/strong>pload all essays to Blackboard.<\/strong><\/p>\nIn-Class Presentation<\/strong><\/span><\/p>\nOnce during the semester, you will facilitate a presentation on a topic related to class readings or your essay topic. You will have 8 min. maximum to present your topic in any format that you choose (audio, visual, literary, dramatic, kinesthetic, or a combination of several styles). Be creative! There are just two guidelines. First, you must integrate evidence from three different sources in your presentation. Second, you must submit a brief description of your plans no later than the Wednesday before you present. \u00a0<\/strong><\/p>\nPortfolio<\/strong><\/span><\/p>\nSave all of your drafts and revisions! You will submit a portfolio at the end of the semester. The portfolio gives you the ability to examine your writing process and view your level of growth as the semester progresses. The portfolio will consist of two<\/u> pieces of informal writing (journal entries, reflections) and all three<\/u> of your take-home essays. Portfolio assignments must include all organizers, pre-writing, draft revisions, graded rubrics, and final drafts. In addition, you will submit a course reflection that includes a thoughtful reflection of our teaching and learning together this semester.<\/p>\n All take-home writing assignments must be uploaded to the course website or Blackboard by 11:59 pm on the due date.<\/span> Late papers will lose 5 percentage points each day.<\/span> In addition, all papers must be typed in 12 point readable font (Calibri, Times New Roman, etc.) and adhere to MLA format.<\/u><\/strong><\/p>\nThis syllabus is subject to change. According to my professional judgement, I will adjust readings and assignments to better suit the needs and interests of our learning community. <\/em><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"Here is a complete PDF version of the syllabus: ENG102 syllabus SP 18 Session I (Martin) Required Supplies One single-subject notebook for the course that you will be required to hand in for notebook checks throughout the semester Two folders for the course (One will be for course handouts, and the other will be used for your Portfolio at the<\/p>\n Read More<\/a><\/p>\n","protected":false},"author":258,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/pages\/44"}],"collection":[{"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/users\/258"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/comments?post=44"}],"version-history":[{"count":7,"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/pages\/44\/revisions"}],"predecessor-version":[{"id":124,"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/pages\/44\/revisions\/124"}],"wp:attachment":[{"href":"https:\/\/archive.cunyhumanitiesalliance.org\/testing2\/wp-json\/wp\/v2\/media?parent=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |