Springfield College

School of Professional and Continuing Studies

Boston Campus
Communication Skills 1, HUSB 119 B1 (3 credits)
May 2018

Instructor’s Name: Bill Clements

Address: 529 Main St., #1M4, Boston MA 02109
(see Due Date Sheet for mailing)
Phone number(s): 413.387.3075
College e-mail address: wclements@springfieldcollege.edu
Virtual Office Hours: Mon-Fri 6-7pm

Class Schedule
Dates: 5.6, 6.10, 7.8, 7.29
Time: 9:30-5:30
Location: Boston campus

REQUIRED TEXTS:

The reading materials for this course are made available at no cost to students and may be
accessed via links found in our Moodle classroom. These resources are ebooks/articles
licensed through the library and/or high quality materials that are freely available online,
and they have been chosen specifically for this course by PCS faculty in consultation
with the school’s library liaison. For more information about using library ebooks, please
click on the Link:https://youtu.be/11TYiniKKYg.

RECOMMENDED RESOURCES:

Andersen, R. (1989). Writing that Works. New York: McGraw-Hill. (ISBN:

0-07-001693-3. New and used copies are available at the Springfield
College Bookstore or online at Amazon.com. (413) 748-3597

Andersen, R. (1999). Writing Wrongs! The Springfield College Guide to Clear and
Correct Writing. Available new and used at the Springfield College Bookstore.

COURSE DESCRIPTION:

“This course will not only help the student improve his or her writing skills, but allow the
student to feel more comfortable with writing, so it becomes a regular part of critical
analysis, of self-expression, and communication as a whole in one’s professional
development. This course will focus on the relationship between writing and the
nurturing of perspective. It will concentrate on organizational structures, grammar,
clarity of points of view, and the fundamentals of good writing—and in doing so will
focus on the natural progression from reflective to issue-orientated writing.” (Course
Catalogue).

COURSE OUTCOMES:

1. Demonstrate the ability to create, develop, and organize ideas through prewriting,
drafting, and revising.

2. Demonstrate the ability to proofread for clarity, coherence, and correctness.

3. Demonstrate the ability to write in a variety of genres (narrative, description,

argumentation).

4. Demonstrate the ability to analyze and evaluate the effective use of language.

5. Demonstrate the ability to write in voices that are appropriate to audience and purpose.

COURSE FORMAT:

Handouts, in-class discussions, free-writing, editing exercises, Moodle writings, formal

Essays, in-class peer reviewing, and reading copied student essays from this course.

COURSE OVERVIEW:

This course contains a Moodle web-enhanced component, including required topic links
for the Pre-Class Assignment as well as Sessions II, III, and IV. These links are designed
to keep you connected to the curriculum as they foster the sharing of ideas and
experiences vital to the accomplishment of class outcomes. Please complete all Moodle
assignments and submit your completed Moodle assignments on the dates they are due.
There are no exceptions to this policy.

ATTENDANCE POLICY:

Because of the accelerated schedule of all courses within the School of Professional and
Continuing Studies at Springfield College, missing any class session means missing a
significant portion of an entire course. Absences are, therefore, detrimental to academic
achievement. Regular attendance is expected of all students and is necessary for
optimizing the School of Professional and Continuing Studies learning experience and
the overall value of classroom instruction. Furthermore, it is essential for the School of
Professional and Continuing Studies to keep accurate attendance records in order to
comply with federal and state financial assistance programs, Veteran Administration
benefits, scholarship requirements, and accreditation standards. It should be noted that
failure to attend classes impacts eligibility for financial aid. There is no eligibility for
financial aid for a course in which a student never began attendance even if the student
remains registered for that course. Students who stop attending all classes in a term may
lose some or all eligibility for financial aid for that term. Once a course begins, students
are expected to attend all class sessions and workshops for courses in which they are
enrolled. However, it is recognized that class absences are sometimes necessary for
extenuating professional and personal reasons. It is for these reasons that the following
policy and procedures are established.

Students cannot be absent for more than 25% of the number of class sessions within a
course (e.g. one absence in a course that meets four times). Exceeding the number of
absences during a course will result in an F for the course.

ASSIGNMENT SCHEDULE:

The Moodle Learning Management System “Server Time” is set to Eastern Standard
Time (EST). Therefore, deadline activities found in this syllabus are based on EST.
Please pay close attention to your time management to prevent late submissions.

ASSIGNMENT CALENDAR We will discuss specific details of assignments in class.

Pre-Class Assignment:

Read in the Moodle Classroom:

The “Introduction” and “Chapter 1” from Andersen’s Writing Wrongs: the Springfield
College Guide to Clear and Correct Writing.

Write in the Moodle Classroom before 6 May, our first class meeting:

A 1-2 page essay on what in these readings you can use to improve your writing skills.
Refer at least twice to particular sentences or paragraphs in the reading to back up what
you say.

In Preparation for Session II:

Write: finish your pre-writings on the practice essay we worked on in our first class
(Best/Worst Boss), assemble a First Draft, then revise and proofread that to create your
Final Draft. Email that Final to me by 16 May. Bring the pre-writings and First Draft to
our second class.

Write in the Moodle Classroom before 13 May:

Choose two of the three topics posted, and freewrite at least 20 minutes on each (about 5
paragraphs). You need not revise or proofread—use that time to simply write more.
Also, reply to at least one of your classmates’ posts. Do both of these by Sunday every
week of the semester.

Write in the Moodle Classroom before 20 May.

Essay #1:
1. Begin Essay 1 by pre-writing about one specific experience when you prejudged a
person or a group.
a) Begin with a cluster on these aspects of the experience. Number each part in order of
significance to you.
b) Do an outline from the cluster. List them in order of importance to you, following the
numbers you assigned them.
c) Freewrite at least one paragraph on each outline part (at least 4). Add to each an
example that describes an experience you had related to each idea: “One day I . . .”
d) Assemble the freewrites + examples into the body of a draft.
e) After writing the body, reread it and add an introductory paragraph that tells the reader
what the body is about.
f) Write a final paragraph that summarizes what you learned from your experiences, that
you want your reader to learn too.
The full First Draft of Essay 1 should be 3 pages long, describing the
experience in detail: the people involved, what they said and did, what their and
your reactions were, what the results were, what you learned from the experience,
and how it changed your view and/or behavior.
Bring the cluster, outline, freewrites and full typed, double-spaced First Draft of
your Essay 1 to our second class meeting. Label each at the top: Essay 1 + which pre-
writing part it is. Have a hardcopy of the draft when class begins at 9:30 (not on a
flash drive!).
Do not write about any experience that you don’t want anyone else to read as your
essay will be peer reviewed.

Note: all the preliminary steps and the First Draft of Essay 1 must be submitted at the
beginning of the next class meeting. It’s important for you to have a hardcopy of your
essay in the classroom so you can participate in the peer review. No late papers will be
accepted, and there are no exceptions to this policy.

Option: Your essay isn’t due until our next class meeting on 10 June, but you can receive
some early feedback on your essay by emailing be a draft before 5 June.

2. Write for at least 20 minutes each on 2 of the 3 Moodle topics you choose for this
week. The more you write, the better you’ll get, and the better your grade will get.
You will see on each Moodle assignment the due date for each week’s writings—
usually a Sunday. Be sure to do them by those dates.

Bring to class on 10 June: All your pre-writings + the First Draft of Essay 1

In Preparation for Session III:

Submit in the Moodle Classroom before 22 June:

The Final Draft of your Essay 1, on prejudging.

Write in the Moodle Classroom before 27 May:

Write for at least 20 minutes each on 2 of the 3 Moodle topics you choose for this week.
The more you write, the better you’ll get, and the better your grade will get. Reply to at
least 1 of your fellow writers’ posts, too.
You will see on each Moodle assignment the due date for each week’s writings—usually
a Sunday. Be sure to do them by those dates.

Write in the Moodle Classroom before 3 June:

Essay #2:
Begin Essay 2 by pre-writing about your relationship with an important person in your
life. Don’t tell us about the relationship: show it to the reader by describing in detail an
experience or two with the person—what people said and did, what their and your
reactions were, what the results were, and what you learned from the experience.
a) Begin with a cluster on these aspects of the experience. Number each part in order of
significance to you.
b) Do an outline from the cluster. List them in the order of importance to you, using the
numbers you assigned them.
c) Freewrite at least one paragraph on each outline part (at least 4). Add to each an
example that describes an experience you had related to each idea: “One day I . . .”
d) Assemble the freewrites + examples into the body of a draft.
e) After writing the body, reread it and add an introductory paragraph that tells the reader
what the body is about.
f) Write a final paragraph that summarizes what you learned from the experience, that
you want your reader to learn too.
The full First Draft of Essay 2 should be 3 pages long, describing the
experience in detail: the people involved, what they said and did, what their and
your reactions were, what the results were, what you learned from the experience,
and how it changed your view and/or behavior.
Bring the cluster, outline, freewrites and full typed, double-spaced hardcopy of
your First Draft of your Essay 2 to our third class meeting. Label each: Essay 1 + which
pre-writing part it is. Have a hardcopy of the First Draft when class begins at 9:30
(not on a flash drive!).
Do not write about any experience that you don’t want anyone else to read as your
essay will be peer reviewed

Note: all the preliminary steps and the First Draft of Essay 1 must be submitted at the
beginning of the next class meeting. It’s important for you to have a hardcopy of your
essay in the classroom so you can participate in the peer review. No late papers will be
accepted, and there are no exceptions to this policy. If you do not have a double-
spaced, typed hardcopy of this essay at the next class meeting, you will receive a
zero for the assignment.
.
Option: Your essay isn’t due until our next class meeting on 8 July, but you can receive
some early feedback on your essay by emailing it to me a week early.
Bring to class on 8 July: All your pre-writings + the First Draft of Essay 2

In Preparation for Session IV:

Submit the final draft of your Essay 2 about an important relationship before 20 July.

Write in the Moodle Classroom before 11 June:

Write for at least 20 minutes each on 2 of the 3 Moodle topics you choose for this week.
The more you write, the better you’ll get, and the better your grade will get. Reply to at
least one other writers’ post(s) too.
You will see on each Moodle assignment the due date for each week’s writings—usually
a Sunday. Be sure to do them by those dates.

Write in the Moodle Classroom before 18 June

Essay #3:
1. Begin Essay 3 by pre-writing about one specific experience you have had with
acceptance. Don’t tell us about the experience: show it to the reader by describing in
detail an experience or two with the people involved—what they said and did, what their
and your reactions were, what the results were, and what you learned from the
experience.
a) Begin with a cluster on these aspects of the experience. Number each part in order of
significance to you.
b) Do an outline from the cluster.
c) Freewrite at least one paragraph on each outline part (at least 4). Add to each an
example that describes an experience you had related to each idea: “One day I . . .”
d) Assemble the freewrites + examples into the body of a draft.
e) After writing the body, reread it and add an introductory paragraph that tells the reader
what the body is about.
f) Write a final paragraph that summarizes what you learned from the experience, that
you want your reader to learn too.
The full First Draft of Essay 3 should be 3 pages long, describing the
experience in detail: the people involved, what they said and did, what their and
your reactions were, what the results were, what you learned from the experience,
and how it changed your view and/or behavior.
Bring the cluster, outline, freewrites and full typed, double-spaced hardcopy of
your First Draft of your Essay 2 to our third class meeting. Label each: Essay 1 + which
part it is. Have a hardcopy of the draft when class begins at 9:30 (not on a flash
drive!).
Do not write about any experience that you don’t want anyone else to read as your
essay will be peer reviewed
Note: all the preliminary steps and the First Draft of Essay 1 must be submitted at the
beginning of the next class meeting. It’s important for you to have a hardcopy of your
essay in the classroom so you can participate in the peer review. No late papers will be
accepted, and there are no exceptions to this policy.
Option: Your essay isn’t due until our next class meeting on March 4, but you can receive
some early feedback on your essay by posting it in the Moodle Classroom link before
March 21.

Bring to our last class meeting on 29 July:

The First Draft of your essay on acceptance + all pre-writings.

ASSIGNMENT INSTRUCTIONS:

DUE FOR SESSION I: PRE-COURSE ASSIGNMENTS:

The pre-course reading and writing assignments provide students with the writing skills
needed to succeed both in school and at the workplace. Because these skills lay the
foundation for the course, it is crucial that students attend the first class meeting.

TIME-ON-TASK HOMEWORK:

REQUIRED READING:

Please read the “Introduction” and “Chapter 1” from Andersen’s Writing wrongs. These
readings can be downloaded on the Moodle classroom portal that gives you access to this
course: 1917HUSB119S1.

REQUIRED WRITING:

After you’ve read the assigned readings, please write in the Moodle Classroom portal for
this course an essay of any length stating what you think will be most helpful in
improving your skills as a writer.

ASSESSMENT OF ACTIVITIES:

This essay is worth ten points toward your total grade accumulation of 100 points. A
penalty of one point per day will be assessed to your grade for each day that your essay is
late. There are no exceptions to this policy. See Grading Criteria toward the end of
the syllabus.

SESSION I:

IN-CLASS TOPIC: WRITING AS A FOUR-STEP PROCESS.

LEARNING OBJECTIVES:
This activity addresses course learning objectives:

1. Demonstrate the ability to create, develop, and organize ideas through

pre-writing, drafting, and revising.

2. Demonstrate the ability to proofread for clarity, coherence, and correctness.

IN PREPARATION FOR SESSION II:

TIME-ON-TASK HOMEWORK:

REQUIRED READING:

Please read Chapters 1-2 in Writing that Works

REQUIRED WRITING:

Please post in the Moodle discussion/forum link a response for each of two of the
2 assigned chapters. The due date for these responses is any time before JANUARY 24.

Please write an essay of any length about your experience with PREJUDICE. When most
people hear the word “prejudice,” their first response is usually to think “racism.” But
prejudice can apply to a wide range of subjects: race, class, gender, sexual orientation,
neighborhood, height, weight, and more. Write about the form of prejudice you have felt
most strongly, in the past or present.

Begin Essay 1 by pre-writing about one specific experience when you prejudged a person
or a group. See the Pre-writing process described in the Assignment Schedule above.

Option: The due date for this assignment is the day of our next class meeting on
FEBRUARY 4, but you can take advantage of an opportunity to receive some early
feedback by submitting a working draft of your essay in the Moodle Classroom link any
time before January 31.

ASSESSMENT OF ACTIVITIES:

Each of your two responses to the assigned readings is worth five points toward a total
grade accumulation of 100 points. A penalty of one point per day will be assessed to your
grade for each day that your submission is late.

Note: The federal mandate requires that the discussion/forum responses must meet a 250-
word minimum. If you discover that one of your responses does not meet the minimum,
you can answer a second question as well in the Moodle Classroom link.
Your essay on PREJUDICE will be worth 20 points toward a total grade accumulation of
100 points, but before you submit a final draft, your essay will be peer reviewed at our
next class meeting.

Option: Submitting your essay before the peer review at our next class meeting is
optional. There is no grade, penalty, or extra credit attached to this opportunity. You are
not required to have a draft of your essay completed until the next time we meet in class.
Because your classmates are depending on you and your essay, however, it is crucial that
you bring your essay to our next class meeting so you can participate in a peer review
exercise. If you do not have your essay ready for a peer review, you will receive a grade
of zero for the entire assignment.

After completing the peer review of your PREJUDICE essay in our next class meeting,
you will write a final draft of the essay at home before submitting it on the Moodle
classroom portal before February 14. A deduction of one point per day will be taken
from any essay that is submitted after the due date. There are no exceptions to this
policy. See Grading Criteria toward the end of the syllabus.

SESSION II:

IN-CLASS TOPIC: LEARNING THE WRITING PROCESS, PART 2

Review three-step writing process.

Learn how to format formal essays (APA style).
Practice from exercises how to identify and correct run-on sentences and comma splices
as well as other in-common errors in mechanics and convention (APA style).
Peer review the paper on your experience with prejudice.
Read aloud in class the paper on your experience with prejudice.
Discuss the writing techniques outlined in the assigned chapters in Writing that Works

LEARNING OBJECTIVES:

These activities address course learning objectives:

1. Demonstrate the ability to create, develop, and organize ideas through

prewriting, drafting, and revising.

2. Demonstrate the ability to proofread for clarity, coherence, and correctness.

3. Demonstrate the ability to write in a variety of genres (narrative, description,

argumentation).

4. Demonstrate the ability to analyze and evaluate the effective use of language.

5. Demonstrate the ability to write in voices that are appropriate to audience and
purpose.
IN PREPARATION FOR SESSION III:

TIME-ON-TASK HOMEWORK:

REQUIRED READING:

Please read Chapters 3-4 in Writing that Works

REQUIRED WRITING:

Please post in the Moodle Classroom portal your final draft Essay 1 (on pre-judging),
before February 14.

Please post before February 19 in the Moodle freewritings on 2 of the 3 topics offered +
at least one reply to fellow writers’ posts.

Please post an essay of any length on an important relationship in your life. See the
Assignment Schedule above for the step-by-step process for getting started.

Option: The due date for this assignment is our next class meeting, but you can take
advantage of some early feedback on the paper by opting to submit it to me on the
Moodle Classroom link for this course before February 21.

Note: The essay assignments (Essays 1 and 2) are a central focus of the course. Each is
worth 20 points toward a total grade accumulation of 100 points. Don’t take them lightly;
they are not freewriting exercises. Make sure your essays are as close to perfect as you
can possibly get them. Starting with the PREJUDICE essay, use the suggestions for
revisions from the instructor and peers to achieve this goal.

ASSESSMENT OF ACTIVITIES:

Each of your two responses for the assigned readings is worth five points toward a total
grade accumulation of 100 points for the course.

Note: the federal mandate requires that the discussion/forum responses must meet a 250-
word minimum. If you discover that your answer to one question does not meet the
minimum, you can answer a second question as well.

Option: If you’d like some early feedback on the IMPORTANT RELATIONSHIP essay
before our next class meeting, you may submit it in the Moodle Classroom link before
February 21. Exercising this opportunity is optional. What’s important is to have a
working draft of this essay with you at our next class meeting on March 4. If you do not
have your essay ready for a peer review, you will receive a grade of zero for the entire
assignment. There are no exceptions to this policy. See Grading Criteria toward the
end of the syllabus.

After completing the peer review of your IMPORTANT RELATIONSHIP essay in our
next class meeting, you will write a final draft of the essay at home before submitting it
on the Moodle Classroom before March 14.

SESSION III:

IN-CLASS TOPICS: VOICE, FINDING AND CORRECTING ERRORS, PEER

REVIEW

Practice from exercises how to identify and correct sentence fragments as well as other
in-common errors in mechanics and convention (APA style).
Peer review Essay 2 about an important relationship in your life.
Read aloud in class Essay 2
Discuss the writing techniques outlined in the assigned chapters in Writing that Works

LEARNING OBJECTIVES:

These activities address course learning objectives:

1. Demonstrate the ability to create, develop, and organize ideas through

prewriting, drafting, and revising.

2. Demonstrate the ability to proofread for clarity, coherence, and correctness.

3. Demonstrate the ability to write in a variety of genres (narrative, description,

argumentation).

4. Demonstrate the ability to analyze and evaluate the effective use of language.

5. Demonstrate the ability to write in voices that are appropriate to audience and
purpose.

IN PREPARATION FOR SESSION IV:

TIME-ON-TASK HOMEWORK:

REQUIRED READING:

Read/review Writing Wrongs as a writing handbook. Think about which parts of

it would be most helpful to you.
REQUIRED WRITING:

Please post the final draft of Essay 2 in the appropriate Moodle Classroom link
before March 14.

Please post before March 19 in the Moodle discussion/forum link one response
for two of the three topics.

Write an essay of any length about your experience with ACCEPTANCE. See
the Assignment Schedule above for details on how to begin.

Option: If you’d like some feedback on your essay before our next class meeting
on March 3, you can submit an in-process draft in the appropriate link for this
course in the Moodle Classroom before March 21.

ASSESSMENT OF ACTIVITIES:

The responses to the assigned readings posted in the Moodle Classroom are worth
five points each toward a total accumulation of 100 points for the course.

SESSION IV:

IN-CLASS TOPIC: YOU AS A WRITER IN THE FUTURE

Practice exercises on how to identify and correct errors involving apostrophes and
other in-common errors in mechanics and convention (APA style).
Peer review Essay 3.
Read aloud some Essays #3.
Self-evaluate your performance for the course.
Read published Essays written by fellow students.
Discuss the writing tips and techniques outlined in Writing that Works.
Submit the final draft of your Essay 3.

LEARNING OBJECTIVES:

This assignment addresses course learning objectives:

1. Demonstrate the ability to create, develop, and organize ideas through

prewriting, drafting, and revising.

2. Demonstrate the ability to proofread for clarity, coherence, and

correctness.

3. Demonstrate the ability to write in a variety of genres (narrative,

description, argumentation).

4. Demonstrate the ability to analyze and evaluate the effective use of

 language.

5. Demonstrate the ability to write in voices that are appropriate to

audience and purpose.

COURSE PARTICIPATION:

Definition of In-Class Participation:

All talk does not constitute good class participation. Class participation that contributes to
a positive grade:

Uses personal experiences to illuminate in a critically analytic way essays and stories
under discussion by the class members.

Avoids repeating in different form points made by others.

Incorporates ideas shared by others to create a “fuller picture” of the concept under
discussion.

Poses real-life questions or challenges that spring from the discussion and attempts to
shape an “informed” conclusion.

Definition of Online Course Participation:

The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore, it is imperative that you enter each Moodle
discussion/forum link prepared to express your own views of a story under discussion but
consider the views of others as well. Class participation in an online environment:

Uses personal experiences to illuminate in a critically analytic way stories under

discussion in the discussion/forum link.

Shows evidence of having completed, understood, and applied the assigned readings to
the themes of the course.

Incorporates shared ideas to create a wider understanding of the story under discussion.

Poses real-life questions or challenges that spring from the discussion and attempts to
shape an “informed” conclusion.

GRADING CRITERIA:
THE PRIDE ONLINE MOODLE CLASSROOM: For each of our class meetings, you
will be responsible for posting submissions in the on-line Moodle classroom. Six of your
submissions will be responses to topics on Moodle, four other submissions will be Essays
on designated topics. A penalty of one point per day will be assessed for each day that
passes between a late submission and the date it is due. There are no exceptions to this
policy.

The Pre-Class Reading and Writing Assignments. When you open the Moodle portal
for the pre-class assignment, you will notice the reading assignments have been
downloaded for your reading convenience There is also a link in which you are to write a
reaction paper of any length about what in the readings will help you improve as a writer.
Make sure your entry is double-spaced. Your reaction paper is worth 10 points toward
your final grade. A penalty of one point per day will be assessed for each day that passes
between a late submission and the date it is due. There are no exceptions to this policy.

The Discussion/Forums. For the remaining sessions (II, III, and IV), you will be
assigned specific short stories to read and write about in the discussion/forum link in the
Moodle classroom. Notice, that when you click on a title in a discussion/forum link, a
series of questions will appear. You do not have to answer all of the questions for any one
story. Just answer one question for one story and one question for another story on or
before the date that the posting is due. Each of these responses to the readings is worth 5
points toward a total accumulation of 100 points for the course. Responses submitted
after the due dates will be penalized one point per day for each day past the deadline.
There are no exceptions to this policy.

The Essays for Sessions II, III, AND IV: You will write three essays based on three
different subjects: PREJUDICE, AN IMPORTANT RELATIONSHIP, and
ACCEPTANCE. An early draft of each of these essays must be brought to class on the
date it is due, along with pre-writings for each. It will be peer reviewed, rewritten, and
then a final draft of each essay will be submitted in the Moodle portal on a designated
date. Because others will read these essays, do not write anything you don’t want
someone else to read. A penalty of one point per day will be assessed.

The final drafts of PREJUDICE, AN IMPORTANT RELATIONSHIP, AND

ACCEPTANCE essays will be judged according to the following criteria:

Clarity of Expression: The writer expresses ideas in a natural voice that permits a
smooth reading and clear communication of ideas. The ideas are written so they can be
understood easily, and the reader does not have to struggle to understand what the writer
is saying.

Logical Organization of Ideas: Most college papers require an introductory

paragraph that grabs the reader’s attention, makes the reader want to continue reading,
and gives the reader some idea of what the paper is about. The main idea of the paper
does not have to be stated in the opening sentence or even in the opening paragraph, but it
should be clear before the end of the essay. What’s important is that the reader have a
sense of the writer’s direction throughout the essay and that each paragraph should flow
logically into the next.

Elaboration and Detail: The writer needs to develop the ideas of the essay fully
and provide adequate supporting detail. Details can include examples, allusions,
statistics, quotations, paraphrases, summaries, and more. Has the writer answered
questions such as “what,” “what if,” “why not,” “how,” and “how come”?

Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect
his or her conclusions to the central theme of the paper. It is not enough to present
supportive examples without making clear the significance of these examples and how
they advance the point the writer is trying to make.

Effective Use of Language and Diction: The writer should use vocabulary that is
suitable to the subject and the audience. Are the words used accurately and effectively?

Mechanics and Usage: Mechanics include the standard conventions of spelling,

capitalization, punctuation, and correct paragraph indentation. Usage involves issues of
verb tenses, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that
do not interfere with the reading of a text may be considered acceptable.

GRADING:

Pre-Class Essay: 10 points

Subsequent Essays: 60 points
Discussion/Forum Responses: 30 points
Total Accumulation: 100 points

A = 95-100 B = 82-86 C = 73-75 D = 62-65

A- = 90-94 B- = 79-81 C- = 70-72 D- = 59-61
B+ = 87-89 C+ = 76-78 D+ = 66-69 F = 58 and below

CHECKLIST FOR ASSIGNMENTS:

DUE FOR SESSION I: These Pre-class Assignments:

Read online in the Moodle discussion link the “Introduction” and “Chapter 1” of Writing
Wrongs. Then read “Chapter 4” in Writing that Works. Write on the Moodle discussion
link a double-spaced, a 2-3 page essay about what in the reading assignment will be most
helpful to you as a writer. This essay is worth 10 points toward a total course
accumulation of 100 points.
DUE FOR SESSION II:

Read and be prepared to discuss in class: Chapters 1-2 in Writing that Works

Post two responses in the Moodle classroom before the date they are due on 2 of the 3
topics offered. Each of these postings will be worth five points toward a total course
accumulation of 100 points.

Write and bring to class pre-writings and a First Draft on your experiences pre-judging a
person or group. The final draft will be worth 20 points toward a total course
accumulation of 100 points.

DUE FOR SESSION III:

Read and be prepared to discuss Chapters 3-4 in Writing that Works

Post two responses in the Moodle portal before the date they are due on 2 of the 3 topics
offered. Each of these postings is worth five points toward a total course accumulation of
100 points.

Write and bring to class pre-writings and a First Draft on an IMPORTANT

RELATIONSHIP in your life. The final draft will be worth 20 points toward a total
course accumulation of 100 points.

DUE FOR SESSION IV:

Read and be prepared to discuss Writing Wrongs.

Post two responses on Moodle before the date they are due on 2 of the 3 topics offered.
Each of these postings is worth five points toward a total course accumulation of 100
points.

Write and bring to class pre-writings and a First Draft on ACCEPTANCE. The final draft
is worth 20 points toward a total course accumulation of 100 points.

DUE DATES:

All essays and responses on Moodle must be submitted on the dates they are due.
Failure to meet a deadline will result in a one point per day deduction for each
specific assignment that hasn’t met the due date. Failure to submit the final essay on
the last day of class for the term will result in a grade of zero for the entire
assignment. There are no exceptions to this policy.

POLICIES AND PROCEDURES:

NOTE: Each student in the course is responsible for all SPCS academic policies and
college policies as found in the School of Professional and Continuing
Studies
Student Handbook.

SPECIAL SERVICES:

Springfield College and the School of Professional and Continuing Studies are committed
a reasonable accommodation to meet the requirements of this course is encouraged to
notify the instructor as soon as possible. Reasonable service and accommodations are
provided for students with physical, psychological, and learning disabilities based on
need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must also be on file with the director of
academic services at the student’s campus.

The syllabus is a binding agreement between the faculty member and the students in
the course. After distribution of the syllabus, any changes to the syllabus must be
(1) agreed to by all parties without coercion, (2) distributed in writing, and (3)
distributed to all parties.