Attendance in this course and section is very important. Why? Much of what you
learn will be developed through your interactions with others. That is
what much of this course and section is about: expressing your ideas, giving
feedback to others, and getting it from them.
When I was in my second semester as a freshman in college, I developed a rule of
thumb for my own attendance: no more than three times per course during the
semester. I developed this rule of thumb because I had a disastrous
attendance record my first semester--and pretty bad grades, as a result.
(I also learned to sit up front, even though I preferred sitting in back: those
who sit in front get noticed more by the teacher and are more likely to answer
the teacher's questions.) If you do miss, however, I allow for make-up
work amounting to twice as much time as the time you missed.
Each week, we have the equivalent of four classes. Each one is 50 min.
long. Two are on Tuesday, and two are on Thursday.
Attendance is worth 33 points/X's. There are a total of 100+ points/X's
possible in the course: attendance, 33 pts./X's; weekly papers, 67 pts./X's; and
participation/improvement (up or down up to one letter grade). Extra
credit--mainly for attendance but also for an extra Draft 4--also is possible.
See the "Grading" page in this Web site for more
details. And for attendance extra credit, see below.
Other notes:
-
Lateness to/leaving early from class: If you are 10 min. late at the
beginning, or you leave 10 min. or more early, then you lose half of your
attendance credit for being there that day. (And if you're frequently
5-10 min. late or early to leave, you'll lose some
attendance credit, too. See me if this is going to be a regular
occurrence because of another class or work.)
-
Anyone going 2 weeks with no
attendance activity will be dropped from the class.
-
Make ups: See below.
INVER HILLS ATTENDANCE POLICY AS OF 2012-2018:
"Students are expected to attend all sessions of
each class in which they are enrolled. If an illness or emergency results in
an absence, students should meet with their instructors to determine if
missed work can be completed. A student may receive a course grade of FN or
NC after two consecutive weeks (or equivalent in accelerated courses/terms)
of unexcused absence at any time during the semester. Students who receive
and FN grade may request to have their grade changed to a W (withdraw) if
done so by the course’s withdrawal deadline. Class attendance is defined as
being physically present in the classroom. Online attendance is defined as
having submitted an assignment, taken a quiz, or posted/made a course
content-related comment on the discussion/chat board for the course in which
the student is registered."
"Subpart A. Last date of attendance:
Instructors issue a grade of FN for students who
never attend class or stop coming to class. If a student misses two weeks of
class (or equivalent in accelerated courses/terms), instructors may report a
last date of attendance and issue a grade of FN. The FN grade is punitive
because it counts against both GPA and completion rate."
"Subpart B. Academic calendar:
PSEO students and students enrolled at other
colleges must follow the Inver Hills official academic calendar as it
relates to their attendance and registration at Inver Hills. Term breaks,
holidays, and non-class days at other institutions and vacations do not
supersede the Inver Hills requirements or academic calendar."
DISABILITY SERVICES ACCOMMODATIONS: The
IHCC Disability Services Office says, "It is the policy and practice of
Inver Hills Community College to create inclusive learning environments, and
provide students with disabilities reasonable accommodations so they have
equal access to participate in educational programs, activities, and
services. If there are aspects of the instruction or design of this course
that result in barriers to your inclusion, please notify your instructor as
soon as possible. For further support, and to arrange specific reasonable
accommodations, students are encouraged to contact
Disability Services. You can call 651-450-3508, you can Google "IHCC
Disability Services," or you can go to College Center 211.
(If this info is outdated, ask me how to find the new
information.)
You may complete extra work for make-up/extra credit. It counts as part of
your attendance credit because you report how long you spent--how many minutes
and/or hours. It first counts towards missing attendance, and after that
as extra attendance. However, no matter how it is counted, it all goes
toward the X's/point system for the course, thus raising your grade. You
may get as many extra X's/points as you want in this way.
Note: No make ups are allowed for missed homework writing assignments (unless
you miss class, in which case you may always turn in homework the next time you
come, and it will be considered as on time). However, you can
counterbalance a poor homework grade by earning extra credit for attendance, so
that your attendance points/X's go to as high a number as you want.
The most basic way to earn attendance credit is simply to attend.
Otherwise, you may use any of the methods below for attendance make-up and/or
extra credit. Extra credit almost always is listed in attendance, but it
does boost your total number of X's/points, so it doesn't matter where you get
the credit: it all goes to the same total of points/X's.
Return to top.
|
What are extra credit/make up optional
papers, activities, & films?
(1-17) |
Counting Your
Time:
When you do any of the make ups for attendance or extra-credit options, be
sure to count your time. You get credit for them not by the paper or
its length, but rather by how many minutes/hrs. you spend doing
them. Write the amount of time in the upper-right corner of your paper,
along with your name, the words "MAKE UP" or "EXTRA CREDIT," our class name
and number, the date, and the class section number (or "Instructor: Richard
Jewell"). (For tutoring--#1 and #2 below-- get a tutoring slip from me,
have your tutor fill it in, and return it to me.)
Extra
Activities and Papers:
Here are the activities and papers you can use for make up of attendance
and extra credit.
DOUBLE THE CLASS TIME (#1a-1b):
1.
Thank-You Note to a Teacher (1 hr. of writing/revising = 2
hrs. of extra credit):
Do you remember the best writing (or other) teacher you've ever had, either
here or in a previous school? Write a thank-you note to her/him. And if
you give me a second copy, neatly written, in an unsealed envelope that is
stamped and addressed (to the teacher in care of her old school/department,
with your return address on the envelope ), I'll mail it and give you
twice the credit (twice the time it took you to write it: report the
real amount of time you spent and also the doubled amount of time).
Remember to tell me the total amount of time you spent.
(This assignment
encourages you to develop writing that is intellectually and emotionally
positive, useful, and helpful in terms of having a positive social impact.)
1b.
Publishing an Article or Story in an Online or Print Official Website or
Printed Publication
(e.g., a
school literary or news journal, newspaper, or magazine; 1 hr. of
writing/revising = 2 hrs. of extra credit): Do you have the opportunity
this semester to publish a story, article, poem, or some other piece of
writing of your own on or in an official website, school newspaper or
literary journal, or other source? Go for it! If you do all the writing and
editing this semester, you can get double credit for the time you spend. If
you already wrote it previously, then you can get double extra credit for
the time you spend editing it and getting it published this semester (but
not for the previous writing time). (This does not count blogs, personal
websites, or personal pamphlets you might publish yourself.)
-------------------------------------------------------
THE SAME AMOUNT AS CLASS TIME (#2a-#16):
2a.
From IHCC, Tutoring
Alternative:
You may get credit for missed time in class by working with a tutor. (You have to actually work with the tutor,
not just sit in the tutoring center. Online tutoring also is available.)
See
https://www.inverhills.edu/StudentResources/WritingCenter/. You
should use an official IHCC tutor in the IHCC Writing Center (a large, open
space in the middle of the 2nd floor of the Library building) or a parent,
former teacher, friend, or classmate who can actualy offer you some real
help. Be sure to have the tutor sign one of our class tutoring forms/slips,
or some other paper stating how much time he or she spent working with you.
2b.
From IHCC
Library Research Tutorial:
The IHCC Library says, "The Library has
an
online tutorial to help students
understand academic research and guide them through using college library
resources. The tutorial has 6 modules, each with an explanation, exercises
or games for practice, and a quiz. There are also pre- and post tests for
the entire content of the tutorial. Each module can stand on its own or
you can have students do all 6. In module 5,
Using the Web, [is] a box with links to identifying and fact-checking
Fake News." This was added "[w]ith the permission of the Indiana University
East librarians....".
3.
Looking at Movies, Surfing Web Sites, and Reading additional books on the
Class Subject Matter (counts as 1 for 1: 1 hr. of this activity = 1
hr. of missed class or extra credit).
You do not need permission, first, if you use the following sources:
A. Films:
Use movies only from the
approved lists in
www.richard.jewell.net/1140/Books&Webs.htm#Movies. They are for a
literature class, but they also have mythic themes. If you think you've found another movie not on the list that might qualify,
ask me about it. Write about each film for 400+ words, analyzing it from
three specific theories/sub-theories or point(s) of view, or
dialoguing about it using, equally, two opposing arguments and a
compromise or higher position about an issue in the film. Turn it in
with the amount of time you spent watching and writing.
(If you wish, you may, instead, use
www.WritingforCollege.org
to learn about and write a "Critical Review," "Evaluation," or "Literary
Review," or "Literary Analysis" about the movie. In this case, you would
also count the time you spent reading how to do this new type of paper.)
B. Web Sites: Go to
www.richard.jewell.net/1114/Textbooks&Resources.htm
and click on
"ADDITIONAL ONLINE SOURCES." Write about the websites you visit and what they have, state the time you spent viewing and writing,
and turn it in.
C. Books: Use only books from the approved lists of the first
and second reading books. (You may not count the book that you are
choosing as your second required reading book for the semester.) Write about
what you read for 200+ words for every 30-40 pp. of reading, state your reading and writing time, and turn
it in.
Whenever you visit web sites or read additional books, you
will need to write about them. Some of the ways you can write are as
follows:
-
Summarize the film (or book or web site).
-
Write an
"Analysis" of it using three theories (or three sub-parts of one theory) or
three points of view.
-
Write a "Dialogic" paper about it using three positions: two opposing ones
and one compromise or higher position.
-
Answer any or all of the following general questions:
§
What was the basic point, argument, story line, plot, or narrative line of the book or
web (in a sentence or a paragraph)?
§
Who were the main people?
§
When and where did it happen? Are the times and places significant?
§
How or why did the main event(s) happen? What are some causes and effects?
§
What was the high point or best part of the film, book, or web site for
you? Why/how?
§
What was the low point of it for you? Why/how?
§
Who would be the best audience for this book or web site (and/or the
worst audience)?
§
What do you think is the "moral of the story"--or point to get out
of it--of this book, or web
site: what should people learn or take home from it? Why?
§
How would you rate this book or web site on a scale of four stars?
Why? Would you give a different rating if you were doing it for a wider
audience? If so, why or how?
4.
Tutoring by or of a Classmate
(counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or
extra credit): You
may get credit for missed time in class by working with a classmate for the
same amount as the time you want to make up. (You have to actually tutor or
be tutored by the other person, not just sit with them and study or write.)
If you are being tutored by someone else, they must actually know what they
are doing regarding that particular activity or assignment in the course.
And if you are the person who is doing the tutoring, you must know what you
are doing regarding that particular activity or assignment in the course.
Report to me the actual amount of time you were tutored/tutoring so that I
can give you the proper credit.
5.
Notes from--and Watching of--a Video about Composition from the Library.
(counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or
extra credit):
There are three videos in the library that you can use. You may use them
right in the library in its "Viewing Room," where there is a video player,
or take the video home. The three are from the Standard Deviants
video series: "Grammar 1," "Grammar 2," and "English Composition." You may
watch one, two, or all three. Take at least 100+ words of notes while you
watch and/or afterward, and count both your video and your
note-taking time. Turn the notes in to me with the total amount of time you
spent both watching and writing (100+ w. per video). (This
assignment extends your knowledge of writing and/or grammar.)
6.
You may also write sentences using the Merriam-Webster "Word for the Day"
Web site, full value, 1 for 1: do this alternative writing assignment for an
equal amount of class time.
Use each word in a sentence. You may write up to ten different sentences
using one word up to ten times (once or more per sent.), and you may write
as many current or past "words for the day" as you want. Show me what
you've written with a statement of how much time you spent writing the words
and their sentences. Go to
http://www.m-w.com/cgi-bin/mwwod.pl.
PAPERS (SAME AMOUNT AS CLASS TIME):
7.
Discussion of 1 or More Textbook Chapters You Have Not Read
(in
WritingForCollege.org -- counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or
extra credit): Either choose a chapter or two that will not be
assigned in class (for example, from the chapters in the textbook sections
called "Writing in Many Fields" or "Writing to Literature"), or choose a
chapter that was assigned but that you did not read for credit. Read the
chapter(s) and sample paper(s). Then use "General Study Questions" to
discuss or take notes on the chapter(s)--just as you have been assigned to
do for other chapters in the textbook. Count both the time spent reading
and answering questions. Turn in to me what you've written, along with the
total amount of time you spent. (This assignment extends your knowledge
of writing by acquainting you with other types of papers.)
8.
Paper from a New Textbook Chapter
(in
WritingForCollege.org
(counts as 1 hr. for 1 hr.): Write a paper from a chapter that you will
not be using in class (e.g., from the textbook sections called "Writing in
Many Fields" or "Writing to Literature"). You do not have to write notes or
answer questions, unless you want to. For your paper, you may either write
about something real or make up a situation--or do some of both. Count both
the time spent reading and the time spent writing. Turn in to me what
you've written, along with the total amount of time you spent.
(This
assignment encourages application of writing lessons to
your own creative or practical interests or concerns.)
9.
Combination of the previous two items, above (counts as 1 hr. for 1 hr.):
Read a chapter, take notes on it, and use its directions to write a paper,
as described in both "Duscussion of 1 or More Textbook Chapters" and "Paper
from a New Textbook Chapter," above. Count your time for all three of these
activities, and turn in to me what you've written, along with the total
amount of time you spent. .
10.
Resume and Cover Letter (counts as 1 hr. for 1 hr.):
Imagine you're applying for a job in your future profession. Neatly type
both a resume and a cover letter. (This may be entirely real or partly made
up.) The resume can use any of several different organizational
methods: e.g., the "targeted" resume, which emphasizes special experiences
or training you have; the "time" resume, which shows what you've done in
order of time (usually from most recent to oldest); or the most common, a
"subject" resume, which shows your activities by subject (e.g., "Job Goals,"
"Paid Positions," "Volunteer Work," Education and Training," and "Other" or
"Personal Information."
Most commonly, people do some combination of two or
three of these types. The cover letter should be sincere and contain
a brief introductory statement of the job you are interested in (pretend if
need be) and the fact that your resume is enclosed. There should be a good
paragraph or two on why you are appropriate for the job--something not in
your resume. And there should also be a paragraph describing why you picked
this particular company or place--what's so good about them that attracted
you to them? There should then be a brief closing paragraph describing
where and how to reach you and expressing your sincere hopes about being
hired.
Again, type both in business style. The resume should be typed
using a 12-point basic font. Use devices such as bold, underlined, italic,
and/or larger-size type for the main header at the top and for your
subheadings. Work for clarity and ease of reading, but don't be too fancy
or artsy (unless the particular workplace calls for it). Turn in to me what
you've written, along with the total amount of time you spent. (This
assignment is a practical writing assignment requiring good organization and
an awareness of audience.)
11.
Description of How to Raise Your Children to Write Well (counts as 1 hr. for
1 hr.):
Imagine you are about to have children (if you already have them, then start
from their present age, if possible, or imagine you're starting over
again). Write a description in steps of how you would raise your own
children, should you have them, to write well, from the beginning of their
babyhood to and/or through their teen years. (You might want to include not
only writing but also reading habits, as the two tend to be linked.) Turn
in to me what you've written, along with the total amount of time you
spent. (This assignment encourages critical thinking and practical
thinking about writing.)
12.
Job Application's Personal Statement (counts as 1 hr. for 1 hr.):
Some of you going into advanced training, programs, or graduate school will
be required to write some kind of personal statement or a like document.
This is your chance to practice it. Show me a copy of the application's
writing "assignment" along with your paper that you have written to try to
satisfy that assignment. Turn in to me what you've written, along with the
total amount of time you spent. (This assignment is very practical and
encourages several essay-writing skills.)
13.
Description of Thinking (counts as 1 hr. for 1 hr.):
Put yourself in an imaginary or real (remembered or present) situation where
some careful, lengthy thinking about something is needed. Describe one (or
more) of your critical thinking processes: e.g., writing an analytical
paper, examining a major life experience or turning point, debating whether
to choose a person for something personally important or for a professional
position; dumping or developing a friendship or romance, deciding how to
change a boss' or teacher's decision, etc., etc. You may include not only
what steps of thinking you use, but also, if you wish, a discussion of what
steps you'd like to learn to use in the future. Turn in to me what
you've written, along with the total amount of time you spent.
(This
assignment encourages "thinking about thinking" and writing about it: a
reflexive or "metacognitive" look at
your intellectual processes.)
14.
Teaching Method (counts as 1 hr. for 1 hr.):
Pretend that you must teach someone something intelligent, demanding, and/or
professional that you know. Describe in a series of steps how you would go
about teaching something important that you know or have learned, especially
something in a possible future job or profession of yours. (If you do this
type of assignment for a bulletin-board class, too, please make the two
separate and different.) Turn in to me what you've written, along with the
total amount of time you spent.
(This assignment encourages clear process writing and a reflexive or
metacognitive look at what you knows and how you share it.)
15.
Job Description (counts as 1 hr. for 1 hr.):
Pretend you're on a hiring committee in a possible future workplace in your
potential future profession. Write a lengthy, well developed job
description with an introduction, conclusion, and body parts (several
paragraphs). In it, sounding positive and practical but not overly
cheerful, try to describe as fully as possible the job itself, the kind of
person needed, the minimum requirements and preferred requirements in a
candidate, the work requirements (pay, hours, benefits, etc.), and the kind
of person who may be best received by the company and the hiring committee.
Turn in to me what you've written, along with the total amount of time you
spent. (This assignment encourages
you to look ahead and reflectively prepare on paper for a hiring process
most of us must experience.)
16.
Case Study of Yourself as a Student (counts as 1 hr. for 1 hr.):
Pretend you are an unbiased social worker, psychologist, or other counselor
taking a look at your primary behavior as a college student studying in
school during the past few months or, perhaps, a year or two. Write a
description of your behavior as it relates to being a student in school.
Use these categories evenly (in terms of time spent or word count): (a)
general description/background of the person without reference to any
problems; (b) statement and description of the biggest problem or group of
related problems (related to being in a school) facing the student during
this time period; and (c) solution(s) student has applied to solving the
problem(s) and the results obtained. (You may, instead, write this case
study of a very close friend you know well, but please change his/her name.)
Turn in to me what you've written, along with the total amount of time you
spent. (This assignment helps you see yourself better as a student,
along with what works and doesn't work for you in an academic setting.)
-------------------------------------------------------
ONE-HALF OF CLASS TIME:
17.
Other Writing--Personal,
Creative, or Other--Anything Not Assigned for Another Class or at Your Job
(counts for only 1/2 the time spent).
You may get credit by creating non-class writing in the current semester.
Personal or creative writing--as in letters, journals, diaries, stories,
etc.--can count. However, they must have been done in the same
semester as our class. And you cannot count writing done for other classes
or for a job. You also may not count time spent in reading and/or
research--just actual writing time. Simply state your writing time on the front and label the writing as "Extra
Credit--Written During This Term," and turn it in.
-------------------------------------------------------
ONE-FOURTH
OF CLASS TIME:
18.
Writing Done for Other Classes or Work During This Same Term.
You may get 1/4th credit for other writing you have done for classes and/or
for your job this term. Show me the work and put the total number of hrs.
you worked on it at the top--the actual hrs. of writing (do not count
researching or reading time).
- End of
Attendance Page -
