Kristen Jefferson

Kristen Jefferson Teaching College Composition Portfolio Spring 2024 Table of Contents Cover Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 CV. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 EH 101 Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 EH 101 Teaching Unit . . . . . . . . . . . . . . . . . . . . . . . . 14 EH 101 Writing Assignment and Rubric. . . . . . . . . …16 EH 102 Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 EH 102 Teaching Unit . . . . . . . . . . . . . . . . . . . . . . . . .30 EH 102 Writing Assignment and Rubric . . . . . . . . . ...32 Teaching Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . .36 1 March 20, 2024 Dr. Joan Reeves Director, Div. English, and Fine Arts Northeast Alabama Community College P.O. Box 159 Rainsville, AL. 35986 Dear Dr. Reeves: My name is Kristen Jefferson, and I am writing to express my interest in the teaching position at your esteemed institution. I am currently pursuing a contingent master’s in education at Jacksonville State University, under the guidance of Dr. Vaughn, a respected figure in the field of education. I anticipate completing my degree by December 2024. I believe I am a strong candidate for this position due to my extensive teaching experience and my commitment to fostering a supportive and engaging learning environment. As a substitute teacher for DeKalb County Schools and Albertville City Schools, I have gained valuable experience working with diverse student populations across various grade levels. My approach to teaching emphasizes the importance of encouraging critical thinking and promoting a growth mindset among students. In addition to my teaching experience, I have also served as an editor and proofreader for Brainfuse, where I have honed my communication and analytical skills. My background in writing and editing has equipped me with strong revising abilities and attention to detail, which I believe are essential for effective teaching. I am particularly excited about the opportunity to contribute to the academic community at your institution and to further develop my teaching philosophy. I am more than willing to provide additional materials, such as my teaching portfolio and letters of recommendation, and I am available for an interview at your earliest convenience. 2 I would be happy to send any additional materials as needed. I can be reached by my personal cell at - or my university email at-you for considering my application. I look forward to the possibility of joining your faculty and contributing to the success of your students. Sincerely, Kristen Jefferson Kristen Jefferson 3 KRISTEN JEFFERSON 520 Rose Rd Apt 101, Albertville, AL--https://www.linkedin.com/in/kristenjefferson-a5/ OBJECTIVE I am a very fast learner when it comes to learning new skills and many computers application programs. I enjoy broadening my skill sets and learning new skills within the job field. I have over 15 years of working experience, with 5 years employed with the same company. EDUCATION Associate in science | Jefferson State Community College August 2018- July 2021 Bachelors in science | Athens State University AUGUST 2021- MAY 2023 PHI THETA KAPPA (PTK) MEMBER Contingent Masters in English | Jacksonville State University JULY 2023-PRESENT EXPERIENCE Writing Assistant and Tutor | Brainfuse OCTOBER 2023-PRESENT I am currently editing and proofreading essays submitted by high school students, college students, and legal firms. I proofread and add commentary where needed within the essay for the client to revise their essay. I also provide one on one or group setting tutoring over Google Classroom and Zoom for English subjects. Substitute Teacher | Albertville City Schools NOVEMBER 2018- PRESENT I substituted for grades K-12 and special education. This is my life calling is teaching and helping students in the growing and learning process in life. Growth mindset is the top priority. 4 Phlebotomist/Lab Tech| Sand Mountain Family Practice Center May 2014- Aug 2018 I worked in a fast-paced doctor’s office with 5 doctors. I performed venipunctures, in house lab tests, ran drug screens & handled patients’ concerns daily. Working with patients, I also worked in medical records, scheduled appointments, and made referrals. I left this job when I got married and relocated to Birmingham. SKILLS • Certified Phlebotomist 2011 • Very familiar with several different EMR systems and computer applications • Alabama Substitute License since 2018 • Assistive Technology and visual aids • Team player and work well with others • Very organized and dependable • ICD 10 coding and insurance claims • Problem solver and goal-minded • Lesson Plans and Media Technology INTERESTS I enjoy attending church on Sundays with my family and I believe that family is important. I also feel that to be successful in life you must always give your best at whatever it is that you are attempting to complete. Set goals and never stop trying to achieve them. Make every day a new day with a new plan to achieve your goals and keep pushing forward. After every storm, there is always a rainbow to look forward to. I try to stay very open minded and optimistic in every aspect of my life. Providing life skills and education to children is my long-term future goal. 5 EH 101 English Composition I: Course Policies and Syllabus Delivery Method: In-Person Instruction: Instruction provided in the physical classroom at regularly scheduled times. Instructor: Dr. Kristen Jefferson Email:-Class Hours: T/TH 12-12:50pm Student Hours: Available by Appointment Office Location: Stone Bldg. Rm 104 Required Texts and Materials: • • • • • Lunsford, Andrea, et al. Everyone's An Author with Readings 3rd ed. Norton, 2017. Bullock, Richard, et al. The Little Seagull Handbook with Exercises, 3rd ed. Norton, 2017. InQuizitive for Writers Common Reading Program Book: Callings: The Purpose and Passion of Work, Ed. Dave Isay Other readings provided by instructor. Course Description: EH 101 English Composition I (3) Prerequisite: ACT English score of 18 or above, SAT English score of 430 or above, or English Ed Ready Initial score of 56 or above 6 Introduction to critical reading, thinking, and writing through student interaction with textual and digital materials. Focuses on developing strong composition skills by practicing a variety of rhetorical strategies and the drafting, revising, and editing processes. Grades for EH 101: A, B, C, NC. Course Objectives and Student Learning Outcomes: Through the writing process, students will ultimately produce a minimum of four papers equaling 16-20 discrete pages of polished prose (typed, double-spaced, 12-point font, one-inch margins). Polished prose is defined as writing that has gone through the writing process, including drafting, feedback, revision, editing, etc. Students will compose different forms and styles of writing for different purposes, apply the basics of a designated style guide, and practice academic English. This course provides the writing foundation students need to be successful in their upper-level writing-intensive courses. Canvas Course Merge: The students in this course are grouped in Canvas with students enrolled in another section or sections of this same course. Students may see the names, email addresses, discussion forum postings, and contributions to group activities of all students enrolled in their section of the course as well as those of students enrolled in other sections within Canvas during the current semester. Some assignments may require online communication, interaction, and collaboration with students across sections. Attendance Policy and Tardy Policy: Students are expected to attend all classes and submit all assignments, whether in class or online work. Attendance is important to students’ success, and the English Department wants success for all students. Therefore, students enrolled in this course are allowed only THREE unexcused absences. A student with four or more unexcused absences will receive NC (no credit) in the course. In addition to this first-year writing attendance policy, students in this course must follow the English Department’s overall attendance policy, which requires students to be present at 75% of class meetings. These policies begin on the first class session where the student’s name appears on the roster. Attendance will be marked and tracked through JSU Navigate. Attendance Defined for In-Person Classes: The student’s physical attendance and submission of assignments in the classroom constitutes attendance. Dates, times, and locations of all physical classroom meetings will be posted in the schedule. In-person classes still require the use of eBooks, the online submission of assignments through Canvas, and follow the JSU Laptop Policy. Tardy Policy: Because students who arrive late are marked absent, they must notify the teacher of their attendance at the end of class. Students are expected to attend all classes and submit all assignments, whether in class or online work. As the Graduate Catalog makes clear, “The University expects every graduate student to attend all scheduled class meetings for courses in which the student is enrolled.” 7 Attendance is a basic expectation: the general rule in graduate school is that you attend all your classes all the time. Repeatedly missing class, or repeatedly arriving late or leaving early, will lower the “class participation” portion of the final grade, as well as lower the professor’s personal assessment of the student’s commitment to graduate study. Since students who arrive late to class will be marked absent, they must notify the professor of their attendance at the end of class. All students are expected to be on time for class. Tardiness is unprofessional and is not indicative of a serious graduate student. If you’re taking this class, you probably want to teach college English one day, so think of this class as a semester-long job interview. Make me want to hire you because of your professionalism and work ethic. Late and Make-up Policy: A student may make up or turn in late assignments only with an excuse including verifiable documentation. It is the student’s responsibility to plan with the professor for making up or turning in the missed work. In a graduate-level class, however, late and make-up work should be the rare exception and not the norm. It will ultimately be up to the professor whether the student is allowed to turn in the late or make-up work and if it will receive any or all credit. Because of the nature of some assignments in this class, late or make-up work may not be possible, and it is up to the professor to determine whether an alternate assignment is offered. Civility Statement: All students are expected to be respectful of others’ opinions, ideas, time, work, and wellbeing, and to treat their classmates, instructor, and their work with the respect they would want in turn – both in the physical (and virtual) classroom and in the online setting. All students are expected to attend class fully prepared with appropriate materials. Any student behavior deemed disruptive by the instructor will result in expulsion from the classroom, with an absence for the day and possible disciplinary action. Technology and Digital Content Statement: For this course you will need a computer with video camera and audio microphone, a word processing program like Microsoft Word, and reliable internet access. When the instructor gives permission, laptops, tablets, cell phones, Apple watches, and other technology may be used in the classroom for class-related activities (taking notes, accessing an e-book, adding homework to a calendar, etc.); however, they should be set on silent so that class is not disturbed by any noises, alerts, vibrations, etc. Because students are more successful in class when they are actively engaged with the instructor, fellow students, and the material, devices must not be used for non-class-related activities, and the instructor has the right to ask that student(s) to discontinue their use. Students should also review the university’s Scholar’s Code and ensure their use of technology complies with the university’s stance on academic honesty. All videos, documents, and content in this course may only be used in and for this class. No video, document, or content may be downloaded or captured for personal use beyond this class without the written permission of its owner. Likewise, please seek permission from the instructor before recording (video or audio) the instructor or any portion of class. Children or Animals in the Classroom: 8 Students are not to bring their children into classes. Service animals are allowed in the classrooms, but they must wear vests, harnesses, etc., identifying them as documented service animals. University Academic Honesty Policy: In a university community, true knowledge can be gained only through honest means. A Scholar’s Code can be found in both the Undergraduate and Graduate Catalogs and the Student Handbook. Students who violate the Scholar’s Code will be subject to disciplinary actions which could range from a zero on an assignment to failure of the course; repeated offenses can result in dismissal from the university. Records of academic dishonesty are kept in the Office of Community Standards and Student Ethics. Campus Resources for Writing: The Writing Center offers several free in-person and online services including writing and digital writing consultations, virtual presentation audiences, ESL conversation partners, and special topics workshops for all JSU faculty, staff, and students. A team of undergraduate and graduate consultants are trained to assist with academic, personal, and professional writing. Appointments can be scheduled through the Navigate app. For more information, visit https://www.jsu.edu/english/jsuwrites/index.html Student Success Center: The Student Success Center provides an integrated network of support and meets students where they are while empowering and supporting lifelong learning. The Student Success Center is located on the Ground (Basement) Floor, 1st Floor, and 2nd floor of the Houston Cole Library and serves as your one-stop shop for student support and services. Services include tutoring, supplemental instruction, academic and career support, success coaching, reasonable accommodations, leadership development, and peer mentoring through our Academic Support and Success, Academic and Career Advising, Learning Services and Analytics, First and Second Year Experiences, Disability Resources, and Student Athlete Development offices. To learn more about these services and supports and how to access them, visit https://www.jsu.edu/studentsuccess/index.html. Disabilities Resources: Jacksonville State University is committed to creating an inclusive learning environment that meets the needs of its diverse student body. If you are currently experiencing or anticipate that you will have any barriers to learning in this course, please feel welcome to discuss your concerns with me. It is my goal to create a learning experience that is as accessible as possible. If you have a disability, or think you may have a disability, that may have some impact on your work in this course and for which you may require academic adjustments or accommodations, please work with a staff member in Disability Resources so that accommodations can be considered. Students that receive accommodation letters, or Individualized Post-Secondary Plans (IPPs) should meet with me to discuss the provisions of your accommodations as early in the semester as possible. You can find more information about the Office of Disability Resources on the web or by visiting the Student Success Center on the 2nd Floor of the Houston Cole Library. You may also call - or email at- All discussions will remain confidential. 9 Counseling Resources: As a college student, there may be times when personal stressors interfere with academic performance and/or negatively impacts daily life. If you or someone you know is experiencing mental health challenges, please contact Counseling Services at- or visit https://www.jsu.edu/ccservices/index.html for more information or to request an appointment. Students may also stop by the Counseling Center at 147 Trustee Circle (located between Sparkman and Mason Halls) to request services. Additionally, the office offers self-help resources to explore ways students can independently support their mental health. In the event of a crisis after hours, please contact the University Police Department at- to be connected with the on-call counselor. The National Suicide Prevention hotline (988) is another resource and is available 24 hours a day. You may also reach out to Crisis Text by texting 741 741 where you will be connected to a trained responder. Laptop Policy: Jacksonville State University students will need a laptop that runs either Windows or Macintosh operating systems. Students are encouraged to bring laptops to classes and learning spaces on campus to access virtual labs and other computing resources available online. This laptop requirement ensures you will have adequate and timely access to the electronic resources necessary to be a successful JSU Gamecock. Chromebooks, tablets, and smart phones cannot access all the electronic educational material and resources used at JSU and are therefore not suitable devices. http://www.jsu.edu/it/laptop/ Canvas Help and Support Please visit the Online@JSU website for general Canvas help and support and for Canvas computer requirements. General JSU Tech Support Website: Technology Support Center Email:-Phone:- Norton Help and Support Student Help Notes are available on the Norton website for all Norton texts and programs. Grades: In general, the final grade in the class will be comprised of the following: 80% Major Assignments = Writing that has gone through the writing process and is included in the minimum 4 papers of polished prose 20% Minor Assignments = Anything that hasn’t gone through the writing process (smaller, minor writing assignments; drafts; outlines, prewriting exercises; participation; reading quizzes; grammar exercises; homework; group work; discussion boards; peer editing, review, and/or workshopping; etc.) 10 Conversion scale of final averages: A (90-100%), B (80-89%), C (70-79%), NC (69% and below) Grading Summary for Final Grade: · · · · · · · Daily Work (quizzes, homework, rough drafts, outlines, in-class assignments, etc.) – 20% Essay 1 (Narrative)– 10% Essay 2 (Exploration)– 10% Midterm Essay– 20% Essay 3 (Informative)– 10% Essay 4 (Reflective)– 10% Final Essay – 20% Due Dates: Assignment Due Date Narrative Essay Rough Draft 9/07 Essay 1 Narrative Essay 9/12 Exploration Essay Rough Draft 9/26 Essay 2 Exploration Essay 9/28 Informative Essay Rough Draft 10/10 Essay 3 Informative Essay 10/12 Midterm Essay 10/26 Reflective Essay Rough Draft 11/2 Essay 4 Reflective Essay 11/7 Final Essay 11/30 Notice of Instructional Use: All student work in this course may be used for instructional purposes in future classes and faculty professional development unless the student notifies the instructor in writing at the beginning of the semester to exclude their work. All identifying information will be removed from the work prior to using it as an instructional tool. Disclaimer: Syllabus and Schedule are subject to change with notification to students. 11 Inappropriate Papers and Assignments: Papers and other assignments that the instructor considers offensive or inappropriate in attitude or content will be returned with a grade of zero. Papers or assignments that include outside research (whether documented or not) when the assignment does not call for any outside research will receive a grade of zero. Papers or assignments that do not follow the prescribed assignment will receive a grade of zero. Papers or other assignments that contain AI generated material when the assignment does not allow for any AI-generated material will receive a grade of zero. It will be up to the instructor to determine whether the student will be allowed to turn in a different paper or assignment and if it will be eligible for any/points. Syllabus for ENG 101 Fall 2023 Tentative Course Schedule – subject to change with appropriate notice. Week 1 8/22 8/24 Week 2 8/29 8/31 Week 3 9/5 9/7 Week 4 9/12 9/14 Week 5 9/19 9/21 Week 6 9/26 9/28 Week 7 10/3 10/5 Discuss Syllabi, Academic Expectations, and Due Dates. Essay outline, practice Venn diagrams, mapping, and using a graphic organizer. Writing Strategies and Narrative Essay Outline Due Researching and using MLA 9th Edition Assignment Q & A #1 due Using credible sources Read The Little Seagull Handbook with Exercises as a group reading and Narrative Essay Rough Draft Due Reading Quiz and Narrative Essay Due Student Feedback Assignment Q & A #2 due Reading Quiz and read The Little Seagull Handbook with Exercises Reading Quiz and Exploration Essay Outline Due Assignment Q & A #3 due Student Feedback and Exploration Essay Rough Draft Due Reading Quiz and read The Little Seagull Handbook with Exercises and Exploration Essay Due Reading Quiz, discussion midterm review, Informative Essay Outline Student Feedback 12 Week 8 10/10 10/12 Week 9 10/17 10/19 Week 10 10/24 10/26 Week 11 10/31 11/2 Week 12 11/7 11/9 Week 13 11/14 11/16 Week 14 11/21 11/23 Week 15 11/28 11/30 Read The Little Seagull Handbook with Exercises, Informative Essay Rough Draft Due Informative Essay Due end of class Assignment Q & A #4 due Informative Essay Due, Discussion about midterm essay expectations Student Feedback Assignment Q & A #5 due Reading Quiz and read The Little Seagull Handbook with Exercises Assignment Q & A #6 due Midterm Essay due end of class Read The Little Seagull Handbook with Exercises and Reflective Essay Outline Due Reading Quiz and Reflective Essay Rough Draft Due Assignment Q & A #7 due Quiz Reading, read The Little Seagull Handbook with Exercises, Reflective Essay Due Read The Little Seagull Handbook with Exercises and discuss writing techniques Assignment Q & A #8 due Quiz Reading and work on important writing skills and techniques Hand out final essay topics to choose from and start outlines Assignment Q & A #9 due Thanksgiving Holidays (No Class) Thanksgiving Holidays (No Class) Reading Quiz, Outlines for final essay due, finish last class group reading from The Little Seagull Handbook with Exercises Final essay due by the end of class Assignment Q & A #10 due Grades due by 12/5 10am Important Dates: Aug 17- Class Begin Aug 23- Last Day to Register or Add a Class Aug 23- Last Day to Apply for Fall Graduation Sep 4 – Labor Day 13 Nov 20-24- Thanksgiving Break Nov 10- Last Day to Drop a Class or Withdraw Dec 1- Last Day of Class Dec 15- Commencement 14 Kristen Jefferson Dr. Andrea Porter EH 533 Teaching Unit: Writing a Narrative Essay Week 1 (8/22 & 8/24) Introduction to Narrative Essays: • Brief discussion on what a narrative essay is and its characteristics, focusing on storytelling. • Go over examples of narrative essays to analyze their structure, narrative elements, and engaging openings. • Questions and clarifications about what we talked about in class. • Discuss the importance of choosing a compelling topic. • Introduce the narrative essay outline and discuss its components (introduction, body, and conclusion). Week 2 (8/29 & 8/31) Choosing a Topic and Writing the Introduction: • Discuss students' selected topics briefly and share ideas. • Introduce the narrative essay outline and discuss its components (introduction, body, and conclusion). • In-class activity: Students create a detailed outline for their narrative essay. • Emphasize the importance of revision and editing. • Finish writing the introduction for your narrative essay. • Read a classmate's introduction and provide constructive feedback. • Narrative Essay Outline is due Aug. 29th 15 Week 3 (9/5 & 9/7) Writing Body Paragraphs and Conclusion: • Recap the elements of an effective introduction, including a hook and thesis statement. • Emphasize the importance of revision and editing. • Present a checklist for revising and editing, including content and grammar checks. • Finish writing the introduction for your narrative essay. • Students exchange essays and provide constructive feedback. • Narrative Essay Rough Draft is due Sept. 7th Narrative Essay Due Date is 09/12/2023. 16 Writing Assignment & Rubric Narrative Essay Topic: "A Life-Changing Decision" Assignment Description: Describe a pivotal moment in your life when you had to make a significant decision that had a lasting impact on your future. Share the story of how you reached that decision, the factors you considered, the challenges you faced, and the outcomes that followed. Reflect on how this decision changed your life and what you learned from the experience. Essay Requirements: Length: 750-900 words in length, double-spaced, and in 12-point Times New Roman font. Format: MLA 9th edition Clear thesis statement in the introduction. Use of descriptive language, sensory details, and dialogue to enhance the narrative. Proper grammar, punctuation, and spelling. Narrative Elements: You should incorporate narrative elements such as a clear beginning, middle, and end. Your essay should have a sense of structure that allows the reader to follow the unfolding scene or experience. Reflective Component: Include a reflective component that explains why this experience or decision is significant to you. What emotions or insights does it evoke? How has it impacted your life or your understanding of the world? 17 Criteria Excellent (4) Proficient (3) Basic (2) Limited (1) Exceptional use of vivid language and Descriptive imagery that immerses Language the reader in the scene and Imagery or experience. Proficient use of descriptive language and imagery that engages the reader's senses effectively. Basic use of descriptive language and imagery but may lack depth and vividness. Limited use of descriptive language and imagery, resulting in a lackluster depiction. Narrative Elements Incorporates a clear beginning, middle, and end, maintaining a compelling structure. Includes narrative elements with a discernible structure but may lack some cohesion. Contains narrative elements but may struggle with structure and coherence. Lacks clear narrative elements and structure, making the essay disjointed. Reflective Component Integrates profound personal insights and thoughtful reflection on the significance of the experience or scene. Includes a reflective component that offers insight into the significance of the experience or scene. Contains a basic reflective component but may lack depth or insight. Provides minimal reflection on the significance, resulting in shallow insights. Clarity and Style Displays exceptional clarity, coherence, and precision in writing, Maintains overall clarity engaging the reader and coherence in writing, effectively. engaging the reader well. Demonstrates basic writing clarity but may Writing lacks clarity and have occasional lapses coherence, causing reader in coherence. confusion. Mechanics and Formatting Exhibits exemplary mechanics, including grammar, punctuation, and spelling, adhering to formatting guidelines. Contains noticeable errors in mechanics, including grammar, punctuation, or spelling, with some formatting issues. Demonstrates proficient mechanics, with few errors in grammar, punctuation, or spelling, adhering to most formatting guidelines. Contains multiple errors in mechanics, affecting readability, and significant formatting issues. 18 Criteria Excellent (4) Proficient (3) Basic (2) Limited (1) Originality and Creativity Displays a high degree of original thought and creativity in the Exhibits some original portrayal of the chosen thought and creativity in experience or scene. description and portrayal. Presents descriptions and scenes that are largely unoriginal or derivative. Demonstrates minimal originality and creativity in portrayal. Overall Quality and Impact Achieves an outstanding overall essay that is immersive, Achieves a very good emotionally resonant, overall essay that is and impactful. engaging and impactful. Achieves an acceptable overall essay but may Produces a weak overall lack depth of essay with limited engagement or impact. engagement or impact. 19 EH 102.000 English Composition II: Course Policies and Syllabus (Updated 01/01/2024) Delivery Method: Online (Asynchronous): All coursework occurring online. No on-campus meetings required, and no scheduled online meeting times required. Instructor: Mrs. Kristen Jefferson Email:-Virtual Hours (Upon Request): M/W 9-11am Required Texts and Materials: • Lunsford, Andrea, et al. Everyone's An Author with Readings 3rd ed. Norton, 2017. • Bullock, Richard, et al. The Little Seagull Handbook with Exercises, 3rd ed. Norton, 2017. • InQuizitive for Writers • Common Reading Program Book: Callings: The Purpose and Passion of Work, Ed. Dave Isay • Other readings provided by instructor. 20 Course Description: Prerequisite(s): EH 101. Reinforcement of the skills gained in EH 101. Focuses on academic writing, argumentation, research, and documentation. Provides the foundation for upper-level writing-intensive courses. Grades for EH 102: A, B, C, NC. Course Objectives: Through the writing process, students will ultimately produce a minimum of four papers equaling 16-20 discrete pages of polished prose (typed, double-spaced, 12-point font, one-inch margins). Polished prose is defined as writing that has gone through the writing process, including drafting, feedback, revision, editing, etc. Students will practice academic writing in a variety of forms with focus on effectively building arguments and incorporating research, while using a designated style guide and academic English. Instruction will include one literary analysis paper and the study of at least one literary genre and the use of applicable literary terms. This course provides the writing foundation students need to be successful in their upper-level writing-intensive courses. There are 5 papers that we will be writing in this area of 102. You will be turning in a rough draft along with revisions using the writing process. You will only have one literary analysis paper that you will turn in, we will be mainly focusing on writing papers, not reading literature in EH 102. Student Learning Outcomes: Upon completing the course, the student will be able to 1. Engage in writing with a variety of textual and digital materials. 2. Compose, develop, and organize written compositions by practicing a variety of rhetorical strategies. 3. Employ the stages of the composition process: drafting, revision, and editing. 4. Select, evaluate, incorporate, and document a variety of sources according to a designated style guide. 5. Use academic English effectively. Attendance Defined for Online (Asynchronous) Classes: 21 In an online class, all instruction occurs online with no physical in-person classroom requirement. For the online class, the continual and consistent submission of digital assignments qualifies for the student’s attendance in the class. See below for types of assignments that may count for attendance in an online class. According to the current Federal Student Aid Handbook, “[i]n a distance education context, documenting that a student has logged into an online class is not sufficient, by itself, to demonstrate academic attendance by the student. A school must demonstrate that a student participated in class or was otherwise engaged in an academically related activity. Examples of acceptable evidence of academic attendance and attendance at an academically related activity in a distance education program include: • student submission of an academic assignment, • student submission of an exam, • documented student participation in an interactive tutorial or computer-assisted instruction, • a posting by the student showing the student’s participation in an online study group that is assigned by the institution, • a posting by the student in a discussion forum showing the student’s participation in an online discussion about academic matters, and • an email from the student or other documentation showing that the student initiated contact with a faculty member to ask a question about the academic subject studied in the course.” Late Work Policy: If a student is unable to submit an assignment on time due to an excused absence supported by verifiable documentation, they are welcome to make up the missed work. It is the student's responsibility to proactively communicate with the instructor to arrange for the submission of late assignments. Planning is key to ensuring a smooth process for both the student and the instructor. Unless otherwise specified on the assignment, you will have one week from the date of the missed assignment to turn in late assignments and will be penalized one point each day. The best way to contact me is via email, which is listed at the top of this syllabus. Civility Statement: All students are expected to be respectful of others’ opinions, ideas, time, work, and wellbeing, and to treat their classmates, instructor, and their work with the respect they would want in turn – both in the physical classroom and in the online setting. All students are expected to attend class fully prepared with appropriate materials. Any student behavior deemed disruptive by the instructor will result in expulsion from the classroom, with an absence for the day and possible disciplinary action. 22 Technology and Digital Content Statement: For this course you will need a laptop with a video camera and audio microphone, a word processing program like Microsoft Word, and reliable internet access. Please see the university’s Student Laptop Policy for more information. When the instructor gives permission, laptops, tablets, cell phones, Apple watches, and other technology may be used in the classroom for class-related activities (taking notes, accessing an e-book, adding homework to a calendar, etc.); however, they should be set on silent so that class is not disturbed by any noises, alerts, vibrations, etc. Because students are more successful in class when they are actively engaged with the instructor, fellow students, and the material, devices must not be used for non-class-related activities, and the instructor has the right to ask that student(s) to discontinue their use. Students should also review the university’s Scholar’s Code and ensure their use of technology complies with the university’s stance on academic honesty. All videos, documents, and content in this course may only be used in and for this class. No video, document, or content may be downloaded or captured for personal use beyond this class without the written permission of its owner. Likewise, please seek permission from the instructor before recording (video or audio) the instructor or any portion of class. University Academic Honesty Policy: In a university community, true knowledge can be gained only through honest means. A Scholar’s Code can be found in both the Undergraduate and Graduate Catalogs and the Student Handbook. Students who violate the Scholar’s Code will be subject to disciplinary actions which could range from a zero on an assignment to failure of the course; repeated offenses can result in dismissal from the university. Records of academic dishonesty are kept in the Office of Community Standards and Student Ethics. Campus Resources for Writing: The Writing Center offers several free in-person and online services including writing and digital writing consultations, virtual presentation audiences, ESL conversation partners, and specialtopics workshops for all JSU faculty, staff, and students. A team of undergraduate and graduate consultants are trained to assist with academic, personal, and professional writing. Appointments can be scheduled through the Navigate app. For more information, visit https://www.jsu.edu/english/jsuwrites/index.html Student Success Center: The Student Success Center provides an integrated network of support and meets students where they are while empowering and supporting lifelong learning. The Student Success Center is located on the Ground (Basement) Floor, 1st Floor, and 2nd floor of the Houston Cole Library and serves as your one-stop shop for student support and services. Services include tutoring, supplemental instruction, academic and career support, success coaching, reasonable 23 accommodations, leadership development, and peer mentoring through our Academic Support and Success, Academic and Career Advising, Learning Services and Analytics, First and Second Year Experiences, Disability Resources, and Student Athlete Development offices. To learn more about these services and supports and how to access them, visit https://www.jsu.edu/studentsuccess/index.html Disabilities Resources: Jacksonville State University is committed to creating an inclusive learning environment that meets the needs of its diverse student body. If you are currently experiencing or anticipate that you will have any barriers to learning in this course, please feel welcome to discuss your concerns with me. It is my goal to create a learning experience that is as accessible as possible. If you have a disability, or think you may have a disability, that may have some impact on your work in this course and for which you may require academic adjustments or accommodations, please work with a staff member in Disability Resources so that accommodations can be considered. Students that receive accommodation letters, or Individualized Post-Secondary Plans (IPPs) should meet with me to discuss the provisions of your accommodations as early in the semester as possible. You can find more information about the Office of Disability Resources on the web or by visiting the Student Success Center on the 2nd Floor of the Houston Cole Library. You may also call - or email at- All discussions will remain confidential. Children or Animals in the Classroom: Students are not to bring their children into classes. Service animals are allowed in the classrooms, but they must wear vests, harnesses, etc., identifying them as documented service animals. Military Connected Student Statement: The Office of Military & Post-Traditional Student Services serves all active duty, guard, reserve, veteran, and dependent students at JSU. If you have any questions, please contact -,-, or at the physical location in the basement of Daugette Hall. If you are a student currently serving in the military (Active Duty, Guard, or Reserves) with the potential of being called to military service or training during the semester, you are encouraged to contact your course instructor no later than the first week of class to discuss the class attendance policy. The instructor may make accommodation for this absence or suggest that you take the course at another time. Title IX Statement: Jacksonville State University does not discriminate based on sex in any educational programs or activities and is required, by Title IX of the Education Amendments of 1972 and the Department 24 of Education, to uphold Title IX standards. This requirement to not discriminate in educational programs and activities extends to employment by and admission to the university. Prohibited activities include sexual harassment, sexual misconduct, domestic violence, dating violence, stalking and other conduct that is addressed in our "Sex-Based Harassment and Misconduct Policy." Anyone with knowledge of this type of conduct is asked to immediately report such incidents to the University Police Department at - or the Title IX Coordinator at- or- If an individual wishes to keep the information confidential, they should speak with a counselor at the Counseling Services office at - or a medical provider at JSU's Health Center -. For more information about Title IX or to report a concern, please visit the JSU Title IX webpage at https://www.jsu.edu/titleix. Canvas Help and Support Please visit the Online@JSU website for general Canvas help and support and for Canvas computer requirements. General JSU Tech Support Website: Technology Support Center Email:-Phone:- Grades: In general, the final grade in the class will be comprised of the following: 80% Major Assignments- Writing that has gone through the writing process and is included in the minimum 4 papers of polished prose. 20% Minor Assignments- Anything that hasn’t gone through the writing process (smaller, minor writing assignments; drafts; outlines, prewriting exercises; class discussion participation; peer editing, review, etc.) Conversion scale of final averages: A (90-100%), B (80-89%), C (70-79%), NC (69% and below) Grading Summary for Final Grade: · Daily Work (class discussions, rough drafts, outlines, revisions, etc.) – 20% · Essay 1 (Literary Analysis Essay-4 pages)– 20% · Essay 2 (Annotated Bibliography-2 pages)– 20% · Essay 3 (Research Essay-5 pages)– 20% · Essay 4 (Argumentative Essay-5 pages)– 20% 25 Due Dates: Assignment Due Date Literary Essay Rough Draft 2/2 Essay 1 Literary Analysis Essay 2/9 Annotated Bibliography Rough Draft 2/23 Essay 2 Annotated Bibliography 3/1 Research Essay Rough Draft 3/8 Essay 3 Research Essay 3/29 Argumentative Essay Rough Draft 4/12 Essay 4 Argumentative Essay 4/19 Notice of Instructional Use: All student work in this course may be used for instructional purposes in future classes and faculty professional development unless the student notifies the instructor in writing at the beginning of the semester to exclude their work. All identifying information will be removed from the work prior to using it as an instructional tool. Inappropriate Papers and Assignments: Papers and other assignments that the instructor considers offensive or inappropriate in attitude or content will be returned with a grade of zero. Papers or assignments that include outside research (whether documented or not) when the assignment does not call for any outside research will receive a grade of zero. Papers or assignments that do not follow the prescribed assignment will receive a grade of zero. Papers or other assignments that contain AI-generated material when the assignment does not allow for any AI-generated material will receive a grade of zero. It will be up to the instructor to determine whether the student will be allowed to turn in a different paper or assignment and if it will be eligible for any/points. Counseling Resources: As a college student there may be times when personal stress interferes with academic performance and/or negatively impacts daily life. If you or someone you know is experiencing mental health challenges, please contact Counseling Services at- or visit https://www.jsu.edu/ccservices/index.html for more information or to request an appointment. Students may also stop by the Counseling Center at 147 Trustee Circle (located between 26 Sparkman and Mason Halls) to request services. Additionally, the office offers self-help resources to explore ways students can independently support their mental health. In the event of a crisis after hours, please contact the University Police Department at- to be connected with the on-call counselor. The National Suicide Prevention hotline (988) is another resource and is available 24 hours a day. You may also reach out to Crisis Text by texting 741 741 where you will be connected to a trained responder. Important Tips for Success: 1. Active Participation: Actively engage in class discussions, group activities, and workshops. Your participation contributes to a richer learning experience for everyone. 2. Time Management: Plan your time wisely to meet assignment deadlines. Create a schedule that allows for research, writing, and revision to produce your best work. 3. Revision is Key: Understand that writing is a process. Plan for multiple drafts, seek feedback, and revise your work before submitting the final version. 4. Utilize Resources: Take advantage of the writing center, library resources, and any online tools provided. Seek assistance when needed to enhance your writing skills. 5. Read Actively: Analyze and engage with assigned readings critically. Take notes, ask questions, and be prepared to discuss the material in class. 6. Follow Guidelines: Pay close attention to assignment guidelines, including formatting and citation requirements. This attention to detail demonstrates professionalism. 7. Proofread Thoroughly: Before submitting any assignment, proofread your work to catch grammatical errors, typos, and formatting issues. Consider having a peer review your work as well. 8. Seek Feedback: Be open to constructive criticism. Use feedback from instructors, peers, and writing center tutors to improve your writing skills. 9. Stay Organized: Keep all course materials, notes, and assignments organized. This will make it easier to reference and review information as needed. 27 10. Stay Informed: Keep up with course announcements, changes in the schedule, and additional resources. Regularly check your email and the course platform for updates. Class Schedule EH 102 Spring 2024 The academic calendar is used to determine week dates. Kindly remember the due dates for each individual task. The main assignments for this semester are listed below; it is not a complete list of everything we will be completing in class. All the necessary content for every week will be included in your modules! Additionally, I'll notify you through emails and announcements about the weekly task, so be sure to watch for those! Tentative Course Schedule – subject to change with appropriate notice. Week 1 Jan 8-12 Week 2 Jan 16-19 Week 3 Jan 22-26 Week 4 Jan 29Feb 2 Week 5 Feb 5-9 Week 6 Feb 12-16 Week 7 Feb 19-23 Go over syllabus, academic expectations, and assignments due dates Access digital textbooks and online resources Virtual library workshop assignment Email me by end of week with introduction summary Literary Analysis discussion Writing analytically, writing Process, and formatting APA Documentation and citations Short discussion of topics and thesis statements Assignment Q & A #1 due by 11:59pm Jan 24 Schedule your writing center consultation for rough draft Essay 1 outline due by 11:59pm Jan 26 Assignment Q & A #2 due by 11:59pm Jan 31 Email me proof of writing center consultation by Feb 1 Essay 1 Revision/Peer Review Essay 1 Rough Draft due by 11:59pm Feb 2 Working with sources/citing Sources Quoting, paraphrase, and article review Essay 1 Literary Analysis essay due by 11:59pm Feb 9 Assignment Q & A #3 due by 11:59pm Feb 15 Synthesizing ideas/outline Discuss writing an Annotated Bibliography Essay 2 outline due 11:59pm Feb 16 Email me proof of writing center consultation by Feb 22 28 Schedule your writing center consultation for rough draft Essay 2 Rough Draft due by 11:59pm Feb 23 Week 8 Feb 26Mar 1 Week 9 Mar 4-8 Week 10 Mar 11-15 Assignment Q & A #4 due by 11:59pm Feb 28 Research process discussion Essay 2 Annotated Bibliography due by 11:59pm Mar 1 Assignment Q & A #5 due by 11:59pm Mar 13 Research discussion and review examples on pdf handout Essay 3 Scholarly Article Discussion Essay 3 Rought Draft due by 11:59 Mar 8 Assignment Q & A #6 due by 11:59pm by Mar 13 Schedule your writing center consultation for rough draft Essay 3 Outline due by 11:59 Mar 15 Work on your research paper and cited sources this week so you can have a long work free Spring Break! Week 11 Mar 18-22 Spring Break- No Classes Spring Break- No Classes Week 12 Mar 25-29 Assignment Q & A #7 due by 11:59pm by Mar 27 Email me proof of writing center consultation by Mar 28 Essay 3 Research Essay Due by 11:59pm Mar 29 Week 13 Apr 1-5 Assignment Q & A #8 due by 11:59pm by Apr 3 Essay 4 Outline due by 11:59pm Apr 5 Schedule your writing center consultation for rough draft Week 14 Apr 8-12 Assignment Q & A #9due by 11:59pm by Apr 10 Email instructor your Argumentative essay outline and highlight your thesis statement by 11:59pm April 10th Email me proof of writing center consultation by Apr 11 Essay 4 Rough Draft due by 11:59pm Apr 12 Week 15 Apr 15-19 Assignment Q & A #10 due by 11:59pm Apr 17 Online Library Scavenger Hunt for Extra Points Essay 4 Argumentative Essay Due by 11:59 Apr 19 5/2 Final Grades Due 29 Important Dates: Jan 9- Class Begin Jan 15- Martin Luther King, Jr. Day Observed Jan 17- Last day to Register or Add a Class Jan 17- Last Day to Apply for Spring Graduation Mar 18-Mar 22- Spring Break Mar 29- Last Day to Drop a Class or Withdraw Apr 18- Last Day of Class May 3- Commencement 30 Kristen Jefferson Dr. Jennie Vaughn EH 534 Teaching Unit: Creating an Argumentative Essay Objective: By the end of this lesson, students will be able to construct a well-structured argumentative essay that presents a clear thesis statement supported by relevant evidence and logical reasoning. Learning Outcomes: By the end of this lesson, students will have gained a thorough understanding of the components and purpose of an argumentative essay. They will be able to formulate clear and concise thesis statements, effectively gather and evaluate evidence from credible sources to support their claims and integrate this evidence seamlessly into their writing. Additionally, students will develop skills in addressing counterarguments and refining their writing through peer review, ultimately demonstrating mastery by constructing their own well-structured and persuasive argumentative essays. Week 13 (April 1-5) • View the powerpoint in Canvas that gives a brief overview of what a thesis statement is and why it is important in academic writing. • Review the key components of a strong thesis statement, such as clarity, specificity, and relevance to the essay topic on the pdf handout in Canvas. • Review examples of effective thesis statements and analyze their strengths in the pdf handout in Canvas. • Assignment Q & A #8 due by 11:59pm by Apr 3 • Argumentative Essay Outline is due by 11:59pm April 5th • Schedule your writing center consultation for rough draft 31 Week 14 (April 8-12) • Review the Argumentative example essay pdf in Canvas and start the process of brainstorming potential thesis statements for the given topic. • Email instructor your Argumentative essay outline and highlight your thesis statement by 11:59pm April 10th • I will email you constructive feedback on your thesis statement, highlighting strengths, and suggesting areas for improvement over the weekend. • Email me proof of writing center consultation by Apr 11 • Assignment Q & A #9due by 11:59pm by Apr 10 • Essay 4 Argumentative Rough Draft due by 11:59pm April 12th Week 15 (April 15-19) • Review additional resources and tips for to further developing your thesis statement skills provided in the pdf handout in Canvas. • Online Library Scavenger Hunt for Extra Points • Assignment Q & A #10 due by 11:59pm Apr 17 Argumentative Essay due on 4/19 at 11:59 pm in Canvas 32 English 102: Argumentative Essay Assignment Assignment Overview: Welcome to English 102! In this course, you will develop your skills in critical thinking, writing, and research by engaging with various textual and digital materials. One of the key assignments for this course is the Argumentative Essay, where you will have the opportunity to compose a well-structured and persuasive piece of writing. Assignment Objectives: • • • • • Demonstrate critical reading and thinking by analyzing textual and digital materials. Compose, develop, and organize an argumentative essay using rhetorical strategies. Employ the stages of the composition process: drafting, revision, and editing. Apply the basic concepts of a designated style guide. Use Standard Written English effectively. Essay Details: Length: Your essay should be 4 pages long, typed, double-spaced, in Times New Roman 12point font, with one-inch margins. Topic: Select a debatable topic of your choice and formulate a clear thesis statement that presents your argument. Research: Incorporate at least three credible sources to support your argument. Properly cite your sources using APA citation style guide. Structure: Your essay should include an introduction with a strong thesis statement, welldeveloped body paragraphs with supporting evidence, and a conclusion that reinforces your argument. Style: Maintain clarity and coherence in your writing. Use a formal tone and avoid overly complex language or jargon. Grading Rubric: • 4 (Excellent): Students who receive a rating of 4 have demonstrated exceptional command of grammar and mechanics, with a clear and engaging writing style. Their essay is well-organized with a strong thesis statement and effective transitions. Additionally, they consistently and accurately format their citations. A student who receives a rating of 4 would likely earn an "A" grade. 33 • 3 (Good): Students who receive a rating of 3 have shown a good command of grammar and mechanics, with a clear writing style. Their essay is mostly well-structured with a clear thesis and adequate transitions. While their citation formatting may have some minor inaccuracies, it is generally acceptable. A student who receives a rating of 3 would likely earn a "B" grade. • 2 (Satisfactory): Students who receive a rating of 2 may have noticeable errors in grammar and mechanics, and their writing style might be adequate but not exceptional. Their essay is adequately organized, but there may be coherence issues in some sections. Additionally, there may be noticeable errors in citation formatting. A student who receives a rating of 2 would likely earn a "C" grade. • 1 (Needs Improvement): Students who receive a rating of 1 have frequent errors in grammar and mechanics, with a poor writing style. Their essay is poorly organized, lacking a clear thesis and effective transitions. Furthermore, their citation formatting is consistently incorrect. A student who receives a rating of 1 would likely earn a "D" or even an "F" grade, depending on the severity of the issues. Submission Guidelines: • • • Submit your essay electronically by the specified deadline, which is 4/16. Include a works cited page with proper citations for all sources used. Ensure your essay meets the specified formatting requirements. Conclusion: The Argumentative Essay is an opportunity for you to engage critically with a topic of interest and present a compelling argument supported by evidence. Pay careful attention to the assignment guidelines, rubric criteria, and submission requirements to ensure the success of your essay. If you have any questions or need assistance, don't hesitate to reach out to your instructor. Good luck, and happy writing! 34 English 102 Essay Rubric Criteria 4 (Excellent) Exceptional command of grammar and Grammar and mechanics; virtually Mechanics error-free writing. 3 (Good) 1 (Needs 2 (Satisfactory) Improvement) Noticeable grammar and Few minor errors mechanics that do not errors that significantly occasionally impede distract the understanding. reader. Frequent and distracting grammar and mechanics errors, hindering comprehension. Clarity and Style Adequate clarity Demonstrates a and style; may sophisticated and have occasional engaging writing style; Good clarity and instances of exceptionally clear and style, with a unclear or concise expression of strong overall awkward ideas. writing voice. phrasing. Poor clarity and style, hindering effective communication of ideas. Proper Citation Format There are Citations are noticeable errors mostly accurate or and properly inconsistencies formatted, with in citation only minor format Citations are errors or throughout the consistently formatted inconsistencies. essay. There are correctly according to Most in-text frequent the specified citation citations and the mistakes in style. Both in-text bibliography/ formatting, such citations and the reference list as missing bibliography/reference meet the information or list are meticulously requirements of incorrect crafted and adhere to all the specified placement of formatting guidelines. citation style. punctuation. Citations are consistently incorrect or improperly formatted, making it difficult for the reader to locate the original sources. The essay may lack in-text citations altogether, or citations may be haphazardly included without adherence to any recognizable citation style. 35 Criteria 4 (Excellent) 3 (Good) 1 (Needs 2 (Satisfactory) Improvement) Adequately Well-structured organized but with a clear may lack Exceptionally wellintroduction, coherence in organized; logical flow body, and some sections; of ideas; strong thesis conclusion; solid thesis and Structure and and effective thesis and transitions need Content transitions. transitions. improvement. Poorly organized; lacks a clear thesis or effective transitions between ideas. 36 Teaching Philosophy Kristen Jefferson As I stand at the intersection of passion and pedagogy, I am driven to follow the intricate paths of education with commitment to encourage the development of compassionate hearts and curiosity-driven minds in addition to academic progress. Creating an atmosphere that promotes critical thinking, active participation, and lifelong learning is my main objective as an instructor in a college context. I think that teaching is more than just imparting knowledge; it's a collaborative, dynamic activity. Students should gain the ability to think independently, solve problems, and take responsibility for their communities because of this life-changing event. My approach to teaching is firmly based on the student-centered method. Every student has distinct abilities, life experiences, and viewpoints that can enhance the learning process. My goal is to foster free communication and intellectual inquiry in the classroom by fostering an inclusive and courteous environment. To cultivate an inclusive and courteous atmosphere, I try to establish and reinforce a classroom centered around respectful dialogue. This encourages my students to express diverse opinions and engage in discussions while maintaining a level of courtesy and open-mindedness. Activities that I include with my students in my classroom include small group discussions, peer collaborations, and projects that highlight the diversity of perspectives within the classroom. In shaping my teaching philosophy, I anchor my approach in the belief of active learning. I see the classroom as an interactive, hands-on learning environment where students actively participate in projects, conversations, and problem-solving. Active learning improves students' retention and comprehension of the subject matter by having them apply the knowledge they learn. Critical thinking and problem-solving abilities are essential results of a university degree. I think that success in school and the workplace depends on one's capacity to approach problems critically. Teaching effectively demands ongoing development. I promise to improve my teaching strategies and course material based on input from students and colleagues. In addition, I think it's important to promote a culture of reflection in which students are motivated to evaluate their own learning and make plans for both their professional and personal growth. My commitment lies in fostering a varied and inclusive learning atmosphere where every student is treated with respect and worth. I think we can improve everyone's educational experience in the classroom by recognizing and appreciating the diversity of backgrounds, viewpoints, and experiences. There are several activities that align with my commitment to recognizing and appreciating the diversity of backgrounds, viewpoints, and experiences of my students inside my classroom. One of my personal favorites is cultural sharing sessions, where I invite students to share aspects of their cultural background with the class. This could include traditions, customs, or personal stories. Another activity we do inside my classroom is an identity 37 collage, where each student creates a collage that represents their identity, including aspects such as culture, hobbies, interests, and values and I hang them around the classroom. The final activity is called perspective-sharing discussion, where I organize class discussions around thoughtprovoking topics. I will encourage students to express their viewpoints and actively listen to others. After conducting an interview with Mr. Smart, an English instructor at Snead State Community College, I gained valuable insights into his teaching methods and strategies. In response to questions regarding the teaching of the writing process, Mr. Smart emphasized the importance of prewriting, drafting, revising, and editing as essential phases. Inspired by his approach, I plan to incorporate similar structured strategies into my teaching, including brainstorming sessions, peer evaluations, and revision workshops. In conclusion, my teaching philosophy is based on the conviction that learning is a lifechanging process that gives students the abilities and perspective needed to succeed in their academic endeavors as well as their future employment. My dedication lies in offering a nurturing and thought-provoking atmosphere that fosters critical thinking, problem-solving, and lifelong learning in my pupils.