Wikipedia:United States Education Program/Courses/Composition II (Dayna Goldstein)

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Course Syllabus[edit]

Instructor Info[edit]

Instructor Name: Dayna Goldstein

Instructor Office Phone: 912.478.0547

Instructor e-mail: daynagoldstein@georgiasouthern.edu

Instructor's Office: Forest Drive Rm 1132

Instructor Office Hours: By appointment

Course Info[edit]

English 1102 Section H #81303

Meets Tuesday New 2216 5:00-6:15pm

Meets Thursday New 1106 5:00-6:15pm

Materials[edit]

Textbook: The Curious Researcher by Bruce Ballinger

Bring your pin drive to class everyday

Working email address

Course Description[edit]

In English 1102, a required core course, we will strive to increase your confidence and skill with researched writing through extensive writing practice and revision, group discussion of writing, peer review, and individual conferences. Using topics based on wikipedia, you will learn, among other things, to read, analyze, and critique increasingly complex arguments; assess rhetorical situations; find, evaluate, synthesize, and correctly document appropriate academic research sources; take audience and situation into consideration while writing; give and respond to feedback from others; employ writing strategies such as invention and revision; and begin to understand the relationship among language, knowledge, and power in our culture.


Objectives / Course

  • rhetorical knowledge
  • critical thinking reading writing
  • processes
  • knowledge of conventions





Instructor and Ambassadors[edit]

Instructor
Dayna Goldstein
Campus Ambassadors
Online Ambassadors


Timeline[edit]

Subject to change, addition or subtraction.

Week 1: Wikipedia Essentials[edit]

In class
  • Overview of the course
  • Introduction to how Wikipedia will be used in the course
  • Handout: Welcome to Wikipedia (available in print or online from the Wikimedia Foundation)
Assignment (due week 2)
  • Read Five pillars, a explanation of Wikipedia's basic rules and principles

Week 2: Editing basics[edit]

In class
Assignments (due week 3)
(See this and this for example assignments.)
  • Create a Wikipedia account, create a user page, and sign up on the list of students on the course page.
  • To practice editing and communicating on Wikipedia, introduce yourself to one of the class's Online Ambassadors (via talk page), and leave a message for a classmate on their user talk page.
Milestone
  • All students have Wikipedia user accounts and are listed on the course page.

Week 3: Exploring the topic area[edit]

In class
Assignments (due week 4)
  • Critically evaluate an existing Wikipedia article related to the class, and leave suggestions for improving it on the article's discussion page.
  • Research and list 3–5 articles on your Wikipedia user page that you will consider working on as your main project. Ask your class's Online Ambassadors for comments.

Week 4: Using sources[edit]

In class
Assignment (due week 5)
  • Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.
For next week
  • Instructor evaluates student's article selections, by week 5.

Week 5: Choosing articles[edit]

In class
  • Discuss the range of topics students will be working on and strategies for researching and writing about them.
Assignments (due week 6)
  • Select an article to work on, removing the rest from the course page.
  • Compile a bibliography of relevant research and post it to the talk page of the article you are working on. Begin reading the sources.

Week 6: Drafting starter articles[edit]

In class
  • Instructor and/or Campus Ambassadors talk about Wikipedia culture & etiquette, and [optionally] introduce the concept of sandboxes and how to use them.
  • Q&A session with instructor and/or Campus Ambassadors about interacting on Wikipedia and getting started with writing
  • Video resource: Sandbox tutorial
Assignments (due week 7)
  • If you are starting a new article, write a 3–4 paragraph summary version of your article (with citations) in your Wikipedia sandbox. If you are improving an existing article, write a summary version reflecting the content the article will have after it's been improved, and post this along with a brief description of your plans on the article's talk page.
  • Begin working with classmates and Online Ambassadors to polish your short starter article and fix any major transgressions of Wikipedia norms.
  • Continue research in preparation for expanding your article.
Milestone
  • All students have started editing articles or drafts on Wikipedia.

Week 7: Did you know[edit]

In class
Wiki assignments (due week 8)
  • Move sandbox articles into main space.
  • For new articles or qualifying expansions of stubs, compose a one-sentence "hook," nominate it for "Did you know," and monitor the nomination for any issues identified by other editors.
  • Begin expanding your article into a comprehensive treatment of the topic.

Week 8: Building articles[edit]

In class or outside of class
Wiki assignments (due week 9)
  • Expand your article into an initial draft of a comprehensive treatment of the topic.
  • Select two classmates' articles that you will peer review and copy-edit. (You don't need to start reviewing yet.)

Week 9: Getting and giving feedback[edit]

In class
  • As a group, have the students offer suggestions for improving one or two of the students' articles, setting the example for what is expected from a solid encyclopedia article.
Wiki assignments (due week 10)
  • Peer review two of your classmates' articles. Leave suggestions on the article talk pages.
  • Copy-edit the two reviewed articles.
Milestone
  • All articles have been reviewed by others. All students have reviewed articles by their classmates.

Week 10: Responding to feedback[edit]

In class
  • Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia
Wiki assignments (due week 11)
  • Make edits to your article based on peers' feedback.
  • Nominate your article for Good Article status.
  • Prepare for an in-class presentation about your Wikipedia editing experience.

Week 11: Class presentations[edit]

In class
  • Students give in-class presentations about their experiences editing Wikipedia.
Wiki assignments (due week 12)
  • Add final touches to you Wikipedia article. Try to address issues from Good Article reviews.
  • Write a reflective essay (2-5 pages) on your Wikipedia contributions.
User Article
User:Kitagamble Jonesboro High School(Georgia)
User:MissesKZ Telephone Telepathy
User:Jdguevara14 Special Forces Brigades of the Republic of Korea
User:jokercp3 University of Wisconsin-Madison School of Music
User:Jeffreywessel22 Congo Basin Forest Partnership
User:Example User Article
User:jpcannonjr Constitutive criminology
User:nmb555 Gambling in Italy
User:Cewilds Endangered Plants of Europe
User:JedGooden Highest paid NBA players by season
User:jg04437 Syd Solomon
User:jw07334 U-shaped development
User:Veradys law of conservation of complexity
User:jtbunting1 Kells (Band)
User:Valencia4723 Feminism in New Zealand
User:mf01988 Lauren-Ashley
User:jakeblocker01 Highest Scoring NFL Games

Week 12: Due date[edit]

You made it!

Milestone
  • Students have finished all their work on Wikipedia that will be considered for grading, and have submitted reflective essays.


Articles[edit]

This table will list each article that a student is working on, and which other students will be peer reviewers for the article.

User Article 1st reviewer 2nd reviewer
User:Jdguevara14 Special Forces Brigades of the Republic of Korea Jacob Williams Jeffreywessel22
User:jw07334 U-shaped development Juan Diego Guevara Ben Chilton
User:MissesKZ Telephone Telepathy Mary Claire Foster Juan Diego Guevara
User:mf01988 Lauren-Ashley Rebecca Cherney Josh Bunting
User:jtbunting1 Kells (Band) Andrew Billings Danielle Gusby
User:TyreeshaEvans James P. Comer Mary Claire Foster Danielle Gusby
User:Veradys Law of conservation of complexity Tyreesha Evans Keziah Agbaere
User:Cewilds Endangered Plants of Europe Rebecca Cherney Tyreesha Evans
User:JedGooden Highest paid NBA players by season Jg04437 Jeffreywessel22
User:jokercp3 University of Wisconsin-Madison School of Music Keziah Agbaere Jg04437
User:Ka01851 Contingent Self Esteem User:Ahaynes_1102 Jakeblocker01
User: jpcannonjr Constitutive criminology Andrew Billings Caleb Wilds
User:Jeffreywessel22 Congo Basin Forest Partnership John Cannon Caleb Wilds
User:Jg04437 Syd Solomon JedGooden John cANNON
User:Ahaynes_1102 The College Kidnappers Jacob williams Jakeblocker01
User:dgusby Clean Gum Josh Bunting JedGooden
User:Kitagamble Jonesboro High School Tamara Miller open
User:jakeblocker01 Highest Scoring NFL Games jokercp3 User:Ahaynes_1102
User:Valencia4723 Feminism in New Zealand BenChilton Jacquita Gamble
User:BenChilton User:BenChilton Tamara Miller Jacquita Gamble
User:Example User Example article open open
User:Example User Example article open open
User:Example User Example article open open
User:Example User Example article open open



Article banners

To mark each article the subject of a student project, add the following code at the top of the talk page for each article: {{ WAP assignment | course = Wikipedia:United States Education Program/Courses/Composition II (Dayna Goldstein) | university = Georgia Southern University | term = 2011 Q3 | project = }} That will result in the following banner (and make the articles easy to track):


Grading[edit]

Wikipedia contributions will be graded as follows:

  • 5% each (x3): Participation grade for early Wikipedia exercises (weeks 2, 3, and 4)
  • 10%: Participation in Wikipedia discussions in class
  • 10%: Peer reviews and collaboration with classmates
  • 15%: Presentation and reflective essay
  • 50%: Quality of main Wikipedia contributions, evaluated in light of reflective essay


Students[edit]

Add your username to the list here using the format for Example User below:



Students with Disabilities[edit]

It is university policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Resource Center to discuss their individualized needs for accommodation. In order for any arrangements to be made, students with disabilities needing academic accommodation must register with and provide documentation to the Student Disability Resource Center (SDRC) and Provide a letter to the instructor from the SDRC indicating what your need may be for academic accommodation. This should be done within the first week of class.

Academic Honesty[edit]

Even though you should never hesitate to ask for help when you need it, all written work you submit for this course must be your own. Academic misconduct is a serious offense which can affect not only your grade in this course but also your permanent academic record. You are responsible for reading and understanding the GSU Student Conduct Code (especially the section on Academic Misconduct). If you’re unclear on a definition of plagiarism, read this description from Rebecca Moore Howard: http://wrt-howard.syr.edu/Syllabi/PlagPolicy.html

For 1102 Students who fail 1102:[edit]

Students who are unsuccessful in English 1102 will be required to do one of the following: 1. take concurrently the following term both English 1102 and WRIT 2430 (Essential Grammar), which will count as an elective in most degree programs. 2. take English 1102 and attend the University Writing Center or Academic Success Center for three hours per week throughout the semester. 3. take designated English 1102 sections which require additional work designed to address specific problems with grammar and syntax.

Additional information:[edit]

Resources for Research

Use resources to help you cite your sources appropriately: http://library.georgiasouthern.edu/citingsources.html

AskZach on-line links at delicious.com : http://delicious.com/askzach/CLASS

Ask an on-line reference librarian a question at: http://library.georgiasouthern.edu/libref/imref.html

Watch tutorials on how to navigate Galileo databases: http://www.usg.edu/galileo/help/searching/tutorials.phtml

Watch tutorials made by Georgia Southern students on how to think about and conduct excellent research: http://blogs.georgiasouthern.edu/zachsnews/2009/04/22/online-tutorials-for-first-year-students/

Bedford/St. Martin strategies for evaluating research: http://bedfordstmartins.com/researchroom/evaluate/

Additional Resources:[edit]

Writing Center Individual help is available either from me or from the consultants in the University Writing Center, a wonderful resource located in the Forest Drive Building. The Writing Center will take drop-ins, but you will have a better chance of receiving the help you need if you make an appointment, which you may do online at http://class.georgiasouthern.edu/writingc/. Consultants there will help you with brainstorming, prewriting, organization, editing, and grammar--in short, all aspects of the writing process.