Spring 2017
03-03-17
to
05-05-17
ENG 4723 – 25141 Composition Pedagogies
Class Information
Block II Eight Weeks
WWW Online Course D2L
UCO: www.uco.edu
English: www.libarts.uco.edu/english
Call IT (405) 974 2255 if you have any problems
ENG 4723
Course Description. This class examines practical strategies for helping students improve
their composition skills by exploring established and emerging pedagogies.
Prerequisites (s) ENG 1113, 1213, and 4473.
English Department
Student Information Sheet and Syllabus Attachment
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http://www.uco.edu/academic-affairs/files/aa-forms/StudentInfoSheet.pdf
Instructor:
Dr. Wayne Stein, Professor
Biography:
Being a professor and the Assistant Chair of the English Department, he teaches classes on
Asian culture, world literature, and the history of rhetoric. He was awarded the DaVinci Fellow
from the Oklahoma's Creativity Think Tank (2008), the ESL Professional of the Year Award from
OKTESOL (2003), the Service to the Sanga (Community) Award from the Stillwater OSU
Buddhist Society (2003), and various other awards. He has published books and written for
newsletters, newspapers, and encyclopedias. He graduated from Oklahoma State University with
his Ph.D. in English.
Preferred Contact Method
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E-mail: [email protected]
Office: LA 105J; (405) 974-5618 (voice mail); (405) 974-3811 (fax)
NEED HELP? Student Interaction with Instructor
Online Question Interaction! If you have a question about the class, go to the site and ask at
the question prompt. Anyone can answer the question, but I have the last word to clarify any
concerns.
When to E-MAIL the Instructor? If it is more personal or about a grade, send an e-mail to me.
Give the instructor 2 business days to respond to any message.
Online Office Hours
Office hours are online. If you want to contact and interact with the instructor, contact me. Just let
me know what I can do for you!
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Voice. If you want to talk, provide your phone number and the best times to reach you.
Required Text:
If you order online, be sure to add additional postage to insure you receive the works in a timely fashion.
Deadlines will not be extended because you had to wait for the works.
Clark, Irene et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. 2nd
Edition. Routledge, 2011. ISBN-10: 0415885167
Course Policies
Transformational Learning Objectives (Central Six)
Transformative learning goals (the Central Six) have been identified as: Discipline Knowledge;
Leadership; Problem Solving (Research, Scholarly and Creative Activities); Service Learning and Civic
Engagement; Global and Cultural Competencies; and Health and Wellness.
This course addresses discipline knowledge; leadership; problems solving (research, scholarly and
creative activities); service learning and civic engagement; global and cultural competencies,
health and wellness of the university's transformative learning goals. Specifically, these goals are met
by the following methods:
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By engaging in the course material and lectures, students will gain a competency in discipline
knowledge. They will gain a knowledge of the various scholars and issues, the major
authors/filmmakers, and the key works associated within the field of study.
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Students shall show leadership skills by engaging in each week's discussions; by examining
topics related to the social, cultural, and philosophical contexts of the texts under discussion; and
by defining and developing major independent research projects. They must demonstrate a
sensitivity to listening to others while respecting their views. Students don’t have to agree. Having
proper etiquette skills is key to developing a leadership persona.
Students will understand about service learning and civic engagement in this course. Living
within the hierarchy of service and respect for others demonstrates civic competency. To be part of
the culture and audience is to be engaged with the community. Civic engagement is a key
characteristic of being an informed citizen of the world.
During the course, students will use problem solving skills like searching for academic sources
and valuable background information. Thus, students will participate in research and scholarly
activities as they explore a wide range of texts, visual and written, while completing important
research projects. Critical thinking is a crucial part of problem solving.
Students will obtain global and cultural competencies through the intensive study of social,
political, religious and philosophical movements.
Finally, students will approach the mental health and wellness of other cultures and compare that
to the psychological, psychic and social norms of Western culture.
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This course addresses Leadership, Global, Cultural and Healthy Lifestyles Competencies of the
university’s transformative learning goals.
Leadership competencies are examined in the course. The successful use of armies of ninjas as
an intelligence agents of the Shogun changed Japanese history. Any successful leadership must
have a good intelligence gathering system. Most ninja wore regular clothing and simply walked
into enemy territories disguised to gather intelligence. The ninja were also special forces units
who could quickly complete a task and return with their mission accomplished. Comparisons to
special forces tactics will be made.
Furthermore, this class examines cultural and global competencies. The ninja represent a
postmodern syncretic tradition of various folk beliefs of Japan, mixing esoteric religions with
Chinese Taoism and the Animism of Shintoism along with Buddhism and Confucianism. While
the samurai spirit was modernized in order to make soldiers fit into the new mechanized armies
that fought during World War II, the ninja maintained a connection to premodernity and into its
feudal world view. Students will be exposed to this rich old world view that actually still occurs in
many cultures around the world and which possesses perhaps an alternative approach to our
current problems and issues.
Finally, students will learn how Ninja were centered in nature and pursued a healthy lifestyle.
They were vegetarians for the most part and often practiced esoteric religions like Shingo which
valued nature. They had to be able to run faster and longer distances. They had to be able to
jump higher. They had to be able to quickly climb trees and walls with ease. This class
examines this part of the Ninja lore by showing how their training regiments are still part of
Japanese culture and was adopted by samurai and others where meditation and exercise are
valued. The art of Ninjitsu still exists today.
Course Expectations:
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Students will contribute to class discussions on films, readings, and issues.
Students will participate in simulations: role playing games (RPG) and write out their results.
Students will have to use critical reading skills in a multimodal approach of textual and visual
discourses.
Students will complete a written report involving drafting, revision, and editing skills.
Students will investigate and research, along with how to correctly site sources.
Students will use problems solving skills when researching and being involved in simulations.
Students will be engaged in critical analysis where critical thinking skills are a must.
HELP QUESTION
I will try to respond in a day or so; however, I do not always respond to messages posted on
Fridays and weekends until Monday.
Attendance Policy and Due Dates
Since this is a cyber class, we meet only through cyberspace. There is no attendance policy because
there is no physical class to attend; however, students have specific due dates, and midnight, central
standard time, is the exact time for each due date.
Policy for Late Assignments
A student will not be reminded that a due date is coming up, nor will a student be contacted if an
assignment has not been posted. Double check.
Contact the instructor, [email protected], before an assignment is due if any problems arise to cause one
to miss the due date. Failure to contact the instructor will mean that it may not be accepted.
Reports posted late, after midnight, cannot be posted unless the instructor is contacted. Give him a day to
allow permission. Be sure to e-mail for permission and send a copy of the report to [email protected]. You
will still be asked to post it.
Anything posted after the due time will have points deducted: 35 points a day.
Emergency Withdrawal Forms: W and I
Emergency Withdrawal Form
It is your responsibility to withdraw from class if you cannot complete the work or if some unexpected
problems arise. If the withdraw date has passed, then you must complete an emergency withdrawal
form. Please go to the enrollment to see if you qualify. I must sign it. This must occur as soon as
possible.
Incomplete Form
This instructor cannot give a student the grade of "W" nor will the grade of "I" be given if more than
one assignment is missing. The grade of "I" is given only if it is the last assignment and if you have a
written excuse from a doctor, a funeral, or some other documented event. You have one semester to
make up this grade. I must be informed before the due date that an assignment is not being turned in
and that you have medical problems.
Therefore, if only the last assignment for the class is missing, then you can qualify, but we both must
sign an incomplete form.
ONLINE TIME FACTOR:
Since this is a cyber class, we meet only through cyberspace. Students have specific due dates, and
midnight, central standard time, is the exact time for each due date.
Students will not be reminded that a due date is coming up, nor will a student be contacted if an
assignment has not been posted. Contact the instructor before an assignment is due if any problems
arise to cause one to miss the due date.
Grading Values
90-100= A
80-89= B
70-79= C
60-69= D
0-59= F
Time Management
Do not wait until the last minute to do a report because life often happens and gets in the way. The
holiday break can be a busy time. Do extra when you have time. Unexpected visits, your computer
crashes, family illnesses can and do occur. So make it a habit to finish early. Plus, this allows an
assignment to cook a bit in the mental oven. That way if you fall behind, you will be on time and dazzle
me with your insights.
Try to complete one or two major assignments before class begins. You can do the assignments
earlier. Save it. Print it out. But I will not grade them until all the assignments are turned in by the
students.
WORD (or Word Perfect) FIRST
I would suggest you type all assignments and even e-mail messages in Word first and save it. Then copy
and paste into the site. The site tends to log you out if you have not been active.
Even for your discussion reactions, craft or cook it in Word, and then copy and paste it into the discussion
board. Impress me.
Some browsers like Firefox might require the use of smart keys to copy and paste.
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[Crtl-C] = Copy ; [Crtl-V] = Paste
TURNITIN.COM Plagiarism Statement
This class uses Turnitin.com, a plagiarism detection site for reports and papers.
Give me a week to grade any assignment. Return to where you submitted the
assignment to see your grade. Don't wait until the day an assignment is due to
ask a question. Don't ask questions during the weekend. Start earlier. Think
ahead.
UCO subscribes to the Turnitin.com plagiarism prevention service. Students agree that
by taking this course, all required assignments may be subject to submission for textual
similarity review to Turnitin.com for the detection of plagiarism. All submitted
assignments will be included as source documents in the Turnitin.com restricted access
reference database for the purpose of detecting plagiarism of such assignments.
Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on
the Turnitin.com website. Turnitin.com is just one of various plagiarism prevention tools
and methods which may be utilized by your faculty instructor during the terms of the
semesters. In the UCO Student Handbook, there is a process for contesting any
plagiarism allegations against you.
Plagiarism Policy: Respect Intellectual Property
All writing assignments that students submit for this course must either be entirely their
own or properly footnoted. If it is not, the student is guilty of plagiarism, which is not
tolerated at the Downtown Consortium classes. The instructor wishes the student to
have a clear idea of what plagiarism is from the start so that there can be no mistake
later. There are three major types of plagiarism:
1. Word-for-word copying. The student should copy no printed text, no matter how
brief, without acknowledging the original author and placing the words within quotation
marks. This rule applies to even the briefest of phrases if it is truly distinctive. Having
another person write or dictate all or part of one’s composition is plagiarism of this kind
and is clearly forbidden.
2. The unacknowledged paraphrasing of a writer's ideas. The student should no more
take credit for another person's thoughts than for another person's words. Any
distinctive, original idea taken from another writer should be credited to its author. If the
student is not sure whether or not an author’s idea is distinctive, the assumption that it is
should be made.
3. Incorrectly copying or paraphrasing. In a verbatim copying of a source, involving
the use of quotation marks and the acknowledgment of the author, the student does not
have the right to change or add any words, even if the original author made a mistake.
When paraphrasing, merely using synonyms, while maintaining the original sentence
pattern and/or word order, is a form of plagiarism involving the copying of the author's
style. A paraphrase should be in the student's own style.
Ways to avoid plagiarism: No fault is attached to the over-acknowledgment of ideas,
but under-acknowledgment is plagiarism. When using quotations, the student should
incorporate brackets "[ ]" to add comments within a given passage, add three periods ".
. ." to imply words that have been deleted, or use "[sic]" to tell the reader of a mistake
made by the author.
Because of the serious nature of plagiarism, a case involving such is usually referred to
the Discipline Committee, which can recommend that the student, if found guilty, be
dismissed from the university. At the very least, the student will receive an automatic F
in the course.
REQUIREMENTS
30% Reactions
Reflective Reaction 1-2 Mar 09, Wk 1, THU
Reflective Reaction 3-4 Mar 23, Wk 2, THU
Reflective Reaction 5-6 Mar 30, Wk 3, THU
Reflective Reaction 7-8 Apr 06, Wk 4, THU
Reflective Reaction 9-10 Apr 13, Wk 5, THU
40% Research Report
30% ET –SIM Report
Apr 27, Wk 7, THU
May 4, FINALS, THU
Grading Standards
A = 90%-100%
B = 80%-89%
C = 70%-79%
D = 60%-69%
F = below 59%
Research Report :
Undergraduate 4-6 pages
Suggested Topics: The purpose of the main project to gain a greater comprehension of what it
takes to teach composition. Your audience will be new teachers of composition.
You can identify whether they will be for middle school, high school or university level. What
would they like to read that would help them?
Avoid the topic of Grading or Assessment. That is your last
assignment.
Use the library to find articles for the project. This report will use MLA documentation style. Use
the UCO online databases -- MLA (Modern Language Association) in FIRST SEARCH, EBSCOHOST, or
INFOTRAC -- <http://library.ucok.edu>. You will have to visit the library to make copies of these articles
because most of the journal articles are not online. College Composition and Communication, College
English, Journal of Basic Writing, Journal of Advanced Composition, Pre/Text, Rhetoric Review and other
journals are or may be available in our library. If we do not have it, you then must do an interlibrary loan
also at <http://library.ucok.edu>.
The project will occur in stages. Process points will be awarded for turning them in on time. Final grade
for the project will not be given until after the final due date. The final version of the project will not be
accepted if any aspect of the project is not turned in before.
Requirements and Stages of the Assignment
1. Title Page and Abstract. Title, Name, Date and one paragraph about your area of
exploration will improve or enhance writing skills.
2. Brief Introduction and Bibliography. Write two pages at least giving an overview, which
should include relevant research. Create a one page list of sources (10), undergrad; (15)
sources (grad), using MLA style. You need not read these sources initially, but it will give you
a starting point.
3. Rough Draft with Works Cited. This is the body of the paper. Be sure to list the sources
you cite in your Works Cited.
4 . Final Research Paper with Works Cited is due. Include Title, Abstract, Body and a
"Works Cited," listing the sources actually used for the project. Have a “Works Consulted” if
you did not use the source. This is a chance to touch up and improve what you have
already turned in to me.
Best Practices for Research
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Start researching now. The various sections of a book or article may have "Selected
Bibliographies." Do interlibrary loans and you can get those sources in a week. Having only three
or four sources is a good way not to impress your instructor. Show me the research. I always go to
the Works Cited page first. I can quickly see the ideological angle that the paper is written from and
note what viewpoints you privilege, and I can note the amount of blood-and-sweat/research you have
fulfilled.
Limit your topic. Since the paper is relatively short. Stay within a smaller topic matter and go into
detail on that. Don't examine ten different issues.
Ample Sources. Be sure to have a balance of primary and secondary sources. Your essay needs
to quote (provide page number and list the source in the Works Cited) from the primary source like
what the author writes. Secondary sources are how scholars interpret the primary sources. Sources
will probably be mostly articles from journals, so begin to research early and expect to do interlibrary
loans. Electronic sources will be limited, though there are some valuable sources that can be found
for certain topics.
Quality sources. You may have to go to a library or library.uco.edu and visit the online database to
access scholarly journal articles.
Voice. You MUST state your opinions on which side you agree with. You can say "I." Be sure to
comment on your own opinions throughout the essay.
Revision. Go back and proof and edit your paper. It may help your grade.
Works Consulted. What sources did you use and do some background on?
Creativity. I am looking for a creative and critical mind.
AVOID:
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Do not procrastinate. You need to spend at least 3 weeks working on this.
Do not provide too much biographical or historical information.
Some might be
appropriate, but you need to defend your point. Stay on focus.
Don't site Wikipedia or an encyclopedia. You might start there, but don't quote there. If you do
use such a source (because you can't find that stated at another site), do not count those as your
required sources. Beware. Are you sure that site is correct?
Stay on topic. Don’t get lost in the information. Have a point and stick to it.
Documentation of Sources: MLA
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Do you have a "Works Cited" (not a Bibliography)?
Did you list the sources alphabetically?
Did you check with a textbook to see if you did the sources correctly?
Do you have a variety of sources? Books, articles, and chapters from books?
Are the sources recent? Having a paper about immigration and not having a recent article is not
wise.
AVOID
• Do not use numbers in your "Works Cited."
• Do not underline or put in quotation the title "Works Cited" even though it is in quotations here.
• Do not use the words "page" or "volume."
ET SIM: English Teacher SIMULATION
Undergraduate Student: Concentrate on one film and why this film might be important to
English composition teachers. Write at least 2 pages or 600 words. Film reviews are not
necessary to use, but if you do. Cite correctly MLA Style.
Choose a film about an English teacher, or pick a film about teaching and relate it to teaching English.
Pick a film about teaching and explain what is good about the film and what is weak. Be sure to choose
a film that English or any teacher should watch and explain why. Be sure to make us notice key scenes
in the film and why those scenes need to be examined again. Point out what is missing. English
teachers grade a lot of papers. Working with administration is not easy. There is committee work!
Avoid merely doing a plot summary. Instead, demonstrate the importance that the film has in
making us understand composition, English and teaching. First come, first serve. No two students
can pick the same film. If you think of another film not on the list, let me know.
Here is a brief list of films:
Dead Poet Society. Art of Teaching English and Doing Stand Up.
Freedom Writers. Using journals to get students excited.
Good Morning Vietnam. (1987).Teaching English in Vietnam while being an Armed
Forces DJ
Wonder Boys (2002). Chaos visits as wife leaves and book is due.
Finding Forrester (2000) A famous writer befriends a black student who wants to be a
good writer.
Iron and Silk (1990). Teaching English in China while learning Kung Fu.
Other Teachers
Emperor's Club (2002), Classics Professor
Dangerous Minds (1995) Ex-Marine ties to teach students
187.(1997) Samuel Jackson teaching in LA, after being beaten in New York.
Mr. Holland Opus. (1996). Richard Dryfuss as music teacher
Lean on Me.(1989). Morgan Freeman cleans up an inner city school.
Paper Chase (1973). The Joys of Law School (1973).
You can also pick films that concentrate on the student life.
Battle Royale. (2000). Students forced on island to kill each other for reality TV.
Ah Factor. Just because you changed the narrative doesn’t mean it is better or as good as the
original. Beware it should impress the reader. If the new change is boring, think again. “B” is for
BORING! “A” is for AH!
Introduction
• Provide background information about your characters and summarize the narrative.
Identify the work/s used for the simulation. You do not have space for a long tale. Let
the beginning be the start of the ending or climax.
Climax
• Spend most of the simulation with the exciting outcome. Be sure to include some
words of wisdom! What can surprise us? Dialogue is fine!
Outro
• What is ultimate outcome of the climax? Providing some sort of closing line of that an
action hero might say.
Reflective Reactions:
React to Prompts
(250 words) You can post ahead of time. All entries must be posted by midnight on the due date
in the discussion board.
Since some of the readings can be dense, a purpose of the reading reactions is to re-examine what was
read. Each week, react to two readings listed in the schedule either from Concepts in Composition. See
the schedule for the list of specific readings to react to for that week. You do not have to summarize the
reading. Instead, react to what you find interesting in the reading. You can relate it to your experience as
a teacher, student or both. Find something you like and comment on it. Please provide pages numbers
and textbook names when commenting on specific points. Sometime the reactions will be other than the
readings.
A student's voice is key to making this class more rewarding for all of its participants. Also react to what
other post by Friday. You can do one long reaction or do several shorter reactions. Be positive. Write in
complete sentences. Ask questions.
GRADING RUBRICS
Grading Rubric for Reflective Reactions
The grade is based on the quality of observation and prose. When reacting to textual sources, you
must have key quotes from the readings, using quotation marks and page numbers.
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Below 70 Poor execution. You did not spend much time on it. You probably didn't watch the film
or read the assignment because no specific mention of key scenes or key quotes are provided.
No page numbers were mentioned. No quotation marks were given. Grammar and mechanical
errors abound. You wrote in complete sentences in a formal academic manner. Work harder next
time!
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70-79 Average. You demonstrated you read the assignment or watched the film, but you may not
have put in much effort. You had some quotes with quotation marks and had the page number
listed. You wrote in complete sentences in a formal academic manner. It was okay!
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80-89 Good, above average. You had some quotes with quotation marks and had the page
number listed. You made some interesting and insightful observations that other students did not.
You wrote in complete sentences in a formal academic manner. Your writing style and craft were
also above average. Very good!
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90-100 Superior. You provided some quotes with quotation marks and had the page number
listed. You posited some interesting and insightful observations that other students did not. You
demonstrated a mastery of the text, an academic prose style, and a superior skill in writing with
little to no mistakes in mechanics, spelling, or grammar. You probably completed some extra
work, cited an interview by the author, a critical article, or compared the work to another reading
in the text. You turned it in on time! You wrote in complete sentences in a formal academic
manner. Wonderful!
Grading Rubric for Reports or Simulations
How do I earn an "A"?
A. The grade of "A" is superior, better than the majority. I don't give many As. An "A" paper takes
work and time to do the revision and/or research. After you finish your final draft, revise the introduction
and conclusion. How can you make your paper stand out above the rest? I don't give high "A" grades
like 95 or 100, for I feel a paper, even a superior one, can still be improved and may still have flaws.
Elements of creativity and originality will also be welcomed.
• Usually there are no mechanical or grammar mistakes.
• The level of diction and the writing style are higher and more interesting than the average.
• The paper is original, creative and interesting.
• It has a unified message or purpose. A superior paper has a balance of ethos, pathos, and
logos. See the "Appeals" section below.
B. The "B" paper is a very good paper. It may need some revision. The quality and the quantity of
sources may exist though they may not be required, depending on the assignment. Graduate students
should have quality sources. The ethos is not as strong as it could have been. The paper may not have a
strong or interesting voice. The writing style was not very interesting though it may be very academic.
C. The "C" Paper is a good paper, though average. This is not a bad grade. You did what the
assignment called for, and the paper has some points of quality. Usually, the voice is weak. Also you
avoided some important aspects of the argument. There are some mechanical or grammar problems.
The introduction and conclusion seems average, not special.
Others. The "D" and "F" papers are weak and need much revision. Many grammar problems exist.
Little or no sources were used. The logic is weak. The paper is not interesting. The organization is weak
also. The paper provides an overview of both sides and does not argue for any side.
Using the Appeals
How do you appeal to your audience?
What is important to your audience?
The key is to have a balance between all three appeals: ethos, logos, and pathos.
Ethos (Character)
Does your voice support the platform of your political party?
Does your paper bring some sort of originality to the argument?
Is your writing style interesting?
Are there interesting statements that make me think?
Logos (Logic)
Does the paper maintain a high standard of objectivity?
Do you have quality sources (avoiding sources like Wikipedia) to support your arguments ?
Do you have extra sources (quantity) to strengthen your argument?
Is your paper arranged logically?
Pathos (Emotions)
Do you maintain an even tone while treating your opponents with respect?
Do you seem human, approachable?
Is there some sort of energy in the style or ideas?
Schedule
UNIT ONE:
Process and Invention
Transformational Learning Objectives:
• Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies;
and health and wellness.
Objectives: Learning Outcomes
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Understanding Beyond Magical Thinking
Product vs Process
Process: Expressionist Movement
Bitzer: Rhetorical Situation.
Assignments:
1) Reflective Reaction.
2) Reflective Reaction.
Overview Checklist
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Transformational Learning outcomes: discipline knowledge; leadership; problems
solving (research, scholarly and creative activities); service learning and civic
engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
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Understanding Beyond Magical Thinking
Product vs Process
Process: Expressionist Movement
Bitzer: Rhetorical Situation.
UNIT TWO:
Revision and Audience
Transformational Learning Objectives:
• Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies;
and health and wellness.
Objectives: Learning Outcomes
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Modes of Discourse, and
Five Paragraph Essay
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Peter Elbow: Without Teachers
3) Reflective Reaction
4) Reflective Reaction
5) Reflective Reaction.
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Overview Checklist
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Transformational Learning outcomes: discipline knowledge; leadership; problems
solving (research, scholarly and creative activities); service learning and civic
engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
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Modes of Discourse, and
Five Paragraph Essay
Peter Elbow: Without Teachers
UNIT THREE:
Assessing, Voice, and Style
Transformational Learning Objectives:
• Discipline knowledge; leadership; problems solving (research, scholarly and
creative activities); service learning and civic engagement; global and cultural
competencies; and health and wellness.
Objectives: Learning Outcomes
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Understanding Invention
Ken Macrorie
Murray: Age of Dissent
Murray Listening Eye
6) Reflective Reaction.
7) Reflective Reaction.
Overview Checklist
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Transformational Learning outcomes: discipline knowledge; leadership; problems solving
(research, scholarly and creative activities); service learning and civic engagement;
global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
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Understanding Invention
Ken Macrorie
Murray: Age of Dissent
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Murray Listening Eye
UNIT FOUR:
Grammar, Diversity, and Media
Transformational Learning Objectives:
• Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies; and
health and wellness.
Objectives: Learning Outcomes
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Understanding Diversity
Ong: Second Orality
Kuhn and Paradigms
Postmodernity
Cyborg Manifesto.
8) Reflective Reaction
9) Reflective Reaction.
10) Reflective Reaction.
Overview Checklist
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Transformational Learning outcomes: discipline knowledge; leadership; problems
solving (research, scholarly and creative activities); service learning and civic
engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
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Understanding Diversity
Ong: Second Orality
Kuhn and Paradigms
Postmodernity
Cyborg Manifesto.