Classroom Policies
Classroom Conduct
·
As we explore the
various aspects of writing, we’ll engage in whole-class and small group
discussions. Be polite and respectful of each other’s time and comments.
·
We only meet once
a week and need to make the most of our time.
Come to class prepared and with the appropriate materials (books,
notebook, pens, etc.). Avoid unrelated
and unnecessary conversations and activities that will distract us from
learning. Turn off ALL electronic devices.
(They may be confiscated until the end of the CHAT school day.)
Communication
·
Weekly updates
that include the material covered and upcoming assignments will be sent to the
e-mail addresses that parents submitted when registering for the class. I will also collect e-mail addresses from
students. I prefer to communicate via
e-mail, but can be reached on my cell phone if the concern is urgent. (507/581-0270)
·
I’m using two more
on-line resources in addition to the e-mails: a blog and a document storage
site, Dropbox. Here’s how they will
work:
–
Writing 3 – www.chatwriting3.blogspot.com. The blog
entries will contain the same information from the e-mail updates. I’m hoping these entries will serve as a
consolidation and reference for our weekly lessons for the semester. Hopefully we can avoid forgotten assignments
or missing e-mails.
– Google
Drive –Most of the handouts will be available on a shared folder in Google
Drive either as Word documents or PDF files.
Parents and students will receive an e-mail and be invited to view the
“Writing 3” folder. These documents can
be downloaded and printed from home computers.
– MyGradeBook
– www.mygradebook.com. This is an
online grade book on which I will enter the grades and scores for completed
assignments. Parents and students can
log in to check progress. Note:
Scores may not be immediately added to the website; feel free to contact
me for any questions.
–
Note: I prefer to receive assignments as
attachments to e-mails or shared as a Google document.
Grading
·
This class is
concerned with both the process of writing a research paper and the resulting
final product. The assignments are
incremental steps of the process and should be handed in on-time. These assignments can be handed in at class
time (Thursday afternoon) or by midnight
on the following Sunday and not be considered late. Late assignments will not only receive a
reduced score, but could hinder the student’s progress.
·
We will do some
in-class grammar and vocabulary work and some outside homework will be given.
·
Accumulating
points is the NOT an important aspect of this class. My goal is that students grow as learners and
writers; this is not always reflected in classroom points. However, points are a helpful indicator of
diligence, improvement, and, to some extent, quality.
·
Points will be
given for the following activities:
–
Participation – 5
pt. /day. This includes good attitudes,
helpful comments in the discussions, respect of others, Quick Writes, and
College Essays.
–
Assigned steps of
the process – 5 to 10 pt., depending on the assignment with a reduction in
points for late work.
–
Final paper &
presentation – 200 points divided into the following categories: Format, Mechanics, Organization, Content,
Thesis/Position, and Presentation.
–
The students have
been given a Rubric (scoring guide) for the research paper.
·
The students have
packets of weekly handouts explaining the various steps in writing a research
paper. Occasionally they will need to do
more reading in their handbooks or online.
·
Writing a
research paper is an involved process to which each student will respond
according to his/her personality and learning style. I’m aware that analytical thinkers will love
the step by step process and global thinkers will find it more
challenging. An important goal of this
class is that students would become more aware of themselves as learners,
researchers and writers. This
self-awareness will help them immensely in further areas of study.
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