Welcome!
{ENG 100 rev 5.19.07}
Welcome
to this section of English 100, Composition I, which is taught completely
online. At this point, I'm sure you have many questions. Here are a few that
are frequently asked.
"Will I be required to attend any in-person classes?" or "Will I be required to participate in live chat
sessions?"
No.
I strongly believe that real-time or synchronous sessions defeat the primary
advantage of online learning—its virtual dimension. By virtual, I mean the
ability to participate in class activities 24-7. The direct result of this virtuality is a tremendous amount of freedom for the
student and the instructor. As an online student, you can log on when you
choose, as often as you want to. You're no longer tied to a real-time schedule
of classes on Monday and Wednesday from 9:00 to 10:15 a.m. in classroom 110.
You can log on at 2:00 p.m. on Saturday or 3:00 a.m. on Tuesday.
"How does an
online class differ from a F2F (face-to-face) class?" or "What are the unique demands or
advantages of an online class?"
Information overload. The potential for being
overwhelmed is ever present, especially at the beginning of the semester (or
summer session). Because most of the course information is available all at
once, some students are tempted to (or believe that they need to) master it all
at once. Just as you can't learn everything a course offers in one class
period, you shouldn't expect to master the contents of an entire online class
in one or two sessions. Keep in mind that you have weeks and months to do so.
Thus, the key to success in an online class is awareness and pacing. Via
the assignment calendar, become aware of what you need to learn and when you
need to have that information or knowledge. Next, pace yourself.
Just as you wouldn't try to complete a marathon by sprinting at your top speed,
you shouldn't try to learn everything in one sitting. Divide the learning task
into smaller manageable chunks that you can master in 30-60 minute intervals,
and spread them out over two or more sessions -- or days or weeks if the
material is especially complex.
Flexibility and freedom. You're free to log on at a
time of your choosing as well as from a location of your choice. For example,
you can take a trip to
Discipline. Along with this tremendous
freedom, however, is the need for discipline. In short, you're free to work when
and from where you want to, but you must still meet deadlines. Without this
discipline, an online class simply can't function. Thus, perhaps the most
difficult aspect of online learning is the need to balance freedom with
discipline. Not everyone can manage his/her own time efficiently. Some need the
rigid structure of a traditional class schedule to motivate them to complete
work on time. If you're self-motivated and mature enough to take personal
responsibility for meeting deadlines, you'll thrive in the online classroom. If
you're not very good at managing your own time and routinely forget or need
others to remind you of deadlines, the online class may not be a good idea. If
you do register for this class, you should do so with your eyes wide open. Yes,
there is tremendous freedom. However, this freedom must be balanced with
self-discipline.
Reading ability. Far more than in a F2F
class, your ability to read and understand written instructions and information
is critical in an online class. If you have great difficulty understanding
what's expected (e.g., directions, guidelines, articles, web references and
resources, sections in the required text) or have a constant need for
clarification from the instructor or classmates, you may not be ready for an
online class.
"What kinds of papers do you assign?"
I
select topics that I think will be interesting to you as well as instructive.
Here's a tentative overview of the different assignments:
|
Paper |
Topic |
Skill |
|
#1 |
Your Idea of "Beauty" |
description, narration; analysis, persuasion |
|
#2 |
A Poem: Literal & Figurative |
literary review & analysis |
|
#3 |
An Outrageous Proposal |
problem-solution; argument, persuasion |
|
#4 |
A Historical Interview |
research writing & documentation |
|
#5 |
Final Paper/Final Exam |
argument, persuasion, analysis |
"What, specifically, am I going to learn in this writing
class?"
You'll
develop the skills necessary to write effective college-level papers. Another important
objective is learning how to apply an effective and efficient process to
writing assignments in classes across the disciplines. We'll be learning the
process by actually using it. For each paper, we'll be applying variations of
the same process. Thus, by the end of the semester, you'll have a step-by-step
strategy for college-level academic writing assignments.
An
important element of the writing process we'll be using is peer feedback. For
selected phases in each assignment, I'll be asking you to provide classmates
with assessments. For example, you'll be asked to review classmates' papers to
determine if they've met the assignment criteria and succeeded in avoiding
specific errors that we're targeting. In papers that require analyses of pro and
con arguments, you'll be asked to provide arguments for or against positions
taken by classmates. In some instances, you may be asked to comment on the
suitability of classmates' topics: Are they appropriate for the assignment?
"Will I be interacting with and getting to know my
classmates?"
Yes!
I'll expect you to interact between and among yourselves via email or other
means. Many of the learning activities are designed to encourage you to
collaborate, to work together as a team. These activities are often presented
in the form of problems, e.g., how to assure that each person in a group
receives the required number of reviews for her draft. The members in the group
will need to organize themselves and come up with a strategy. If they don't,
they won't be able to complete the exercise.
"Jim, why do I need to develop writing skills?"
Effective
writing is essential for academic and professional success. Furthermore, I
think writing is a powerful tool to help us discover who we are by understanding
what we think about key issues that we, as human beings, face. In a very real
sense, our points of view define who we are, and it is my hope that a course
such as this will give us all the tools to better understand ourselves and the
world we live in.
* *
* * * * * * * *
If
you decide to register for this class or if you've already registered, I look
forward to working with and getting to know you.
Prior
to the start of our class—if you've already registered, please take the time to review "How
to Get Started." Click on the icon toward the top
of the navigation frame on the left. If you're registered for the coming
semester, keep in mind that the information on the webpage—including the
syllabus, assignments, and announcements—are geared for the current semester.
I'll be posting the information for your semester in the interim between the
semesters. In the meantime, if you have any questions, email me at
jamess@hawaii.edu. (Don't leave messages in WebCT
mail/discussions.) If I don't answer my office phone, email me -- don't leave a
recorded message.
Aloha,
Jim