Georgia Tech General Education Outcomes for English 1101 and English 1102

Primary Learning Goal

Learning Goal A1: Communication
Student will demonstrate proficiency in the process of articulating and organizing rhetorical arguments in written, oral, visual, and nonverbal modes, using concrete support and conventional language.

 

Secondary Learning Goals

Learning Goal III: Critical Thinking
Student will be able to judge factual claims and theories on the basis of evidence.

Learning Goal C: Humanities, Fine Arts, and Ethics
Student will be able to describe relationships among languages, philosophies, cultures, literature, ethics, or the arts.

 

Learning Outcomes for English 1101 and English 1102

Category
Outcomes by the USG Board of Regents
Outcomes by the
Council of Writing Program Administrators
Additional Expectations of the GTWCP
Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.

  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.
  • Analyze and critique constructs such as race, gender, and sexuality as they appear in cultural texts.

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

[No USG BOR outcomes are specifically related to process.]
  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.
Modes and MediaActivities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.
  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.

Evaluation Equivalencies

In this course, this is what your letter grades mean. Your instructor has the option of using +/- in grading an individual assignment; he or she will indicate the grading policy on the course syllabus. Remember that Georgia Tech does NOT use +/- for course grades.

Letter grade
(NB: Georgia Tech does NOT use +/- for course grades. Likewise, some instructors do NOT use +/-  for grading assignments. If your instructor uses +/- for grading assignments, the table shows the equivalencies.)

Numeric Equivalent
in this Class

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.

A+
98-100
A
94-97
A-
90-93

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and technically.

B+
88-89
B
84-87
B-
80-83

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically, aesthetically, and technically.

C+
78-79
C
74-77
C-
70-73

D: 60-69

Below-average performance. Less than competent — rhetorically, aesthetically, and/or technically.

D+
68-69
D
64-67
D-
60-63

F: 0-59

Unacceptable performance. Failure to meet even minimum criteria rhetorically, aesthetically, and/or technically.

F
1-59
0 (zero) Work not submitted
0

Evaluation Rubric

Click image below for larger version.

Course Completion

In all sections of ENGL 1101 and 1102, failure to complete any component of the course, including projects, assignments, and stages of projects or assignments, may result in failure of the course, as determined by the instructor of the course in consultation with the Director and Associate Director of the Writing and Communication Program.

Attendance

The Writing and Communication Program has a Program-wide attendance policy, which allows a specified number of absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences (for example, those documented by the Registrar) and situations such as hospitalization or family emergencies (documented by the Office of the Dean of Students).

  • Attendance requirement. Students may miss a total of three (3) classes for T/Th or four (4) for M/W/F classes over the course of the semester without penalty.
  • Reasons for absences. The attendance policy does not make any distinction about the reasons for your absences. Only absences officially exempted by the Institute (e.g., due to participation in official GATech athletics, to religious observance, to personal or family crisis confirmed by documentation from the Dean of Students) will not be counted among your allotted absences. These exemptions are difficult to get.
  • Responsibility for missed work. Students are responsible for finding out what they may have missed while absent from class and what policy the instructor has for making up missed work.
  • Absence penalties. Each additional absence after the allotted number deducts one-third of a letter grade from a student’s final grade. Missing six (6) classes in a T/Th course or eight (8) classes for a M/W/F course results in automatic failure of the class.

Students are expected to keep up with their own attendance record; see the instructor if you have a question about how many classes you have missed. The instructor’s record is the official record of your attendance in the class.

 

Dean of Students and Counseling Center

Attending college can be a stressful time; don’t hesitate to ask for help if you’re feeling overly anxious, stressed, or depressed. Georgia Tech has two main ways to seek support: through the Office of the Dean of Students and through the Counseling Center. Both units work closely together to support Georgia Tech students. You can seek support by using the contact information below.

Office of the Dean of Students
http://deanofstudents.gatech.edu
Charles A. Smithgall Jr Student Services Building (also known as the Flag Building), Suite 210
(404) 894-6367

Counseling Center
http://www.counseling.gatech.edu
Charles A. Smithgall Jr Student Services Building (also known as the Flag Building), Suite 328
404-894-2575 (including 24-hour, seven-day-a-week access to a counselor on call).

 

Safety

Classroom and campus safety are of paramount importance at Georgia Tech. Safety is the shared responsibility of all of us throughout the entire campus. The Writing and Communication Program urges faculty and students to follow the ALERT, ASSESS, ACT protocol for all types of emergencies and the RUN, HIDE, FIGHT response for active shooter incidents.

  • Remain ALERT through direct observation and emergency notifications.
  • ASSESS your specific situation (e.g., threats, people, location, conditions).
  • ACT in the most appropriate way to ensure your own safety and the safety of others if you are able.

Please view the FBI’s RUN, HIDE, FIGHT response for active shooter incidents: https://www.fbi.gov/about-us/cirg/active-shooter-and-mass-casualty-incidents/run-hide-fight-video. The link also includes the entire transcript.

Please make sure you are familiar with GTENS (Georgia Tech’s Emergency Notification System), which allows you to receive time-sensitive emergency messages in e-mail, voice mail, and text messages, as well as the LiveSafe app, a comprehensive safety app that enables you to call or text GTPD quickly on your mobile phone. Please review and act on these five safety practices:

  • GTENS Notification: Review the Georgia Tech Emergency Preparedness notification information and register (if you haven’t already) through the link at https://passport.gatech.edu – https://passport.gatech.edu.
  • LiveSafe: Use this link — http://www.livesafe.gatech.edu/ — to download the LiveSafe app to your Smartphone (if you haven’t already).
  • GT Police: Make sure the Georgia Tech Police Department number is in your Smartphone: (404) 894-2500. Call this number for any on-campus emergency.
  • 9-1-1: In an emergency, you can always dial 9-1-1. If you call 9-1-1 from your cell phone, the call will be directed to the City of Atlanta Dispatch Center. Immediately tell the dispatcher that you are calling from Georgia Tech, and your call will be transferred to the Georgia Tech Police Department Operations Center.
  • Classes for Safety and Emergency Preparedness: Classes in crime prevention techniques, self-defense, property protection, and emergency preparedness, as well as additional resources, are available through the GTPD website: police.gatech.edu

 

Participation in Class

The Writing and Communication Program has a Program-wide participation policy. Active participation and engagement in class are required. Students who have not done the reading and/or who do not actively participate during the class period may be penalized for lack of participation. In this class, participation counts as part of your grade.

 

NonDiscrimination

This class does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, gender, marital status, disability, or status as a veteran. Alternative viewpoints are welcome; however, statements that are deemed racist, sexist, homophobic, classist, or otherwise discriminatory toward others in the class or outside the class will not be tolerated.


Communication Center

Georgia Tech’s Communication Center is located in Clough Commons, Suite 447. It is an excellent resource for all students (undergraduate or graduate) who want help with a communication-related project, from their multimodal assignments for English 1101 and English 1102 to graduate school applications, from engineering and science reports to oral presentations, from storyboards for videos to poster designs, from grant proposals to job cover letters and resumes.

  • What kind of help is available? The trained professional and peer tutors in the Communication Center help all students with their written, oral, visual, electronic, and nonverbal communication in every discipline.
  • What you can expect? You can visit the center at any stage of the process for any project in any discipline. The knowledgeable and friendly professional and peer tutors are available to help you develop and revise your projects.
  • What are examples of the available help? Have a B+ on a communication project that you really want to be an A? Get some help in the Communication Center. Need help getting your team to work more effectively? Get some help in the Communication Center. Have an important oral presentation? Get some help in the Communication Center. Struggling with writing or speaking or reading? Get some help in the Communication Center. Making a film or writing a novel? Get some help in the Communication Center with the communication elements of ANY project.
  • What’s not available? The tutors are not available to “fix” your projects. Please do not expect tutors to proofread or edit–although tutors will be happy to help you develop self-editing strategies.
  • What about ESL/EFL support? The staff includes professional tutors specially trained to assist non-native speakers.
  • How do you make an appointment? For information on making an appointment please visit this website: <http://communicationcenter.gatech.edu/content/make-appointment>.  If you need assistance with the appointment system, you can call 404-385-3612 or stop by the center.
  • What about cost and privacy? All services are free and confidential.

 

Accommodations

Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). Any student who may require an accommodation for a documented disability should inform their instructor privately during the first week of class or as soon as you become aware of your disability. Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. Official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course. Please make sure your instructor receives a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need during the first week of class.

  • Visit: Smithgall Student Services Bldg, Suite 210 on 353 Ferst Drive
  • Email: adapts@vpss.gatech.edu.
  • Call: 404-894-2563 (V); 404-894-1664 (TDD); 404-894-9928 (fax)

 

Please note the following Institutional testing policy changes/clarifications effective September 30, 2015.

Course instructors shall notify the Institute’s Office of Disability Services within the first two weeks of the semester, or in the alternative, within one week of the student’s intended use of testing accommodations, a list of items approved or prohibited during the administration of assessments. This policy will provide students with the opportunity to review, and if necessary re-confirm with the instructor the list of items in advance of the first course assessment or if not applicable to the first assessment, a reasonable time in advance of the assessment that the student intends to utilize testing accommodations.

In the event a student who has been granted extended testing time as an accommodation for a documented disability is scheduled for two examinations in one day, the examination scheduled second (later) in time may, at the election by the student, be considered in conflict and treated in all other respects as a conflicted examination under Institute Academic Regulation 12(D)(6) (“Final Examinations”).

Please note that the student should contact the professor of the course that needs to be rescheduled before the sign up deadline if the testing center will be utilized for final exam proctoring.

 

Academic Misconduct

One serious kind of academic misconduct is plagiarism, which occurs when a writer, speaker, or designer deliberately uses someone else’s language, ideas, images, or other original material or code without fully acknowledging its source by quotation marks as appropriate, in footnotes or endnotes, in works cited, and in other ways as appropriate (modified from WPA Statement on “Defining and Avoiding Plagiarism”). If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and be referred to the Office of Student Integrity, as required by Georgia Tech policy. We strongly urge you to be familiar with these Georgia Tech sites:

 

Syllabus Modifications

This syllabus—especially the required reading and assignment schedule—may be modified as the semester progresses to meet course outcomes and address the needs of members of the class.

 

Final Instructional Class Days and Reading Periods

Final Instructional Class Days (April 25-26, 2016)

No tests or quizzes are to be administered on Final Instructional Class Days.

Graded homework or assignments, course projects, demonstrations, and presentations may be due during Final Instructional Class Days, provided they are listed on the syllabus at the start of the semester.

All quizzes and tests should be graded and reported to students on or before the last final instructional day.

 

Reading Periods (April 27-28, 2016)

No classes meet during Reading Periods.

No assignments, projects, presentations, or other graded activities can be due or take place during Reading Periods.

Instructors may schedule optional study review sessions for students during Reading Periods (but no credit or extra credit may be attached to these optional sessions).

 

Conflicts Due to Georgia Tech-approved Events

If a student has a Georgia Tech-approved activity during the Final Instructional Days or Reading Days, thus reducing the amount of preparation time for the final portfolio/exam, the student should provide the instructor with a letter from the Registrar documenting the approved exemption. With such documentation, the student may arrange with the instructor for a later submission date.

 

Multimodal Reflection Portfolio and Mahara

In lieu of a final exam, ENGL 1101 and 1102 require you complete a final multimodal portfolio due during your section’s scheduled final exam time (see http://www.registrar.gatech.edu/students/exams.php for the final exam schedule). The portfolio will include examples of your WOVEN work products, a substantial reflective essay, and brief introductions to each artifact. Your portfolio counts between 15% (minimum) and 20% (maximum) of the course grade, as indicated by your instructor.

The general portfolio assignment sheet can be found here. Please note that your instructor may have more specific instructions or requirements related to the portfolio; these instructions or requirements will be specified prior to the withdrawal deadline. You will develop your portfolio throughout the semester and work on finalizing it during the final two (for T/Th classes) or three (for MWF classes) class sessions of the semester (April 20-26, 2016).

The multimodal reflective portfolio is produced in an open-source portfolio platform called Mahara; you can access the GT instance of Mahara using your GT login credentials at http://mahara.gatech.edu.