The Beatles and Their
Times Syllabus

All electronic devices are to be turned off and kept out of sight while in the classroom or you will be asked to leave.


COURSE
FSEM 111 AA
TIME/LOCATION 2:00-3:20PM Tuesdays and Thursdays in Steinman 214
INSTRUCTOR Pandel Collaros
OFFICE 211 Steinman
HOURS by appointment
PHONE 304-829-7331
E-MAIL pcollaros@bethanywv.edu
WEB PAGE http://home.comcast.net/~collaros623/FSEM111.htm
REQUIRED    
   TEXT
Hacker, Diane and Nancy Sommers. A Writer's Reference. 7th ed. Bedford/St. Martin's, Boston, 2011. Print.
EVERYONE IS EXPECTED TO HAVE A WORKING E-MAIL ADDRESS AND TO CHECK IT DAILY
RATIONALE This seminar is designed to develop and foster reading, critical thinking, and writing skills.
DESCRIPTION
Using the phenomenon of the Beatles as a basis for further exploration, we will consider the social, political, and cultural events of the "60s." Activities include reading, DVD screenings, lectures, discussion, listening to audio recordings, quizzes, and written assignments.
ATTENDANCE
   POLICY

The characterization of an absence as excused or unexcused is irrelevant for grading in this course. Theoretically, one may have legitimate reasons to miss every meeting. Nevertheless, attendance is required to successfully complete all assessed activities. My position is that if one misses multiple meetings for any reason, then
   • that student is not adequately prepared to take the class during that semester and/or
   • that one should not take the class during that semester in which absences are likely and/or
   • that one should withdraw from the class in the event that absenteeism develops for whatever reason(s).
It is also my position that being late for a class will be assessed as an absence.

ASSESSABLE
   LEARNING
   GOALS
Proficiency with the course content and objectives (described below) will be assessed in rubric-based writing assignments that evaluate knowledge, comprehension, and the ability to apply, analyze, synthesize, and evaluate information.† These goals correspond with Benjamin S. Bloom'sMajor Categories in the Taxonomy of Educational Objectives in the Cognitive Domain (see <http://www.krummefamily.org/guides/bloom.html>).

Quizzes will assess the student's reading comprehension, note-taking, critical thinking, and writing skills in the time-constrained classroom situation.

PDFS Model Point Exegesis     Oral Presentation Rubric      Paper Assignment     Paper Grading Checklist 
Paper Grading Score Sheet     Paper Rubric     Point Exegesis 1 Rubric   
Point Exegesis 2 and 3 Rubric
OBJECTIVES
Objectives of this course group into four major categories:

Writing objectives
  • logical organization that reflects a clear focus and solid content as defined by the assignment
  • coherent, unified, and detailed paragraphs that support overall focus
  • an appeal to a specific audience
  • proper grammar, mechanics, punctuation, and usage
  • varied sentence structure
  • deliberate diction
  • graceful and effective transitions
  • other elements of style
Cognitive objectives
These include knowledge, comprehension, application, analysis, synthesis, and evaluation (as per Bloom's taxonomy discussed above).

Affective objectives
One of the affective objectives of this course is to appreciate the historical, social, political, and cultural importance of the "60s" viewed from the perspective of one of the most important phenomena of the period.† Another affective objective of this course is to develop the understanding that writing can be a path to lifelong learning, self-expression, confidence, open and precise communication, and critical thinking as well as a career goal.

Development and/or nurturing of soft skills

This can be described by the following excerpt taken from http://hamilton.academia.edu/BonnieUrciuoli/Papers/977570/2008_Skills_and_selves_in_the_new_workplace:

A soft skill refers to the cluster of personality traits, social graces, facility with language, personal habits, friendliness, and optimism that mark each of us to varying degrees. Persons who rank high in this cluster, with good soft skills, are generally the people that most employers want to hire.… as one employer put it in a recent report, Hard Work and Soft Skills, "…We need you to teach them how to show up on time, how to work in teams, and how to take supervision." [Menochelli 2006]

GRADING AND
   CATEGORY
   WEIGHTINGS

  • 20% point exegeses: 4 @ 250 words min. (revision of Point Exegesis 1 counts as one)
  • 5% oral presentation of first draft of paper
  • 20% first draft of paper (750 words min.)
  • 5% oral presentation of second draft of paper
  • 20% second draft of paper (750 words min.)
  • 30% quizzes (1/3 on reading, 1/3 on class activities, 1/3 timeline)
SCALE The following grading scale will be used unless the average grade is less than 75% at which point grade values may be adjusted to reflect a 75% average.
A 93-100% B- 80-82% D+ 67-69%
A-
90-92% C+ 77-79%
D 63-66%
B+
87-89% C 73-76% D- 60-62%
B 83-86% C- 70-72%†
F 00-59%
FURTHER
CLARIFICATION
  OF GRADING
  AND RELATED

  • There is no extra credit. Late assignments will result in a lowering of the grade or may not be graded at all (resulting in a grade of 0) at the discretion of the instructor. All assignments are to be uploaded to the web as explained in class or they will be considered late.
  • At the discretion of the instructor, any grade may be lowered or raised according to classroom demeanor.
  • Each student is expected to abide by the Bethany College Policy on Academic Honesty (see College Catalogue section on Academic Honesty). Incidents of academic dishonesty will result in a failing grade for the relevant graded activity.

  • Should a student fail to satisfactorily complete First Year Seminar during the first semester of academic year, she or he must take a make-up seminar during May Term. Students must do this because satisfactory completion of First Year Seminar is a requirement for graduation and must be met before a student can enroll for the sophomore year. The seminar topic and instructor will be announced second semester, should such a seminar be needed. There will be only one seminar (no choice of topic). The course must be taken on campus. Students will have to take a second J-term at the time and choosing of the college.
  • No final grades will be given out to anyone including graduating/comping seniors. You will get grades from the registrar. This is irrevocable and without exception. Don't even ask.
FURTHER
   POLICIES

  • All electronic devices are to be turned off and kept out of sight while in the classroom or you will be asked to leave.
  • Before I will consider providing a reference or recommendation, you
  1.  Must always address me as Professor Collaros
  2.  Must have taken at least two classes with me, one of which must be an academic
  3.  Must have received an A or B in all courses taken with me
  4.  Waive right to see said reference or recommendation
  • In compliance with the Bethany College policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for students with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances, so arrangements can be made.
FREE    
   TUTORING
   INFORMATION

The McCann Learning Center
Main level of Cramblet Hall
http://www.bethanywv.edu/academics/learning-services/
Dr. Christina Sampson, director
csampson@bethanywv.edu
PH: (304) 829-7401

TENTATIVE    
   COURSE
   SCHEDULE

See FSEM111tentativeOutline.pdf
The instructor reserves the right to change this syllabus at any time.