The Beatles and Their Times Syllabus
electronic devices are to be turned off and kept out of sight while in
the classroom or you will be asked to
||FSEM 111 LL
Tuesdays and Thursdays in Steinman 214
|PHONES||(office) 829-7331, (home) 740-264-5739|
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 RESPONSIBLE FOR MY HAVING IT, AND TO CHECK IT DAILY|
is designed to develop and foster reading, critical thinking, and
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.
required to successfully complete all assessed activities.
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
this course group into four major categories:
These include knowledge, comprehension, application, analysis, synthesis, and evaluation (as per Bloom's taxonomy discussed above).
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 scale will be used unless the average grade is less than 75% at
which point grade values may be adjusted to reflect a 75%
Main level of Cramblet Hall
Dr. Christina Sampson, director
PH: (304) 829-7401
|The instructor reserves the right
to change this syllabus at any time.