WELCOME EVERYONE

to our

Online Course Syllabus

for

HSDP 411 - English 4

in the

Accelerated High School Diploma Program 

 

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PROFESSOR LINDENBERG

Hi everyone! I am Professor Lindenberg, and I am excited to be working along side you for the next six weeks. I offer student hours on a flexible schedule, Monday-Friday. Please contact me with any questions, or to set up an online meeting via Zoom. I can also make you a short video with my feedback and comments, as a way to support your progress. You can reach me via the Canvas Inbox or by email at nlindenberg@sdccd.edu.

 

YOUR VOICE MATTERS

 

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Every student in this classroom, regardless of personal history or identity categories, is a valued member of this group. Your experiences are important and you should share them as they become relevant to our class. No student in this class is ever expected or believed to speak for all members of their group(s). If you find that there are aspects of course instruction, subject matter, or class environment that result in barriers to your inclusion, please contact me privately without fear of reprisal.

 

ABOUT OUR COURSE

 

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COURSE OVERVIEW

Welcome to our course! I'm so glad you could join us in this exploration of English. English 4 meets the 10th grade English requirement.  Course content focuses on teaching the skills and strategies for critical, and independent reading, as well as the writing of increasingly complex expository and narrative texts. Instruction in the units of study interrelates reading, writing, oral communication and language study.

 

COURSE STRUCTURE 

I may utilize a variety of instructional methods to cover the required state academic standards for English 4. The activities may include video lectures, video conferencing, video feedback, weekly Canvas discussions, research, and online presentations.

 

COURSE OBJECTIVES

Our course is designed to teach you how to:  

1. Apply knowledge of word origins to determine the meanings of new words and to use those words accurately.
2. Read and understand materials appropriate for the grade level. Analyze organizational patterns, arguments, and positions advanced. Read a wide variety of materials independently.
3. Read and respond to historically or culturally significant works of literature; analyze recurring patterns and themes.
4. Write coherent and focused essays that convey a well defined perspective and tightly reasoned argument. Demonstrate an awareness of audience and purpose. Progress through the stages of the writing process.
5. Write narrative, expository, persuasive, and descriptive texts of at least 1,500 words that show correct grammar, usage, punctuation, and spelling. Writing should also demonstrate understanding of the skills mentioned in objective 4.
6. Write with a command of standard English conventions.
7. Form judgments about oral communication. Deliver focused and coherent oral presentations that convey distinct perspectives and solid reasoning

COURSE MATERIALS

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There are no textbooks that you are required to purchase; instead all readings and course material are accessible on Canvas under “Modules.” 

 

SENSITIVE SUBJECTS

 

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Many of us may get triggered while in this class because engaging with academic material can evoke strong emotions. For some of us, the emotions are evoked because the issues are very real in our everyday lives. Others of us will get triggered because we are just finding this stuff out and it upsets us. Then there are some that will get triggered because we feel guilt or shame for not having known or understood how things have been working in our society. All of these feelings are okay. It’s how we handle them that matters. I hope we can challenge ourselves to pay attention to our emotions, consider what’s triggering us, listen to and respect one another, and share this honestly with the class (or with me in private if you prefer). This is how authentic learning and growth take place.

 

RESPECTFUL DIALOGUE 

 

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In this class, I would like us to cultivate “excellence of thought” by creating a learning environment that supports a diversity of thoughts, perspectives, and experiences, and that honors all our identities (including race, gender, class, veteran status, sexuality, religion, ability, etc.). One way to ensure that we honor all our identities is to refrain from making generalizations about any particular identity group. With this in mind, let’s discuss what we all need in order to slow down, recognize our own positions (including unexamined biases), and take another look at someone’s ideas, experiences, or values. How can we listen and hear different opinions, even if we don’t accept them or understand them, with an open heart and mind? In this class, let’s practice these skills together. 

 

 

ASSIGNMENT GRADING

 

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You will need to complete all assignments and discussions to be grated a course credit.

I will update the online grades each time a grading session has been complete - typically within a few days. 

Late Work Policy: Be sure to pay close attention to deadlines - late work is only given partial credit (deduction of -10%, which is one full letter grade).  If you need additional support, please let me know as soon as possible. I am here to help. 

Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows:  

A 90-100% Accomplished

B 80-89% Approaching 

C 70-79% Developing 

D 60-69% Undeveloped  

F 0-59%  No attempt to meet requirements 

 

Other important information....Please read on...

 

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SUCCESSFUL PARTICIPATION IN AHSP COURSES 

Minimum requirements for students participating in online AHSP classes include:

• You will need access to a computer with word-processing capabilities (Microsoft Word or Google Docs)
• You will need access to reliable internet - not having internet access will not excuse students from assignment due dates. (If you are having issues, please reach out for support.)
• Your assignments will need to be typed (instructors may make exceptions-please reach out for support). 
• You will be required to utilize Unicheck (the district's plagiarism check) for typed assignments
• We will need to communicate during the week (M-F); I will not available to respond to emails or meet over the weekend.
• When meeting with me for a one-on-one meeting, be sure to be on-time. I will wait 10 minutes, and if you do not arrive within that time frame, I will end the meeting. (Please note: If a student has 2 no-shows to instructor-meetings, we will no longer meet with the student over Zoom, but will instead only communicate/support through Canvas Inbox)
• Our instructional assistant, Lydia is available to help you for a maximum of 2 hours per week. 

 

ACCOMMODATIONS FOR DISABILITIES
 

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Please inform me of any accommodations needed within the first week of class (preferably day one). Disability Support Programs and Services (DSPS) provides confidential, no-cost services for students age 18 years or older. Participation is voluntary. Accommodations and services including assistive technology are available so students can participate as fully as possible in classes and programs. Support and access for students with disabilities is mandated by Sections 504 and 508 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). Students with disabilities needing accommodation or information are required to contact the DSPS office at sdcedsps@sdccd.edu. All requests for accommodations need appropriate advance notice by the student to avoid a delay in services. Please discuss approved accommodations with faculty. 

DSPS Informational Video 

 

ADDITIONAL RESOURCES FOR EVERYONE

Please click here for more information.

ACADEMIC HONESTY  

As a member of this course, your voice and opinions are valued. With that in mind, I want to advise you about how to maintain academic honesty:

1. Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess.
2. Course instructors have the initial responsibility for detecting and dealing with academic dishonesty. Instructors who believe that an act of academic dishonesty has occurred are obligated to discuss the matter with the student(s) involved. Instructors should possess reasonable evidence of academic dishonesty. However, if circumstances prevent consultation with student(s), instructors may take whatever action they deem appropriate.
3. Instructors who are convinced by the evidence that a student is guilty of academic dishonesty shall assign an appropriate academic penalty. If the instructors believe that the academic dishonesty reflects on the student's academic performance or the academic integrity in a course, the student's grade should be adversely affected. Suggested guidelines for appropriate actions are: an oral reprimand in cases where there is reasonable doubt that the student knew his/her action constituted academic dishonesty; a failing grade on the particular paper, project or examination where the act of dishonesty was unpremeditated, or where there were significant mitigating circumstances; a failing grade in the course where the dishonesty was premeditated or planned.

NETIQUETTE GUIDELINES FOR ONLINE COURSES

The following Netiquette Guidelines are suggestions for success in your online learning environment at the San Diego Community College District.  

Software Usage: The course software and server are property of the San Diego Community College District. Use of the electronic communication tools, such as chat, discussion boards, or email for personal gain or gain on behalf of other individuals or organizations or for soliciting funds for charity, non-profit organizations, schools, or other businesses is prohibited.  Show Professionalism and Courtesy: Exhibit the same professionalism and respect in the online class as you would in the workplace.  

Appointments: Arrive on time to scheduled phone or zoom appointments with instructors. If a cancelation is unavoidable, notify the instructor right away. If a student misses 2 or more scheduled appointments, the instructor may choose to communicate through Canvas messenger going forward.

Effective Communication: Adhere to correct spelling and grammar rules. It is good practice to compose your message in a word processing program where you can check your spelling and grammar prior to sending. Avoid typing in all capital letters, as this is considered to be shouting (flaming). Avoid abbreviations and informal language ("I'll C U L8R"). Use a positive tone. 

Before hitting the Send or Submit button, review your message. The ease and speed of the Internet makes it easy to say something you will regret later. Remember: You are communicating with other human beings, with feelings, sensitivities, and opinions. When composing a message, ask yourself, "Would I say this to the person face-to- face?"   Follow the Course Discussion Board Guidelines: Make sure that you are posting under the correct discussion topic and read all postings in that topic prior to posting your message. Keep in mind that different instructors may have different guidelines for participation and grading. Be Respectful of Others' Time Think carefully about who the recipients of your email should be. Avoid sending an email to the entire class, unless you feel that everyone must read it. Use descriptive subject lines for email messages and discussion board postings.  

Policy 3100 Student Rights, Responsibilities, and Administrative Due - Process 

Official San Diego Community College District policies on Student Rights, 

All students shall have the right to a safe online learning environment free from interference and disruption including verbal, physical, sexual or violent acts. The District shall ensure to the best of its ability to afford students the rights contained herein.  

Student Responsibilities: Student behavior must remain in accordance with specific academic and behavior requirements as specified in District policy and which may be outlined by the course syllabus.  

Student Code of Conduct: Students are subject to adhering to the policies and procedures of the San Diego Community College District, as well as all federal, state, and local laws. Students are subject to charges of misconduct concerning, but not limited to, the following acts when committed on District-owned or controlled property or at District-sponsored activities.  

Removal of Disruptive Students: In accordance with Policy 3100, Student Rights,

Responsibilities and Administrative Due Process, students have the right to an educational environment free of interference or disruption. As such, students must adhere to the Student Code of Conduct.  

In accordance with Procedure 3100.2, Student Disciplinary Procedures: If a student violates the Student Code of Conduct, faculty may remove a student from their class for that class meeting and the following class meeting. Acceptance of make-up work during the “removal” is at the discretion of the instructor in accordance with the class syllabus and Policy 3110 College Class Attendance. If a student is asked to leave a class for disruptive behavior, the student is expected to follow the directions of the instructor. Failure to follow directions to leave the classroom is considered a violation of the Student Code of Conduct, Section 3.11.

 

WELCOME AGAIN, TO EVERYONE!