8-week Course Disclaimer

This is an 8-week course. As such, it will be work intensive and very rigorous. The content that
was previously spread out over 10-weeks has now been condensed into 8 weeks.
The Educational Studies attendance program states that no more than two modules or class
meetings may be missed without risk of failure.
If you feel that you cannot keep up with the pace of the 8-week course, it is strongly
recommended that you enroll in the 17-week section. All Educational Studies courses are
offered in both the fall and spring 17-week semester, both hybrid and fully online.

I understand the expectations of the 8-week course and will adhere to the rigor and workload that
will be conducted over the next 8 weeks. If I feel I cannot adhere to these standards, I will
withdraw and enroll in the 17-week section.

Jasmine Prajitno
____________________________ ________________________________
Jasmine Prajitno
Printed name Signature

10/23/24
____________________________
Date

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 EDUC 306
Writing with Purpose

Instructor: Kristal Andrews, Ed.D.

Email: kandrews@laverne.edu
Work Phone: (909) 397-4498 ext. 400
Cell Phone: (909) 964-8890
Office Hours: By Appointment

Required Texts
Cheryl, G. & Loretta, G. (2019). Harbrace Essentials. Wadsworth. ISBN: 9781337679312.

Cengage MindTap Account

Publication manual of the American Psychological Association. (2020). Washington, DC:

American Psychological Association.

Course Description
Students will develop writing skills and learn metacognitive strategies for crafting purposeful
written communication for a professional context.

General Course Objectives

Students who complete the course will:
1. Improve competency in writing strategies (organization, focus, revision, and evaluation);
2. Improve competency in writing conventions (sentence structure and grammar);
3. Become familiar with and use various genres of writing.
4. Become familiar with and use the APA format.

Methods of Instruction
To address the content of this course, I employ a pedagogical approach based on constructivist
and collaborative understandings of teaching-learning processes situated within a community of
learners. My pedagogical approach assumes that each member of the learning community brings
her/his lived experiences and expertise to this shared educational experience. The online course
consists of assigned readings, videos, writing activities, individual reflection activities, and
online discussions.

Grading
Discussions: 100 points
Weekly Assignments: 100 points
Final Essays: 600 points (200 per essay)
Reflection Paper: 200 points

Grade Scale Percentage

100 – 95 = A
94 – 90 = A-
89 – 85 = B+
84 – 80 = B
79 – 70 = C
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 70 – 0 = F
STUDENT ACTIVITIES

1. Class Discussions
The discussions of this class consist of reflections and brief assignments of content based
questions. Some weeks you will be asked to comment on your colleagues’ responses. Please
complete these discussions by Wednesday of each week of the course, so that your
colleagues have time to respond to your post, and you have time to respond to your
colleagues’ work as well.

2. Genre Lessons
These lessons and assignments, labeled in red, will consist of the different types of writing
genres that you will encounter in this course. These lessons will be connected to assignments
in the module for each week. Genre Lessons must be titled in red.

3. Style Lessons
These lessons and assignments, labeled in purple, will consist of the different styles and
elements of writing essays and research papers that you will encounter in this course. These
lessons will be connected to assignments in the module for each week. Style Lessons must
be titled in purple.

4. Research Lessons
These lessons and assignments, labeled in green, will consist of the different aspects of the
American Psychological Association (APA) research papers that you will encounter in this
course. These lessons will be connected to assignments in the module for each week.
Research Lessons must be titled in green.

5. Final Essays
You will submit all three of the final drafts of the essays you have been writing in this course
to the appropriate place in the course. You will also write a final reflection paper of your
learnings from this course.

Schedule
Please see the Weekly Modules link in Blackboard.
Assignments are due at midnight on the date given on the weekly schedule.

Assignment Requirements
Please see each weekly module for assignment requirements. All final written papers must
follow the APA 7 style.

Submitting Assignments
Unless otherwise instructed, please submit assignments in the assignments folder on Brightspace.
Please do not email assignments. Assignments turned in on time may be resubmitted for more
credit per the instructions of the instructor.

Late Assignments
Late assignments are NOT accepted. An A student does not turn assignments in late. If a crisis
arises please let me know. Do not get behind! Once I close the assignment on Brightspace, the
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assignment is late. You will need to make an appointment with me to discuss any issues you may
have. If an emergency arises please inform me of these situations. These will be handled on a
case-by-case scenario. Do NOT email assignments. Emailed assignments will not be graded.

Incompletes
A grade of incomplete will be assigned ONLY in cases of emergency illness or other serious and
unexpected circumstances. Assignments turned in subsequent to the university term to fulfill
“incomplete” requirements will receive late penalties. If you have to take an incomplete the
highest grade you will receive once you complete all requirements is a C. If you wait too late and
your incomplete becomes an “F”, you will have to repeat the course. I will determine if your
situation warrants an incomplete. This is done on a case-by-case scenario.

Attendance and Participation

Your participation in this course demonstrates your commitment to the education field. Your
understanding of the content and your participation in course activities with your peers are vital
to your on-going learning. Your attendance affects your grade. Any student who misses 20% or
more of online class time shall receive either a failing grade or an “INC” grade (incomplete) at
the discretion of the instructor and consistent with the policies outlined in the ULV catalog.
Prepare for class discussions by reading prior to class meetings and completing any written
requirements.

Email Policy
If you do not regularly access your La Verne email account, please forward your La Verne email
to your personal account if you have not already done so. Due to University policy, I may only
communicate with you through your La Verne email account. It is very important that you
forward your email address as email is an important mode of communication in an online class.

Academic Honesty
Each student is responsible for performing academic tasks in such a way that honesty is not in
question. Unless an instructor specifically defines an exception, students are expected to
maintain the following standards of integrity:
1. All tests, term papers, oral and written assignments, recitations, and all other academic
efforts are to be the work of the student presenting the material.
2. Any use of wording, ideas, or findings of other persons, writers, or researchers requires
the explicit citation of the source; use of the exact wording requires a “quotation” format.
3. Deliberately supplying material to a student for purposes of plagiarism is also culpable.
When academic honesty is in question, the appropriate actions will be taken in regard to
ULV policies and procedures.

Americans with Disabilities Act

Students with Disabilities: University policies concerning students with disabilities are available
through the Director of Services for Students with Disabilities in the main campus Student
Health Center (Ext. 4441.) Students may speak privately with the instructor for assistance
contacting the Director of Students Disabilities Services.

Council for the Accreditation of Educator Preparation (CAEP): College Wide Dispositions
Based on the principles of best teaching practice to provide all students with a safe, nurturing,
and supportive environment, the Educational Studies students and teacher candidates in the
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LaFetra College of Education at University of La Verne are requested to review the following
Dispositions. These dispositions are determined by the College to be necessary for quality
teachers. Teacher candidates are strongly urged to demonstrate these dispositions in their daily
teaching practice.

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