ENGLISH COMPOSITION I

MCC Fall  2005

Professor:      Linda Cohen                                                                                                                                                     Phone:

Office:           MCC: H 113                                                                                                                                                     Office Hours: By Appointment

Class times:   MCC: MWF 11:00-11:50 a.m.; 1:00-1:50

CATALOG DESCRIPTION:

EN 101-                                              English Composition/Writing I                                           3 credits

MCC: English Composition I is a course designed to help students develop and organize extended pieces of writing. Students will focus on the correct and appropriate use of language and the organization and development of paragraphs and essays. Research techniques and documentation of sources will be included. Constant reading and frequent writing will be required. Prerequisites: Preparing for College Reading I (ENGL091) and a grade of C- or higher in Introductory Writing (ENGL099) or waiver by placement testing results, or Departmental Approval. (add link to Course Catalog)

COURSE OBJECTIVES:

English Composition I is a course designed to help you become a better writer. It can help you to think more clearly, plan more efficiently, write with more ease and fluency, and communicate more effectively. By the end of the course you should be able to:

1.      Gather information from personal experience as well as reading and research in order to generate ideas and support for essays that will serve in academic settings and help prepare for writing in career and community settings.

2.      Assess information and ideas in order to discover connections and develop a clear purpose/thesis for an essay.

3.      Write logically organized, analytical essays that will appeal to an audience through introductions that gather attention and provide focus, unified body paragraphs that support a thesis/purpose, and conclusions that reach a satisfying close.

4.      Revise drafts of essays with an awareness of audience to improve organization, development, and clarity.

5.      Edit essays according to the rules of Standard American English so that the reader is not distracted from the essay’s purpose/thesis by grammatical and mechanical errors.

6.      Write essays that analyze and interpret ideas generated by non-fiction readings and thoughtfully integrate material from those readings.

7.      Compose essays that apply fundamental techniques of research and documentation.

8.      Compose outside of class largely correct, word-processed essays that are written through a process of gathering information, reflecting, crafting, and multiple drafting.

9.      Compose a satisfactorily correct in-class essay that demonstrates the ability to write independently and to focus expression within the time constraints of classroom writing across the disciplines.

10.  Strengthen Core Competencies* in order to increase success in this and other courses and in the workplace.

CHECKLIST OF OBJECTIVES TO BE DISCUSSED AND CHECKED OFF PERIODICALLY NON NEGOTIABLE

*Critical Thinking, technology skills, oral communications, quantitative skills, reading, and writing

COURSE MATERIALS: (add links to text books)

·        Eschholz, Paul; Alfred Rosa. Subjects/Strategies, 9^th edition. Boston: Bedford/St. Martin's, 2004.

·        Hacker, Diana. Rules for Writers, 5th edition. Boston: Bedford/St./Martin's, 2003.

·        Writing materials and various handouts as assigned by me

·        WebCt: A Classroom Management: (add link)

·        A notebook for your journal entries or you can set-up a journal on your laptop.

·        A folder of some sort to keep all your papers in.

CLASS METHODOLOGY: Reading, writing, revision, lecture, discussion, small group work, oral presentations, exercises, peer-assessment, self-assessment, and conference

WORK FOR THE COURSE:

1.      Assigned readings: Reading should be done prior to class time. Be prepared to discuss readings in class.  Patterns is designed with various types of exercises after each reading from which I will assign various writings exercises.

2.      Essays will be about 500-750 words long—approximately 2.5--4, double-spaced, and typed pages.

3.      A documented essay of approximately 6-8 double-spaced, typed pages.

4.      A website argument which will also act as a portfolio and include, among other things, all your papers.

Writing Journals:  I would like you to keep an on going personal journal. In it you are to write about anything and everything including ideas, situations, discussions, arguments, dreams, problems, and/or poems you have heard and liked or did not like, simply anything.  I prefer that you make entries on a daily basis; however, this is not a requirement. Three entries per week are acceptable. Please make the differentiation of days clear. I expect that the length of entries will vary from one sentence to any number of pages. I will not be reading them, although I will check them 2-3 times during the semester. You may be using portions of your journals for writing assignments.

5.      This semester we are using the online classroom management course WebCt. One of the ongoing assignments is to write an online journal where you will be responding to various questions I add to the discussion board. The questions are meant to be thought provoking, so I expect you to put some sincere thinking into it.

6.      Other assigned tasks

7.      Oral presentation.  You will do a brief (5 minute) oral presentation at the end of the semester that will summarize your website argument project—more details later.

CLASSROOM ATMOSPHERE and PARTICIPATION:   Writing can often be a difficult endeavor; however, the process is easier when there is talking and sharing of ideas before the writing.  Subsequently, it is very important to speak and share your thinking with the class. I understand that speaking in public is uncomfortable for some. For that reason, I like to think we can develop a sense of trust in this classroom. This is your place for learning and you need to share in helping to make it your place. I think I have a fairly open classroom and so everything is open for discussion as you keep in mind the idea of respecting your classmates and me.  This means to arrive on time and to please direct your behavior to support the learning of others and yourself.

ATTENDANCE:

When you are here: be attentive; alert; prepared; and eager to participate and learn. You are allowed three absences (I can’t imagine missing any class; however, “stuff happens”)—more than that will adversely affect your grade—in other words, if your grade goal is an A---think very carefully about missing a class. There is no excused or unexcused absence. If you aren’t here, you aren’t participating in what is going on in the classroom. If you are absent it is your responsibility to get notes and any possible handouts from a classmate before the next class.  I suggest that you “make a friend NOW, exchange numbers, and email addresses so if you are absent, you have someone to contact: Name____________________________________________ Number_________________________ Email_____________________________________________

TARDINESS POLICIES: Arriving late for class disrupts what is going on and disrespects classmates who arrive on time. I understand that you may get stuck in traffic if you are commuter, or have a class all the way across campus and so may be late sometimes. Speak to me if you are traveling under these conditions often and we can come to an understanding; otherwise, I don’t expect tardiness to be a chronic happening.

GRADING POLICIES: The final grade is based on the first four essays (40%), the documented essay (20%), oral presentation (10%) and your class participation (including attendance), journals, and WebCt work (30%).  Factors such as general attitude, extra curricular work, class attendance will influence any decision required by borderline averages.  In other words, if you have a B+ average and you spoke clearly during presentations, were here every class, and overall got involved, you will probably get an A.  (add a link to their grade book)

PAPERS: All essays are to be submitted in proper manuscript format—that is, typed in Time New Roman 12-point font, one-inch margins, double-spaced, with your name, class and section number, assignment description, and the date in the upper-right corner. Pages are to be numbered in multiple page works. All essays that make use of outside sources require a correctly formatted works cited page. For each formal essay, you will submit a portfolio containing all of your work, including prewriting and brainstorming, outlines, notes, drafts, revisions, and group evaluations and feedback. Hand in your portfolio in a manila file folder with your name on the tab. Because papers sometimes go astray, are dropped off in the wrong office, misplaced or lost, keep a copy of every essay you hand in. (add a link to an example)

·        Errors in the recording of grades do sometimes occur. For your own protection, please keep all of your class work until you have received your final grade for the semester.

·        I will not accept assignments on paper torn out of spiral notebooks. Invest in smooth-edged loose-leaf binder paper, or be prepared to trim all spiral bound paper edges before submitting your assignments.

·        I do not provide office supplies. Make sure that multiple page assignments are stapled before you come to class.

Rewrites: You have the option of rewriting two essays of your choice to achieve a more desired grade, provided that the following requirements are met:

·        You have an individual conference with me about the paper before handing in the final paper.

·        You speak with me before you begin your rewrite. 

·        Your rewrite constitutes substantial revision, not revision based only on my and your classmates' comments. 

·        You must include your entire original portfolio with all rewrites (rough draft, first draft and graded paper with your revised paper). I will not accept it without the original graded paper.

·        Your final grade for the paper will reflect the work you have done in the rewrite.

Also, be aware that you need to manage your time effectively; do not let your current work fall behind because you are involved in doing a rewrite.

TESTS AND Final EXAM: This is a writing class so any exams will be writing done in class or online.  Also, I usually do not give a final exam. Your final website project and presentation are usually sufficient.

MISSED TESTS: You need to speak with me or email me if you will be missing an exam or qualifying essay.  Depending on the circumstances, there is a good chance you can make it up.

PLAGIARISM:  Plagiarism means using another person's words or ideas without giving that person credit. It is a form of cheating and theft and can easily be avoided by using the documentation we will cover this semester. Plagiarism means an F for the paper and may mean an F for the course. DON’T DO IT.

The Writing Center: The Writing Center, located in the Academic Resource Center, downstairs in the Library Building, is an excellent resource that provides all students with free, drop-in help in all phases of the writing process. Making use of the Writing Center will very likely raise your grade; if you are having difficulty with your writing, I encourage you to visit the Writing Center. In some instances, I may specifically refer you to the Writing Center; in these cases, your visit to the Center is a required class activity. (add link to Writing Center)

ACCOMMODATIONS: Students with disabilities who believe that they may need accommodations in the classroom are encouraged to contact the Learning Disability Coordinator as soon as possible in order to ensure that such accommodations are implemented in a timely fashion. (add link to Learning Disability Coordinator)

TENTATIVE COURSE SCHEDULE

 I reserve the right to revise this syllabus during the semester

Text Key: S-Subjects/Strategies  (add links)  R/W: Rules for Writers      H/O: Hand out

A Sense of Self Through Language and Communication

H/O:    Goldberg,                   Keeping a Notebook                                                               (PA)            pg. 34

S&S:    Roberts,                       How to Say Nothing in 500 Words                                        (PA)            pg. 284

            Adler,                          How to Mark a Book                                                              (PA)            pg. 277

            Goldberg,                    Be Specific                                                                              (EX)            pg. 100

            Malcom X,                  Awareness of Language                                                             (N)            pg. 222

H/O     Silko                            Language & Literature from a Pueblo Indian Perspective         (C&C)         pg.  26

Gaining Perspective of Self Through Education & Learning, People & Personalities

S&S:    McDonald,        A View from the Bridge                                                                      (D)                   pg. 187

            Walker,           In Search of our Mother’s Gardens                                                        (EX)                pg. 128

            Dillard,            Getting Caught,                                                                                      (N)                    pg. 228

            Lamott            Polarids,                                                                                              (C&C)             pg. 356

            Britt,               Neat People vs. Sloppy People                                                            (C&C)             pg. 351

            Mairs,             On Being a Cripple                                                                              (DEF)              pg. 490

Realizing Self Within From Culture, Race & Ethnicity

H/O:     Takaki,             The Harmful Myth of Asian Superiority                                               (EX)                pg. 155

S&S     Hughs,              Salvation                                                                                            (N)                  pg. 241

H/O     Baldwin,            Notes of a Native Son                                                                        (N)                    pg.161                                                                        

Momaday,        The Way to Rainy Mountain                                                               (N)                   pg. 199

Keeping Sense Self In Relationships & Sexual Politics

S&S:    Tannen,            How to Give Orders like a Man                                                         (EX)                pg. 117

Tannen,             Sex, Lies, & Conversation                                                                (C&C)             pg. 368

            Cofer,              Myth of the Latin Woman                                                                  (D&C)             pg.416

            Katz,                How Boys Become Men                                                                    (C&E)             pg. 521

            Young,             Sexism & the Death Chamber                                                           (A)                   pg. 650

            Walker             Beauty: When the Other Dancer is the Self                                       (D,EX)             pg. 207

            Goodman,        A Reasonable Standard                                                                     (DEF)              pg .218

            Whitehead,      The Making of a Divorce Culture                                                      (C&E,PA)       pg. 225

            West,               On Black Fathering                                                                            (C&E)              pg. 242

            Quindlen,         Evan’s Two Moms                                                                             (D)                   pg. 250

            Kincaid,           Girl                                                                                                     (N)                   pg. 260

Making An Argument: Philosophy, Ethics, and The Value of Life

S&S     Orwell,             Shooting an Elephant                                                                        (N)                   pg. 247

            Alvarez,            Snow                                                                                                 (N)                   pg. 257

            Cross,               Propaganda: How Not To Be Bamboozled                                       (D&C)             pg.424

            Scheer              Violence is Us                                                                                    (A)                   pg. 609

            Hattener           Cause & Violent Effect: Media & Our Youth                                  (A)                   pg. 616

            Federman,        What’s Natural About Our Natural Products                                    (D)                   pg. 473

H/O     Ehrenreich,       Nickel & Dimed: On (Not) Getting by in American                         (PA)                pg. 400

Eight Strategies:

D            Description

EX            Exemplification

N            Narration

PA       Process Analysis

C&C             Comparison & Contrast

D&C    Division and Classification

DEF            Definition

C&E    Cause & Effect Analysis

A            Argumentation