English 5 Honors Dual Enrollment/English 101: First Year Composition
Monday-Friday 2nd and 3rd Hours
Instructor: Allison Walden
Office: Room 200
Email: [email protected]
Phone: 602-764-5000 x66200
Office Hours: T-Th 12:00-12:40pm or 2:45-3:40pm
Materials: See Plan for Success
Dual Enrollment Course Description: We will focus on developing our academic formal English writing skills while
emphasizing expository composition. Prerequisites: Appropriate Accuplacer (English placement test) score or “C” or
better in ENG 071.
Course Objective: You will learn how to limit a subject, formulate a thesis, and compose a polished final draft.
Beyond that you will become a confident writer who is able to access and convey your thoughts and ideas in a
persuasive, cogent manner.
Attendance/Tardiness: See Plan for Success
Withdrawal: Discuss with me any concerns/needs concerning withdrawal. It is your responsibility to determine
official withdrawal status, this is a formal process done through SMCC. The deadline to withdraw from a course at
SMCC is September 12th.
Course Work & Evaluation
 Classwork, Essays, and Projects (70% of your grade):
• Classwork. Classwork is given out daily. Classwork is almost always due the day it is assigned. You
may find the due date for classwork in various places, such as written on the board, projected on
the screen, or printed on a handout. Most classwork assignments are worth two (2) points. Part
of your classwork grade will include weekly Portfolio Checks. You are expected to keep all
assignments and handouts in a specific order. Students will have an opportunity to organize their
portfolios at least one day before each Portfolio Check.
• Essays. Publishing, or sharing your work with others, is an integral part of becoming a good writer.
You will be sharing your drafts with others in the class; therefore, avoid writing about things you
are not prepared to share. In particular, I may be required to report any writing that involves
harming others, yourself or harm being done to you or criminal activity, so use good judgment.
You will write and revise at least three 1,000-1,200 word essays (about 3 to 4 pages each). Essays
will be graded using a rubric provided by your teacher. All essays must be in MLA format with
one-inch margins. Final drafts must be double-spaced and typed in 12 point Times New Roman
font. EVERYTHING COUNTS, including content, format, grammar, punctuation, and spelling.
Essays are always worth more points than classwork assignments.
• Projects. You may be assigned projects of various sizes to complement your work in this course.
These projects may be assigned individually or as group work. Projects are always worth more
points than classwork, and depending on the size of the project, may be worth more points than
essays.
 Tests and Quizzes (15% of your grade):
• Quizzes. You will take at least two (but no more than four) quizzes each quarter. Notes may or may
not be permitted on these quizzes.
• Tests. Students may take tests at the end of each unit. Notes are not permitted on tests.



Bell Work (5% of your grade):
Bell Work will be completed daily at the beginning of class. Bell Work may include, but is not limited to,
answering Class Journal questions, working on grammar examples, reading silently, or engaging your
classmates in academic discussion. Most days you will be expected to write in a class journal entry for the
first ten minutes of class. Your class journal entries are not completely private—when I grade them, I will be
counting entries and reading them. Bell Work assignments are usually worth two points. Students earn full
credit if 75-100% of the Bell Work (all or almost all) is complete. If students complete 25%-50% of the Bell
Work (half or less than half), they will earn partial credit. Students will earn no credit if the Bell Work is less
than 25% (barely) completed.
Homework (5% of your grade):
Homework will be assigned often, and due dates will be made clear to you. Homework is usually due the day
after it is assigned. Each homework assignment is usually worth five points or less. Students will earn full
credit if 75-100% of the homework (all or almost all) is completed. If students complete 25%-50% of the
homework (half or less than half), they will earn partial credit. Students will earn no credit if the homework is
less than 25% (barely) completed.
Professionalism (5% of your grade):
Each student will begin each quarter with their full Professionalism Points. Students who conduct themselves
unprofessionally—in their behavior or in their work—will have professionalism points deducted. Use the
English 5-6 Honors Plan for Success as a guideline for professionalism.
Grading:
Course letter grades are as follows:
A
B
C
D
90 - 100%
80 - 89%
70 - 79%
60 – 69%
Classwork, Essays and Projects 70%
Tests and Quizzes 15%
Bellwork 5%
Homework 5%
Professionalism 5%
*NOTE: Your grade for this course depends on essays, projects, and exams. Therefore, students who fail to complete
all major coursework may fail this course.
Incompletes: See Plan for Success
Late Work: See Plan for Success
Plagiarism and Integrity: Maintaining academic integrity is very important. Academic misconduct including, but not
limited to, cheating, plagiarism, and disruptive behavior, will not be tolerated. Both the Phoenix Union High School
District and the Maricopa County Community College District have clear sanctions against plagiarism and all forms of
academic dishonesty. You must produce original work for this class. All assignments must be written by you,
independently, for this specific class. Submitting a paper written by someone else or reusing a paper you wrote for
any other class is academic dishonesty and will result in at least a failing grade for that assignment, and at most
disciplinary action.
Electronics/Technology: See Plan for Success
Weekly Schedule of Work for English 5 / ENG 101:
Weeks 3-5 (8/20-9/5):
Module 1: Rhetorical Triangle and Explaining Relationships
1.1
Identify the components of the rhetorical triangle within a given text.
1.2
Identify the components of a writing process.
1.3
Apply a writing process to create an explanatory essay.
1.4
Apply organizational strategies in writing an explanatory essay.
1.5
Develop a concise and effective thesis statement.
Week
3:
8/20 –
8/22
4:
8/25 –
8/29
5:
9/2 – 9/5
Readings
Assignments
Read "Selling Manure” by Bonnie Jo
Campbell in The Composition of Everyday
Life: A Guide to Writing.

Review "Rhetorical Situations," located on
the OWL Purdue Online Writing Lab Web
site at
http://owl.english.purdue.edu/owl/resourc
e/625/01/

View Greatest Sports Legends - Lou Gehrig's
Farewell Speech," located at
http://www.youtube.com/watch?v=626Dt9
JdjQs

View the "Protect your Dreams" clip from
The Pursuit of Happiness, located at
http://www.youtube.com/watch?v=MEGSi
X0JA-s&feature=related

View the "President's Speech" clip from
Armageddon, located at
http://www.youtube.com/watch?v=CjNxUg
uxwjU
Jigsaw Chapter 1: Inventing Ideas from The
Composition of Everyday Life: A Guide to
Writing.
 Asking Questions
 Reinventing Education
 Considering the Essay
 Reading for Intellectual Agility and Rhetoric
 Applying Rhetoric to Your Own Writing
TBA
1. Rhetorical Triangle Identification Exercise. Choose
one of the videos listed in the Readings and write
an essay of 250-500 words in which you discuss the
rhetorical triangle. Your essay should answer the
following questions (look at the rhetoric of the
speech for clues to answer these questions).
a. What is the position of the speaker?
b. What is the situation?
c. Who is the audience?
2. Personal Narrative. See “Song of the Self”
Assignment.

Cornell Notes, Chapter 1
Introduce Explaining Relationships Essay (see “Essays”
at the end of this syllabus).
Weeks 6-9 (9/8 – 10/3):
Module 2 Topic and Objectives: Explaining Relationships
2.1
Use academic writing in an essay.
2.2
Explain relationships between two or more seemingly unrelated things.
2.3
Identify and use effective word choice in essays.
Week
6:
Readings

Read chapter 3 (only the readings under
Assignments
Cornell Notes, Chapter 3
the "Explaining Relationships" section) in
The Composition of Everyday Life: A Guide
to Writing.
7:
9/15 –
9/19
Review chapter 16 (only the readings under the
"Explaining Relationships" section) in The
Composition of Everyday Life: A Guide to
Writing.
8:
9/22 –
9/26
9:
9/29 –
10/3
TBA
Continue to work on Explaining Relationships Essay
according to the guidelines presented in Week 5 (see
“Essays” at the end of this syllabus). Submit the rough
draft by the end of Week 7 and submit the final draft by
the end of Week 9.
Cornell Notes, Chapter 16, “Explaining Relationships”
See week 6
FIRST DRAFT OF EXPLAINING RELATIONSHIPS ESSAY
DUE
See week 6
TBA
FINAL DRAFT OF Explaining Relationships Essay DUE
9/8 – 9/12
2nd Quarter:
Weeks 1-2 (10/13-10/24):
Module 3 Topic and Objectives: Observational Writing
3.1
Communicate an idea based on an observation.
3.2
Apply a writing process to create an observation essay.
3.3
Identify the hidden meaning within a text.
3.4
Use rhetorical tools in an essay.
3.5
Use primary sources.
Week
Readings
1:
10/13 –
10/17
Read chapter 4 and chapter 16 (only the
readings under the "Observing" section) in The
Composition of Everyday Life: A Guide to
Writing.
2:
10/20 –
10/24
Review chapter 4 in The Composition of
Everyday Life: A Guide to Writing.
Assignments
Cornell Notes, Chapters 4 and 16 (“Observing”)
Introduce Observation Essay (see “Essays” at the end
of this syllabus). Submit the rough draft by the end of
Week 2 and submit the final draft by the end of Week
4.
Cornell Notes, Chapter 4
ROUGH DRAFT of Observation Essay DUE. Submit the
final draft by the end of Week 4.
2nd Quarter:
Week 3 (10/27-10/31):
Module 4 Topics and Objectives: Conceptual Writing
4.1
Recognize the multiple meanings of words, including implicit meanings.
4.2
Recognize how the meanings of concepts relate to their use.
Week
3:
10/27 –
10/31
Readings
Assignments
Read chapter 5 and chapter 16 (only the
readings under the "Analyzing Concepts"
section) in The Composition of Everyday Life: A
Guide to Writing.
Cornell Notes, Chapter 5 and 16 (“Analyzing Concepts”)
Continue working on the Observation Essay according
to the guidelines presented in Week 1 (2nd quarter).
Submit the final draft by the end of Week 4.
Introduce the Concept Analysis Essay (see “Essays” at
the end of this syllabus).
2nd Quarter:
Weeks 4-6 (11/3 – 11/21):
Module 5 Topic and Objectives: Researching a Concept
5.1
Identify basic concepts of research.
5.2
Apply steps of a research process.
5.3
Create an individual perspective on a concept.
5.4
Apply a variety of strategies to illustrate a concept.
5.5
Apply a writing process to create an "Analyzing a Concept Essay."
Week
Readings
Assignments
4:
11/3 –
11/7
Read chapters 13 and 14 in The Composition of
Everyday Life: A Guide to Writing.
5:
11/10 –
11/14
Read chapter 15 in The Composition of
Everyday Life: A Guide to Writing.
6:
11/17 –
11/21
Review chapter 5 and read chapter 16 (only
"Why We No Longer Use the 'H' Word" and
"Cookies or Heroin") in The Composition of
Everyday Life: A Guide to Writing.
Cornell Notes, Chapters 13 and 14
FINAL DRAFT of Observation Essay DUE
Continue working on the Concept Analysis Essay (see
the “Essay” section at the end of the syllabus). Submit
the rough draft by the end of Week 7 and submit the
final draft by Week 9.
Cornell Notes, Chapter 15
Continue working on the Concept Analysis Essay.
Follow the guidelines in the “Essay” section of the
syllabus. Submit the rough draft by the end of Week 7
and submit the final draft by Week 9.
Cornell Notes. Chapters 5 and 16 (“Why We No Longer
Use the ‘H’ Word” and “Cookies or Heroin”)
See Week 5
2nd Quarter:
Week 7 (11/24-11/26):
Module 6 Topic and Objectives: Analyzing a Concept
6.1
Describe a concept using concrete terms.
6.2
Analyze a concept.
6.3
Create a logical argument.
6.4 Use outside sources to support a claim.
Week
7:
11/24 –
11/26
Readings
Review chapter 5 in The Composition of Everyday
Life: A Guide to Writing.
Assignments
Cornell Notes, Chapter 5
FIRST DRAFT OF Concept Analysis Essay DUE
2nd Quarter:
Weeks 9-9 (12/1 – 12/12)
Module 7 Topic and Objectives:
7.1 Evaluate the thesis of an essay.
7.2 Evaluate the use of rhetorical tools, organizational strategies, and academic writing in an essay.
7.3 Evaluate the logic of an argument.
Week
8:
12/1 –
Readings
Review chapter 5
Assignments
See week 5
12/5
9:
12/8 –
12/12
10:
12/15 –
12/17
TBA
FINAL DRAFT of Concept Analysis Essay DUE
TBA
Semester 1 Final Exams
Explaining Relationships Essay: FIRST DRAFT DUE SEPTEMBER 19 (WEEK 7):
Before the end of Week 9 (1st Quarter, September 29), you will submit an essay of 1,000-1,250 words in
which you explore a relationship in depth and nature. The goal of this essay is not to present general
recollections or a narrative (i.e., storytelling) but to provide a significant explanation and analysis about your
relationship. In other words, your writing should go "beyond the obvious relationship and explore the hidden or
abstract connections." Find and write about what the reader would not necessarily expect.
Some suggestions for writing are provided in chapter 3 in your textbook (refer to "Point of Contact"), and
others are included in "Ideas for Writing" after each essay in the chapter.
Be careful of the obvious human/human relationship (e.g., you and your significant other). Such a focus
might lead you to conventional ways of thinking, but your goal is to discover something unique or different about
the web of connections we experience. For example: Daniel Doezema writes of his relationship with his
girlfriend's father, but he focuses on differences he has with the other man's politics as well as how their
generational differences relate to the larger political landscape in America.
As you are helping your audience understand the nature of the relationship in question, you might use one or
more rhetorical tools to aid your description (refer to "Rhetorical Tools" in chapter 3),
1) Narration: Daniel Doezema narrated an encounter with his girlfriend's father, Larry, to help his audience
understand what his relationship with Larry is like.
2) Description: Both Jim Crockett and Daniel Doezema used highly descriptive details to help their
audiences "see" their respective relationships at work.
3) Figurative Language: In some cases, it helps to describe something that is unfamiliar in terms of
something more familiar. Because your audience will likely be unfamiliar with the relationship you have
chosen to write about, you can use metaphors or similes to compare the relationship to something more
familiar.
o
Part 1: Invention and Description of the Relationship Instructions
1. Choose a relationship to write about.
2. The relationship you choose can involve two or more people (refer to "Political Adaptation," by
Daniel Doezema, in chapter 16 of our textbook). However, it could involve a person and a thing
instead. For example, Jim Crockett explains his relationship with the ritual of drinking coffee every
morning in his essay, "Mugged" (refer to chapter 3). Also in chapter 3 (refer to "Point of Contact"),
John Mauk and John Metz, the authors of our textbook, offer several suggestions that could help you
choose a topic: Public places, job sites, everyday exchanges between people, human/object
relationships, and relationships that take place in your major are good possibilities.
3. Write a description of the relationship. It is important to think deeply about its dynamics so that you
can describe them in detail. The "Analysis" section in chapter 3 of our textbook offers some
important questions that you should ask yourself to help you get started.
a) Is the relationship difficult (or easy)? Why?
b) What keeps it going?
c) How does the presence of one entity (person or thing) influence the other?
d) In what hidden or indirect ways do they influence one another?
e) What would occur to one if the other were gone?
f)

If you are writing about a human relationship, "Rhetorical Tools" in chapter 3 also offers several
additional invention questions.
Part 2: Invention and Explanation of the Relationship Instructions
1. Think deeply about the relationship and reflect on the description you wrote and the feedback
received from your instructor.
2. As our textbook authors believe, it is important to develop some "public resonance" in writing.
That is, your writing should speak to the interests or concerns of others. Simply describing a
relationship will not help you explain the relationship fully. It is important to find a deeper
resonance--lessons learned, takeaways, or insights--that you would like to share with your
audience. Thus, our book offers several additional questions to consider (refer to "Public
Resonance" in chapter 3) that will help you decide what you and your audience can learn from
the relationship you are explaining.
3. Answer the following questions in detail about the relationship:
a) Does the relationship reveal something about people's strengths or weaknesses?
b) Why is it important that people see the meaning of the relationship?
c) Is there something usual or unusual about this relationship?
d) Does this relationship show how difficult, easy, or valuable a human relationship can be?
How does it do so?
e) Does this relationship show how rewarding or valuable a particular kind of relationship can
be?
Submit the assignment to Turnitin.com. The amount of quoted material in the report should be 20% or
less. Submit Parts 1 and 2 of the Explaining Relationships Essays to your instructor for feedback
according to the directions provided by the instructor. Submit the rough draft by the end of Week 7
(September 19) and submit the final draft by Week 9 (September 29).
__________________________________________________________________________
Observation Essay: FIRST DRAFT DUE OCTOBER 24, FINAL DRAFT DUE NOVEMBER 7:
Observe a subject of your choice and write a word-observation essay of 1,000-1,250 words. For your
observation, you might choose:
1) A place
2) People
3) An animal
As Mauk and Metz (2012) point out, "Observers find the hidden meaning, the significant issues, and the
important aspects of a particular subject. They point out how and why a particular subject is of interest to a
broader public" (page 95). Your goal is to uncover a hidden layer, "to see something in a new way, to see
beyond the casual glance" (page 106).
Your thesis will offer a specific insight on your subject, and you must also make your subject resonate
with your readers. Your observation must be fresh, and you will be required to turn in field notes from your
observation. Field notes will be the answers to the questions presented in "Point of Contact" in chapter 4 of
your textbook.
I.
Part 1: Prewriting/Invention
a) To conduct your observation, choose a time and place to observe your subject for up to 15 minutes. Observe
your subject again at least two more separate times, for a total of 15 minutes per session. After you are
finished, you should have 45 minutes' worth of notes.
b) As you conduct your observations, please take careful and detailed notes. Your notes should:
a) Include answers to invention questions, some of which we will borrow from "Point of Contact" in chapter
4. We will also generate additional questions in class that are specific to your project.
b) Provide as many details about your subject as you can think of on your own. Your details could include
the physical attributes of your subject, the behavior your subject exhibits, the emotions, the components
of your event (if you have chosen to write about an event), and so on
II.
Part 2: Parts/Invention
1. Using your observation notes, please write to help your audience understand the perspective you have
developed of the thing you observed. You can do so by using any combination of the following strategies
(which are listed in detail in chapter 4, under "Rhetorical Tools" in the textbook).
a. You can describe your subject in as much detail as possible.
b. You can offer a narrative of your encounter with your subject (as Anne-Marie Oomen did in "Heart of
Sand").
c. You can rely on simile and metaphor to draw comparisons between your subject and something else.
d. You can use allusions to common knowledge. As you are helping your audience understand the
subject of your observation, keep in mind that the details you choose will be creating an impression
of the thing you observed. In other words, your description of your subject will be more than just an
explanation of what you saw.
III.
Part 3: Analysis
1. Your Observation Essay should also reveal a unique insight about the subject of your observation. For
example: Anne-Marie Oomen's essay, "Heart of Sand," was not only about the Sleeping Bear sand dunes.
Although she describes the dunes in intricate detail as they appeared during her trek, her observation
also prompted her to philosophize about the nature of existence. She offered a unique perspective that
was inspired by her observation. What new larger insight can you connect to your own observation? To
answer this question, you might do one or more of the following (as recommended by our textbook
authors in the "Analysis" section of chapter 4).
a. Offer commentary on the uniqueness of your subject.
b. Explore your subject's ordinary qualities.
c. Develop the symbolic meaning of your subject.
d. Analyze changes in your subject that you may have noticed.
e. Explore what your observation "says" about life, human interaction, social behavior, institutions,
nature, or something similar.
2. The "Analysis" section in chapter 4 offers additional questions to help you develop a unique, in-depth
perspective to share with your audience:
a. How might your observation challenge a commonly-held belief?
b. How might your observation reveal something that is more complex than most of us realize?
c. What contradictions or inconsistencies does your observation reveal?
Submit the assignment to Turnitin.com. The amount of quoted material in the report should be 20% or
less. Submit the rough draft of the Observation Essay by the end of Week 2 (October 24) and submit the
final draft by the end of Week 4 (November 7).
__________________________________________________________________________
Concept Analysis Essay: FIRST DRAFT DUE NOVEMBER 26, FINAL DRAFT DUE DECEMBER 12:
Words such as "handicapped" are automatic. We don't give them much thought until someone like Dan Wilkins
(author of "Why We No Longer Use the 'H' Word") shows us something we did not know about the concept. As
with the other readings in the section, this essay not only helps the reader to understand a particular concept
differently, but it shows us that our concepts are fluid. Concepts can--and do--change (Mauk & Metz, 2012, p.
533).
A concept can be defined as an abstract or generalized idea. Your job in this essay is to inform the reader of a
concept. Look for ways to "get underneath a concept that would otherwise go unquestioned." (Mauk & Metz,
2012, p. 533).
Develop a focused explanation and communicate your concept in an essay of 1,000-1,250 words. This
assignment will be a culmination of the three smaller assignments below:
I.
Part 1
1. Begin by thinking of a concept that you could problematize or for which you could convey a unique or
surprising meaning. There are concepts listed in chapter 5, under "Thesis," to get you started, but you are
by no means limited to them. In fact, you are encouraged to explore a concept that has some meaning
and interest to you. You might consider using free writing to begin your exploration of the concept.
2. As you are free writing, consider how you would problematize your chosen concept. In the essay entitled
"The Real, the Bad, and the Ugly," Cassie Heidecker argues that, while we know reality television is not
actually "real," it has an appeal that is broad enough to take it seriously (Mauk & Metz, 2013, p. 133).
3. Consider also how you might convey the problematic nature of your concept. For example: To explore
the puzzling phenomenon of reality television, Cassie Heidecker uses a broad description of reality
television, her own personal example to demonstrate the popularity of reality TV, at least one statistic,
and a quote from a New York Times article.
II.
Part 2
1. Once you have identified and problematized your concept, attempt to look at it further from the
following angles:
a. Reveal a side or layer of the concept that normally goes unnoticed.
b. Explain the inner workings of a concept.
c. Explain how particular parts or qualities make up a concept.
2. For example, Cassie Heidecker begins to stipulate a unique and rich definition of "reality television" by
explaining what is actually "real" about it. In the second section of her paper, she: makes an argument
that the actors and actresses are "real" because they have not been trained as such and begin a show as
normal, everyday people; makes another argument that the viewing audience can often sympathize with
the contestants; uses American Idol as an example to illustrate her points; contrasts reality television
with well-known and highly regarded literary fiction, and so on.
3. Like Cassie Heidecker, you should use Part 2 of your essay to assert your own working definition of the
concept you choose, while using research and real-world examples to analyze and explain your working
definition.
III.
Part 3
1. Now that you have a good handle on your concept, begin doing research. Find three credible sources
that address your chosen concept in some way and incorporate them into your essay. Your sources may
help to further illustrate your concept, back up your point, define your concept, or illustrate how your
concept is taken for granted.
Submit the assignment to Turnitin.com. The amount of quoted material in the report should be 20% or
less. Submit the rough draft of the Concept Analysis by the end of Week 7 (November 26) and submit the
final draft by the end of Week 9 (December 12).