COURSE INFORMATION: English 100 – Composition I
Section 47577
Tuesdays and Thursdays 12:00 – 1:15 p.m.
KLMA 204
Or
Section 47584
Tuesdays and Thursdays 3:00-4:15 p.m.
TLC L-02
Instructor: Gary George
Office: English Department Main Office across from the Learning Center
E-mail: [email protected] (use this address to link exercises to me from
bedfordstmartins.com/bedguide or from dianahacker.com/writers ref or from
bcs.bedfordstmartins.com) Please note that because Word automatically
underlines e-mail addresses, mine sometimes get misinterpreted as “gigeorge.”
It is actually “gjgeorge.”
Office hours: 1:30 – 2:30 P.M. Tuesdays and Thursdays
Required Texts
9 Kennedy, X.J., Dorothy M. Kennedy, Marcia F. Muth, and Sylvia A.
Hollday. The Bedford Guide for College Writers, 7th ed. Boston:
Bedford/St. Martin’s, 2005
9 Hacker, Diana. A Writer’s Reference, 6th ed. Boston: Bedford/St.
Martin’s, 2007
Required Materials
9 A three-ring notebook or binder or folder to keep notes, handouts and
assignments.
9 A zippered expanding file with at least five pockets to keep notes,
scribbling, rough drafts and final drafts of each of the required five
papers for this course. This file will be turned in to the instructor as a
portfolio at the end of the course.
9 A second file for the research paper.
9 A student I.D. to use in the campus computer labs
9 A flash drive to save the work you do in class
9 You will also need a good, college-level dictionary
9 Bring the required texts with you to every class
Required Work
9 All assigned readings in The Bedford Guide
9 Five major writing assignments, including one research paper
9 Written exams
9 All notes, outlines and rough drafts for the five assignments
9 On-line exercises in writing and research, grammatical sentences,
effective sentences, word choice, punctuation, and mechanics
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Attendance Requirements
We will be involved in a group effort to become better writers.
Therefore, this class will be a spoken and written interchange among all of the
students and the instructor. We will follow a workshop format, with a great
deal of important work being done in class. You will not be successful if you are
not in attendance. A single absence will not result in a loss of points from your
grade. However, subsequent absences, for any reason, will result in ten
point deductions, per absence, from your participation and attendance
grade. Coming to class unprepared to participate will result in a five point
deduction.
Grading Scale
Four major essays:
400 points
Major research paper:
200 points
Midterm exam:
100 points
Attendance and Participation, to include having required drafts of each paper
in hand for peer review and completing writing and freewriting exercises in
class:
150 points
Completion of other assigned writing exercises and on-line exercises, and
maintaining portfolio for review:
150 points
Total: 1,000 points
Late Work
Elements emphasized in this course include working to deadlines and turning
work in on time. Essays that are more than one day late will drop one letter
grade from their highest potential. Essays over one week late will be graded
on a pass/fail basis. The highest grade such as essay can receive is fifty-nine
points.
Conduct in the Classroom
Since this class is a collaborative effort, show respect for your fellow students,
their ideas and their efforts. I do not want anyone in this class reluctant to
share their writing or thinking. Work with others in a manner that encourages
your fellow-students to share their writing and thinking with the class. Do not
write anything (excluding freewriting exercises) that you are not willing to share
with fellow-students.
Come to class on time. Turn cell phones and i-pod-type devices off before
entering the classroom. While in class, use your computer only for English 100
work. Do not use the printer in the classroom for work that is not for English
100. Do not bring food or drink to class. Food, drink and computers do
not mix.
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What are the keys to success in this class?
Since my goal is to help you learn to think clearly, organize your work and
thoughts effectively and convey your thoughts and ideas to others in a clear
and convincing manner, you must be willing to write, re-write and edit. The
more you re-think, revise, re-write and edit, the better you will do in this class.
What should you expect from me?
First, you have a right to expect fair and even-handed treatment. Second, you
should expect that I will do all I can to help you become a better writer. Third,
you should expect that I will demand your best efforts in all your writing. And
finally, you should expect that I will be accessible should you have a need to
discuss any problems you are having with the required assignments. If you
feel I am not meeting those expectations, please let me know.
Maui
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Community College administrative issues
January 18
Last day to withdraw with a 100% refund
February 3
Last day to withdraw with a 50% refund
March 20
The last day to withdraw from the class with a W
grade. If you have stopped attending class, be sure to withdraw officially
to avoid an “F” on your transcript.
9 March 20
Last day to change to a CR/NC option.
Disabilities
Reasonable accommodations are available for students with documented
disabilities. Contact the special needs coordinator at: 984-3896
Campus Policy
MCC is a smoke-free campus. Smoking is only permitted in designated
areas.
Student Learning Outcomes
Students will learn to go through a process that includes generating ideas,
developing a thesis, gathering and organizing information to support that
thesis, and revising and proofreading for a finished product.
Students will learn the writing styles and levels of language appropriate to
different audiences and different purposes. Students will learn to analyze and
interpret the writings of others, both students and professionals. Students will
learn to find relevant information for their essays from a variety of sources, and
learn to evaluate those sources for credibility. Students will fulfill the
University of Hawaii English requirement of producing over 2,500 words of
finished prose, to include one research paper.
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The Format for Your Papers
Your name
English 100
Gary George
Date
Center the Title. Do not use Bold, Underline or Quotation Marks
Your papers must be typed using a word processor. Your margins
should be one inch on all sides. The beginning of each paragraph should
be indented five spaces. Do not put extra spaces between the
paragraphs. Double-space your paper and use a size-twelve font that is
easy to read. Arial, Courier, Times New Roman and Bookman Old Style
are all easy to read and recommended. Avoid special-use fonts, as they
are tiring to read. Put a header in the upper left-hand corner of your
paper as shown above. That header should be single-spaced. Put your
last name and a page number on the top of each page after the title page.
This helps me avoid losing a portion of your essay.
You do not have to put a cover sheet on your paper or put it in a
folder. However, be sure to staple the pages together. Also, when you
turn in your paper, be sure to include the last draft of the paper that
preceded the finished product. Staple the pages of that version
together, attach the two versions with a clip and turn them in together.
.
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Work Schedule for English 100
Week of January 15-20
Reading Assignments for Thursday:
Chapter 4, “Recalling an Experience.” Also read Chapter 15, “Strategies for
Generating Ideas.”
Writing Assignment:
FIRST MAJOR WRITING ASSIGNMENT: RECALLING AN EXPERIENCE”
IS ASSIGNED. (Due Thursday, January 31)
Classroom Activities:
Freewriting. Hand out syllabus and review. Getting to know your classmates.
Written introductions to students. Guided tour of the textbook; how to navigate
around in it and use it to your greatest benefit. Writing Sample for Evaluation.
Information on on-line exercises
January 22-27
.
Reading Assignments for This Week:
Chapter 16, “Strategies for Planning: Stating and Using a Thesis” Chapter 17,
“Strategies for Drafting.” Also, read entire ‘W’ section of A Writer’s Reference by
Diana Hacker.
On-line exercises from Exercise Central as assigned.
Writing Assignment:
Rough draft of “Recalling an Experience”, recalling methods we worked on in
last class. Second draft after the classroom activities below.
Classroom Activities:
Four note card methods of developing a paper. Should have topic and outline
by the end of class Tuesday.
In-class work on outline of document and rough draft, “Recalling an
Experience” Peer response Workshop. Learning to be a Peer Editor.
Establishing criteria for first paper. In class work on second draft of “Recalling
an Experience.”
Week of January 29 – February3
Reading Assignments for This Week:
Chapter 5, “Observing a Scene.”
Read Entire ‘G’ Section of A Writer’s Reference by Diana Hacker
line exercises from Exercise Central as assigned.
Writing Assignment
On-
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FIRST MAJOR ESSAY, “Recalling an Experience” is DUE AT THE END OF
CLASS ON THURSDAY, JANUARY 31.
SECOND MAJOR ESSAY: “Observing a Scene” is now assigned. Due on
Tuesday, February 19th
Classroom Activities:
Tuesday: Freewriting. Revisions of “Recalling an Experience” paper with focus
on stating and developing a thesis. Peer evaluations of papers, re-writing, then
editing for final product. Individual discussions with instructor on progress of
paper.
Thursday: Paper is due. Preliminary work on next paper.
In class work and observation to prepare for next paper.
Week of February 5-10
Reading Assignments for This Week:
Chapter 18, “Strategies for Developing”, Chapter 3, “Critical Thinking
Processes”.
On-line exercises at Exercise Central as assigned.
Writing Assignment for Class
Working on first draft of “Observing a Scene”. You will be preparing notes,
outline and rough draft in class this week. (See Below) Should have a draft to
bring to the Thursday class
Classroom Activities:
Tuesday: “Recalling an Experience” is returned. Work on understanding
correction symbols and revising edited papers. Freewriting. In-class writing
activity involving observation, brainstorming, freewriting, creating an outline,
notes and rough draft.
Thursday: Peer evaluation of rough draft of next paper.
Week of February 12-17
Reading Assignments for this Week:
Chapter 22, “Families” Chapter 34, “Effective Sentences”. Review Chapter 3
and 18. On-line exercises at Exercise Central as assigned.
Writing Assignments:
REMINDER: SECOND MAJOR ESSAY, “OBSERVING A SCENE”, DUE ON
TUESDAY, FEBRUARY 19TH. Bring second draft of “Observing a Scene” to
class on Thursday for final review and re-write.
Classroom Activities:
Tuesday Peer evaluations of subsequent draft of “Observing a Scene”
assignment in class on Monday . In-class re-writing based on peer comments.
In class revisions and editing.
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Thursday : Freewriting. Work and discussion based on the content of Chapters
3 and 18. Work on 2nd Draft of “Observing a Scene”, employing understanding
of symbols used on the paper you received back on Monday.
Week of February 19-24
Reading Assignments for This Week
Chapter 7, “Comparing and Contrasting.”
Read entire ‘C’ Section of A Writer’s Reference, by Diana Hacker, with special
emphasis on sections on revising and writing paragraphs.
On-line exercises at Exercise Central as assigned.
Writing Assignment:
SECOND MAJOR ESSAY: “OBSERVING A SCENE” IS DUE AT THE
BEGINNING OF CLASS ON TUESDAY.
REMINDER: MIDTERM EXMINATION, THURSDAY FEB 28!
THIRD MAJOR ESSAY, “COMPARING AND CONTRASTING,” IS ASSIGNED.
DUE ON THURSDAY, MARCH 13TH .
Classroom Activities:
Tuesday: Preliminary work on “Comparing and Contrasting”
Thursday: Last day to turn in revised paper, “Recalling an Experience”. Work
on “Writing for Assessment” material to prepare for mid-term examination.
Work on first draft of “Comparing and Contrasting”
Week of February 26- March 2
Reading Assignments for This Week:
Chapter 27, “Planning and Managing Your Research Project” Read through
entire ‘P’ section from A Writer’s Reference by Diana Hacker.
On-line exercises from Exercise Central as Assigned.
Classroom Activities:
Tuesday: Return “Observing a Scene.” Class work and comments.
Work on preparation for mid-term. Peer Review of first draft of “Comparing”
Thursday: Mid-term in class.
Prepare for library orientation (research intro)
Week of March 4-9
Reading Assignments for This Week:
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Chapter 28, “Finding Sources in the Library, on the Internet and In the Field”
Review Chapter 27, “Planning and Managing Your Research Paper”
On-line exercises from Exercise Central as assigned.
Classroom Activities
Tuesday: Class will meet in the library, (meet on the bottom floor of the library)
becoming familiar with research using library resources and LILO (Learning
Information Literacy Online).
Thursday: bring draft of “Comparing and Contrasting to class. Peer review
work on second draft of “Comparing and Contrasting” paper.
Last day to turn in revised copy of “Observing a Scene”
Week of March 11-16
Reading Assignments for This Week
Chapter 8, “Explaining Causes and Effects,” Chapter 29, “Evaluating Sources,”
and Chapter 30, “Integrating Sources.”
On-line Exercises from Exercise Central as assigned.
Writing Assignment
Work on subsequent drafts of “Comparing and Contrasting” in preparation of
presenting that paper for final draft and grading.
Classroom Activities
Tuesday : Freewriting. Revising and editing work on re-worked draft of
“Comparing and Contrasting” paper in preparation for turning in final draft on
Thursday. Consultation with instructor on paper.
Thursday: THIRD MAJOR ESSAY, “COMPARING AND CONTRASTING,” IS
DUE AT THE BEGINNING OF CLASS ON THURSDAY.
Preliminary work begins on class on causes and effects – beginning of
discussion about critical thinking.
LAST MAJOR ESSAY: “EXPLAINING CAUSES AND EFFECTS” IS
ASSIGNED. THIS PAPER IS DUE THURSDAY, APRIL 10TH.
Week of March 18-21
Reading Assignments for This Week
Chapter 13, “Writing in the Workplace,” Chapter 25, “The Workplace”
On-line exercises from Exercise Central as assigned.
Classroom Activities
Tuesday: Return Comparing/Contrasting. Begin in-class work on
brainstorming, 4-cards, cause and effect. “Explaining Causes and Effects.”
In class writing based on material in Chapter 24, “Popular Culture.”
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Thursday: In-class work on rough draft. Work on material in Chapter 8,
“Explaining Causes and Effects
Week of April 1-6
Reading Assignments for This Week:
Chapter 31, “Writing Your Research Paper” Re-read Chapter 3, “Critical
Thinking Processes.”
On-line exercises from Exercise Central as Assigned.
Writing Assignment
REMINDER: FOURTH MAJOR ESSAY, “Explaining causes and Effects,” IS
DUE ON THURSDAY, APRIL 10TH.
LAST MAJOR PAPER FOR THE COURSE IS ASSIGNED: RESEARCH TOPIC
TO BE DETERMINED. This paper is due on Tuesday, May 13th, for students in
the 3:00 p.m. class. The paper is due on Thursday, May 15th, for students in
the noon class. Paper may be turned in to me in the classroom that day, or
placed in my mail box in the basement of the library.
Classroom Activities
Tuesday: Brainstorming, freewriting, rough notes and preliminary outline for
research paper due at the conclusion of the course. This work is based on
Chapter 27, “Planning and Managing Your Research Paper.” You may wish to
review this material. Also, we will do additional work on LILO, if necessary, to
include the use of “Citation Machine.” In-class work will center on evaluating
and integrating sources for the research paper.
Thursday: Freewriting. Peer group work on prepared draft of “Explaining
Causes and Effects,” Peer review and instructor consultation on final draft of
“Explaining causes and Effects.” Additional work on critical thinking. Work on
on-line research, planning research papers – on line tricks about writing paper
– the three colored pens method of writing a research paper. Work on writing
effective sentences.
Week of April 8-13
FOURTH MAJOR ESSAY: “Explaining Causes and Effects,” IS DUE ON
THURSDAY, APRIL 10TH, AT THE BEGINNING OF CLASS.
Reading Assignments for This Week:
Re-read, “Writing Your Research Paper”, based on questions that came up in
class. Re-read all of “G” section of A Writers Reference, by Diana Hacker.
On-line exercises as assigned from Exercise Central.
Classroom Activities
Tuesday: Work on “Explaining Causes and Effects” to prepare for submission.
Collaborative work on integrating sources into the text of the research paper.
Work on summarizing, paraphrasing and quoting in the research paper.
Additional work on writing the research paper – to include using “citation
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machine.net” Last day to turn in revised “Comparing and Contrasting” for a
better grade.
Thursday: : “Explaining Causes and Effects” turned in. Additional Work on
Writing the Research Paper
Week of April 15-20
Reading Assignments for This Week:
Review Chapter 27, “Planning and Managing Your Research Project”
Chapter 26, “Education” Review the entire ‘C’ section of A Writer’s Reference by
Diana Hacker. Read entire ‘R’ Section of the same book, with special attention
to R3
On-line exercises as assigned from Exercise Central.
Writing Assignment
Complete outline for paper and draft of introductory sentences/key paragraphs
of research paper for in-class peer review and consultation with instructor next
week. You should have most of your research completed.
Classroom Activities
Tuesday: “Explaining Causes and Effects” is returned. Freewriting. Peer
review on research compiled by writers for their research project. Peer review
of rough notes and outlines for research paper. Work on in-text citations in
your research paper. Preliminary section deadline.
Thursday: Additional work on research paper. Preliminary section deadline
Week of April 22-27
Reading Assignments for This Week:
Chapter 11, “Evaluating” Chapter 26, “Education” Chapter 37, “Mechanics”
Read entire “M” section of A Writer’s Reference by Diana Hacker.
On-line exercises at Exercise Central as assigned.
Writing Assignment
You should have a completed outline of your research paper when you come to
class the week of April 29 .
Classroom Activities
Tuesday: Preliminary section deadline due and checked. Freewriting. Peer
reviews and instructor consultation on rough draft of research paper. Source
work: Emphasis on documenting sources and integrating sources into the
document. Writing work: Emphasis on effective sentences, organization,
coherence and paragraph continuity.
Thursday: Preliminary section deadline. Instructor conferencing with students
while work continues on research paper. Last day to turn in revised
“Explaining Causes and Effects” for a better grade.
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Week of April 29-May4
No Reading Assignments for this week! No on-line exercises!
You may wish to review, on your own, Chapter 19, “Strategies for Revising and
Editing” before you complete your polished, final draft of the research paper.
Tuesday, May 6 is the last day of regular class
Tuesday: Preliminary Deadline for section/ Due and checked for progress
Thursday: Review of entire draft of paper / Due and checked for completeness.
Week of May 6
Classroom Activities
Tuesday: May 6 – Last day of regular class. . All students must bring portfolios
to be evaluated by instructor. This is a major component of your grade. Do not
miss this session
Additional consultation with instructor on paper
FINAL EXAM: 3:00 P.M. CLASS: 2 P.M. – 4 P.M. TUESDAY, MAY 13
FINAL EXAM: NOON CLASS: 11:50 A.M. – 1:50 P.M. THUR, MAY 15
Review of Major Deadlines
Thursday, January 31:
“Recalling an Experience”
Tuesday, February 19:
“Observing a Scene”
Thursday, February 28:
Midterm
Thursday, March 13:
“Comparing and Contrasting”
Thursday, April 10:
“Explaining Causes and Effects
Tuesday, May 13:
3:00 P.M. class - Research Paper
Thursday, May 15:
Noon class - Research Paper
Online ENG 100 Syllabus
English Composition I
Fall 2008
Instructor: Eric Engh
Office: Ka Lama 211
Office Hours: Monday and Wednesday, 1:30-2:30 p.m.; Thursdays, 9:30-10:30 p.m. (or
by appointment).
Phone: 984-3238
E-mail: [email protected]
Course Website: http://laulima.hawaii.edu (log in with UH username and password)
Prerequisites: To take this course, you must have placed at ENG 100 on the COMPASS
test or completed ENG 22 or ENG 55 with a "C" or better. Also, basic computer skills like
word processing and Internet searching will be needed.
Course Description: Whether faced with writing an essay for an upper division college
course, a job report for an employer, or a love letter to someone thinking of breaking up with
you, English 100 will give you the knowledge and skills you'll need to write with confidence.
We'll do some reading and talking about the essentials of good writing, but for the most part,
your writing will improve through the act of writing itself. Each assignment will begin with
activities designed to help you generate ideas and discover what you think. While working
to improve your essays, you'll share your writing with some people who should know a good
deal about the assignment you're working on--your classmates. You will also read some
thought provoking essays and stories, work to improve grammar, and learn the basics of
research writing.
Course Activities: As a writer in this course, you will participate regularly in the
following activities:
• Review weekly assignments. Each week you’ll print out the week’s assignment
sheet and take notes while listening to the accompanying audio lecture (10-15
minutes). Use this opportunity to gain a clear understanding of the week’s
assignments and to plan how you’ll incorporate the coursework into your week.
• Watch streaming video presentations. Each week you’ll watch video
presentations that will help you understand assignments and encourage you to think
critically about your writing. Take notes as you listen. You may be asked to send
me an email or post a discussion message in response to a presentation.
• Active Reading. Each week you’ll read from various sources—our textbook, the
handbook, handouts, and the Internet. Print out these readings and read them
actively—taking notes, writing questions in the margins, highlighting or underlining
important points. You’ll respond to your readings in a variety of ways, sometimes
writing summaries of important ideas and often sharing your thoughts with
classmates through discussion postings.
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Discussion board postings. Many assignments require posting your thoughts to a
class discussion board, often by responding to your classmates’ postings. This is
similar to a traditional classroom discussion, but online you’ll have more time to think
about what you want to say and how you want to say it.
Writing workshops. For each major essay assignment, you’ll share your rough
draft with two classmates, and you’ll respond to two of your classmates’ rough
drafts. Guided by each assignment’s workshop questions, you’ll get a sense of what
a real reader experienced from your writing and be inspired to make your essay
even better. Reading and responding to your classmates’ essays will also reinforce
your understanding of each assignment, helping you revise your own essay with a
sharpened critical focus.
Warm-ups. For each writing assignment, you’ll start by exploring your ideas in
creative ways through various brainstorming activities. While these activities won’t
require you to share your work with others, don’t skimp on them; the early stages of
the writing process are often the most important steps because they set the path for
the rest of the assignment.
Receiving feedback. You’ll receive written and/or audio feedback from me on your
graded essays. You’ll have the opportunity to respond to my feedback by revising
two of your essays. Also, if you make more than three grammatical errors in an
essay, you’ll need to correct the grammatical errors (I’ll help you find them) and resubmit your essay to avoid a grade reduction. After the third essay, you’ll be
responsible for effective proofreading in your final drafts.
Sentence combining. Most weeks you’ll complete sentence combining exercises
that are designed to improve the clarity and style of your writing at the sentence
level. Try to have fun with them! Take on the challenge of combining thoughts in
new ways to create effective sentences.
Research. To prepare for the Rogerian research essay, you’ll learn the basics of
researching and use Internet search engines, data bases, and/or the library to
gather relevant information for your essay.
Writing process steps. As you write five major essays for this course you’ll follow
a writing process that includes exploring, focusing, developing, organizing, drafting,
revising, and proofreading. One goal of this course is for you to explore various
writing techniques in the aim of discovering what works for you. Don’t expect a
smooth, linear process as you complete your assignments. This class will challenge
you to think and express yourself in new ways. Expect to be confronted with ideas
that are difficult to express, frustrated by unexpected thoughts that compel you to
start over from scratch, and annoyed by readers who don’t get from your words what
you intended. These experiences are common for writers, and for all who challenge
themselves to find their creative potential.
Learning Goals for all UH ENG 100 courses: As you succeed in this course, you will
• Use a writing process that includes exploring ideas, gathering information,
developing and supporting a thesis, organizing, revising, and proofreading.
• Write several kinds of essays that meet the requirements of specific writing
assignments.
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Adapt writing style, organizational strategy, and word choice appropriately to various
audiences and purposes.
Collaborate with fellow students in writing workshops to explore ideas and provide
constructive feedback.
Produce written analysis and interpretation of professional writing models.
Find and evaluate relevant information from the library, Internet, or other sources to
incorporate into an argument essay according to academic conventions.
Write a coherent, well-developed, in-class response to an assigned question or topic.
Required Texts and Materials:
• A college dictionary
• A one-inch three-ring binder with five dividers
• The A Writer’s Reference, Sixth Edition by Diana Hacker (with Comp Class access
code).
• English 100 Handout Packet (available at Office Max or on our Laulima site)
• Convenient access to a computer with a high-bandwidth connection (DSL or cable).
Grading System:
Course Components
Participation
Informal Assignments
Essays *
Mid-term
Final Exam
Possible Points
= 100
= 100
= 650
= 50
= 100
Total Points
900-1000
800-899
700-799
600-699
Below 600
Final Grade
=A
=B
=C
= D/CR
= F/NC
Total Possible Points
= 1000
• You must earn at least a “C” average on your writing assignments in order to
receive a “C” or better grade in this course
Course Policies:
Participation: This online course is designed for self-motivated students who
participate regularly in course activities. I expect you to log on to our WebCT site
several times each week, take your work seriously, and treat your classmates with
courtesy and respect. A typical student should plan to devote seven to eight hours
each week to this course. Everyone begins with an “A” in this category, but points
are deducted when you miss a presentation or fail to participate in a class activity.
Late participation receives half credit.
Late Papers: Assignments are due to my WebCT email by midnight on their due date.
Late papers will be docked one letter grade. Papers turned in more than one week late
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will be evaluated on a pass/fail basis only and are not eligible for letter grades. A
“passing” grade is worth 65 points out of 100.
Informal Weekly Assignments: Informal assignments (it doesn’t make sense to call
them homework in an online class) are not graded, but you will receive approximately
four points for each assignment completed on time (due dates are indicated in each
week’s assignments). Full credit on all assignments will contribute 100 points to your
final grade. Since late work receives half credit, absences will significantly affect this
portion of your grade.
Plagiarism: Every sentence of the papers you write for this course should come from
your own mind or be documented as an outside source. If you submit work that doesn't
sound like your own writing, I will ask you to take a simple test to verify that the words
on the page are your own. Plagiarism may result in failure of the course.
Students with Disabilities: Reasonable accommodations will be provided for students
with documented disabilities. If you believe you have a disability requiring
accommodations, please notify the Special Needs office at 984-3277 or
Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT)
replay service at 643-8833. The Special Needs office will verify your disability and
provide the course instructor with recommendations for appropriate accommodations.
Schedule of Major Activities:
Week 1, August 25-31: Course introduction. Ice breaker. Work on the writing process.
Week 2, September 1-7: More work on the writing process. Introduction to
sentence combining. Personal Essay warm-ups.
Week 3, September 8-14: Continue work on Personal Essay.
► Personal Essay draft due by midnight, September 15
Week 4, September 15-21: Sentence combining with adjectives and
prepositional phrases. Personal Essay Workshop.
► Personal Essay due by midnight, September 22
Week 5, September 22-28: Observation Essay warm-ups. Sentence combining
with coordinating conjunctions.
Week 6, September 29-October 5: Continue work on Observation Essay.
Sentence combining with subordinating conjunctions.
► Observation Essay rough draft due by midnight, October 6
February 20: Last day to withdraw or switch to CR/NC grading option.
Week 7, October 6-12: Observation Essay Workshop.
► Observation Essay due by midnight, October 13
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Week 8, October 13-19: Evaluation Essay warm-ups. Introduction to sentence
combining with appositives.
Week 9, October 20-26: Continue work on Evaluation Essay. Sentence
combining mid-term review.
► Evaluation Essay rough draft due by midnight, October 27
Week 10, October 27-November 2: Evaluation Essay Workshop. Sentence combining
mid-term quiz.
► Evaluation Essay due by midnight, November 3
Week 11, November 3-9: Problem Letter Warm-ups. Sentence combining with
adjective clauses.
► Problem Letter rough draft due by midnight, November 10
Week 12, November 10-16: Problem Letter Workshop. Begin work on Rogerian
Essay.
► Problem Letter due by midnight, November 17
Week 13, November 17-23: Continue work on Rogerian Essay. Begin
Researching. Sentence combining with verbal phrases.
Week 14, November 24-30: Continue work on Rogerian Essay and research.
Sentence combining with parallel structures.
► Rogerian Essay rough draft due by midnight December 1
Week 15, December 1- 7: Rogerian Essay Workshop. Sentence combining
review.
► Rogerian Essay due by midnight December 8
Week 16, December 8- 14: Sentence combining Review. Discussion of final exam.
Final Exam: Anytime from December 13-18 at the Maui Community College Learning
Center or a neighbor island UH campus testing center.
Note: This is a partial list of assignments and activities; it is subject to change.
5
MAUI COMMUNITY COLLEGE
COURSE OUTLINE: ENG 100/ Spring 2008
COURSE DESCRIPTION:
In English 100 we will discover and apply the concepts of purposes, audience,
and tone in writing. The course also emphasizes evaluating written texts and
writing various types of essays, including writing from sources. Another
focus of the class will be improving critical thinking skills as they apply to
both writing and reading for college.
Prerequisites: ENG 22 or 55 with at least a C, or appropriate Compass
placement.
Instructor: Morgan Andaluz
Office phone: 984-3442
Office number: CO 1B
Email: [email protected]
Office hours: Monday 12-1, Tuesday/Thursday 9-10:30, or by appointment
REQUIRED TEXTS AND MATERIALS:
Kennedy, X.J., Et. all. The Bedford Guide for College Writers; 7th ed.
Bedford St. Martin, Boston.
You will also need either a single subject notebook or composition book (not
the thick notebooks, please). If you have a laptop, you may use this instead,
but you need to remember to bring it with you to class at all times. A flash
drive will come in handy, although I won’t require it. Of course you will need
writing utensils – I recommend ball point pens of a few different colors, as
well as correction tape. I also recommend a stapler to avoid last minute
searches and folded corners.
COURSE GOALS:
Upon successful completion of English 100, students should be able to
complete the following as independent learners:
•
•
•
•
•
•
•
•
•
Write in a style appropriate to a particular audience and
purpose.
Use a multi-step writing process and make effective use of written
and oral feedback.
Write unified compositions with main idea sentences and
logical support.
Find and correct errors in own writing.
Know how to find information from books, periodicals, or from
other resources.
Give credit to others when using their words and ideas in
writing.
Write an acceptable in-class composition on an assigned topic.
Complete at least 5,000 words of finished prose—equivalent to
approximately 20 typewritten pages.
Demonstrate an ability to locate and use newspapers,
magazines, books and reference materials in a library.
WELCOME TO MY CLASS! This syllabus tells you almost everything you
might want to know about this class so read it carefully and keep it in your
folders!
CLASS ACTIVITIES:
1. Students will be assigned work and writing assignments using the text and
other materials on a regular basis. Students must bring text and relevant
materials with them to class. Some of the work will be done in class, either
individually or in groups, and some will be done as homework. It should be
noted that failure to use class time for work assigned in class will have a
negative effect on student’s course grade.
2. Some classes will be held in locations other than the classroom. It is the
responsibility of the student to keep track of changes in the class meeting
location. Be sure to contact either your instructor or a fellow classmate if
you miss class, so that you can stay up to date on any scheduling changes or
assignments you have missed – remember that all due dates still apply. Also,
should you arrive and find an empty classroom, be sure to check the white
board for posted changes, and then check announcements in your MyUH
account.
2. Pop oral quizzes will be given in the first five minutes of class on the
either material assigned as reading, or material covered in preceding class
meeting. There will be no make-ups for these quizzes, and students who
enter the classroom after the quiz begins cannot have questions they missed
repeated. Students who perform poorly on quizzes, or who miss them
regularly will be given one opportunity at the end of the semester to improve
their average by completing an extra writing assignment to be assigned by
the instructor only upon timely request from the student.
3. Students will be required to complete multiple writing assignments
including a writer’s log with multiple entries (some of which will be published
online at our writer’s web log), summaries, and responses to short readings
and other prompts. Throughout the semester students will write a total of
five essays. Students who wish to improve their final grades will be allowed
to submit revised drafts of two of their previously completed and submitted
essays at the end of the semester. Once again, this opportunity will only be
afforded to students who first meet with the instructor, and then complete
the steps required of a multi-step writing process.
4. Students will occasionally be assigned sentence skill and grammar practice
exercises as deemed necessary by the instructor. Most of these can be
found at the Bedford St. Martin’s companion website listed on the inside
cover of your textbooks.
5. Students will meet regularly with the instructor (probably bi-weekly
depending on enrollment) starting the third week of classes. Students who
are not present on the day they have a conference may come to my office
hour with ALL required assignments from class. If students miss
conferences, their final essay grade will be lowered by one letter grade.*
6. There is no final exam; however, students must complete a mid-term, inclass essay (topic to be provided). Make-up exams will only be allowed in the
case of emergency and only in the case that the instructor is notified within
24 hrs. of their absence. Students must make arrangements with the
instructor within this time period in order to be allowed a make-up, and the
topic will be different from the one given in class.
*Students should be aware that poor attendance, especially missing
conferences, will most likely have a negative effect on grades that
compounds any points deducted, since students will be missing vital feedback
and instruction on how to better their work.
ATTENDANCE AND LATE WORK POLICY:
Students will not be graded directly on attendance; however, failure to
attend will most likely have an indirect negative effect on grades, especially
in light of quiz points, in-class assignments and discussions, and instructor
feedback on writing. If you absolutely cannot make it to class, your
assignments still must be submitted on time. This means either having
them delivered to me by a friend or family member (submit to me personally,
to mailbox in C0-1), or by submitting them digitally. If you must submit your
assignment via email, please submit as a Word document. Technological
failure happens, so be sure to back-up your work and make multiple copies as
I will not accept this as an excuse for submitting late work. Once a
deadline has passed, I will not accept late work. During the course of the
semester, there will be two late work amnesty days. I will announce these
days both in class and via UH announcement and I will specify the
assignments I will accept on those days, as well as provide a deadline for
that work.
GRADING PROCEEDURE:
Web log Entries
Misc. Homework
10 pts. each x 12
10 pts. each x 8
120 points
80 points
(includes summaries and
other short writing
assignments)
Online Exercises
Essays (2-3 pages)
•
•
•
Recalling an
Experience
Observing a Scene
Interviewing a
Subject
Research Essays (3-5
pages plus works cited)
•
5 pts. each x 5
50pts. each x 3
25 points
150 points
100 points each x 2
200 points
50pts.
50 points
5 pts. Each x 10
50 points*
Compare and
Contrast or Cause
and Effect
Taking A Stand
•
In Class Essay
(Midterm)
Vocabulary & Reading
Quizzes*
Total possible approx. 675 points
* Total number given is an approximate number and is subject to change.
90-100% is an A
80-89% is a B
70-79% is a C
60-69% is a D
Any grade below 60% is considered failing.
Special Needs:
Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning, and psychiatric disabilities.
If you believe you have a disability requiring accommodations for this class,
please notify Lisa Deneen- Special Needs Coordinator, at 984-3227 or
Telecommunication Device for the Deaf (TDD) 984-3325 or the Text
Telephone (TT) replay service at 643-8833. The Office of Special Needs
Coordinator will verify your disability and provide the course instructor with
recommendations for appropriate accommodations.
CLASS SYLLABUS
English 100, Expository Writing - Section 47566 - SPRING 2008
Instructor: Rick Chatenever
Phone: 242-6350 (The Maui News)
e-mail: [email protected]
Office: TLC --C01A
Office hours: 15 minutes after each class and by appointment
Required texts:
Hacker, Diane “The Writer's Reference, Sixth Edition.” New York: Harper Collins 2003
McQuade, Donald and Christine, “Seeing & Writing 3.” Boston: Bedford/St. Martin's
Course description and overview:
This class is about writing - becoming comfortable and skillful using the written word to:
Discover your voice, and who you are
Explore ideas and realities in your world
Convey facts, explanations and opinions in ways that inform, educate and entertain a variety
of audiences in a number of different situations
Student Learning Outcomes:
As you complete English 100, you will Demonstrate that writing is a process that involves recursive phases of invention, drafting,
feedback, revision and editing.
Demonstrate proficiency in formal, mechanical and grammatical conventions appropriate to
the writing situations found in academic settings.
Choose language, rhetoric, voice, style and organization appropriate to particular purposes and
audiences.
Articulate ideas and demonstrate critical thinking skills in writing for a variety of contexts,
adapting to a variety of audiences, purposes and writing roles.
Write well-reasoned, coherent, unified, interesting texts.
Read for main points, perspective and purpose; evaluate the quality of evidence, and negotiate
conflicting positions.
Synthesize previous experience and knowledge with new ideas and information you encounter
as you write.
Use sources such as libraries and the Internet in order to enhance your understanding of the
ideas you engage in writing, and analyze and evaluate research for reliability, bias and relevance.
Use readers' responses as one source for revising writing.
Use standard forms that are appropriate for various disciplines in introducing and citing
sources.
Support a controlling idea with appropriate supporting evidence, which includes summarizing,
paraphrasing and quoting accurately from sources.
Recognize editing and proofreading skills as important to the latter stages of the writing
process.
Fulfill the University of Hawaii System English requirements: 20-25 pages of finished prose
including one or more research paper.
Assignment due dates (subjects and dates liable to change as the class progresses):
Composition 1: NARRATION due Jan. 31
Composition 2: DESCRIPTION due Feb. 14
Composition 3: PROCESS/INSTRUCTION due Feb. 28
Composition 4: ARGUMENT/OPINION due March 20
Composition 5: MEDIA due April 10
Composition 6: RESEARCH due May 8
DISCOVERING VOICE
Week 1:
Class 1. Jan. 15: Intro. Yes, You Can Write; Overview of class. Check re. e-mail addresses,
student IDs. Write brief introduction to yourself, to be turned in.
Class 2. Jan 17: Reading: Skim McQuade: "Writing Matters" p. 1- 25, especially Henry David
Thoreau quote on p.4; Hacker: “How to use this book” p. VII-XVII, including Tutorials 1-4
and Revision Symbols, following Index 29 at the end of the book. In class: Free write 10 min.;
Write Intro to Myself Essay, which will be redistributed for getting acquainted.
Week 2:
Class 3. Jan 22: Reading: McQuade , Ch. 1 “Observing the Ordinary,” p. 27 to 134, especially
Tillie Olsen's “I Stand Here Ironing,” p. 66, In class: Discuss Tillie Olsen essay. Discuss Ways
of Discovering and Expressing Self in work. Hacker: “Composing and Revising” p. 3-23, will be
discussed in class.
Class 4. Jan 24: Writing: 200-word reaction to Carl Sagan's "Reflections on a Mote of Dust," p.
124, to be discussed. Reading: Also to be discussed in McQuade: "Pencil," p.38 and John
Updike's "An Oil on Canvas," p.50. Hacker: “Writing Paragraphs," p. 24. In class writing:
McQuade: "The Wu Family," p. 54 and shoe ads, p. 58-62.
Week 3:
Class 5. Jan 29: Writing: 200-word reaction to some piece in McQuade, possibly Anne
Dillard's “Seeing” p.108. Hacker: Sentence Structure: P. 93-99. Scrambled Zen - beginning,
middle, end. In class writing: Portfolio: Pinkhassov, p. 74-86 and Brian Doyle's "Joya
Volardores," p. 87-88.
Class 6. Jan. 31: Essay 1: Hacker: Sentence Structure: P 99-106. Essay 1: NARRATION due.
Exercises in observation with art and photos in McQuade Chapter 1.
CONTEXT (Description)
(Subject to change, based on visit to the MACC Schaefer International Gallery exhibit)
Week 4:
Class 7. Feb. 5: Reading: Skim McQuade: Chapter II “Coming to Terms with Place” p. 140-233,
especially the introduction and images and Edward Hopper's House by the Railroad," p. 150 and
Edward Hirsch's "Edward Hopper and the House by the Railroad," p. 151. Hacker: “Writing
Paragraphs,” p. 24-37. Return Narration essays; discuss individually.
Class 8. Feb. 7: Visit MACC Schaefer International Gallery exhibit, “Vintage: Maui Artists with
a Presence"
Week 5:
Class 9. Feb. 12: In-class written reaction to “Retrospect” by Camilo Jose Vargara, p. 176-177.
If time discuss McQuade selections including Welty's “The Little Store' p. 155 and Guterson's
“No Place Like Home...” p. 183
Class 10. Feb. 14: Essay 2: DESCRIPTION due. In-class reactions to visual images in
McQuade.
HOW TO - Instructions, Tech writing
Week 6:
Class 11. Feb. 19: Reading: Skim McQuade: Chapter III “Capturing Memorable Moments” p.
239-327. Hacker: “Word Choice,” p. 123-142, & “The Comma,” p. 259-273. Return Description
essays, one-on-one time. Assignment (for next class): Bring in examples of instructions,
manuals, recipes.
Class 12. Feb. 21: Writing due: 200-word reaction to McQuade selection (TBA ). Discuss
McQuade selections incl. Sarah Vowell's “The First Thanksgiving” p. 256; Amy Tan's "Fish
Cheeks” p 261 and Joe Rosenthal's "Flag Raising on Iwo Jima, February 23, 1945, p. 29.
Discuss examples of manuals, tech writing, directions, etc. In-class exercise: Giving directions.
Week 7:
Class 13. Feb. 26: Reading: Discussion of McQuade: N. Scott Momaday's “The Photograph”
p. 320; Susan Sontag's “On Photography” p. 310.. Hacker: “Punctuation,” p.273-293, In-class
exercise: Turning pictures into words and back again
Class 14. Feb. 28: Essay 3: PROCESS/INSTRUCTION due.
ARGUMENT, OPINION - Whatchutink?
Week 8:
Class 14. March 4: MID-TERM EXAM
Class 15: March 6: Reading: Skim McQuade: Chapter IV “Projecting Gender” p. 330-405.
Discuss: Overview of opinion-making processes and media. Return Process Essays and
Mid-Term Exams; one-on-one sessions. Hacker: Continue to cover Punctuation, p. 273-293.
Week 9:
Class 16. March 11: Reading: Discuss in McQuade: Judith Ortiz Cofer's “The Story of My
Body,” p 343; Building the Male Body, p. 362; Chris Ballard's "How to Write a Catchy Beer
Ad," p. 390. Hacker: Mechanics, Spelling, p. 297; The hyphen, p. 300, Capitalization, p. 303..
Class 17. March 13: Writing due: 200-word reaction to McQuade selection (TBA). Guest
speaker: Ron Youngblood, editorial page editor of the Maui News, talking about opinion making
in writing.
Week 10:
Class 18. March 18: Reading: Skim McQuade, Chapter 5 “Examining Difference,” p. 407-497.
Discussion for the next two classes may include the selections, Annie Dillard's "How to Live,”
p. 426; Photos, p. 430-431; Talking Pictures, p. 433; . Hacker: Mechanics, Abbreviations, p. 307;
Numbers, p. 310; Italics (underlining) p. 311.
Class 19. March 20: Essay 4: ARGUMENT, OPINION due. In class: Continue discussion of
McQuade reading, segueing into focus on media in Gish Jen's "Coming into the Country," p.
434; Donnell Alexander's "Cool Like Me," p. 440; and Nicholas D. Kristof's "Believe It, or Not,"
p. 468.
SPRING BREAK — March 24 – 29
MEDIA -The language of today
Week 11:
Class 20: April 1: Reading: Skim McQuade”s Chapter 6, “Reading Icons” p. 499-599. For class:
Bring in examples of movie reviews you like.
Class 21: April 3: Writing due: 200-word reaction to McQuade selections: Grant Wood's
painting "American Gothic," p. 508 and Guy Davenport's "The Geography of the Imagination,"
p. 509; In-class discussion may cover McQuade selections on imagery, p.516-531 In-class
exercise: How to write a press release.
Week 12:
Class 22: April 8: In-class: Continue exploration of media's influence on creating mythology in
our society, especially Chip Kidd's "Super," p. 553; Richard B. Woodward's "Wonder," p.
558; Neal Gabler's "Inside Every Superhero Lurks a Nerd," p. 562.
Class 23: April 10: Essay 5: MEDIA ESSAY (film review) due. In-class exercises: Tom
Perrotta's "The Cosmic Significance of Britney Spears," p.568; Andy Warhol paintings, p.
571-572; The Stars and Stripes, p. 579-595; Anne Fadiman's "A Piece of Cotton," p. 580.
RESEARCH
Week 13:
Class 24: April 15: Reading: Skim McQuade Chapter 7 “Challenging Images” p. 600-673.
Hacker: “Researching,” p. 318-352.. In-class: Overview of researching .
Class 25: April 17: Guest speaker MCC Librarian Ellen Peterson on research resources,
methods, attribution style
Week 15:
Class 26: April 22: Hacker: “MLA,” p. 355-412.. 1-page Proposal for Research essay due.
Class 27: April 24: Continue reviewing MLA citation style. Writing due: 200-word reaction to
Frank Fournier's photo "Omayra Sanchez," p. 612, Isabel Allende's "Omayra Sanchez," p. 613
and interview with Frank Fournier, p. 616. In-class discussion will cover reactions and may
also include Nick Hornby's “Richard Billingham” p.618.
Week 16:
Class 28: April 29: Progress report on research papers. Assignment: Read Talking Pictures, p.
631, follow instructions.
Class 28: May 1: Focus will be on hands-on research. If there's time, in-class discussion may
include Michael Kimmelman's "150th Anniversary: 1851-2001," p. 639, Edward Tufte's
"Powerpoint is Evil," p. 644; Kelly K. Spors' "Where All School Photos Are Above
Average," p. 662; and John Long's “Ethics in the Age of Digital Photography” p. 666. .
Week 17:
Class 29: May 6: Time will be available to work on research paper.
Class 30: May 8: FINAL CLASS; Essay 6: RESEARCH due. In-class writing sharing: Prose
Jam. Take-home final will be distributed. Bring snacks.
Week 18:
Class 30: May 13: FINAL EXAM due
* Dates and assignments are subject to change.
Class philosophy, etiquette and policies:
Since the process of writing is one of discovery and revelation, the success of the class will
depend on commitment, participation and sharing by all involved. This requires an environment
that is safe, supportive and encouraging. It also requires students to attend class and arrive on
time. Three unexcused absences will result in a lowered grade; more than six can result in a
failing grade. The class environment is something we all create together and are all responsible
for. Good starting points are common courtesy and common sense. Please:
Turn off cell phones and beepers.
Don't bring food or drinks to class.
Remember that harassment, threats, or disruptions are contrary to campus regulations and
policies
Notice: Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a
disability requiring accommodations in this class, please notify the Special Needs Coordinator a
984-3496 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone
(TT) replay service at 643-8833. That office will verify your disability and provide the course
instructor with recommendations for appropriate accommodations.
MCC is a smoke-free campus except for specifically designated areas.
Grading scale:
6 Essays
50%
(Failure to complete more than half of the assigned essays will automatically result in an F.)
Reading responses
20%
Final Exam
10%
Midterm Exam
10%
Participation / Extra credit
10%
English 100—Composition I
CRN #47582
Spring 2008
Jan. 14-May 16
T/TH 1:30pm-2:45pm
Class Location: Kalama 204
9
STRIVE FOR CLARITY IN YOUR WRITING AND EXCELLENCE IN YOUR WORK
9 YOUR EFFORT IS A REFLECTION OF WHO YOU ARE
9 YOU ARE RESPONSIBLE FOR YOUR LEARNING
9 IT’S OKAY TO MAKE MISTAKES
Instructor: Tim Marmack
Office: L05 (facing Pa'ina and Laulima)
E-mail: [email protected]
Phone: 984-3230
Office Hours: Tuesday 10:45am-11:45am/ Wednesday 1:30pm-3:30pm/ Thursday 3:00pm-4:00pm
or by appointment.
PREREQUISITES: To take this course, you must have passed the placement test for ENGLISH 100 or
completed ENG 22 or ENG 55 with a “C” or better. Also, because this class requires you to complete
many assignments on the computer, basic word processing skills will be needed.
COURSE DESCRIPTION: The purpose of ENGLISH 100 is to improve your writing skills through
different types of writing exercises, readings, discussions, reflections, and specific grammar activities. This
course concentrates on discovering and applying the concepts of purpose, audience, and tone in collegelevel writing. As well, it emphasizes both evaluating written texts and writing various types of essays
including writing from sources (research writing) and CRITICAL THINKING (defined as a process in
which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures
inherent in thinking and imposing intellectual standards upon them).
The course objectives are these: (a) that you learn to recognize the difference between a decent draft and a
more truly realized essay, which comes with faith in the revision process; (b) that you become familiar with
organizing schemes that help keep your essays focused and well-balanced; (c) that you develop sound
editing skills; (d) that you greet the writing process with familiarity, as something you do routinely; (e) that
you learn to value good writing; and (f) that you are not intimidated when, in the future, you are asked to do
the “big paper.”
Each assignment will begin with activities designed to help you generate ideas; discover your voice and
who you are; explore ideas and realities in your world; and convey facts, ideas, explanations, and opinions
in ways that inform, educate, and entertain a variety of audiences in a number of different situations.
Moreover, working through the entire writing process---prewriting, drafting, and revision—will help you
become a more confident and self-sufficient writer in college and beyond.
STUDENT LEARNING OUTCOMES: Upon successful completion of ENGLISH 100, by the end of the
semester you will be able to demonstrate the following skills:
•
•
•
•
•
Use a writing process that includes exploring ideas, gathering information, developing and
supporting a thesis, organizing, revising, and proofreading;
Write several kinds of essays that meet the requirements of specific writing assignments;
Adapt writing style, organizational strategy, and word choice appropriately to various audiences
and purposes;
Collaborate with fellow students in writing workshops to explore ideas and provide constructive
feedback;
Produce written analysis and interpretation of professional writing models;
•
•
Find and evaluate relevant information from the library, Internet, or other sources to incorporate
into an argument essay according to academic conventions;
Write a coherent, well-developed, in-class response to an assigned question or topic.
TEXTBOOKS:
Seeing and Writing 3 by Donald and Christine McQuade
A Writer’s Reference: Sixth Edition by Diana Hacker
REQUIRED COURSE MATERIALS:
College Dictionary/Thesaurus
Loose-leaf notebook paper/notebook
Blue or black pen
(2) 3.5" IBM formatted disks or a flashdrive
Student Computer ID to use at The Learning Center or the Ka Lama Computer Center
Access to a computer
WEBCT INFORMATION: WebCT is an Internet, software program that we will use as a
discussion/posting/response/participation/thought sharing bulletin board.
OUR TEXTBOOK/ESSAY INTRODUCTION: We will spend approximately two to three weeks on
each chapter in our text, Seeing and Writing 3, examining the various themes and activities in each. There
will be FIVE formal outside-of-class essays (#1, 2, 3, 5, 6) required during the course--ALL taken directly
from the text’s chapters (for CHAPTERS 1, 2, 4-6 respectively)--one essay topic per chapter.
In addition, there will be a TWO-PART MIDTERM essay (#4): for the first part, I will give you THREE
QUESTIONS and ask you to answer ONE of them The second half of the MIDTERM essay will be
worked on and completed in class (the focus will be an essay on an “abstract noun.”) Moreover, there will
be a FINAL “EXAM” DAY ESSAY (#7), which will be broken down into two areas: a page and a
half of writing with a focus on the textbook content (a choice of a question from Ch. 7) (with an
accompanying 5-minute presentation) and a page and a half self-reflection/self-assessment essay.
Each “out-of-class” essay will be written using “the writing process,” meaning that work on each essay will
follow a specific series of steps over a two/three week period before being formally submitted: research,
pre-writing, drafting, sharing, revising, editing, and publishing. In addition, each of your essays needs to
show your growth as a writer; therefore, each succeeding essay should exhibit a growing maturity with
using the language in expressive ways, understanding and using appropriate rhetorical modes of writing,
while also exhibiting fewer problems with the conventions and rules of English.
GRADES: You will be undertaking a great deal of writing both in and out of class. While I will ask you to
hand in rough drafts of your major essay assignments, they will not be graded other than as a guide for you
and your direction as a writer. Below is the breakdown of all of our ENGLISH 100 course components and
their respective point totals:
500 pts.
120 pts.
120 pts.
120 pts.
110 pts.
100 pts.
60 pts.
50 pts.
20 pts.
1200 pts. = TOTAL
5
2
2
12
11
10
ESSAYS (5 x 100 pts. each)
MIDTERM ESSAYS (2 x 60 pts. each)
FINAL ESSAYS/PRESENTATION (2 x 50 pts. each; 1 x 20 pts.)
ON-LINE HACKER GRAMMAR EXERCISES (12 x 10pts. each)
WEBCT RESPONSES (11 x 10pts. each)
IN-CLASS/OUT-OF-CLASS WRITING ASSIGNMENTS
(10 x 10 pts. each)
6 SENTENCE COMBINING EXERCISES (6 x 10 pts. each)
5 PRE-WRITING/SUMMARIZING EX. WRITING ASSIGNMENTS
(5 x 10 pts. each)
2 CONFERENCES (2 x 10 pts. each)
GRADING SYSTEM (TOTAL POSSIBLE POINTS):
A = 1200-1050 points
B = 1049-900
C = 899-750
D = 749-600
F = 599-0
*You must earn at least a "C" average on your ESSAY writing assignments in order to receive a
"C" or better grade in this course*
A BREAKDOWN OF THE INDIVIDUAL WRITING ASSIGNMENTS
Essays #1-3; #5 (#1—at least two pages in length; #2, 3, 5--at least three pages in length) (100 points
each X 4): You will be responsible for FIVE ESSAY writing assignments worth 100 points each. For
these outside-of-class writing assignments, close attention is paid to length, thesis sentence, topic
sentences/body paragraphs/conclusion, subject content, critical thinking skills, overall directions, and
grammar/sentence mechanics.
For each of these writing assignments, a pre-write worksheet will be due. As well, during the writing
process for each assignment, TWO TYPED working drafts will need to be brought to class: one draft for
me to review, and one draft for an in-class peer review-checklist. Also, for full credit, ALL drafts of the
essay assignments need to meet the length requirements, and need to be typed with 1” margins and
double-spaced. Please make sure all drafts include your name, writing assignment number, draft number,
and a CREATIVE TITLE! The due dates for all drafts of each writing assignment are on the course
schedule.
NO LATE WORKING DRAFTS WILL BE ACCEPTED AND 5 POINTS WILL BE DEDUCTED
FROM EACH FINAL WRITING ASSIGNMENT FOR EACH DRAFT THAT WAS NOT TURNED
IN! PLAN AHEAD AND DON’T WAIT TO THE LAST MINUTE TO PRINT (OR EVEN BEGIN
TO WRITE) YOUR ESSAYS!
Essay #6 (100 pts.) will be a RESEARCH essay of at least FIVE PAGES in length; this writing will also
require the use of at least SIX citations/references—including TWO from your textbook. A pre-write
worksheet will be due for this assignment as well as TWO TYPED working drafts: one draft for me to
review, and one draft for an in-class peer review-checklist. The total point score (100 points) includes the
work completed on all drafts. For full credit, ALL drafts of this essay assignment need to be at least FIVE
PAGES in length, typed with 1” margins, and double-spaced. As with the other essays, please make
sure all drafts include your name, writing assignment number, draft number, and a CREATIVE TITLE!
The due dates for all drafts of this writing assignment are on the course schedule.
An excellent online research resource is this Modern Language Association (MLA) site listed below:
http://www.mla.org/publications/style/style_faq/style_faq4
The style recommended by the association for preparing scholarly manuscripts and student research papers
concerns itself with the mechanics of writing, such as punctuation, quotation, and documentation of
sources.
The FINAL draft of each ESSAY assignment is due at the beginning of the class period. For every day
that the final draft of the essay is late, the paper will be dropped a full letter grade.
*ALL DRAFTS NEED TO BE TYPED IN MICROSOFT WORD—NOT MICROSOFT WORKS,
WORD PERFECT or WORDPAD!!!
Midterm Essay #4 (120 points): For the midterm essay (THREE PAGES IN LENGTH TOTAL), I will
post on WebCT FOUR questions from CH. 3 (“Capturing Memorable Moments”) and ask you to answer
ONE of them by TYPING a one and a half page response to the question; this part of the midterm will
need to be completed and brought to class on the midterm essay date (Tuesday—March 11). The second
part of the midterm (a page and a half in length and to be completed during the class session) will
involve the research of, and the personal application of an ABSTRACT NOUN (more specifics to follow).
Final Essay (#7) with a Presentation (120 points): Your final major writing assignment of the semester
(THREE PAGES IN LENGTH TOTAL) will be in TWO SECTIONS: a page and a half selfreflection/personal assessment essay in which you will type about your experience in the course; how you
have changed, progressed, and grown as a writer; and how the course has perhaps, changed your view of
not only your immediate world (your own personal daily life), but your view of the greater world (the Earth
itself). The second half of the essay will be a writing in which you respond to one question of your
choice (from three questions from Chapter 7) and give a five-minute presentation that relates to your
answer. This portion of the CH. 7 essay will be written outside of class and brought to our final exam
period on the very last day of class. The presentation and the self reflection/self-assessment essay will be
completed in class on the scheduled final exam day.
NOTE: Each of your essays needs to show your growth as a writer; therefore, each succeeding essay
should exhibit a growing maturity with using the language in expressive ways, understanding and using
appropriate rhetorical modes of writing, while also exhibiting fewer problems with the conventions and
rules of English.
SOME IMPORTANT POINTS
•
•
•
•
•
•
•
•
•
Show, don’t tell
Less is more: the best writing says the most with the fewest words!
First impressions count
Your learn more when you disagree
Do not be constrained by the course requirements—surpass them!
You have a responsibility to yourself and to your fellow students
Read your essay a loud, preferably alongside someone who reads quietly as you do a loud—
lots of errors found this way
Be responsible and committed to your own learning ·
We write to be read!
Characteristics of an A/B essay
1.
2.
3.
4.
5.
6.
Essay is focused, never strays from its purpose and
audience
Essay is well organized, informative, and manageable ·
Each paragraph has a controlling idea, solid detail, and smooth transitions ·
Sentences are varied in style and length
Word choice is appropriate, and chosen for precise denotation, connotation, and tone
There are few if any major errors with grammar, punctuation, spelling and mechanics
Characteristics of a C/D essay
1.
2.
3.
4.
5.
Essay has some interest, but purpose and audience is not always clear
Organization is good, but awry-there is a clear thesis/organization
Paragraphs have controlling idea, some support, although weak
Word choice is generally correct, but diction is not precise
Few major errors, but too many mistakes of spelling, grammar a mechanics, and punctuation
Characteristics of an unsatisfactory essay
1.
2.
3.
4.
5.
6.
7.
8.
Essay reads like a beginning draft
Very little attention to purpose or audience
Unfocused
Some principles of organization used, but randomly
Under-developed paragraphs that are too general
Frequent errors in sentence structure, grammar and mechanics
Word usage not reflective of a college level writing ·
Does not follow requirements of the assignment
Sentence Structure/Grammar/Mechanics/Spelling & Punctuation Exercises from the HACKER
WEBSITE (120 points; 12 assignments x 10 points each): Throughout the semester, I will assign specific
activities from A Writer’s Reference website. In addition, we may also have collaborative exercises
reviewing essential writing principles. However, when review and or remediation is necessary, or problems
arise with some issues of grammar, et al., it will be your responsibility under my guidance to correct these
problems, using whatever resource is best for you: a tutor, a classmate, reference materials, textbook
webpages, or a conference with me. When necessary, I will also assign specific grammar exercises as
needed. It is my expectation that you will follow my guidance and direction and do these exercises to
correct your problems, so that they do not occur in succeeding essays.
NOTE: As mentioned above, The Writer’s Reference text is full of excellent webpage resources for all
aspects of the writing process. When you do these sectional exercises and give them my address:
[email protected], the results are sent to me weekly for review and to give you credit for completing
the exercises. I strongly recommend using these practices exercises and quizzes even when I do not assign
them. Another excellent resource, and one of the very best online, is the Purdue University Online Writing
Lab: OWL.
http://owl.english.purdue.edu/handouts/grammar/
Bookmark this source for lifetime use, as it is one of the finest, user-friendly INTERNET sources for
questions, exercises and quizzes about every aspect of personal and professional writing.
WebCT Postings (110 points Total; 11 postings x 10 points each): You will be responsible for at least
FIFTEEN WebCT postings (of at least 250 WORDS per posting) on the WebCT discussion board
throughout the course of the semester. I will post the prompts and their due dates on our class WebCT
homepage. The postings are YOUR RESPONSES to topics that may come from a variety of sources: our
class readings in a specific chapter, subject matter that we have talked about in class, or from a
topic/area/image that I chosen. Your posting is a portrait of your ability to think critically, i.e., to, evaluate
and interpret a given topic/reading/image, and respond with a cohesive and clear written analysis. These
writings will be automatically posted on a message board for all students in our class to read, and
subsequently, are open to comments from your classmates. As such, and for each posting assigned, I
encourage you to respond more than once to the topic at hand; in other words, take the time to respond to
one of your classroom peer’s initial response—your reaction (a second posting) to a classmate’s writing
does not need to be 250 words, but it should elaborate a point and exhibit the same critical thought as your
first posting (yet not be overly critical).
I will let you know in class when I have posted a new topic for discussion (if you do miss class, it is up to
you to check the WebCT discussion board for the newest writing topic). On the discussion board, I will
also list the due date of your posting (which, of course, will always be before a class session; some of that
class session will be devoted to your comments from your postings). If your posting is late, you will not
receive the ten-point total credit given to each posting.
Writing Assignments/Participation (100 points; 10 assignments x 10 points each): Throughout the
semester, we, as a class, will do a series of in-class and out-of-class writings—ten to be exact--the topics
will be taken from areas we have covered or talked about in our meetings, or from images we have looked
at or will look at.
Sentence Combining Exercises (60 points; 6 exercises x 10 points each): These exercises are given to
help you practice your writing skills—all through a variety of sentence combining and expanding
techniques so that you will be able to communicate your ideas in fluent, concise, and clear sentence
structures.
Pre-Writing/Summarizing Exercise Writing Assignments (50 points; 5 assignments x 10 points each):
As a response to selected readings from the textbook, five writing exercises will be assigned—all with the
purpose to enhance your writing, reading, and research skills.
Conferences (20 points; 2 conferences x 10 points each): During the course of the semester, I will hold
two MANDATORY scheduled meetings with each one of you to check your progress: the first conference
will be scheduled during class time; the second conference will be scheduled outside of the normal class
session time. Still, please feel free to contact me anytime about any class-related problems you may have,
and we can schedule an appointment.
PEER REVIEW/CHECKLIST/CLASS PARTICIPATION
Collaborative learning is an integral method of instruction in this class. As such, to peer review/checklist
your written work is to share your work with either a group and or the entire class and receive appropriate
constructive feedback for that work--through a formal and informal series of questions and comments.
Moreover, to insure that collaborative learning does indeed take place, emphasis in this class is on student
responsibility for, and commitment to, his or her own learning. In addition, class emphasis is also on
community and mutual responsibility in the learning process; therefore, there is a great deal of group work.
Thus, if you’re not prepared to answer questions during class discussions, if you’re not prepared for
the class because you didn’t complete the coursework, or if you’re not prepared to interact in a
group setting, I consider you absent. In essence, it is expected that you will commit to the essential
precepts of Collaborative Learning: Reflective Listening, Speaking Up and Speaking Out, and Taking
Risks with your Writing, and Sharing.
IMPORTANT DATES TO REMEMBER:
FRIDAY JANUARY 18 Last day for withdrawal with 100% refund
MONDAY JANUARY 21 HOLIDAY—Martin Luther King Jr. Day
SUNDAY FEBRUARY 3 Last day for withdrawal with 50%
refund
MONDAY FEBRUARY 18 HOLIDAY--President’s Day
THURSDAY MARCH 20 Last day to withdraw from classes with a
W grade
MONDAY-FRIDAY MARCH 24-28 SPRING BREAK
TUESDAY MAY 6 Our last day of regular class instruction
WEDNESDAY MAY 7 Last day of instruction for Spring 2008 semester
MAY 9-15 Final Evaluation Period
THURSDAY MAY 15 Final Essay/Presentation for our class (1:30pm-3:30pm)
PARTICIPATION IS A KEY INGREDIENT OF THIS CLASS!!!
Attendance/Participation: Beginning the second week of class, and continuing through the remainder of
the semester (30 CLASS SESSIONS), you will be expected to attend every class session. For every class
that you do not attend, 5 points will be deducted from your possible 1200-point total. As well, two
tardies will equal one absence, which means that you will lose 5 points. The success of this course relies
on your participation. Whether you are working in peer review group work or other group work exercises,
class discussions, or on in-class writings, you must be present and active.
Cell phones: Cell phones should be turned off before coming to class (unless special arrangements have
been made, i.e., family emergencies). A ringing cell phone is an intrusion of the respect of your fellow
classmates and the instructor. If a cell phone rings in class, I will immediately stop the lesson and give a
five-question pop quiz to EVERYBODY! For every correct answer on the quiz, you will receive an extra
credit point towards your overall class total. For every answer missed, you will be deducted a point from
your overall 1000-point class total. So…please keep your cell phones turned off! Also, make sure that any
I-PODS/other music listening devices that you have are turned off before class starts!!!
Food: Bottled water is fine, but no eating in class. It is selfish and can be a distraction to others in the
classroom!
Plagiarism: Every sentence of the paragraphs and essays you write for this course should come from your
own mind or be documented as an outside source. If you submit work that doesn't sound like your own
writing, I will ask you to take a simple test to verify that the words on the page are your own. Plagiarism
may result in failure of the course.
Guidelines:
1) If you are late, please enter quietly without disturbing the activity in progress.
2) You are responsible for all information you might have missed due to any absences or
tardiness.
3) Show respect for others while they are speaking, working, or listening.
4) If you miss a class, or come in late, you will need to ask one of your peers for any missing assignments
or important information you might have missed. It would be beneficial for you to either get a contact
phone number or e-mail address from a fellow student to contact that person in case you missed class.
5) I will not accept any late homework unless you call or e-mail me in advance and let me know that you
will not be attending class the day that the assignment is due.
6) As well, there will be no makeups on the Midterm or Final essays unless you contact me in advance
to let me know that you will be missing class or not turning in assignments due to a legitimate problem.
Disabilities: Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability
requiring accommodations for this class, please notify Lisa Deneen—Special Needs Coordinator at 9843227, or Telecommunication Device for the Deaf (TDD) at 984-3325, or the Text Telephone (TT) replay
service at 643-8833. The Special Needs Office will verify your disability, and provide the course instructor
with recommendations for appropriate accommodations.
TLC/ Computers
The Learning Center (TLC) offers many valuable testing, learning, tutoring (by appointment), and
computing services to students. It is to your advantage to make yourself comfortable with all of the
services offered by the TLC (not only for this class, but for your other classes here at Maui Community
College as well).
Learning Center Hours: (Phone: #984-3240)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
10:00 a.m.-7:00 p.m.
8:00 a.m.-4:00 p.m.
8:00 a.m.-4:00 p.m.
10:00 a.m.-7:00 p.m.
12:00 p.m.-5:00 p.m.
10:00 a.m.-5:00 p.m.
1:00 p.m.-7:00 p.m.
OUTSIDE OF CLASS
1) MAJOR WRITING ASSIGNMENT DUE DATES (subjects and dates may change as the class
progresses):
ƒ
ƒ
ƒ
ƒ
ƒ
Essay #1: Thursday, February 7 (2 pages) CH. 1: “Observing the Ordinary” (Argument)
Essay #2: Thursday, February 21 (3 pages) CH. 2: “Coming to Terms with Place”
(Recalling an Experience)
Essay #3: Thursday, March 13 (3 pages) CH. 4: “Projecting Gender” (Description/Cause
and Effect)
Essay #5: Tuesday, April 8 (3 pages) CH. 5: “Examining Difference”
(Description/Narration)
Essay #6: Thursday, May 1 (5 pages) CH. 6: “Reading Icons” (Comparison and Contrast)
2) * Essay #4—Tuesday, March 11, is the Midterm Essay (in two parts-3 pages total)/
CH. 3: “Capturing Memorable Moments” (Definition/Recalling an Experience)/
Abstract Noun Essay
* Essay #7--Thursday, May 15, is the Final Essay (in two parts-3 pages total)
CH. 7: “Challenging Images” (Self-Reflection/Illustration)/Self-Assessment Essay
3) * To receive credit, the assigned online HACKER exercises need to be
completed by the next class session
4) * To receive credit, the WebCT responses need to be posted by midnight on the following dates:
#1: Monday, January 21
#2: Monday, January 28
#3: Monday, February 11
#4: Monday, February 18
#5: Monday, February 25
#6: Wednesday, March 12
#7: Monday, March 17
#8: Monday, April 7
#9: Wednesday, April 16
#10: Wednesday, April 23
#11: Monday, April 28
TENTATIVE COURSE SCHEDULE FOR ENGLISH 100
Week 1:
January 15: Course Introduction/Writing Sample/The Writing Process
January 17: Syllabus/In-class writing exercise/Introduction to WebCT/Introduction to Hacker on-line
Exercises/The Writing Process/ Hacker: “Planning” p. 3-13
Week 2:
January 22: Information for ESSAY#1/Hacker: “Drafting” p. 14-18, “Writing Paragraphs” p. 24- 26/Seeing
and Writing: “Introduction” p. 3-23, / Thesis Statements/Discussion on plagiarism/
WebCT posting discussion #1
January 24: Essay #1 Pre-Write Due/ Hacker: “Patterns” p. 26-31, 37, “Coherence” p. 31-37/
Seeing and Writing: CH.1 “Observing the Ordinary” p. 27-49/HACKER EXERCISE #1 due
Week 3:
January 29: First Draft of ESSAY #1 due/WebCT posting discussion #2/
GENERAL LIBRARY ORIENTATION (2:20--)
January 31: Workshop: Peer Review-Checklist Draft of ESSAY #1 due/Hacker: “Revising” p. 18- 23,
“Transitions” p. 34-36, “Transitional Expressions” p. 274-278/
Week 4:
February 5: First Draft of ESSAY #1 due/Thesis Statements/Hacker: “Narration” p. 27, “Sentence
Structure” p. 234-239, “Sentence Fragments” p. 204-209/HACKER EXERCISE #2 due
February 7: Essay #1 due/Information for Essay #2/Summarizing Exercise #1
Week 5:
February 12: Hacker: “Word Choice” p. 122-129/WebCT posting discussion #3/
Essay #2 Pre-Write Due/HACKER EXERCISE #3 due
February 14: Hacker: “Word Choice” p. 130-137, “Run-on Sentences” p. 210-215/
Draft #1 of Essay #2 due/Summarizing Exercise #2
Week 6:
February 19: Hacker: “The Comma” p. 259-273/WebCT posting discussion #4/
Workshop: Peer Review-Checklist Draft of Essay #2 due/
Early info for Essay #3/HACKER EXERCISE #4 due
February 21: ESSAY #2 due/Information for Essay #3/ Summarizing Exercise #3
Week 7:
February 26: Hacker: “Conjunctions” p. 497, “Apostrophes” p. 279-282,
“The Semicolon” p. 273-278/WebCT posting discussion #5/
Essay #3 Pre-Write due/HACKER EXERCISE #5 due
February 28: ONE-ON-ONE CONFERENCES/ Draft #1 of Essay #3 due
Week 8:
March 4: Hacker: “Sentence Emphasis” p. 112-119, “Sentence Types” p. 507-508,
“Choppy Sentences” p. 113-114/HACKER EXERCISE #6 due
March 6: Workshop: Peer Review-Checklist Draft of Essay #3 due/
Midterm Essay information/Summarizing Exercise #4
Week 9:
March 11: MIDTERM—Essay #4 (In-class)/HACKER EXERCISE #7 due
March 13: ESSAY #3 due/Information for Essay #5/Hacker: “Needed Words” p. 96-99/
WebCT posting discussion #6/LIBRARY RESEARCH ORIENTATION (2:00--)
Week 10:
March 18: Essay #5 Pre-Write due/WebCT posting discussion #7/
Citing Sources information/Summarizing Exercise #5/HACKER EXERCISE #8 due
March 20: Hacker: “Parallelism” p. 93-96/ESSAY #5 Intro Paragraph and Image Research info DUE
Week 11:
March 25: SPRING BREAK!!!
March 27: SPRING BREAK!!!
Week 12:
April 1: FIRST full draft of ESSAY #5 due to workshop in class
April 3: Workshop: Peer Review-Checklist Draft of Essay #5 due / /Hacker: “Mixed Constructions”
p. 109-111/HACKER EXERCISE #9 due
Week 13:
April 8: ESSAY #5 due/ WebCT posting discussion #8
April 10: Information for Essay #6/ /Hacker: “Quotation Marks” p. 282-287/
Research Papers and Citing Sources information/HACKER EXERCISES # 10 and #11 in class
Week 14:
April 15: ONE-ON-ONE CONFERENCES/Essay #6 Pre-Write due
April 17: WebCT posting discussion #9
Week 15:
April 22: Draft #1 of Essay #6 due/HACKER EXERCISE #12 due
April 24: Workshop: Peer Review-Checklist Draft of Essay #6 due/WebCT posting
discussion #10
Week 16:
April 29: Workshop Essay #6 in-class/WebCT posting Discussion #11
May 1: ESSAY #6 due
Week 17:
May 6: Final Essay (#7) information
Week 18—Final Evaluation Period:
May 15 (Thursday):CH. 6 ESSAY/REFLECTION-ASSESSMENT ESSAY--#7 (IN-CLASS)
(1:30pm-3:30pm)
CLASS SYLLABUS
English 100, Expository Writing - Section 48402 - FALL 2006
Instructor: Rick Chatenever
Phone: 242-6350 (The Maui News)
e-mail: [email protected]
Office: TLC --C01A
Office hours: 15 minutes after each class and by appointment
Required texts:
Hacker, Diane “The Writer's Reference, Fifth Edition.” New York: Harper Collins 2003
McQuade, Donald and Christine, “Seeing & Writing 2.” Boston: Bedford/St. Martin's
Course description and overview:
This class is about writing - becoming comfortable and skillful using the written word to:
„
Discover your voice, and who you are
„
Explore ideas and realities in your world
„
Convey facts, explanations and opinions in ways that inform, educate and entertain a
variety of audiences in a number of different situations
Student Learning Outcomes:
As you complete English 100, you will „
Demonstrate that writing is a process that involves recursive phases of invention,
drafting, feedback, revision and editing.
„
Demonstrate proficiency in formal, mechanical and grammatical conventions appropriate
to the writing situations found in academic settings.
„
Choose language, rhetoric, voice, style and organization appropriate to particular
purposes and audiences.
„
Articulate ideas and demonstrate critical thinking skills in writing for a variety of
contexts, adapting to a variety of audiences, purposes and writing roles.
„
Write well-reasoned, coherent, unified, interesting texts.
„
Read for main points, perspective and purpose; evaluate the quality of evidence, and
negotiate conflicting positions.
„
Synthesize previous experience and knowledge with new ideas and information you
encounter as you write.
„
Use sources such as libraries and the Internet in order to enhance your understanding of
the ideas you engage in writing, and analyze and evaluate research for reliability, bias and
relevance.
„
Use readers' responses as one source for revising writing.
„
Use standard forms that are appropriate for various disciplines in introducing and citing
sources.
„
Support a controlling idea with appropriate supporting evidence, which includes
summarizing, paraphrasing and quoting accurately from sources.
„
Recognize editing and proofreading skills as important to the latter stages of the writing
process.
„
Fulfill the University of Hawaii System English requirements: 20-25 pages of finished
prose including one or more research paper.
Assignment due dates (subjects and dates liable to change as the class progresses):
„
„
„
„
„
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Composition 1: NARRATION due Sept. 7
Composition 2: DESCRIPTION due Sept. 21
Composition 3: PROCESS/INSTRUCTION due Oct. 5
Composition 4: ARGUMENT/OPINION due Oct. 26
Composition 5: MEDIA due Nov. 14
Composition 6: RESEARCH due Dec. 7
DISCOVERING VOICE
Week 1:
Class 1. Aug. 22: Intro. Yes, You Can Write; Overview of class. Check re. e-mail addresses,
student IDs. Write brief introduction to yourself, to be turned in.
Class 2. Aug. 24: Reading: Skim McQuade: Introduction p. 1- 25; Hacker: “Planning” p. 3-12.
In class: Free write 10 min.; Write Intro to Myself Essay, which will be redistributed for getting
acquainted.
Week 2:
Class 3. Aug. 29: Reading: McQuade , Ch. 1 “Observing the Ordinary,” p. 38 to 118, especially
Tillie Olsen's “I Stand Here Ironing,” p. 72-77, In class: Discuss Tillie Olsen essay. Discuss
Ways of Discovering and Expressing Self in work.
Class 4. Aug. 31: Writing: 200-word reaction to some piece in McQuade Ch. 1. Reading:
Discussion of McQuade: Anne Fadiman's “Mail” p.56-61 and Anne Dillard's “Seeing” p. 94103. Hacker: “Drafting” p. 13-23; Discuss Writing Mechanics from reading, esp. Thesis
sentence. Tim Gardner paintings, P. 79-82 as bases for P.O.V. essays.
Week 3:
Class 5. Sept. 5: Writing: 200-word reaction to some piece in McQuade Ch. 1. Hacker: Sentence
Structure: P81- 94. Structure: Scrambled Zen - beginning, middle, end. In class writing: The
evolution of the bicycle, and advertising, McQuade, P. 66- 69.
Class 6. Sept. 7: Essay 1: Hacker: Sentence Structure: P 95-106. Essay 1: NARRATION due.
Exercises in observation with art and photos in McQuade Chapter 1.
CONTEXT (Description)
(Subject to change, based on visit to the MACC Schaefer International Gallery exhibit,
Stephen Freedman: “Totems and Love Poems” and Ron Smith: Untitled Work)
Week 4:
Class 7. Sept. 12: Reading: Skim McQuade: Chapter II “Coming to Terms with Place” p. 139235, Hacker: “Writing Paragraphs,” p.. 23-36. Return Narration essays; discuss individually.
Class 8. Sept. 14: Writing due: 200-word reaction to “Retrospect,” by Camilo Jose Vargara, p
176-177. Explore movement of consciousness from within to external.
Week 5:
Class 9. Sept. 19: Reading: Hacker: “Sentence Style,” p. 81-94. Discuss McQuade selections
including Welty's “The Little Store' p. 134-138; Sanders' “Homeplace” p. 145-149, Guterson's
“No Place Like Home” p. 157-164 and Hansen's “Nebraska.”
Class 10. Sept. 21: Essay 2: DESCRIPTION due. In-class reactions to visual images in
McQuade.
HOW TO - Instructions, Tech writing
Week 6:
Class 11. Sept. 26: Reading: Skim McQuade: Chapter III “Capturing Memorable Moments” p.
218-301. Hacker: “Word Choice,” p. 134-138, & “The Comma,” p. 235-250. Return Description
essays, one-on-one time. Assignment (for next class): Bring in examples of instructions,
manuals, recipes.
Class 12. Sept. 28: Writing due: 200-word reaction to McQuade selection (TBA ). Discuss
McQuade selections incl. Vowell's “Shooting Dad” p. 230-235; Lopez' “Learning to See” p 238247 and Alexie's “The Joy of Reading and Writing Superman and Me” p. 250-252. Discuss
examples of manuals, tech writing, directions, etc. In-class exercise: Giving directions.
Week 7:
Class 13. Oct. 3: Reading: Discussion of McQuade: Momaday's “The Photograph” p. 291;
Sontag's “On Photography” p. 293-294. Hacker: “Word Choice,” p. 139-147 & “On
Punctuation,” p. 251-272. In-class exercise: Turning pictures into words and back again
Class 14. Oct. 5: Essay 3: PROCESS/INSTRUCTION due at end of class. Class time can be
used to write on computers in class.
ARGUMENT, OPINION - Whatchutink?
Week 8:
Class 14. Oct. 10: MID-TERM EXAM
Class 15: Oct. 12: Reading: Skim McQuade: Chapter IV “Projecting Gender” p. 329-405.
Discuss: Overview of opinion-making processes and media. Return Process Essays and MidTerm Exams; one-on-one sessions.
Week 9:
Class 16. Oct. 17: Reading: Discuss in McQuade: Cofer's “The Story of My Body,” p 314-320;
Bower's “Average Attractions,” p. 331-335; Jen's “What Means Switch” p. 338-348.
Class 17. Oct. 19: Writing due: 200-word reaction to McQuade selection (TBA). Guest speaker:
Ron Youngblood, editorial page editor of the Maui News, talking about opinion making in
writing.
Week 10:
Class 18. Oct. 24: Reading: Skim McQuade, Chapter 5 “Producing America,” p. 378-461.
Discussion for the next two classes may include the selections, Sullivan's “The Pursuit of
Happiness: Four Revolutionary Words,” p. 400-403; Twitchell's “In Pursuit of Consumerism,” p.
420-415 and Young's “Losing: An American Tradition,” p. 422-432.
Class 19. Oct. 26: Essay 4: ARGUMENT, OPINION due. In class: Continue discussion of
McQuade reading, segueing into focus on media in “Pinsky's “To Television,” p. 386-388 and
“Creating the 'Real” in Bright Yellow and Blue,” p. 391-394; Gabler's “Inside Every Superhero
Lurks a Nerd” p. 438-441 and Alexander's “Cool Like Me,” p. 446-449.
MEDIA -The language of today
Week 11:
Class 20: Oct. 31: Reading: Skim McQuade”s Chapter 6, “Reading Icons” p. 499-599. For class:
Bring in examples of movie reviews you like.
Class 21: Nov. 2: Writing due: 200-word reaction to McQuade selections: Andy Warhol's
painting “The Twenty Marilyns” p. 481 and Sharon Olds' poem “The Death of Marilyn
Monroe.” In-class discussion may cover McQuade readings including Davenport's “The
Geography of the Imagination,” p. 468-471; Kingwell's “Ten Steps to the creation of a Modern
Media Icon” p. 476-478; Bruback's “Heroine Worship: The age of the female icon” p. 485-490;
Perrotta's “The Cosmic Significance of Britney Spears” p. 498-504 and Toure's “Kurt is My CoPilot” p. 511-520. In-class exercise: How to write a press release.
Week 12:
Nov. 7: Election Day – No class
Class 22: Nov. 9: In-class: Continue exploration of media's influence on language and
communication in our society.
Week 13:
Class 23: Nov. 14: Essay 5 - Essay 5: MEDIA ESSAY (film review) due. In-class exercises:
Reacting to media imagery in McQuade.
Class 24: Nov. 16: Reading: Skim McQuade Chapter 7 “Challenging Images” p. 540-615.
Hacker: “Researching,” p. 295-325. In-class: Overview of researching .
RESEARCH
Week 14:
Class 25: Nov. 21: Guest speaker MCC Librarian Ellen Peterson on research resources,
methods, attribution style
Nov. 23 – Thanksgiving – No class
Week 15:
Class 26: Nov. 28: Hacker: “MLA,” p. 329-377; 1-page Proposal for Research essay due.
Reading: National Geographic handout: “Was Darwin Wrong?”
Class 27: Nov. 30: Writing due: 200-word reaction to “Was Darwin Wrong?” In-class
discussion to cover National Geographic selection as well as McQuade selections: Sontag's
“Looking at the Unbearable” p. 538-547; Hornby's “Richard Billingham” p. 550-555; Bordo's
“Never Just Pictures” p. 556-561; DuBois' “Double Consciousness” p. 562-563 and
Mieszkowski's “Nowhere Left to Hide” p. 570-574.
Week 16:
Class 28: Dec. 5: Focus for last week of class will be on hands-on research. If there's time, inclass discussion may include Marling's “They Want Their Mean TV” p. 576-578; Jones' “Killing
Monsters” p. 582-585 and Long's “Ethics in the Age of Digital Photography” p. 608-613.
Class 29: Dec. 7: FINAL CLASS; Essay 6: RESEARCH due. In-class writing sharing: Prose
Jam. Take-home final will be distributed. Bring snacks.
Week 18:
Dec. 12: FINAL EXAM due
* Dates and assignments are subject to change.
Class philosophy, etiquette and policies:
Since the process of writing is one of discovery and revelation, the success of the class will
depend on commitment, participation and sharing by all involved. This requires an environment
that is safe, supportive and encouraging. It also requires students to attend class and arrive on
time. Three unexcused absences will result in a lowered grade. The class environment is
something we all create together and are all responsible for. Good starting points are common
courtesy and common sense. Please:
„
Turn off cell phones and beepers.
„
Don't bring food or drinks to class.
„
Remember that harassment, threats, or disruptions are contrary to campus regulations and
policies
Notice: Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a
disability requiring accommodations in this class, please notify the Special Needs Coordinator a
984-3496 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone
(TT) replay service at 643-8833. That office will verify your disability and provide the course
instructor with recommendations for appropriate accommodations.
MCC is a smoke-free campus except for specifically designated areas.
Grading scale:
6 Essays
50%
(An optional 25-page portfolio at the end of the course can raise your grade)
Reading responses
20%
Final Exam
10%
Midterm Exam
10%
Participation / Extra credit
10%
12/30/05: See our WebCT for updated versions < https://webct.hawaii.edu>
Maui Community College, University of Hawaii System, Kahului, HI 96732
Spring 2006 English 100CI, Composition I, Class Syllabus
Section 46579 T & Th. 3:00-4:15 p.m. Room: TLC L-02
Prerequisite: To take English 100, you must have passed the placement text for ENG 100, or
completed ENG 22 or ENG 55 with a “C” or better. Because this class requires you to complete
many assignments on the computer, you need basic word processing/keyboarding skills.
Instructor: Renée Riley, Ph.D.
Office: L07
Phones: w. 984-3435 (24-hour voice mail)
E-mail: [email protected]
Course Web page: http://webct.hawaii.edu
FAX: 249-8592 (Include your name and mine)
Mailboxes: in C-01 right inside the door – and – in the faculty/staff mailroom on the first floor of
the MCC Library; go in the door facing the rock wall. Look for my name on the mailbox (#118).
Office hours: M & W 1:30-2:30 p.m., T & Th 10:30-11:30 a.m. and by appointment.
Required: Text McQuade, Donald and Christine McQuade. Seeing and Writing 2. Boston:
Bedford/St. Martin’s, 2003.
Supplies Three-ring binder with three dividers: essays; class notes/reading responses; and daily
discussions/reflections, and grammar/punctuation examples.
MCC computer card for use of the TLC or Business Labs.
Recommended:
Hacker, Diana. The Writer's Reference. 5th ed. New York: Harper Collins, 2003.
Pellegrino, Victor. A Writer's Guide to Transitional Words and Expression. Wailuku:
Maui Arthoughts, 1990.
Roget's Thesaurus and a dictionary
English 100, Course Description: Discovers and applies the concept of purpose, audience, and
tone in writing. Emphasizes interpreting and evaluating essays, writing expository, interpretive
reflections, and essays arguing for action or solutions to problems.
Student Learning Outcomes for English 100:
As you complete English 100, you will • Use a writing process that includes exploring ideas, gathering information, developing
and supporting a thesis, organizing, revising, and proofreading.
• Write several kinds of essays that meet the requirements of specific writing assignments.
•
•
•
•
•
•
•
Adapt writing style, organizational strategy, and word choice appropriately to various
audiences and purposes.
Collaborate with classmates in writing workshops to explore ideas and provide
constructive feedback.
Produce written analysis and interpretation of professional writing models.
Find and evaluate relevant information from the library, Internet, or other sources to
incorporate into an argument essay according to academic conventions.
Write a coherent, well-developed in-class response to an assigned question or topic.
Apply editing and proofreading skills.
Fulfill the University of Hawaii System English requirements: 20-25 typed pages of
finished prose including one or more research paper.
Major Assignment Due Dates:
Th. 1/26 - Essay #1 “Observing the Ordinary” due - final draft with working drafts and peer
reviews due in my faculty mailbox by 4:30p.m.
T. 2/14 - Essay #2, “Coming to Terms with Place” final draft with working drafts and peer
reviews due in my faculty mailbox by 4:30 p.m.
T. 2/28 - Essay #3, “Identity” final draft with working drafts and peer reviews due in my faculty
mailbox by 4:30 p.m.
Th 3/2 - ****Midterm “Celebration of Learning” Part I (15%) - Common errors.
T. 3/7 – **** Midterm “Celebration of Learning” Examination Part II (85%) - Essay #4 – inclass essay; bring your McQuade text.
Th 3/23 - Essay #5, Rogerian Argument based on any McQuade material and your own
experience or opinion; include drafts and peer reviews due in my mailbox by 4:30 p.m.
Th 4/6 - Essay #6 – “Rogerian plus Authority” -Using MLA research style, submit a framed,
quoted or summarized support from one authority to defend your point of view on your Essay
#5. Include a Works Cited page.
T 4/18 – Essay #7, “News” Comparison or contrast: Evaluate how well a national and two
international newspapers report on the same event, include research from three sources and a
Works Cited page, plus drafts and peer reviews, due in my mailbox by 4:30 p.m.
T 5/2 - *** Share one of your essays with our class (5% of your grade) &
Essay #8 – Research Paper, "My Life in 2011" including drafts, peer review, Works Cited page,
and source materials due in my mailbox by 4:30 p.m.
T 5/9 - Final Examination - “Celebration of Learning,” 3:00-5:00p.m: Essay #9; bring your
McQuade text.
**************************************************************************
Daily Schedule
Week I
•
•
T 1/10 - Introduction to course and to each other. Service Learning option/teen read.
Inferences. In-class writing sample. Biography sheets.
TH 1/12 - *Skim: McQuade -Introduction p. 1-35. *See: Hacker, "Planning" p. 3-12
<dianahacker.com/writersref /writersref>. In-class: review/make suggestions on class
schedule and guidelines. Sign up for a UH e-mail account. Grammar/punctuation
challenge – fragments. Before the end of class, list three possible topics for Essay #1, on
•
“Observing the Ordinary”: Make inferences and/or connections using any of the material
in Chapter 1 and your experience with observing the ordinary. Do: “Who AT I?”
F 1/13 – Last Day for withdrawal with 100% refund.
Week II
•
•
T 1/17 – *Read: McQuade - Ch. 1 “Observing the Ordinary” selections - Olsen’s, “I
Stand Here Ironing,” p. 73-77. Daily Discussion. Grammar/punctuation challenge –
Sentence fragments. In-class: Write a WebCT posting (200 words).
TH 1/19 - *Read: McQuade - Ch. 1 “Observing the Ordinary” - Dillard’s “Seeing,” from
her Pulitzer prize-winning book, Pilgrim at Tinker Creek, p. 94-104.
Grammar/punctuation challenge: run-on sentences” (200). In-class: WebCT posting (200
words) *Exploratory (beginning) draft, Essay #1, “Observing the Ordinary” check. TLC
orientation (xxx.). Daily Discussion.
Week III
•
•
T 1/24 – *Read: McQuade -“Dumbstruck,” p. 12-13, Billy Collins’ “Horizon” p. 44,
Michael Collins, “Seascape” p. 45. *Due: WebCT posting (200 words). Daily
Discussion. **Working draft Essay #1, “Observing the Ordinary” due: Workday/peer
reviews.
TH 1/26 - *Read: K.C. Cole, “A Matter of Scale,” p. 111-115. Daily Discussion.
****Essay #1, “Observing the Ordinary” due - final draft with working drafts and
peer reviews due in my faculty mailbox by 4:30p.m.
Week IV
•
•
•
S 1/29 – Last day to withdrawal with 50% refund and courses do not appear on transcript.
T 1/30 – *Skim: McQuade’s Chapter II, “Coming to Terms with Place,” p.124-217,
including Sanders’ “Homeplace,” p. 145-149 and Hiss’ “The Experience of Place,” p.
182-184. See: Hacker, p. 13-23 "Drafting" <dianahacker.com/writersref >. Grammar
challenge – Verbs. *Due: WebCT posting (200 words). Daily Discussion.
TH 2/1 - * Read: McQuade - Guterson’s “No Place Like Home: On the Manicured
Streets of a Master-Planned Community,” p. 157-164. *Due: WebCT posting (200
words). See: Hacker, p. 23-36 "Writing Paragraphs" <dianahacker.com/writersref >.
Grammar/punctuation challenge – Comma use. Before the end of class, list possible
topics for Essay #2, on “Coming to Terms with Place”: Make connections using any of
the material in Chapter 2 and your experience with coming to terms with place. *Due:
Service Learning connection if you would like that option. Daily Discussion.
Week V
•
T 27 - *Read: McQuade - Iyer’s “Why We Travel” p. 188-195, Golden’s “A Sense of
Place,” 202. **Exploratory (beginning) draft, Essay #2, on “Coming to Terms with
Place” due. *Due: WebCT posting (200 words). Daily Discussion.
Grammar/punctuation challenge – Comma use continued.
•
TH 2/9 – *Read: McQuade - Lee’s “Coming Home Again” p. 205-211, & Clifton’s
“When I Go Home,” p. 213. See Hacker, p. 27 & "Sentence Style," p. 81-94. **Working
Draft, Essay #2, “Coming to Terms with Place” due. *Due: WebCT posting (200 words).
Daily Discussion. Punctuation challenge – Comma use continued. Essay workday and
peer reviews.
Week VI
•
•
T 2/14– ****Essay #2, “Coming to Terms with Place” final draft with working drafts
and peer reviews due in my faculty mailbox by 4:30 p.m. See: Hacker, "Word Choice"
124-138 & "The Comma" p. 235-250 <dianahacker.com/writersref >. *Skim:
McQuade’s Chapter 3, “Capturing Memorable Moments,” p. 218-301. *Read: McQuade
– Vowell’s “Shooting Dad” p. 230-235, Lopez’s “Learning to See” p. 238 – 247, and
Alexie’s “The Joy of Reading and Writing: Superman and Me,” p. 250-252. *Due:
WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge Apostrophe.
TH 2/16 - *Read: McQuade – Momaday’s “The Photograph,” p. 291, Sontag’s “On
Photography,” p. 293-294. *Skim McQuade – Chapter 4 “Embodying Identity,” p. 302377. *Read: McQuade – Cofer’s “The Story of My Body,” p. 314-320, Bower’s
“Average Attractions,” p. 331 –335. Review: Hacker on punctuation p. 251-272. *Due:
WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge –
Semicolon & Colon. Before the end of class, list possible topics for Essay #3, “Identity.”
Consider any of the material in Chapter 3 or Chapter 4; make connections to your
experience and knowledge.
Week VII
•
•
T 2/21 - ** Due: Exploratory draft, Essay #3, “Identity.” Consider any of the material
in Chapter 3 or Chapter 4; make connections to your experience and knowledge. *Read:
McQuade – Bliss’ “Homeless Man Interviews Himself,” p. 354-356. Daily Discussion.
Grammar/punctuation challenge – Parallelism.
TH 2/23 - *Working draft of Essay # 3, “Capturing Memorable Moments.” Essay
workday and peer reviews. Daily Discussion. Grammar/punctuation challenge –
Misplaced or Dangling Modifiers.
Week VIII
•
•
T 2/28 – *****Essay #3, “Identity” final draft with working drafts and peer reviews
due in my faculty mailbox by 4:30 p.m. Midterm “Celebration of Learning” Part I
review (Common errors: fragments, run-ons, comma splices, modifiers, punctuation,
parallelism, agreement, verbs. . .).
TH 3/2 - ****Midterm “Celebration of Learning” Part I (15%) - (Common errors:
fragments, run-ons, comma splices, misplaced modifiers, punctuation, parallelism . . .).
Week IX
•
•
T 3/7 - **Midterm “Celebration of Learning” Examination – Essay; bring McQuade.
Sign up for conference. *Binder check.
TH 3/9 – Conferences – no class. See me for a required personal appointment in my
office (L02). Check your midterm status. Bring questions.
Week X
•
•
•
T 3/14 –*Skim: McQuade – Chapter 5, “Producing America,” p. 378-461. *Read:
McQuade – Pinsky’s “To Television” p. 386 – 388, “Creating the ‘Real” in Bright
Yellow and Blue,” p. 391–394, Sullivan’s “The Pursuit of Happiness: Four Revolutionary
Words” p. 400 – 403, and Twitchell’s “In Praise of Consumerism” p. 410 – 415. *Due:
WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge. *See
our WebCT: Introduction to Rogerian Argument. Before the end of class, list possible
topics for Essay #5, Rogerian Argument based on material from any of our McQuade
textbook and your own experience or opinion.
TH 3/16 - **Exploratory draft, Essay #5, Rogerian Argument based on material from
any of our McQuade textbook & your own experience/opinion. *Read: McQuade:
Young’s “Losing: An American Tradition” p. 422 – 432, Gabler’s “Inside Every
Superhero Lurks a Nerd” p. 438 - 441; and Alexander’s “Cool Like Me” p. 446 - 449.
*Due: WebCT posting (200 words). Daily Discussion.
F 3/17 - Last date to withdraw from classes for a “W” grade or to select an Audit grade
or to change CR/NC option. Remember we are required to grade you on uncompleted
work and thus give you an “F” for the class if you disappear without doing the necessary
paperwork to drop our class.
Week XI
•
•
T 3/21 – ***Working draft, Essay #5, Rogerian Argument based on material from any of
our McQuade textbook and your own experience or opinion. Workday & peer review.
*Skim: Chapter 6, “Reading Icons” p. 464-522. *Read: McQuade – Justice William J.
Brennan Jr., “Majority Opinion of the U.S. Supreme Court in Texas v. Johnson” p. 527 –
528, Chief Justice William H. Rehnquist, “Dissenting Opinion in Texas v. Johnson” p.
530-531, & Davenport’s “The Geography of the Imagination,” p. 469-471.
TH 3/23 - ****Essay #5, Rogerian Argument based on material from any of our
McQuade textbook and your own experience or opinion include drafts and peer reviews
due in my mailbox by 4:30 p.m. Daily Discussion.
Week XII
Spring Break – Mar 27-31 – no class.
•
T 4/4 - Research: Guest visitor: Library Research – Ellen Peterson. **Read: McQuade –
Chapter 7 “Challenging Images” 540-544; Sontag’s “Looking at the Unbearable” p. 546547; and Hornby’s “Richard Billingham” p. 550-555. *Due: WebCT posting (200
words). In-class look up an authority to support your Essay #5 argument. Daily
Discussion.
•
TH 4/6 - Workday. ***Due: Essay #6 – “Rogerian plus Authority” - Using MLA
research style, submit a framed, quoted or summarized support from one authority to
defend your point of view on your Essay #5. Include a Works Cited page. Daily
Discussion. Introduction to Essay #7, “News.”
Week XIII
•
•
T 4/11 - *Read: McQuade - Bordo’s “Never Just Pictures” p. 556-561; Stevens
“Expanding the Language of Photographs” p. 604-606, and Long’s “Ethics in the Age of
Digital Photography” p. 608-613. *Due: WebCT Research Paper. **Exploratory draft,
Essay 7, “News”: Research a national and two international newspapers reporting the
same event.
TH 4/13 - ***Working draft - Essay #7, “News”: Comparison/Contrast – Evaluate how
well a national and two international newspapers report one topic. Peer Review. Work
Day.
Week XIV
•
•
T 4/18 – *** Essay 6, “News” Comparison/Contrast - Evaluate how well a national
and two international newspapers report on the same event, include research from three
sources and a Works Cited page, plus drafts and peer reviews, due in my mailbox by 4:30
p.m. Introduction to Essay #8: “My Life in 2011.” Guest Speaker: Barry Kristel (EOC).
Essay #8. “My Life in 2011.”
TH 4/20 - *Read: McQuade - Gerard Jones “Killing Monsters” p. 582-585, and
Marling’s “They Want Their Mean TV” p 577-579. *Due: WebCT posting. In-class:
Logical Fallacies & do research on Essay # 8.
Week XV
•
•
T 4/25 - *** Essay #8 Exploratory Draft: “My Life in 2011” first three pages due, include
research from two sources and a beginning Works Cited page.
TH 4/27 - *** Essay #8 Working Draft: “My Life in 2011” due. Bring six sources and
your Works Cited page. Peer reviews.
Week XVI
•
•
T 5/2 - **Share one of your essays (5% of your grade). Final day of class. Schedule
research conference with me. ***Essay #8 – Research Paper, "My Life in 2011"
including drafts, peer review, and source materials due in my mailbox by 4:30 p.m.
TH 5/4 - Reading Day – no class
Week XVIII - Final Examination Week
•
T 5/9 - Final Examination - “Celebration of Learning,” - Essay, bring your McQuade
& your binder – 9:00-11:00 a.m.
Notice: Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe
you have a disability requiring accommodations in this class, please notify Shane Payba –
Special Needs Coordinator at 984-3496 or Telecommunication Device for the Deaf (TDD)
984-3325 or the Text Telephone (TT) replay service at 643-8833. That office will verify your
disability and provide the course instructor with recommendations for appropriate
accommodations.
Exams and Class Evaluation:
Assignments and essays will be scored depending on the quality, content, and form of the work
submitted.
Oral Presentation
5%
Attendance, Participation,
(Binder: Daily Discussions, Grammar/punctuation practice,
& other writing exercises & presentations)
10%
WebCT responses
15%
Essays
40%
Midterm Examination
15%
Final Examination
15%
Total
100%
F grade: MCC assigns the F; make sure you withdraw officially from class if you decide to leave
before the end of the semester.
Note: This schedule is subject to change. Get the telephone numbers of a few classmates. In case
you are absent, you can check what you missed with your classmates.
Word Processing: Some (15 wpm) keyboarding skill before you begin this class is highly
recommended. You are required to word process your essays.
Record Keeping: Keep your drafts, compositions, daily discussions, and any other assigned
work at least until you receive your final grade.
The MCC Learning Center: The TLC is a wonderful resource for tutors, study materials, and
computers. Call 984-3240 to make an appointment or sign up for an on-line tutor from the MCC
Homepage. The Business Computer lab is also available for your use.
Service Learning Option: Instead of one of our major essays, you may do a Service Learning
project that is appropriate for English credit with a local community organization. Service
Learning requirements include –
• Receiving instructor and community organization approval
• Completing appropriate Service Learning forms, including a time log
• Working at least 20 hours during the semester for the community organization
• Writing and submitting a reflective paper about your community work
This semester, one Service Learning choice is to mentor Baldwin High School English students.
See me for details.
Frequently Asked Questions:
1. Do I need to come to class? Yes, your attendance, participation, and punctuality are
essential for a good grade in this class. Writing involves sharing and communication; we
need your energy and ideas.
2. What if I turn in an assignment late? Unless special arrangements have been made
with me, a major essay will lose 20-35 base points of the 100 possible if it is late or does
not meet the assignment guidelines. If you are having trouble, let me know right away.
3. What’s the best way to do well in English 100? Start early. Have a plan. Be motivated,
and write, write, write. If you are having trouble, get help. Dr. Samuel Johnson said,
"What is written without effort is, in general, read without pleasure." Writing—good
writing—is hard to do, but it is a powerful skill you will use in many ways throughout
your life.
Class Etiquette
1. Please arrive before class begins so you have time to settle in, talk to others in the
class, review, and get ready to participate.
2. If you do arrive late, please be sweaty and out of breath (quietly), so we know you did
your best to be on time. Then take a seat quietly with the least possible interruption of
the class.
3. Make sure all cell phones and beepers are turned OFF! Listen to your iPod outside
class. Use your computer only for class work.
4. Show respect for others. Pay attention. Please listen and interact appropriately. . If
you have a question, please ask at an appropriate time.
5. Please wait until the class is dismissed before closing books, standing up, talking, or
making noise as the class comes to an end.
6. Food and drinks are not allowed at the computers.
Student Conduct and Course Policy
A major mission of our English 100 class is for students to learn to write competently. Please
show respect for others and yourself. If you are having any problems, please see me so we can
clear up misunderstandings early. Check the student handbook for the official policy regarding
students’ rights and conduct.
Campus Policy
MCC is a smoke-free campus except for specifically designated areas.
Conferences: Come see me if you have questions about your writing or our class. Two
conferences are required.
The purpose of English 100 is to help you gain life-long skill, power, competence, and
enjoyment through your writing.
WELCOME TO ENGLISH 100!
MAUI COMMUNITY COLLEGE
FOUNDATIONS UNIT
ENGLISH 100
DR. REID
Spring, 2006
DAILY SYLLABUS, p. 1
Week
Work in Class (Today)
Assignment (for next class)
_________________________________________________________________________________
Week #1
1/09 Introduction; overview;
Mon. Diagnostic writing; post-mortem
Discussion: writing myths (p. 42)
Assignment #1: Analysis-Description, (49) (Sign-up sheet)
Modified Portfolio Approach
1/11
Wed.
Return, pick up diagnostic writing;
Discussion: Target audience paper
(thesis statement, essay form, 31)
Discussion: audience & purpose;
prewriting (50ff.); essay maps (46,
59); background paragraph (33).
Collect Packet papers (pp. 13-20)
(For 1/11) BUY Packet, Materials!
Pkt: Read pp. 1-2; Complete pp. 13-20.
Pkt: Read pp. 49-52 (Assignment + Prewriting)
Bring magazine to class
Pkt: Read pp. 31-36 (composing & organization)
(For 1/18) Pkt: Complete 2 forms of prewriting
(p. 50ff.;
Complete exercises, p. 53, pp. 54, 61-62
Write thesis statement for Analysis-Description
Write: complete Essay Map, Assignment #1 (p. 59)
Write background paragraph, Assignment #
DUE Wed., Jan. 18th (at beginning of the class)
Week #2
1/16 NO CLASS: Martin Luther King
(Think about Problem-Solution
Topic!)
FINISH ASSIGNMENTS ABOVE!
NOTE: (put all homework and exercises in pocket
folder with Final Draft of essay)
1/18
Wed.
Pkt: Read 46, 56-60, 65-66 (APA, Stu. Sample)
Pkt: Read 25-26, 41 (composing);
Description: sensory detail
Review: essay format; group wk
Thesis statements on chalkboard
Discussion: taboo words, p. 67
Buddy System; pairs meet, discuss
background paragraphs, essay maps
Mini-conferencing, homework check
Week #3
1/23 Rough drafts: peer response (buddy
Mon.
pairs) (63-64); mini-conferencing
Intro: APA; rough drafts & revision
(p. 39ff.); homework check
1/25
Wed.
Peer Response, Analysis-Description;
Post-Mortem (40); discussion
Collect Assignment #1
Assignment #2: Analysis-Illustration
(Learning Styles) (pp. 91-92)
Intro., review: Summary strategies
Reminder: Portfolio Essays
Write: Complete Rough draft, Assignment #1,
(Magazine Target Audience) DUE Mon., Jan. 23rd
(at the beginning of the class)
Remember: do not use taboo words! (p. 67)
Write: FINAL DRAFT, Analysis-Description
Essay #1, DUE Wed, Jan. 25 (at beginning of class)
(+ all garbage, homework, exercises, etc. in a
pocket folder, left side; put paper on right side)
Pkt: Read 69-72, 75-76, (Summary);
Write Exercises, pp. 72 (bottom)-74
Read about revision, 41-45; NOTE Editing Marks, 43
Read pp. 91-92, 97-98 (organization, learning styles);
Read 110-111 (student sample, learning styles)
Complete Learning Styles survey, pp. 93-96
Spring, 2006
DAILY SYLLABUS, p. 2
Week
Work in Class (Today)
Assignment (for next class)
____________________________________________________________________________________
Week #4
1/30 Buddy groups: discuss survey results
Tues Discussion: Assignment #2 (91-92)
General vs. specific (103-104, 90)
Review: essay maps, essay form (97)
Discussion: Background paragraph
Return Description-Analysis papers
Discussion: Essays & Revision (pp.
41-45): DO NOTE REWRITE!
Collect Summary Exercises (p. 72)
2/1
Wed.
Write: 2 forms of prewriting + Essay Map,
Assignment #2 (Learning Styles Essay)
DUE 2/1 (at the beginning of the class)
REVISE Assignment #1: DUE 2/1 (do NOT rewrite!)
NOTE Editing Marks, p. 43
Buddy groups: prewriting, maps
Write: Complete Rough Draft, Learning Styles
homework check (e.g., pre-writing)
(Analysis-Illustration) paper (Assignment #2)
Intro: Nontext materials (107), report
DUE Mon., Feb. 6th (at the beginning of the class)
verbs (105); transitions (99)
Discuss paragraph modes (29-30)
Remember: Background paragraph, specific detail!
Review organization (97-98); APA
Remember: Taboo words, p. 67
Collect Summary Exercise (p. 77)
Week #5
2/6
Buddy pairs (peer response) (p. 109):
Mon.
Assignment #2 rough drafts
Intro: APA (p. 108)
Return Summary Exercises; discuss
Discussion: Academic summary-,
analysis (80-85), scoring (89)
Collect revision, Assignment #1
2/8
Wed.
(For 2/1) Pkt: Read pp. 78-79, 80-85 (Summary)
Write Summary exercise, p. 77 DUE 2/1
Return revisions, Assignment #1,
(Magazine Analysis) & discuss
Assign #3: Investigating, p. 113;
(buddy: collaborative research,
oral report); sign-up sheet
In-class writing; Collect
FINAL DRAFT, Analysis-Illustration Assignment #2,
DUE Wednesday, Feb. 8th (at beginning of the class)
Remember: ALL Special Instructions, p. 92
Remember: taboo words, p. 67
(+ all garbage, homework exercises, etc. in your pocket
folder, left side: paper alone in the right pocket)
Read 86-88 (Summary-Analysis)
Pkt: Read 113-119 (Assignment #3, Investigating);
communicate with buddy; begin Internet research;
Bring Web pages to class
[Optional: Select interviewee; arrange for interview]
Final Draft, Learning Styles DUE Mon., Feb. 13th
(at the beginning of the class)
(Don’t forget self-editing and taboo words!)
Week #6
2/13 Peer response & post-mortem,
Pkt: Read 120-131 (Internet research, APA Citation,
Mon.
Learning Styles essay
nontext materials, formal outlining)
Collect Assignment #2 (L.S.)
Complete Web research for topic (with buddy);
Intro, interviewing, 115); outlining,
Write rough draft outline & draft reference sheet,
127); nontext, 125); APA, 123, 129
Assignment #3 (Collaborative Investigation)
Met with buddy: roles, research
Return in-class writing; discuss
Oral Presentation: DUE Mon., Feb. 20th, or Wed.,
(no revisions!)
Feb. 22nd
Reminder: Mid-Term In-Class Writing (Wed., March 1st)
Spring, 2006
DAILY SYLLABUS, p. 3
Week
Work in Class (Today)
Assignment (for next class)
_________________________________________________________________________________
Week #6 (Continued)
2/15 Discussion: oral presentations: pur(For 2/17) Pkt: Read pp. 133-136 (oral presentations);
Wed.
pose/audience, nontext materials
p. 63 (APA samples)
Preparation, oral presentations (135): Practice oral presentation (DUE 2/20th or 2/22nd )
(student, 136 & individual eval., 132
Pair (buddy) work, Assignment #3
Final Drafts, Assignment #3 (outline, reference page,
Homework check (drafts, webpages)
individual evaluation--p. 132); DUE Wed., Feb. 20th
Week #7
2/20 Oral Presentations
Mon.
Collect student & individual evaluations; (folders from speakers)
Collect outlines and references
Return Assignment #2 (L.S.); discuss;
revision plans: pp. 41-45
Read 147-150 (Explaining assignment)
2/22
Wed.
Pkt: , Read 153, 185-190 (plagiarism;
What/How/Why; Student Sample)
Oral Presentations, Investigating
Collect student & individual evaluations (folders from speakers)
Return Assignment #2 revisions;
(L.S.); discuss
Assign Explaining Essay (#4), p. 147
Intro: Problem-Solution Topic
Week #8
2/27 Discussion: Explaining Essay
Mon.
(147ff.); (sign-up sheet)
Review: Library research skills (157)
Return Assignment #3 (Investigating)
discuss (no revisions!)
Collect Assignment #2 revisions (L.S.)
Prepare: Mid-Term In-Class Writing
Reminder: Portfolios and selection
of Problem-Solution Topic
3/1
Wed.
Revise Assignment #2 (do NOT rewrite!); DUE Wed.,
Feb. 22nd (at the beginning of the class)
NOTE: Editing Marks, p. 43; revision directions,
pp. 41-45
Revise Assignment #2 (L.S. essay) (do NOT rewrite!);
DUE Mon., Feb 27th (at beginning of the class)
Select Topic, Explaining Essay (choose a backup topic!)
(Final Draft, Explaining Essay, DUE Mon., March 13th)
Pkt: Read 157-159 (Library), 160-165 (direct/indirect
speech); 166-168 (paraphrase
Begin library/Internet research (Explaining); photocopy
or print, and HIGHLIGHT all resources (see p. 149)
Write: 2 forms of pre-writing, Explaining topic
Write: list what you know & what you don’t know
about the topic; then list where to find out
Bring all previous writing to class for Mid-Term InClass Writing on Wed., March 1st (50 minutes)
Explaining: Review APA citation
Pkt: Read 173-175 (“Patch Jobs”--plagiarism)
(179-184); quotes (160, 163); reComplete Information Exercise, pp. 151-152
view library research (157), back(Explaining) (Assignment #4)
ground paragraph, audience/purpose Write introduction and background paragraphs for
Return Assignment #3 (no revising!)
Assignment #4 (Explaining paper); insert in-text
Intro: End-of-semester Portfolio
references in both, and begin (write) your end-ofEssays (Prob-Solv + Rewrite)
text reference page
Mid-term in-class writing (50 min.); Write Essay Map Exercise, pp. 161-162 (Explaining)
Homework check (pre-writing, research)
Collect mid-term writing
Consider Seriously!: Problem-Solution Topic
Spring, 2006
DAILY SYLLABUS, p. 4
Week
Work in Class (Today)
Assignment (for next class)
____________________________________________________________________________________
Week #9
3/6
Pair work, Paraphrase Exercises
Mon.
(169-172; homework check: map,
intro & background paragraph
Intro: Synthesizing (176)
Return Mid-Term writing; discuss
(no revisions!)
Mid-Term Review; Portfolio Essays
3/8
Wed.
Peer Response, Rough Drafts
SIK (266); Cliché (268)
Individual student work: Revision
Plans (Mini-Conferencing)
(For 3/8) Pkt: Read 176-178 (Synthesis)
Complete first (rough) draft, Explaining Essay
(Assignment #4) DUE Wed., March 8th
(Don’t forget to review intext and end-of-text references!
pp. 179-184)
(Remember: self-edit and eliminate taboo words, p. 67)
FINAL DRAFT, Explaining Assignment #4
DUE Mon., March 13th (at beginning of the class)
(+ all garbage, homework , exercises, in your pocket
folder, left side: paper alone in right pocket)
Week #10
3/13 Peer Response, proofing, post-mortem Pkt: Read pp. 192-193 (Problem-Solving Assignment),
Mon. Collect Assignment #4 (Explaining)
221-227 (Student Essay, Cover Letter), 194-196
Intro, Problem-Solution (192)
(Interviewing)
(Assignment #4 + portfolio)
Select Problem-Solution topic (+ 2 backup topics):
Topic Selection; sign-up sheet
(Topic DUE Wed., March 15th )
2 intervening assignments; Editing (268) (Problem-Solving PAPER DUE Mon. May 1st )
3/15
Lecture: Problem Solving (203)
Small Group discussion: topics
Sign-up sheet; mini-conferencing
Intro, Evaluating Assignment (229)
(Sign-up sheet) (no paper . . . yet)
Intro, Surveys (237)
Week #11
3/20 Problem-Solution: narrow topics
Mon. Evaluating
Chocolate Chip Cookie Exercise
Lecture: biodata (235); criteria
development (248);
Review essay maps (253-254)
(no paper to write . . . yet!)
Return Explaining Essay; discuss
3/22
Wed.
Evaluating: comparison / contrast
writing the c/c paragraph
pair work: analysis, 255
Collect Revision, Explaining Essay
Problem Solving: Questions?
Photocopy/print research; HIGHLIGHT all resources (see p. 149)
Pkt: Read 229-236 (Evaluating Assignment; comparison-contrast, creative biodata)
Read 237-244 (Surveys);
Make 15 copies, Student survey (p. 252)
(Evaluating Assignment DUE Mon., April 3rd )
(at the beginning of the class)
Problem-Solution Paper:
Pkt: Read 257-260, 264-266 (Student Samples)
Identify Interviewee (name, contact information)
Begin work, Evaluating Assignment (Assignment #5)
Complete pp. 247-248, 249-250; 251, 253-254
Administer and Collect 10-15 surveys; tally, summarize
Revise Explaining Essay (Assignment #4)
DUE Wed., March 22nd (do NOT rewrite!)
Evaluating Assignment DUE Mon., April 3rd
(at the beginning of the class); complete assignment;
Write creative biodata about product: exaggerate!
Write comparison/contrast paragraph
Problem-Solution Paper: complete research; arrange
interview; prepare 1-minute oral progress report;
bring relevant web pages to class
Spring, 2006
DAILY SYLLABUS, p. 5
Week
Work in Class (Today)
Assignment (for next class)
_________________________________________________________________________________
Week
3/27
Mon.
3/29
Wed.
NO CLASS:
SPRING BREAK!!!
Week #12
4/3
Collect Evaluating Assignment
Mon. Post-Mortem, Evaluating
Lecture: linking Evaluation to
Problem-Solving (feasibility,
criteria)
Problem-Solving paper: Questions?
1-minute Oral Progress Report
Return Explaining Essay Revisions;
discuss (Mention Portfolio Essay)
,
4/5
Intro, Arguing Assignment (#6)
Wed.
(269); sign-up sheet
Persuasion strategies (no essay . . yet!)
Audience analysis (hostile!), 274-275
Developing evidence (276-278)
Problem-Solving: Questions?
Organization, 203-204
Groups: discussion, 197, 201
(mini-conferencing)
Week #13
4/10 Arguing Assignment (#6):
Mon.
Individual work: “Should” question; Pro-Con chart; Although/
Because statement; background
paragraph (mini-conferencing)
Return Evaluating Exercise; discuss
(no revisions)
4/12
Wed.
Small Groups: Problem-Solving
Feasibility Analyses (pp. 205-209)
(Mini-Conferencing)
Arguing Assignment:
Groups: discuss evidence forms
Preparation: press conferences
Homework check: research, evidence
forms, reference sheets, essay
maps, audience analysis
(Complete assignments from above):
Evaluating Assignment DUE April 3rd (at the beginning of the class)
Problem Solving: complete research, arrange interview, prepare 1-minute oral progress report
(For 4/5) Problem Solving Paper: (DUE May 1st)
Pkt: Read 202-204 (student samples, essay
organization)
Complete Problem-Solution Exercise, p. 201
Read 205-209 (Problem-Solving Feasibility
Analysis): (criteria development, evaluation)
Arguing Assignment: (DUE Wed., April 19th )
Pkt: Read 269-272 (Arguing Assignment, Audience)
Select an Arguing topic, 270 (have a backup choice!)
Arguing Assignment (#6):
Pkt., Read 279-280, 280 (Pro-Con, Although/Because)
Pkt., Read 286 (background paragraph); 295-298
(organizing Arguing essays)
Begin research (photocopy/print, HIGHLIGHT all
resources—see p. 149)
Bring all Arguing Assignment materials to class!
Problem-Solving Paper:
Begin Feasibility Analysis, 205-208 (add sources!)
Complete interview(s)
Arguing Assignment (#6):
Begin Pro & Con Evidence Forms (287-290)
Begin end-of-text reference sheet (Review APA,
179-184, 317); Read 285 (Student Sample);
Complete Arguing Audience Analysis (pp. 274-275)
Complete 283-284, 307 (Essay Maps); 287-290
Be sure you understand each arguing task and form!
Arguing Assignment (#6):
Pkt: Read (Arguing) 305-310 (Logical Fallacies,
Rogerian argument); 298-302 (Press Conferences)
Prepare for Press Conference
Complete research; complete end-of-text references
Bring all Arguing Assignment materials to class!
Problem-Solving Paper: continue writing
Read 199-200; 219-220, 213-216 (Student Samples)
Complete Audience Analysis Exer., 197-198
Spring, 2006
DAILY SYLLABUS, p. 6
Week
Work in Class (Today)
Assignment (for next class)
_________________________________________________________________________________
Week #14
4/17 Arguing: Refutation (311-316)
Mon.
Refuting counter-arguments (313)
Rogerian vs. confrontation
Logical Fallacies (305ff.)
Groups: Press Conferences
Intro: Portfolio Essay
4/19
Wed.
Collect Arguing Assignment
Post-mortem: Arguing Assignment
Lecture: link Arguing to Problem
Solving (persuasion, evidence)
Problem-Solving: Questions?
Review intros., bkgd paragraphs
Complete Arguing Assignment (#6) DUE Wed.,
April 19th (at the beginning of the class)
(+ all garbage, left side, pocket folder)
(+ evaluation, Press Conferences, p. 303)
Read: Student Sample, Arguing (handout)
Read: Portfolio assignment, pp. 319-320
Problem-Solving:
Write: Introduction, background paragraph
1-minute Oral Progress Reports DUE Mon., 4/24
Bring all Problem-Solution Materials to Class!
Select Portfolio Essay topic
Week #15
4/24 Problem-Solving: Questions?
Problem-Solving:
Mon.
1 minute progress reports
Complete rough draft, Problem-Solving DUE
Review Feasibility paragraphs
Wed., April 26th (at beginning of the class)
APA, 123-124, 129, 179-184, 317, 332
(Remember taboo words/phrases!)
Review cover letter
Rough draft, cover letter, DUE Wed., April 26th
Individual work, feasibility paragraphs,
cover letter (mini-conferencing)
Portfolio Essay: Begin work (revisions and expansion)
Portfolio Essay: Sign-up sheet
Return Arguing Assignment; discuss
4/26
Wed.
Problem-Solving Paper
Peer Response, pp. 217-218
(mini-conferencing)
Discussion: final draft
Portfolio Essay: Questions?
discussion
FINAL DRAFT, Problem-Solving Paper
(Assignment #7) DUE Mon., May 1st
(at the beginning of the class)
(+ cover letter + all garbage, left side, pocket
Folder + addressed manila envelope)
(Remember: self-edit and revise carefully!)
Week #16
5/1
Collect Problem-Solving paper,
Portfolio Essay
Mon.
post-mortem
Pkt: Read 326-332 (Student Sample)
Portfolio Essay: Questions?
Complete Rough Draft, Portfolio Essay DUE
Individual work (mini-conferencing) Wed., May 3rd)
5/3
Mon.
Return Problem-Solution Pape;r
Discussion: Portfolio Essay
(miniconferencing)
Problem-Solving Assignment; Revision + Rewrite
Portfolio Essay: Final Draft (Remember: taboo words!)
BOTH DUE, Beginning of Final Examination Period
FINAL EXAMINATION (Required!):
1:30-2:45 MW = Monday, May 8th, 1:30-3:30, HERE (Papers due on or before 1:31 p.m.)
4:30-5:45 MW = Monday, May 8th, 4:00-6:00, HERE (Papers due on or before 4:01 p.m.)
MAUI COMMUNITY COLLEGE
COURSE OUTLINE: ENG 100/ Spring 2007
COURSE DESCRIPTION:
Discovers and applies the concepts of purposes, audience, and tone in
writing. Emphasizes evaluating written texts and writing various types of
essays, including writing from sources. Focuses on critical thinking.
Prerequisites: ENG 22 or 55 with at least a C, or appropriate Compass
placement.
Instructor: Morgan Andaluz
Office phone: 984-3442
Office number: CO 1B
Email: [email protected]
Office hours: MCC campus TTh 9:20-10:20am, WMEC MW 12:00-1pm
REQUIRED TEXTS AND MATERIALS:
The Longman Reader; Nadell, Langman, & Comodromos, 7th ed. Pearson and
Longman.
A Writer’s Reference; Hacker, Diane. Bedford St. Martins (recent edition)
You will also need standard college classroom materials, such as a binder,
college ruled loose-leaf paper, a dictionary and thesaurus (access to
computer software okay), computer disks or a flash drive, pens of at least
two colors (preferably no red), pencils, and an eraser. I also recommend a
stapler to avoid last minute searches and folded corners.
COURSE GOALS:
Upon successful completion of English 100, students should be able to
complete the following as independent learners:
•
Write in a style appropriate to a particular audience and
purpose.
•
•
•
•
•
•
•
•
Use a multi-step writing process and make effective use of written
and oral feedback.
Write unified compositions with main idea sentences and
logical support.
Find errors in their writing and correct them.
Know how to find information from books, periodicals, or from
other resources.
Give credit to others when using their words and ideas in
writing.
Write an acceptable in-class composition on an assigned topic.
Complete at least 5,000 words of finished prose—equivalent to
approximately 20 typewritten pages.
Demonstrate an ability to locate and use newspapers,
magazines, books and reference materials in a library.
WELCOME TO MY CLASS! This syllabus tells you almost everything you
might want to know about this class so read it carefully and don’t lose it!
CLASS ACTIVITIES:
1. Students will be assigned work and writing assignments using the text and
other materials on a regular basis. Students must bring text and relevant
materials with them to class. Some of the work will be done in class, either
individually or in groups, and some will be done as homework. Failure to use
class time for work assigned in class will have a negative effect on student’s
course grade (See grading policy for specific info.). Some classes will be
held in the computer lab, library and other sites on campus. It is the
responsibility of the student to keep track of changes in the class meeting
location. (One good reason to stay in contact with classmates in case of
absence)
2. Quizzes will be given weekly on the vocabulary words in the textbook, and
on some information from readings. There will be no make-ups given, and
students who are late will not be given extra time to complete their quizzes;
however, students can drop their lowest score before final grades are
averaged.
3. Students will be required to complete multiple writing assignments
including creative writing, summaries, and responses to short readings.
Throughout the semester students will write a total of five essays, three of
which are part of a research project that involves 3 essays on the same
general subject.
4. Students must complete assigned sentence skills practices online at the
Hacker handbook companion website, and hand in final score reports to
instructor. Further instructions will be provided in a handout.*
5. Students will attend conferences with the instructor twice during the
semester; however, students are encouraged to visit the instructor during
assigned office hours or to make an appointment whenever help is needed.
Students can also receive help at the LRC with editing and tutoring free of
charge. Don’t wait until the last minute to get help!
6. There is no final exam; however, students must complete a mid-term, inclass writing assignment (topic to be provided). Make-up exams will only be
allowed in the case of emergency and only in the case that the instructor is
notified within 24 hrs. of their absence. Students must make arrangements
with the instructor within this time period in order to be allowed a make-up,
and the topic will be different from the one given in class.
RECOMMENDATIONS FOR STUDENT SUCCESS:
1. Come to class regularly, on-time and prepared. While in class, focus your
attention on the activities at hand. If you are too tired or sick to stay
awake, do everyone a favor and stay home, but be sure to get your work in on
time, and find out what you miss. Please try to avoid sleeping or yawning in
class! As a courtesy to your classmates, remember to turn off all cell
phones.
2. Exchange phone numbers with your class buddy – to be assigned the first
week of class, and if possible one other person. Should prolonged illness or
family emergency prevent you from coming to class, please notify your
buddy, and your instructor.
3. Turn in all assignments on time and follow instructions. Take pride in your
work! Make sure all papers are carefully proofread and properly formatted
(All drafts for peer evaluation and final drafts should be in MLA format).
All work should be free from stains and torn edges and all loose pages should
be stapled. Work that does not follow instructions for format will be
returned to the student without grade (this equals 0). Students must
resubmit the work to receive any credit, and then only 50% of the original
value.* See policy for late work.
4. In order to do quality work on time, students should avoid procrastination.
Keep careful notes on all due dates and begin work well in advance.
Remember that technology can sometimes fail. Have a back-up plan in the
event that your hard drive should crash or that your printer should blow up.
Always save and back-up your work. Remember that these things often
happen at the most inconvenient times!
5. Treat each other with respect at all times. Success in writing requires a
degree of trust in the audience and many times your audience will be your
classmates. Don’t say or do anything to betray this trust. Avoid sexist,
racist and ageist comments, as well as other potentially offensive language in
class and in your writing.
6. Keep all of your work organized and in a binder or folder until you receive
your final grade at the end of the semester. This should include rough
drafts and messy scratch paper as well as handouts and returned
assignments. Make sure all of the work that you do is your own. In the case
of suspected plagiarism (see your student handbooks for the complete
system wide policy), you will be asked to submit all of the work that led you
to the final draft. If this does not prove your case, you will receive a 0 on
the assignment. A second act of plagiarism will result in failure of the
course.
7. Keep track of all of your grades and your attendance so that you are
aware of your own progress in the class.
8. If you must leave briefly during class, there is no need to request
permission from the instructor, but out of consideration to your classmates,
do so quietly (close the classroom door carefully behind you as you leave and
as you come in). If you must leave during class for a doctor’s appointment or
other such reason, let the instructor know before class so that you can stay
caught up on your work.
GRADING PROCEEDURE:
Misc. Reading Assign.
Shorter Writing
Assignments/ Group
Writing
Essays (2-3 pages)
Descriptive, Narrative,
Exemplification
2 Essay Project (Each is
4-5 pages)
In Class Essay
(Midterm)
Vocabulary & Reading
Quizzes
Sentence Skills
Attendance
5pts. each x 10
10 pts. each x 8
50 points*
80 points*
50pts. each x 3
150 points
200 points
50pts.
50 points
10pts. each x 6 (drop 1)
50 points*
25 pts. Midterm/ Final
50 points
*based on percentage
60 points
Total possible approx. 500 points
* Total number given is an approximate number and is subject to change.
90-100% is an A
80-89% is a B
70-79% is a C
60-69% is a D
anything below 60% is considered failing
Attendance policy:
English 100 is a skills based course, as such, attendance is a major factor in
a student’s success. Students should be aware that missing class on a
regular basis will result in a grading penalty based on the policy below.
Students should also be aware that any absence is likely to have a negative
impact on the student’s grade beyond said penalty.
*Students who attend 90 percent of the classes on time, and who
participate actively, will receive the full 60 points. Students who attend 8089% of the classes on time, but actively participate, will receive 30 points.
Students who attend class less than 79% of the time, or who are in class in
body only will receive a zero in this category. Be aware that two late arrivals
will equal one absence. Students who are having problems with either
participation or attendance will be given a warning by mid-term (or before).
ENGLISH 100 GRADING OBJECTIVES:
As a student, you have a right to know what your teacher’s expectations are.
Here is a breakdown of my objectives for you in the writing process. Each
paper will be graded with a rubric sheet based on the concepts described
below. Whenever you get a graded assignment back, consider these things as
you go over the comments on your work. After you do this, you should have a
clear understanding of why you received the grade you did. If this is not
the case, please come and see me during my office hours, or before or after
class so that any confusion can be resolved.
For all writing assignments, consider the following elements:
Unity – Does the piece have a solid thesis with a clear and well-stated
controlling idea (stated or implied)? Is there a conclusion that adequately
wraps up the piece without being redundant?
Support – Has the writer incorporated specific details and clear evidence(as
appropriate to rhetorical mode) to support the opinion in the controlling
idea? Is the support given in logical order? Is proper format used in giving
credit to external sources? (per given instructions)
Coherence - Does the writer make use of devices such as transitions,
pronoun repetition and conjunctions (as appropriate to rhetorical mode) to
create a connected piece of writing?
Sentence Skills/ Proofreading/ Format - Is the piece free from errors such
as sentence fragments, misspelled words, verb agreement, pronoun
agreement, and other grammar problems? Did the student follow proper
MLA format instructions?
Each of the categories above is given an equal number value. If the piece
largely fulfills the areas listed above, the student will receive at least 80%,
or a B.
Following instructions as well as adhering to proper typing formats for all
parts of the assignment will account for another 10% of the total grade.
The last ten percentage points take the writer into the solid A range.
“What makes a piece worth an A?” you may be asking yourself. Well, writing
is not just a science, but an art. A good piece of writing must go beyond the
technical realms of unity, coherence, etc. Any student wishing to receive
above 90% must demonstrate understanding of the technical rules of
writing, and must also demonstrate something unique. In order to be
considered unique, the piece should be original, and should elicit an emotional
response from the reader (i.e. laughter, sadness, fear or some combination
of these things). This is easier for some than others, as should be the case.
LATE WORK POLICY:
Since respecting deadlines is an important skill in college and in life, any
work that is not turned in on or before the required deadline will be reduced
to fifty percent of its total value for up to one week. After one week the
work will not be accepted. Students will be allowed one late essay with no
penalty (provided it is turned in before final grade deadline). *Because
poor quality assignments will be returned with no grade, the student is
subject to the above rule in the case that they make improvements and wish
to resubmit the work. For this reason, it is absolutely imperative that
students turn in work on time and consult the instructor in advance if
instructions are unclear.
EXTRA CREDIT OPTION:
Students who wish to improve their grades may choose to rewrite one paper.
This paper must have been turned in on time, and must have received a C
grade or lower. Student must make arrangements to meet with the
instructor for detailed instructions and permission to qualify for extra
credit.
Special Needs:
Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning, and psychiatric disabilities.
If you believe you have a disability requiring accommodations for this class,
please notify Lisa Deneen- Special Needs Coordinator, at 984-3227 or
Telecommunication Device for the Deaf (TDD) 984-3325 or the Text
Telephone (TT) replay service at 643-8833. The Office of Special Needs
Coordinator will verify your disability and provide the course instructor with
recommendations for appropriate accommodations.
Maui Community College
English 100 Spring 2007
Instructor: Dr. Richard Hill
Office: TLC L-07
Email: [email protected]
Office phone: 984-3435
Office hours: Tuesdays, 3pm
Class Schedule
Skybridge, Tuesdays and Thursdays, 4.30-5.45pm
Course Description
Welcome to English 100. This course is designed to enhance and improve your reading,
writing and arguing skills, helping to prepare you for future college courses and in your
professional and personal lives. You can expect to be writing both inside and outside of class,
as nothing improves writing like practice! In short, this class will help you to become a more
confident, articulate and critical reader and writer.
Expect to have up to five hours of homework per week, and to keep a portfolio of everything
you write throughout the semester. In-class work will involve sharing your ideas and your
writing samples with other students, and occasionally the whole class. You will be asked to
respond in writing to a variety of reading samples from the course text and from classhandouts. Participation in class is essential to your development as writers, and will contribute
to your final grade. The requirements of the course comprise consistent attendance, classparticipation, successful and timely completion of assignments and a final in-class exam.
I will be available to students in person during my office hours, and am always contactable by
email. I will be happy to set up appointments with students as and when convenient.
Required Texts
Kennedy, X.J. et al. ed. The Bedford Guide for College Writers. 7th Edition. Boston:
Bedford/St. Martins, 2005.
Hacker, Diana. A Writer’s Reference. 6th Edition. New York: Harper Collins, 2007. (See
also www.dianahacker.com/writersref).
Suggested Materials
Two high density 3.5 inch disks (formatted), or a re-writable CD.
A 3-ring binder with section dividers labeled:
1/ Free writes and peer responses.
2/ Assignments.
3/ Research paper.
A Roget’s Thesaurus and a good dictionary.
Pens, pencils, erasers, highlighters, a stapler.
Grades
You will be undertaking a great deal of writing both in and out of class, but the only papers
which will be graded are the class assignments outlined in the class syllabus. While I may ask
you to hand in other pieces of work and rough drafts, they will not be graded other than as a
guide for you and your direction as writers.
The course will be broken down into the following categories for marking:
Participation and attendance
Homework
Assignments (4 three-page papers)
Research paper
Final in-class exam
Total
100
100
500
200
100
1000 points
Final grading will follow the traditional scale:
800-1000 = A
600-800 = B
500-600 = C
400-500 = D
Below 400 = F/NC
Your grade will be affected detrimentally by the following:
• more than 3 unaccounted absences;
• consistent disruption in class or constant late arrival to class;
• late submission of any of the assignments, without sufficient permission, reason or
explanation to the instructor;
• clear disregard to the work and assignments given to you, either at home or in-class.
The “Homework” grade will be received on satisfactory and timely completion of all
out-of-class assignments.
All pieces of work submitted over a week after the deadline will be eligible for a passing grade
(D) only, without sufficient mitigating circumstances or specific permission from the
instructor.
All written work must be your own work, your own ideas expressed in your own words. In the
case of suspected plagiarism, you will be asked to submit all of the work that led you to that
final piece of work. If plagiarism is confirmed then you will fail that assignment. A second act
of plagiarism will result in the failure of the course. Plagiarism is covered in your MCC
handbook, and we will also discuss the finer points of plagiarism in class.
Class Etiquette
Please arrive to class before it begins so you have time to sign in and prepare. If you are late,
please respect that class is underway and your classmates are trying to work. In addition:
• Be sure to switch off all cell phones and other noise-generating devices.
• Please do not talk during class, unless you are specifically asked to as part of a class
activity.
• Do not bring food or drink, as they are prohibited from areas near the computers.
Course Goals
This course aims to help the student:
• Write in a style appropriate to a specific audience and a particular purpose.
• To give and receive critical advice from peers, and to incorporate such advice into the
improvement of their written work.
• To write increasingly complex, unified compositions, around a central idea or thesis,
and with sufficient logical support.
• To detect, correct and analyze grammatical problems and errors.
• To undertake research and to use reliable sources for the development of their own
arguments.
• To cite such sources according to the MLA style of source-documentation.
• To find suitable materials (books, magazines, journals, documentaries and other
reference materials) with which to undertake such research.
• To complete the class requirement of at least 5,000 words of finished prose.
Students with Disabilities
If you have a disability and have not voluntarily disclosed the nature of your disability and the
support you need, you are invited to contact the Special Needs Coordinator at 984-3496 or
Telecommunications Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay
service at 643-8833.
In short…
Come to class on time and prepared, and undertake the work given to you in the appropriate
spirit, and I foresee success for you in this class! The correct attitude towards this class will
reward you not only with a successful completion of English 100, but will improve you as
readers, writers and thinkers. You will be able to take the lessons learned here into any other
academic or professional situation in the future. So good luck, and I look forward to meeting
you all.
PROVISIONAL COURSE SCHEDULE
Week 1, January 8-12
Course introduction and ice-breaker. In-class writing sample and introduction to the writing
process. Planning-drafting-editing-revising-researching-considering audience.
“Influential person” unit.
Week 2, January 15-19
Monday 15th, Martin Luther King Day
Introduction to freewriting, drafting and planning.
Introduction to reading processes, critical thinking, and peer-reviewing.
Week 3, January 22-26
“Expressing an opinion” unit. In-class workshops.
Grammar diagnostic sessions with Hacker text.
Week 4, January 29-February 2
Remembering Events unit, in-class exercises. Peer-review workshop exercises.
Grammar diagnostic sessions with Hacker text.
Week 5, February 5-9
Peer review workshop on “Remembering events”; final draft due Wednesday 7th.
Assignment - Observing a Scene unit introduction, readings and workshop exercises.
Week 6, February 12-16
Draft of Observing a Scene essay due. Peer-review workshop exercises.
Grammar diagnostic exercises with Hacker.
Week 7, February 19-23
Observing a Scene essay due. Assignment - Comparing and Contrasting introduction,
readings and workshop exercises.
Class discussion and activities in research writing and citations. MLA-style citations.
Week 8, February 26-March 2
Draft of Comparing and Contrasting essay due. Peer-review workshop exercises. Grammar
diagnostic exercises as required.
Library and online sources orientation.
Week 9, March 5-9
Comparing and Contrasting essay due. Assignment - Evaluating unit introduction,
readings and workshop exercises. Generating ideas.
Using evidence and sources for support workshop exercises. Thesis statements and topic
sentences.
Week 10, March 12-16
Individual conferencing.
Week 11, March 19-23
Draft of Evaluating essay due. Peer-review workshop exercises.
Argumentation and grammar diagnostic exercises as required.
Week 12, March 26-30
March 26th, Kuhio Day
Evaluating essay due. Assignment - Explaining Causes and Effects unit introduction,
readings and workshop exercises.
Explaining Causes and Effects freewriting and generating ideas.
Week 13, April 2-6
April 6th, Good Friday
Draft of Explaining Causes and Effects due. Peer-review workshop exercises.
Grammar workshop exercises and Q&A session on papers.
Week 14, April 9-13
Explaining Causes and Effects essay due.
Assignment - Taking a Stand research paper unit introduction, readings, workshop
exercises.
Generating ideas and formulating thesis. Brainstorming on effective argumentation, including
essay structure, considering counter-arguments, effective use of sources etc.
Week 15, April 16-20
In-class workshop exercises.
Rough drafts of Taking a Stand research essays due, peer-review exercises.
Week 16, April 23-27
Writing and workshop sessions for Taking a Stand research paper.
Week 17, April 30-May 4
Research paper due. Essay-exam preparation discussions and exercises. Submission of
portfolios.
Week 18, May 7-10
In-class exams.