ENG 043 - Writing: Paragraph to Essay
Learning Community with ENG 073, Minati Roychoudhuri
Sec. 1062, T/R 10:05-11:25AM, Rm 415
Instructor: Kevin Lamkins
Office: 1019
Office Hours: M/W 2 -3:30, or by appt.
Office phone: 906-5213
Home phone: (860) 560-9668
Email: [email protected]
Required books/readings:
-
Focus on Writing 2nd Edition by
Laurie G. Kirszner and Stephen R.
Mandell
-
Assorted exercises, texts supplied by
professor or online, to be announced
-
http://klamkins.wordpress.com
I will have course materials and
additional resources online. Please
bookmark or remember this web
address because we will use it
throughout the semester.
Intro to ENG 043:
One purpose of ENG 043 is for students to advance from writing simple paragraphs to wellorganized short essays. Another purpose is to prepare students for ENG 101 and the
expectations of college level writing.
ENG 043 is not a credit bearing class. You must successfully pass ENG 043 to move onto the 3credit ENG 101.
Goals for ENG 043 (from the Standardized Course Outline)
Students will learn:
1. How to participate fully in class through regular, punctual attendance, individual and
group projects, and by having responsibility for their own work
2. A variety of language and prose writing by identifying and presenting clear main ideas in
writing, practicing varied paragraph and essay patterns, evaluating appropriate diction
and register, evaluating reliability and logic of observations in reading and writing texts
3. Organization and development of effective compositions by employing appropriate
strategies for prewriting, drafting, revising, and editing, composing coherent paragraphs,
supporting central ideas with specific details, composing organized essays with thesis,
introduction, body, and conclusion, and demonstrating control of key conventions of
standard written English.
4. Critical and global perspectives in writing by evaluating reliability of evidence in support
of main points, establishing tone and degree of objectivity appropriate to given purpose,
clarifying distinctions and relationships among ideas in compositions, providing context
for theses and explore their implications
Course Breakdown:
The course is composed of three units:
Unit 1 – The first unit will focus on essential concepts of college writing, from terms to know, to
prewriting techniques, to the writing process. We will work step by step through writing your
first essay.
Unit 2 – In the second unit, we will address common grammar and sentence errors and discuss
ways to catch these mistakes while you're writing. Also, we will learn how to write a
compare/contrast essay, a common type of college writing.
Unit 3 – We will discuss techniques for revising and fine-tuning your work. We will also look at
different types of writing to prepare you for ENG 101 and use of sources. There will be a final
in-class writing assignment the date of the final exam.
Participation/attendance:
Class participation will be graded. You are expected to be present and prepared for all classes.
You must have all reading and writing homework assignments completed by the beginning of
class for them to be accepted. In class you are expected to discuss the assignments, ask
questions when you don’t understand something and always be helpful and respectful to other
students and the instructor. You must notify me ahead of time to receive an excused absence.
Assignments and Grade Breakdown:
- In-class writing, short assignments, quizzes, and participation (25%)
- Unit 1 Essay – Exemplification (25%)
- Unit 2 Essay – Compare and Contrast (25%)
- Unit 3 In-class writing assignment (25%)
- Extra credit – as assigned or student generated
I will offer opportunities to revise work for better grades. Some revisions will be built into the
course work, but you can revise just about any assignment on your own.
Please take advantage of the Writing Center, room 409, for additional help with your writing. If
you have special learning needs or difficulties that you feel I should know about, please meet
with me early in the semester.
ENG 043 Essential Terms to Know Glossary
Part 1:
Composition: _________________________________________________________________
Thesis: ______________________________________________________________________
Structure: ____________________________________________________________________
Prewriting: ___________________________________________________________________
Outline: ______________________________________________________________________
Drafting: _____________________________________________________________________
Revision/revising: ______________________________________________________________
Edit/editing: ___________________________________________________________________
Writing process: ________________________________________________________________
Summary: _____________________________________________________________________
Response: _____________________________________________________________________
Detail: ________________________________________________________________________
Specific: ______________________________________________________________________
Development: __________________________________________________________________
Essay: ________________________________________________________________________
Part 2:
Diction: ______________________________________________________________________
Analysis/analyze: _______________________________________________________________
Introduction: ___________________________________________________________________
Body: ________________________________________________________________________
Conclusion: ___________________________________________________________________
Coherence: ____________________________________________________________________
Clarity: _______________________________________________________________________
Organization: __________________________________________________________________
Evaluation/evaluate: _____________________________________________________________
Tone: ________________________________________________________________________
Audience: _____________________________________________________________________
Content: ______________________________________________________________________
Purpose: ______________________________________________________________________
Paraphrase: ____________________________________________________________________
Quotation: ____________________________________________________________________
ENG 043 Syllabus
Date:
Tues. 1/24
Thur. 1/26
Tues. 1/31
Thur. 2/2
Tues. 2/7
Thur. 2/9
Tues. 2/14
Thur. 2/16
Tues. 2/21
Thur. 2/23
Tues. 2/28
In-class work:
Intro to the course, policies and goals. We will do a
writing sample in class (who am I?).
Infosheet and email. You must have a working email
address. Review terms to know part 1. Discuss
grading rubric. Begin ENG 043 glossary.
Discuss the structure of writing: introduction, body,
conclusion, thesis, topic sentences, transitions, etc.
(FOW: 161)
Discuss the writing process: planning, organizing,
drafting, revising and editing. (FOW: 3-27); discuss
“The Dog Ate…” and begin response. (FOW: 632)
“The Dog Ate My Disk…” paragraphs due. Peer
review. Review essential terms to know, part 2.
Update ENG043 glossary (do no lose this!); discuss
prewriting techniques and audience (content,
vocabulary and tone, FOW: 5-13)
Discuss “Impounded Fathers” Who is the audience?
How do you know? How would the article be written
for another audience?
Discuss topic sentences, exercises in class, apply to
your first paragraph. (FOW: 14-17)
“Impounded Fathers” paragraphs due. Peer
review. Discuss paragraph development, part 1,
TESTing your paragraphs (FOW: 29+).
Introduction to the Unit 1 Essay – Exemplification
using summary and reflection (p.207). Begin
introductory paragraphs in class.
Discuss purposes for writing, exercises in class –
identifying purpose (from text and image, FOW: 167),
creating a purpose – examine your introduction draft.
Is the purpose clear? Discuss “Don’t Call Me a Hot
Tamale”
“Don’t Call Me a Hot Tamale” paragraphs due.
Peer review. Discussing ordering of details in
paragraphs – how to organize. How does the author
organize information in the article? Think about your
own essay draft. What is the best way to organize it
so that it shows your purpose?
Discuss fragments, comma splices, run-ons (FOW:
354, 370) using the three step test of sentence
completeness. Discuss dependent words, exercises in
class. Address any further questions about Unit 1
Essay.
Unit 1 complete drafts due. Peer reviews in class.
Peer reviews will count toward your Unit 1 Essay
grade.
Homework:
Essentials terms to know, part
1
Email me your contact
information for my records
Essential terms to know, part
2. Read “The Dog Ate My
Disk, and Other Tales of
Woe” (FOW: 689, RH: 396)
Write a summary/response
paragraph (bring 2 copies).
Read “Impounded Fathers”
(FOW: 708)
Read pages 50-55
Write a summary/response
to “Impounded Fathers”
(bring 2 copies)
Read “Don’t Call Me a Hot
Tamale” (FOW: 636)
Write a summary/response
to “Don’t Call Me a Hot
Tamale” (p. 636) (Bring 2
copies)
Unit 1 Essay complete draft
Thur. 3/1
Tues. 3/6
Thur. 3/8
Tues. 3/13
March
12-18
Tues. 3/20
Thur. 3/22
Tues. 3/27
Thur. 3/29
Tues. 4/3
Thur. 4/5
Tues. 4/10
Thur. 4/12
Tues. 4/17
Begin Unit 2. Read “My Two Lives” (FOW: 674) in
class and discuss. Think about tone, purpose,
audience, vocabulary, etc.
“My Two Lives” list due. Discuss coordination and
subordination (FOW: 277, 297) – forming compound
and complex sentences to enhance your writing,
FANBOYS, etc. (FOW: 262-307) Exercises in class.
Unit 1 final drafts due! Discuss “An Identity
Reduced to a Burka.” Think about tone, purpose,
audience, vocabulary, etc. How are the articles similar
to or different than each other? Anchor Assignment
(FOW: 632).
Anchor assignment due. Discuss paragraph to
essay – essay form, finding a topic, main ideas, thesis
statements (FOW: 160-180). Apply to Unit 2
readings.
Spring Break – College closed.
Write a list of responses to
“My Two Lives.” Include at
least 4 main points.
Read “An Identity Reduced
to a Burka” (handout).
Brief review – fragments, comma splices, run-ons, 3
step test, thesis, etc. Discuss paragraph to essay (part
2) – introduction and conclusion (FOW: 194).
Discuss comparison/contrast essay (FOW: 106, 235),
point by point, exercises in class – breaking down the
topic into points of similarity and difference. Apply
to Unit 2 texts.
In class writing workshop: using your response
paragraphs and points of comparison/contrast, begin
your Unit 2 essay. Start with prewriting –
brainstorming, fastwriting, outlining (FOW: 176-178).
Think about your tone, order of details, etc.
Unit 2 outline due. Peer review of outlines.
Continue drafting your introduction and thesis.
Think about your conclusion – what's your
assessment of the two articles? Use specific examples
from the texts.
Workshopping and catch-up. Grammar and sentence
errors revisited. We'll also talk about using transitions
(FOW: 40, 283) to help your essay flow.
Create the Criteria.
Learning Community workshop day
Unit 2 compare/contrast essays due. Begin Unit 3
– preparing for ENG 101: patterns of organization,
part 1: exemplification, description, narration,
process.
Patterns of organization, part 2: cause and effect,
classification, definition, argument.
Read FOW: 106-119
ENG 101 preparation continued, expectations of
college composition, refining your writing, addressing
Write Anchor Assignment
in response to your choice
of Unit 2 readings. Include
at least 4 main points.
Get caught up!
Write down at least 4 points
or comparison or contrast.
Write an outline:
compare/contrast the two
articles. Have at least three
main points. Be as detailed
as possible.
Begin Unit 2 essay.
Finish Unit 2 essay
Skim FOW: 94-105, 122-151
Extra credit essay: write a
short argument paper on a
controversial issue.
Read FOW: 182-193
Thur. 5/3
sentence variety and wordiness (FOW: 309, 337),
attention-getters, titles (FOW: 198), etc.
Revising an essay (FOW: 182+), the importance of
drafts, revising for content and organization, editing
for grammar, punctuation and spelling. In class,
reading workshop. Pairs recommend a reading for
Unit 3.
Use of sources, part 1: quoting and paraphrasing
(FOW: 728). When should you use a direct quote?
When should you paraphrase? We'll discuss how to
paraphrase well. Discuss TBA
Double entry journals due. Use of sources, part 2:
documentation (FOW: 736). Why cite? How to cite
your sources in-text and in your works cited page.
Groups make Works Cited pages in class.
Works cited pages due. Discuss critical thinking
and writing. Catch-up day. In class we'll play ENG
043 Jeopardy!
Last day of class – review for the final
Tues. 5/8
Final in-class writing assignment, 10-12noon
Thur. 4/19
Tues. 4/24
Thur. 4/26
Tues. 5/1
Double entry journal –
quoting and paraphrasing.
Final works cited page for
your Unit 3 project: include all
the articles from the textbook
and handouts.
Scoring Rubric for Written Assignments
Score
6
Superior
Purpose & Audience
Takes ownership of
purpose, uses assignment
to explore topic’s
intrinsic interest, shows
full understanding of
issues, engages audience,
uses format to enhance
clarity
Organization
Focuses consistently on
clearly expressed central
idea, establishes strong
unity and coherence
among ideas, guides
readers smoothly with
paragraph structure and
transitions, opens and
closes with strength
5
Collegiate
Address purpose
effectively, manages
assignment skillfully,
shows good
understanding of issues ,
establishes credibility,
uses appropriate format
and style
4
In
Progress
Establishes and adheres
to purpose, fulfils
assignment, shows basic
understanding of key
issues, style steady,
format mostly correct
3
Essential
Purpose clear, mostly
fulfils assignment, shows
need for more study of
issues, style varies,
format or visual
presentation ragged
Clear central idea is
steady and supported by
paragraph progression,
unity and coherence are
evident, paragraph
structures and
transitions are
competent, opens and
closes effectively
Establishes central idea,
paragraph structures
adequate to convey
continuity among ideas,
opening and closing
devices sufficient to
frame essay
Central idea present but
wavering, unsteady use
of paragraph structures,
problems with
consistency or
progression of ideas
2
Basic
Purpose partly clear,
incompletely address
topic or directions, grasp
of issues minimal,
inappropriate style,
careless visual
presentation
Purpose unclear, failure
to address topic or
directions, weak grasp of
issues, visual
presentation poor
1
Entry
Central idea is
identifiable, some
repetition or digression,
weak paragraph
structures, tangled
progression of ideas
No central idea, no clear
logic or focus, many
repetitions or
digressions, lack of
evident structure
Development
Explores ideas
vigorously, supports
points fully, balances
general and specific
skillfully, chooses
evidence (subjective or
objective)
appropriately, reasons
persuasively making
useful distinctions
Supports all key ideas
with examples and
details, finds suitable
levels of generality and
of subjectivity, makes
logical connections and
clear distinctions
Language
Employs words with
fluency, develops concise
standard English
sentences, balances a
variety of sentence
structures effectively,
conveys lively consistent
voice
Supports some ideas
with examples and
details, shows some
ability to choose among
levels of generality and
subjectivity, clarifies
some distinctions
Supports some
generalizations with
details, instability in
levels of subjectivity,
distinctions and
reasoning only implied
or tangled
Presents ideas in
general terms, support
for ideas unsuitably
personal or distant,
distinctions need
clarification, reasoning
unclear
Most ideas are
unsupported, confusion
between personal and
external evidence, lack
of needed distinctions,
reasoning flawed
Word forms are mostly
correct, sentence
structure adequate for
clarity, few areas of
usage deviations, errors
minimally distracting
Word forms are correct,
sentence structure is
effective, applies
conventions of standard
English, presence of a
few errors is not
distracting
Word forms and sentence
structures are adequate to
convey basic meaning,
errors cause noticeable
distraction
Word forms and sentence
structures are unreliable,
meaning sometimes
unclear, errors seriously
distracting
Word use is unclear,
sentence structures
inadequate for clarity,
errors obscure meaning
ENG 043 Lamkins – Spring 2012
Section/CRN:
Name: _____________________________
Nickname: _________________________
Major:_____________________________
Student ID#: ________________________
Phone #: ___________________________
Email: _____________________________
Do you have a job outside of school? ____
Is English your second language? ____ If so, what is your first language: ____________
Other info I should know (special needs, learning difficulties, weak points in writing):
______________________________________________________________________________
______________________________________________________________________________
Describe your experience(s) with writing? Good? Bad? What kind of writing have you done?
What have you enjoyed, despised? Be honest!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Who are you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________