| Course description | Outcomes | Term | Instructor information | Class meetings | Text | |Evaluation |
Grading | Mid-term progress report | Course schedule | Course policies | Important dates |
Individuals with disabilities who need to request accommodations should contact
the Disability Services Coordinator, Student Center 255, (678) 466-5445,
[email protected].
ENGL 1101 – English Composition I
Course Syllabus Fall 2015
Instructor Dr. Khalilah Ali
Office hours: 9 to 2 p.m. Wednesdays; Friday conference times available by appointment only
Office: 210B
Phone: 678-466-4896
Email: [email protected]
Textbooks for English 1101 and English 1102
Required Textbooks Fall 2015-Spring 2016-Summer 2016
Glenn, Cheryl and Loretta Gray. Harbrace Essentials with Resources for Writing in the
Disciplines. 2nd ed. Bundled with MindTap Two Semester Access Code and ebook. Cengage.
ISBN 978-1-30578-882-4. Approximately $50.70 in The Loch Shop.
Connections: Guide to First-Year Writing @ Clayton State. 5th ed. Fountainhead P, 2015.
ISBN 978-1-68036-032-5. Approximately $50.00. Available only through CSU University
Bookstore, The Loch Shop.
These books are used for BOTH English 1101 and 1102 Fall 2015-Spring 2016-Summer 2016
so please do not sell back your book at the end of English 1101. Your total cost for textbooks for
both semesters is approximately $101.00, or $50.50 per semester.
COURSE DESCRIPTION AND LEARNING OUTCOMES
English 1101
Catalog Description:
ENGL 1101 English Composition I: 3 semester credit hours. A composition course focusing
on skills required for effective writing in a variety of contexts, with emphasis on exposition,
analysis, and argumentation, and also including introductory use of a variety of research skills.
Prerequisites: Learning Support students who are required to take ENGL 0099 and/or READ
0099 must exit the requirement(s) before they can enroll in this course. For all students, a grade
of C or better (or K) is required in ENGL 1101 prior to enrollment in ENGL 1102. Grades of D in
ENGL 1101 will not count toward graduation in any degree program. This course is part of the
core curriculum (Area A) and will enhance students’ ability to think critically and communicate
effectively.
Clayton State’s Emphasis:
At Clayton State, English 1101 is designed to increase students’ ability to construct academic
written essays. The course offers instruction in writing processes, collaborative writing
strategies, methods of organization, research skills, discourse, conventions of Standard Written
English, rhetorical strategies, computer-based writing, and the production of expository
academic essays. Readings consider issues of contemporary and cultural concern. In addition,
some sections are part of the freshman experience.
Program Outcomes
General Education Outcome: Students will write effective expository and argumentative
essays that consider purpose and audience. See http://www.clayton.edu/portals/549/docs/corecurriculum.pdf
Course Outcomes
Outcome 1: Writing Process
Students will understand and engage in writing as a process.
Related Objectives:
• consider audience and conduct audience analysis
• use effective annotation of essays and note-taking strategies
• engage in brainstorming, outlining, and drafting strategies
• write multiple drafts
• revise, edit, and proofread drafts
• evaluate their writing processes
Outcome 2: Collaboration
Students will engage in the collaborative, social aspects of writing.
Related Objectives
• effectively engage in group writing and projects
• respond constructively to peers’ papers
• critique their own and others’ work in written and oral formats
• seek and use feedback from instructors and writing tutors
• engage in writing-to-learn activities
Outcome 3: Purpose/Audience Awareness
Students will write clearly for a specified audience and purpose.
Related Objectives
• read a variety of texts and analyze their rhetorical situations (i.e. context, audience, and aims)
• write papers with a clearly developed thesis and support designed to appeal to various
audiences and contexts
• read for various purposes
Outcome 4: Rhetorical Strategies
Students will read and write a variety of nonfiction expository and argumentative genres.
Related Objectives
• summarize, analyze, respond to, and evaluate print and digital texts
• compare and contrast various genres, including essays (academic and popular), literature
reviews, annotated bibliographies, proposals, blogs, websites, and reports
• identify and use various methods of developing paragraphs
• identify and use various organizational strategies
• distinguish types of evidence used in essays (i.e. anecdotes, logical reasoning, studies,
reports, statistics, interviews, academic or popular essays, etc.)
• recognize fact, opinion, inference, and bias in texts
Outcome 5: Discourse Conventions and Effective Style
Students will produce coherent, organized, effective, readable academic writing for a variety of
rhetorical situations, both print and digital.
Related Objectives
• understand the conventions of common academic writing (such as reading responses, blogs,
list serves, message boards, academic arguments, rhetorical analyses, synthesis essays, and
reviews)
• analyze discourse conventions in professional and civic contexts
• select evidence appropriate to the context to develop a claim and support
• organize papers effectively
• practice grammatical revision to produce readable, effective Standard Written English (SWE)
Outcome 6: Citation Formats
Students will learn basic citation formatting in academic writing.
Related Objectives
• understand that different disciplines use different style manuals
• understand the difference between in-text quotations, block quotations, and proper formatting
for each
• use MLA to format papers and cite information
• summarize, paraphrase, and quote sources accurately to support claims
Outcome 7: Writing Aids and Technologies
Students will effectively use writing aids, such as handbooks, dictionaries, online aids and
resources, and tutors to research ideas and improve their writing.
Related Objectives
• provide constructive feedback on others’ writing
• name and use one writing handbook and OWL
• name and use an authoritative online or print dictionary
• solicit constructive feedback from tutors in the Writers’ Studio
• use word processing software to effectively draft, revise, and edit papers
• use online databases to search for scholarly and popular articles
• use the Clayton State library resources to locate sources for papers
COURSE DESCRIPTION:
CLASS FOCUS
MATERIALS NEEDED FOR THIS CLASS: THE EQUIPMENT PART
Suggested Supplies:
2 inch binder with dividers; college ruled paper for notetaking
Other Required Materials/Expenses:
▪ Costs for printing and photocopying multiple copies of drafts of papers
▪ A laptop computer with CSU standard software package installed (Microsoft Word required)
▪ A CSU student email account that you check daily for changes, handouts, and
announcements
▪ Daily, reliable access to Internet, Clayton State email, and my webpage
Computer Requirement: Each CSU student is required to have ready access throughout the
semester to a notebook computer that meets faculty- approved hardware and software
requirements for the student’s academic program. Students will sign a statement attesting to
such access. For further information on CSU’s Official Notebook Computer Policy please go to
http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy.
Computer Skills Prerequisites:
▪ Ability to use the Windows operating system
▪ Ability to use Microsoft Word processing
▪ Ability to send and receive email using Outlook or Outlook Express
▪ Ability to attach and retrieve attached files via email
▪ Ability to use a web browser
In-class Use of Notebook Computers: Notebook computers will be required as an integral part of
our daily class activities throughout the semester. Use your schedule as your guide for the days
to bring your computer. Days designated for “workshops” or “peer review” will always require the
use of a computer in class. Days that we are scheduled to upload material to the portfolio will
always require a computer in class. Any scheduled library workshop will also require a
computer. In addition, computers will be required to access course materials and to
communicate with your instructor.
THE RULES:
General Policy: Students must abide by policies in the Clayton State University Student
Resource Handbook and the Basic Undergraduate Student Responsibilities.
ATTENDANCE
University Policy: Students are expected to attend and participate in every class meeting.
Instructors establish specific policies relating to absences in their courses and communicate
these policies to the students through the course syllabi. Individual instructors, based upon the
nature of the course, determine what effect excused and unexcused absences have in
determining grades and upon students’ ability to remain enrolled in their courses. The university
reserves the right to determine that excessive absences, whether justified or not, are sufficient
cause for institutional withdrawals or failing grades.
(http://www.clayton.edu/Portals/46/docs/student-handbook.pdf)
Course Policy: This is a participatory class, and your attendance is most important. Class will
begin promptly each day, and roll will be taken during the first few minutes. Tardy arrivals or
early departures are disruptive and unacceptable. Excessive tardiness may be recorded as an
absence each time the cumulative time missed reflects the equivalent of a class period. In
addition, students who enter class more than 20 minutes late or leave more than 20 minutes
early may be considered absent for that day after excessive violations. The Clayton State
University attendance policy states that “Students are expected to attend and participate in
every class meeting. . . . The university reserves the right to determine that excessive
absences, whether justified or not, are sufficient cause for institutional withdrawals or failing
grades.”
Missed Work: Should you have an emergency or illness, I shall expect an email prior to the
beginning of class on the day you are absent. Students who fulfill this requirement may be
permitted to make up class work missed unless it is an in-class writing, a timed essay, a peer
review activity, a discussion group/activity, a scheduled presentation, or an unannounced class
activity or quiz. Students who miss class will be responsible for the assigned work during the
time they are absent and should be prepared for class on the day they return. Absence is not an
excuse for late work or a late essay. The work or the essay is still due on the due date. (See late
option below.)
ASSIGNMENT POLICIES
Essays: Final papers and all out-of-class writing should be typed on a word processor, doublespaced with standard margins and font, and follow MLA guidelines. All drafts for peer review-written or typed--should be triple spaced. All assigned drafts, essays, and projects are due at
the beginning of the class period on the scheduled due date. You are allowed one late final
essay or reading response submission. It will be due without penalty by the beginning of the
class period following the due date. If your late essay/response is turned in after this grace
period, I will deduct 10 points per class day from the earned grade. Additional late
essays/responses will be penalized 10 points per class day, beginning with the due date, with a
maximum of 5 late days. Papers that are more than 5 class days past the due date may not be
submitted for credit. The student will receive a zero (0) for that assignment. The late option does
not apply to the Final Project/Exam, due on or before the last day of class.
Please note that I do not accept emailed or faxed papers for any final assignment
submission.
Also note that submission to Turnitin does not complete your submission assignment.
Only hard copies of papers stapled (which should include all drafts and the Turnitin
submission receipt) will be graded. All major papers must be completed in order to pass
English 1101.
PORTFOLIO, TURNITIN, AND TEST REQUIREMENTS
Portfolio Requirement: Students are also required to create and post a FYW webpage and
submit an electronic portfolio on this website in order to pass English 1102. See the First-Year
Writing website and your instructor for further information. Webpage set up due: end week 6;
Portfolios due: end week 15 in 1102. The requirements for the E-Portfolio have recently been
revised. For the most current information please access the following link:
http://www.clayton.edu/Portals/685/docs/E-Portfolio%20Info%202014-2015.pdf
English 1101: Student web page will be created and uploaded
(http://student.webs.clayton.edu/name/fyw) before Friday of Week 6 each semester and
instructors determine: (1) if web page is created and uploaded correctly and (2) if student needs
workshops to enhance writing skills. Web page set-up counts as class work/daily grade and
factors into mid-term grade
Evaluating Portfolios
Evaluation data will be collected and saved in the Department of English for programmatic
assessment and pedagogical improvement. If you have questions, contact Dr. Mary R. Lamb,
Department of English, 678-466-4708 or [email protected].
Submitting toTurnitin
Students should submit all assigned essays and projects to Turnitin.com, the plagiarism
detection software leased by CSU for faculty use. Students agree that by taking this course all
required papers may be subject to submission for textual similarity review to Turnitin.com (or
any other available search engine/software) for the detection of plagiarism. All submitted papers
will be included as source documents in the Turnitin.com reference database solely for the
purpose of detecting plagiarism of such papers. Students should submit papers so that no
identifying information about them is included.
Students will have access to their personal Turnitin originality reports. All assigned class essays
should be submitted to www.turnitin.com. for the assignment to be considered complete. Credit
for successful submission is factored into the class work portion of the student’s academic
evaluation. Failure to submit to Turnitin on time will result in a loss of points from the Turnitin
percentage of the class work grade.
Assessments:
Points
Student Engagement
(Daily in-class participation; randomly
selected individual and group-work writing
and peer editing exercises, RD reflective
essays)
Oral Presentations
Grammar Discussion Leader
150 pts
Due
Date(s)
Varies
100 pts
Varies
Midterm (Readings and Grammar)
Assessed writing assignments of varying
lengths and complexities totaling a min. of
25 pages
100 pts
10/5
Three Writing Tasks
Rhetorical Reader Response (selected draft)
Personal Essay
Expository Essay
Idea Paper: Literary Argument
Total
150 pts
each x
3=450 pts RRR: 8/31
PE:
EE:
200 pts
1000 pts
9/14
9/29
12/7
September 25
Students' FYW Websites Due
October 19
Midpoint (last day to drop with a W; see Registrar for details)
Oct. 12-13
Fall Break
Nov. 20
E-Portfolio Due at Noon
Nov. 25-27
Thanksgiving Holiday
December 7; 8-14
Last Class; Final Exams
Dec. 18
Instructors' Final Grades Due
Important Notes:
1.
Reading assignments are listed here on the days they are to be completed
before class discussion. Look ahead to be prepared. For example, complete
first reading assignment before class for discussion and any related writing
assignments that same day. Students will be paired together for your discussion
groups.
2.
If you ever have any technical problems with uploading a paper to Desire 2
Learn, please email me in advance of the deadline to let me know.
4.
No late Idea Papers will be accepted. Upload paper before midnight on the
due date.
5.
Consult syllabus and D2L for all assignment directions, rubrics for grades on
written papers and guidelines for student engagement (active participation) in
class. Also, please consult your CSU email daily.
Course Schedule Tuesday/Thursday. Readings are to be READ PRIOR TO
CLASS. Assignments—CHECK Syllabus and D2L for due dates and times.
DATE
TOPICS
Course Introduction: Syllabus
Review Textbooks;
Week 1:
8/17
Group assignments
Avoiding Plagiarism
Editing Workshop: Sentence
Boundaries
Week 2:
8/24
Ch. 7 Strategies for Using
Technology in First Year
Writing Courses
Essay Types, Structuring
Essays
& Annotating Text
Ch. 8 How to Properly Format
Word for MLA Format—and
Keep it That Way!
READINGS
Tues: CO: pg. 324
Thurs.: LA:
Reading Critically
pg.1-14
“Discovering the
Power of
Language”
Malcolm X in LA
p.41-44;
CG: Avoiding
plagiarism pg.
29-34
Tues.: HE: (18)
Fragments pg.
269-272; (19)
Fused Sentences
pg. 272-277
CO: Parrot-pg. 4957
Thurs.: CO:
“Introduction to
Academic Writing”
25-28
CO: Knight-pg. 5968
ASSIGNMENT Due
Dates
CO: Lamb-pg. 93103
HE: MLA sample
paper pg. 146-158
Week 3:
8/31
Tues.:
Writing Task 1 9/1: InCh. 11 Reading and Writing
Connections: Responding to Texts CO: pg. 104-122 Class RRR
& Writing the Rhetorical Response
“We Should All Be Thursday 9/3
Feminists”
Group 1
Sentence Essentials
Chimamanda NgoziSentence Essentials
Adichie at
Group 2
Precise Words-Avoiding Clichés TEDxEuston
Precise Words-Avoiding
and Idioms
(transcript)
Clichés and Idioms
Thurs: HE-pg. 245268
HE: pg. 355-360
In-class RRR Revisions
-Tuesday 9/8 Bring
Laptop!!! Revisions RRR
Week 4:
9/7
Week 5:
9/14
Verbs
Pronouns
Modifiers
Thurs: HE-278312
Writing and Reading Rhetorically Tues.:
Planning and Drafting Essays
HE: 2-6
HE: 7-9
Ch. 12 Connecting to Your
Experience: Writing a Personal
CO:123-131 (InEssay
class discussion
questions)
Amy Tan “Mother Tongue”
Effective Sentences-Sentence
Unity
Subordination and Coordination
-Thursday 9/10 Group 3:
Verbs
Group 4: Pronouns
Writing Task 2:
Personal Essay
Thurs.:
CO: pg. 135-140 -Thursday 9/17
HE: pg. 323-330 Group 5:
HE: pg. 331-335 Sentence Unity
Group 6: Subordination
and Coordination
Week 6:
9/21
Ch. 13 Connecting with Others’
Experience: Writing to Inform and
Explain
Critical Reading and Textual
Analysis
Create FYW Webpage
James Baldwin “If English Isn’t a
Language,Then Tell, What Is?”
Parallelism
Emphasis
Work on Website!
Week 7:
9/28
In- Class Expository Essay
Sentence Variety
Ch. 5
Peer Editing Workshop
Week 8:
10/5
Tues.:
CO: 169-172 (Inclass discussion
questions)
HE: 27-31
Thurs.:
CO: pg. 173
HE: pg. 336-339
HE: pg. 340-343
-Tuesday 9/22
In-Class Revisions to
Personal Essay. Bring
laptop!! Post to D2L and
bring typed copy to next
class meeting.
Groups 7: Parallelism
& 8: Emphasis
Website Due 9/25
-Tuesday 9/29
Writing Task 3:
Expository Writing (See
Thurs.:
HE: pg. 344-348 type choices)
--Thursday 9/31
In-Class Revisions to
Expository Essay. Bring
laptop!! Post to D2L and
bring 4 typed copies to
next class meeting (One
for me three for your
peer editors)
Tues:
Tues.:
Exchange Expository
papers, read, and edit inclass.
Thurs.: Midterm
Thurs.: Revisions Due
for Expository Essay
Post in the drop box and
bring hardcopy
Midterm Assessment
Week 9: FALL BREAK
Week 10:
10/12
Preview Idea Paper: Choosing
Research
Topics
Arguments:
Counterarguments,
Supporting claims,
Library Visit
(Tentative) CG:
pg. 437-461
CG: pg. 156-159
Week 11:
10/19
Evaluating Sources
Theses in Research Review
Misplaced and Dangling
Modifiers
CG: pg. 462-477
CG: pg. 160-168
CG: pg. 169-190
Week 12:
10/26
Week 13:
11/2
Week 14:
11/9
Week 15:
11/16
Planning Your Research:
Outlines
& Essay Structure
Shifts and Emphasis
MLA: Citations-- Integrating
Citations
CG: pg. 491-497;
517-583
Conferences
Revision Workshop
CG: pg. 35-56
Thanksgiving Holiday-November 24– 28 NO CLASS
Week 16
11/30
Finals Week:
12/7
Editing/Publishing Workshops
No Finals in this class upload Idea Paper to Desire 2 Learn
Grammar Mini-Lesson Assignment
Introduction:
For this assignment, you are teaching a mini-lesson in grammar. You will develop a presentation
to share the most important information about your topic or section of the text to the class
through an interactive, engaging project or presentation. You must use technology in some way
and have the class do some kind of brief assignment.
What we will be teaching: ________________________________________________
Mini-Lesson Group Planning Document: Using the strategy, how will we accomplish the
following?
1. How will we introduce and explain this topic so that our students will understand the
how and why?
2.
How will we provide opportunities for guided practice? (Assignments and activities)
3.
How will we incorporate technology into our lesson?
4.
What handouts or other materials will we need to teach this lesson effectively?
5.
How will we make our lesson interesting and engaging?
*Each group is responsible for a 8-10 minute presentation. You will be teaching a grammar topic to the
rest of us. Divide the time evenly among the members. Take control of the classroom experience;
entertain questions and have a brief assignment.
GL Team Members Grammar Topic to Present Date We Present?
Grammar Mini-Lesson Leader Rubric
/100 pts
Knowledge and Thinking (40 points)
0 points
10 points
16 points
20 points
Ideas students
present do not
reflect an
understanding or
consideration of
the readings.
Presentation does not
indicate a clear and
complete understanding
of the grammar topic.
Presentation indicates
students have some
understanding of their
topic, but have not
considered all of the
necessary aspects or
taught it well.
Presentation indicates a
clear and complete
understanding of their
group’s assigned topic.
Student group has
considered most of the
necessary aspects of the
grammatical idea.
Students somewhat
seemed to understand or
engage in the lesson.
Presentation
indicates a clear and
complete
understanding of
their group’s
grammar topic, the
lesson was taught
well and students
were engaged.
Oral Communication (40 points)


0 points each
5 points each
8 points each
10 points each
Students do not 
use a visual aid in
their presentation
(ex, PowerPoint,
Prezi, chart paper).
Students do not 
share in
presentation
workload.
Students use a

visual aid in their
presentation (ex,
PowerPoint, Prezi,
chart paper).
Some students
share in
presentation

delivery but not all
students participate
or pull their
weight.
Students use a visual 
aid in their
presentation (ex,
PowerPoint, Prezi,
chart paper), and it is
without spelling or
grammatical errors.
Students share in
workload but the

delivery of the
presentation does not
appear planned.
Students use a visual aid in
their presentation (ex,
PowerPoint, Prezi, chart
paper), it is without spelling
or grammatical errors, and it
contributes to the overall
audience experience and
understanding.
Students share evenly in
presentation delivery. Each
student appears to
understand the idea they
are presenting on, and
presentation flows as
though it is planned.
Collaboration (20 points)
0 points
5 points
8 points
10 points
Students do not
assign roles, do not
pressure each other to
get the work done,
and do not complete
the work assigned.
Students do not work
towards a division of roles
and therefore do not get
an in depth understanding
of the readings.
Students assign roles
and work towards
completing their
assigned
presentation.
Immediately,
students divide
tasks. Teammates
help each other.
Personal Essay (SEE TEXTBOOK) 150
Rhetorical Reader Response (SEE TEXTBOOK) 150
Expository Essay: 150 pts
For the expository essay you will have the option to choose from the types of organization listed
below. Choose ONE type of organization for your essay.
Expository Essay 1 Prompt
150pts
Cause and Effect Essay:
Essay Directions: Prepare a multiple-paragraph essay on ONLY ONE of the topics below. You
should type the essay, using Times New Roman or like 12 pt. font. Use the stages of the writing
process and include an outline with your submission. Read the prompts carefully before you
begin to write. Your essay will be scored on the basis of how effectively you express, organize,
and support your ideas. Post all parts of essay packet to D2L (see below).
Good Essay Checklist-Be Sure To:
 FULLY respond to the prompt—make sure you understand what it is asking!
 Have a thesis statement, introduction, body paragraph(s), transitions, and a conclusion.
 Have a complete analytical ‘road map’ thesis in the introduction.
 Plenty of support in body paragraphs—make references to any secondary
sources.
 Use cause and effect transition words between paragraphs (as a result,
consequently, therefore, due to etc.)
 Have a summative conclusion with a clincher.
 Present as many GOOD causes and or effects necessary to support your thesis.
 Have a clear pattern of organization (Most Important to Least Important CausesEffects;
EffectsCauses)
 Establish a causal relationship (Necessary Cause, Sufficient Cause, Contributory Cause)
 Make few spelling and grammar errors
Essay Organization for Cause/Effect Essay, consider the following outlines:
I.
Introduction
II.
Effect #1 (with reasons and explanations)
III.
Effect #2 (with reasons and explanations)
Effect #3 (with reasons and explanations)
IV.
Conclusion
V.
Cause/Eff 150-point Rubric
150
Exemplary Cause and Effect
125
Better Cause and Effect
100
Some Cause and Effect
80
Little Cause and Effect
I.
II.
III.
IV.
75
No Analysis of C/E
50
Cause/Effects poorly presented
25
No Cause and Effect
0
Off topic
Introduction
Cause #1 (with reasons and explanations)
Cause #2 (with reasons and explanations)
Cause #3 (with reasons and explanations)
Conclusion
Possible Topics for Cause and Effect Essays
1. The causes of divorces: immaturity/ poor communication.
2. The causes of obesity: lack of physical activity/ poor eating habits.
3. The causes of hunger in poor regions: overpopulation/ inefficient agriculture.
4. The causes of cancer: heredity/ polluted environment/ unhealthy eating.
5. The causes of bullying in schools: lack of confidence/ family issues.
6. The causes of anorexia: body image distortion/ media coverage.
7. The causes of the Arab Spring: corruption/ human rights violation.
8. The causes of illegal immigration: unemployment/ human right violation.
If you’d like to shift the emphasis to the effects, here we go:
9.
10.
The effects of violent video games: aggression/ conflicts.
The effects of credit culture: debts/ dependence/ stress.
And here go some logical chains, which might become great cause and effect essay
topics as well:
11.
12.
13.
14.
Urbanization → noise pollution → stress.
Gun abuse → media coverage → crimes are seen as fast routes to fame.
Globalization → worldwide financial markets → higher competition.
No Child Left Behind → stress in teachers → stress in students.
*Note that arrows (→) mean causal relations.
A complete essay packet will include:
Prewrite (outline)
Final Draft
ALL DUE BY _______
Expository Essay 2 Prompt
150 pts
Comparison or Contrast
Essay Directions: You already use comparison and contrast to help you make decisions.
 You compare and contrast two job offers
 you compare and contrast two classes you want to take
 you compare and contrast musical groups you like
Comparison is writing that shows the similarities among subjects—people, ideas, situations, or
items; contrast shows the differences. In conversation, we often use the word compare to mean
either compare or contrast, but in this essay, and for most expository writing, the terms have
separate meanings.
Prompt: In a brief essay of no more than four-five double spaced pages, compare and contrast
Malcolm X’s and Martin Luther King’s ideas about non-violent resistance.
In this essay I want you to abandon the traditional five-paragraph essay format as best you can,
but still include the introduction with thesis, body paragraph, and summative conclusion
conventions. Post all parts of essay packet to D2L (see below).
Good Essay Checklist-Be Sure To:
 FULLY respond to the prompt—make sure you understand what it is asking!
 Have a thesis statement, introduction, body paragraph(s), transitions, and a conclusion.
 Have a complete analytical ‘road map’ thesis in the introduction.
 Plenty of support in body paragraphs—make references to any secondary
sources.
 Give the clear opinion of the writer in the thesis statement
Comp/Contrast 150-point Rubric
150
Exemplary Comparison
125
Best Comparison
100
Minor Comparison
75
Some Comparison
65
No Analysis
60
No Comparison
50
Undeveloped
0-10
Off topic
 Have coherent topic sentences that show opinions and are related to the thesis
 have well-organized and focused paragraphs
 Use focused sentences that have concrete subjects and active verbs.
 Use enough examples to get your point across.
 Follow the essay format and length guidelines stated in the syllabus
 Use strong clear language and be relatively free from grammar errors
 Include transitional words within your paragraphs to show CONTRAST or COMPARISON
Essay Organization for Comparison/Contrast
After you have developed points of comparison and supporting details, you need to decide how
to present them in your essay. There are two ways to organize a comparison/contrast essay:
point-by-point or whole-to-whole. You have to decide which of the two organizations will best
serve your purpose. Choose one and stick with it throughout the essay; otherwise you will
confuse your readers.
Point-by-point
Whole-to-whole
Thesis statement
Thesis statement
Topic sentence, point 1 Topic sentence, subject 1
Subject 1
Point 1
Subject 2
Point 2
Topic sentence, point 2
Point 3
Subject 1
Topic sentence, subject 2
Subject 2
Point 1
Topic sentence, point 3
Point 2
Subject 1
Point 3
Subject 2
Concluding statement
Concluding statement
Introduction:
Be sure, in your introduction, that you preface thesis with enough background so your reader
will be ready to understand both the activists’ positions. You should put your thesis at the END
of your introductory paragraph.
Body paragraphs:
As you can see from the essay organization above, you have choices for organizing your
paragraphs. Whichever style you use include transition words to guide your reader from idea to
idea. Common transitions in Comparison/Contrast Essays are:
Common Comparison
Common Contrast Transitions
Transitions
One similarity, Another
although, and yet, at the same time, but at the same time, despite
similarity, Like, Both, also, in that, even so, even though, for all that, however, in contrast, in spite
the same way, likewise,
of, instead, nevertheless, notwithstanding, on the contrary, on the
similarly
other hand, otherwise, regardless, still, though, yet
Using Concrete Language
Finding concrete specifics doesn't require a big vocabulary or a vivid imagination, just the
willingness to recall what you already know. If you really can't find any examples or specifics to
support your general conclusion, chances are you don't really know what you're talking about
(and we are all guilty of that more than we care to admit).
Conclusion:
Your conclusion should not introduce any new ideas, nor should it simply restate the examples
you have given to support your decision. Instead, you might restate you decision in different
terms, or reflect on a more global level about how this decision is important to your life, or to the
lives in the world around you. You may want to make a support statement or a non-supportive
statement about the intent of the author in writing the book.
Grammar:
You have a clue about where your strengths and weaknesses lie in basic grammar, like sentence
fragments, subject-verb agreement, and articles before nouns; make sure you check for these
carefully before you turn in your final draft. Use an active voice, and don’t pad your essay with
unneeded words!
A complete essay packet will include:
Prewrite (outline)
Final Draft
ALL DUE BY _______
Expository Essay 3 Prompt
150pts
Proposing a Solution Essay
Essay Directions: This type of writing can be found in places ranging from newspaper editorials
to personal letters. Problem Solution essays describe a problem vividly, propose a solution, argue
that the solution is practical, feasible, cost-effective and workable, and explain why this solution
is better than other solutions. Prepare a multiple-paragraph Proposing a Solution essay (3-5
pages) on ONLY ONE of the topics below. You must type the essay, using Times New Roman or
like 12 pt. font. Use the stages of the writing process and include an outline with your
submission. Read the prompt(s) carefully before you begin to write. Your essay will be scored on
the basis of how effectively you express, organize, and support your ideas. Post all parts of essay
packet to D2L (see below).
Possible Topics for a Proposing a Solution Essay:
1. How can we help homeless people in our community?
2. How can we prevent people from dropping out of high school?
3. What can be done to eliminate or prevent racism?
Prop/Sol 150-point Rubric
4.
150
Exemplary Solution
125
Best Solution
100
Some Solution
85
Little Suggestion for Solution
75
Problem/Solution poorly presented
20
No Problem or Solution
0
Off topic
What is the best way to help people who are victims of family violence?
5.
What should we do about the increase in gun violence?
6.
How can we best rehabilitate prisoners so that they can be productive members of
society?
7.
How can health care be given more equally around the world?
8.
How can we improve police and community relationships?
9.
What can be done to prevent human trafficking?
Good Essay Checklist-Be Sure To:
 FULLY respond to the prompt—make sure you understand what it is asking!
 Have a thesis statement, introduction, body paragraph(s), transitions, and a conclusion.
 Have a complete analytical ‘road map’ thesis in the introduction.
 Plenty of support in body paragraphs—make references to any secondary
sources.
 clearly state a problem and explain its significance
 explore all aspects of the problem including its causes and effects
 offer one or more reasonable solutions and explain how to put them into effect
 use anecdotes, examples, facts, or statistics to support the proposed solutions
 cite any secondary or primary sources that you use
 use logical reasoning to persuade the audience
Essay Organization for Proposing a Solution essay, consider the following outline:
I: Introduction: Define Problem, State Solution
II: Body: Examine Problem Further (if needed)
III: Body: Explain Alternative Solutions (ones that have been tried but failed)
IV: Body: Present Your Solution in Detail + Benefits
V: Conclusion: Restate severity of Problem + benefits
Tips on drafting a Proposing a Solution Essay
Think about the problem. Why do you think it is a serious problem? What are its causes and
effects?
Brainstorm possible solutions. How might the problem be solved? Consider drawing a cluster
map to display possible solutions.
Consider each solution and eliminate impractical ones. Does one solution stand out as the best
solution? Will people support it? Will it inspire political backing?
Identify your audience. Who will read your essay? What do they already know about the
problem? What objections might they have to the proposed solution? How can you address
their concerns?
Research necessary supporting facts. What kinds of data will help support the solution to the
problem? Do you need to do research, consult experts, or examine your own thoughts?
Prewrite (outline)
Final Draft
ALL DUE BY _______
Idea paper assignment
200pts
Assignment:
Begin your paper with a topic you would like to write about. Do the necessary research to find
out more about your subject, narrowing it down to a manageable size for a paper. Then
prepare a written version of the report to submit to me.
For your Idea essay, you will be both generating own topic and answering your own essential
question. Your essay should be no more than 8 pages long, double spaced, use Times New
Roman Font 12 pt, and should follow all MLA conventions of formatting. The goal of the essay is
not to pick the right answer, but to explain why you prefer your answer and to support your
position.
What makes a good essay?
A good essay should start by offering your position via your thesis. The rest of the essay should
give reasons for your view, making sure to wrap up with a conclusion at the end. The best
arguments use reasoning and avoid weasel words like “many” and also acknowledge their own
weaknesses though presentation of the counterargument and objection.
The goal of these essays is for you to learn how to make a good argument based on research,
testimonials, expert opinion, observations, data, and well-tested theories.
Start with facts, not opinion — an argument based entirely on opinion (while valid in many
contexts) leaves little room for people to be persuaded. Either they agree with you or they do
not. So build a case starting with verified information that everyone can agree with and then
show your logic going from there to your conclusion. Even if people don't agree with your
result, they can appreciate your reasons.
Be quantitative — wherever possible, look up numbers to back up your claims. Also: avoid
"weasel words" like "many people", "most", "lots", and "a few". These words have their place, but if
you can easily find numbers to replace them, it strengthens your case. (Conversely, overuse of
weasel-words can make you look ill-informed and/or deceitful.)
State your thesis (in this case, the action you're arguing for) as the last sentence in the
introduction. As a reader, I always find it very helpful to know what the writer is trying to say
early on. This lets me evaluate the entire piece in context. Be kind and help the reader out.
Consider your audience — In this case, pretend you're writing for a newspaper, trying to
convince your fellow citizens of your view.
More Tips
Like always, in this essay I want you to include an introduction with thesis, body paragraphs, and
summative conclusion.
 Give a clear position in the thesis statement
 Have coherent topic sentences that show opinions and are related to the thesis
 Have well-organized and focused paragraphs
 Use focused sentences that have concrete subjects and active verbs.
 Use enough examples to get your point across.
 Follow the essay format and length guidelines
 Use strong clear language and be relatively free from grammar errors
 Include transitional words within your paragraphs.
You do not need to perfectly format your citations and works cited page. However, you are
expected to have them; I just won’t meticulously assess every period and space. Although I will
briefly lecture on this, it is your responsibility to include citations and a works cited page—a
minimum of three relevant and CREDIBLE citations are required.
A complete essay packet will include:
Prewrite (outline)
Final Draft w/ in-text citations & works cited page
ALL DUE BY _______
Midterm Study Guide