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  • 1. 1Course: Composition ICourse Number: ENG160-01, 02, and 03—GEIII / Fall 2012Course time and location  Section 01: Location: LC 110 / Days and Times: M/R: 1:40P-2:55P W: 1:40P-2:40P  Section 02: Location: HUM 301 / Days and Times: M/R: 4:30P-5:45P W: 4:30P-5:30P  Section 03: Location: LC 110 / Days and Times: M/R: 12:15P-1:30P W: 12:15P-1:15PInstructor: Prof. Rigolino Email: rigolinr@newpaltz.edu (I am easiest to reach via email.)Office Location: JFT 802a Office hours: M/: 11:00-12:00 T/F: 11:00-12:30Phone extension: x2731 (Try email first.) Required Texts (available at Campus Bookstore) Jin, Ha. A Good Fall. New York: Vintage, 2010. Blakesley, David and Jeffrey L. Hoogeveen. Writing: A Manual for the Digital Age, Brief Second Edition. Wadsworth Cengage Learning, 2012. Print. (Comes with New Voices, New Visions) Composition Program Handbook. 2012-2013. Web. Course Description Mercury Reader (Custom edition for SUNY New Paltz English Composition) NY: Pearson, 2012. Print.Course DescriptionTraining in critical reading, the process of composing, academic forms of writing, and computerliteracy. Movement from expressive to expository writing. Papers assigned to develop particularwriting techniques. A first-semester English course.ObjectivesBy semester’s end, students will demonstrate the ability to: 1
  • 2. 2  To develop the ability to write in different rhetorical situations, i.e., for different purposes, occasions, and audiences.  To develop the ability to write effectively in a variety of rhetorical modes.  To develop the ability to write well-developed, well-organized, and clear paragraphs and essays.  To enhance the thinking necessary in all college courses, i.e., reflecting, observing, explaining, comparing, summarizing, synthesizing, analyzing, and interpreting.  To approach writing as a process, i.e., planning, shaping, drafting, revising, editing, and proofreading.  To increase the ability to write grammatically and coherently.  To critique one’s own writing and the writing of others.  To evaluate courses of information using criteria such as currency, authority, objectivity, accuracy, specificity, and relevance.  To use information ethically and legally (i.e., to avoid plagiarism).  To develop oral presentation skills.  To develop computer information literacy.  To demonstrate basic knowledge of library skills. Course Overview:Composition I develops students’ abilities to write grammatical and coherent sentences and todevelop ideas fully an in an organized fashion. The course will develop students’ abilities toproduce distinctive pieces of writing based upon individual thinking and experience. It also willstress and lead students through the composing process as they develop better understanding oftheir own writing processes . . . (Composition Program Handbook 11). Writing Requirements and Grade Distribution Four essays (3-4 pages each) 75% 2 in-class essays; 10% Journals; quizzes; oral reports; homework including Ha Jin Collection 15% Required Final Portfolio (P/F) Class Participation & Library Assignment (P/F)* *Class attendance and participation is expected. Failures in these areas will result in a deduction to your overall course grade of at least half a grade.  2
  • 3. 3NOTE: THERE ARE NO WITHDRAWALS OR INCOMPLETES FOR COMPOSITION I AND II. THIS IS ACOLLEGE POLICY. ATTENDANCE REQUIREMENTClass attendance and participation are expected. For absences less than three and failure toparticipate in class, I will deduct points from your class work grade (see last item in list above).For absences in excess of three, please read below. Attendance and Participation For English Composition I SWW you are required to attend a writing workshop one time a week. This is an important part of your English Composition class requirement and failure to attend will result in failing the course. Also, you are required to meet with our in class tutor once a week outside the classroom. If you are dismissed from tutoring because you do not regularly attend and/or have more than two unexcused absences, you will not be able to pass this course. Absences from class, workshop and tutoring (including those excused) in excess of three (yes, again, that means among the class, workshop, and tutoring) will result in an AUTOMATIC FAILING GRADE. So, for example, if you miss one class and three tutoring sessions-or you miss two classes, one workshop session, and one tutoring session-you are then eligible to fail this course. Being late three times will count as one absence. Procedures 1. Students are expected to engage in all levels of the writing process: prewriting, drafting, revising, editing, and proofreading. Students will receive ample time to work on their writing and will receive feedback from both the instructor and their peers. 2. Essays 1-3 may be revised once after the initial grade has been recorded. In most cases, editing and proofreading alone will not count as a revision. Revision is more substantial, sometimes requiring the addition of text, deletion of text, and reorganization of text. If a student chooses to revise an essay, the revision must be submitted within one week of the day it is returned to him or her. The original grade will be averaged in with the second grade; however, there is no guarantee that the revision will receive a higher grade. 3
  • 4. 4 3. Students receive a grade and feedback on each assignment before the next assignment is due so that students can learn from the comments. Students are reminded that they can come visit me in my office hours to discuss their writing at any time during the semester. Portfolios Students will be required to submit portfolios of their work in order to receive passing grades in the course. Keep all of your work. Do not throw anything you write away. You will need to assess all of your work for possible inclusion in the portfolio. To be eligible to submit portfolios, students must demonstrate competency in grammar and usage through an editing exercise and must be passing the course with a D or better. Composition I: Portfolio Checklist  Assessment sheet (student, instructor, and reader’s name; oral component met).  Table of contents.  A self-assessment of your writing regarding this semester; this may be formatted as a letter to the reader of the portfolio (also called: cover or reflective letter).  Diagnostic essay (not graded; clean copy).  Two essays written and revised outside of class with all drafts; attach an unmarked clean copy on top of the drafts. This must include one argument or analysis essay with MLA documentation and Works Cited page.  Midterm exam or second-timed writing (not graded; clean copy).  Common final exam (not graded; clean copy). Portfolios will be graded as passing if they are deemed a level 4 on the placement and proficiency scale. Portfolios that do not contain the required work will not be graded. Students who do not fulfill the portfolio requirement will receive a grade of R (Repeat) for the course, which does not affect the student’s Grade Point Average or financial aid. The student must repeat the course and successfully complete all assignments before a grade will be determined. Statement on Academic Integrity“Students are expected to maintain the highest standards of honesty in their academic work.Cheating, forgery, and plagiarism are serious offences, and students found guilty of any form ofacademic dishonesty are subject to disciplinary action” (Faculty Handbook 33).Plagiarism is the unacknowledged (intentionally or unintentionally) use of summary, paraphrase,direct quotation, language, statistics, or ideas from other sources, including Internet sources.You must cite according to the Modern Language Association (MLA) format found in Writing:A Manual for the Digital Age, Brief Second Edition. If you plagiarize all or part of a writingassignment, you will be reported to the Department of English Chair and/or the Academic Dean. 4
  • 5. 5 Statement on Americans with Disabilities Act“Students with disabilities are entitled to the right to accommodation under Section 504 of theRehabilitation Ace and ADA of 1990. ADA students are responsible for self-identifying to theDisability Resource Center, who will inform me of your needs of accommodation related to thestructure of the course” (Faculty Handbook 30). Schedule of AssignmentsPlease note: This schedule is tentative and will change based on the needs of the class.MR = Mercury ReaderWDA = Writing for a Digital Age Date Assignment is DUEWEEK 1 M 8/27 Diagnostic Essay W 8/29 Writing Workshop: Various Class Activities: Introduction to course R 8/30 Essay 1 Assigned / Oral Report Descriptive Paragraph Groups Assigned with Photograph DueWEEK 2 M 9/3 NO CLASS W 9/5 Writing Workshop: Various Class Activities: Work on Essay #1 Proposal and on Journal #1 R 9/6 Discuss Journals and Essay Essay 1 Proposal Due/ Proposals Journal 1 Due “Theme for English B.” / “My Name”/ in Mercury ReaderWEEK 3 M 9/10 Peer Critiques of Essay #1 Rough Draft of Essay #1 Due W 9/12 Writing Workshop: Various Class Activities: Peer Critiques of Essay Drafts (Continued Work)/ Review Chapters 1-4 and 6 & 7 in WDA R 9/13 Revision Strategies/ Review Chapters Reading “Shitty First 1-4 and 6 & 7 in WDA Drafts”(MR); Due with ResponseWEEK 4 M 9/17 NO CLASS W 9/19 Writing Workshop: Various Class Activities: Final Editing Touches/ WDA Chapter 6 R 9/20 Introduction to Essay #2 Final Copy of Essay #1 DueWEEK 5 M 9/24 Review Chapter 4 in WDA/ Quote Response Introduction to Malcolm X Homework Due W 9/26 NO CLASS R 9/27 Journal #2 Discuss and Oral Report Journal #2 Due/ Group 1 “Homemade Education” in MR F 9/28 HA JIN TALK EXTRA CREDIT EVERYONE PLAN TO 5
  • 6. 6 ATTENDWEEK 6 M 10/1 Review Chapter 16 in WDA W 10/3 Writing Workshop: Various Class Activities: Work on Proposal for Essay #2 and on Journal #3 R 10/4 Journal #3 Due / “College Pressures” MR/ Oral Report Group #1 Also, Essay #2 Proposal DueWEEK 7 M 10/8 NO CLASS T 10/9 MONDAY CLASSES MEET W 10/10 Writing Workshop: Various Class Activities: Work on Journal #4 and on Essay #2 R 10/11 Journal #4 Due / “School v. Education” / “What Is Intelligence, Anyway?”/ MR/ Oral Report Group #2WEEK 8 M 10/15 Peer Critiques of Essay #2 Rough Draft of Essay #2 Due W 10/17 Writing Workshop: Various Class Activities: Final Editing of Essay #2 R 10/18 Intro to Fresh Perspectives/ Final Copy of Essay #2 Midterm/ Essay #3 DueWEEK 9 M 10/22 Library Session W 10/24 Writing Workshop: Various Class Activities: Work on Essay #3 Proposal / Fresh Perspectives / (Ha Jin) / Journal #5 R 10/25 Oral Report Group #3and Discussion Essay #3 Proposal Due of Journal #5/ WDA Chapters 8-11 Journal #5 Due / “The Case Against College” / MR / Oral Report Group #3WEEK 10 M 10/29 Midterm: PT I W 10/31 Writing Workshop: Various Class Activities: Midterm: PT 2 R 11/01 WDA Chapters 17-21 Fresh Perspectives Submission is DueWEEK 11 M 11/05 Black Solidarity Day W 11/07 Writing Workshop: Various Class Activities: WDA Chapters 8-11 R 11/08 Oral Report Group #4/ WDA Journal #6 Due/ “Public Chapters 17-21 and Private Language” / “Spanglish”/ Oral Report Group #4WEEK 12 M 11/12 Peer Critique of Essay #3 Rough Draft of Essay #3 6
  • 7. 7 Due W 11/14 Writing Workshop: Various Class Activities: Final Editing of Essay #3/ WDA Chapters 17-21 R 11/15 Introduction to Essay #4 Project Final Copy of Essay #3 DueWEEK 13 M 11/19 W 11/21 NO CLASS R 11/22 NO CLASSWEEK 14 M 11/26 Essay #4 Project Proposal is Due W 11/28 Writing Workshop: Various Class Activities: Final Portfolio Workshop and Workshop for Final Presentations for Essay #4 Project R 11/29 Journal #7 Due/ “Serving in Florida” /MR Oral Report Group #5WEEK 15 M 12/03 In-Class Essay Exam II Today W 12/05 Writing Workshop: Various Class Activities: Final Portfolio Workshop and Workshop for Final Presentations for Essay #4 Project R 12/06 PresentationsWEEK 16 M 12/10 Presentations W 12/12 LAST CLASS Final Portfolios Due/ Essay #4 Project Due F 12/14 Common Exam Day List of Journal Readings and Writing Assignments: From The Mercury Reader Note: You will read other selections from MR in addition to these.JOURNAL #1 Assignment: Write 350+ words, total, in response to the following questions in the textbook. Your total“Theme for English B” by Langston word count is 350+ words.Hughes and “My Name” by SandraCisneros Questions on Rhetorical Strategy and Style: p. 72. Question 2 (“Rewrite this poem...”) AND Writing Assignments: p. 75 / Topic 2 (Write an essay...)JOURNAL #2 Assignment: Write 350+ words, total, in response to the following questions:“Homemade Education” by MalcolmX Questions on Meaning: p. 58 #1 and #2 AND 7
  • 8. 8 Questions on Rhetorical Strategy and Style: p. 58 #2JOURNAL #3 Assignment: Write 350+ words, total, in response to the following questions:“College Pressures” by WilliamZinsser Writing Assignments: Questions 1 and 2 on pp. 24 and 25JOURNAL #4 Assignment: Write 350+ words, total, in response to the following questions:“School vs. Education” by RussellBaker and “What Is Intelligence, Writing Assignment Questions on p. 137 (ChooseAnyway?” by Isaac Asimov either question 1 or 2) AND Writing Assignment Question #1 on p. 3JOURNAL #5 Assignment: Write 350+ words, total, in response to the following questions:“The Case Against College” Questions on Meaning: #1 on p. 142By Caroline Bird AND Writing Assignments: Choose either question #1 or #2 on p. 142JOURNAL #6 Assignment: Write 350+ words, total, in response to the following questions:“Public and Private Language” byRichard Rodriquez and “Spanglish” Questions on Meaning: #1 and #2 on p. 47by Janice Castro and Dan Cook AND Writing Assignments: #3 on p. 79JOURNAL #7 Assignment: Write 350+ words, total, in response to the following questions:“Serving in Florida” by BarbaraEhrenreich Questions on Meaning: #1 on p.107 AND Writing Assignments: #2 on p. 108 8