1ting: AManual for the Digital Age, Brief Second Edition. Wadsworth Cengage Learning, 2012. Print. (Comes with Neeb.Paltz E Course: Composition I nglish Composition) NY: Pearson, 2012. Print. Course Number: ENG160-01, 02, and 03—GEIII / Fall 2012 Course 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-1:15P Instructor: Prof. Rigolino Email: email@example.com (I am easiest to reach via email.) Office Location: JFT 802a Office hours: M/: 11:00-12:00 T/F: 11:00-12:30 Phone extension: x2731 (Try email first.) Required Texts (available at Campus Bookstore) Course Description Course Description Training in critical reading, the process of composing, academic forms of writing, and computer literacy. Movement from expressive to expository writing. Papers assigned to develop particular writing techniques. A first-semester English course. 1
Objectives By semester’s end, students will demonstrate the ability to: • 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 to develop ideas fully an in an organized fashion. The course will develop students’ abilities to produce distinctive pieces of writing based upon individual thinking and experience. It also will stress and lead students through the composing process as they develop better understanding of their own writing processes . . . (Composition Program Handbook 11).ng Requirements and Grade Distributione ssays (3-4 pag e s e ach) 7 5%lass e ssays; 1 0%als; q uizze s; o ral re po rts 1 5%re d Final Po rtfo lio (P/F) Participatio n & Library A nme nt (P/F)* ssig atte ndance and participatio n is e xpe cte d. Failure s in the se are as will re sult in a de ductio n to yo ur o ve rall co urse g rade o f at le ast half a g rade .
3 NOTE: THERE ARE NO WITHDRAWALS OR INCOMPLETES FOR COMPOSITION I AND II. THIS IS A COLLEGE POLICY. ATTENDANCE REQUIREMENT Class attendance and participation are expected. For absences less than three and failure to participate 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 P articipation Proceduresosition class requirement and failure to attend will result in failing the course. Also, you are required to meet with our in class tutADE So, for example, if you miss one class and three tutoring sessions-or you miss two classes, one workshop session, and one . 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. 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). 3
• 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. Youmust cite according to the Modern Language Association (MLA) format found in Writing: AManual 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. 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
L of J ist ournal Readings and W riting Assignments: From The MercuryR eader Note: Y will read other selections fromMR in addition to these. ou 5 WEEK M 8/27W Diagnostic Essay Writing Workshop: Date Assignment is 1WEEK 8/29R Various Class Activities: Introduction to DUEDescriptive courseEssay 1 Assigned / Oral Report 2WEEK 8/30M Groups AssignedNO CLASSWriting Paragraph with 3WEEK 9/3W 9/5R Workshop: Various Class Activities: Work Photograph DueEssay 1 4WEEK 9/6M on Essay #1 Proposal and on Journal Proposal Due/ Journal 1 5WEEK 9/10W #1Discuss Journals and Essay Due “Theme for English 6WEEK 9/12R ProposalsPeer Critiques of Essay B.” / “My Name”/ in #1Writing Workshop: Various Class 7WEEK 9/13M Activities: Peer Critiques of Essay Drafts Mercury ReaderRough 8WEEK 9/17W (Continued Work)/ Review Chapters 1-4 Draft of Essay #1 9WEEK 9/19R and 6 & 7 in WDARevision Strategies/ DueReading “Shitty First 10WEEK 9/20M Review Chapters 1-4 and 6 & 7 in Drafts”(MR); Due with 11WEEK 9/24W WDANO CLASSWriting Workshop: ResponseFinal Copy of Various Class Activities: Final Editing 12WEEK 9/26R Touches/ WDA Chapter 6Introduction to Essay #1 DueQuote 13WEEK 9/27F Essay #2Review Chapter 4 in WDA/ Response Homework 14WEEK 9/28M Introduction to Malcolm XNO DueJournal #2 Due/ 15WEEK 10/1W CLASSJournal #2 Discuss and Oral “Homemade Education” 16JOURNAL 10/3R Report Group 1HA JIN TALK EXTRA in MREVERYONE CREDITReview Chapter 16 in #1 10/4M PLAN TO WDAWriting Workshop: Various Class 10/8T Activities: Work on Proposal for Essay #2 ATTENDJournal #3 Due “Theme for 10/9W and on Journal #3NO CLASSMONDAY / “College Pressures” English B” 10/10R CLASSES MEETWriting Workshop: MR/ Oral Report Group by Langston 10/11M Various Class Activities: Work on Journal #1 Hughes and 10/15W #4 and on Essay #2Peer Critiques of “My Name” 10/17R Essay #2Writing Workshop: Various Class Also, Essay #2 Proposal Activities: Final Editing of Essay #2Intro by Sandra 10/18M to Fresh Perspectives/ Midterm/ Essay DueJournal #4 Due / Cisneros 10/22W #3Library SessionWriting Workshop: “School v. Education” / 10/24R Various Class Activities: Work on Essay “What Is Intelligence, JOURNAL #2 #3 Proposal / Fresh Perspectives / (Ha Anyway?”/ MR/ Oral 10/25M Jin) / Journal #5Oral Report Group Report Group #2Rough “Homemade 10/29W #3and Discussion of Journal #5/ WDA Draft of Essay #2 Education” 10/31R Chapters 8-11Midterm: PT IWriting DueFinal Copy of Essay by Malcolm 11/01M Workshop: Various Class Activities: 11/05W Midterm: PT 2WDA Chapters 17-21Black #2 DueEssay #3 Proposal XJOURNAL 11/07R Solidarity DayWriting Workshop: Various Due #3 Class Activities: WDA Chapters 8-11Oral 11/08M Report Group #4/ WDA Chapters 17- Journal #5 Due / “The “College 11/12W 21Peer Critique of Essay #3Writing Case Against College” / Pressures” 11/14R Workshop: Various Class Activities: Final MR / Oral Report Group by William 11/15M Editing of Essay #3/ WDA Chapters 17- 21Introduction to Essay #4 ProjectNO #3Fresh Perspectives Zinsser 11/19W CLASSNO CLASSWriting Workshop: Submission is JOURNAL #4 11/21R Various Class Activities: Final Portfolio DueJournal #6 Due/ 11/22M Workshop and Workshop for Final “School vs. “Public and Private 11/26W Presentations for Essay #4 ProjectIn- Education” 11/28R Class Essay Exam II TodayWriting Language” / by Russell Workshop: Various Class Activities: Final “Spanglish”/ Oral Report 11/29M Baker and Portfolio Workshop and Workshop for Group #4Rough Draft of 12/03W “What Is Final Presentations for Essay #4 Essay #3 DueFinal Copy 12/05R ProjectPresentationsPresentationsLAST Intelligence, 12/06M of Essay #3 DueEssay #4 CLASSCommon Exam Day Anyway?” Project Proposal is 5
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