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Spring 2011 Course: ENG 0099 Principles of Composition Instructor: Steve Chisnell, Adjunct Faculty Office: General Studies Office Hours: by appointment, Tuesday 5:15 pm in Library. Phone: C: 248-346-8166 Email: email@example.com Texts: th Fawcett, S. (2011). Evergreen, A Guide to Writing with Readings. 9 edition. Houghton- Mifflin. Huckin, T. and Hult, C. (2008). The New Century Handbook. 4th edition. New York: Pearson. A college-level dictionary such as Webster’s Collegiate Dictionary or The American Heritage Dictionary, College. Catalog Description: This course provides a review of grammar, in-depth practice in constructing paragraphs, and an introduction to essay composition. The focus is on writing as a process: finding and organizing ideas, composing a first draft, rewriting subsequent drafts, and proofreading. Furthermore, the APA (American Psychological Association) standard writing format is introduced and applied to formal writings. Class Policies: Success in this course is measured by the development of writing skills, including critical thinking, knowledge of English grammar, and the use of proper mechanics. Achieving that success requires regular participation in class and the timely completion of all assignments. With the common use of email, absence does not excuse a student from submitting assigned work on time. Acceptance of late assignments remains at the discretion of the instructor and the instructor reserves the right to impose a penalty for late work. Course Objectives and Educational Outcomes: Upon completion of the course, the student should be able to: Communicate in writing and demonstrate proficiency in reading. Evaluate and revise written communication. Distinguish among opinions, facts, and inferences. Apply critical thinking and problem solving skills in analyzing information. Identify and evaluate diverse perspectives and alternative points of view. Ask informed questions and render informed judgments. Recognize, analyze, and assess ethical situations. Integrate knowledge by taking a position on an issue and defending it with rhetorical arguments. Recognize when information is needed and acquire the knowledge and skills to locate, evaluate, and use information for college level work. Respect the privacy, security, and ownership of information located through online and library resources. Access and use primary and secondary resources ethically and legally according to APA format style. Use computers to access, analyze, and/or present information, solve problems, and communicate with others. Demonstrate interpersonal skills necessary for classroom discussion and group work. Spring 2011 IDEA Course Objectives: In the IDEA end-of-course student survey, one objective must be designated as Essential and two objectives designated as Important in the table below. Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends) Objective 2: Learning fundamental principles, generalizations, or theories Objective 3: Learning to apply course material (to improve thinking, problem Important solving, and decisions) Objective 4: Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course Objective 5: Acquiring skills in working with others as a member of a team Objective 6: Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) Objective 7: Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.) Objective 8: Developing skill in expressing myself orally or in writing Essential Objective 9: Learning how to find and use resources for answering questions or solving problems Objective 10: Developing a clearer understanding of, and commitment to, personal values Objective 11: Learning to analyze and critically evaluate ideas, arguments, Important and points of view Objective 12: Acquiring an interest in learning more by asking my own questions and seeking answers Grading Policy Attendance: Attendance is expected, as it shows that you are both interested in the material and willing to share your perspectives, experiences, and insights with your colleagues. As you enter the room it is your responsibility to initial the attendance sheet. You should initial the sheet prior to the beginning of class. You may not initial for any other class day or if you are late. Evaluation: Formal Writing 1: One paragraph, five to 12 Sentences 5% Formal Writing 2: Two paragraphs, five to 12 Sentences 5% Formal Writing 3: Narrative, three paragraph 5% 40% Formal Writing 4: Illustration. minimum three paragraphs 7% Formal Writing 5: Description. minimum three paragraphs 8% Formal Writing 6: Persuasion, minimum five paragraphs 10% Homework: Grammar assignments (ACE THE TEST) 10% Homework: Online journal assignments, including assignment 10% 20% involving plagiarism. Class work/participation 20% 20% Final exam (on-ground); Final essay (online) 20% 20% Total 100% GRADING SCALE: 100 – 90 A 89 – 80 B 79 – 70 C 69 – 60 D 59 – Below F Spring 2011 Schedule of Topics (may be adjusted depending on our needs) Text and Topics Assignments Week Chapters Evergreen Introductions 1. Syllabus Exercise and Diagnostics 2. Diagnostics Chapter 1 3. Reading: Evergreen: 1, 2, 25 Chapter 2 Journals 4. Reading: “How Sunglasses Spanned Chapter 25 the World” 534-535 Exploring the Writing 5. Journal A: Expectations, Unit 8 Reading Process Commitments, and Resources 1 Selections Prewriting 6. Sample Writing #1 (Workshop 1): April 5 The Sentence Most Confusing Events Facts, Inference, 7. Evergreen Online ACE THE TEST: Opinion Chapter 1 “How Sunglasses Homework: Spanned the World” 1. ACE THE TEST: Chs. 2 & 25 534-535 2. Bring article or email link related to Sample Writing #1 Evergreen The Paragraph 1. Journal B: Reaction 2. Sample Writing #2 / Workshop 2 Chapter 3: Coordination and 3. Formal Writing # 1: Evergreen Chapter 26: Subordination Online IMPROVE YOUR GRADE Chapter 39 A-C: Spelling CH 1. Choose either Assignment #1 2 Chapter 31 Nouns or #2. Write one Paragraph of 5-12 April 12 sentences. “Driving While Stupid” 4. Evergreen Online ACE THE TEST Reading 583-584 Chapter 3, 26, 31, 39 Selections Homework: Selected from above or to be determined Evergreen 1. Reading: Evergreen: 3F, 32, 39D-E Revision 2. Journal C: Reaction Chapter 3F Pronouns 3. Sample Writing #3 / Workshop 3 Chapter 32 Spelling 4. Formal Writing #2: Evergreen Online Chapter 39D-E IMPROVE YOUR GRADE CH 3. Ana Veciana-Suarez: Choose either Assignment #1 or #2. Readings: “When Greed Gives Write 2 Paragraphs of 5-12 3 Way to Giving” 573- sentences April 19 575 5. Evergreen Online ACE THE TEST Chapters 3,32, 6. TEST #1 Homework: Selected from above or to be determined Spring 2011 Text and Topics Assignments Week Chapters Evergreen Narration 1. Journal D: Reaction 2. Sample Writing 4 / Workshop 4 Chapter 6 Coherence 3. Evergreen Online ACE THE TEST: Chapter 16 (B) Sentence Errors Ch 4, 27, 36 Chapter 4 The Comma 4. Reading: Evergreen: 39F-I 4 Chapter 27 April 26 Chapter 36 A-C Spelling Homework: Chapter 39 F-I Selected from above or to be Brent Staples “A determined Readings Brother’s Murder” 562- 563 Evergreen Illustration 1. Journal E: Reaction 2. Formal Writing #3: Write a minimum Chapter 5 The Comma three paragraph Narrative Chapter 16 (A) Present Tense 3. Sample Writing 5 / Workshop 5 Chapter 36 D-F Past Tense 4. Evergreen Online ACE THE TEST 5 Chapter 28 Chapters 5, 6, 28, 36 May 3 Chapter 29 Homework: Readings Eric A. Taub “Cell Yell: Selected from above or to be Thanks for (Not) determined Sharing” 579-58 Evergreen Description 1. Formal Writing #4: Illustration. Minimum three paragraphs Chapter 7 Adjectives and 2. Sample Writing 6 / Workshop 6 Chapter 16 (C) Adverbs 3. Evergreen Online ACE THE TEST Chapter 29 Past Tense Continued Ch 7, 29, 30, 33, 35 Chapter 30 Past Participle 4. Journal F: Summary 6 Chapter 33 Prepositions May 10 Chapter 35 The Apostrophe Homework: Chapter 39J Spelling Selected from above or to be determined Readings Michael Levin “The Case for Torture” 598-600 Evergreen Revising: 1. Formal Writing #5: Description. Consistency and Minimum three paragraphs Chapter 21 Parallelism 2. Sample Writing 7 / Workshop 7 Chapter 22 Sentence Variety 3. Evergreen Online ACE THE TEST 7 Chapter 23 Language Awareness Ch 21, 22, 23 May 17 4. TEST #2 The New Century Using Sources and Handbook Avoiding Plagiarism Homework: Chapter 11 APA Documentation Selected from above or to be Chapter 14 Style determined Spring 2011 Text and Topics Assignments Week Chapters Evergreen 1. Journal G: Summary Persuasion 2. Sample Writing 8 / Workshop 8 Chapter 13 3. Evergreen Online ACE THE TEST Chapter 15 Intro, Thesis, Title Ch 13,15, 37 Chapter 17 D Mechanics Chapter 37 8 Andrew Sullivan “Why Homework: May 24 Readings the M Words Matters Selected from above or to be to Me” 595-596 determined The New Century Reviewing a sample Handbook research report in Chapter 19c APA Style Evergreen 1. Formal Writing #6: Persuasion – Summarizing, Quoting Title, Outline, Thesis Statement DUE Chapter 18 and, Avoiding 2. Sample Writing 9 / Workshop 9 Plagiarism 3. Evergreen Online ACE THE TEST 9 Ch 18 May 31 Readings Alice Walker “Beauty: 4. Journal H: Summary When the Other 5. TEST #3 Dancer is the Self” 601-6 Homework: Selected from above or to be determined Evergreen 1. Plagiarism exercises: Ch 17 TBA 2. Formal Writing #6: Persuasion –draft Chapter 14 Writing the Essay 3. Sample Writing 10 / Workshop 10 Chapter 20 Writing Under 4. Evergreen Online ACE THE TEST 10 Chapter 38 Pressure Ch 14 , 20, 38 June 7 Proofreading 5. Grammar/Study: TBA Review Homework: Selected from above or to be determined Formal Writing #6: Persuasion – Third and FINAL Revision due to Final Exam instructor – BRING A FINAL HARD COPY TO EXAM OF YOUR 11 COMPLETE PERSUASIVE ESSAY. June 14 Final exam will include comprehensive grammar testing, at least one paragraph, and one essay. Spring 2011 South University Policies in Brief: South University has built its reputation by consistently providing quality education with high standards and the classroom environment must e conducive to quality learning. Respect, proper etiquette, appropriate attire, and academic integrity must help shape and support learning so that each student becomes part of a vital learning community that is comfortable, engaging and supportive. Towards these goals, a few University policies regarding the classroom are listed here. For further elaboration on any of these topics, be sure to consult the Student Handbook. Class Attendance: Behavior patterns are often hard to change once established. Therefore, students are expected to attend each class session as absences result in lower achievement and other students miss the experience and perceptions that you bring to the classes. Students are responsible for knowing and adhering to the attendance policy set by their instructor and should find out from their instructors whether to come late to class if running notably late. Each student should familiarize themselves with the classroom guidelines paying particular attention to the consequences for missing exams, turning in assignments after the deadline, and receiving points for participation in class. Each instructor has a specific method of addressing missed classes, and student should be aware of this so that minimal learning disruption occurs. Clarify any questions regarding the course syllabus at the beginning of the term to avoid any unnecessary confusion. Students are responsible for material missed while absent, and should check with their instructors as soon as possible. Dress: South University seeks to properly prepare students for the general business and professional community. Students in allied health majors have specific dress requirements which are defined by their departments. If a student is improperly dressed, he/she will not be permitted to attend class or use University facilities. Inappropriately revealing and/or improper dress includes but is not limited to: sagging and low-rise pants, low-cut necklines, and bare midriffs. Hats may not be worn on campus. Dress for success. 1. Always be ready for an interview 2. No jeans that are worn out, have holes or are low cut, no sweatpants or pajama bottoms on campus 3. No tank tops or other clothing that is immodest Noise: In order to maintain an environment conducive to study, students are prohibited from activating noise making devices such as radios, cellular phones, beepers, and alarm watches while in any South University building. Offensive Conduct: Lewd, indecent, or offensive conduct is prohibited in the classroom and on campus. This includes but is not limited to verbal profanity, disrespectful comments, tasteless jokes, obscene gestures, inappropriate clothing, materials, or electronic content brought onto the premises or the classroom by any student or guest deemed to be lewd, indecent or offensive as determined by faculty and/or school officials. Spring 2011 Academic Dishonesty: Academic dishonesty is a serious offense and is outlined in detail in the Student Handbook. Students are responsible for reading and understanding this material in the Student Handbook. Food and Drink in Classrooms Only water in clear, plastic, resealable bottles may be consumed in classrooms, hallways or laboratories. No other food or drink items are allowed in the classrooms. Disability Services: South University provides accommodations to qualified student with disabilities, both online and on ground. The Office of the President or designee assists qualified student with disabilities in acquiring reasonable and appropriate accommodations and in supporting the student’s success at South University. South University is committed to providing qualified students with a disability and equal opportunity to access the benefits, rights, and privileges of college services, programs, and activities in compliance with American with Disabilities Act 1973. Students who believe they are in need of accommodation should contact the Office of the President. If you have a concern or complaint in this regard, please contact the Office of the President at 757-493-6900. Complaints will be handled in accordance with the Student Grievance Procedure for Internal complaints of Discrimination and Harassment described in this Handbook.
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