MW 8-9:20 F 7:50-9:20
Professor: Ms. Laura Peet Office: FT 204F
Office Phone: 654-3069 Office Hours: MW 9:45-10:30am or by appointment
E-mail Address: email@example.comWebsite: www.laurapeet.weebly.com
A total English Placement Test score between 142 and 146 OR a grade of C- or higher in English 80 or
90 or an English 99 EQE score.
Study of rhetorical patterns as critical thinking strategies to help students develop effective college-level
writing skills. Frequent short papers in a variety of essay modes are assigned, and the fundamentals of
grammar, usage, punctuation, and spelling are reviewed as necessary.
Course Learning Outcomes:
Throughout English 99, students should develop the following learning outcomes:
Goal 1: Reading Skills
Objective 1: Identify a rhetorical situation (purpose, audience, tone) and explain how a
writer’s rhetorical choices (e.g., bias, rhetorical modes, syntax, diction) inform
Objective 2: Identify a text’s organization and conventional parts (introduction, thesis, main
ideas, body paragraphs, conclusion), and describe how the parts work together.
Objective 3: Recognize a text’s logic and reasoning.
Objective 4: Recognize the effectiveness of a writer’s rhetorical choices,
organization, and logic.
Goal 2: Writing Skills
Objective 1: Adapt the writing process to various rhetorical situations, anticipating the
needs of purpose and audience.
Objective 2: Break down a writing prompt, and stay on task.
Objective 3: Create effective thesis statements, and use a variety of appropriate rhetorical
strategies to support the thesis.
Objective 4: Adequately structure essays, demonstrating how the parts work together to
Objective 5: Recognize and use good logical reasoning to develop essays.
Objective 6: Use correct and discourse-appropriate syntax, diction, grammar, and
Goal 3: Research Skills
Objective 1: Use summary, paraphrase, and direct quotes to adequately synthesize
sources into own writing.
Objective 2: Use a documentation style, and avoid plagiarism.
Advancing to English 110:
To advance to English 110, you must earn a grade of C- or higher in English 99. To be eligible
for a C- in English 99, you must earn a C- or higher on at least one in-class writing assignment
and a C- average on all other course assignments.
Required Text Books:
The Prose Reader (9th edition)
Quick Access Compact (2nd edition)
Lined binder paper
Blue or black pens
Because mastering skills in writing requires regular, sustained effort, students in English
composition classes should attend class regularly and punctually. A student who has more than
two absences should not expect to receive a passing grade.
Waiting List Policy
On a waiting list, you are eligible for a place in the class
1. if you come to every class and
2. if you turn in the work while you are there.
Being on a waiting list does not mean you are guaranteed a place in the class. It simply means
you are welcome to wait for an opening in the class if you so desire. If no one drops out of the
section you’re attending, no students can add.
As a result, you should be aware of the last day to add and have a back-up choice if you need
another class. This plan is especially important for financial aid recipients and for F-1 and J-1
visa holders, who must carry a full load to receive their financial aid. Being on a waiting list
does not count as a class toward your full load.
Instructor-Initiated Drop Policy
Many students are trying to get into composition courses. As a result, this course is subject to
the policy on instructor-initiated drops. If the class is full and has a waiting list, I have the right
to have you administratively dropped from class by the end of the second week of the term if you
have missed three consecutive class sessions and have not contacted me. However, you should
not assume that you will be automatically dropped from this course if you have not attended.
Academic Honesty Policy
This course is subject to the academic and disciplinary sanctions established by CSUB for
plagiarism as outlined on the university website: www.csub.edu
Individual, Drop-in Tutoring
Your instructor may also require that you complete individual, drop-in tutoring for certain
aspects of your writing, in which case you will receive a Tutor Referral Form with your graded
essay. If you receive a referral form with any of your papers, you are required within one week
to take the form and your paper in to the Writing Resource center for individual assistance. Your
instructor may withhold your essay grade until after you have completed this requirement.
Turnitin.com is a tool to help you avoid plagiarism. Approximately two hours after you submit
your paper to this online program, you can access a color-coded report with details about your
use of sources in your paper. Because this site does not detect problems with paraphrasing that is
not cited properly, you should use this site only as a guide. To use turnitin.com, you will need to
register on the site and set up a password. Once this is done, you will then need to create a “user
profile” specifically for this class and any others that may use the site. You will need the
following information to set up your user profile:
Class Enrollment Password–csub
After your profile is created, you can log onto and use the site.
Note: Submitting a paper to turnitin.com does not mean you have submitted your paper to
your instructor; you must also hand in a copy of your paper to your instructor.
Specific class policies and class information are listed under each course heading in the
online Composition Handbook.
You are responsible for completing 15 MyWritingLabPlus topics in your English 99 class. This
requirement is worth 10% of your overall English 99 grade. To receive full credit, you must (1)
take the pre- and post-diagnostics (Sentence Grammar and Basic Grammar) and (2) master
approximately 1-1/2 of the assigned topics (listed below) per week, for a total of 15 topics by
the end of the quarter. To master a topic, you must earn a score of 80% or higher on both the
Recall and Apply sections for each of the following topics.
Note that topics mastered through the pre-diagnostic will not count towards the 15 topics.
Students must master these 15 assigned topics in both the Recall and Apply sections.
Developing and Organizing a Paragraph
Parts of Speech, Phrases, and Clauses
Misplaced or Dangling Modifiers
Semicolons, Colons, Dshes, and Parentheses
Easily Confused Words
You will be held responsible for these new skills every week in your writing. Since this is an
online workshop, you can work on these topics outside of class at your convenience, as long as
you master approximately one topic per week, for a total of 15 topics. This means that if you
wait until the end of the quarter to complete all 15 topics, you will not receive full credit and
your essay will not benefit from your mastery of these skills. You will need the following
information to create an account and use the site.
Website URL: http://csub.mylabsplus.com
Username: Student ID# (e.g., 000123456)
Password: The first time you log in, your password will be your full birth date (e.g., if your
birthday is November 9, 1993, then your password would be 11091983). You can
change this password after you log in the first time.
For additional information about the program, see the PowerPoint below:
How to sign in & get around MWL—www.csub.edu/mwl/mwlpstudenthowto.ppt
Note: If you exhaust a topic before mastering it, let the instructor know, and he or she will
“unlock” it for you.
Because you are college students, you will be expected to behave like adults. I expect that you
will come to class on time, stay for the duration of the class period, come to class having read the
material and completed all assignments, and be attentive and respectful of others. In addition, I
ask that you make sure that all cell phones and/or pagers are silenced during class time. Please
treat me and your classmates with the respect we deserve, and refrain from interrupting or
making degrading remarks about the comments of others. Similarly, I ask that you be willing to
participate in class discussions. Our discussions will be based on prior readings and will be
essential in furthering your understanding of the texts. In addition, they will be of great help in
propelling your research for the final paper. Willing participation will be greatly appreciated.
Late/Make Up Work Policy:
All work should be completed and turned in on time. Any work turned in late will be docked
10% for each day that it is late, including weekends, so I suggest that you make every effort to
get your work done on time. Exceptions will be made in the case of documented emergencies.
If, for some reason, you must miss class on a day in which something is due, you should contact
me beforehand so that we can make other arrangements. Make up work, such as in-class essays,
will be allowed only in the case of students to come to me beforehand or have documented
Required revisions are indicated on the course schedule. When you revise your writing, the
original essay must be attached to the rewrite. In order for a grade to improve, you need to do
more than simply correct the marks on the original essay. In other words, rewritten papers
should show extensive revision as well as editing. The final grade will be an average of the
original and the rewritten essay.
Academic Honesty Policy:
This course is subject to the academic and disciplinary sanctions established by CSUB for
plagiarism as outlined on the university website: www.csub.edu, Acad. Info & Policies Fall
2011, p. 39
You will receive handouts for assignments as they come up in the schedule. All requirements for
each assignment will be discussed in detail in class.
SSR Journal 5%
Homework, Quizzes, and Class Work 10%
My Writing Lab 10%
Rhetorical Precis (3 @ 5% each) 15%
In Class Essays (2 @ 5% each) 10%
Process Analysis Essay 10%
Compare/Contrast Essay 15%
Argument Synthesis Essay 25%
For the first 10 minutes of every class (except in-class essay days), you will be doing sustained
silent reading. This time should be spent reading a book of your choosing—NOT a textbook for
ours or any other class. Thus, you should bring your SSR book to every class. Then, for 5
minutes afterward, you will record in your SSR journal a quick response (at least 50 words) to
what you have read. These journals will be collected periodically throughout the quarter.
All out of class assignments should be typed, 12pt. font, and double spaced. Please make sure
that all work is stapled before you hand it in to me.
100%-94% = A 83%-80% = B- 69%-67% = D+
93%-90% = A- 79%-77% = C+ 66%-64% = D
89%-87% = B+ 76%-74% = C 63%-60% = D-
86%-84% = B 73%-70% = C- 59%-0% = F
Grading Standards for Writing Assignments
Department of English
California State University, Bakersfield
A. EXCELLENT - a paper in this category
▪ Addresses the assignment thoughtfully and analytically, setting a challenging task.
▪ Displays awareness of and a sense of purpose in communicating to an audience.
▪ Establishes a clearly focused controlling idea.
▪ Demonstrates coherent and rhetorically sophisticated organization; makes effective
connections between ideas.
▪ Provides clear generalizations with specific detail, compelling support and cogent
▪ Cites relevant sources and evaluates their validity, effectively integrating them into text
▪ Displays superior, consistent control of syntax, sentence variety, word choice, and
conventions of Standard English.
ESL/Dialect Guideline: Grammatical errors are rare and do not interfere with overall
effectiveness of paper; occasional imprecision in word choice or usage may occur.
B. STRONG - a paper in this category
▪ Addresses the assignment clearly and analytically, setting a meaningful task.
▪ Addresses audience needs and expectations.
▪ Establishes a clearly focused controlling idea.
▪ Demonstrates clear and coherent organization.
▪ Provides clear generalizations and effective support and analysis.
▪ Cites relevant sources, effectively integrating them into text when appropriate.
▪ Displays consistent control of syntax, sentence variety, word choice, and conventions of
ESL/Dialect Guideline: Some grammatical errors may occur throughout the paper but do not
interfere with overall effectiveness; occasional inappropriate word choice or incorrect usage
C. ADEQUATE - a paper in this category
▪ Addresses the assignment with some analysis.
▪ Addresses most audience needs and expectations.
▪ Establishes a controlling idea.
▪ Demonstrates adequate organization.
▪ Provides support for and some analysis of generalizations.
▪ Cites appropriate sources, adequately integrating them into text.
▪ Displays adequate control of syntax, sentence variety, word choice, and conventions of
Standard English; errors do not slow the reader, impede understanding, or seriously
undermine the authority of the writer.
ESL/Dialect Guideline: Grammatical errors, inappropriate word choice, or incorrect usage
may occur throughout the paper but rarely interfere with effective communication.
D. SERIOUSLY FLAWED - a paper in this category
▪ Addresses the assignment inadequately.
▪ Shows insufficient audience awareness.
▪ Strays from the controlling idea or the idea is unclear.
▪ Displays formulaic, random, or confusing organization.
▪ Lacks generalizations, or provides generalizations with inadequate support or analysis.
▪ Fails to cite sources or cites and/or integrates them inappropriately.
▪ Shows deficient control of syntax, word choice, and conventions of Standard English;
errors impede understanding.
ESL/Dialect Guideline: Serious and frequent errors in grammar, word choice, or usage
E. FUNDAMENTALLY DEFICIENT - a paper in this category
▪ Fails to address assignment.
▪ Demonstrates a lack of audience awareness.
▪ Lacks a controlling idea.
▪ Lacks organization or organizes illogically.
▪ Displays inability to generalize, analyze, or support ideas.
▪ Fails to use outside sources or misuses the texts of others.
▪ Shows inadequate control of syntax, word choice, and conventions of Standard English.
ESL/Dialect Guideline: An accumulation of serious and frequent errors in grammar, word
choice or usage prevent communication.
Guidelines for Evaluating the Writing of ESL/Dialect Students: The writing of ESL/Dialect
Students should be held to native speaker standards for content and addressing the assignment.
However, because certain types of errors persist in ESL/Dialect writing even at an advanced
level, some accommodation for ESL/Dialect features is appropriate.
Because the quarter system goes by so quickly, it is important that you not miss class, and that, if
for some reason you must miss a class, you not get behind in your work. For this reason, you
will need to have at least two study buddies for the course. Exchange information with two of
your classmates, and then you will know that you can turn to them for notes or handouts if you
miss a class. Please use common courtesy when contacting your study buddies.
1. Name: _______________________________
Phone Number: ______________________
2. Name: _______________________________
Phone Number: ______________________
Welcome and Introductions
Buy textbook and supplies
Strategies for Timed Writing
Read Chapters 1 and 2 in PR (pgs 3-20)
Complete the diagnostic test on MWLP
Review of Diagnostic Essay
Read Chapter 3 in PR (pgs. 21-48)
The Reading Process
The Writing Process
Read “Description” (pgs. 51-64) and “Summer Rituals” (pgs. 65-70) in PR
Complete Prewriting, Thesis Statement, and Essay Organization in MWLP
Read “Narration” (pgs. 110-122) and “Only Daughter” (pgs. 140-145) in
Complete Parts of Speech, Phrases, and Clauses in MWLP
Fragments, Comma Splices, and Run-Ons
The Rhetorical Precis
Read “Example” (pgs. 158-169) and “Public and Private Language” (pgs.
Write Rhetorical Precis #1
Complete Developing and Organizing a Paragraph, Fragments, and Run-
On Sentences in MWLP
Rhetorical Precis #1 Due
Read “Process Analysis” (pgs. 201-212) and “Behind the Formaldehyde
Curtain” (pgs. 220-230) in PR
Begin Process Analysis Essay
In Class Essay #1
Complete Subject-Verb Agreement, Pronoun Agreement, and Misplaced
or Dangling Modifiers in MWLP
Rough Draft of Process Analysis Essay Due
Read “Divide/Classify” (pgs. 259-269) and “The Ways We Lie” (pgs.
306-315) in PR
*SSR Journals Due
Read “Compare/Contrast” (pgs. 318-331) and “The Politics of Muscle”
(pgs. 354-361) in PR
Final Draft of Process Analysis Essay Due
Begin Compare/Contrast Essay
Read “Definition” (pgs. 374-383) and “How to Bring Our Schools Out of
the 20th Century” (pgs. 398-405) in PR
Complete Commas, Apostrophes, and Semicolons, Colons, Dashes, and
Parenthesis in MWLP
Rough Draft of Compare/Contrast Essay Due
Write Rhetorical Precis #2
Rhetorical Precis #2 Due
In Class Essay #2
Complete Parallelism and Easily Confused Words in MWLP
Final Draft of Compare/Contrast Essay Due
Read “Cause/Effect” (pgs. 421-433) and “Why We Crave Horror Movies”
(pgs. 434-438) in PR
Read “Argument and Persuasion” (pgs. 468-482) and “Opposing
Viewpoints: Post-conviction DNA Testing” (pgs. 525-534) in PR
Argument and Persuasion
Read R1-R3 (pgs. 562-580) in PR
Write Rhetorical Precis #3
Complete Post Diagnostic Test in MWLP
Rhetorical Precis #3 Due
Introduction to Research
Read R4 (pgs. 580-590) in PR
Find one additional source to use in your synthesis essay
Read R5-R7 (pgs. 590-601) in PR
Read R8 (pgs. 601-608) in PR
Complete a draft of your synthesis essay
Rough Drafts of Synthesis Essays Due
Individual Conference Sign-ups
Read R9 (pgs. 608-620) in PR
*Final SSR journal will be due at your individual conference
Final Exam Week
Final Grammar Review
Synthesis Essay Packet is due
Optional Final Exam
*I reserve the right to modify this syllabus