English 110 Syllabus

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					English 110, Fall 2011, Section 8 (80820)
MWF 12:20-1:40; MF in EDUC 129, W in CB 101
Matthew Woodman;
Office Hours: MWF 9:20-10:50, T 9:00-11:00

Required Texts
Being Wrong: Adventures in the Margin of Error, Author: Schulz, Kathryn
The Sweet Hereafter, Author: Banks, Russell
King Lear, Author: Shakespeare
The Other Wes Moore, Author: Wes Moore
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A total English Placement Test score of 147 or higher OR a grade of C- or higher in English 100 or its equivalent
OR an English 110 EQE score OR other equivalent test scores.

To Satisfy the General Education Requirement
Students must earn a grade of C or higher in English 110 to satisfy the General Education requirement for A2
(Writing and Reading). This grade is also a prerequisite for upper-division composition courses and the Graduation
Writing Assessment Requirement exam.

Successful Completion of English 110
To be eligible for a C in English 110, students must earn a C or higher on at least one in-class writing assignment
and a C average on all other course assignments.

Course Description
Practice in expository writing, including the college term paper. Includes frequent reading and writing assignments.

Course Learning Outcomes
Throughout English 110, students should master the following learning outcomes:

Goal 1: Reading Skills
   Objective 1: Analyze a rhetorical situation (purpose, audience, tone) and how a writer’s rhetorical choices (e.g.,
                    bias, rhetorical modes, syntax, diction) inform a text.
   Objective 2: Analyze a text’s organization and conventional parts (introduction, thesis, main ideas, body
                    paragraphs, conclusion) and how the parts work together.
   Objective 3: Analyze a text’s logic and reasoning.
   Objective 4: Critique the effectiveness of a writer’s rhetorical choices, organization, and logic.
Goal 2: Writing Skills
   Objective 1: Effectively adapt the writing process to various rhetorical situations, anticipating the needs of
                    purpose and audience.
   Objective 2: Break down more complex and/or abstract writing prompts, and stay on task.
   Objective 3: Create effective thesis statements, especially those that advocate for a specific position, and use a
                    variety of appropriate and compelling rhetorical strategies to support the thesis.
   Objective 4: Effectively structure essays, especially argumentative ones, analyzing how the parts work together
                    to create meaning.
   Objective 5: Avoid logical fallacies, and use sound logical reasoning to develop essays.
   Objective 6: Use correct and college-level, discourse-appropriate syntax, diction, grammar, and mechanics.
Goal 3: Research Skills
    Objective 1: Use summary, paraphrase, and direct quotes to smoothly synthesize sources into own writing.
    Objective 2: Use a documentation style, and avoid plagiarism.
    Objective 3: Use research methods to find reputable sources.

Attendance Policy
Because mastering skills in writing requires regular, sustained effort, you should attend your composition classes
regularly and punctually. If you have more than two absences, you should not expect to receive a passing grade.

Waiting List Policy
On a waiting list, you are eligible for a place in the class if you
        1. come to every class and
        2. turn in the work while you are there.

Being on a waiting list does not guarantee you 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 course, then 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 a full load.

Instructor-Initiated Drop Policy
Many students are trying to get into composition courses. As a result, this class is subject to the policy on instructor-
initiated drops. If the class is full and has a waiting list, the instructor has the right to administratively drop you
from class by the end of the second week of the term if you have missed three consecutive class sessions and have
not contacted the instructor. However you should not assume that you will be automatically dropped from this
course if you have not attended.

MyWritingLabPlus and Additional Tutoring
Students are encouraged to seek additional help with their assignments. Students may be referred to the Writing
Resource Center, urged to enroll in Humanities/Behavioral Sciences 277, or asked to work in MyWritingLabPlus. Requirement is a tool to help you avoid plagiarism. Approximately two hours after submitting a paper to this online
program, you can access a color-coded report with details about the 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, you will need to register on the site and set up a password. Once this is done, you then will 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 ID--###
Class Enrollment Password--XXXX

After creating a profile, students can log onto and use the site.

Note: Submitting a paper to is not the same as submitting a paper to your instructor; you also must
hand in a copy of your paper to your instructor.

Paper Policies
   1. All papers must be typed, double-spaced, with 12 pt font and one-inch margins.
    2.   If a length is specified, the paper must be of that length; anything less will result in serious deduction of
    3.   If a Works Cited page is specified, it is essential. Any such paper lacking a Works Cited page will earn a
         failing grade.
    4.   E-mailed or late assignments will not be accepted.

Description of Assignments

In-Class Essay
To be eligible for a C in English 110, students must earn a C or higher on at least one in-class writing assignment.
The in-class essay prompt will present two quotes. You choose one quote, summarize the argument it contains, and
write an argumentative response. There will be three in-class essays; your score will be based on the highest of the
three, so if you do well on the first in-class essay, the second two are optional. The dates are 4.6, 4.27, and 6.6.

Blog & Miscellaneous Work: Throughout the quarter, we will be completing a number of in-class assignments
(both individually and in groups) as well as homework assignments on the class blog: These assignments cannot be made-up, so irregular attendance will result in
loss of points.

Midterm: The midterm will evaluate your knowledge of the writing skills discussed in class: rhetorical modes, tone,
syntax, using quotes, and punctuation. The midterm will be open book and open notes.

Using the ideas Schulz describes in Being Wrong, write a literary analysis in which you compare and contrast the
types of errors in King Lear, The Sweet Hereafter, and The Other Wes Moore. This synthesis must be a minimum of
four pages long, and you may use parts of this essay in your research paper as well.

Research Paper
The purpose of English 110 is to enable you to write a research paper of quality and depth. Upon completion of
your paper, you will have the knowledge to write the research papers that other courses will require of you. Because
the research paper requires considerable effort and planning, it is best tackled in stages. Your syllabus lists the
various stages and the dates each stage is due.

        The final paper must consist of 7+ pages of argumentative text with a works cited page.
        This paper must be presented in MLA documentation format and must utilize the 8 following sources as a
         1. Being Wrong
         2. One interview from Kathryn Schulz’s blog The Wrong Stuff:
         3. An article by Malcolm Gladwell (see the blog for a list of articles)
         4. A government document
         5. A newspaper article
         6. An article from a scholarly journal
         7. A scholarly book related to your field
         8. A personal interview

Annotated Bibliographies: For each source, you will write an annotated bibliography that provides an MLA
citation, a ½ page summary, and a brief explanation as to how you plan on using the source in your paper.
Being Wrong                                 Due 9.23
Interview from The Wrong Stuff              Due 9.30
Malcolm Gladwell Article                    Due 10.7
Government Document                         Due 10.14
Newspaper Articles                          Due 10.21
Articles from Scholarly Journal             Due 10.28
Scholarly Book Related to Your Field        Due 11.4
Personal Interview                          Due 11.9

Research Paper Topic
Choose one or more disciplines or fields of study, such as psychology, business, or nursing. Your research paper
     1. Describe how errors affect that field (claim of fact);
     2. Evaluate preexisting means or examples of identifying and/or mitigating those errors (claim of value);
     3. Propose a policy to educate future members of that field as to how to identify, comprehend, mitigate,
        and/or prevent errors (claim of policy).
Note: Our required texts will provide multiple examples of such analysis.

Annotated Bibliographies                             10%
Midterm Exam                                         10%
Summary / Précis/ Critique                             5%
Synthesis                                             20%
In-Class Essay                                        10%
Blog & Miscellaneous Work                              5%
Research Paper                                        40%

Syllabus (These are recommendations based on previous best practices)

Week One
9.12   Introduction to Course
9.14   Reading: Being Wrong 1-43; Writing Skills: Rhetorical Modes
9.16   Reading: Being Wrong 47-110; How to Write a Summary & Précis

Week Two
9.19   Reading: Being Wrong 111-180; Précis & Summary Due; Writing Skills: Tone
9.21   Reading: Being Wrong 183-246; In-class essay #1
9.23   Reading: Being Wrong 247-295; Writing Skills: Syntax

Week Three
9.26   Reading: Being Wrong 299-344; Logic & Fallacies
9.28   Reading: King Lear, Act 1 140-175; Writing Skills: How to Introduce Quotes
9.30   Reading: King Lear, Act II 175-202; How to Critique

Week Four
10.3   Reading: King Lear, Act III 202-225; Writing Skills: Metaphor & Synecdoche
10.5   Reading: King Lear, Act IV 225-251; Writing Skills: Punctuation
10.7   Reading: King Lear, Act V 251-270; Critique Due

Week Five
10.10   Reading: The Other Wes Moore; Writing Skills: Introductions
10.12   Reading: The Other Wes Moore; In-Class Essay #2
10.14   Reading: The Other Wes Moore

Week Six
10.17 Midterm; Reading: The Sweet Hereafter 1-35
10.19 Reading: The Sweet Hereafter 37-157
10.21 Reading: The Sweet Hereafter 159-257

Week Seven
10.24 Work on Synthesis
10.26 Work on Synthesis
10.28 Rough Draft of Synthesis Due; Peer Revision / Edit

Week Eight
10.31 Final Draft of Synthesis Due
11.2   How to Conduct an Interview

Week Nine
11.7   Work on Research Paper
11.9   Work on Research Paper
11.11 Veterans Day: Campus Closed

Week Ten
11.14 Rough Draft of Research Paper Due; Peer Revision / Edit
11.16 Peer Revision / Edit
11.18 In-class Essay #3

Final: Monday, Nov. 21, 2:00, Final Draft of Research Paper Due; Presentations

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