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English 1101-30: English Composition I Fall 2014 M W 4:45-6pm MEM 117
Dr. Jennifer Randall, Assistant Professor of English
Office: Lorberbaum Room (LIA) # 227
Office Hours: 7:25-9:25 T TH and 8:25-10:25 M W
Office Phone Number: 706-272-4604
Email Address: [email protected]
Course Description Prerequisite: English 0098, unless exempt. Prerequisite: Reading 0098, unless exempt.
As the first half of the required college Composition course program, this class is designed to familiarize you with rhetorical strategies and a variety of writing assignments, formats, purposes, and audiences. As you well know by now, written communication is quite different than oral or nonverbal communication and requires careful consideration and study in order to be most effective and successful. The emphasis in 1101 is placed primarily on planning, outlining, writing, and revising essays. Stress is placed upon exposition, analysis, and argumentation; emphasis is also given to grammar, sentence structure, organization, and diction. This course also includes introductory use of a variety of research skills. Within this course, you will learn how to formulate a topic and goal for your writing, how to most effectively arrange your thoughts and information on paper, how to choose the most appropriate content for your purpose, how to appeal to your audience and hold their attention, how to efficiently conclude your argument and thoughts, how to analyze and evaluate the professional writing of others, and how best to polish and edit your writing for greater efficacy.
Course Requirement/Drop Back Policy According to Dalton State College’s Requirements and Procedures for English Composition I, you must pass
this class with at least a C (70%) before you can enroll in English Composition II (English 1102). Students who discover the need for more intensive grammatical preparation or for more writing experiences before completing English 1101 successfully are allowed and encouraged, with the advice of their instructors, to drop 1101 and pick up English 0098 by the end of the fourth week of the semester. NOTE: A C in English 1101 satisfies the computer literacy requirement. Students who are having difficulty in ENGL1101, English Composition I, may elect to drop back to English 0098, Learning Support English II, which offers a greater focus on essay development. It is possible that the student’s ENGL 1101 instructor may detect the student’s difficulty in a writing sample or first essay or two and remind or suggest the Drop-Back option to the student. The student may also notice a degree of difficulty with the work of ENGL 1101 and bring this problem to the attention of the instructor, who should then discuss the Drop-Back option with the student. If the student elects to use the Drop-Back option, she or he should contact the Humanities Department chair, Dr. Barbara Murray (LIA 228, [email protected], X2569), who will initiate the change of courses for the student. The student has three weeks after the first day of class to drop back to English 0098. The drop back policy applies only to full-term classes. During fall and spring semesters, the student has three weeks after the first day of class to drop back to English 0098. During summer terms, the student has 2 weeks after the first day to drop back. Textbook Bailey, Edward P., and Philip A. Powell. The Practical Writer with Readings. 7th ed. Boston: Wadsworth
Cengage Learning, 2008. ISBN: 978-1-4130-3221-5
2 Course Objectives The goal of this class is to improve your written communication skills so you more capably grasp just how powerful a tool the human language can be. This class will help you gain a greater understanding and command of the grammatical structure and function of the English language and its application in both written and oral communication. You will outline, write, correct, and revise essays based on a variety of organizational patterns with emphasis on exposition, analysis, and argumentation, using specific details and examples that include:
A. Title B. Thesis Sentence C. Introductory or organizational paragraph D. Three or more supporting paragraphs with topic sentences that are proved through the use of specific
examples and details E. Evidence of transitions F. A concluding or summarizing paragraph
In each written assignment and essay, students will demonstrate a mastery of conventional English as measured by the standards listed under the heading Grading Criteria for English 1101/1102 Essays, avoiding the Type I, II, and III errors listed under Error Types.
TYPE I ERRORS: Type-I errors are considered serious errors in writing because they are errors at the basic sentence level. There are 4 serious errors:
• Fragments • Comma Splices • Fused Sentences • Subject-verb Agreement Errors
Student Learning Outcomes and Assessment
Outcome 1: Students will determine forms of communication appropriate to particular audiences and purposes and organize and communicate knowledge and ideas in a logical and purposeful way (General Education Learning Outcome).
Measure: Students’ competence will be measured by a rubric that evaluates the format (mode) component of the final essay of the course.
Target: Seventy-five percent of students will score 70% or better on the format (mode) component of the final essay of the course.
Outcome 2: Students will use accepted patterns of grammar, punctuation, and sentence structure in written communication. (General Education Learning Outcome)
Measure: Students’ competence will be measured by rubrics that evaluate the grammar, punctuation, and sentence structure components on 3 essays, at least one of them written in-class, over the course of the term.
Target: Seventy-five percent of students will score 70% or better on the grammar, punctuation, and sentence structure sections on 3 essays, at least one of them written in class, over the course of the term.
3 Outcome 3: Students will analyze, evaluate, and provide convincing reasons in support of conclusions and arguments. (Critical Thinking)
Measure: Students’ competence will be measured by rubrics that evaluate the content components of 3 essays, at least one of them written in class, over the course of the term.
Target: Seventy-five percent of students will score 70% or better on the content sections of 3 essays, at least one of them written in class, over the course of the term.
Course Policies Attendance and Tardiness I expect all students to attend class regularly and on time. You are allowed five absences with no questions asked, but every subsequent absence will result in a deduction of 5 points from your final grade. In addition, I will take attendance at the beginning of every class. If you arrive after I have called the roll, you will be marked absent. I DO NOT MARK TARDIES. Exceptions will be made for properly documented absences and extenuating circumstances (student-athletes, university sponsored travel teams, accidents, death, etc)
Class Expectations and Behavior I expect students to refrain from using disruptive electronics and devices in class such as cellphones,
Ipods and earphones. Students are also expected to participate in all class and group activities, to treat classmates and the professor with respect, and to refrain from rude comments, abusive language, yelling, and other forms of verbal and/or physically inappropriate behavior. The instructor reserves the right to dismiss from class any student who is not in compliance with the class syllabus or DSC’s regulations. Consistent Disruptive Behavior will result in appropriate letter grade deductions, namely a 5 point deduction from the student’s final grade for each occurrence, and/or an F as the final grade. Let’s have a positive learning environment. Treat others respectfully and professionally at all times.
Late Assignment Policy All work is due on the date and time listed in this syllabus and/or discussed in class. All assignments and essays need to be submitted via hard copy, through email, or through GeorgiaView. I will deduct 5 points a day for late work, beginning the day of the assignment due date, and late work will not be accepted unless you experience extenuating circumstances. Communicate with me immediately if you anticipate or experience conflicts.
Learning Disability Requirement If you have a documented learning or physical disability, please discuss this with me the first week of class, so I can assist you. Students with disabilities or special needs are encouraged to contact Disability Support Services in Academic Resources. In order to make an appointment to obtain information on the process for qualifying for accommodations, the student should visit the Disability Support Services Library Guide http://libguides.daltonstate.edu/Disability or contact the Coordinator of Disability Support Services:
Andrea Roberson Pope Student Center, lower level 706-272-2524
Plagiarism and Academic Dishonesty Policies Plagiarism and Cheating are serious academic offenses. I expect you to adhere to DSC’s Plagiarism and Academic Honesty Policies. Cite anything that does not come from your own head, and do not copy or take credit for the work of others. The first offense will result in an F on the assignment and an incident report will be completed and placed in your file. The second offense will result in an F in the class and possible expulsion. Don’t do it! However, please do avail yourself of the help (and computers) offered by the Writing Lab.
4 Drop/Withdrawal Policy Students wishing to withdraw from the course may do so without penalty until the mid-point of the semester, and a grade of W will be assigned. After that point, withdrawal without penalty is permitted only in cases of extreme hardship as determined by the Vice President for Academic Affairs; otherwise a grade of WF will be issued. (Please note: At Dalton State College, the Hardship Withdrawal process requires students to withdraw from all classes at the college.) “The proper form for dropping a course is the Schedule Adjustment Form, which can be obtained at the Enrollment Services Office in Westcott Hall. All students must meet with a staff member at the Office of Academic Resources in the Pope Student Center to initiate the withdrawal process. After meeting with the staff member, students will then finalize the withdrawal process in the Enrollment Services Office.” The Schedule Adjustment Form must be submitted to the Enrollment Services Office. Students who disappear, completing neither the official withdrawal procedure nor the course work, will receive the grade of F. The instructor will not withdraw students from the class. Withdrawal from any Dalton State College classes is a student responsibility. The last day to drop classes without penalty is October 21st Complete Course Withdrawal The proper form for withdrawing from all classes at the college after the official drop/add period but before the published withdrawal date is the Schedule Adjustment Form. Students who are assigned to the Academic Advising Center for advisement must meet with an advisor or staff member at the Academic Advising Center (107 Liberal Arts Building) to initiate the withdrawal process. All other students must meet with a staff member or advisor at the Office of Academic Resources in the Pope Student Center to initiate the withdrawal process. After meeting with the staff member or advisor, all students will then finalize the withdrawal process in the Financial Aid Office. Workforce Development Contact: Mr. Scott McNabb, Workforce Investment Act If a student receiving aid administered by the DSC Workforce Development Department drops this class or completely withdraws from the College, the schedule adjustment form must be taken to the Workforce Development Office first. The office is located in the Technical Education Building, Room 214, and students can contact Mr. McNabb at 706-272-2635 from 8:00 a.m.-4:00 p.m. on Mondays, Tuesdays and Fridays. He is in the Georgia Department of Labor office on Wednesdays and Thursdays and can be reached at 706-272-4412.
Grades and Assessment/Evaluation Method A (90-100%) B (80-89%) C (70-79%) D (60-69%) Student MUST repeat the course. F (Below 60) Student MUST repeat the course Grade Explanation A Exceeds Expectations and Guidelines. Nearly flawless work – reading responses, papers,
paragraphs, essays, quizzes, group work, handouts, homework… Evidence of higher thought, logic, study, and revision. An A Essay will have a clear thesis, subtopics and/or supporting points, organization, coherent paragraphs that provide concrete examples and specific details, accurately and effectively employ and rely upon all sentences and words, maintain consistent and appropriate tone and voice, and does not contain any severe Type I, II, or III errors that hinders the intended meaning.
5 B Meets most or all of guidelines but Type I, II, or III errors hinder meaning and where
answers, writing, arguments, formatting, organization, content, thesis, points, tone, voice, and grammar contain several errors.
C Does not meet many guideline requirements and contains numerous and significant errors in such areas as content, organization, thought, and format.
D Barely meets any guidelines or expectations and is riddled with grammatical, content, form, and organizational errors.
F Unacceptable in every way. Does not meet guidelines or expectations. Is unintelligible and incohesive. The grammatical, formatting, and content errors overpower the work. An F essay lacks a thesis statement with a central idea, does not relate to the assigned topic, paragraphs lack a clear organization plan, subpoints and subtopics are not clearly developed, there are at least 3 Type I errors (an Automatic Failure), the essay contains numerous Type II and/or Type III errors, a limited vocabulary is employed and/or words and sentences are used incorrectly, inaccurately, and unidiomatically, the essay lacks consistent voice and appropriate tone, sentence structure is rudimentary, monotonous, or tangled, and the essay is brief.
Course Components/Class Work I. 6 Essays: 65%
One Paragraph Ethos/Personality Essay Stage One (at least 250 words, no more than 350) 6% After taking the Meyers Brigg Personality Test, you will follow the one paragraph format we discussed in class and write about yourself, your values, your personality, and your beliefs. This assignment focuses on Ethos.
One Paragraph Pathos/Group Essay Stage Two (at least 300 words, no more than 400) 8% For the more in-depth stage two, one paragraph essay, you and your group will collaborate to come up with a group essay focusing on the importance of engaging and understanding your audience and the power of the emotional appeal. This assignment focuses on Pathos, and you will highlight the importance of team work; of choosing relevant, personable examples; and of collaborating with others.
Five Paragraph Logos/Position Essay (at least 2 pages, 700 words) 10% The five paragraph essay will be a position/explanation paper where you demonstrate the importance of using logic, organization, and facts. This assignment highlights the Logos side of the rhetorical triangle where you analyze a philosophical quote from a philosopher we have covered in class. Your goal is to break the quote down into three distinct sections and points that you will then analyze in three body paragraphs. Explain your position and viewpoint. Agree or disagree with an author, and be sure to follow the structure.
Process /Advice Essay (MLA; Works Cited; 2 sources, 3 pages, at least 1050 words) 12% Now you are ready to incorporate and focus on ethos, logos, and pathos together effortlessly; to prove you can do so, you will turn your focus to Dalton state and college life in general. Find an area that needs discussing: food, dorms, athletics, teaching, finances, advising, courses, parking. What is the process of creating a more effective college system in your chosen area? Feel free to quote any of the works we read, but you also must include at least 2 secondary, scholarly sources (cited in MLA format) to deepen your thesis and points and at least one interview of a classmate.
Cause and Effect Group Essay (MLA; 3 sources, at least 4 full pages, 1400 words) 14% With the cause and effect essay, you and your group will now focus on the community of Dalton and the surrounding areas or even the state of GA, highlighting observation of your community or state (effects) and their causes. Be sure to follow the essay guidelines. Also include at least 3 secondary, scholarly sources, each cited at least once within your essay, but also on the Works Cited, and 1 community interview.
Compare and Contrast Essay (MLA; 3 sources, at least 4 full pages, 1500 words) 15%
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With the compare and contrast essay, you will now focus on American society as a whole and on similarities and/or differences you find within our laws, systems, or between America and another country. Cite at least 3 secondary, scholarly sources and 1 interview in your essay/on Works Cited.
II. Annotated Bibliography 5% Before you begin your process essay, we will spend time discussing scholarly sources and formatting. You will then be asked to find 2-3 scholarly sources: books, journal articles, scientific studies. You will list each work in proper MLA format and include a description of each work and how the source will be helpful as you write your Process Essay.
III. 3 Grammar /Review Tests 15%
IV. Final Exam: Research/Study Essay 15% Your final essay will test your writing, analytical, and creative skills by asking you to do both traditional research as well as create and conduct your own original research and study. You will create 1-3 research questions you’d like to find the answer to (thesis) based on 1-2 philosophical quotes analyzed for the five paragraph essay. Then you will create and conduct a study of your classmates (interviews, surveys, observations) to find the answer(s). You will supplement your own findings with research into similar studies and scholarly sources. Be sure to write 5 pages, cite 2-3 primary and 2-3 secondary sources in your essay (MLA) and on your Works Cited page, and create at least 1 graph or chart to highlight your most significant findings. Feel free to work as a group – just multiply pages and sources by group members. Scholarly Studies and Sources Section 2.5%
Find what other scholars have discovered about your topic. You must include at least 2 scholarly, secondary sources to discuss in 2-4 paragraphs. This will be edited and included in your final essay
Definition of Study Section 2.5% Take on the role of a scientist or researcher. Do not use “I” but, instead, say “the researcher” or “the experimenter” and describe your topic, who you are asking to gain answers to your research question and why, what questions are being asked, and what this study hopes to prove or highlight. In at least 2-4 paragraphs, give all the details that lead to you choosing your topic, deciding questions to ask, where to find research, and how you will analyze your data. Be sure to mention the 2 primary sources you will be using (surveys, questionnaires, all your own methods to gather data)
Study Essay 10% The final essay will piece together the previous two sections and present all your findings and an analysis of those findings in a well written, 5 page essay (see above).
~All Final Essays need to be typed in Word or a similar program and can be posted to Desire2Learn (D2L), emailed, or submitted via printed hard copy. I will not accept any final essays handwritten or copy and pasted onto D2L or email.
** With all typed essays that are submitted on time, you will be given the option to submit one revised essay – but only once – to achieve a higher grade and demonstrate a better grasp of the essay process and assignment. Any late essays can not be revised.
Calendar 8/11: Introduction, First Day Business, Syllabus, Desire2Learn
8/13: Introduction to the One Paragraph Essay: Chapter One (5-13) and Three (p.27-33); Read and Analyze “Fall” by Laura Rosenfeld on p. 405, Chapter 36: Sentence Variety, Ex A #3; Chapter 42: Word Choice, Ex A 1-5 and Ex B 1-5; HMWK: Take the Carl Jung’s and Isabel Briggs Myers’ Personality Test (D2L)
7 8/18: One Paragraph Essay: Chapter Two (p. 14-26), Chapter Four (p. 34-37) and Chapter Five (p.38-45);
ETHOS and Personality Discussion; in-class drafting
8/20: Write One Paragraph Essay in class (due at the end of the class); peer editing
8/25: Chapter 40: Pronoun Agreement and Ex A, 1-15; Chapter 41: Passive Voice and Ex A, 1-10;
Introduction to One Paragraph Essay Stage II: Chapter Seven (p.55-59) and Chapter Eight (p. 60-67); Read and Analyze in groups “Woodworking” by Bonnie Banks on p. 411; Group Brainstorming
8/27: Chapter 37: Parallelism and Ex A, 1-10; Chapter 38: Misused Modifiers and Ex A, 1 and 2 and Ex C 1-10; Grammar Review/Games; Read “The Virtuoso Shopper” by Karen Eisenhauer on p. 408; PATHOS; in-class drafting
9/1: Labor Day Holiday – College Closed
9/3: Review Grammar; Grammar Test One; Group Drafting
9/8: Group One Paragraph Essay Stage Two by end of class
9/10: Chapter 26: Clause, Phrase, Sentence, Conjunctions, Pronouns, and Adverbs and Ex A, 1-10 and Ex B, 1-10; Introduction to the Five Paragraph Essay: Chapter Ten (p.84-90) and Chapter Twenty-Two (p.222-234); Read and Analyze “Leaving Home: Freedom or…” by Laura M Godar on p. 414
9/15: Read and Analyze 1-6 philosophical excerpts (posted to GAVIEW and found at: http://www.neatorama.com/2007/02/06/11-most-important-philosophical-quotations/#!bo2l5p); Chapter 27: Fragments and Ex A, 1-10 and Ex B, 1-5; Review 5 Paragraph Structure: Introduction PowerPoint; Drafting
9/17: Read and Analyze 7-11 of the philosophical excerpts (posted on D2L and found at:
http://www.neatorama.com/2007/02/06/11-most-important-philosophical-quotations/#!bo2l5p); Chapter 28: Comma splices and Fused Sentences and Ex A and Ex. B; 5 Paragraph Structure: Body Paragraph PowerPoint; Drafting
9/22: Chapter 28: Comma splices and Fused Sentences and Ex. C, 1-10; 5 Paragraph Structure: Conclusions; Drafting 9/24: Chapter 35: Subordination and Ex A, 1-7 and Ex B, 1; Read and Analyze “To Smoke or Not to Smoke” by
Andrew Dunn on p. 416ff; 5 Paragraph Essay Review PowerPoint; Peer Edit Essay Drafts
9/29: 5 Paragraph Essay Due at beginning of class. Chapter 29: Commas and Ex A, 1-3 and
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Ex C, 1-10; Introduction to the Process Essay: Chapter Eighteen (p.144-148); Read and Analyze “How to Lose your Appetite” by Julia Waterbury on p. 446; Read articles on Desire2Learn: Issues in Higher education, Graduation and Retention Rates; In-Class Brainstorming
10/1: Scholarly Sources, Annotated Bibliography, MLA Formatting Tips and Examples: Chapter Twenty-Four (p.247- 255) and Chapter Twenty-Five (p.256-288); Chapter 29: Commas and Ex C, 11-20; Read articles on Desire2Learn: College food and obesity
10/6: Annotated Bibliography Due. MLA and scholarly sources review/activity; Chapter 29: Commas and Ex C, 21- 30; Grammar Review/Games
10/8: Grammar Test Two; Review Process Essay Assignment; Read articles on Desire2Learn: College Parking, Housing, Tuition, Athletics; Drafting
10/13 – Fall Break – College Closed
10/15: Process Essay Due at beginning of class. Chapter 39: Subject-Verb Agreement and Ex B, 1-15; Introduction to Cause and Effect Essay: Chapter Sixteen (p.126-135); Read and analyze “Successful Marriages” by Christine Holt on p. 433; Read articles on Desire2Learn: Analyzing Community Problems, Crime Rate, Gangs; In-class brainstorming
10/20: Chapter 30: Semicolons and Commas #’s 1-15; Read articles on Desire2Learn: Drugs and Education (Institute of Educational Sciences webpage); drafting
10/22: Chapter 31: Colon and Ex C, 1-10; Chapter 32: Dash and Ex C and Ex E, 1-10; Read and analyze “An addition to Murphy’s Law” by Karen Eisenhauer on p. 434; Read articles on Desire2Learn: Homelessness, Immigration; drafting
10/27: Cause and Effect Essay Due at beginning of class. Chapter 33: Apostrophe and Ex B, 1-10; Introduction to Compare and Contrast Essay: Chapter Fifteen (p.117-125); Read and analyze “Jessica and Jordan” by Karen Eisenhauer on p. 430; Read articles on Desire2Learn: “Money for Morality” and Environmental Concerns; In-Class Brainstorming
10/29: Chapter 34: Quotation Marks and Ex A, 1-10; Read articles on Desire2Learn: “Getting Off the Welfare Carousel” and other two Welfare website articles; drafting
11/3: Other Forms of punctuation: Ellipses, Brackets, Slash (D2L); Read articles on Desire2Learn: Media, Celebrities, Technology; review for grammar test
11/5: Grammar Test Three; Read and analyze “My Mother, Myself” by Julia Waterbury on p. 431; Read articles on
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Desire2Learn: Debt, Deficit, Taxes, and Pew Research Center Website; Drafting
11/10: Compare and Contrast Essay Due at beginning of class. Introduction to Research/Study Essay PowerPoint: Chapter Nineteen (p.151-187); Brainstorm Study Topics; Study Essay Structure
11/12: Tips for Gathering and analyzing primary Research; Creating Surveys and Questionnaires; Institute of Educational Sciences (D2L); PEW Research Center (D2L); (Methodology for Study)
11/17: Scholarly Studies and Sources Section Due (2-4 paragraphs) at beginning of class. Graphing, structure, and parameters of study review
11/19: Definition of Study Section Due (2-4 paragraphs) by end of class
11/24: Class Surveys and Questionnaires Due (administered in class)
11/26 – Thanksgiving Break – College Closed
12/1 –Last Class: Final Class Surveys and Questionnaires Due; wrap up semester
December 2-8 –Final Exams
December 9 – Grades due by 4pm
Emergency Instructional Plan If the college is closed for inclement weather or other conditions, please consult the course calendar
that I gave you at the beginning of the semester and complete the assigned readings and assignments. Then, check your email, GAVIEW, and/or the DSC Portal for additional assignments, activities, and due dates. If it is not possible for me to email you additional assignments/comments or post links to GAVIEW because of loss of power, please continue to follow the assigned readings and activities, complete all exercises and assignments, and bring them to the next class meeting. If conditions allow, I will load PowerPoints and documents of missed lecture in DSConnect and GAVIEW, and I will be available to answer questions through email and phone. Compensatory make-up days may be required if the total number of days lost exceeds the equivalent of one week of class time.
Keep in mind that this syllabus is a contract of class expectations, and, by staying in the course, you agree to abide by the dictates laid out in the syllabus. The class basics and expectations are subject to change
based on the needs of the course.
