posted: 07/20/2007
|
Fall 2007 |
Ted Morrissey (CV) |
ENGLISH 111-51 – COMPOSITION and RHETORIC (3 Credit
Hours)
I. Course Description: English 111 Composition & Rhetoric is a course in
which students will learn and use different reading, thinking, and writing
strategies basic to academic writing; they will interact with different texts;
they will learn to use conventions of standard English and conventions for
documenting sources. NOTE: Four-day-a-week sections of ENGLISH 111 are
available for students who need more assistance with their writing skills. A student must earn a grade of "C" or
better to receive credit toward graduation.
II. Textbooks:
Kirszner, Laurie G, and
Stephen R. Mandell. Patterns for College
Writing. 10th ed.
Hacker, Diana. A Writer's Reference. 6th ed.
Online resources:
http://bcs.bedfordstmartins.com/patterns/
http://dianahacker.com/writersref/
Textbooks available at SCI's Bookstore
III. SCI Mission
Statement: The
mission of
IV. Goal, objectives
and outcomes (corresponding to IAI requirements):
A. Goal: To help prepare students to be successful writers in college classes
and their careers.
B. Common Student Learning Objectives:
CK-1 Content Knowledge
(Lifelong learning): Know and apply the central concepts of the subject matter
CK-1 Content Knowledge (Lifelong learning): Use current research to support
assumptions and beliefs
CS-1 Communication Skills (Lifelong learning and leadership): Communicate
effectively in oral and written forms
PS-2 Problem-Solving Skills (Lifelong learning and leadership):Seek information
and develop an in-depth knowledge base, grounded in research
SR-2 Social Responsibility (Service and Leadership): Make ethical and informed
decisions
GP-1 Global Perspectives (Diversity): Recognize the importance of diversity of
opinion, abilities and cultures.
C. Course Based Student
Learning Objectives: Students who have successfully completed ENGLISH 111 will
be able to . . .
CBSLO-1. Use invention,
drafting, and revising/editing strategies.
CBSLO-2. Demonstrate an understanding of how reader, writer, language, and
subject matter interact.
CBSLO-3. Establish a voice appropriate to the topic selected and rhetorical
situation.
CBSLO-4. Clarify major aims, arrange material to support aims, and provide sufficient
materials to satisfy reader expectations.
CBSLO-5. Demonstrate satisfactory control over standard English conventions and
conventions for documenting sources.
SCI's
SCI's Resource Director: Joanna Tweedy: jtweedy@sci.edu
Other materials:
A good dictionary,
blue/black pens, highlighter, lined paper, computer disk (or USB storage
device).
V. Teaching
Methodology:
The classroom is
considered a discourse community in which students collaborate in the learning
process. Students will be involved in peer work, group discussions, pre- and
rewriting activities, and conferencing. There will be intervention in students'
writing process, and response to student writing, by both the instructor and
other students. To be successful, students must come to class prepared, which
means having all reading and writing assignments done before they are due.
VI. Course
Requirements:
Attendance: As in every
other class, absences will negatively affect your grade. To avoid class
disruption, students must be seated by 6:00. Arriving between 6:00 and 6:05
will be considered a "late" (three lates equal one-half hour
absence); between 6:05 and 6:30, one-half hour absence; between 6:30 and 7:00,
one hour absence; etc. Missing an entire class session equals 2.75 hours. Missing six hours is an automatic F, regardless of
a student's current grade.
Your goal should be to
attend all classes and to have an absence only when it is a true emergency. If
you know you are going to be absent (or late), you should contact the
instructor as early as possible. This will not "excuse" the absence,
but it is considered the appropriate behavior in college. College is like a job
in this respect: If you were going to miss work, you presumably would call your
supervisor in advance -- you would not simply fail to come to work, then wander
in the next time you were scheduled (if so, you would not be scheduled a next
time).
You are responsible for
making multiple copies to share with the instructor and your classmates when
the syllabus requires it. Failure to do so will result in your receiving a zero
for the assignment. If providing multiple copies of your work is a problem,
speak to me in advance (NOT
the evening they are to be distributed).
Behavior: Be attentive to
the instructor and your classmates. Private conversations and jokes are rude
and disruptive. Turn your cell phone on silent, too.
Work:
1. Completion of all
assigned readings and writings according to given deadlines.
2. In-class and out-of-class assignments (approximately 25 to 30 pages of
written work).
3. Participation in peer activities, sharing of written work, and group
discussions.
4. Active involvement in mechanics of all writing projects.
5. Must submit final drafts of papers to turnitin.com
Class ID: 1929762
Password: english111
VII. Evaluation Criteria:
There are numerous
required activities for this course, and not all of them will be graded. Work
(generally described as "homework") that does not receive a numerical
score, may be given one of three grades: A check
mark indicates an assignment was completed in an acceptable and
timely manner; a plus signifies that an
assignment was completed with special thoroughness and accuracy; a minus signifies that an effort was substandard.
Each check is worth one point; a plus 1.5 points, and a minus .5; the total
will be multiplied by an appropriate number determined by the instructor to
establish a homework grade. Students are
expected to complete all assignments, graded or not.
On formal essays, points
will be deducted for issues of misspelling and nonstandard mechanics according
to the SCI English/Speech Department
Guidelines for the Evaluation of Formal Composition (unless the
departures from standard written practice are knowingly done for creative
effect).
Late
papers will not be accepted, and each will be scored as a zero. Assignments are due
even if you are not physically in class.
Plagiarism -- presenting the ideas or words
of another as if they are one's own -- is literary dishonesty and will not be
tolerated. Nor will others forms of academic dishonesty be tolerated. If the
instructor deems that the plagiarism is the result of innocent but faulty
documentation, the student will receive a zero on the paper until it has been
revised to avoid plagiarism. If the instructor deems that the plagiarism is a
willful attempt to cheat, the student will receive a zero for the paper with no
opportunity to revise, and the SCI administration will be notified. Note: A Writer's Reference provides a helpful and easy-to-follow explanation
of plagiarism and how to avoid committing it (pp. 331-34); AWR's companion Website also has some useful exercises
pertaining to plagiarism (see above for URL link).
Final Grade will be based
on a percentage of the total score: A- to A = 90 to 100%; B- to B+ = 80 to 89%;
C- to C+ = 70 to 79%; D- to D+ = 60 to 69%. Note that plus and minus will be
affixed to the letter grade as deemed appropriate by the instructor based on
various factors, including attendance, work ethic, attitude, and overall
participation.
Incomplete
grades: According to the SCI catalog, students requesting an incomplete
grade for a class must have completed at least 75% of the course work. It
is my policy that students must make a request to me in writing no later than
one week before final exams explaining in detail why they cannot finish the
remainder of the coursework. Acceptable reasons are student illness
requiring bed rest or hospitalization, major family crisis, or circumstances
beyond the student’s control. I will only issue an incomplete grade
at my discretion.
Americans with
Disabilities Act (
Directions for Written
Work:
Keep all assignments,
formal and informal, prewriting, revisions, and final drafts until final grades
are received.
Students must turn in
copies of all research used for Documented Papers, and the copies must be
properly arranged and cross referenced. The assignment is considered incomplete
(and potentially late) until all the material is turned in, arranged and cross
referenced.
Assignments will be
shared with the class for the purposes of critique (i.e.,
"workshop").
Each paper must conform
to MLA style guidelines. (See A Writer's
Reference). Failure to conform to the proper guidelines will result
in point deductions.
Three Keys to Success:
* Attend all classes and
be on time.
* Turn in all assignments on time.
* Ask for help when you need it.
One or More of the
Following Will Lead to Failure:
* Miss class and/or
consistently be late.
* Fail to turn in assignments or to turn them in on time.
* Not asking for help when you need it.
VIII. Weekly
Assignments: (All
reading assignments refer to Patterns for
College Writing unless noted otherwise. AWR refers to A
Writer's Reference.) The weekly syllabus, like the rest of the syllabus, is
subject to change. A chapter summary is one to two pages in length and covers
the most significant points discussed in the chapter; it is best to word
process (type) the summaries.
|
Aug. 21 |
*
Course introduction |
|
Aug. 28 |
* Read
and be prepared to discuss Parts One through Three of text (13-79) |
|
Sept. 4 |
* Read
and summarize Ch. 4, "Narration" (83) |
|
Sept. 11 |
*
Workshop Narration Essay (bring copies for classmates) {100 pts} |
|
Sept. 18 |
Narration
Essay DUE {300
pts.} |
|
Sept. 25 |
*
Workshop Description Essay (bring copies for classmates) {100 pts} |
|
Oct. 2 |
Description
Essay DUE
{300 pts.} |
|
Oct. 9 |
*
Workshop Cause & Effect Essay (bring copies for classmates) {100 pts.} |
|
Oct. 16 |
Fall Break
- No Class |
|
Oct. 23 |
Cause
& Effect Essay DUE {400 pts.} |
|
Oct. 30 |
* Do
Notes on Comparison & Contrast Essay {25 pts.} |
|
Nov. 6 |
*
Workshop Comparison & Contrast Essay (bring copies for classmates) {100
pts.} |
|
Nov. 13 |
Comparison
and Contrast Essay DUE {400 pts} |
|
Nov. 20 |
*
Directed research in computer lab (using databases and evaluating websites) |
|
Nov. 27 |
Workshop
Argumentation Essay (bring copies for classmates and research) {100
pts.} |
|
Dec. 4 |
Argumentation
Essay DUE (and copies of research) {400 pts.} |
Writing Assignments
and Other Requirements:
|
Narration
Essay (workshop draft) |
min. 2
pages (multiple copies) |
MLA
format |
100
points |
|
Narration
Essay (final draft) |
2-3
pages |
MLA
format |
300
points |
|
Description
Essay (workshop draft) |
min. 2 pages
(multiple copies) |
MLA
format |
100
points |
|
Description
Essay (final draft) |
2-3
pages |
MLA
format |
300
poitns |
|
Cause
& Effect Essay (notes) |
1-2
pages |
|
25
points |
|
Cause
& Effect Essay (workshop draft) |
min. 3
pages (multiple copies) |
MLA
format |
100
points |
|
Cause
& Effect Essay (final draft) |
3-5
pages |
MLA
format |
400
points |
|
Comparison
& Contrast Essay (notes) |
1-2
pages |
|
25
points |
|
Comparison
& Contrast Essay (workshop draft) |
min. 3
pages (multiple copies) |
MLA format |
100
points |
|
Comparison
& Contrast Essay (final draft) |
3-5
pages |
MLA
format |
400
points |
|
Argumentation
Paper (workshop draft) |
min. 3
pages (multiple copies) |
MLA
format, min. 2 sources |
100
points |
|
Argumentation
Paper (final draft) |
3-5
pages |
MLA
format, min. 3 sources, copies of research required |
400
points |
|
Homework |
|
multiplier
applied to equal |
100
points |
|
Final
Exam |
in-class
essays |
MLA
style |
200
points |
|
Total |
|
|
1650
points |
IX. Americans
with Disabilities Act (
X. Assessment: Assessment will be an on-going part of the course.
In addition to providing feedback on essays and homework assignments, the
instructor will ask that you complete a Quick
Response form at the conclusion of each class period. Your responses may be
shared with the class if the instructor determines that it would be useful to
do so.
Instructor assessment:
You are invited to visit RateMyProfessor.com,
and give your instructor an informal evaluation. This is purely for the
instructor's own use; your rating has no bearing on his employment with the
college; nor will it affect your grade since it is completely anonymous.
XI. Illinois Articulation Initiative: ENG 111
has been approved by the Illinois Articulation Initiative as meeting the
criteria stipulated for C1 901: Writing Course Sequence
(3 semester credits)
The writing course sequence (1) develops awareness of the writing
process; (2) provides inventional, organizational and editorial strategies; (3)
stresses the variety of uses for writing; and (4) emphasizes critical skills in
reading, thinking and writing. The writing course sequence must include
production of documented, multi-source writing in one or more papers for a
combined total of at least 2500 words in final version.
Policies on acceptance of AP credit vary among academic programs
and from institution to institution, so AP credit toward the GECC or major
requirements is not guaranteed. In general, a score of three or higher on the
AP exam on Language and Composition or Literature and Composition may be
considered as equivalent to successful completion of one of the two writing
courses but will not satisfy the multisource writing requirement.
Upon successful completion of the writing course sequence (which
requires grades of C or better for students entering in Summer 1999 and
beyond), students should have the competencies listed below. The student is
expected to:
- comprehend,
analyze, and critique a variety of texts including academic discourse;
- use various
invention, drafting, and revising/ editing strategies depending upon the
purpose of the writing, the materials available to the writer, and the
length of time available for the task;
- engage a topic in
which the writer explores writing as a means of self-discovery and
produces a text that is designed to persuade the reader of the writer's
commitment;
- demonstrate a
theoretical understanding of rhetorical context (that is, how reader,
writer, language, and subject matter interact);
- establish a voice
appropriate to the topic selected and the rhetorical situation;
- clarify major aims,
arrange material to support aims, and provide sufficient materials to
satisfy expectations of readers;
- select, evaluate,
and interact effectively with sources, subordinating them to the writer's
purpose and creating confidence that they have been represented fairly;
- demonstrate
satisfactory control over the conventions of edited American English and
competently attend to the elements of presentation (including layout,
format, and printing); and
- recognize the
existence of discourse communities with their different conventions and
forms.