revised: 01/15/2007
|
Spring 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. 5th 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: 1771128
Password: english11151
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.
|
Jan. 16 |
* Course introduction |
|
Jan. 23 |
* Read and be prepared to discuss Parts One through Three
of text (13-79) |
|
Jan. 30 |
* Read and summarize Ch. 4, "Narration" (83) |
|
Feb. 6 |
* Workshop Narration Essay (bring copies for classmates)
{100 pts} |
|
Feb. 13 |
Narration Essay DUE {300 pts.} |
|
Feb. 20 |
* Workshop Description Essay (bring copies for classmates)
{100 pts} |
|
Feb. 27 |
Description Essay DUE {300 pts.} |
|
March 6 |
* Workshop Cause & Effect Essay (bring copies for
classmates) {100 pts.} |
|
March 13 |
Spring Break - No Class |
|
March 20 |
Cause & Effect Essay DUE {400 pts.} |
|
March 27 |
* Do Notes on Comparison & Contrast Essay {25 pts.} |
|
April 3 |
* Workshop Comparison & Contrast Essay (bring copies
for classmates) {100 pts.} |
|
April 10 |
Comparison and Contrast Essay DUE {400
pts} |
|
April 17 |
* Directed research in computer lab (using databases and
evaluating websites) |
|
April 24 |
Workshop Argumentation Essay (bring copies for classmates and
research) {100 pts.} |
|
May 1 |
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.