Syllabus
English 101
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Composition I: English 101
Prerequisite: Satisfactory score on the
English Placement Test/and or minimum passing grade in LSS 099
Quarter
Hours: 5
Course
Description: Instruction
in writing and reading expository prose, making oral presentations, and using
computers. Emphasis on organizing and
developing paragraphs and essays, as well as fine tuning proofreading and
editing skills, mechanics, and correct, clear expression of ideas.
Student
Learning Objectives: Students will be able to use
effectively in writing English grammar, mechanics, usage, diction, spelling,
and punctuation; to write essays –following the conventions of standard English
– that is clear, well organized, coherent, and unified; to read with
understanding and insight; to respond orally and in writing to specific reading
assignments; to make at least one oral presentation and to make use of computer
technology.
Course
Content:
A. Review of punctuation
(commas, semicolons, colons, end punctuation, apostrophes, quotation marks,
ellipsis points, etc.)
B. Review of grammar errors (fragments, fused sentences, comma splices, faulty agreement errors, and other grammar problems as needed)
C. Review of the elements of
good writing (clarity, unity, coherence, emphasis, and organization)
D. Students will read a number
of essays from their readers and then model those essays in their own
compositions. Students will write at
least six different essays (or three essays and rewrites). These essays may include different types of
rhetorical strategies (illustration, comparison/contrast, cause/effect, process
analysis, definition, classification) and may at the instructor’s discretion,
write an argumentative essay. Students
will also be required to type one of the essays on a computer and make one oral
presentation to determine oral competency.
(Successful completion of this oral presentation will fulfill the
college’s oral competency requirement).
E. Instructors will also cover
other material, such as levels of usage, spelling, modifiers, parallelism,
logic, etc., on an as needed basis.
Course
Materials:
Harris, Muriel. Prentice Hall Reference Guide to Gammar
and Usage. 5th ed. Upper
Saddle River, NJ: Prentice Hall, 2003
Donald,
Robert, Betty Richmond Morrow, Lillian Griffith Wargetz, and Kathleen Werner
Writing
Clear Essays. Saddle River, NJ:
Prentice Hall, 1996
Methodologies of Instruction
and Learning/Assessment:
Course Mission: In this class we will discover and practice the basics of good
writing while building a community of writers willing and able to help each
other to
1) generate ideas and material
for writing compelling essays
2) shape those ideas into clear
sentences and well-designed paragraphs.
3) shape those sentences and
paragraphs into logically ordered and designed essays.
4) give and take feedback
5) use that feedback to revise
and complete these essays
6) learn the basics of oral
presentation and perform those presentations in class.
Note: There is no single writing process and
therefore no single method for learning how to write. Every one of you will be coming in with particular talents and shortcomings. I will do everything I can to help you. Work hard, help each other, trust your
abilities and work on your weaknesses.
Methods of Instruction: I believe that everyone
learns at different speeds and in different ways. For that reason, I will have you reading, responding, and writing
individually and in groups. There will
be many in-class projects and you will be asked to work with and respond to the
writings of others. Good writing comes
from gradual and consistent effort over time. With that in mind there will be a
great deal of focus on revision.
Assessment: You will be assessed in multiple ways
designed to judge not only your ability to write but your ability to give and
respond to criticism.
Grade
Breakdown in Brief:
Essay #1 and all Revisions—“My Home Town”—-200pts
Essay #2 and all
Revisions—“Letter Home”—200 pts
Essay #3 and all Revisions—“Sweet Charity—200 pts
Journal—100 pts
Learning Folder , Class Participation, Pop
Quizzes—-100 pts
Speech—100 pts
Final Portfolio (ungraded course requirement) A 3
ring binder portfolio containing all course materials must be turned in on the
final exam period for this class for successful completion of the course. Students must also back-up all typed assignments
on a computer disk—a copy of which must be included with the portfolio.
A:
90-100 B: 80-89
C: 70-79 D:
65-69 F: 64 and below
(900-100)
(800-899) (700-799) (650-699) (649 and below)
Any grade review must be initiated with the faculty
member, division chair, or assistant dean within thirty days of the end of the
grading period in which the grade was reported.
Grade
Breakdown with Explanations (Non-essay Component)
Journal (100 points total)—The journal
should be a spiral or flat-spined writer’s journal and it should contain at
least 20 pages of writing done over the semester (minimum). The writing should come from daily
journaling (random thoughts), in-class writings, and free-writing developed out
of in-class projects, poetry, etc.
Every page should have a title and should be dated. Journal’s will be spot-checked 4x during the
semester and students must have written at least 5 pages between each
spot check. I will give some advance-warning regarding spot-checks. Do not wait until the last two weeks to
write the entire journal. The spot
checks count toward class participation.
This is not for formal writing and is the one place grammar does not
count. The journal will be graded on
quantity of pages, correct format, and appearance of effort. To get a passing grade of 60 on the journal,
a student must write at least 20 pages.
Each page over 20 is worth 2 pts.
To reach 100 pts a student must write 40 pages. In-class writings and writing prompts do not
count and should not be included
here. They go in your learning
folder. If I tell you in class to take
out your journals and free-write, that is the only time you may include writing
done in class in the journal.
Oral Presentation (100
points total)
Each student will also be asked to contribute an
oral presentation. We will discuss
possible topics for the presentation For the Student introduction the student
must do some research (at least 3 sources, only one being the internet) and
provide the notes for research to the professor on 3 five by eight sized
note-cards. If a student would rather
do so, he/or she can also present their project using power point (just give me
advance notice, so I can retrieve the equipment. Student Introductions will be graded on the quality of
information provided, the organization of ideas and the evidence of analytical
thought. I will provide a separate
handout on Oral Presentations.
Class
Participation / Learning Folder / Pop
Quizzes / Discussion Board (100 points total)—
The Learning Folder (20 pts out of 100) should
contain all writing prompts, peer
review sheets (written by others about your paper), content quizzes (if
assigned), any daily assignment I might ask for, and class notes. It is one of the fundamental means by which
I evaluate class participation and should not be taken lightly. Learning folders will be graded on their
completeness (presence of all in-class materials), and thoroughness. A shoddy or sparse folder can result in a 0
for class participation. A good one can
make the difference between a B and a C.
Pop Quizzes (20 pts out of 100) I will definitely have surprise quizzes based on reading
content. We cannot afford to have
anyone in this class who is not keeping up with the material . Each pop quiz will have 10 questions worth
2pts each regarding the reading. All
pop quizzes will be averaged together to determine the pop quiz grade.
Other Class Participation Factors (60 pts out of 100)
1) the number and quality of the questions you ask and answer in
class,
2) your
willingness to participate in class activities, especially peer groups
3) your
willingness and ability to bring your own experiential knowledge into class
discussion,
4) your
positive and respectful attitude toward your fellow students, the readings,
authors, and professor of the course. I
don't tolerate disrespect in any manner toward anyone or anything. I’m a good-natured man, and I want us to
enjoy the course, but I don’t like fools or clowns. Harassment is absolutely taboo (see policies). Keep your off-color comments to yourself if
you are inclined to make them. Don’t
proposition members of the opposite sex in class. Don’t comment on the physical appearance of your classmates or
the professor. Keep your language
clean. Make certain that any criticism
given is constructive. In short, show
respect to others and to yourself.
5) your ethics and honesty. If I catch a student cheating on a test,
quiz, or writing assignment, that student will fail the assignment and will
lose an extra 5 points from his or her total grade. If you cheat on a quiz, then, you get zero on quiz and you lose
5 points out of your possible 100. If
it happens a second time, there will be administrative involvement.
*If I deem class participation to be exceptional to
the point where other students substantially benefit from a particular
classmate’s presence, I reserve the right to weigh this portion of the grade
more heavily than 100pts. The same is
true if a student’s class participation is poor enough or disruptive enough to
hurt the learning community. A “B” can
become a “C” very quickly if I feel that you are doing damage to a fellow
classmates experience in the course.
Grade Breakdown
with Explanations (Essay Component)
Graded Paper Assessment Breakdown:
All Papers are graded on the following Scale
The evidence of a Clear, Consistent Thesis—20pts
Quality of Introduction or Hook—20pts
Quality of Ideas/Invention/Imagination—20pts
Evidence of Coherent Paragraphing—20pts
Organization and Transition—20pts
Quality and Complexity of Sentences and Word Choice
(style)—20pts
Mastery of Grammatical and Punctuation Issues
Covered—40 pts
Quality of Conclusion or Thump—20pts
* If the paper is revised the student is responsible
for all grammatical issues covered up to the date the revision is handed
in. In other words, revisions are held
to an ascending (increasingly difficult) standard of grading.
**If a paper does not complete the assignment the
author will be asked to turn in a paper that does so or receive a zero. For example, a Description paper must
contain description
Graded Papers in Brief:
Graded Paper #1
(200 points total) The first paper topic is “My
Home Town”, and focuses on the writing techniques of Description and, if
appropriate brief Narration. Here you
will be asked to write an essay in which you describe your home-town or a part
of it in a way that makes clear your feelings toward that place and your
relationship to it. The paper need not
tell a continuous story, but may use elements of narration and
characterization.
Graded Paper #2
(200 points total) The second paper topic is “A
Letter Home” and focuses on explanation as well as cause and effect and
possibly division/ classification. This
essay also fulfills the ethics component of the course. Here you will be asked to write a letter of
explanation to someone close to you. In
the letter you are asked to explain a choice that you have made which involves
an ethical decision. You might write to
a friend explaining your reasons for not going to a party with him. You
might write to your parents about why you cheated on a test. You may not have made the right choice. You may even complete the essay by saying
that you made the wrong choice. You
will not be judged on the choice you made, but on the quality of your
explanation.
Graded Paper #3
(200 points total) The third paper, “Sweet
Charity,” is a definition / persuasion
paper in which you must inform your fellow students about a local charitable
organization (history, function, role), and attempt to persuade them to
volunteer their time to that organization.
If you wish you may pick out a specific person as your audience. In order to complete the assignment you must
devote at least an hour of your time to that volunteer organization.. Commuting students may choose an
organization located in their home communities.
Revisions are substantially re-written
graded papers that are averaged together with the original graded paper. A student must revise each graded
paper once but may revise it more often that that. In order to be considered a revision there
must be the equivalent of at least one paragraph of new writing. All revisions must be submitted for review 3
weeks prior to the final exam.
Example of Paper Plus Revision Grade:
Graded Essay:
150+ Revision #1: 160 + Revision #2: 164 = 474
475 / 3 = 158
Grade on Essay #1=158 or 79%
The
Writing Process
While
there is no single writing process, students must complete a
specific writing process to complete each essay
Step
1) Complete in class all writing prompts, pre-writing, brainstorming, and free-writes
on your topic
Step
2) Complete a rough draft of at least 2 pages in length developed from those
writing prompts and free-writes
Step
3) Submit that rough draft and an author’s letter for peer review
Step
4) Revise a significant portion of the essay based on a specific piece of
advice given by one of your peers
Step
5) Hand in the author’s letter, the original draft and the new draft (revised,
typed, and saved on a computer disk).
Clearly label everything.
Step
6) Sign up for an appt. with Dr. Peckham to discuss this draft
Step
7) Meet with Dr. Peckham for a 15 minute appt., receive feedback and W.C. referral, and take notes during the
appt.,
(At this time nothing or very little will be written
on the paper and no grade will be offered.
This meeting is meant to warn students regarding possible grammar
hotspots that they need to review and to give suggestions regarding content,
organization, and style)
Step
8) Revise paper based on your notes
Step
9) Hand in paper, notes, and new author’s letter to Dr. Peckham
Step
10) Receive graded paper with comments
(sign up for appt follow-up if necessary or desired)
Step
11) Revise graded paper and turn in.
(All graded papers must be
revised at least once during the semester)
Step
12) Hand in all Drafts and revisions
with your final portfolio
Students with disabilities for which accommodations
may be required must notify the instructor during the first week of class if
they wish to benefit from any accommodations.
Arrangements for accommodations are made through the Disabilities
Officer in Student Personal Services.
Administrative Procedures
and Class Policies:
A. Completion of the drop/add
process and the withdrawal process is the responsibility of the student.
B. Absence Policy: Maximum number of absences
allowed before withdrawal for non-attendance: 5. Missed appts. Count toward your absence total.
C. Tardiness. If you are late at all, you
are counted tardy. Three tardies equal
an absence. I expect all members of the
class to be on time with their books, pens, and notepaper on their desks at the
exact beginning of class.
D. Policy for make-up work. Students are responsible to
complete any work they miss during an absence.
Missed work can only be made up if the student has a legitimate excuse
for missing the class and provides supporting documentation. Legitimate excuses include illness, serious
family obligations, and sanctioned college activities for which absence is
required.
E. Harassment Policy: I see sexual and racial
harassment as a direct attack not only on the victim, but on the entire
community. Harassment is any behavior
that would either threaten a reasonable person or inhibit that person’s ability
to learn or work by creating an uncomfortable environment. Don’t say or do anything to a fellow student
that you wouldn’t say or do to your own mother, father, sister, or
brother. Sexual or racial comments
made in the classroom, even if not directed at anyone in particular and even if
made in jest, will be considered harassment.
The presence of materials that demean others –inappropriate or
offensive t-shirts or magazines for
example—will also be considered harassment.
Such behavior will directly affect the offending student’s grade for
class participation and may result in dismissal from the class for the day or
even for the quarter.
F. Dress Code: All hats must be removed
before entering the classroom. I would
also expect students to dress as professionally as possible. How you dress not only gives signals to your
classmates and to your professor, it affects your self-image. If you take yourself seriously, other people
will as well.
G. Late Assignments: I do not accept late
assignments. Assignments should be ready
for submission at the beginning of class on the day that they are due. Because I understand that events may happen
that are beyond a student’s control, I allow for one 24 hour pass a semester.
That means that one time during the semester, for whatever reason you
might have, or for no reason at all, you may hand in an assignment 24 hours
late. If an assignment is due on a
Friday, I expect you to send it to me over the e-mail by attachment or as text
by Saturday, 11am. If electronic
submission is not possible, contact me and I will arrange another method for
you to hand in the assignment on time.
I urge students to use this option only when and if they desperately
need it. If a student must miss a class on the day an assignment is to be
turned in, the student must find another student to turn it in for them or must
send the assignment to me via e-mail by the beginning of class on the day the
assignment is due. I will make rare
exceptions if I have ample reasons. The 24 hour pass cannot be used for an
exam, a pop-quiz, or a term-paper. A
late term paper or a missed final will assure failure in the course.
H. Cadet Behavior: Cadet behavioral problems like disrespectful or inappropriate behavior
and non-attendance will be reported immediately to the commandant’s office.
Ethics:
GMC
emphasizes character and ethical behavior in all aspects of the
curriculum. During the quarter, ethical
issues/dilemmas will be discussed as they pertain to World Literature.
Since
the primary goal of education is to increase one’s own knowledge, academic
dishonesty will not be tolerated at GMC.
Students and faculty are expected to abide by the GMC Honor Code: I will
neither lie, cheat, steal, nor tolerate those who do.
Federal Holidays When Classes Will Not Be Held
- Labor Day, first Monday in September.
- Columbus Day, second Monday in October (federal holiday since 1971).
- Election Day, Tuesday on or after November 2.
- Veterans Day, November 11th (except from 1971 to 1977, inclusive, when it was celebrated on the fourth Monday in October; formerly known as Armistice).
- Thanksgiving Day, fourth Thursday in November.
Schedule For
English 101--September 11-Oct. 10
Wed., Sept 11 Discussion
of Syllabus and Approach to Course
Thurs., Sept 12 Read Writing Clear Essays pgs. 1-10 Hand in Student Profiles
Fri., Sept 13 Read WCE pgs. 13-22
Mon., Sept., 16 Read Handout
Tues., Sept., 17 Read WCE pgs. 22-31
Wed., Sept., 18 Read Handout
Thurs., Sept., 19 Read WCE pgs. 31-36 and Handout
Fri., Sept., 20 Read WCE pgs. 73-78
Mon., Sept., 23 Read WCE pgs. 78-89
Tues., Sept., 24 Peer Review Day, Early Draft of “My Home Town” due for peer
editing
Wed., Sept., 25 Read WCE pgs. 92-98
Thurs.,
Sept., 26 Hand in Draft #1 , appt. signup
Fri., Sept., 27 Read Handout
Mon., Oct., 1 Read WCE pgs.
102-114
Tues., Oct., 2 Read WCE pgs.
115-122 and Handout
Wed., Oct., 3 Read
WCE pgs. 122-129
Thurs., Oct., 4 Read WCE pgs. 41-55
Fri., Oct., 5 Revision
Deadline for Paper #1
Mon., Oct., 6 Columbus
Day, No Class
Tues., Oct., 7 Peer Review Day, Early Draft of “A Letter Home” due for peer
editing
Wed., Oct., 8 Oral
Pres. #s 1-3 and discussion
Thurs., Oct., 9 Oral Pres. #s 4-8 and discussion
Fri., Oct., 10 Hand in Draft #2 ,
appt. signup
