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ENGL 1010, section 02 (3 credits) Julia Combs Fall Semester 2006 MCD 218 MWF 8:00 – 8:50 a.m.. 652- MCD 204 combs@dixie.edu office hours: T 12-1 p.m.; F 9-11a.m.
SYLLABUS
REQUIRED TEXTBOOK
Axelrod, Rise B., and Charles R. Cooper. The St. Martin’s Guide to Writing. 7th^ ed. Boston: Bedford / St. Martin’s, 2004. (ISBN: 0312400527)
REQUIRED MATERIALS · Access to a college-level, academic dictionary and thesaurus to use while writing. You will also need to use these during in-class writing and exams. · Access to a computer (activate your student account and email today) · Access to a stapler · 2 – 3.5” diskette or write-able CD (one to use, one to back-up) · Spiral-bound notebook or loose-leaf notebook paper for in-class writing and note-taking · Folder to store all handouts, exercises, and completed assignments · 1 “blue book” for mid-term and final exams (purchase at the DSC Bookstore)
COURSE DESCRIPTION
English 1010 is designed to help students improve their writing so they can meet communication demands in college, on the job, and in the community. The course also emphasizes development of critical thinking and reading abilities. The course will provide students with frequent opportunities to read, write, discuss, and revise expository writing, and to a lesser extent persuasive and narrative writing, including description, process analysis, comparison/contrast, argumentation, and scholarly tone. An assortment of readings, viewings, exercises, essays, lectures, and discussions will focus on writing principles such as thesis, unity, organization, beginnings and endings, grammar, usage, sentences, paragraphs, transitions, tone, basic research methodology and sources, and the proper use of the ideas and words of others. Students must have already successfully completed LIB 1010 or be concurrently enrolled in LIB 1010 to be eligible to enroll in English 1010. To be eligible to enroll in ENGL 2010, a student must earn a grade of “C” or higher.
OBJECTIVES
Upon completing English 1010, students should be able to:
- Understand the importance of correctly assessing the relationship of the writer to his or her audience and purpose, and be able to identify different rhetorical styles and tones.
- Understand the value of undertaking the writing process early and in stages, including planning, brainstorming, organizing, draft writing, revising, editing, and proofreading.
- Carefully choose and restrict the subject and create a precise central purpose and thesis statement that will control the selection, arrangement, and presentation of material.
- Use organizational and developmental strategies necessary to write individual paragraphs and the paper as a whole.
- Write unified, coherent, and developed paragraphs and essays that effectively use topic sentences, repeated key terms, synonyms, pronouns, parallel structure, and transitions.
- Compose introductory paragraphs that get the reader's attention, state the thesis, suggest a plan of development, make positive first impressions, and set the tone.
- Compose concluding paragraphs that re-emphasize the main point, summarize the findings, and give a sense of closure.
- Recognize and avoid fragments, run-ons, faulty modifiers, and subject/verb and pronoun/antecedent agreement problems.
- Demonstrate mastery of conventional punctuation and mechanics used in standard written English.
- Demonstrate a reasonable awareness of style, emphasis, and sentence variety.
- Develop competency in completing college-level writing assignments.
- Identify the writer’s purpose / thesis, and understand the writer’s organization and structure.
- Recognize the writer’s tone and create appropriate academic tone in writing.
- Assess the writer’s presentation of detail in support of a main idea.
- Analyze the writer’s possible underlying assumptions and biases.
- Construct useful outlines to guide the writing process.
- Compose effective and instructional titles.
- Assess researched information critically and be able to incorporate outside sources into a paper, including a thorough understanding of plagiarism and how to avoid it; the correct use of paraphrases, summaries, and quotations; the introduction of quotations and paraphrases; the use of quotation marks, brackets, and ellipses; the formatting of long quotations; the blending of quotations into paraphrases; and the proper forms for documenting and citing sources. This will be accomplished in conjunction with the modules, assignments, exercises, and quizzes in LIB 1010.
WRITING REQUIREMENTS
By the end of English 1010, students will have written 4,500 – 5,000 words, distributed over one research essay, four shorter writing assignments, and one in-class essay examination. Students will have frequent opportunities to invent, create, organize, draft, revise, edit, and proofread. Writing assignments will vary in purpose, format, and length. The instructor will regularly intervene during stages of the writing process.
READING
Reading and writing are interdependent, reciprocal, and parallel processes of communication. The two most important skills needed for success in college are the ability to read and write effectively. Appropriate and relevant reading assignments from the textbook(s) will be assigned in conjunction with the opportunity to make use of outside sources. We will spend some time in class discussing reading skill development, especially the close reading often required in academic settings.
RESEARCH
Information literacy skills are integral in successfully completing most college courses. This class, in conjunction with LIB 1010, will provide students with the training and opportunity to define an information need; locate and access information; critically evaluate information sources and content; and incorporate information into writing using the techniques of quotations, paraphrases, and summaries as well as proper citation formats. These topics will be concomitantly covered in LIB 1010, and this process will continue in English 2010.
EXPECTATIONS OF STUDENTS
In addition to respecting the instructor, fellow students, and the process of writing as well as the larger one of education, students in English 1010 are expected to:
- Attend all classes;
- Arrive on time, remain for the entire class and be attentive in class;
- Be prepared, participate when requested, submit assignments on time;
- Bring appropriate textbooks, assignments, and other materials;
- Maintain politeness and civility toward instructor and fellow students;
- Save all your work throughout the semester--you may be asked to resubmit items;
Exercises and quizzes
You are responsible for tracking your own progress in this class. However, grading sheets will be distributed at intervals throughout the semester, and your grade is always available upon request.
**ASSIGNMENTS **Assignments are always due at the beginning of class ****
Exercises 15% Brief Writings 45%
Assignment Points Assignment Points Titles 100 Writing #1 Remembering Events (1 ½-2 pp.) 100 Thesis Statements 100 Writing #1 Revision 100 Outlining a Reading 100 Writing #2 Explaining a Concept (3 pp.) 200 Paragraphs 100 Writing #2 Revision 200 Paragraph Transitions 100 Writing #3 Interpreting Stories (3-4 pp.) 200 Coordination/Subordination 100 Writing #3 Revision 200 Parallelism 100 Writing #4 Compare / Contrast (4-5 pp.) 300 Punctuation 1 150 Writing #4 Revision 300 Punctuation 2 150 Introductions 250 Plurals / Possessives 100 Business Letter 100 Rhetorical Styles 100 Paraphrasing 150 Research Log 100 Annotated Bibliography 250 Plagiarism 100
Working Bibliography 100 Total 2, Research Essay Outline 100
Peer Review 1 100
Peer Review 2 100
Peer Review 3 100
Introduction Assignment 100
Total 2,
Mid-Term Exam 15%
Research Essay (5-6 pp.) 15%
Final Exam 10%
SCORE TABULATION (keep track of your grade here)
% of Grade Points Totals EXERCISES 15 % Titles (100 pts) Thesis Statements (100 pts) Outlining a Reading (100 pts)
Paragraphs (100 pts) Paragraph Transitions (100 pts) Coordination / Subordination (100 pts) Parallelism (100 pts) Punctuation 1 (150 pts) Punctuation 2 (150 pts) Plurals / Possessives (100 pts) Rhetorical Styles (100 pts) Research Log (100 pts) Plagiarism (100 pts) Working Bibliography (100 pts) Research Essay Outline (100 pts) Peer Review 1 (100 pts) Peer Review 2 (100 pts) Peer Review 3 (100 pts) Introduction Assignment (100 pts)
Total Possible Points 2,000 _Total Earned Points
Multiplied by.
BRIEF WRITINGS 45 % Writing #1 Remembering Events (100 pts) Writing #1 Revision (100 pts) Writing #2 Explaining a Concept (200 pts) Writing #2 Revision (200 pts) Writing #3 Interpreting Stories (200 pts) Writing #3 Revision (200 pts) Writing #4 Compare / Contrast (300 pts) Writing #4 Revision (300 pts) Introductions (250 pts) Business Letter (100 pts) Paraphrasing (150 pts) Annotated Bibliography (250 pts)
Total Possible Points 2,350 Total Earned Points
Multiplied by.
RESEARCH ESSAY (100 pts)
15 % _Earned Points
Multiplied by.
MIDTERM EXAM (100 pts)
15 % _Earned Points
Multiplied by.
FINAL EXAM (100 pts)
10 % _Earned Points
Multiplied by.
TOTAL POINTS (add figures in last column) __________ / 100%
DSC OWL
Students may find useful the materials available at Professor Ed Reber’s Online Writing Lab (OWL). To access this resource, go to www.dixie.edu > Academic > Online Writing Lab (OWL).
COURSE SCHEDULE – FALL 2006
DATE Class Topic(s) Readings Assignment(s) Due Wednesday Aug. 23
Introduction / Syllabus Formatting Papers (MLA)
Friday Aug. 25
“Remembering Events” Assign Writing #
Ch. 2 Introduction Assignment
Monday Aug. 28
Essay Elements Titles Prewriting
Ch. 11 Writing #
Wednesday Aug. 30
Thesis Statements Audience, Purpose and Tone
H-55-57 Titles
Friday Sept. 1
Academic Reading Skills: Outlining Revising / Editing
Ch. 12 Thesis Statements
Monday Sept. 4
LABOR DAY
Wednesday Sept. 6
“Explaining a Concept” Assign Writing #
Ch. 5 (^) Writing #1 Revision
Friday Sept. 8
Paragraphs: Unity and Development
pp. 613-17 Outlining a Reading
Monday Sept. 11
Peer Review (^) Writing #
Wednesday Sept. 13
Paragraphs: Coherence pp. 617-
Friday Sept. 15
Paragraphs: Transitions Paragraphs
Monday Sept. 18
“Interpreting Stories” Assign Writing #
H-48-55 (^) Writing #2 Revision
Wednesday Sept. 20
Sentences: Clarity and Economy Ch. 10 Transitions
Friday Sept. 22
Sentence Variety: Coordination / Subordination Monday Sept. 25
Peer Review Writing #
Wednesday Sept. 27
Sentence Variety: Parallelism Coordination / Subordination
Friday Sept. 29
Sentence Punctuation: Commas, H-58-75 Parallelism
Semi-Colons, and Colons
Monday Oct. 2
“Compare / Contrast” Assign Writing #
Ch. 18 Writing #3 Revision
Wednesday Oct. 4
Sentence Punctuation: Commas, Semi-Colons, and Colons
Punctuation 1
Friday Oct. 6
Plurals, Possessives, and Confusables
Punctuation 2
Monday Oct. 9
Review for Midterm Exam Plurals / Possessives MIDTERM EXAM (available in Testing Center Oct. 9 – Oct. 11) Wednesday Oct. 11
Rhetorical Styles & Paragraphs (Chs. 14-19) Writing #
Friday Oct. 13
SEMESTER BREAK
Monday Oct. 16
Rhetorical Styles & Paragraphs
Wednesday Oct. 18
Discuss Midterm Exam Rhetorical Styles
Friday Oct. 20
Introductions/Conclusions Writing #4 Revision
Monday Oct. 23
Introduce Research Essay Assign Research Essay
Ch. 21
Wednesday Oct. 25
Business Letters / Memos Assign Business Letter Friday Oct. 27
Integrating Source Material Assign Introductions
Ch. 22 Introductions
Monday Oct. 30
Integrating Source Material (^) Business Letter
Wednesday Nov. 1
Citing Sources Research Log
Friday Nov. 3
Plagiarism Plagiarism (in class)
Monday Nov. 6
Annotated Bibliographies Assign Annotated Bibliography
Working Bibliography
Wednesday Nov. 8
Paraphrasing
Friday Nov. 10
Paraphrasing (^) Paraphrasing
Monday Nov. 13
Paraphrasing Annotated Bibliography
Wednesday Nov. 15
In-Class Consultations Research Essay Outline
Friday Nov. 17
In-Class Consultations
Monday Nov. 20
In-Class Consultations
Nov. 22-24 (^) THANKSGIVING BREAK Monday Nov. 24
In-Class Consultations
MLA Format for College Writing Assignments
Paper Use white, at least twenty-pound, 8 ½ by 11-inch paper. Printing should be performed on an ink jet or laser jet printer in black ink.
Margins Except for page numbers (see below), leave one-inch (1”) margins all around the text of your paper -- left side, right side, and top and bottom. This is not the default in word processing programs; you will need to reset the margins. Paragraphs should be indented half an inch (or one Tab); set-off quotations should be indented an inch from the left margin (or two Tabs).
Line Spacing The MLA Guide says that "the research paper must be double-spaced," including quotations, notes, and the list of works cited. Therefore, everything is double-spaced. There are no extra lines between paragraphs.
Font Your paper should be written in size 12 Times-Roman font. This is a specific request of your instructor.
Heading Your paper does not need a cover page. At the top of the first page, at the left-hand margin, type your name, your instructor's name, the course name and number, and the date -- all on separate, double-spaced lines.
Title Then double-space again and center the title above your text. (If your title requires more than one line, double- space between the lines.) Double-space again before beginning your text. Important: The title should not be underlined, in bold text , or in CAPITAL LETTERS. Capitalize the title according to the conventions you’ll be taught in this class (see example below). Titles might end with a question mark if that is appropriate, but not in a period. The subtitle is separated from the title with a colon, but not if the title ends in a question mark.
Running Header with Page Numbers Most word processing programs provide for a "running header," which you can set up as you create the format for the paper, at the same time you are establishing things like the one-inch margins and the double-spacing. Number your pages consecutively throughout the manuscript (including the first page) in the running header. Type your last name before the page number. Make sure the page-number is flush with the right-hand margin of your text. Do not use the abbreviation p. or any other mark before the page number.
How to set up a running header in MS Word: View > Header & Footer > Type last name, then a space, then click the # sign in the toolbar. Right justify. Close
Spacing Between Words In general, leave one space between words and one space after every comma, semi-colon, or colon. Traditionally, two spaces are required at the end of every sentence whether the sentence ends with a period, a question mark, or an exclamation mark. Although it is not wrong to leave two spaces after a period, it is also quite acceptable today to leave only one space after each punctuation mark. However, a space should never be left in front of a punctuation mark; for example, the following would be incorrect: "Why me? "
Template The easiest way to complete writing assignments in proper MLA format is to set up a template within your word processor. Save this template on a disk. Then each time you need to write an assignment,
just open the template and “Save As” a separate document labeled Writing #1 or whichever assignment you are working on.
Finally Sheets of paper should be stapled at the upper left-hand corner. NEVER hand in your paper in loose sheets even if the sheets are neatly placed in an envelope or folder. The condition of the paper you hand in is an indication of the respect you have for yourself and the respect you have for your education. Before handing in your paper, ask yourself, "Is this the very best that I can do?" I am under no obligation to accept written work that does not conform to this format.
Examples of the first page, successive pages, and a works cited page follow.
Smith 2
After a careful reading of The Dollmaker, the conclusion can be reached that Darl knows
all (Arnow 225). Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut
aliquip ex ea commodo consequat, wrote Frank in “The Wild, Wild West” (180). Duis aute irure
dolor in reprehenderit nostrud exercitation ullamco laboris aliquip ex ea commodo consequat in
voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non
proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna aliqua. Darl is fantastic, according to the author of an article
in Applied Linguistics (Flanigan 144). Ut enim ad minim veniam, quis nostrud exercitation
ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit
in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat
non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation
ullamco laboris nisi ut aliquip ex ea commodo consequat. In the Norton Introduction to
Literature, Baldwin stated that “Darl surpasses all superlatives” (43). Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint
occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Smith 3
Works Cited
Arnow, Harriet. The Dollmaker. New York: Avon, 1972.
Baldwin, James. "Sonny's Blues." Norton Introduction to Literature. Eds. Carl E. Bain, Jerome
Beaty, and J. Paul Hunter. 5th^ ed. New York: Norton, 1991. 28-50.
Carpenter, Richard C. Introduction. Far from the Madding Crowd. By Thomas Hardy. New
York: Bantam, 1967. vii-xii.
Flanigan, Beverly Olson. "Peer Tutoring and Second Language Acquisition in the Elementary
School." Applied Linguistics 12 (1991): 141-58. Academic Search Premier. EBSCO host.
Dixie State College Lib., 4 Nov. 2004 http://search.epnet.com.
Frank, Michael. "The Wild, Wild West." Architectural Digest June 1993: 180+.
Jakobson, Roman, and Linda R. Waugh. The Sound Shape of Language. Bloomington: Indiana
UP, 1979.
Raimer, Mark. "The War of the Words: Revamping Operational Terminology for UFOs." ETC:
A Review of General Semantics 56.1 (1999): 53-57. Academic Search Premier.
EBSCO host. Dixie State College Lib., 4 Nov. 2004 http://search.epnet.com.
