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ENGLISH 1010 -INTRO TO WRITING OFFICE: MCD 227
DR. TIM BYWATER OFFICE PHONE: 652-
FALL 2006 HOME PHONE: 628-
OFFICE HRS: M/W/F 9–11; T/R, 10:30–12 (or arranged–which means if you can't find me during office hours, check with me after class to set up an appointment.)
SYLLABUS
TEXT
Silverman, et al. Rules of Thumb Dixie College Writing Guide (if necessary) Cheap paperback dictionary
GENERAL COURSE DESCRIPTION English 1010 will help you improve your writing so you can meet communication demands in college and on the job. The course will provide you with frequent occasions to read, write, and discuss the different types of exposition. Classroom discussion, reading, and writing will emphasize such writing principles as unity, coherence, development, organization, variety, and word economy. You will be given an assessment essay early in the semester; it will not count heavily in final grade determination.
READING/THINKING OBJECTIVES By the end of English 1010, you will be able to:
- Identify a thesis statement.
- Understand organization and structure.
- Assess presentation of detail in support a thesis.
- Analyze your underlying assumptions and biases.
- Recognize and avoid logical fallacies in reasoning.
WRITING OBJECTIVES By the end of English 1010, you will be able to:
- Understand the importance of correctly assessing the relationship of you to your audience and purpose.
- Understand the value of undertaking the writing process early and in stages, including planning, brainstorming, organizing, rough draft writing, revising, and proofreading.
- Recognize the importance of carefully choosing and restricting the subject and creating a precise thesis statement that will control the selection, arrangement, and presentation of material.
- Use strategies for creating effective overall structure, including the use of repeated key words, pronouns, synonyms, topic sentences, transitions, and parallel structure.
- Know and use organizational and developmental strategies necessary to write individual paragraphs and the paper as a whole.
- Write unified, coherent, and developed paragraphs that effectively use topic sentences, repeated key terms, synonyms, pronouns, 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 give a sense of closing.
READING ASSIGNMENTS IN RULES
periods, quotation marks, 44- p.r. (pronoun), 21- c.f. (comma fault), 38- s.f. (semicolon), 41 verbs tense shift, 50- wordiness, 171- spelling, 13- parallelism, 55, 179 pov., (point of view) 21- quoted materials, 45-49, 79-80, 101 paragraph, 74-76, vagueness, 166- redundancy, 171 organization, 69-71, 94-95, 101-103, 74-76,123- essay tests, 97- titles, 16, 40, 49, 95, 103- note taking/library use, 114-116, 117- Works Cited , 105-106, 136-
Internet, 90-91, 109, 111-114, 120-122, 183- tense shift, 50- run-on, 31-33, 175- development, 74- w.w. (wrong word), 3- fragment, 33-37, 43 apostrophe/ellipsis, 20, 47, 95 agreement, 21-23, 52 style, 166- format, 94- thesis, 66-68, 70, 84, 108-109, 123 dangling modifiers, 56 transition, 77- introduction - conclusion, 67-68, 72-73, 81, 97 caps (capitalization), 16- awkward/choppy, 26-27, 55-57, 175- numbers, 18- research papers, 107-
NOTE: I will grudgingly accept a late paper, but I will grade it grudgingly--through clenched teeth. (You're not going to like it, since the grade will probably be reduced.) I will, however, smilingly accept papers turned in early if you can't be in class the day the paper is due. I have to admit, I have a deep, hidden, psychological animosity (that I try to repress but usually can't) that gnaws at me when you're absent or late to class. Excuses simply make it worse. However, I'm not heartless: if you're having serious problems making it to class on time (or at all), please touch base with me to explain what's happening. My guess is, I'll understand, and we'll be able to work something out.
FORM IN WRITTEN WORK The following directions apply to all written work; you should:
- Use regular white typewriting paper or good quality computer paper for typewritten work (required).
- Type on only one side of the paper, double spaced.
- Leave one inch margins at the left, right, bottom, and top of the page.
- Indent paragraphs 5 spaces.
- Place the title in the middle of the first line, leaving the following lines--3 or more spaces in typewritten work--blank. (A title is not quoted, underlined, or followed by punctuation unless a question mark or exclamation point is called for.)
- Number the pages with Arabic numerals in the upper right-hand corner.
- Fold the paper crosswise, not lengthwise.
Bank, John English 1010- October 12
- Endorse the paper as shown in the sketch; supply in order name, course and section, and date.
CLASS SCHEDULE
WEEKS ONE AND TWO
We’ll start to think about the writing you like to read and attempt to analyze why you like it; type up a couple of questions you have about ANY aspect of your favorite writing. Hand them in on Friday at the start of class. We’ll also discuss the Checklist during week three.
WEEKS THREE, FOUR AND FIVE
Class periods to prepare you to write formal assignments. I want you to have a solid understanding of the basics before I begin grading your written work. We’ll continue to look at your writing problems (mechanical and otherwise) and work to solve them. Please type up two questions about any aspect of your writing and bring them to class for me to answer. During week five, we’ll write paragraphs in class and critique them.
WEEKS SIX THROUGH FIFTEEN The class is set for our formal writing assignments, weeks six through fifteen. Everyone must have a rough draft or a rewritten draft ready in class for possible copying.
WEEK EIGHT
Prepare and type up two new questions about your writing and bring them to class.
AUGUST
23 Introduction to 1010 25 In-class writing 28 Bring a page or two of your favorite writing to class–read to class 30 Formulate two questions concerning your favorite writing–discuss SEPTEMBER 01 Favorite writing discussion continued 04 LABOR DAY–NO CLASS 06 Checklist (mine and yours) discussion 08 Discussion of Checklist grammar rules 11 Writing Questions 13 Writing Questions 15 Paragraph writing in class–journal model 18 Paragraph (typed) discussion in class 20 Paragraph rewritten to hand in 22 Rough draft writing–First Assignment 25 Rough draft critique–First Assignment 27 Rewritten draft critique–First Assignment 29 First Assignment due–rough draft writing Second Assignment OCTOBER 02 Rough draft critique–Second Assignment 04 Rewritten draft critique–Second Assignment 06 Second Assignment due– rough draft writing Third Assignment 09 Rough draft critique– Third Assignment 11 Third Assignment due– rough draft writing Fourth Assignment 12 Semester Break–No Class 13 Semester Break– No Class 16 Rough draft critique–Fourth Assignment 18 Rewritten draft critique–Fourth Assignment 20 Fourth Assignment due–rough draft writing Fifth Assignment 23 Rough draft critique–Fifth Assignment 25 Rewritten draft critique–Fifth Assignment 27 Fifth Assignment due–rough draft writing Sixth Assignment 30 Rough draft critique–Sixth Assignment NOVEMBER 01 Rewritten draft critique–Sixth Assignment 03 Sixth Assignment due–rough draft writing Seventh Assignment 06 Rough draft critique–Seventh Assignment
08 Rewritten draft critique–Seventh Assignment
