ENG 110 College Writing I Fall 2007
Thursday 6 - 9:15pm.
Instructor(s): Dan Baker
Home: 692 - 3787
Email/Dan: <d2baker@wmich.edu>
Office Hours: 5pm Thursday/KVCC.
Required Materials:
Nadell, Judith et al. College Writing. Boston: Pearson Custom Publishing (2004).
General
Description of English 110
English 110 is a college writing course that will help students become more competent and confident writers. It will enable students to practice and become more skillful in the different stages of the writing process: generating ideas, planning and organizing, rough-draft writing, revising, refining, and proof-reading. Students will write a variety of papers narrating and describing experiences, summarizing information, explaining an idea or concept, and supporting an opinion. . . . Research skills, such as using the library and following appropriate documentation style in citing sources, will be taught.
Prerequisite
A satisfactory score on the ASSETT Test, or completion of ENG 098 with a 2.0 or better is the prerequisite for this class.
Course
Goals and Objectives
A. Apply the writing process to written work.
Choose manageable topics.
Generate ideas for writing about a topic.
Write a focused defendable thesis.
Revise work in response to peer and instructor criticism.
Edit work for conventions and grammar of American English.
B. Write college level academic prose.
Choose adequate support to defend the thesis.
Organize ideas into appropriate pattern/genera.
Use transitions to show connections between and among points.
Write with a variety of sentence patterns.
Use vocabulary and tone that is appropriate for the purpose and audience.
C. Appreciate prose writing.
Critique strengths and weaknesses of others' writings.
Describe responses to written pieces.
\Justify likes and dislikes with specific reasons.
Read others' work as models for inspiration or ideas.
D.. Know research process.
Name a variety of possible sources of support for a thesis.
Identify appropriate material to support a thesis.
Integrate research into written assignments.
Use internal documentation and works cited correctly using MLA
Graduation Competencies
Communicate effectively in writing.
Read and think critically.
Develop information literacy.
Solve problems.
Course
Requirements
A. Essays/Papers.
You will write a total of FIVE papers, most will be 3-5 pages in length.
In short, this means you will need to devote serious attention to this course from day one. Class periods will focus on helping you develop ideas and articulate them in writing. You will be expected to revise and edit your work along the way and for final submission in a portfolio.
At least 70% of your final grade will be based on the quality and the completeness of your portfolio.
This class will also help you revise and edit your drafts. Except for your final "Portfolio Analysis," papers will go through multiple drafts: one for peer reading, one for conference, one for instructor commentary and evaluation, and one for the portfolio. You will be expected to revise these drafts as you receive commentary from your peers and instructor, so that your portfolio drafts will represent your best writing.
Because this class meets for just a short amount of time, you will need to spend a considerable amount of time writing and revising outside of class in order to meet the course requirements.
Before proceeding, a note on 'PEER REVIEW' Conferences: On the day of peer review and conferencing, you must come prepared to discuss and to work on your writing. When you show up for peer review, you are required to have enough copies of your rough draft for each person in your review group and on copy for me.
Failure to bring enough copies and/or failure to show up with any copies for 'peer review/conferencing' means: that the student will receive a 'ZERO' for participation & the student will receive an OFFICIAL ABSENCE for the class period.
Lastly, you should remember that all assignments for this class (except for in class writing, etc.) including rough drafts, should be brought to class: typed, double-spaced and in a 12-point, Times New Roman font. Papers should have one-inch margins.
The papers should have a cover page that includes the title of your paper, your name, the title of the class, the time and the days the class meets, the name of the instructor, and the date.
If ANY of the aforementioned is not done according to requirements, the paper will NOT be accepted and will be considered INCOMPLETE/LATE/NO CREDIT.
During the semester, figure on creating and submitting an essay approximately every two weeks.
Here is an overview of the five writing assignments:
ESSAY #1: A 'Narrative Essay' ( 3-5 pages) that asks you to pick a setting from your childhood that is important to you -a place that you remember fondly -- that helped shape the person you are today. This paper is due on THURSDAY, 10/4.
ESSAY #2: An 'Compare/Contrast Essay' (3-5 pages) that asks you to analyze, evaluate, compare and contrast aspects of two advertisements. This paper is due on THURSDAY, 10/25.
ESSAY #3: An 'Informative/Illustrative Research-based Essay' (4-6 pages) that asks you to draw from a variety of scholarly resources to answer a question of your choice and to inform your audience. This paper is due on THURSDAY 11/15.
ESSAY #4: A 'Persuasive Essay' (4-6 pages) that asks you to draw from a variety of resources to take a stand on an issue of importance. This paper is due on THURSDAY, 12/6.
ESSAY #5: A 'Reflective Essay' ( 2-3 pages) that asks you to reflect on yourself as a writer and on your writing at the conclusion of the semester. This paper is due on THURSDAY, 12/13, and will be a part of your 'Portfolio Review' (see below).
Generally, your papers will be evaluated on the following criteria:
Content: You offer insightful or imaginative interpretation of the subject and present the reader with sufficient observations to be clear and convincing. You set up expectations for the reader and fulfill those expectations.
Focus: The interpretations and observations have a center on which the reader can focus. The writing is not just a random collection of thoughts.
Structure: There is a coherent and logical structure; thoughts are organized to help the reader understand the focal and subordinate ideas, as well as the relationships between and among ideas.
Form: There is careful editing for the appropriate use of grammar, mechanics (spelling, punctuation, and sentence structure), documentation, and where appropriate, imaginative document design.
Revision: The writing has undergone substantial and substantive changes from draft to draft. Attempts to use responses from peers and teacher are obvious.
The work in this class concludes with the presentation of a final portfolio of polished, revised writing of at least 20-25 pages, including:
A 2-3page ''Portfolio Review" essay' which describes how the portfolio reflects the student's development and abilities as a writer.
Enough polished writings, written for this class this term, to provide 20 pages.
All of the evaluated essays written for the semester, although not all need to be revised and edited to portfolio quality.
Only essays responded to and evaluated by the 110 instructor may be included as part of the 20-25 pages of the final assessable portion of portfolio.
All papers in the portfolio must be typed, double-spaced and in a 12-point, Times New Roman font. If not, your grade will be affected.
I reserve the right to not accept a paper for evaluation and/or the portfolio if I have not seen earlier drafts or if those drafts do not reflect revision.
The "Portfolio Assignment" is due on THURSDAY 12/13 at the beginning of class.
C. Midterm Revision.
You will choose whether to thoroughly revise Paper 1 or Paper 2 for this assignment. Essentially, you will be responsible for handing in a super clean and revised copy of either the "Narrative Essay" or the "Compare/Contrast Essay".
The decision is up to you.
In the end, this will be the first assignment in which you will receive a letter rgade. It is expected that the paper is of high quality, and that it reflects a serious attempt at betterment.
The "Midterm Revision" is due on THURSDAY 10/25 at the beginning of class.
D. NICENET Portfolio: During the semester, you will be asked to participate in an online electronic conference hosted by “Nicenet.” The goal is to add a rich discussion forum to our course.
Throughout the semester, you will be expected to participate in the discussion and to address assigned questions. Near the end of the semester, you will be submitting a portfolio that highlights your participation and your critical thinking. Ultimately, you will be assessed on your participation in the forum as well as your ability to critically respond to the questions and to the comments made by the other participants.
The NICENET Portfolio is due on THURSDAY 11/29 at the beginning of class.
E. Daily Work/Attendance/Participation.
Because we all depend on each other for ideas and encouragement, you will receive credit for daily work/ participation. Participation credit may be obtained through actively participating in class discussions and cooperative learning groups; by having good questions during conferencing, and in the peer review groups.
Before moving on to other things, I'd like to share a thought on participation and active engagement. Being prepared for class, being attentive, being focused on peers' comments, etc., are important elements of the class. These behaviors, I assume, are simply normal in a college classroom - what any student does minimally.
To me, active, enhanced engagement goes a bit further. Signs include: additional substantive drafting in the writing process; regular and thoughtful contributions to class discussions; remarks that challenge and invite further discussion; careful and diligent peer response; a clear interest in developing and/or contributing to the class as a whole.
These and similar 'active/enhanced' behaviors are what I value. Sure, to many these may be obvious, but I still feel it necessary to give you a clear idea of what this participation grade entails.
A last point about this grade: Do note that this grade is not a given. Your participation grade can be affected due to things such as absenteeism, missing and/or not being prepared for conferences, lack of attentiveness during peer review sessions, not being prepared for class, not checking this website, etc. Again, this grade and your success in class has a lot to do with how you approach your work.
Grading
The criteria for evaluating the quality of the papers will be passed out and discussed separately. The final grade will be weighted as follows:
4.0: 90-100% A (Outstanding, Exceptional, Extraordinary)
3.5: 85-89% B/A
3.0: 80-84% B (Very Good, High Pass)
2.5: 75-79% C/B
2.0: 70-74% C (Satisfactory, Acceptable, Adequate)
1.5: 65-69% D/C
1.0: 60-64% D (Poor)
0.0: 59% & lower E (Failing)
Final Notes
There are just a couple last things that need to be mentioned for clarification sake.
A. Attendance Policy: I expect all students to be here on time and prepared to work. Tardiness and absenteeism will not be tolerated as there is simply too much work and learning to do. Because of the experiential nature of course, it is imperative that students attend classes regularly.
To be perfectly clear from the start: there are NO 'verified' or 'unverified' absences and/or tardies in the class. An absence/tardy is an absence/tardy, plain and simple: no exceptions.
If absenteeism or tardiness becomes a problem, expect your grade for the course to be affected thusly:
If you arrive more than 30 MINUTES late to class for whatever reason, I count this as ONE ABSENCE.
If you leave class with more than 30 MINUTES left in the class for whatever reason, you will receive ONE ABSENCE.
If you have THREE ABSENCES for whatever reason, your overall letter grade at the end of the semester will be reduced/will go down a FULL LETTER GRADE i.e. an "A" becomes a "B."
If you have FOUR ABSENCES, your grade will fall another half-grade, and you will be asked to consider leaving the course.
B. Missing/Late Work: Late work is NOT an option. We will be moving rapidly through the class, and if you get behind, there aren't empty spaces for you to catch up.
If you must miss a class period when a final revision of a paper is due, send it with a classmate.
In extreme cases of emergency, you may email the paper to me as an attachment.
Only with the most unavoidable and extraordinary, documented reasons will I accept a late final copy of a paper for my commentary. If there is a problem, you must communicate with me.
Papers that do not receive MY commentary will be considered missing papers. A missing paper will lower a student's overall grade by a full letter (B/A becomes C/B, C becomes D, etc.) More than two missing papers will cause a student to fail the course.
C. Also, cell phones ringing while class is underway is a problem: turn them OFF.
D. In addition: to me teaching is not about guessing – it's about clear expectations and requirements. I will be providing "rubrics" assignments: guides that for the most part indicate how you will be assessed. Take a look at each closely.
E. When it comes to grades, I am always open to discussion of your grades. I understand how important grades are; I understand how emotional some get when it comes to assessment. My job is to make the expectations clear. If I do not, or make errors, I expect my students to raise questions. Ultimately, it's about communication, civil, adult communication. If a problem arises, I will listen. Sometimes I change things, other times I do not.
F. When it comes to writing assignments, writing is taken very seriously in this class. You must devote time to each of the writing assignments.
I read each assignment very carefully and spend a great deal of time assessing each assignment. Based on past experience, those who approach their writing assignments (or this class as a whole) lazily or haphazardly will receive a grade reflective of their effort or lack thereof.
G. In the end, if you are having difficulty with anything related to this course - the writing assignments; the attendance policy; or anything else - you must be an advocate for yourself and seek help or at the very least come talk to me.
Should you need help and/or have problems, I encourage you to not wait until the last moment to seek help as there is likely little I can do 'after the fact'.
Sometimes amicable solutions can be found; sometimes they cannot. Sometimes there is flexibility; other times there is not. Regardless, when it comes to questions, problems or potential problems, it is your responsibility to speak up and be an advocate for yourself should the need arise.
Academic Honesty.
Unfortunately, it has become increasingly necessary to provide students with clear and explicit guidelines regarding plagiarism. The Professional Concerns Committee of this university's Faculty Senate provides this advice:
You are responsible for making yourself aware and understanding the policies and procedures in the Undergraduate (pp. 271-272) [Graduate (pp. 24-26)] Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity, and computer misuse. If there is a reason you believe you have been involved in academic dishonesty, you will be referred to the Office of Student Judicial Affairs.
You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me of you are uncertain about an issue of academic honesty prior top the submission of an assignment or test. (Faculty Senate, email, August 16, 2001)
Many university-level writing guides exist that include sections on plagiarism and how to avoid it, as well as examples of citation and referencing of sources. Please consult an appropriate writing guide and review conventions for citations and avoiding plagiarism. I will provide assistance on an individual basis when one's resource on the matter is unclear or ambiguous.
Also, understand that it is against WMU's policy to submit a paper written for one class to another class. This means that if you have started 105 before and have a paper or two on your computer written for that attempt, those papers are not eligible for this course. Make sure you read through the definitions in this policy. Claiming you "didn't know" will not be a persuasive defense. According to this policy, students who exhibit academically dishonest behaviors risk failing the course as well as significant sanctions from the Dean of Student Judicial Affairs.
Student Rights
There are three important pieces of information from the University regarding your rights:
1. Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disabled Student Resource Services office (387-2116) at the beginning of the semester.
2. The College of Education maintains a strong and sustained commitment to the diverse and unique nature of all learners and high expectations for their ability to learn and to apply their learning in meaningful ways.
3. It is a fundamental policy of Western Michigan University not to discriminate on the basis of sex, sexual orientation, color, race, age, religion, national origin, height, weight, marital status, or handicap in its educational programs, admissions, employment, promotions, salaries, and social activities. Through its example and teaching, Western strives to foster in it students, faculty, and staff respect for basic human rights. In its external relationships, the University is supportive of those activities that seek constructive change in the development of human rights in this country and abroad.
Other Helpful Information
The departments/resources are there to help students succeed at KVCC and elsewhere. If you find yourself struggling with this class, please take
advantage of some of these resources.
Here are some helpful resources not only for writing but for the college experience as a whole:
Here is the semester
run-down. Again, do note that this is a 'tentative' schedule. Sometimes,
things just change. Although I will try to stick to this schedule, just
be flexible.
Please note: If a class is canceled (due to snow or other reasons) on
a paper's due date, that paper will be collected at the next class.
WEEK ONE: Introductions
9/6: 'Introductions'
Syllabus, discussion,
questions, etc.
Interviews/Personal
Introductions.
Quick Write/2-3 page in class response to: 'In Praise of the 'f' Word/Sherry, pg. 544.
Homework/Reading
for Next Class:
Take a good look at this syllabus. Check out the assignments; visit some of the resources. You need to do this: I rely heavily on this site for discussion, research, etc. Know what's going on.
Get signed up for Nicenet and start responding to the questions.
Read College Writing: Read chps. 1,2, and 12 ('Narration') as your first written assignment is a narrative essay.
Come to class having outlined the chapters - especially Chapter 12.
Take a look at
the first writing assignment: the Narrative Essay.
Print off a copy of the assignment and bring it to class
with questions.
Come to class with a rough draft and/or proof of brainstorming of ideas for the narrative essay.
For some suggestions
on personal narratives and what they are, click here
or here or here.
To read an example
of a narrative essay click here or here.
Review Chapter 12: Narration - 'Pre-Writing Checklist' & Brainstorming' activities; 'Getting Started': Your own narrative details; a couple of conflicts; vivid words and/or natural sounding dialogue.
'Library Orientation': Starting at 7pm, class will participate in library orientation for last half of class; review researching; databases, MLA tools, etc.
For the next class,
you MUST bring a workable rough draft of your narrative to class.
By
'workable', I mean that you should have at least TWO-THREE pages of typed
text.
Be thinking about
your writing while your are writing, revising, and proofreading: get
used to the notion that writing is a process that takes time and hard work.
Remember: audience, purpose, pacing, choice of details, point of view, etc. when crafting your rough draft.
Pay close attention to the 'Pre-Writing Strategies' on pg. 200-201.
Print off a copy of the assignment and bring it to class.
Read the assignment and be prepared to ask questions.
Read Chapter 16 of College Writing: Comparison/Contrast; read chps. 3, 4, and 5: get an idea of what a thesis is, how to use evidence, and how to organize evidence.
Take careful notes on the chapter's content.
Bring several -- AT LEAST FIVE -- examples of print advertisements out of magazines, etc., to work with during the next class session.
Spend some time learning about how to write research papers: Click here for some suggestions on how to approach the task; you could also try this one for additional comments and helpful suggestions.
Continue to spend time with the issue of 'plagiarism.' If it is not yet clear, this IS a biggie.
Get some more practice on how to avoid it by clicking here.
Chapter review: introductions/statement of position (thesis); support for thesis; avoid first person; the 'other side - concession/Rogerian; organizing your case, etc.
Begin roughing out paper.
In class work with teacher in writing lab, if time (8 - 9)
You should be working on your final drafts of your persuasive drafts on your own.
Go through the revision process; have someone 'peer review you' as you work on the draft.
Review chps. 3, 4, 5 and 19 - pay careful attention to how to use sources, how to organize an argument/paper, etc. as you will have to do a lot of this on your own while away from class.