syllabus


 * College English I (Metropolitan Community College ENG 1010)**
 * Ms. Martens-Baker**
 * Fall 2007**
 * 478-4171, voicemail 109**
 * //smartens@esu3.org//**

A. **Axelrod, Rise B., and Cooper, Charles R. //The St. Martin’s Guide to Writing//, 5th edition. New York: St. Martin’s Press, 1997.** B. Disks or a jump/flash/thumb drive for word processor (optional, but useful if students work on writing on school computers and want to work on writing at home, or //vice versa//)//.// C. Writing folder containing all drafts, outlines, revisions, peer-editing forms, final copies, handouts, etc. D. Handouts, sample outlines, transparencies, etc.
 * I. Instructional Materials**


 * II. Course Description**

In College English (Metropolitan Community College ENG 101) the student will write short papers and essays based upon personal experiences, assigned readings, and assigned research topics. The course emphasizes clear written expression; the importance of ideas, organization, word choice, sentence fluency, voice, and standard English conventions; and the necessity of considering writing purpose and audience. The process of planning, writing, revising, and editing essays, as well as providing feedback to other writers, is the primary activity of this class. An additional component of the course focuses on vocabulary development.


 * III. Course Objectives:**

By the end of this course, the student will be able to: indicates Nebraska Language Arts standards: A. Analyze an audience 1. Recognize and value the importance of an audience to the writer **(12.2.4)** 2. Identify reader needs **(12.2.4)** B. Identify the purposes of writing 1. Distinguish among various purposes of writing (such as reflective, informative, and argumentative) **(12.2.4)** 2. Select an appropriate primary purpose for a piece of writing **(12.2.4)** 3. Select secondary purpose(s) as needed **(12.2.4)** C. Select appropriate subjects 1. Discuss model/sample essays **(12.1.1, 12.1.2, 12.1.3, 12.1.5, 12.1.6, 12.3.1)** 2. Identify topics which are of personal importance/interest 3. Interpret how to narrow/limit subjects to a breadth appropriate to the assignment D. Collect Information/ideas 1. Demonstrate skills in collecting information/ideas **(12.1.2)** 2. Employ prewriting strategies, such as brainstorming, clustering, freewriting 3. Evaluate adequacy of information/ideas **(12.1.2)** E. Organize information/ideas 1. Demonstrate skills in ordering information/ideas **(12.2.3)** 2. Recognize organizational patterns (such as inductive, deductive, chronological, spatial, emphatic) **(12.2.3)** 3. Select appropriate organizational patterns for essays **(12.2.3)** 4. Recognize rhetorical modes/thinking patterns such as **(12.2.3)**: a. description b. narration c. exposition (e.g., definition, cause-effect, comparison-contrast, process analysis, illustration, classification) d. argumentation/persuasion F. Formulate thesis/purpose/organizational statements 1. Formulate thesis/purpose/organizational statements **(12.2.3)** 2. Identify desired focus of essays **(12.2.3)** 3. Orient readers, through these statements, to the direction of the essays G. Write essays 1. Create appropriate introductory paragraph(s) **(12.1.1, 12.2.2, 12.2.3)** 2. Compose supporting paragraphs related to thesis/purpose/organizational statements **(12.1.1, 12.2.2, 12.2.3)** 3. Select details to clearly and logically support these organizational statements **(12.1.1, 12.2.2, 12.2.3)** 4. Bring closure to essays through use of conclusions, summaries, or other appropriate techniques **(12.1.1, 12.2.2, 12.2.3)** H. Revise essays 1. Evaluate essay drafts in terms of selected purposes **(12.2.3)** 2. Revise essays as needed to accomplish their selected purposes **(12.2.3)** 3. Appraise the extent to which essays are likely to satisfy the anticipated needs of the identified audience **(12.2.3)** 4. Revise essays as needed to meet audience needs **(12.2.3)** 5. Assess alternative methods of ordering information **(12.2.3)** 6. Revise essays as needed to most effectively organize information **(12.2.3)** 7. Evaluate transitional devices used in essays **(12.2.3)** 8. Revise essays as needed to eliminate unnecessary transitions and/or to add needed transitions **(12.2.3)** 9. Identify information/ideas which support the point of essays **(12.2.3)** 10. Revise essays as needed to eliminate unnecessary information/ideas and/or to add needed information/ideas **(12.2.3)** I. Edit essays 1. Evaluate essays according to commonly accepted standards of usage and mechanics **(12.2.1)** 2. Rewrite essays as needed to correct inappropriate deviations from these standards **(12.2.3)** J. Expand personal vocabularies 1. Become more aware of rich vocabulary usage in a variety of media **(12.2.3)** 2. Explore meanings of unfamiliar terms and their usage **(12.2.3)** 3. Demonstrate ability to use new vocabulary in meaningful contexts**(12.2.3)**
 * (12.2.5)**
 * (12.2.3)**

A. Read all assigned material and complete all assigned work. B. Actively participate in all activities. C. Develop drafts though a process of thoughtful pre-writing, drafting, revising, and editing. D. Contribute meaningful feedback in writing groups. E. Respond professionally to peer and instructor feedback on writing. F. Keep all drafts of each essay in a notebook or folder to be used in compiling the final portfolio. G. Attend class punctually and regularly. Guidelines for absences and tardiness will follow the Arlington Jr./Sr. High Student Handbook. H. Demonstrate behavior appropriate for a college classroom.
 * IV. Student Expectations**

A. Grading scale- 97-100 A+ (4.33) 93-96 A (4.00) 90-92 A- (4.00) 87-89 B+ (3.33) 83-86 B (3.00) 80-82 B- (3.00) 77-79 C+ (2.33) 73-76 C (2.00) 70-72 C- (2.00) 67-69 D+ (1.33) 63-66 D (1.00) 60-62 D- (1.00) 0-59 F (0.00)
 * V. Course Assessment:**
 * Percentage Grade Letter Grade  Mark Points for GPA Calculations**


 * NOTE: A grade below C is not sufficient to earn college credit for this course.**

B. The five major essays will account for approximately 50% of the student’s final grade. The final portfolio will account for 10% of the grade. Other class activities, such a rough draft completion, conferencing, reflective journaling, etc. will account for the remaining 40%. C. **Late work will not be accepted for regular daily work.** Because the major papers are such a significant part of the final grade, however, they will be accepted late. They will be penalized at the rate of 10% per school attendance day late. D. Students will be given grade updates approximately every two weeks; however, any student may ask for a grade update at any time. Except for the final paper and portfolio, other papers, tests, and assignments will be given back within approximately two weeks.

A. Extra credit- While extra credit opportunities **may** develop over the course of the semester, **do not** expect special extra work to boost a sagging grade. Extra credit will be offered equally to all students. B. Extra help- If you find yourself needing special assistance, see your instructor from 8-8:20 a.m. or from 3:30-4:30 p.m., or by making other arrangements. A. We will spend approximately three weeks on each of the five writing units: · Chapter 2: Remembering Events · Chapter 3: Remembering People · Chapter 4: Writing Profiles · Chapter 8: Justifying an Evaluation · Chapter 10: Interpreting Stories B. For each unit’s writing assignment, be prepared to complete: · **vocabulary** contribution and quiz · reflective **journals** written in response to sample essays · **prewriting** activities · a copy of the draft you used in your **small group session**, 350 words minimum, which contains both an **author’s note** and a specific **feedback summary** __an author’s note contains__ 1) an explanation of “where you are” in terms of the draft 2) at least two specific, “deep revision” advice requests for your group __a feedback summary contains__ 1) specific descriptions of two “stars” that your small group discussed 2) specific descriptions of two “questions” that emerged from your small group work. //***If you are absent during small group work, you will need to share your paper with at least two other people on your own and submit a draft with the same required author’s note, draft, and feedback summary. Explain in your summary with whom you shared your paper.// · a **final draft packet**. It will contain the following, in this order, with the separate items stapled individually and the whole packet paper-clipped or rubber-banded together. Each item should have your name on it and be clearly labeled (so that I know which draft is which) 2) **the** **final draft** itself: 2 ½ -5 pp. typed, double-spaced, in 12 pt. Times New Roman font with 1” margins. You may make up to three handwritten editing marks on your final draft with no penalty. 3) **the** **first draft** (typed). This must be the same draft you turned in for small group work. If you had a conference with me, it will also have my comments on it. This draft should be messy with notes and revision work 4) **the** **second draft** (typed). This draft should include the changes you made after small group and/or conferencing work. Use for proofreading. Use the spelling and grammar checker before you print this out. Then proofread it. //***feel free to include additional drafts you’d like to include which show additional, significant changes. __Do not__ turn in multiple copies of drafts that are nearly identical.//
 * VI. Extras**
 * VII. Units**
 * 1) revision narrative**. Your revision narrative explains at least two deep revision issues you’ve been working on throughout the assignment and how you resolved them. Re-read your original author’s note to review where you started. These revisions should be evident in the evolution of the rough draft into the final draft. May be handwritten or typed.