English 1101

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Textbook:

Lunsford and Ruszkiewicz. Everything's an Argument. 4th edition. Bedford St. Martin's.

Course Objectives:

English 1101 is a composition course designed to enable the student to outline, write, correct, and revise essays based on a variety of organizational patterns with emphasis on exposition, analysis, and argumentation, using specific details and examples.

 I.          The outline and essays will include the following:

A.     Title

B.     Thesis Sentence

C.     Introductory or organizational paragraph

D.     Three or more supporting paragraphs with topic sentences that are proved through the use of specific examples and details

E.      Evidence of transitions

F.      A concluding or summarizing paragraph

II.      In the essays, the student will demonstrate a mastery of conventional English as measured by the standards listed under the heading “Grading Criteria for English 1101 Essays.”

A.     The Type I, II, and III errors are listed under “Error Types.”

B.     Instructors should give each student a copy of this list.

Student Learning Outcomes

  • Students will produce a critical essay that demonstrates a grasp of thesis and the ordered, logical support of a thesis.
  • Students will recognize and use accepted patterns of grammar, mechanics, and syntax in writing edited American English (EAE).
  • Students will be able to write a timed, single-draft essay that meets Division criteria for coherence, organization, development, and mechanical correctness.
  • Students will be able to demonstrate knowledge of the various rhetorical styles by writing essays that meet appropriate standards and are understandable, meaningful to the reader, and void of slang and solecisms.
  • Students should be able to organize and communicate knowledge and ideas in a logical and purposeful way.
  • Students should be able to demonstrate an understanding of sentence structure, paragraph structure, and essay structure in their writings.
  • Students should be able to demonstrate an awareness of effective writing through close analysis of various models and application of this awareness to their own writings.
  • Students should be able to apply different strategies to adjust their writing skills to a given writing assignment.
  • Students should be able to conduct rudimentary research from the Internet and learn to search the World Wide Web.

Assessment Goals:

  1. Demonstrate knowledge of the various rhetorical styles by writing essays that meet appropriate standards and are understandable, meaningful to the reader, and void of slang and solecisms.
  2. Organize and communicate knowledge and ideas in a logical and purposeful way.
  3. Demonstrate an understanding of sentence structure, paragraph structure, and essay structure in their writings.

Class Activities:

The student will participate in such learning activities as the following:

  1. Planning, writing, and revising a minimum of six essays and outlines of specified types (at least 500 words for each essay);
  2. Doing various readings and exercises, taking quizzes and tests to help learn grammar points needed to eliminate grammatical errors in writing;
  3. Writing various paragraphs and paragraph exercises, along with freewriting exercises;
  4. Writing practice RTP-type essays;
  5. Discussing, prior to revising, errors in essays;
  6. Discussing various social/political/economic issues as relevant to paper topics, as well as researching such topics;
  7. Taking a practice RTP reading exam.

Workforce Development Statement:

“If a student receiving aid administered by the DSC Workforce Development Department drops this class or completely withdraws from the College, the Add Drop/Withdrawal form must be taken to the Workforce Development Office first. The office is located in the Technical Education Building, Room 140 and their hours are 9:00 a.m. – 12:15 p.m. and 1:30 – 3:00 p.m., Monday, Tuesday, and Thursday, and 8:30 a.m. – 12:00 noon on Friday. Their phone number is 272-2635.”

Drop/Withdrawal Statement:

“The last day to drop this class is March 21, 2008. You will be assigned a grade of W. After this date, withdrawal without penalty is permitted only in cases of extreme hardship as determined by the Vice President for Academic Affairs; otherwise a grade of WF will be issued. Students who wish to drop this class or withdraw from all classes should go to the Enrollment Services Office in Westcott Hall to complete the necessary from. Students who fail to complete the official drop/withdrawal procedure will receive the grade of F. Withdrawal from class is a student responsibility. Before dropping any class, the college strongly advises that students meet with their academic advisor and their instructor to discuss the impact of a withdrawal on their graduation plans. The college also strongly advises students who are receiving any type of financial aid to visit the Financial Aid Office in Pope Student Center to discuss the impact a withdrawal may have on their financial aid status. The grade of W counts as hours attempted for the purposes of financial aid.”

Grading Criteria for English 1101 Essays:

Characteristics of a Passing Essay:

A passing essay meets only the basic grading criteria and those in a minimal way.

1.      The essay has a thesis sentence with a central idea related directly to the assigned topic and presented with sufficient clarity that the reader is aware of the writer’s purpose.

2.      Subtopics or supporting points are developed from the thesis sentence.

3.      The organization of the essay’s paragraphs is clear enough for the reader to perceive the writer’s plan.

4.      The paragraphs coherently present some evidence of concrete examples and specific details to develop substantially the thesis’ subtopics or supporting points.

5.      A variety of concrete examples and specific details of acceptable quality support generalizations.

6.      The writer uses ordinary, everyday words accurately and idiomatically and generally avoids both monotony created by a series of choppy, simple sentences and the incoherence caused by long tangled sentences.

7.      The essay has an adequate variety of clear, coherent, complex sentences.

8.      The writer maintains a consistent voice and appropriate tone for the context of the essay’s topic and for the writer’s purpose.

9.      Although the essay may contain two Type I errors and a few Type II or Type III errors, they are not of sufficient severity or frequency to obscure the writer’s intended meaning. 

 

Characteristics of a Failing Essay:

A failing essay has any one of the following problems to an extraordinary degree, or it has several to a limited degree.

1.      The essay lacks a thesis sentence with a central idea.

2.      The essay does not relate directly to the assigned topic.

3.      The essay’s paragraphs lack a clear organizational plan.

4.      The essay does not develop its supporting points or subtopics or develops them in a repetitious, redundant, incoherent, or illogical way. There is a lack of concrete examples and specific details for support of generalizations.

5.      The essay contains at least three Type I errors, an automatic failure.

6.      The essay contains numerous Type II or Type III errors.

7.      Ordinary, everyday words are used inaccurately and unidiomatically.

8.      The essay contains a limited vocabulary so that the words chosen often do not serve the writer’s purpose.

9.      Sentence structure is frequently rudimentary, monotonous, or tangled.

10.  The essay lacks a consistent voice and an appropriate tone.

11.  The essay is so brief that the rater cannot make an accurate judgment of the writer’s ability.