ENGL 1101: English Composition I, Section 3

Summer Term 2005

 

General Information

Instructor:         Dr. Mary Nielsen

Phone:              272-4407 or 1-800-829-4436

Email:               mnielsen@em.daltonstate.edu

Web page:        www.daltonstate.edu/faculty/mnielsen/

Office:              224 LIA

Office Hours:    Monday: 10:30-11:30 a.m., 2:00-4:00 p.m.

Tuesday: 9:30-11:45 a.m., 2:00-4:00 p.m.

Wednesday: 9:30-10:30, 2:00-4:00 p.m.

Thursday: 9:30-noon, 2:00-4:00 p.m.

Friday:  10:30-11:30 a.m., 2:00-4:00 p.m.

Writing Lab Hours: Monday: 10:30-11:20 a.m.

                                Tuesday: 11:45-12:45 p.m.

 Midterm:         June 27, 2005

 

Required Materials 

 

Wordsmith: A Guide to College Writing, 2nd Edition, by Pamela Arlov (Prentice-Hall)

Freshman theme folder.

Freshman theme paper.

Blue or black ink pens.

 

Course Description

 

Prerequisite:  English 0098, unless exempt.

Prerequisite:  Reading 0098, unless exempt. 

 

The emphasis in 1101 is placed primarily on planning, outlining, writing, and revising essays.  Stress is placed upon exposition, analysis, and argumentation; emphasis is also given to grammar, sentence structure, organization, and diction.  This course also includes introductory use of a variety of research skills.  Students who discover the need for more intensive grammatical preparation or for more writing experiences before completing English 1101 successfully are allowed and encouraged, with the advice of their instructors, to drop 1101 and pick up English 0098 by the end of the fourth week of the semester, earlier in the summer semester.

 

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. 

 

Student Learning Outcomes

 

Students completing English 1101 toward any transfer degree should be able to

 

1.      produce a critical essay that demonstrates a grasp of thesis and the ordered, logical support of a thesis;

2.      recognize and use accepted patterns of grammar, mechanics, and syntax in writing edited American English (EAE);

1.      write a timed, single-draft essay that meets Division criteria for coherence, organization, development, and mechanical correctness;

2.      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;

3.      organize and communicate knowledge and ideas in a logical and purposeful way;

4.      demonstrate an understanding of sentence structure, paragraph structure, and essay structure in their writings;

5.      demonstrate an awareness of effective writing through close analysis of various models and application of this awareness to their own writings;

6.      apply different strategies to adjust their writing skills to a given writing assignment;

7.      conduct rudimentary research from the Internet and learn to search the World Wide Web.


 

Assessment Goals

 

4.   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.

5.   Organize and communicate knowledge and ideas in a logical and purposeful way.

6.   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 seven essays (at least three of which must be written in class as practice RTP essays) of specified types with outlines--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, possibly including

      freewriting exercises;

4.   Discussing, prior to revising, errors in essays;

5.   Discussing various social/political/economic issues as relevant to paper topics, as well as researching such topics;

6.   Taking a practice RTP reading exam.

 

Evaluation

 

1.   Seven essays (at least three of which are Regents’-type in-class essays) count as

      70% of the final course grade.

 

2.   Homework, quizzes, practice Regents’ Reading tests, library work, class

      participation, and other assignments as specified by the instructor count at 10%

     of the final course grade.

 

3.  The final exam (an in-class Regents’-type essay) counts as 20% of the final course

     grade.

 

4.  Final grades in English 1101 will be

    

      A (90-100%)

      B (80-89%)

      C (70-79%)

      D (60-69%)  Student MUST repeat the course.

      F  (Below 60)  Student MUST repeat the course.

 

5.  To receive credit for the course, each student must have all graded tests and

     papers (originals and revisions) placed in a permanent folder, which becomes the 

     property of the Division and will be retained for one term by the instructor and

     then shredded.  Students may photocopy any of their essays and anything in their

     folders, but the originals will not be returned.


 

Attendance Policy

 

Students are expected to attend every class.  Each student is allowed a maximum of four absences without penalty. Tardies and early departures count as one-third of an absence.  Two points will be deducted from the final course grade for each absence beyond three.  (Note: Students who register late or who do not show up for the first class or two will have their allowable absences reduced by the number of days they have already missed.)

Revision

All essays that earn less than a B must be revised.  Four points will be deducted from the essay grade if the essay is not revised and turned in by the revision due date.  In addition to correcting errors, revision includes refining and improving your detail and word choice.  All revisions must be typed double spaced using 12 point type. The original paper must be stapled to the back of the revised copy. All revisions are due no later than one week after the original graded paper is returned--even if you are absent the day papers are returned. Students may earn additional points through revision provided that the revised papers are turned in on time; however, the last three essays cannot be revised for extra points.  The grade for each revised essay will be averaged with the original grade.

 

Late Work

 

It is the student’s responsibility to complete the assigned course work on time. Ten points will be deducted for each day (not class period) the work is late.  If you are absent, please contact me by phone or email to find out if there is an assignment so that you can submit it on time. 

 

Make-up Policy

 

In general, work must be made up within two days of the student’s return to class.  Work not made up will be assigned a zero. 

Extra Credit Opportunity

Students may earn extra credit (which can be used to drop up to two low scores on a quiz or a homework assignment—excluding essay assignments) by doing extra practice in the Writing Lab (315 LIA).  This practice would include writing practice essays in the Writing Lab, practicing with Writing Lab worksheets, and/or using grammar software available in the Writing Lab.  Students can earn 25 points each week for any 8 weeks of the term by working with practice materials and/or software in the Writing Lab for 25 minutes each week.  A maximum of 25 points may be earned each week.  Once 200 points are earned, I will drop the lowest scores from the homework/test category; if 100 points are earned, I will drop the one lowest grade from the homework/test category.  Remember to sign your name legibly in the Writing Lab log book

Expectations

1.      All students are expected to conduct themselves in a manner conducive to a positive learning environment.  Class disturbances will not be accepted or tolerated.  Cell phones and beepers must be turned off before entering the classroom.

 

2.      Students are expected to read all work that is assigned prior to coming to class.

 

3.      Students are expected to spend a minimum of 6 hours each week studying, reviewing, practicing, and reading course-related materials.

 

4.      Students are expected to bring their textbooks to every class.

 


5.      Any paper that contains plagiarism (intentional or unintentional) will be assigned a 0.

 

 

Drop/Withdrawal Statement

 

“The last day to drop this class without penalty is June 27, 2005.  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 form.  Students who fail to complete the official drop/withdrawal procedure will receive the grade of F.  Withdrawal from class is a student=s 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.”         

 

 

Access Statement for Students with Disabilities

(Revised 5-11-05)

 

Students with disabilities are invited to contact the Academic and Career Enhancement (ACE) Center of Dalton State College to request reasonable accommodations for academic programs and other activities of Dalton State College.  Students are encouraged to contact the ACE Center as soon as possible and to make an appointment with Disability Support Services (DSS) staff to begin the process of qualifying for accommodations.  Professional documentation must be provided that explains and verifies the disability and resulting limitations before DSS Services and accommodations can be utilized.  Once documentation is provided, students must allow adequate time for assessment of documentation and implementation of approved accommodations.  For additional information, please contact:

 

Mary Andrews

ACE Center - Disability Support Services

Lower Level, Pope Student Center

560 College Drive, Dalton, GA  30720, 706-272-4429

 

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 the hours are 9:00 a.m.-12:15 p.m. and 1:30 p.m.-3:00 p.m. Monday, Tuesday, and Thursday, and 8:30 a.m.-12:00 noon on Friday.  The phone number is 272-2635.”

 


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’s subtopics or supporting points

and the essay is at least 500 words long.

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 rater cannot make an accurate judgment of the writer=s

       ability.

    12. The essay fails to meet the 500-word requirement.

 

REGENTS’ TESTING PROGRAM SCORES AND GRADING CONSIDERATIONS:

The following material, as well as an Overview, Sample Tests, a complete list of RTP topics, and other informational materials, may be found at the RTP Website through the DSC homepage (Click on Programs of Study, then Schedule, then Humanities, then RTP) or from http://www.gsu.edu/rtp.

 

4 :  The "4" essay has a clear central idea that relates directly to the assigned topic. The essay has a clear organizational plan. The major points are developed logically and are supported with concrete, specific evidence or details that arouse the reader's interest. The essay reveals the writer's ability to select effective, appropriate words and phrases; to write varied, sentences; to make careful use of effective transitional devices; and to maintain a consistent, appropriate tone. The essay is essentially free of mechanical errors, it contains no serious grammatical errors, and the ideas are expressed freshly and vividly.

 

3 :  The "3" essay has a clear central idea that relates directly to the topic. It contains

most of the qualities of good writing itemized above. The essay generally differs from a "4" in that it shows definite competence but lacks distinction. The examples and details are pertinent but may not be vivid or sharply observed; the word choice is generally accurate but seldom--if ever--really felicitous. The writer adopts an appropriate, consistent point of view.  The essay may contain a few errors in grammar and mechanics.

 

2 :  The "2" essay meets only the basic criteria and those in a minimal way. The essay has a central idea related directly to the assigned topic and is presented with sufficient clarity that the reader is aware of the writer's purpose. The organization is clear enough for the reader to perceive the writer's plan. The paragraphs coherently present some evidence or details to substantiate the points. The writer uses ordinary, everyday words accurately and generally avoids both the monotony created by series of choppy, simple sentences and the incoherence caused by long, tangled sentences. Although the essay may contain a few serious grammatical errors and several mechanical errors, they are not of sufficient severity or frequency to obscure the sense of what the writer is saying.

 

1 :  The "1" essay has any one of the following problems to an degree, or it has several to a limited degree: it lacks a central idea; it lacks a clear organizational plan; it does not develop its points or develops them in a repetitious, incoherent, or illogical way; it does not relate directly to the assigned topic; it contains several serious grammatical errors; it contains numerous mechanical errors; ordinary, everyday words are used inaccurately and unidiomatically; it contains a limited vocabulary so that the words chosen frequently do not serve the writer's purpose; syntax is frequently rudimentary or tangled; or the essay is so brief that the rater cannot make an accurate judgment of the writer's ability.

 

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