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PRIVATE
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![](3D"ENG103Rodriguez_files/image002.gif")
E-mail: &nb=
sp;
&=
nbsp; &nbs=
p; grodriguez@ccsj.edu =
Phone: =
&nb=
sp; 219 473-4273
Office Hours: =
Monday 1:30 – 3; Wednesday 6 &=
#8211;
7 and by appointment
Course Time: =
Mondays and Wednesdays, 10:15 –
11:45
Course
Description:
English 103 is a general education and foundational course in English
composition. Students learn the concepts and skills needed to write an
effective, college-level expository essay. The course gives students greater
control over both the writing and reading process, introducing them to the
active reading and summary writing skills needed in English 104.
Prerequisites: &n=
bsp; =
None
Learning Outcomes/ Competencies:
Students w=
ill
1.&n=
bsp;
Write a unified, coherent, well-developed exposi=
tory
essay.
2.&n=
bsp;
Understand and gain control over all the phases =
of
the writing process: prewriting, writing, rewriting, and editing.
3.&n=
bsp;
Understand the role audience, purpose, and the
standards of particular discourse communities play in effective writing.
4.&n=
bsp;
Apply various techniques for generating ideas.
5.&n=
bsp;
Effectively organize an expository essay.
6.&n=
bsp;
Apply a variety of revision and editing strategi=
es.
7.&n=
bsp;
Write a clear and focused thesis.
8.&n=
bsp;
Support that thesis with paragraphs that express=
one
main idea in a topic sentence.
9.&n=
bsp;
Support those topic sentences with body paragrap=
hs
that develop the main idea through illustration, using an accumulation of
specific details or one extended detail.
10.&=
nbsp; Write cohe=
rent
paragraphs with effective use of transitions and correct pronoun reference.=
11.&=
nbsp; Write effe=
ctive
introductory and concluding paragraphs.
12.&=
nbsp; Write clea=
r,
grammatically correct sentences.
13.&=
nbsp; Know the p=
arts
of speech, parts of a sentence, clauses, and phrases.
14.&=
nbsp; Analyze any
sentence on four levels: the parts of speech, the parts of the sentence,
phrases, and clauses.
15.&=
nbsp; Apply this
knowledge to write complete sentences, avoiding fragments, comma splices,
run-ons, and other common errors.
16.&=
nbsp; Apply this=
knowledge
to write a variety of sentence types: simple, compound, complex, and
compound-complex.
17.&=
nbsp; Correctly =
use
common punctuation marks, including the period, comma, semi-colon, colon, d=
ash,
parentheses, and quotation marks.
18.&= nbsp; Actively r= ead nonfiction texts, using effective annotation and highlighting techniques. <= o:p>
19.&=
nbsp; Summarize
nonfiction texts, identifying their main point or thesis and summarizing the
main idea and argument.
20.&=
nbsp; Use a dict=
ionary
to begin building a college-level vocabulary.
Textbook: Graff and=
Birkenstein, They Say, I Say: The Moves That
Matter in Academic Writing; <=
/i>additional readings on the Blackboard
online learning platform &nbs=
p;
Learning Strategies:
The Familiar Essay: Students =
will
write a five-paragraph essay to introduce themselves to the instructor. This
essay will focus on the basic skills in writing of stating a thesis and
supporting it with general main ideas, expressed in the topic sentence of e=
ach
paragraph, and supported by specific details in the body of each paragraph.=
Exp=
ository
Essays: Students will write a=
3- to
5-page explanation of a set of ideas about a familiar topic to demonstrate
their ability to sustain a longer, more impersonal exposition of ideas. The=
se
ideas will also be assessed for students’ ability to state a thesis a=
nd
support it with general main ideas, expressed in topic sentences, and suppo=
rted
in turn by specific details.
Summaries: =
Students =
will
write short, single-paragraph and one-page summaries of course readings.
Summaries require students to identify the main ideas and supporting details
conveyed by the source and to condense those ideas in an organized and cohe=
rent
written form.
Pre=
sentations: Students will share their expository
essays with the class, making a cogent argument orally as well as in writin=
g.
Quizzes and a Midterm Exam: Quizzes =
will
assess mastery of the important grammar skills that are at the foundation of
good writing. The midterm exam will require students to apply these skills.=
Jou=
rnals: Regular
journal entries will allow students to track their own learning and identify
for themselves what they need to do to be successful.
Par=
ticipation: Students
cannot earn an A in this class without participating in class discussion as
follows:
· =
Students must be on time, stay for the whole class and speak up in a
way that shows they have done the homework.
· =
Absence equals zero points, which cannot be made up. This class will
follow the English department standard of 9 hours of excused absences for
appropriate athletic, personal, or documented medical reasons. After 9 hour=
s of
absence, the instructor will use the administrative withdrawal procedure to
remove the student from the class. See
the instructor to take an excused absence and to make up the work.
Grammar
discussion involves active participation in class work.
Discussion
of nonfiction texts involves
· =
Being able to explain the text in your own words.
· =
Backing up claims with direct references to the text.
· = Evaluating the ideas: do you agree or disagree? Is this text helpful in assessing = life and culture? Why or why not?<= o:p>
· =
Listening attentively and respectfully to the ideas of others and
responding to them appropriately.
Portfolio:=
In lieu of a final exam, students will review t=
heir
work over the course of the semester and chose 10 pages of their best writi=
ng.
They will revise this work into a final form and submit it with a letter th=
at
discusses how this work indicates their readiness to move on to English 104=
.
Assessment
Familiar
Essay &n=
bsp; =
; 10
6
Summaries (20 points each) 120=
8
Quizzes (15 points each &n=
bsp; 120
Midterm &=
nbsp; &nbs=
p;
&=
nbsp; 20
8
Journal entries (5 points each) =
40
Participation &=
nbsp; &nbs=
p;
20
Group
Presentation &=
nbsp;
10
2
Essays (20 points each) &n=
bsp;
40
Portfolio &=
nbsp; &nbs=
p; =
20
&=
nbsp; TOTAL &=
nbsp; =
400
Class Policy for Assignments:=
Grading
Scale:
Grading
Scale:
|
Grade |
Points |
|
A |
380 – 400 |
|
A- |
360 – 379 |
|
B+ |
345 – 359 |
|
B |
330 – 344 |
|
B- |
315 – 329 |
|
C+ |
300 – 314 |
|
C |
285 – 299 |
|
C- |
270 – 284 |
|
D+ |
255 – 269 |
|
D |
240 – 254 |
|
D- |
225 – 239 |
|
F |
224 and below |
Class Policy on Attendance:
=
Introductions; the con=
tent
of the course; organizing writing; the mechanics of writing
Week
2 – Sept. 13/15. The familiar essay
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p;
Week
3 – Sept. 20/22. Summaries
&=
nbsp; &nbs=
p; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
Week
4 – Sept. 27/29. Summaries/Grammar Review
=
&nb=
sp; =
&nb=
sp; &=
nbsp; &nbs=
p; &=
nbsp;
Week
5 – Oct. 4/6. Summaries/Grammar Review
Week
6 – Oct. 11/13. Summaries/Grammar Review
Week
7 – Oct. 18/20. Punctuation Review/Group presentations on punctuation =
Week
8 – Oct. 25/27. Midterm
Assignments: Oct. 25: MIDTERM: appl=
ying
punctuation and using vocabulary
Oct.
27: Review your journal entries and the Midterm experience and identify pro=
blem
areas in reading, writing, and grammar. Turn in a list, and be prepared to
discuss those problems in class.
Week
9 – Nov. 1/3. Summaries
Week
10 – Nov. 8/10. Required Summary
Week
11 – Nov. 15/17. Expository Essay 1
Week
12 – Nov. 22/24. Expository Essay 1
a. =
NO CLASS ON NOV. 24
Week
13 – Nov. 29/Dec. 1. Essay 2
Week
14 – Dec. 6/8. Essay 2/Portfolios
Work
on portfolios
Final
exam week 12/13 – 12/18