Syllabus= for English 095

Developmental English =

Term: Fall 2010

<= span style=3D'font-size:12.0pt;line-height:115%;font-family:"Times New Roman","s= erif"'>Course Number: Engl 095P

Instructor: Dr. Aimee Krall-Lanoue &nb= sp;

Office: 508

E-mail: akralllanoue@ccsj.edu

Office Phone: 322

Office Hours: M/W 3:30-5= :30; F 1-:30-4:30 (online or office); by appointment

Instructor Background:Like many of you, I come from what woul= d be considered “working class.” For the first twenty years o= f my life, my father was a cook for a pizza restaurant in Joliet, Illinois. He n= ow works for the post-office. Both he and my mother have some college credit at the local community college, but my brother and I were really the first to attend college. I defended my dissertation on the working class in t= he field of composition and graduated in 2008. Prior to Milwaukee, I spent two years at Illinois State University teaching and completing my Master’s Degree in English. I have taught most kinds of writing classes and some literature classes, but my area of expertise and primary interest is in wri= ting pedagogy.

Course Time: = TR 8:30-10:00

English 095 prepares inexperienc= ed writers for successful completion of English 103 through its focus on the b= asic elements of college writing. An emphasis is placed on writing at the senten= ce and paragraph level where writers will learn strategies for generating idea= s, producing text, tracking and correcting error, and recognizing standard wri= tten English. Because the course is limited to 15 students, students will receive individualized attention to meet their own specific writing challenges and = will be encouraged to reflect on their writing processes. Not applicable toward a degree.

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None

Course Assumptions: English 095 is the first course in the writing sequence at Calumet College and serv= es students who are inexperienced with academic writing and underprepared for = the kinds of writing expected in college. It works as a review for key basic concepts in writing--producing error-free sentences and developing paragrap= hs. Because it is the first part of the first-year writing experience it prepar= es student for the work done in English 103. Students, then, will not write es= says per se; instead, they will concentrate on producing a great deal of text in order to be able to practice sustained writing, work through errors, and be= come familiar with processes of revision.

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Learning Outcomes/ Competencies:

Students in this course will:

The student will recognize and be able to label basic the parts of a sentence, including subjects =

and predicates, clauses, and phrases.

The student will apply this knowledge to their own writing to track and correct common errors

involving, fragments, comma spli= ces, run-ons, subject-verb agreement and pronouns.

The students will correctly use common punctuation marks, including period, comma, and semi-

colon.

The student will write coherent, grammatically correct, and purposeful sentences.

The student will practice sustai= ned writing.
The student will write paragraphs that express one, general main idea with = an introductory

sentence.
The student will learn strategies including, outlining, mapping, brainstorm= ing, and freewriting

for generating examples and details about main ideas.

The student will write paragraphs that develop a main idea through illustration, using an <= /p>
accumulation of specific details= or one extended detail.

The student will reflect on and evaluate their individual writing processes.

The student will practice the ph= ases of the writing process: prewriting, writing, re-writing, and

editing.

The student will recognize the conventions of standard written English.

The student will become familiar with sentence and paragraph conventions through samples <= /p>
from a variety of sources, such = as newspaper and magazine articles, online texts, and

student writing.

The student will learn a variety= of revision and editing strategies.

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Group collaboration, individual discussion, large-group discussion, in-class writing.

  &nbs= p;            &= nbsp;           &nbs= p; 35%

    &n= bsp;            = ;            &n= bsp;       15%

    &nb= sp;            =             &nb= sp;           15%<= o:p>

    &n= bsp;            = ;            &n= bsp;            = ;   15%

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; 5%

and Competency Exam        &= nbsp;           &nbs= p; 15%

All essays must be typed and double-spaced in Times New Roman 12-point font, with a minimum of one-inch margins on all sides. They mu= st be stapled in the top left corner, and should have a heading including your na= me, your instructor’s name, the course name and section number, and the assignment number.

This is because your goal is not to focus only on the length of your essays.&n= bsp; Instead, when writing your essays, you should focus your attention on using your writing to make connections between your reading, writing and thinking: paying attention to the context in which your essay will be read, trying more effective strategies to develop your essays, and becoming more adept at using academic writing conventions.

In other words, you should focus o= n what you are doing to make sense of the subject, what you’re saying in your writing, and how you’re saying it—not simply the number of page= s or words that you’ve written. Use the page suggestion as a way to gauge = how much detail and how developed I want your writing to be.<= /p>
You have one class period to submit any late assignments. Aft= er that, I will not accept late work and your final grade will be compromised.=

Tardiness and leaving class early will completely disrupt the = work of our small group. Because w= e meet only twice a week, you need to be present for the entire class period. Miss= ing more than ten minutes of class for any reason (arriving late, leaving early, etc) will count toward the nine hours of absences you are allotted.

Because our class time is limited, please turn off all cell ph= ones when you enter the writing lab. Also, do not engage in any social networking websites like Facebook or Myspace during class time. These are not only disruptive to our discussions and work, they also convey a general lack of respect for both the community of learners you are surrounded by but also t= he general mission of education.

Unit I

In-Class diagnostic and creating an error log

Begin weekly journal

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Unit III

Learning E= xperience Paper

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Unit IV

Letter to = an 095 student

Unit V

In-Class Competency

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t is essen= tial for you to actively participate in this class. It is only through the shari= ng of our ideas, interpretations, and understanding of given texts that we can collectively work through and produce a reading of those texts. After all, language (thus reading and writing) is a social activity—it only happ= ens because there are other people with whom we communicate. During class meeti= ngs, you should therefore always be prepared to speak meaningfully to whatever i= ssue is under discussion.

A good deal of class time will be given to talking about your work. At times I will distribute copies of sample student work for you to read and discuss. (This means you should be prepared for the possibility that your written wo= rk for the course will be read by your peers.) Hearing how other readers respo= nd to your own writing can give you a clearer sense of the variety of ways in which your writing can be interpreted. You will also read each others’ works in small group settings. Looking at other students’ writing will make it possible for you to analyze differences in the approaches that writ= ers can take to a subject or a text—such as different habits of reading a= nd writing and assumptions and attitudes towards the content and style of the text—and how those differences affect what the writers are able to ma= ke of what they are writing about both for others and for themselves. You̵= 7;ll look at what you and other members of the class have written and discuss how the writing affects the sense made of the subject and of readers, what you sound like on paper in your writing, and what alternative approaches you mi= ght take in your papers. You will not, then, be looking at the papers to determ= ine if they are “good” or “bad” papers in some absolute sense but rather to determine what they are good for, and how. Copies of pa= pers handed out for discussion in class will usually be kept anonymous to keep t= he focus of class discussions on what the writing itself does rather than on w= ho did the writing.

Responsibility:

I cannot stress enough the place of responsibility in this course. I am responsible for creating writing opportunities, setting expectations, communicating policies, and encouraging you to test out new ideas and new writing strategies. This is only a brief = list of my responsibilities. You also have a great deal of responsibilities in t= his course. You must come to class prepared and interested, ready to learn, and= be engaged. You must come with an open mind an appropriate attitude. You must = take the onus for talking to me about missed classes or any other concerns you h= ave.

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Student Support Services:

Among its other services, the Student Support Services Office guides, counsels and assists students with disabilities. If a student believes that he or she needs a “reasonable accommodation” of some kind because of a physical, psychological, or mental condition (e.g., additional time needed for tests, note taking assistance, special testing arrangements, etc.), he or she shou= ld contact the Student Support Services Office at 473-4388. Staff there = will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter.

CCSJ Alert:

Calumet College of St. Joseph utiliz= es an emergency communications system that transmits messages via text, email,= and voice platforms. In the event= of an emergency, of weather related closings, or of other incidents, those studen= ts who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College’s website. Alternatively, you can register at the time you register for classes= . This service requires each user to register once per academic year. Therefore, at the beginning of each academ= ic year, please remember to re-register for the system.

Please note<= span style=3D'font-size:12.0pt;font-family:"Times New Roman","serif"'>: Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and may= be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

All of these guid= elines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

School Closing Information:

        &= nbsp;   Internet:        &= nbsp;           &nbs= p;            http://www.ccsj.= edu

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http://www.EmergencyClosings.com

Facility: Calumet College of St. Joseph

Phone: 219.473.4770

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