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Developmental English 1 |
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Term: Fall 2010
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style=3D'font-size:12.0pt;line-height:115%;font-family:"Times New Roman","s=
erif"'>Course
Number: Engl 103G
Instructor:
Dr. Aimee Krall-Lanoue &nb=
sp;
Office:
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 10:15-11:45
Course Description: English 103 is a general education and foundatio=
nal
course in English composition. Students learn the concepts and skills neede=
d to
write an effective, college-level expository essay. The course gives studen=
ts
greater control over both the writing and reading process, introducing them=
to
the active reading and summary writing skills needed in English 104.
None
Learning Outcomes/
Competencies:
The student will write a unified, coherent,
well-developed expository essay.
The student will understand and gain control over
all the phases of the writing process: prewriting, writing, re-writing, and
editing.
The student will understand the role audience,
purpose, and the standards of particular discourse communities play in
effective writing.
The student will apply various techniques for
generating ideas.
The student will effectively organize an exposit=
ory
essay.
The student will apply a variety of revision and
editing strategies.
The student will write a clear and focused thesi=
s.
The student will support that thesis with paragr=
aphs
that express one, general main idea in a topic sentence.
The student will support those topic sentences w=
ith body
paragraphs that develop the main idea through illustration, using an
accumulation of specific details or one extended detail.
The student will write coherent paragraphs with
effective use of transitions and correct pronoun reference.
The student will write effective introductory and
concluding paragraphs.
The student will write clear, grammatically corr=
ect
sentences.
The student will know the parts of speech, parts=
of
a sentence, clauses, and phrases.
The student will analyze any sentence on four
levels: the parts of speech, the parts of the sentence, phrases, and clause=
s.
The student will apply this knowledge to write
complete sentences, avoiding fragments, comma splices, run-ons, and other
common errors.
The student will apply this knowledge to write a
variety of sentence types: simple, compound, complex, and compound-complex.=
The students will correctly use common punctuati=
on
marks, including period, comma, semi-colon, colon, dash, parentheses, and
quotation marks.
The students will actively read non-fiction text=
s,
using effective annotation and highlighting techniques.
The students will summarize non-fiction texts,
identifying its main point or thesis and summarizing the main idea and
argument.
The student will use a dictionary to begin build=
ing a
college-level vocabulary.
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Group collaboration, individual discussion, large-group
discussion, in-class writing.
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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. Instead, when writing your essays,=
you
should focus your attention on using your writing to make connections betwe=
en
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.
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.
1.
The Familiar Essay (5 Paragraphs) The Familiar Essay=
is
a five-paragraph familiar essay written
in an expository form on some topic of the student’s personal interest
and knowledge. It serves to introduce the students to the structure of acad=
emic
writing and the central skill to that form of writing: namely, the ability =
to
move gracefully between generalizations and specific details.
Though it may use narrative in the body paragrap=
hs,
the Familiar Essay is not a narrative essay. It is an expository essay that
explains a set of ideas in a semi-formal manner. The student must state a
thesis and support that thesis with general main ideas which are expressed =
in
topic sentences and which are in turn supported by specific details in the =
body
of the paragraph.
The Familiar Essay serves to introduce students =
and
their skill levels to instructors. The assignment leads students through all
the phases of the writing process in a relatively manageable and short,
five-paragraph form. The essay enables students and instructors to quickly
identify strengths and weaknesses and to begin constructing a plan for
improvement.
During the writing of this essay, classroom
instruction focuses primarily on the global issues of process, essay and
paragraph structure, and writing effective introductions and conclusions.
Instructors demand multiple revisions of this essay.
2.
The Expository Essay (3-5 Pages) The Expository Essa=
y is
a semi-formal expository essay=
, a
3-5-pageexplanation of a set of ideas about some topic in which the student=
is
already an “expert.” The topics students choose should not requ=
ire
research; the more they already know about their topic, the better. Bracket=
ing
the problem of generating new ideas frees students to focus on building
effective exposition skills.
The assignment demands that the student sustain a
longer, more impersonal, slightly more formal and complicated exposition of
ideas than that demanded by the Familiar Essay. As in the Familiar Essay, t=
he
student must state a thesis and support that thesis with general main ideas
which are expressed in topic sentences and which are in turn supported by
specific details in the body of the paragraph.
During the writing of this essay, classroom
instruction focuses primarily on the local challenges of effective sentence
construction and of using correct sentence grammar. Instructors demand mult=
iple
revisions of this essay.
3. The
Summaries (3-5 Pages)The Summaries are short,
single-paragraph and one-page summaries of course readings. They are us=
ed
to introduce the reading and writing skills needed to succeed in English 10=
4.
Chosen by the instructor, the readings are both engaging in subject matter =
and
challenging in sophistication and complexity.
The summaries demands students identify the main
ideas and supporting details conveyed by the source, and condense those ide=
as
in an organized and coherent written form. In this way students see in the =
work
of other writers the skills they have developed in writing both the Familiar
and Expository Essays.
During the writing of the summaries, classroom
instruction focuses on the reciprocity between reading and writing. Students
are instructed in active reading, effective highlighting and annotation, us=
ing
a dictionary, vocabulary building, and writing an accurate and graceful sum=
mary
of a source.
Portfolio process:
Because
English 103 is a competency based course, the final portfolio demonstrates =
your
proficiency in writing and shows your readiness for English 104. The
following are the required materials for the final portfolio:
§ An introductory cover
letter (1-2 pages) which describes the contents of the portfolio, the
students’ understanding of their writing, including but not limited t=
o,
the final products, their process, and their strengths and weaknesses as
readers and writers.
§ The expository Essay (3-5 pages)
§ One required summary and a sample of summaries (3-5)
§ An in class competency essay (2-3 pages) given at the end of the
semester in the student’s writing class based on a writing prompt com=
mon
to all English 103 sections
You
will be, in a sense preparing all semester for the final portfolio and will
have the option of revising all of your work except for the in-class essay.=
In order to submit a final portfolio, students need to be passing =
the
course at the time portfolios are collected. All work in the final portfolio
must have been read by the instructor prior to portfolio submission. Portfolios will be read during fin=
als
week of the semester by all instructors teaching English 103.
If
your portfolio fails to meet these competencies, you must resit the course =
the
following semester.
Tutoring Center requirement:
In
order to help your writing, I will be reading your writing very carefully in
the first weeks of the course. If I believe you would benefit from addition=
al
help, I will assign you extra work in the tutoring center either on a paper=
by
paper basis or on a weekly basis. These sessions in the tutoring must be
attended or else you will be ineligible to submit a portfolio. I will notify
you in writing of your need to attend the tutoring center.
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.
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 require=
s each
user to register once per academic year. Therefore, at the beginning of each
academic 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.
School
Closing Information:
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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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