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Analytical College Writing
English 100
Instructor: Elizabeth Saur
Office: Writing Center, Pollak Library
Phone: 657-278-3650
E-mail: esaur@fullerton.edu
Office hours: Tues & Thurs 2:00pm-3:30pm
Workshop ISA: Bob Neis
COURSE DESCRIPTION
The purpose of English 100 is to improve your ability to compose analytical college essays. To
this end, we will work on understanding rhetorical strategies, developing theses appropriately,
and meeting expectations of conventional and grammatical correctness. In addition to the
requirements in this class, you are registered in Analytical College Writing Workshop, Eng
100w. In order to receive a passing grade in English 100, you must complete the assigned
tutorial, group, and computer activities for Eng 100w.
LEARNING GOALS
This course is designed to guide you toward improving your writing. In particular, it seeks to
help you:
 express ideas clearly and effectively
 produce well-developed, focused essays with clearly written messages
 support arguments by means of relevant and adequate evidence
 develop a sensitivity to style and conventions of standard academic prose
In addition, the course will provide you with instruction about and opportunity for:
 assessing with insight your own writing by critiquing the writing of others
 synthesizing learning through writing
LEARNING ACTIVITIES AND ASSESSMENTS
In order to accomplish these goals and to assess your progress, the course will include reading,
writing, and discussion activities. You will:
 read a variety of texts (essays, articles, etc.), analyze their main point, and be assessed on
your reading comprehension and accuracy
 draw information from a variety of sources and be assessed for the depth, variety, and
appropriateness of informational sources used
 prewrite, draft, and revise four essays of 3-5 pages in length that analyze information and
make claims based upon that analysis; revisions will be assessed, in part, for their
integration of a clearly stated thesis or main point, as well as for their use of effective
rhetorical structure, correct grammar and usage, and appropriate supporting
claims/citations.
 write one unrevised, timed essay that will be assessed for the clarity of its thesis or
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main point, as well as its use of effective rhetorical structure, correct grammar
and usage, and appropriate supporting claims/citations.

participation in whole class, individual, and group activities will be assessed based on
preparation for the class and accuracy in completion of these activities.
 engage in peer review of drafts and be assessed for the analysis of the draft (with
the use of a response rubric).
Receiving a grade of C or better in this course fulfills category IB of the General Education
Core Competency in Written Communication. Students who do not receive a grade of C or
better may repeat the class in the following fall semester.
ADDITIONAL INFORMATION
Late Work:
Because the time during this course is compressed, late assignments will not be accepted. Even if
you miss a class, assignments are still due the same day at the beginning of class.
If you know that you will be absent, then you must make arrangements with your instructor
before an assignment is due.
Class Attendance:
This course relies heavily on attendance not only because of the compressed time allotted in this
course, but also because the materials and activities completed in the classroom cannot be
replicated or made-up. As a result, you are allowed only one absence without penalty. Then,
once you miss a second class meeting, your grade will be dropped by one full letter grade, and a
third absence will result in a failing grade for the course and the workshop. In addition, coming
to class on time is also crucial; coming to class late 2 times will not affect your grade, however,
being late 3 times will result in one absence. (5 minute grace period)
Class Conduct:
This course necessarily involves a great deal of class participation in the form of individual
contributions, class discussions, and small group work and conversation without the distractions
from cell phones or internet connections. I will expect everyone to be respectful to one another
and to the general goals of this course. Everyone should come to class prepared to talk, write,
and think about the subject of the course.
Titanium and Email:
Student access to the Internet and the course web site is required.
Special Needs:
During the first week of classes, please bring documentation if you have a disability or require
any special accommodations related to attending class sessions, completing writing assignments,
or taking examinations. I am happy to provide any necessary accommodations on the condition
that you have your disability documented with the Office of Disabled Student Services (UH
101).
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Students in need of disability services should visit the DSS webpage
(http://www.fullerton.edu/disabledservices/new_handbook/sec5/guidelines_students.htm#who)
or call DSS at 657-278-3117 or TDD: 657-278-2786.
Academic Integrity:
Plagiarism is defined in the University catalogue as “the act of taking the specific substance of
another and offering it as one’s own without giving credit to the source. When sources are used,
acknowledgment of the original author or source must be made following standard scholarly
practice. [. . . ] The penalties for plagiarism range from an oral reprimand to an F in the course”
(p.514).
ASSIGNMENTS AND GRADING
Work to be completed:
Exploratory writing, drafting, and revising of four essays
One timed, in-class essay
Revision assignment
Class participation (discussions, group activities)
One mandatory Writing Center tutorial (individual)
Revision Assignment:
From the essays you have drafted and revised, you will select one graded essay to revise
as a way to demonstrate what you have learned about revision and editing. The
assignment includes a cover letter, in which you explain why you selected the particular
essay that you did. More details will be provided in class.
Grade calculations:
Four essays
Completion of assigned exploratory writing/drafts
One in-class essay
Revision Assignment
Class participation




400
65
65
65
65
total points: 660
This course will use the +/- grading option.
There are no extra credit options in the course.
In order to receive GE credit, you MAY NOT take the course as Credit/No credit
In order to receive a C or better in this course, you must receive a grade of credit in
the co-requisite class, ENG 100w.
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Grade Scale:
Course Grade
Percentage
A+
A
AB+
B
BC+
C
CD+
D
DF
98-100
94-97
90-93
88-89
84-87
80-83
78-79
74-77
70-73
68-69
64-67
60-63
Less than 60%
GPA
4
4
3.7
3.3
3
2.7
2.3
2
1.7
1.3
1
0.7
REQUIRED TEXTS
Axelrod, Rise and Charles R. Cooper. CONCISE GUIDE TO WRITING. NY: Bedford
St. Martin’s. 2012, 6th edition.
Text is available at: Little Professor Book Center, 725 N. Placentia Ave., Fullerton, Ca.
(714) 996-3133
REQUIRED MATERIALS
USB, student email, loose leaf paper, computer and internet access, highlighters
COURSE CALENDAR
(subject to change)
WEEK 1
Tuesday June 26
In ENGL 100 class:
a)
b)
c)
d)
e)
f)
g)
h)
Welcome!
Review course outline and syllabus
Review concept of Writing as a Process
Students introduce themselves and discuss their interests
Writing Attitude Survey and Writing Diagnostic
Handout “Shitty First Drafts” (or as homework)
Introduction to Chapter 2 (Remembering an Event) & Basic Features (pp. 15-19)
Collaborative Activity p. 17.
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HMWK: Handout “Shitty First Drafts” (or in class); A&C Read “Calling Home,” “An American
Childhood,” and “When the Walls Came Tumbling Down” (p. 19-35). Readings completed:
A&C Chapter 2 (pgs. 19-35)
Wednesday June 27
In ENGL 100 class:
a) Analyzing strategies and considering topic choice: Look at Dillard’s essay (p. 19-35)
and Ellis’ essay (p. 29-35)
b) Analyze essays for framing, description, vivid details, main idea, and organization of
a well-told story.
c) Generating essay topics: students think about their interests and generate a list of
potential “events” to use for their paper (Writing Assignment and Invention &
Research p. 36-40, & Testing Choice p. 42).
d) Reflect on the Event’s Significance (p. 43-44)
In ENGL 100W:
a) Brainstorming Essay #1 (pp. 38-40, and Testing Your Choice p. 42)
b) Planning and Drafting Essay #1 ( pp. 45-49)
HMWK: Complete typed first draft of Essay #1
Thursday June 28
In ENGL 100 class:
a) Review Basic Features for Remembering an Event
b) Peer Review session 1: no written feedback & no editing: students read each other’s
work and articulate what they find most interesting about the paper and perhaps what
they are curious to hear more about.
c) Description/adding details – review/practice adding details to essays (use current
draft) (p. 51 – Troubleshooting Guide (green section))
d) Writing activity: revision strategies - students begin organizing ideas for their paper,
and creating reverse outlines.
e) Sample Essay in MLA format (p. 518)
In ENGL 100W:
a) Peer Review Essay #1 (Critical Reading Guide p. 49-50);
b) Revise #1 (Revising and Troubleshooting p. 50-52)
HMWK: Complete second draft of Essay #1 (bring 2 copies)
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WEEK 2
Tuesday July 3
In ENGL 100 class:
a) Discuss and Review Basic Features
b) Review of the Rubric
c) Use exercises in Chapter 10 for Cueing the Reader (pp. 353-367)
d) Editing and Proofreading: (introductory phrases, run-ons, comma splices, verb tense
(pp. 52-53) (more practice on website)
HMWK: Begin final revision of essay #1; prepare for conference with essay
Wednesday July 4 Campus Closed
Thursday July 5
In ENGL 100 Class:
Conferences
In ENGL 100W:
a) Revising Essay 1
HMWK: Complete revising and editing Essay 1 and complete Writing Reflection (p. 54 as
guide); Read “Cannibalism: It Still Exists” (p. 112) Read pp 107-109
WEEK 3
Tuesday July 10
Essay 1 Final Draft Due (Writing Reflection, all drafts and prewriting)
In ENGL 100 class:
a)
b)
c)
d)
e)
f)
Introduction to Chapter 4 Explaining a Concept (p. 107-112)
Collaborative Activity on p. 109
Discuss “Cannibalism” and its use of Basic Features
Research Strategies – Chapter 15 Field research (pp. 444-456)
Working with Sources (Quoting, Paraphrasing, Summarizing) (p. 48)
Citing sources in-text and Works Cited page
HMWK: Read “Love: The Right Chemistry” (p. 117-121) and “What Makes Us Moral” (p. 124132)
Wednesday July 11
In ENGL 100 class:
a) Discuss “Love: The Right Chemistry” and “What Makes Us Moral” and the Basic
Features of writing that explains a concept (pp. 121-124, 132-135)
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b) Generating essay topics: students think about their interests and generate a list of
potential “concepts” to use for their paper (Writing Assignment and Invention &
Research pp. 136-141, & Testing Choice p. 141 & 142).
In ENGL 100W:
a) Testing Your Choice (p. 142)
b) Drafting Essay 2 (Planning and Drafting pp. 144-149)
HMWK: Complete draft of essay 2
Thursday July 12
In ENGL 100 class:
a) Discuss: Ethos/Pathos/Logos
b) Review and Discuss Basic Features of Explaining a Concept with Drafts
c) Checking sources in text
d) Chapter 10 Cueing the Reader
e) Editing and Proofreading (Chapter 4)
In ENGL 100W:
a) Peer Review Essay #2 (Critical Reading Guide p. 149-150);
HMWK: Revise Essay 2 (Revising and Troubleshooting p. 151-153); readings for essay #3:
“Children Need to Play, Not Compete” (p. 165-171)
WEEK 4
Tuesday July 17
Essay 2 Final Draft Due (Writing Reflection, all drafts and prewriting)
In ENGL 100 class:
a) Introduction to Chapter 5 Arguing a Position (p. 159-165)
b) Collaborative Activity on p. 162
c) Discuss “Children Need to Play, Not Compete” (p. 166) and its use of Basic Features
d) Activity: Debate/Discussion
e) Discuss possible topics
f) Chapter 13: Arguing
HMWK: Read “Working at McDonald’s” (p. 171-174) and “What’s the matter with Kids
Today?” (177-180)
Wednesday July 18
In ENGL 100 class:
a) Discuss “Working at McDonald’s” and “What’s the matter with Kids Today?” and
the Basic Features of writing that argues a position (pp. 174-177, 180-182)
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b) Generating essay topics: students think about their interests and generate a list of
potential “concepts” to use for their paper (Writing Assignment and Invention &
Research pp. 183-188, & Testing Choice p. 188-189).
In ENGL 100W:
a) Testing Your Choice (p. 188)
b) Drafting Essay 3 (Planning and Drafting pp. 190-199)
HMWK: Complete draft of essay 3
Thursday July 19
In ENGL 100 class:
a) Discuss: Ethos/Pathos/Logos
b) Review and Discuss Basic Features of Arguing a Position with Drafts
c) Checking sources in text (p. 198)
d) Chapter 11: Analyzing and Synthesizing Arguments
e) Chapter 13: Arguing
f) Editing and Proofreading (Chapter 5)
In ENGL 100W:
a) Peer Review Essay #3 (Critical Reading Guide p. 199-200);
HMWK: Revise Essay 3 (Revising and Troubleshooting p. 200-202); Read “Grading Professors”
(p. 266-272)
WEEK 5
Tuesday July 24
Essay 3 Final Draft Due (Writing Reflection, all drafts and prewriting)
In ENGL 100 class:
a)
b)
c)
d)
e)
Introduction to Chapter 7 Justifying an Evaluation (p. 261-265)
Collaborative Activity on p. 263
Discuss “Grading Professors” (p. 266-272) and its use of Basic Features
(Possible Activity: Evaluate a place on campus in groups)
Chapter 12 Analyzing Visuals – Criteria for analyzing and sample analysis
HMWK: Read “Juno and the Culture Wars” (p. 273-275) and ““Children Need to Play, Not
Compete,” by Jessica Statsky: An Evaluation” (280-285)
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Wednesday July 25
In ENGL 100 class:
a) Discuss “Juno and the Culture Wars” and ““Children Need to Play, Not Compete,”
by Jessica Statsky: An Evaluation” and the Basic Features of writing that justifies an
evaluation (pp. 276-279, 285-288)
b) Generating essay topics: students think about their interests and generate a list of
potential “concepts” to use for their paper (Writing Assignment and Invention &
Research pp. 289-295, & Testing Choice p. 295).
In ENGL 100W:
a) Testing Your Choice (p. 295)
b) Drafting Essay 4 (Planning and Drafting pp. 295-305)
HMWK: Complete draft of essay 4
Thursday July 26
In ENGL 100 class:
a) Review and Discuss Basic Features of Justifying an Evaluation with Drafts
b) Analysis and Development
c) Review Cueing the Reader
d) Editing and Proofreading (Chapter 7)
e) Review Timed Writing
In ENGL 100W:
a) Peer Review Essay #4 (Critical Reading Guide p. 199-200);
HMWK: Revise Essay 4 (Revising and Troubleshooting p. 307-309)
WEEK 6
Tuesday July 31
Essay 4 Final Draft Due (Writing Reflection, all drafts and prewriting)
In ENGL 100 class:
a) Choosing essay for Revision Assignment
b) Making plans for revision
c) Review Timed Writing
HMWK: Revise and Edit Revision Assignment; Prepare questions for conference and bring
revised draft
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Wednesday August 1
In ENGL 100 class:
a) Conferencing with Revision Assignment
In ENGL 100W:
a) Revision and Editing Revision Assignment
HMWK: Complete draft of essay 4
Thursday August 2
In ENGL 100 class:
a) Editing and Proofreading Review
b) Writing Attitude Survey, Post-Diagnostic/In Class Writing, and evaluation of course
In ENGL 100W:
a) Revising and editing Revision Assignment
b) Write Reflection
c) Turn in Revision Assignment
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English 100W
Analytical College Writing Workshop
Instructional Student Assistant: Bob Neis
E-mail: Bawbnice@hotmail.com
Workshop Days/Time: WTh 2:00-4:40pm
Location: CS-207
COURSE DESCRIPTION
English 100W, Analytical College Writing Workshop, serves as the co-requisite of English 100
which requires that you meet two days per week for assigned tutorial, group, and/or computer
activities for practicing and improving your writing.
GENERAL COURSE REQUIREMENTS





Attend all workshop meetings prepared for the day’s activities
Complete all reading assignments and writing assignments, formal or informal
Participate in class discussions, activities, and group work
Bring in all necessary materials (prewriting/drafts) each class
Respect the opinions and comments of classmates while offering your own insightful and
constructive comments
ACTIVITIES
Individual Tutorials
During one-on-one tutorial sessions (either during the workshop or in the Writing Center), we
will discuss ways in which you can get started on, complete, or revise the drafts of your essays.
The tutorials will be geared to your individual needs as a writer and will provide you with
feedback about the ideas you are working on and the effectiveness of your drafts or revisions.
Group Work
Throughout the course, you will be working in small groups (either during the workshop or in
the Writing Center) where each individual will be expected to read his/her draft aloud to his/her
group while others contribute constructive feedback on ways to improve or alter specific aspects
of the paper.
GRADE
The work for this co-requisite course must be successfully completed as part of the requirements
for English 100. To receive Credit for 100W, you must attend and participate in EACH class
meeting.
 Attendance and participation in all workshop activities:
100%
(Please note that although this workshop earns you one unit of credit, it is not credit that can be
applied toward graduation).
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WORKSHOP ATTENDANCE
Since the workshop component only meets twice a week in the summer, attendance is crucial.
You are allowed to make up one absence from the workshop by attending a one-on-one Writing
Center tutorial and providing proof of your attendance with a stamp on your draft (this tutorial
may NOT be counted towards any required tutorials in the English 100 class). Three tardies in
the workshop will result in one absence.
Note: There are NO excused absences in this workshop; the one absence must be made up in the
Writing Center. More than one absence will result in a “No Pass/No Credit” in the workshop,
which in turn will result in a failing grade in English 100.
WRITING CENTER HOURS:
Mon-Thurs 8:30am-5pm
ELECTRONIC DEVICES
Please turn cell phones or other devices off and put them away before the workshop is scheduled
to begin, as they are disruptive.