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English 101
Department of
English and
Language Arts
Course Syllabus
Morgan State
University
Revised: 2015 Fall Semester
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Attendance Policy
Students are expected to attend every class. In the event of unavoidable
absence, the student will submit written verification of the reason for
the absence. The student is responsible for all work whether or not he or
she is present. If a student accumulates more than three unexcused
absences, the student will receive an “F” for the course.
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Foreword: From the Department Chairperson
It is no exaggeration to say that the Freshman English Program is one of the most
important programs of study that you will pursue during your undergraduate years. This Program
is basic to your college education, and if you have not done so already, you will discover soon
that it is central to any profession that you might enter in years to come. Many students realize
far too late that choosing to get the most out of Freshman English is the wisest decision that they
can make during their college years. Now is the time to focus intently on improving your writing.
Writing is a basic communication skill. It is central to your success as a college student
and will be central later when you enter a profession. Once you complete the Freshman English
courses and begin to take upper-level courses in your major, you will be required to write
repeatedly. Your professors will assume that you have mastered basic composition skills and will
place upon you greater demands for specialized writing in your field, and you will discover that
your success as an upper-class student will be linked closely to your proficiency in writing.
Moreover, once you are graduated from Morgan State University, you will find not only that your
career will require good writing, but also that those who have been able to climb to the top of
most professions – law, medicine, business, education, government,, ministry, etc., -- are the ones
who can write a well-organized essay, can compile a lucid annual report, can compose a
convincing legal argument, can issue a persuasive news release, and can write an assignment with
success. The British writer was not overstating the importance of writing skills when he said,
“The pen is mightier that the sword.” Later in your career – and in your life – you will find
writing to be a very effective weapon.
Writing is not an easy process, even for mature, experienced writers. It requires careful,
deliberate planning, systematic execution of those plans, and methodical proof-reading and
revision. You must learn rules and regulations; you must obey principles and standards; you need
to understand that you must measure up to those before you can win our stamp of approval.
Because of the rigors and demands of the Freshman English Program, you must undertake it with
determination, drive, and a strong commitment to improving your writing. To do so, you should
(1) attend class regularly, (2) complete all assignments on time, (3) make full use of our textbook
and other assigned resources, (4) consult with the professor when you need help, (5) study
adequately and regularly, (6) be attentive in class, and (7) use as much of your time as possible
reading and writing. If you apply yourself diligently and persistently to your work, both the
Freshman English Program and the instructor will be able to move you toward successful
completion. Minus this dedication, neither the Freshman English Program nor the instructor will
be able to help you.
Finally, as a college student, you are not simply preparing to get a job; you are preparing
for a career. If you are a wise student, you will realize that importance of this distinction, for a
job is merely what you do with your days. A career is what you do with your life. To help to
ensure a successful career for yourself, decide now to take full advantage of this writing program.
No decision in your undergraduate years will be more crucial than this one.
Writing is the essential platform for effective communication. Good luck in your studies.
Department Chairperson
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THE FRESHMAN ENGLISH WRITING
PROFICIENCY EXAMINATION PROGRAM
Facts That You Should Know:
1.
The Freshman English-Writing Proficiency Examination Program is a three-stage corps
of General Education and University Requirements that every Morgan student must satisfy in
order to be eligible for graduation. A student must pursue the three stages of the Program in the
following order:
STAGE 1: English 101 (Honor students are required to enroll in English 111.)
STAGE 2: English 102 (Honor students are required to enroll in English 112.)
STAGE 3: Writing Proficiency Examination
2.
A student may not advance to any stage of the Program until he/she has satisfied all of
the stages that precede it. The student found in violation of the proper sequence will be removed
from a given stage (course or examination) until the student has satisfied all of its prerequisites.
3.
Through placement testing, the University will determine that level at which a student is
to enter the Program. The student will enter the Program at the prescribed level and move
forward in proper sequence. The student is exempted from all courses that precede the level to
which he/she is assigned.
4.
A student may meet the course and examination requirements of the Program in the
following ways:
A. Advanced Placement Exemption: As a result of placement testing by the University, a
student may be exempted for any of the stages of the program. If a student is to be exempted
from any stages of the Program by placement testing, he/she will be notified of such exemption or
advance placement at the time of his/her matriculation at Morgan. A student exempted from any
one or more of these stages (except English 100) will receive credit, but no grade, for the course.
B. Transfer Credit: The transcript of a student bringing transfer credit from other
institutions will be evaluated to determine whether those credits meet any of the requirements of
the Program. If the student is to be exempted from any of the three stages of the Program, he/she
will be notified of such exemption at the time of his/her matriculation at Morgan. No transfer
credit is accepted for the Writing Proficiency Examination, and the student transferring to
Morgan with the A.A. degree should arrange to take the Examination during his/her first semester
at Morgan.
C. Regular Course Enrollment: A student may satisfy any of these stages by enrolling
and earning a passing grade in the course.
D. Proficiency Testing: A student may satisfy the requirement for English 111 and
English112 through proficiency tests. The student desiring to pursue credit through proficiency
testing should apply in the English Office.
5.
Passing grades in English 111 and English 112 are "A", "B", and "C". Any performance
below the level of "C" is unsatisfactory. A student who earns a "D" or an "F" must repeat the
course prior to advancing to the next stage of the Program.
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6.
A student may satisfy the Writing Proficiency requirement by enrolling and by earning a
passing grade in English 350: Junior Writing Practicum. A student who fails the Writing
Proficiency Examination should enroll in the Course.
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A student may satisfy the Writing Proficiency requirement in his/her sophomore year and
should register for the Examination online before the date on which the examination is scheduled.
By no means should a student wait until the senior year to take the examination.
Students who do not pass the Writing Proficiency Examination may cause a delay in their
scheduled graduation time from this University.
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English 101: Reading and Writing I
Course Outline
COURSE DESCRIPTION
This course is designed to develop the student’s command of language as an instrument
of learning and expression. It focuses on essay writing. It also provides the student
opportunities for extensive reading and critical thinking in support of writing skills and
for the application of knowledge and skills to problems and issues in contemporary
society.
OBJECTIVES
English 101 aims to teach students to:
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identify a topic for discussion.
limit a topic.
apply pre-writing strategies such as brainstorming, clustering, and freewriting.
generate a thesis statement.
identify specific supporting details for a thesis statement.
prepare a sentence outline.
write an initial draft based on the outline.
revise initial drafts, incorporating instructor and/or peer feedback.
define and explain rhetorical patterns such as narration, description, process,
definition, comparison and contrast, cause and effect, and classification.
apply the rules of grammar, punctuation, mechanics, and sentence structure.
STUDENT LEARNING OUTCOMES
After completing English 101, students should be able to:
1. compose multi-paragraph compositions that include a clearly worded thesis, a
properly constructed introduction, and an effective conclusion.
2. develop their ideas using various rhetorical patterns.
3. demonstrate proficiency in grammar punctuation, mechanics, and sentence
structure.
4. establish coherence through the use of transitional words and phrases.
5. maintain a unified focus throughout an essay.
ASSESSMENT
Student learning will be assessed using the following assignments:
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Quizzes and tests on format and grammar, including paragraphs, punctuation
mechanics, and sentence structure
Five Multi-paragraph essays
Final Exit Examination
GRADING AND EVALUATION
The standard grading system for English 101 will be used. To pass the course, the
student must complete all of the assignments in the course and attain a cumulative
average of at least seventy (70) in each of the following areas:
A. Quizzes, Tests and Other Assignments 25%
B. Five Multi-paragraph Essays 50 %
C. Final Exit Examination 25%
REQUIRED TEXTS
A.
COLLEGE LEVEL DICTIONARY
B.
GRAMMAR HANDBOOK
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C.
The Little Seagull Handbook with Exercises, by Richard Bullock, Michal Brody,
and Francine Weinberg. 2nd ed. NY: Norton, 2014
COLLEGE LEVEL READER
COLLEGE OF LIBERAL ARTS
STATEMENT ON ACADEMIC DISHONESTY
Because ours is a community of scholars, the College of Liberal Arts regards academic
dishonesty as a serious offense. Academic dishonesty (plagiarism) is an act in which a
student claims the work of another (without authorization, attribution, or citation) as
his/her own. This includes and is not limited to written, oral, videotape, audiotape,
photograph or web site sources. It is in fact a form of stealing.
A student may not use a direct quote, a paraphrase of another’s idea, or substantive ideas
without providing credit for the source of information. Plagiarism even extends to
submitting the same paper or portions of a paper previously written for two different
assignments.
Policy:
If an instructor suspects a student of plagiarizing, the instructor may discuss his concerns
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with the student first because often plagiarism often results from carelessness. The
student is then advised or reminded of strategies that safeguard against plagiarism.
If the plagiarism is substantial, the instructor may fail the student, or report the case to the
Chair of the Department. In consultation with the Chair of the Department, the instructor
may elect to refer the incident to the Departmental Student Faculty Adjudication
Committee.
For further information, review the current Morgan State University Catalog.
STATEMENT ON AMERICANS WITH DISABILITIES ACT
If you require an accommodation due to a disability, please contact the Office of Student
Disability Support Services (SDSS) to register. More information regarding the intake
procedure can be found on the SDSS website: http://www.morgan.edu/SDSS
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Department of English and Language Arts
Freshman English Program Grading Chart for Essays in ENGL101
Item
Range
Total
Content (no more than 60 points subtracted)
Group 1: Outline (no more than 6 pts. subtracted)
A. Forms, margins, numbering, indentation, neatness
B. Organization
C. Parallel structure
0-2
0-2
0-2
Group II: Essay (no more than 35 pts. subtracted)
A. Title, margins, neatness
0-2
B. Thesis Statement
0-5
C. Organization
0-5
D. Introduction
0-5
E. Conclusion
0-5
F. Consistency with Outline
0-3
G. Adherence to subject and central idea
0-5
H. Development
0-5
Group III: Paragraphs (no more than 20 pts. subtracted)
A. Topic sentences
0-5
B. Unity
0-5
C. Coherence
0-5
D. Logical thinking and order of movement
0-5
E. Transitions
0-5
F. Development of ideas
0-5
Total Deductions
Grammar (no more than 40 points deducted)
Value
A. Subject-Verb Disagreement
-5
B. Misuse of Verbs and Verbals
-5
C. Unnecessary Shifts in Tense or Person
-2
D. Fragments or Run-ons/Fused Sentences
-5
E. Comma Splices
-3
F. Vague or Unclear Pronoun Reference
-3
G. Pronoun-Antecedent Disagreement
-3
H. Misspelling of Common Words
-2
I. Dangling Modifiers
-3
J. Faulty Parallelism
-2
x
# of Errors
= Total
Total Deductions
At the discretion of the instructor, up to ten (10) bonus points maybe awarded to a paper that displays
imagination, exceptional perception, or maturity of style.
Total Score:
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Signature Page
Print Name: ___________________________________ SID: _______________
Signature:
___________________________________
Date:
___________________________________
I acknowledge that I have that I have copied the syllabus for the following course
_________________ from Blackoard.com and gave it to the teacher for the course
whose name is _______________________.
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