Session 2015-2 Spring
Room Dawson 105
6:00—10:00
Wednesday
Adam Kershaw
Office Hours by Appointment (adjunct office in RC)
akershaw@ben.edu
Phone: (217) 725-1653
PRE-ASSIGNMENT: Prior to the first class, please read Part IV of your Anker text
(327-422). Also read “The Joy of Reading and Writing: Superman and Me,” pages
652-655. These readings will serve as the basis for our first class period.
WRIT 095-71- Sentence and Paragraph Skills
COURSE DESCRIPTION
WRIT 095 is a first year, writing-intensive skills course that introduces students to basic sentence
and paragraph structure, and basic grammar practices. Clearly expressing your ideas and
experiences to others is often the most frustrating effort you will have. Although many of you have
been communicating verbally for quite a while, some of you may have been out of a school
environment a few years, and have temporarily forgotten effective writing skills. This course is
designed as a refresher for these techniques, ones you will increasingly need in future college classes.
We will endeavor to extract each student’s ability to write well through short formal in-class lectures
and writings, extensive use of the supplemental workbook, and occasional videos explaining aspects
of academic writing. A student must earn a grade of C or better to receive credit toward graduation.
I.
II.
TEXTBOOK AND MATERIALS
Anker, Susan. Real Writing, 5th edition. With readings ISBN 978-0-312-53904-7
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate
students from diverse ethnic, racial and religious backgrounds. As an academic community
committed to liberal arts and professional education distinguished and guided by our Roman
Catholic tradition and Benedictine heritage, we prepare our students for a lifetime as active,
informed and responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals Benedictine University's core mission is to prepare students for
active participation in an increasingly interconnected world. Its Core Curriculum
advances this mission by enabling students to attain a broad range of learning goals,
listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and
interpret numerical data;
3. Acquire a knowledge of the history and heritage of western civilization, to
include:
• the contributions of religious faith and philosophical thought to
understanding the person in community,
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• the relationship of the individual to society: membership and
participation in groups and institutions,
• scientific literacy through a knowledge of the history, the methods, and
the impact of science on the individual, society, and the environment,
• artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual
relationships, interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active
participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate
rights and aspirations of individuals and groups, and the common good.
B. Course Objectives/Outcomes
As a course within the Core Curriculum, WRIT 095 was designed with the above Core goal in
mind. Upon successful completion of WRIT 095, the student will be able to demonstrate their
mastery of the following:
1. Identify and analyze what makes a sentence, and a paragraph.
2. Identify basic methods of improving your ability to write through grammar and advanced
vocabulary.
3. Identify and utilize terms, in writing assignments and class discussions, related to college
level writing.
4. Apply strategies used to appeal to an audience.
5. Participate as a productive, engaged member of a writing community.
6. Use various techniques like free writing, rewriting, and brainstorming to generate ideas in
writing.
7. Demonstrate techniques to form an initial topic; write and rewrite several rough drafts.
8. Write original, well-developed, and grammatically correct prose.
9. Write with a clarity that presents an original interpretation of thoughts.
Core Goals
The University’s mission statement expresses a commitment to preparing students for active
participation in our increasingly interconnected world. Writing 095 will enable a student to work
toward the following goal: “to demonstrate an effective level of cognitive and communicative skills.”
V.
TEACHING METHODS/DELIVERY SYSTEM
The classroom is considered a discourse community in which students collaborate in the learning
process. Students will be involved in peer work, group discussions, pre- and rewriting activities, and
conferencing. There will be intervention in students' writing process, and response to student
writing, by both the instructor and other students. To be successful, students must come to class
prepared, which means having all reading and writing assignments done before they are due.
VI.
COURSE REQUIREMENTS
Classroom Behavior
In this classroom, respectful, professional behavior is expected and required. Due to the interactive
nature of the writing process, it is imperative that students can expect courteous, polite dialogue with
their classmates. Private conversations and joking with other classmates is rude and disruptive to
the class.

PARTICIPATION: Come to class prepared. Read all assignments and do all exercises before
the dates they are due. Bring your book, paper, writing utensils, and whatever notes you
took while reading the assignments to class. Class participation is necessary, and it is
important to everyone in the class, especially me. Be prepared with all written
assignments ready when they are due. Late work will not receive full credit, and I
reserve the right to determine such penalty on an individual basis. Assignments will
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
not be accepted through email or by fax. If you foresee scheduling conflicts, contact me
immediately.
CELL PHONES: Set all cell phones on “silent” or power them down completely. Texting or
other electronic communication is not allowed during class time. If you disregard this rule,
you will be asked to leave class, and you will be marked absent for the class period (please
refer to the attendance policy for how this will affect your overall grade).
Attendance Policy
This course is highly accelerated, and students will need to take a great deal of responsibility for their
own learning outcomes. Attendance is required in each class meeting for the full period of time. Any
absence must be due to extraordinary circumstances and will require documentation for it to be
considered excused. Documentation must be provided immediately in order to determine what, if
any, accommodations are reasonable or possible. Class attendance will directly impact your final
grade, and each undocumented absence will be considered unexcused and will result in a 20%
reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from attending any class(es), appropriate medical documentation must be provided
immediately so it may be determined what, if any, accommodations are reasonable or possible.
Reading Assignments
See section VIII: Topical Course Outline for daily reading assignments.
Written Assignments and Projects
Various Worksheets and Exercises from the Textbook
Two section Quizzes during in class meetings
Writing and Reading Journal
Two Paragraphs in MLA format
Final Exam
150 pts.
200 pts. (100 pts. Each)
50 pts.
100 pts. (50 pts. Each)
150 pts.
Total Pts
*Please note the “Fluid Syllabus” annotation below.
650 pts.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our
Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected
of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery,
falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of
these expectations and constitute unacceptable behavior in the University community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are expected
to exhibit academic honesty at all times. Violations against academic honesty are always serious and
may result in sanctions that could have profound long-term effects. The final responsibility for
understanding the Academic Honesty Policy of the institution, as well as the specific policies for
individual courses normally found in syllabi, rests with students. If any doubt exists about what
constitutes academic dishonesty, students have the responsibility to talk to the faculty member.
Students should expect the members of their class to be academically honest. If students believe one
or more members of the class have been deceitful to gain academic advantage in the class, students
should feel comfortable to approach the faculty member of the course without prejudice.
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Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
Because this is a composition class, the grading will focus on effective writing. Grades will focus both
on effective content (what the essays say) and the use of standard English (how they say it). To pass
WRIT 102, students must meet attendance requirements for the course, participate in a positive
manner in class activities, and have an average of 70% or above on graded writing assignments,
exercises, and tests.
GRADING SCALE:
A = 100 to 90% B=89 to 80% C=79 to 70% D=69 to 60% F=59% or below
A student must earn a C or better in WRIT 095 to earn credit toward graduation.
Late papers and assignments are not acceptable! If a paper is not turned in at the beginning of
the class period, it will automatically receive a 10% deduction off the final grade for the
assignment. The paper must be turned in at the beginning of the following class period, or it will
receive zero credit.
Revising/Correcting Essays—You may revise and resubmit one essay that receives a score of less
than 70%. The revised essay must be completed and resubmitted one week after the graded essay is
returned. You must turn in the original, graded essay along with the revised essay. The grade on the
resubmitted essay will be based on the quality of the revisions. Due to time considerations, no
revisions will be allowed in the final two weeks of class. (Assignments handed back during the week
six class meeting will be the last essays eligible for revision.)
Desire2Learn—This course will utilize the Desire2Learn module. Weekly assignments will be
posted to D2L, and most assignments must be posted electronically to D2L in order to receive credit.
It is the student’s responsibility to check D2L regularly and to post all required assignments prior to
the start of class.
Students must turn in copies of all research used for Documented Papers, and the copies must
be properly arranged and cross-referenced. The assignment is considered incomplete (and
potentially late) until all the material is turned in, arranged and cross-referenced.
Other assignments and non-graded work—In this course, there will be some assignments that are
not graded. These assignments are designed to help ensure your success on the graded assignments
in the class. All students are expected to complete all assignments.
Instructor Conferences—The instructor may request an individual conference with a student for a
variety of reasons relating to class work or class behavior. Attendance at individual conferences is
mandatory. Failing to attend an individual conference may result in failure of the course.
Three Keys to Success:
*Attend all classes and be on time.
*Turn in all assignments on time.
*Ask for help when you need it.
One or more of the following will lead to failure:
*Missing class and/or consistent tardiness.
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*Failing to turn in assignments on time.
*Failing to ask for help when you need it.
The Fluid Syllabus—This syllabus is not written in stone for a reason. As the class progresses,
changes might need to be made to the syllabus to allow for the fluidity of the class. Should such
changes be necessary, I will make sure we are all aware of them with respectable notice. But, your
attendance is necessary to that awareness as well.
If a student believes that an error has been made in reporting a grade, an appeal must be
made in writing to the instructor and must be initiated within 60 calendar days after the end
of the term for which the grade in question was reported. The appeal should contain specific
information about why it is believed the grade reported is inaccurate. See the Student
Handbook for additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C” or
better, and a student must submit a completed “Request for an Incomplete” form to the Registrar’s
Office. The form must be completed by both student and instructor, but it is the student’s
responsibility (not the instructor’s) to initiate this process and obtain the necessary signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
VIII.
TOPICAL COURSE OUTLINE
*PLEASE NOTE: This is a blended course, meaning that some of our classes will be held on-site,
while other classes will take place online, via D2L. The class “location” is clearly noted next to each
class.
Wednesday, March 11 (On Site)
 Class Introductions/discuss syllabus/etc.
 Discuss D2L components and due dates
 Go over Part 4 of Anker text (pages 327-422)
 Part 4 Exercises.
 Discuss Alexi article (653-655) and do exercises.
 Grammar Inventory
Wednesday, March 18 (Online—D2L)
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
Read Part 5 of Anker Text, Pages 423-532
Focus on Pronouns, Adjectives/Adverbs, Modifiers, Sentence Variety.
Various Exercises from book (Online)
Other Grammar Exercises
Wednesday, March 25 (Online—D2L)
 Read Part 6 of Anker text, pages 533-565
 Focus on Word Choice and Commonly confused words
 Various Online Exercises
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Wednesday, April 1 (On Site)
 Section Quiz 1, Covers Parts 4, 5, & 6 of Anker Text
 Read Part 2 of Anker text for class, pages 111-288
 Discuss Writing MLA Paragraph (Due Next Week)
 Discuss Different Kinds of Paragraphs and Essays (Part 2 of Anker Text)
Wednesday, April 8 (Online—D2L)
 Read Part 7 of Anker Text 565-618
 Focus on Punctuation and Capitalization
 MLA Paragraph 1 due to D2L
 Various Online Exercises dealing with Punctuation/Capitalization
Wednesday, April 15 (On Site)
 Section Quiz 2, Punctuation (Part 7 of Anker Text)
 Go over Narrative, Illustrative, and Descriptive essay examples in text.
 Work on exercises at the end of examples.
 Discuss MLA paragraph 2.
 Work in Lab.
Wednesday, April 22 (Online—D2L)
 Focus on Editing and Revision.
 Work on Editing and Revision tests from Anker text.
Wednesday, April 29 (On Site)
 Cumulative Assessment. Revisit Grammar Inventory.
 Work on Final Exam.
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students
with disabilities requiring accommodations to participate in campus-sponsored programs,
activities, and services, or to meet course requirements, should contact the Resource Center
as early as possible: springaccess@ben.edu or (217) 717-9253
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this
syllabus. Instructor will use background knowledge probes, one-minute papers, reflective
essays and/or other Classroom Assessment Techniques as deemed necessary in order to
provide continuous improvement of instruction.
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