Urbana University
High School Dual Enrollment Program
2014-2015 School Year, Fall Semester
ENG 106 – Intermediate Composition
Arcanum-Butler High School
Credit Hours:
Prerequisites:
Textbooks:
Location:
Time:
3 Semester Hours, .5 high school credit
ENG 102
Composition and Research: A Model Approach
Room 260
5th Period
Contact:
Mr. Tim DeBrosse
Room 260
(937)692-5175, Ext. 1260
tim_debrosse@darke.k12.oh.us
Course Description:
This course provides practice in writing expository essays typically required in college and
professional writing using a model approach. In other words, it is academic writing. Types of
essays and reading assignments that create a foundation for each paper vary by paper type. In
ENG 106 the emphasis is on writing for different purposes and audiences. Writing to persuade,
writing in response to literature, and writing the research paper are the primary focus of this
semester.
These forms of scholarly writing emphasize the writer’s need to interpret, analyze, and evaluate
the scholarly works of others in a variety of genres for the purpose of incorporating these
sources into organized writing as a means of supporting individual claims and purposes that are
based, at least in part, by your own observations, experiences, and research.
In this class, students will use the skills developed in ENG 102 by recognizing the best methods
of development for each individual claim and by using those organization methods to improve
clarity and effectiveness.
Students are required to submit five major essays, including two persuasive essays, two critical
analysis essays, and one trend (research) paper.
Dual Enrollment Outcomes:
Through the Dual Enrollment Program, students will build skills to:
1.
Earn college credit while still in high school
2.
Ease the transition from high school to college level work
3.
Develop analytical thinking skills to plan, draft, and revise, and publish scholarly
essays.
Instructional Objectives:
By the end of this course, the students will be expected to have achieved the following
objectives:
1.
use the writing process to create essays that are consistent with the rules of effective
2.
3.
4.
5.
scholarly writing and creative enough to reflect originality.
apply the writing process with the common pattern of development typical of the
following scholarly essays: PERSUASION, CRITICAL ANALYSIS, and RESEARCH.
create publishable documents that demonstrate effective use of writing conventions.
Use teacher, peer, and self-feedback in order to produce revisions of text.
Create and carry out a constructive plan for each writing project.
Skills:
The students will know how to:
1.
use writing conventions appropriately.
2
plan, draft, revise and publish scholarly papers.
3.
find, evaluate, and synthesize supporting materials and research.
4.
use that supporting material in scholarly papers.
COURSE REQUIREMENTS: Failure to meet these requirements will result in an “F” in this course. Late
penalties of one letter grade for each day late up to five days applies. After five days, essays are
accepted as completion credit only if that meet the standards of the assignment.
1. All essays assigned from the list of scholarly essays identified above .
2. All tests
3. Final Exam (Analytical Essay)
Other Requirements: Failure to meet these other requirements will result in zeroes used to determine
your final average. In addition, habitual failure to complete course work will result in one percent off of
your final quarter average for each skipped assignment. Late penalties of one letter grade for each day
late up to five days applies. After five days, essays are accepted as completion credit only if that meet
the standards of the assignment.
1. Read daily assignments in Composition Research I & II: A Model Approach and other handout
materials.
2. Do all assigned problems and exercises.
3. Take part in class discussions and critic sessions.
4. Do all additional themes and writing assignments.
GRADES: A point system is used for all assignments and activities.
1. Quizzes and homework are 10 points. (Note: Not all homework is graded)
2. Major tests equal 100 points.
3. Minor essays rate 100 points.
4. Major essay are worth 200 points and are course requirements.
5. Research paper 200 points
6. Exam 200 points.
7. Participation and time on task grades are 10 points assigned as needed.
Final grades for high school credit and college credit will be determined according to school
guidelines, including the method for figuring final grades as described in your student handbook
under “Arcanum-Butler School District Grading Scale.”
Grading Scale:
Text:
Supporting Texts:
A
AB+
B
BC+
95%-100%
90%-94%
87%-89%
83%-86%
80%-82%
77%-79%
C
CD+
D
DF
73%-76%
70%-72%
67%-69%
63%-66%
60%-62%
0%-59%
Composition and Research I & II: A Model Approach
Writing Analytically, 6th Edition
Writing and Reading Across the Curriculum, 11th Edition
Essay Assignments: Students are working on an essay every day of the semester. Students should be
prepared to show their works in progress at any time upon request. Each paper requires multiple drafts
that reflect good choices in local and global revision. Completed drafts need to be ready for student
revision, small group revision, and teacher-directed revision. Failure to present a document for one of
these editing days will result in 10 points of of the final draft score.
In addition to providing drafts for editing, students must act as effective editors whose job it is to
provide positive and constructive feedback for others on their works.
All drafts, including the final draft are due on the assigned due day. Students must have final paper in
hand, along with all of the other materials that went in to producing that final draft. This would include
other drafts, prewriting, notes, student editing sheets, research, and so on.
Draft Expectations: A draft, any draft, is a substantial piece of work representing an attempt at a
completed document. A draft is not a list, or notes, or a few paragraphs of an essay to come. A draft is
the shape of the whole essay; it is the complete rendering of an idea. All due date must be met
regardless of your physical presence in school. If you are attending an out-of-school function (like a field
trip) that paper is still due. You must make arrangements to meet the deadlines. One option is to have
another carry it in. Another option is to send it to me electronically. No excuses, late is late. If your
paper is late for any reason, one letter grade will be deducted for each day that it is late, up to five
days. After five days, the paper cannot be made up and a zero will be assigned. If it is a course
requirement, you will fail the class.
Final Drafts: Final drafts must meet the following expectations:
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Typed, double-spaced using 8 ½” by 11” paper with 1.25” margins on white paper.
Put you name, the due date, and the essay type in the upper left corner.
Paginate each page in the upper right hand corner using your last name and page number.
Center the title at the start of the first page. Do not use a cover sheet, title page, or binder.
If research is involved in the paper, a Works Cited page is required using MLA guidelines.
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Attach all materials involved in the development of the essay, from newest to oldest. No notes
and drafts equals no credit.
Edit a proofread carefully.
Reading Assignments: We will use a variety of readings during the term. Some will include model
essays, articles, prose, poetry, and art. Your textbook, Composition Research: A Model Approach,
provides instructions on the writing process, and several specific writing strategies. Use it as your “How
to” manual. The support texts will be used to supplement the course with materials as they are needed.
Conferences: I am available for conferences during my posted conference period. We can discuss your
work at these times or your progress in the class. Check the schedule to see when that is. I am also
available before or after school by appointment. No drop-ins. See me in advance to schedule a
meeting. I have a full schedule of classes that I teach besides this one, and those students deserve my
focused attention, so please do not attempt to disrupt a class that I have during the day. I will make
myself as available as I can be. You will get the help you need if you organized your time around mine.
Class Attendance, Participation, Conduct : This is a college classroom; therefore, students are expected
to take on the responsibility that this environment requires. More specifically, students are to
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be physically and mentally present for each class
behave in a mature manner
fully participate in every function of the class
create no distractions
Avoid the use of electronic devices unless they are necessary for a particular lesson
Avoid unexcused absences beyond one (penalty, one letter grade each)
Avoid absences beyond three. (penalty, failing grade)
Get missed work from a classmate and have it done on time, no extensions
ACADEMIC MISCONDUCT
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It is contrary to the purpose of every course at Urbana University for any student to represent
another’s work as his or her own. This is known as plagiarism. Academic misconduct includes
using disallowed materials in quizzes, tests, or exams; letting someone else write his or her
papers, homework exercises, or other work; copying another’s test during a testing period; or
failing to acknowledge the source of one’s ideas or wording in papers.
Any student who engages in any of the above forms of academic misconduct may receive a
grade of “F” for the specific material or for the course. Students who engage in any form of
academic misconduct may not withdraw from the course. All cases of misconduct are to be
reported in writing to the College Dean and/or the Vice President for Academic Affairs. A
student engaging in multiple incidents of plagiarism or other forms of academic misconduct
may be expelled from the University.
Course Outline:
Week 1 (August 26-29, 2014)
 The Writing Process (pgs. 2-6) Ex. Pg. 2, Pg. 3, Pg. 4, Pg. 5
 The Basic Sentence Elements (pgs. 129-130) Ex. Pg. 130
Week 2 (Sept. 2-5, 2014)
 Analysis of Model Essays (Pgs. 10)
 The Personal Narrative (Pgs. 54) Ex. Analysis Model Essay Pgs. 55-58
 The Basic Sentence Patterns (Pgs. 131-132) Ex. Pgs. 131-132
Week 3 (Sept. 8-12, 2014)
 Assign Personal Narrative Essay (Pg. 58)
 Personal Narrative Editing Sept. 12. Due Sept. 15, 2014
 Expanding and Varying Sentence Patterns (Pgs. 132-133)
Week 4 (Sept. 15-19, 2014)
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Personal Narrative Due
Descriptive Essay. Observation Skills. “Topography of Decay: ‘Beer Street’” (Pg. 7-8), “Gin Lane”
(Pgs. 9), Model Essays (Pgs. 10-12)
 Creating Images with Words (Pgs. 13)
 Assign Descriptive Essay Pg. 13. Due Sept. 29, 2014
 Writing Logical and Effective Sentences (Pgs. 133-134)
Week 5 (Sept. 22-26, 2014)
 Writing Lab Descriptive Essay
 Student Editing (Sept. 26, 2014)
 Maintaining Verb Consistency (Pgs. 135-136)
Week 6 (Sept. 29-Oct. 3, 2014)
 Descriptive Essay Due
 Illustration Essay (Pgs. 14-16) Model Essays (Pgs. 15-16)
 Assign Illustration Essay Pg. 19. Due Oct. 15, 2014.
 Creating an Outline (Pgs. 17-18) Ex. Pg. 18.
 Using Active and Passive Voice (Pgs. 136-137)
Week 7 (Oct. 6-10, 2014)
 Writing Lab Illustration Essay
 Student Editing (Oct. 10, 2014)
 Maintaining Parallel Structure (Pgs. 137-138)
Week 8 (Oct. 14-17, 2014)
 Illustration Essay Due (Oct. 15, 2014)
 Classification Essay (Pgs. 20-22) Ex. Pgs. 21-22. Models Pgs. 23-26.
 Assign Classification Essay (Pg. 26). Due Oct. 27, 2014.
 Problems with Word Order (Pgs. 138-139)
Week 9 (Oct. 20-24, 2014) End of 1st Nine Weeks Oct. 24, 2014.
 Writing Lab Classification Essay
 Student Editing Classification Essay
 Problems with Word Order (Pgs. 138-142)
Week 10 (Oct. 27-Oct. 31, 2014)
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Compare and Contrast Essay (Pgs. 27-30) Ex. Pgs. 29, 32, 34. Models Pgs. 31, 33.
Positioning Modifiers (Pgs. 140-142)
 Assign Compare and Contrast Essay. Due Nov. 10, 2014
Week 11 (Nov. 3-6, 2014)
 Writing Lab Compare and Contrast Essay
 Student Editing Compare and Contrast Essay
 Making Comparisons (Pgs. 142-143)
Week 12 (Nov. 10-14, 2014)
 Compare and Contrast Essay. Due. Nov. 10, 2014
 Controlling Diction (Pgs. 36-38) Ex. Pg. 38
 Creating Conciseness (Pg. 143-144)
Week 13 (Nov. 17-21, 2014)
 Controlling Diction (Pgs. 39-42)
 Eliminating Sentence Fragments (Pgs. 145-146)
Week 14 (Nov. 24-25, 2014)
 The Definition Essay (Pgs. 43-47) Ex. Pgs. 46-47, Models Pgs. 44-45
 The Definition Essay. Due Dec. 8, 2014.
Week 15 (Dec. 1-5, 2014)
 The Definition Essay (Cont.).
 Student Editing Definition Essay
 Correcting the Fused Sentence (Pgs. 146-147)
Week 16 (Dec. 8-12, 2014)
 The Definition Essay. Due Dec. 8, 2014.
 The Process Essay. (Pgs. 48-49) Models (Pgs. 50-51). Due Dec. 19, 2014.
 Writing Lab
 Correcting the Comma Splice (Pgs. 147-148)
Week 17 (Dec. 15-19, 2014)
 (Cont.) The Process Essay. Due Dec. 19, 2014.
 Student Editing. The Process Essay
 Requirements of the Topical Paragraphs (Pgs. 59-60)
Week 18 (Jan. 5-9, 2014)
 The Requirements of the Special Paragraph (Pgs. 61)
 Identifying Sentence Patterns and Expanding Sentences through Modification. (Pgs. 62)
Week 19 (Jan. 12-16, 2014)
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Sentence Combining through Coordination and Subordination (Pgs. 63)
Exam Essay (Prompt Pending)