Composition & Literature I
Advanced College Experience Program (ACE)
September 2012
Mr. Cooper
E-mail: ccooper@valhallaschools.org
Catalogue Description: “The first semester of a two-semester sequence of reading and
writing. Readings will include essays and may also come from other forms of literature.
Students will write essays that demonstrate their ability to articulate personal response, to
draw inferences, to synthesize, and to express informed opinion. Students develop
proficiency in speaking and in evaluating oral discourse through such activities as
discussion and oral presentations. Research and its proper documentation will be included
in this process.”
Objectives:
 Read and demonstrate an understanding of published and student texts by
identifying core ideas, articulating personal responses to these ideas in writing and
discussion, and supporting these responses through references to the text
 Read like a writer: reading a variety of texts with the intention of noticing choices
that were made by the writer
 Write in varied rhetorical forms and for a variety of purposes
 Express informed opinion, summarize, synthesize ideas and information from
written sources
 Engage in the research process by gathering and evaluating primary and
secondary sources, paraphrasing, quoting, citing and documenting where
appropriate in writing
Textbook and Required Materials
 Student’s Book of College English: Rhetoric, Readings, Handbook: 10th edition.
David Skwire and Harvey S. Wiener
 The Compact Reader: Short Essays by Method and Theme: 8th edition
Jane E. Aaron
 Composition notebook for free writing
 Binder notebook for class notes
 Folder for handouts and returned work
Class Policies:
Essays:
 Since peer editing is an important part of developing critical thinking and reading
as a writer, you must keep all edited drafts of your essays and hand them in with
each final draft.
 You must have conferences with me for at least 2 of your essays. In addition, you
may make an appointment with me to discuss your writing at any time and should
do so if you find yourself in difficulty.



Due dates for essays will be announced several days in advance. Failure to hand
in an essay will earn a zero. Lateness will result in a 5 point reduction in grade for
each day late.
Revisions: All essays may be revised once after receiving a grade (in a reasonable
amount of time). If the revised paper has significantly improved the work in the
first version, its grade will replace the original grade.
All essays should be typed in Times New Roman 12 point font, double spaced,
and follow MLA guidelines for heading, documentation and works cited, if
necessary.
Written reading responses
Reading responses will be assigned a maximum of 20 points, based on the nature of the
particular assignment. Because most will be shared and discussed on the due date, no late
reading responses will be accepted and will, of course, earn a grade of zero.
Free writing
Approximately 3 times a week you will be asked to “free write,” often focusing on a
topic leading into the readings. For the latter topics, you may be asked to share your
thoughts.
Absence: Upon returning from an absence, students should check the course box for
handouts and confer with me about any work missed. Unless decided otherwise by
mutual agreement between me and the student, all work must be made up within one
week.
Grading
Based on essay grades; research paper; written reading responses (guidelines to be given
in class); class participation including free writing in journals, peer editing, class
discussion; midterm and final. Grammar will be reviewed as needed and will be quizzed.
At times quizzes may also be given on the readings. (See “Essay Grading Standards”)
Topics (the order of topics/readings may be changed at the discretion of the instructor)
September
Strategies for becoming an active, critical reader
Content of the reading response
SOAPSTone
"Readings: College English: “A Hanging” George Orwell (9-11)
Compact Reader: “The Box Man” Barbara Lazear Ascher (7-11)
Free writing
Assignment: Reading Response to one of the readings
Essay Writing:
Writing vs. Revising
Warm up activities: free writing, brainstorming,
Limiting the subject: Topic vs. thesis
Writing a thesis
Assignment: Summarize “Making the Election About Race” by Thomas B.
Edsall, The New York Times Sunday Review August 26, 2012 (handout)
Readings: College English: “Women Are Just Better” Anna Quindlen (47-48)
“Complexion” Richard Rodriguez (49-52)
Compact Reader: “Grace Patterson’s First Draft” (28-30)
“Grace Patterson’s Final Draft” (40-43)
“Grace Patterson’s Editing and Final Draft” (52-54)
Elements of Style: Problem Words: College English (696-732)
Deadwood: College English (578-584)
Effective Sentences: Active verbs, parallelism, correct
subordination, sentence combining
College English (585-593)
Assignment: Essay Topic based on class discussion, free writing TBA
Journal: Thoughts on college essay
October:
Writing the Descriptive Essay
Readings: College English: “Student Writing—Description” (110-114)
Compact Reader: “Analyzing Description in Paragraphs” (57-65)
Free writing
Readings: College English: “The Death of the Moth” Virginia Woolf (119-121)
“Willie” Dick Feagler (122-123)
Compact Reader: “The Santa Ana” Joan Didion (72-75)
Assignment: Reading Response to either the Woolf, Feagler or Didion readings
Assignment: Descriptive Essay
Writing the Narrative Essay
Readings: College English: “Narration” (130-137)
Compact Reader: “The Chase” Annie Dillard (90-94)
“Salvation” Langston Hughes (97-99)
“Learning Race” Student Essay (102-105)
Assignment: Reading Response to one of the above 3 readings from Compact R.
Elements of Style: Focus on verbs (Compact R. 88-89)
Assignment: The College Essay
November
Integrating research into essays
Reading and discussion MLA format and smooth integration of secondary
Sources in “Sample Documented Essay” Compact Reader (395-401)
Writing the Example Essay
Readings: Compact Reader: “Today’s Kids Are, Like, Killing the
English Language” Kirk Johnson (124-127)
“She’s Your Basic L.O.L. in N.A.D.” Perri Klass (130-133)
Free Writing
Assignment: Reading Response to the Johnson or Klass readings
Elements of Style: Focus on sentence variety (Compact R. 117)
Assignment: Example essay based on class discussion
December
Writing the Classification/Division Essay
Readings: College English “Three Kinds of Discipline” John Holt (288-290)
“What to Listen for in Music” Aaron Copeland
(291-294)
Free Writing
Readings: Compact Reader: “What are Friends For?” Marion Winik (180-183)
“Show Me the Money” Walter Mosley (187-189)
Elements of Style: Focus on paragraph development (Compact Reader, 174)
Assignment: Reading Response to the Winik or Mosley readings
Assignment: Essay based on class discussion
January
Writing the Comparison/Contrast Essay
Readings: Compact Reader “The Middle-Class Black’s Burden” Leanita
McClain (239-242)
“Fatso” Cheryl Peck (245-248)
Free writing
Assignment: Reading Response to the McClain or Peck readings
Readings: College English: “A Couple of Hamburgers” James Thurber
(248-250)
“The Revolt of ‘Mother’” Mary W. Freeman
(250-260)
Assignments: College English: Prepare for class discussion by
answering questions #1-6, p. 260
Write comparison/contrast essay on Thurber/Freeman readings
Or a topic of your choice
Mid-term
“Life After High School” Time June 20, 2011 (handout)
February
Writing the Argument /Persuasive Essay
Free writing
Assignment: Compose one example for each of the logical fallacies listed on
pp. 327-328 in Compact Reader
Readings: Compact Reader “Small Town, Quiet Town, Safe Town”
Jeremy Steben (336-340)
“The C Word in the Hallways” Anna Quindlen
(344-346)
“Why Prisons Don’t Work” Wilbert Rideau
(350-352)
“Drug Busts=Jim Crow” Ira Glasser
(356-359)
“Critics Scapegoat the Antidrug Laws”
James R. McDonough (362-365)
Elements of Style: Focus on Tone (Compact Reader, 334)
Assignments: Reading Response to the Steben or Quindlen readings
Reading Response: Answer “Connections” question in
Compact Reader p. 368
Write an argumentative essay on topic of your choice
March/April
Writing the Research Paper
7-10 page thesis paper on a topic approved by the instructor. This topic may stem
from any of the ideas discussed in class, from your reading responses, your free writing,
or, of course, from your own interests. You are expected to spend a lot of time in both the
school and your home library. Because we will follow a step-by-step process in
developing this paper, careful attention must be paid to the due dates given in class for
each section. You will be required to use both print media and material from scholarly
databases. In class we will cover material from the following readings. They may be used
for reference at any time.
Readings: College English “Doing Research” (475-503)
Compact Reader “Working with Sources” (373-395)
College English “Writing Your Research Paper”
(504-541)
“Sample Research Paper” (542-563)
Assignment: Research paper
May
Writing the Process Essay
Free writing
Readings: Compact Reader “How to Donate Plasma and Save More Lives”
Rachel Hannon (203-206) Student essay
“The Central Line” Atul Gawande (210-213)
“Embalming Mr. Jones” (216-223)
Elements of Style: Focus on Consistency (Compact Reader, 201)
Assignment: Write a process essay on the topic of your choice OR in a power
point presentation or video, describe the process of your choice
Final Exam
Essay Grading Standards
A: Outstanding Work—An A paper presents interesting, insightful, thoughtful,
provocative ideas in a clear, compelling argument. A clear focus (thesis, controlling idea)
is developed in an organized, concise, logical manner. Unified and coherent paragraphs
include specific, relevant, supporting evidence and examples. Sentences are varied and
well constructed. Word choices are precise, fresh, and vivid. Virtually no errors exist in
grammar, punctuation, spelling, or usage.
B: Good Work—A B paper demonstrates a thoughtful, solid understanding of the
subject. Although ideas are interesting, they tend to lack originality or insight or fail to
draw clear and analytical conclusions. Focus is clear and content well organized, but
paragraphs may be slightly underdeveloped or need additional support. Most sentences
are varied and well constructed. Word choice is generally appropriate. Although some
minor errors in grammar, punctuation, spelling, or usage may exist, none of these
problems are glaring or highly distracting. Research may not be as thorough,
appropriately documented, or effectively integrated as in an A paper.
C: Adequate Work—A C paper is an average paper, presenting ideas that may be
obvious or unexceptional. Parts of the essay may be unclear and information general or
repetitious. The essay is somewhat developed and organized, but may fail to address the
assignment adequately. Sentence structure can be repetitive or awkward and work choice
imprecise or inappropriate. Errors in grammar, punctuation, spelling or usage may
distract the reader but do not prevent comprehension. Research may not be appropriately
used or effectively integrated.
D and F: Poor, Unacceptable Work—These papers tend to present simplistic,
inappropriate, or incoherent ideas or fail to address the assignment. Focus is often
confusing or not easily identified. The essay is usually undeveloped and poorly
organized. Statements are unsupported, repetitive, or irrelevant. Sentence structure and
word choice may be inaccurate, confusing, or awkward. There are many grammar,
punctuation, spelling, or usage errors that may prevent comprehension of the ideas
expressed. Research is poorly documented and ineffectively used to develop the paper or
is not evident; sources are not documented or documented incorrectly.
In all cases, plagiarism of any part of an essay will result in a grade of zero for that
paper.