English 101: College English
Professor Brauer
Fall 2004
Section 19, TTh 11:00-12:20
Office: Basil 111
Office Phone: 385-8168
Email: sbrauer@sjfc.edu
Office Hours: TTh 9:00-11:00
Introduction
The goal of this course is to help you become a better writer, a writer acclimated
to the type of work that faculty members at the college level will expect. These are the
specific learning outcomes to which I will direct our efforts:
1) Students will be able to recognize and analyze writing strategies in other’s
work and be able to utilize appropriate writing strategies in their papers.
2) Students will be able to recognize and analyze multiple perspectives on an
issue and be able to take a position on an issue in the context of multiple
perspectives.
3) Students will be able to support an argument through their use of evidence.
4) Students will be able to use various techniques of revision to improve their
writing product.
5) Students will be able to work effectively in collaboration with others.
We will work on all of this collaboratively, often operating in small groups in the
classroom, and within the context of the concerns of the learning community. However,
my hope is that you will be able to translate your learning in this course to the writing
that you will do in other courses this year and beyond.
The course will be divided into units, with corresponding essays, along with a
number of assignments that you will write as you move toward developing an essay.
Expect to have a writing assignment for every time we meet. Much of this writing will
be in response to readings I will assign and the thinking you do in connection with your
other course in the learning community, “The Fog of War.” Most of what we work on in
terms of reading and writing this semester will be new to you, different than what you
experienced in high school, as I will be asking you to expand your boundaries as a reader,
writer, and thinker.
Required Reading
Erich Maria Remarque, All Quiet on the Western Front
Art Spiegelman, Maus I
-----, Maus II
Anthony Swofford, Jarhead
Course Requirements
First and foremost, you need to keep all of your written work. Buy a folder for
this. You will hand in everything you write to me at the end of the semester so that I can
review your work and your progress. This will be your Portfolio and will be fundamental
to your grade. I will hand out guidelines for the Portfolio later in the semester.
Your essays must be typed, double-spaced, with one-inch margins. You will
write drafts and revisions. All writing assignments should be stapled, should have page
numbers, and should be given a title that corresponds to the subject of the assignment.
In addition to the four essays – with drafts and revisions – you will write often in
class and you will also be assigned writing to be done at home. I will design these
assignments to help lead you toward the construction of your essay.
Preparation and Participation
This class is not a lecture. The success of discussions will often rely upon your
preparation, your ability to listen to others, and your willingness and desire to participate.
Make sure to prepare the assigned work (underlining and highlighting and comments in
the margin) and come to class ready to share your thoughts and impressions.
Attendance and Tardiness
More than four absences, without medical documentation of illness, will
automatically constitute a failing grade. Excessive tardiness will negatively effect my
impression your investment in the course.
Plagiarism
Plagiarism is the unauthorized, undocumented use of another person’s words or
ideas – and it is unethical. Plagiarism will result in a zero for that essay, and, in some
case, may result in suspension or expulsion. Be sure to abide by accepted practices for
documentation.
Disabilities
In compliance with St. John Fisher College policy and applicable laws,
appropriate academic accommodations are available to you if you are a student with a
disability. All requests for accommodations must be supported by appropriate
documentation/diagnosis and determined reasonable by St. John Fisher College. Students
with documented disabilities (physical, learning, psychological) who may need academic
accommodations are advised to make an appointment with the Coordinator of Services
for students with disabilities in the Academic Support Center, K202. Late notification
will delay requested accommodations.
Criteria for Grading
Grade: F
1.
2.
3.
4.
The essay is dishonest
The essay completely ignores the topic or question
The essay is incomprehensible owing to errors in language and usage
The essay contains serious factual errors
Grade: D
1. The essay merely summarizes or describes a topic or question without offering an
argument
2. The essay offers an argument, but one that does not address the topic or question set
3. The essay is difficult to read owing to errors in language and usage
Grade: C
1. The essay offers an argument, but supporting evidence is
·Missing
·Not applicable
·Not sufficiently specific
·Obscured by errors in language and usage
2. The essay offers an argument that address the topic, but it is too general or obvious
3. The essay offers an argument that address the topic, but the supporting evidence is not
convincing or clearly organized, and transitions between ideas (both within and
between paragraphs) are missing
Grade: B
1. The essay offers a focused argument, supported by relevant and accurate evidence,
and acknowledges and addresses other possible interpretations of the material.
2. Problems with organization at times obscure the argument.
3. Errors in grammar, usage, spelling, and punctuation interfere with the clarity of the
writing.
Grade: A
1. The essay offers a focused and unusually perceptive argument, supported by relevant
and accurate evidence, and acknowledges other possible interpretations of the
material while making a persuasive case for its own interpretation. The writing is
clear and correct, the organization is logical and coherent, and the diction is
sophisticated and appropriate for the topic.
Schedule of Assignments
All assignments are due on the day listed below. Be sure you have done the reading
and/or writing that is listed for that day.
Note: AQWF=All Quiet on the Western Front
September 9 –Hand out Syllabus and Writing Assessment Project.
Screen “The Fog of War”
September 14 –Draft of Writing Assessment Project due. Workshopping.
September 16 – Dan Baum, “The Price of Valor” (handout).
Revision of Writing Assessment Project due.
September 21 – AQWF 1-97 (Chapters 1-5)
September 23 - AQWF 98-136 (Chapter 6)
September 28 - AQWF 137-229 (Chapters 7-9)
September 30 - AQWF 230-296 (Chapters 10-12, plus epilogue)
October 5 – Draft of Essay #1 due. Workshopping.
October 7 – Maus I.
October 12 - Maus I.
October 14 - Maus II. Essay #1 due.
October 19 – Maus II.
October 21 – Research exercise #1.
October 26 - Research exercise #2.
October 28 – Draft of Essay #2 due. Workshopping.
November 2 – Incorporation of quotes.
November 4- Openings and Endings.
November 9 – Jarhead 1-83. Essay #2 due.
November 11 – Jarhead 84-120.
November 16 – Jarhead 121-210
November 18 – Jarhead 211-257.
November 23 – O’Brien, “The Things They Carried” and “How to Tell a True War
Story” (handouts)
November 25 – THANKSGIVING BREAK
November 30 – Draft of Essay #3 due. Wokshopping.
December 2 – Reading of student essay as model (handout tba)
December 7 - Reading of student essay as model (handout tba)
December 9 – Essay #3 due.
FINALS WEEK – Portfolio due, with self-reflective essay offering a consideration of s
student success with the CORE 101 student learning outcomes.