Course SYLLABUS
ENGLISH 1010 - COMPOSITION AND RHETORIC Spring 2011
Instructor: Magin LaSov Gregg
Office hours: T/R 12:50-2:30 p.m. (Location TBA)
E-mail: mgregg@csmd.edu
Phone: 301-934-7790 X 3257, Skype mlgregg
Section: 87745
Catalog Description
Prerequisite: ENG 0900 and RDG 0800 or placement
Students receive instruction in planning, organizing and developing a variety of compositions. The
course takes a source-based approach to essay writing, so students learn to incorporate and respond to
sources including print texts, online documents, and interviews. This source-based approach prepares
students to research and write effective arguments. They review the conventions of Standard Written
English and learn research and documentation techniques. Upon completion of ENG 1010, students
should be able to invent essay topics that will have exigency for the readers. Students should be able to
write unified, coherent essays nearly free of mechanical or structural errors, conduct online and print
research, and document sources correctly. Students should refer to the schedule of classes for sections
taught in a computer lab and/or using an online writing lab.
Skills Expected of Incoming Students
Entering students should have the following entry-level skills:
A. Ability to read and comprehend required textbooks (Good Reasons:Researching and Writing
Effective Arguments by Lester Faigley and Jack Selzer)
B. Ability to write complete sentences.
C. Ability to write an understandable essay of at least 500 words that is largely grammatically
correct.
COURSE PERFORMANCE OBJECTIVES
Students should gain experience in the following writing tasks:
A. Find a purpose and plan
1. Determine the goal or purpose of writing
2. Identify and analyze the audience
3.Decide what information needs to be gathered
4.Identify possible sources
5.Plan writing steps and schedule time accordingly
B. Gather information
1. Gather information from self
a. Generate information from own knowledge or memory, using invention strategies such as free
writing, brainstorming, listing, mapping
b. Choose information relevant to the purpose
2. Gather information through observation of people, activities, visual and aural material (e.g.,
onsite observations, photographs, ads, visual arts, films, television, music, plays, and sporting events) a.
Identify dominant impressions or themes
b. Identify elements that create impression or support a theme or thesis
3. Gather information from other people (e.g., personal interviews, surveys, discussions, lectures)
a. Prepare for interaction with others
b. Record information accurately
4. Gather information from print, non-print, and electronic sources
a. Use a library to find appropriate material
b. Recognize key ideas and discern relevant supporting evidence
c. Take notes systematically, accurately, and efficiently
5. Establish accuracy of information and reliability of sources
a. Distinguish between reliable and unreliable sources
b. Establish accuracy and reliability of information
c. Evaluate validity of material by distinguishing between facts, inferences, and
judgments, and by recognizing logical fallacies
C. Express information in written form
1. Organize information
a. Identify main ideas and connections between ideas
b. Prioritize information to create outline or draft
2. Construct coherent written work
a. Decide on format for information
1) Develop thesis statement
2) Include necessary supporting evidence
3) Integrate and document source material correctly
b. Create coherence and maintain unity
c. Build effective sentences
3. Respond to and revise writing
a. Give feedback about others' writing through peer reviews
b. Listen to and evaluate others' responses to own writing
c. Incorporate others' responses into draft
d. Look critically at own papers, checking for adequate supporting evidence and unity
4. Proofread for mechanical errors
a. Identify errors in grammar, spelling, and punctuation
b. Check corrections for accuracy
5. Prepare finished written work in acceptable form consistent with the principles of academic
integrity.
GENERAL EDUCATION SKILLS and CATEGORIES of KNOWLEDGE
There are a number of categories of knowledge that students practice in the college general education
courses. By the end of English 1010, students are expected to have practiced the skills and categories
of knowledge listed below. Students successful in English 1010 should be able to—
Reading
1. read college—level material
5. identify the main components and the supporting evidence
8. evaluate written material to reach conclusions
Writing
10. write complete sentences, proofread and edit, punctuate, and spell in Standard English
11. conceive ideas, select materials and organize contents effectively for a purpose
12. choose style and content appropriate to audience and purpose
13. write a unified, coherent academic essay, correct in structure and mechanics which supports a clear,
limited thesis
14. write a coherent research paper, including gathering information, taking notes, quoting,
paraphrasing and summarizing accurately, and documenting sources properly
Learning
28. set study goals and priorities to attain stated course objectives
29. plan for completion of both long-term and short—term assignments to
34. accept constructive criticism and learn from it
Listening
41. interpret, analyze and evaluate spoken messages
46. follow spoken instructions
Personal Communication
48. recognize cultural diversity
49. accurately describe another’s point of view, even if it is different from one’s own
Reasoning
52. recognize valid and invalid reasoning
53. understand and use inductive and deductive reasoning
54. draw reasonable conclusions from information and concepts
59. recognize cause and effect
Refer to the College of Southern Maryland Catalog for the complete list of General Education skills
and knowledge for all courses.
Course Requirements
The required formal essay assignments include:
1. An in-class essay to assess skills the first week of class;
2. A causal argument essay;
3. An evaluation argument essay;
4. A rebuttal argument essay;
5. A proposal argument essay;
6. Narrative Essay
A Word About Word Counts, Late Essays, and Essay Submissions:
The causal, evaluation, rebuttal, proposal, and narrative essays may not exceed their word counts
assigned by the instructor. Students must meet the minimum word count assigned by the instructor on
each essay. All essays must be submitted to MyCompLab or emailed to the instructor through
CSMD e-mail before the beginning of class on the day that they are due. No late essays will be
accepted for a grade, meaning that all late essays earn a grade of zero. No essays submitted in
hard copy will be accepted. The instructor's e-mail address appears at the top of the syllabus.
Help with Writing Assignments
The textbook Good Reasons is packaged with MyCompLab, which provides students with a link to
Smarthinking, an online essay review service. Students are required to send all essay drafts to
Smarthinking.
CSMD Writing Center:
Many students have found success in using the Writing Center on the LaPlata campus. Writing
consultations are free to all CSMD students. To learn more about the Writing Center or to make an
appointment, visit: http://www.csmd.edu/writingcenter/.
Help with MyCompLab: If you need assistance with MyCompLab and cannot find the information
you need on the website or in the documentation, contact Pearson Customer Technical support at http://
247pearsoned.custhelp.com/. I am unable to help you with MyCompLab related tech support and
have been asked to direct you to this link.
Computer-Assisted Sections
In sections scheduled in computer labs, students use Microsoft Word to draft and revise papers.
Students pay a $30 fee for the use of the computers.
Online Writing Lab (OWL) Sections
In sections that have OWL access, students will submit drafts of four essays to a professional online
tutor. The tutor's responses must be submitted with the revised papers. Assignments must be given well
in advance to allow students time to submit drafts to the tutor, receive responses, and revise their
papers. The OWL director will provide additional information. Students pay a $25 fee for the OWL.
GRADES, POLICIES, AND PROCEDURES
Grade Calculations:
·
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Test on Chapters One Through Five: 50 points
Causal Argument Formal Essay, 750 words: 150 points
Causal Argument pre-writing materials*: 50 points total
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·
·
·
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Evaluation Argument Essay, 750 words: 150 points
Evaluation Argument Pre-writing materials*: 50 points total
Rebuttal Argument Essay, 900 words: 150 points
Rebuttal Argument pre-writing materials*: 50 points total
Proposal Argument Essay, 900 words: 150 points
Proposal Argument Pre-writing materials*: 50 points total
Narrative Essay (750 words for Narrative Essay): 150 points
*Pre-writing materials and their assigned points values will be specified on the course schedule and by
the assignment guidelines for each essay.
Total: 1000 possible points
(Please note that extra credit adds 10 possible points to this grade calculation)
Keep track of your grades, so that you may follow your progress and calculate an approximate
course average. Your final score converts to a grade by this formula: 900-1000=A; 800-899=B;
700-799=C; 600-699=D, 0-599=F; ZERO for plagiarism or missed assignments.
The Division Grading Standards policy posted on MyCompLab gives you specific guidelines about
what makes an A,B,C,D, or F paper. It is in your best interest to review these standards now and before
turning in all essays.
A word about make-up tests:
Makeup tests will be granted only to students who have absences that meet the official guidelines for
excused absences.
A word about prewriting assignments:
In this class, you are graded not merely on the final product of your writing, but also on the process you
use to complete this writing. All students who complete pre-writing assignments and submit them to the
instructor in the appropriate form will receive full credit. Students must be in class to participate in all
pre-writing activities including peer-reviews, workshops, and in-class revision. Students whose
absences are unexcused will not be able to make up the graded points for in-class pre-writing
assignments, so please do your best to be in class on these dates. Students must bring two copies of
pre-writing assignments to class on the assigned due dates. One copy is for students to keep and use for
the in-class activities. The other copy is for the instructor to keep for her graded records. Again, no prewriting materials will be accepted via e-mail, with the exception of final thesis drafts for the Causal,
Evaluation, Rebuttal, and Proposal essays – which are required to be e-mailed to the instructor. Finally,
no late pre-writing materials will be accepted. Late work or work that is not completed receives a grade
of zero.
A word about plagiarism:
Remember that lifting or cutting and pasting work from the Internet – even from unsigned sources or
sites – constitutes plagiarism as much as does copying passages or essays from a published book or
another student. Students who plagiarize will receive a zero for plagiarized work. This consequence
could result in an “F” for the course. As a college student you can do any assignment in this class
without cheating. Please do all of your own work; it is the only way to improve your writing and
critical thinking abilities.
What to Expect in Our Learning Environment
Some words about etiquette for college classes: Unlike high school students, college students pay for
their courses. For this and other reasons, no student has the right to behave in the college classroom in
ways that prevent other students from getting their money's worth – from learning. Educators have
identified specific classroom practices that generate a productive learning environment, and these have
yielded standards for classroom conduct in the academic community. The CSMD Handbook guidelines
for behavior in college classes are provided for the benefit of students who are either new to the college
environment or in need of a refresher. The guidelines may be found by following this link: http://
www.itc.csmd.edu/lan/Handbook/Etiquette%20for%20College%20Classes.htm
Some words about attendance and illness: Strong attendance and class participation are both
mandatory if you want to pass this course. Doctor’s appointments, court appointments, meetings with
other faculty members should be made for times that do not conflict with our class. It is your
responsibility to keep track of your absences. Attendance is taken at the beginning of class each day.
Students who are late or who do not stay for the full length of the course meeting will be marked
absent. Two times tardy equals an absence for grading purposes. Students who are chronically absent
or tardy will be reported to the attendance alert system for additional help with meeting college
expectations.
Students should not attend classes or other college events if they have the flu or a flu-like illness
for at least 24 hours after they no longer have a fever (100 degrees F or 38 degrees C) or signs of a
fever (have chills, feel very warm, have a flushed appearance, or are sweating). Absence of a fever
should be determined without the use of fever-reducing medications (any medicine containing
ibuprofen, aspirin, or acetaminophen).
· Such absences will be considered excused absences, provided the students notify the faculty in
advance of the absence and that the student presents the instructor with a doctor's note
completed on official letter head upon the student's return to class.
· Students are responsible for the material covered during the period of their absences.
· Faculty may have students removed from the classroom if they are exhibiting flu-like symptoms
and refuse to leave voluntarily.
Regardless of reasons for absences, students who are absent are always responsible for making up
missed work before returning to class. Please contact another student to find out what you missed.
If you must miss class because you are an athlete or other official participant in college
events, please provide your schedule of absences for the quarter to me in a letter from your supervisor
no later than the second week of classes. All assignments due while you are out need to be handed in
prior to your university absence if you wish to receive credit for your work.
No absences will be excused unless accompanied by an official college excuse or doctor's note
completed on official letterhead. This excuse must be brought to class and presented to the instructor as
soon as the student returns to class.
Some words about communication: Please check your e-mail and MyCompLab before coming to
class each day.
Some words about extra credit: You have four opportunities to earn extra credit during the semester.
Each assignment is worth 2.5 points. If you complete all assignments, then you can earn up to 10
points. These 10 points will be especially helpful if your grade falls on a borderline (i.e. 69, 79, or 89).
To earn extra credit you may attend a Connections event and write a 300 word essay that
describes your experience of attending this event. Be sure to discuss what you learned about the
author's writing process. If you cannot attend an event, then you may write a question you would ask
the author about his or her writing process. However, to receive credit, you must also write a 300 word
rationale that explains your choice of question and indicates that you have researched the author.
The extra credit assignment will be due at the next class that follows the Connections event. No
extra credit will be accepted past this deadline.
You may find a schedule and location of Connections events at: www.csmd.edu/connections
Some words about computing: Save frequently. E-mail a copy of your paper to yourself each day
when you finish working. Always print a hard copy of your work before you shut down. If you happen
to have computer trouble which results in a damaged or lost composition, I will expect to see a recent
hard copy of the previous draft with your revision marks included. This draft will be due at the
assigned date and time and will include a note explaining your difficulty. Working ahead and saving
frequently will save you unnecessary stress.
Some closing words about emergencies, grade questions, and the purpose of our syllabus:
· If for any reason we were not able to meet on campus as a class, we would continue with this
course through MyCompLab. Please check e-mail daily, and always before class.
· In the event of a question regarding a final grade, it will be the responsibility of the student to
retain and present graded materials that have been returned for student possession during the
semester.
· If you have a question about your final grade or any essay grade, please contact me first via email.
· This syllabus is a contract between you (as the student) and me (as the instructor). By taking
this class, you are agreeing to follow all the guidelines given above and to be responsible for
your actions.
· Finally, always ask when you have a question!
COURSE SCHEDULE AND READING LIST:
(Special Note: In order to complete all assignments for this course, students should plan to spend a
minimum of 6 hours a week for homework, reading, research, and writing assignments in
addition to class time.)
WEEK ONE:
· Tuesday 1/18: Introductions to English 1010, MyCompLab, and Plan for Success.
· Thursday 1/20: Meet in ST 160. Get acquainted with MyCompLab and Chapter 1 of Good
Reasons. Bring a completed and signed Plan for Success to class.
WEEK TWO:
· Tuesday 1/25: Chapters 2 & 3; in-class discussion of rhetorical appeals (p. 17-18), logical
fallacies (26-28), and questions for good reasons (45-46). Complete COMPREHENSIVE
GRAMMAR DIAGNOSTIC 1 assessment assigned on MyCompLab before coming to class.
· Thursday 1/27: Chapter 4; Understanding the differences between topics and thesis statement,
evaluating thesis statements, and drafting and revising arguments.
WEEK THREE:
· Tuesday 2/1: Chapter 5; Discuss “Analyzing Arguments” (80-89); discuss and practice prewriting strategies, such as brainstorming, mapping, listing, and journaling.
· Thursday 2/3: TEST ON CHAPTERS ONE THROUGH FIVE. Also, Read pages 247-269;
doing Research and chapters 19 &20. After the test we will discuss MLA style, format, and
usage.
WEEK FOUR:
· Tuesday 2/8: Re-Read and be prepared to discuss: “An Argument of Reason and Passion:
Barbara Johnson's 'Statement on the Articles of Impeachment' (Ch. 5, 84-86). Discuss quoting,
paraphrasing, and summarizing, and work with the argument templates to help you synthesize
your words with those of Johnson.
· Thursday 2/9: Study the differences between quoting, paraphrasing, and summarizing, and be
prepared to discuss them in class. We will continue to study how to gather research and enter
“the research conversation” in pre-writing and formal compositions.
WEEK FIVE:
· Tuesday 2/15: Chapter 7, 109-112 and Chapter 9, Causal Argument). Discuss thesis choices for
the Causal Argument, review the textbook example in class, and discuss brainstorming/thesis
drafts.
· Thursday 2/17: Brainstorming lists and drafted thesis statements for the Causal Essay are due
at the beginning of class. The brainstorming list is worth 10 points of the pre-writing grade. We
will revise thesis statements, examine student examples of causal arguments, and make a
research plan. Students must e-mail the revised thesis to the instructor by midnight on Feb. 17
in order to receive another 10 points of the pre-writing grade, as specified by the assignment
guidelines.
WEEK SIX:
· Tuesday 2/22: Meet in ST 160. First 500 words of Causal Essay due in class for workshopping
and in-class revision. We will submit to Smarthinking and/or OWL tutor at the end of the class.
(Non-OWL sections do not submit to an OWL tutor.)
· Thursday 2/24: Read Chapter 10, Evaluation Arguments; Completed draft with MLA works
cited page and in-text citations due in class for brief peer review. Be prepared to revise essays
in-class and bring tutors' comments if available.
WEEK SEVEN:
· Tuesday 3/1: Causal Essays Due on MyCompLab before class. Bring Smarthinking and/or
OWL comments to class and be prepared to discuss the revision of the Causal Essay. Discuss
Evaluation Arguments. Study the sample thesis format of an evaluation essay and the textbook
example.
· Thursday 3/3: Brainstorming list and tentative Evaluation Essay thesis draft due. The
brainstorming list is worth 10 points of the pre-writing grade. Revise Evaluation Essay thesis
statements and review student examples of evaluation essays. Students must e-mail their thesis
statements to the instructor before midnight to receive another 10 points of the pre-writing
grade, as specified by the assignment guidelines.
WEEK EIGHT:
· Tuesday 3/8: Bring the first 500 words of the Evaluation Essay to class for workshopping and
revision. We will review more examples of Evaluation essays as well.
· Thursday 3/10: Meet in ST 160. Read Chapter 12, Rebuttal Arguments; Completed draft with
MLA works cited page and in-text citations due in class for brief peer review. Be prepared to
revise essays in class. Submit to Smarthinking and/or OWL tutor at the end of the class. (NonOWL sections do not submit to an OWL tutor.)
SPRING BREAK: NO CLASS ON MARCH 15 OR 17
WEEK NINE:
· Tuesday 3/22: Final Evaluation Essays due. Bring tutors' comments to class and be prepared to
discuss them, as well as the revision process for the evaluation essays. Discuss Chapter 12,
Rebuttal Arguments and topics. Examine sample essays for rebuttal arguments. Begin
brainstorming rebuttal topics.
· Thursday 3/23: Rebuttal Essay thesis drafts and brainstorming lists due. The brainstorming list
is worth 10 points of the pre-writing grade. We will discuss the research process, review logical
fallacies, and review more examples of rebuttal essays in class. Students must e-mail their thesis
statements to the instructor before midnight to receive another 10 points of the pre-writing
grade, as specified by the assignment guidelines.
WEEK TEN:
· Tuesday 3/29: Meet in ST 160. First 700 words of Rebuttal Essay due in class for
workshopping. We will review and discuss more examples of successful rebuttal essays in class
(10 points of pre-writing grade). Submit to Smarthinking and/or OWL tutor at the end of the
class. (Non-OWL sections do not submit to an OWL tutor.)
· Thursday 3/31: Read Chapter 13, Proposal Arguments; Completed draft with MLA works
cited page and in-text citations due in class for brief peer review (20 points of pre-writing
grade). Be prepared to revise essays in-class and bring tutors' comments if available.
WEEK ELEVEN:
· Tuesday 4/5: Final Rebuttal Essays Due. Bring tutors' comments to class and be prepared to
discuss them. Discuss Proposal Arguments, examine sample Proposal Arguments, and begin
brainstorming for Proposal Arguments.
· Thursday 4/7: Proposal Argument brainstorming list and thesis due in class. The brainstorming
list is worth 10 points of the pre-writing grade). Revise proposal argument thesis statements,
and examine more sample proposal arguments. Students must e-mail their thesis statements to
the instructor before midnight to receive another 10 points of the pre-writing grade, as specified
by the assignment guidelines
WEEK TWELVE:
· Tuesday 4/12: Meet in ST 160. First 700 words of Proposal Essay due in class for
workshopping. We will review and discuss more examples of successful Proposal Essays in
class (10 points of pre-writing grade). Submit to Smarthinking and/or OWL tutor at the end of
the class. (Non-OWL sections do not submit to an OWL tutor.)
· Thursday 4/14: Completed draft with MLA works cited page and in-text citations due in class
for brief peer review (20 points of pre-writing grade). Be prepared to revise essays in-class
and bring tutors comments if available.
WEEK THIRTEEN:
· Tuesday 4/19: Final Proposal Essays due. Bring tutors' comments and be prepared to discuss
them, as well as the proposal essay revision process. Read Chapter 11 (Narrative Essays) before
class. Discuss Narrative Essays.
· Thursday 4/21: Brainstorming list for Narrative Essay and tentative thesis due in class. The
brainstorming list is worth 10 points of the pre-writing grade). Revise proposal argument thesis
statements, and examine more sample proposal arguments. Students must e-mail their thesis
statements to the instructor before midnight to receive another 10 points of the pre-writing
grade, as specified by the assignment guidelines
WEEK FOURTEEN:
· Tuesday 4/26: First draft of the Narrative Essay due for peer review in class. Revision of essay
and self assessment of course performance to be completed in class.
· Thursday 4/28: Meet in ST 160. Final draft of Narrative Essays due for grade. Final Grammar
Assessment on MyCompLab to be completed in class.
WEEK FIFTEEN:
· Tuesday 5/3: Synthesis and closure of English 1010; Narrative Essay reading.