English 1013: Composition 1
Fall 2007
INSTRUCTOR:
OFFICE:
Deva Arumugam and Harry
A341 (Leave written work or messages for my mailbox
here.)
TELEPHONE:
EMAIL:
Welcome! You have arrived at the juncture of your academic endeavor where you
are ready to explore the discipline of reading and writing with the rigor and tenacity
that has been a tradition of a higher learning institution. This course is designed to
challenge your intellect in an attempt to sharpen your critical thinking faculty
through the medium of writing. By enrolling in this course, you are promising to
explore topics that will heighten your curiosity and excite those in your writing
community. You are also promising to think, pre-write, write, rewrite, rethink,
revise, edit, reedit, do and undo your writings in the pursuit of learning. You will
also diligently attend conferences, participate actively in discussions, be involved in
peer work-shopping, and enjoy working in collaboration of your community of
writers. I, in turn, promise that the demands of this course will make you a better
student, writer, and person.
Course Description
This course focuses on various types of writing. It emphasizes reading and analytical
thinking and introduces research skills. Students develop the ability to analyze, evaluate,
and synthesize their ideas, concepts, research and various other sources into their writing
in their journey to become better writers. The writers in this class will learn to employ
different rhetorical strategies, principles and organization in their attempt to meet their
own defined purpose, audience, and occasion. Each writer in this class will have to
account for their writing processes i.e. invention activities, required number of drafts,
revision, editing and rewrites, by carefully documenting all the processes in an evolving
portfolio that should be brought to class every class meeting day.
Texts:
Mauk, John, and John Metz. The Composition of Everyday Life: A Guide to Writing. 2nd
ed. Boston: Thomson, 2007.
Fowler, H. Ramsey, and Aaron, Jane E. The Little Brown Handbook. 10th ed. New York:
Longman/ Person, 2007.
Materials
Some form of portable storage (floppy disks, flash drive, email)
A ring binder for portfolio with four division tabs.
An e-mail address
Student Learning Outcomes
After successfully completing this course, the student will gain the competency below by
participating in the suggested course work for each of the competency that follows:
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write with greater confidence by producing effective and mature papers of a
length of at least 650 words and the ability to rewrite papers to show significant
improvement from the previous draft.
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understand the writing process by participating and documenting all stages
(inventing, draft, revising, editing and rewriting) of their writing in a portfolio
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value writing as a way to shape discourse in their attempt to learn, record,
communicate, and understand their own purpose, occasion and audience by
defining their rhetorical stance and working to meet it.
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develop a personal voice and style and the ability to vary it appropriately by
rewriting their essays to create more vitality and applying mixed modes of
writing
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read analytically, and use critical thinking skills by responding to readings,
participating in class discussions, using appropriate invention techniques to
narrow into writing topics and generate content/ideas, and respond appropriately
to reading quiz questions.
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develop greater understanding of cultural, ethnic, racial, regional, national, or
gender diversity by the willingness to address concerns or insights raised by peer
reviewers.
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gain maturity of thought by analyzing, questioning, and reelecting on ideas
through group discussions, peer review and collaborative classroom activities
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show significant attempt to practice strengthening the use of appropriate
mechanics and conventions that is deemed necessary in academic writing by
participating in the grammar in context discussions.
Evaluation of Learning Outcomes
Students’ performances will be measured by students’ multi-draft writing, process review
in the classroom based on evolving portfolio, class discussions, peer reviews, self reviews
and successful rewrites. To successfully complete this course, students must complete
all assignments and make at least a C average on all drafts, participate in 80% of
classroom discussions, invention processes, grammar in context discussions and
reading quizzes, attend and actively participate on all four peer review and self
reviews, show sincere effort to rewrite by rethinking, re-seeing and redesigning their
writing topics, their choice of content, and their composing process, and also be able
to produce and defend their evolving portfolio on any meeting day.
Course work
Students will be required to write four multi-draft which should translate to a minimum
of 8 writings of 650 to 800 words (specific lengths are given for each assignment) for a
specifically defined purpose, audience and occasion as well as a final paper written in
class during the time scheduled for final exams. The final papers will be graded
according to the grading standards that are included in the syllabus and on your handout
that describes criteria.
Course calendars
Assignments will be made via course calendars in increments of 4 to 6 weeks. I expect
that you will have done the work by class time on the date indicated. Essay assignments
will be given in writing with suggested processes that the students are required to work
on. As an instructor, who is also a writer, I do understand that at time the decision that
you make before you write might not be used in your actual writing per se. However, I
would like every student to show that they have thought about their thought processes
before actually attempting to write their essay.
Late Paper Policy:
All papers are due on the Friday of the week that the papers are due. Any paper received
after the last class for the week the papers are due is subject to a 5-10 point deduction
depending on the lateness. No papers will be accepted after the day the graded papers are
turned in.
Peer Edit Policy:
Papers that are not peer edited and reviewed will be considered as partial assignments. If
turned in on time, the paper will be subjected to a 15 point deduction. You are, therefore,
encouraged not to miss any peer edit/ peer review session. All peer edits are due before
rewrites. If peer edits/reviews are posted late, the edits/reviews would not be of any
benefit to the author and would, therefore, be considered as missing edit/review. Missing
edits/reviews will cause the editor 15% of his/her essay grade.
Final grade:
By semester’s end, students will have a minimum of eight major grades, which will be
averaged along with other grades (described below) to determine the final grade. The
final grade, however, may be affected by our department’s attendance policy, which is
described in the syllabus.
Grade breakdown:
First quarter portfolio grade
Second quarter portfolio grade
Third quarter portfolio grade
Fourth quarter portfolio grade
Reading Quizzes
Participation (Discussions and
15%
20%
20%
20%
10%
10%
Grammar in Context Discussions)
Final exam
5%
Grading component for each quarterly portfolio grade:
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One invention paragraph on how/why the writer chose the topic
One paragraph on the rhetorical decisions on the writer’s purpose, audience
and occasion.
One paragraph on the writer’s rhetorical strategies i.e. the modes that will be
used and the organization strategies that will be employed.
A page on any pre-writing strategies used to generate content.
Draft 1: Completed before review.
Peer Review
Self Review
Draft 2: Rewrite based on peer review. This draft will be commented on by
the teacher.
Draft 3: Further revision on graded draft 2. Must submit strategies employed
for the revision process. Will be read and graded by instructor
Draft 4: Optional for those who feel that they would like to further work on
their essay.
Grading criteria/standard for final exam/each draft:
A: The A paper displays the writer’s imagination and curiosity about the subject, so the
reader is engaged. Clear, insightful, original, and mature thinking by the writer
provokes/teaches the reader. The essay treats the subject thoroughly. It has been written
(and rewritten) with an awareness of style; neither over-written not under-written, it is
graceful. In choices of words, phrases, and sentence-form and in organization of ideas
from clearly focused and supported thesis to ending, the excellent essay shows signs of
careful revision and editing. It has been worked on to remove the “worked on” quality;
the A essay is pleasurably readable.
B: The level of writing is good, above average. It reveals the writer’s having explored the
subject carefully and completely. The writer has conformed to the cardinal principles of
subject/thesis development: focus on subject, unity, coherence and support. The language
used is clear, and its level of usage is appropriate for the assignment. The B essay shows
some originality of thought and expression since it has been revised and edited and is
easily read. A and B work will be basically error free, particularly in terms of serious
problems in diction, sentence construction, grammar and usage. There will be virtually no
careless errors in spelling, punctuation mechanics, and typing.
C: Satisfactory writing performance is indicated by the C. The writer of such an essay
conducts the reader through a satisfactory exploration of the subject matter but only
minimally engages the project. Minor problems in the writing (which could have been
avoided by more careful revising and editing) do not obstruct the reading of the paper,
but the reader has only slight interest because the writer has achieved little originality of
expression or depth of thought. If one only writes to the criteria for passing the ICE (exit
standard for DW091) or the minimum standards for passing the final writing assignment
for English 1301, the C grade is assigned.
D: The D indicates below-average achievement. (D’s on the transcript are not
transferable as passing grades.) Thorough development of the subject, organization of
ideas, and clarity of language are missing from most D papers; these attempts reveal little
effective revision and proofreading although they may be “long enough.” The level of
language is generally unacceptable in academic writing.
F: F’s are given to essays failing to state and develop a thesis. These essays may also
reflect serious problems with grammar, among which are usually these kinds of errors:
many comma splices or fused sentences, sentence fragments, and verb form errors
including the lack of subject-verb agreement. Generally, three or more of these errors will
result in an F. The F essay is unreadable. NOTE: The brilliantly written essay which is
plagiarized will also earn an F, as will the essay which is too brief to meet the
assignment’s specifications: length DOES matter!
Attendance Policy
Regular attendance is imperative because this course involves a good deal more than
simply reading a text; further, you cannot receive credit for a class you have not regularly
attended. You may not miss more than six consecutive class hours or nine cumulative
class hours; there are no excused absences. Students who miss more hours than are
allowed are advised to drop, as they will not receive a passing performance grade. Those
who miss too many classes and do not drop the course will receive an ‘F’ for the course.
Three tardies of 14 or fewer minutes constitute one absence, while any tardy of 15 or
more minutes counts as an absence.
Classroom Format:
In this class, all of us will treat each other as colleagues, demonstrating respect in all
discourse. We will also refrain from talking when someone else is attempting to make a
point. Anything which annoys classmates or disrupts the learning process is taboo. This
includes any electronic devices; turn off all players, phones, and pagers. If you answer a
phone in class or leave to answer your phone, you will be asked to leave, and you
will be marked absent for the day.
Plagiarism:
Don’t do it; there are serious consequences; I will do my best to see that you receive the
maximum punishment (which is far less than what I deem sufficient) that is allowed by
the school. Punishment for plagiarism may range from an ‘F’ in the course to
expulsion from the college. For specifics regarding academic dishonesty, see the
Academic Honesty Contract.
I reserve the right to make changes to the syllabus and the course calendar if doing
so becomes necessary during the semester.
COURSE SCHEDULE:
Week 1
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Intro to the concept of Collaborative/ Team work
Review Course Schedule
Review Concepts: Peer Review, Self Review, Draft, Process Approach, Writing Strategies,
Revision, Editing, Rhetorical Decision, and Pre-writing Strategies.
Writing Sample
Meet your group
HW: Read Chapter 1
Week 2
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UNIT 1: Remembering Who You Were
Assign Essay 1: Handout
Reading Quiz
Discussion on Writing Strategies on Bosley, and Kress
Invention workshop
Define rhetorical decisions
Pre-writing strategies: generating content.
HW: Write 1st draft for essay 1
Week 3
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First draft of Essay 1 is due for review
Introduction to Peer Review and Self Review
In Class Review Sessions done in their writing groups
Work-shopping: Public Resonance Vitality
Draft two of Essay 1 is due for instructor’s review
Reading Quiz
Discussion on Schwind-Pawlak, Mockestrum, and Tengelitch
Week 4
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Receive feedback on draft 2 of essay 1
Discussions on grammar in context
Work shopping: Effective Introduction and Conclusion
Designing a one page revision strategies
Draft 3 of Essay 1 is due
HW: Read Chapter 3
Week 5 (sept 24-28)
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Chapter 3: Observing
Comma Splices and Run-on Sentences
Misplaced and Dangling Modifiers
Quiz 2
Journal 4
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Assign/Discuss Essay 2
HW: Draft Essay 2
Week 6 (Oct 1-5)
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1st draft of essay 2 due
Shifting and Mixed Sentence
In Class Review
Essay 2 is due
HW: Read Unit 5
Week 7 (Oct 8-12)
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Chapter 5: Analyzing Images
Understanding Punctuations
Quiz 3
Journal 5
Assign/Discuss Essay 3
HW: Draft Essay 3
Week 8(Oct 15-19)
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Chapter 5: Analyzing Images
Misplaced and Dangling Modifiers
1st Draft of Essay 3 due ( 2 copies)
Journal 6
In Class Review
Essay 3 due
HW: Read Chapter 9
Week 9(Oct 22-26)
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Chapter 9: Searching for causes
Agreement
Quiz 4
Journal 7
Assign/Discuss Essay 4
HW: Draft Essay 4
Week 10(Oct 29-Nov 2)
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Chapter 9: Searching for Causes
Coordination and subordination
Quiz 5
Journal 8
Draft 1 for Essay 4 due (2 Copies)
In Class Review
Week 11 (Nov 5-9)
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Final Draft for Essay 4 due
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Impact of words
HW: Read Chapter 10: Proposing Solutions
Essay 5: In class first draft
HW: 2nd draft for Essay 5
Quiz 6
Week 12(Nov 12-16)
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Chapter 10: Proposing solutions
MLA: Primary Sources
In Class Review
Quiz 7
Journal 9
3rd Draft of Essay 5 due
HW: Read Chapter 6
Week 13 (Nov 19-21)
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Chapter 6: Making Arguments
MLA: Secondary Sources
Journal 10
Quiz 8
Assign Essay 6
Plan Essay 6
HW: Ist Draft of Essay 6
Thanksgiving Break
Week 14 (Nov 26-30)
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Book Project
Week 15( Dec 3-7)
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Chapter 6: Making Arguments
In Class Review: Self Edit
Quiz 9
HW: Final Draft of Essay 6
Week 16 (May 10-14)
Final Exam Week.
ALL STUDENTS MUST PASS FINAL EXAM TO PASS THE COURSE