UNIVERSIDAD DE ESPECIALIDADES ESPÍRITU SANTO
FACULTAD DE ESTUDIOS INTERNACIONALES
SYLLABUS
ENGLISH VERSION
FOR DAC 11 VER 12 03 09
COURSE: Composition I
FACULTY: Fionnuala Griffin
CONTACT HRS: 48
YEAR: 2009
DAYS: Monday - Thursday
ROOM : G-202
CODE: UNLG101
CREDITS: 3 UEES
NON CONTACT HOURS: 96
PERIOD: 19.25 – 20.45
SCHEDULE: Summer
DATE: June 22, 2009
1.- DESCRIPTION
Language 101 (Composition I) is a foundational course designed to help students deepen and broaden their knowledge of the basic analytical,
rhetorical and technical skills necessary for university-level writing. Students are expected to gain experience in effective writing in a variety of
genres. Writing topics will evolve out of assigned readings, class discussions, and individual experience.
Language 101 is an introductory college-level composition course. Though you wrote (in English) in high school and perhaps already in
college, this course is designed to allow you to interact with and respond to a variety of texts in ways that will introduce you to the kinds of
writing you will be expected to produce in your university writing and in your professional life outside of the university. We will examine
various texts and genres of writing, and you will be assigned weekly writing exercises. As you read and learn, we will converse with one another
in order to focus and expand our perspectives. Similarly, as you write, you will review the work of your peers as they review yours. Note that this
is not simply a course on learning to write, as you already know the concepts necessary for writing; instead, keep in mind that this is a course
focused on writing in order to learn.
2.- JUSTIFICATION
This course develops analytical reading required in university work and in professional life.
3.- OBJECTIVES
a. GENERAL
To prepare students in academic writing, reading, and critical thinking,
b. SPECIFIC
Students are taught to:
 Identify and understand the application of different rhetorical modes
 Show evidence of the ability to read critically and respond to literary texts and those written by their peers.
 Write essays that address the chosen topic in a meaningful way, support a central idea with evidence, and target a specific audience.
 Produce texts in which paragraphs are unified, coherent, and developed and in which sentences are correctly constructed, displaying a
variety of patterns.
 Produce writing that is clear and accurate with usage and punctuation relatively error-free.
 Engage in the drafting process, beginning with generative writing, moving through phases of revision and culminating in a final, polished
draft which reflects MLA format in all areas.
 Write effectively under pressure, understanding strategies for responding to timed-writings, a common form of university discourse.
4.- COMPETENCIES
The course will develop students ability to: analyze, identify, demonstrate and evaluate written works
5.- COURSE CONTENT OUTLINE
DATES &
SESSIONS
SPECIFIC COMPETENCIES
Week 1
USING LANGUAGE/GENRE
IDENTIFICATION
Introduction
July 1
July 2
The student writes effectively under
pressure using prepared idea/outline
The student discusses assigned grammar
task and justifies corrections made.
CONTENTS
ASSESSMENT
Introduction to the syllabus,
course aims, marking,
plagiarism policy, expectations,
attendance, etc.
Correct your own writing
handout
NON CONTACT
HOURS
Prepare Ideas/
Outline for Session 2
Read handout on
correcting your own
writing and complete
grammar exercise
Timed Writing Mode:
Describe & Narrate
3 Things that have shaped my
life
Read handout on
different genres of
writing and prepare
ideas for next class.
Student writes work in
order to establish
writing levels,
strengths &
weaknesses
5 point essay plan handout
July 6
The student discusses assigned handout and
identifies the key ways in which to
recognise different genres of writing.
Identifying five genres of writing.
LANGUAGE OF INFORMATION
The student writes effectively under pressure
using a five point essay plan.
July 7
The student verifies knowledge of key words
in relation to writing : purpose, audience,
language, structure and layout, content.
Timed Writing Mode:
Language of Information
A guide to Guayaquil
How to get there
What to do
July 8
The student critiques and edits (according to
pre-established criteria) peer paper.
Timed Writing Mode:
Complete draft of brochure
Prepare ideas for
writing assignment in
next class: writing
instructions
Paired timed writing assignment.
Read handouts to
prepare for next class:
reviews
The student writes effectively under pressure
July 9
The student discusses assigned reading.
Working with a partner the student will write
instructions in a logical, coherent way.
Prepare topic and notes Discusses material in
or outline for Session 6 class.
in-class writing
Gets engaged in reading
Read travel guide to
Sintra and prepare ideas
for next lesson on travel
guide for Guayaquil
Type draft brochure to
Writes in language of
submit to assigned peer information
for editing in next
session
Participates in class
discussion.
Evidence of engaged
reading;
Participates in peer
editing
Grading of assignment
Co-operates and
participates in paired
activity
July 13
The student discusses the assigned
readings.
REVIEWS AND DESCRIPTIVE WRITING
The student develops grammar and
vocabulary.
July 14
The student discusses assigned readings.
Introduction to review writing
Explore components of review
writing and develop plan for
assignment
Timed writing assignment:
Writing a menu
The student develops writing skills under
time pressure.
July 15
The student writes effectively under
pressure using prepared idea.
Timed writing mode:
Restaurant review
The student critiques and edits (according Peer editing
to pre-established criteria) peer paper.
July 16
The student verifies grammar knowledge
Grammar review TBA
Students use internet Discusses material in
to source one film and class.
one restaurant review
Reading handout
sample reviews
Review day’s writing,
prepare ideas/outline
for class July 15
Participates in
discussion;
Writes in class
Writes in class.
Participates in peer
editing
Internet research for In-class Grammar
formal letter writing. Work.
Source one interesting
letter to the Editor of
a paper
July 20
Definition and process
In class writing letter to the
Editor of a newspaper
LETTER WRITING AND MID TERM EXAMS
The student presents and discusses
sourced material.
July 21
The student discusses the layout for a
formal letter.
The student writes effectively under
pressure.
July 22
Mid-term exams
July 23
Mid-term exams:
Formal letter writing layout and
content
Type and submit letter Discusses material in
via e mail
class;
Gets engaged in
research activities.
Read Martin Luther
King “I have a
dream” speech for
discussion in next
session.
Participates in
discussion;
Gets engaged in
research activities.
LANGUAGE OF PERSUASION AND SPEECH WRITING
July 27
The student discusses assigned reading. Reading and listening to Martin
Luther King, I Have a Dream
The student identifies features of
effective speech writing.
Reading one more speech TBA
Read famous speech
TBA
Discusses material in
class;
Gets engaged in
reading.
Class discussion.
July 28
July 29
The student verifies knowledge of
vocabulary.
Paired assignment, build your
vocabulary exercise
The student develops use of rhetorical
questions.
Class assignment on rhetorical
questions
The student writes effectively under
pressure using prepared idea/outline (I
Have a Dream” speech)
Prepare outline for
tomorrow’s in-class
writing.” I have a
dream for Ecuador.”
Writes rhetorical
questions.
Participates in class
discussion.
Useful phrases for speech
writing.
Gets engaged in
reading.
In class timed writing :mode Revise and type
Speech writing
speech writing
assignment
Edits with his peers.
In-class peer editing
Gets ready for writing
task through different
activities.
The student critiques and edits
(according to pre-established criteria)
peer paper.
July 30
The student presents his/her dream for
Ecuador.
Listening and critiquing the
speeches
Student verifies grammar knowledge
Student presentation
Reading “A Knife in
the Dark” by J.R.R.
Tolkein
Presents a speech in
class.
Critiques the speeches;
LANGUAGE OF NARRATION ESTABLING SETTING AND CREATING
CHARACTERS
August 3
August 4
The student discusses assigned reading. Exploration of techniques used
by Tolkien.
In pairs the students continue the next
paragraph in the style of Tolkein.
In class timed exercise writing a
paragraph creating atmosphere
The student develops writing skills
of suspense.
under time pressure
Student types up
paragraph for
submission.
The student discusses assigned reading
on Salinger and orally answers
discussion questions.
Reading extract from
“About A Boy” by
Nick Hornby.
Exercise from New Frontiers in
Language “Introducing a
character” and class discussion.
Gets engaged in
Read opening to “The reading
Catcher in the Rye”
by J.D. Salinger
Participates in paired
written assignment.
August 6
The student discusses assigned Hornby
reading
The student discusses assigned Joyce
reading.
Further development of critical skills
Participates in class
discussion.
Gets engaged in
reading.
The student develops his/her ability to
critique a piece of writing.
August 5
Discusses the material
in class.
In class timed writing mode Reading on line
based on “About A Boy”.
chapter from
“Dubliners” by
James Joyce the
story “Eveline”
Participates in class
discussion.
In class timed writing mode:
character introduction.
Rehearses his/her
reading for today’s
discussion.
Participates in class.
Type up and submit
character
introduction.
Reading “The Things They
Handout from New
Carried” – a study in introducing Frontiers in Language
a group of characters.
Rehearses his/her
reading skills.
LANGUAGE OF NARRATION – WRITING DIALOGUE
August 10
The student presents his character and
others critique and work to develop.
Worksheet on synonyms of
Read handout from
SAID, REPLIED,ANSWERED, Language in Focus
etc.
The student develops his/her vocabulary
in advance of writing dialogue.
August 11
August 12
August 13
Presents his/her
characters.
Gets engaged in
reading.
The student develops his/her knowledge Writing dialogue, class exercise
of writing dialogue
based around handout from
previous day’s class
The student develops use of rhetorical
questions.
Class assignment on correct
punctuation for dialogue.
Reading TBA
Writes in class.
Student prepares
ideas for tomorrow’s
writing assignment.
Participates in class
activity.
The student writes effectively under
pressure using prepared idea/outline.
In class timed writing :mode: Revise, type and
free writing dialogue
submit dialogue
writing assignment.
The student critiques and edits
(according to pre-established criteria)
peer paper.
In-class peer editing
The student develops the use of
descriptive adjectives and verifies
grammar knowledge.
Worksheet from Language in
Focus on effective use of words
Gets engaged in
reading.
Edits with his/her
peers.
Gets prepared for
reading task.
Writes assignment
Worksheet on what
makes a good short
story to be completed
for next session.
Preparing for final
assignment.
Elaborates in-class
exercise.
Discusses material in
class.
FINAL ASSIGNMENT WRITING A SHORT STORY
August 17
August 18
The student discusses the ways to write a
good short story and how to avoid the
pitfalls.
The student critiques and edits
(according to pre-established criteria)
peer paper
Writing week
Type draft of opening
paragraph to submit
Opening paragraph, establishing to assigned peer for
setting and introducing a
editing in tomorrow’s
character.
class.
Discusses the material
in class;
Writing week
Participates in writing.
Developing a plot, in class
writing
The student writes effectively under
pressure using prepared idea/outline.
Make corrections as
suggested by peer
editor and teacher.
Type draft developing
the plot to submit to
assigned peer for
tomorrow’s class.
Gets engaged with
reading
Co-operates with peer
editor.
Delivers clear and
useful suggestions for
partner.
August 19
The student critiques and edits (according Writing week
Revise essay for and
to pre-established criteria) peer paper.
prepare ideas/outline
Using dialogue in the final for tomorrow’s class.
The student writes effectively under
assignment
pressure using prepared idea/outline.
Edits with his/her
peers & does
Grammar Work
August 20
The student critiques and edits
(according to pre-established criteria)
peer paper.
Participates in class
discussion;
Gets engaged in
reading.
Writes in class and
edits work with peers.
The student writes effectively under
pressure using prepared idea/outline.
Writing week
Complete stories.
Revise Essay for final
submission on last
day.
Class discussion TBA
FINAL DAY
August 24
Please note that I reserve the right to make changes to the syllabus in accordance with the learning requirements of the class.
6. METHODOLOGY
Through in-class discussion, weekly writing tasks and closely guided online peer editing, students will learn to read and write effectively in the
academic context.
7. ASSESSMENT
7.1 Assessment Criteria
 Participation in class
 Class discussion
 Reading and writing assignments
 Peer editing.
7.2 Performance Markers
 Applies grammar rules effectively.
 Writes effectively under pressure following writing genres.
 Critiques and edits peer paper.
7.3 Weighting
Weekly papers of approximately 200 words and one 500-word creative writing paper will contribute to 60% of the mark. The first draft will be
written in class; then they are submitted to a peer editing process and revised again for final submission. A complete set of work – from rough
draft to final version – will be handed in weekly. Attendance, peer editing and weekly grammar/vocabulary exercises and written exams form
30 % of the mark. 10% of the mark will come from clear evidence of having read the assigned texts which will be ascertained during in-class
discussions. Simply being in class on a literature discussion day will not constitute participation!
8.- BIBLIOGRAPHY
8.1 Required
Selected extracts from the following available on blackboard or from the copy centre:
Write Great Essays. Peter Levin, Open University Press, 2004.
The Academic Essay. Dr. Derek Soles, Studymates Limited, United Kingdom, 2005.
This is Paper 1. James Carney, Forum Publications, 2006.
Language in Focus A guide to Comprehending and Composing. John Sheil, CJ
Fallon, Dublin, 2005.
New Frontiers in Language 2. Pauline Kelly, Folens, 2004.
Words Comprehension and Composition. Dorothea Finan, The Celtic Press, 2007.
8.2 Hand-outs
8.4 WEBliography
EBSCO DATABASE
Gutenberg
Bibliomania
9. Attendance and participation are obviously mandatory. Please be on time, bringing with you the materials you will need to
participate: paper, pen, books, readings etc. Please switch off all mobile phones.
10.- FACULTY INFORMATION
NAME:
Fionnuala Griffin
ACADEMIC CREDENTIALS-UNDERGRAD: B.A. Arts (English and European Studies), University of Ulster, Northern Ireland
GRADUATE: M.A. Anglo Irish Literature, University of Ulster, Northern Ireland
Higher Diploma in Education, University College Cork, Ireland
E-mail:
fionnualagriffin@hotmail.com
10.- FACULTY SIGNATURE AND OR DEAN/DIRECTOR’S APPROVAL (SIGNATURE)
Prepared by:
Fionnuala Griffin
Reviewed by: Dean Monica Reynoso
Date: June 22, 2009
Date: June, 20009