BAKER COLLEGE
ENG101:
COMPOSITION I
4 Quarter Hours
Syllabus
INSTRUCTOR INFORMATION
INSTRUCTOR NAME:
Jill Morris
OFFICE HOURS:
Wednesday, 5-6, come to my office (in the Learning Center)
CONTACT INFORMATION: jill.morris@baker.edu, 313-425-3768
ATTENDANCE POLICY: Attendance is necessary for your success in this course. Attendance will be taken within the first thirty minutes
of class. If you arrive late to class, it is your responsibility to notify the instructor that you are present.
COURSE SPECIFIC INFORMATION
COURSE DESCRIPTION: Emphasizes the development of reading and responding to literary texts. Writing includes essays
on multiple issues and a college-level documented research assignment. Prerequisite(s): ENG091, ENG 092, ENG098B, or
Placement Exam. Co-requisite(s): None.
TEXTBOOKS:
Exploring Literature: Writing and Arguing About Fiction, Poetry, Drama and the Essay, 4th ed. Frank Madden. Pearson
Longman. 2009. ISBN 0-205-64018-4 (9780205640188)
The Writer’s Brief Handbook. 6th Edition. Pearson/Longman. 2008. ISBN-10: 0-321-47936-X; ISBN-13: 978-0-321-47936-5.
Exercise Book for the Writer’s Brief Handbook. 6th Edition. Pearson/Longman. 2008. ISBN-13: 978-0-205-52168-5.
My Comp Lab. Student Access Card
Oxford Dictionary/Thesaurus.
Note: If textbooks #2-5 are purchased as a kit, use ISBN-10: 0-536-44014X; ISBN-13: 978-0536-440143 except On-line. On-line ISBN10: 0-536-440158; ISBN-13: 978-0536-440150.
ADDITIONAL MATERIALS:
None
COLLEGE SPECIFIC INFORMATION
TUTORING: See your instructor for recommendations on tutoring, Learning Support Services, and/or other help.
HONOR CODE: There are four possible consequences for violating Baker College’s Honor Code. The College may
implement any or all of the following: failure of the assignment, failure of the course, expelled from the College, rescinding a
certificate or degree. Please refer to the Student Handbook for further details.
COLLEGE POLICIES:
1.
2.
3.
4.
Eating and drinking are prohibited in class.
Smoking is allowed only in designated smoking areas.
Children are not allowed in the college buildings. This includes regular class and lab periods. Children may not be left
unattended anywhere, especially in the Student Center or Library. Children may come into the building, rather than be
left unattended in a vehicle, while a parent conducts business, drops off an assignment, etc.
Pagers and cell phones must be kept in an inaudible mode in the classroom.
5.
No extra credit is available in this course per Baker College policy.
ADA STATEMENT: Baker College is committed to addressing the needs of students who meet the criteria for special
accommodations. It is the College’s policy to comply fully with federal and state laws, including Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), regarding students with disabilities.
Information concerning the College’s policies and procedures related to disability can be found in the Student Handbook and on
the Baker College web site: www.baker.edu/departments/academic/counseling/specialneeds.cfm.
Course Description:
English 101 is a composition course in which the focus is on writing academic essays and a research paper. The
issues and themes from the literature are used as the foundation for the writing. Evaluation of student work is based
on writing and research proficiency not literary analysis. What this means is that unlike high school, there is no
wrong interpretation of any of the literary texts that we will be covering here. You should feel freer to think
critically and form your own opinions and enjoyment of the pieces that we cover as a start to doing your own
research and writing.
I.
Class Expectations
1.
What you have to say is important. I value your opinion above all else in writing—please
don’t write essays that you think I “want” to read rather than sharing your true voice.
2. Because of this, plagiarism (taking and not documenting the words of others, whether
intentionally or unintentionally) is taken very seriously. Plagiarism and cheating will be dealt
with according to Baker policy and may result in failure of the assignment, the class, or
expulsion from Baker College. For more information, see the Student Handbook.
3. Assignments may be submitted to SafeAssign to check for plagiarism.
4. Students who are struggling will meet with the instructor to work on writing.
5. All assignments handed in will be proofread, typed, and printed unless otherwise noted by the
instructor.
6. Students will buy the textbook and complete all readings. The Handbook Workbook and
Dictionary are optional—Exploring Literature and The Writers Brief Handbook are not.
7. Students will review the syllabus. All due dates are contained within.
8. Save all your course assignments to at least 2 places, as well as printing. If you use a flash
drive (or something similar) still be sure to save course assignments in two places. You may
save assignments to your network drive at Baker, but will not be able to directly access these
files at home.
9. Students will contact me as soon as possible if they know they will be absent for a specific
day of the course so that they may retain an excused absence for that date.
10. Students will be asked to use computers as part of this course. Stuck? Need help with Word?
Please ask! I’m always available to help!
II.
Course Requirements and Grading (Evaluation)
Effective Fall 2006, a minimum grade of C or better in Eng. 101 is required to enroll in Eng 102.
Item
Reading Responses
Personal Narrative
Poetry Analysis
Poetry PowerPoint
Greek Essay
Final Research Essay
Final Research Presentation
Professional Behavior
Points/Percentage
10 points each (9) = 90
50 points
100 points
100 points
100 points
200 points
100 points
50 points
Total: 790
III.
Grading Scale
A = 734-790
A- = 711-733
B+= 695-710
B = 655-694
B- = 632-654
C+= 616-631
C = 576-615
C- = 553-575
D+= 537-552
D = 497-536
D- = 474-496
F = 0-473
Brief Assignment Descriptions (All Assignments will have Assignment Sheets with
Rubrics handed out at the time they are assigned in the syllabus)
1.
2.
3.
4.
5.
6.
7.
IV.
Reading Responses: These one page, double spaced essays will be a place where I become familiar
with your writing style and you become familiar with my expectations. They are also a place to
experiment with new styles, citation, and including media into your papers.
Personal Narrative: As we begin to read stories, I would like you to write one in a style similar to
“A&P,” where a very usual circumstance is described as one of vast importance.
Poetry Analysis: This short paper will be the first formal time in the term when your own opinion on a
piece of literature will be written. This essay is considered to be a preview of the style of work that you
will do for your final research essay when you will be combining research with your own opinion on a
work.
Poetry Analysis PowerPoint: Using your interpretation of a poem, you will construct a PowerPoint (or
Windows Movie Maker project if you prefer) that shows other people the images, sounds, and ideas
that go through your mind as you are reading your chosen poem.
Greek Essay: Having read parts of the Theban plays, I am asking you to write this essay on whatever
topic you want. However, in italics you must set off sections of response that might be read by a Greek
choir. This essay format may seem playful, but I want you to use it as a way to show opposing
viewpoints.
Final Research Essay: You will read and research a literature-based topic of your own, completing a 5
page essay using MLA documentation.
Final Research Presentation: During the last day of the term we will celebrate your essays. You will
be asked to present your research and respond to the essays of other students during this time.
Class Policies
*Make-up Work/Late Work
1.
2.
3.
4.
All late assignments lose 5 points per 25 they are worth automatically.
All assignments may be “made up” with the exclusion of major writing assignments, group
projects, and exams, which may only be turned or taken late with the instructor’s permission.
Late assignments will not be accepted after our last meeting date.
Homework is considered late when it is turned in after class is over the day it is due. If you
are absent, please e-mail me homework.
Homework
1.
2.
3.
4.
Homework and readings are due the class period after they are assigned except for major
projects. All major papers and projects will have a due date on the assignment sheet and on
the syllabus schedule (see below).
Grades should be checked in Blackboard before approaching the instructor about the grade on
an assignment.
In class work may be ungraded, however, you can expect your participation in such
assignments to be reflected in your Professional Behavior grade.
Wikipedia should never be a cited source for your papers; however, I do encourage students
to use it as an annotated bibliography for some topics. Failure to cite Wikipedia, in any case,
is still plagiarism.
Participation
Participation is expected of all students; lack of participation will result in a lowered Professional
Behavior grade (see rubric below). Additionally, students are expected to be polite and courteous
in e-mail to the instructor.
Professional Behavior (in class) Participation Rubric:
Your professional performance will be graded weekly on a 5 point scale –
0 = no contribution to the class
1 = a negative influence in class (rude, disruptive, late, etc.)
2 = in class, but not contributing
3 = in class, somewhat contributing to class but not demonstrating preparation for class
4 = contributing to class and somewhat prepared for class by having read materials ahead of time
5 = significant contribution and well prepared for class
The factors that go into determining your professional behavior are as follows:
 Arriving before class starts, prompt returns from any break, not leaving early each class period
 Preparation for class – reading materials and preparing before class


Useful participation that aids the class and demonstrates course preparation
Useful participating includes the involvement in class discussion, asking questions about the material, and
relating the course content to the project, research paper, or other assignments.
Your ability to work with others. I am not asking that you like everyone in class, but I am expecting you to
put your personal feelings aside for the good of the course. Please do not interrupt while others are talking.
Extra Credit
Baker College policy prohibits the offering of extra credit.
Return of Student Work
All student work will be returned within a week of it being handed in. Grades for work may be
available in Blackboard before that time.
Unanticipated Absence
Students who are absent on unplanned days should contact the instructor by e-mail or phone (text
is fine if class has already started) to let me know they will be unavailable. I will then let you
know if there is any way you can make up in class exercises and arrange to turn in homework.
Students should expect that I will follow the syllabus closely, however, and should not inquire as
to “what was covered.”
V.
*System Policies
Baker College is committed to provide an educational environment that allows you the opportunity to
obtain your academic goals. However, the College expects students to conduct themselves in a manner
that reflects its mission, purposes, ideals, and values.
All students are required to read, understand, and comply with the policies and responsibilities stated
in the Student Handbook. Furthermore, students will respect the rights of others and will treat fellow
students, faculty, and staff with good manners and respect. Please refer to the Student Handbook for
further details.
Tentative Calendar
The instructor reserves the right to make changes to the tentative calendar throughout the quarter.
Week
1
Date
Wednesday,
July 1, 2009
Topic/Activity
Introductions
Syllabus Review
Introduction to the
Course and Literature
In Class Writing
Plagiarism and
Cinderella
The Brothers Grimm,
“Cinderella,” 800
Personal Narrative
Assigned
Final Research Paper
Assigned
Assignments and Due Dates
Tests and Quizzes
Homework:
Read
John Updike, “A&P,” 496-500
Amy Tan, “Mother Tongue,” 144-147
David Sedaris, “The Learning Curve,” 531-537
Kate Chopin, “The Story of an Hour,” 69-71
Write a Reading Response (does not have to cover
all readings)
2
Wednesday,
July 8, 2009
Talking about telling a
story, making a story
seem “important”
Due:
1 page reading response to narratives
Personal Narrative Rough Draft
Personal Narrative Peer
Review
Homework (poems are short):
Write a One Page Response to any of the Following:
“Making Connections with Painting and Poetry,”
688-702
Stephen Crane (example for Poetry Project), “War is
Kind,” 75-6
Dudley Randall, “Ballad of Birmingham,” 17-18
Anne Sexton, “Pain for a Daughter,” 515
William Blake, “London,” 506-7
Lawrence Ferlinghetti, “Constantly Risking
Absurdity,” 1011
Ingrid Ankerson, “While Chopping Red Peppers,”
http://www.poemsthatgo.com/gallery/spring2000/re
dpeppers/start.htm
PowerPoint demo and
examples
Poetry Analysis and
PowerPoint Assigned
Find a poem that you wish to write about for the
Poetry Analysis and PowerPoint
3
Wednesday,
July 15,
2009
Frostiana Day
Robert Frost, “The Road
Not Taken,” 80-1
Robert Frost, “The
Pasture,”
http://www.ketzle.com/fr
ost/pasture.htm
Robert Frost, “The
Telephone,”
http://www.ketzle.com/fr
ost/telephon.htm
Robert Frost, “A Girl’s
Garden,”
http://www.poemtree.co
m/poems/GirlsGarden.ht
m
Robert Frost, “Come in,”
http://www.poemhunter.c
om/poem/come-in/
Robert Frost, “Stopping
by the Woods on a
Snowy Evening,”
http://www.ketzle.com/fr
ost/snowyeve.htm
Robert Frost, “Choose
Something like a Star,”
http://www.chem.yale.ed
u/~chem125/125/Star.ht
ml
Due:
Personal Narrative Due
1 Page Response to Poems
Homework:
Begin Reading (due Week 6):
Intro to Greek Drama, 97-98, 105
Sophocles, Antigone, 106-137
Sophocles, Oedipus Rex, 1014-1056
Poems:
May Swenson, “Pigeon Woman,” 88-89
Langston Hughes, “A Dream Deferred,” 78
Margaret Atwood, “Siren Song,” 268-269
Margaret Atwood, “You Fit Into Me,” 776
Maya Angelou, “Phenomenal Woman,” 774-5
Michael Lassell, “How to Watch Your Brother Die,”
786-8
1 Page Response to Poems
Intro to Greek Drama
4
Wednesday,
July 22,
2009
Poetry Analysis Peer
Review
Analyzing last week’s
poems in class
Early grammar review
Midterm writing sample
Due:
Poetry Analysis Rough Draft
1 Page Response to Last Week’s Poems
Homework:
William Shakespeare, “Shall I compare thee to a
summer’s day?” 794
William Shakespeare, “My Mistress’ Eyes are
Nothing Like the Sun,” 794
Gloria Anzaldua, “To live in the Borderlands Means
You,” 992-3
Walt Whitman, “Song of Myself 6,” 1213-4
Dylan Thomas, “Do Not Go Gentle into That Good
Night,” 1231
1 page response to poems
5
Wednesday,
July 29,
2009
Poetry Analysis and
PowerPoint Presentations
Due:
Poetry Analysis and PowerPoint Presentations
1 page response to last week’s poems
Homework:
Finish reading Oedipus Rex and Antigone
Robert Olen Butler, “Jealous Husband Returns in
Form of Parrot,” 715-719
Ernest Hemingway, “Hills like White Elephants,”
733-736
2 page response to readings (double credit)
6
Wednesday,
August 5,
2009
Greek Essay Assigned
The roll of the Greek
Choir
Gender roles in Greek
Tragedy
7
Wednesday,
August 12,
2009
Discussion of Oedipus
Rex and Antigone
Greek Essay Peer
Review
Continue discussing OR
and Antigone
Time to work on Greek
Essay or Final Research
Due:
2 page (double credit) response to readings
Homework:
Liliana Heker, “The Stolen Party,” 441-445
Jonathan Swift, “A Modest Proposal,” 1089-1095
Sandra Cisneros, “Eleven,” 26-28
Rough Draft of Greek Essay
1 page response to readings
Due:
Rough Draft of Greek Essay
Homework:
Susan Glaspell, Trifles, 821-846
1 page response to readings
8
Wednesday,
August 19,
2009
Project
Final Research Paper
Peer Review
Time to work on Final
Research Paper
9
Wednesday,
August 26,
2009
Final Research Paper
Due
Due:
Greek Essay Due
Rough Draft of Final Research Paper
1 page response to readings
Homework:
Finish Final Research Paper
Final Research Paper Due
No Late Assignments Accepted beyond this date
Have a great break and I’ll see in you in the fall!
Presentations
Effective Fall 2008
BAKER COLLEGE
ENG 101
COMPOSITION I
4 Quarter Hours
Student Learning Outcomes
COPYRIGHT 1997
STUDENT LEARNING OUTCOMES
The student will apply critical thinking skills to:
1.
Develop research skills: identify, evaluate, and integrate reliable sources within writing.
2.
Employ the writing process through multiple drafts, including revision based on instructor feedback and peer
review.
3.
Recognize, identify, and use correct grammar, syntax, punctuation, and spelling in writing.
4.
Consider audience and purpose before selecting voice, tone, and level of formality.
5.
Read, discuss, and analyze in writing the identified issues and themes from a variety of literary genres
(poems, plays, short stories, essays).
REQUIRED ELEMENTS
RE. # 1. Incorporate a variety of rhetorical strategies to:
a.
b.
c.
Compose a minimum of three academic essays.
Compose a responsibly documented MLA-style research paper which engages the issues
raised in the readings.
Prepare the research paper following the assignment and rubric guidelines to present for
direct measure assessment.
RE. # 2. A prerequisite of a C or better in Eng 101 is required in order to enroll in Eng 102.
EXPERIENTIAL CREDIT
These Student Learning Outcomes are approved for experiential credit.