ENG 100 Writing I / English IV
MSU/BCHS Dual Credit Course
Instructor: Dr. Robert L. Lockhart
Office: Boyd County High School, Room
Planning Periods: 1, 2, and 7; before or after school by Appointment
Phone: 606.928.7100 (Main Office)
Email: robert.lockhart@boyd.kyschools.us
INTRODUCTORY NOTE: Welcome to your Senior year!! My hope for each of you is that this year will be both
memorable and productive, and I will do all within my power to make it both. The challenge for you is recognizing
that your work in this class must meet the expectations of two separate courses, MSU’s English 100 and BCHS’s
English IV. Certainly there is much overlap, but you will need to remain focused all year in order to successfully
negotiate MSU’s General Education and English Department Standards/Learner Outcomes and KDE’s Common Core
Standards. This syllabus reflects a blending of both.
COURSE MATERIALS/TEXTBOOKS:
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s An Argument. 5th ed. Boston:
Bedford/St. Martin’s, 2010. ISBN (with readings): 978-0-312-53861-3/ISBN (without readings):
978-0-312 -53862-6
Bradbury, Ray. Fahrenheit 451 (This book will be provided)
MSU Student Email Account and Blackboard Account
These materials are REQUIRED by the end of the second Friday (please see me if you cannot get these materials):
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Three-Ring Binder – Divider Tabs, divided into:
a. Course Materials and Senior Stuff
b. Senior Project
c. Notes
d. Vocabulary
e. Poetry Journal
f. In-class Writing and Activities
g. Reading Projects and Logs
Loose-Leaf Paper / Spiral Notebooks
USB Flashdrive
PURPOSE OF COURSE/CATALOG DESCRIPTION:
Prerequisite: 18 ACT English subscore or successful completion of ENG 099. The course is designed to develop
students’ skills in reading introductory college-level texts with comprehension and critical awareness; writing
effective academic prose; making use of current technologies to locate information relevant to select topics; and
making effective and appropriate use of a modest number of sources in expository and persuasive/argumentative
essays. This course satisfies the Core Writing I for general education.
APPROVED UNIVERSITY GENERAL EDUCATION STUDENT LEARNER OUTCOMES:
1. Read college-level critical, creative and technical texts for comprehension (1b).
2. Write effectively for a variety of target audiences using conventions associated with standard English
(1c).
3. Employ current technologies to locate, analyze, evaluate and use information in multiple contexts and for
a variety of purposes (2a).
4. Thoughtfully analyze and evaluate diverse points of view (2c).
LEARNER OUTCOMES: Students will be assessed according to their ability to produce papers that
1. synthesize information from two or more sources dealing with a common topic;
2. demonstrate critical thinking in analyzing and constructing arguments;
3. demonstrate facility with information literacy skills, including library research methods; Internet
research techniques, or field research techniques;
4. make fair and appropriate use of work of others in illustrating and supporting claims;
5. document their use of sources according to MLA conventions;
6. demonstrate an understanding of the rhetorical skills related to discovery, arrangement, and style;
7. demonstrate awareness of audience and employ appropriate tone, diction, vocabulary according
to the targeted audience and purpose;
8. adhere to the conventions appropriate to academic discourse, including standard grammar,
mechanics, and usage;
9. demonstrate the ability to produce a coherent piece of writing shaped by a controlling idea; and
11. demonstrate the ability to write for different purposes, target different audiences, and employ a
range of tactics (including appeals to ethos, pathos, and logos).
COMMON CORE STANDARDS:
The Common Core Standards are too lengthy to list here, but much time will be spent over the course of the year with
these standards. These standards are posted in the room, and you can find these standards online at:
http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/common+core+sta
ndards+resources
CLASSROOM POLICIES:
Attendance/Participation Policy: Absences result in lower grades or failure. Make-up work is permitted only when
an acceptable explanation is documented and presented to me by the class meeting following the absence, and the
make-up work must be turned in by the class meeting following that discussion. (Note: "pop" quizzes and group work
cannot be made up regardless of the nature of your absence.) If you must be absent, call me or email me prior to the
meeting or as soon after as possible. Regardless of absence, meeting assignments on time is still your responsibility.
Tardy Policy: If you arrive in class after the roll has been taken, your absence will remain on my records unless you
check with me after class. If you are more than ten minutes late, the absence will not be removed from the record.
Excessive tardiness translates into absences. There will be no opportunity to make up work missed as a result of
tardiness.
All school rules outlined in the student handbook apply in this class. The specific rules for this class are:
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No food or drinks
No cell phone use (with exceptions)
No adjusting of air conditioner and windows
In the end, rules are simply guidelines to give each and every one of you the greatest opportunity for academic and
personal success. The rules for this class can be summarized into these five basic areas:
1.
Be Here: Your greatest strategy for success in this class is simply to be here rather than anywhere else.
Although work can be made up, we simply cannot reproduce the various conversations and activities that
occur during class time. Leaving Class: With very few exceptions, I do not allow students to leave class.
This includes going to your locker, going to the bathroom, etc. You must develop the habit of going to the
bathroom between classes.
2.
Be On Time: Unless you have specific permission from me or another authority in the school, you are to be
in your assigned seat when the tardy bell rings. Much occurs in the first five minutes of class time that sets
the tone for the remainder of the period. If you are in the classroom but somewhere other than your assigned
seat, you will be counted tardy. Please refer to page 46 of the Student Handbook for the consequences of
tardiness.
3.
Be Prepared: It is most important that you are in class when you are assigned to be class. It is also
important that you are prepared to engage in the activities of the day. This means that everyday you will
have your English notebook (three-ring binder with paper and pen and/or pencil). You will often have
homework; your ability to participate in the activities of the day will depend upon your completion of this
homework. However, NEVER allow your lack of preparation to prevent your being in class. Preparedness
will fall under the infraction of Insubordination on page 44 of the Student Handbook.
4.
Be Awake: This is an obvious rule, but it also includes being attentive. You must pay attention at all times.
This includes sleeping, but it also includes inappropriate talking, doing work for another class, listening to
music when not allowed, etc. Again, this will fall under the infraction of Insubordination on page 44 of the
Student Handbook.
5.
Be Respectful: The most important rule in this class concerns showing respect for the teacher, any guests in
the classroom, and your peers. We all want to enjoy our time in class, but you may not seek your enjoyment
at the expense of another person or groups of persons. Please refer to page 38 (Classroom Disruption) and
page 43 (Harassment/Hate Crimes) in your Student Handbook.
These rules will be discussed in their entirety in class, and students should follow these rules at all time.
ADA Compliance Statement: Americans with Disabilities Act (ADA): In compliance with the ADA, all students
with a documented disability are entitled to reasonable accommodations and services to support their academic
success and safety. Though a request for services may be made at any time, services are best applied when they are
requested at or before the start of the semester. To receive accommodations and services the student should
immediately contact the Disability Services Coordinator in the Office of Academic and Career Services, 223 Allie
Young Hall, 606-783-5188, www.moreheadstate.edu/acs/. [NOTE: It is the student’s responsibility to inform the
instructor of any special needs before the end of the second week of classes and to provide appropriate
documentation.]
Campus Safety Statement:
Emergency response information will be discussed in class. Students should familiarize themselves with the nearest
exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the
semester if you have special needs or will require assistance during an emergency evacuation.† Students should
familiarize themselves with emergency response protocols at http://www.moreheadstate.edu/emergency.
PLAGIARISM: PLAGIARISM: Cheating, fabrication, plagiarism or helping others to commit these acts will not be
tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the
student assessment item or course, and/or dismissal from MSU. If you are not sure what constitutes academic
dishonesty, read The Eagle: Student Handbook or ask your instructor. The policy is located at
http://www.moreheadstate.edu/files/units/dsl/eaglehandbook/studenthandbook2008-09.pdf [pgs.11 & 39]. For
example: Copying information from the Internet is plagiarism if appropriate credit is not given.
ASSESSMENT:
Again, because you are meeting two sets of standards, the assessments are designed to assess your mastery of both
MSU’s General Education and English Department Standards and KDE’s Core Content Standards.
Assessment Activity
Senior Project – Research Project
Notebook
Vocabulary
Reading Project
Essay #1 - Rhetorical Analysis
Essay #2 – Fahrenheit 451
Essay #3 – Persuasive Essay
MSU Library Assessment
MSU Fall Semester Final Exam
Timing of Assessment / Nine Weeks
1st, 2nd, 3rd, and 4th Nine Weeks
1st, 2nd, 3rd, and 4th Nine Weeks
1st, 2nd, and 3rd Nine Weeks
1st, 2nd, 3rd, and 4th Nine Weeks
1st Nine Weeks
2nd Nine Weeks
2nd Nine Weeks
1st Nine Weeks
2nd Nine Weeks
These are the major assessments for the 1st Semester, and you will receive detailed handouts and rubrics for each major
assessement. You will also complete a variety of assessments on a daily basis. However, you are officially a student
of Morehead State University, and assessment is designed more like those you will experience in college rather than
what you have experienced at Boyd County High School.
Grading Policy: Final papers and other assignments will be evaluated on a numerical basis. Letter grades will be
assigned according to the percentage of total points earned (90-100% = A, 80-89% = B, 70-79% = C, 60-69%=D, 59
and lower=E)
Class Schedule: This schedule is tentative and should be used as an outline/guide. Check Blackboard, and expect
changes to be announced in-class.
Week 1
Introduction to course, overview of class
Read Chapter 19
Read Adler, “How to Mark a Book” (http://www.tnellen.com/cybereng/adler.html)
Read “Critical Reading Towards Critical Writing
(http://www.writing.utoronto.ca/advice/reading-and-researching/critical-reading)
Week 2
Read Chap 1-4 (pages 1-93)
Week 3
Read Chap 17 (pages 515-534)
Week 4
Rhetorical Analysis assignment introduction
Read Chap 5 (pages 95-130)
Week 5
In-class workshops on Rhetorical Analysis
Week 6
Rhetorical Analysis paper due first class of the week.
Begin F451.
Week 7
Continue with F451
Week 8
Introduction to F451 Essay Assignment
Read Chap 13 (pages 417-439)
Week 9
In-class workshops on F451 Essay
Week 10
Spring Break
Week 11
F451 Essay Due.
Readings TBA re: “The Future”
Week 12
Talking about The Future
Readings TBA
Week 13
Week 14
Introduction to Persuasive Essay
Readings TBA
Week 15
Workshop Persuasive Essay
Week 16
Persuasive Essay Due last day of class
Preparation for Final Exam
Final Exam
English 100 / English IV 2012-2012 Daily Schedule
August
8-3
Opening Day
Life Map, Due 9-6
1
8-6
8-7
8-8
8-9
8-10
Vocab 1
Computer Lab
Life Map Due
Share Life Map
2
3
4
5
6
8-13
8-14
8-15
8-16
8-17
Vocab Quiz 1
Senior Project
Senior Project
Senior Project
Computer Lab
Vocabulary 2
Notebook Check
9
7
8-20
10
8
8-21
11
8-22
8-23
8-24
Vocab Quiz 2
Computer Lab
13
Vocabulary 3
14
15
12
8-27
16
8-28
Vocab Quiz 3
8-29
18
8-30
19
8-31
20
Computer Lab
Vocabulary 4
Notebook Check
17
21
September
9-3
9-4
No School
Labor Day
Reading Project 1
(Choice) due
9-5
9-6
9-7
Computer Lab
23
22
24
9-10
9-11
9-12
9-13
25
9-14
Vocab Quiz 5
Vocabulary 6
Computer Lab
26
9-17
27
9-18
28
9-19
29
9-20
30
9-21
Vocab Quiz 6
Vocabulary 7
Computer Lab
Notebook Check
32
31
9-24
Vocab Quiz 7
Vocabulary 8
33
9-25
9-26
34
9-27
35
9-28
Computer Lab
37
36
38
39
40
October
10-1
10-2
10-3
10-4
10-5
No School
Fall Break
No School
Fall Break
No School
Fall Break
No School
Fall Break
No School
Fall Break
10-8
10-9
10-10
10-11
10-12
Vocab Quiz 8
44
41
45
42
43