ENG 105– Expository Writing, Oral Communication, and Research
Section EL05
Spring 2015
MW 9:00AM-10:15AM; Albertus 406
Instructor:
Email:
Office:
Office hours:
Course website:
Genevieve Aldi
aldig@strose.edu
3rd floor of Marcelle Hall (444 Western Ave)
By appointment
aldieng105.wordpress.com
Required Texts (available in the St. Rose bookstore):
Patterns for College Writing (12th Edition) ISBN-978-0-312-67684-1
Little Seagull Handbook ISBN 978-0-393-13508-4
Strose Prose ISBN 978-1-614-68168-7
Other Materials:
-a pocket folder for handouts
-a notebook or supply of writing paper for in-class writing
-pen or pencil for in-class writing
-a thumb drive to save work
Course Description:
Welcome to English 105! This course is designed to give you practice in college-level
writing, reading, and speaking. We will write (often and a lot), we will read each other’s
writing, and we will study works by published authors. In addition, this course is
intended to teach and guide you through the stages of the writing process, from prewriting to revision and editing. The writing assignments, along with class activities,
have been created to give you the tools necessary to become more effective and
expressive writers. The oral component of the course is intended to help build
confidence and poise in public speaking.
Course Objectives
By the end of English 105, you will:
-Use writing, reading, and speaking for inquiry, learning, and communicating
-Adopt appropriate format, structure, voice, and tone depending on situation and
audience
-Understand writing as a process and develop flexible strategies for revising, editing, and
proof-reading
-Learn to critique your own and others' work
-Find, evaluate, and analyze primary and secondary sources
-Understand the collaborative and social aspects of communication
-Learn common formats and conventions for different kinds of texts
-Control surface features such as syntax, grammar, punctuation, and spelling
Class/Writing Assignments:
Reading
Good writers read…a lot. In our study of writing we will read a variety of genres this
semester including: articles, essays, blogs, poems, plays, and short stories. These
readings will introduce you to the vast range of rhetorical choices available to you as a
writer. We will read for content (What is this piece of writing about? What does it make
you think about?) and form (How is this piece of writing put together? What kind of
tone/voice/style is this writer using and why?).
Writing
1) The Writer’s Notebook:
This notebook is for all of your in-class freewriting, as well as for out-of class
brainstorming. Think of it as your sourcebook for the entire semester. Keep it with you
at all times so when you’re waiting for a bus, watching your clothes dry, or drinking
coffee, you can write down thoughts and observations. Be sure to bring your notebook
with you to every class.
2) Blog Posts
One credit of this course is online. For the online component of the class, you will be
required to create and maintain WordPress blogs which you will use to respond to
reading assignments.
To create your blog, visit www.wordpress.com, click the link to “Create Website” and
follow the instructions.
On the course blog, I will post the focus question(s) for a particular blog by 2pm on
Wednesday. You will be required to give a thoughtful 500 word response to the focus
question(s) on your own blogs. Blog posts must be completed by 3pm on the following
Sunday at the latest. You will also be required to comment (approx. 100 words) on the
post of at least one other classmate by 10pm on Sunday.
You will get one “free pass” on a blog response. You can skip any one blog post EXCEPT
your research paper proposal (Blog Post #9).
Blog posts will be graded on a check system. Missing blog posts beyond the one “free
pass” will receive a zero.
3) Essays:
We will spend the semester learning how to generate ideas and turn them into
thoughtful and thought-provoking texts. Along the way we will explore the many stages
of composition: brainstorming, drafting, revising, and editing. In the course of 15
weeks, you will complete three polished pieces: a narrative/personal essay (3-4 pgs.);
an article evaluation (3-4 pgs.); and a researched essay (7-10 pgs). Each essay will
require rough drafts and be written in proper MLA format. More specific guidelines for
these essays will be handed out throughout the semester.
Presentations
Each student will give an oral presentation during the semester based on current or
local events. Here are some websites you may want to visit for ideas:
 NPR.org
 Washingtonpost.com
 Nytimes.com
 Timesunion.com
 Cnn.com
Presenters should bring in an article from a reputable news site and explain the
issue(s) brought up in the article in detail. This means students should choose three to
five main points related to the article/issue to share with the class. Choosing a
debatable topic may help, as it will allow you to explain both sides of the issue and pose
questions based on the points each side raises. Please provide the class with 2-3
questions at the end of the presentation to begin a larger class discussion. I will
model such a presentation before the first student is scheduled to present, so students
have an idea of what I am expecting.
Additionally, at the end of the semester, each student will be required to give an oral
presentation (5-7 minutes, plus a brief question/answer portion) based on his or her
final researched essay. More information will be given about this presentation toward
the end of the semester.
Workshops
English 105 is a course about writing, researching, and communicating, but it’s also
about examining the processes of all three. On workshop days bring three copies of
your draft to share with your workshop group. By sharing your writing with
classmates, you’ll receive suggestions for problem areas, support for hot spots, and get
to see what (and how) others write. As thoughtful participants in these peer-writing
groups, it is imperative that you’re present as a sensitive and helpful reader.
General Course Information:
Attendance and Participation:
Our class is a workshop class, not a lecture class. The success and vitality of our time
together depends on your presence—both physical and mental. Be here. After three
absences, your final course grade will be reduced by a half-letter grade (e.g.: an A- falls
to a B+, a B falls to a B-, etc.). If you know ahead of time when you will be absent, please
let me know via email or a phone call. You are responsible for making up any missed
work and coming to the next class fully prepared to participate.
Classroom Etiquette:
 Students should arrive prepared and ON TIME for class. Every three late arrivals
will count as one absence.
 Students will be respectful of each other and listen when others are speaking.
Please respect other people’s opinions, even when they differ from your own.
 Cell phones: Students will turn cell phones off before class and keep them off of
the desk. Absolutely NO TEXTING during class time, as it is extremely
distracting. Any student seen texting during class with have his or her name
written down and his or her participation grade lowered.
Late Work
Any late paper will receive a deduction of one full letter grade for each day it is late. In
the case of genuine emergencies (serious illness, death in family, etc.), I MAY be willing
to grant an extension (see me if such an emergency arises). If you cannot be in class on
the day an assignment is due, it is your responsibility to get me your assignment on
time or lose credit.
Assessment
I will evaluate your writing process and finished product; your level of participation in
small groups and whole class discussions; and the degree of commitment you
demonstrate in your weekly writing. I will not assign grades to rough drafts, but will
comment on them regarding strengths and weaknesses of your work as it stands. Your
writing will be graded as a whole, taking not only the finished work, but your drafts and
growth as a writer as well. Drafts are not optional; having not handed in rough drafts
will negatively affect your grade on the final piece. Here is how I view grades:
A An ‘A’ is reserved for exceptional work. This means that you not only fulfilled the
basic requirements of the course, but also pushed yourself and your writing in new,
creative, and dynamite ways. An ‘A’ signifies that there is clear evidence of extensive
revision, and a willingness to try new ideas in writing. Your writing is insightful, clear,
well supported, organized, and free of sentence-level errors. You were consistently a
stellar participant in classroom discussions and group workshops.
B A ‘B’ is reserved for good work. You fulfilled the basic requirements of the course
and your work shows evidence of increased effort. You tried new things with your
writing, worked on revisions, and were an important member of classroom discussions
and group workshops. Your writing is insightful, clear, well supported, organized, and
largely free of sentence-level errors. You were a strong participant in classroom
discussions and group workshops.
C A ‘C’ is reserved for average work. You fulfilled the basic requirements of the course
but did not push yourself beyond them. A ‘C’ might also indicate excessive absences,
missed assignments, or inattention to the presentation and quality of your work. You
were an infrequent participant in class discussions.¬
Grading:
Class participation:
Blog Posts:
Presentations:
Narrative Essay:
Article Evaluation:
Researched Essay:
A = 94-100
C = 74-76
A- = 90-93
C- = 70-73
10%
15%
15%
15%
20%
25%
B+ = 86-89
D = 65-69
B = 83-85
B- = 80-82
F = 64 and below
C+ = 77-79
Note: Students who receive a grade less than a C will have to repeat the course
Office of Special Services:
Students who have a documented disability and need academic accommodations can
register with Lynn Cantwell, the Coordinator of Special Services. This office is located
on the 2nd floor of St. Joseph’s Hall in the Academic Support Center (campus extension
2335 or 337-2335, off-campus). After you have made arrangements with that office,
please see me to discuss your accommodations.
Writing Center:
Please, please, please make use of the College of Saint Rose Writing Center located on
the 2nd floor of Saint Joseph’s Hall in the Academic Support Center. The tutors there can
help you with any part of your writing process, from brain storming to organization to
MLA format. Every writer (no matter how good) needs a reader! You can stop by the
Academic Support Center to make an appointment, or you can call 454-5299.
Academic Integrity/Plagiarism:
Plagiarism is a serious offense. Any student who cheats, participates in any type of
academic misconduct, or presents someone else’s ideas as his or her own will be
severely penalized. Plagiarism will result in a zero on the assignment, and possibly
failure of the course itself. Please refer to the College of Saint Rose student handbook
for a full description of what plagiarism entails. This policy can also be found online at:
http://www.strose.edu/officesandresources/academic_and_student_support_servic
es/article2575. Also, if you have any questions regarding academic dishonesty or
plagiarism throughout the semester, do not hesitate to talk to me.
Tentative Calendar
(All reading assignments and due dates are subject to change)
Week 1
Jan.12
Introductions and Syllabus
Homework: Read Patterns Ch. 1; set up your WordPress blog and email
your URL to me
Jan. 14
In class: the basics of expository writing; purpose and audience;
troubleshooting WordPress blog issues
Homework: Read Patterns Ch. 2-3; Blog post #1: Introduce yourself to the
class
Week 2
Jan. 19
No class: Martin Luther King Jr. Day
Jan. 21
In class: freewriting; read “My Name” and do name-based freewrite
Homework: read “The Deadly Allure of a Smoke” (handout); blog post #2
Week 3
Jan. 26
In class: pass out narrative essay assignment; parts of a narrative
Hmwk: Patterns Ch. 6; “Only Daughter” (111-114)
Jan. 28
Go over oral presentation guidelines & sign-ups; model presentation;
workshop guidelines
Hmwk: read Gansberg “38 Who Saw Murder…” (127-130); Blog post #3
Week 4
Feb. 2
Writing Introductions and Conclusions
Hmwk: work on rough draft
Feb. 4
Narrative Essay Rough Draft Due; workshop
Hmwk: Patterns Ch. 4; excerpt from Lucky (handout); Blog Post #4
Week 5
Feb. 9
Student presentations _______________________ ______________________________;
Pass out outline for narrative essay
Hmwk: “My Mother Never Worked” (121-124), “Shooting an Elephant”
(133-139)
Feb. 11
Student presentations _______________________ ______________________
_____________________
Hmwk: Work on final draft
Week 6
Feb. 16
FINAL narrative essay due; argumentation
Hmwk: Patterns Ch. 14; “Fat Tax;” “Let Them Drink Water”
Feb. 18
Student presentations ________________________ __________________________
____________________________
Hmwk: Kamenetz “Take This Internship and Shove It;” Halperin “No Pay?
Many Interns Say No Problem;” Blog post #5
Week 7
Feb. 23
Handout article evaluation assignment; summarizing
Hmwk: Carney “The Case For Mandatory Organ Donation;” Postrel “The
Surgery Was Simple…”
Feb. 25
Student presentations ______________________ ______________________
_________________________
Beginning MLA
Hmwk: Blog Post #6
.
Week 8
Mar. 2-4
Spring break: No class
Week 9
Mar. 9
Article summaries due; workshop
Hmwk: Chavez “The Case for Birthright Citizenship;” Will “An Argument
to Be Made about Immigrant Babies and Citizenship”
Mar. 11
Student presentations _________________________ _______________________
_________________________
Hmwk: Blog Post #7
Week 10
Mar. 16 Student presentations ____________________________
___________________________; Integrating quotes
Mar. 18
FINAL draft article evaluation due
Handout researched essay assignment; topic brainstorming
Hmwk: Read St Rose policy on academic integrity (handout); “It’s Not As
Simple As It Seems” (handout); blog post #8
Week 11
Mar. 23
No class: Instructor Absence
Mar. 25
Presentations _______________________ ________________________
Discuss plagiarism
Hmwk: read Patterns Ch. 16; blog post #9 (paper proposal)
Week 12
Mar. 30
Library Visit
Apr. 1
Researched Essay Exploratory Draft due; workshop
Hmwk: Patterns Ch. 17; “The Basic Moves in Academic Writing”
(handout); Blog Post #10
Week 13
Apr. 6
No class: Easter holiday
Apr. 8
Planting a naysayer in your text; saying why it matters
Hmwk: “The Shame Game;” “Inked Well;” Blog post #11 (Last one!)
Week 14
Apr. 13
Sign-Up For Final Presentations; MLA Q & A
Apr. 15
Researched Essay draft#2 due; workshop
Week 15
Apr. 20
Digital Culture and Communication
Hmwk: “I Tweet, Therefore I Am” (handout); Mind Over Mass Media
(handout)
Apr. 22
Digital Culture and Communication Cont.
Week 16
Apr. 27
Final presentations
Apr. 29
Final draft of research paper due; final presentations cont.
Alternate Schedule/Final Exam Schedule
We will meet Tuesday, May 5, at 8AM.
Complete final presentations; hand back final papers; course evaluations