Course Requirements

Course Syllabus

ENGL 1301 – English Composition I -- Austin Community College

Fall 2012   16-Week Session

Professor:  Alex Arcone, MFA

 

ENGL 1301, Section 180             MW     2:23-3:45 PM

Room 2316

 

 

Course Materials

Required:  Polnac, Purpose, Pattern, and Process (9^th edition); The Bedford Handbook (8^th Edition)

Required:  Participation folder, soft cover (no plastic) with front and back pockets

Suggested:  Current edition of a dictionary; use of an online dictionary is fine, too.

 

 

Semester Office Hours

1. TBA
2. E-mail:  Alexandre.Arcone@austincc.edu(MUST put course section number in subject line of e-mail)
3. Phone number – TBA

 

Learning Lab (tutoring services) available at all ACC Campuses; schedule at http://www.austincc.edu/tutor/hours.php

Tutoring in English, Writing, Math and other subject areas

 

Course Objective

The purpose of this course is to give students experience in writing essays with a variety of purposes.  An equally important goal is to allow students to practice writing in general and to polish skills in organization, grammar, style, and mechanics.  Students also learn the principles of defining research problems and developing research strategies.  Readings for this course are selected from American writers.

 

Overview: Course Policies

The ACC English Department Composition I Syllabus includes course policies that apply to our class and appears at the end of the course calendar for this class.  Please familiarize yourself with these materials.  The policies they describe apply to all students in this class.

 

I will enforce all policies and deadlines stated in this syllabus, the English Department’s COMPOSITION I COURSE SYLLABUS included below, and the ACC College Catalog.

1. Student Responsibilities in this Class
2. Familiarizing yourself with the policies of this class as they appear on the syllabus and adhering to the policies.
3. Familiarizing yourself with all the materials posted on the BB course site.
4. Purchasing required course materials at the BEGINNING of the semester.
5. Submitting papers, quizzes, paper revisions, and other assignments by the published deadlines and according to assignment guidelines.  These guidelines include submitting papers only when they conform to paper formatting requirements posted in BB.  Papers that are not formatted properly may be returned to you for correction without first being graded.
6. Completing the Info Game and Plagiarism & Citing Sources online tutorials and provide printed or e-mailed certificates to me.
7. Reading textbook and materials before the class in which the readings will be discussed, if in a face-to-face class.
8. Participating in class discussion and activities.

 

1. Responsibilities of the Instructor
2. Grade all assignments promptly and consistently.
3. Respect and encourage student writing and in class or online discussion.
4. Enforce policies consistently for all class members.
5. Hold office hours as scheduled.
6. Maintain the schedule and deadlines listed on the syllabus.
7. Provide written notifications of any changes in policy, deadlines, or procedure.  Such notification may come in the form of an e-mail and announcement posted on BB
8. Work cooperatively with students who request assistance.

 

1. General Progress
2. I expect regular progress on written assignments.  Late papers are not permitted. Students who submit papers after the deadline will receive a zero.

 

1. Getting Assignments
2. Reading Assignments and Paper Assignments are described on Blackboard (BB) and will also be discussed in class.
3. Students are expected to have read the materials in order to participate in class and successfully complete the reading and grammar quizzes.

 

Requirements:

Students will write six papers. Students will also keep a class participation folder, take quizzes that include short answers over reading assignments, and take the ENGL 1301 Departmental Exam.  Papers are graded holistically using A, B, C, D, or F.  The holistic grade is converted to a numeric grade as follows for the purpose of calculating final grades using point values:  A = 95; B = 85; C=75; D = 65; F = 55.  If at any point a student’s average is lower than a C, I reserve the right to refer the student to his or her VHS counselor for possible withdrawal from the course.  Students may revise each paper ONE time, and the revision can add 1-10 points to the holistic grade score, depending on the quality of the revision.

 

Assignments/Late Papers:

Assignments are due on the dates shown in the course calendar and are to be submitted electronically on Blackboard by midnight on the due date. Note that Blackboard automatically records the day and time of assignment submission.

 

Paper files must be in Word format.  I can’t open, and therefore can’t accept, Microsoft Works files (the file extension is .wps) or Mac files (the file extension is .pages). Students must purchase MS Word 2007 or 2010, as I will be sending your graded papers to you using these versions of Word. Students may NOT email their papers to me.

 

Careful editing and proofreading are required. Turning in carelessly edited (or unedited) work will cost the student up to two letter grades.  Thus, an unedited paper begins at a C instead of an A.  Please see Purdue University’s Online Writing Lab (OWL) on the web or any reputable grammar handbook for advice on revising, editing, and proofreading.  Come in during office hours if you find you need more help.

 

Writing assignments:.

 

Paper 1is a narrative essay; the paper should be at least 250 words.

 

Paper 2is a compare and contrast paper; the paper should be at least 500 words.

 

Paper 3is an illustration (descriptive) essay; the paper should be at least 750 words.

*Don’t use any elements of your narrative essay.

 

Paper 4is a topic-oriented research paper on a topic related to American literature; the paper should be at least 1,000 words.

 

Paper 5is a brief, issues-oriented research paper that presents arguments on both sides of an issue; the paper should be at least 500 words.

 

Paper 6 is a literary analysis of a short story.

 

Reading:

It is essential that all reading be completed before the class in which it will be discussed.  Rereading is often necessary for full comprehension.  Make time for it, as its absence shows.  Students cannot discuss, ask questions, or relate to comments and illustrations if they have not read carefully and critically.  Expect regular reading quizzes.

 

Grading:

Semester grades consist of the following matrix:

• Papers 1-6 – 85%  (P1=10%; P2=10%; P3=15%; P4=15%; P5=15%; P6=20%)
• Class participation (quizzes, in-class writing, group work, and other assignments) – 15%
• The Departmental Exam (pass/fail-a student cannot pass the course if [s]he fails this exam) that can only be administered to students who have successfully passed Papers 1-4.

 

Students are allowed to revise papers once, and the revisions are due within one week of the professor’s Blackboard announcement/e-mail that all papers are graded.  A revision can raise the student’s grade by as much as one grade level, but may not raise the grade if the problems indicated are not resolved, and a second revision may be required.  A second revision may not elevate the grade higher than a C.   Keep copies of all papers; Blackboard is usually highly reliable, but technology problems have occurred in the past that caused papers to be deleted from Blackboard.

 

Grade Concerns:

Grade concerns should be raised with me during my office hours, not before or after class.  I am willing to discuss any grade concerns except those that compare one student’s work with another’s (example: “My friend did this and she got an A, but I did the same thing, and I only got a B”).  I am always willing to discuss a student’s paper as it relates to the assignment and the grading standards.

 

Departmental Exam (DEX):

• The student must have an average of 70 or above on Papers 1-4 to become eligible to take the DEX.
• The DEX must be taken in one sitting in an ACC Testing Center.  The DEX will be offered two times at VHS.
• The DEX is an essay exam consisting of a complete analysis of a short story that you’ll be given to read in the Testing Center.  You’ll also receive an instruction sheet describing the test requirements.  This instruction sheet is also posted in BB.
• No revisions are allowed on the completed DEX.
• If the first DEX is not accepted, you’ll have a second opportunity to test.
• However, if the second DEX is not accepted, English Department policy requires that the student receive a maximum grade of “D” for this class.  A grade of “D” will generally not transfer to other colleges/universities and will not allow the student to enter a literature class at ACC.
• The DEX for this class may be taken on computer in an ACC Campus Testing Center, or the student may handwrite the DEX in an ACC Testing Center (handwritten test is available at all ACC locations, including ACC Centers).

 

 

Learning Lab Use:

A student’s work is to be original and written specifically for ENGL 1301.  Help may be solicited only from instructors, peers in the course, or Learning Lab tutors.  Lab tutors are to help but are not to edit or proof papers (please don’t insult them by handing them an unedited paper).  Tutors are helpful resources in the structure, focus, and development of a paper.  In fact, students may be required to seek help in the lab and may not be allowed to submit papers until they have completed lab work.

 

MLA Format:

All papers must be typed and double spaced using no larger than 12-point, Times New Roman font, one-inch margins, indented paragraphs, with name and page number in the upper right of pages following the first (insert using automatic header formatting feature – see professor if unsure how to do this).  No title page is required, but MLA formatted heading is (upper left on first page only) with the following information:

 

Student Name

Professor Preston

English Composition II

Date in MLA Date Format

Original Title of Paper (centered)

 

General Information about Papers:

An effective paper is clearly stated (coherent), unified (cohesive), well-developed (through concrete detail), and interesting.  To achieve clarity, attention must be given to diction (word choice), syntax (sentence structure), grammar, and usage.  An acceptable paper contains no comma splices, run-on sentences, fragments, or distracting mechanical errors, and is written at a college level reading level using compound-complex sentences and sentence variety.  (Avoid lists of short, choppy sentences).

 

In a unified essay, each sentence is connected to the preceding sentence, or each sentence is connected to its topic sentence, and each topic sentence is connected to the thesis (in its explicit or developmental state).  Additionally, the primary source (i.e., the story that is the subject of the paper) needs to be cited in the introductory paragraph, and the thesis must be more than a statement of existence, i.e. “There are many symbols in Hamlet.”

 

A well-developed paper will have introductory and concluding paragraphs and as many supporting paragraphs as are necessary to comprehensively develop the topic.  Topics are developed through the use of example (quote, paraphrase, or summary), description, contrast, comparison, cause and effect, and limited narration.

 

An interesting essay shows insight, employs a different approach, and expresses ideas worth expressing as opposed to repeating general information or expressing obvious ideas or conclusions.  In other words, some digging should be evident.

 

Editing and proofreading are essential to a successful paper.

 

Specific Information about Papers:

The designated audience for papers is the class, including the professor.  The writer is to assume that the class has read any material that is the subject of the essay; however, each reader brings different insights and experiences to a piece of writing.  Therefore, the material should never be dealt with generally.  An original title and an introduction that appeals to the audience and includes citation of the author and title of the story opens the essay.  Analysis and interpretive papers require third person, objective writing.

 

The introductory paragraph ends with the thesis statement for the essay (unless the student can master the organic structure and create a paragraph before the conclusion in which to couch the thesis).  Body paragraphs include partially quoted material, paraphrase, and summary which give detailed support or develop the thesis.  (The student needs to assume the reader will disagree with his or her thesis and therefore provide ample support).  In-text (parenthetical) citations, using MLA style, will state page number or the primary source.  A true conclusion (that answers the question, “why should a reader care that I wrote?”) should be the final paragraph.  Papers are expected to be virtually free of error and, therefore, require careful, thorough editing and proofreading before submission.

 

An important note:

Most college courses require two to three hours of outside study for ever one hour of class time; this course certainly does.  Many students take too many courses for the amount of time they have available.  Do not take more courses than you can properly study for, now or ever.  Exceptions to accommodate individual students will not be made except under extreme circumstances that arise through no fault of the student.

 

Academic Dishonesty:

Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work.  Academic work submitted by students shall be the result of their thought, research, or self-expression.  Academic work is defined as, but not limited to, tests and quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework.

 

Plagiarism will not be tolerated. If you use online study sites to enhance your understanding of a text, you are at serious risk for unintentionally plagiarizing, because plagiarism includes taking another person’s ideas and making them your own without citing the source. Even unintentional plagiarism will be penalized. You will post each assignment through Blackboard’s SafeAssignment plagiarism screen.

 

Further, any process of studying together, collaborating, or sharing resources that results in a paper that is recognizably similar to another student’s paper in its structure, arrangement, text, presentation of ideas/examples, or any other aspect, is understood by me as academic dishonesty, regardless of the intentions of the students involved.

 

If you choose to engage in academic dishonesty, you are choosing to fail the course.

PLAGIARISM WILL RESULT IN AN F IN THE COURSE.  Primary sources must be credited within the text by using parenthetical citations.  For example, “the valley was like a closed pot” (7).  Any borrowed idea must be cited, whether quoted, paraphrased, or summarized.

 

Students with Disabilities:

Each ACC campus offers support services for students with documented physical or psychological disabilities.  Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes.  Students are encouraged to do this three weeks before the start of the semester.

 

Classroom Participation Statement:

This is a class based on collaborative discourse.  As such, being prepared to participate in classroom discussions is a course requirement.  This entails having read, annotated, and thought about the complete assignment carefully before the class starts.  Furthermore, you must bring your copy of the text and any handouts to class every meeting.  Since we will be closely examining the readings and the language they use, if you don’t have your text then you aren’t prepared for class, even if you have read the assignment.  This equally applies to the materials you access online.

 

The idea is to ask questions, be curious, and share your interpretations.  You are more than welcome to have a different interpretation of a text than a classmate or me, just be sure to share your perspective in a productive and supportive manner.  Since the course will be conducted not solely as a series of lectures, but in a more interactive fashion, the substance of our class meetings will consist of your responses to the course concepts and other materials and of my engagement and your classmates’ with your responses.  Your thoughts and questions will provide the starting point for our discussions.  Your active participation will be consequently be factored into your final grade for the course.

 

In the last weeks of class, we will view a number of filmed short stories.  Attentive viewing is an important part of class participation—students who opt out with behaviors such as putting their head down on the desk or who disrupt by talking with other students will lose class participation points.  Questions about films will appear on daily quizzes.

 

Attendance:

Students may miss a total of four classes before they must withdraw or fail the class. There are no excused absences in this class—even for such things as doctor’s appointments, illnesses, or athletic events. If you think you will need to miss more than four classes, withdraw from this course now.

 

Student Freedom of Expression:

Each student is strongly encouraged to participate in class.  In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints.  These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn.  On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor.  It is expected that faculty and students will respect the views of others when expressed in classroom discussions.

 

Classroom Civility:

 

Each student begins the semester with 100 “behavior” points. Students who speak at inappropriate times, take frequent breaks, interrupt the class by coming late or leaving early, engage in loud or distracting behaviors, use cell phones or pagers, listen to headphones/CDs, play with computers or hand held games, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the class period will lose 20 of these points per incident.  See “point break down” handout.

 

Students who continue such behavior may be asked to leave the class and are then subject to disciplinary action under ACC’s policies.  Students who continue to disrupt the class may be withdrawn at my discretion.

 

During class time, I reserve the right to take up and hold electronic devices, including cell phones.

 

I also reserve the right to assign seating to enhance the educational atmosphere and outcomes of the class.

Incompletes:

A grade of “I” (Incomplete) may be awarded if a student was unable to complete all of the objectives for the passing grade in a course.  An “I” is usually awarded when the student has completed the majority of the work necessary to pass the class but is prevented from completing all work due to circumstances beyond the student’s control that arise at the end of the semester (things such as accident or illness may qualify).  I will not award an incomplete grade for students who simply haven’t kept up with their work.  An incomplete grade cannot be carried beyond the established date in the following semester.  The completion date is determined by the professor but may not be later than the final deadline for withdrawal in the subsequent semester. Incomplete grades may not be initiated by a student.

Safety Statement:

Please note that you are expected to conduct yourself professionally with respect and courtesy to all.  Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

 

ACC E-mail - REQUIRED

All College email communications to students will be sent to the student’s ACC mail account, with the expectation that such communications will be read in a timely faction.  ACC will send important information and will notify you of any college-related emergencies using this account.  Students should use their ACC mail account when communicating with faculty and staff.  Instructions for activating an ACC mail account can be found at http://www.austincc.edu/accmail/index.php.  Students should check their ACC mail frequently.

 

Having an active ACC student e-mail account is part of class participation in this class.  I will send a test e-mail to each of my ENGL 1301 student’s ACC e-mail addresses during the second week of classes.  You must reply to the e-mail within three calendar days or I reserve the right to withdraw you from class.

 

1. Students must have access to, and check regularly, their ACC e-mail account.
2. The ACC e-mail account is the e-mail available to me through Blackboard (BB), and I use it to send e-mails to the entire class at once, or to communicate with individuals quickly and while grading.
3. ACC e-mail allows students to forward messages to their personal e-mail.
4. Make sure that you have activated your ACC e-mail address and have forwarded it properly if you don’t want to check ACC e-mail.  If you do not receive an important course-related e-mail because you do not check your ACC e-mail or you do not take the time to forward your ACC e-mail to your personal e-mail, then the responsibility is all yours.
5. E-mails to me related to course matters should have the course synonym shown at the beginning of this syllabus in the subject line of the e-mail.  This will allow me to filter student and course-related e-mails to special folders so that I can respond to them promptly.

Testing Center Policy:

Under certain circumstances, an instructor may have students take an examination in a testing center.  Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam.  To request an exam, one must have:

• ACC Photo ID
• Course Abbreviation (e.g., ENGL)
• Course Number (e.g., 1301)
• Course Synonym (e.g., 10123)
• Course Section ( e.g., 005)
• Instructor’s Name

 

Do NOT bring cell phones to the Testing Center.  Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester.  ACC Testing Center policies can be found at http://www.austincc.edu/testctr/

Student and Instructional Services:

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services.  Information on these services and support systems is available at http://www.austincc.edu/s4

 

Links to many student services and other information can be found at: http://www.austincc.edu/current/

 

ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored.  The tutor schedule for each Learning Lab may be found at: http://www.austincc.edu/tutor/students/tutoring.php

 

For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

 

 

Following is the ACC English Department English 1301 Course Syllabus; it is incorporated into and forms part of the course syllabus.

                                                                             

 

 

 

 

 

 

 

 

 

 

ENGLISH 1301

ENGLISH DEPARTMENT

COMPOSITION I COURSE SYLLABUS

 

Course Description

ENGLISH 1301 is a study of the principles of composition with emphasis on language, the mechanics of writing, types of discourse, and research and documentation.

 

Course Objectives

The goals of Composition I are to promote

• critical thinking, reading, and writing;
• clear, coherent, confident, and effective communication;
• collaborative writing and learning.

 

Course Outcomes

Upon completion of English 1301, students should be able to

• identify rhetorical purposes and methods of organization appropriate to topic, thesis, and audience;
• collect, read, analyze, and use information from a wide range of sources;
• write a coherent essay observing appropriate grammatical, mechanical, and stylistic
• conventions;
• evaluate, edit, and revise at all stages of the writing process.

 

Requirements

All students in all sections will write between five and nine essays over the course of the semester, including an essay written under supervision in the Testing Center, known as the Departmental Exam, which must be passed to pass the course with a minimum grade of “C.”Of these essays, one will be a research paper of at least 1000 words, and one will be a textual analysis.  The research paper will use MLA style and will require a minimum of three sources, including at least two different types of sources. The remaining essays will achieve at least two of the following rhetorical aims:  expressive, literary, referential, and persuasive.  Together, all papers will comprise a minimum of 3500 words.  In writing each essay, students will use one or more of the following methods of development:  cause and effect, comparison/contrast, classification, definition, description, illustration, narration, process analysis, and evaluation.  They will also complete The Info Game, http://library.austincc.edu/infogame.htm, an on-line information literacy program.  Instructors may also assign readings, quizzes, multiple drafts, and other activities that affect final grades.  Instructors will provide specific written guidelines for each assignment and may require part or all of at least one paper to be written under supervision.

 

Your instructor will use the following system of grading:

 

System 2: Letter Grades

 

Your instructor will assign letter or number grades to some or all required essays.  Students will be given the opportunity to draft and revise each assignment one or more times (instructor will determine how many times and how final grade will be awarded).  Students will also be required to pass the Departmental Exam (see description below) in the Testing Center to pass the course with a minimum grade of “C.”  Your instructor’s grading system will be explained in detail in his or her individual course syllabus.

 

The Departmental Exam

 

The Departmental Examwill be taken under supervision in the Testing Center.  Given a selection to read, you will write an interpretive essay of at least 750 words analyzing the selection. Thisessaywill be evaluated "ACCEPTED" or "RETEST" only.  If you do not pass on the first try, you may retest once.  Your essay must include a summary, analysis, and evaluation and must demonstrate the following: 

 

            •   coherence, critical thinking, and an understanding of the selection's thesis,

            •    purpose(s), and method(s) of organization;

            •   adherence to stylistic, grammatical, and mechanical conventions

 

Enrollment in ENGL 1302 requires credit for 1301, or its equivalent, with a least a grade of “C.”  Instructor will verify.

 

Your instructor may establish deadlines by which you must complete a specific number of assignments or be subject to WITHDRAWAL from the course.  It is your responsibility to know whether your instructor will withdraw you if you do not meet such deadlines.

 

NOTE: You must provide your instructor with a Composition I File Folder (available in the bookstores) for your papers (in-class sections only; not necessary for distance learning classes).  Your instructor will keep your folder for one semester following your enrollment.  You are responsible for making copies of any papers you want to keep for your files.     

 

Learning Lab Policy for “B” and “A” Papers

Departmental policy allows students to receive only very general assistance writing “B” and “A” papers in Composition I and II.  Examples of such assistance include pre-writing activities and review of writing principles and of grammar and documentation conventions in response to student questions.  In addition, individual faculty are free to prohibit students from seeking specific kinds of or any assistance on the “B” and “A” papers and may do so by sending a memo to the learning labs and by stipulating the restriction in class syllabi.

 

Scholastic Dishonesty

Acts prohibited by the College for which discipline may be administered include scholastic dishonesty (e.g., cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work).  Academic work submitted by students shall be the result of their thought, research, or self-expression.  Academic work is defined as (but not limited to) tests and quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework. 

 

Student Freedom of Expression

Each student is strongly encouraged to participate in class.  In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints.  These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn.  On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor.  It is expected that faculty and students will respect the views of others when expressed in classroom discussions.  

 

Students with Disabilities

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes.  Students are encouraged to do this three weeks before the start of the semester.  

 

Withdrawal Policy

The Texas State Legislature passed a bill stating that students who first enroll in public colleges and universities beginning in fall 2007 and thereafter may not withdraw from more than six classed during their undergraduate college career.  See ACC Student Handbook for further information.

 

 

Schedule of Assignments and Activities

 

Wednesday, September 5^th

Introductions

Distribution and explanation of syllabi

Class rules and policies

HW: Read pages 354-378 in The Bedford Handbook (Commas)

Complete the Info Game and Plagiarism & Citing Sources online tutorials by going to this website: http://library.austincc.edu/infogame.htm.

 

Make sure I get the certificates.

 

Monday, September 10^th

Lecture and in class exercises: commas

HW: Read pages 163-177 in Chapter 7 of Purpose, Pattern, and Process (Narration)

 

Wednesday, September 12^th

Grammar Quiz No. 1: Commas

Reading Quiz No. 1

Lecture: The Narrative Essay

Discussion of “My Big Dream.”  

HW: Write a narrative essay.

 

Monday, September 17^th

Due: Narrative Essay

Lecture and exercises: Pronouns, pronoun/antecedent agreement

HW: Read pgs. 257-274 in The Bedford Handbook (pronouns)

 

Wednesday, September 19^th

Grammar Quiz No. 2: Pronouns

Lecture: The Compare and Contrast essay

HW: Read pages 120-134 in Purpose, Pattern, and Process (Compare and Contrast)

 

Monday, September 24^th

Reading Quiz No. 2

Discussion: “Two Ways of Viewing the River.”

Lecture: Shifts in verb tense

HW: Read pgs. 169-173 (shifts in verb tense)

 

Wednesday, September 26^th

Grammar Quiz No. 3: Shifts in verb tense

Lecture: Active verbs, active voice

Read pages 142-147 (active verbs, active voice)

HW: Write a compare and contrast essay

 

Monday, October 1^st

Due: Compare and Contrast Essay

Grammar Quiz No. 4: Active verbs, active voice

Lecture: Wordiness, jargon, euphemisms

HW: Read pages 198-224 in The Bedford Handbook (wordiness, jargon, euphemisms)

 

 

Wednesday, October 3^rd

Grammar Quiz No. 5: Wordiness, jargon, euphemisms

Lecture: The Descriptive Essay

HW: Read pgs. 141-156 (description) in Purpose, Pattern, and Process

 

Monday, October 8^th

Reading Quiz No. 3

Discussion: “Chartres Cathedral.”

HW: Begin writing your descriptive essay

 

Wednesday, October 10^th

Lecture: Run-on sentences

HW: Read pages 235 -243 in The Bedford Handbook – “ Revise run-on sentences”

 

Monday, October 15^th

Due: Descriptive essay.

Grammar Quiz No. 5: Run-on sentences

Lecture: The Research Paper

--Researching, finding sources

--citing sources

HW: Read pages 77-85 in Purpose, Pattern, and Process

         Begin researching topic

 

Wednesday, October 17^th

Reading Quiz No. 4

Lecture: The Research Paper

--MLA formatting

--Works Cited Lists

--Using quotes

HW: Write a research paper

 

Monday, October 22^nd

Due: Research Paper

Lecture: Parallel Structure

HW: Read pgs. 147-150 in The Bedford Handbook

 

Wednesday, October 24^th

Grammar Quiz No. 6: Parallel Structure

Lecture: Short issues oriented research paper

--block quotes

--formatting issues

 

Monday, October 29^th

Due: Short issues oriented research paper

Lecture: Misplaced and dangling modifiers

HW: Read pgs. 160-169 in The Bedford Handbook (Section on misplaced and dangling modifiers)

 

 

 

 

Wednesday, October 31^st

Grammar Quiz No. 7: Misplaced and dangling modifiers.

Lecture: Literary Analysis, Part I: The thesis statement.

HW: Read Ray Bradbury’s story “The Jar” (Handout)

 

Monday, November 5^th

Reading Quiz No. 5

Discussion: “The Jar.”

Lecture: Literary Analysis, Part II: Thesis statement exercises

HW: Read Tobias Wolf’s story “Bullet in the Brain” (Handout);  Joyce Carol’s Oates’s story “House Hunting” (Handout)

        Read pages 384-386 The Bedford Handbook (section on colons)

 

Wednesday, November 7^th

Grammar quiz No. 8: The Colon

Reading Quiz No. 6: “Bullet in the Brain,” “House Hunting.”

Literary Analysis Lecture Part III: supporting evidence

 

Monday, November 12^th

Lecture: The semi-colon

Lecture: using quotes, MLA formatting, Works Cited Lists

HW: Read pgs. 589-620 in The Bedford Handbook (writing about literature)

 

Wednesday, November 14^th

Grammar Quiz No. 9: The semi-colon

Lecture: Using quotes, MLA formatting, Works Cited Lists

HW: Write a literary analysis paper using a short story from the list (handout)

 

Monday, November 19^th

No class – Thanksgiving Break

 

Wednesday, November 21^st

No class – Thanksgiving Break

 

Monday, November 26^th

Due: Paper No. 6: Literary Analysis Paper

Grammar Quiz No. 10: MLA formatting

 

Wednesday, November 28^th

Lecture: who, whom

HW: Read pgs.275-279 (who/whom)

 

Monday, December 3^rd

Grammar Quiz No. 11: who, whom

Lecture: exact words

HW: Read pgs. 216-220 (exact words)

 

Wednesday, December 5^th

Grammar quiz No. 12: Who, whom

Discussion: The Final Exam

 

Monday, December 10^th

Discussion and practice: The Final Exam

 

Wednesday, December 12^th

Study day

 

The final exam will be sometime between

Monday, December 17^thand Friday, December 21st.

I will give you the exact date when I know it.

 

 

 

Readings

Course Subjects

Student Learning Outcomes/Learning Objectives