ENG 1101—Spring 2008
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Prerequisite: Admission to
NGCSU |
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Instructor: Todd Campbell |
Office Phone: 706-864-1435 |
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Office: 227 Barnes Hall |
E-mail: tcampbell@ngcsu.edu |
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Office Hours: MWF 9:05-10:00, TTh 3:55-5:20; by appt. |
Web:
radar.ngcsu.edu /~tcampbell/index.htm |
Required
Texts:
1.
Buscemi, Santi V. and Charlotte Smith.
75 Readings Plus,
7th edition.
NOTE :
The following texts are also required for ENG 1102
2. Lunsford, Andrea L.,
Ed. The St. Martin's Handbook,
6th edition. Boston: Bedford/St. Martins, 2008. ISBN:
0-312-44315-3.
3. The American Heritage Dictionary or a reliable collegiate dictionary
CATALOG DESCRIPTION: A composition course focusing on skills
required for effective writing in a variety of contexts, with emphasis on
exposition, analysis, and argumentation, and also including introductory use of
a variety of research skills.
COURSE OBJECTIVES: Students will demonstrate knowledge of the
writing process by studying and practicing several kinds of writing: expository, analysis, and argumentation. Students will demonstrate logic, coherence,
organization, development, and clarity of written material. Students will use appropriate grammar,
diction, punctuation and mechanics.
METHODS OF INSTRUCTION: During the first week
of the semester, students will write an in-class diagnostic essay, which will
be graded but which will not count toward the course grade. All ENGL 1101 students will write 5000
words(roughly 15 pages) during the semester of evaluated writing. Assignments will be distributed evenly
throughout the semester and will demand exposition, analysis, and/or
argumentation. If revision is a part of
the 5000 words, it must be truly revision–a “rethinking what you have written”
(67)–and not just edited or rewritten versions of earlier pages. There
will be a significant research component to the 1101 class, including both the
discussion of research methods and an assignment (or assignments) that reflect
application of those methods. The assignments might include, but are not
limited to, an annotated bibliography, a library project, and/or a documented
essay. A minimum of two of the
assignments will be in-class essays, requiring students to demonstrate
single-draft writing skills required by Regents’ essay testing. In addition, the final examination will
include a two-hour in-class essay. Students will also be given frequent reading
assignments and may be given tests on reading assignments as well as on grammar
and punctuation.
EVALUATION: The course
grade is largely determined by performance on the various writing assignments,
tests, and homework assignments. Final
essays will count no more than one-third of the final grade. Class participation will also be graded.
Written Assignments
Exposition/Analysis paper (20%)
You will choose a topic or issue and write a 6-9 page
expository/analytical paper that explains and analyzes that topic using any or
all of the following methods of analysis or modes of discourse: compare-contrast, illustration, definition,
sequence/process analysis, causal analysis, analogy, and classification. You will be required to use three to five
researched sources for this assignment, properly documented in MLA format. The sources must be highly reputable from a
magazine, a scholarly journal, a book, or some other source approved by the
instructor. No Web sites or Web pages.
Three full bibliographies will be included: one in MLA, one in APA, and one in either
Persuasive paper (15%)
You will write a 4-6 page persuasive/argumentative "Letter to the Editor" which voices your opinion on the topic researched for the first paper. Your letter will be sent to an appropriate publication or audience of your choosing, so include all necessary contact information. You will also need to continue impeccable proofreading because the instructor will not make any corrections to the final draft; make sure you present yourself appropriately.
Paper Drafts (15%)
The goal of this course is to improve each student's writing skills in
preparation for a successful college career.
Writing is a process filled with constant revision and, ideally,
numerous drafts; drafts are a VITAL part of the writing process! As a result, drafts will count roughly
one-third of the papers' grades. All
drafts must be typed; handwritten drafts will not be accepted.
In-Class Essays (20%)
NGCSU prides itself on its success on the Essay portion of the Regents’
Test which every public college student must take by the time he or she has
earned 45 hours towards graduation. In
the spirit of the Regents’ test, you will participate in three to four in-class
essays in which you will write a 2-3 page essay which addresses one of the
topics given on that particular day. You
will have roughly one hour for the assignment and will be allowed to use a
dictionary during the last 15 minutes of the allotted time. Blue
or black pen is required for all in-class essays.
Other
Assignments
Tests:(15%)
Tests will take on a variety of formats and will cover a wide range of
material from lecture topics to class discussions of readings to
grammar/documentation skills.
Class Participation:(5%)
Students are expected to put forth 100% effort in every activity,
whether in the classroom or out of the classroom; learning is not a spectator
sport. As a result, students will
receive a grade for every class work/homework assignment, effort in class
discussions, attitude towards classmates, etc.
Final Exam:(10%) The final exam, per department definition,
will consist of a two-hour in-class essay.
Students will receive significant feedback concerning their academic performance and grades prior to March 3, the last day to withdraw from class with a grade of “W.”
Grading
Scale
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A=90-100 |
B=80-89 |
C=70-79 |
D=60-69 |
F=0-59 |
**You must earn a grade
of C or higher in this course to take English Composition II.**
How can I get . . . ?
Often students ask how
they can get a certain grade in the class, but they are not satisfied with my
answer, so I thought I would provide a more concrete guideline. These
suggestions do NOT guarantee a grade, but following these suggestions will
increase your chances for success.
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A |
attend at least 4
tutoring sessions in the Writing Center and at least 2 conferences with me. |
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B |
attend at least 3
tutoring sessions in the Writing Center and at least 2 conferences with me. |
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C |
attend at least 2
tutoring sessions in the Writing Center and at least 1 conference with me. |
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D |
attend at least one tutoring
session in the Writing Center and at least 1 conference with me. |
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F |
attend NO tutoring
sessions and do NOT conference with me. |
FORMAT
GUIDELINES FOR ENGLISH 1101 ESSAYS
The format of most out-of-class papers will follow MLA guidelines. In essence, you must use white 8 ˝ x 11 paper, Times New Roman 12 regular font, one-inch margins all around, and black ink. All text must be double-spaced. For more details regarding document design, consult Harbrace 171-177.
MINIMAL
REQUIREMENTS FOR COMPLETION OF ENGLISH 1101
The faculty of English has approved the
following minimal standards for
passing English 1101. Students must demonstrate their ability to
1. Compose first-year level essays that are
logical, engaging, and informative;
2. Develop essays that include a controlling
idea or thesis, provide adequate supportive evidence, and make use of effective
organization;
3. Demonstrate and apply an understanding of
basic rhetorical concepts including ethos, pathos, and logos, and the
relationship among audience, purpose, and context;
4. Compose both single-draft and multi-draft
essays, using prewriting, drafting, and revision, as well as editing;
5. Cite and document material taken from
sources;
6. Construct clear, precise, grammatically
correct sentences, using Standard Edited American English, and avoiding awkward
phrasing and errors, including but not limited to the following: fragments,
comma splices, run-on sentences, subject-verb and pronoun-antecedent
disagreement, faulty pronoun reference, misuse of possessives, and misspellings.
[Note: Achievement above the minimal passing
level of C results from exceeding
minimum expectations in terms of essay development and quality of content.]
In addition to the minimal requirements, this class has been designed to meet the following Learning Outcomes and Standards:
NGCSU General Education Outcomes 1-3: (1) The student will communicate effectively using multiple literacies and forms of expression; (2) The student will demonstrate analytic, contextual, and holistic thinking; and (3) The student will engage in integrative learning.
Board of Regents of the University System of Georgia’s Common Student Learning Outcomes for the Core Curriculum 1 and 3: (1) Communications: Oral and written communication will be characterized by clarity, critical analysis, logic, coherence, persuasion, precision, and rhetorical awareness; and (3) Cultural and Social Perspectives: Cultural and social perspective will be characterized by cultural awareness and an understanding of the complexity and dynamic nature of social/political/economic systems; human and institutional behavior, values, and belief systems; historical and spatial relationship; and, flexibility, open-mindedness, and tolerance.
Quality Enhancement Program (QEP) Information Literacy Outcomes 1-5: (1) Know, (2) Access, (3) Evaluate, (4) Use, (5) Ethics.
This class has
been designed to meet NCTE standards 3-9, 11 and 12: (3) Students will apply various strategies of
comprehension; (4) they will practice active and effective communication; (5)
they will employ a range of writing strategies; (6) they will apply detailed
knowledge of language conventions; (7) they will conduct focused research; (8)
they will use technological and information resources; (9) they will understand
and respect linguistic diversity; (11) they will participate in literacy
communities; (12) they will use language to accomplish their own purposes. Also, this course meets NCATE standards 3.1,
3.2, 3.3, and 3.4.
National Council for Accreditation of Teacher Education (NCATE) Standards 3.1-3.4: (3.1) Candidates demonstrate knowledge of, and skills in the use of, the English language; (3.2) Candidates demonstrate knowledge of the practices of oral, visual, and written literacy; (3.3) Candidates demonstrate their knowledge of reading processes; and (3.4) Candidates demonstrate knowledge of different composing processes.
GENERAL EXPECTATIONS:
Academic Integrity: To plagiarize is to use another’s words or ideas as if they were your own. The St. Martin's Handbook notes that you must document all the following material derived from sources: direct quotations, summaries or paraphrases of material; ideas, illustrations, tables, graphs, and charts; and public electronic and personal communication (282-283). To avoid problems, please read chapters 13-16 of The St. Martin's Handbook.
You are also responsible for reading and following the guidelines on plagiarism presented in the North Georgia College & State University Undergraduate Bulletin: “Academic Integrity Policy” (81-84). The student who plagiarizes will be given a zero for the assignment, typically an F for the class, and should expect disciplinary action by the college.
Absence and Withdrawals: To allow for illness and other unforeseeable misfortunes, a student may be permitted a limited number of absences. If a student’s absences exceed 14% of the scheduled classes, the instructor may drop the student from the class with a “WF.” Since this class meets for 42 days, students are allowed only 6 absences; upon the 7th absence, a student will be dropped from the course. At the discretion of the professor, a student is allowed a make-up examination or essay only for valid and documented reasons (e.g. sickness). If a student misses an essay or examination without a documented excuse, the student will receive a grade penalty (usually a “0”). Foreseeable problems must be discussed with the instructor before the absence. Any absence on a Writing Group work day will count as two absences.
Late Assignments: Late
work is defined as any work which the instructor receives AFTER the end of
class time. Late work will be accepted
only under the requirements set forth under the Absences section. Note:
Computers sometimes crash or get viruses or won’t print, so make sure
you have at least two copies of your papers:
one copy on your computer and the other on removable storage, be it a portable
hard drive or a CD backup. Print your
paper out EARLY if at all possible. You
may e-mail your papers to me; however, if your e-mail does not reach me or you
have forgotten to attach the assignment, your paper will be considered late and
will be promptly deleted if received after the due time. Any work left under my door will be recycled
if I receive it after the end of class on the due date.
Incompletes: Incompletes are awarded only when a student
is doing satisfactory work but, for non-academic reasons beyond the student’s
control, is unable to meet the full requirements of the course.
Equal Access: Disabilities and Accommodations. North
Georgia College and State University is committed to equal access to its
programs, services and activities for people with disabilities. If you believe that you have a disability
requiring an accommodation, reasonable prior notice needs to be given to the
instructor and the Office of Student Disability Resources. In this case, contact Elizabeth McIntosh,
Coordinator, Student Disability Resources at 122 Barnes Hall, 867-2782. E-mail: emcintosh@ngcsu.edu.
Class Evaluations: Class evaluations at NGCSU are now conducted on-line through BANNER. Evaluation of the class is considered a component of the course, and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final Exam week. Specific instructions will be made available when the surveys are activated.
The
Some
Final Remarks: Research shows that when students actively
engage in their own learning, they have higher success rates. Being highly engaged in this class means not
only turning your work in on time and making sure your work is insightful,
interesting, and accurate, but also participating in extra-curricular
activities which stimulate the student's mind and soul. NGCSU has a number of fantastic student
organizations waiting to be explored.
Check out http://www.ngcsu.edu/Stu_Lif/sto&apg.htm for a detailed
list.
I am here to teach you writing. I am here to help you move your writing from
high school level to college level. I am
also here to stimulate your thinking; if you have difficulties in a particular
area of writing, let me know. We are in
a working relationship here; just as in any relationship, if you don't
communicate your needs, they will not be addressed.
In addition, you
do not NEED an A in this class to keep HOPE; you NEED a B. If you graduated from a Georgia high school,
chances are good that your grades were inflated; chances are also good that you
might be a better writer than your teachers thought. I need you to eliminate your past English
baggage and come to this class with a new set of eyes so we can both work on
improving your writing together. The
going won't be easy and you might hate me once April rolls around, but the
rewards will be well worth the effort.
COURSE CONTENT--MWF
NOTE: Under the "Assignment
Due" heading, SMH is the grammar
book; the names indicate the author(s) of the essays to be read for class
discussion on the assigned day, and page numbers are from Buscemi text.
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Date |
Activity |
Assignment
Due |
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Jan. 7 Jan. 9 Jan. 11 |
Writing,
college-level writing, expectations |
Self-Assessment; SMH
xxi-xxvii, 14-24, 300-301,
822-831 |
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Writing Processes |
Marius 102-105/SMH 25-27, 54-80 |
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In-Class
Writing |
ICD/
SMH 903-907 |
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Jan. 14 Jan. 16 Jan. 18 |
Ethos lecture |
SMH 36-48,
504-538 |
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Ethos(cont'd)/Hooks |
SMH 36-48,
97-98 |
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Descriptive-Expository Writing (Camera) |
Woolf 50-52/SMH 117, 194-195 |
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Jan. 23 Jan. 25 |
Voice—David Sedaris' "Santaland Diaries" |
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Logos lecture-discussion |
SMH 64-69, 186-194
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Jan. 28 Jan. 30 Feb. 1 |
Research Methods/Library Orientation |
Paper 1A draft due/SMH 81-103
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Style Workshop I |
SMH 222-248 |
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In-Class Writing |
IC1/
SMH 903-907 |
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Feb. 4 Feb. 6 Feb. 8 |
Definition and Example |
Sontag
118-120, Parker 123-126, Naylor 150-153, Huttman 256-259, Staples 260-264,
Kafka 265-272
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Analysis (Sequence, Process, and Causal) |
Petrunkevitch
81-85, Mitford 92-99, Hubbell 107-111, Cousins 276-279, Meyer 299-305, Trillin 312-320 |
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Library Day |
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Feb. 11 Feb. 13 Feb. 15 |
Analyzing Sources |
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Style Workshop II (Bring sources) |
SMH 249-269 |
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Grouping (Comp-Cont and
Classification) |
Sheehy 157-164, Viorst 180-185, Lethem 194-197, Catton 205-207, Twain
222-223, Sanders 225-228 |
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Feb. 18 Feb. 20 Feb. 22 |
Writing Time |
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Working in Writing Groups |
SMH 81-103,
139-144/Paper
1B draft due |
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In-Class Writing |
IC2/
SMH 903-907 |
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Feb. 25 Feb. 27 Feb. 29 |
Test 1 |
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Library Day |
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Style workshop III |
SMH
270-347 |
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Mar. 3 Mar. 5 Mar. 7 |
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Paper 1 due/ SMH 104-109 |
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Midterm Reflections, Questions, & Comments |
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Pathos lecture-discussion |
SMH
146-167, 194-198 |
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Mar. 10 Mar. 12 Mar. 14 |
Conclusion
paragraphs--Whammies |
SMH
98-99 |
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Writing Arguments |
Ehrenreich 360-366, Hardin 368-374, Kozol 376-382/ SMH 145-167, 177-210 |
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In-Class Writing |
IC3/
SMH 903-907 |
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Mar. 24 Mar. 26 Mar. 28 |
Writing Arguments, pt. 2 |
Hentoff 384-391, Dershowitz 393-398, Paglia 409-412,
Jacoby 414-417/ SMH 145-167, 177-210 |
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Writing Groups |
Paper 2A draft due/ SMH 54-78, 139-144 |
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Writing Persuasion |
Swift 419-425, King 428-432, Dickerson 434-438 |
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Mar. 31 Apr. 2 Apr. 4 |
Persuasion, pt. 2 |
Rodriquez 440-443, Nye 445-449, Brady 451-453 |
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Writing Time |
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Test 2 |
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Apr. 7 Apr. 9 Apr. 11 |
Mixed Strategies |
Tan 466-470, Cisneros
495-497, Frazier 507-511 |
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Writing Groups |
Paper 2B draft due/ SMH 54-78, 139-144 |
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In-Class Writing |
IC4/
SMH 903-907 |
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Apr. 14 Apr. 16 Apr. 18 |
Narrative essay discussion |
Hughes 9-11, Angelou 14-19 |
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Time to Write |
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Paper 2 due/ SMH 104-109 |
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Apr. 21 |
Final Reflections, Questions, and Comments |
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Apr. 28 |
FINAL EXAM from 8-10 a. m. |
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