Current Common Syllabi for ENG 102

English 161: College Composition (LCCC) Fall 2016 – Semester I

Mrs. Guildoo Email: [email protected] Website: http://mrsguildooenglish.wikispaces.com which will link to LCCC’s Canvas portal

Remind Me App: ENTER: 81010 Text: @lccco (Instructions attached) *Note: Office Hours are enabled on Remind Me App – PLEASE refer to the times when I will respond! Two-way conversations HAVE been enabled!

Website: http://mrsguildooenglish.wikispaces.com - will hyperlink to LCCC’s Canvas

GRADES and ASSIGNMENTS will be found on LCCC’s Canvas Learning Management System (all ENGL 161 students have an LCCC ID/Login which will be distributed by instructor/advisers) *Remember, your grade is governed by CANVAS and you MUST remember to check CANVAS, not PowerTeacher as the two do NOT connect – PowerTeacher will only be consulted for eligibility requirements

Catalog Description: English 161 is an introduction to fundamental college-level skills in academic reading and writing. Summary, analysis, synthesis and research documentation are emphasized, along with critical thinking and collaborative learning. Writing is a PROCESS, not a Course Description: PRODUCT College composition (ENGL 161) is a holistic approach to the study of critical thinking, reading and writing through the development of student writing communities, collaborative teaching/learning, and intensive skills building, including an introduction to the research process. Successful completion of ENGL 161 (and ENGL 162 in the Spring semester) fulfills the credit requirements for many first year English/Composition courses at the college level. Mission Statement: English 161 strives to teach students to write coherent essays that respond to advanced-level multi-genre texts through the rhetorical strategies of argumentation/evaluation, application, interpretation, and synthesis. Course Policies: 1. Students are expected to listen to all announcements made in class. I reserve the right to make schedule changes to accommodate the varying academic levels of the students. (If you are absent, consult a classmate or me immediately.) 2. Attendance is required. LCCC Departmental policy states that absences of more than the equivalent of seven class meetings in the course may result in FAILURE. If students are continuously absent (even if they are ill), missing more than 2 weeks of class, they will be encouraged to drop the course. IMPORTANT NOTE: ‘Life’ happens, so make arrangements NOW for doctor appointments, court dates, college visits, sporting events, etc. that may occur OUTSIDE of this class meeting (3rd period). Excuses such as these will NOT be considered excused, as this class is a COLLEGE CLASS and you are receiving credit. Attendance is taken VERY SERIOUSLY. Because, this is a WRITING course and in-class time is critical, I suggest that if you MUST make appointments, arrange those on Tuesdays or Thursdays, as those days ‘may’ lend themselves to a more ‘workshop- like’ meeting time. 3. Please consult with me before dropping the course. Students who talk, text, sleep, or distract the class will be marked absent for that class period and receive a low class participation grade. 4. All formal written assignments are to be turned in to receive a passing grade. . Assignments turned in up to two calendar days late will be discounted by one letter grade. 5. Students who are unable to take an exam must inform me before the scheduled date. 6. Please inform me of any pre-existing condition that might impede your success in this class.

Important Note: It is the policy of Lorain County Community College that students must earn a grade of C or better to satisfy the university requirement for having completed ENG 161 and ENG 162. The grading requirements and protocol of LCCC, along with the rubric required by LCCC will be followed in this course. All course readings, assignments, timelines, supplemental assignments, etc. will follow the college’s expected curriculum and desired course outcomes.

Required Texts and Materials:  Writing and Reading Across the Curriculum (class set only available via hard copy – NOT online)  3-ring binder or folder *I am NOT picky about this requirement, as I will NOT collect notes – this is for YOUR needs only – however YOU choose to retain all class documents is up to you!  Paper, pens, erasers, highlighters  Recommended: Small Post-its for annotating  Laptop, iPad, tablet, etc. for use in class  Mrs. Guildoo’s Website access DAILY  Owl Purdue (MLA style guide)  Google Drive, Google Classroom, etc.  Canvas (LCCC’s online platform)  Occasional use of mobile device in class

Common Core Topics:  Reading: Advanced strategies for critical thinking, evaluation and response; increased emphasis upon disciplinary perspectives and interpretation.  Writing: Designing, drafting, editing, revising from paragraphs to essays, including summary, analysis, synthesis, critique and argument.  Research: Search strategies for gathering primary and secondary sources critical evaluation of sources; standard documentation styles and conventions for presentation. General Outcomes: Students will demonstrate their ability to write expository and argumentative prose resulting from research.

Information Literacy Outcomes: In addition to the general outcomes, students in ENGL 161 will develop the ability to:  Determine the nature and extent of the information needed in their writing  Access needed information effectively and efficiently  Evaluate information and its sources critically and incorporate selected information into their knowledge base and value system  Use information effectively to accomplish a specific purpose  Understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally

Emphasis upon the process of writing will lead students in the practice of:  Techniques of invention to select and narrow a topic, form a thesis or purpose, and develop an organizational plan.  Techniques of drafting that emphasize methods of organization, development and continuity.  Techniques of editing and revision that foster self-evaluation skills.

REQUIREMENTS Students completing ENGLISH 161 (Fall) and ENGLISH 162 (Spring) – College Composition will be required to demonstrate college-level composition, reading and mechanical skills, and will be expected to participate responsibly and actively in the course. Students will write approximately 5,000 words of formal writing in each section (semester) and perform a series of writing projects including group collaboration. Writing skills will also be demonstrated through in-class writing assignments. Out-of-class papers must be typed and conform to all MLA forms (12 pt. Times New Roman, double-spaced, citations, Works Cited, etc.). In- class writing must be completed in INK on lined notebook paper.

Readings: Textbook readings will be from selections in Writing and Reading Across the Curriculum (Behrens and Rosen), 13th edition. Supplemental readings will be prepared/assigned by the instructor.

Projects/essays: Five original essays which will include substantial revisions. Journals, quizzes, homework associated with readings, class participation, including in-class writing to be evaluated within the sequence of writing assignments. Students will also be expected to collaborate with peers to improve their own writing and edits of others’ writing.

Revision: Revision is an integral part of academic, professional and daily writing, thus revision strategies will be instructed, implemented and expected to successfully complete the course. The following revision strategies will be instructed to understand the writer’s rhetorical situation (purpose, audience and genre), which will include: Global Revision – A review of writing style using Aristotelian appeals of ethos, pathos and logos. A review of the writer’s topic, thesis, essay unity, development, organization, and coherence (transitions). Local Revision – Review of style, sentence variety, sentence structure, word choice and tone.

Editing and Proofreading – Review of grammar, punctuation, correct usage, spelling and typographical errors.

Preliminary Writing: In-class Diagnostic Essay (NOT GRADED but REQUIRED). To be completed within week one of the course.

Grading: FORMAL ESSAY ASSIGNMENTS  Summary Response (1,000 words = ~ 4 pages) 10%  Analysis Response (1,250 words = ~ 5 pages) 20%  Analysis and Synthesis Response (1,500 words = ~ 6 pages) 30%  Analysis/Interpretation of Literature (1,250 words = ~ 5 pages) 15%  In-Class Final Exam Essay (1,000 words = ~ 3 pages) 10% *NOTE: College requirements stipulate that the final exam not exceed more than 10% of the student’s overall course grade. Required total amount of formal writing is 5,000 words

INFORMAL WRITING ASSIGNMENTS 15%  Supplemental writing: journals, homework, etc.  Quizzes based on reading selections Writing is a  Revisions PROCESS, not a REVISION POLICY PRODUCT  Each FORMAL essay assignment – EXCEPT the IN-CLASS FINAL – is eligible for TWO (2) revisions AFTER the COMPLETE rough copy has been turned-in  Second revisions are ONLY permitted after the first revision when AT LEAST two full school days have been given for constructive feedback time  2nd revisions are ONLY permitted after the student has conferenced (1:1) with the instructor regarding the revisions necessary

Most of the grade for this course will be determined by the student’s written work. Class participation in discussion, group collaboration, quizzes and homework may be included in the course grade, but to do well in this course, students MUST WRITE WELL.

There IS a certain value to the laboring for growth without feedback AKA: NOT all work is necessarily ‘graded’ in a college course, thus it is on the student to oftentimes keep-up with readings/assignments that may not always be counted for a grade. Policy on Plagiarism (STRICTLY ENFORCED): All academic work submitted by a student is expected to be the result of the student’s OWN thought, research or self-expression. When a student submits work purporting to be his or her own, but which in ANY WAY borrows ideas, organization, wording, or anything else from another source without appropriate acknowledgement of the fact, the student is then guilty of plagiarism. In any case in which a student is unsure about a question of plagiarism involving written work, he or she is obliged to consult the teacher on the matter PRIOR to submitting the work. The policy on plagiarism will be followed under the guidelines of Lorain County Community College and may waiver slightly from Midview High School, thus please ensure rules regarding this policy are reviewed prior to final submission. The penalty for plagiarism will ordinarily be an F grade for every paper for each student involved. The penalty for repeated plagiarism may be failure in the course.

Semester I Calendar (APPROXIMATE timeline which are subject to change)

*NOTE: ‘Textbook Readings’ will be provided by the instructor, as a fee was not appropriated for this course

*Remember: ideally, we will be using Writer’s Workshops on Tues/Thurs so use your time wisely to prepare as you look at the semester!

1. Goal: Summary Response Unit Aug. 29 – Sept. 16, 2016 Length: 1,000 words (approx. 4 pgs.) Task: Summarize and respond to an expository and/or argumentative prose essay as assigned from course reading. Special Requirements: Appropriate MLA handling of at least one direct quotation (in-text citation) Week 1 Aug. 29 – Sept. 2 . Course Intro (What is Expository Text?/What is Academic Writing?) . Diagnostic Essay (in-class/not graded/used for baseline) . Textbook Reading:  “The Baby in the Well: The Case Against Empathy” (Paul Bloom) . Intro to Summary Writing in College . Intro to Annotations to Guide Summarization . Thurs., Sept. 1: Chromebooks

Week 2 Sept. 6 – Sept. 9 . Textbook reading:  “Battle Hymn of the Tiger Mother” (Amy Chua) . Writing a Thesis . Sentence Style, Fragments, Run-ons, Comma Splices, etc. . MLA Style Guide . Rough Copy of Summary (2 revisions permitted) . Tues., Sept. 6 & Thurs., Sept. 8: Chromebooks Week 3 Sept. 12 – Sept. 16 (FINAL COPY of SUMMARY) . Writing introductions and conclusions . Using effective transitions . Rough copy and revisions of Summary Response . Final copy of Summary Response (1st Formal Essay) . Tues., Sept. 13 & Thurs., Sept. 15: Chromebooks

2. Goal: Analysis Response Unit Sept. 19 – Oct. 13, 2016 Length: 1,250 words (approx. 5 pgs.) Task: Interpret/analyze a text through the lens of a particular theory/concept or definition. Special Requirements: Appropriate MLA handling of at least one direct quotation (in- text citation) and Works Cited. Will also include summary of an expository/theoretical prose text.

Week 4 Sept. 19 – Sept. 23 . Intro Analysis . Textbook reading:  “The Plug-In Drug” (Marie Winn) . Thurs., Sept. 22: Chromebooks . Embedding in-text citations with summary + analysis

Week 5 Sept. 26 – Sept. 30 . Intro to Theory . Intro to Ethical Theory (notes from textbook selections chpt. 9) . Textbook reading:  “What If...” (Daniel Sokol) . Thurs., Sept. 29: Chromebooks

Week 6 Oct. 3 – Oct. 7 . Embedding quotations . Apply the Theory, Interpreting the Theory, & then Experience It! . Rough Copy of Analysis Response (2 revisions permitted)

Week 7 Oct. 10 – Oct. 14 (FINAL COPY of ANALYSIS RESPONSE) . Fine Tuning Works Cited . Textbook reading:  Eric Framm’s essay . Two Writer’s Workshops this week! 3. Goal: Analysis and Synthesis Response Unit Oct. 17 – Nov. 11, 2016 Length: 1,500 words (approx. 6 pgs) Task: In light of a given topic/theme, analyze and synthesize multiple reading selections within the course readings. Special Requirements:  Should not include secondary research  May include primary research (interview or limited survey)  Appropriate handling of MLA quotations from multiple sources  In-text citations AND Works Cited  Oral component (individual presentation for communication component)

Week 8 Oct. 17 – Oct. 21 . What does it mean to SYNTHESIZE? . Ethos, Pathos, Logos (The Argument) . Deductive/Inductive Reasoning . Limitations . Textbook reading:  “White House Report/Bullying – And the Power of Peers” (Philip Rodkin) . What is Primary Research?

Week 9 Oct. 24 – Oct. 28 . Handling multiple sources in one essay . Making a claim, Developing a plan, Forming a strategy . Textbook reading:  “Model Argument Synthesis” (Peter Simmons)  “Model Analysis” (Linda Shanker) . Multiple in-text citations . What is the ‘Oral Component’?

Week 10 Oct. 31 – Nov. 4 . Putting it all together: topics/themes in course readings . Rough Copy (2 revisions permitted) . Two Writer’s Workshops this week!

Week 11 Nov. 7 – Nov. 11 (FINAL COPY of ANALYSIS & SYNTHESIS) . Revise, Revise, REVISE . Final COPY

4. Goal: Analysis/Interpretation of Literature Unit Nov. 14 – Dec. 16, 2016 Length: 1,250 words (approx. 5 pgs.) Task: Analyze/interpret one longer work as assigned by instructor. Will include elements of literary craft and theory. Special Requirements: Appropriate MLA handling of at least one extended quotation (block quote style) and Works Cited. Week 12 Nov. 14 – Nov. 18 . Reading the literature . Textbook Readings:  from Beloved (Toni Morrison)  from The Kite Runner (Khaled Hosseini)  from Roots (Alex Haley)  from Dracula (Bram Stoker)  from 12 Years a Slave (Solomon Northup)

Week 13 Nov. 21 – Nov. 22 Week of Thanksgiving Break . Block quotes . Interpreting/Analyzing

Week 14 Nov. 28 – Dec. 2 . Literary Crafting . Continuing to interpret/analyze with the literature

Week 15 Dec. 5 – Dec. 9 . Is your interpretation going to be supported well? . Rough copy (2 revisions permitted)

Week 16 Dec. 12 – Dec. 16 (FINAL COPY of ANALYSIS & INTERPRETATION) . Revise/Peer Revisions . Final Copy

5. Goal: In-Class Final Exam Essay Week of January 9, 2017 Length: 1,000 words (approx. 4 pgs.) Task: Final exam prompt will be given no more than one week prior to exam. Students will be expected to prepare and edit writing prior to final writing during exam. Preparation will take place prior to exam. Final exam will test student mastery of course skills and content. Works Cited will be completed prior to exam and turned-in with final exam writing. Final Exam Text: TBA (will be a drama [play] that has not been read in class, thus the student must apply the skills and knowledge throughout the semester to the final exam prompt)

SEMESTER II CALENDAR (ENGL 162) will be distributed upon return from the holiday break.