Bring It On: the First Year College Experience

ELCAMINO COLLEGE COMPTON CENTER FALL 2009

Course: English 1A –Reading and Composition OnlineFree Online Tutoring: www.MyCompLab.com.>Register (mid- Instructor: Professor Roach page)>Class Code: Roach0622567C > 12 months > Password: Section Number: 9498 Lecture Meeting Days: ONLINE (Mon., Wed., and Fri. are recommended study days.) On-Campus Orientation: Thurs., Sept. 3, 3:10-4:10 p.m. Due Date Times: 11:59 p.m. PST (Grace Period extends to Sunday after due date, at 11:59 p.m. PST except during final week of course.) Instructor Information: (310) 900-1600, Ext. 2232 Distance Education Office: www.compton.edu/academics/distance-ed Instructor’s Office Location: D31-B Faculty Webpage: http://www.compton.edu/facultystaff/rroach/index.html Office Hours: MW 9:25-11 a.m. TTh 12:30-1 and 3:05-3:30 p.m. (Chat online during these times; only general questions because visible to class.) E-Mail: [email protected]; [email protected]; [email protected]

Supplemental Information: *Free Student E-mail: www.compton.edu > MyECC (upper left side) >Login or First Time User to set up “credentials” and see email messages weekly (inside, click on “messages” near the top center)*Class Websites: https://etudes-ng.fhda.edu/portal (Username: First Name_Last or same as MyECC username Password: birth month and day as in 0129 for January 29) (Inside, click ENGL 1A tab at top) and www.Turnitin.com (Code: 2735237 Password: english1a) *Library: (310) 900-1648 (www.compton.edu/library). *Bookstore: (310) 900-1600 x2820 MISSION STATEMENT: El Camino College offers quality, comprehensive educational programs and services to ensure the educational success of students from our diverse community. I. REQUIRED TEXTS: (1) Nadell, Judith, John Langan, and Eliza A Comodromos. The Longman Reader. 9th ed. New York: Pearson/Longman, 2009. (2) Douglass, Frederick. Narrative. (http://sunsite.berkeley.edu/Literature/Douglass/Autobiography/ ) (3) Hurston, Zora Neale. Their Eyes Were Watching God. (1937). New York: Harper, 2006. (4) Hacker, Diana. A Writer’s Reference with Writing in the Disciplines. 6th ed. Boston: Bedford, 2007. (www.dianahacker.com/writersref ) (5) Pocket OR Notebook College Dictionary and Thesaurus (highly recommended) II. COURSE DESCRIPTION (Catalog description): This course is designed to strengthen the students’ ability to read with understanding and discernment, to discuss assigned readings intelligently, and to write clearly. Emphasis will be on writing essays in which each paragraph relates to a controlling idea, has an introduction and conclusion, and contains primary and secondary support. College-level reading material will be assigned to provide the stimulus for class discussion and writing assignments, including a required research paper. III. COURSE PREREQUISITES: Credit in English A and credit in English 84 or English 7; or qualification by English Placement Test IV. EL CAMINO COLLEGE COURSE OBJECTIVES: Students will learn the following:  From review of grammar and usage, students will locate and demonstrate the ability to correct the following errors in composition: sentence fragments, comma splices, fused sentences, misplaced and dangling modifiers, incorrect pronoun case, faulty pronoun references, pronoun-antecedent disagreement, subject-verb agreement, and wrong tense  From instruction in reading of essays, students will locate and paraphrase the thesis/preposition; identify the basic types of support used to develop the thesis or preposition-- examples, facts, details, reasons, illustrations, anecdotes; indicate the shift from general to specific levels of support; distinguish statements of facts from statements of opinions; identify the method of development/strategy used-- comparison, contrast, classification, definition, cause/effect, process, persuasion; summarize the idea and content; and advocate or challenge the author’s opinions.  From instruction in reading of short fiction and poetry, students will paraphrase the work; identify and define the central theme or metaphor; assess the aesthetic qualities of the work; compare the work with another, drawing conclusions based on appropriate criteria.  From instruction in reading of book-length nonfiction, students will summarize the work in its separate units and as a complete entity, identify the central theme or themes, judge the value of the information, and advocate or challenge the author’s opinions.  From instruction in reading of novels, students will summarize the plot, identify the central themes, indicate the functions of characters, plot, and setting in relation to the themes, judge the aesthetic value of 2 or 3 and of the whole work.  From instruction in composition, students will compose theses/topic statements of a proper scope for the composition; delimit subjects by brainstorming and outlining; organize the content of a composition using spatial, climatic, and/or chronological principles; use a range of general and specific levels of support with proper transitions to signal shifts from one level to another; compose introductory and concluding paragraphs for a composition; compose a timed essay; perform research techniques (use library resources, cite and document sources) and compose a formal research paper of at least 1250 words, utilizing parenthetical documentation. V. EL CAMINO COLLEGE ENGLISH 1A LEARNING OUTCOME: Upon completion of the course, the student should demonstrate the following skill:  Given an out-of-class writing task in which students find multiple sources related to a particular topic, students will write a research paper that shows the ability to support a single thesis using analysis, to synthesize and integrate materials effectively from a variety of sources, and to cite sources in MLA format (including a works- cited page). The report is organized, technically correct in paragraph composition, sentence structure, grammar, spelling and word use, and demonstrates a thoughtful treatment of the topic.

VI. ASSESSMENT: The following activities will be used to assess specific competencies: A. Summary and response reading journal (Blogging) and prewriting B. Individual papers C. Research paper D. Portfolio

VII. EVALUATION CRITERIA: 90-100%=A; 80-89%=B; 70-79%=C; 60-69%=D; etc. Paper #1 100 Points Exploratory Paper (10%)

Paper #2 100 Points Midterm and Literary Paper (10%)

Paper #3 100 Points Expository Paper (10%)

Paper #4 200 Points Research Paper (20%)

Final Exam with Portfolio Revisions 200 Points (20%)

“Blogs” at Class Website in Etudes 150 Points Summaries and reactions reading journals (15%) posted

Prewriting Assignments 50 Points Assigned “Quick Think” outlines, worksheets, (5%) drafts

Reviews 100 Points Questions to answer about essays and (10%) Grading Distribution: Areading900 selections -1000 points Total 1000 points B 800-899 points C 700-799 points D 600-699 points F 0-599 points VIII. ATTENDANCE REQUIREMENTS: A. Tardy Policy—Three tardies due to emergency is equivalent to one absence. B. Absence Policy—You may be dropped for missing 10% of course. All assignments and RESEARCH PAPER are necessary to pass the course. IX. STATEMENT OF STUDENT CONDUCT (ALL COLLEGE POLICIES APPLY): A. Instructor expectation of student conduct: Students should participate in all class sessions by taking notes, actively engaging in group sessions, and completing writing assignments. Textbooks and references should be consulted, including on the midterm and final exam. B. Late/Missed assignment policy: Late assignments receive one quarter credit. C. Academic conduct, cheating, plagiarism: Plagiarism and cheating results in failing the assignment and possible expulsion for repeated offenses with due process (Catalog, p. 26). All College policies apply (See Catalog). D. Lab Policies: Expected cooperative compliance with Writing Lab and Writing Center policies where tutoring and computer privileges are provided X. SPECIAL ACCOMMODATIONS: If you have a recognized disability, you need to contact me and disabled services (F10) within the first week of class so that reasonable accommodations can be made. XI. DISCLAIMER STATEMENT: Students will be notified ahead of time when and if any changes are made to course requirements or policies

XII. SEMESTER SCHEDULE OF TOPICS AND ASSIGNMENTS ANALYZING AMERICAN CULTURE: Note on assignments: Assignments should be completed in Standard English at or attached to “Tasks, Tests, and Surveys” in Etudes. Note: The abbreviation LR stands for Longman Reader, TT&S for Tasks, Tests, and Surveys, and D&PM for Discussion and Private Messages. W Dat Topic Objective/Outcome Preparation Assignment/Assess Pt k e ment s 8/3 Welcome / *Be able to identify and form *Online mini-lectures (1.3 *Post Self 10 1 1 Intro to effective and valid arguments & 1.4) Introduction D&PM / 5 College-level through the reading and *Read Chapt. 1 in LR *Pre-Test in TT&S Composition writing process 9/2 Read Chapt. 2 in LR *Argument Review 25 in TT&S 9/4 Workshop on *Be able to write with *Handout / Tutorial 1& 4 *Diagnostic essay 10 sentences sentence variation (Video) (TT&S and www.dianahacker.com/wr www.turnitin.com) itersref 2 9/7 Labor Day Holiday 9/9 College-level *How to analyze narrative *Online mini-lecture / *Narrative Review in 10 Narration essays *Read Lorde, Orwell, and TT&S Hughes in LR

9/1 *Post Narrative Blog 10 1 in D&PM

9/1 *How to write exploratory *Quick Think Outline 3 3 4 narrative essays for college Due in TT&S and beyond 9/1 College-level *How to analyze descriptive *Online mini-lecture / *Description Review 10 6 Description essays *Read Parks, Helvarg, in TT&S Kamiya, and Ortiz-Cofer in LR 9/1 *Description Blog in 10 8 D&PM 9/2 *How to write exploratory *Read Chapters 3 and 4 *Quick Think Outline 3 4 1 descriptive essays for college in LR, (72-85, 123-35) Due in TT&S and beyond 9/2 *How to write an appropriate *Online mini-lecture / *Introduction and 5 3 title / *Read Hacker, pp. 14-18 Conclusion *How to effectively introduce (samples) Paragraphs Due in and conclude a college essay/ TT&S *How to write a carefully considered, specific thesis statement 9/2 *Using punctuation *Online mini-lecture Draft & Peer Review 10 5 effectively *Skim Hacker, pp. 259- in D&PM 293 9/2 *MLA format *How to format college See Handout Complete, revise, and 5 8 papers edit typed draft 9/3 *How to write a college-level TYPED PAPER DUE 10 0 exploratory essay (Etudes and 0 www.TurnItIn.com) 10/ College-level *How to use critical thinking *Online mini-lecture / 2 Classification to classify * Read Ch 6 in LR (pp.228-43) 10/ *Read Douglass’ *Classification 10 6 5 Narrative, Ch. 1-7 (Link in Review in TT&S Textbooks above)

10/ *Quick Think Outline 3 7 Due 10/ College-level *Online mini-lecture 9 Process Analysis 10/ *Read Douglass, Chapters *Process Blog in 10 7 12 8-Appendix D&PM 10/ *Read Ch 7 in LR (pp.282- Quick Think Outline 3 14 297) Due in TT&S 10/ College-level *How to analyze literature *Online mini-lecture-- *Literature Review 10 16 Literature (poetry, short stories, and poetry and short story in TT&S *Literature 10 Analysis /*Read Hughes’ poem Blog in D&PM and short story online

novels) 10/ * Read Chapters 1-6 of *Novel Blog (1-6) in 10 8 19 Their Eyes Were D&PM Watching God

10/ *How to write a literary See model literature 21 analysis paper paper at www.dianahacker.com/wr itersref 10/ Timed essay – 50 23 MIDTERM TT&S and www.turnitin.com 10/ College-level *How to use critical thinking *Online mini-lecture / *Comparison Review 10 9 26 Comparisons to identify comparisons and *Read Chapters 7-13 of in TT&S 10 contrasts Their Eyes Were *Novel Blog (7-13) in Watching God D&PM 10/ * Read Chapter 8 in LR *Quick Think Outline 3 28 (pp. 337-351) Due in TT&S 10/ College-level *Use critical thinking to *Online mini-lecture / *Novel Blog (14-20) 10 30 Cause and identify causes and effects *Read Chapters 14-20 of in D&PM / *Cause and 10 Effect Their Eyes Were Effect Review in Analysis Watching God TT&S 11/ *Read Chapter 9 in LR *Quick Think Outline 3 1 2 (pp. 383-398) Due in TT&S 0 11/ Draft & Peer Review 10 4 in D&PM 11/ *How to write a literary Complete, revise, and TYPED PAPER DUE 50 6 analysis paper edit typed draft TT&S and www.Turnitin.com 11/ College-level *How to analyze *Online mini-lecture *Illustration Blog in 10 1 9 Illustration exemplification essays for * Read Sykes, Savan, D&PM 10 1 adequate and appropriate Hymowitz, and Johnson in *Illustration Review examples LR in TT&S

11/ *Post image with 10 11 source in D&PM

11/ *Read Chapter 5 in LR *Quick Think Outline 3 13 (pp. 173-187) Due 11/ Style workshop *How to adjust writing style *Online mini-lecture *Style Quick Think 3 1 16 *Read Hacker, pp. 123- Due in TT&S 2 160 11/ APA format *How to format science *Online mini-lecture *Draft & Peer review 10 18 papers in D&PM 11/ *How to write and format a Complete, revise, and TYPED PAPER DUE 10 20 paper for science classes edit typed draft TT&S and 0 www.Turnitin.com 11/ College-level *How to analyze definitions *Online mini- *Definition Blog in 10 1 23 Definition lecture /*Read Cole and D&PM 3 Raspberry in LR 11/ *How to write definitions *Read Chapter 10 in LR Quick Think Outline 3 25 (pp. 430-442) Due in TT&S

11/ Thanksgiving Holiday 27 11/ College-level *How to analyze and form *Review Good and Bad *Argument Blog in 10 1 30 Argumentati modern and contemporary Arguments mini- D&PM 4 on lectures /*Read Chapter 11 in LR (pp. 472-506) / * Read four King essays, (2 in LR and 2 online)

arguments 12/ College-level *How to find, evaluate, and Online research writing *Working 5 2 Research paraphrase sources mini-lecture Bibliography Due in TT&S (or point deduction) 12/ *See Tutorial #2 and #3 “Notecards” Due in 3 4 (Video) TT&S www.dianahacker.com/wr (or point deduction) itersref (Sample in online research writing mini- lecture slides) 12/ *How to narrow a topic and See handout in Prepare debate with 1 7 form a claim or argument “Activities” classmate (sources) 5 12/ Complete typed outline *Debate assignment 10 9 Due 0 12/ Combining *See Tutorial #5 (Video) *Peer Review in 5e 11 patterns at D&PM c www.dianahacker.com/wr (extra credit) itersref *Complete, *Revise draft revise, and edit typed draft of research paper 12/ *How to write a research See model research *RESEARCH PAPER 10 1 14 paper paper at DUE 0 6 www.dianahacker.com/wr (Etudes and itersref Turnitin.com) 12/ Review Review portfolio handout, *Annotated Portfolio 16 notes, and papers revisions 12/ *FINAL EXAM 20 18 (Timed essay) 0 *Portfolio Due (Etudes and Turnitin.com) FINAL RESEARCH PAPER: The portfolio of revised and edited thematic papers analyzing American culture and showing writing across the disciplines will be concluded by a capstone research paper on an assigned topic. It is your task to (1) narrow the topic, (2) gather information in a working bibliography, (3) prepare a minimum of one each of summary, paraphrase, and quotation notecards, (4) form a carefully considered, specific thesis statement and tentative outline, (5) write first draft, (6) revise and edit draft, and (7) produce final draft of 5-8 pages typed double- spaced in MLA format.