Angry Verbs: January 2012

M. Hall

Angryverbs.blogspot.com

Date revised: January 2012

Angelina College English 1301 - Composition

BASIC COURSE INFORMATION

A. Course Description (as stated in the bulletin, including necessary pre-requisite courses, credit hours) Three hours credit. A review of the fundamentals of composition: grammar, punctuation, diction, and sentence structure; development of paragraphs and the essay; extensive theme writing in exposition and argument, including a unit on logic.

B. Intended Audience: Students who have satisfied TSI writing requirements.

C. Instructor Name: Mack Hall. Office Location: Classroom. Office Hours: Before and after class. Phone: No. Really. Don't telephone. Use the email: mhall46184@aol.com.

II. INTENDED STUDENT OUTCOMES:

A. Core Competencies (Basic Intellectual Competencies)

1. Reading: Reading at the college level means the ability to analyze and interpret a variety of printed materials _ books, articles, and documents. A core curriculum should offer students the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines. 2. Writing: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflees. 3. To understand and appropriately apply modes of expression i.e., descriptive, expositive, narrative, scientific and self-expressive, in written, visual, and oral communication. 4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 6. To develop the ability to research and write a documented paper and/or to give an oral presentation. C. Course Objectives for all sections _ 1. To help the student to understand his or her creative processes for greater expressiveness and apply modes of expression in writing assignments. 2. To write concrete, creative essays that thoroughly develop a central idea in an organized manner. 3. To understand the importance of specifying audience and purpose. 4. To apply the principles of writing as process: writing conceived as a connected and interactive process that includes pre-writing and invention, writing, revision, editing, and proofreading. 5. To master mechanics and grammar concepts necessary for clear expression. 6. To learn the principles of critical reading and to apply those principles to his or her own and to others’ writing. 7. To be able to make logical choices and to apply such logic to writing. 8. To understand and apply basic principles of critical thinking in the development of exposition and argument. 9. To understand computers and their application to our daily lives. 10. To develop the ability to research and write a documented paper. 11. To practice oral communication skills. D. Course Objectives as determined by the instructor. III. ASSESSMENT MEASURES OF STUDENT LEARNING OUTCOMES: A. Assessments for the Core Intellectual Competencies _ 1. Reading _ Competency in reading is assessed as students respond to classmates_ writing and discussion forum postings, as well as through exams covering the textbook material and discussion of and responses to material presented in the textbook and on handouts provided by the instructor. 2. Writing - Competency in writing is assessed through the development of writing projects which meet the evaluation criteria and which are mechanically correct. Also students_ writing assignments that fulfill the evaluation criteria will demonstrate proficiency in reading, writing, critical thinking, and computer literacy. 3. Speaking - Competency in speaking is assessed based on students_ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates via email and discussion board. 4. Listening _ Competency in listening is assessed based on students_ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates via email and discussion board. 5. Critical Thinking _ Competency in critical thinking is made as students respond appropriately to assignments, to instructions, and in interactions with instructor and classmates 6. Computer Literacy _ Competency in computer literacy will be made based on students_ ability to submit properly prepared, researched documents and on students_ ability to access online writing and grammar resources. Assessments for the Exemplary Objectives_ 1. The ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation is assessed through preparation and presentation of writing projects throughout the semester. 2. The ability to understand the importance of specifying audience and purpose and the ability to select appropriate communication choices is assessed through students_ attention to the rhetorical situation of each portion of each writing assignment. 3. The ability to understand and appropriately apply modes of expression is assessed through activities on correct usage of language and rhetorical devices and in the submission of appropriate writing projects throughout the semester. 4. The ability to participate effectively in groups is assessed by student writing of introduction letters, emails, discussion responses to writing in process that meet specified criteria. 5. The ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency is assessed through student writing projects designed to move readers to action, student letters to instructor in which students discuss their meeting of course objectives, and students_ ability to send and attach files to emails in WebCT. 6. The ability to research and write a documented paper is assessed by the requirement of five writing projects per semester C. Assessments for Course Objectives for all sections _ 1. Student understanding of creative processes for greater expressiveness and application of modes of expression in writing assignments will be assessed by effective use approach to a variety of writing assignment topics. 2. Student ability to write concrete, creative essays that thoroughly develop a central idea in an organized manner will be assessed by applying a standard grading criteria. 3. Student ability to understand the importance of specifying audience and purpose is assessed by presentation of effective writing projects which clearly address the chosen audience for the writer_ s chosen purpose. 4. Student ability to apply the principles of writing as process: writing conceived as a connected and interactive process that includes pre-writing and invention, writing, revision, editing, and proofreading is assessed through students_ discussion board postings which follow the writing projects_ guidelines. 5. Student ability to master mechanics and grammar concepts necessary for clear expression is assessed through grammar diagnostic, grammar midterm, and grammar final exams, as well as through the appropriate use of grammar and mechanics in the multiple writing assignments and contexts. 6. Student ability to learn the principles of critical reading and to apply those principles to his or her own and to others_ writing is assessed through peer response discussion board posting, as well as through successful completion of writing assignments. 7. Student ability to make logical choices and to apply such logic to writing is assessed through writing that appeals to the chosen audience in the desired or designated manner. 8. Student ability o understand and apply basic principles of critical thinking in the development of exposition and argument is assessed through the writing assignments. 9. Student ability to understand computers and their application to our daily lives is assessed as students complete the course online. 10. Student ability to develop the ability to research and write a documented paper is assessed through successful inclusion of resources into three of the five writing assignments. 11. Student ability to practice oral communication skills is assessed through optional orientation sessions, in-person or telephone conferences with instructor, and through question and answer sessions at test administrations. D. Assessments for the Course Objectives as determined by the instructor _ INSTRUCTIONAL PROCEDURES: A. Methodologies common to all sections Methodologies that may be utilized in presenting course content include online lecture notes, paper and pencil or online grammar exercises which give immediate feedback, in person or email workshops for student writings in progress, audio-visual presentations for view outside of class, online discussions (synchronous or asynchronous), student presentations to groups or to instructor only, and guest participants. B. Methodologies determined by the instructor V. COURSE REQUIREMENTS AND POLICIES: A. Required Textbooks, Materials, and Equipment _ Hacker, Diana. The Bedford Handbook. 7th ed. Boston: Bedford/St. Martin's, 2006. The Writer's Workbench computer program. B. Assignments _ (See below) C. Course Policies _ (This course conforms to the policies of Angelina College as stated in the Angelina College Handbook.) Academic Assistance _ If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Karen Bowser, Room 208 of the Student Center. At a post-secondary institution, you must self-identify as a person with a disability; Ms. Bowser will assist you with the necessary information to do so. Attendance: From the Angelina College Policy Manual: A true evaluation of the teaching-learning situation involves a correlation between attendance and progress. It is the responsibility of the student to attend all classes and a record of attendance will be kept for all classes by the instructor. It is the responsibility of the student to withdraw officially in the College District admissions and registrar_ s office from a class the student no longer desires to attend. College District instructional standards allow the instructor to set the educational objectives and requirements for each course. The student who does not meet these requirements because of excessive absences may be dropped by the instructor on a notice to the College District admissions office using either a first or second drop slip. The position of the instructor on submitting a non-attendance drop should be stated in the course syllabus. Excessive absences are defined as three or more consecutive absences or four or more cumulative absences from regularly scheduled class periods. The summer terms call for two or more consecutive, or three or more cumulative absences. A three-hour night class counts as two class periods. Students will not be dropped and will be allowed to make up work for absences because of (1) College District authorized and sponsored activities, and (2) religious holy days. It is the student_ s responsibility to arrange for make-up work with the instructor and to complete it within a reasonable time. In accordance with the Texas Education Code, each student is allowed to be absent from a class for the observance of a religious holy day. A _ religious holy day_ means a holy day observed by a religion whose places of worship are exempt from property taxation under Section 11.20, Tax Code. The student must notify the instructor of each class of the anticipated absence not late than the 15th calendar day after the first day of the semester. A student who is excused under this section must complete all assignments or missed examinations at the direction of the instructor. The form for notification of absences is in the office of admissions and will include the following: 1. Student name and identification number; 2. Name of religious institution and tax code number; 3. Name and date of holy day(s); 4. Classes to be missed; 5. Schedule for delivery of form by student to instructor(s); 6. Conditions and deadlines for completing missed assignments; 7. Instructor_ s signature and date; and 8. Student_ s signature and date. A student dropped because of excessive absences will be notified by mail by the College District admissions office and will be directed to obtain a readmit form and seek the approval of the instructor for admission. All students in developmental education must obtain approval of the instructor and the vice president and the dean of instruction. A student who fails to contact the College District admissions office within one week of the date the notice was mailed will be dropped permanently from class. All make-up work is at the discretion of the instructor. Attendance in developmental courses is guided by the Texas Success Initiative rules and regulations and additional steps are required. Additional Policies Established by the Individual Instructor - VI. COURSE CONTENT: A. Required Content/ Topics _ (common to all sections) Mechanics Emphasis: Mechanics and grammar study is an ongoing one that is an integral part of the writing process. Each student will be given a major test at the end of the semester to determine the student's mastery of mechanics and grammar. Further, all essays will be evaluated closely for correct usage, spelling and correct use of sentence parts. Approximately 20-25% of all class time will be given to drills on concepts. The Bedford Handbook with corresponding Internet resources will be the primary source for this continuing study. There will be no separate unit for the study of mechanics and grammar, but it will be a part of the writing unit. Essay Writing: College level essay writing is chiefly expository writing wih some occasional creative writings, if desired. The process approach to teaching writing will be used to promote unified writing and thinking processes. The teacher will initiate brainstorming or other heuristics to encourage free and fluent expression--then introduce different rhetorical modes for developing and organizing paragraphs and full essays. Each class time or homework assignment should require some writing. The instructor need not "grade" or even see every composition, but there must be some immediate feedback for every writing that the student does. This feedback might be in the form of peer evaluation or response, a letter written to a pen pal in another class whereby there will be a written response from the receiving student, or perhaps a class response to a writing read aloud in class. Argumentation: Argumentation includes but is not limited to induction and deduction, logical thinking, fallacies in argument, emotional appeals. Argumentative writing may be taught throughout the semester or in a two to three week unit. At least one grade should be from an argumentative essay (20-25%). B. Additional Content (as required by the individual Instructor) VII. EVALUATION AND GRADING: A. Grading Criteria (percents, extra credit, etc.) Evaluation: 4 or 5 major grades 75 to 80% At least 75% of the course grade must come from writing: A. At least 60% of this writing grade must be from essay writing: example/illustration, comparison/contrast, definition, classification/division, process, cause-effect, argumentation B. The other 15 to 20% writing grade might come from journal writing, essay tests, correspondence (letters, editorials), creative writings, critiques 20 to 25% A separate grade for mechanics and grammar should be given to emphasize the importance of the mastery of acceptable usage and to prepare students for future proficiency tests. This grade should be derived from daily exercises, quizzes on spelling, diction, punctuation and other mechanics and from at least one major objective test. B. Determination of Grade (assignment of letter grades) A (90-100) Excellent B (80-89) Good C (70-79) Average D (60-69) Minimum passing F (50 or below) Failure Standard Grading Policy for the English Department for all Essays Assigned A_ above average. Good organization, exceptional content, No more than one major error. A+ = 98, A = 95, A- = 92, A- - = 90 B_ above average. Good organization, exceptional content, and only one or two major errors. B+ = 88, B = 85, B - = 82, B - - = 80 C_ average. Organization, clear content, no more than 3 major errors. C+ = 78, C = 75, C - = 72, C - - = 70 D_ below average. Either lacks content and/or organization or has many major errors. More than 5 major errors drops the grade to an F. D+ = 68, D = 65, D - = 62, D - - = 60 F_ failing. Shows little or no effort. Contains 6 OR MORE major errors. F = 50. 0_ no grade. Did not turn in work, plagiarized an essay, or did not write on the assigned topic. Please Note: In the case of a plagiarized essay or research paper, a student may be dismissed from this course with an F. VIII. SYLLABUS MODIFICATION: The instructor may modify the provisions of the syllabus to meet individual class needs by informing the class in advance as to the changes being made.

Highly Flexible, Provisional, Experimental, and Tentative

Syllabus Modifications

"I call therefore a complete and generous education that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.”

-- John Milton

We (actually, you -- I accomplished all this in my youth) will read and write essays in these four traditional rhetorical modes: Expository Essays using: Example Process analysis Division / classification Comparison / contrast Definition Cause-and-effect Persuasive Essays using: Appeals to logic Appeals to emotion (propaganda) Narrative Essays using: Linear recall/chronological order Stream-of-consciousness Descriptive Essays using: Sight Sound Touch Taste Smell Emotions

Essays are rather fun, but you will also write a research paper employing the MLA format. You will hate writing it; I will hate reading it. However, this is a necessary preparation for professional writing both in university and in your career.

1. Text: Prentice-Hall Reference Guide, 8^th edition. A used copy is fine. You will also need a composition book of the cheapest sort. Stapling several sheets of paper together should be cheap enough.

2. Grades: A. Quizzes & Essays - 25% B. Research Paper - 25% C. Mid-term exam - 25% D. Final Exam - 25%. Quizzes may appear at any time -- be prepared for each class. All work has a one-week expiration date, but this is only if you are absent. A due-date is not a suggestion; out-of-class assignments are due at the beginning of the class. Please do not ask to leave class to print out your paper; I will often grant you computer lab time as part of class. No, I don't want to hear about your home printer or computer problems. Really. No. This isn't high school.

3. Attendance: Per Angelina College requirements, three consecutive absences or four cumulative absences from a day course or two absences from a night course require me to drop you; I am not permitted flexility in this. Disappearing during the break or during class counts as an absence. Tardiness is an absence; your presence elsewhere in the building instead of in class and on time is an absence. I cannot / will not re-teach a class session; if you miss, you must ask a classmate for notes. Form casual study / buddy groups and communicate with each other. If I miss -- and I never have – I will try to post my absence on angryverbs.blogspot.com in advance. Individual emails or ‘phone calls are impossible.

4. Out-of-class work must be produced on a word processor. I accept 12-point Verdana (preferred), Geneva, Arial, or Times New Roman. Do not use exotic typefaces, bold settings, or margins other than one inch all around. Papers are due at the beginning of class; if you are in the library typing when class begins you have both a zero test grade and an absence. Please do not bring me a memory device and ask me to print out your paper -- that's a zero for the assignment. In-class work must be in black or blue ink.

5. Office Hours: Before and after class. I hope to be in the classroom approximately a half-hour before class and briefly after class. Please feel free to email me at any time at my email address to ask me reasonable questions or for reasonable advice. Do NOT ask me what we did last week; ask a classmate. Really. This isn’t high school.

6. Class participation: let's have lots of fun here, but remember that even the most heated arguments should be in a spirit of good fellowship, with no ad hominem attacks. You are a scholar -- argue like one, with courtesy and generosity. You must talk! The outside readings are not overwhelming, so take some notes and prepare to make a significant contribution: one good, original thought -- YOUR THOUGHTS, not Mr. Cliff's or Mr. Sparks' -- per poem / essay / narrative. No potty-mouth – and don’t piously cite the First Amendment as a pretext for foul language; the FA is about freedom to petition your government and freedom to assemble peaceably.

7. Drinks and snacks -- You probably had a long and tiring day before you arrived in class, so I do not mind a cup of coffee or a SMALL soda, but remember that this is not McDonald's: no food, please. Please use a bit of paper towel so no rings are left on the furniture, and at the end of class put all debris away in the trash cans. Push the chairs back into position. The nice folks who clean up around here are overworked and underpaid, and deserve everyone's respect for their contributions to your success. By the way, you do speak to the cleaner-uppers when you see them in the hallway, don't you?

8. How much help? When writing papers you may solicit a great deal of assistance from others with matters of form and proofreading; indeed, I encourage such collaboration. The thesis and content, however, must be your work alone, and all quotations and sources must be properly documented. I cannot emphasize too much what a serious issue this is. An instructor need not resort to plagiarism programs; a simple string search on any search engine will ferret out a downloaded paper. Anyone who perpetrates such an offense will suddenly be free to find his or her true self. Let me translate from Mackinese to plain English -- if you cheat, I will drop you from the class with an F. I have in the past been rather trusting -- or careless? I now search out all papers through plagiarism sites, which may result in a slower paper return. I apologize for any delay that occurs.

9. Referring to this class as a basic to be gotten out of the way is impolitic. Education is a joy in itself, a rare privilege enjoyed by very few people in history, and even the most tiresome prerequisite is never a basic or something to be gotten out of the way. You are now a college student, not a conscript high school sophomore. Celebrate your intellect. Oh – and please don’t tell me that you made straight As in high school.

10. Cell 'phones, recorders, things that stick out of the ear, and other gadgets -- I don't mind if you keep your 'phone on buzz if you are concerned about a sick child or a situation at least as important. Please take the call discreetly out of the classroom. DO NOT TALK ON A TELEPHONE OR MANIPULATE ANY KIND OF CAMERA, RECORDER, OR OTHER COMMUNICATIONS DEVICE IN THE CLASSROOM AT ANY TIME, not even before or after class. Telephones may not be on your desk at any time, and all other electronic gadgets are forbidden at all times. Disconnect from the mother ship and interact with humans for the duration of the evening. Do not make any visual or sound recordings at any time without the permission of the entire class.

11. A rule I never thought I'd have to make -- no spit cups.

12. If you flunked English 1301 at a four-year school and are here to make it up you are very welcome; however, if you are under the illusion that this is an easy class requiring nothing more than a cell 'phone, a bottle of water, and practice in anger management, go away.

13. I will not respond to emails in which the writer is not identifiable, in which the email address is childish, or in which the content is not formatted as a business letter complete with heading, inside address, salutation, body, complimentary close, and signature, all in block form.

Class Schedule -- VERY flexible. Indeed, this is so flexible it's a candidate for Cirque d'Soleil! This is a pattern of a typical (and thus almost mythical) semester. Use it as a maybe / sort of / this-could-happen suggestion / guide, remembering always that preparations and instructions for one class are given during the previous class, and your absence is no excuse:

Week 1: Discussion of expectations. Hand out and discuss syllabus. Hand out and discuss "Rules for Essay Writing." Hand out and discuss “Words that Don’t Matter.” Think about a topic for your research paper. Hand out and discuss, oh, more stuff.

Week 2 (or so): 10 minutes' journal time. Grammar review item. You will be given a descriptive essay for study. Read in class in small groups or solo. We will suffer – um, enjoy - a guided discussion re the essay or excerpts and author's techniques. Connect to students' own experiences. Assign rough draft of a narrative essay, with time in class to begin. Think some more about your research paper.

Week 3 (or so): 10 minutes' journal time. Peer review: Circulate rough drafts of narrative essay in small groups. You will be graded on your possession of a substantial -- a few scrawls in your notebook won’t do -- rough draft, most of it computer-generated. Begin writing your research paper.

Week 4 (or so): Narrative essays due at beginning of class. 10 minutes' journal time. Grammar review item. Introduce and discuss persuasive essay, concepts and techniques. Assign topics for persuasive essay. Feel guilty because you haven’t begun your research paper.

Week 5 (or so): 10 minutes' journal time. Grammar review item. Circulate rough drafts of persuasive essays in small groups for peer review. Panic about your research paper.

Week 6 (or so): 10 minutes' journal time. Grammar review item. Plunge into existential denial regarding that research paper.

Week 7 (or so): Persuasive essays due at beginning of class. 10 minutes' journal time. Grammar review item. Review for mid-term exam. Despair that after tonight you must now really, really, really begin to write the research paper you haven’ t even researched.

Week 8 (or so): First Great Celebration of Learning: Mid-term Exam.

Week 9 (or so): 10 minutes' journal time. Grammar review item. Discuss research papers in MLA format. Topics. Ad lib computer writing lab. Um…research paper?

Week 10 (or so): 10 minutes' journal time. Grammar review item. Ad lib writing research paper writing with one-on-one instructor consultation. No, I will not give you a topic for your research paper.

Week 11 (or so): Research papers due at beginning of class. 10 minutes' journal time. Grammar review item. Introduce and discuss expository essays. Examples. Computer lab time. Curiously enough, attendance at tonight’s class will be thin -- must be that virus that’s going around.

Week 12 (or so): 10 minutes' journal time. Grammar review item. Ad lib writing of expository essays with one-on-one instructor consultation.

Week 13 (or so): Expository essays due at beginning of class. 10 minutes' journal time. Grammar review item.

Week 14 (or so): 10 minutes' journal time. Grammar review item. Review for final exam.

Week 15 (or so): Last Great Celebration of Learning: Final Exam.

Standard Grading Policy for the English Department for All Essays Assigned:

A = above average. Good organization, exceptional content, no more than one major error.

A+ = 98, A = 95, A- = 92, A- - = 90

B = above average. Good organization, exceptional content, and only one or two major errors.

B+ = 88, B = 85, B - = 82, B - - = 80

C = average. Organization, clear content, no more than 3 major errors.

C+ = 78, C = 75, C - = 72, C - - = 70

D = below average. Either lacks content and/or organization or has many major errors. More than 5 major errors drops the grade to an F.

D+ = 68, D = 65, D - = 62, D - - = 60

F = failing. Shows little or no effort. Contains 6 or more major errors.

F = 50 and below.

0 - No Grade. The student did not turn in work, plagiarized, did not meet a major requirement, or did not write on the assigned topic.

Please Note: In the case of a plagiarized essay or research paper, a student may be dismissed from this course with an F.

Major errors include the following:

Sentence Structure Errors: fused, comma splice, fragment and agreement errors: verb agreement errors and pronoun case agreement

Examples of major errors:

cs–comma splice The boy ran, he fell down.

fr–fragment Crying as he fell on the sidewalk.

frag. error After he fell; his knee started bleeding.

ro–run on or fused He hurt his knee it was bleeding.

s/v–subject/verb agreement Everyone laugh at him.

n/p–noun/pronoun agreement No one saw their teachers coming.

Him was laughing at hisself.

verb form Sue set on the chair watching the sun set.

See the chart below for a description of an A, B, C, D, and F paper.		A Paper B Paper		C Paper		D Paper		F Paper
Thesis and Development	Has a lucid, significant, perceptive response to the topic, which is fully developed.		Has a lucid, significant, response to the topic, which is fully developed.		Has a discernible, controlling idea or thesis, which responds to the topic; generally developed.		Has a discernible, controlling idea or thesis, which responds, but is underdeveloped or trite.		No responsive thesis, or response is not developed at all.
Support	Concrete, relevant details and examples.		Concrete, relevant details and examples.		Some superficial or trite generalizations, or facts with little comment.		Underdeveloped and trite generalizations; sketchy or irrelevant facts.		Little or no support for generalizations or merely lists of examples.
Audience Awareness	Structure, supports, and tone demonstrate consideration of audience and purpose.		Awareness evidenced mainly in either structure and supports or tone.		Awareness evidenced only marginally in appropriate use of structure and support or tone.		Awareness slightly evident in appropriate use of structure and support or tone.		Seems to exist for the writer only.
Paragraphing and Logical Progression	Coherent paragraphs progress through necessary, evident stages; includes transitions.		Generally coherent paragraphs progress through necessary, evident stages; includes transitions.		Generally coherent paragraphs that may be unwieldy or confusing; limited or predictable transitions.		Little or no attempt at cohesion; progress is confused or haphazard; little or no use of transitions.		Little or no cohesion; confused and haphazard progression; little or no use of transitions.
Sentence Structures and Word Choice	Varied sentence structure; word choice is precise, fresh, and economical.		Clear sentences; some stylistic variation; word choice is precise, if not economical or fresh.		Clear but sometimes loose or basic sentences; word choice is occasionally imprecise and flawed.		Little attention to sentence structure or revision; word choice is often flawed or inadequate.		Basic/choppy or rambling/incoherent sentences; little or no evidence of revision; inadequate word choice.
Grammar Errors	Absent or so limited as not to disrupt the essay’s readability in any way.		Minimal or so limited as not to disrupt the essay’s readability in any major way.		Occasionally disrupt the essay’s readability.		So pervasive as to disrupt consistently the essay’s readability.		So pervasive as to disrupt seriously and consistently the essay’s readability.

Thanks to Mrs. Alanna Cornes and Mr. Mel Johnson, Angelina College, for their kind assistance.

Angry Verbs

Tuesday, January 31, 2012

English 1301, Monday Night, 30 January 2012

Thursday, January 26, 2012

Syllabus, English 1301

Updates, English 1301 and English 1302, 26 January 2012