8
August 2013, for posting to angryverbs.blogspot.com (BlackBoard is not
available until the beginning of term).
M.
Hall
Angryverbs.blogspot.com
Provisional
syllabus for English 1301; any changes between now and the first class will be
slight. If there is no subsequent version, this one is it. As the term progresses I will also post to
angryverbs.blogspot.com numerous documents regarding block form business letter
format, MLA essay format (which is also in your textbook), and other matters.
Jasper
High School students only: Angelina College and Jasper High School have
developed an agreement which can modify some of the following on certain
occasions, such as a U.I.L. competition and Jasper High School holidays. This agreement does not apply to called
practices, meetings, absence due to JHS discipline requirements, and other
occasions. Angelina’s attendance
policies are very clear; read them carefully.
If external situations not covered in the Angelina / JHS agreement suggest
to you that you might not be able make class as required, you might want to
consider a distance or computer course.
Do not put yourself in a bind.
I
do not accept late papers. Ever.
Your
text is The Bedford Handbook, 8th
edition. A used copy and an older
edition are fine. Don’t worry about
bringing a copy to the first class, but you’ll need one the second week. You are welcome to share a copy with a study
buddy. Do not buy any ancillary material
such as CDs or online access codes; you need only your book, paper, and black
or blue pens (No pencils. Ever.).
Read
this syllabus carefully; by enrolling in class you agree to follow it.
Date
revised: 8 August 2013
Angelina
College English 1301 – Composition
Note: Not all assignments or due dates are
listed here. Those will be specified in on angryverbs.blogspot.com and on
Blackboard via announcements, and within the class meetings. It is the student’s responsibility to check
Angry Verbs and Blackboard frequently for course updates, assignments, due
dates, and so on. This is merely an overview of topics/readings that will occur
this semester, and is subject to change because of weather, class progress, and
other reasons applying to all students.
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: H. Office Hours: Before and after class.
Office telephone: 409 489 9000.
Facsimile machine: 409 489 9416. “Call me” is not a message. Email: mhall46184@aol.com. Please be advised that I do not log into my
official Angelina email every day; mhall46184@aol.com
is the better choice. I always reply to
email as soon as I read it; if you send a message and do not hear from me in a
day or so, your message did not get through.
When writing, follow the block form
business letter format – this is a writing class, after all, so let the
professionalism begin now. If you send a
poorly-formatted letter I will return it to you for a re-write.
D.
‘Net contacts: Blackboard and angryverbs.blogspot.com. Blackboard is new to me, so I’ll also post
notes to angryverbs.blogspot.com.
Angryverbs.blogspot.com contains most of last term’s lessons, notes, and
guides, and will prove very useful to you.
These sources do not replace classroom contact, lessons, and documents;
this is not a distance-learning class.
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. 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. 8th ed. Boston: Bedford/St. Martin's. 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 will 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,and cause-and-effect; persuasive essays using: appeals to logic,
appeals to emotion (propaganda); narrative essays using: Linear recall,
chronological order, and stream-of-consciousness; and 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: Bedford Handbook, 8th
edition. A used copy and an older
edition are fine. Don’t worry about
bringing a copy to the first class. You
are welcome to share a copy with a study buddy.
You will also need a composition book of the cheapest sort for journal
writing at the beginning of each class.
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 on a due-date to print out your paper; I will often
grant you computer lab time as part of class. No one wants 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
haven’t yet – I will try to post my absence on Blackboard 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. This is not high school.
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 (mhall46184@aol.com is best) to ask me
reasonable questions or for reasonable advice.
Do NOT ask me what we did last week; access Blackboard and angryverbs.blogspot.com,
and 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 the freedom to
petition your government and the 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 search out all
papers through plagiarism sites, which may result in a slower paper return. I
apologize for any delay that occurs.
New
for this term:
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, TEXT, TWEET, TWIT,TYPE, 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. For those with hearing
difficulties, you are welcome to record me FOR
YOUR OWN STUDY / REVIEW ONLY, WITHOUT EDITING AND WITHOUT PUBLICATION. But be sure you don’t record someone else
without that person’s permission.
Update,
8 August 2013. Because the gadgetry
changes, I modify the above to this extent: You may access your little
Orwellian telescreen for work purposes.
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.
If you send 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, then I will require you to rework the
message before I respond to it. You are
in college, not in junior high.
14.
By law I may not talk with a third party – parents, friends, relatives, others. Regardless of your age, this is not high
school, and if your parents wish to keep up-to-date with your progress, you
must take care of that. And, really,
even if it were not the law, why should it be any other way? The one exception, per contract, and state
law, is that I will advise the high school counselor of dual-credit students of
any deficiencies. I will not talk with
you on the telephone or by email about some issues – after all, I can’t
possibly know if the person on the other end of the aether is you.
Class
Sequence -- 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 will 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.
|
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|
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.
Your
research paper, which is 25% of your complete grade, is due:
25-26
November, NLT beginning of class, for ten bonus points.
2-5
December, NLT beginning of class.
9-12
December, NLT beginning of class, for a loss of ten points.
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