ENG 101

English Composition I

Fall Semester 2010

Mr. McVay

c.mcvay@gcboe.net

 I.         ENG 101 English Composition – 3 Semester Hours

II.         Course Description

English Composition I provides instruction and practice in the writing of at least six extended compositions and the development of analytical and critical reading skills and basic reference and documentation skills in the composition process.  English Composition I may include instruction and practice in library usage.

III.       Prerequisite

Successful completion of ENG 093 or a score of 20 or better on the ACT (or equivalent SAT score) or appropriate placement score

IV.       Required Textbook/Materials

Wyrick, Jean. Steps to Writing Well with Additional Readings. 8^th ed. Boston: Cengage, 2008.

Bragg, Rick. Somebody Told Me: The Newspaper Stories of Rick Bragg. New York: Vintage, 2000.

            Loose-leaf theme paper

Blue or black pen

            College dictionary or electronic spell/grammar check

V.        Learning Outcomes

1.                   Develop and use strategies for writing essays from development of subject through revision of the essay.

2.                   Develop and use focused structure, incorporating logical and coherent generalizations and details on a variety of subjects.

3.                   Develop basic reference and documentation skills with emphasis on quotes and paraphrases.

4.                   Develop analytical and critical reading skills as a tool for teaching composition skills.

5.         Develop skills in written discourse by emphasizing techniques in description, narration, exposition, and argumentation.

            6.         Emphasize the principles of good sentence construction, of paragraph development, and of

logical organization in thinking and writing.

7.         Develop or improve skills in the use of the library and research techniques.

8.         Develop or improve reading comprehension and interpretation through study of selected essays and/or nonfiction.

Learning PACT Statement: Snead State prepares students to be principled, productive individuals who are responsible, involved, lifelong learners. To accomplish this goal, Snead State has established a Learning PACT for the skills that learners need during their careers and has integrated PACT skill-building activities and assessments through a variety of program coursework, extra-curricular activities, and other learning opportunities.

The SSCC Learning PACT consists of

      P = Personal Development Skills

     A = Analytical Thinking Skills

     C = Communication Skills

     T = Technological Skills

The Learning PACT Skills are vital for any adult to function successfully in the changing world of the 21st century.  Snead State expects learners to be full partners in the learning process and as such to assume primary responsibility for their own choices.

Learning PACT

Through student involvement in this course, students will develop and document their achievement of the following PACT skills:

Primary skills (developed and documented):

PERSONAL SKILLS

ANALYTICAL SKILLS

COMMUNICATION SKILLS

TECHNOLOGICAL SKILLS

 VI.      Course Outline of Topics

See attachment A for specific assignments.

VII.      Evaluation and Assessment

[See Attachment B and C  for more specific information regarding evaluation, assessment, final examination, make-up exam.]

            Each student must write at least six extended compositions or equivalent assignments.

Grades will be given based upon A = 90 – 100%, B = 80 – 89%, C = 70 – 79%, D = 60 – 69%, and

F = below 60%.

Students will be given instruction and practice assignments in the steps in the writing process and the various modes of development: description, examples, definition, process, comparison/contrast, classification/division, cause and effect, narrative, and persuasion and argumentation. There will be assigned readings from the textbook that each student is responsible to read before class. The class discussion and in-class writing assignments will be taken from the weekly reading assignments.

The major writing assignment will be an argumentative paper of at least 750 words, using no less than four outside resources.  In addition to guidelines for the argumentative composition, students will be given instruction and practice in the steps in a research project; critical thinking skills; practice in the use of summary, paraphrase, and direct quote to integrate “borrowed” material; proper documentation of sources; and correct use of MLA style. Not using summary, paraphrasing and direct quotes correctly in this essay and not having the proper documentation of sources (works cited page) will result in an automatic zero for this assignment.

Besides the research project and the final exam, students will complete at least four other 500-word compositions.  These compositions will be graded and evaluated by the standard departmental essay scoring guide. Essays will be graded on grammar, content and format; emphasis will be on learning to write effectively and correctly. Grades will be given based on the essay scoring guide. Essays will be returned to students so that they can see the grade, read comments, and keep up with grades.  All essays will then be collected and kept on file.

Letter grades on essays that are done following the specific directions and guidelines for the assignment will be converted to numerical value using the following point value: A—95; B—85; C—75; D—65; F—55.

Nonfiction literary work:  Throughout the semester, students will read, discuss and or write about articles from Rick Bragg’s Somebody Told Me, a collection of his newspaper articles.  Each instructor will decide which articles students are to read and how articles are to be reviewed: class discussion or written response or group activity.

In-class assignments and/or quizzes may be given in each class.  Students who are absent on a day when an in-class assignment is done will not be able to make up that assignment.  These daily assignments WILL count as part of a student’s final grade.

Each ENG 101 student will write a final exam essay that will count for 1/3 of the final semester grade.  At the end of the semester, letter grades on essays will be converted to numerical value using the following point value:

A—95              B—85              C—75              D—65              F—50

The average prior to the final will be figured by adding up the total number of points possible (essays, daily writing assignments, other assignments) and dividing that into the total number of points earned.  IT IS EACH STUDENT’S RESPOSIBILITY TO KEEP UP WITH GRADES ON ESSAYS AND OTHER ASSIGNMENTS.

Final examinations are administered in each course at the close of each semester/term.  Attendance for examinations is required.  Special delayed examinations may be taken during the following semester/ term by those students excused from the first examination by the Dean of Instruction.  Special examinations must be taken at the time designated.

Final exam: Each English 101 student will write a final exam composition that will count one third (1/3) of his or her final grade for the class.  (In other words, average prior to final + average prior to final + final exam grade divided by 3 = semester grade.)

Assignments during the semester may be of varying point value.  At the end of the semester, the following scale will be applied to the total points:

90% - 100%=A; 80% - 89%=B; 70% - 79%=C; 60% - 69%=D; 59% or below =F

Essay topics will be assigned by instructors on the day of the exam.  Essays will be written in 8 ½ by 11 blue books, and students will be supervised as they write. All students are required to write the final essay in person at times arranged by the instructor. Students may use dictionaries, thesaurus (including such electronic devices) and handbooks.

Essays will be graded by full-time faculty members of the Snead State English Department.  Instructors will not grade the essays of their classes.

All assignments must be turned in or completed on the assigned due date unless arrangements for an extension have been made with me BEFORE the due date. Extensions will be given on a case by case basis, and I reserve the right to deny an extension. If a student is absent on the day an assignment is due, they must contact me that day through my e-mail, Blackboard e-mail, or a phone call in order to get an extension. If I am not in my office when you call, please leave a message. I will respond to your e-mail or phone message to let you know when to turn in the assignment. Assignments not turned in on the day they are due without prior approval from me WILL NOT BE ACCEPTED and the student will receive a zero for that assignment.

In-class assignments and/or quizzes may be given in each class.  Students who are absent on a day when an in-class assignment is done will not be able to make up that assignment.  These daily assignments WILL count as part of a student’s final grade. 

VIII.     Attendance

Students are expected to attend all classes for which they are registered. Students who are unable to attend class regularly, regardless of the reason or circumstance, should withdraw from that class before poor attendance interferes with the student’s ability to achieve the objectives required in the course. Withdrawal from class can affect eligibility for federal financial aid.

At Snead State, late arrival counts as one-third of an absence.   From time to time, roll may be called at the end of class.  Students who leave early will miss roll call and be counted absent.  Students who are tardy and who have been marked absent must remove the absence on the same day before leaving the classroom. After that day, an absence will not be changed to a tardy and will stand as an absence. A student may be contacted through campus e-mail and Blackboard e-mail when he/she has missed 15% or more of a class.  A “W” will be assigned to a student who misses more than 25% of class time during a term.  For this class, which meets 5 days a week, a student can miss no more than 20 classes or labs.  Upon the 20^th absence, the student will be withdrawn from the class. Students are responsible for keeping up with their number of absences in a class.  If students stop attending class, THEY SHOULD WITHDRAW OFFICIALLY.  Students may appeal being withdrawn to the instructor, the Division Director, and the Dean of Academic Services (in that order).  The decision of the Dean is final.

IX.       Statement on Discrimination/Harassment

The College and the Alabama State Board of Education are committed to providing both employment and educational environments free of harassment or discrimination related to an individual’s race, color, gender, religion, national origin, age, or disability. Such harassment is a violation of State Board of Education policy.

Any practice or behavior that constitutes harassment or discrimination will not be tolerated.

X.         Americans with Disabilities

The Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990 state that qualified students with disabilities who meet the essential functions and academic requirements are entitled to reasonable accommodations. It is the student’s responsibility to provide appropriate disability documentation to the College.

XI.       Academic Integrity

Snead State students are expected to acknowledge their sources, to use their own words, to do their own work, and never to falsify a record or fabricate data.  Plagiarism, cheating on tests, or other forms of academic dishonesty will be handled by the individual instructor. For this class, the first time a student plagiarizes or cheats on an assignment, one letter grade will be deducted from the grade received on the assignment. The second time a student plagiarizes or cheats on an assignment, a zero will be given for that assignment. The third time a student plagiarizes or cheats on an assignment, a failing grade for the course. In some cases a student may be reported to the appropriate administrative official and may be expelled from college. For the entire policy, see the College Catalog.

XII.      To Obtain Grades

Snead State students may access final semester grades online at www.snead.edu by the following procedure:  Click on Students and SSCC online, enter Student Identification Number and Personal Identification Number (six-digit birthdate—mmddyy), and click on My Grades.  Grade reports are not mailed to students. 

XIII.     To Obtain Campus E-mail

Students will check their mail by choosing “Students” from the Snead Home Page, choosing “Student WebMail,” and entering their User Name and Password.  The User Name is first name (dot) last name (john.smith).  This will be the same first and last name that is the first part of the e-mail address.  The Password is the student number. Check your campus e-mail daily!

XIV.     Disruptions—Communication Devices/Behavior

All communication devices that make noise (i.e. pagers, cell phones, etc.) must be turned off during class.  Any disturbance caused by such devices or by disruptive student behavior can result in the student being dismissed from class. No cell phones can be placed on a desk. Cell phones are to be placed in bags, purses, or pockets. Students are not to work on subject matter not related to the class. They are to have only material related to ENG 101 on their desks. Behavior that is detrimental to the educational environment of the classroom will result in the student being asked to leave the room.

Snead State Community College

Student Job Description

Becoming a successful student is very much like mastering a new job. To excel, you have to know what is expected of you.

In a learning-centered college, you assume responsibility for your education and are expected to

• Schedule classes so effective learning can occur
• Read, understand, and follow the instructions in course syllabi
• Make adequate study time per week for each course
• Practice listening skills and good study habits
• Attend all class sessions and be on time
• Take notes during classes
• Actively participate in class and ask questions when you do not understand
• Complete assignments in all classes and turn them in on time
• Work collaboratively with other students
• Make use of the Learning Resource Center
• Follow the guidelines of the Academic Integrity Policy stated on the course syllabus
• Catch up on all work in a timely manner when absent from class
• Follow the instructions for the Blackboard components of your classes
• Check your Snead State email account daily
• Understand the sections of the College Catalog that pertain to your specific needs
• Follow the STARS Guide for your major or consult the College Catalog for course requirements
• Make appointments with instructors when you need help
• Exhibit respectful behavior at all times

ATTACHMENT A – Course Outline

Unit I:   Writing Essay Answers

A.        Writing under Pressure:  Essay Exams and Short-answer Tests                          Wyrick 441-454

B.         Preparing and Delivering Oral Presentations                                                                  (notes)

            1984 by George Orwell                                                                                                (novel)

            Wuthering Heights by Emily Bronte                                                                             (novel)

            Silas Marner by George Eliot                                                                                       (novel)

                        Oral Presentations                                            date TBA_____________________________                                   Essay Question Test                                         date Aug 20, 27 and Sept. 3______________

Unit II:   Structuring the Essay

A.        The Essay and Its Parts                                     Wyrick 3-93

B.         The Writing Process                                                     Wyrick 95-124                       

C.        Grammatical Problems in Writing                                  Wyrick 549-572         

D.        Punctuation, Mechanics, and Spelling                Wyrick 573-605

E.         Writing Style                                                                 Wyrick 125-152

                        Oral Presentation                                              date TBA______________________________

Unit III:          Technology with Formal and Informal Writing

A.        Using Technology to Enhance Writing               (handouts)

B.         Writing About Literature                                               Wyrick 455-482

                        Literary essay                                                   date      TBA____________________________

Unit IV:           The Four Modes of Writing

A.        Narration & Description in Writing                                Wyrick 343-355

                        Informal essays of narration & description         date Sept. 27-29 ____________________

Exam III Objective Test                                    date Oct. 1____________________________

B.         Expository Writing Methods

            1.         Examples in Writing                                          Wyrick 195-209

                        Informal essay using examples               date      Oct. 4-5___________________________

            2.         Division in Writing                                             Wyrick 261-273

                        Informal essay using division                              date      Oct. 6-7___________________________

            3.         Process Analysis in Writing                               Wyrick 209-227

                        Informal essay using process analysis     date      Oct. 11-12________________________

            4.         Cause and Effect in Writing                               Wyrick 274-285

                        Informal essay using cause & effect                   date      Oct. 13-14__________________________

            5.         Classification in Writing                         Wyrick 261-273

                        Informal essay using classification                      date      Oct. 6-7__________________________

            6.         Comparison/Contrast in Writing                        Wyrick 227-248

                        Informal essay with comparison/contrast            date      Oct. 25-26__________________________

            7.         Definition in Writing                                          Wyrick 248-260

                        Informal essay using definition               date Oct. 27-28____________________________

Objective Test                                                  date TBA____________________________

C.        Argumentation                                                  Wyrick 287-322

                        Informal essay                                      date      Nov. 3_______________________  

Unit V.  The Research Paper

A.        Doing Research                                                            Wyrick 371-431

B.         MLA Documentation                                                    Wyrick 402-414 and handout

                                    Objective test                                       date TBA______________________________

                                    Research paper                                    date Nov. 23______________________________

Unit VI.   Somebody Told Me by Rick Bragg

                        Informal essay                                                  date      Fall Break due Oct 25______________

Final Exam                                                                      date      _______________________________

Note:   Any changes or additions to the above are at the discretion of the instructor.

ATTACHMENT B –ESSAY EVALUATION GUIDE FOR ENGLISH 101 AND 102

 “A” paper     

The introductory paragraph attracts the reader’s attention and interest and sets up the thesis.

The thesis statement asserts one clearly focused idea.

The body paragraphs express the necessary main points in clearly stated topic sentences.

Each major point is well developed with extensive detailed supporting evidence.

Each body paragraph has unity and coherence.

The paragraphs are smoothly linked in a logical order.

The concluding paragraph provides an effective ending.

The writing is vivid and precise but may contain an occasional flaw in the conventions of standard written English.  The essay can have no more than three primary grammar errors.

“B” paper

The introductory paragraph attracts the reader’s attention and sets up the thesis.

The thesis statement asserts one clearly focused idea.

The body paragraphs express the necessary main points in clearly stated topic sentences.

Each major point is well developed with adequate detailed supporting evidence.

The concluding paragraph provides a suitable ending.

Some errors in standard written English are present, but they are not severe enough to interfere significantly with the writer’s purpose.  The essay can have no more than five primary grammar errors.

 “C” paper

The introductory paragraph ends with the thesis statement.

The thesis statement asserts one idea.

The body paragraphs express the necessary main points in topic sentences. 

The supporting statements are limited to a listing or a repetition of ideas.

There is a concluding paragraph.

Errors in the conventions of standard written English interfere with the overall effectiveness of the paper. 

The essay can have no more than ten primary grammar errors.

“D” paper

The assignment has an introductory paragraph, a body paragraph and a concluding paragraph but does not meet the requirements for a “C” paper.

“F” paper

Assignment is attempted but fails to meet the instructor’s guidelines for the specific assignment.

PRIMARY GRAMMAR ERRORS are spelling, sentence fragments, run-on sentences, comma splices, subject-verb agreement, pronoun-antecedent agreement, commas and use of second person YOU (unless directed by the instructor).

SECONDARY GRAMMAR ERRORS are parallel structure, other punctuation (periods, colons, semicolons, apostrophes, quotation marks, underlining/italics), shifts in verbs, pronouns and pronoun case and other errors.

Letter grades will be converted to numerical value using the following scale:

100 pt paper               A - 95              B – 85                         C - 75              D- 65               F- 50

50 pt paper                 A – 47             B – 43             C – 38             D – 33             F – 25

(+ or – indicates increments of two points)

ATTACHMENT C – GHS Makeup Policy

Make-up examinations and assignments will be given at the discretion of the instructor. In general, absent students should call a classmate to get assignments and be prepared for any class work, including tests, pop tests, quizzes, etc., on the day they return to class.  An absence on the day prior to the test shall not excuse students from tests or quizzes.  In addition, seniors should not take a college day on the day of a major test.  

No makeup tests are given for unexcused absences, nor will other assignments be accepted for unexcused absences.  Only work missed for excused absences can be made up.   The teacher will not give any makeup work to students who have not provided a blue slip indicating an excused absence.   (In the event of extended illness, a student should make arrangements with the teacher and the counselor’s office.) 

Within two days of a student’s return to class, he/she should show a blue slip and see the instructor before or after class to schedule makeup work.  Following the handbook guidelines, all makeup work must be completed within five days of the students’ return to class. 

Please note:   Participation in a school activity that necessitates missing class is NOT considered a school absence; therefore, there is no five-day period allowed for making up work.  Students are expected to be prepared immediately upon returning to class.  Thus, it is crucial that prior to absence for participation in school activities, a student should see the teacher to make arrangements for work missed

Make up Test Grades  

It is the responsibility of students to find out about missed tests because the instructor will NOT remind students of missed work.  A grade of zero is assigned for a test or quiz not taken in class.  If the student fails to make up the test within five days of the absence, the zero remains.  When making up tests, the student must adjust his/her schedule to meet the time frame of the teacher; this may mean remaining after school.  Students may expect makeup tests to be different (frequently essay format) and thus more difficult.  Each grading period, after one test is made up, further test make ups may be subject to penalties.

Pop Quiz or Daily Grade 

A pop quiz or daily grade is not made up for anyone, regardless of absence excuse.  The student will be assigned a zero for pop quizzes during absences; if the absence is excused, the zero may be dropped at the discretion of the instructor.  

Homework

No late homework will be accepted except for excused absences; even homework for excused absences must be submitted by the second day following the absence.

Written assignments, projects, etc.

Major assignments with advanced notice of deadlines (essays, research papers, reports, etc.) are due at the beginning of the period on the due date with no exceptions made for excused OR unexcused absences. For excused absences, work will be accepted late, within two days of the due date, with a penalty of one letter grade per day or portion of a day.  The weekend counts as two letter grades.   No late work is accepted for unexcused absences.

In-class assignments may be given in each class.  Students who are absent on a day when an in-class assignment is done will not be able to make up that assignment.  These daily assignments will count as part of a student’s final grade.  The instructor will determine the percentage of these assignments toward the final grade.

GUNTERSVILLE HIGH SCHOOL

English 101/102 Dual Enrollment 2009-2010

Texts:

English 101: Wyrick, Jean. Steps to Writing Well with Additional Readings. 7^th ed. Boston: Cengage, 2008.

                      Bragg, Rick. Somebody Told Me: The Newspaper Stories of Rick Bragg. New York: Vintage, 2000.

English 102: Barnet, Sylvan, William Burto, and William E. McCain. A Little Literature: Reading, Writing,                                              Argument. New York: Pearson, 2007.

First Semester

HOLIDAY READING ASSIGNMENT:      Chopin, Kate.   The Awakening.   (class set)  OR

                                                                        Kafka, Franz.  Metamorphosis.    (class set)

Note:    Changes to the course outline   OR to due dates are at the discretion of the instructor.

*There are no exemptions for the English 101 Final Exam.