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English 1A/100
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Essay Assignment
READING
REQUIREMENTS:
1. Hacker, Diana. Rules
for Writers, 2004
2. Atwan, Best American
Essays, 2004
ASSIGNMENTS:
Typical Reading Assignments
1. Professional expository
essays
2. Student essays
Typical Writing Assignments
1. Preliminary drafts
of essays
2. Final copies of essays,
increasing in length as the semester progresses
Typical
Oral Presentations
1. Discussion of student
essays in peer editing groups
2. Regular class discussions
Typical
Other Assignments
1. Weekly textbook readings
2. Optional library materials
COURSE CONTENT:
1. How to select and narrow
an essay topic
2. How to formulate a thesis statement
3. How to select an appropriate
pattern of organization
4. Essay structure: Introduction,
development, conclusion
5. Review of paragraph development
6. Techniques for creating variety
in sentence structure
7. Effective use of transitions
8. Discussion of diction and Standard
Written English
9. Prewriting strategies to generate
content and pattern of development
10. Peer editing techniques to
respond to essays
11. Evaluation techniques using
content, organization, style, and mechanics
12. Identify structure, development,
and features of writing style in expository
prose
13. How to develop a 4-5 page analytical,
argumentative, or persuasive paper
LEARNING OBJECTIVES:
Upon completion of this course, the student
should be able to:
1. Select an essay topic
2. Narrow an essay topic
3. Formulate a thesis statement
4. Select a pattern of organization
appropriate to the topic and the thesis
of an expository essay
5. Structure an essay with attention
to the three major components: Introduction,
development, and conclusion
6. Write unified and coherent paragraphs
using a variety of methods of development
7. Write coherent, focused sentences
exhibiting a variety of sentence structures
8. Exhibit a command of college-level
vocabulary appropriate to the essay subject
9. Write on a variety of topics
using Standard Written English (SWE)
10. Use a variety of prewriting
activities to generate ideas, focus a topic,
and formulate an essay
11. Edit an essay for content,
organization, style, and mechanics
12. Analyze the structure, development,
and features of writing style in expository
writing
13. Write 4-5 page analytical,
argumentative, or persuasive papers
EVALUATION METHOD:
Evaluation of the student will be based
upon the following items:
1. Write expository essays
containing the following elements:
a.
A well-developed thesis
b. A structure developed according
to one of the standard patterns of organization
c. An effective introduction
and conclusion
d. Well-developed paragraphs
exhibiting coherence and unity
e. Coherent, focused sentences
exhibiting a variety in sentence structure
f. Effective transitions
g. College-level vocabulary
2.
Select appropriate prewriting activities
3. Edit essays in a small group
for content, organization, style, and mechanics
4. Evaluate essays using content,
organization, style, and mechanics as criteria
5. Participate in individual oral
analyses or group discussions, explaining
the structural and developmental elements
of expository prose
6. Write 4-5 page analytical, argumentative,
or persuasive papers
7. Write in-class essays
Your final letter grade will be calculated
based on the following:
1. Written assignments
60%
2. Midterm examination
10%
3. Final examination
10%
4. Class participation
20% (includes homework, journal, quizzes,
discussions)
Papers
and assignments are due at the beginning
of the class period. All work should be
doubled-spaced and typed. In-class assignments
must be written in ink, preferably black.
GRADING METHOD:
1.
The A paper makes
for compelling reading because it’s
fresh and provocative. The prose follows
easily from point to point, and is solidly
supported with the appropriate material
and research. Language is handled deftly,
often gracefully, with striking phrases.
Sentences are effectively crafted with
variety and economy. Mechanics are accurate.
2. The B paper is not
only competent in all areas, but excels
in several. The B paper conveys a clear
sense of purpose and audience, supports
most ideas fully, reveals a clear structure,
contains almost no mechanical errors,
and conveys a definite sense of style.
3. The C paper reveals
a minimal sense of audience and purpose,
written mainly to fulfill an assignment.
The writer has stated the thesis generally,
organized the paper mechanically, and
handled mechanics erratically, but not
horribly. The ideas are organized, even
though weakly, and most generalizations
are supported, even though thinly and
with few mechanical errors.
4. The D paper is deficient
in either organization, development, mechanics/usage
or content. A writer of the D paper often
makes numerous errors, rambles from one
point to another without a clear thesis
and logical organization, and states illogical
ideas.
5. The F paper
is seriously deficient in organization,
development, mechanics/usage or content.
Typically, an F paper is confusing and
frustrating to read. It demonstrates no
sense of reader or purpose, and contains
serious mechanical/usage errors.
WORKING POLICIES:
1.
The student is responsible for information
dispensed during class: class notes, changes
in assignments, etc. Exchange phone numbers
with classmates to update yourself when
you are unavoidably absent.
2. Plan to carefully follow
the schedule of assignments. Late papers
receive reduced credit. The only exception
will be illness or personal emergency, in
which case you should submit your assignment
on the day you return to class.
3. Submit typewritten writing
assignments on 8 _" x 11" paper,
double-spaced.
4. Plagiarism is unacceptable
and seriously treated in this class.
To avoid plagiarism, follow these guidelines:
a. Identify direct quotations
by quotation marks or other appropriate
designations. Give the source either in
text or in acceptable footnote form.
b. For paraphrasing or
summarizing material from another source
in your own words, acknowledge the source.
c. For borrowed facts
or information obtained from your reading
or research, acknowledge the source.
ATTENDANCE POLICY:
Attendance is required: You may miss 4.5
hours of class without grade point deduction.
After that, you will lose grade points per
hour of class missed. If you miss more than
a total of 4.5 hours of class, you will
be dropped. If it is after the point at
which you can be dropped, you will receive
an F in the class. Note: it is not my responsibility
to drop you. If you wish to drop the class,
you should do so to make sure that you drop
before the withdrawal from the class is
adversely reflected on your student record.
Excused
Absence:
You may have up to 4.5 hours
of excused absence. The only excused absences
are where you are required to attend a
college function, you have a doctor documented
illness or injury, or there is a death
of a family member. Contact me as soon
as you know you can’t come to class.
For illnesses, simply send me an e-mail
or leave me a phone message before class
(unless impossible). Adding the class
late, undocumented sickness, car trouble,
job conflicts and the like are not recognized
excuses.
Late
Arrival Penalty:
If you are late to class, you will lose
grade points. The 4.5 hours of allowed
missed class does not apply to late arrival
penalties. These penalties are independent
of all other absence rules.
COURSE
CHANGES:
I reserve the right to modify the
course at any time, including the timing
of tests, the due dates and contents of
assignments, and coverage of material.
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