“The need to write comes from the need to make sense of one’s life and discover one’s usefulness.” John Cheever
· Instructor: Mrs. Sharon Aiken, H/SS 248
· Office phone: 478-471-2893
· Office hours: M/W: 10:30 – 11 a.m., WRC T/Th: 2:30-4 p.m., MSC – H/SS 248 and by appointment
Best means of contact: email. I check and respond to my Macon State email, Monday-Thursday and on Sunday evenings. If you email me late Thursday-Saturday and do not receive a quick response, please know that it may be because I have not checked my mail. Use your Macon State email; if you have not already established your email, and need assistance; please see the support personnel at the ARC (Academic Resource Center. I typically use email for class announcements or changes in the class schedule. (This is important, especially in the event of inclement weather. Listen to local news. If schools in Jasper County are closed, check your email.) Required Texts: Back to the Lake: A Reader; Pocket Style Manual with MLA Update; Of Mice and Men Required Material: jump drive; pocket folder for research paper; half-inch binder in which all papers may be kept and submitted at the end of the semester
Purpose of the Class: The general aim of the class is to introduce college students to writing as a process. By the end of the course, you should be able to write effective essays that are precise, organized, clear, and correct in grammar and usage; this is not a grammar course, but we will set aside brief times for review, as needed. Class assignments will cultivate the ability to compare and contrast, summarize, describe, and persuade in writing and speaking; assignments will stress logic and unity; and all remarks, whether formal or informal, will stress an awareness of audience and purpose; evidence and supporting detail will form the basis for all kinds of class writing and speaking. This course will additionally increase your awareness of the essay as literature.
Class Goals – Students will:
· Establish college-level, writing-based thinking and analytical skills
· Gain more experience using the library and the web for research
· Learn to document research using MLA guidelines
· Develop necessary skills to pass the Regents’ Test
· Increase their familiarity and use of the web as a tool for communication
· Engage in peer-review of papers
· Extend their communication skills to a brief oral presentation accompanied by technology
Class Policies:
1. If you have been required to take Learning Support English, you may not take English 1101 unless you have completed that course with a D.
2. You can miss two class days without penalty—unless an in-class essay has been assigned. Normally students fail the class after four absences. (If you have a medical condition and see that you will be missing a number of days, be prepared to present a doctor’s excuse. If a member of your immediate family has a health condition requiring your absence from class, remember: that is still an absence. English 1101 and 1102 have been known to cause sprains, eczema, childbirth, dandruff, seizures, hospitalizations, broken bones, accidents, and even death. Students and their families are most susceptible one to two days before a paper deadline. Plan ahead and protect your loved ones.)
3. Please be on time. Again, if you drive a distance to get here, plan accordingly. There are times we are all tardy, but being in class, ready to work says a great deal about your serious attention to this class and does not go unnoticed.
4. Assignments are to be handed in on time, typed. Writing on class computers is part of the class; there will be both in-class and out-of-class essays. Title all assignments and use MLA format, outlined in your handbook, on the Purdue OWL (Online Writing Lab), and the class blog.
5. Do NOT hand in a late assignment. There has been a problem in the past with students who want to email me their papers. If you know you will be absent when a paper is due, email the paper to me BEFOREHAND; I will accept those, without penalty. If a hard copy of the paper is not handed in on time, in class, the date that it is due, you may email a copy of the paper, with penalties: a) you will automatically forfeit a letter grade off the paper; b) that essay may not be graded until the end of the semester, which is when I grade all late work.
6. I will NOT accept a research paper via email.
7. If you work outside of class on a paper and plan to print it out in class, arrive early enough to do so without class disruption. I don’t mind your printing out your out-of-class papers when you arrive, but take care of it within the first 10-15 min. of class.
8. If you use Ms Works or other word processing program out of class, safe your paper as an .rtf (Rich Text Format) file. Your paper cannot be opened, cannot be read, cannot be printed if it is saved as a Microsoft Works document.
9. If you miss a daily assignment, you may NOT make it up; if you miss a major assignment, your grade will result in a zero. You MUST complete all major assignments to pass the class.
10. I give letter grades; if you have a questions about a grade, drop by my office or make an appointment to see me after class; if you wish to challenge a grade, do so in writing, no sooner than a day after getting your paper back, and no later than three class days after I return that assignment.
11. If you plagiarize an assignment, that grade will result in a zero. If you cheat on a test, you will get a zero. Plagiarism occurs when a writer uses the ideas, wording, organization, etc., of another writer without proper citation, whether intentional or unintentional. This includes having someone “help” you write the paper, buying the paper online, or lifting ideas, sentences, and/or paragraphs from another text. Keep an electronic copy of all assignments and be prepared to send it to me immediately if asked. Please go to the MSC Library site for further information on avoiding plagiarism. Students should know that failing this course is the common penalty for plagiarism.
Note:
A plagiarism prevention service is used in the evaluation of written work submitted for this course. As directed by the instructor, students are expected to submit their assignments, or have their assignments submitted, through the service in order to meet the requirements for this course. The papers may be retained by the service for the sole purpose of checking for plagiarized content in future student submissions.
12. POLICY ON ACADEMIC MISCONDUCT: “As a Macon State College student and as a student in this class, you are responsible for reading, understanding, and abiding by the MSC Student Code of Conduct. The Student Code of Conduct is included in the MSC Student Handbook and is available online at: http://www.maconstate.edu/studentlife/studenthandbook.pdf” 13. POLICY ON DISABILITY ACCOMODATIONS: “Students seeking academic accommodations for a special need must contact the MSC Counseling and Career Center (478-471-2714) located on the second floor of the Student Life Center on the Macon Campus.” 14. If you have a D average based on the major assignments, no participation or daily grade average can bring that average up to a C. (Division Policy)
15. In all class policies, I expect common sense and courtesy. No open food or drink in the computer lab. Turn your phones on “manner mode” if you must keep them on. Do not text or surf the web when I am teaching, when we are engaged in peer review or class discussion, or when students give a presentation. Work on assignments for other classes elsewhere. With 168 hours in a week, this class asks only two and a half hours of your undivided attention.
16. Please do not distract others working or paying attention in this class. I respect your right to fail this class, but not your right to infringe upon others who may want to pass. No one needs to be distracted—I can usually provide enough distraction for everyone, including myself.
17. It is the policy of this department that I keep your initial drafts, revisions, and final drafts for at least one semester. Therefore, should you want these returned, please see me at the end of Spring Semester 2011.
18. The final exam in English 1101 is a two-hour essay. To prepare for this essay, each student must be assigned a specific reading designated by the instructor. While students may not use the actual readings during the exam, they are allowed to have one 3x5 index card with notes from the reading.
The best way to develop your writing is to read, read, read. There are no shortcuts, no easy outs, and no simple solutions. Read everything, good and bad, exciting and mediocre, suspenseful and boring. You will gradually begin to develop a sense of identifying good writing that is coherent and clear, complete, as well as concise. Bad writing will show you what to avoid; good writing will show you what to emulate. This class does not meet every day, but if you truly want to succeed and develop, not only in this class, but in college and in life, it is in your best interest to read every day and, if at all possible, to write every day. Seek help when you need it. Find your voice and remain true to it; take pride in your work. Do your best, whether your best is a “C” or an “A.”
Tentative Schedule – please note: BTTL= Back to the Lake:
“Writing is easy; all you have to do is sit staring at a blank sheet of paper until the drops of blood form on your forehead.” Gene Fowler
Week of August 15: Syllabus review; class participation begins: establishing a blog; introduction to levels of language & the importance in college; article by Stephen Johnson assigned
Week of August 22: discussion & response to article by S. Johnson; introduction of types of essays, specifically: narrative, descriptive & example essay; introduction of MLA format; BTTL: Chapter 1; 50-64; 109-120;166-174
Week of August 29: Continued discussion of essays, focus on PURPOSE & AUDIENCE; BTTL: “The Badger,” 85; “Piling on the Cookies,” 178; Essay # (Example) 1 due for initial peer review; note: emphasis on the difference between editing and revising
Week of September 5: Revision of Essay #1 DUE; assign essays for individual class discussion; discussion of types of essays: Process Analysis; Classification; Comparison/Contrast
Week of September 12: first day of class this week: Return Essay #1 for final revision; begin student-led discussions over assigned essays; second day of class this week: FINAL REVISION of Essay #1 DUE
Week of September 19: Emphasize the double role of comparison and contrast through BTTL: “Grant and Lee,” 280; continue student-led discussions over assigned essays
Week of September 26: Essay #3: Comparison-Contrast Due for initial peer review on the first day of class, with the FINAL DRAFT of Essay #3 due the second day of class; continue student-led discussions over assigned essays
Week of October 3: Continue student-led discussions over assigned essays; discussion of argumentative/persuasive essays, BTTL: 487-505 – Particular emphasis will concern logical fallacies (errors in logical reasoning) often found in writing: post hoc, ergo propter hoc; non sequitur; begging the question; appeal to doubtful authority; ad hominem; either/or reasoning; hasty generalization; false analogy – BTTL: 497-499
Week of October 10: Students will bring in examples of logical fallacy, explain why it is false reasoning; continue student-led discussions; begin determining their own topic for their argumentative paper from a list of given topics, drafting the first paragraph in class; emphasis will focus on: Purpose & Audience; the Claim; Evidence; Logical Reasoning; Emotional Appeal; Credibility; Anticipating Arguments
Week of October 17: Essay #4 is DUE—this will be graded as the student’s own work, and will serve as the springboard for the next paper: the research essay; continue student-led discussions over assigned essays, if necessary (these should be finished up by now (we hope)
Week of October 24: Initial background on writing a research paper in MLA format will begin—the WHAT and WHY will be discussed the first day of class, followed by WHERE DO I GO WITH MY ARGUMENTATIVE PAPER on day 2; all work completed on the research essay will become part of the final, graded research essay
Week of October 31 & Week of November 7: the research paper as a work in progress continues; final draft of the research essay due the second day of class, the week of November 10
Week of November 14 and November 28: Discussion of literary analysis and Of Mice and Men
Assignment | Percent of Grade | Tentative Due Date – actual date will vary with each class |
Essay # 1 – Narrative, Descriptive or Example | 05 | Week of August 29th |
Essay #2 – Revision of Essay #1 | 05 | Week of September 5th |
Essay #3 – Comparison/Contrast | 10 | Week of September 26th |
Examples of Logical Fallacies | 10 | Week of October 10th |
Essay #4 -- Argumentative/Persuasive Essay | 10 | Week of October 17 |
Essay #5 – Argumentative Research Paper | 20 | Final Draft due week of November 10 |
Class Participation – in the form of verbal and written participation and effort; refer to attached rubric | 10 | Final grade assigned; Week of November 28 |
Oral Presentation on Essay | 10 | Throughout semester for each student; begins after Labor Day |
Essay #6 – Literary Analysis over Of Mice and Men | 20 | Refer to MSC Exam Schedule; no exams will be given early |
AND!!! For Those Who Read the Syllabus:
Inevitably, someone wants to know if he or she can get “extra credit.” The answer is yes. If you maintain a blog throughout the semester, and make at least two or more entries each week that total approximately 700 words each week, then you can stand to earn as much as 5-10 points. (The number of points earned will be at my discretion. Note: this must be maintained throughout the semester, not the last month.)
To further improve your writing skills (and one’s grade) you may revise Essay #3 OR Essay #4 and re-submit it in place of the original grade. You MAY NOT resubmit more than one essay.
Class Participation Rubric (And YES, it IS possible to fail Class Participation)
Criteria | A – Exemplary
| B - Proficient | C - Adequate | D - Insufficient |
Attendance / Promptness | Student attends class regularly, uses no more than 2 absences during the semester & chooses those judiciously; he or she is usually prompt & professional. | Student attends class regularly, with no more than 3 carefully taken absences during the semester; he or she is usually prompt & professional and seldom tardy. | Student attends class regularly, for the most part, but has missed 4 classes, but not when work was scheduled in class; he or she is professional, but has been tardy on several occasions. | Student has missed more than 4 days, including days when work is scheduled in class. In addition to poor attendance, the student has often been tardy and unprofessional. |
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Level Of Active Engagement In Class | Student proactively contributes to class by offering ideas, asking questions, presenting plenty of effective textual support for observations, eagerly & intelligently answers questions, and treats classmates and the professor respectfully | Student proactively contributes to class by frequently offering appropriate textual support for observations, answering questions frequently, and treating classmates and the professor respectfully.
| Student occasionally offers textual support for observations, most of which is appropriate, answers questions every now and then, demonstrates overall competence in comments or raising good questions in response to discussion, but rarely actively or voluntarily contributes to discussion, and treating classmates and the professor respectfully.
| Student rarely contributes to class by offering ideas or asking questions. Primarily a non-participant in topics relevant to class discussion.
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Listening Skills | Student listens when others talk, both in groups and in class. Student incorporates and builds off the ideas of others. Involves others in class discussion by asking questions, seeking others' responses, etc.
| Student listens when others talk, both in groups and in class. Student incorporates and builds off the ideas of others | Student listens when others talk, both in groups and in class. Students responds to others in a thoughtful way but may not build on ideas or suggestions. | Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Student fails to contribute to the learning environment by blankly staring off into space or working on something else during class, talking with someone while someone else is speaking, being off topic
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Preparation | Student is almost always prepared for class with assignments and required class materials. | Student is usually prepared for class with assignments and required class materials.
| Student is rarely prepared for class with assignments and required class | Student is almost never prepared for class with assignments and required materials. |
