English 115 Ashby

Tuesday, January 16, 2007

Class Schedule

English 115
Section: 65
Instructor: Swan Ashby
Room: 412
Hours: 8-9:15 T Th
Lab Room: 423
Lab Hours: T 7-7:50 pm
Office Hours: T,6:30-6:50, Th, 6:30-7:30
Office Location: Rm. 400K
Mailbox location: 430J
Email: sashby@swccd.edu

Class Schedule

Week 1
1/18: Introduction, discuss syllabus, writing process,
HW: Read Patterns 1-49, 83-105, create 10-minute freewrite for narration essay (at least one page)
Journal Assignment: “Journal Entry” p, 106 in Patterns

Week 2
1/23: Discuss narration essay –topics (p. 140-141), chronological order, introduction, thesis statements; writing process
LAB: MLA template
HW: Write introduction, thesis, and three body paragraphs for narration essay; read Patterns 108- 118, Rules for Writers 11-14

1/25: Quiz on writing process, begin narration essay; discuss transitions, paragraph division
HW: Read Patterns 51-67,

Journal Assignment: Exercise 1, p. 41 in Patterns

Week 3
1/30: Continue narration essay, writing process
HW: Read Patterns 120-123, 134-139 Rules for Writers 15-22, Writing Assignment 2, p. 124 in Patterns

2/1: Continue narration, workshop, quiz on readings, discuss Gansberg, Alexie
HW: Read Patterns 387-395
Journal Assignment: p. 139 Patterns, “Journal Entry”

Week 4:

2/6: Begin Comparison Contrast; discuss topics (p. 449), points of comparison, structure, point-by-point, block format
LAB: Rules for Writers Exercises 19-1, 19-2, p. 162-164
HW: Read Patterns 396-418, Rules for Writers 156-163, Writing Workshop (419 Patterns) choose 1, 2, or 3

2/8: Narration essay due; continue comparison contrast, quiz on readings, discuss readings
HW: Read Rules for Writers 164-170

Journal Assignment: Patterns p. 413 “Journal Entry”

Week 5:

2/13: Discuss run-on sentences, continue comparison contrast
HW: Read Patterns 421-422
LAB: Rules for Writers Exercise 20-1; work on Comparison/Contrast essay
2/15: Quiz on readings, discuss readings, workshop
HW: Read Patterns 425-431, Writing Workshop 1, 2, or 3 p. 433, Read Rules for Writers 97-105
Journal Assignment: p. 424 Patterns “Journal Entry”

Week 6:
2/20: Comparison Contrast essay due, begin Exemplification (topics p. 265), discuss mixed constructions
LAB: Rules for Writers Exercises 11-1, p100-101, 12-1, p 105
HW: Read Patterns 203-219; choose topic and conduct listing prewriting activity. List as many possible supporting examples to your topic as you can come up with (at least one page double spaced).

2/22: Discuss thesis statements, how exemplification used, planning, structure of exemp. essay
HW: Read Patterns 220-229, Rules for Writers 106-111 p. 230 Patterns, Writing Workshop 1, 2, or 3; choose organization for exemplification essay and create informal outline and thesis
Journal Assignment: p. 226 Patterns, “Journal Entry”

Week 7
2/27: Quiz on readings, discuss readings, dangling modifiers
LAB: Begin drafting Exemplification essay, Rules for Writers Exercises 12-2, p 109, 13-1, p 111
HW: Read Patterns 231-237; continue drafting Exemplification essay—have at least introduction, thesis, and three body paragraphs for 3/1 workshop

3/1: Quiz on readings, discuss readings, workshop (ques. On p. 209 “Revision Checklist”)
HW: Read Patterns 240-249, Rules for Writers 112-115, Writing Workshop 1, 2, or 3 p. 245 Patterns; finish drafting Exemplification essay—need full draft for 3/6

Journal Assignment: p 250 Patterns “Journal Entry”

Week 8
3/6: Workshop (ques. On p. 216-217 “Peer Editing Worksheet”), discuss verb tense
LAB: Work on exemplification essay, Rules for Writers Exercise 13-2, p112
HW: Read Patterns 252-259; p. 260-261 Patterns Writing Workshop 1, 2, or 3
3/8: Quiz on readings, discuss readings
HW: Read Patterns 262-264; proofread and edit Exemplification essay
Journal Assignment: p. 264 Patterns “Journal Entry”

Week 9
3/13: Exemplification Essay Due, Mid Term Exam
LAB: Mid Term
HW: Read Patterns 327-345; choose topic for cause and effect (topics p. 385-386) and create cluster

3/15: Journals Due; discuss cause and effect, planning, structure
HW: Read Patterns 346-348, Rules for Writers 116-127; choose organization for cause and effect and create thesis and informal outline.
No Journal Assignment

Week 10
3/20: Discuss post hoc reasoning, transitions, subordination
LAB: Begin drafting cause and effect, Rules for Writers Exercises 14-1, p. 121, 14-3, p. 125
HW: Read Patterns 351-358, p. 360 Patterns Writing Workshop. 1,2 or 3

3/22: Quiz on readings, discuss readings,
HW: Read Rules for Writers 135-144; continue drafting cause and effect—you need at least introduction, thesis, and three body paragraphs for 3/27
Journal Assignment: p. 349 Patterns, “Journal Entry”

Week 11
3/27: Workshop (ques on p. 336-337 “Revision Checklist”), discuss euphemism, slang, sexist language
LAB: Work on cause and effect, Rules for Writers Exercise 17-2, p. 145;
HW: Read Patterns 361-384, p. 365 Patterns, Writing Workshop 1, 2, or 3; finish drafting cause and effect—need FULL draft for 3/29

3/29: Workshop (ques on p. 342-343 “Peer Editing Worksheet”), quiz on readings, discuss readings
HW: Proofread and edit Cause and Effect Essay, Read Patterns
Journal Assignment: p. 369 Patterns “Journal Entry”

HW: Read Patterns 555-567

Week 13

4/10: Cause and Effect Essay Due; discuss argumentation and research (topics p. 697-701)
LAB: Begin research in library catalog and article databases online
HW: Read Patterns 568-587, 753-763, p 589 Patterns Writing Workshop 1, 2 or 3, Rules for Writers 370-380; choose topic for R/A essay

4/12: Continue argumentation and research; discuss search strategy
HW: Read Rules for Writers 344-367

Journal Assignment: p. 583 Patterns “Journal Entry”

Week 14
4/17: Discuss plagiarism, documentation of sources, final project
LAB: Continue research, Rules for Writers Exercise 47-1, p. 367-368
HW: Read Patterns 597-610, p. 610-611 Patterns, Purpose and Audience 1-4, Style and Structure 1-7

4/19: Plagiarism quiz, continue argumentation and research
HW: Read Patterns 613-620, create a working Works Cited page for your research/arg. essay. You must have FIVE entries in MLA format

Journal Assignment: p. 611 Patterns, Vocabulary project

Week 15
4/24: Continue Research and Argumentation

LAB: Evaluating sources: find one journal article, one book, and one internet article on your research topic. Create a Works Cited for each of these in MLA format. You may substitute the internet article, book or journal article for a newspaper article, but you may not have more than one Internet source.
HW: Read Patterns 763-784, Rules for Writers 381-391, begin drafting R/A essay

4/26: Continue research and argumentation
HW: Read Rules for Writers 392-407, continue drafting R/A essay—you need at least introduction, thesis, and four full body paragraphs for 5/1
Journal Assignment: p. Write one page discussing your role in the desired outcomes of your group project. What will you personally do to achieve these goals? What obstacle/s to these goals do you anticipate confronting and overcoming?

Week 16
5/1: Workshop, continue research and argumentation, begin presentations
LAB: In MLA format, write an example of a paraphrase, a summary, and a direct quote from a journal article, a newspaper article, and an internet article, in no particular order. Cut and paste the original source material onto the document you turn in. These sources do not necessarily have to be related to your research topic. Make sure you introduce each entry with a signal phrase and follow each quote/summary with an in-text citation.
HW: Read Patterns 623-632, Writing Workshop 1, 2, or 3 p. 633-634

5/3: Quiz on readings, discuss readings, continue research and argumentation, presentations
HW: Read Rules for Writers 408-418, continue drafting R/A essay—You need at least three pages for 5/8.
Journal Assignment: Write one page on how your writing has changed throughout the semester. Do you still need to improve in some areas? What is one thing you do well when it comes to writing?

Week 17
5/8: Workshop, final project presentations
LAB: Work on Research/Argumentation essay
HW: Read Patterns 635-647, finish drafting R/A essays

5/10: Workshop, final project presentations

Week 18
5/15: Journals Due, final project presentations
LAB: Final proofread and edit of R/A essays
HW: Final revision of R/A essays

5/17: Research/Argumentation Essays Due, final project presentations
LAB: Final Proofread/edit of research/argumentation essays

Final Exam:

*All scheduled tasks are subject to change

Course Requirements

English 115
Section: 65
Instructor: Swan Ashby
Room: 412
Hours: 8:-9:15 p.m. T Th
Lab Room: 423
Lab Hours: 7-7:50 p.m. T
Office Hours: T, 6-30-6:50, Th, 6:30-7:30
Office Location: Rm. 400K
Mailbox Location: RM 430J
Email: sashby@swc.cc.ca.us

Course Description:
English 115 is a transfer-level course that provides instruction and practice in the reading and writing of expository and argumentative essays. We will emphasize the principles of organization, logical reasoning, the use of evidence, paragraph and essay development, and research techniques. Reading selections will provide material for discussion, topics for writing assignments, and examples of effective writing. This course includes a required lab.

Required Texts: Kirszner, Laurie G. and Stephen Mandell. Patterns for College Writing. Boston: Bedford/St. Martin’s, 2006
Hacker, Diana. Rules for Writers. 5th Ed. Boston: Bedford/St. Martin’s, 2004.
Recommended Texts: A good college dictionary and thesaurus

Required Materials:
• IBM formatted disk
• Access to a word processor (all papers must be typed)
• Access to the Internet

Course Goals:
Students who give this class their best effort can expect to:
 Identify correct inductive and deductive reasoning and avoid logical fallacies in argumentative essays.
 Use many different organizational methods in their writing such as Comparison/Contrast, Cause/Effect, Classification, Definition, Exemplification, Narration or Description, and Argumentation
 Refine critical thinking skills
 Develop research skills and strategies for evaluating relevant sources.
 Learn how to properly incorporate research sources
 Refine spelling, grammar, and punctuation skills
 Go beyond refining syntax, spelling, and grammar and develop a style of writing
 Learn how to use campus resources to improve their writing
 Develop effective revision strategies
 Learn the importance of audience and peer evaluation

Grades Are Based On:
• One 5-10 page research paper = 20%
• Four formal essays of at least 750 words = 20% (5% each)
• Two In-Class essays of at least 500 words = 10% (5% each)
• Reading Response Journal = 10%
• Quizzes = 10%
• Class Participation = 5%
• Homework = 15%
• Final Project = 10%

Course Policies:

In-class activities depend on your presence. Please come every day on time. You will be permitted 2 absences per semester; your grade may be compromised if there are more. If you know you will be unable to attend a class meeting, let me know ahead of time; it is not necessary for you to contact me if you are not in class. Do not continually leave early or come late; I will count these occurrences as partial absences. You will be able to earn extra credit points with perfect or near-perfect attendance.

The weekly lab hour is an integral part of this course, and you are required to attend all sessions. Each lab assignment is listed on the class schedule. If you are not prepared to work on the given assignment, an alternative assignment will be given, and you will receive a zero for class participation for the day. The same behavior expected in the classroom will be required in the lab. Excessive talking, checking e-mail, or otherwise disruptive/disrespectful behavior will result in your being dismissed and marked absent from lab.

You must come to class having done the reading, homework, and writing that is due that day. Be prepared for reading quizzes, which may be unannounced. Also, all work is due at the beginning of class. No credit will be given for homework that is done in class.

Journal responses are based upon the readings from Patterns and from your own experiences. You are required to write 1 FULL page per week. After each reading, you will be given questions to choose from the Patterns text. Choose a question only if you can write at least 1 page; if you cannot write at least one page but would still like to respond to that question, choose an additional question to equal one or more pages of response. Journals require at least ONE FULL page per assigned reading.

Homework Length/Content:
Homework is based on your readings from the Patterns text and must be typed, double-spaced, and unless otherwise specified, 1 ½ pages long. You are required to use relevant quoted material from your reading in each of your homework assignments. Once you learn MLA format, all homework must be in MLA format.

Late Homework:

Late Essays
You must turn in every essay the day it is due. I will accept an essay ONE class meeting late WITH a medical/emergency excuse. If you still cannot attend class one meeting after the day the essay is due, ask someone to drop your essay, accompanied by medical/emergency documentation, in my mailbox in room 430J by the end of the day.
Essay Revision:
Every essay you turn in will be graded according to content and technical ability. You will receive a grade when I return the essays. If you are not satisfied with your grade, you will have ONE week from the day your essay is returned to revise it. Once you revise it, your grade is final. Your revising your essay does not guarantee to raise your grade; however, revising your essay cannot lower your grade. ESSAYS THAT DO NOT MEET MINIMUM REQUIREMENTS WHEN FIRST TURNED IN WILL NOT BE ALLOWED TO BE REVISED.

Academic Honesty:
If you plagiarize (try to pass off another person’s writing for your own) in any form, you will risk at the least an F in the course and possible referral to the Dean of Student Affairs. There is ZERO TOLERANCE of plagiarism in this course. If I have questions about the authenticity of your work, I will ask you to prove in some way that the work is your own; this may involve my looking at your notes or your completing another task in my presence. If you fail to prove that your work is your own, you will receive an F in the course. Staying in this class indicates your acceptance of this policy.

Professionalism is crucial to the advancement of your career, both in college and beyond. It includes punctuality, preparation, attitude, participation, and a consistent willingness to assume personal responsibility.

Course Content:
This course will challenge you to analyze subjects about which you may have strong opinions. In addition, some of the materials that we will be reading/viewing may contain “mature content” and represent unconventional viewpoints regarding sexuality, race, politics, etc. If you object to reading about, writing about, and/or discussing such issues, it is recommended that you enroll in a different section of English 115.

Classroom Etiquette:
 Sexist, racist, and/or homophobic comments are offensive and inconsistent with an academic atmosphere; they will not be given a forum in this class.
 Please give your full attention with others are speaking. Also keep in mind that participating in discussions includes taking turns; even if you have a lot to say, give others the space to contribute too.
 Please do not pack up and leave until class is over.
 Please turn or silence all cell phones or other noisemakers.

Special Needs:
If you have special needs (vision or hearing difficulties, a learning difference, physical challenge, etc.), please let me know right away, and I will do my best to accommodate you. Contact your DSS specialist in Student Services Building for the Academic Accommodations Form, and give me a copy, so I can make any necessary adjustment/s for you. This syllabus and class schedule are available in alternate format upon request.

Writing Center:
English 115 assumes college-level writing proficiency, including the appropriate grammar and punctuation skills. If any aspect of your writing is not yet at this level, it is your responsibility to improve these skills through the use of campus resources like the Writing Center. The Southwestern College Writing Center (Academic Success Center, 420 Building) provides free tutoring to writers of all levels of ability on a walk-in basis. The purpose of the Writing Center is to guide and teach students rather than to “fix” papers; tutoring is designed to help you develop and refine skills that you will carry with you beyond a given assignment or course. The tutors will be happy to assist you at any stage of the writing process. You are required to visit the Writing Center at least once for this class.

*The course requirements and class schedule are subject to change according to time constraints or other unforeseen occurrences.