Central Ohio Technical College Division of Arts and Sciences English/Communication Department Spring 2018 August 17, 2017 January 12, 2018

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1 Central Ohio Technical College Division of Arts and Sciences English/Communication Department Spring 2018 August 17, 2017 January 12, 2018 Class Syllabus Course Title: Course Number: Instructor: Composition One ENGL-112 K. Krabill Room 253 Conference: period 1 Phone: ext kkrabill@mvcsd.us Required Materials: Faigley, L. (2016). Writing: A guide for college and beyond (4th ed.). Boston, MA: Pearson. Bullock, R., Brody, M., & Weinberg, F. (2017). The little seagull handbook with exercises (3rd ed.). New York, NY: W. W. Norton & Company. Supplies: notebook for journal, writing utensils, loose paper, class folder Additional Materials: MOODLE, Google Classroom, and additional handouts will be used for supplemental course materials. ITS Resources: Student Services: Library: College-Wide Policies: 1. Assessment -- As part of COTC s campus-wide assessment initiatives (quality assurance program), samples of student performance such as test results, projects, papers, etc. may be used. The data gathered will not identify individual students and are not related to the student s grade for the course, but this data will be used to improve student learning at COTC. 2. Disability -- Any student who has need for accommodations due to a disability must first register with the Office for Disability Services (ODS). Please call ODS at to discuss your needs and the procedures for getting accommodations. Students then must notify the instructor of their authorized accommodations, preferably within the first week of class. For online information about the Office for Disability Services, see: 3. Plagiarism Statement Submitting plagiarized work for an academic requirement is considered academic misconduct. Plagiarism is the representation of another s work or ideas as one s own; it includes the unacknowledged word-for-word use and/or paraphrasing of another person s work, and/or inappropriate unacknowledged use of another person s ideas. For additional details, see 1

2 4. Diversity Statement It is the responsibility of the faculty member and the student to foster and maintain a harmonious, non-threatening and non-discriminating environment in the classroom. The College is committed to follow a non-discriminatory policy and encourages diversity as part of the community environment. Therefore, all individuals are to be respected as equal and contributing partners of our society. 5. Withdrawal Date Statement -- Students enrolled in regular semester courses should check the COTC Academic Calendar at or with the Gateway Office of Student Records for last date to withdraw from this class. Students enrolled in flexibly scheduled courses should check with the Gateway Office of Student Records for the last date to withdraw from the flexibly scheduled course. For a full list of College policies, see Procedures.aspx General policies and Grading system: ** Wikipedia is not a credible source and will not be accepted as a source for any paper. Essays: Students must keep work in progress and completed work saved in students school Google drives. It is wise to also have major work saved elsewhere as well. Keep all of your hard copies, including drafts. All work must be typed in MLA format in double-spaced, size 12 Times New Roman font with one-inch margins. See my MLA style formatting tutorial on our class Moodle page for reference. Rough drafts are self-edited and peer-reviewed before students complete final copies. Students must submit all drafts with final copies. All final drafts must also be submitted to Turnitin.com. Students will not receive credit for papers that have not been submitted to Turnitin.com. Homework assignments, papers, etc. must be turned in on the designated class due date. If you cannot print or upload an assignment at home, you are responsible for making sure you have done so at school or have found other resources to complete the assignment in time. Late Policy: Unless otherwise specified, all assignments are due at the beginning of class on the given due date. Work submitted after this time can only earn up to half credit. Late homework will only be accepted one day late. Daily: Participation and Daily assignments consist of a variety of tasks. In order to develop skills effectively, it is the responsibility of the student to record and keep track of due dates, participate in all discussions, and complete all assignments on time. Students are responsible for assigned readings and course content. Some of these tasks involve individual steps leading to a larger product, such as prewriting, research, drafts, and edits for an essay. Other daily tasks consist of grammar reviews, reading selections, vocabulary exercises, annotations of texts, and fluency writing. Students Any academic are responsible dishonesty-plagiarism for checking their will grades result in Progressbook, in an automatic which 0 for is set the to first the high offense school and a grading referral scale. to the See office. later note A second the offense differences may in grading result in scales. failure of the course and dismissal of student from COTC course 2

3 Archeological Dig 5 Points Students will collect a sampling of their writing over the years that will be shared with the class and discussed. and Preliminary Writing Assignment 10 Points 2 Pages (600 words) Students will compose a self-evaluation of their current writing skills and goals for this course. This paper will be assigned during the first day of the course and is due on the following Tuesday. Personal Reflection Paper (Paper One) 50 Points Minimum of 3 pages (950 words) While learning the characteristics of effective reflective writing, students will select an appropriate, fitting essay prompt for a college or scholarship application. Using the writing process, students will compose a paper reflecting on their own experiences. Students will need to determine their audience and effectively use narrative techniques to persuade that audience. Use of the first person (I and we) is acceptable for this paper. Use of the second person (you and all of its forms) is not acceptable. A rough draft and a final draft will be collected for this assignment. As college essay prompts may have a maximum length that is less than our minimum, students may need to make up the length in another writing assignment. **This assignment addresses course competencies 1, 2, 4.02, and 5. Observation Paper (Paper Two) 75 Points Minimum of 4 pages (1300 words) Continuing on the theme of college-preparedness, students will choose a field of study on which to focus for the remaining three papers. For this paper, students will observe and evaluate an event related to their chosen field of study. Students may also observe documentary films or other media resources. Interviews can be included as well. A 4-page paper will then be composed recording the events observed along with the student s reaction. You must observe something new for this paper; therefore, past experiences cannot be observed for this assignment. Observation notes will be collected with the paper. More information will be given in class regarding possible subjects of observation. Use of the first person (I and we) is acceptable for this paper. Use of the second person (you and all of its forms) is not acceptable. **This assignment addresses course competencies 1,3, and 5. Evaluation/Analysis Paper (Paper Three) Minimum of 3 Pages (950 words) 100 Points Based upon the student s own experience and information gained from at least two critical readings, the student will construct an analysis/evaluation paper. More information regarding this paper will be forthcoming. In-text citations and a Works Cited page must be included with this paper; however, the Works Cited page does NOT count as part of the required 3 pages. *Use your textbook, manual, and/or online guides for Works Cited entry format. Use of the first person (I and we) and second person (you and all of its forms) is not acceptable. **This assignment addresses course competencies 1, 2, 3, and 5. 3

4 Position Paper (Research) (Paper Four) 125 Points Minimum of 6 Pages (2000 words) (A minimum of 5 sources must be used: 1 credible internet source is allowed; 1 library database is required) After selecting a topic within his or her chosen field of study for the course, each student will compose a research-based paper defending his/her position. This paper must include an appropriate blend of personal claims and analysis and credible research. A strong arguable thesis must be presented and appropriately defended. Important information regarding this paper assignment will be forthcoming. Students will be asked to propose their topic ideas to the instructor for approval prior to beginning the writing assignment. You may not write on the topic of your senior social studies paper. Use of the first and second person is not acceptable for this paper. A revised draft and a final draft will be collected for this assignment. **This assignment addresses course competencies 1, 2, 3, 4, and 5. Annotated Bibliography (Minimum of 6 entries) 15 Points Your annotated bibliography should offer citations, summaries, and evaluations of six scholarly sources dealing with one topic. It should closely relate to a topic you may explore in your position paper. The annotated bibliography must follow MLA style and the specific guidelines given to you by the teacher. **This assignment addresses course competencies 1 and 3. Critical Readings/Responses 5 Points each (350 words each minimum) = 1400 words min. 20 Points Students will compose short reader-response/critical analysis papers for four assigned readings. These responses will be composed outside of class time and address the assigned questions or prompts. **This assignment addresses course competencies 1, 2, 3, and 5. Online Library Research Assignment (including online databases) Details will be provided. Rough draft of paper four (the position paper) APA format activity Final Exam 15 Points 25 Points 5 Points 50 Points 495 Total Possible Points Grading Scale: A 100%-92% C 77%-72% A- 91%-90% C- 71%-70% B+ 89%-88% D+ 69%-68% B 87%-82% D 67%-62% B- 81%-80% D- 61%-60% C+ 79%-78% F 59%-0% Note 1: If this course counts as a prerequisite, then a grade of C (72%) may be required. Note 2: Your final COTC Composition I grade may be different from your MVHS Advanced Composition grade as the grading scale is slightly different and the Advanced Composition course will include some assignments that are not part of the COTC course. Any grades viewed through Progress Book are on the MVHS grading scale. 4

5 Course Calendar: Changes may occur in this calendar due to unforeseen events. Always read ahead; you are responsible for this material whether we cover it or not. Week One (Week of August 21-25) Topics: Introduction to course and syllabus review. Writing effectively in college and the writing process, with emphasis on understanding of audience, aim, credibility, and generation of ideas. Writing Reflections, with emphasis on selecting/narrowing a topic, organization of paragraphs, with emphasis on introductions, composing a working rough draft, and revising and self editing/peer editing. Review of mechanics. Text Readings: Faigley text 3-17 and (by Mon., Aug. 21) Faigley text and Assignments: Archeological Dig and Preliminary Writing Assignment Due Wednesday, Aug. 23. Begin Paper One (Personal Reflection). Week Two (Week of August 28-September 1) Topics: Preparing to write about literature. Analyzing a reading for intended audience, tone, word choices, rhetorical approaches, and development of a thesis. Text Readings: Faigley 20-23, LS Handbook 2-8, LS Handbook (editing sentences) Assignments: Critical Reading One due Wed., Aug. 30 (Over David Sedaris s Let It Snow p. 72). Week Three (Week of September 4-8) Topics: Evaluating visuals and thesis statements/purpose. Analysis of purpose in advertisements/commercials. Discussion of development of direct and indirect thesis statements to fit the purpose/aim of the writer and audience needs. Text Readings: LS Handbook (editing pronouns) Text Reference: LS Handbook (personal narratives) Assignments: Rough Draft of Paper One (Personal Reflection) due Tues., Sept. 5. Rough Draft workshop with peers and instructor. Final Draft of Paper One due Fri., Sept. 8. 5

6 Week Four (Week of September 11-15) Topics: Discussion of final drafts of paper one. Transitions and improving introductions, composing body paragraphs, and developing conclusions. Generating ideas for paper two (the observation paper). Review of punctuation rules. Text Readings: Faigley , LS Handbook (editing verbs) Assignments: Begin Paper Two (Observation Paper). Week Five (Week of September 18-22) Topics: The Writer as Observer. Observer as a participant or nonparticipant. Components of Effective Observations, including developing a sense of place, details, impressions, objectivity, and selecting visuals. Discussion and evaluation of Ansel Adams s Photographs of Japanese Americans at Manzanar (photo essay). Text Readings: LS Handbook 17-29, LS Handbook (editing quotations) Assignments: Critical Reading 2 due Thurs., Sept. 21 ( The Old Man Isn t There Anymore p. 107). Begin Paper Two (Observation Paper) Week Six (Week of September 25-29) Topics: In-class self and peer revision of rough drafts of paper two. In-class viewing of Adichie s The Danger of a Single Story. In-class responses to both Adichie s speech and transcript of the speech. Selecting appropriate and exact language, including use of nonstandard dialects and using dialogue to convey meaning. Improving style and selecting appropriate levels of diction. More review of punctuation rules. Text Readings: LS Handbook (editing commas) Assignments: Paper Two (Observation Paper) draft workshop with peers and instructor. Week Seven (Week of October 2-6) Topics: Plagiarism Overview. Analyzing Internet Sources. Using primary, secondary, and tertiary sources. Elements of MLA documentation: works cited entries and in-text citations. Introduction to the Campus library system and online databases. Text Readings: Faigley , LS Handbook Text Reference: LS Handbook 74 (annotated bibliography) Assignments: Paper Two (Observation Paper) due Tues., Oct. 3. Online Library Assignment (in-class Thurs.). Begin Annotated Bibliography. 6

7 Week Eight (Week of October 9-13) Topics: Writing to Analyze, with emphasis on applying critical reading and viewing skills to particular subjects. Text Readings: Faigley text readings Text Reference: LS Handbook (rhetorical analysis). Assignments: Critical Reading 3 due ( The Collapse of Big Media: The Young and the Restless p. 226; or The Story of an Hour p. 235) due Fri., Oct. 13. Begin Paper Three (Analysis Paper). Week Nine (Week of October 16-20) Topics: Writing the Research Paper. Preparing research questions. Locating research sources. Evaluating Credibility of Sources. Text Readings: LS Handbook (Doing Research) Assignments: Annotated Bibliography due Thurs., Oct. 19. Week Ten (Week of October 23-27) Topics: Writing the Research Paper. Preparing research questions. Taking research notes. Plagiarism Workshop. Composing summaries and paraphrases. Synthesizing sources. Organizing research in a paper. Text Reference: LS Handbook MLA style begins p. 119 (8th edition). Assignments: Work on paper 3 (Analysis Paper). Week Eleven (Week of October 30-November 3) Topics: Writing a Position, with emphasis on defining the issue, identifying stakeholders, stating a position, developing support, providing evidence, and acknowledging opposing viewpoints and their limitations. Text Readings: Faigley Assignments: Paper 3 (Analysis Paper) due Tues., Oct. 31. Begin Paper 4 (Position Paper). Week Twelve (Week of November 6-10) Topics: Recognizing Fallacies. Discussion and application of ethos, pathos, and logos. Effectively integrating quotes, summaries, and paraphrases. Text readings: Faigley 24-25, LS Handbook (Arguments) Assignments: Critical Reading 4 due Mon., Nov. 6 ( What to the Slave is the Fourth of July p. 377; or Eat Food: Food Defined p. 385). Working thesis for Paper 4. Continue work on Paper 4. 7

8 Week Thirteen (Week of November 13-17) Topics: Continued focus and work on Position Paper. Text Readings: LS Handbook (research) Assignments: Continue work on Paper 4. Week Fourteen (Week of November 20-24) Topics: Continued focus and work on Position Paper. Assignments: Position Paper Organizer due Mon., Nov. 20. Week Fifteen (Week of November 27-December 1) Topics: Peer review of rough drafts of paper four. Instructor review of paper four. Assignments: Rough Draft of Paper Four (Position Paper) due Thurs., Nov. 30. Peer review of rough drafts and posting of rough drafts to online discussion forums for additional peer review. Week Sixteen (Week of December 4-8) Topics: Continue work on paper four. Assignments: Workshop, revise, edit. Week Seventeen (December 11-15) Topics: Completion of paper 4. Introduction to final exam essay. Introduction to APA format. Assignments: Final draft of Paper 4 (position paper) due Wed., Dec. 17. Weeks Eighteen & Nineteen (December & January 3-5)) Topics: Continued discussion of final exam. Introduction to APA format. Resumes. Assignments: In-class APA activities. Resume. Dates TBA. Week Twenty (January 8-12)) Topics: Continued exam preparation. Final exam. Assignments: Final exam. Date TBA. 8

9 Central Ohio Technical College Division of Arts and Sciences English and Communication Spring 2018 August 17, 2017 January 12, 2018 Standardized Course Syllabus Course Title: Course Number: Composition One ENGL-112 Course Credit: 3 credit hours Course Contact Hrs: 2 hours of lecture 2 hours of college lab 0 hours of clinical lab/practicum/directed practice 3 Total contact hours Course Prerequisite: COMPASS placement or C grade (2.00) or better in GENR-099. Course is graded A-F. Course Description: Composition One is a writing intensive theme-based course that facilitates the development of college-level writing skills. The student will compose papers using expository writing while incorporating one s own thinking with credible research using MLA format. The student also will be introduced to APA format guidelines. The course emphasizes critical thinking, analytical reading, thesis development and deep revision of one s own compositions. The course also includes analysis of audience and theme in one s own writing and the writings of others, while developing the student s critical reading skills. Required Topics: All sections of the course must cover the following topics: 1. Overview of the expectations of college-level writing: aim, purpose, credibility, and diction 2. Writing to reflect 3. Writing to observe 4. Writing to evaluate 5. Writing to argue a position 6. Review of mechanics: sentence errors and punctuation as needed 7. Evaluating visuals 8. Evaluating thesis statements/purpose 9. Review of sentence errors, capitalization rules, and punctuation as needed 10. Audience analysis in a variety of printed text as well as images 11. Evaluating primary, secondary, and tertiary sources. 12. MLA and APA documentation styles 13. Recognizing fallacies and examining use of ethos, pathos, and logos 14. Plagiarism: summarizing, paraphrasing, and integrations of quotes 15. Implementation of the writing process: generating ideas, planning, shaping, drafting, revising, editing (self and peer), and proofreading 16. Review of paragraph unity, coherence, and transitions 17. Evaluating internet sources and writing styles used for the web 18. Utilizing library databases 19. Active/critical reading, including reader-response essays and analyzing the 9

10 written works of others 20.*Students enrolled in ENGL-110 are required to compose a minimum of 5000 words (roughly 20 total pages of written work). Electronic or other projects of equivalent rigor and substance may be included, but the primary focus of the course must be the composing of formal written work. OBR-TME001 English Composition First Writing Course Course Competencies and Corresponding Student Learning Outcomes: The following course competencies and corresponding student learning outcomes relate to or follow from one or more of the required topics, noted above. Upon successful completion of this course, the student will be able to 1.00 Critically evaluate various readings, print media, and visual media related to a designated course theme Apply critical thinking skills to analyze various forms of texts Examine and interpret the power of the written word Employ an interdisciplinary approach to the study of the course theme Analyze intended audience and patterns of development in visual and in written works Understand the ways in which various media communicate with intended audiences in different ways to achieve their goals Analyze intended audience needs, backgrounds, and expectations to compose coherent essays that inform and persuade Identify the characteristics of an effective thesis statement Employ the writing process to generate ideas, revise drafts, and edit successive drafts Select appropriate voice, tone, style, and diction to communicate with intended audiences Develop an appropriate introduction Recognize examples of ethos, pathos, and logos in texts Identify fallacies used in argumentation Compose supporting body paragraphs using appropriate transitions Create an effective conclusion Apply credible research sources using the conventions of MLA and APA Differentiate between credible and non-credible research material and/or sources Distinguish among popular, scholarly, and peer-reviewed sources of research Evaluate internet sources for credibility Access library databases to retrieve information Distinguish among primary, secondary, and tertiary sources Identify the characteristics of MLA and APA style papers 3.07 Compose MLA papers using appropriate in-text and end-of -text citations Convert in-text citations and work cited entries in MLA format to APA format Produce research-based college-level compositions which reflect the ability to comprehend varying points of view and to draw independent conclusions Identify various authors viewpoints and/or biases regarding the given topic Recognize one s own biases and experiences and how they can affect one s writing Distinguish between common knowledge and conjectural sources in regards to what needs to be documented Employ the peer-editing process to improve their compositions and those of others 10

11 4.05 Determine the advantages of using the peer-editing process while maintaining responsibility for his/her own work 4.06 Utilize traditional and online sources such as discussion boards and other computer applications to participate in the editing process Compose essays that reflect a balance of one s own thinking with a blend of others Apply standard conventions of syntax, grammar, punctuation, and spelling to compose collegelevel compositions Select appropriate word choices and diction when composing written work Recall rules for commas, apostrophes, semicolons, colons, hyphens, dashes, capitalization, and pronoun usage Maintain appropriate tense and voice in written works Utilize varying sentence structures to communicate with intended audiences. Reviewed/Revised/Approved: (Date) 11

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