ENG 095 Essentials of College Writing Sec MW 11:40AM-1:01PM Room 418 Writing Studio: Sec TR 11:40AM-12:34PM Room 612

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1 ENG 095 Essentials of College Writing Sec MW 11:40AM-1:01PM Room 418 Writing Studio: Sec TR 11:40AM-12:34PM Room 612 Instructor: Kevin Lamkins Office phone: Office: 1019 Home phone: Office Hours: Tuesday/Thursday 2-3:30PM, or by appointment Required books/readings: - The Norton Field Guide to Writing with Readings and Handbook, 3 rd Edition by Bullock, Goggin, and Weinberg - Assorted exercises, texts supplied by professor or online, to be announced - I will have course materials and additional resources online. Please bookmark or remember this web address because we will use it throughout the semester. klamkins@capitalcc.edu Intro to ENG 095: ENG 095 Essentials of College Writing seeks to provide a more seamless transition between developmental and ENG 101 Composition. The course will encompass some of the essentials of grammar, sentence structure, and writing process. Emphasis will be placed on the readingwriting connection: active reading skills, textual analysis, basic use of sources (summarizing, paraphrasing, quoting, documentation), etc. We will start with small assignments and build toward well-developed essays. While ENG 095 consists of 5 contact hours, it is not a credit bearing class. You must successfully pass ENG 095 to move onto the 3-credit ENG 101. Writing Studio: In addition to the two regular class periods per week, students are required to attend two additional hours in a computer lab. This is known as the writing studio. The writing studio is a key feature of ENG 095 because it allows students more time on task with the instructor and other students. Many of the topics and assignments discussed in the regular class session will be practiced and applied in the writing studios. In other words, the writing studio means less take home work for students!

2 Goals for ENG 095 (from the Standardized Course Outline) Students will learn: LEARNING LEARNING OUTCOMES OBJECTIVES To demonstrate an Student will understanding of 1.How to participate fully in class a) attend class and writing studio regularly and on time b) complete individual and classroom projects c) take responsibility for knowing, completing, and (where necessary) making up assignments. ASSESSMENT METHODS As measured by attendance records classwork assignment records 2. A variety of language and prose writing for various audiences and purposes 3. Organization and development of effective compositions 4.Critical thinking through writing a) identify and present clear main ideas in writing b) analyze and practice varied genres of writing c) evaluate and apply appropriate diction and tone in writing for various rhetorical situations according to the audience and purpose d) analyze texts and incorporate them into writing assignments a) employ appropriate strategies for prewriting, drafting, revising, and editing as part of the writing process b) compose coherent paragraphs, supporting central ideas with specific details c) compose organized essays with genre-specific structure including thesis, introduction, body, and conclusion d) demonstrate control of key conventions of standard written English a) summarize a text objectively b) respond to a text subjectively c) analyze, synthesize, and evaluate information from multiple texts a) evidence in writing of thesis statement b) essays which demonstrate key features of specific genre c) evidence in writing of appropriate language choices d) demonstration in writing of the reading-writing connection a) entries in the writing studio reflective journal b) several revised paragraphs c) at least two fully revised essays d) clear, readable prose without significantly distracting errors. a) evidence in writing of main idea and key supporting details b) evidence in writing of personal connections and perspectives of a text c) evidence in writing of valid intertextual connections

3 Participation/attendance: Class participation will be graded. You are expected to be present and prepared for all classes. You must have all reading and writing homework assignments completed by the beginning of class for them to be accepted. In class you are expected to discuss the assignments, ask questions when you don t understand something and always be helpful and respectful to other students and the instructor. This includes not using your cell phone or other inappropriate device. You must notify me ahead of time to receive an excused absence. Assignments and Grade Breakdown: - In-class writing, short assignments, quizzes, and participation (20%) - Writing Studio Reflective Journal (20%) - Essay 1 Literacy Narrative (20%) - Essay 2 Textual Analysis (20%) - Final Self-Reflection (20%) - Extra credit as assigned or student generated All writing assignments must be typed, double spaced, 12 point font with regular margins. Your name should be typed at the top left corner, along with the course name (ENG095) according to MLA style. See pages for more on proper formatting. I will offer opportunity to revise work for better grades. Some revisions will be built into the course work, but you can revise just about any assignment on your own. Except in rare circumstances, I do not accept ed assignments. Please take advantage of the Writing Center, room 409, for additional help with your writing. If you have special learning needs or difficulties that you feel I should know about, please meet with me early in the semester.

4 ENG 095 Essential Terms Glossary Part 1: Purpose: Audience: Process: Prewriting: Outlining: Drafting: Revision: Editing: Proofreading: Summary: Response: Detail: Specific: Reason: Evidence: Part 2: Thesis: Analysis: Introduction/ Beginning Body: Conclusion/Ending: Coherence: Clarity: Organizing: Evaluation: Tone: Stance: Reflection: Paraphrase: Quotation: Essay:

5 ENG 095 Syllabus Date: In-class work: Homework: Wed. 8/28 Intro to the course, policies and goals. Essentials terms to know, part 1 Mon. 9/2 Labor Day No Classes, College Closed Wed. 9/4 Mon. 9/9 Wed. 9/11 Mon. 9/16 Wed. 9/18 Mon. 9/23 Wed. 9/25 Mon. 9/30 Wed. 10/2 Mon. 10/7 Infosheet and . You must have a working address. Review terms to know part 1. Discuss grading rubric. Begin ENG 095 glossary. Rhetorical situations: purpose, audience, genre, stance, writing in academic contexts (1-24) Introduce Literacy Narrative (27). Begin examples in class. Finish glossary. Writing process (p. 249): generating ideas, drafting, assessing, revising (275), editing and proofreading (282). Introduce summary and response. Summary-response paragraphs due. Peer review. Apply prewriting techniques to literacy narrative. Develop an idea for your own story. Paragraph development, part 1. Literacy narrative: setting and key people involved (45-46) Setting and Key People paragraphs due. Peer review. Guiding your reader: parts of an essay (p. 312), title, thesis, topic sentences, transitions. Discussing ordering of details in paragraphs how to organize pyramid models, specific to genre/rhetorical situation. Narrating sequence and organization (46, 387). Paragraph development, part 2: literacy narrativetransitioning, including most pertinent details ( ), plot and basic story elements. Begin in studio. Story paragraphs due. Peer review Sentence basics (subject, predicate, verbs, clauses and phrases) and common errors, FANBOYS, dependent words (HB 4-11). Beginning and Ending (299): begin significance paragraph in class and studio. Discuss coordination and subordination, sentence variety (HB 34-36) forming compound and complex sentences to enhance your writing, Discuss dependent words, FANBOYS, etc. Wed. 10/9 Putting Literacy Narrative together beginning, setting and key people, story, significance. Mon. 10/14 Literacy Narrative Rough Draft due. Formal Peer Review (will count toward your final draft) Read Proficiency (p 36) Essential terms to know, part 2. Read Always Living in Spanish (p.33) and Literacy Behind Bars (640) Write a summary and response (2 paragraphs) Setting and Key People paragraphs (2-3 pars) Tell the story and how resolved (3-4 pars) Literacy Narrative rough draft

6 Wed. 10/16 Begin Textual analysis, reading in class, examples Mon. 10/21 Reading Strategies (396), apply to Escape from Alcatraz (719) in class. Wed. 10/23 Basics of sources and citation (475) Mon. 10/28 Literacy Narrative Final Draft due. Finding and evaluating sources (432, 453) Wed. 10/30 Find articles on Alcatraz, context, background information, continue in Writing Studio. Mon. 11/4 Summary due. Peer Review. Share and review Alcatraz courses. Begin Context paragraphs in class and studio. Wed. 11/6 Context Paragraphs due. Advising Day Mon. 11/11 Quoting and paraphrasing (462). When should you use a direct quote? When should you paraphrase? We'll discuss how to paraphrase well. Practice paraphrasing and quoting in class, studio. Wed. 11/13 Analyzing the article. What judgments and interpretations can you make? Be sure to support your analysis with examples from the texts. Be sure to give credit to your sources. Mon. 11/18 Textual analysis paragraphs due. Peer review. Documentation (480), MLA style (484). Wed. 11/20 Beginning and ending the textual analysis. Preparing for ENG 101: what will carry over, what else you will need to know. Mon. 11/25 ENG 101 prep part 2 self-reflection, portfolio Wed. 11/27 Thanksgiving break no classes. Mon. 12/2 Textual Analysis Final Draft due. Wed. 12/4 In class we'll play ENG 095 Jeopardy! Review for final: self-reflection. Mon. 12/9 Last day of class review for the final. Finish Literacy Narrative Read Alcatraz Escapees family Convinced Brothers Alive (handout/online) Summarize Alcatraz Escapees (1 paragraph) Read Alcatraz reading 3 Textual analysis paragraphs (2-4) Wed. 12/11 Final exam 12:30-2:30PM NOTE THE TIME DIFFERENCE!

7 List of major assignments: Essay 1 Literacy Narrative: Write an essay which explores your experiences with reading and writing. Often literacy narratives deal with the process of learning to read and writing or some kind of formative experience with reading and writing. They can be either positive or negative, or even both. Your literacy narrative must be a true story from your own life, not something you make up. It should contain vivid details, descriptions of the setting and other people involved, as well as a discussion of the story s significance. For more information about key features of literacy narratives, see pages in our textbook. Essay 2 Textual Analysis: Write an essay which analyzes what a text says, how it conveys its message, and whether or not it is effective. Textual analysis should combine an objective overview of the text as well as a subjective interpretation or judgment about the text. It should also discuss relevant context. All points should be supported by specific examples from the text itself and other supporting texts/media. All sources should be properly documented through intext citation and a works cited page. For more information about key features of textual analysis, see pages Writing Studio reflective journal: Each week, the writing studios will conclude with a brief reflection on the work we ve done that week. These entries will be completed in class and collected at the end Thursday s writing studio session. They will be brief and can be handwritten, but must contain specific analysis of your work and progress during that week. Journal entries cannot be made up. I will drop the lowest 2 journal entry scores. This journal can and should be used to help you complete your final portfolio. Journal entries will be scored 0-2. A 0 indicates the assignment was not completed or is seriously lacking. A score of 1 indicates incomplete or insufficient analysis. A score of 2 means a satisfactory entry. Final Self-reflection: Instead of a traditional final exam, this class with culminate with a final self-reflection essay. Using your Writing Studio Reflective Journal as evidence, you should discuss the progress you ve made in the class and assess specifically ways you have improved and things you still need to work on. You should discuss your writing in general, but also evaluate your writing through specific essays and assignments. A self-reflection can be more informal than most academic essays. They are often written in the form of a letter. For more information about self-reflection, see pages

8 Scoring Rubric for Written Assignments Score Purpose & Audience Organization Development Language 6 Superior 5 Collegiate 4 In Progress 3 Essential 2 Basic 1 Entry Takes ownership of purpose, uses assignment to explore topic s intrinsic interest, shows full understanding of issues, engages audience, uses format to enhance clarity Address purpose effectively, manages assignment skillfully, shows good understanding of issues, establishes credibility, uses appropriate format and style Establishes and adheres to purpose, fulfils assignment, shows basic understanding of key issues, style steady, format mostly correct Purpose clear, mostly fulfils assignment, shows need for more study of issues, style varies, format or visual presentation ragged Purpose partly clear, incompletely address topic or directions, grasp of issues minimal, inappropriate style, careless visual presentation Purpose unclear, failure to address topic or directions, weak grasp of issues, visual presentation poor Focuses consistently on clearly expressed central idea, establishes strong unity and coherence among ideas, guides readers smoothly with paragraph structure and transitions, opens and closes with strength Clear central idea is steady and supported by paragraph progression, unity and coherence are evident, paragraph structures and transitions are competent, opens and closes effectively Establishes central idea, paragraph structures adequate to convey continuity among ideas, opening and closing devices sufficient to frame essay Central idea present but wavering, unsteady use of paragraph structures, problems with consistency or progression of ideas Central idea is identifiable, some repetition or digression, weak paragraph structures, tangled progression of ideas No central idea, no clear logic or focus, many repetitions or digressions, lack of evident structure Explores ideas vigorously, supports points fully, balances general and specific skillfully, chooses evidence (subjective or objective) appropriately, reasons persuasively making useful distinctions Supports all key ideas with examples and details, finds suitable levels of generality and of subjectivity, makes logical connections and clear distinctions Supports some ideas with examples and details, shows some ability to choose among levels of generality and subjectivity, clarifies some distinctions Supports some generalizations with details, instability in levels of subjectivity, distinctions and reasoning only implied or tangled Presents ideas in general terms, support for ideas unsuitably personal or distant, distinctions need clarification, reasoning unclear Most ideas are unsupported, confusion between personal and external evidence, lack of needed distinctions, reasoning flawed Employs words with fluency, develops concise standard English sentences, balances a variety of sentence structures effectively, conveys lively consistent voice Word forms are correct, sentence structure is effective, applies conventions of standard English, presence of a few errors is not distracting Word forms are mostly correct, sentence structure adequate for clarity, few areas of usage deviations, errors minimally distracting Word forms and sentence structures are adequate to convey basic meaning, errors cause noticeable distraction Word forms and sentence structures are unreliable, meaning sometimes unclear, errors seriously distracting Word use is unclear, sentence structures inadequate for clarity, errors obscure meaning

9 Name: Nickname: Major: Student ID#: Phone #: Do you have a job outside of school? ENG 095 Lamkins Fall 2013 Section/CRN: 3911 Is English your first language? If not, what is your first language: Other info I should know (special needs, learning difficulties, weak points in writing): Describe your experience(s) with writing? Good? Bad? What kind of writing have you done? What have you enjoyed, despised? Be honest! Writing Sample:

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