ENG 043 - Writing: Paragraph to Essay Learning Community with ENG 073, instructor Ray Hughes Sec.3410, M/W 4:00-5:20pm Rm 1022 Instructor: Kevin Lamkins Office phone: 906-5000 ext. 6411 Office: 1019 Home phone: (860) 560-9668 Office Hours: M/W 2-3:30pm, or by appt. Email: klamkins@ccc.commnet.edu Required books/readings: - Focus on Writing by Laurie G. Kirszner and Stephen R. Mandell - Assorted exercises, texts supplied by professor or online, to be announced - http://klamkins.wordpress.com I will have course materials and additional resources online. Please bookmark or remember this web address because we will use it throughout the semester. Intro to ENG 043: One purpose of ENG 043 is for students to advance from writing simple paragraphs to wellorganized short essays. Another purpose is to prepare students for ENG 101 and the expectations of college level writing. ENG 043 is not a credit bearing class. You must successfully pass ENG 043 to move onto the 3- credit ENG 101. Goals for ENG 043 (from the Standardized Course Outline) Students will learn: 1. How to participate fully in class through regular, punctual attendance, individual and group projects, and by having responsibility for their own work 2. A variety of language and prose writing by identifying and presenting clear main ideas in writing, practicing varied paragraph and essay patterns, evaluating appropriate diction and register, evaluating reliability and logic of observations in reading and writing texts 3. Organization and development of effective compositions by employing appropriate strategies for prewriting, drafting, revising, and editing, composing coherent paragraphs, supporting central ideas with specific details, composing organized essays with thesis, introduction, body, and conclusion, and demonstrating control of key conventions of standard written English. 4. Critical and global perspectives in writing by evaluating reliability of evidence in support
of main points, establishing tone and degree of objectivity appropriate to given purpose, clarifying distinctions and relationships among ideas in compositions, providing context for theses and explore their implications Course Breakdown: The course is composed of three units: Unit 1 The first unit will focus on essential concepts of college writing, from terms to know, to prewriting techniques, to the writing process. We will work step by step through writing your first essay. Unit 2 In the second unit, we will address common grammar and sentence errors and discuss ways to catch these mistakes while you're writing. Also, we will learn how to write a compare/contrast essay, a common type of college writing. Unit 3 We will discuss techniques for revising and fine-tuning your work. We will also look at different types of writing to prepare you for ENG 101 and use of sources. There will be a final in-class writing assignment the date of the final exam. 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. You must notify me ahead of time to receive an excused absence. Assignments and Grade Breakdown: - In-class writing, short assignments, quizzes, and participation (25%) - Unit 1 Essay Reflection (25%) - Unit 2 Essay Compare and Contrast (25%) - Unit 3 In-class writing assignment (25%) - Extra credit as assigned or student generated I will offer opportunities 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. 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.
ENG 043 Essential Terms to Know Glossary Part 1: Composition: Thesis: Structure: Prewriting: Outline: Drafting: Revision/revising: Edit/editing: Writing process: Summary: Response: Detail: Specific: Development: Essay: Part 2: Diction: Analysis/analyze: Introduction: Body: Conclusion: Coherence: Clarity: Organization: Evaluation/evaluate: Tone: Audience: Content: Purpose: Paraphrase: Quotation:
ENG 043 Syllabus Date: In-class work: Homework: Mon. 1/24 Intro to the course, policies and goals. We will do a writing sample in class (who am I?). Essentials terms to know, part 1 Wed. 1/26 Infosheet and email. You must have a working email address. Review terms to know part 1. Discuss grading rubric. Begin ENG 043 glossary. Email me your contact information for my records Mon. 1/31 Discuss the structure of writing: introduction, body, conclusion, thesis, topic sentences, transitions, etc. (FOW: 161) Wed. 2/2 Discuss the writing process: planning, organizing, drafting, revising and editing. (FOW: 3-27); discuss The Dog Ate and begin response. (FOW: 632) Mon. 2/7 The Dog Ate My Disk paragraphs due. Peer review. Review essential terms to know, part 2. Update ENG043 glossary (do no lose this!); discuss prewriting techniques and audience (content, vocabulary and tone, FOW: 5-13) Wed. 2/9 Discuss Impounded Fathers Who is the audience? How do you know? How would the article be written for another audience? Discuss topic sentences, exercises in class, apply to your first paragraph. (FOW: 14-17) Mon. 2/14 Impounded Fathers paragraphs due. Peer review. Discuss paragraph development, part 1, TESTing your paragraphs (FOW: 29+). Introduction to the Unit 1 Essay summary and reflection. Begin introductory paragraphs in class. Wed. 2/16 Discuss purposes for writing, exercises in class identifying purpose (from text and image, FOW: 167), creating a purpose examine your introduction draft. Is the purpose clear? Discuss Don t Call Me a Hot Tamale Mon. 2/21 Wed. 2/23 Mon. 2/28 Wed. 3/2 Washington s Birthday College Closed Don t Call Me a Hot Tamale paragraphs due. Peer review. Discussing ordering of details in paragraphs how to organize. How does the author organize information in the article? Think about your own essay draft. What is the best way to organize it so that it shows your purpose? Discuss fragments, comma splices, run-ons (FOW: 354, 370) using the three step test of sentence completeness. Discuss dependent words, exercises in class. Address any further questions about Unit 1 Essay. Unit 1 complete drafts due. Peer reviews in class. Peer reviews will count toward your Unit 1 Essay grade. Essential terms to know, part 2. Read The Dog Ate My Disk, and Other Tales of Woe (FOW: 689, RH: 396) Write a summary/response paragraph (bring 2 copies). Read Impounded Fathers (FOW: 708) Read pages 50-55 Write a summary/response to Impounded Fathers (bring 2 copies) Read Don t Call Me a Hot Tamale (FOW: 636) Write a summary/response to Don t Call Me a Hot Tamale (Bring 2 copies) Unit 1 Essay complete draft
Mon. 3/7 Begin Unit 2. Read The Company Man (RH: 413) in class and discuss. Think about tone, purpose, audience, vocabulary, etc. Wed. 3/9 The Company Man list due. Discuss coordination and subordination (FOW: 277, 297) forming compound and complex sentences to enhance your writing, FANBOYS, etc. (FOW: 262-307) Exercises in class. 3/14-3/20 Spring Break college closed Mon. 3/21 Wed. 3/23 Unit 1 final drafts due! Discuss At the Heart of a Historic Movement. Think about tone, purpose, audience, vocabulary, etc. How is Hartmire s article similar to or different than Goodman s? Anchor Assignment (FOW: 632). Anchor assignment due. Discuss paragraph to essay essay form, finding a topic, main ideas, thesis statements (FOW: 160-180). Apply to Unit 2 readings. Mon. 3/28 Brief review fragments, comma splices, run-ons, 3 step test, thesis, etc. Discuss paragraph to essay (part 2) introduction and conclusion (FOW: 194). Wed. 3/30 Discuss comparison/contrast essay (FOW: 106, 235), point by point, exercises in class breaking down the topic into points of similarity and difference. Apply to Unit 2 articles, The Company Man and At the Heart of a Historic Movement. Mon. 4/4 Wed. 4/6 Mon. 4/11 In class writing workshop: using your response paragraphs and points of comparison/contrast, begin your Unit 2 essay. Start with prewriting brainstorming, fastwriting, outlining (FOW: 176-178). Think about your tone, order of details, etc. Unit 2 outline due. Peer review of outlines. Continue drafting your introduction and thesis. Think about your conclusion what's your assessment of the two articles? Use specific examples from the texts. Workshopping and catch-up. Grammar and sentence errors revisited. We'll also talk about using transitions (FOW: 40, 283) to help your essay flow. Create the Criteria. Wed. 4/13 Unit 2 compare/contrast essays due. Begin Unit 3 preparing for ENG 101: patterns of organization, part 1: exemplification, description, narration, process. Mon. 4/18 Wed. 4/20 Patterns of organization, part 2: cause and effect, classification, definition, argument. ENG 101 preparation continued, expectations of college composition, refining your writing, addressing Write a list of responses to The Company Man. Include at least 4 main points. Read At the Heart of a Historic Movement (FOW: 670). Write Anchor Assignment in response to your choice of Unit 2 readings. Include at least 4 main points. Get caught up! Read FOW: 106-119 Write down at least 4 points or comparison or contrast. Write an outline: compare/contrast the two articles. Have at least three main points. Be as detailed as possible. Begin Unit 2 essay. Finish Unit 2 essay Skim FOW: 94-105, 122-151 Extra credit essay: write a short argument paper on a controversial issue. Read FOW: 182-193
sentence variety and wordiness(fow: 309, 337), attention-getters, titles (FOW: 198), etc. Mon. 4/25 Revising an essay (FOW: 182+), the importance of drafts, revising for content and organization, editing for grammar, punctuation and spelling. In class, reading workshop. Pairs recommend a reading for Unit 3. Wed. 4/27 Use of sources, part 1: quoting and paraphrasing (FOW: 728). When should you use a direct quote? When should you paraphrase? We'll discuss how to paraphrase well. Discuss TBA Mon. 5/2 Double entry journals due. Use of sources, part 2: documentation (FOW: 736). Why cite? How to cite your sources in-text and in your works cited page. Groups make Works Cited pages in class. Wed. 5/4 Works cited pages due. Discuss critical thinking and writing. Catch-up day. In class we'll play ENG 043 Jeopardy! Mon. 5/9 Last day of class. You made it! Course wrap up and review. Double entry journal quoting and paraphrasing. Final works cited page for your Unit 3 project: include all the articles from the textbook and handouts. Review course concepts for final in-class writing assignment. Mon. 5/16 Unit 3 Final in-class writing assignment, 4-6pm
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
Name: Nickname: Major: Student ID#: Phone #: Email: Do you have a job outside of school? ENG 043 Lamkins Spring 2011 Section/CRN: 3410 Is English your second language? If so, 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! Who are you?