JACKSONVILLE STATE UNIVERSITY ENGLISH DEPARTMENT Fall 2019 DEPARTMENTAL SYLLABUS
EH 101: English Composition 1
INSTRUCTOR: Pamela Roberts OFFICE HOURS: by appointment PHONE: 256-741-7040 EMAIL: [email protected]
WEBSITE: https://sites.google.com/a/ccboe.us/mrs-roberts-english/ I. COURSE DESCRIPTION:
English Composition 101 is a prerequisite to all other English courses except EH 141. EH 101 is a service course designed to develop the student’s ability to communicate his or her thinking in clear, cogent written expression conforming to the rules of Standard American English. Specifically, the course provides instruction, training, and practice in the following:
A. the writing process, from prewriting through final editing
B. use of the basic patterns of structure and development, from description and narrative to argumentation C. analytical and critical reading, as students evaluate their own work as well as the work of others
D. the principles of research and documentation, with emphasis on quotation and paraphrase
II. COURSE TEXTBOOKS AND OTHER REQUIRED MATERIALS:
A. Models for Writers, 13th ed., Bedford-St. Martin’s (Most - but not all - course materials may be found in the 11th edition. A link to 11th edition can be found on both my SHS Teacher webpage and our Canvas course page; however, you may not use these in class – if you need to bring a copy of a text to class, you will need to print it in advance of class – do not come to class then ask to go print. Doing this will result in an absence from class.) I have provided links to the material not found in the 11th edition. Same rules apply. B. Handbook: In class (SHS) textbook; Purdue OWL https://owl.purdue.edu/owl/purdue_owl.html
C. Binder (Seniors will need an additional one for PRESS project.) D. Yellow two pocket folder (prongs will not be used)
E. Blue/Black ink pens/
F. Composition book (prefer wide ruled) G. Macbeth by William Shakespeare H. The Road by Cormac McCarthy
III. COURSE PREREQUISITES:
Students enrolled in EH 101 must meet one of three criteria— A. a score of 18 or above (ACT Language);
B. a score of 430 or above (SAT Language); C. a grade of C or above in EH100
D. a qualifying score on EdReady – New policy requires that all students complete EdReady regardless of ACT. Please go to this link to see the English Placement Score Requirements:
http://www.jsu.edu/learningservices/placement/english-placement.html
IV. STUDENT LEARNING OUTCOMES:
SDE rules/objectives applicable to this course: 1.a.1; 1.a.2; 1.a.3; 1.b.8; 1.b.9; 1.b.10; 1.b.11
A. The student will demonstrate effective written use of Standard American English, including the stages of the composition process: prewriting, drafting, revising, and editing
B. The student will demonstrate awareness of the impact of purpose, occasion, and audience on written discourse.
C. The student will demonstrate knowledge of and practice in employing the basic patterns of structure and development.
D. The student will demonstrate capacities for critical thinking, questioning, problem solving, and reading.
V. MAJOR ASSIGNMENTS, PROJECTS, EXAMINATIONS, AND EVALUATIONS: A. Writing Assignments:
1. Diagnostic Essay—The first short writing assignment written in EH 101 is used for diagnostic purposes, marked in the teacher’s own method, but not counted as one of the six essays.
2. Subsequent Essays—Students will write six essays using blended modes of development as determined by the teacher.
Three essays will be 600 - 800 words.
Three essays will be 800 - 1000 words, integrating direct quotes and discussion of those quotes. A handout regarding the three methods of integration of direct quotes is attached to this syllabus. All essays can be blends of one or more of the following modes of development:
a. Description g. Analysis
b. Narration h. Cause and effect
c. Exemplification i. Definition
d. Process j. Argumentation
e. Comparison-contrast k. Book review
f. Classification-division
3. Word Processed Essays—If the teacher prefers, students can use a word processing program; thus, the student can complete the draft and final copy of the essays outside of class. If this method is used, please be sure that the student can turn in evidence of the writing process with the final copy. The diagnostic writing and at least one other timed writing should be completed in class. In addition, the library has a lab for student use.
B. Revisions—Full revisions of two essays are required. Each teacher determines how these will be counted (as a new grade, as a requirement but not a grade, as an average comprised of the original and the revision grades).
C. Journals—Students may be required to keep journals in EH 101; approaches and requirements regarding the journal vary.
D. Discussion Boards – Students will participate in weekly discussion boards based on the week’s reading assignments.
E. Research— Students will read and discuss the chapters in the handbook explaining research and documentation; at least three essays will employ documented information from one to three sources. The teacher may present articles for use with direct quote integration.
F. Final Examination—Final exam will be in two parts: 1) objective covering course material, 2) essay. G. Grades-- Class points will include a combination of discussion, preliminary parts of the writing process, discussion posts, peer review, and essays. The major points will come from written essays. The student must complete 70% of the class points to pass. The following grades are possible in EH 101--A, B, C, and NC (no credit). A “No Credit” score will result in removal from the Dual Enrollment program.
H. Online Classes—All classes taught online must comply with the guidelines and requirements stated in this document.
VI. UNIVERSITY AND DEPARTMENTAL POLICY STATEMENTS:
A. Attendance Policy—Students enrolled in EH 101 are allowed only three unexcused absences. A student with four or more absences may receive NC (no credit). In addition to this freshman attendance policy, students in EH 101 must follow the English Department’s overall attendance policy, which requires students to be present at 75% of class meetings. This policy begins the first day of class. If you know in advance of an absence, inform me. All work due on the date of an absence will need to be turned in prior to the absence. No exceptions. B. Tardy Policy—It is disruptive to be tardy to class, so please avoid being tardy. If a student does arrive late, it is the student's responsibility to notify the teacher of his or her attendance by handing in a dated, signed note at the end of class. Otherwise, the student will be reported absent for that class.
C. Make-up Policy—A student may make-up missed assignments and tests only if the absence is excused. This means the student must provide documentation for the absence. If the teacher excuses the absence, the student must arrange a convenient time with the teacher to complete the missed work.
all devices that make noise turned to the off position (e. g., phones, personal stereos, etc.). Any student behavior deemed disruptive by the professor will result in expulsion of the student from the classroom, with an absence for the day and possible disciplinary action.
E. Personal Electronic Communication Devices—All forms of personal electronic communication devices must be out of sight and in the power-off mode for class and testing periods. During a testing period in class, any use of a personal electronic communication device, without the prior consent of the instructor, constitutes prima-facie evidence of academic dishonesty with no right of grade appeal. If the instructor observes the device, the presumption is that cheating has occurred and a grade of "F" will be assigned to that exam, quiz, etc.
F. Disabilities Accommodation Act—Any individual who qualifies for reasonable accommodations under The Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the teacher immediately.
G. Academic Honesty -- Students who are found guilty of cheating (receiving, providing, talking, aiding in any form, and/or not following teacher’s specific instructions) will receive a “0” on the material or test.
No credit for plagiarism of any sort. This includes claiming material as your own from any other source (student, teacher, book, magazine, Internet, etc). All students involved in copying will receive no credit for the work.
VII. GRADING PROCEDURE:
At least 80% of a student’s grade for the course comes from the grades assigned his or her essays; the remaining 20% may be taken from grades on other assignments. The student must make a grade of 70% to pass the course. Weekly Journals: Each week, you will have a journal topic – listed on the course calendar (found in this syllabus and on the Canvas course page. Each journal will have specific directions for you to follow. Journals are to be kept in a notebook, dated, and labeled using the directions in the assignment instructions on Canvas. Each separate journal entry must begin on a separate page.
Essays: Essays will cover a variety of topics sometimes directly assigned and sometimes your choice. Essays will have a primary mode of development but will also combine rhetorical methods.
Discussion Boards: Beginning in week three, you will be required to participate in the discussion board. A topic will be posted. You are to respond thoroughly to the topic, and you must make relevant comment on two posts from classmates.
In-Class Activities: Discussions, peer reviews, quizzes, etc. will enhance you understanding of the material in the EH 101 textbook, which – in turn – may enhance your overall written communication skills.
VIII. HOW AND WHEN TO TURN IN ASSIGNMENTS:
Work done in class as part of a classroom activity, may or may not be turned in for a grade; however, if work is turned in for a grade, it is due at the end of the period unless otherwise noted.
Weekly journals will be turned in directly to me every Friday at the end of class unless otherwise noted. If you leave class early for any reason, work must be turned in before you leave. Make sure to follow all directions exactly. Use complete sentences.
Discussion boards will be submitted to Canvas no later than 11:59 each Sunday night unless otherwise noted.
In-class essays will be written on Thursdays unless a conflict arises. Essays will be handwritten on the front of your paper only – do not skip lines - and due at the end of the class period along with all prewriting* activities. (Out-of-class essays will be submitted to Canvas no later than 7:00 A.M. on the due date, plus a typed and printed copy will be turned in to me before lunch on the due date. In addition, all prewriting* will be submitted by placing the typed and printed copy and all prewriting activities in a pocket folder. Do not staple. Make sure your name is on the folder as well as on the typed and printed copy of each essay.)
IX. PROCEDURES FOR ASSESSMENT OF STUDENT ACHIEVEMENT:
In evaluating essays written for EH 101 classes, the English Department has found the concerns listed here to be among those most often receiving attention. While we emphasize the realization of every writer’s potential, we also know that many writers need to work on these problems to reach that goal. Some students may need several opportunities to work on these difficulties; we are more than happy to help our student-writers solve these problems or any others they might have with their writing in English Composition. Our students need to understand the following criteria for grading. We will work on grammatical issues as a class, if the entire class needs remediation; otherwise, grammar issues will be assigned on an as-needed basis.
A. Inadequate statement and/or development of thesis 1. Thesis too broad to support
2. Thesis too vague to support 3. Thesis unrelated to main points
4. Lack of explanation and detail in discussion of main points
B. Lack of clear organizational pattern
1. Lack of clear introduction, multiple body paragraphs, and/or conclusion 2. Illogical or vague ordering of paragraphs
3. Inappropriate use of organizational patterns
C. Lack of unity and coherence of ideas
1. Abrupt and/or illogical shifts in focus within or among paragraphs 2. Inadequate transitions among sentences and/or paragraphs
3. Use of digressive, intrusive ideas and/or sentences 4. Lack of focus in body paragraph
D. Problems concerning style and rhetoric
1. Diction problems (incorrect usage, poor word choice, lack of exactness) 2. Awkward sentence structure (dangling modifiers, misplaced modifiers, poor coordination and subordination, wordiness, and lack of parallel structure)
3. Lack of sentence variety
E. Problems with grammar and mechanics
1. Most serious grammatical and mechanical errors a. Fragment
b. Fused (run-on sentence) c. Comma splice
d. Subject-verb agreement 2. Other costly errors
a. Verb tense errors
b. Pronoun-antecedent errors c. Pronoun reference errors d. Spelling errors
e. Pronoun case errors f. Comma usage 3. Other punctuation errors
a. Capitalization errors b. Illegible penmanship
F. Other areas of concern
X. EH 101 ESSAY RUBRIC
A Copy of the EH 101 Essay Rubric may be found on Canvas for each out-of-class essay. The writing assignment submission links will be uploaded to Canvas on Thursday of each week prior to the due date.
XI. OTHER CONCERNS AS ADDRESSED IN CLASS
XII. Tentative Schedule: Monday, Wednesday, Thursday class || Tuesday, Friday independent study This schedule is subject to change. On the Mondays we are out for a school holiday, we will work on Tuesdays. In the event we are out for weather or any other unforeseen circumstances, we will follow the syllabus and adjust due dates as needed. Individual assignment instructions not on the syllabus will be found on Canvas. In addition to the assignments listed here, we will be working together in class on related material intended to strengthen your understanding of the course. We will work on grammatical issues as well as discuss essay topics, prewrite, draft, edit, peer-edit, and revise essays prior to final submission. I strongly encourage you to take advantage of your two weekly independent study days to work on these assignments in class while I am here to assist you. Waiting until the last moment to complete and submit an assignment is never a good idea.
08/05-08/09 1 Introduction; diagnostic essay; syllabus quiz; summer reading exam; PRESS Projects (cover letter, follow-up letter, vita, résumé) for seniors; introduce and read Macbeth; EdReady
08/12-08/16 2 Homework: Read MfW Chapters 1&2; Journal: Write a two-paragraph summary of each chapter (four paragraphs total); Homework: Read MfW Chapter 3; Journal: Write a paragraph analysis of the first two essays and a one-paragraph summary of the theory of the chapter. (14th – Macbeth field trip)
08/19-08/23 3 Homework: Read MfW Chapter 4; Journal: Write a two-paragraph analysis of the first two essays and a one-paragraph summary of the theory of the chapter; Homework: Read MfW Chapter 5; Journal: Answer Questions for Study and Discussion (QSDs) for each essay; Homework: Read MfW Chapter 6; Journal: Write a two-paragraph analysis of each essay; Discussion Board Reading: Omar Akram’s “Can Music Bridge Cultures and Promote Peace?” – page 158; (21st – Late registration fee)
08/26-08/30 4 Homework: Read MfW Chapter 12; Journal: Answer QSDs for each essay and write a one- paragraph summary of the theory of the chapter. (27th – Last day to register for class, payment due, last day to withdraw with full refund); Discussion Board Reading: Robert Ramirez’s “The Barrio” – page 308 and 11th Edition pdf ESSAY 1 IN CLASS
09/02-09/06 5 Homework: Read MfW Chapter 7; Journal: Write a two-paragraph analysis of the first two essays and a one-paragraph summary of the theory of the chapter; Homework: Read MfW Chapters 8&9; Journal: Answer QSDs for each essay; Discussion Board Reading: Maya Wei-Haas’s “How Chuck Taylor Taught America How to Play Basketball” – page 186;
(2nd – Labor Day/No School; 3rd – Last day to withdraw with 80% refund)
09/09-09/13 6 Homework: Read MfW Chapters 10&13; Journal: Answer QSDs for the first two essays in each chapter and a one-paragraph summary of the theory of each chapter (two paragraphs total); Discussion Board Reading: Tara Haelle’s “How to Teach Children That Failure Is the Secret to Success” – page 243 AND Mary Sherry’s “In Praise of the F Word” – page 515 and 11th Edition pdf ESSAY 2 IN CLASS
09/16-09/20 7 Homework: Read MfW Chapter 11; Journal: Write a two-paragraph analysis of each essay and a one paragraph summary on the theory of the chapter. Homework: Read MfW Chapter 14; Journal: QSDs for each essay. (17th – Last day to withdraw with 50% refund); Discussion Board Reading: Henry Louis Gates’s “What’s In a Name?” – page 344 and 11th Edition pdf 09/23-09/27 8 Homework: Read MfW Chapter 15; Journal: QSDs for each essay; Discuss Board Reading: Mara Wilson’s “My Lost Mother’s Last Receipt” – page 376 ESSAY 3 IN CLASS 09/30-10/04 9 Homework: Read MfW Chapters 16&19; Journal: Write a two-paragraph analysis of
10/07-10/11 10 Homework: Read MfW Chapter 17; Journal: Identify the thesis statement of each essay and give three examples from any one essay that you feel qualify the corresponding thesis; Discussion Board Reading: Eduardo Porter’s “What Happiness Is” – page 416 and 11th Edition pdf ESSAY 4 IN CLASS
10/14-10/18 Fall Break (17th – Midterm Grades Due)
10/21-10/25 11 Homework: Read MfW Chapter 18; Journal: QSDs for each essay. (25th – Last day to drop or withdraw without academic penalty); Discussion Board Reading: Mia Consalvo’s “Cheating Is Good for You” – page 430 ESSAY 5 IN CLASS
10/28-11/01 12 Homework: Read MfW Chapter 20; Journal: Identify the thesis statements of each essay and give three examples from the any three essays in the chapter that you feel qualify the
corresponding thesis; Discussion Board Reading: Stephen King’s “Why We Crave Horror Movies’ – page 483 and 12th Edition pdf
11/04-11/08 13 Homework: Read MfW Chapter 21; Journal: QSDs for two essays (your choice)
Homework: Read MfW Chapter 22; Journal: QSDs for two essays (your choice) (8th – Last day to drop passing or withdraw without academic penalty); Discussion Board Reading: June Tangney’s “Condemn the Crime, Not the Person” – page 552 and 11th Edition pdf
ESSAY 6 IN CLASS
11/11-11/15 14 Revision; Discussion Board Reading: Cormac McCarthy’s The Road; (11th – Veteran’s Day/No School)
11/18-11/22 15 Revision; Discussion Board Reading: Cormac McCarthy’s The Road
11/25-11/29 Thanksgiving Holiday
12/02-12/06 Final Examination: 12/4 – Part One: objective (50%) 12/5 – Part Two: essay (50%)
