Eng160 sec10fig syllabus

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Course: Composition I

Course Number: ENG160-10—GEIII / Fall 2012

Course time and location

Location: LC 110 / Days and Times: T/F: 9:25-10:40

Instructor: Prof. Rigolino Email: [email protected] (I am easiest to reach via email.)

Office Location: JFT 802a Office hours: M/T/F: 11:00-12:00 / R: 3:00-4:00

Phone extension: x2731 (Try email first.)

Required Texts (available at Campus Bookstore)

Course Description

Course Description

Training in critical reading, the process of composing, academic forms of writing, and computer

literacy. Movement from expressive to expository writing. Papers assigned to develop particular

writing techniques. A first-semester English course.

Objectives By semester’s end, students will demonstrate the ability to:

To develop the ability to write in different rhetorical situations, i.e., for different

purposes, occasions, and audiences.

To develop the ability to write effectively in a variety of rhetorical modes.

To develop the ability to write well-developed, well-organized, and clear paragraphs and

essays.

To enhance the thinking necessary in all college courses, i.e., reflecting, observing,

explaining, comparing, summarizing, synthesizing, analyzing, and interpreting.

To approach writing as a process, i.e., planning, shaping, drafting, revising, editing, and

proofreading.

To increase the ability to write grammatically and coherently.

Jin, Ha. A Good Fall. New York: Vintage, 2010.

Blakesley, David and Jeffrey L. Hoogeveen. Writing: A Manual for the Digital Age, Brief

Second Edition. Wadsworth Cengage Learning, 2012. Print. (Comes with New

Voices, New Visions)

Composition Program Handbook. 2012-2013. Web.

Mercury Reader (Custom edition for SUNY New Paltz English Composition) NY:

Pearson, 2012. (Be sure to buy the one that reads: Business FIG on the cover.)

ISBN: 978-1-256-58059-1

mailto:[email protected]

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To critique one’s own writing and the writing of others.

To evaluate courses of information using criteria such as currency, authority, objectivity,

accuracy, specificity, and relevance.

To use information ethically and legally (i.e., to avoid plagiarism).

To develop oral presentation skills.

To develop computer information literacy.

To demonstrate basic knowledge of library skills.

Course Overview:

Composition I develops students’ abilities to write grammatical and coherent sentences and to

develop ideas fully an in an organized fashion. The course will develop students’ abilities to

produce distinctive pieces of writing based upon individual thinking and experience. It also will

stress and lead students through the composing process as they develop better understanding of

their own writing processes . . . (Composition Program Handbook 11).

NOTE: THERE ARE NO WITHDRAWALS OR INCOMPLETES FOR COMPOSITION I AND II. THIS IS A

COLLEGE POLICY.

ATTENDANCE REQUIREMENT

Class attendance and participation are expected. For absences less than three and failure to

participate in class, I will deduct points from your class work grade (see last item in list above).

For absences in excess of three, please read below.

Writing Requirements and Grade Distribution

Four essays (3-4 pages each) 75%

1 in-class essay; 05%

Journals; quizzes; oral reports 20%

Required Final Portfolio (P/F)

Class Participation & Library Presentation (P/F)*

*Class attendance and participation is expected. Failures in these areas will result in a deduction to your overall course grade of at least half a grade.

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Procedures

1. Students are expected to engage in all levels of the writing process: prewriting, drafting,

revising, editing, and proofreading. Students will receive ample time to work on their

writing and will receive feedback from both the instructor and their peers.

2. Essays 1 & 2 may be revised once after the initial grade has been recorded. In most

cases, editing and proofreading alone will not count as a revision. Revision is more

substantial, sometimes requiring the addition of text, deletion of text, and reorganization

of text. If a student chooses to revise an essay, the revision must be submitted within

one week of the day it is returned to him or her. The original grade will be averaged in

with the second grade; however, there is no guarantee that the revision will receive a

higher grade.

3. Students receive a grade and feedback on each assignment before the next assignment is

due so that students can learn from the comments. Students are reminded that they can

come visit me in my office hours to discuss their writing at any time during the semester.

Portfolios

Students will be required to submit portfolios of their work in order to receive passing

grades in the course. Keep all of your work. Do not throw anything you write away.

You will need to assess all of your work for possible inclusion in the portfolio. To be

eligible to submit portfolios, students must demonstrate competency in grammar and usage

through an editing exercise and must be passing the course with a D or better.

Composition I: Portfolio Checklist

Assessment sheet (student, instructor, and reader’s name; oral component met).

Table of contents.

A self-assessment of your writing regarding this semester; this may be formatted as a

letter to the reader of the portfolio (also called: cover or reflective letter).

Diagnostic essay (not graded; clean copy).

Two essays written and revised outside of class with all drafts; attach an unmarked clean

copy on top of the drafts. This must include one argument or analysis essay with

MLA documentation and Works Cited page. Midterm exam or second-timed writing (not graded; clean copy).

Common final exam (not graded; clean copy).

Portfolios will be graded as passing if they are deemed a level 4 on the placement and

proficiency scale. Portfolios that do not contain the required work will not be graded.

Students who do not fulfill the portfolio requirement will receive a grade of R (Repeat) for

the course, which does not affect the student’s Grade Point Average or financial aid. The

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student must repeat the course and successfully complete all assignments before a grade will

be determined.

Statement on Academic Integrity

“Students are expected to maintain the highest standards of honesty in their academic work.

Cheating, forgery, and plagiarism are serious offences, and students found guilty of any form of

academic dishonesty are subject to disciplinary action” (Faculty Handbook 33).

Plagiarism is the unacknowledged (intentionally or unintentionally) use of summary, paraphrase,

direct quotation, language, statistics, or ideas from other sources, including Internet sources.

You must cite according to the Modern Language Association (MLA) format found in Writing:

A Manual for the Digital Age, Brief Second Edition. If you plagiarize all or part of a writing

assignment, you will be reported to the Department of English Chair and/or the Academic Dean.

Statement on Americans with Disabilities Act

“Students with disabilities are entitled to the right to accommodation under Section 504 of the

Rehabilitation Ace and ADA of 1990. ADA students are responsible for self-identifying to the

Disability Resource Center, who will inform me of your needs of accommodation related to the

structure of the course” (Faculty Handbook 30).

Schedule of Assignments

Please note: This schedule is tentative and will change based on the needs of the class.

MR = Mercury Reader

WDA = Writing for a Digital Age

Date Assignment is

DUE

WEEK 1 T 8/28 Diagnostic Essay

F 8/31 Introduction to course / Essay 1

Assigned / Oral Report Groups

Assigned

WEEK 2 T 9/4 Chapters 1-4 and 6 & 7 in WDA Journal #1 Due

F 9/7 Chapters 1-4 and 6 & 7 in WDA Journal #2 Due

WEEK 3 T 9/11 Peer Critiques of Essay #1 Rough Draft Essay #1

F 9/14 Final Copy: Essay #1

WEEK 4 T 9/18 No Class

F 9/21 WDA Chapters 8-11 Essay #2 Proposal Due

WEEK 5 T 9/25 Oral Report Group 1 Oral Report Group 1

F 9/28 Library Session Journal #3 Due


F 10/5 WDA Chapters 8-11 Journal #4 Due

WEEK 7 T 10/9 MON. CLASSES MEET/ No Class

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F 10/11 Oral Report Group 3 Oral Report Group 3

WEEK 8 T 10/16 Midterm Essay Exam

F 10/19 Oral Report Group 4 Oral Report Group 4

WEEK 9 T 10/23 Peer Critiques of Essay #2 Rough Draft of Essay #2

F 10/26 Final Copy of Essay #2

WEEK 10 T 10/30 Oral Report Group 5 Oral Report Group 5 /

Essay #3 Proposal Due

F 11/02 Journal #5 Due


F 11/09


F 11/16

WEEK 13 T 11/20 Peer Critiques of Essay #3 Rough Draft of Essay #3

F 11/23 NO CLASS

WEEK 14 T 11/27 Commercial Workshop Final Copy of Essay #3

F 11/29 Commercial Workshop

WEEK 15 T 12/04 Oral Report Group 8 / Portfolio

Workshop

Oral Report Group 8

F 12/07 Presentations (1)

WEEK 16 T 12/11 Presentations (2) Final Copy of Essay#4 /

Final Portfolio Due

F 12/14 Common Exam Day

JOURNAL #1

“Serving in Florida” by Barbara

Ehrenreich (p. 76)

Assignment: Write 250+ words, total, in response to the

following questions in the textbook. Your total word count

is 250+ words. (Type all Journals.)

Questions on Meaning: #1 on p.107

AND

Writing Assignments: #2 on p. 108

JOURNAL #2

“Hooked on Gadgets and Paying a Mental

Price” by Matt Richtel (p. 173)




Writing Assignments: Choose either #1, #2, or #3 (p.184)

JOURNAL #3

“The Case Against College” by Caroline

Bird (p. 102)




Questions on Meaning: #1 on p. 142

List of Journal Readings and Writing Assignments: From The Mercury Reader

Note: You will read other selections from MR in addition to these.

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AND

Writing Assignments: Choose either question #1 or #2 on

p. 142

JOURNAL #4

“Maybe Money Does Buy Happiness . . .”

by David Leonhardt and “We’re Number

One...” Alan Reynolds/ Richard Nadler (p.

108)

Assignment: Write 350+ words (note longer length as

these are two readings), total, in response to the following

questions in the textbook. Your total word count is 350+

words. (Type all Journals.)

Writing Assignment Questions on p. 56 (Choose either

question 1 or 2)

AND

Questions on Rhetorical Strategy and Style (p. 118) /

Question #2

JOURNAL #5

Read “Proposals” pp. 23-46




Complete “Team Assignment” on p. 47 as an individual

assignment (You do not have to focus on security as an

issue. You may also identify another problem and then

propose a solution.)