Itawamba Community College: Fulton Campus English Composition I (ENG 1113) Spring 2010 Keith Morris Business Education

Building (BE) 4 jkmorris@iccms.edu / (662) 862-8055 Course Description: A study of grammar and composition with emphasis on the sentence and the paragraph. Reading frequent themes required. Three lecture hours. Three semester credits. Text and Materials: Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004. ISBN: 978-0-7432-7356-5 Steinbeck, John. Of Mice and Men. 1937. New York: Penguin, 1993. ISBN: 978-0-14-017739-8 Taylor, Katherine K. Address Unknown. 1938. New York: Washington Square P, 2001. ISBN: 0-7434-1271-0 Trimmer, Joseph F. The New Writing with a Purpose. 14th ed. Boston: Houghton, 2004. ISBN: 0-618-31847-X 1 manila file folder (for 8 x 11 paper). (Optional) Criterion Grading: A = 90-100; B = 80-89; C= 70-79; D = 60-69; F = 0-59 Essays and Tests = 65%; final exam = 25%; daily grades = 10%. Attendance: 6 absences (excused or unexcused) are allowed for a class that meets 3 times weekly4 for a class that meets twice weekly. Three tardies constitute an absence. A student is dropped on the 7th absence5th for a class that meets twice weekly. Academic Honesty Plagiarism and cheating are not tolerated. See the Student Guide for details. First offense 0 for the assignment. Second offense F for the course. Third offense Two year suspension Electronic Devices Students using electronic devices (cellphone, PDA, etc.) receive a warning for the first offense and are dismissed from the class on the second offense. Laptops may be used for note-taking and for in-class drafting on typing days only. Under no circumstances should the internet be accessed. Leaving the classroom to use a cellular phone for any reason results in dismissal from that days class, counts as an absence, and counts as a warning. Emergency phone calls should be directed to the Deans office. Electronic devices must be stored out of sight during class. All devices should be powered off BEFORE entering the classroom. Failure to power off before class constitutes a warning/dismissal. Make-up Tests: With an excuse, make-up tests are given on an individual basis and must be taken before the next class meeting; without an excuse, an essay make-up test is given. No more than one make-up is allowed. Daily grades, in-class essay work, and short essays are not made up. Late Assignments: Late essays are penalized a minimum of one letter grade per day late. Essays later than five days will not be accepted, and a 0 grade will be recorded for the assignment. Essays are due at the beginning of class on the due date. All essays must be submitted in paper copy or via Blackboard. Emailed essays are not accepted. All suspected essays will be checked for plagiarism, and violations will be reported.

Course Requirement: Check email before class. Weekly Assignments (Dates and assignments are tentative):
Week 1 (1/4-1/8) Course introduction, Essay I assignment. Week 2 (1/11-1/15) Chapters 1-4; writing summary due; verb tenses and subjects. Week 3 (1/18-1/22) MLK Jr. Day; essay structure, fragments, run-ons; adjectives, adverbs, rough draft due. Week 4 (1/25-1/29) ICs and DCs; plagiarism; Essay I, Test I. Week 5 (2/1-2/5) Chapters 6, 8-10; Essay II assignment; Address Unknown due; MLA basics. Week 6 (2/8-2/12) Commas; scratch outline; pronoun-antecedent agreement; semi-colons, quotation marks. Week 7 (2/15-2/19) Presidents Day; rough draft due (in-class); Essay II due; Test II. Week 8 (2/22-2/26) Address Unknown film; Short Essay I (in-class). Week 9 (3/1-3/5) Essay III assignment, Of Mice and Men due; scratch outline (in-class); draft (in-class). Week 10 (3/8-3/12) Draft (in-class); Type (in-class), Essay III due. Week 11 (3/15-3/19) Spring Break!!! Week 12 (3/22-3//26) Of Mice and Men film. Week 13 (3/29-4/2) Short Essay II; Essay IV assignment; Good Friday Week 14 (4/5-4/9) Scratch outline (in-class); draft (in-class); type, Essay IV due. Week 15 (4/12-4/16) The Great Gatsby due; Gatsby test. Essay V assignment. Week 16 (4-19-4/23) Fitzgerald film; LRC Orientation. Week 17 (4/26-4/30) MLA; Draft. Week 18 (5/3-5/7) - Draft; review; Finals. Week 19 (5/10-5/14) Finals. Essays: Essays should be between 500-750 words and contain at least five paragraphs. Type all assignments double spaced, 12 point Times New Roman font. Include your name and period number on each essay.

Essay I Narration (students choice of topic) Essay II Comparison: Address Unknown. Short Essay I Contrast: Address Unknown film and novel. Essay III Classification: Of Mice and Men. Essay IV Definition: Of Mice and Men. Short Essay II Based on Of Mice and Men.

Essay V (as part of the final exam) Argument: The Great Gatsby.

Each assigned portion of essay work counts as 10% of the total essay grade. For example, if you are required to submit a writing plan (WP), a rough draft (RD) and a final, then the grade is calculated as follows:

WP = 10% RD= 10% Final = 80% Total Essay Grade = 100%

If you do not submit drafts by their assigned due date, then the highest possible grade is 80. With the exception of Essay I, all essays will be written in class. This means that the 10% portions of your total essay grade will be earned in class on the days that we draft. Late drafts will not be accepted.

Short essays will be written in class. They are worth 50 points.

Daily Grades: Daily grades include, but are not limited to in-class work, homework, and quizzes. 0% of your grade.

Writing Center: Students who visit the Writing Center (Humanities, LRC, or online) receive 3 points added to each final essay grade with the submission of the Writing Centers analysis sheet along with the essays final copy. Students who attend the Writing Center tend to score 5-8 points more than those who do not attend.

Blackboard: To access Blackboard, follow these steps: 1. Go to the following address: http://icc.blackboard.com 2. Login using the same username and password you use to access your ICC email. 3. Select the course. It should look something like this:
SPR10 ENG1113 A02 English Composition I

4. Once you access the course, use the menu on the left to navigate. 5. Homework and essay assignments are listed under the Assignments link on the left side of the page. Final Exam: The final exam is comprehensive, and it includes an essay question. Americans with Disabilities Act: In accordance with Section 502 of the Rehabilitations Act of 1973 and the Americans with Disabilities Act, if you are a student with a documented disability, you may apply to the Office of Supportive and Disability Services for accommodations.

Itawamba Community College Communications Division English 1113 Departmental Course Outline

Course Number Course Name

English 1113 English Composition I

Course Description

English Composition I is a study of grammar and composition, with emphasis on the sentence, the paragraph, and the expository essay. Frequent essays are required along with readings from at least three American novels. Three semester hours credit.

Course Prerequisites

None

Lecture Hours

Three lecture hours. Three semester hours credit.

Textbook Requirements

Trimmer, Joseph F., ed. Writing With a Purpose, 14th ed. New York: Houghton Mifflin, 2004.

Supplementary Materials

Three American novels

Grading System

Periodic tests over the text, grammar and mechanics assignments, and the novels, combined with grades on writing assign ments, will count three-fourths; the final exam will count one-fourth. The attached Rubric For Grading Essays will be used to evaluate essays.

Grading Scale

100-90=A; 89-80=B; 79-70=C; 69-60=D; 59-0=F.

Course Attendance

Students may miss six classes that meet three times per week and four classes that meet twice per week. Students may make-up missed classes by attending other sections of the same course, night or day. Being tardy three times equals one absence.

Unit Learning Outcomes (ULOs)

1. Students will write expressive and critical essays which demonstrate a command of structure, grammar and mechanics. 2. Students will write critical essays which reflect effective reading, analysis, and evaluation of assigned literary works.

3. Students will select subjects, utilize sources, restrict subjects, and organize them for documented papers using the MLA..

Students will demonstrate critical thinking skills in analyzing the impact of diversity, history, science, and religion as they relate to English and American literature courses. 4. Students will demonstrate a command of reading and study skills through performances on tests, as well as on reading and writing assignments.

5. Students will demonstrate the effective use of word processing

skills in drafting, editing, and designing written assignments (Writing Laboratory assignments). 6. Students will use appropriate vocabulary for the audience and purpose.

Course Learning Outcomes (CLOs)

1. The student will become acquainted with the resources available for writing in the Learning Resource Center and demonstrate proficiency in grammar and mechanics as indicated by the Houghton Mifflin Pre-Test of grammar and Mechanics (ULO #s 1,3). Means of Assessment LRC Orientation Quiz Houghton Mifflin Diagnostic Test (Fall semester only). 2. The student will write sentences free of major grammar errors: sentence fragments, comma splices, fused sentences, subject-verb disagreement, pronounantecedent disagreement, shifts in person, number, and mood, and faulty tenses (ULO # 1). Means of Assessment Essay #1 (Grading Rubric Applied) Tests on Grammar Units

3. The student will write a variety of sentence patterns: a basic sentence (a minimal main clause consisting of

subject, verb, and any object or complement to complete the verb), a parallel sentence (one that uses conspicuous or deliberate parallelism), a balanced sentence (two parallel structures set off against each other), a cumulative sentence (one that begins with the main idea and adds examples and details), and a periodic sentence (one that builds up through parallel construction to a climatic statement in the final main clause). This addresses ULO # 1. Means of Assessment Essay #2 Test on Sentence Development (Text) 4. The student will write topical sentences that are restricted (narrowed to one subject), unified (states one main idea), and precise (specific). This addresses ULO # 1. Means of Assessment Essay # 2 (Grading Rubric Applied) Test on Paragraph Development (Text)

5. The student will write well-developed topical paragraphs which are unified (develop one idea), complete (meet the requirements of the topic sentence), orderly ( have logical arrangement), and coherent (ideas, thoughts blended). This addresses ULO # 1. Means of Assessment Revise Essay # 2

Test on Paragraph Development (Text)

6. The student will write introductory paragraphs that identify the subject (general introductory statement), state the thesis (main idea of the paper), and lead into the body of the paper (transition between paragraphs). This addresses ULO #s 1,6. Means of Assessment Essay # 3 (Grading Rubric Applied) Test on Paragraph Development (Text) 7. The student will restrict a broad subject into one suitable for a 500700 word essay (ULO #s 1, 6). Means of Assessment Revise Essay # 3 Essay #3 Submitted in Word File 8. The student will write a thesis that is restricted (narrowed to one subject), unified (state one main idea), and precise (specific). Addresses ULO # 1. Means of Assessment Essay # 4 (Grading Rubric Applied) Test on Invention (Chapters 1-3, Text) 9. The student will develop a scratch outline containing an hypothesis (a working thesis or possible theses), and an orderly listing of the main points or support for the thesis (ULO # 1). Means of Assessment Revise Essay # 4 Test on Text Chapters 1-3 10. The student will convert the scratch outline into a formal outline containing an appropriate thesis, divisions directly related to the thesis, a logical arrangement of the divisions, and completeness (covers all the divisions of the theses). This addresses ULO # 1. Means of Assessment Essay # 5 (Grading Rubric Applied) Performance on Class Assignments 11. The student will use effective diction in essays (ULO # 7). Means of Assessment Essay # 5 Revision Test on Text Chapter Diction Performance on Class Assignments

12. The student will write essays from these common patterns of organization: the Comparison pattern (shows how two subjects are similar or different) using either the Divided pattern or the Alternating pattern, the Classification pattern (groups subjects into categories according to a common basis), the Process pattern (shows steps in doing something), the Illustrative pattern (explains a subject by using examples), and the Definition pattern (defines a term and expands the definition through a combination of the above patterns). This addresses ULO #s 1,6, and 7. Means of Assessment Review of Essay Portfolio Test on Text Chapter Patterns 13. The student will read at least three major American novels and write about them as directed by the instructor and will demonstrate an understanding of the concepts from the novels through performance on essay examinations, and demonstrate composition skills in answering essay questions (ULO #s 1, 4, 5, 7). Means of Assessment Essay Examinations on All Novels Group Assignments on One Novel Grading Rubric Applied for Answers

Instructional Plan
PART I: DRAFTING
Learning Outcome: The student will select a subject, utilize sources, restrict the subject, organize it for an essay, and demonstrate a command of grammar and mechanics (ULOs: 1, 5, 6; CLOs: 1, 8, 9, 10). Evaluation: The student will be evaluated by her/his performance on the instructors assignments and by an hour test based on text and lecture materials.

All page numbers in Assignments refer to the class text Trimmers Writing With A Purpose, 14th edition.

Student Learning Outcomes 1. List three main sources of material for composition.

Learning Activities 1.1 Read pp. 28-47 in Writing With A Purpose. 2.1 Read On Keeping a Journal, pp. 49-51.

2. List the unique value of each source in 1 above. 3. Develop sources of information that can be used in writing an essay.

2.1 Review pp. 28-47 above. 2.2 Conduct an interview. 3.1 List five topics you may use to develop an essay and list as many facts about the topics as possible. 3.2 Decide which of the topics in 3.1 above most clearly fits your interests and experiences and state whether the information comes from reading, observation, interviews, or personal experience.

4. Define restriction

4.1 Read pp. 2-21 in the text. 4.2 Write the exercise on p. 20.

5. Explain how to restrict a subject for an essay. 6. Restrict five subjects provided by the instructor.

5.1 Review pp. 2-21. 5.2 Participate in a class discussion. 6.1 Restrict the subjects: Conservation Government, Athletics, and Photography.

7. Develop an essay of 400 words which exemplifies effective restriction.

7.1 Begin with the restricted subjects in 6.1, chose one subject, restrict it more if necessary, and write an essay of 400 words.

8. Define purpose as it applies to writing essays.

8.1 Read pp. 15-21 in the text. 8.2 Read handouts of essays

exemplifying development of purpose. 9. Explain how purpose controls essay content. 9.1 Review pp. 15-21. 9.2 Explain the role of Purpose in the 400 word essay previously written. 10. Analyze three essays to determine the role of purpose. 10.1 Analyze the Goodwin and Armstrong essays on pp. 2325 in the text. 11. Define thesis statement 11.1 Review pp. 18-19 in the text. 11.2 Write the text exercise on p. 67. 12. List the characteristics of a good thesis statement. 12.1 Read pp. 65-67 in the text. 12.2 Identify the characteristics in the Goodwin and Armstrong essays previously read. 13. Develop five acceptable thesis statements 13.1 Correct ten thesis statements provided by the instructor. 13.2 Write five thesis statements on assigned topics. 14. Develop an essay of approximately 500 words based on a well developed thesis. 14.1 Choose from the following topics: Success is Sweetest, Pop Music, or The Passing of the Good-Guy Hero. 15. Define informal outline. 15.1 Read pp. 55-58 in the text.

16. Explain the purpose of an outline in 16.1 Read pp. 63-70 in the text, organizing material for an essay. 17. Choose a subject from a list, restrict the subject, organize it, and develop it into a 500-word essay with a clearly defined thesis. 17.1 Choose a subject from the following: The Passing of the Family-Style Film, The Passing of the Traditional Family, or Aids and Morality.

18. Demonstrate a command of grammar and mechanics.

18.1 Take the Houghton Mifflin Diagnostic Pre-Test on grammar and mechanics.

19. Prepare for a test on Unit I

19.1 Test on Unit I.

PART II: PATTERNS OF ORGANIZATION FOR ESSAYS

Learning Outcome: The student will grasp the function and structure of the major patterns of organization for essays and will exemplify those patterns in writing structured assignments that demonstrate a command of grammar and mechanics (ULOs: 1, 5 and 6; CLOs: 1, 11, and 12).

Evaluation:

The student will be evaluated by her/his performance in writing assigned paragraphs and essays to illustrate the various organizational patterns and by an hour test containing both objective and subjective questions.

Student Learning Outcomes 1. Define organization and state the purpose of organization in essays. 2, Describe the narrative pattern of organization. 3. Describe the basic structure of the classification pattern.

Learning Activities 1.1 Read pp. 128-146. 1.2 Take notes on a class lecture. 2.1 Review pp. 130-132.

3.1 Read handout examples. 3.2 Review pp. 132-146.

4. Describe comparison and contrast as 4, 1 Review the text. a pattern of organization. 4.2 Read class handouts.

5. Describe the process essay as a pattern of organization.

5.1 Read class handouts. 5.2 Observe patterns in the text samples.

6. Describe the descriptive essay pattern. 7. Write paragraphs in all patterns of development.

6.1 Read class handouts. 6.2 Observe the models in the text. 7.1 Write a paragraph to exemplify each pattern of organization in question.

8. Write essays of 500 words following two of the patterns under discussion.

8.1 Write an essay exemplifying the classification or comparison and contrast pattern. 8.2 Write an essay exemplifying the process or illustrative pattern.

9. Review grammar and mechanics, pages 501-560. 10. Prepare for a test on Unit II.

9.1 Read pages 501-560, and participate in a class discussion. 10.1 Take a test on Unit II.

PART III: THE SENTENCE

Learning Outcome: The student will write effective sentences free of errors in grammar and mechanics (ULOs: 1 and 5; CLOs: 1, 2, and 3).

Evaluation:

The student will be evaluated by his use of effective sentences in writing assignments and through an hour test on textbook and lecture materials.

Student Learning Outcomes 1. Define: standard sentence, modification, coordination, and

Learning Activities 1.1 Read pp. 223-236. 1.2 Participate in a discussion of the assigned pages.

subordination 2. Explain how the density of the standard sentence may be increased through the use of modification, coordination, and subordination. 3. Develop ten improved sentences from a list of weak ones. 4. Develop an improved paragraph by increasing the density of the standard sentences. 5. Define parallel sentence. 6. List three types of parallel constructions. 7. Explain the structure and function of parallel sentences. 8. Develop two parallel sentences to illustrate each of the three types of parallel constructions. 7.1 Review pp. 228-230. 7.2 Participate in class discussions. 8.1 Work the handout exercises. 8.2 As a test, develop two parallel sentences to exemplify: a series of participle phrases, a series of prepositions, and a series of predicate verbs. 9. Define balanced sentence. 10. State the relationship between balanced and periodic sentences. 11. Explain the function and structure of the balanced sentence. 12. Develop five balanced sentences. 9.1 Read pp. 234-235. 10.1 Review pp. 235-236. 10.2 Read class handouts. 11.1 Review the text assignments. 11.2 Participate in a class discussion. 12.1 Work handout exercises. 12.2 As a test, write five balanced sentences using materials 5.1 Review pp. 227-230. 6.1 Review pp. 228-229. 3.1 Review the assigned text exercises. 3.2 Work the handout exercises. 4.1 Work the handout exercise on paragraph revision. 2.1 Review pp. 224-232. 2.2 Participate in a class discussion. 2.3 Work the exercises on pp. 226, 227, and 229.

supplied by the instructor. 13. Define periodic sentence. 13.1 Review pp. 235-241. 13.1 Read handout information. 14. Explain he structure and function of the periodic sentence. 15. Develop five periodic sentences. 14.1 Review pp. 235-241. 14.2 Participate in a class discussion. 15.1 Work the exercise provided by the instructor. 15.2 As a test, write five periodic sentences using information provided in class. 16. Develop an essay of about 500 words and include effective parallel, balanced, and periodic sentences. 17. Define sentence clarity. 16.1 Choose from these topics for the essay: A Teen Meeting Spot, A Rock Concert, A Country Funeral, or A Wedding. 17.1 Read pp. 236-238. 17.2 Work the exercise on p. 239. 18. List three ways in which clarity may be improved in sentences. 19. Explain how to revise for clarity. 18.1 Read a class handout. 18.2 Review p. 236. 19.1 Work the exercise in a handout. 19.2 Participate in a class discussion. 20. Develop revisions of ten sentences to secure clarity. 20.2 Work a handout practice exercise. 21. Define sentence emphasis. 21.1 Read pp. 238-241. 21.2 Work the exercise on p. 241. 22. List and explain four ways of achieving emphasis in sentences. 23. Explain how to revise sentences for emphasis. 23.1 Read handouts of sentences needing correction for emphasis and participate in the class 22.1 Review pp. 238-241. 20.1 Review the exercise on p. 239.

discussion. 24. Develop five emphatic sentences. 24.1 As a test, develop five emphatic sentences from a list of weak ones provided in class. 25. Define sentence economy. 25.1 Read pp. 242-244. 25.2 Work the exercise on 244. 26. Explain how to revise for economy. 26.1 Review pp. 242-244. 26.2 Revise a class handout. 27. Develop a revision of five sentences for economy. 28. Define sentence variety. 27.1 Work a practice handout. 27.2 Review p. 244. 28.1 Read pp. 244-245. 28.2 Work the exercise on p. 245. 29. Explain how to revise for variety, 29.1 Read handouts on sentences needing variety and participate in a class discussion. 30. Revise ten sentences for variety. 30.1 Revise handout exercises. 30.2 As a test, revise ten sentences provided by the instructor. 31. Develop a revision of an essay to provide variety, economy, clarity, and emphasis. 32. Develop an essay of about 500 words exemplifying clarity, emphasis, economy, and variety in sentence structure. 33. Continue the review of grammar and mechanics, pages 501-560. 33.1 Read pages 501-560 and be prepared for a test on the material. 34. Prepare for a test on Unit III 34.1 Take a test on Unit III. 32.1 Choose from the following subjects: Integrity, A Liberal, or Loneliness. 31.1 As a test, revise the essay provided by the instructor.

PART IV: THE PARAGRAPH

Leaning Outcome: The student will write effective topical, introductory, transitional, and concluding paragraphs free of grammar and mechanics errors (ULOs: 1, 5 and 6; CLOs: 1, 5, 6, and 7).

Evaluation:

The student will be evaluated by the effectiveness of her/his paragraphs in writing assignments and by an hour test over the textbook and lecture materials.

Student Learning Outcomes 1. Define paragraph.

Learning Activities 1.1 Read pp. 187-188. 1.2 Participate in a class discussion.

2. Define topic sentence. 3. Explain the relationship of the topic sentence to the paragraph.

2.1 Read pp. 190-192. 3.1 Review pp. 190-192. 3.2 Read and discuss a handout showing the positions topic sentences may hold in paragraphs.

4. Develop a paragraph written with a clearly defined topic sentence and outline the paragraph. 5. Define paragraph unity.

4.1 Write a paragraph which describes something an object or process. 5.1 Read pp. 189-190. 5.2 Write the exercise on p. 190.

6. Explain the importance of paragraph unity.

6.1 Read handouts demonstrating paragraphs lacking unity and revise them.

7. Revise several paragraphs to achieve unity. 8. Define completeness.

7.1 As a test, supply topic and closing sentences for unity in handouts. 8.1 Read pp. 193-195.

8.2 Work the exercise on p. 195. 9. Explain why completeness is important in paragraphs. 9.1 Read handouts containing three incomplete paragraphs and revise them. 10. Revise two paragraphs for completeness. 10.1 Work the handout on revision. 10.2 As a test, revise two paragraphs supplied in class. 11. Define paragraph order. 12. List four patterns of organization that contribute to order in paragraphs of narration and description. 13. Explain the importance of order in paragraphs. 14. Devise a paragraph to exemplify one order pattern for narration or description. 13.1 Review pp. 195-198. 13.2 Participate in a discussion. 14.1 As a test, write a descriptive paragraph based on the general to particular order. 14.2 Write one expository paragraph, developing it from particular to general, whole to parts, or effect to cause. 15. Define paragraph coherence. 15.1 Read pp. 198-203. 15.2 Read and discuss a handout. 16. List and define four transitional devices which contribute to coherence. 17. Explain how coherence can be developed in paragraphs 18. Correct three paragraphs from a 17.1 Participate is a discussion of class handouts on coherence. 18.1 Work the exercise on pp. 198- 203. 16.1 Review pp. 202-203. 16.2 Participate in a class discussion. 11.1 Read pp. 195. 12.1 Read pp. 195-198. 12.2 Identify patterns of organization in handouts.

group lacking coherence. 19. Define introductory paragraph. 20. Explain how to write paragraphs of introduction. 21. Devise three introductory paragraphs. 21.1 As a test, write the introductions for three incomplete essays provided by the instructor. 22. Define transitional paragraph and name three types. 23. Explain how to write a transitional paragraph. 24. Develop three paragraphs of transition. 23.1 Read class handouts and participate in a discussion. 24.1 Work the handout exercises. 24.2 As a test, write transitional paragraphs for three essays with missing transitions. 25. Define concluding paragraph and list three types of conclusions. 25.1 Read pp. 207-209. 25.2 Read handouts of several essays containing each of the three types of conclusions we have discussed. 26. Explain how to write concluding paragraphs. 27. Develop three concluding paragraphs. 26.1 Review the text and handouts. 26.2 Participate in a class discussion. 27.1 As a test, develop concluding paragraphs for three unfinished essays provided in class. 28. Develop an essay of about 500 words illustrating good paragraph development. 28.1 Review pp, 187-212. 28.2 Choose one subject and develop it into an essay The High Cost of Dying, The Problem With Government Aid, Our Obligation to Afghanistan, or 22.1 Read p. 207. 19.1 Read pp. 203-207. 20.1 Participate in a class discussion.

The Bush Foreign Policy. 29. Review pages 501-560 (grammar and mechanics) 30. Prepare for a test on Unit IV. 29.1 Take the Houghton Mifflin PostTest on grammar and mechanics. 30.1 Take a test on Unit IV.

PART V: THE FORMAL OUTLINE

Learning Outcome: The student will construct the formal outline in sentence form to improve the structure of essays (ULOs: 1, 5, and 6; CLOs: 9 and 10). Evaluation: The student will be judged on her/his performance in constructing assigned outlines and by an hour test on textbook and lecture materials.

Student Learning Outcomes 1. Define sentence outline. 2. Explain the purpose of using a sentence outline.

Learning Activities 1.1 Read pp. 67-70. 1.2 Participate in a class discussion. 2.1 Read and discuss the handout featuring a paragraph which as been outlined. 2.1 Read and discuss the handouts of essays which have been outlined.

3. Describe preparation stages I, II, and III in writing an outline.

3.1 Review pp. 67-70 3.2 Practice outlining a paragraph using the stages.

4. Explain the conventions of the outline.

4.1 Read a handout. 4.2 Participate in a discussion of parallelism.

5. Devise a sentence outline.

5.1 Use as the subject of the outline The Value of a College

Education. 6. List five questions to be asked when testing an outline. 7. Explain how to test an outline. 7.1 Review the text. 7.2 Read and discuss the class handout. 8. Test an outline using the five questions. 9. Develop a sentence outline. 8.1 Test the outline A MAN WITH ALL REASONS, pp. 68-69. 9.1 Select as the subject for the outline American Morality or The Value of Educational Television. 10. Prepare for a test on Unit V. 10.1 Take a test on Unit V. 6.1 Read pp. 69-70.

PART VI: THE WORD

Learning Outcome: The student will use effective diction in her/his writing (ULOs: 1, 5, and 7; CLOs:1, 4, 8, 11, and 12).

Evaluation:

The student will be evaluated by his use of effective words in writing assignments and by an hour test on the textbook and lecture.

Student Learning Outcomes 1. List five college dictionaries.

Learning Activities 1.1 Research the Internet. 1.2 Examine several dictionaries in class activities.

2. List the types of information included under an entry for a word. 3. Indicate the meanings of

2.1 Research the Internet. 2.2 Practice working handouts in class. 3.1 Participate in class discussions of

abbreviations in an entry.

handouts.

4. Indicate the order in which the information is arranged in an entry.

4.1 Participate in a class discussion.

5. Explain how a dictionary can be helpful in determining word choice.

5.1 State how a dictionary may be used to answer questions about words introduced in class discussions.

6. Write a complete explanation for a dictionary entry, 7. Define denotation and connotation

6.1 Using a handout, write an explanation for the entry. 7.1 Read pp. 257-259 in the text. 7.2 Participate in a class discussion.

8.1 Explain how denotation and connotation can influence word choice. 9. Define diction and its qualities. 10. List and define levels of diction and describe the characteristics of each level.

8.1 Review pp. 257-259. 8.2 Work the exercises on pages 259, 262, and 263. 9.1 Review 259-271. 10.1 Read pp. 260-261. 10.2 Read handouts of essays containing various levels of diction.

11. Explain the relationship between choice of diction and purpose in writing. 12. Develop a list of words appropriate for formal, informal, and colloquial diction levels.

11.1 Review p. 259-262. 11.2 Participate in class discussions.

12.1 Arrange words under the appropriate headings: formal, informal, and colloquial. 12.2 Use the list provided by the instructor.

13. Define concrete and abstract diction. 14. Define: imagery, analogy, simile, metaphor, personification, and allusion. 15. Explain how figurative language can contribute to concreteness in diction.

13.1 Review pp. 263-266.

14.1 Review pp. 266-271 in the text. 14.2 Identify figurative language in class handouts. 15.1 Review pp. 266-271. 15.2 Read handout comparisons of paragraphs lacking in concreteness and suggest methods of improvement through the use of figurative language.

16.Using descriptive language, revise paragraphs lacking in concreteness. 17. Define: vagueness, jargon, triteness, and inappropriate figures of speech. 18. List the particular characteristics of each term defined in 17 above.

16.1 Work a practice exercise provided by the instructor. 17.1 Review pp. 271-278. 17.2 Work an exercise provided by the instructor. 18.1 Review pp. 271-278 in the text. 18.2 Read the handouts illustrating undesirable diction and identify the effect on the sentences in which it is contained.

19. Explain how to revise to achieve desirable diction. 20. Revise ten sentences containing jargon, triteness, or inappropriate figures of speech. 21. Prepare for a test on Unit VI.

19.1 Read handouts containing sentences in need of revision. 20.1 Work the exercise provided by the instructor.

20.2 Take a test on Unit VI.

PART VII: DOCUMENTATION

Learning Outcome: The student will use the major concepts of documentation in her/his writing (ULOs: 1, 3, 5 and 6; CLOs: 12 and 13).

Evaluation:

The student will be evaluated on his/her performance in writing documented papers and on an hour test.

Student Learning Outcomes 1. List three situations under which one would quote directly.

Learning Activities 1.1 Read a handout listing the situations. 1.2 Participate in a class discussion.

2. Define quotation, ellipses, splicing, and blocked quotation. 3. State the rules for proper punctuation in elliptical, spliced, or blocked quotations.

2.1 Read pp. 358-361. 2.2 Read handout samples. 3.1 Read handouts listing the rule and its application. 3.2 Read handouts listing the mechanical rules for splicing.

4. State the rules for correct splicing in elliptical or blocked quotations. 5. Explain the mechanical process for writing direct quotations. 6. Write the four types of quotations correctly. 7. Define documented citation. 8. State the forms for organization and punctuation in works cited and references entries for books and periodicals. 9. Explain why works cited or

4.1 Observe spacing in handouts.

5.1 Review the handouts. 5.2 Participate in the class discussion. 6.1 As a test, write correctly the quotations supplied in class. 7.1 Read pp. 362-376. 8.1 Review pp. 362-376. 8.2 Practice writing scrambled entries in class.

9.1 Review handouts.

references are required and how they are correctly written. 10. Develop a corrected version for ten works cited or reference entries.

9.2 Participate in the class discussion.

10.1 Unscramble entries for a book by a single or multiple authors, an edition other than the first, a work of more than one volume, an edited collection or anthology, a translation, a pamphlet, an article from an encyclopedia, a magazine article, and a newspaper article,

11. Define paraphrase and summary.

11.1 Read pp. 341-346. 11.2 Read class handouts.

12. Explain how the paraphrase and summary should be written. 13. Develop a paraphrase and a summary from materials supplied in class.

12.1 Read class handouts. 12.2 Participate in a class discussion. 13.1 Work the handout exercise on summary. 13.2 As a test, paraphrase or summarize the articles provided in class.

14. Define plagiarism.

14.1 Read pp. 361-362. 14.2 Practice recognizing plagiarism in class handouts.

15. List three situations under which plagiarism occurs.

15.1 Review pp. 361-362. 15.2 Identify plagiarism types in class handouts.

16. Explain how to avoid plagiarism. 17. State the reasons for using note cards. 18. List the kinds of information found on a note card and state the form

16.1 Participate in a class discussion. 17.1 Participate in a class discussion.

18.1 Practice writing note cards using information supplied by the

used in arranging the information on the card. 19. Explain the process of using note cards. 20. Using sources of information provided in class, prepare note cards and completely develop a documented paper of about 600 words. 21. Prepare for a test on Unit VII.

instructor in class.

19.1 Participate in a class discussion.

20.1 Take five sources of information on Capital Punishment and develop the paper.

21.1 Take a test on Unit VII.

Weekly Assignments

Week 1

Classroom Activities Introduce English 1113 and the writing process. Attend Library Orientation (as scheduled by the instructor and Library staff). Take a test over library resources (assesses CLO 1). Take the Houghton Mifflin Diagnostic PreTest (assesses CLO 2). Write an essay based on a threepoint thesis statement. Review sentence fragments. Complete the Library Orientation if needed (assesses CLOs 1-12).

CLOs 1, 2

Text Pages Chapters 1- 4; pages 3 -71 (Planning and Drafting)

Assignments/Assessments Write a diagnostic paragraph. Take the Houghton-Mifflin Diagnostic Pre-Test.

1-12

Chapters 1- 4; pages 501-502 ; Chapter 6, pages 28-146

Write the process essay.

Discuss the chapter Sentences: Patterns of Expression. Review comma splices and fused sentences. Take a test over sentence development (assesses CLOs 3 and 4). Discuss the classification essay and review subject-verb

3-4

Chapter 9, pages 223-247; pages 503-504

Revise the graded essay. Work selected exercises in Chapter 9, pages 223-247. Take a test over sentence development. Write and revise the classification essay.

2,3,9

Chapter 6, pages 128 -146;

agreement. Take a test on grammar units (assesses CLOs 2, 3, and 9). 5 Review paragraph structure and revisit pronoun use and read the chapter on paragraphs. Write assigned paragraph types (assesses CLOs 5 and 6). 5-6

pages 504 - 510

Take a test on grammar units. Take a test on subject-verb agreement. Work selected exercises in Chapter 8. Revise the graded classification essay.

Chapter 8, pages 187-213; pages 514-519

Discuss and test the first novel. Discuss verb errors and shifts in person, number, and gender. Take a test on the first novel (assesses CLO 13). Discuss the narrative essay (CLOs 7, 9, 10, and 12).

13

Read Novel I. Read pages 525 - 530 in Trimmer

Test on the first novel.

7,9,10, 12

Chapter 6, pages 128-146

Write and revise the narrative essay. Take a test on Chapter 8 and the grammar review. Revise the graded essay. Work selected exercises in Chapter 10. Take a test on diction. Write and revise the comparison essay. Work selected exercises in Chapter 11. Revise the graded comparison essay. Test on Tone and Style.

Discuss the chapter Diction: The Choice of Words. Take a test on Diction (assesses CLO 11). Review adjectives and adverbs. Discuss the comparison essay and write the essay (CLOs 1-12). . Discuss the chapter Tone and Style. Review mechanics. Test on the Tone and Style chapter (assesses CLOs 2, 3, and 12). Discuss the second novel, take a test on the novel (assesses CLO 12), and take the Houghton Mifflin Post-Test (assesses CLOs 1 and 2). Discuss the descriptive essay (assesses CLOs 1-12). Discuss the chapter The Argument. Discuss Planning the Research Paper. Plan the argument essay (assesses CLOs 112). Discuss the chapter Writing the Research Paper. Write the argument essay (assesses CLOs 1-

11

Chapter 10, pages 257-279; pages 519-522 Chapter 6 Chapter 11, pages 289-305; 551-563

9 10

11 2,3,12

11

1-2

Novel II

Test on the novel and/or essay concerning the novel. Take the Houghton Mifflin Diagnostic PostTest. Write and revise the descriptive essay. Research the argument essay. Revise the graded descriptive essay.

12 13

1-12 1-12

Chapter 6 Chapters 7 & 13; pages 155 -176 and 350 -379 Chapter 13

14

1-12

Write the argument essay.

12). 15 Discuss The Essay Examination. 12 Discuss the third novel. Take a test on the third novel (assesses CLO 12). Prepare for the final exam. Revise an essay of choice (assesses CLOs 1-12). 1-12 Novel III Revise the graded essay. Take an essay Test on the third novel. Revise an essay of choice. Take the final exam.

16

Chapters 1- 4, 6 -11.

Grading Rubric For English 1113 Essays

Grade Thesis statement A = 90-100 Well-defined, forceful; aptly states the main topic B = 80-89 Clear, of interest C = 70-79 Stated but ordinary D = 60-69 Incomplete or unclear F = 59 & Below No Thesis

Organization

Content flows logically with no gaps

Clear, well structured

Lacking some logic, but usually clear

Weak and confusing

Ideas fail to link and flow logically

Development of subtopics and details

Concrete topics and details related directly to thesis

Clear topics and good examples

Subtopic and details present but rather general

Weak and inadequate support of thesis

Lacking coherence; subtopics and details absent

Transitions

Excellent use of transitions to unify thesis and subtopics

Clear and adequate

Somewhat awkward or weak

Too few or illogical

None or very few

Comprehension of assignment

Understood assignment; followed directions completely

Format and directions understood with a few gaps

Fair grasp of assignment; at times vague

Understandin g of directions hazy

Did not follow directions or correct form

Grammar and No major mechanics/format errors; no more than one or two minor errors; neat

No more than 1-2 major errors; few errors in formatting

Two or more major errors and/or several minor errors

Three or more major errors and/or numerous minor errors

Four or more major errors and/or excessive minor errors

In accordance with section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), a student with a documented disability may apply to the Office of Supportive and Disability Services for accommodations. The OSDS on the Tupelo Campus is located in the Purvis Center, and the phone numbers are 662.620.5136 or 662.620.5303. On the Fulton Campus, the OSDS is located on the second floor of the Student Services Building, and the number is 662.862.8256. Division Chair: (662) 862-8161