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Dr. Bessie M. Vaughns

English 100 AL Compostion

 

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Course Information
Description Syllabus Materials Evaluation Important Dates

 

Course Description 

(A credit course applicable to the Associate Degree)  This is a text-based composition course which teaches students to recognize, analyze, and critically evaluate a broad spectrum of ideas from sources of short and book length texts—emphasis nonfiction with one book of fiction.  Students will write a minimum of 8,000 to 10,000 words of logical, polished, correct expository, and college sophisticated prose.  Writing practice is based on a study of the form and content of the essay.  This course is designed primarily for students in the ASTEP learning community but is open to all eligible students.  The course structure is taught in a sheltered environment and those students who may benefit from this environment will be required to meet individually with the instructor periodically.

Important Student Information

Each student is obligated to know and uphold the College Rules and Regulations.  Students who engage in disruptive behavior--conduct that interferes with the instructional, administrative, or service functions of the course--can be subject to disciplinary action, including suspension and/or expulsion from the course and/or college.  Specifically, cell phone interruptions, the use of iPods and/or pagers, habitual profanity or vulgarity, and continued willful disobedience will result in disciplinary action.  Students should reference the Student Code or Conduct for further description of unacceptable disruptive behavior.

 

Syllabus (clickto download English 100 Microsoft Word version)

Prerequisites:  WRITING – ENGLISH 836, ENGLISH 846 or ESOL 400 with a grade of or better, or eligibility for ENGLISH 100 on approved college placement tests and other measures as necessary.  READING – Reading 836 with Credit or grade of C or better, or ENGLISH 846 with a grade of C or better, or ESOL 400 with a grade of C or better, or eligibility for 400-level Reading courses on approved college Reading placement test, and other measures as necessary.   NOTE:  This section is designed primarily for students in the ASTEP learning community but is open to all eligible students. Transfer:  UC; CSU (A2, A3).  CAN ENGLISH 2, ENGLISH 100 + ENGLISH 110 = CAN ENGLISH SEQ A.

Tentative Schedule:   Types of Writing – Research
                                                          
(a)    Compare/Contrast/Argumentative
(b)    Cause/Effect/Expository

Course Content:   During the course of this semester English 100 students are assigned at least four books.  These books depict certain areas of controversy to evoke critical thinking.  The books are tentatively assigned as follows:

1. Color Blind  (Ellis Cose)
a.      Compare/Contrast (Argumentative)
b.      Two Essays

2. The Content of their Character (Shelby Steele)
a. Cause/Effect (Expository)
b. Two Essays

3. Current Issues, Enduring Questions  (Barnet)
a. “I Have A Dream”  Argumentative  (King)
b.   “Let America Be America Again” Expository (Hughes)

4. Their Eyes Were Watching God  (Zora Neale Hurston)
a. Cause/Effect (Expository)
b. Final Writing Project (Due on assigned day WITHOUT exception)

Students will write logically and mechanically correct essays based upon the essay evaluation that is outlined in this syllabus.  While good figurative language use is always a plus, it is also extremely important for the students to remember that the final evaluation of their essays rests with the quality of their work and not quantity.

Specific Instructional Objective:  Substantial guidance in the writing process to compose  essays which employ writing strategies, such as analysis, synthesis, summary, and evaluation, and which emphasize writing tasks, such as causal analysis, argumentation, definition, interpretation, and comparative analysis. thus leading to a three to five page research paper as a final. 

Instructional Objectives:    Reading

    • Analyze, synthesize, and evaluate important ideas in a variety of works from multi-perspectives
    • Analyze quality writing from various authors who represent a diversity of backgrounds, experiences, and ideologies
    • Examine timely social and/or political issues
    • Introduce elements of literary texts.

Instructional Objectives:    Writing

    • Analyze and evaluate expository prose from diverse authors
    • Generalize a unifying thesis, develop the thesis with specific supporting evidence from documented sources, and organize the supporting information logically and coherently
    • Compose essays which employ writing strategies, such as analysis, synthesis, summary, and evaluation, and which emphasize writing tasks, such as causal analysis, argumentation definition, interpretation, and comparative analysis
    • Begin learning methods of research, including the library, internet, and other sources of information, critically evaluating the reliability of sources
    • Master conventions of documentation of paraphrased and quoted materials
    • Generate clear, well-developed sentences and paragraphs in a style appropriate to good college level expository writing
    • Critique and evaluate peer writing through in-class, collaborative writing workshops where ideas and skills are shared. 

Student Learning Outcomes:    At the end of this course students should be able to

  • Upon completion of  this course students should be able to:  *Overall essay unity/thesis:   Write sharply focused, coherent, and well developed essays appropriate to the transfer level that support a self-generated thesis, and demonstrate, in addition to competence in standard English grammar and usage, a command of a variety of organizational strategies appropriate for academic audiences and reflect an informed commitment to conventions of academic discourse.  

    *Critical reading/writing/thinking:  Demonstrate critical reading, writing, thinking and research skills in the development of analytical and evaluative responses to important ideas and arguments from multiple points of view.      

    *Critical reading/writing/thinking:  Utilize developed research skills which include gathering and evaluating sources and applying conventions of documentation.

    *Metacognition:  Demonstrate self-critical awareness of their own writing strategies and competencies as they continue to perceive themselves as improved writers, thinkers and student scholars engaged in academic discourse in cross-disciplinary contexts.

Course Content: English 100 includes instruction in the following areas—


A.     Research essay writing
Writing instruction in analysis, synthesis, and evaluation of intellectual, cultural, and great ideas from multi-perspective, multicultural, and multi-literary sources, including the essay and the short story and poetry
1.      Rhetorical modes
2.      Library research
3.      Research-based writing projects
4.      Examination of sources/techniques of research, including technology-based documentation, such as the internet, CD ROM, and online research tools, including library sources
(A sample bibliography is given as a supplement handout.)


B.     Reading/critical thinking:
Critical readings that emphasize the essay and two book length works.  All readings, which may also include additional, shorter texts reflect cultural, gender, and ideological diversities.  Students will
1.      Distinguish between main ideas and supporting details
2.      Understand relationships between ideas
3.      Outline and summarize readings
4.      Reflect, analyze and connect ideas
5.      Analyze organizational patterns
6.      Examine assumptions about themselves and the world
7.      Be introduced to recognizing tone, strategies and rhetorical devices
8.      Be introduced to distinguishing between fact and opinion
9.      Be introduced to using logical reasoning, analysis/synthesis, cause and effect, problem/solution, and paradoxes
10.  Understand, appreciate, and evaluate quality writing to serve as models for the students’ own compositions (8,000-10,000 words of expository prose)
11.  Utilize critical thinking skills
12.  Examine sources/techniques of research, including technology-based documentation, such as the internet, CD ROM, and online research tools, including library sources

 

Materials

Texts: 

    • Dictionary
    • The Holy Bible  (King James Version)
    • Color Blind  (Ellis Cose)
    • The Content of their Character  (Shelby Steele)
    • Current Issues, Enduring Questions  (Barnet) [Library]
    • Their Eyes Were Watching God  (Zora Neale Hurston)
    • English 100 ASTEP Students Notes (Dr. Vaughns)

    Two pens for essay writing
    File Folder
    Binder

 

Methods of Instruction:

Evaluation Your grade will be based on..

Teaching methods and/or strategies include lecture/discussion, small group instruction, individual exercises and writing practice, (sheltered or) individual work with the instructor, in-class writing, textbooks and/or supplemental instruction per week.  Seven outsides essays are also required.  (One hour outside of class for additional practice is not to be confused with homework).

Extra Credit:  EC is awarded through oral participation and thorough critical examination of the author’s work above and beyond the assigned tasks.

Required:  Class written essays are turned in at the end of the period; the instructor evaluates and returns them to the students the following day.  Students will then revise and/or correct each essay and return it to the instructor for a second grade.

Exam:  Students should expect weekly quizzes (oral or written) that will reflect their knowledge of the previous week’s lessons.  There will be a midterm and a final exam reflecting their knowledge of the reading, lectures, and of literary devices in composition writing:  tests and quizzes – weekly

Midterm – (cerca) Second week of  March, 2010

Final –  May 27, 2009 (Thursday, 11:10 - 1:40)

Statement:  In coordination with the DSPS Office, reasonable accommodation will be provided for eligible students with disabilities.  If you do not yet have an accommodation letter,  please contact the DSPS Office at 650-738-4280.

 

Attendance:   Daily attendance is required.  Students who are absent may miss too many lecture assignments that can not be made up; those lectures will help improve their writing skills and overall English learning.  Since writing is a most vital ingredient in this class, it is to the students’ great advantage to attend class every day.   Students who miss six classes may be dropped from the roll; however, students are required to file an appropriate drop or withdrawal from admissions and records or they may receive an F in the course.

Make-Up Policy: Daily attendance is required.  Students who are absent may miss too many lecture assignments that can not be made up; those lectures will help improve their writing skills and overall English learning.  Since writing is a most vital ingredient in the evaluation of the students’ total score in this class, it is to the students’ great advantage to attend class every day.  Students who miss six classes may be dropped from the roll; however, students are required to file an appropriate drop or withdrawal from admissions and records or they may receive an F in the course.

Make-Up Policy:  All work MUST be made up within a one week period after its due date.  It is the student’s choice to stay on task with his/her assignments by using his/her weekly board notes’ assignments in the case of his/her absence; however, he/she will receive a low grade if he/she does not stay on task in this class.

Rules: 

  1. Students are expected to be in class on time every day.  Tardies may cause students to miss the proper directions and instructions for the day’s lesson.  Tardies also interrupt and disturb not only the instructor’s lectures but also the students’ attentive participation during lectures.
  2. All work is due on the assigned day.  Students should avoid being penalized for turning in late assignments.
  3. Student Conduct:  please turn off cell phones and pagers while in class.
  4. Students talking during lectures not only disrupt the professor, but also disturb other students sitting near the talkative students.
  5. Each student has the obligation to know and uphold the College Rules and Regulations.  Students who engage in disruptive behavior—conduct that interferes with the instructional, administrative, or service functions of the course—can be subject to disciplinary action, including suspension and/or expulsion from the course and/or college.  Specifically, cell phone interruptions, the use of iPods and /or pagers, habitual profanity or vulgarity, and continued willful disobedience will result in disciplinary action.  Reference the Student Code or Conduct for further description of unacceptable disruptive behavior
 

Evaluation of Student Performance:  A passing grade is based on satisfactory completion of writing tasks turned in on time, quizzes, exams, conscientious attendance, absence of tardies, effective participation, and satisfactory completion of reading assignments and final projects.  (Final Writing Project must be turned in on the assigned day without exception.)  Students are graded on the percentage or point system only:

  •             Essays (Exams included)   75% (Final Project must be typed.)
  •             Reading (Exams included) 20%
  •             Quizzes and other work       5%

Essay Evaluation:  -Essay has a clearly evident introductory paragraph which develops the idea to be presented in the thesis.  It has a clearly stated thesis.  A strong, clearly stated thesis is essential, which should focus on only one main point.

  • The essay supports logically throughout the essay the thesis set out in the introduction (by examples, incidents, reasons, transition, etc.).
  • It is expressed in a formal, concise style, free from colloquialisms, slang expressions, or strained metaphors.  The essay should be a straightforward, logical discussion of the assigned subject.
  • The essay uses appropriate transitional words or phrases to join paragraphs so that the discussion flows or moves.
  • The essay has a clearly evident concluding paragraph which restates the main point or offers a solution to the problem posed in the discussion.  (The absence of an introduction or conclusion may fail the paper.
  • The essay uses correctly documented outside sources as support for the thesis.

 Plagiarism  is deadly to a student’s college career in the English subject.  Not only is it copying the author’s work verbatim, it also comes under copying work from the internet to be used as your own and/or using work done by a tutor as your own.  All three will earn a failing grade in this class.

Support Services Available:  Computer Writing Center; English Assistance Lab; Library and Student Services

(“THE ABOVE SCHEDULE AND PROCEDURES IN THE COURSE ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.”)

 

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