1
Michaels Syllabus
College Writing Isections 204 and 210
Autumn Semester 2012
Instructor: Tracy Michaels
Class Schedule: 42.101.204 MWF8:00 am – 8:50 am
42.101.210 MWF 9:00 am – 9:50 am
Classroom: Section 204
Section 210 PAS 400
Office and Office Hours:Falmouth 301 M & W 9:50 am – 11:00 amor by appointment
E-Mail: (please note I will not check e-mail post 6:00 pm)
Course Description College Writing 1is a class in essay writing that emphasizes writing as a recursive process; it is designed to prepare you for college academic writing. It will improve your critical reading and thinking skills and teach you processes and strategies for academic research writing. You will practice strategies for selecting and focusing on a topic, collecting ideas and material for that topic, shaping and organizing your material, supporting your ideas, revising those ideas to achieve a narrower focus, fuller development, and more emphatic expression, and editing your texts to prepare them for public readings.
Course Objectives (as a result of taking this course the student will)
Compose well-organized 900-2000 word essays with an introduction, well-developed body, satisfactory conclusion and effective transitions.
Produce essays in standard academic English that have a clear thesis statement, use detail accurately, include information necessary for support, and exhibit control of mechanics such as punctuation, grammar, syntax and spelling.
Explore alternatives and develop solutions to challenges in writing.
Use various sources and writing processes to produce explanatory and persuasive writing in standard MLA format.
Exhibit the ability to work in a team setting through construction of an essay with partners.
Practice metacognition by assessing her/his strengths and weaknesses throughout the writing process via postscripts on the writing process.
Required Texts and Materials
Dubus, Andre. Townie. New York: W.W. Norton, 2011. Print. (This should have been given to you at your orientation session)
Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron. Brief Bedford Reader. 11th ed. Boston:
Bedford/ St. Martin’s, 2012.
Lunsford. Andrea A. The Everyday Writer. 4th ed. Boston: Bedford/ St. Martin’s, 2009.
One pocket folder, and a 70-80 page college ruled notebook or college ruled loose-leaf paper for notes and in class assignments
Course Requirements/Expectations
Attendance Since class would not meet if it were unimportant, and as this is not a distance learning or learn-at-your-own-pace course, all students are expected to attend all classes. Please be on time (quizzes, given at the beginning of class, cannot be made up). If you know in advance that you must miss a class when an assignment is due, let me know as soon as you learn this and we can arrange for an earlier date for you to submit the assignment.
Please be advised that missing six or more classes may severely impede your passing this course.
Class Discussion One of the most important factors in writing is group feedback. Students should consider their reactions as essential to their peers and they should willingly participate in evaluation and assessment of each other’s work. Failure to do so impacts both you and the class as a whole.
Classroom Etiquette Students are expected to exhibit professional and respectful behavior that is conducive to a mutually beneficial learning environment in the classroom.
Examples of inappropriate behavior include: text-messaging, listening to music, cell phone use (other than the campus alert system), late arrivals, early departures, use of laptops for other than class purposes, disrespectful comments or behavior, intentional disruptions, failure to follow faculty directives.
Please set mobile phones to silent during the duration of class.
Students in violation of these standards may be asked to leave.
Essays Submitted for a Grade
All essays/assignments submitted for a grade must be keyboarded and comply with MLA style and structure unless specifically noted by your professor. All assignments are due at the beginning of the class period, thus a late arrival constitutes a late paperand cannot be graded. (See attendance policy above.)
Only under documented circumstances of ill health or emergency (a doctor’s statement, court summons, a speeding ticket, etc.) can late papers be accepted without penalty.
All essays are due as listed in the schedule of classes and assignments.
A final essay is accepted with the required pre-work (i.e., first drafts with peer and instructor comments, the peer response completed by your classmate, and a typed plan of revision for the essay) submitted in a pocket folder on the date it is due.
All final drafts of essays will be submitted both in hard copy form and electronically through . 20 points will be subtracted from the final essay that is missing from turnitin.com. This service will lock you out one hour prior to your class time, so complete the essay early to avoid a dropped grade. Directions for submission through this service will follow in class.
The Write Place is located on campus in the Centers for Learning, Southwick 3rd floor North Campus (978-934-22936), the 3rd floor of O’Leary Library South Campus (978-934-2941), and Fox Hall and ICC East Campus.
The tutors can assist you for free at any and every stage of the writing process from conception, to drafting, to proofing both in this class and any other class that requires essay writing. They do not, however, simply edit or proofread your text. Since content, grammar, and sentence structure awareness, and correct MLA documentation play such a large role in this course, I may require visits to the Write Place prior to accepting specified drafts.
Plagiarism
You are expected to give and receive help in this class, but all written work must be your own.
- You can find the university policy regarding academic dishonesty at
That policy states, “Academic dishonesty is prohibited in all programs of the University. Sanctions may be imposed on any student who has committed an act of academic dishonesty. . . . Academic dishonesty includes but is not limited to cheating, fabrication, plagiarism, and facilitating dishonesty.” Plagiarism includes directly copying a source without acknowledging that source, summarizing or paraphrasing someone’s ideas without acknowledging the source, or submitting an essay written by someone else. Read the section on plagiarism in The Everyday Writer pp. 191-192.
- If you plagiarize, whole or in part, from library field sources, other students’ essays, an Internet text, or if you fail to document properly, the minimum penalty is 0/100 for the essay and documentation to the Dean. For any subsequent instances, you will be given a course grade of FX (non-deletable failure). If you have any questions about plagiarism ask before you act.
Course Grading. Your grade in the course will be based upon the following:
4 essays@ 100 points each400
Final Exam100
3 opening paragraphs @ 5 points each15
2 thesis statements/1 topic proposal @ 5 points each15
4 shaping strategies @ 5 points each20
4 peer responses @ 5 points each20
4 revision plans @ 5 points each20
4 postscript on the writing processes @ 5 points each20
Outside research for arguing essay5
Works Cited page 10
Reading quizzes @ 5 points eachTBD
In class grammar/mechanics workshopsvariety of points TBD
Course Grading. Your final class grade will be determined by the number of points earned divided by the number of points possible.
94%-100% - 4.0 = A Superior Work: Highest Quality
90%- 93% - 3.7 = A- High Honors Quality
87%-89% - 3.3 = B+High Quality
84%-86% - 3.0 = BBasic Honors Quality
80%-83% - 2.7 = B-Below Honors Quality
77%-79% - 2.3 = C+Above Satisfactory Quality
74%-76% - 2.0 = CSatisfactory
70%-73% - 1.7 = C- Below Satisfactory Quality
67%-69% - 1.3 = D+Above Minimum Passing
64%-66% - 1.0 = DLowest Possible Passing
63%-0% - 0.0 = FFailed
Personal Help and Encouragement If there is something you do not understand, or if you just need further assistance with any step of the writing process, feel free to meet with me and I will further explain it. I am more than willing to spend time with students who participate actively and work diligently. You may also e-mail me with queries at .
Special Needs In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.” It is the student’s responsibility to inform the instructor of any special needs before the end of the second week of classes. . Disability Services is in Cumnock Hall, C6, and the phone number is (978) 934-4574. They can also be emailed at
Assessment Consent
This year, UML’s First Year Writing Program (FYWP) is conducting research on our learning objectives for College Writing. The researchers believe the results of this study will provide critical insight into program efficacy, which will allow for enhanced teaching and learning. For that reason, the FYWP will collect an essay that you write this semester. Because we are looking at an essay already required for your class, this study does not mean any extra work for you, but your essay will provide crucial insight into how our courses work and how we can best serve you and future students at UML.
You should also know that our study will not affect your course grade or your academic record in any way. When it is time to collect your essay, if you agree to have your essay included in the research, you will be asked to make a copy of it for research purposes and your instructor will ask you to remove all the identifying information (your name, the section number, and the instructor’s name) from the paper. Your instructor will then submit your anonymous essay to the researchers. You may choose to be excluded from the study by not submitting an extra copy of the essay with identifiers removed. Also, we cannot use samples from students who are not at least 18 years old. If, when the samples are collected, you are under 18 or you do not want to participate, please do not place your essay in the collection envelope.
If you have any questions about this study, please feel free to contact the FYWP at 978-934-4186. Thank you for your help!
Top of Form
Assignment Schedule
KEY: BBR = The Brief Bedford Reader
EW = The Everyday Writer
Townie
Week 1
W- 5 Sept.
* Introduction to class
* Academic Honesty Contract
* Writing myths and rituals
* Writing diagnostic
Assignment: Read BBR chap. 2 “The Writing Process” pp. 33-59, EW chap. 5 “Writing Situations” pp. 43-5, and “Disability” Mairs (BBR 13-15).
F- 7 Sept.
* Discuss “Disability” Mairs
* Writing process discussed
* Metacognitive practice re: writing tools/the importance of expression and connectedness to others.
* Purposes and audiences
Assignment: Read BBR chap. 4 “Narration” pp. 97-105 and look at BBR p. 133 for some possible ideas on which you might focus. Read EW chap. 6 “Exploring Ideas” pp. 52-57.
Week 2
M- 10 Sept. (Last day to add a course without permission is 11 Sept.)
* Narrative/Descriptive Essay prompt examined
* Collecting (total recall)
* Reading for comprehension strategies
* “How to Mark a Book” Adler (in-class)
Assignment: Based onEW chap. 6 try one of the strategies proposed for your possible topic, and have two possible topic choices for your Narrative/Descriptive Essay ready to share (typed). Read BBRchap. 1 “Critical Reading” pp. 9-26 and EW chap 11 “Critical Reading” pp. 105-108. Read EW chap. 37 “Sentence Fragments” pp. 320-322. Be ready to actively work to eliminate fragments.
W- 12 Sept.
*Sharing topic choices
* Practice annotation on “Fish Cheeks” Tan (BBR116-117)
* Editing: fragments
Assignment: Read “The Chase” Dillard (BBR pp. 121-124) and chapter 8 of Townie (pp. 148-158),annotate (like we discussed in class) as you read and be ready to actively discuss the essays.EXPECT A QUIZ.
F- 14 Sept.
* Discussion of “The Chase” Dillard and Townie chapter 8
* Format for introductory paragraphs (introductions and orientations)
* Thesis statement practice (EW 58-60 and BBR99-100)
Assignment: Read “Take This Fish and Look at It” by Scudder (handout)and chapter 7 of Townie (pp.138-147), annotate asyou read, be ready to actively discuss the essay, and EXPECT A QUIZ. Read EW chap. 7 “Planning and Drafting” pp. 57-60—focus on “craft a working thesis”,BBR chap. 5 “Description” pp. 135-141. Draft the opening paragraph for your Narrative/Descriptive Essay like we discussed in class (begin with a “hook” and funnel down so that the last sentence of the opening paragraph is the thesis statement.)
Week 3
M- 17 Sept. (last day to drop a course without record is 18 Sept.)
* Opening paragraph of Narrative/Descriptive Essay due
* Shaping for Narrative/Descriptive Essay (BBR pp. 103-104 and EW pp. 60-67 “organizing”)
* Discussion of “Take This Fish and Look at It” Scudderand Townie chapter 7
Assignment: Read Sedaris’ “Me Talk Pretty One Day” (handout) and “Arm Wrestling with My Father” Manning (BBR pp. 145-149) annotate as you read and be ready to actively discuss the essays. EXPECT A QUIZ. Make an outline, linear or hierarchical chart of your plan for your narrative/descriptive essay—remember to place the thesis at the top.
W- 19 Sept.
* Discussion of “Me Talk Pretty One Day” Sedaris and “Arm Wrestling with My Father” Manning
* Shaping activity shared
* Figurative language workshop
* Using texts to shape own essays (workshop)
Assignment: Finish drafting the Narrative/Descriptive Essay. For the appropriate format (where to put name, title, number of spaces between sentences, etc.) refer back to the sample essay in EW p. 410. Please remember to submit a copy to turnitin.com prior to the deadline, and bring two (2) hard copies to class. Length: 900-1100 words. Please note: the essay will be collected at the BEGINNING of class--a late arrival will constitute a late essay and will not be read.
F- 21 Sept.
* First draft of Narrative/Descriptive Essay due
* In class peer response (handout)
Assignment: Read and annotate your partner’s essay and have the peer response completed when you come to class (points will be awarded for the feedback you supply your partner.) Read EW pp. 80-82 re: introductory and concluding paragraphs and decide how your partner’s conclusion applies. Read BBR pp. 104-105 re: focus and revising a narrative, read EW chaps. 9 and 10 “Reviewing and Revising” and “Editing and Reflecting” pp. 82-102 and be prepared to discuss the differences between revising, editing, and proofreading. Read EW chaps. 32 and 33 pp. 291-306 re: subject-verb agreement, and EW pp. 315-319 re: comma splices and fused sentences. Be ready to fix these grammatical errors in the next class.
Week 4
M- 24 Sept.
* Revising discussed
* Work with conclusions
* Editing: subject-verb agreement
* Editing: comma splices and fused sentences
Assignment: Based on your partner’s comments, your instructor’s comments, and your own authorial sense, draft a revising strategy based on BBR pp. 105 and 141 (typed) and begin revising your essay.
W- 26 Sept.
* Grading Rubric examined and discussed
* Examination of various essays and their grade classifications
* Killing clichés workshop
* Revision plans shared
Assignment: Finish revising your Narrative/Descriptive Essay. For the appropriate format (where to put name, title, number of spaces between sentences, etc.) refer to sample MLA paper in EW p. 410. Final draft of Narrative/Descriptive Essay is due at the BEGINNING of class --remember this is the essay worth 100 points. Submit one copy to turnitin.com prior to the deadline and one hard copy to me. (Please note syllabus policy regarding late papers.)
F- 28 Sept.
* Final Draft of Narrative/Descriptive Essay with prework due
* Postscript on the writing process (handout)
* Introduction to Expository writing
* Expository Essay prompt examined
Assignment: Read BBR Chap. 7 “Comparison and Contrast” pp. 215-221. Ideas for possible topics in this style are found on p. 252. Read “Neat People vs. Sloppy People” Britt (BBR 225-227) and “Batting Clean-Up and Striking Out” Barry (BBR pp. 231-233) annotate as you read and be ready to actively discuss the essays. EXPECT A QUIZ.
Week 5
M-1 Oct.
* Purposes, Techniques, and Audience
* Showing not Telling (Shell Activity)
* Collecting: choosing a possible topic
* Discussion of “Neat People vs. Sloppy People” Britt and“Batting Clean-Up and Striking Out” Barry= compare and contrast
Assignment: Read BBR chap. 10 “Classification” pp. 339-344. Ideas for possible topics in this style are found on p. 383. Read “The Plot Against People” Baker (BBR pp. 368-370) and “The Ways We Lie” Ericsson (BBR 348-355) annotate as you read and be ready to actively discuss the essays. EXPECT A QUIZ.
W- 3 Oct.
* Discussion of“The Plot Against People” Baker and “The Ways We Lie” Ericsson = classification
* Group Work: choosing a topic
Assignment: Read BBR chap. 8“Process Analysis” pp. 255-261. Ideas for possible topics in this style are found on pp. 298-299. Read “Behind the Formaldehyde Curtain” Mitford (BBR 276-283)annotate as you read and be ready to actively discuss the essay. EXPECT A QUIZ. Read EW chap. 24 “Coordination, Subordination, and Emphasis” pp. 237-242. Be ready to practice these stylistic concepts.
F- 5 Oct.
* Editing: Coordination and subordination
* Discussion of “Behind the Formaldehyde Curtain” Mitford = process analysis
Assignment: Come to class with two possible typed thesis statements (make sure they are declarative with a clear subject and focus. Read BBR chap. 12 “Definition” pp. 429-438. Ideas for possible topics in this style are found on p. 463. Read “Anorexia Nervosa” Brosseau (handout) and “Needs” Sowell (BBR 452-454) annotate as you read and be ready to actively discuss the essays. EXPECT A QUIZ
Week 6
M- 8 Oct. No Class Columbus Day
W- 10 Oct.
* Discussion of “Anorexia Nervosa” Brosseau and “Needs” Sowell = definition
* Shaping
* Topics for Expository Essay shared
Assignment: Complete “Shaping Strategy” handout. Complete opening paragraph (refer back to handout from class for appropriate format) with thesis statement. Read EW chap. 28 pp. 252-255 re: conciseness and chap 29 pp. 255-256 re: sentence variety. Read BBR chap. 11 “Cause and Effect” pp. 385-392. Ideas for possible topics in this style are found on pp. 425-426. Read and annotate “Why We Crave Horror Movies” King (handout). Be prepared to actively discuss the essay. EXPECT A QUIZ.
F- 12 Oct.
* Shaping strategy due
* Opening paragraph due
* Editing: conciseness and sentence variety
* Discussion of “Why We Crave Horror Movies” = cause and effect