Course Overview English 1301 T/T
Fall 2012
Six Modules

MODULE 1 THE WRITING PROCESS
In this module, you will study and practice a three-fold writing process: Prewriting; Drafting; Rewriting.
We will discuss the following topics: Writing in today’s world; what it means to read critically; Purpose, audience, and voice.
In addition, we will learn ways to generate a topic and ideas to support the topic. We will also cover various methods of Invention and Prewriting. How to establish focus by construction thesis statements; You will construct Outlines and Journals to be used in conjunction with your essays.
MODULE 2 ORGANIZATION & DEVELOPMENT
In this module, we will study paragraph basics, such as unity, coherence, and transitions. In addition, we will learn strategies for developing special paragraphs such as introductions and conclusions.
We must also cover paragraph development, including using anecdotal evidence (narratives from personal experience), facts and statistics, or expert testimony.

MODULE 3 NARRATIVE ANALYSIS
In this module, you will study narrative essays, and write a narrative essay that makes a point. These essays are often anecdotal, experiential, and personal—allowing you to express yourself in a creative and, quite often, moving, and/or persuasive way. A narrative essay is a story (setting, characters, plot & conflict) that makes a point.
MODULE 4 PROCESS ANALYSIS
In this module, you will examine a process and write about it in essay form. A process essay is a series of actions leading to an expected or planned outcome. There are two types of process essays: those that instruct or direct and those that explain or analyze. Directional process essays tell how to do something. For example, a directional process might explain how to find an apartment. The purpose of this type of essay is to clarify the steps in the procedure so that the reader can re-create the steps and the results. An informational process essay explains or analyzes a process - it tells how something works, how something happened, or how something is or was done.

MODULE 5 DIVISION/ CLASSIFICATION / Literary Analysis
In this module, we will study and write a division and classification essay, which is a type of assignment that breaks a larger, more complex subject into smaller ones that make the subject easier to understand. As such, the division portion of the article is a bit different from the classification portion, though both are of equal importance.

The division portion of the division and classification essay is meant to look at how one large subject or project can be broken down into several smaller parts. The classification portion, on the other hand, takes those smaller items and puts them into various categories.

MODULE 6 COMPARISON/ CONTRAST
In this module, we will work with the comparison/contrast pattern of development, and you will learn to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Course Outline Tues/Thurs (All Sections)
WEEK ONE______The Writing Process
Tues 28 Aug No Class!

Thu 30 Aug First Day of Class!
Reading: None
Writing: None

In Class: Overviews/ Syllabus/ Policy

MEDIA: (In class) The Writing Process
WEEK TWO______The Writing Process/ Basic Essay Form
Tues 04 Sept No Class (holiday)

Thu 06 Sept Homework due today. . .

Reading: The Longman Writer, “Becoming A Stronger Reader,”
Chapter 1 and The Longman Writer,
“Getting Started Through Prewriting,” Chapter 2

Writing: None
In Class: Expect a reading quiz; Lecture/ Discussion/ Practice “Prewriting” Introduction to Metacognition

WEEK THREE ______The Writing Process/ Basic Essay Form/ METACOGNITION
Tues 11 Sept Homework due today. . .
Reading: The Longman Writer, “Identifying the Thesis,” Chapter 3 The Longman Writer, “Supporting the
Thesis With Evidence,” Chapter 4

Writing: Journal 1 due at beginning of class. See Addendum for Content and Requirements
In Class: Discussion of reading assignments/ especially thesis statements.
Thu 13 Sept Homework due today. . .
Reading: The Longman Writer, “Organizing the Evidence,” Chapter 5, and read The Longman Writer “Writing
Paragraphs in the First Draft, “ Chapter 6.

Writing: Journal 2 due at the beginning of class. See Addendum for Content and Requirements
In class: Expect a reading quiz; Organization/ Paragraphing

WEEK FOUR______Narration / Illustration
Tue 18 Sept Homework due today. . .
Reading: None
Writing: Essay 1 Due at the beginning of class. (Final Draft) No late papers. See Addendum Essay 1.

Thu 20 Sept Homework due today. . .
Reading: The Longman Writer, Chapter 11, “Narration”
Writing: Journal 3 due at the beginning of class (Persistence). See Addendum for Contentand
Requirements.

In class: Expect a reading quiz. Discussion of comma errors. Introducing Emotional Intelligence:

WEEK FIVE ______Narration/ Illustration
Tues 25 Sept Homework due today. . .
Reading: The Longman Writer, Ch. 12, "Illustration"
Writing: Journal 4 due at the beginning of class( Impulsivity). See Addendum for
Content and Requirements.
In class: Expect a reading quiz. Introduction to Emotional Intelligence: “Impulsivity”/ Revision topics.

Thu 27 Sept Homework due today. . .
Reading: “Finding Your Tribe” due at beginning of class. See Addendum for Content and Requirements.
Writing: Journal 5due at the beginning of class. (Interdependence)

In class: Expect a reading quiz; Discussion: Interdependence topics

WEEK SIX ______Narration/ Illustration/ Process Analysis
Tues 02 Oct Homework due today. . .
Reading: None
Writing: Essay 2 Due at the beginning of class. No late papers. See Addendum Essay 2 for topic/content
In class: Discussion of the next module, “Process Analysis”

Thu 04 Oct Homework due today. . .
Reading: The Longman Writer, Ch. 14, "Process Analysis"
Writing: Journal 6 due at the beginning of class: (“How To Think Like A Scientist”) at beginning of class.
See Addendum for Content and Requirements.

In class: Expect a reading quiz.

WEEK SEVEN ______Process Analysis/ Problem Solving/ Writing from Research
Tues 09 Oct Homework due today. . .
Reading: “Creative Problem Solving” (Handout)
Writing: Journal 7 due at the beginning of class: (Creative Problem Solving) By means of Internet Research
download, study, and write a summary of an article on “CreativeProblem Solving.” Include the
URL of the article in the sum.
In class: Be able to outline and share the article with the class.
Thu 11 Oct Homework due today . . .
Reading: See writing assignment below.
Writing: By means of Internet Research download, study, and write a SECOND summary of an article on
“Creative Problem Solving.” Include the URL of the article in the sum.
In class: Be able to outline and share the article with the class.
WEEK EIGHT______
Tues 16 Oct Homework due today . . .
Reading: None
Writing: Journal 8 due at the beginning of class: An article on the subject “ Important Rules for Problem
Solving.”
In class: Discussion of problem solvingwriting assignment. Revision

Thu 18 Oct
Reading: None
Writing: A readable rough draft of Essay 3 (Process Analysis) is due at the beginning of class.

In class: Expect to do Peer Review on Essay 3.


WEEK NINE ______Division/ Classification/ Writing About Fiction
Tues 23 Oct Homework due today. . .
Reading: None
Writing: Essay 3 (Process Analysis) (Final Draft) due at the beginning of class. No late papers. See
Addendum Essay 3 for details. (Problem Solving Paper)
In class: Introduction to Writing About Literature (New Criticism Approach)

Thu 25 Oct Homework due today. . .
Reading: Read The Longman Writer, Ch. 13, "Division-Classification”
Writing: None

In class: Discussion/ Lecture “Elements of Fiction”

WEEK TEN______Division/ Classification/ Writing About Fiction
Tues 30 Oct Homework due today. . .
Reading: Read Literature, An Introduction to Fiction . . .Chapter 1. Give special attention to “A & P” by
John Updike.
Writing: Journal 9 due at the beginning of class, a character profile of Sammy the main character.
In class: Expect a reading quiz. Discussion of “A & P” and characterization. How to profile a literary
character.

Thu 01 Nov Homework due today. . .
Reading: Read “The Story of An Hour” in An Introduction to Fiction. . .
Writing: Journal 10 due at the beginning of class, a character profile of Louise Mallard.

In class: Expect a reading quiz; Discussion/ Lecture on writing about setting, conflict, and style.

WEEK ELEVEN______Comparison/ Contrast
Tues 06 Nov Homework due today. . .
Reading: Also read “The Storm,” by Kate Chopin.
Writing: Journal 11 due at the beginning of class, your thoughts on the last line of the story.
In class: Expect a reading quiz: Discussion of Comparison/Contrast essay style.

Thu 08 Nov Homework due today. . .
Reading: Read “To Build a Fire” by Jack London
Writing: Journal 12 due at the beginning of class, character profile on “the man.”

In class: Reading quiz: Comparing and Contrasting literary characters.

WEEK TWELVE______Comparison/Contrast
Tues 13 Nov Homework due today. . .
Reading: None
Writing: Essay 4, Literary Analysis due at the beginning of class. See Addendum Essay 4 for content.
In class: Introduction to Sandra Cisneros

Thu 15 Nov Homework due today. . .
Reading: House on Mango Street Literature An Introduction. . .
Writing: Journal 13 due at the beginning of class. Discuss an issue raised by the Cisneros short story.

In class: Read and discuss Cisneros, “Eleven.”

WEEK THIRTEEN ______THANKSGIVING HOLIDAY ( 21, 22, 23 Nov)
WEEK FOURTEEN ______Introduction to Research
Tues 27 Nov Homework due today. . .
Reading: None
Writing: None
In Class: Introduction to Writing from Research / Reading a Play—“Trifles”

Thu 29 Nov Homework due today. . .
Reading: Read the play “Trifles” in Literature An Introduction. . .
Writing: Journal 14 due at the beginning of class. Discuss the title of the play.

In class: Expect a quiz over the play.

WEEK FIFTEEN
Tues O4 Dec Homework due today. . .
Reading: Locate, download, read, and bring to class at least two (2) articles on “Trifles.”
Writing: Journal 15 due at the beginning of class. Summarize one of the articles you read on the play.
In class; Introduction to Annotated Bibliography

Thu 06 Dec Homework due today. . . LAST DAY OF CLASS for T/T.
Reading: None
Writing: Annotated Bibliography on Trifles due at the beginning of class. (Extra Credit)

Notes:

FINAL EXAM DUE DATE TBA (12/10-13) Research Paper on Trifles. See Addendum “Final”

GRADES DUE DECEMBER 14, 2012

ADDENDUM
Writing Assignments Essays = 500 words Journals = 250 words

Assignment Due DateTopic/ Content
Essay 1Tues 18 SepMetacognition: Using Journals 1 and 2 as a resource, discuss in an
essay of about 500 words, what you know about how you learn.
Some people learn by doing things; other people learn by reading about
things; others learn by listening to people talk about things. Which of
these methods of learning is best for you? Use specific examples to
support your choice.
Essay 2 Tues 02 OctWrite a narrative essay as an illustration of either persistence,
overcoming impulsivity, or the importance of interdependence.
This essay should be in the narrative mode, but be thesis driven.
Essay 3Tues 23 OctWrite a process analysis that is intended to teach a successful problem-
solving technique. Use your journals as resources. If you use Internet
or library resources, you must provide a citation and bibliography for
the sources of your information. In addition, when you quote, your must
put any or all of the words of others in quotation marks, and reference
that quote to a Works Cited page.
Essay 4Tues 13 NovLiterary Analysis: Choose one of the short stories you read in
Weeks Ten (10) and Eleven (11); write a thesis driven essay of about
500 words: elements of setting, characterization, conflict.
Essay 5Tues 11 DecFinal Exam/ Writing from research on Susan Glaspell’s “Trifles.”
A thesis-driven essay of about 500 words; Must have at least two
quotations from the play and two from outside sources, and include
parenthetical citations linked to a Works Cited page.

JOURNALS—WORD PROCESSED ---AT LEAST 250 WORDS IN LENGTH. . .NO CREDIT IF SHORT!
AssignmentDue DateTopic/ Content
Journal 1Tues 11 Sep Metacognition: Think about a time when you were successful in
learning something—either in or outside of class.
Journal 2Thu 13 Sep Metacognition: Think about a time when you were UNsuccessful in
learning something—either in or outside of class.
Journal 3Thu 20 Sep Write an extended definition-- give two examples of “Persistence.”
Journal 4Tues 25 Sep Write an extended definition-- give two examples of “Impulsivity.”
Journal 5Thu 26 SepWrite an extended definition-- give two examples of Interdependence.”
Journal 6Thu 04 Oct“How to Think Like A Scientist” Give references if you use sources.
Journal 7Tues 09 OctWrite a summary of an article on “Creative Problem Solving.”
Journal 8Tues 16 OctWrite an article, “Important Rules for Problem Solving.”
Journal 9 Tues 30 Oct Write character profile of Sammy, main character in “A & P.”
Journal 10Tues 01 NovWrite a character profile of Louse, main character in “Story of an Hour.”
Journal 11Tues 06 Nov Your thoughts on the last line of the story, “The Storm,” by Chopin.
Journal 12Thu 08 NovCharacter Profile on “the man,” on London’s “To Build A Fire.”
Journal 13Tues 15 NovIssues raised by Cisneros short story, “House on Mango Street.”
Journal 14Thu 29 NovDiscuss the title of the Glaspell play, “Trifles.”
Journal 15Mon 03 Dec Write a summary of one of the articles you have read on “Trifles.”

  • Essays Overview

The essay is a commonly assigned form of writing that every student will encounter while in academia. Therefore, it is wise for the student to become capable and comfortable with this type of writing early on in her training.

Essays can be a rewarding and challenging type of writing and are often assigned both in class, which requires previous planning and practice (and a bit of creativity) on the part of the student, and as homework, which likewise demands a certain amount of preparation. In my experience as a college English teacher, essays fail at either the preparation level or the presentation level, and it’s mostly the preparation level.

What is an Essay?

Though the word "essay" has come to be understood as a type of writing in Modern English, its origins provide us with some useful insights. The word comes into the English language through the French influence on Middle English; tracing it back further, we find that the French form of the word comes from the Latin verb exigere, which means "to examine, test, or (literally) to drive out." Through the excavation of this ancient word, we are able to unearth the essence of the academic essay: to encourage students to test or examine their ideas concerning a particular topic.

Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.

The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from her purpose; she must be deliberate and interesting.

For English 1301, essays should be about 500-750 words in length, word processed in a size 11 or 12 font, and constructed standard written English, and the MLA Style Format. See The Little Brown Handbook Brief for MLA
format.
In this course, you will write 4 essays during the course, 60% of your grade, and one final exam essay, 20%
of your grade.

  • Journals

Journals are informal pieces of writing that address a writing prompt given by the instructor. Journals enable you to practice your writing, experiment with your thinking on a given topic, and in general prepare to write an essay. In this class, Journals are graded pass/fail. Journals should be approximately 250-300 words in length. They should be word processed and use conventions of Standard Written English. You should practice your sense of focus, organization, development, and mechanics. However, in comparison to Essays, Journals are low-risk writing where you can explore your thoughts or the thoughts of others on a given topic. IF your journal is the appropriate length, word processed, and “on topic,” you will receive 100% for a grade. Overall, Journals will be 20 % of your grade.

A Note On Composition

The purpose of this course is to increase the effectiveness of your written communication. Nearly everyone is able to communicate to some extent. For instance, babies cry to express hunger or discomfort. Grunting and pointing however, never landed anyone a high-paying job or a date with the prom queen. Clarity of purpose, diction, organization, and proper grammar in your writing (and speech) are needed to effectively communicate specific ideas so that you may meet your needs, share your experiences and thoughts, and reach your personal and professional goals.
When writing, whether it is a letter to your sweetheart, a letter of application, or an article on why we should recycle plastic, you always have a purpose. That purpose may be to share your feelings with a loved one, to make yourself look promising to a prospective employer, or to persuade the public to agree with you and do something. In this course the purpose of your writing is to demonstrate your knowledge of the rules of written English through practical application by clearly answering the writing prompt for each assignment. What you say and how you say it should reflect your purpose.
The art of effective communication is not "sounding smart" by using "big words" that make your meaning ambiguous and your purpose unclear. Rather, allow your ideas to demonstrate your intelligence by being clearly composed and thoughtfully organized. Your audience should be able to consider your statements without trying to "figure out" what you said. Your diction should be appropriate for your purpose and your audience. The great pyramid is impressive because it is composed of thousands of smaller, carefully carved stones...not one big, bulky, obtuse rock.