Prof. Michael Gavin
English 101, 3523 Tuesday,
Office Hours: 5:30-6:30 pm
Email:
(301) 322-0577
English 101-English Composition I
Throughout this semester, we will be reading essays to hone our thinking and writing skills. Although many of the discussions we have will revolve around issues of race, nationality, gender, and identity, the focus will be on critical thought and writing. At the crux of the course are the following questions:
How does media, in all its forms, help us to understand the concept of culture, race, and history?
How does our identity become formed? Does it relate to the era in which we live, things we read, watch or do?
Where is there opportunity to view problematic representations of identity in media? To what extent do we have power to reshape ideas about identity through media or criticism of it?
Course Outcomes for English 101
Upon successful completion of this course students will be able to:
(1.) Write informative, analytical, and argumentative essays
(2.) Formulate restricted, unified, and precise thesis statements for essays
(3.) Organize essay content into introduction, body, and conclusion paragraphs
(4.) Compose restricted, unified, and precise topic sentences for paragraphs
(5.) Write unified, coherent, and well-developed paragraphs
(6.) Apply grammar and usage rules correctly
(7.) Use appropriate diction
(8.) Write clear, concise sentences
In addition, students will demonstrate their ability to conduct basic research:
(1.) Use the library resources to locate and evaluate material relevant to specific topic
(2.) Take notes in sufficient detail and with accurate citation
(3.) Demonstrate their understanding of the concept of plagiarism by not using a source without proper acknowledgment
(4.) Synthesize several different sources into an essay to support its thesis
(5.) Quote, summarize, and paraphrase responsibly within that paper
(6.) Document sources according to the MLA format.
Required Texts: Hacker, Diana. Rules For Writers 5th edition.ISBN: 0-312-40685-1
Columbo, Gary, et al. Rereading America: Cultural Contexts for Critical Thinking and Writing. Sixth Edition. ISBN: 0-312-40554-9.
PGCC: call 301-322-0912, or order online at bookstore.com.
Class Format and Grading Criterion:
Class participation, which encompasses writing, reading, and discussion is 10% of your final grade. You are required to share your insights from the readings with us. If you do not, you are robbing the class of potential ideas and thereby limiting classmates’ progression in writing and critical thinking. Therefore, you must come to class prepared to discuss and/or write about each assignment.
A note about all participation:
One of the hardest things to do is to learn how to stay within the bounds of academic discussion--and not resort to personal attacks--when you disagree strongly with a member of a classroom. However, this is a skill we all must learn. You don’t have to agree with a member of our classroom, but you must respect that individual. Personal attacks will not be tolerated, in the classroom or through peer response. Additionally, please do not mistake quantity of participation with quality. Lastly, any extra-curricular discussion in class will not be tolerated.
Attendance: The Department of English stipulates that absence from one fourth of the classes, for whatever reason, is grounds for failure. Tardiness or leaving early will be counted as absences. If you miss class or if you are late, you did not participate in the fullest capacity. Hence, absences will directly affect your participation grade. Beyond that, any absence over two will result in failure of the class. You are responsible for material covered and disseminated in class. Therefore, it may be helpful to exchange phone numbers with members in the class to insure you can get the information you missed. If you know you will be late or absent for a class, please let me know ahead of time.
List of Assignments
Assignment / Length / WeightParticipation / 10%
Paper #1 / 500 words / 15%
Paper #2 / 500 words / 15%
Paper #3 / 500 words / 15%
Annotated Bibliography / 4 sources, 100 word summary of each / 20%
Research Paper / 5 pages / 25%
All of the assignments are explained in-depth through the use of an assignment sheet offered prior to the paper’s due date.
Academic Integrity Code/Plagiarism: The college is an institution of higher learning that holds academic integrity as its highest principle. In the pursuit of knowledge, the college community expects that all students, faculty, and staff will share responsibility for adhering to the values of honesty and unquestionable integrity. To support a community committed to academic achievement and scholarship, the Code of Academic Integrity advances the principle of honest representation in the work that is produced by students seeking to engage fully in the learning process. The complete text of the Code of Academic Integrity is in the 2004-2005 Student Handbook (pages 41-43) and posted on the college's website.
Code of Conduct: The Prince George's Community College Code of Conduct defines the rights and responsibilities of students and establishes a system of procedures for dealing with students charged with violations of the code and other rules and regulations of the college. A student enrolling in the college assumes an obligation to conduct himself/herself in a manner compatible with the college's function as an educational institution. Refer to the 2004-2005 Student Handbook, beginning on page 39, for a complete explanation of the code of conduct, including the Code of Academic Integrity and the procedure for dealing with disruptive student behavior.
Late Papers and assignments: The pace of this course is fast. To keep up, you must turn all papers and assignments on the date they are listed on the syllabus. Papers are due the minute class begins, no exceptions. You should be sure to turn all papers in, no matter how late, because a completed assignment--even an F--receives some points where as an assignment that is never completed receives a zero. You may not e-mail your final paper to me.
You may hand in a first draft of any or all papers prior to handing in a final draft. I will make comments accordingly. To do this, though, you must turn in drafts with enough time for me to return it to you the class prior to the due date. However, the final papers may not be rewritten. Finally, to pass the class, all papers must be submitted to me.
A Note: In general, if you get information, ideas, or words from anywhere other than your own head, simply make clear where the information came from by citing it according the MLA style.
Disability Support Services
Students requiring academic accomodations are required to contact the Disability Support Services Office (M 1042) or call 301-322-0838 (voicemail) or 301-322-0122 (TTY) to establish eligibility for services and accomodations. Students with documented disabilities should discuss the matter privately with their instructors at the beginning of the semester and provide a copy of their Student/Faculty Accomodation Form.
January 30: Introduction to class and classmates
Introduction to Genre and Conventions
February 6: “Letter from Birmingham Jail”
http://www.almaz.com/nobel/peace/MLK-jail.html
Hacker: "The Writing Process": pp. 2-25
February 13: Read Leonard Steinhorn and Barbara Diggs-Brown, Virtual Integration: How the Integration of Mass Media Undermines Integration (646-659)
Examine "Visual Portfolio: Reading Images of the Melting Pot" (629-632)
Read Hacker, "Transitions," 53-56.
Assign Paper one, in-class writing time for Paper #1
February 20: First Draft of Paper one due,
In-class workshopping of paper
Shelby Steele, I'm Black, You're White, Who's Innocent? (602-612)
Read Hacker, "Transitions," 53-56.
February 27: Paper #1 due at the beginning of class, no exceptions
Read Ralph Temple, The Sorrow and the Pity of Racial Profiling (798-805)
Read Hacker 344-357
Paper #2 assigned
*Optional, but helpful in making your paper top-notch: Hacker: "The Writing Process": pp. 25-57
March 6: Rough Draft of Paper #2 due, workshop and writing time in
class for that paper
Mark Hertsgaard, The Oblivious Empire (728-740)
Joel Andreas, The War on Terrorism(741-751)
Hacker 358-368
Watch 30 minutes of a news program
March 13: Read Jean Kilbourne, "Two Ways a Woman Can Get Hurt": Advertising and Violence (455-476)
Examine Visual Portfolio: Reading Images of Gender (451-454)
Paper #3 assigned writing time in
class for that paper
March 20:
ReadJoan Morgan, From Fly-Girls to Bitches and Hos (539-545)
Hacker 402-422
Introduction to Literature,
March 27: Paper #3 Due
Read Ronald Takaki, Race at the End of History (393-404)
Read Hacker; "Research": pp. 370-86;
"Evaluating Sources": 387-95;
"Plagiarism": pp. 395-406
April 3: Assign Annotated bibliography
and paper #5
“The Fat Girl” (handout)
“Lawns” (handout)
April 10: Spring Break
April 17: Read Sherman Alexie, Assimilation (674-687)
Read Jamaica Kincaid, Girl (421-423)
April 24: In class writing of paper 5 and annotated bibliography
May 1: Annotated bibliography due during meeting with me in my office
May 8: Final paper due, wrap up, final exam