Community College of Rhode Island
Fall 2013
ENGL1010-157, Composition I
Mondays, Wednesdays and Thursdays, 12-12:50 p.m.
Flanagan Campus, Room 2565 (M); Room 2561 (WTh)
Instructor: Beth O’Leary Anish
e-mail:
Office #1364, Flanagan Campus
Office Hours: Mondays 10-noon;
Wednesdays 11-noon, Tuesdays/Thursdays 10:15-11:45
Course Description:
The purpose of this course is to enable students to write fluent, accurate and effective essays, including research and documentation assignments. (Prerequisite:English placement exam or at least a “C” inENGL 1005.) Lecture: 3 hours
Methodology:
Students will work on strengthening their essay-writing skills. Two short take-home essays and an in-class mid-term exam will require students to practice skills in narrative and descriptive writing, as well as comparison and contrast. Students will be required to submit drafts of their take-home essays, which they will revise in peer groups.
Students will learn how to conduct college-level research, and incorporate that research into a substantial paper and final presentation. Students will learn how to document sources according to MLA Style.
Students will read essays for homework that promote thinking and discussion, and provide models of excellent writing. These readings will form the basis for class discussion, and therefore must be completed before the class for which they are listed on the syllabus. The readings will also provide interesting prompts for essay-writing, including the midterm and final exams and the research paper.
Instructional Objectives:
By the end of this course, students should be able to:
-Write effective college-level essays, with clear thesis statements, detailed support organized in a logical order and clear, error-free sentences.
-Read college-level texts closely and critically; discuss them orally and in writing.
-Analyze written arguments and construct logical arguments in writing.
-Conduct college-level research using library and other sources.
-Integrate information from academic sources into a research paper.
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Required Texts: MacDonald, Michael Patrick. All Souls. Boston: Beacon Press, 1999. Print. ISBN#: 9780807072134.
Mercury Reader. ENGL1010 Composition I. Boston: Pearson Learning Solutions. ISBN# 9781269242226.
Course Requirements(see the General Grading Rubric for Composition Papers below for information on how essays will be graded; additionally, individual grading rubrics will be handed out as essays are assigned for more specific criteria on each assignment):
1) Short Essays: Twotake-home essays, 2 pages in length each, illustrating narrative and descriptive writing. These essays will be judged based on how well they advance a clear central idea (thesis) and support that thesis with plenty of interesting details arranged in a logical order and effective sentences. Due 9/23 and 10/7.
2) Mid-term exam: Atake-home essayexam based professional essays from our Mercury Reader. Students will be given a choice among topics to be answered in a comparison and contrast essay. Due 10/16.
3)Research Paper: One 6-8-paged paper on a topic to be chosen in consultation with instructor. Students will be expected to consult relevant library sources and document them properly, according to MLA guidelines. Students will be allowed to choose their topics within the broad social issues of poverty, racism/discrimination, and immigration. Due 12/9.
4) Final Presentation: Students will share results of their research with the class in a 5-7 minute presentation. Presentation will be judged by how well students can articulate 1) what their central argument was, 2) what evidence they found to support their argument, and 3) how they conducted their research/what they learned about the research process. Last week of classes: 12/9, 12/11, 12/12.
5) Final Exam: In class essay exam based on our full-length book, All Souls. Date of exam to be announced.
6) Class Participation: To earn class participation credit, students must show evidence that they have completed readings prior to class by making positive contributions to class discussions, and by offering their peers feedback in writing workshops. The instructor will grade class participation on a “check”, “check plus” and “check minus” system. A student who makes positive contributions to writing workshops and full class discussions will receive a “check plus” for that day of class. A student who shows up for class but does not get involved will receive a “check” for attending. A student who misses ½ a class, due to tardiness or leaving early, or who comes to writing workshop days without a draft prepared, will receive a “check minus” for the day. Two “check minus” grades will count as an absence from the class. At the end of the course, the instructor will tally up the “check plus” grades to determine the students’ class participation grades.
Grading Criteria:
Two Short Essays: 15% each, for total of 30%
Mid-term Examination: 15%
Research Paper: 20%
Final Presentation: 5%
Final Exam: 15%
Class Participation: 15%
Late paper policy:
All written assignments should be handed in on the day they are due according to the syllabus. In the event that a paper cannot be turned in on time because of an emergency or other problem, you must alert me in advance and e-mail me the assignment as soon as possible. For each day a paper is late, ½ a letter grade will be taken off the paper grade. This means a “B” paper turned in one day late will be a “B-”; the same paper turned in two days late would be a “C+”, etc. After 10 days, even an “A” paper would be an “F,” so no papers will be accepted more than 10 days late.
Attendance policy:
Students should make every attempt to attend and participate in every class. In the case of a brief illness or other unforeseen circumstances, however, the instructor understands if a student has to miss a class. Too many absences will detract from the student’s ability to participate in class and should be avoided. Absences should be used only for serious illnesses or other emergencies.
The first three absences will not affect the student’s grade. For the 4th, 5th and 6th absence, the student’s final grade will be dropped ½ letter grade each. After six absences the student should officially withdraw or a final grade of “F” will be given. Two late arrivals or early departures will be considered equivalent to one absence. This policy is in accordance with the CCRI English Department’s attendance policy.
You are expected to complete homework assignments even if you are absent; all reading assignments are listed here on this syllabus, and writing assignments not obtained in class can be found on our course Blackboard site or by e-mailing the instructor.
Academic Dishonesty and Plagiarism:
Plagiarism is passing someone else’s words and ideas off as one’s own. Whether that involves taking a whole paper off the internet, borrowing from a source without acknowledging it, or having a friend or family member give a little too much input into an assignment, plagiarism is not an accepted academic practice. Students only learn if they do their own work. It is within the rights of the instructor to fail a student for an assignment or the course, if he or she has been caught plagiarizing.
Clearly having someone else write a paper or borrowing a paper from the internet is wrong. More subtle cases of plagiarism happen when students are not clear how to cite sources properly in a research paper. Know that any time you borrow words or ideas from an outside source you must give credit to the author of that source. In this class we will follow the guidelines of the MLA (Modern Language Association), when citing sources for the research paper. You are not expected to know MLA citation style coming into this course; it will be part of the material taught in the course. For more information on CCRI’s academic dishonesty policy, see the Student Handbook:
Classroom Etiquette:
All students have a right to learn in this classroom without being distracted by their peers. Please be considerate of both your instructor and fellow students to maintain a positive learning environment. To this end, students are not permitted to engage in the following activities during class time:
-text messaging, answering phones or otherwise using phones for games, internet, etc.
-listening to head phones
-holding side conversations or chatting about non-course related topics
-using computer for any purpose other than note-taking or in-class writing assignments
Students engaged in any of the above activities may be asked to leave the classroom.
Class discussions and peer review of essay drafts should be conducted with civility and respect for all voices and opinions. It is by being open to diverse opinions that we best learn.In this classroom you are considered an adult. If you need to excuse yourself to use the bathroom or take an urgent phone call you can do so without my permission, and with as little disruption to the class as possible.
General Grading Rubric for Composition papers
A (Excellent) / B (Good) / C (Fair) / D (Poor) / F (Failing)Unity / Essay has clear main point (thesis), often stated at end of introduction. Thesis points paper in one direction, and is easily defensible in a short essay (not too broad or too narrow). All supporting details in the essay fit with thesis. / Essay has clear main point (thesis) in introduction, though perhaps not as interesting, unique or insightful as that of an “A” paper. Supporting details back up thesis. / Essay’s point (thesis) may be vague and difficult to defend in a short paper, but writer does attempt to have a point or direction. The paper may wander off of this point occasionally. / Essay is lacking a clear direction or point (thesis), therefore supporting details are scattered to support various points. / There is no point to the essay.
Support / Essay includes plenty of specific details and examples to back up thesis statement. / Essay includes some specific details and examples to support thesis, but perhaps not as many as an “A” paper. / Support for thesis is vague, not specific. Few details and examples are given as evidence. Writer may bring up a point but not support it. / There is not one clear direction so support is increasingly vague. Essay may include more clichés than specific details. / Support is vague, if there at all. No specific details or examples to illustrate what writer is trying to say.
Coherence / Essay flows smoothly from start to finish. There are transitions between ideas and paragraphs. Ideas are arranged in logical order, and new paragraphs started when topic shifts. Essay includes introduction, body paragraphs and conclusion. / Essay is organized well overall, but may include some places where a new paragraph should have been started and wasn’t, or where writer jumps to next topic without a transition. Essay has introduction, body paragraphs and conclusion. / Essay may jump around, not flow smoothly from start to finish. It may lack some transitions. Paragraphs could perhaps be ordered differently. It does attempt a separate introduction, body paragraphs and conclusion. / Essay tries to cover too many topics so it cannot be neatly organized. It may lack a conclusion and not have enough body paragraphs. It may introduce a point at the end of the essay that should have been developed earlier in the essay. / Essay has no plan of organization, no logical order.
Sentence Skills / Essay includes clear, error-free sentences. Few, if any, fragments, run-ons, point of view shifts, etc. / Essay may include a few grammatical errors, but not enough to get in the way of communicating writer’s ideas. / At this level paper grammatical mistakes become a problem; there are more run-ons, fragments, point of view shifts and misused words than in “A” and “B” papers. / Sentence-level errors are found throughout the essay. It becomes difficult to understand writer’s ideas because they are not expressed clearly. / Sentence-level errors throughout essay. Writer has not communicated ideas clearly.
Source for the “Four Bases for Revising Essays”:
Langan, John. College Writing Skills with Readings, 8th ed. New York: McGraw Hill, 2011.
Course Topics/Assignment Schedule:
Week 19/4Course introduction. Review basics of essay-writing and the writing process.
9/5Read and discuss “Writing Drafts,” by Richard Marius in class (handout); Write paragraph on a writing experience you’ve had.
Week 2Due: Read in Mercury Reader, p. 1-19 (for 9/11).
9/9,11,12Writing the essay, continued. Narrative essays. Assign essay #1 (handout).
Week 3Due:Draft of essay #1, Narration (bring 2 copies9/19).
9/16,18The Writing Process, continued: Revision
9/19Peer review of Narrative drafts, in small groups.
Week 4Due:Revised essay #1, Narration (9/23); read in Mercury Reader, p. 20-43 for9/23.
9/23,25,26Descriptive Essays. Assign essay #2 (handout).
Week 5Due: Draft of essay #2, Description (10/3) (bring 2 copies).
9/30,10/2Grammar review: fragments and run-ons.
10/3Peer review of descriptive essay drafts, in small groups.
Week 6Due:Revised essay #2, Description (10/7);read in Mercury Reader, 44-71.
10/7,9,10Comparison & Contrast Essays. Assign take-home midterm exam (handout).
Week 7Due:Mid-term exam essay (10/16); Read Lunsford, p. 149-167 for 10/17.
10/14Columbus Day holiday, no class.
10/16Grammar review: homonyms and commonly confused words; pronoun use.
10/17Introduction to research assignment. Writing the research paper.
Week 8Due: Read in Mercury Reader, 72-103.
10/21,23,24 Argument and Persuasion.
Week 9Due: One paragraph research proposal (10/28); Read Chapters 1 through 3 of All Souls for 10/30.
10/28Library trip: intro to research databases; start research for final paper.
10/30,31Discuss All Souls.
*Extra Credit Opportunity: Attend author talk, Michael Patrick MacDonald at Warwick campus, 11/1*
Week 10Due: Read Chapters 4 through 7 of All Souls for 11/4.
11/4,6,7Discuss All Souls.
Week 11Due: Read Chapters 8 through 11 of All Souls for 11/13.
11/11Veterans’ Day celebrated, no class.
11/13,14Discuss All Souls. Due:
Week 12 Due: Read Angela Daly sample essay handout for 11/18.
11/18,20,21Continue with writing the research paper. MLA Documentation.
Week 1311/25,26Read and discuss sample arguments in class (handouts).
11/28Thanksgiving holiday, no class.
Week 14Due:Research paper draft or outline.
12/2,4,5Feedback for research paper drafts/outlines (by appointment).
Week 15Due: Research Paper (12/9)
12/9,11,12Final presentations.
Week 16Final Exam (date to be announced)