Syllabus For Composition I
T H 9:30 AM
10:45 AM
CCEJONES 202
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CCSNYDER 272B |
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PREREQUISITE: Successful College
Placement Exam or Completion of Engl 099
COURSE
DESCRIPTION: Instruction
in writing and reading expository prose, making oral presentations, and using
computers. Emphasis on organizing and
developing paragraphs and essays, as well as fine tuning proofreading and
editing skills, mechanics, and correct, clear expression of ideas.
STUDEN
LEARNING OBJECTIVES: Students will be able to use effectively
in writing English grammar, mechanics, usage, diction, spelling, and
punctuation; to write essays –following the conventions of standard English –
that is clear, well organized, coherent, and unified; to read with
understanding and insight; to respond orally and in writing to specific reading
assignments; to make at least one oral presentation and to make use of computer
technology.
COURSE
MATERIALS:
Fresh Takes: Explorations in
by Wayne Stein, Deborah Israel, and Pam Washington
A Writer’s Resource (4th Edition)
by Elaine P. Marimon
A
composition notebook to be used as a journal.
A folder
for storing in-class writings and course handouts.
A computer storage device (usb preferred) for storing typed essays.
METHODOLOGIES
OF INSTRUCTION AND LEARNING/ASSESSMENT:
Course Goals: In this class we will discover and practice
the basics of good writing while building a community of writers willing and
able to help each other to
1) generate ideas and material for
writing compelling essays
2) shape those ideas into clear
sentences and well-designed paragraphs.
3) shape those sentences and
paragraphs into logically ordered and designed essays.
4) give and take feedback through
regular peer review and student-professor conferencing
5) use that feedback to revise and
complete these essays
6) read and discuss essays, short stories and poems from our
reader for the purpose of discovering the qualities of good writing.
Note: There is no single writing process and
therefore no single method for learning how to write. Every one of you will be coming in with particular
talents and shortcomings. I will do
everything I can to help you. Work hard,
help each other, trust your abilities and work on your weaknesses.
Methods of Instruction: I believe that everyone learns
at different speeds and in different ways.
For that reason, I will have you reading, responding, and writing
individually and in groups. There will
be many in-class projects and you will be asked to work with and respond to the
writings of others. Good writing comes
from gradual and consistent effort over time. With that in mind there will be a
great deal of focus on revision.
Assessment: You will be assessed in multiple ways
designed to judge not only your ability to write but your ability to give and
respond to criticism.
GRADE
BREAKDOWN IN BRIEF:
Learning Folder—In-class writings, Journal Entries, Pop Quizzes, Peer Responses,
Etc.—-200 pts (Handed in at mid-term
and with final portfolio)
Essay #1 and all Revisions—“My Home Town” (graded as
part of the final portfolio)
Essay #2 and all Revisions—“Re-define” (graded as part
of the final portfolio)
Essay #3 and all Revisions—“Sweet Charity” (graded as part
of the final portfolio)
Final Portfolio : A 3 ring binder portfolio
containing a learning letter, the three major essays and all revisions must be
turned in on the final exam period for this class for successful completion of
the course. Students must also back-up
all typed assignments on a computer disk—a copy of which must be included with
the portfolio.—800pts
A:
90-100 B: 80-89
C: 70-79 D:
65-69 F: 64 and below
(900-100)
(800-899) (700-799) (650-699)
(649 and below)
GRADED PAPER ASSESSMENT BREAKDOWN :
All Papers are graded,
roughly, on the following Scale
The evidence of a Clear,
Consistent Thesis—20pts
Quality of Introduction or
Hook—20pts
Quality of
Ideas/Invention/Imagination—20pts
Evidence of Coherent
Paragraphing—20pts
Organization and
Transition—20pts
Quality and Complexity of
Sentences and Word Choice (style)—20pts
Mastery of Grammatical and
Punctuation Issues Covered—40 pts
Quality of Conclusion or
Thump—20pts
For a total of 200 pts
Note: the grade on
individual papers is entirely provisional.
I will give the student a grade, but the grade so that the student knows
how he/she is doing, but the grade that “counts” is the grade on the final
portfolio.
ASSIGNMENTS
IN DETAIL
The
Learning Folder (200pts)
should contain all writing
prompts, journal entries, peer review
sheets (written by others about your paper), content quizzes (if assigned), any
daily assignment I might ask for, and class notes. It is the fundamental means by which I
evaluate class participation and should not be taken lightly. Learning folders will be graded on their
completeness (presence of all in-class materials), and thoroughness. A shoddy or sparse folder can result in a 0
for class participation. A good one can
make the difference between a B and a C.
Graded
Papers in brief
GRADED PAPER #1 (200
points total) The first paper topic is “Who Have I Become”, and focuses on the
writing techniques of Description, Definition, and, if appropriate brief Narration. Here you will be asked to write an essay in
which you explain who you are (defining yourself), what you’ve become and why
through either describing a place or object that has significance for you,
discussing a character who has been important to you, narrating an experience
that has happened to you or exploring an activity that you are passionate
about. The writer should NOT try to do
all of this, but should work toward finding a tight focus around which he or
she can explore his or her personality. (See suggested paper topics in Fresh Takes p. 155)
GRADED PAPER #2 (200
points total) The second paper is “What’s Going On”, and focuses on your ability to
explore your relationship to the events of the outside world. From your little
corner of the world and writing from your own experience, try to Report on,
Narrate a story relating to, or Evaluate an issue of
cultural importance. They might also try
to Persuade the reader regarding the importance of the
issue to them and the necessity for their involvement. For this essay students will be encouraged to
do first-hand research regarding their issue.
We will discuss opportunities for doing this during class discussion. (See suggested paper topics in Fresh Takes p. 270)
GRADED PAPER #3 (200
points total) The third paper is “Culture, American Style” and focuses on your ability to both define
and explore issues of culture in our society.
These may relate to celebrity, race, capitalism, gender, ethnicity,
music, art, sports, dance, generations, politics, etc. You subject might be a rock concert, or a
state fair, a campus event, a local or national controversy, your own work
experience, the war in Iraq, a TV show, etc.
But you must make an argument that your subject has a definite cultural
value (you must Define it as Culture and Persuade us
of its Cultural Relevance). You may
Narrate, Report, Evaluate, Compare, or Persuade here. And you must write from your personal
experience. (See suggested paper topics
in Fresh Takes p. 230)
LEARNING LETTER (200 points total) The
learning letter will accompany the final portfolio and will be a letter to the
professor in which the student recounts his or her learning process. The purpose of this essay is not so much to convince
the professor to give a certain grade, but to give an honest account of the
student’s experience in the class.
NOTES
ON THE WRITING PROCESS
While
there is no single writing process, students must complete a
specific writing process to complete each essay
Step 1) Complete in class
all writing prompts, pre-writing, brainstorming, and free-writes on your topic
Step 2) Complete a rough
draft of at least 2 pages in length developed from those writing prompts and
free-writes
Step 3) Submit that rough draft and an author’s
letter for peer review
Step 4) Revise a significant
portion of the essay based on a specific piece of advice given by one of your
peers
Step 5) Hand in the author’s
letter, the original draft and the new draft (revised, typed, and saved on a
computer disk). Clearly label
everything.
Step 6) Sign up for an appt. with Dr. Peckham to
discuss this draft
Step 7) Meet with Dr.
Peckham for a 15 minute appt., receive
feedback and W.C. referral, and take notes during the appt., (At this time
nothing or very little will be written on the paper and no grade will be
offered. This meeting is meant to warn
students regarding possible grammar hotspots that they need to review and to
give suggestions regarding content, organization, and style)
Step 8) Revise paper based on your notes
Step 9) Optional
Go to the writing center and get feedback on your revision.
Step 10) Optional Make another appt. with Dr. Peckham
for review of the paper. (I will not
review a paper for a second time unless the student has already shown the paper
to someone at the writing center.
Step 11) Hand in all Drafts and revisions with
your final portfolio
WHAT
IS A REVISION? PLEASE READ THIS!!!!!!!
Revisions are substantially re-written papers. A revision is NOT a paper that has been
corrected for grammar. If there isn’t at
least one page worth of re-written, revised or re-organized material I don’t
need to see it yet, will not change the grade, and will feel that you are
wasting my time or worse, grade-grubbing by showing it to me. Grade-grubbing is a kind of academic bullying
and I don’t appreciate or reward bullying.
A student must revise at least one paper (between the original
due-date and the submission of the portfolio) but may revise it more
often that that and may revise all the papers if he or she wants to. All revisions must be submitted for review
within one week subsequent to appts with the
professor. Students must also be aware
that the professor is human and therefore somewhat limited in time and
resources. Students are therefore
encouraged to go to the writing center for additional help before meeting with the professor about re-writes. In other words: meet with the professor, get
feedback, re-write the paper, go to the writing center for feedback and then come back to see the professor (see
NOTES ON THE WRITING PROCESS).
WITHDRAWAL
DATES
The standard
•W/F grade assigned to drops
beginning Oct. 11.
•As of the 22nd day
of the quarter, students will be able to withdraw on line. The Web Registration
site will remain active through the 58th day of the quarter - for
withdrawals only.
•Last day to withdraw (drop)
with a W or F is Nov. 17. After Nov. anyone who withdraws will receive a grade
of UW, which computes as a F.
PLAGIARISM
Plagiarism is a serious
academic offense. This is the University’s definition of plagiarism:
•Submitting another's
published or unpublished work, in whole, in part, or in paraphrase, as one's
own without fully and properly crediting the author with footnotes, citations
or bibliographical reference.
•Submitting as one's own
original work material obtained from an individual or agency without reference
to the person or agency as the source of the material.
•Submitting as one's own
original work material that has been produced through unacknowledged
collaboration with others without release in writing from the collaborators.
We will be working on how to
properly cite sources in 103. Therefore, there will be no excuse for
plagiarizing in this class.
AMERICANS
WITH DISABILITIES ACT POLICY
The policy of the University of Cincinnati Clermont College requires students with
physical or learning disabilities to identify themselves to the coordinator of
disability services, Jennifer Radt, in the
ADMINISTRATIVE AND CLASS
POLICIES
A. Completion of the drop/add
process and the withdrawal process is the responsibility of the student NOT THE
PROFESSOR.
B. Absence Policy: Don’t miss the class if you
can avoid it. I don’t allow make-ups for
missed quizzes and I don’t allow students to turn in papers that haven’t gone
through the entire writing process. You
will struggle if you miss this class.
C. Tardiness. If you are late, I don’t let
you in. If you arrive and the door is
closed don’t open it, you are being disrespectful and disruptive.
D. Policy for make-up work. Students are responsible to
complete any work they miss during an absence.
Missed work can only be made up if the student has a legitimate excuse
for missing the class and provides supporting documentation. Legitimate excuses include illness, serious
family obligations, and sanctioned college activities for which absence is
required.
E. Harassment Policy: I see sexual and racial
harassment as a direct attack not only on the victim, but on the entire
community. Harassment is any behavior
that would either threaten a reasonable person or inhibit that person’s ability
to learn or work by creating an uncomfortable environment. Don’t say or do anything to a fellow student
that you wouldn’t say or do to your own mother, father, sister, or
brother. Sexual or racial comments made
in the classroom, even if not directed at anyone in particular and even if made
in jest, will be considered harassment.
The presence of materials that demean others –inappropriate or offensive t-shirts or
magazines for example—will also be considered harassment. Such behavior will directly affect the
offending student’s grade for class participation and may result in dismissal
from the class for the day or even for the quarter.
F. Dress Code: Though
I have no official dress-code, I would expect students to
dress as professionally as possible. How
you dress not only gives signals to your classmates and to your professor, it
affects your self-image. If you take
yourself seriously, other people will as well.
G. Late Assignments: I do not accept late
assignments. Assignments should be ready
for submission at the beginning of class on the day that they are due. Because I understand that events may happen
that are beyond a student’s control, I allow for one 24 hour pass a semester.
That means that one time during the semester, for whatever reason you
might have, or for no reason at all, you may hand in an assignment 24 hours
late. If an assignment is due on a
Friday, I expect you to send it to me over the e-mail by attachment or as text
by Saturday, 11am. If electronic
submission is not possible, contact me and I will arrange another method for
you to hand in the assignment on time. I
urge students to use this option only when and if they desperately need it. If
a student must miss a class on the day an assignment is to be turned in, the
student must find another student to turn it in for them or must send the
assignment to me via e-mail by the beginning of class on the day the assignment
is due. I will make rare exceptions if I
have ample reasons. The 24 hour pass cannot be used for a final portfolio or a
pop-quiz.. A
late portfolio will assure failure in the course.