TEACHERS SAMPLE ENGL1101 SYLLABUS FALL 2005 TUESDAY/THURSDAY 8/3/05 Required Course Materials: Motives for Writing, 5th ed., Miller (MW) The St. Martin’s Handbook, 5th ed., ed. Lunsford and Connors (SMH) First-year Composition at UGA, 2005-2006 Goals: In English 1101 students will learn to write papers in and out of class using processes that include discovering ideas and evidence, organizing that material, and revising, editing, and polishing the finished paper; think critically so that they can recognize the difference between opinion and evidence and so that they can support an intelligent, challenging thesis; address papers to a range of audiences; understand the collaborative and social aspects of the writing process and demonstrate an ability to critique the writing of themselves and others; develop a sense of voice appropriate to the subject, the writer's purpose, the context, and the reader's expectations; understand how genres shape reading and writing and produce writing in several genres; compose unified, coherent paragraphs that develop topic sentences with detailed support; follow the conventions of standard edited English and MLA documentation. Course Requirements: Students will write a minimum of four essays (approximately 1,000-1,500 words). Teachers may choose to substitute for one out-of-class essay an in-class essay of approximately 500-1,000 words long. In addition to writing papers and doing other work, all students will create a Final Writing Portfolio that counts approximately as onethird of their final grade. The Portfolio will include: • a biography of the portfolio author and, if desired, a picture of the writer or other relevant image; • an Introductory Reflective Essay that presents a significant "thesis" to be supported by the individual writing exhibits; • two of the four essays written for the class -revised, edited, and polished as final products for the portfolio; • one example of writing that demonstrates and discusses the student's revision process; • one example that demonstrates and discusses the student's contribution to peer review; • one "wild card" submission chosen by the student. Specific Course Requirements. Other requirements for grading purposes will vary according to instructor. Grading Policy: The portfolio will count as 30% of the final grade. Papers 1-4 will count for a minimum of 50% of the final grade. The weight given to individual papers and other assignments will vary according to instructor. Absence Policy: Because writing skills develop slowly over time, students’ regular attendance is essential in First-year Composition. As stated in First-year Composition at UGA, on the fifth absence (MWF classes) or the fourth absence (TTH classes), no matter what the reason, students can expect to be dropped either with a W or a WF before the midpoint of the semester and with a WF after midpoint. Make-up Policy: Policy regarding late drafts, papers, or other work and policy regarding make-up quizzes and exams vary according to instructor. Writing Center (Park Hall 66) and the <emma> Computer Lab (Park Hall 117): All First-year Composition students are eligible for free tutorial services in the Writing Center. All First-year Composition students are also eligible to use the <emma> Computer Lab during all open hours. Academic Honesty: The policy regarding Academic Honesty in First-year Composition can be found in First-year Composition at UGA. Further information about the “UGA Academic Honesty Policy” can be found at the web site of the Office of the Vice President for Instruction: <http://www.uga.edu/ovpi/> Access Policy: Students with special needs are invited and encouraged to discuss them with the instructor. DAILY SYLLABUS WEEK 1 Aug 18 Introduction to the course DIAGNOSTIC ESSAY (twenty minute in-class writing to double check placement). Please use the writing prompt and instructions provided by the Firstyear Composition Office. Student Questionnaires Student Interviews Tonight: Read: First-year Composition at UGA. MW (1-7) & (47-54), “Levi’s” (55-59), “Count Me Out of the Hard Labor, Please” (77-79), and “I Dated Rick Marin” (79-81). Write: A one-paragraph introduction to your interview partner from today. Students will read this paragraph to the class tomorrow and introduce their partners. They will also turn in this paragraph to the instructor (Journal 1). Describe the context of Schiel’s essay. What is the climate of the essay–that is, what is happening in the world of the writer and her audience? What might be the relevant “political, economic, and social events taking place” (Miller 6) in the era that may have had an impact on the way Schiel wrote the essay? (Journal 2) Read/Review: SMH Chapter 40, “Sentence Fragments” (678-82) WEEK 2 PORTFOLIO WORK: Students should upload an initial draft of their biographies and an image to <emma> during Week 2 Aug 23 Introduction to the Portfolio (handout). DIAGNOSTIC GRAMMAR QUIZ (optional) Student interviews presented to class. Quiz on Firstyear Composition at UGA Discuss MW readings and share journal responses Tonight: Read: MW “Grub” (60-65) and SMH “Considering the processes of reading” (35-38) and “Focusing on your audience” (49-53) Write: Describe Sanders’s implied audience in “Grub.” What sort of person is this essay meant to appeal to? What words, phrases, ideas, or observations in Sanders’s essay lead you to your conclusions about his intended audience? (Journal 3) Read/Review: SMH Chapter 34, “Subject-Verb Agreement” (636-44) Aug 25 Discuss readings and share journals. Tonight: Read: MW and “Lavender”(87-95) and “The Meanings of a Word” (66-70) “Living Like Weasels” (82-86) and SMH “Deciding on your purposes” (4647) Write: Describe Aciman or Naylor’s purpose. What is the author trying to convince, persuade, or inform readers about? (Journal 4)Using any writing or pictorial technology, from pencil to Photoshop, create a visual emblem of Dillard’s idea of nature. (Journal 5) Read/Review: SMH Chapter 39, “Comma Splices/Fused Sentences” (671-77), Chapter 35, “Pronoun Antecedent Agreement” (645-49). WEEK 3 PLAGIARISM INFORMATION: Students should complete the “Plagiarism Tutorial” on the SMH Website and be quizzed over the results during Week 3. Aug 30 Discuss readings and share journals. In-class writing: have students exchange printed out or original images and write the “text” for one another’s visual emblems. Distribute first paper topics. Tonight: Read: MW “If You Are What you Eat, Then What Am I?” (640-649) and “The Learning Curve” (58493) Write: (Journal 6) Read/Review: SMH Chapter 51, “Apostrophes” (76570) Sep 1 Discuss readings. In-class writing. Tonight: Read: MW “Preparing to Write” (7-21), “Drafting” (22-27), and SMH “Considering the processes of writing” (32-34) and “Exploring a Topic” (58-62), Chapter 2, “Considering Rhetorical Situation” (4356), Chapter 3, “Exploring, Planning, and Drafting” (62-82). Write: Answer the first six questions in the bulleted list on page 34 in the SMH (Journal 7); prewriting/free-writing for Paper 1 (Journal 8) Draft Paper 1 <emma> WEEK 4 Sep 5 - LABOR DAY HOLIDAY Sep 6 Draft 1 of Paper 1 due (teacher should check these) Discuss “Peer Reviewing”— workshop theses Tonight: Read: MW “Revising” and “Peer Review” (27-37), SMH “Developing Paragraphs Fully” (128-129) and Chapter 11, “Thinking Critically” (236-55) Write: Draft/revise Paper 1 + Peer Review. <emma> Sep 8 Draft 2 of Paper 1 due Peer Revision Exercises <emma> Tonight: Read: MW “Editing” (30-31), SMH Chapter 4 “Reviewing, Revising, and Editing” Write: Draft/revise Paper 1 WEEK 5 Sep 13 PAPER 1 DUE (have 5 or 6 students read papers). First Reflective Post-write on Paper #1 Composing/Revision Workshop on One Journal Entry. Tonight: Read: MW “Writing to Report Information” (97-106) and “As Freezing Persons Recollect the Snow” (107- 116) Write: Because Stark does not provide footnotes or cite sources within his essay, we have no easy way to trace or check the accuracy of his information. The information seems believable, but should we trust him? Imagine that you are a fact checker for the magazine where this article was originally published (Outside); where would you find sources for this kind of information? Identify two factual statements in Stark’s essay and attempt to corroborate the information. Report your findings and sources as if you were a fact checker reporting in to your editor. (Journal 9) Sep 15 Discuss readings and share journals Tonight: Read: MW “Jefferson and the Environment” (117124), MW “The Best Job in Town” (155-172) and “Unchartered Territory” (136-147) and SMH “Incorporating logical appeals” (272-279), “Organizing verbal and visual information” (65-70), and “Using visuals in an argument” (283-286), “Understanding different kinds of sources” (318321). Write: Argument Markup exercise. <emma> Find and identify at least three examples of information/evidence used by Ling and three examples of information/evidence used by Kolbert. Do the authors cite their sources? Is the information accurate, relevant, and complete? Which type of evidence is most convincing to you? Why? (Journal 10). What purpose to the visuals serve in Boo’s argument? What kinds of appeals do they make? Are they effective? Would Boo’s argument be as effective without the visuals? Why or why not (Journal 11) Second Reflective Post write on Paper #1. <emma> WEEK 6 Sep 20 Discuss readings and share journals. Discuss argument markup exercise. Discuss use of visuals and Reflective post-write. Tonight: MW “The American Flavor Industry” (125-135) and “Establishing credibility” (269-272) Write: Discuss the ways in which Schlosser, Kolbert, and or Boo establish their ethos or credibility. Can the audience trust them? Are they believable? Explain. (Journal 12) Sep 22 Discuss readings and share journals. In-class writing: Sketch of authorial ethos for one of the readings. Distribute topics for Paper 2. Tonight: Read: SMH Chapter 5, “Constructing Paragraphs” (113-28) Read/review: SMH Chapter 3, “Exploring, Drafting, and Planning” (57-82) and Chapter 63, “Understanding Disciplinary Discourse” (860-70) Write: Pre-writing for Paper 2 <emma>. Finish first draft of Paper 2. <emma> peer review. WEEK 7 Sep 27 Draft 1 of Paper 2 due Discuss peer revision. Discuss peer comments and workshop Paper #2 <emma> Tonight: Write: Revise Paper 2 Reflective writing on First draft of Paper #2 and the peer review. <emma> Read: SMH Chapter 5 (128-146) Write: Finish revision of Paper 2 Sep 30 PAPER TWO DUE (have two or three students read papers) Workshop on developing a Peer Review or Composing/Revision Exhibit for the Portfolio. Tonight: Read: MW “Writing to Explain Information” (173180), and “Photo Exorcism” (181-186) Write: According to the introduction to Chapter 3, “The principal difference between interpreting and explaining is the difference between knowing something and understanding it” (174). Answer Questions for Discussion #1 and 2 on page 185. (Journal 13) WEEK 8 PORTFOLIO WORK: Before or during Weeks 8 & 9 students should begin revising and uploading either Paper 1 and/or 2 to their <emma> portfolio. They may also post a peer review exhibit at this time. Oct 4 Discuss readings and share journals. In-class writing: Exchange Journal entries and write a dialogue response to your partner. Tonight: Read: MW “Bet On It” (201-213) and “Women’s Brains” (230-236) and SMH, “Considering Diction” (317-29) Write: Discussion question #1 & 6 on page 212 and Discussion question #3 on page 219 (Journal 14) Oct 6 Discuss readings and share journals In-class writing. Tonight: Read: MW “In Japan, Nice Guys (and Girls) Finish Together” (187-91) and “What Happened to the Anasazi? (192-200) Write: Question for Discussion #2 and 3 on page 190 OR #2 and 4 on page 199. (Journal 15) WEEK 9 (October 11 is midpoint - October 14 is withdrawal deadline date) Oct 11 CONFERENCES: REVISING Paper #1 or 2 for the PORTFOLIO Tonight: Read: SMH Chapter 1 (1-27) Write: Revision work on Paper 1 or 2 Oct 13 CONFERENCES: REVISING Paper 1 or 2 for the PORTFOLIO Tonight: Peer Review on Revision of Paper 1 or 2 Read: MW “Writing to Analyze Images” (303-312) and “Conveying Atrocity in Image” (359-371). Write: Any Discussion question on page 369 (Journal 16). WEEK 10 Revision of Paper 1 or 2 + Exhibit of peer review must be uploaded to <emma>. Oct 18 Discuss readings and share journals Tonight: Read: MW “Beauty (Re)discovers the Male Body” (329-348) Write: Discussion question #3, 4, OR 5, on page 346. (Journal 17) Bring a distinctive image of any kind (logos, ads, art, graphics) to share in class. Oct 20 Discuss readings and share pictures Distribute topics for Paper 3. Pre-writing Tonight: Read: MW “Please, please, You’re Driving Me Wild” (313-328) and SMH Chapter 43, "Constructing Effective Sentences” (698-704), Chapter 46, “Varying Sentence Structure” (719-26) and Chapter 47, “Creating Memorable Prose” (727-35) Write: SMH Exercises 43.1, 46.1, 46.2, 47.1, 47.2, 47.3, 47.4, and/or 47.5 Do Collaborative sentence exercise, SMH 703. Choose a paragraph from any essay or journal and do the exercise- “Thinking About your Own Sentences” SMH 704. WEEK 11 Oct 25 Discuss Essays. Go over completed SMH exercises in class. Share results. Tonight: Write: Draft 1 of Paper 3. Peer review in <emma> SMH exercises 5.2, 5.4 &5.5. Peer Revision for topic sentences, sentence coherence and transitions in <emma> October 27 and 28 - FALL BREAK WEEK 12 Nov 1 Draft 1 of Paper 3 Due Discuss peer revision for sentence structure and emphasis. Tonight: Read: Peer Comments on your Draft; SMH 115-128 Write: Continue drafting and revising Paper 3, Nov 3 Draft 2 of Paper 3 Due Discuss peer revision comments and SMH exercises. Tonight: Read: Peer Comments from today’s Peer Review Workshop. Write: Continue drafting and revising Paper 3 WEEK 13 Nov 8 PAPER 3 DUE (have 2 or 3 students read papers) IN-CLASS Writing- Post-write for Paper #3. <emma> Distribute Topics for Paper 4. [N. B.—At this point, teachers may decide whether they would like to introduce Ch. 4 (“Writing to Evaluate”), Ch. 6 (“Writing to Analyze Texts”), Ch. 7(“Writing to Persuade Others”), Ch. 8 (Writing to Inspire Others”), or to return to one of the “motives” from earlier chapters. Teachers may select 2-4 more essays from any chapter to support the “motive” they have decided to cover in the remaining 3+ weeks of the course. In the sample unit, below, we’ve used material from MW chapters 6 &.7.] Read: MW “Writing to Analyze Texts” (381-393) and “Writing to Persuade” (451-465). Also read either “The Bill of Rights” and the Stevens & Thomas responses (431-450) AND/OR “Majoring in Debt” (466-470), “Flunking the NCAA” (471-475) and “Racial Profiling: The Liberals Are Right” (476-480) Write: Selected Discussion Questions (Journal 21) Nov 10 Discuss readings Tonight: Read: Logical Fallacies (MW 456-458) Write: Identify Logical Fallacies in Handout or in MW article. Write: Draft #1 of Paper 4. Peer edit in <emma>. WEEK 14 Nov 14 Peer Review Workshop for Paper 4: Unity, Thesis, Topics, Evidence, Logic, and Development Tonight: Read: Review SMH Chapters 34 and 35 Nov 16 Peer Review Workshop for Paper 4: Sentence Level Edit Coherence and Sentence Structure, Diction Tonight: Read: Review SMH Chapters 39, 40, and 51 Write: Final Draft of Paper 4 WEEK 15 Nov 22 PAPER 4 DUE Read 2 or 3 papers aloud. In-Class post-writing and reflection on Paper 4. <emma> Tonight: Read: Your papers in <emma>. Write: Journal 22: Do you think paper 3 or 4 would work best in your Portfolio? Explain why. Nov 23-25 - THANKSGIVING BREAK WEEK 16—Course Evaluations ongoing. Nov 29 MANDATORY GROUP WORK ON PORTFOLIOS: INTRODUCTORY REFLECTIVE ESSAY Dec 1 MANDATORY GROUP WORK ON PORTFOLIOS: COMPOSING/REVISION PROCESS EXHIBIT & PEER REVIEW EXHIBIT WEEK 17 ***Dec 6 PORTFOLIOS DUE No class meeting Dec 8 Last T/TH Class (see below) and Portfolio Exhibit **MWF classes will meet on Monday, Tuesday, and Wednesday, during the last week of fall semester. Thursday Dec. 8 is the last class meeting for Tuesday/ Thursday classes This course syllabus is a general plan for the course: deviations announced to the class in advance by the instructor may be necessary.
© Copyright 2024