ENG 001: Preparatory English, Spring 2017
Section BB: Monday/Wednesday, 8:00 am–9:15 am
                      
North 112 
Steps for Writers: Sentences and Paragraphs to the Essay, vol. 1, 2 ed.

Brian T. Murphy

Bradley Hall, Y-16 (Placement Office)
516-572-7185, ext. 25686

e-mail: brian.murphy@ncc.edu

Schedule and Office Hours
 

Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.

 

Description

Objectives

Texts

Policies 

Assignments

 Grading 

Schedule

Links

Important Announcements and Updates: Click HERE
 

Print-friendly (MS Word) course outline here.
Other printable documents:
Rubric for Evaluation of Student Writing
 Standard MLA Format for Essays
Revision and Editing Checklist
Incorporating Sources
Paragraph Outline
Essay Outline

 

DESCRIPTION:
This course provides intense instruction in small classes to enable underprepared students to meet the demands of college-level writing. Specifically, students practice basic writing skills in preparation for the requirements of English 101 (See catalog description of English 101.) English 001 curriculum is designed to teach writing as a process encompassing pre-writing exercises, drafting, revising, and editing, but it is also provides review and instruction in basic grammar, punctuation, sentence boundaries and structural and developmental issues related to basic composition. Freshmen assigned to English 001 must pass it before enrolling in ENG 101. English 001 is a pass/fail course with no withdrawals allowed. 

 

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COURSE GOALS AND OUTCOMES:

Course Goals

Learning Outcomes

Writing Literacy: to produce precise, clear, grammatically-correct, well-developed, and well-organized writing appropriate to academic, social, and occupational fields

Produce coherent texts within common college level forms

Revise and improve such texts

Critical Thinking: develop critical thinking skills

Identify, analyze, and evaluate arguments as they occur in their own and others’ work

Develop well-reasoned arguments

Informational Literacy: to develop skills to locate, evaluate, and incorporate relevant source materials into the construction and expression of an informed point of view

Apply ethical and legal standards for use of source information, demonstrating the application of accepted ethical and legal restrictions on the use of published works

OBJECTIVES:
Students in English 001 will work:

1.  To become aware of thinking and writing as processes of exploration, development and confirmation of ideas accomplished though written structures.

2.  To develop specificity in discussing and writing, based on a realization of the interconnectedness of ideas and topics found in published texts across all disciplines.

3.  To discuss and respond according to the process of writing, to three particular topics, through brainstorming, thesis development, and drafting.

4.  To become aware of sequencing ideas in order to develop meaningful context through essay organization.

5.  To summarize and paraphrase effectively.

6.  To develop an understanding of simple, compound, and complex sentence structures, in order to manipulate these structures to produce clear, coherent, organized writing.

7.  To learn revision as a necessary component of the writing process.

8.  To edit and proofread, in the last stages of drafting and revision, for usage and correctness of grammar, spelling, and punctuation.

9.  To develop and present a portfolio of at least three essays, made up of both in class and revised outside work, all of which reflect the writing process, assembled and presented by the student as a supplement to the ENG001 exit essay.

 

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TEXTS:

(see also Additional Textbook Options, below)

Required:

Eggers, Philip. Steps for Writers: Sentences and Paragraphs to the Essay, Vol. 1, 2nd ed. Boston: Pearson, 2013. ISBN 9780205110438.

    College bookstore options:
Buy new: $64.85
Buy used: $48.65
Rent new: $58.35
Rent used: $29.20

Also, available used starting at $23.99 at Amazon.com***

Supplemental handouts, to be distributed in class.

A good college-level (paperback) dictionary (Available used starting at $0.01 at Amazon.com).

Other materials:

A thumb drive or other portable storage device.
Pens (blue or black ink only) and a notebook and/or supply of 8½ x 11" ruled paper, not spiral bound. Paper torn out of spiral-bound notebooks is not acceptable and will be returned unread and ungraded.

Recommended additional texts:**

Bloom, Harold. How to Read and Why. New York: Scribner, 2000. (Available starting at $1.00 at Amazon.com)***

Cain, Susan. Quiet: The Power of Introverts in a World That Can't Stop Talking. New York: Random House, 2012, 2013. ( Available stating at $3.88 at Amazon.com)

Casagrande, June. Grammar Snobs are Great Big Meanies: A Guide to Language for Fun and Spite. New York: Penguin, 2006. (Available starting at $3.94 at Amazon.com)

---. Mortal Syntax: 101 Language Choices That Will Get You Clobbered by the Grammar SnobsEven If You’re Right. New York: Penguin, 2008 (Available used starting at $6.61 at Amazon.com).

Cathcart, Thomas and Daniel Klein. “Logic.” Plato and a Platypus Walk into a Bar...: Understanding Philosophy Through Jokes. New York: Abrams Image, 2006. 27-49. (Available used starting at $6.73 at Amazon.com)

---. Aristotle and an Aardvark Go to Washington: Understanding Political Doublespeak through Through Philosophy and Jokes. New York: Abrams Image, 2007. 27-49 (Available used starting at $10.85 at Amazon.com).

Crystal, David. Words, Words, Words. New York: Oxford U P, 2006 (Available used starting at $9.28 at Amazon.com).

Garvey, Mark. Stylized" A Slightly Obsessive History of Strunk & White’s The Elements of Style.. New York: Touchstone/Simon & Schuster, 2009. (Available starting at $14.48 at Amazon.com).†

Kozol, Jonathan. Letters to a Young Teacher. New York: Crown, 2007 (Available starting at $12.15 at Amazon.com).

---.  The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005 (Available starting at $10.17 at Amazon.com).

Lamotte, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor, 1995. (Available starting at $3.09 at Amazon.com)

Lederer, Richard. Anguished English: An Anthology of Accidental Assaults Upon Our Language. Charleston, SC: Wyrick & Company, 1987 (Available used starting at $0.01 at Amazon.com).

---.  More Anguished English: An Expose of Embarrassing Excruciating, and Egregious Errors in English. New York: Dell, 1994 (Available used starting at $0.01 at Amazon.com).

Levitin, Daniel J. A Field Guide to Lies: Critical Thinking in the Information Age. New York: Dutton/Penguin, 2016. ( Available new starting at $9.53 at Amazon - cheaper than used!)***

Miller, Frank, et al. Batman vs. Superman: The Greatest Battles. Burbank, CA: DC Comics, 2015. (Available used starting at $3.99 at Amazon.com)

Morrison, Grant. Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God from Smallville Can Teach Us About Being Human. New York: Spiegel and Grau, 2011. (Available used starting at $2.15 at Amazon.com).

Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Penguin, 1985, 2005. (Available used starting at $6.74 at Amazon.com).

Shamalyan, M. Knight. I Got Schooled: The Unlikely Story of How a Moonlighting Movie Maker Learned the Five Keys to Closing America’s Education Gap. New York: Simon & Schuster, 2013. (Available used starting at $0.01 at Amazon.com).

Truss, Lynne. Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation. New York: Gotham Books, 2004 (Available used starting at $2.70 at Amazon.com).

*Note: Many of the essays to be read and discussed are available online; these are indicated on the schedule (below) as hyperlinks. However, students are still strongly cautioned that they will need to purchase the textbook, both for important information and instructions on the various rhetorical modes and also for several essays not available online.

** Recommended additional texts are not required purchases, and have not been ordered for the course; however, they provide—depending on the course— alternative readings, historical and cultural backgrounds, criticism, personal literary responses, or entertaining (irreverent, possibly sacrilegious) revisions. Students who find themselves becoming deeply interested in one or more of the required readings may find these interesting and/or useful. When indicated with a dagger (†), texts are only provisionally recommended, as I have not read these works yet, although they have received excellent reviews or recommendations.

*** Prices listed at Amazon.com do not include shipping, and are accurate as of original posting date only; no guarantees of prices or availability are express or implied§.

 

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CLASS POLICIES:

Attendance:
As per the Nassau Community College attendance policy“Students are expected to attend all classes. Absences due to illness or for other serious reasons may be excused at the discretion of the instructor. Students are advised that absences in excess of 10% of the total class meetings may result being dropped from the course.”  Students must not only attend every class but also arrive on time, be prepared, and take an active part in class (see Participation, below); students may be required to sign in each class session to verify their attendance. Excessive absences or latenesses will adversely affect your grade: Students may miss no more than three classes; further absences will result in a reduction of the final grade by one full letter grade for each additional absence. Students unable to attend class should contact the instructor regarding their absence; in addition, students are responsible for submitting all work on time regardless of absences. In addition, once students get to class, they are expected to stay in the classroom until the class is over. Leaving class early or getting up in the middle of class is considered disruptive behavior and should happen only in extreme emergencies.

Classroom Behavior:
Students are expected to be present, prepared, attentive, and active participants in the learning process. As such, any distracting or inappropriate behavior or unauthorized use of electronic devices* is strictly prohibited. Students who wish to use a laptop for note-taking may be allowed to do so at the instructors discretion, but will be required to sit in the front row and to submit a copy of their notes to the professor at the end of each class; failure to do so will result in being recorded as absent. Eating, sleeping, texting, or other inappropriate behavior may result in your being asked to leave the class and will adversely affect your final grade. According to the “Student Code of Conduct,” “The College is committed to providing an atmosphere in which students have freedom to learn and engage in the search for truth, knowledge, and reason in accordance with the standards set forth by the academic community. Conduct that adversely affects a student’s responsible membership in the academic community shall result in appropriate disciplinary action.” Appropriate disciplinary action may include but is not limited to probation, suspension, and expulsion from the college. See the Nassau Community College Classroom Management Policy and Student Code of Conduct in the college catalog.

*On cell phone use in class, see Andrew Lepp, Jacob E. Barkley, and Aryn C. Karpinski. The Relationship between Cell Phone Use and Academic Performance in a Sample of U.S. College Students.” SAGE Open 19 Feb. 2015.

Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to failure for the course and expulsion from the college. See the Nassau Community College policy on Academic Dishonesty & Plagiarism.

Homework/Essay Submission:
All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period, as indicated on the schedule, below. Students may also be required to submit an electronic copy of their work via TurnItIn.com; details to be announced.
Essays submitted by email will not be accepted, and late work if accepted will be penalized 10% for each day it is late; see below. All at-home work must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. In-class work must be neatly printed in blue or black ink on loose-leaf composition paper or in bluebooks provided by the instructor and double-spaced§. All essays must also include a proper heading (see Purdue Online Writing Lab’s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Finally, all work should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Paragraph Outline or Essay Outline and Revising and Editing Checklist for additional assistance.

§  On format, handwriting, and neatness, see Chase, Clinton I. “Essay Test Scoring: Interaction of Relevant Variables.” Journal of Educational Measurement 23.1 (1986): 33-41; and  Marshall, Jon C. and Jerry M. Powers. “Writing Neatness, Composition Errors, and Essay Grades.” Journal of Educational Measurement 6.2 (1988): 306-324.

Revisions:
All essays may be revised and resubmitted by the due dates announced when the graded essays are returned. Revisions must be substantially revised, not merely “corrected” versions of the original essay (revisions should be based upon the Revising and Editing Checklist and relevant information from class and the textbooks), and must be submitted with the original graded essay and/or draft(s) attached as well as one full typed page detailing the changes made, in the following  pattern:

  • Paragraph 1: Changes in content. What was added, deleted, or modified.

  • Paragraph 2: Changes in organization. What sentences, ideas, or paragraphs were moved, how things were rearranged, and why.

  • Paragraph 3: Cosmetic level changes. What specific editing for grammar was performed, or what corrections made in punctuation, mechanics, and diction.

Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a “revision.”

Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, no make-up opportunities will be offered or late work accepted, except under extraordinary circumstances with appropriate documentation, and late work will be penalized 10% for each day or portion thereof it is submitted after the due date. Note: As all work is due at the beginning of the class period, this includes work submitted after class has begun on the due date.

Excuses such as “crashed computers,” “lost flash drives,” or “empty printer ink cartridges” will not be accepted. All essays or work should be saved both on your computer’s hard drive and again on removable storage device as well as uploaded to cloud storage. (OneDrive, et cetera) Students should also keep backup copies of all work submitted.

*See also,  Mike Adams, “The Dead Grandmother/Exam Syndrome.”

Disabilities and Accommodations:
If you have a physical, psychological, medical, or learning disability that may impact on your ability to carry out the assigned coursework, I urge you to contact the staff at the Center for Students with Disabilities (CSD), Building U (516 572-7241), TTY (516) 572-7617. The counselors at CSD will review your concerns and determine to what reasonable accommodations you are entitled as covered by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. All information and documentation pertaining to personal disabilities will be kept confidential.

Additional Assistance:
Students should avail themselves of the Writing Center and Help Centers available in the English and Reading/BEP departments, located at Bradley and North Halls and the Library, as part of this course. These services can be considered an integral part of the course work and will help the student to master the necessary knowledge and skills for Preparatory English.

 

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ASSIGNMENTS:
Attendance and Participation:
As this class will combine both lecture and discussion, students are expected both to attend every session and to take an active part in class—joining in discussions and raising questions. Discussion is one of the best ways to clarify your understandings and to test your conclusions. Open discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the same as your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will be respected. Questions, discussion, disagreement, and laughter are all encouraged. Taking an active part also means being prepared: students should bring pens, a notebook and/or loose-leaf paper, and the textbook  to every class; in addition, all reading or writing assignments must be completed in advance, according to the schedule (below).

Diagnostic Essay (ungraded):
Students will complete an in-class Diagnostic Essay at the beginning of  the semester on a topic provided; this essay will be read and returned, but will not receive a grade, nor will it affect your final average. Students should keep this essay as the first item in their Portfolios (see below).

Quizzes and Online Exercises:
With the exception of the first week, class may begin with a short (five- to ten-minute) quiz on the readings for the day, at the instructor’s discretion. Quizzes cannot be made up; if you miss a quiz due to absence or lateness, that grade will be regarded as a 0. At the end of the semester, the lowest quiz grade will be dropped. Online Exercises reviewing essential grammar and/or writing skills may also be assigned, to be completed in class, or to be done online as homework and submitted electronically.

In-Class Writing:
Students will complete various in-class writing assignments during the semester, possibly including but not limited to short summaries, mini-essays, and response papers.

Essays:
Students will complete at least four (4) expository essays of at least five to eight paragraphs during the semester, including the in-class Final Essay. For each, a topic or list of topic choices will be provided. Essays must be on one of the assigned topics or they will receive grades of zero (0). A
s per the English Department’s policy, all students must receive a passing grade of at least “4”on the Final Essay to pass English 001; see Rubric. Graded essays and any revisions should be retained by students for their Portfolios.

Portfolio:
The portfolio is a collection of written work produced over the course of the semester. All written work, from the diagnostic essay through the final essay, including revisions, should be kept in a folder and submitted at the end of the semester to be reviewed; the final portfolio should include clean (ungraded, revised, corrected) copies of the three best essays written during the semester. Complete portfolios demonstrating consistent improvement may, in extraordinary circumstances, merit a passing grade in cases where the final exam is judged unsatisfactory; see Grading, below.

 

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Additional Recommended Events:

Introduction to Blackboard

The Office of Distance Education is holding on-campus open
demonstrations for students in G Building, Room 149:

Thursday, January 19, 2:303:45 pm

Friday, January 20, 2:003:15 pm

Monday, January 23, 3:304:45 pm

Tuesday, January 24, 11:30 am12:45 pm

No sign-up needed! First-come-first-serve basis!

For questions, please call the Office of Distance Education

516.572.7883

 

Writing Center Grammar Review Workshops (1 point each)
Sentence Building and Avoiding Run-ons, Comma Splices, and Fragments
Using Correct Punctuation: Commas, Semicolons, and Colons
Subject-Verb Agreement, Verb Formation, Tense Usage

Tuesday/Thursday Club Hour Series: 11:30 am to 12:45 pm

Thursday, March 2

Library L 233-A

Building Compound Sentences

Tuesday, March 7 Library L 233-A

Building Complex Sentences

Tuesday, March 7 Bradley Hall Ballroom

Building Compound Sentences

Tuesday, March 14 Bradley Hall Ballroom

Building Complex Sentences

Tuesday, March 21 Library L 233-A

Understanding and Using Verb Tense

Thursday, March 23 Bradley Hall Ballroom

Subject-Verb Agreement

Tuesday, March 28 Library L 233-A

Using Correct Punctuation

Tuesday, March 30 Bradley Hall Ballroom

The Verb Phrase

Wednesday Afternoon Series: 2:00 pm to 3:15 pm, Bradley Hall Ballroom

Wednesday, March 1

Bradley Hall Ballroom

Building Compound Sentences

Wednesday, March 8

Bradley Hall Ballroom

Building Complex Sentences

Wednesday, March 15

Bradley Hall Ballroom

Subject-Verb Agreement

Wednesday, March 22

Bradley Hall Ballroom

The Verb Phrase

Tuesday Evening Series

Tuesday, Feb.14
 5:30-6:50 pm

G 233

Building Compound Sentences

Tuesday, Feb. 28
 5:30-6:50 pm

Library L 233-A

Building Complex Sentences

Tuesday, March 21
 7:00-8:20 pm

G (Room TBD)

Using Correct Punctuation

Tuesday, March 28
 7:00-8:20 pm

Library L 233-A

Using Correct Punctuation

The Writing Centers are located in Bradley Hall (Bldg. Y) and on the second floor of the Library, room L233
572-7195 or 572-3595
wcenter@ncc.edu      www.ncc.edu/writingcenter

 

Writing Center MLA Research and Documentation Workshops (1 point)
Topics include: Locating and Evaluating Sources
Integrating Sources into an Essay
Creating and Formatting a Works Cited List

Dates, Times, and Locations TBA

Academic Success Workshops and Learning Skills Workshops (1 point each)
NCC Center for Educational and Retention Counseling

Academic Success Workshops

It's “About Time”: Managing Time, Self, & College
February 7, 11:30am - 12:45pm - M206
February 14, 11:30am - 12:45pm - M206

Being Successful in an Online Class
March 23, 11:30am -12:45pm - G149

Learning Skills Workshops
(
It is recommended that students attend all four of the following)

  1. Listening/Note-Taking
    March 7, 11:30am - 12:45pm Bldg. M206

  2. Studying and Organizing For Classes 
    March 14, 11:30am - 12:45pm Bldg. M206

  3. Reading College Textbooks
    March 21, 11:30am - 12:45pm Bldg. M206

  4. Test-Taking
    March 28, 11:30am - 12:45pm Bldg. M206

  5. Managing Test Anxiety
    April 18, 11:30am - 12:45pm Bldg. M206
    April 25, 11:30am - 12:45pm Bldg. M20

For questions, call 516-572-7141
CERC Office, Nassau Hall, M19

 

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GRADING:
There are no final grades given in this class; student receive either an S (“Satisfactory”) or U (“Unsatisfactory”). To pass the class, students must:

 

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SCHEDULE AND PROJECTED OUTLINE:

 

important dates: SPRING 2017 SEMESTER

Mon. 16 Jan. Martin Luther King, Jr. – COLLEGE HOLIDAY – offices closed
Tue. 17 Jan. Day, Evening & Distance Education classes begin
Fri.20 Jan. Weekend College classes begin
Mon. 23 Jan. Full, 1st half semester & Distance Education classes last day drop/add;
1st half semester classes last day drop without a W grade
Mon. 6 Feb. Full semester classes last day drop without a W grade
Tue. 14 Feb. Evening Activity Hour: 5:30 p.m. class will not meet; all other classes follow a regular schedule
Fri. 17 Feb. Evening classes do not meet (classes beginning after 5:01 p.m.)
Sat.-Thu. 18-23 Feb. Classes do not meet
Mon. 20 Feb. Presidents’ Day – COLLEGE HOLIDAY – offices closed
Fri. 24 Feb. Day classes do not meet; Evening classes meet on a regular schedule (classes beginning after 5:01 p.m.)
Fri. 10 March 1st half semester classes last day automatic W
Mon. 20 March 1st half semester classes end
Tue. 21 March 2nd half semester classes begin;
Evening Activity Hour: 7:00 p.m. class will not meet; all other classes follow a regular schedule
Wed. 22 March 2nd half semester classes last day drop/add
Mon. 27 March 2nd half semester classes last day drop without a W grade
Sat. 1 Apr. Classes do not meet; MW – if necessary, WEEKEND COLLEGE classes will meet
Sun. 2 Apr. Classes do not meet
Fri. 7 Apr. Full semester classes last day automatic W
Mon.–Sun. 10-16 Apr. Classes do not meet
Tue. 11 Apr. Passover – COLLEGE HOLIDAY – offices closed
Fri. 14 April Good Friday – COLLEGE HOLIDAY – offices closed
Tue. 18 April Evening Activity Hour: 8:30 p.m. classes will not meet; all other classes follow a regular schedule
Wed. 3 May Evening classes extended by 5 minutes for final exams
Mon. 8 May 2nd half semester classes last day automatic W;
Evening classes extended by 5 minutes for final exams
Tue. 9 May Evening classes extended by 5 minutes for final exams;
Evening classes end
Wed. 10 May ME – if necessary EVENING classes will meet if a Monday or Wednesday is being made up
Thu. 11 May ME – if necessary, EVENING classes will meet if a Tuesday or Thursday is being made up
Sun. 14 May Weekend College ends
Mon. 15 May Day, 2nd half semester & Distance Education classes end

NOTE: All dates subject to change.
See
ACADEMIC STUDENT CALENDAR Spring 2017 (.pdf)

Readings and Assignments

Note: All readings below are required, and must be completed by the session indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources.

Readings from Steps for Writers: Sentences and Paragraphs to the Essay are identified below by chapter title as well as page numbers, e.g., “The Writing Process” (Eggers 2-8); readings from the Norton Online Handbook are identified by title and section number; e.g., “Sentence Fragments” (Norton S-2). Additional readings, including online texts or handouts, will also be assigned.

Red text indicates due dates or links to assignments; Blue text indicates links to assignments, resources, or online versions of texts. (Note: While every effort is made to verify the accuracy and usefulness of these links and their contents, no guarantees are made. Please notify me of any broken or outdated links at Brian.Murphy@NCC.edu.)

Note: This schedule is subject to revision according to the instructor’s discretion, the academic calendar for the semester, school closings due to inclement weather or other reasons, and the progress of the class. Additions or changes will be announced in class, and they will also be posted here as well as on the class Announcements page.

 

   Readings and Assignments:

Tue.,
 17 Jan

 Day, Evening & Distance Education classes begin

Wed.,
 18 Jan

 Course Introduction: Syllabus, texts, policies, assignments, web page

Mon.,
 23 Jan

 Diagnostic Essay

Wed.,
 25 Jan

 “To the Student (Eggers xx-xxii), Introduction: Visualizing the Paragraph in Context (xxiii-xxv), and The Writing Process (28)

Mon.,
 30 Jan

 Anne Lamott, “Getting Started” (Handout)
 The Norton Online Handbook and Online Exercises

Wed.,
 1 Feb

 Anne Lamott, “Short Assignments, “Shitty First Drafts,” and “Perfectionism” (Handout);
 “Writing and Correcting Sentences”: Fragments, Run-ons, and Comma Splices (Eggers 98112)
 (See also, Online Grammar: Readings and Exercises)

Mon.,
 6 Feb

 “Paragraph Basics” (Eggers 9–26); “Matching Sentence Parts” (Eggers 116–129);
 (See also, Online Grammar: Readings and Exercises)
;
 “Complete Sentences” (Norton S-1), “Fragments” (Norton S-2), “Comma Splices and Fused Sentences” (Norton S-3)

  Essay 1 Due (Diagnostic Essay Revisions);
 Online Exercises due:

Sentence Elements, Clauses, Phrases;
Identifying Fragments, Editing Fragments, Comma Splices and Fused Sentences, Editing Comma Splices and Fused Sentences

Wed.,
 8 Feb

 Qualities of Effective Paragraphs” (Eggers 2739); “Revising Your Paragraphs” (Eggers 89-97);
 Amy Tan,
Fish Cheeks” (.pdf - Handout)

Mon.,
 13 Feb

 “Building Essays out of Paragraphs” (Eggers 154–165);
 Gloria Naylor,
Mommy, What Does Nigger Mean?” (.pdf - Handout);
 “Subject-Verb Agreement” (Norton S-5), “Pronoun-Antecedent Agreement” (Norton S-6a)

 Online Exercises due:

S-V Agreement Review, S-V Separated, Compound Subjects, Subject after Verb, Collective Nouns, Indefinite Pronouns, Who, That, Which

Pronoun Review, Pronoun Agreement

Wed.,
 15 Feb

 “Revising and Correcting Your Essays” (Eggers 166–177)

 Essay 1 Revisions Due;
 Essay 2 Due

Mon.,
 20 Feb

 No classes: Winter Break

Wed.,
 22 Feb

 No classes: Winter Break

Mon.,
 27 Feb

 “Creating Varied Paragraphs”: Narration and Description (Eggers 40–48);
 Jewelle L. Gomez
, “The Event of Becoming” (.pdf - Handout);
 “Adjectives and Adverbs” (Norton W-5)

 Online Exercises due:

Adjectives and Adverbs - 1, Adjectives and Adverbs - 2, Modifier Placement

Wed.,
 1 Mar

 “Creating Varied Paragraphs”: Comparison and Contrast (Eggers 48–53);
 Caroline Hwang, “The Good Daughter
(.pdf - Handout)

 *See also, some interesting comments about Hwang and “The Good Daughterhere.

 Essay 2 Revisions Due

Mon.,
 6 Mar

 Laila Al-Marayati and Semeen Issa, “An Identity Reduced to a Burka”;
 “Pronoun Reference (Norton S-6b), “Pronoun Case (Norton S-6c), “Verbs (Norton S-4)

 *See also,  Schmidgall, Gary. “A Counter-Veiling Manifesto.” (Rev. of Marnia Lazreg's Questioning the Veil:
      Open Letters to Muslim Women
). CUNY Matters Nov.-Dec. 2009: 19. Print. (also  here in .pdf)

 Online Exercises due:

Pronoun Reference, Pronoun Case

Verb Tenses, Verb Forms, Active and Passive, Mood

Wed.,
 8 Mar

 “Creating Varied Paragraphs”: How-to and Process (Eggers 53–58)

Mon.,
 13 Mar

 Yasmine Bahrani, “Racial Identity in America: Can't We Just Be Ourselves?” (aka “Why Does My Race Matter?”) (Handout);
 “Audience,” “Genre” (Bullock 57-63); “Words” (Norton W, especially “Appropriate Words” (W-1), “Precise Words” (W-2),
 and “Unnecessary Words” (W-4))

 Online Exercises due:

Appropriate Words - 1, Appropriate Words - 2, Precise Words

Commonly Confused Words - 1, Commonly Confused Words - 2, Commonly Confused Words - 3

Empty Words and Expletives, Wordy Phrases and Redundancies

Wed.,
 15 Mar

 Creating Varied Paragraphs”: Persuasion (Eggers 67–75)

Mon.,
 20 Mar

 

 “Punctuation” and “Mechanics” (Norton P-1 through P-11) Online Exercises due:

Commas: Review
*Commas: Independent Clauses, Commas: Introductory Words, Commas: Series, Commas: Nonrestrictive Clauses, Commas: Parenthetical, Commas: Quotations etc, Commas: Addresses & Dates

Semicolon: Review
*Semicolon: Independent Clauses, Semicolons: Series

End Punctuation: Review

Quotation Marks: Review
*Quotation Marks: Quotations, Quotation Marks: Titles, Double and Single Quotation Marks

Question Marks: Punctuation

Apostrophes: Review
*Apostrophes: Possessives, Apostrophes: Contractions, Apostrophes: Possessives & Plurals

Capitalization: Review
*Capitals: Proper Nouns, , Capitals: Titles & Sentences

Italics: Review
*
Italics: Titles, Italics: Non-English Words

Other:
*
Colons, Dashes, Parentheses, and Brackets
*Hyphens: Compounds, Hyphens: Word Breaks
*Abbreviations: Review
*Numbers

Wed.,
 22 Mar

 Ben Mattlin, “Wheelchair Guys Are All Alike.” New York Times. 11 March 2012. Web (Handout)

Mon.,
 27 Mar

 Ortiz Cofer, “The Myth of the Latin Woman  ” (.pdf - Handout)

 *See also,   “Don't Cry for Me, Argentina” from Evita
     Maria” from West Side Story
     La Bamba” by Los Lobos  (music video featuring scenes from La Bamba,
     with Lou Diamond Philips as Ritchie Valens)

Wed.,
 29 Mar

 Staples, “Black Men in Public Space” (,pdf - Handout)

 *See also,  Jan, Tracy. “Harvard Professor Gates Arrested at Cambridge Home.” Boston Globe 20 Jul 2009.
           http://www.boston.com/news/local/breaking_news/2009/07/harvard.html
      Podhoretz, Norman. “My Negro Problem - And Ours.” Commentary Feb. 1963: 93-101.
     
Santos, Fernanda and Michael Wilson. City Councilman Jumaane D. Williams Is Handcuffed at
           West Indian Day Parade .” New York Times 5 Sep. 2011. http://www.nytimes.com/2011/09/06/
           nyregion/city-councilman-jumaane-d-williams-is-handcuffed-at-west-indian-day-parade.html
.

Mon.,
 3 Apr

 Further readings. assignments, and due dates will be announced as the semester goes on. 

Wed.,
 5 Apr

Mon.,
 17 Apr

Wed.,
 19 Apr

 “Writing Under Pressure: Facing Writing Examinations” (Eggers 163–165)

Mon.,
 24 Apr

Wed.,
 26 Apr

Mon.,
 1 May

 In-Class Writing: Practice Essay 1

Wed.,
 3 May

 In-Class Writing: Practice Essay 2

Mon.,
 8 May

Final Exam (In-Class Essay)

Wed.,
 10 May

Class does not meet

Mon.,
 15 May

Class does meet: Course wrap-up, Final conferences;
End of Spring 2016 Day Classes
   

 

 

 

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TOPICS AND GENERAL ESSAY INSTRUCTIONS:

For each of the assigned essays and projects, a topic or list of topic choices will be provided. Your work must be on one of the assigned topics for that assignment or developed in consultation with the instructor, or it will receive a grade of zero (0). All work must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted (see above). Failure to bring the required essay will result in a zero for the assignment, without opportunity for revisions.

For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader. Remember that you are not summarizing the works, but responding to them in a critical manner. Be sure to include evidence or examples from the specific text(s) that you are writing about, but do not retell the story, and do not copy directly from the textbook or readings except when quoting.

Note: Feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Speak to me before or after class or email me to set up an appointment during my office hours.

 

Diagnostic Essay: Monday, 23 January
To be completed in class.
Select one of the following statements to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined). This essay will be read and returned, but will not receive a grade, nor will it affect your final average; however, it should be kept as the first item in your portfolio. You will have approximately one hour to complete this essay. (Use of “I” is allowed for either choice.)

Topics:

1.  Many students begin their college careers anxious about how a particular weakness, handicap, disadvantage, or “difference” will keep them from prospering academically and/or socially. Discuss one personal characteristic that you suppose will present challenges to your academic success and/or social contentment, and then discuss a realistic strategy that will help you work your way through or around these challenges.

2.  Use the following as your thesis: I’m proud of being _______________________, but it’s not without its problems.

      You should try to think of something you are genuinely proud of, but something that comes with complications as well. This is a personal narrative in a way, but the second half, about the problems, requires you to consider opposite sides of an issue.

 

Essay 1: Diagnostic Essay Revision
Finished, typed draft due in class Monday, February 6.
Revision due Wednesday, February 15;
Second (optional) revision due date TBA.

Begin with the in-class paragraph you did on Monday, January 23, in response to one of the two prompts:

1.  Many students begin their college careers anxious about how a particular weakness, handicap, disadvantage, or “difference” will keep them from prospering academically and/or socially. Discuss one personal characteristic that you suppose will present challenges to your academic success and/or social contentment, and then discuss a realistic strategy that will help you work your way through or around these challenges.

2.  Use the following as your thesis: I’m proud of being _______________________, but it’s not without its problems.

      You should try to think of something you are genuinely proud of, but something that comes with complications as well. This is a personal narrative in a way, but the second half, about the problems, requires you to consider opposite sides of an issue.

After reviewing your essay and my comments, expand and revise it into a well-developed, coherent, and thoughtful essay. Be sure to focus carefully, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive thesis statement (thesis statements must be underlined) and use appropriate topic sentences and transitions to guide the reader. Remember to include details, evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be. Your final essay should have an introduction, at least two body paragraphs, and a conclusion. See “Building Essays out of Paragraphs” (Eggers 154–163).

All essays, including drafts brought to class for peer review, must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. All essays must also include a proper heading (see Purdue Online Writing Lab's Formatting and Style Guide or Standard MLA Format for Essays), including Your Name, Course and Section number, Instructor's Name, Date, and Word Count, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

 

Essay 2:
Finished, typed draft due Wednesday, February 15;
Revision due Wednesday, March 1;
Second (optional) revision due date TBA
 

Begin with the in-class paragraph you did on February 1, in response to one of the two prompts (Eggers 99):

  • Tell about a time you changed in some way. Explain in detail how you changed and what caused the change to happen.
     

  • Think of two words that best describe you and explain how these qualities are exemplified in you.

Starting with the ideas you already have, spend at least ten minutes prewriting and expand the topic into a well-developed, coherent, and thoughtful essay. Be sure to focus carefully, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive thesis statement (thesis statements must be underlined) and use appropriate topic sentences and transitions to guide the reader. Remember to include details, evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be. Your final essay should have an introduction, at least two body paragraphs, and a conclusion. See “Building Essays out of Paragraphs” (Eggers 154–163).

All essays, including preliminary drafts brought to class, must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted in order to receive credit. All essays must also include a proper heading (see Purdue Online Writing Lab's Formatting and Style Guide or Standard MLA Format for Essays), including Your Name, Course and Section number, Instructor's Name, Date, and Word Count, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

Topics TBA

 

 

Essay 3:
Typed, Finished Typed Draft 
due  date TBA
Revised Draft due date TBA
Second Revision due date TBA
(Note: revisions are always due one week after graded essays are returned)

Be sure to read all of the assigned essays before you begin this essay, including

Select one of the following topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined) and use appropriate topic sentences and transitions to guide the reader. Whichever topic you select, be sure your essay directly answers the underlined prompt! Also, remember to include evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be. You may include your own ideas or examples or evidence from the text (or texts), but remember that you are not summarizing the essay, and do not copy directly from the text unless quoting. When quoting, remember to incorporate sources correctly and use appropriate use signal phrases.

All essays, including preliminary drafts brought to class, must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted in order to receive credit. All essays must also include a proper heading (see Purdue Online Writing Lab's Formatting and Style Guide or Standard MLA Format for Essays), including Your Name, Course and Section number, Instructor's Name, Date, and Word Count, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

Topics TBA

Note: the “Draft is not a finished essay; rather, your submission should be a thesis and three to four topic sentences, typed, as follows:

Thesis:  A statement of your main idea concerning one of the two topics above, including:
     1) the TOPIC (
problems associated with social networking or examples of homophobia and intolerance );
     2) your FOCUS (the claim or assertion you are making, specifically,
ways in which these problems could be reduced or prevented); and
     3) the MAJOR DIVISIONS of your essay, or MAIN POINTS to be developed

 

Topic sentence 1:  A sentence utilizing an appropriate transition, indicating the first major division or topic, and emphasizing or reiterating the main idea from your thesis .

 

Topic sentence 2:  Another sentence utilizing a different transition, indicating your second major division, connected to the main idea from your thesis.

 

Topic sentence 3:  A third sentence with a transition, indicating the third major division or topic, and supporting your main idea.

 

Topic sentence 4:  (as needed)

The essay submitted on Thursday April 7/Friday April 8, however, must be a final, typed draft.

 

Practice Essay 1 (In-Class Essay): 
Monday, 1 May

Select one of the following topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined) and use appropriate topic sentences and transitions to guide the reader. Whichever topic you select, be sure your essay directly answers the prompt! Also, remember to include evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be. You may include your own ideas or examples or evidence from the text (or texts), but remember that you are not summarizing the essay, and remember to incorporate sources correctly and use appropriate use signal phrases.

Essays must be neatly printed in the provided bluebooks or typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted in order to receive credit. All essays must also include a proper heading (see Purdue Online Writing Lab's Formatting and Style Guide or Standard MLA Format for Essays), including Your Name, Course and Section number, Instructor's Name, Date, and Word Count, either on the bluebook cover or in the upper left corner of typed essays, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

Topics TBA

 

Practice Essay 2 (In-Class Essay):
Wednesday, 3 May

Select one of the following topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; and have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined) and use appropriate topic sentences and transitions to guide the reader. Whichever topic you select, be sure your essay directly answers the prompt! Also, remember to include evidence, examples, or other support for your assertions; the more support you include, the stronger and more convincing your essay will be. You may include your own ideas or examples or evidence from the text (or texts), but remember that you are not summarizing the essay, and remember to incorporate sources correctly and use appropriate use signal phrases.

Essays must be neatly printed in the provided bluebooks or typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted in order to receive credit. All essays must also include a proper heading (see Purdue Online Writing Lab's Formatting and Style Guide or Standard MLA Format for Essays), including Your Name, Course and Section number, Instructor's Name, Date, and Word Count, either on the bluebook cover or in the upper left corner of typed essays, and should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation.

Topics TBA

 

Essay 4: Final Exam (In-Class Essay):
Monday, 8 May

Topics TBA

 

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Links

 

Grammar, Writing, and Research Papers:

Prentice Hall’s iPractice Study Guides and Strategies
Patterns for a Purpose How to Write a Research Paper
Online English Grammar

More on Writing a Research Paper

A Guide to Grammar & Writing

MLA-Style Citations

Another Guide to Grammar and Style

Getting an A on an English Paper

Plagiarism.org

TurnItIn.com

The Grammar Curmudgeon Society for the Preservation of English Language and Literature

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