Morris ENG 1113 Syllabus

Itawamba Community College: Fulton CampusEnglish Composition I (ENG 1113) Spring 2010Keith MorrisBusiness Education Building (BE) [email protected] / (662) 862-8055Course Description: A study of grammar and composition with emphasis on the sentence and the paragraph. Reading

frequent themes required. Three lecture hours. Three semester credits.Text and Materials:

Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004. ISBN: 978-0-7432-7356-5Steinbeck, John. Of Mice and Men. 1937. New York: Penguin, 1993. ISBN: 978-0-14-017739-8Taylor, Katherine K. Address Unknown. 1938. New York: Washington Square P, 2001. ISBN: 0-7434-1271-0Trimmer, Joseph F. The New Writing with a Purpose. 14th ed. Boston: Houghton, 2004. ISBN: 0-618-31847-X1 manila file folder (for 8 ½ x 11 paper).(Optional) Criterion

Grading:A = 90-100; B = 80-89; C= 70-79; D = 60-69; F = 0-59Essays and Tests = 65%; final exam = 25%; daily grades = 10%.

Attendance:6 absences (excused or unexcused) are allowed for a class that meets 3 times weekly—4 for a class that meets twice weekly. Three tardies constitute an absence. A student is dropped on the 7th absence—5th for a class that meets twice weekly.

Academic Honesty Plagiarism and cheating are not tolerated. See the Student Guide for details.First offense – 0 for the assignment.Second offense – F for the course.Third offense – Two year suspension

Electronic Devices – Students using electronic devices (cellphone, PDA, etc.) receive a warning for the first offense and are dismissed from the class on the second offense. Laptops may be used for note-taking and for in-class drafting on typing days only. Under no circumstances should the internet be accessed. Leaving the classroom to use a cellular phone for any reason results in dismissal from that day’s class, counts as an absence, and counts as a warning. Emergency phone calls should be directed to the Dean’s office. Electronic devices must be stored out of sight during class. All devices should be powered off BEFORE entering the classroom. Failure to power off before class constitutes a warning/dismissal.

Make-up Tests: With an excuse, make-up tests are given on an individual basis and must be taken before the next class meeting; without an excuse, an essay make-up test is given. No more than one make-up is allowed. Daily grades, in-class essay work, and short essays are not made up.

Late Assignments: Late essays are penalized a minimum of one letter grade per day late. Essays later than five days will not be accepted, and a 0 grade will be recorded for the assignment. Essays are due at the beginning of class on the due date. All essays must be submitted in paper copy or via Blackboard. Emailed essays are not accepted. All suspected essays will be checked for plagiarism, and violations will be reported.

Course Requirement: Check email before class.Weekly Assignments (Dates and assignments are tentative):

Week 1 (1/4-1/8) – Course introduction, Essay I assignment.Week 2 (1/11-1/15) – Chapters 1-4; writing summary due; verb tenses and subjects.Week 3 (1/18-1/22) – MLK Jr. Day; essay structure, fragments, run-ons; adjectives, adverbs, rough draft due.Week 4 (1/25-1/29) – IC’s and DC’s; plagiarism; Essay I, Test I.Week 5 (2/1-2/5) – Chapters 6, 8-10; Essay II assignment; Address Unknown due; MLA basics.Week 6 (2/8-2/12) – Commas; scratch outline; pronoun-antecedent agreement; semi-colons, quotation marks.Week 7 (2/15-2/19) – Presidents Day; rough draft due (in-class); Essay II due; Test II.Week 8 (2/22-2/26) – Address Unknown film; Short Essay I (in-class).Week 9 (3/1-3/5) – Essay III assignment, Of Mice and Men due; scratch outline (in-class); draft (in-class).Week 10 (3/8-3/12) – Draft (in-class); Type (in-class), Essay III due.Week 11 (3/15-3/19) – Spring Break!!!Week 12 (3/22-3//26) – Of Mice and Men film.Week 13 (3/29-4/2) – Short Essay II; Essay IV assignment; Good FridayWeek 14 (4/5-4/9) – Scratch outline (in-class); draft (in-class); type, Essay IV due.Week 15 (4/12-4/16) – The Great Gatsby due; Gatsby test. Essay V assignment.Week 16 (4-19-4/23) – Fitzgerald film; LRC Orientation.

mailto:[email protected]

Week 17 (4/26-4/30) – MLA; Draft.Week 18 (5/3-5/7) - Draft; review; Finals.Week 19 (5/10-5/14) – Finals.

Essays:Essays should be between 500-750 words and contain at least five paragraphs.Type all assignments double spaced, 12 point Times New Roman font.Include your name and period number on each essay.

Essay I – Narration (student’s choice of topic)Essay II – Comparison: Address Unknown.Short Essay I – Contrast: Address Unknown film and novel.Essay III – Classification: Of Mice and Men.Essay IV – Definition: Of Mice and Men.Short Essay II – Based on Of Mice and Men.Essay V (as part of the final exam) – Argument: The Great Gatsby.

Each assigned portion of essay work counts as 10% of the total essay grade. For example, if you are required to submit a writing plan (WP), a rough draft (RD) and a final, then the grade is calculated as follows:

WP = 10%RD= 10%Final = 80%Total Essay Grade = 100%

If you do not submit drafts by their assigned due date, then the highest possible grade is 80.With the exception of Essay I, all essays will be written in class. This means that the 10% portions of your total essay grade will be earned in class on the days that we draft. Late drafts will not be accepted.

Short essays will be written in class. They are worth 50 points.

Daily Grades: Daily grades include, but are not limited to in-class work, homework, and quizzes. 0% of your grade.

Writing Center:Students who visit the Writing Center (Humanities, LRC, or online) receive 3 points added to each final essay grade with the submission of the Writing Center’s analysis sheet along with the essay’s final copy. Students who attend the Writing Center tend to score 5-8 points more than those who do not attend.

Blackboard:To access Blackboard, follow these steps:1. Go to the following address: http://icc.blackboard.com2. Login using the same username and password you use to access your ICC email.3. Select the course. It should look something like this:

SPR10 ENG1113 A02 English Composition I4. Once you access the course, use the menu on the left to navigate. 5. Homework and essay assignments are listed under the “Assignments” link on the left side of the page.

Final Exam: The final exam is comprehensive, and it includes an essay question.

Americans with Disabilities Act: In accordance with Section 502 of the Rehabilitations Act of 1973 and the Americans with Disabilities Act, if you are a student with a documented disability, you may apply to the Office of Supportive and Disability Services for accommodations.

Itawamba Community CollegeCommunications Division

English 1113 Departmental Course Outline

Course Number English 1113

Course Name English Composition I

Course Description English Composition I is a study of

grammar and composition, with emphasis

on the sentence, the paragraph, and the

expository essay. Frequent essays are

required along with readings from at least

three American novels. Three semester

hours credit.

Course Prerequisites None

Lecture Hours Three lecture hours. Three semester hours credit.

Textbook Requirements Trimmer, Joseph F., ed. Writing

With a Purpose, 14th ed. New York:

Houghton Mifflin, 2004.

Supplementary Materials Three American novels

Grading System Periodic tests over the text, grammar and

mechanics assignments, and the novels,

combined with grades on writing assign

ments, will count three-fourths; the final

exam will count one-fourth. The attached

Rubric For Grading Essays will be used to

evaluate essays.

Grading Scale 100-90=A; 89-80=B; 79-70=C;

69-60=D; 59-0=F.

Course Attendance Students may miss six classes that

meet three times per week and four

classes that meet twice per week.

Students may “make-up” missed classes

by attending other sections of the same

course, night or day. Being tardy three

times equals one absence.

Unit Learning Outcomes (ULOs) 1. Students will write expressive and critical essays which demonstrate a command of structure, grammar and mechanics.

2. Students will write critical essays which reflect effective reading, analysis, and

evaluation of assigned literary works.

3. Students will select subjects, utilize sources, restrict subjects, and organize them for

documented papers using the MLA..

4. Students will demonstrate critical thinking skills in analyzing the impact of

diversity, history, science, and religion as they relate to English and American literature courses.

5. Students will demonstrate a command of reading and study skills through

performances on tests, as well as on reading

and writing assignments.

6. Students will demonstrate the effective use of word processing skills in drafting, editing, and designing written assignments (Writing Laboratory assignments).

7. Students will use appropriate vocabulary for the audience and purpose.

Course Learning Outcomes (CLOs) 1. The student will become acquainted with the resources available for writing in the Learning Resource Center and demonstrate proficiency in grammar and mechanics as indicated by the Houghton Mifflin Pre-Test of grammar and Mechanics (ULO #s 1,3).

Means of AssessmentLRC Orientation Quiz

Houghton Mifflin Diagnostic Test (Fall semester only).

2. The student will write sentences free of

major grammar errors: sentence fragments, comma splices, fused sentences, subject-verb disagreement, pronoun-

antecedent disagreement, shifts inperson, number, and mood, andfaulty tenses (ULO # 1). Means of Assessment

Essay #1 (Grading Rubric Applied)

Tests on Grammar Units

3. The student will write a variety of sentence patterns: a basic sentence

(a minimal main clause consisting of

subject, verb, and any object or complement

to complete the verb), a parallel sentence

(one that uses conspicuous or deliberate

parallelism), a balanced sentence (two

parallel structures set off against each other),

a cumulative sentence (one that begins with

the main idea and adds examples and

details), and a periodic sentence (one that

builds up through parallel construction to a

climatic statement in the final main clause).

This addresses ULO # 1.

Means of AssessmentEssay #2

Test on Sentence Development (Text)

4. The student will write topical sentences that

are restricted (narrowed to one subject),

unified (states one main idea), and precise

(specific). This addresses ULO # 1.

Means of AssessmentEssay # 2 (Grading Rubric Applied)

Test on Paragraph Development (Text)

5. The student will write well-developed

topical paragraphs which are unified

(develop one idea), complete (meet the

requirements of the topic sentence), orderly

( have logical arrangement), and coherent

(ideas, thoughts blended). This addresses

ULO # 1.

Means of AssessmentRevise Essay # 2


6. The student will write introductory paragraphs that identify the subject (general introductory statement), state the thesis (main idea of the paper), and lead into the body of the paper (transition between paragraphs). This addresses ULO #s 1,6.

Means of AssessmentEssay # 3 (Grading Rubric Applied)


7. The student will restrict a broad subject into one suitable for a 500-700 word essay (ULO #s 1, 6). Means of Assessment

Revise Essay # 3

Essay #3 Submitted in Word File

8. The student will write a thesis that is restricted (narrowed to one subject), unified (state one main idea), and precise (specific). Addresses ULO # 1. Means of Assessment Essay # 4 (Grading Rubric Applied)

Test on Invention (Chapters 1-3, Text)

9. The student will develop a scratch outline containing an hypothesis (a working thesis or possible theses), and an orderly listing of the main points or support for the thesis (ULO # 1). Means of Assessment Revise Essay # 4

Test on Text Chapters 1-3

10. The student will convert the scratch outline into a formal outline containing an appropriate thesis, divisions directly related to the thesis, a logical arrangement of the divisions, and completeness (covers all the divisions of the theses). This addresses ULO # 1. Means of Assessment Essay # 5 (Grading Rubric Applied)

Performance on Class Assignments

11. The student will use effective diction in essays (ULO # 7). Means of Assessment Essay # 5 Revision

Test on Text Chapter – Diction

Performance on Class Assignments

12. The student will write essays from these common patterns of organization: the Comparison pattern (shows how two subjects are similar or different) using either the Divided pattern or the Alternating pattern, the Classification pattern (groups subjects into categories according to a common basis), the Process pattern (shows steps in doing something), the Illustrative pattern (explains a subject by using examples), and the Definition pattern (defines a term and expands the definition through a combination of the above patterns). This addresses ULO #s 1,6, and 7.

Means of Assessment Review of Essay Portfolio

Test on Text Chapter – Patterns

13. The student will read at least three major American novels and write about them as directed by the instructor and will demonstrate an understanding of the concepts from the novels through performance on essay examinations, and demonstrate composition skills in answering essay questions (ULO #s 1, 4, 5, 7). Means of Assessment Essay Examinations on All Novels

Group Assignments on One Novel

Grading Rubric Applied for Answers

Instructional PlanPART I: DRAFTING

Learning Outcome: The student will select a subject, utilize sources, restrict the subject, organize it for an essay, and demonstrate a command of grammar and mechanics (ULOs: 1, 5, 6; CLOs: 1, 8, 9, 10).

Evaluation: The student will be evaluated by her/his performance on

the instructor’s assignments and by an hour test based on

text and lecture materials.

All page numbers in Assignments refer to the class text -

Trimmer’s Writing With A Purpose, 14th edition.

Student Learning Outcomes Learning Activities

1. List three main sources of material

for composition.

1.1 Read pp. 28-47 in Writing With A

Purpose.

2.1 Read “On Keeping a Journal,”

pp. 49-51.

2. List the unique value of each source 2.1 Review pp. 28-47 above.

in 1 above.

2.2 Conduct an interview.

3. Develop sources of information that

can be used in writing an essay.

3.1 List five topics you may use to

develop an essay and list as many

facts about the topics as possible.

3.2 Decide which of the topics in 3.1

above most clearly fits your

interests and experiences and

state whether the information

comes from reading, observation,

interviews, or personal

experience.

4. Define restriction 4.1 Read pp. 2-21 in the text.

4.2 Write the exercise on p. 20.

5. Explain how to restrict a subject

for an essay.

5.1 Review pp. 2-21.

5.2 Participate in a class discussion.

6. Restrict five subjects provided by

the instructor.

6.1 Restrict the subjects:

Conservation Government,

Athletics, and Photography.

7. Develop an essay of 400 words

which exemplifies effective

restriction.

7.1 Begin with the restricted subjects

in 6.1, chose one subject, restrict it

more if necessary, and write an

essay of 400 words.

8. Define purpose as it applies to

writing essays.

8.1 Read pp. 15-21 in the text.

8.2 Read handouts of essays

exemplifying development of

purpose.

9. Explain how purpose controls essay

content.

9.1 Review pp. 15-21.

9.2 Explain the role of Purpose in the

400 word essay previously written.

10. Analyze three essays to determine

the role of purpose.

10.1 Analyze the Goodwin and

Armstrong essays on pp. 23-

25 in the text.

11. Define thesis statement 11.1 Review pp. 18-19 in the text.

11.2 Write the text exercise on p. 67.

12. List the characteristics of a good

thesis statement.


12.2 Identify the characteristics in the

Goodwin and Armstrong essays

previously read.

13. Develop five acceptable thesis

statements

13.1 Correct ten thesis statements

provided by the instructor.

13.2 Write five thesis statements on

assigned topics.

14. Develop an essay of approximately

500 words based on a well

developed thesis.

14.1 Choose from the following topics:

“Success is Sweetest,” “Pop

Music,” or “The Passing of the

Good-Guy Hero.”

15. Define informal outline. 15.1 Read pp. 55-58 in the text.

16. Explain the purpose of an outline in

organizing material for an essay.

16.1 Read pp. 63-70 in the text,

17. Choose a subject from a list,

restrict the subject, organize it, and

develop it into a 500-word essay

with a clearly defined thesis.

17.1 Choose a subject from the

following: “The Passing of the

Family-Style Film,” “The

Passing of the Traditional

Family, ” or “Aids and Morality.”

18. Demonstrate a command of

grammar and mechanics.

18.1 Take the Houghton Mifflin

Diagnostic Pre-Test on grammar

and mechanics.

19. Prepare for a test on Unit I 19.1 Test on Unit I.

PART II: PATTERNS OF ORGANIZATION FOR ESSAYS

Learning Outcome: The student will grasp the function and structure of the major patterns of organization for essays and will exemplify those

patterns in writing structured assignments that demonstrate a

command of grammar and mechanics (ULOs: 1, 5 and 6;

CLOs: 1, 11, and 12).

Evaluation: The student will be evaluated by her/his performance in writing

assigned paragraphs and essays to illustrate the various

organizational patterns and by an hour test containing both

objective and subjective questions.


1. Define organization and state the

purpose of organization in essays.

1.1 Read pp. 128-146.1.2 Take notes on a class lecture.

2, Describe the narrative pattern of

organization.

2.1 Review pp. 130-132.

3. Describe the basic structure of the

classification pattern.

3.1 Read handout examples.

3.2 Review pp. 132-146.

4. Describe comparison and contrast as

a pattern of organization.

4, 1 Review the text.

4.2 Read class handouts.

5. Describe the process essay as a

pattern of organization.


5.2 Observe patterns in the text

samples.

6. Describe the descriptive essay

pattern.


6.2 Observe the models in the text.

7. Write paragraphs in all patterns of

development.

7.1 Write a paragraph to exemplify

each pattern of organization in

question.

8. Write essays of 500 words following

two of the patterns under

discussion.

8.1 Write an essay exemplifying the

classification or comparison and

contrast pattern.

8.2 Write an essay exemplifying the

process or illustrative pattern.

9. Review grammar and mechanics,

pages 501-560.

9.1 Read pages 501-560, and

participate in a class discussion.

10. Prepare for a test on Unit II. 10.1 Take a test on Unit II.

PART III: THE SENTENCE

Learning Outcome: The student will write effective sentences free of errors in

grammar and mechanics (ULOs: 1 and 5; CLOs: 1, 2, and 3).

Evaluation: The student will be evaluated by his use of effective sentences in

writing assignments and through an hour test on textbook and

lecture materials.


1. Define: standard sentence,

modification, coordination, and

subordination

1.1 Read pp. 223-236.1.2 Participate in a discussion of the

assigned pages.

2. Explain how the density of the

standard sentence may be

increased through the use of

modification, coordination, and

2.1 Review pp. 224-232.


2.3 Work the exercises on pp. 226,

227, and 229.

subordination.

3. Develop ten improved sentences

from a list of weak ones.

3.1 Review the assigned text exercises.

3.2 Work the handout exercises.

4. Develop an improved paragraph by

increasing the density of the

standard sentences.

4.1 Work the handout exercise on

paragraph revision.

5. Define parallel sentence. 5.1 Review pp. 227-230.

6. List three types of parallel

constructions.

6.1 Review pp. 228-229.

7. Explain the structure and function

of parallel sentences.

7.1 Review pp. 228-230.

7.2 Participate in class discussions.

8. Develop two parallel sentences to

illustrate each of the three types of

parallel constructions.


8.2 As a test, develop two parallel

sentences to exemplify: a series of

participle phrases, a series of

prepositions, and a series of

predicate verbs.

9. Define balanced sentence. 9.1 Read pp. 234-235.

10. State the relationship between

balanced and periodic sentences.

10.1 Review pp. 235-236.


11. Explain the function and structure

of the balanced sentence.

11.1 Review the text assignments.


12. Develop five balanced sentences. 12.1 Work handout exercises.

12.2 As a test, write five balanced

sentences using materials

supplied by the instructor.

13. Define periodic sentence. 13.1 Review pp. 235-241.

13.1 Read handout information.

14. Explain he structure and function

of the periodic sentence.

14.1 Review pp. 235-241.


15. Develop five periodic sentences. 15.1 Work the exercise provided by the

instructor.

15.2 As a test, write five periodic

sentences using information

provided in class.

16. Develop an essay of about 500

words and include effective

parallel, balanced, and periodic

sentences.

16.1 Choose from these topics for the

essay: “A Teen Meeting Spot,”

“A Rock Concert,” “A Country

Funeral,” or “A Wedding.”

17. Define sentence clarity. 17.1 Read pp. 236-238.

17.2 Work the exercise on p. 239.

18. List three ways in which clarity

may be improved in sentences.

18.1 Read a class handout.

18.2 Review p. 236.

19. Explain how to revise for clarity. 19.1 Work the exercise in a handout.


20. Develop revisions of ten sentences

to secure clarity.

20.1 Review the exercise on p. 239.

20.2 Work a handout practice exercise.

21. Define sentence emphasis. 21.1 Read pp. 238-241.


22. List and explain four ways of

achieving emphasis in sentences.

22.1 Review pp. 238-241.

23. Explain how to revise sentences for

emphasis.

23.1 Read handouts of sentences

needing correction for emphasis

and participate in the class

discussion.

24. Develop five emphatic sentences. 24.1 As a test, develop five emphatic

sentences from a list of weak ones

provided in class.

25. Define sentence economy. 25.1 Read pp. 242-244.

25.2 Work the exercise on 244.

26. Explain how to revise for economy. 26.1 Review pp. 242-244.

26.2 Revise a class handout.

27. Develop a revision of five sentences 27.1 Work a practice handout.

for economy. 27.2 Review p. 244.

28. Define sentence variety. 28.1 Read pp. 244-245.


29. Explain how to revise for variety, 29.1 Read handouts on sentences

needing variety and participate in

a class discussion.

30. Revise ten sentences for variety. 30.1 Revise handout exercises.

30.2 As a test, revise ten sentences


31. Develop a revision of an essay to

provide variety, economy, clarity,

and emphasis.

31.1 As a test, revise the essay provided

by the instructor.


words exemplifying clarity,

emphasis, economy, and variety in

sentence structure.

32.1 Choose from the following

subjects: “Integrity,” “A

Liberal,” or “Loneliness.”

33. Continue the review of grammar

and mechanics, pages 501-560.

33.1 Read pages 501-560 and be

prepared for a test on the

material.

34. Prepare for a test on Unit III 34.1 Take a test on Unit III.

PART IV: THE PARAGRAPH

Leaning Outcome: The student will write effective topical, introductory, transi-

tional, and concluding paragraphs free of grammar and

mechanics errors (ULOs: 1, 5 and 6; CLOs: 1, 5, 6, and 7).

Evaluation: The student will be evaluated by the effectiveness of her/his

paragraphs in writing assignments and by an hour test over the

textbook and lecture materials.


1. Define paragraph. 1.1 Read pp. 187-188.


2. Define topic sentence. 2.1 Read pp. 190-192.

3. Explain the relationship of the

topic sentence to the paragraph.

3.1 Review pp. 190-192.

3.2 Read and discuss a handout

showing the positions topic

sentences may hold in

paragraphs.

4. Develop a paragraph written with a

clearly defined topic sentence and

outline the paragraph.

4.1 Write a paragraph which

describes something – an object or

process.

5. Define paragraph unity. 5.1 Read pp. 189-190.

5.2 Write the exercise on p. 190.

6. Explain the importance of

paragraph unity.

6.1 Read handouts demonstrating

paragraphs lacking unity and

revise them.

7. Revise several paragraphs to

achieve unity.

7.1 As a test, supply topic and closing

sentences for unity in handouts.

8. Define completeness. 8.1 Read pp. 193-195.


9. Explain why completeness is

important in paragraphs.

9.1 Read handouts containing three

incomplete paragraphs and revise

them.

10. Revise two paragraphs for 10.1 Work the handout on revision.

completeness. 10.2 As a test, revise two paragraphs

supplied in class.

11. Define paragraph order. 11.1 Read pp. 195.

12. List four patterns of organization

that contribute to order in

paragraphs of narration and

description.

12.1 Read pp. 195-198.

12.2 Identify patterns of organization

in handouts.

13. Explain the importance of order in

paragraphs.

13.1 Review pp. 195-198.

13.2 Participate in a discussion.

14. Devise a paragraph to exemplify

one order pattern for narration or

description.

14.1 As a test, write a descriptive

paragraph based on the general

to particular order.

14.2 Write one expository paragraph,

developing it from particular to

general, whole to parts, or effect

to cause.

15. Define paragraph coherence. 15.1 Read pp. 198-203.

15.2 Read and discuss a handout.

16. List and define four transitional

devices which contribute to

coherence.

16.1 Review pp. 202-203.


17. Explain how coherence can be

developed in paragraphs

17.1 Participate is a discussion of class

handouts on coherence.

18. Correct three paragraphs from a

group lacking coherence.

18.1 Work the exercise on pp. 198- 203.

19. Define introductory paragraph. 19.1 Read pp. 203-207.

20. Explain how to write paragraphs of

introduction.


21. Devise three introductory

paragraphs.

21.1 As a test, write the introductions

for three incomplete essays


22. Define transitional paragraph and

name three types.

22.1 Read p. 207.

23. Explain how to write a transitional

paragraph.

23.1 Read class handouts and

participate in a discussion.

24. Develop three paragraphs of

transition.


24.2 As a test, write transitional

paragraphs for three essays with

missing transitions.

25. Define concluding paragraph and

list three types of conclusions.

25.1 Read pp. 207-209.

25.2 Read handouts of several essays

containing each of the three types

of conclusions we have discussed.

26. Explain how to write concluding

paragraphs.

26.1 Review the text and handouts.


27. Develop three concluding

paragraphs.

27.1 As a test, develop concluding

paragraphs for three unfinished

essays provided in class.


words illustrating good paragraph

development.

28.1 Review pp, 187-212.

28.2 Choose one subject and develop it

into an essay – “The High Cost of

Dying,” “The Problem With

Government Aid,” “Our

Obligation to Afghanistan,” or

“The Bush Foreign Policy.”

29. Review pages 501-560 (grammar

and mechanics)

29.1 Take the Houghton Mifflin Post-

Test on grammar and mechanics.

30. Prepare for a test on Unit IV. 30.1 Take a test on Unit IV.

PART V: THE FORMAL OUTLINE

Learning Outcome: The student will construct the formal outline in sentence form to improve the structure of essays (ULOs: 1, 5, and 6; CLOs: 9 and 10).

Evaluation: The student will be judged on her/his performance in

constructing assigned outlines and by an hour test on textbook

and lecture materials.


1. Define sentence outline. 1.1 Read pp. 67-70.1.2 Participate in a class discussion.

2. Explain the purpose of using a

sentence outline.

2.1 Read and discuss the handout

featuring a paragraph which as

been outlined.

2.1 Read and discuss the handouts of

essays which have been outlined.

3. Describe preparation stages I, II,

and III in writing an outline.

3.1 Review pp. 67-70

3.2 Practice outlining a paragraph

using the stages.

4. Explain the conventions of the

outline.

4.1 Read a handout.

4.2 Participate in a discussion of

parallelism.

5. Devise a sentence outline. 5.1 Use as the subject of the outline

“The Value of a College

Education.”

6. List five questions to be asked when

testing an outline.

6.1 Read pp. 69-70.

7. Explain how to test an outline. 7.1 Review the text.

7.2 Read and discuss the class handout.

8. Test an outline using the five 8.1 Test the outline “A MAN WITH

questions. ALL REASONS,” pp. 68-69.

9. Develop a sentence outline. 9.1 Select as the subject for the outline

“American Morality” or “The

Value of Educational Television.”

10. Prepare for a test on Unit V. 10.1 Take a test on Unit V.

PART VI: THE WORD

Learning Outcome: The student will use effective diction in her/his writing (ULOs:

1, 5, and 7; CLOs:1, 4, 8, 11, and 12).

Evaluation: The student will be evaluated by his use of effective words in

writing assignments and by an hour test on the textbook and

lecture.


1. List five college dictionaries. 1.1 Research the Internet.

1.2 Examine several dictionaries in

class activities.

2. List the types of information

included under an entry for a

word.

2.1 Research the Internet.

2.2 Practice working handouts in

class.

3. Indicate the meanings of

abbreviations in an entry.

3.1 Participate in class discussions of

handouts.

4. Indicate the order in which the

information is arranged in an

entry.


5. Explain how a dictionary can be

helpful in determining word

choice.

5.1 State how a dictionary may be

used to answer questions about

words introduced in class

discussions.

6. Write a complete explanation for a

dictionary entry,

6.1 Using a handout, write an

explanation for the entry.

7. Define denotation and connotation



8.1 Explain how denotation and

connotation can influence word

choice.

8.1 Review pp. 257-259.

8.2 Work the exercises on pages 259,

262, and 263.

9. Define diction and its qualities. 9.1 Review 259-271.

10. List and define levels of diction and

describe the characteristics of each

level.

10.1 Read pp. 260-261.

10.2 Read handouts of essays

containing various levels of

diction.

11. Explain the relationship between

choice of diction and purpose in

writing.

11.1 Review p. 259-262.

11.2 Participate in class discussions.

12. Develop a list of words appropriate

for formal, informal, and colloquial

diction levels.

12.1 Arrange words under the

appropriate headings: formal,

informal, and colloquial.

12.2 Use the list provided by the

instructor.

13. Define concrete and abstract

diction.

13.1 Review pp. 263-266.

14. Define: imagery, analogy, simile,

metaphor, personification, and

allusion.

14.1 Review pp. 266-271 in the text.

14.2 Identify figurative language in

class handouts.

15. Explain how figurative language 15.1 Review pp. 266-271.

can contribute to concreteness in

diction.

15.2 Read handout comparisons of

paragraphs lacking in

concreteness and suggest methods

of improvement through the use

of figurative language.

16.Using descriptive language, revise

paragraphs lacking in concreteness.

16.1 Work a practice exercise provided

by the instructor.

17. Define: vagueness, jargon,

triteness, and inappropriate figures

of speech.

17.1 Review pp. 271-278.

17.2 Work an exercise provided by the

instructor.

18. List the particular characteristics

of each term defined in 17 above.

18.1 Review pp. 271-278 in the text.

18.2 Read the handouts illustrating

undesirable diction and identify

the effect on the sentences in

which it is contained.

19. Explain how to revise to achieve

desirable diction.

19.1 Read handouts containing

sentences in need of revision.

20. Revise ten sentences containing

jargon, triteness, or inappropriate

figures of speech.

20.1 Work the exercise provided by the

instructor.

21. Prepare for a test on Unit VI. 20.2 Take a test on Unit VI.

PART VII: DOCUMENTATION

Learning Outcome: The student will use the major concepts of documentation in her/his writing (ULOs: 1, 3, 5 and 6; CLOs: 12 and 13).

Evaluation: The student will be evaluated on his/her performance in writing

documented papers and on an hour test.


1. List three situations under which one would quote directly.

1.1 Read a handout listing the

situations.


2. Define quotation, ellipses, splicing,

and blocked quotation.

2.1 Read pp. 358-361.

2.2 Read handout samples.

3. State the rules for proper

punctuation in elliptical, spliced, or

blocked quotations.

3.1 Read handouts listing the rule and

its application.

3.2 Read handouts listing the

mechanical rules for splicing.

4. State the rules for correct splicing

in elliptical or blocked quotations.

4.1 Observe spacing in handouts.

5. Explain the mechanical process for

writing direct quotations.

5.1 Review the handouts.

5.2 Participate in the class discussion.

6. Write the four types of quotations

correctly.

6.1 As a test, write correctly the

quotations supplied in class.

7. Define documented citation. 7.1 Read pp. 362-376.

8. State the forms for organization

and punctuation in works cited

and references entries for books

and periodicals.

8.1 Review pp. 362-376.

8.2 Practice writing scrambled entries

in class.

9. Explain why works cited or

references are required and how

they are correctly written.

9.1 Review handouts.

9.2 Participate in the class discussion.

10. Develop a corrected version for ten

works cited or reference entries.

10.1 Unscramble entries for a book by

a single or multiple authors, an

edition other than the first, a work

of more than one volume, an

edited collection or anthology, a

translation, a pamphlet, an article

from an encyclopedia, a magazine

article, and a newspaper article,

11. Define paraphrase and summary. 11.1 Read pp. 341-346.


12. Explain how the paraphrase and

summary should be written.



13. Develop a paraphrase and a

summary from materials supplied

in class.

13.1 Work the handout exercise on

summary.

13.2 As a test, paraphrase or

summarize the articles provided

in class.

14. Define plagiarism. 14.1 Read pp. 361-362.

14.2 Practice recognizing plagiarism in

class handouts.

15. List three situations under which

plagiarism occurs.

15.1 Review pp. 361-362.

15.2 Identify plagiarism types in class

handouts.

16. Explain how to avoid plagiarism. 16.1 Participate in a class discussion.

17. State the reasons for using note

cards.


18. List the kinds of information found

on a note card and state the form

used in arranging the information

on the card.

18.1 Practice writing note cards using

information supplied by the

instructor in class.

19. Explain the process of using note

cards.


20. Using sources of information

provided in class, prepare note

cards and completely develop a

20.1 Take five sources of information

on “Capital Punishment” and

develop the paper.

documented paper of about 600

words.

21. Prepare for a test on Unit VII. 21.1 Take a test on Unit VII.

Weekly Assignments

Week Classroom Activities CLOs Text Pages Assignments/Assessments

1 Introduce English 1113 and the writing process. Attend Library Orientation (as scheduled by the instructor and Library staff). Take a test over library resources (assesses CLO 1). Take the Houghton Mifflin Diagnostic Pre-Test (assesses CLO 2).

1, 2 Chapters 1- 4; pages 3 -71 (Planning and Drafting)

Write a diagnostic

paragraph. Take the Houghton-Mifflin Diagnostic Pre-Test.

2 Write an essay based on a three- point thesis statement. Review sentence fragments. Complete the Library Orientation if needed (assesses CLOs 1-12).

1-12 Chapters 1- 4; pages 501-502 ;

Chapter 6, pages 28-146

Write the process essay.

3 Discuss the chapter “Sentences: Patterns of Expression.” Review comma splices and fused sentences. Take a test over sentence development (assesses CLOs 3 and 4).

3-4 Chapter 9, pages 223-247; pages 503-504

Revise the graded essay. Work selected exercises in Chapter 9, pages 223-247. Take a test over sentence development.

4 Discuss the classification essay and review subject-verb agreement. Take a test on grammar units (assesses CLOs 2, 3, and 9).

2,3,9 Chapter 6, pages 128 -146; pages 504 - 510

Write and revise the classification essay.

Take a test on grammar units. Take a test on subject-verb agreement.

5 Review paragraph structure and revisit pronoun use and read the chapter on paragraphs. Write assigned paragraph types (assesses CLOs 5 and 6).

5-6 Chapter 8, pages 187-213; pages 514-519

Work selected exercises in Chapter 8. Revise the graded classification essay.

6 Discuss and test the first novel. 13 Read Novel I. Test on the first novel.

Discuss verb errors and shifts in person, number, and gender. Take a test on the first novel (assesses CLO 13).

Read pages 525 - 530 in Trimmer

7 Discuss the narrative essay (CLOs 7, 9, 10, and 12).

7,9,10,12

Chapter 6, pages

128-146

Write and revise the narrative essay. Take a test on Chapter 8 and the grammar review.

8 Discuss the chapter “Diction: The Choice of Words.” Take a test on “Diction” (assesses CLO 11). Review adjectives and adverbs.

11 Chapter 10, pages 257-279; pages 519-522

Revise the graded essay. Work selected exercises in Chapter 10. Take a test on diction.

9 Discuss the comparison essay and write the essay (CLOs 1-12). .

11 Chapter 6 Write and revise the comparison essay.

10 Discuss the chapter “Tone and Style.” Review mechanics. Test on the “Tone and Style” chapter (assesses CLOs 2, 3, and 12).

2,3,12 Chapter 11, pages 289-305; 551-563

Work selected exercises in Chapter 11. Revise the graded comparison essay.

Test on Tone and Style.

11 Discuss the second novel, take a test on the novel (assesses CLO 12), and take the Houghton Mifflin Post-Test (assesses CLOs 1 and 2).

1-2 Novel II Test on the novel and/or essay concerning the novel. Take the Houghton Mifflin Diagnostic Post-Test.

12 Discuss the descriptive essay (assesses CLOs 1-12).

1-12 Chapter 6 Write and revise the descriptive essay.

13 Discuss the chapter “The Argu-ment.” Discuss “Planning the Research Paper.” Plan the argument essay (assesses CLOs 1-12).

1-12 Chapters 7 & 13; pages 155 -176 and 350 -379

Research the argument essay. Revise the graded descriptive essay.

14 Discuss the chapter “Writing the Research Paper.” Write the argument essay (assesses CLOs 1-12).

1-12 Chapter 13 Write the argument essay.

15 Discuss “The Essay Examination.” Discuss the third novel. Take a test on the third novel (assesses CLO 12).

12 Novel III Revise the graded essay. Take an essay Test on the third novel.

16 Prepare for the final exam. Revise an essay of choice (assesses CLOs 1-12).

1-12 Chapters 1- 4, 6 -11.

Revise an essay of choice. Take the final exam.

Grading Rubric For English 1113 Essays

Grade A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 & Below

Thesis statement Well-defined, forceful; aptly states the main topic

Clear, of interest

Stated but ordinary

Incomplete or unclear

No Thesis

Organization Content flows logically with no gaps

Clear, well structured

Lacking some logic, but usually clear

Weak and confusing

Ideas fail to link and flow logically

Development of subtopics and details

Concrete topics and details related directly to thesis

Clear topics and good examples

Subtopic and details present but rather general

Weak and inadequate support of thesis

Lacking coherence; subtopics and details absent

Transitions Excellent use of transitions to unify thesis and subtopics

Clear and adequate

Somewhat awkward or weak

Too few or illogical

None or very few

Comprehension of assignment

Understood assignment; followed directions com-pletely

Format and directions understood with a few gaps

Fair grasp of assign-ment; at times vague

Understanding of directions hazy

Did not follow directions or correct form

Grammar and mechanics/format

No major errors; no more than one or two minor errors; neat

No more than 1-2 major er-rors; few errors in formatting

Two or more major errors and/or several minor errors

Three or more major errors and/or numerous minor errors

Four or more major errors and/or excessive minor errors

In accordance with section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), a student with a documented disability may apply to the Office of Supportive and Disability Services for accommodations. The OSDS on the Tupelo Campus is located in the Purvis Center, and the phone numbers are 662.620.5136 or 662.620.5303. On the Fulton Campus, the OSDS is located on the second floor of the Student Services Building, and the number is 662.862.8256.

Division Chair: (662) 862-8161

Morris ENG 1113 Syllabus

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