English 092 - Developmental EnglishFall Quarter 2014 Bellevue CollegeItem # 1046, Section D M & W 12:30 pm – 2:40 pm Room A 240Instructor: Nancy EichnerOffice Hours: By appointment (usually available M & W after class)Phone: (425) 564-2090 (messages only); Email: neichner@bellevuecollege.edu

Writing Lab: D 204 (Free tutors available. Free computers available when no class is present. The computers in the N-Building are always available to you.)

Course GoalsTo understand college-level reading materials.To write effective essays.To write using correct grammar and punctuation.

Required Books and MaterialsPlease buy your books immediately. They are available at the BC Bookstore in B Building. CHECK THE ISBN NUMBERS!!! DO NOT ACCEPT BOOKS WITH A DIFFERENT ISBN. Sentence Skills, Form A, 9th ed., by John Langan (ISBN 9780073371696) The Impossible Will Take a Little While, by Paul Rogat Loeb (ISBN 9780465031733) I Am Malala, by Malala Yousafzai A collegiate dictionary (must have the word “college” or “collegiate” in the title) A soft folder with three pronged fasteners (not rings) for your Portfolio A binder with three metal rings in which to keep your notes

Course DescriptionThis course is designed as a workshop class to help you improve your reading and writing skills.

You will have the opportunity to write, revise, and edit all of your essays before they are graded. You will have the opportunity to receive feedback on all of your essays from your peers in writing workshops, as well as from me in conferences for essays one and two.

We will read and discuss published essays to use as models of effective writing.We will read a non-fiction book (the BC Common Reading Book this year) to discuss and write about.We will work on grammar in a number of different ways, including doing exercises in a workbook.

Grading Three 500-650 word essays (2 to 3 pages), submitted in your Portfolio during the last

week of the quarter (You will have grades for Essay 1 and 2; you will not have a grade for Essay 3, i.e. the "test" essay, until it is submitted in the Portfolio).

Successful completion of all assigned work (grammar, writing, reading, vocabulary). Grammar tests if deemed necessary Writing and editing homework AND a corrected draft based on my corrections (due two

days after I hand back my corrections) Regular class attendance and constructive participation in workshops and class

discussions.

Due DatesYou will be expected to hand in your assignments on time, that is, in class on the dates they are due. HOMEWORK IS THE BASIS OF CLASSWORK, SO YOU MUST BE PREPARED ON TIME. And, for this reason, no homework will be accepted late.

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When I give you a reading assignment, you must finish the reading and any accompanying work before class on the day it is due. When I give you a writing assignment, you must complete the writing before class on the day it is due (unless I tell you otherwise). Keeping track of the due dates is your responsibility. *********If you miss class, remember to phone a classmate to ask if any assignments were given or changes made while you were gone. Also, arrange to get class notes you missed. It is best to get the phone number of at least two reliable classmates. Remember: It is your responsibility to find out what you miss when you are absent.**********

Strong SuggestionREADING IS THE KEY!!!Take one credit of independent learning at the Reading Lab (D204). This credit is labeled English 080 and is Credit/No Credit. You work a minimum of 22 hours on computer reading programs whenever you can fit it into your schedule. There are teachers at the Lab to guide you. If you work diligently, I can almost guarantee that both your reading and writing skills will improve significantly.

It is my experience that reading is the key to language learning, including writing and grammar. It is also my experience that students who struggle in college are very often weak readers.

Therefore, I want to encourage you to work hard on your reading this quarter beyond what we are doing in class. The Reading Lab computer programs are designed to aid you in improving comprehension, vocabulary, and speed. You work there at your own pace. You are supported and monitored by skilled Reading Lab teachers who are always there to offer help.

AttendanceIf you miss more than 10 classes, I will ask you to repeat the course another quarter. This is our department policy. Please feel free to speak with me if you are having problems with attendance. I will start class on time. If you are late, you will be counted absent. Please speak to me about any kind of special problems regarding lateness.

EthicsYour papers must present your own ideas in your own words. If you copy someone’s words, you must put them in quotation marks and reference the source. If you summarize or quote someone else’s ideas, facts, or words, you must say where the information came from. If you do not do this, you will be considered unethical—a plagiarizer (an idea thief). Saying where ideas and words come from is called “citing your sources.” I will teach you the basic conventions for citing your sources now, and you will learn more about these conventions as you take higher-level courses.

I will not accept an essay you have copied from someone else or an essay in which you present someone else’s ideas or words as your own.

Format for All Written Work1. Type: Please word process (use a computer to type) all papers2. Label: Please put a label in the upper left-hand corner of all assignments (called the

MLA label). Write the following information on the first page (5 lines):Your First and Last Name

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Class Name, TimeInstructor: Nancy EichnerKind of Assignment (for example, ESSAY 1, First Draft; or, Response to

Ackerman's "A Slender Thread" in Impossible, p. 22)Date

On the second page and all ensuing pages, put the following label in the upper right-hand corner:

Last Name Page Number [Example: Tran 2]3. Staple: Staple all your papers together BEFORE you get to class. I will not accept unstapled work.4. Title: Give each essay a title. Center the title. Capitalize the first letter of the first word and all important words. Do not use any punctuation—no bold print; no quotation marks; no

underline. Leave two spaces (just double space like the rest of the paper) between the title and

the first line of the essay.5. Margins: Leave margins of about 1 ½ inches on the sides and at the top and bottom. Most

computer word processors do this automatically when they print, even if the margins don’t show on the screen.

6. Font and Size: Use a clear font (Arial, for example) and size 12 print.7. Spell Checker: Use the spell-checker to help check your spelling. However, don’t rely on

the spell-checker to find all your mistakes. Proofread OUT LOUD all your writing.8. Grammar Checker: Do not use the grammar checker on a computer. It is often wrong. 9. Paragraphs: Indent (use the TAB key) all of your paragraphs. 10. Last-Minute Corrections: If you need to make minor changes after you have printed your

work, make them neatly by hand. Use dark ink, not pencil.

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ABOUT THEESSAYS

At the end of the quarter, you will submit three essays in your Portfolio. I will give you a grade on your first two essays during the quarter after you have discussed them two times in a workshop and with me in a conference.

You should be working all quarter on improving your essays. You will have the opportunity to receive feedback and help from your writing workshop group during class. Also during class, I will work with you in individual conferences.

Essay 3 will be a "test" essay. That is, you will submit it in your Portfolio and will not have a chance to receive any feedback from me before handing it in. You will have workshops regarding Essay 3, but not a conference with me.

Please use the tutors at the Writing Lab (D 204) for additional assistance. It is best to make an appointment, although that is not mandatory. The Writing Process

PREWRITING is the first step in the writing process. You gather as many ideas as possible using whatever method of brainstorming works best for you. Also, when writing a research paper (for example, in English 201), research is also part of the prewriting phase.

ORGANIZING is the next step in the writing process. Put your ideas in logical order and make connections between all ideas clear. Your writing should flow easily and make sense to your readers because you present your ideas logically. You may use any organizational method that works well for you. Many people make an outline to organize their essays.

The FIRST DRAFT of an essay is to be written as well as you can, but without worrying about grammar corrections. You will read your first draft out loud two times to your writing workshop group. Your classmates will give you feedback on the content (NOT the grammar) of your writing. What was interesting, touching, pleasing, important? What was NOT clear? Where would you need some more examples or information? What was confusing? What was effective, and why? What was not effective, and why?

The REVISED DRAFT of an essay is an improved version of its contents. Consider the feedback your workshop group and I have given you; use your own imagination and rethinking of your ideas to help you improve the writing. This is also the stage of the writing process in which you work on correct word usage and enrichment of your written expression.

The EDITED DRAFT is written when you are satisfied with the content of the essay and want to correct the mechanical language problems, such as sentence structure, punctuation, and spelling. Try to find your mistakes yourself on your final revised draft. Then, bring it to your workshop group and ask for editing feedback. Work together to find and correct mistakes. Ask me for help in class when necessary. The edited draft should, then, be the draft you present for grading in your Portfolio. It is the final draft of an essay.

Note: Bring 3 copies of a draft on WRITING WORKSHOP days. The members of your writing group need to be able to read along as you read your essay out loud. If members of your group are not working seriously enough to satisfy your needs, change groups! It is your responsibility to get as much as possible from the feedback opportunities offered you in this class. If you need help in joining a new group, come see me.

Essay FormatLABEL:Each draft of your essay MUST have a label in the upper left hand corner of the first page:

First and Last NameEnglish 092Instructor: Nancy EichnerEssay #____: FIRST DRAFT

(or—Revised Draft or—Edited Draft)

Date

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***Ensuing pages get a label in the upper right corner: Last Name Page # (Example: Tran 2)

TYPE, MARGINS, FONT, SIZE: Type Double space. Margins: about 1 ½ inches all around. (Usually the default margins on a computer are

about this size.) Size 12 print. Clear print style, such as Arial or New Times Roman.

TITLE:An essay or a story always has a title.

Center it above the first line. Double space between the title and the first line of your essay (in other words, the

spacing is the same as the rest of the paper). Capitalization: Only the first letter of the first word and all the first letters of all important

words of a title are capitalized. DO NOT write the title in all capital letters. underline the title. use bold print. use quotation marks to set off the title.

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ABOUT THEPORTFOLIO

You will give me a portfolio of your writing to be graded at the end of the quarter. A portfolio is a collection of your best work presented in a formal way.

Here are the requirements for your portfolio presentation:1. Use a soft folder with three fasteners.

Please, do not put your writing in plastic.Please, do not use a binder with metal rings, or a folder with a compression strip (they fall apart too easily).

2. On the cover, print:Writing PortfolioStudent: First and Last NameEnglish 092Instructor: Nancy EichnerQuarter

3. Make the portfolio easy for me to read through. Put a divider with a labeled tab in front of each essay. Make the first page a Table of Contents, giving the titles of your essays in

the order you present them.4. Order of the essays:

Essay 3, Essay 2, Essay 1

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ABOUT THE GRAMMAR ASSIGNMENT

Introduction

The Langan book is based on the principle of Mastery Learning. That means you may continue learning and practicing a particular point of grammar until you have mastered it.

The Langan book has many grammar chapters. In each chapter, there are explanations of a particular point of grammar, exercises to help you practice, a review test at the end of every chapter, and a section of mastery tests which concentrate on editing (finding mistakes and correcting them).

Diagnostic Exercise: Immediately at the beginning of the quarter, everyone will do a diagnostic exercise in the book to determine which points of grammar need clarification and practice. You will generate your personal list of grammar needs based on this exercise.

AssignmentsEveryone in the class will do certain chapters of grammar together. I will lecture on

these chapters and you will do the practices at home.

In addition, you will be responsible for any extra chapters about grammar points for which you feel you need more work. You will have to calculate how many additional chapters you should do each week in order to have completed your program by the end of the quarter. Let me know what grammar has not yet become clear, and we will try to spend more time in class practicing it.

You must CHECK YOUR ANSWERS by comparing them with the answers at the back of the book!!!! This is very important. Ask me in class to explain whatever you have gotten wrong.

The goal is that, by the end of the quarter, you feel confident of the grammar in your own writing.

Homework Writing, Editing, and At-Home CorrectingOccasionally, I will give you a short homework writing assignment.

After typing this assignment, you will correct your language mechanics, including grammar, spelling, and word usage, using your grammar books and dictionaries.

After you try your best to make the necessary corrections, print out the assignment and give it to me the next day in class. I take your paper home and correct (edit) what you have overlooked or, possibly, have not understood, on at least the first page.

You retype the section I have edited for you, using my corrections, and you give me this corrected draft two days later.

Fourth line of the MLA label: Homework Writing: (title or assignment designation)--Corrected Draft.

In order for you to learn from this exercise, you must think about why I made the corrections I did AND, if you do not understand why, ASK ME TO EXPLAIN!!! This is one of the most significant learning tools I can offer you.

In class, I will put some of your sentences up on the board and we will analyze the grammar

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errors. This activity is called Error Analysis. Students have told me they find this activity a very useful learning tool.

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ABOUTVOCABULARY CARDS

There will probably be many new words in our reading selections or other reading you do throughout the quarter. I suggest you keep new words on cards, which you keep in alphabetical order in a box.

Each vocabulary card should use the format I will illustrate on the board.

A note about using the dictionary: This is one of the most important activities for a student of language. Bring your dictionaries to class every day!

Reading is the key to language skills--both reading comprehension AND writing strength (including grammar). Vocabulary is at the heart of reading ability. If reading is an area in which you need more practice, I strongly suggest you take a reading class (English 089) or, at least, one credit of Reading Lab (English 080) to work independently on your reading skills.

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ENGLISH 092LIST OF GRAMMAR CHAPTERS

Note: The whole class will do these chapters. You will do any additional chapters in your program as determined by the Diagnostic Test.

Note: * indicates that chapter will be discussed in class. The other chapters must be done on your own.

1. *Subjects and Verbs

2. *Fragments

3. *Run-Ons

4. *Additional Information About Verbs

5. *Irregular Verbs

6. *Subject/Verb Agreement

7. *Pronoun Reference, Agreement, Point of View

8. *Pronoun Types

9. *Adjectives/Adverbs

10. *Misplaced Modifiers

11. *Dangling Modifiers

12. *Faulty Parallelism

13. *Capital Letters

14. *Apostrophes

15. *Comma

16. *Other Punctuation Marks

17. *Quotation Marks

18. Commonly Confused Words

19. Effective Word Choice

20. Sentence Variety I

21. Sentence Variety II

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DUE DATES OF

ESSAY DRAFTS, WORKSHOPS, CONFERENCES

NOTE: Writing Lab (D204)—free tutors! Use them OFTEN.

Essay 1First Draft Mon., Oct. 13 Give Nancy a copy.

Oct. 13 & 15 Workshops and Conferences (Bring 3 copies for your group.)

Grammar in groups when workshop is finished.Revised Draft Mon., Oct. 20 Give Nancy a copy.

Mon., Oct. 27 Error Analysis & Editing Workshop

Edited Draft Wed., Oct. 29 DUE for grading (at the beginning of class)

Essay 2First Draft Mon., Nov. 10 Give Nancy a copy.

Nov. 10 & 12 Workshops and Conferences (Bring 3 copies for your group.)

Grammar in groups when workshop is finished.Revised Draft Mon., Nov. 17 Editing Workshop & Grammar Questions for Nancy

Edited Draft Wed., Nov. 19 DUE for grading (at the beginning of class).

Essay 3First Draft Mon., Nov. 24 Workshops (Bring 3 copies.)

Revised Draft Wed., Nov. 26 Editing Workshop Edited Draft Mon., Dec. 1 DUE for grading in your Portfolio.

Portfolio Mon., Dec. 1 DUE at the beginning of class. Contains the graded drafts of Essay 1 and Essay 2 and the ungraded edited draft of Essay 3.

Grammar Test (maybe) Mon., Dec. 1

Portfolio Wed., Dec. 3 Returned with gradesAnd Last day of classGrammar Test

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ENGLISH 092READINGS

ANDACCOMPANYING ASSIGNMENTS

We will read the following essays from the book The Impossible Will Take a Little While, by Paul Rogat Loeb, in the order below. Please type the assignments that go with each reading. The schedule might change, especially if the class needs more time to evaluate a particular reading, so please pay attention in class to assignment changes. All summaries are one paragraph.

ESSAY READINGSWeek 2John Lewis: “Walking With the Wind”

1. Summary of the personal narrative portion2. Interpretation of the metaphor’s meaning

Week 3Martin Luther King, Jr.: “Letter from Birmingham Jail”

1. List of illustrations of the pain of being a victim of racism2. Thesis3. Arguments to support the thesis

Week 5Martin Luther King, Jr.: Excerpt from “Beyond Vietnam” (handout)

1. Explanation of the “revolution of values”2. Response

Week 6Nelson Mandela: “The Dark Years”

1. Rhetorical Triangle2. One word that explains what all the stories illustrate

Week 7Howard Zinn: “The Optimism of Uncertainty”

1. Rhetorical Triangle2. Your impression of Zinn (Base your ideas ONLY on your reaction to reading his

essay.)Week 9Marian Wright Edelman: “Standing Up for Children”

1. Rhetorical Triangle2. List of statistics to support the author’s argument

ANDHenri Nouwen: “Fragile and Hidden”

1. Your evaluation of whether or not the essay is effective2. Main idea and SUPPORT for it

ONGOING ASSIGNMENTI Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban, by Malala Yousafzai

This non-fiction book is divided as follows: Prologue, Parts 1 to 5, Epilogue. Each “Part“ is divided into various chapters. Your assignment is to write a one-paragraph summary of each chapter (not each Part), including the names of the main people involved in the events, and your response to each chapter. The response should be very thoughtful and may be as long as you wish. DUE: Wednesday of the assigned week.

Week 2: Prologue AND Part 1Week 3: Part 2Week 6: Part 3Week 7: Part 4

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Week 9: Part 5 AND Epilogue 13

QUESTIONNAIRE

First Name_______________Last Name_______________English_______Time_______Instructor: Nancy EichnerCollege_____________________Personal Information QuestionnaireDate_____________

1. In which country were you raised?

2. How long have you been in the U.S.?

3. What is your first language?

4. Do you work and, if so, how many hours per week?

5. Do you come directly from work to this class? Or must you rush to work directly after this class?

6. What are your academic goals?

7. What are your professional goals?

8. Do you have any learning disabilities or special needs?

9. Do you have any life challenges that might make it difficult for you to do less than your best academically?

10. Is there anything else you might want to tell me that would help me support you in your academic efforts this quarter?

11. Why are you in college? What are your SPECIFIC goals?

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GRADING RUBRIC + —

____________________________________ Development

Focus (thesis or controlling ____________________________________idea and purpose) is clear,imaginative, fully realized, and insightful.

Body paragraphs supported ____________________________________by a variety of relevant facts, examples, illustrations fromexperience, references to related readings, etc.

Well-reasoned and insight- ____________________________________ful observations, arguments,etc.

Demonstrates specific attention ____________________________________to relationship between audience and purpose.

Clearly and thoroughly ____________________________________responds to assignment.

Organization Vivid, engaging, informative ____________________________________

introduction. Clear, logical, and inventive ____________________________________

organization of ideas in relationto one another and to the essay’s focus.

Appropriate and smooth ___________________________________transitions between sentences and paragraphs.

Inventive, thorough, memorable ___________________________________conclusion.

Style/Voice Engaging and individualized ___________________________________

voice appropriate to the audience/purpose.

Consistency of tone and voice. ___________________________________ Refreshing and revealing

word choice. ___________________________________ Varied and skillful sentence

structure. ___________________________________ Vivid and varied use of detail

in examples and descriptions. ___________________________________Mechanics

Grammar ___________________________________

Punctuation ___________________________________

Spelling ___________________________________

Capitalization ___________________________________

MLA Elements __________________________________

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[͡\͡

Close up space

(wo[ rd) \

¶

Delete

Paragraph

# # Insert a space (thetime is) ^

ʘ Period

^ aInsert missing material (th^t) ~ Transpose

ab abbreviation inc incomplete sentence

S subject

adj adjective ind art indefinite article Semi, ; semicolonadv adverb inf infinitive -s error in –s endingagr agreement ital italics sexist sexist expressionap apostrophe jarg jargon shift shift in point of viewart article lc lowercase (Do not

capitalize. Also no cap.)

sim simple tense

awk awkward mm misplaced modifier singl singularc comma N noun sim p simple pastcap capitalization ob object sim t simple tensecase case om omitted word sla slang (spoken,

informal English – not good in formal writing

sub c subjective case ¶ paragraph sp spellingob c objective case P punctuation sub subordinatecoh coherence pa past sup superlative: colon paral, // parallelism vt verb tensecom comparative paren, () parentheses trans transitioncomp comparison pa p past participle und underlinecon conjunction pass passive voice vague vagueness (not

precise enough)sc subordinate

conjunctionperf perfect tense var variety in sentence

patternscc concoordinate

conjunctionpla plagiarism vb verb form

cs comma splice pl plural voice verb voice incorrect or awkward (passive or active)

dang dangling modifier

poss possessive case wc word choice

dash dash pro pronoun wdy wordydef art definite article prep preposition wo word orderdev develop pres present tense ww wrong word-ed error in-ed

ending? question mark X obvious error

… ellipsis quot, “ quotation marksexag exaggeration red redundant! exclamation

pointref reference

frag fragment (not a rep repetition

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complete sentence

gen generalization rel pro relative pronounger gerund RO run-on (more than

one sentence together

hy hyphen

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