English 093 Instructor: Pat Andrus
Fall 2004 Phone:(425)564-2359
R 110C Item 1205 Office: R230, O
Welcome to English 093! In this class you have an opportunity to develop and refine your writing skills through first reading and analyzing an array of essays from 75 READINGS PLUS. These essays, along with your notes, class discussion, response papers to the readings, and quizzes can help become the basis for some of your own essay compositions. Activities to promote good writing will also include focused free writing, peer review of your essay drafts, and revision. In addition, we will review any grammar problems that might be a stumbling block for your ability to handle college level writing. Finally, all the different insights, experiences, and various skills from individual class members can give each of us a chance to learn way beyond the textbook setting.
One final note: Your contribution in helping to create and maintain a stimulating and safe environment in this classroom is vital for the success of your learning, and is therefore your responsibility.
TEXTS AND MATERIALS
A Writer’s Reference by Diana Hacker (5th ed.)
A college level English dictionary
A notebook to keep all your notes for class
At the end of this syllabus you’ll find a schedule that shows the homework assignments and dates they are due. When you see a reading assignment it means you must finish the assigned reading by class time on the day it is due. (Please note that with almost every assignment for reading, you will have a quiz at the beginning of class that day on the material you read. Also, I accept no quiz make-ups.) When you see a writing assignment due, including an essay for peer review or submission to me, then you must complete the essay (4 copies if for peer review) by the beginning of class.
Occasionally if the needs of the class change, I may add or subtract an assignment or change a due date. If you miss class, remember to ask other students if any changes were made while you were gone. It’s your responsibility to find out what you missed, including class content provided that day. To help obtain accurate information, call at least two other students. I’ll remind you during the first week of the quarter to get telephone or e-mail numbers from other classmates.
PRESENTATION OF PAPERS
You need to bring in at least three word processed and double spaced copies of a draft of you’re your essay on the days we go over them in peer review groups. Peer input through the workshop process is important for essay revision. To reinforce this point I AUTOMATICALLY LOWER THE FINAL GRADE FOR THAT PAPER ONE GRADE LEVEL IF THE PAPER IS NOT FULLY PRESENTED ON PEER REVIEW DAY (3-4 PAGES) OR IF THREE COPIES ARE NOT PROVIDED, OR IF YOU ARE NOT PRESENT. I know that students are often pressed for time but it should be understood that if the student’s work schedule (for example) conflicts with his or her academic schedule, then sometimes that affects academic achievements (grades).
Before you submit a final revised draft of your essay to your instructor, you must make sure it is double spaced, stapled (with grading sheet also stapled at the end of the essay), neat; and have your name, essay #, date, and class # at the top left hand corner of the first page in single spacing. Also be sure all margins are from one to one and a half inches on all sides and that each page is about 25-27 lines long with standard type (12 font); or adjust the length of your paper if your print is larger. PAPER LENGTH REQUIREMENTS ARE 3 - 4 PAGES. Your grade will be lowered with a shorter paper. Also, any major essays not submitted by due date to your instructor will receive a much lower grading.
10% - ESSAY #1
15% - ESSAY #2
20% - ESSAY #3
10 - QUIZZES ON
15% - RESPONSE PAPERS ON
10 - CLASS/PEER REVIEW ETIQUETE ***
10% - IN CLASS FREE WRITES (NOT RELATED TO MAJOR ESSAYS)
5% - FIRST DAY/IN CLASS PAPER
5% - STUDENT DAY WORK (I WILL EXPLAIN IN CLASS)
***This means you come to class prepared; you work productively in your groups, share ideas and respect those of others, pay attention when either another student or the instructor is speaking, and generally take responsibility to help maintain a college-level environment in the classroom.
EVALUATION OF PAPERS
The requirements of each essay assignment will be discussed in class. You will find that many of my comments will be ones provided on a grading criteria sheet accompanying each final essay or during any conference. You can learn a
great deal about writing and editing essays in class: in the peer review sessions, through reading and discussing other essays from the text and class members, and through class lecture/discussion. So take notes on any material relevant for your revision and editing process, in addition to notes taken during any conferences we have.
Grammar, as such, is not a large part of this course but correct grammar will be part of your overall essay grades. We will, therefore, cover some reoccurring editing issues from time to time in class. Your Hacker text contains excellent information. However, if you do have problems in this area, plan to also work with tutors in the Writing Lab (now located in A262) before handing in a paper for grading. This lab is even open on the weekends. (As a composition student you have already paid for this tutoring service, so take advantage of it!) Also, find out about new policies and guidelines in connection with this lab.
The telephone number for the lab is (425)564-2493. You may need to call ahead of time to reserve a half hour conference with a tutor, particularly if you want to see one during last two or three weeks of the quarter.
ANY ESSAY TURNED INTO ME LATE, AUTOMATICALLY RECEIVES LOWER GRADING. I ALSO ACCEPT NO MAKE-UP FOR QUIZZES.
ALL ASSIGNMENTS MUST BE HANDED IN TO OBTAIN ANY CREDIT FOR THE COURSE.
Attendance (your very important presence) and punctuality are crucial for the success of this course. To reinforce this point, I take role once, at the beginning of class. If you aren’t present at role, you are considered absent and are marked accordingly.
Please refer to the Arts & Humanities Division Policy Guidelines handout for attendance and other subject policies. Web address is: http://www.bcc.ctc.edu/artshum When you get to this point, click on student information. Under that, click on Student Procedures and Expectations.
IF YOU MISS MORE THAN TEN CLASSES (OR ARE MARKED ABSENT MORE THAN TEN TIMES) FOR ANY REASON, YOU NO LONGER RECEIVE CREDIT FOR THE COURSE. AT THIS POINT, BY SCHOOL REGULATIONS, I AM REQUIRED TO ISSUE YOU AN “F” FOR THE COURSE IF YOU HAVE NOT WITHDRAWN FORMALLY FROM THE CLASS BY THE FALL QUARTER CLASS WITHDRAWAL DATE.
ACCESS TO ASSIGNMENTS, ETC. ONLINE:
I will be providing a minimal amount of copies of various assignments and handouts for this course, in order to save our trees. You can access any assignments and handouts I note, at the following address:
I will talk more about this in class.
If you require accommodation based on a documented disability, have emergency medical information to share, or need special arrangements in case of emergency evacuation, please make an appointment with me as soon as possible (after class would be especially good). If you would like to inquire about becoming a DSS student you may call 564-2498 or go in person to the DSS (Disability Support Services).
As an affiliated faculty member, I have no official office hours. However, I am most willing to make individual appointments as needed. ALWAYS approach me with any questions or concerns about your work and we should be able to figure out times for any possible conferencing, even if that means a telephone conference, or conversation through e-mail. I am almost always available after class.
In your essay #1, you want to include some dialogue, some conversation. If you don’t remember exact words, from years ago, introduce it something like the following: I don’t remember exactly what my mother yelled at me that morning, but this is how I remember it in my memory.
A gorilla walked into a bar. “Bartender,” he said, “I’ll have a very dry martini.”
“Coming right up,” said the bartender. As the bartender mixed the drink, he muttered to himself, “There must be a better way to make a living.”
The gorilla lit up a cigar and enjoyed the drink. Then he called out, “Bartender, that was an excellent martini. Please make me another, and let me have the bill.”
The bartender brought the drink and also presented a bill for twenty-five dollars. “You know,” the bartender said, gathering up his courage, “we don’t get many gorillas I here.”
“At your prices,” said the gorilla, “no wonder.”
The following guidelines you need to include when both commenting on another student's essay and when preparing your own for workshop presentation. You might come up with additional thoughts or a more communicative way of saying what I am about to list for you:
1. Always start your feedback with something you liked or admired in the essay, even if it's just one image, a sentence, the opening, or a poignant remark.
2. Remember that any and all comments you do make are meant to assist the author in presenting his or her views most effectively.
3. Become more increasingly familiar with characteristics of a well written essay.
4. Here are very specific things you can consider when analyzing anybody' essay:
o Is the thesis, or controlling idea obvious, and do you know it by the end of the first or introductory paragraph?
o Does the essay flow, i.e., does it have coherence?
o Is there a conclusion and a sense of closure?
o Does the essay provide concrete sensory details to support the thesis?
o If the essay definitely falls into a persuasive category, can you follow the points clearly. To what degree do they add up to a good argument, a point of view? Remember, we are commenting on how well the ideas are presented, not whether or not we agree with the position taken.
o Do grammar/editing issues prevent you from fully appreciating or understanding what the essay is stating? This, of course, is BIG in 093.
#093 SCHEDULE FOR FALL 2004
Key: R = Read assigned work by class time
D = Work due by class date (by beginning of class)
QUIZ or Response Papers = Due on assigned readings from our main
Mon., Sept. 27 In-Class Assigned writing
Tues., Sept. 28 Orientation/Introductions
Wed., Sept. 29 R = Grandmother’s Victory, pg. 14 (Be sure to read
Introduction notes on author.)
D = Quiz
Thurs., Sept. 30 Orientation/explanation of Response Papers and “No
Name Woman”; Student Day explained.
Response Papers: one and a half to two pages, typed,
double spaced, paragraphed. First half provides
thorough summary of reading; second half contains
YOUR reactions, interactions, etc. with the writing
and/or thoughts of essay.
Fri., Oct. 1 R = pp. 21 – 25 of “No Name Woman”.
D = Quiz
Mon., Oct. 4 R = All of “No Name Woman”
D = Response Paper for “No Name Woman”
Tues., Oct. 5 R = “Way to Rainy Mountain”, pg. 54 - 57
D = Brief quiz and discussion (pg. 54- 57)
6 D = Full quiz on “Way to
Thurs., Oct. 7 R = “Coming to an Awareness of Language”, pg. 33
D = Response Paper due on “Coming to an Awareness
Fri., Oct 8 In-class writings; grammar challenges
Mon., Oct. 11 Essay #1 assigned
Tues., Oct. 12 Explore essay “Meanings of a Word”, pg. 150 and essay
“Why Leaves Turn Color in the Fall”, pg. 87
Wed., Oct. 13 R = “Meaning of a Word”, pg. 150
Thurs., Oct. 14 Due = l to 2 pages of YOUR essay #1
Group work on your essay
Fri., Oct. 15 STUDENT DAY
Mon., Oct. 18 COLLEGE ISSUES DAY (No daytime classes held)
Tues., Oct. 19 R = “Why Leaves Turn Color in the Fall”, pg. 87
Due = Response Paper
Wed., Oct. 20 PEER REVIEW DAY!!!
DUE = 3 copies of YOUR essay #1: typed, double
spaced, paragraphed, edited to your BEST.
Thurs., Oct. 21 Verb tense challenges in essay #1
Fri., Oct 22 STUDENT DAY
Mon., Oct. 25 Description free write adventure
Tues., Oct. 26 ESSAY #1 DUE TO YOUR INSTRUCTOR
Wed., Oct. 27 R = pp. 200 – 201; text essays assigned
Writings in class on Comp/Cont subjects
Thurs., Oct. 28 Essay #2 assigned
Fri., Oct. 29 STUDENT DAY
Mon., Nov. 1 R = “The Rewards of Living a Solitary Life”, pg. 201
R = “Two
Views of the
Due = QUIZ
Tues., Nov 2 Due = Two pages of YOUR essay #2 for group work
Wed., Nov. 3 R = “The Men We carry in Our Minds”, pg. 225
Due = Response Paper
Thurs., Nov. 4 PEER REVIEW DAY!!!
Due = 3 copies of YOUR essay #2: double spaced,
typed, paragraphed, edited to your BEST
Fri., Nov. 5 PROFESSIONAL DEVELOPMENT DAY.
NO CLASSES HELD ON CAMPUS TODAY.
Mon. – Fri.
(Nov. 8 – 12) INDIVIDUAL CONFERENCES ALL WEEK FOR THIS CLASS. ON YOUR ASSIGNED DAY, BRING YOUR BEST COPY OF YOUR ESSAY #2. NO CLASS WILL BE HELD THIS WEEK.
Mon., Nov. 15 Color Day Writing
Tues., Nov. 16 DUE: YOUR ESSAY #2 FOR YOUR INSTRUCTOR
Wed., Nov. 17 Film as Literature; Essay #3 assigned
Thurs., Nov. 18 Due: One page paper describing your favorite film, including a brief summary (ONE paragraph only), a paragraph on each of the two reasons you liked the film,
and one sentence stating what you think one of the main universal themes might be.
Fri., Nov. 19 STUDENT DAY
Mon., Nov. 22 VIEW ASSIGNED FILM (BE ON TIME).
Tues., Nov. 23 VIEW ASSIGNED FILM
Wed., Nov. 24 VIEW ASSIGNED FILM
Thurs. and Fri., Nov. 25 and Nov. 26.
Mon., Nov. 29 Essay #2 Returned
Tues., Nov 30 D = One or one and a half page paper on Assigned film including a one-paragraph summary of plot of movie, two favorite scenes in the movie and WHY, and a one sentence thesis stating what you think one of the main universal themes is. (Worth 2% of your final essay grade.)
Wed., Dec. 1 D = Two pages of YOUR essay #3 for Group work. (Worth 3% of your final essay grade.)
Thurs., Dec 2 Technical Challenges in Essay #3
Fri., Dec. 3 STUDENT DAY
Mon., Dec. 6 PEER REVIEW DAY
D = 3 copies of YOUR essay #3
Tues., Dec. 7
And Wed. Dec. 8 BRIEF INDIVIDUAL CONFERENCES ON YOUR ESSAY #3
For your appointment, bring your BEST work for essay #3. No regular classes scheduled for us these two days.
Thurs., Dec. 8 OPEN CLASS DAY. NO REGULAR CLASS HELD, BUT INSTRUCTOR AVAILABLE IN CLASSROOM FOR ANY QUESTIONS, CONCERNS ON CLASS ASSIGNMENTS.
Friday., Dec. 9 LAST DAY OF CLASS!
ALL ASSIGNMENTS DUE IN ORDER FOR YOU TO OBTAIN ANY CREDIT FOR THE COURSE.