English 092 Developmental English
Spring Quarter 2012
Item # 1041, Section F M – F 1:30 pm – 2:20 pm Room A243
Instructor: Nancy Eichner
Office Hours: By appointment (usually available M – F 12:30 pm – 1:30 pm)
E-mail: firstname.lastname@example.org E-mail is best.
Phone: (425) 564- 2090 (messages only)
Writing Lab: D 204 (Free tutors available. Free computers available when no class is present.
N-Building computers are always available to you.)
Weekly Writing Lab Reservation: Thursday 1:30 – 2:20 (Meet at Lab. Bring a flash drive.
Reading Lab: D 204 (Strong suggestion: Take English 080 (1 credit)—independent reading
study on computers.)
To understand college-level reading materials.
To write effective essays.
To write using correct grammar and punctuation.
Please buy your books immediately. They are available at the BC Bookstore in B Building.
· Sentence Skills, Form A, 2011 ed., by John Langan (ISBN 10:0-07-337169-6)
· The Impossible Will Take a Little While, by Paul Rogat Loeb (ISBN 0-465-04166-3)
· The Art of Racing in the Rain, by Garth Stein (ISBN 978-0-06-153793-6)
· A collegiate dictionary (must have the word “college” or “collegiate” in the title)
· A soft folder with three fasteners (not rings) for your Portfolio
· A binder with three metal rings in which to keep your notes
· Cards (3 ˝ X 5 inches) for vocabulary
This 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.
· Three 500-650 word essays (minimum 3 pages), submitted in your Portfolio during the last week of the quarter (grades given during the quarter for Essay 1 and 2; no 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)
· Vocabulary tests (if deemed necessary)
· Weekly in-class writing and editing at the Writing Lab AND a corrected draft based on my corrections (due at the Lab the following week)
· 10 vocabulary cards each week due at the Lab—use the template I give you; take words from our readings.
· Regular class attendance and constructive participation in workshops and class discussions.
You will be expected to hand in your homework assignments on time, that is, in class on the dates they are due.
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. It is best to get the phone number of at lease two reliable classmates. Remember: It is your responsibility to find out what you miss when you are absent.**********
(READING 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 your reading skills will improve significantly and your writing skills will improve.
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 improve 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.
If 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.
Your papers must present your own ideas in your own words. If you copy someone’s exact words, you must put them in quotation marks and reference the source. If you summarize or quote someone else’s ideas, fact, 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.
ALL WRITTEN WORK
TO BE HANDED IN
Format for ALL Written Work
1. Type: Please word process (use a computer to type) all work. If you don’t know how to word process, don’t worry. Go to the Library and librarians there will show you how. If you don’t have access to a personal computer at home, you may use the computers at the Library.
2. 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
Instructor: Nancy Eichner
Kind of Assignment (for example, ESSAY 1, First Draft; or, Response to
Ackerman's "A Slender Thread" in Impossible, p. 22)
· On the second page and all ensuing pages, put the following label in the upper right-
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. I do not bring a stapler to class.
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. Leave two spaces between the
title and the first line of the essay.
5. Margins: Leave margins of about 1 ˝ 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.
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.
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.
Each draft of your essay MUST have a label in the upper left hand corner of the first page:
First and Last Name
Instructor: N. Eichner
Essay #____: FIRST DRAFT
Ensuing pages get a label in the upper right corner: Last Name Page # (Ex.: Tran 2)
TYPE, MARGINS, FONT, SIZE:
Each essay draft must be typed on a computer (word processor) and double-spaced. The margins should be about 1 ˝ inches all around. (Usually the default margins on a computer are about this size.) Use size 12 print. Please use a clear print style, such as Arial or New Times Roman.
Also, an essay or a story always has a title, which is centered 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). Only the first letter of the first word and all the first letters of all important words of a title are capitalized. A title is NOT written in all capital letters. There is no underline or other punctuation marking a title.
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:
Student: First and Last Name
Instructor: Nancy Eichner
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 1, Essay 2, Essay 3
THE GRAMMAR ASSIGNMENT
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.
Everyone 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.
In-Class Writing, Editing, and At-Home Correcting
Once a week, we will meet at the Writing Lab (D204). I will give you a very short writing assignment. You will write for 30 minutes.
Then, 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, I take your paper home and correct at least the first page of what you have overlooked or, possibly, have not understood.
You retype the section I have edited for you, using my corrections, and you give me this corrected draft the following week at Lab. Label: In-Class Writing and Editing: (title)--Corrected Draft.
For your edification, 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
errors. This activity is called Error Analysis.
Students have told me they find this activity a very useful learning tool.
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.
· You will make 10 vocabulary cards each week (using the format I give you) and hand them in to me at the Writing Lab. Flag the words with a post-it note about whose definitions you are unsure even after looking the words up in the dictionary. I will answer your questions during lab time.
Bring your dictionaries to class every day! A note about using the dictionary: This is one of the most important activities for a student of language.
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.
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 the chapters we will discuss in class. The other chapters must be done on your own.
1. *Subjects and Verbs
4. *Additional Information About Verbs
5. *Irregular Verbs
6. *Subject/Verb Agreement
7. *Pronoun Reference, Agreement, Point of View
8. *Pronoun Types
10. *Misplaced Modifiers
11. *Dangling Modifiers
12. *Faulty Parallelism
13. *Capital Letters
16. *Other Punctuation Marks
17. *Quotation Marks
18. Commonly Confused Words
19. Effective Word Choice
20. Sentence Variety I
21. Sentence Variety II
ESSAY DRAFTS, WORKSHOPS, CONFERENCES, EXAMS
NOTE: Standing Writing Lab (D204) reservation for our class is Thursdays, 1:30 – 2:20 pm.
First Draft Tue., Apr. 17 Give Nancy a copy.
Apr. 18 - 20 Workshops and Conferences (Bring 3 copies.)
Grammar in groups when workshop is finished.
Revised Draft Mon., Apr. 23 Give Nancy a copy.
Wed., Apr. 25 Error Analysis
Thur., Apr. 26 Editing Workshop at Lab
Edited Draft Mon., Apr. 30 DUE for grading (at the beginning of class)
First Draft Mon., May 7 Give Nancy a copy.
May 9 - 11 Workshops and Conferences (Bring 3 copies.)
Grammar in groups when workshop is finished.
Revised Draft Mon., May 14 Give Nancy a copy.
Wed., May 16 Error Analysis
Thur., May 17 Editing Workshop at Lab
Edited Draft Mon., May 21 DUE for grading (at the beginning of class).
First Draft Wed., May 30 Workshops (Bring 3 copies.)
Revised Draft Thur., June 7 Editing Workshop at Lab
Edited Draft Fri., June 8 DUE for grading in your Portfolio.
Portfolio Fri., June 8 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., June 11
Portfolio Tue., June 12 Returned with grades;
And Last day of class