! English 101: Written Expression

Winter 2008

Instructor: Donna Miguel

Email: dmiguel@bcc.ctc.edu _{(refer to Prentice pgs. 82-83)}

Office: R230-T Phone: (425) 564-2553

Office Hours: 1:30-2:30 M-Th

Syllabus online: http://bellevuecollege.edu/artshum/materials/

Materials online: MyBCC – http://mybcc.net/

Time and Place of Class

Section M: 10:30-11:20 M-F (daily) C140

Required Texts/Materials

§ The Sundance Reader, 4^th edition, by Mark Connelly

§ Prentice Hall Reference Guide to Grammar and Usage, 7^th ed, by Muriel Harris

§ Essays on reserve in the library – see attached list

§ Access to MyBCC & printer

§ Dictionary – optional, but strongly recommended

§ Floppy or USB flash drive (anything to save your work)

§ Folder to save your work and handouts

Course Description

In English 101, we will focus on strengthening your knowledge and experience with the writing process, and appropriating it into your own personal writing style (along with clear, effective writing skills). Through the various writing projects, we will heighten audience awareness, connect critical reading and analytical writing, and finally, develop a healthy skepticism concerning provocative and controversial social issues. In our projects, we will concentrate on writing effective arguments while moving away from the traditional 5-paragraph essay. Also, we will rely heavily upon the Rhetorical strategies: ethos, pathos and logos, for strategy and unity in all of our writings.

§ Course Objectives – pg. 5

§ Course Agreement – pg. 6

Class Policies

1. MyBCC – I will post all assignments, handouts, and exercises on MyBCC, under “Handouts.” Please print out whatever is necessary before the class section. Check your schedule accordingly. Also, should I miss class (ill, off campus, weather-related) please check under “Announcements” for any change, directions, or assignments.

2. Attendance – Don’t miss class! Attendance in this class is mandatory. Half of your participation points are for attendance; this means that if you miss a class or two, that’s okay. However, you start missing a lot, then your attendance points drop. If you miss more than 10 classes, then I’ll wipe out all your attendance points. Please let me know in advance, or just let me know via email or phone, if you are going to miss. There will be a number of in-class assignments, as well as homework assignments that will figure into your final grade. Punctuality is also mandatory, so please don’t be late or leave early. Be in class by the time I pass around the roll sheet; you continuously prance in class late, and points drop. If you absolutely need to leave early or arrive late, please be courteous and tell me in advance.

3. Participation – you will receive points, at the end of the quarter, on your participation. Make sure you speak up, either in class discussions or in group/partner time. Don’t lose points by goofing off, sleeping, using the computer when it’s not part of the daily assignment, or refusing to be on task when I give you an in-class assignment or exercise. Also, do not be text messaging or listening to your iPod during class. If I see you doing so, I will deduct participation points.

4. Assignments – all reading and homework/assignments are due the day they are on the schedule. Complete all before coming to class; if I catch you finishing up an assignment during class time, I will deduct points or not accept it at all. Please make sure to READ YOUR SCHEDULE to figure out when the deadlines are.

5. Plagiarism – if is imperative you ask me for help on correct citation methods. Don’t intentionally cheat, plagiarize, or perform any other misconducts, or serious repercussions may follow, including receiving a “0” for the assignment or an “E” (to be determined by me, the instructor).

6. Cell phones – turn them off or on vibrate BEFORE entering the classroom. If it is absolutely an emergency and you need to use the phone, be courteous and step outside for a few minutes.

7. Respect – of course, this is a class where we will discuss, and even debate, issues. However, any comments, jokes or remarks that belittle the worth of an individual’s physical attributes, race, creed, sexual preference, religion, gender, and/or ethnicity are inappropriate and will not be tolerated.

8. Absolutely no chatting, sleeping, or text messaging while I, or your classmates, are talking. I will deduct points if you’re consistently chatting away during class discussion. Also, this classroom is only for issues pertaining to our work. Please don’t talk about something that isn’t relevant to our issues for the day!

9. Special Accommodations – If you need course accommodations because of a disability, please refer to the Disability Resource Center (DRC) at B132, or by calling (425) 564-2498, or TTY (425) 564-4110.

10. Please refer to the Arts and Humanities web page for the Student Expectations, which apply to all of my classes: http://bellevuecollege.edu/artshum/policy.html.

Assignments

§ Format and Style – all fonts need to be readable; that is, use 11-12 size fonts. Also, use professional styles, such as Times New Roman, Palatino, California, Book Antiqua.

§ You will need an appropriate heading for your assignments. Position the heading at the top right or left corner on the 1^st page. You must have the following information: name, date, English 101 & section, assignment.

§ Every assignment must be typed, double-spaced, and have 1-inch margins (unless otherwise noted). Default your word processor to 1” margins all around.

Projects (2) – the assignments in this course will explore how to argue effectively, in any given format, whether it is essay or visual. Because this is a course in rhetoric, we will consider how to strategically argue using the Aristotelian Rhetorical Triangle model for various purposes and audiences. Much of your work will consist of you selecting an issue of personal and societal interest, researching it, effectively constructing the argument with specific appeals, and finally, proposing solutions that deal with the issue. Because not every written argument is in the form of a 5-paragraph model essay, you will effectively argue, or persuade, in 2 different formats: the argumentative advertisement and the argumentative research essay. You will rely on your skills and knowledge of effective rhetoric and also creativity to persuade your intended audience. Of course, the only way to progress through these projects is to have prewriting assignments and peer critique sessions.

*** As for revisions, you have the opportunity to revise Project 1 for possible higher points. You must turn in the graded project and the revised one exactly one week after I have returned your project back to you.

*** Note: if you are unable to get to a computer or are just “inexperienced”, or just want to practice your essay composition skills, you have the choice of writing an essay instead of the advertisement.

In-Class Essays (2) – in class essays are designed to measure how well you can make and defend/persuade a point in writing under timed circumstances. You will show your readers, through the development of your argument, the skills you are learning in this course. Your essay will not be graded for quantity, but rather for quality. Finally, these timed essays are meant to demonstrate your skills in connecting your critical reading and written analysis skills. For these in class essays, you will have approximately 50 minutes to plan, write, and proofread your essay. Make sure to arrive early, or on time, and to have done your readings. You will be expected to answer the prompt (question), in which the prompt will ask you to respond to an issue based on the subject matter discussed in the reading. The question will allow for multiple possible perspectives, so there are no “correct vs. incorrect” responses. Instead, your essay will be evaluated based on how well you make and defend your position on the issue, as well as composing a thesis-based essay using evidence as support, paragraph development, transitions, and topic sentences.

Responses (3) – in-class responses are from prompts on the overhead. These are only about ¾ page long (1-2 paragraphs). I will assign a ü+, ü, or ü-, which will later be added to your total grade points. These are merely written exercises involving your knowledge of the assigned reading, your ability to critically analyze the piece, and effectively connect it to your own experiences or insights. These are basically practice for the in-class essays, as well as practice using the Rhetorical Triangle.

Readings – (a lot!) We will read essays from various modes (narrative, compare/contrast, description, etc.) to analyze argument, content, thesis, purpose, audience, and stylistic elements. From this variety of readings, you will be able to recognize that argument need not be in any specific format or mode of writing; that is, persuasive writing is not limited to one form. Finally, these readings will introduce or familiarize you with current controversial issues in which you will either agree or disagree with. This is a good chance for you to practice making a strong point and supporting it with evidence (arguments). Remember to have an open mind when listening to your classmates; there are a lot of different perspectives!

Grading ***

-Projects – 235 pts total (including Prewriting assignments & Peer Critiques)*

-In-Class essays – 100 pts total**

-Responses – 15 pts total**

-Participation – 50 pts

TOTAL PTS: 400

Course Objectives– divisional, departmental

By the end of the quarter, you are expected demonstrate the following:

PWith regards to the Writing Process, be able to:

¬ Demonstrate various invention practices: brainstorming, free-writing, outlining, journaling

¬ Demonstrate ability to write in various modes: personal narrative, expository, analytical, descriptive, argument, persuasive

¬ Demonstrate the phases of the writing process: draft, revision, final copy

¬ Know the difference between revising, editing, proofreading

PExplore the sources of writing: reading, thinking, analyzing, discussion

PCreate a thesis statement that suggest the focus of the paper; does not point out the obvious, and is written as a sentence

PDevelop and include enough details and examples to support the identified thesis and reinforce thesis

PDemonstrate various patterns of organization and use the organizational pattern that suits PIllustrate the concept of audience in your writing

PArtfully combine audience, purpose and tone in compositions written in and outside of class

PWrite a vocabulary appropriate to your subject and identified audience

PBegin and conclude a paper effectively

PShow effective control of mechanics: paragraphing, punctuation, spelling

PDifferentiate between key ideas and supporting details in reading

PLocate the thesis statement in reading assignments

PPractice good group skills: how to give useful feedback, and how to make use of feedback you receive

PDevelop self-assessment skills

PMy Expectations from You upon Leaving This Class

¬ Gain confidence in your writing skills/abilities!

¬ Acknowledge that composition/professional writing need not be always in the conventional 5-paragraph essay

¬ Conclude that all disciplines (colleges) use writing, and that any career or path you take involves some type of writing or reading knowledge/skill

¬ Realize that arguments need to have thorough, effective, and logical reasoning/support

¬ Recognize that visual aids indeed contain rhetorical situations, especially pathos, or emotional appeal

¬ Understand and gain the ability to recognize arguments in any sort of document, visual aid, or in any form of communication

Course Agreement

MEMORANDUM

TO: Winter 2008– English 101 students

CC: Thomas Nielsen, Arts and Humanities Division Chair

FROM: Donna Miguel, Instructor

DATE: January 2^nd, 2008

The syllabus for English 101 clearly states the policies for the Winter 2008 quarter. The student will receive a deduction of points from the participation grade if he/she fails to turn in any assignments on the date they are due (unless there have been prior arrangements made with the teacher), which will adversely affect the student’s total points for the course.

Also, if the student becomes disruptive or violent to the other students and teacher, then the student will be warned, and possibly be kicked out for the day or the entire quarter.

Finally, if the student uses someone else’s words or ideas without giving credit to the source (plagiarism), then he/she will receive a “0” for the assignment or an “F” for the course, as stated on the syllabus. Please note the other policies on the syllabus that the student must abide by.

This memo serves as a contract/course agreement. ________________________________’s signature ensures that he/she has read, acknowledges, and understood the terms of this contract.

Finally, it is understood by the instructor that the student’s life is his/her own and will not blame the instructor for failure to meet course requirements.

Signature ________________________________ Date _______________________

Signature ________________________________

(Instructor)