SPRING 2007 BCC                                                              Instructor: Mr. W. West

ENGL 093                                                                            Office: C 207 Mail Box: R230

E-MAIL wwest@bcc.ctc.edu                                                Phone: (425) 564-3161

 

 

TEXTS

LITTLE, BROWN HANDBOOK, FOWLER - ISBN: 0321389514

WILD IRIS GLUCK – ISBN: 0679767770

TO THE WEDDING BERGER - ISBN: 0679767770

RECOMMENDED - A GOOD COLLEGE DICTIONARY

MATERIALS

A three ring binder for all drafts, seminar papers, in-class writing and the Evaluation of Formal Papers and Seminar Participation.

 

 

 

 

GOALS AND OBJECTIVES FOR ENGLISH 093

English 093 helps non-native speaking students make the transition between forms of writing used in their native cultures and the various forms of analytical thinking and writing expected in college level courses in the United States. Students read, talk, and write about major contemporary issues. Advanced editing skills and editing speed are emphasized. Major writing objectives must be met not only in papers written outside of class but in essays written, revised, and edited in a single class period.

 

Students entering ENGL 093 should be able to

1. Use a combination of simple, compound, and complex sentences.

2. Expand sentences with modifying phrases

3. Write an in-class paper in which the number and severity of mistakes in grammar and punctuation compares favorably with that of naive speakers in a 093 level composition class. (Many of the mistakes will not, however, be of the same kind.).

4. Read at English 089 level or above.

 

GOALS: Students in ENGL 093 will

1. Consider writing as process of analysis and synthesis involving composition, revision, and editing and others writing.

2. Develop a sense of audience in their own and other’s writing.

3. Explore implications of content in spoken and written material.

4. Improve ability to convey judgments, abstract ideas, and knowledge clearly and with appropriate vocabulary.                            

5. Increase awareness of the structure and development of a piece of writing.     

6. Continue to refine techniques of description, narration, and exposition and add the skill of simple analysis in their own writing.

7. Communicate easily in speaking with instructor and peers.

 

OBJECTIVES: By the end of ENGL 093 students should be able to

1. Discuss appropriate topics in large or small groups.

2. Analyze what is said or written and express a judgment on the content, both in speaking and in writing.

3. Phrase oral and written material to make the content clear to any audience.

4. Organize content of writing into logical sequences, maintaining focus with suitable transitions and correct signaling of paragraphs.

5. Develop appropriate openings and endings.

6. Revise to achieve most effective expression by using variety of sentence structures and lengths  by using noun, adjective, and adverb phrases and clauses by reorganizing paragraphs for mare effective paragraph structure.

by choosing words (especially verbs) carefully and reducing wordiness.

7. Use style and tone appropriate to topic and audience.

8. Edit by correcting mistakes in

 

·         number (plurals, determiners, shift in number)

·         verb tenses (particularly past perfect, modals, passive/active forms)

·         subjunctive (e.g., after if," expressing desire or suggestion)

·         prepositions

·         contractions

·         sentence completion

·         punctuation

·         transitions

 

 

 

YOU ARE RESPONSIBLE FOR FOUR TYPES OF PAPERS

·         FORMAL PAPERS

·         DRAFTS - PREPARATIONS FOR FORMAL PAPERS

·         SEMINAR RESPONSE PAPERS

·         IN CLASS ESSAY

 

  • 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.
  • 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) reception area in the Student Services Building.

 

 

ENGL 093 PREPARES STUDENTS FOR ENGL 101

 

ENGLISH 101

Course Description

Students entering 101should be able to

a) Write clear and complete sentences

b) Sustain a definite focus and point of view in a 200-300 word paper

c) Link ideas in a progressive, flowing sequence

d) Make accurate paragraph distinctions and correctly signal them

e) Spell and punctuate accurately in revised work.  Occasional errors should not interfere with meaning

 

Exit Objectives

1.  Students will demonstrate their ability to recognize and/or understand the following concepts:

a)  Relationships of WRITER, to WRITING, to AUDIENCE

b) The stages in the process by which writing occurs:  invention, pre-writing, drafting structuring, focusing, revision, editing).  The differences between OBJECTIVE and SUBJECTIVE writing.

c)  The rhetorical modes that writers can use for organizing and focusing their writing.

d)  The TERMINOLOGY of the composition/rhetoric classroom:  thesis statement, unity, coherence, focus, etc.

e)  The conventions of Standard English for correctly editing the grammar and syntax (i.e. the mechanics) in their own writing and in that of others.

f)  The power of control which language and word choices afford the writer (includes recognizing colloquial and non-standard English)

g)  The essential relationship between reading, writing, and analysis.

 Emphasis will be placed on interpretive use of information.

 

We work together as a group so we need to be prepared for each meeting.

 

1. PRESENTATION OF FORMAL PAPERS

Formal papers must be word-processed. Before you submit drafts for presentation, they must be double spaced, stapled (no plastic folders), neat, and they must have the MLA title page format for a research paper found in your LBH text (1 inch margins all sides, 25-27 lines per page, and standard type [12 FONT] or adjust the length of your paper if your type is larger). Papers will be refused counted as late if not as above. It is the student's responsibility to keep all papers and drafts for the final portfolio.

“Save" all drafts on a back up disk and include them in your portfolio. Revision is a major part of your grade and I will need to see your revision process. Also be sure to save all drafts and seminar papers with my comments for your portfolio.

Important -- formal papers must comprehensive with a strong focused thesis statement that is completely supported by the body of the paper.

This is not course that includes research, however if you decide to research a subject for your paper, you will need to photocopy the pages of books or articles from which you have drawn quotations or paraphrased and staple them to each draft that you submit. Highlight or underline section used. This is part of the assignment and it must be completed to receive credit.

 See this site. http://owl.english.purdue.edu/handouts/research/r_plagiar.html

 

 

2. PRESENTATION OF DRAFTS

DRAFTS MUST BE ON TIME. Be careful not to confuse FORMAL PAPERS (the final draft) with workshop drafts. Word processed drafts count only if you bring them in when we WORKSHOP. PLEASE DO NOT EMAIL A DRAFT TO ME OR PUT IT IN MY MAIL BOX AND LEAVE. You will receive credit if you bring a draft and “participate” in a workshop.

 

 

3. PRESENTATION OF SEMINAR RESPONSE PAPERS

AT LEAST ONE FULL PAGE SINGLE-SPACED. SAVE ALL RESPONSE PAPERS WITH MY COMMENTS FOR YOUR PORTFOLIO. PLEASE DO NOT EMAIL A RESPONSE TO ME OR PUT IT IN MY MAIL BOX. You will receive credit if you bring the response paper on time and “participate” in the complete seminar. MORE DETAILED DESCRIPTION BELOW.

Students may miss one seminar or response and it will not affect their grade.

PLEASE SAVE ALL RESPONSE PAPERS FOR YOUR PORTFOLIO.

 

 

A COMPLETE PORTFOLIO WILL CONTAIN:

15 PAGES FORMAL WRITING

5-9 RESPONSE PAPERS (ONE MISSING RESPONSE WILL NOT AFFECT YOUR GRADE)

3 COVER LETTERS

A COMPLETE EVALUATION OF FORMAL PAPERS AND SEMINAR WORK AND THE IN-CLASS WRITING

 

   

GRADING (approximate percentage)

33% - PORTFOLIO AND WRITING PROCESS

33% - SEMINAR PARTICIPATION AND RESPONSE PAPERS

33% - EVALUATION OF FORMAL PAPERS AND SEMINAR WORK AND THE IN-CLASS WRITING

 

PLAGIARISM

Any paper submissions that contain substantial unacknowledged borrowings of language/wording and/or idea form another source--and thereby represented as the student’s own work--will receive a failing grade on that assignment. Such students will be written a short letter that cites the incident, the failing consequence, and which warn the student that a repetition of plagiarism will result in a final course grade of "F." See "Avoiding Plagiarism" on BCC’s Writing Lab Workshop for a clear definition- we will discuss this twice in class during the Quarter.

A paper may be submitted for credit in only one class. For example, papers for which students have received English 101 credit may not be submitted again for English 102 or 271 credit. Any student who resubmits a paper will receive a failing grade for that assignment and possibly the course.

 

CLASS BEHAVIOR

The atmosphere in class must be free from any sort of disruption.

1. There will be no reading of newspapers or materials other than those under discussion in class.

2. No ringing cell phones, eating, drinking, or any behavior that is deemed discourteous by the instructor.

 

YOUR RESPONSIBILITIES 

*        READ SYLLABUS BEFORE SUBMITTING DRAFTS TO BE SURE ALL REQUIREMENTS ARE MET.

*        WORD PROCESSED DRAFTS MUST BE BROUGHT IN AND WORKSHOPPED FOR POINTS.

*        TAKE NOTES DURING ALL CONFERENCES WITH INSTRUCTOR.

*        IT IS THE STUDENTS RESPONSIBILITY TO ASK THE NECESSARY QUESTIONS CONCERNING THE NATURE OF ASSIGNMENTS, DUE DATES, GRADING AND EVALUATION PROCEDURES SO THAT THERE IS NO MISUNDERSTANDINGS. DUE DATES SUBJECT TO CHANGE.

 

 

Evaluation of Formal Papers and Seminar Participation:

A Thorough Examination of My Course Work

I require this so that the student can be clear on the grading procedures and the evaluation process; the student, in essence, can be an important part of this process.

You may want to start a draft of your self-evaluation now so it will be ready for your portfolio.

Remember to use the outline below.

 

COLLECT ALL YOUR WRITING (INCLUDING RESPONSE PAPERS) IN AN ORGANIZED PORTFOLIO. SUBMIT THIS WITH YOUR EVALUATION BEFORE THE FINAL CONFERENCE.

Instructions:  Evaluate the three aspects of the course (seminar, formal papers, and group work), and consider this evaluation as three mini-essays.  This means you respond with explanations, illustrations, etc. rather than with one word (or 2 or 3 words) answers.  Also, remember that this is part of your grade and should therefore be treated with appropriate seriousness.

 

Grade options: A, A-, B+, B, B-, C+, C, C-, D+, D, and F.

 

I. Important – First, write a paragraph or two addressing what we did in this course that made the deepest impression on you. What have you learned that is universal, meaningful, and important?

II.  SEMINAR

                A.  Papers

                                ~ Quality--how good were they?

Did they make connections, develop themes, rely on works we were reading, focus on authors’ main points and not on peripheral ones, provide a basis for your productive participation in seminar discussions?

                B. Participation/Attendance

                                ~ Did you miss any seminars?  How many?

                                ~ How much did you contribute?

                                                + Did you discuss texts, ideas, and themes?

                                                + Did you help to deepen the understanding of the works by making

                                                    connections to other relevant material/experiences? How?

                                                + Did you play a role in seeing that participation was broad,                                                                                                             responsive, focused, and lively?

                                                + Did you listen and participate effectively in dialogue with                                                                                                                   seminar peers?

                Propose a letter grade for Seminar.

 

III.  PORTFOLIO -- Formal Essays and Self-Evaluation

                *** YOU MUST USE THE LANGUAGE FROM THE GRADING CRITERIA

                ~ Is it complete?

                ~ How fully did you participate in writing workshops?  How prepared were you?

~ Were your formal essays insightful, thoughtful, focused, organized and were your ideas supported like the ideas found in the text? Were your sentences var­ied and imaginative in style, concise and creative in wording?

~ What have you learned about essay writing through writing you formal papers? Did you understand the criteria for grading papers (see below)?

                Propose a letter grade for the Portfolio.

 

CRITERIA FOR GRADING PAPERS AND PORTFOLIOS

A (superior). An A paper meets the standards in all these areas and excels in one or more of them:

 

The paper as a whole presents a fresh subject or main idea or treats it in an interesting or original manner, displaying unusual insight. The paper has a clear pattern appropriate to the audience. The paragraphs are fully developed with de­tail that supports the main idea; sentences within the paragraphs are clearly linked, forming an appropriate pattern; transitions are effective. Sentences are var­ied and imaginative in style, concise and creative in wording. The paper contains few errors in grammar and punctuation or errors in sophisticated matters, and few spelling errors.

 

B (strong). A B  paper meets the standards in all these areas:

The paper as whole presents an interesting subject or main idea and approaches in a consistent and careful manner, displaying good insight, although without the freshness or originality characteristic of the A paper. The pattern of the essay is appropriate to its purpose and the writing makes use of consistent rhetorical strategies and a tone appropriate to the audience. Paragraphs are, with only a few exceptions, adequately developed and generally successful in support­ing the main idea; transitions are clear, and sentences within most paragraphs are for the most part clearly related. Sentences are clear and correct in structure and style and are not excessive wordy. Word choice is usually appropriate. Grammar, punctuation, and spelling follow accepted conventions, except for a few mi­nor errors.

 

C (adequate). A C paper is seriously deficient in one of these areas:

The paper as whole presents a clearly defined subject or main idea, but the treatment may be trivial, uninteresting, or too general and the insight adequate but not marked by independent thought. The plan and purpose are clear but inconsistently or incompletely carried out; tone may be inconsistent. Some para­graphs may lack adequate supporting detail or may be only loosely linked to the main idea. Sentences within paragraphs may be only loosely related, and some transitions may be missing. Sentences, are generally correct in structure and style but may be excessively wordy, vague, or, at times, even incorrect. Style and word choice may be flat, inconsistent, or not entirely appropriate to the audience. The paper may display isolated serious errors in grammar and punctuation or frequent minor errors that do not interfere substantially with meaning or that do not greatly distract the reader: the paper may contain occasional misspellings.

 

D (weak). A D paper is seriously deficient in any one of these areas:

The paper as a whole presents a poorly, defined or inconsistently treated subject or central idea and displays little insight. The plan and purpose are not treated consistently. The tone is inappropriate to the audience. Paragraphs contain little supporting detail. Sentences within paragraphs are frequently unrelated to the main idea, and transitions are lacking. Sentences are frequently incorrect in structure, vague, wordy, and distracting. Style and word choice are inappropriate, incorrect, or inconsistent. The paper may contain serious and distracting errors in gram­mar and punctuation as well as numerous irritating minor errors and frequent misspellings.

 

F (unacceptable/no credit). An F paper is unacceptable in one of these areas:

The paper as a whole does not have a clear subject or main idea and has no ap­parent purpose or plan; or the subject and main idea are defined and treated in a way that clearly does not meet the requirements of the assignment. Paragraphs are not related to the main idea; sentences within paragraphs are unrelated, and transitions are missing. Sentences are so faulty in structure and style that the essay is not readable. Frequent serious errors in grammar, punctuation and spelling indicate an inability to handle the written conventions; there are excessive minor errors or misspellings.

 

We can use criteria above to talk to each other about your work in class. You will find that most of my comments will be spoken comments during our conferences; I will do very little actual writing on your drafts. This becomes a form of editing (composition theory sees this as the teacher "taking possession" of the students paper) and a good portion of this class is devoted to teaching the student how to edited his or her own paper. Take notes during our conferences.

 

 

Grammar is not part of this course, but correct grammar will be part of your overall paper grades.

IF YOU HAVE PROBLEM IN THIS AREA, PLAN TO WORK WITH TUTORS IN THE WRITING LAB (A-262) BEFORE HANDING IN A PAPER. I will conference each student on the first paper and direct the student to the grammar rule in LBH making it the student's responsibility to learn the rule and correct the grammar. You may also bring a draft to my office during my office hour.

 

ATTENDANCE POLICY

1. Any student who needs to be absent for an extended period must notify the instructor in advance. The 3rd and following “lates” will count as an absence. More than 15 minutes late will count as an absence. In keeping with the division policy, after 4 absences, the student will not receive credit for the class.

2. If you do not have a response paper or a draft, be sure to submit a brief letter explaining the problem so we can discuss it during conference.  Please read the Arts and Humanities Division - STUDENT PROCEDURES AND EXPECTATIONS.

3. The first week is essential- Students who miss the first week may attend class but it is unlikely that they will receive credit for the class.

 

 

HINTS FOR SEMINARING                                               Jim Harnish, Fall 1988

GOAL - To develop the skills of an analytical reader/listener/writer.

A book seminar is the mode of learning in a coordinated studies program.  The seminar in coordinated studies is what sets this class apart from other types of classes. So what is a seminar? How do you prepare for a seminar?  What and how do you learn in a seminar?

A seminar brings together an interested group of learners who have done some preparation, including having read, thought and written about a particularly good book.  This solitary preparation should include marking the text for interesting passages, reviewing those sections, organizing one's thoughts on paper and producing significant questions that need to be explored.

In the seminar the group is responsible for exploring the text and probing the ideas people have brought from their individual reading of the text. It is a time "to mine" the text, to work it over as a group, to think out loud about it, to test some ideas against the group.  For example the following might be overheard in a seminar: "I don't know if this is valid but it seems that the author is saying..." or "Here on page 15 at the bottom of the page the author says (reads from text) this seems to be his most important point.  What I think he is saying is..."

A seminar is not an arena for performance to show you've read the text or a reporting session to read your papers.  It's more than a class discussion and it definitely is not a time for a lecture from an expert who will tell the group what they should get from this book. There may be a place for those activities but not in seminar.

Seminar is a special time for a unique intellectual activity. The exchange of ideas must be focused on a source, a book or play or film. A good way to keep focused on the text at hand is to respond to the following three questions:

1. WHAT IS THE AUTHOR SAYING? - Point to the exact page and paragraph so everyone can read along.

            2. WHAT DOES THE AUTHOR MEAN? - Explain the passage in your own words.

            3. WHY IS THIS POINT IMPORTANT? - Agree or disagree or compare it to other's ideas. 

Make sure you keep these three questions distinct, because each forces the group to discuss the text in different ways. Sometimes the seminar will be focused but still free flowing, searching, questioning, going deeper to understand ideas from a book, from others and within yourself.  Sometimes the group will come to some conclusions; sometimes it will seem like a series of disconnected activities, like a popcorn popper with ideas jumping up around the table without clear connections. It is a place to discover new ideas and a checkpoint to test out old ideas, or a way of making insightful connections.

In the words of Richard Jones in the book Experiment at Evergreen: "In seminar one learns how to do the more important things that need to be done to information by an educated adult; choosing and finding it, weighing it, criticizing it, analyzing it, comparing it, reflecting on it, editing it and then expressing what has been made of it by way of the spoken and written language." The teacher's role in a seminar is at best to be a model of an experienced learner and not the focus of attention or authority who will tell you what you should learn. Don't let the faculty give a lecture in seminar! Everyone has to take responsibility for co-leading and sharing ideas.

Participants must learn to listen actively to each other and speak openly to the whole group not just to the leader. The group must learn to be sensitive to the needs of all. The "mouths" must be disciplined in order to learn how to listen better. The quiet people must learn to be more assertive and resolve to share their insights even if they are not comfortable doing that. Shyness is neither a virtue nor an excuse to withhold your thoughts from the group.  Everyone should speak during each seminar.

Speak in turn and allow others to finish their thoughts, do not interrupt one another. Silent periods are OK. Silence gives time to process thoughts, try to become more comfortable with it. Address an idea or argument by connecting it to what someone else has said. Summarize the point you are responding to, and then provide your own idea.

Finally if things are not going well, it's our responsibility individually and collectively to put things right.  Keep taking the pulse of the group and make adjustments so that everyone can have the opportunity to have a meaningful intellectual experience in seminar.  The best question to ask is not how am I doing but rather how is our seminar going?

Leaving the seminar with more questions or being somewhat confused or overwhelmed with new ideas and conflicting insights into the reading is a sign your seminar is working.  You will come to realize in seminar that a great book is not something you read over once and feel satisfied you have learned all you can from it, but rather it is one which stimulates a continuing intellectual curiosity which demands from you a re-reading and continuing discussion of it--maybe for the rest of your life.

·        Don't let the faculty lecture in seminar

 

 

Resource

http://ahe.cqu.edu.au/online_articles.htm