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College English I 2009-2010 The department syllabus is designed to help instructors put together their own syllabi for ENGL 1201, College English I. It includes specific guidelines for teaching the course, entrance requirements, a model course, and suggested assignments. We have made some changes in the course, reflected below. Please read the syllabus carefully before creating your own syllabus; in fact, we suggest that faculty save this syllabus to their computers and use it as a template for creating their own syllabi. Entrance Requirements for College English I (ENGL 1201) This year, for the fourth time, we are using Directed Self-Placement for all first year students. This means that any student who would normally be tested (i.e. with a verbal SAT under 550) can place himself or herself into either ENGL 1201 or ENGL 1201-0160 (our basic skills course). Students complete a survey and write an essay in response to a brief reading from The Norton Reader. As part of this survey, the students “place” themselves into either of the two courses, according to guidelines provided on the 1201 website http://artsci.shu.edu/english/1201/. These responses and placements are then evaluated by either the Director of Basic Skills, the Director or First Year writing, or the ESL coordinator. If the faculty member disagrees with a student’s placement, he or she contacts the student and advises him/her accordingly. Many students switch their placement according to the faculty member’s advice, but the final decision is still the student’s. Our Basic Skills courses are
extended versions of 1201, with supplemental class-time and in-class tutoring
once a week in some sections. ENGL
1201-0160 functions as an intensive version of
ENGL 1201. The requirements are exactly the same except for the number of
class meetings and Introduction Faculty
members are expected to follow the general assignments for ENGL 1201, as
outlined below: Writing assignments will
emphasize sound principles of English. To this end, students will be taught how
to use the steps of the writing process—prewriting, outlining, drafting, and
revision-- to develop their ideas. To prepare students for college-level
writing, they are required to use their reading as the basis for their writing
assignments in ENGL 1201. Paper topics should be directly related to the
essays students have read for class in The
Norton Reader or (for experienced full-time, part-time, and adjunct
faculty ONLY who opted for the alternative text),
Reading the World (also published by Norton). When papers are
due, you must collect all phases of the process: prewriting, outlines,
drafts, and the final paper. Doing this will
encourage students to work thoughtfully through each stage of the process
and helps them avoid the temptation of plagiarism. Note: there should be no
ungraded essay; all essays should be graded – with the following exception if
you desire. You may, if you
wish, have students revise their diagnostic as a preliminary assignment, which
might be left ungraded and simply criticized by the instructor.
Or you may simply collect and evaluate the diagnostic essays and return
them, offering no option for revision. All essay assignments should
emphasize ideas as central to good writing. Students will be required to learn
and use five patterns of organization throughout the semester in their
formal essay assignments (Definition, Process Analysis, Cause and Effect,
Division and Classification, Comparison and Contrast), thereby acquiring a
variety of techniques for developing their ideas and arguments. Normally, we
would not assign a “comparison/contrast” essay, for example, but would teach
that rhetorical strategy as a tool to use in an essay devoted, overall, to a
larger purpose. Students will also
be required to learn and use other writing concepts (Audience, Tone and Stance,
Logical Fallacies, Logic and Metaphor, Bias in Language) incrementally
throughout the semester.
First
Year Students’ Summer Reading Listening is an Act of Love: A Celebration of American Life from the StoryCorps Project edited by Dave Isay The summer 2009 reading for Seton Hall University students is a collection of excerpts of StoryCorps interviews that feature facilitators, friends, and family members talking about their lives, loved ones, and significant experiences. The original StoryCorps interviews were recorded in a booth in Grand Central Terminal in Manhattan and aired on National Public Radio. Tentative assignment for
University Life (Core 1001) students: *Students will conduct their
own StoryCorps-esque interviews.
Using the guide in the book, students will prepare for, conduct, and record an
interview with a person of their choosing.
Interviews will be no shorter than five minutes and can be recorded with
either audio or audiovisual equipment. *Students will then post the
audio file in their University Life ePortfolios, along with a brief reflection
(150 words) on their experiences:
What did you learn from talking with your interviewee?
How did you decide what questions to ask him/her?
Looking back on the experience, would you have changed anything about the
interview you conducted (e.g., questions you asked, person you chose, pace of
the interview, etc.)? Research essay assignment for
College English I (Engl 1201) students: *Early in the semester,
students will choose a theme on which to base their StoryCorps interview and
their English 1201 research essay.
These themes will be chosen from the table of contents of the summer reading and
The Norton Reader, the English 1201
text of choice for most instructors.
Listening is an Act of Love themes
include Home and Family, Work and Dedication, Journeys, History and Struggle,
and Fire and Water, and they will dovetail well with the themes of the reader,
which include Nature and the Environment, Ethics, History, Politics and
Government, Science and Technology, and Philosophy and Religion. *The interview that they
conduct early in the semester through their University Life class will be a
primary source that the students will use in their research essay in English
1201 – they will also integrated essays from the reader as well as external
sources as they develop a research essay focused on the theme of their
interview. *The individual details of the
research essay assignment will be designed by the English 1201 professor, and
the students will use their own experiences, as well as their interpretations of
the interview and the texts, to develop a unique essay that allows them to
explore the theme.
At the first class
meeting, students must write an essay in class to be used for diagnostic
purposes. A diagnostic question for
you to use for this purpose will be distributed prior to the first class
meeting. The instructor should
comment at length on these essays and return them as soon as possible. This
gives the instructor and the students an opportunity to assess strengths and
weaknesses and plan accordingly. (As
mentioned above, you may choose to have the students revise and re-submit the
diagnostic as a first assignment.)
The assignment for the diagnostic essay will be sent to you before the first
day of class.
All 1201 courses have their own Blackboard courses. Faculty should make use of their Blackboard course for course information (where the syllabus should be placed), class discussion/assignments, announcements, and external links. Encourage your students to check their Blackboard course regularly. Note that Blackboard is being upgraded during the summer of 2009 and will be somewhat different as a result. See Mary Zedeck of TLTC if you need extra help. If you have material in Blackboard from previous courses, it will be translated into your new Blackboard suite. A large amount of important information about 1201 is
available through the 1201 Website.
Check it out for guidelines about teaching the course, grading criteria, and
useful links. This website is a
wonderful place to start gleaning ideas and materials for 1201. If you are using this syllabus on-line, please click on this link
http://artsci.shu.edu/english/1201. The Writing Faculty Blackboard Community should be used regularly by all writing faculty. For this year, we would like all writing faculty to use it on a regular basis. Please post your syllabus, assignments, and any other helpful materials (PowerPoint presentations, external links, etc.) in the Writing Faculty Blackboard Community to share with your colleagues. Go to the Discussion Board of this course to find the appropriate places to post your materials. Take a few moments each week to check out the entries of your colleagues. This link is not found under “Courses” but under “Community”: http://setonhall.blackboard.com/webapps/portal/frameset.jsp?tab_id=_3_1. Anyone teaching in the Writing Program will be added to the Writing Faculty Blackboard Community. S Use of technology in class requires
vigilance. You must be aware at all times of what your students are doing. This
means walking around the room, having students close laptops when they are not
specifically in use, and giving students specific assignments and deadlines.
Students should not be checking e-mail, instant-messaging,
participating in a chat room, or surfing the
net while the rest of the class is otherwise engaged.
DyKnow, a software program available to SHU faculty and students, can help
minimize these distractions and can be installed on your laptop if you plan to
use the technology extensively in the classroom.
The English Department has a clearly articulated policy with regard to plagiarism. Please click on this link to read it in its entirety. And do make sure that it is posted in your Blackboard course. Please inform Dr. Nancy Enright, Director of First Year Writing, of any incidents of plagiarism. The English Department has a clearly defined policy concerning cheating and plagiarism as follows: CHEATING
means the giving, receiving, taking, or purchasing of any information or written
work not your own during exams or on any written assignments. PLAGIARISM
means copying the ideas and/or language of any source without acknowledging that
source, without proper quotation of any language (even single words or short
phrases) taken directly from that source, and without citation of all
paraphrased as well as quoted ideas from that source. Plagiarism occurs when
anyone attempts to present the published or unpublished work (ideas and/or
language) of any person as his or her own. Seton Hall has a
plagiarism detection program called “Safe Assign,” available through Blackboard
to all instructors. PENALTIES:
Those found to be guilty of cheating or plagiarism the first time will receive a
0 (zero) for the assignment; the second time, automatic failure for the course;
the third time, recommendation to the dean for expulsion. PROCEDURE professors will follow when they have
found any evidence of CHEATING among students on written assignments: 1) The students' teachers will meet with the
students, along with a member of the Executive Committee or the Director of
Freshman English. 2) Students will be shown the Papers and asked to
explain their similarities. 3) Students will be required to bring in past
papers to check for similar instances of copying. Students must keep all
returned papers with professors' written comments and be able to produce them at
any time during the semester. Students should also keep all preparatory notes,
outlines and drafts to prove, if necessary, that the paper is their own. 4) In instances of cheating between students,
distinction will be made between the "borrower" and the "lender" of written
work. The borrower will receive a O (zero) on the assignment, but the committee
will determine whether the lender is a deliberate cheater who knowingly gave his
or her work to be copied, a misguided or confused student who (albeit wrongly)
gave his or her paper to a friend without realizing that it would be copied, or
a totally innocent student whose paper was taken without his or her knowledge.
In the first case, the lender will also receive a 0 (zero) on the assignment.
Penalties in the second and third cases will be decided by the professors. Note:
recently the English Department approved a policy with regard to plagiarism
occurring on rough drafts of essays.
Since not all faculty members formally grade rough drafts, we specify two
possible penalties for this offence.
If you give students a grade for rough drafts, then plagiarized rough draft
should get a ZERO. If you do NOT
grade drafts, then A WHOLE LETTER GRADE SHOULD BE DEDUCTED FROM THE FINAL GRADE
FOR THE PAPER FOR WHICH THE PLAGIARIZED ROUGH DRAFT WAS WRITTEN. 5) A list will be kept of the students involved for
the period of one year. Further infractions will definitely result in the more
serious penalties listed above. TIPS to avoid any involvement in cheating: 1. Do not lend your work to anyone. If you wish to
help a friend, go over the work together and do not leave any copies in his or
her possession. 2. Do not leave your work in any public place. Put
your papers in an envelope and leave it in the professor's box. Give them to the
Secretary of the English Department if you cannot locate the professor. 3. Students using campus computers must be
especially careful to disguise file names or keep files only on personal disks
(A: drive, not F: drive). Students must also be aware that every print command
will result in a printed copy, even hours later. Be sure to pick up all printed
copies of your work, or delete any extra print commands when you are finished. PROCEDURE professors will follow when they find
any evidence of PLAGIARISM of published sources on any written assignments: 1. The professor will determine whether the
plagiarism is deliberate or unintentional. Deliberate plagiarism of published
works will result in the same penalties listed above. 2. Unintentional plagiarism occurs when a student
attempts to acknowledge, quote, and/or cite sources but does so inadequately or
incorrectly. In the case of unintentional plagiarism, the professor may give a
"D" or an "F" instead of a zero, and may allow the student to rewrite the paper.
These decisions are up to the discretion and educated judgment of the professor,
in consultation with other faculty members when necessary. TIPS for students who wish to avoid
unintentional plagiarism: ACKNOWLEDGE: Any ideas, facts, or language taken from a source must be
acknowledged. We acknowledge the work of others by providing a "Works Cited
List" (bibliography) and by citing (providing author's name and relevant
page numbers) all paraphrased ideas and quoted language. The English Department
requires usage of the MLA methodology of parenthetical citation on all written
work. If you are unfamiliar with this, see the MLA Handbook for Writers of
Research Papers in the bookstore or library, consult your grammar handbook;
or ask your professor.
Because students receive tutoring and other outside assistance, it is sometimes difficult to determine exactly how much progress they are making. Thus, each instructor is required to administer an in-class writing assignment at the mid-term in order to get a first-hand sample of students' writing. This can also be used as a follow-up diagnostic to assess continuing needs and problem areas. The in-class essay should be scheduled into the syllabus from the outset.
In 1201, this is not to be
considered a true “midterm exam,” but should be an informal piece of writing –
perhaps a draft for a paper or a journal. Back to Table of Contents The English Department has
a rather strict attendance policy, based on the fact that our classes are not
lecture-based, but involving a large amount of discussion and in-class writing.
A student missing a significant portion of class time will not be
experiencing the course in its completion.
The English Department has approved an attendance policy for all composition
classes. Instructors must support this policy. The most practical way to
do this is to treat the class as a workshop in which students are responsible
for at least one piece of writing for each class session; (this will put the
emphasis on work missed rather on a lack of attendance). In-class writing
assignments might take any of the following forms: journal entry, quiz, peer
review, response to prompt either before or after in-class discussion/ activity,
evaluation, written practice of a required rhetorical/research/ grammatical
concept. An "excused" absence is
one documented by either the Athletic Department or the Dean for Student
Affairs, Dr. Karen Van Norman. Instructors
should not accept doctor's notes as proof of excused absences.
Please advise freshmen with significant medical or family problems to
speak with their mentor and/or someone in the Dean of Community Development’s
office, x9076, to obtain assistance and
official excuses for these absences. Journals (or other kinds of informal writing) are regarded as basic to any writing course. Require students to use them to record academic responses to the readings and other assigned work. Some instructors assign a journal entry for each essay read, including commentary about the essay and reactions to the rhetorical pattern. Students can also use their journals to expand upon a point brought up in class or to develop potential topics for future papers. The journal should not be a personal diary but rather an extension of the course work. Specify the criteria for an acceptable journal assignment (purpose, length, format) on the syllabus. Periodically check the journals. This can be done by having students indicate several selections to be read in full and checking the rest for degree of completeness. Most instructors collect journals two or three times during the semester. Assess the journal and include it in the calculations for the final grade. Students can post their journals in Blackboard's discussion area. If having students submit the journal on disk, be sure to check for viruses using the anti-virus program on the lap top before opening any files. Some faculty use other forms of informal writing instead of the journal. Others use both. The key thing is to make sure that your students have plenty of opportunity to informal and ungraded (in the formal sense) work.
At least ONE
of the assignments for 1201 should involve research
and be essentially a miniature term paper in preparation for the more extended
research requirement of 1202.
This year we are requiring
all faculty to incorporate the summer read into the research paper.
Students should interview someone based on the models found in the summer
read (see above) and do a research project linked to this interview.
Overall, in the research
paper, students are introduced to the basic elements
and methods of research and the MLA style of documentation and formatting in
ENGL 1201, which will prepare them for longer papers in ENGL 1202.
This preparation should include, above all, critical analysis of texts
and evidence the ability to link texts in a coherent and meaningful way.
Research skills should also include the following: ·
library research
·
direct quotation, paraphrasing, summarizing, blocking a quotation The English Department requires that
students be taught the use of the MLA format for all papers. This
includes such elements as the heading, title, margins, and pagination. This
information is available in the Handbook.
The reasoning
behind using note cards is as follows:
However, students
may also achieve the same results by taking notes on their lap tops. Some
instructors allow a combination of note cards (some of which contain
observations/ research questions, not just notes) and photocopies. Whichever
technique is used, the aim should be as follows:
*As noted earlier,
this year all research papers should be based on the interview the student
conducts in connection with the summer read.
However, how this assignment is worked out, its theme,
and overall approach can be determined by the instructor. * Portfolios and the E-Portfolio Writing portfolios – usually containing
examples of various kinds of writing as well as all of the writing and related
draft work --can be used to evaluate student progress over the course of a
semester. It also helps students
keep their work organized, which is a very important lesson for every college
student. This technique is optional in 1201
but mandatory in 1201-0160.
See the 1201 web page for more information.
This year, for the fourth time,
we are using e-portfolios and their use as an assessment tool, with some
professors choosing to participate.
As a result all First Year Writing Students will be required by their
professors to submit certain
specific samples of their work into their e-portfolio.
These materials will be part of their academic record and may be used for
general assessment of the program through grading of sample e-portfolios.
Each 1201 e-portfolio should include an essay selected by the student as
representative of his or her best work, as well as a self-assessment. Meta-writing is a technique whereby students
analyze and write about their own writing in order to identify problems they are
having during the composing process. Try this early in the semester for the most
effective results. It can be as directed or undirected as the instructor likes.
This technique can be used as a regular part of the writing process or as a tool
to help students evaluate their progress at various stages of the course.
Peer review should be a part of
every writing class. Students
can exchange papers in class, working in pairs or small groups. They can also work at home, using Blackboard, and commenting on each
other’s drafts. The entire
class might be assigned a particular student’s essay for a group workshop. There are many ways of incorporating peer
review into your class. It is helpful to give students some guiding questions for peer review. It is also helpful to have them write (or type on Blackboard) their
comments and to require that these comments be handed in. If you have any questions about how to use peer review in your classes,
please contact the Director of First Year Writing or the Director of Basic
Skills. All ENGL 1201
classes are required to hold an in-class library orientation.
College English I instructors
are required to arrange for a library session for their students.
PRIOR TO THE ORIENTATION, INSTRUCTORS SHOULD HAVE STUDENTS USE THE
MATERIALS ON THE LIBRARY'S INFORMATION LITERACY SITE (http://library.shu.edu/cdi4lib/silt2/index.html),
BOTH THE INTERACTIVE TOUR AND THE RESOURCES FOR 1201.
The library assignment should be specific and directed to the work of
your course. It should go beyond the
general library tour students are given in Freshman Orientation and familiarize
them with the search and research procedures necessary for college papers. The
assignment for the orientation should be directly related to a paper the
students are or will be writing in ENGL 1201. ORIENTATIONS ARE NORMALLY HELD IN THE REGULAR CLASSROOM, NOT IN THE LIBRARY, WITH THE LIBRARIAN COMING TO YOUR CLASS. Orientations can be scheduled by completing the application at this link http://tltc.shu.edu/library/calendar.php.
The orientation should be scheduled prior to or during Unit 5 on the
syllabus below. At the summer
orientation, you will be given the window of dates within which to schedule your
library orientation. All faculty
should contact
the librarian scheduled to do their class's orientation to discuss their plans
for the orientation and send a copy of their students' library assignment at
least TWO WEEKS PRIOR to the session.
AFTER COMPLETING THE ORIENTATION, STUDENTS SHOULD BE REQUIRED TO TAKE THE
ENGLISH 1201 LIBRARY QUIZ (http://library.shu.edu/cdi4/LibraryQuiz.htm). IN ORDER TO
ASSESS THEIR KNOWLEDGE OF THE LIBRARY AND ITS RESOURCES.
Direct any general questions about library orientations to Dr. Nancy
Enright, Director of First Year Writing.
For specific questions about your scheduled orientation, you may contact
either Dr. Beth Bloom, Walsh Library, or Dr. Nancy Enright.
For 1201 this exam should consist of a self-assessment that
should be graded as the final but also posted in the student’s content system to
become part of his or her e-portfolio (and eventually accessible for assessment
of our program). You will be
sent instructions on how to help students do the self-assessment and how to post
it toward the end of each semester. If you decide to do the final exam as a take-home, you must be present
during the final exam period for your students to drop off their final and to
allow for final conferencing. If you
wish to include other items in the final, besides the required self-assessment,
you may do so, but you must hand in your exam (or e-mail it) to the Director of
First Year Writing, Dr. Nancy Enright.
Grading
can be one of the most difficult aspects of teaching.
Be sure to work out how you will grade your students and spell it out
clearly in your syllabus. See
also the 1201 website for sample “A,” “B,” and “C” papers and other information
on grading.
Final Papers: 50% [Some instructors prefer to weigh
the later papers more heavily
Segments of papers (prewriting, outline, draft): 10%
Attendance (and participation (the latter includes
participation in writing assignments in class): AT LEAST 15 %
See the 1201 website for information on grading criteria. http://artsci.shu.edu/english/1201. There are three types of course evaluations
administered by the English Department. The first is a University evaluation.
Instructors will receive this at least one week before the end of the semester.
Instructions for administering this evaluation will be included. Instructors are
also required to have students complete the departmental evaluation, which will
be available on-line. You will be sent instructions on how to administer this
evaluation. Finally, instructors are
asked to administer a
The Staffed with English faculty,
peer tutors, graduate students, and professional adjuncts, the After each Seton Hall is fortunate to sponsor Poetry-in-the-Round, currently directed by Dr. John Wargacki of the English Department. In the past, readings have been given by the late James Merrill, Geoffrey Hilll, Thylias Moss, Joyce Carol Oates, Gwendolyn Brooks, Adrienne Rich, and many others. Students should be strongly encouraged to attend one of these readings since Poetry-in-the-Round offers cultural experiences that can enhance their studies. In 1201 students might be required to write an essay about their experience at a poetry reading for extra credit. Such an assignment may not substitute for the regular, required papers in the course. Each year's schedule of poets and authors is posted in the fall. Upcoming events will also be posted. All instructors at the university are
required to keep at least one office hour for each course they teach. These
should be scheduled at reasonable times, held in the instructor’s office, and
must be listed on the syllabus. During the first week of each semester, the
Department secretary will ask each instructor to fill out a form so hours can be
posted for student reference.
Leave a copy of the plagiarized material with a brief note in the
Dr. Mary Balkun’s mailbox. Note: During the course of the semester,
Teaching Assistants and Teaching Fellows must also provide Dr. Nancy Enright,
Director of First Year Writing, with a copy of all hand-outs – whether
assignments, tests, quizzes, or informational hand-outs – before distributing
them in class. This requirement also applies to electronic handouts, which
should be e-mailed or printed out. Materials, in whatever form, must be
submitted at least three days prior to their intended distribution date in order
to provide adequate time for review.
Syllabus Template for College English I · idea as central to good writing · thinking critically and analytically about writing, whether one's own or others' · audience and tone · types of argument--appeal to intelligence/ reason (logos), appeal to the emotions(pathos), and appeal to ethics (ethos)--and their uses. · logical development of ideas · avoiding biased language
** It is important to specify your grading standards
(including all percentages for grades – e.g. 60% essays, 10% final exam, 20%
class participation, 5% WC, 5% journal), policies regarding absence, attendance,
lateness to class, late papers, missing or late drafts, etc., in your syllabus.
OUTCOMES STATEMENTS FOR
FIRST-YEAR WRITING COURSES 1. Critically analyze and question a text (explicate; evaluate; factor in contexts; consider genre, audience, purpose, tone, language)—and do so with confidence. 2. Create thesis for
coherent extended argument; desire and ability to engage and work
through evolving and complex ideas. 3. Integrate several
texts—both literary and critical sources—into an argument that is at least 5
pages long. (“Literary sources”
applies to 1202.) 4. Appreciate nonfiction and fiction and know the difference; see relevance and importance of literature to life (see that literature may have something to say to you). (Fiction applies to 1202.) 5. Approach differing
writing assignments by recognizing the rhetorical expectations created by
differing purposes, audiences, and genres . 6. Know how and when
to revise and get feedback without external stimulus (i.e., a teacher or tutor). 7. Conduct research
based on pursuit of a question/problem (not just to collect a bunch information
on a topic), and generate material that supports an original idea or reading of
a text. 8. Follow MLA style
(formal, academic) in formatting text and citing sources. 9. Conduct research
both in the library and online with a critical eye for the nature of source. 10. Create
meaningful connections among various disciplines (e.g., analysis of Iago using
the language of drama and the language of psychology).
(Applies to 1202; optional.) 11. Choose language and form appropriate to a chosen genre; this would mean awareness of rhetorical and grammatical conventions. The
following “primary trait rubric” may be helpful to you as you use the outcomes
in your grading. You may wish to
distribute it to your students or modify into your own personal grading rubric: Primary
Trait Rubric Critical
analysis of text (Outcomes Statement #1) 4. Uses
knowledge of genre, context, tone, and language to make productive claims about
the meaning of both fictional and nonfictional texts. 3. Uses some
knowledge of genre, context, tone, and language to make plausible claims about
the meaning of some texts. 2. Shows limited
knowledge of tools for analysis and makes limited application to some texts. 1. Shows
virtually no ability to analysis; confuses summary with analysis. Coherent extended argument (Outcomes
Statement #2) Integration of multiple texts (Outcomes
Statement #3) Follow MLA style (Outcomes Statement #8) Following (academic) genre conventions (Outcomes Statement #11)
NOTE: Faculty members are free to
teach from THREE to FIVE essays (comprising together 15-20 pages of formal
writing). In any case, faculty must
combine essays in such a way that ALL required skills (Analysis of verbal and of
written texts, persuasion, and research) are covered.
For instance, if Analytical Essay I and Analytical Essay II are combined,
the resulting essay must reflect the ability to analyze both a visual and a
written text, linking them. If
the Persuasive and the Research Essay are combined, the resulting essay must
show both the ability to persuade and the effective use of secondary research to
support the argument.
All required rhetorical patterns (Definition, Comparison/Contrast, Process
Description, Division and Classification, and Cause and Effect) must still be
covered. If only three
papers are assigned, they must be generally longer (perhaps the first paper
being four pages, the next five pages, and the last six or seven pages).
If five papers are assigned, though most will be shorter (perhaps two –
three pages), at least one of them (probably the last) should be lengthy, at
least six pages.
If four papers are assigned, again, they might build in length, so the final
paper would be six to seven pages long, while the earlier papers (papers one and
two, perhaps) might be three to four pages long, and the third, four to five
pages.
College
English I – General Components to be Included in Syllabi
Part of this process should include the consideration of a perspective (or
perspectives) different from the student’s own.
Again, this assignment can stand alone
or be combined with one of the other strategies into a larger assignment.
Research
Process Analysis Definition Cause and Effect Comparison and Contrast Division and Classification Stylistic concepts to be developed
cumulatively throughout the semester (and, again, taught as “tools” to be
used in the larger assignments): Tone and stance
Logical fallacies Dr. Ed Jones, Director of Basic Skills, ext 5099 Dr. Kelly Shea, Director of the Dr. Aruna Sanyal, Assistant Director of the Here are some other important numbers: Dr. Mary Balkun, Chair of the English Dept., ext. 9387 Dr. Chrys Grieco, Assistant Chair, ext. 2176 Dr. Angela Weisl, Director of the Graduate Program, ext. 5889. College
English I - Sample Syllabus For Five
Essays
Requirements for Exploratory Essay (should
be graded): Stylistic concept: Bias in
language (Handbook 221-225, 273-274,
564-566) Read at least four essays or 20
pages in the unit Read Norton
Reader, “Prose Forms: Spoken Words” (906-907). Read at least four essays or 20
pages in the unit (“Politics and Government”) Stylistic concept: Tone and
stance (Handbook 52-53, 136-38, 591) Stylistic concept: Logical
fallacies (Handbook 505-514) College
English I --Sample Syllabus For Four
Essays (With AEI and
AEII combined – other combinations are, of course, possible – see below)
Read
Norton Reader, “Prose Forms:
Spoken Words” (906-907). Read at least four essays or 20
pages in the unit Stylistic concept: Tone and
stance (Handbook 52-53, 136-38, 591) For Four
Essays (with the
Exploratory Essay Omitted, no essays combined)
Norton Reader,
“Literature,
the Arts, and Media” (1026-1125) Read at least four essays or 20
pages in the unit Stylistic concept: Purpose and
audience (Handbook 4,
9-13, 51-52, 220-221, 491-492) Research concepts:
Incorporation of quotations; in-text citations and Works Cited (MLA format) (see
Handbook) Grammar concepts:
"Punctuation." Required Concepts for
Analytical Essay II: Norton Reader,
“Language and Communication”
(510-591) Read at least four essays or 20 pages in the
unit Read Norton
Reader, “Prose Forms: Spoken Words” (906-907). Read at least five essays or 25
pages in the unit (“Politics and Government”) Stylistic concept: Tone and
stance (Handbook 52-53, 136-38, 591) Stylistic concept: Logical
fallacies (Handbook 505-514) College
English I - Sample Syllabus For Three
Essays (with Exploratory Essay omitted and Persuasive and Research Essays
combined)
"The Writing Process” –
Part I, The Read at least six essays or 30
pages in the two units combined
Sample Lesson
Plan for College English I (for one unit) For the Four
Essay Syllabus (slight variations might occur with the other plans)
Assign the following readings:
Gloria Naylor, “Mommy, What Does ‘Nigger’ Mean?” (510)
George Orwell, “Politics and the English Language” (581)
From
An Album of Style, within the same chapter: John
Donne, “No Man Is an Mary
Wollstonecraft, from A Vindication of the
Rights of Women (603) John
Henry Newman, “Knowledge and Virtue” (604)
Be sure to build on what you
have been doing.
Discuss fifth essay (see above) and connect to paper. You might use a volunteer’s
paper to model peer review. You
might also have some students share what they are doing in their papers with the
whole group.
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