gordon state college engl 1101: english composition i...

Glossary: pp. 651-663 ENGL 1101

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GORDON STATE COLLEGE ENGL 1101: English Composition I – Common 1101 Syllabus Adopted Fall 2016

Syllabus and Course Policy – Spring 2017

Part I – Introduction and Course Outline

ENGL 1101 – CRN 437 – 8 AM – Rm Ac 205 – MW Office Hours: - By appointment ENGL 1101 – CRN 438 – 9:30 AM – Rm Ac 205 – MW MW: 7:00-7:50; 10:50-11:40 Phone: 678-359-5459 Office: Ac 102, first floor, by the elevator Email: [email protected]

English Composition I is often called a “gateway course” for entering freshmen. This amplifies the course’s importance. In an access institution such as Gordon State College, many students, even those who have attained “college ready” status, have either not fully experienced or have not fully mastered the conventions of Academic Standard English. A primary goal of this course is to introduce and guide you through the acquisition of A.S.E. skills and attitudes. To be eligible to enroll in English 1101, you must have completed or must have been exempted from Learning Support courses in Reading and English.

Attend the class and hour for which you registered. See Registrar to change your class time.

Required Course Resources Rosa, Alfred, and Paul Eschholz. Models for Writers: Short Essays for Composition. 12th Ed. Boston:

Bedford/St. Martin’s, 2015 (No sharing of text books in class). King, Mark, and Wesley Venus. Gordon State College Writing Handbook.

Accessed at http://www.gordonstate.edu/successcenter/writing-handbook Assistance with grammar is also available at the SSC. For assistance with MLA guidelines, consult pp. 622-639 in Models for Writers, the GSC Library, and the SSC.

ADA/504 If you have a documented disability as described by the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, Section 504, you may be eligible to receive accommodations to assist in programmatic and/or physical accessibility. The Counseling and Accessibility Services office located in the Student Center, Room 212 can assist you in formulating a reasonable accommodation plan and in providing support in developing appropriate accommodations to ensure equal access to all GSC programs and facilities. Course requirements will not be waived, but accommodations may assist you in meeting the requirements. For documentation requirements and for additional information, contact Counseling and Accessibility Services at 678-359-5585. Title IX Gordon State College is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence and stalking. If you (or someone you know) have experienced or experience any of these incidents, know that you are not alone. All faculty members

mailto:[email protected]

http://www.gordonstate.edu/successcenter/writing-handbook


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at Gordon State College are mandated reporters. Any student reporting any type of sexual harassment, sexual assault, dating violence, domestic violence or stalking must be made aware that any report made to a faculty member under the provisions of Title IX will be reported to the Title IX Coordinator or a Title IX Deputy Coordinator. If you wish to speak with someone confidentially, you must contact the Counseling and Accessibility Services office, Room 212, Student Life Center. The licensed counselors in the Counseling Office are able to provide confidential support. Gordon State College does not discriminate against any student on the basis of pregnancy, parenting or related conditions. Students seeking accommodations on the basis of pregnancy, parenting or related conditions should contact Counseling and Accessibility Services regarding the process of documenting pregnancy related issues and being approved for accommodations, including pregnancy related absences as defined under Title IX.

# Day Date Course Outline: Daily Homework Assignments and In-class Activities

1 W 1/11 Homework: (1) From my faculty Web Page, print out, fill in, and sign Plagiarism Policy, due at beginning of class on day 2. (2) Print hard copy of syllabus; bring to class daily; grade penalty for non-compliance. Read syllabus carefully. (3) Quiz on day 3 over "Part II - Course Policy" of Syllabus. On Wednesday, meet in the Library at Miss Dorothy’s Place. This is the lounge area with the vending machines just past the second set of doors. Class time will consist of a Library Orientation presentation led by one of our Librarians. A quiz over the material follows the presentation. In class: (1) Hand out Web Page access instructions. (2) Go over syllabus.

MONDAY, JANUARY 16 = MLK HOLIDAY CLASS DOES NOT MEET

2 W 1/18 Signed Plagiarism Policy = due at beginning of class. Check for syllabus. Homework: Quiz on day 3 over "Part II - Course Policy" of Syllabus = pp. 7-10. In library: Meet in Library, not class room. We will meet at regular class time in the lounge area of the Library called Miss Dorothy's Place. It is the area with the vending machines just past the second set of doors. Beth Pye or another of GSC's librarians will conduct a Library Orientation Presentation. A quiz over the material follows.

3 M 1/23 Homework: (1) Read pp. 1-46 in textbook. (2) A 50-question, multiple choice quiz next time over "EDITING" p. 26 f., stopping at "Weak Nouns and Verbs" on p. 32. (3) Bring a # 2 pencil for the SCANTRON format of the exam. Failure to bring to the college classroom pre-announced required materials will always incur a 10-point grade penalty. A life lesson: carry your own weight. (4) Be prepared to discuss in class your first writing assignment, Essay 1, Narration, from parameters presented on pp. 1-46. In class: (1) Quiz over "Part II – Course Policy" of syllabus. (2) Check for syllabus. (3) Discuss Academic Standard English, pp. 26-32 in preparation for quiz next time. (4) Display and discuss Requisites and Grading Criteria for Essay 1. (5) Display and discuss The Writing Process, Addendum A in syllabus. (6) Discuss Narration, pp. 372-401.


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4 W 1/25 Homework: (1) Review pp. 1-46 for writing guidelines. (2) Read chapter 14, Narration (3) Bring to class next time for peer editing purposes your essay title, first paragraph, clustering diagram, and Peer Editing Rubric. (4) A quiz next time over Thesis, pp. 79-97. In class: (1) Quiz over "EDITING," p. 26 f., stopping at "Weak Nouns and Verbs" on p. 32. (2) Continue discussion of Essay 1 requirements and guidelines. Essay is due Wed – Day 6 – 2/1.

5 M 1/30 Homework: Essay 1, Narration, is due at beginning of class next time (8:00 & 9:30, respectively). Regarding late papers: A paper received within one week of the due date receives a grade of 50. Papers received more than one week late receive a grade of zero. This is your first paper and the only one to be done outside of class. The paper must be typed and double-spaced. Paper must be accompanied by a cover page; see "Part II - Course Policy" of Syllabus for cover page format and other details such as font, font size, and margins. See sample cover page @ Addendum B in syllabus. In class: (1) Quiz over Thesis, pp. 79-97. (2) Assign pairs for peer editing. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 1, Narration. (5) Display students' sample essays.

6 W 2/1 Essay 1 is due at beginning of class. I resolve to return graded essays next time = Day 7. Homework: None In class: Today and through Day 8 will be given to a review of grammar. Because this review is based on grammatical weaknesses commonly discovered in college freshmen, the exercise will prove to be very helpful. This focus on grammar will include a Comprehensive Grammar Exam to be given on Wed., Day 8, 2/8. Bring a # 2 pencil for the SCANTRON format of the exam. Failure to bring to the college classroom pre-announced required materials will always incur a 10-point grade penalty. The Day 8 grammar exam counts 10% of final grade. Grammatical focus will be on: Capitals Punctuation = commas, apostrophes Look-alikes/Sound-alikes (e.g., their vs. there vs. they're) Pronoun case and antecedent/referent Sentence clarity = fragments, comma splices, run-ons Dangling/misplaced modifiers Other grammar emphases and quizzes may be given as deemed appropriate.

7 M 2/6 Homework: (1) Revise with SSC assistance Essay 1. (2) Bring to class on Day 9 for peer editing purposes your SSC-revised and rewritten essay. This gives you a full week to visit SSC. Do not procrastinate. All cannot go to SSC on the last day. (3) Bring # 2 pencil for the SCANTRON format grammar quiz to be given next time. In class: (1) Hand back Essay 1, Narration. (2) Continue and finish grammatical review for Comprehensive Grammar Exam to be given next time.

8 W 2/8 Homework: Bring SSC-revised-and-rewritten Essay 1 for peer editing.


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In class: Class takes Comprehensive Grammar Exam. Exam counts 10% of final grade.

9 M 2/13 Homework: (1) Final draft of Essay 1, Narration, due at beginning of class on Day 12 following conferences. (2) Review pp. 1-46. Read chapter 19, Comparison and Contrast, pp. 487-516. In preparation for Essay 2. In class: (1) Student editing in pairs of SSC-revised-and-rewritten Essay 1. Peer editor will turn in signed Peer Editing Rubric at end of class. (2) Display syllabus showing conference information and alphabetical assignment days. Display conference requirements. Students attending should come prepared to discuss areas of personal difficulty/interest. Students not coming for conference have 2 days off. All students counted present both days. Plenty of time to finalize Essay 1. Conference notice will be posted outside classroom door during conference days.

10 W 2/15 Day 1 of voluntary student conferences = for 1st half of class. Alphabetically = students with last names A-L

Conferences are in room A-102, not in the classroom. 1st floor by the elevator. Bring required materials. Strictly voluntary. All students counted present both days.

11 M 2/20 Day 2 of voluntary student conferences = for 2nd half of class. Alphabetically = students with last names M-Z


12 W 2/22 Revised-and-rewritten Essay 1 is due at beginning of class. Homework: (1) Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram for Essay 2. Bringing first draft is recommended, not required. (2) A quiz next time over Organization, pp. 121-143. In class: Display and discuss Requisites and Grading Criteria for Essay 2. Review pp. 1-46. Go over chapter 19, Comparison and Contrast, pp. 487-516.

13 M 2/27 Homework: Continue study and preparation of Essay 2, Comparison and Contrast, to be written in class next time. In class: (1) Quiz over Organization, pp. 121-143. (2) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 2, Comparison and Contrast.

14 W 3/1 Homework: Read chapter 16, Process Analysis, pp. 427-446, in preparation for Essay 3. In class: Class writes Essay 2, Comparison and Contrast.

15 M 3/6 Homework: (1) Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram. Bringing first draft is recommended, not required. (2) A quiz next time over Beginnings and Endings, pp. 144-168. In class: Display and discuss Requisites and Grading Criteria for Essay 3. Review pp. 1-46. Go over chapter 16, Process Analysis, pp. 427-446.

16 W 3/8 Homework: Continue study and preparation for Essay 3, Process Analysis, to be written in class next time. In class: (1) Quiz over Beginnings and Endings, pp. 144-168. (2) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay


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title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 3, Process Analysis.

MARCH 13-17 = SPRING BREAK CLASS DOES NOT MEET

17 M 3/20 Homework: Read chapter 20, Cause and Effect, pp. 517-542, in preparation for Essay 4. In class: Class writes Essay 3, Process Analysis.

18 W 3/22 Homework: (1) Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram for Essay 4. Bringing first draft is recommended, not required. (2) A quiz next time over Paragraphs, pp. 169-191. In class: Display and discuss Requisites and Grading Criteria for Essay 4. Review pp. 1-46. Go over chapter 20, Cause and Effect, pp. 517-542.

19 M 3/27 Homework: Continue study and preparation for Essay 4, Cause and Effect, to be written in class next time. In class: (1) Quiz over Paragraphs, pp. 169-191. (2) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 4, Cause and Effect. (5) Display syllabus showing conference information and alphabetical assignment days. Display conference requirements. Students attending should come prepared to discuss areas of personal difficulty/interest. Students not coming for conference have 2 days off. All students counted present both days.

20 W 3/29 Day 1 of voluntary student conferences = for 1st half of class. Alphabetically = students with last names A-L


21 M 4/3 Day 2 of voluntary student conferences = for 2nd half of class. Alphabetically = students with last names M-Z


22 W 4/5 Homework: Read chapter 13, Illustration, pp. 339-371, in preparation for Essay 5. In class: Class writes Essay 4, Cause and Effect.

23 M 4/10 Homework: (1) Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram for Essay 5, Illustration. Bringing first draft is recommended, not required. (2) A quiz next time over Transitions, pp. 192-217. In class: Display and discuss Requisites and Grading Criteria for Essay 5. Review pp. 1-46. Go over chapter 13, Illustration, pp. 339-371.

24 W 4/12 Homework: Continue study and preparation for Essay 5, Illustration, to be written in class next time. In class: (1) Quiz over Transitions, pp. 192-217. (2) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required.


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Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 5, Illustration.

25 M 4/17 Homework: Read chapter 15, Description, pp. 402-426, in preparation for Essay 6. In class: Class writes Essay 5, Illustration.

26 W 4/19 Homework: (1) Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram for Essay 6. Bringing first draft is recommended, not required. (2) A quiz next time over Effective Sentences, pp. 218-239. Discuss. In class: Display and discuss Requisites and Grading Criteria for Essay 6. Review pp. 1-46. Go over chapter 15, Description, pp. 402-426.

27 M 4/24 Homework: Continue study and preparation for Essay 6, Description, to be written in class next time. In class: (1) Quiz over Effective Sentences, pp. 218-239. (2) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (3) Check for peer-editing materials. (4) Review essay guidelines and field questions for Essay 6, Description.

28 W 4/26 Homework: Read chapter 17, Definition, pp. 447-462, in preparation for Essay 7/Final Exam. In class: Class writes Essay 6, Description.

29 M 5/1 Homework: Bring to class next time for peer editing purposes your essay title, first paragraph, and clustering diagram for Essay 7/Final Exam. Bringing first draft is recommended, not required. In class: Display and discuss Requisites and Grading Criteria for Essay 7. Review pp. 1-46. Go over chapter 17, Definition, pp. 447-462.

30 W 5/3 Homework: Continue study and preparation for Essay78, Definition, to be written in class on day of the final. In class: (1) Assign pairs for peer editing as needed. In pairs students will discuss and edit one-on-one each other's essay title, first paragraph, and clustering diagram. Bringing first draft for editing is recommended, not required. Peer editor will turn in signed Peer Editing Rubric at end of class. (2) Check for peer-editing materials. (3) Review essay guidelines and field questions for Essay 7, Definition, = Final Exam.

31 F 5/5 Final Exam for CRN 437 = 8:00-10:00 in regular class room – A-205

32 M 5/8 Final Exam for CRN 438 = 10:15-12:15 in regular class room – A-205

Grades due by noon, Friday, May 12

If you wish to take the exam at a time other than the one designated, you will need to petition the Vice President for Academic Affairs. Do it as early as possible. http://www.gordonstate.edu/pdf/StudentPetition-Oct2014.pdf

http://www.gordonstate.edu/pdf/StudentPetition-Oct2014.pdf


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GORDON STATE COLLEGE

ENGL 1101: English Composition I – Common 1101 Syllabus Adopted Fall 2016

Part II – Course Policy – Spring 2017

I reserve the right to amend this syllabus and class schedule at my discretion. Therefore, other statements of Course Policy, carrying the same authority as this document, may be given in class at any time; taking notes is required and assumed.

Miscellaneous Materials Needed Blue or black pen Dictionary (optional) for in-class writing assignments # 2 pencil Hard-copy only. No sharing in class Loose-leaf paper for in-class writing All written assignments not done in class must be Two Scantron cards (purchase @ bookstore) typed. Handwritten papers not accepted

Course Description ENGL 1101 is a composition course focusing on skills required for effective writing in a variety of contexts. Emphasis will be on (1) developing constructive writing practices (e.g., prewriting, revising, editing), (2) mastering Academic Standard English (clear and descriptive grammar), and (3) organizing thoughts by means of eight standard organizational patterns and multiple commonly-used organizational maps for ordering your thoughts. A winning writing process (pp. 9-37) = prewriting, writing the first draft, revising, editing, and proofreading. It is readily apparent when you do not proofread.

A grade of “D” is a fail, meaning you did not earn a grade of 70 or above. A “D” will not transfer for credit to any other academic institution and will require you to retake and pass 1101. To receive credit for the course and advance to ENGL 1102, you must demonstrate ability to do 1102-level work.

Course Objectives 1. You will demonstrate the ability to produce written communication that conforms to Academic Standard

English (ASE), organized into a series of coherent, unified paragraphs. 2. You will demonstrate the ability to assimilate, analyze, and organize information by composing in various

organizational patterns and writing with a clearly developed thesis and effective support. 3. You will demonstrate the ability to adapt written communication stylistically to suit a variety of

circumstances and audiences.

Course Requirements You will be required to finish seven writing assignments developing the following organizational patterns, (aka, methods of development):

Illustration Narration Description


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Process analysis Definition Comparison and contrast Cause and effect

All but the first of the above writing assignments will be written in class. We will not cover the Argument essay (pp. 543-610), the Division and Classification essay (pp. 463-486),"Writing with Sources" (pp. 240-284), or "A Brief Guide to Writing a Research Paper" (pp. 611-650). Therefore, you will not be required to do Library research for your papers; neither will it be necessary to learn MLA guidelines. These disciplines will be covered in ENGL 1102.

You will be given opportunity for one-on-one conferencing on two occasions during the semester.

A final exam will be given at the scheduled time (see class schedule of syllabus). If you wish to take the exam at a time other than the one designated, you will need to petition the Vice President for Academic Affairs. Announced quizzes will be given over announced topics at my discretion. No unannounced (pop) quizzes. Grade Breakdown Seven papers at 10% each = 70% Comprehensive Grammar Exam = 10% Attendance, participation, quizzes, and other in-class exercises = 20% Papers will be graded on the basis of instructions and examples found in Models for Writers. Paper Format Out-of-class papers must be word-processed (i.e., typed) and double-spaced. Number the pages. Set your margin at “1” for all four sides. Use font Times New Roman, size 12. Minimum word-count for all essays = 600. Submit papers with a cover page (as shown ) identifying title, your name, course title, CRN #, assignment title, and instructor’s name. The pages must be stapled. (Hint: Save

cover page as a separate document and change only title and assignment title as needed.)

Letter Grade Equivalents 90-100 = A 80-89 = B 70-79 = C 60-69 = D Below 60 = F

Title Student Name Course Title CRN # Assignment Title Instructor’s Name

Cover Page is NOT page 1– refer to Microsoft Word “Insert” for information regarding page number formatting


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Your grades will be available on ENGRADE, an online grade book, (www.engrade.com). ENGRADE access codes will be given to you early in the semester. It is your responsibility to keep track of your access code and your grades as posted on ENGRADE. Course Policies 1. This syllabus is a contract between you and me. When you are in doubt about something related to the course, the syllabus is your first resource for information about what is expected of you. Your syllabus lists all assignments and due dates. I reserve the right to ignore emails that ask questions which are answered in the syllabus. 2. Always read the entire chapter that is assigned. Take notes on all assigned readings. 3. Electronic toys will not be tolerated in the college classroom. Please silence your cell phone, remove headphones, and silence music devices before entering the classroom. Put these safely away in your book bag before entering. A 10-point grade penalty will be assessed for cell phone/music discourtesy. The same applies for distractions caused by private conversations during class time. 4. Should you arrive late for class, enter as quietly as possible, take the empty seat nearest the door, and sign the attendance record. A 10-point penalty will be assessed for habitual tardiness. You must be present for 50% or more of the class period to be counted present. Being late twice or leaving early twice equals one absence. 5. Written homework assignments are due at class-start time of the due date (8:00, 9:30, and 11:00 respectively). 6. When you must be absent, email any paper that is due in time to reach me by class-start time of the due date. This will prevent penalty for a late paper. You will then turn in your hard copy the day you return to class. 7. Late work: an email copy or hard copy received no more than one week late will receive a grade of 50. No credit is given for work received after the one-week grace period. 8. You are responsible for material covered in classes you miss. 9. I will not provide make-up for quizzes or other in-class exercises. To offset a missed quiz, (1) your lowest quiz grade is automatically dropped by ENGRADE, and (2) one trip to the SSC will more than make up for a missed quiz; three extra-credit visits to the SSC are allowed. For excused absences on essay day, see items 6 & 7 above. 10. Prompt and regular attendance is expected. A by-date tracking of attendance is required for all Gordon State College courses. Date last attended must be reported for all grades of W, WF, or F. Three points will be added to your final grade for perfect attendance. No exceptions – a miss is a miss. It is inevitable that repeated absences will affect your course grade. Showing up is an indispensable part of passing ENGL 1101. 11. You are required to bring to each class the syllabus, the textbook, and writing materials. You should be taking notes in every class. A 10-point grade penalty will be assessed for non-compliance. No cell phone photos during class of anything on the board or screen. 12. I will not tolerate any act of incivility, rudeness, discourtesy, or bullying in my classroom. You are a member of a community when you are in the college classroom and must behave accordingly. Your conduct must be respectful toward every person. 13. SSC Workshops and Tutorial Participation: up to ten points will be added to the grade of up to three seriously revised papers rewritten with SSC assistance. Follow-up on your Grammar Exam counts as one of the three. Revision/rewrites must reflect a serious attempt to correct and learn from marked errors. Revisions and late work will not be accepted after Day 28. SSC Workshops on commas, pronouns, and other grammatical subjects are highly recommended and proven effective. You may also avail yourself of the SSC tutoring service when working on a paper or grammar exercise. Make sure your SSC tutor records your visit. The SSC tutor will inform me via email of your participation to ensure that you get full credit for your SSC visits. It is essential that you log in properly

http://www.engrade.com/


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using your GSC ID. One point per confirmed SSC visit will be added to your final grade, up to a maximum of three points. 14. Laying your head on your desk will be viewed as lack of interest and/or consciousness and is not acceptable posture in the college classroom. If you are sleepy, it is permissible to quietly stand in back of the classroom. 15. Properly identify all papers with first and last name. A paper or quiz with only a first name or nickname will be returned ungraded. Ten points will be deducted when the resubmitted paper is graded with proper identification. 16. Check your Gordon State email daily. You are responsible for all information sent to your Gordon State email account. 17. I will not tolerate cheating. Keep your eyes on your own work during in-class testing. Acts of cheating may result in a zero for the assignment, failure of the course, and referral to the Dean at my discretion. 18. Plagiarism will not be tolerated. Representing another’s words or ideas as your own is plagiarism. Plagiarism includes wholesale copying of texts as well as paraphrasing from other writers’ works without proper citation. If you didn’t write the material yourself, don’t use it without citing your source. Consult any outside source you wish; research is encouraged, but you must cite the source; you must not pretend another's material is your own. Acts of plagiarism, as with cheating (above) may result in a zero for the assignment, failure of the course, and referral to authorities at my discretion. Plagiarism is more than unethical; it is criminal and may result in expulsion from the class and banishment from all schools in the University of Georgia system. Additionally, there is also a condition known as collusion, which translates into receiving excessive help. For example, your English teacher aunt essentially writes your paper for you. If I suspect a submitted work to be the result of collusion, I reserve the right to withhold credit for that work. Please refer to the Academic Dishonesty Policy outlined in the Gordon State College Academic Catalog found on the My Gordon link on the Gordon State website. 19. I will read and respond to emails during the normal business hours of 8:00 a.m. to 6:00 p.m., Monday through Friday. These hours do not apply to semester breaks. 20. I will discuss your performance in my class only with you and Gordon State College personnel who have an obvious need to know. For example, I will of course inform the Registrar (and, when applicable, your other teachers) of your course performance. If you wish me to inform others (family?), you must sign a waiver to that effect. 21. Remain in class the entire class period or until dismissed. You will of course be allowed to leave class to accommodate emergencies. You never need to ask permission to visit the restroom. Leaving early without explanation/permission will incur grade penalty.

Access to My Faculty Web Page

1. Go to gordonstate.edu 2. Click on "My Gordon" 3. Scroll down under "Resources"

Click on "Faculty Credentials and Web Pages" 4. On the left, click on "Part-time Faculty Web Pages" 5. Scroll down under "School of Arts and Sciences"

Click on “Dr. Jerry Corley”

Select and print out desired document(s)

GORDON STATE COLLEGE


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ENGL 1101: English Composition I – Common 1101 Syllabus Adopted Fall 2016

Part III – Addenda – Spring 2017

A. The Writing Process for an Essay done Outside of Class 1. Begin by reading your assignment several times to make sure you understand it. 2. Develop your thesis, pp. 13-19. 3. Jot down ideas, information, facts, examples, anecdotes in a cluster diagram, pp. 13, 39. 4. Determine your organizational pattern and order, pp. 20-22. 5. Write your first draft, p. 23. 6. Revise your draft, pp. 25-26. 7. Edit your draft for grammatical and mechanical accuracy, pp. 26-34. (repeat steps 7 and 8 as many times as needed) 8. Proofread, pp. 36-37, and correct as indicated. 9. Submit paper for grading. Note – For Papers Written in Class: 1. Steps 1-6 above must be done outside of class. 2. Write essay in class. 3. Edit and proofread as time allows. 4. Turn in paper.


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(B. Sample Cover Page)

The Most Life-changing Event of My Life

Student Name English 1101 CRN # XXX

Essay 1 – Narration Dr. J. L. Corley

C. General Guidelines for Essays Written in Class


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(Note: bring Peer Editing Rubric for all peer editing exercises)

1. Submit cover page in correct format. 2. Include and underline your thesis statement(s) in first paragraph. 3. Develop ending per guidelines on pp. 150-152. 4. Relate ideas within sentences, between sentences, and between paragraphs by

using transition words/expressions

repeating key words and ideas

using pronoun references 5. Use blue or black pen. 6. Use lined paper. 7. Skip every other line. 8. Write only on front of paper. 9. To facilitate in-class writing, you may bring

essay title

thesis statement

clustering diagram

cover page

dictionary (hard copy, not electronic – no sharing)

your textbook

your syllabus 10. Give word-count on final page – 600 words minimum.


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D. Requisites and Grading Criteria for Essay 1 – Narration 1. Using as a guide Helen Keller's essay, "The Most Important Day," pp. 82-85, or Thomas Friedman's essay, "My Favorite Teacher," pp. 102-104, write Essay 1 (1,000 words minimum) on one of the following similar topics. By way of comparison, Helen Keller's essay = 1,060 words. (1) The day or event that that has had the greatest influence on my life (Keller)

(2) The person (teacher or otherwise) who has had the greatest influence on my life (Friedman) (3) The multiple ingredients (role models, right place/right time, advice from others, decisions, "fate," other) that have had the greatest influence on my life

2. Use the Narrative organizational method. 3. Use the Chronological organizational map for ordering your thoughts. 4. Use first-person point of view (I, me, we, us, my, mine, our, ours) 5. Use past tense verbs except where present tense is logically required. 6. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 7. Develop your thesis according to pp. 13-19. 8. Heed "Beginnings to Avoid," p. 150. 9. Give word count on final page. 10. Bring to class for peer discussion and editing next time:

title

clustering diagram

first paragraph

Peer Editing Rubric for all peer editing exercises. Samples of Good Narrative Essays (# 1 and # 2 are most like your assignment) 1. The Most Important Day, pp. 82 f. 2. My Favorite Teacher, pp. 102 f. 3. Me Talk Pretty One Day, pp. 301 f. 4. White Lies, pp. 153 f. 5. Shame, pp. 163 f. 6. A View from the Bridge, 127 f. 7. On the Sidelines, pp. 63 f. 8. Anxiety: Challenge by Another Name, pp. 93 f. 9. The Story of an Hour, pp. 397 f.


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E. Requisites and Grading Criteria for Essay 4 – Cause and Effect 1. Using as a guide the general information and suggestions found in chapter 20 and the Cause and Effect essays in that chapter, write in class a Cause or Effect essay (600 words minimum; give word count on final page) on one of the following: (1) The most significant reasons (causes) for your going to college. You may wish to discuss such matters as your high school experiences, people and events that influenced your decision, your goals in college (sports?) as well as goals in later life. (2) The effect of your smart phone on your daily routine and happiness. How does it help you connect with others, follow your interests, become more informed? How does it isolate you, make you more dependent on your phone, make you less involved in physical activities with others? Would you say the net effect on you is positive or negative? 2. Use the Cause and Effect organizational method presented and modeled in chapter 20. (Organizational methods often overlap. You may end up using Narration.) 3. Choose and identify the organizational map for ordering your thoughts discussed p. 22, 121-126. 4. Use first-person point of view (I, me, we, us, my, mine, our, ours) 5. Use past tense verbs except where present tense is logically required. 6. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 7. Develop your thesis according to pp. 13-19, 79-97. 8. Heed "Beginnings to Avoid," p. 150. 9. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required) Samples of Good Cause Essays 1. Why We Crave Horror Movies, pp. 521-524. 2. Why and When We Speak Spanish in Public, pp. 527-529. Samples of Good Effects Essays 1. Does Trying to be Happy Make Us Unhappy? pp. 531-535. 2. Black Men and Public Space, pp. 537-540.


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F. Requisites and Grading Criteria for Essay 2 – Comparison and Contrast 1. Using as a guide the general information and suggestions found in chapter 19 and the Comparison and Contrast essays in that chapter, write in class a Comparison and Contrast essay (600 words minimum; give word count on final page) on one of the following. For each, briefly point out similarities, but focus on dissimilarities (contrasts). Use the subject-by-subject pattern of organization discussed on pages 487-489. (1) Contrast Facebook and Twitter. Include your personal experience with each and the experiences and attitudes of your friends, advantages, disadvantages, preferences, frequency of use, other? (2) Contrast your teen years with the teen years of your parents. Perhaps discuss the role played by technology, education, income, sports, music, morality, religion. (3) Donald Trump and Hillary Clinton: A Study in Contrasts. Do not do library research. Base your discussion on public knowledge, what is generally known from media coverage. 2. You may use first-person point of view (I, me, we, us, my, mine, our, ours) if you choose. 3. Use present and past tense verbs as logically required. 4. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 5. Develop your thesis according to pp. 13-19, 79-97. 6. Heed "Beginnings to Avoid," p. 150. 7. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required) Good Sample Essays 1. Taking My Son to College, pp. 498-501. 2. Grant and Lee: A Study in Contrasts, pp. 510-514.


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G. Requisites and Grading Criteria for Essay 3 – Process Analysis 1. Using as a guide the general information and suggestions found in chapter 16 and the Process Analysis essays in that chapter, write in class a Process Analysis essay (600 words minimum; give word count on final page) on one of the following. Use the directional type approach discussed on pages 427-428. Use Marion Winik's essay, "Guacamole Is a Cruel Mistress," pp. 436-439, as your model essay. (1) Give directions on how to prepare some food or drink (coffee?) that you enjoy. Make it more than just a recipe; build it into a story as Winik did. You can mention the first time you experienced this dish. Was it from your grandmother, for example? Talk about collecting the ingredients, your first attempt at cooking it, brand names, reactions of others, and/or similar matters. (2) Take a similar approach with some activity: how to throw a football, basketball. How to bait a hook, how to fish, what equipment to buy, how you learned this. Taught by others? Self-taught? Interesting experiences. Success rate. (3) Give directions on how to find a certain geographical site. 2. Use chronological order of events 3. Use first-person point of view (I, me, we, us, my, mine, our, ours) if you choose. 4. Use verb tense as logically required. No unnecessary tense shifts. 5. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 6. Develop your thesis according to pp. 13-19, 79-97. 7. Heed "Beginnings to Avoid," p. 150. 8. Bring to class for peer discussion and editing next time:

title

first paragrph

clustering diagram

first draft (recommended, not required) Best Sample Essay Guacamole Is a Cruel Mistress, pp. 436-439


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H. Requisites and Grading Criteria for Division/Classification (Not assigned this semester)

1. Using as a guide the general information and suggestions found in chapter 18 and the Division/Classification essays in that chapter, write in class a Division/Classification essay (600 words minimum; give word count on final page) on one of the following. Use Martin Luther King, Jr.'s essay, "The Ways of Meeting Oppression," pp. 467-470, as your primary model. (1) Choose three of your college professors/coaches as your divisions. Classify and discuss each as MLK did, giving descriptions, teaching philosophy, methodology, volume of homework, in-class activities, use of technology, use of humor, approachability, serious-versus-casual, differences made by age or gender, or other similar matters. (2) Music can be classified into many different types (jazz, country, pop, rock, soul, rap, classical, big band, western, blues, gospel). Identify your favorite type as well as at least three subclassifications or artists. Describe, discuss, explain your three sub categories, giving examples of each. 2. You may use first-person point of view (I, me, we, us, my, mine, our, ours) if you choose. 3. Use verb tense as logically required. No unnecessary tense shifts. 4. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 5. Develop your thesis according to pp. 13-19, 79-97. MLK's thesis is a good model. 6. Heed "Beginnings to Avoid," p. 150. 7. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required) Best Sample Essay The Ways of Meeting Oppression, pp. 467-470 Mother Tongue, pp. 478-484, may also prove helpful


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I. Requisites and Grading Criteria for Essay 5 – Illustration 1. Using as a guide the general information and suggestions found in chapter 13 and the Illustration essays in that chapter, write in class an Illustration essay (600 words minimum; give word count on final page) on one of the following. (1) Humor can often make a bad situation more tolerable (2) Many products do not measure up to their claims (3) Americans are obsessed with thinness You may use one example, as in the essay, "A Crime of Compassion," or several examples, as in "The Blue Marble" and "Incivility Crisis of Politics Is Just a Symptom of Division." Give examples from your personal experiences, experiences of people you know, experiences from the various media. For (2) and (3) above, try to think of extreme and bizarre examples to make your point. 2. You may use first-person point of view (I, me, we, us, my, mine, our, ours) if you choose. 3. Use verb tense as logically required. No unnecessary tense shifts. 4. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 5. Develop your thesis according to pp. 13-19, 79-97. MLK's thesis is a good model. 6. Heed "Beginnings to Avoid," p. 150. 7. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required) Best Model Essays A Crime of Compassion, pp. 342-345 The Blue Marble, pp. 348-352 Incivility Crisis of Politics Is Just a Symptom of Division, pp. 355-359


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J. Requisites and Grading Criteria for Essay 6 – Description 1. Using as a guide the general information and suggestions found in chapter 15, the Description essays in that chapter, and Jimmy Carter's essay, "The Home Place," pp. 185-188, write in class a Description essay (600 words minimum; give word count on final page) on one of the following. (1) Describe your family's Thanksgiving experience to someone who has never been there. Make it real. Describe the kitchen (and the room where you eat, if the two are separate). Do all eat in one room? Kids in the den watching TV? Outside on the porch, or in the yard? Include all the senses – sight, sound, smell, taste, feeling. Focus on the place, but include information on the people. For

example, what a great cook your grandmother is. Or how Aunt Mary's squash casserole is absolutely terrible, but you all take some to avoid hurting her feelings. Make it real. Make it folksy. You will arrive at 600 words quicker than you might suppose.

(2) Describe in the same way a similar experience. Christmas? Easter? A family vacation? A birthday get-together? 2. Use first-person point of view (I, me, we, us, my, mine, our, ours) if you choose. 3. Use verb tense as logically required. No unnecessary tense shifts. 4. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 5. Develop your thesis according to pp. 13-19, 79-97. 6. Heed "Beginnings to Avoid," p. 150. 7. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required)


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K. Requisites and Grading Criteria for Essay 7 – Definition 1. Using as a guide the general information and suggestions found in chapter 17, Eduardo Porter's essay, "What Happiness Is," pp. 458-461, Adam Grant's essay, "Does Trying to Be Happy Make Us Happy?" pp. 531-534, and Isaac Asimov's essay, "Intelligence," pp. 54-55, write in class a Definition essay (600 words minimum; give word count on final page) defining what happiness means to you by describing what you plan to do to achieve it. You might consider such matters as education, employment, income, place of residence, type of residence, marriage, family, religious faith, political involvement, charitable activity/contributions, others that fit YOU. 2. Use first-person point of view (I, me, we, us, my, mine, our, ours). 3. Use verb tense as logically required. No unnecessary tense shifts. 4. Use the Clustering Diagram (pp. 13, 39) for Brainstorming ideas. 5. Develop your thesis according to pp. 13-19, 79-97. 6. Heed "Beginnings to Avoid," p. 150. 7. Bring to class for peer discussion and editing next time:

title

first paragraph

clustering diagram

first draft (recommended, not required)

L. 1101 PEER EDITING RUBRIC


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Author of essay = _______________________________________ CRN # ________ Grade each item as follows: 4 = Excellent, 3 = Above average, C = Average, D = Unsatisfactory. 1. Focus and Details – Is there a clear, well focused title/topic? Are main ideas clearly discerned from the clustering diagram? Are main ideas supported by detailed and accurate information in the clustering diagram? Grade = _____ Comments = ___________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

2. Organization – Is the introduction inviting, heeding " Beginnings to Avoid," page 150? Does it state the main topic? Does it provide an overview of the paper? Is the information in the cluster diagram relevant and supportive of the main topic? Is the conclusion strong, avoiding the overused expressions of page 152? Grade = _____ Comments = ___________________________________________________________________ ______________________________________________________________________________

3. Voice – Is the paper's thesis clear? Does the writer avoid the misuse of "you" words? Does the writer demonstrate adequate knowledge/experience with the topic? Grade = _____ Comments = __________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

4. Word Choice – Does the paper use vivid words and phrases? Do the choice and placement of words communicate clearly, concisely, and accurately the intended message? Grade = _____ Comments = ___________________________________________________________________ ____________________________________________________________________________________________ ______________________________________________________________________________ 5. Sentence Structure, Grammar, Mechanics, and Spelling – Are sentences well and clearly constructed? Have excessively long sentences been avoided? Is "breviloquence" practiced? Are there errors in grammar, spelling, and mechanics? Grade = _____ Comments = ___________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Overall grade = _____. Graded by _____________________________ Additional comments: ______________________________________________________________________________

WRITING/ENGLISH RUBRIC


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A An A paper is exceptional work that more than fulfills the requirements of the assignment. This essay tackles the topic in an innovative way, with a clear sense of audience and purpose, an insightful thesis, and an appropriate and effective organization. The structure is carefully planned; each section of the essay develops the thesis with logical arguments and specific, conclusive evidence which has been interpreted and clearly related to the writer's point. The style is energetic and precise: the sentence structure is varied and the words are carefully chosen. How the writer says things is as excellent as what the writer says. There is evidence of careful editing since the essay contains few grammatical and/or mechanical errors and, if necessary, is correctly documented using MLA format. B A B paper is clearly above-average and more than meets the requirements of the assignment. Like the "A" paper, it has a clear thesis and organizational strategy; and each paragraph provides unified, coherent, and developed support for its thesis and subordinate assertions. If necessary, it properly documents sources. While the essay takes some "risks," attempts complex strategies of development, and pays attention to audience, it falls short of the "A" essay in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy or its execution; the support may not be uniformly conclusive and convincing; and the style may not be as energetic or the diction as thoughtful. The essay shows strong evidence of editing since there are relatively few grammatical and/or mechanical errors. C A C paper is average work that solidly meets the requirements of the assignment. The essay has a thesis and organizational plan which demonstrate thought on the writer's part, a generally clear style, an awareness of audience, and adequate documentation, if required. Paragraphs contribute unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer's point; the paragraphs may be uneven in development and transition. Even in the "C" essay, there should be relatively few grammatical or mechanical errors--not enough to interfere with readability; the student has done some editing, even though it may be superficial. D A D paper is below average work that demonstrates a serious attempt to fulfill the assignment and shows some promise but does not fully meet the requirements of the assignment. The essay may have one or several of the following weaknesses. It may have a general or implied thesis; but the idea may be too broad, vague, or obvious. Awareness of audience may not be evident. The organizational plan may be inappropriate or inconsistently carried out. Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. Documentation may be incomplete or inaccurate. The style may be compromised by repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax. Grammatical and mechanical errors may interfere with readability and indicate a less-than-adequate attempt at editing or unfamiliarity with some aspects of Standard Written English. F An F paper is substantially below average for the assignment. It exhibits one or several of the following. It may be off-topic. It may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis or a self-contradictory one, or the essay's point is so general or obvious as to suggest little thinking-through of the topic. It may display little or no apparent sense of organization; it may lack development; evidence may be inappropriate and/or off-topic or may consist of generalizations, faulty assumptions, or errors of fact; it may display little or no awareness of audience. This essay may fail to handle borrowed material responsibly and/or to document appropriately. The style suggests serious difficulties with fluency which may be revealed in short, simple sentences and ineffective diction. Grammatical/mechanical errors may interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage.

M. Student Conferences

I will be happy to meet with you to "go over your grades," provided that you bring the following:


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1. All class notes 2. The course textbook and your statement that you have purchased it, not just borrowed it for our counseling session 3. Your syllabus 4. Your statement that you are spending two hours outside of class for every one hour in class for study and class assignments 5. A written description of your current study practices 6. Your statement regarding participation in SSC for workshops and for assistance with papers and other assignments 7. A record of your attendance 8. A list of your grades from ENGRADE With items 1-8 taken care of, we can work together to discover the reason for your unsatisfactory performance and discuss the additional assignments and papers you will need in order to increase performance. This will, of course, require more time than you are now spending, not less. If you are not performing in accordance with 1-8 above: (1) you already know why you are not making good grades, (2) the conference session would consist of my advising you that you must begin by taking care of items 1-8, and (3) it would be pointless to add items 9, 10, 11, and any others when items 1-8 are not being taken seriously. There are no shortcuts. And there are no Grade Enhancement programs at schools in the University of Georgia system. Consider college a full-time job. Consider college a marathon, not a sprint. Begin on day one the pace and performance standard that will get you to the finish line in one run.

gordon state college engl 1101: english composition i...

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