Course Syllabus
English 1010 Spring 2015 SA Dixie.docx
Dixie State University of Utah: Spring 2015
English 1010: Intro to Academic Writing- Practical Writing
Section 1SJ CRN 26438 , 8-8:50. Tech MWF
Section 2SJ CRN 26439 , 12-12:50. Tech MWF
INSTRUCTOR: Emily Andrade
Office: Tech
Office Hours: MWF- 10:00am-12:00pm, 2:00pm-3:00pm
Email:andrade@dixie.edu
REQUIRED TEXTBOOKS:
Patterns for College Writing 12th Edition- Kirsner and Mandell
Writing Down the Bones- Goldberg
-Other required readings and videos are posted on Canvas syllabus, as well as TED.com. You will need to read or watch them, and prepare for class by printing them off or taking notes, and bringing them to class on the day assigned. -So, you will need access to the internet, Canvas and a printer.
-Get a notebook for your journals. (Do not use it for anything else but journals.) Notes in class should be in another notebook.
General Minimum Writing Requirements:
Students in this course will:
v Write a minimum of 4 essays:
o Two of which must be approximately 5 pages in length (1,250 words).
o One of which must be at least a 5-page research essay that incorporates a sufficient number of credible sources (from such places as the DSC Library’s article databases, book catalog, subject-specific encyclopedias, and/or Utah’s catalog).
v Write at least one graded, in-class essay.
v Write no more than one narrative essay.
v Engage in opportunities to draft and revise, and receive instructor feedback on early drafts (such as non-graded first drafts).
v Write a total of at least 18 pages over the course of the semester (4500 words).
Specific Objectives of the Course:
READING/THINKING OBJECTIVES
By the end of English 1010, students will demonstrate their ability to:
1. Identify a writer’s purpose/thesis.
2. Understand a writer’s organization and structure.
3. Recognize a writer’s tone, i.e., an author’s attitude toward subject and audience.
4. Assess the effectiveness of a writer’s presentation of detail in support of a main idea.
5. Analyze a writer’s possible underlying assumptions and biases.
6. Recognize and avoid fallacies in reasoning.
7. Use relevant, convincing, and sufficient evidence and logic.
WRITING OBJECTIVES
By the end of English 1010, students will demonstrate their ability to:
1. Assess the relationship of writers to audience and purpose.
2. Understand the value of the writing process as it can happen in stages, including planning,
brainstorming, organizing, rough draft writing, revising, and proofreading.
3. Carefully choose and restrict the subject, and create a precise thesis statement that will control the selection, arrangement, and presentation of material.
4. Use strategies for creating effective overall structure, including the use of categories, topic sentences, transitions, parallel structure, and repeated key words and synonyms.
5. Know and use developmental strategies necessary to write individual paragraphs and the paper as a whole.
6. Write unified, coherent, and developed paragraphs that effectively use topic sentences, repeated key terms, synonyms, pronouns, and transitions.
7. Compose introductory paragraphs that get the reader's attention, state the thesis, suggest a plan of development, make positive first impressions, and set the tone.
8. Compose concluding paragraphs that give a sense of closure.
9. Recognize and avoid fragments, run-ons, fused sentences/comma splices, faulty modifiers, and problems with subject/verb agreement and pronoun agreement.
10. Consistently use punctuation and mechanics in a manner consistent with standard written English.
11. Understand choices related to style, emphasis, and sentence variety.
RESEARCH OBJECTIVES
By the end of English 1010, students will demonstrate their ability to:
1. Critically assess research information and incorporate such research into their papers.
2. Paraphrase, summarize, and quote source material in their own writing.
3. Understand and avoid plagiarism.
4. Know when and how to use the following methods of incorporation:
a. Introduction of quotations and paraphrases.
b. Use of quotation marks, brackets, and ellipses.
c. Use of long quotations.
d. Use of passages combining paraphrases and quotations.
e. Proper forms for documenting and citing of sources.
5. Use a broad array of the DSC Library’s print and online research resources, such as the library catalog, subject-specific encyclopedias, article databases, and Utah’s catalog.
6. Use the MLA style of source lead-ins (when appropriate), parenthetical documentation, and bibliographic form.
7. Develop a preliminary bibliography, notes, and an outline (or other organizational strategy) as steps in writing a research paper.
COURSE LEARNING OUTCOMES
Upon completing this course, students will have improved their ability to:
1. Write more clearly.
2. Write more correctly (in terms of academic rules of effective writing).
COURSE FOCUS & FORMAT:
- Class will be a semester long simulation. You will be writers for magazines and journals. We will use basic principles of strong writing to practice different formats and genres such as memoir, science, arts critiques, argument, etc.
-You will have an editing group for peer reviews, and create a magazine or journal with this same group. You will be expected to attend, behave, and reach deadlines, as well as work by yourself and in groups as a staff writer. We will work towards a portfolio. This means that all articles will be revised several times and turned in for completion. You will choose your 3 best pieces to be graded at the end, as part of your magazine or journal publication.
Teaching Philosophy & Style:
I believe writing should be a fun, personal, practical and challenging ongoing process of revision. You will make your own decisions, though I will give suggestions and guidelines. (I will not correct grammar or rewrite, but tell you what can be strengthened to better reach your potential.) Each writer is at a different level. As a writing community we will encourage, critique and inspire each other. No writing is bad or broken, only lacking strength, energy and communication. Our goal is to be able to revise effectively for yourself when you there is no one to help you. Work to find and challenge your voice, your themes, your style, your energy, your strengths and weaknesses, and your writing & revision process.
I use mixed media: film, music, recordings, etc. And I teach in lecture, discussion and participation. I prefer a relaxed, positive and respectful environment where we can share ideas and writing. (If you have a bad attitude, keep it to yourself or with draw.) We have fun, BUT we work hard. So, attend every class, the entire time, and do your best. Listen, and do not be afraid to take risks.
Basic Class Structure:
We will read Patterns for College Writing outside of class and base our essays off this book. We will use Writing Down the Bones as the foundation for the class. Daily will we read and write from, and strengthen our writing by practicing Goldberg’s principles. We’ll have journals, quizzes, in class essays, and weekly Peer Review workshops.
Always bring essays you are working on to class, assessable online, flash drive or hardcopy.
ASSIGNMENTS AND GRADING (More information on each assignment is in Canvas.)
500 Points Possible
Your overall grade in the course will come from the following assignments and the points associated with them:
75 In Class Journal Prompts/Warm ups. – There will be writing prompts through the semester, worth 5 points each. They will relate to the homework and previous class material. So you are proving you have done your homework by responding then sharing your ideas. Write until I tell you to stop. You will need a separate notebook for these. (These cannot be made up unless you have an excused absence.)
20 Article Review Essay-
Read a professional article written by one of the writers from the list on Canvas. Write a 1-2 page essay briefly summarizing it, evaluating, analyzing and reviewing the article. Look at word choice, organization, style, themes, and other writing techniques.
20 Essay 1 -Description Essay-
Using chapter 7 from Patterns for College Writing choose at least one object to describe in detail and make sense of, in 1-3 paragraphs. Be inspired by Writing Down the Bones too, such as: “A meal you love” pg.147, pgs 42-49 on obsessions and detail. NO “I”, YOU or WE. Make connections between objects, ideas, history, society and so on. Focus, have fun with it. No vague generalizations, adjectives and adverbs. Blend show and tell, being as specific as possible. No sources necessary.
20 Essay 2- Process and Exemplification Essay-
Use exemplification, and process. 2 page essay. Teach your specific audience something you know by showing and telling. No “I” or WE. Can be a how-to/instructional or explanation of a process. Can use a narrative format, or choose your format from the “exemplification” or “process” chapters of our Patterns text book. 3 in text citations, and 3 sources. (You may use ‘you’ examples, pictures and alternative formats.)
20 Essay 3- Memoir-
2-3 pages. No sources required. Use a topic from pgs 21-24 of Writing Down the Bones- “A list of topics for writing practice”. Use narration techniques from chapter 6 of Patterns of College Writing, pg.97.
20 Essay 4- Travel Evaluation Essay- Tourist in your own Town-
Use evaluative, persuasive, exemplification and descriptive elements. 2-4 pages on your home town (however you want to define it). Choose 3 different elements to evaluate. For example: a restaurant, park and library, or 3 different restaurants, or 3 elements of 1 aspect. The more focused the better. Think outside the box. You can discuss things like: cultural perspectives, architecture, social atmosphere, people, politics, etc.
Include background/history of the town. Reflect/conclude and judge. Use description and narration as evidence/examples. No specific format. MUST have Introduction with thesis and background, body, and conclusion. 2 in text citations and 2 retrievable sources. Works Cited. (Interviews are permissible but do not count as retrievable sources. And you may use “you” if persuading your audience directly.) NO “I” or personal narrative from you as the author. *Taken from Goldberg’s article in Writing down the Bones “A Tourist in your own town”. Pg.108*
75 MIDTERM. – A short essay to be written in class. We will decide possible topics as a class. (Be prepared to hand over your journal notebook this day.)
30 Essay 5- Argumentative Essay- Discover something new-
Use argumentation and one more specific essay genre from our book, Patterns. Choose a topic you would like to know more about and research. Develop a specific and focused thesis and structure. Defend your thesis with at least 3 points to argue, using opposing viewpoints, counter arguments and refutations. 4 outside sources, 4 in text citations. 5 pages. Use a format from our book. Stay formal, limited ‘you’ or ‘I’. (One book required.)
75 Magazine or Journal publication-
-In your editing groups create your own specific magazine or journal. (Fashion, Literary, Hunting, Sports, etc.) Consider your talents, interests, purposes, passions, and possible audience. As soon as you decide what kind of publication you’d like to do, get it approved and start working on it. It should be a compilation of your best work.
-As a group you will present it to the class. It can be in a print, website, power point or other computerized format. Be creative and have fun. Consider content page, editor pages, copyrights, indexes, chapters, page numbers, pictures, etc. This is graded separately from your 3 chosen pieces for a grade, regardless of if your pieces are in it. Everyone in your group will receive the same grade.
70 2 Graded Works-
Turn in 2 revised works to be graded. Not all works need to be included in the magazine- they should be turned in separately
the day of the presentations. Each essay will be worth 35 points.
20 Mandatory Conference. You will have 1 student/teacher conference in the semester. These are before, during and after
class. You lose points, if you do not attend. These are designed to discuss issues, questions, progress and goals you may have.
Bring any essays you may be working on and/or have questions about. You must be prepared with something or will lose
points.
10 Participation Final Presentation-
Grading Scale
A 94-100 %
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 64-66
D- 60-63
F 59 and below
Rubric: (You will be graded on the following criteria)
Name: _____________________________
MLA format (10) ______
Unique title, correct header and running header ____
Correct spacing, 1 inch margins, 12 pt, times new roman, double spaced ______
Proper identification with in-text citations______
Appropriate number and use of sources______
Works Cited _______
Introduction (15) ______
Thesis statement/question_____
Introductory information- summary, background, set up_____
No obvious, vague phrases or generalizations, such as “In this essay…”______
Grabs attention_____
Punctuation & Grammar (10) _____
Paragraphs are appropriate length______
No spelling errors/proof reading_____
Punctuation marks____
Word usage and grammar_____
Pronoun, modifier or subject verb agreement____
Focus & Content (30) ____
Organization____
Audience and purpose______
Show- evidence (Specifics, details and examples)______
Tell- reflections, comments, judgments and conclusions______
Tone & Flow (20) _____
Transitions_____
Specific word choice_____
Sentence variation _____
Consistent verb tense, voice and point of view____
No clutter____
Appropriate structure and stylistic choices (readability, aides)_____
Conclusion (15) ____
Summarizes essay____
Answers “so what”____
Doesn’t add new ideas or information_____
Essay Points (100) _____ Letter Grade_______
WRITING & EDITING PROCESS:
Each essay/article will be revised by your editing group and/or by the teacher. Revise after receiving reviews. Take these seriously. You will lose points if not working.
-Peer editing- (10 pts each)- You must be present with your work in hard copy, online or USB, and review others’ work to get full credit. Only typed. There are NO makeups for these-either you have them or don’t. NO outlines. These should be essays and full length required. (There are two Peer Edits for each essay.) During peer edits I will come by and look at your work.
The graded versions- You must choose 3 works to revise and be graded. They do not have to be included in the magazine. Any essays/articles for the publication need to be revised and reviewed one more time, either by your group or by the teacher.
**At any time during the semester I can look at your essays/articles for you. Send them on Canvas or bring them to class or my office. I highly suggest doing this at least once, other than mandatory conferences.**
EXTRA CREDIT OPPORTUNTIES
-When “final” drafts of essays are due you have a chance to share at least a paragraph with the class. Read it aloud and tell us a little about your essay. Points granted based on the quality of your work.
-There will be random challenges and opportunities announced throughout the semester. Take advantage of these as they appear. Points granted based on the quality of your work.
COURSE POLICIES
Late Work
I do not accept late work. If you feel you may be unable to complete an assignment on time, please talk to me beforehand so that I can assist you. (This means no makeup journals, quizzes, papers, or journal/magazines, unless you have proof of an excused absence.)
Absence Policy
The framework of this course—with its emphasis on class discussion and group work—demands that you attend class regularly, on time and stay the entire time.
Journals, quizzes, papers, and tests can be made-up if you have an excused absence. Participation cannot.
An EXCUSED ABSENCE is:
an absence due to sickness, family emergency or school sanctioned activity. You must have a letter, or speak with me before, during and/or immediately after the event. Do not wait to tell me or you will not be excused. If you have a reoccurring reason for tardies, let me know ASAP.
Failure to complete in-class work, such as prompts, in-class writing assignments and group work, will result in the lowering of your grade. Students who accumulate more than two weeks of absences over the course of the semester will automatically have their final grades reduced. There will be no exceptions to this policy.
If you must miss class for a school-related event, please tell me as soon as possible. Then read and follow Dixie State’s “Policy for Absences Related to College Functions”.
Classroom Etiquette
Disruptive behaviors, such as chatting during lectures, arriving late to class, sleeping, texting, web browsing, game playing, reading non-class material, and others listed in the DSC Student Rights and Responsibilities Code, are not permitted and may result in your removal from class. Repetitive or seriously disruptive behavior, such as fighting, using profanity or insults, making personal or physical threats, or damaging property, will be reported to Campus Security. As the instructor, it is my responsibility to determine whether any specific student is disrupting the learning environment. Cell phones and other digital devices must be turned off
during the lectures; please ask me if you want to use a tablet or computer for note-taking purposes. I will take your phone and give it back at the end of class, if I see you using it for ANY reason.
**Not participating in class, bringing books, writing in journals, or paying attention will lose you points.**
LOCKING the DOOR- We will lock the door at the beginning of each class, per SUCCESS Academy Safety Procedures. If you are late, go to the front desk to be let in. Do NOT knock- we won’t let you in. Also avoid potty breaks. We’ll have a door guard, should we have bathroom emergencies. This person will know you have left and will let you in when you return. Always tell me you are leaving.
Students with Disabilities
If you suspect or are aware that you have a disability that may affect your success in the course you are strongly encouraged to contact the Disability Resource Center (DRC) located at the North Plaza Building. The disability will be evaluated and eligible students will receive assistance in obtaining reasonable accommodations. Phone # 435-652-7516.
Other On-Campus Resources
Library
Writing Center
http://dixie.edu/english/dsc_writing_center.php
Plagiarism & Cheating
You must do your own work and give credit to sources you use. Note the following from the Dixie State College of Utah Policies and Procedures Manual: “Academic dishonesty in any form will not be tolerated at Dixie State College, including but not limited to plagiarism on written assignments, submitting other person's work as one's own, and cheating on exams or quizzes. Teachers at Dixie State College may discipline students proven guilty of academic dishonesty by:
o Giving a failing grade on the specific assignment where dishonesty occurred,
o Failing the student in the entire course,
o Immediately dismissing and removing the student from the course, and/or
o Referring the student to Student Affairs, a committee which may reprimand, place on probation, suspend, and/or expel the student.”
Dmail and Canvas
You are required to frequently check your Dmail account and Canvas. Important class and college information will be sent to your Dmail account, including DSC bills, financial aid/scholarship notices, notices of cancelled classes, reminders of important dates and deadlines, and other information critical to your success at DSC and in your courses. To access your Dmail account, visit go.dixie.edu/dmail. If you do not know your Dmail username or you have forgotten your PIN, visit go.dixie.edu/mydixie and follow the respective instructions.
English 1010 Course Calendar
Subject to change at my discretion
* Canvas = From time to time I will post changes and announcements on Canvas. Check Canvas to stay on top of class news.
** WDB= Writing Down the Bones. (Bring this book every day.)
***PC= Patterns for College Writing. (Bring this book every day.)
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DATE |
SUBJECT In Class |
Reading (& Journals- in class) DUE |
ASSIGNMENTS DUE |
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*Always take notes!* |
**Bring your essays every day to class** |
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WEEK 1
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Mon. 1/12 |
Intro to class |
Diagnostic Essay and Quiz |
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Wed. 1/14 |
Goldberg Principles of Writing Essay 1-Description/object |
WDB pp. preface- 14 |
In Class Essay |
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Fri. 1/16 |
Details and Specifics |
PC pp. 151-159 WDB pp. 172 “Rereading & rewriting” |
Find an object and bring it to class Write Essay 1 |
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WEEK 2
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Mon. 1/19 |
NO CLASS |
Martin Luther King Day |
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Wed. 1/21 |
Peer editing- clutter |
WDB pp. 169-176 “The Samurai” |
ESSAY 1 Draft 1 |
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Fri. 1/23 |
Essay 2- Process |
PC pp. 263-267, 290-297 “how to decorate” |
ESSAY 1 Draft 2 Bring your favorite recipe and/or favorite process |
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WEEK 3
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Mon. 1/26 |
Transitions, syntax, sentence variation
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WDB pp. 67-71 “syntax”, 95-97 “the action of a”
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Work on Essay 2 |
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Wed. 1/28 |
Peer Reviewing |
WDB pp. 79-80 “big concentration” |
ESSAY 2 Draft 1 Process |
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Fri. 1/30 |
Audience, purpose, structure
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PC pp. 303-310 “The embalming of Mr.” |
Work on Essay 2 |
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WEEK 4
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Mon. 2/2 |
Organization Adding flare-spice |
PC pp. 267-278 |
Work on Essay 2 Come with 10 of your best sentences |
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Wed. 2/4 |
Peer Reviewing- word choice |
WDB pp. 105-107 “a big topic” |
ESSAY 2 Draft 2 |
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Fri. 2/6 |
Essay 3- Memoir |
WDB pp. 21-24 “a list of topics for writing”
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Do one of the writing practice prompts and bring it in |
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WEEK 5
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Mon. 2/9-13 |
SAGE ESSAY |
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WEEK 6
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Mon. 2/16 |
NO CLASS |
PRESIDENTS’ DAY |
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Wed.- 2/18
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SAGE ESSAY | ||
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Fri. 2/20 |
SAGE ESSAY |
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WEEK 7
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Mon. 2/23 |
GRAMMAR DAY |
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Wed. 2/25 |
GRAMMAR DAY |
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Fri. 2/27 |
Essay 4- Travel/Evaluation Criteria-evidence |
WDB “A tourist in your own town” PC pp. 529-532
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-Bring picture(s) of your “town”, favorite places. -Come with 10 specific things you want to discuss in your essay |
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WEEK 8
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Mon. 3/2 |
Unity- voice, person, purpose, audience, genre, etc |
PC pp. 194-199 “once more to the lake”
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Bring a professional travel or review essay/article |
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Wed. 3/4 |
Using sources |
WDB pp. 140-143 “the goody two-shoes” |
Bring in 2 local sources – menus, websites, pictures, interviews |
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Fri. 3/6 |
Peer Reviewing |
PC pp. 711-721 (Chapter 17)
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ESSAY 4 Draft 1 Travel/Evaluation |
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WEEK 9
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3/9-14 |
NO CLASS |
SPRING BREAK |
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WEEK 10
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Mon. 3/16 |
Peer Reviewing- titles |
WDB pp. 15-17 “composting” |
ESSAY 4 Draft 2 |
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Wed. 3/18 |
Preparing for Midterm
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Fri. 3/20 |
MIDTERM TEST |
Come with pen/pencil |
Be prepared for Midterm |
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WEEK 11
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Mon. 3/23 |
Essay 5- Argumentative |
PC pp. 525-543 (take notes!)
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Come with a list of 10 things you want to explore and/or write about |
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Wed. 3/25 |
Argument basics |
PC pp. 525-543 |
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Fri. 3/27 |
Peer Reviewing- MLA |
PC Chapter 18- pp. 723-742 |
Essay 5 Draft 1 |
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WEEK 12
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Mon. 3/30 |
Confidence |
WDB pp. 93-94 “make statements”
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Work on your essay |
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Wed. 4/1 |
Organization & support |
PC pp. 543-550
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Work on your essay |
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Fri. 4/3 |
Peer Reviewing- in text citations |
WDB pp. 57-59 “listening” |
Essay 5 Draft 2 |
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WEEK 13
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Mon/Wed/Fri |
Essay 5 | Looking at article review essay and Argument essay |
Essay 5 Draft 3 due Friday |
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WEEK 14
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Mon. 4/13 |
Peer Reviewing and Professional Articles |
Write and Peer Review Article Review Essay
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Bring an article to review Be ready to share your articles and what you'll write about |
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Wed. 4/15 |
ELA SAGE |
ELA SAGE |
Article Review Essay due |
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Fri. 4/17 |
ELA SAGE |
ELA SAGE |
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WEEK 15
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Mon. 4/20 |
ELA SAGE |
ELA SAGE |
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Wed. 4/22 |
Work on Publications Conferences |
WDB pp. 72-74 “Nervously sipping wine” |
- Peer Reviews and Conferences -Work on journals/magazines |
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Fri. 4/24 |
Work on Publications Conferences |
PC pp. 133-141 “Shooting an Elephant” |
- Peer Reviews and Conferences -Work on journals/magazines |
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WEEK 16 |
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Mon. 4/27 |
Work on Publications Conferences |
Watch TED talk Diane Nyad “Never, ever give up |
- Peer Reviews and Conferences -Work on journals/magazines |
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Wed. 4/29 |
Work on Publications Conferences |
WDB pp. 151 “Blue lipstick…”, 181-195 |
- Peer Reviews and Conferences -Work on journals/magazines |
May 4-7 Final:
AM cohort-
Monday May 4th. 8-10
PM cohort-
Tuesday May 5th. 12:30-2:30
Journals/Magazines and 2 Best works DUE- Present
Course Summary:
| Date | Details | Due |
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