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EN100: Fundamentals of Composition

Instructor: Dean Karpowicz             Office:  CART 281
Emailkarpowic@uwp.edu
Office Hours: Monday 2:00-3:00; Tuesday/Thursday 2:00-3:00; Friday by appt.

Course Description: English 100 focuses on the elementary principles of logic and rhetoric that govern effective organization and presentation of ideas in writing. Instruction in basic grammar will be an integral part of this course, and an understanding of the units we cover will be assessed on tests and in written essays. In the assigned written work, emphasis will be on appropriate limitation of topic and the development of a thesis in a unified, coherent piece of writing. The readings are expository essays that serve as models of standard American usage and examples of organizational strategies.

Course Work: Each student will write six original themes that will vary in length according to each assignment. I don’t normally put word minimums on my assignments. I will, however, provide approximate lengths for each assignment. Each student will also write a rough draft for each assignment. Failure to bring a rough draft to class will result in a zero for the draft portion of the peer editing session. You cannot have someone outside of class edit your paper. Initial and final drafts must be typed, and they must be double-spaced to leave room for comments.

Website: The Litspot site will be used throughout the semester as an area where I will post class information and communications. In addition, some of the in-class exercises (if we are in a lab) and homework will be done on the site.

Grammar: Grammar will count in this class. We will be working from the Little, Brown Brief and will do the practice exercises at the end of each chapter. Once we cover a grammar issue, it will weigh heavily on your theme grades. This means that I will not be collecting and grading the exercises from each chapter. However, we will be going over them in class. There will be three tests on the assigned material, and those tests will make up a significant portion of your homework/quizzes grade. Any student who does not do well on the assigned material should contact me for additional instruction. Do not wait until the night before a test to try to cover all the material.

**You will not pass this class without a basic understanding of grammar.

Required texts
Patterns Plus: A Short Prose Reader with Argumentation
Little, Brown Brief

Attendance

  • Students are allowed no more than three absences.
  • Students missing more than six classes should not expect to pass the class.
  • Students who are sleeping or texting in class will be marked absent.
  • Students who are chronically late will be marked absent.

Late Work and Make-up Work

  • Late themes will be dropped one letter grade for each day they are late. If you have to miss class on the day a theme is due, try to contact me. If you have a legitimate excuse, I’ll understand. Missed quizzes and homework cannot be made up. Homework done while we are conducting class will not count.
  • Exams and Quizzes cannot be made up unless there is a documented emergency.

Revisions

  • Any student who follows the attendance policy will be able to revise one of their first five papers for a higher grade. Revisions can be turned in at any point during the semester, and although I usually take an average of the original and the revision, addressing all comments can result in a perfect final grade. Revisions are due on the last day of class, but they can be turned in at any point in the semester.

The Writing and Tutoring Center

  • I recommend that students make use of the tutoring services at Parkside. Information on making appointments and the policies can be found here.

Plagiarism

  • Any student found guilty of plagiarism will receive a zero for the theme, and plagiarism can result in a zero for the course. You may view the English Department policy here.

Disability Services Statement

It is the University’s policy to provide, on a flexible and individual basis, reasonable accommodations to students who have documented disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services for a letter of verification to provide to their instructors. Disability Services is located in WYLL D175 and can be reached at 595-2372 or kirby@uwp.edu

Grading Breakdown

10%   Theme 1
10%   Theme 2
10%   Theme 3
10%   Theme 4
10%   Theme 5
20%   Theme 6
10%   Peer Editing
10%   Homework/Quizzes
10%   Class Participation/Attendance

Homework/Quizzes Breakdown
15 points: Diagnostic Paragraph
15 points: Descriptive Paragraph
20 points: Grammar Review 1
20 points: Grammar Review 2
30 points: Final Grammar Review

English Department Goals and Objectives

Writing Goal Students will become writers who know how to employ a wide range of strategies as they write and to use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Objectives

Students will:

  • craft written responses to texts that put the writer’s ideas in conversation with those in a text in ways that are appropriate to the discipline of English, or other appropriate contexts;
  • write about texts for multiple purposes including (but not limited to) interpretation, synthesis, response, summary, critique, and analysis;
  • create multiple kinds of texts to extend and synthesize their thinking (including, but not limited to, analytical essays,  poems, scripts, brochures, short stories, graphic narratives);
  • write texts for various audiences and purposes that are inventive (including, but not limited to, poetry, fiction, film, essays, scripts, graphic narratives);
  • craft writing as a process of motivated inquiry, engaging other writers’ ideas as they explore and develop their own;
  • demonstrate an ability to revise for content and edit for grammatical and stylistic clarity;
  • demonstrate an ability to use the appropriate technology to communicate ideas;
  • demonstrate an ability to write in several modes and for different audiences and purposes, with an awareness of the social implications and theoretical issues these shifts raise;
  • demonstrate an ability to understand language, including its complexities, nuances, ambiguities, connotations and denotations, and be able to express that understanding, with increasing sophistication, as is appropriate for the level and context of the course;
  • demonstrate an ability to write texts informed by specific (as is appropriate for the discipline and course contexts) rhetorical strategies.

 

Critical Reading and Analysis Goal Students will become accomplished, active readers who appreciate ambiguity and complexity, and who can demonstrate a wide range of strategies for understanding texts, including interpretations with an awareness of, attentiveness to, and curiosity toward other perspectives.

Objectives

Students will:

  • read and engage with texts from different genres (including poetry, prose, plays, screen plays, graphic novels, film), styles, and historical periods;
  • read a wide range of texts from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic, linguistic) of human experience;
  • apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. These strategies may include, but are not limited to: drawing on their prior experience, their interactions with other readers and writers, reflection, intertextuality, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, syntax, context, graphics, images);
  • demonstrate an ability to read and understand texts from multiple points of view (e.g. sympathetic to a writer’s position and critical of it) and in ways that are appropriate to the academic discipline or other contexts where the texts are being used;
  • develop a passion for and/or interest in literature and languages: they will learn about literature’s ability to elicit feeling, cultivate the imagination, and call us to account as humans;
  • develop their capacity to evaluate the aesthetic and ethical values of texts—and will be able to articulate the standards behind their judgments;
  • demonstrate an understanding of the expressive use of language as a fundamental and sustaining human activity, preparing for a life of learning as readers;
  • demonstrate an ability to read, with depth, critical texts, expository prose and other types of writings frequently not used in the curriculum of the major; for example, writing by fellow students;
  • show understanding, as a reader, of effective strategies of argumentation in writing and speech;
  • demonstrate an ability to recognize how formal elements of language and genre shape meaning. They will recognize how writers can transgress or subvert generic expectations, as well as fulfill them;
  • demonstrate an ability to read as a method of analysis; i.e. learn to read for rhetorical strategies.

 

 

Collaborative Learning Goal Students will learn that the ability to communicate their ideas to a larger audience is as important as having the ideas themselves, and that sharing and coordinating ideas sustains and develops the larger intellectual sphere, of which they are a part. Students will understand the connection between collaborative learning and their intended professional field(s), including but not limited to their future professional roles and
responsibilities.

Objectives

Students will:

  • learn to work collaboratively in order to produce top quality ideas, projects, or writing;
  • learn to effectively peer review;
  • learn to engage in thoughtful and critical debate, as a reflection of conversation and depth of knowledge of the field at large;
  • develop an understanding of the importance of presenting work in public forums (for instance, as an important part of being a public intellectual);
  • develop and demonstrate an ability to use technology to work collaboratively;

 

Class Schedule

September

Week 1
3: Introduction to course; Litspot; Grammar objectives/Tests
HW:  Write Diagnostic

Week 2
8: Diagnostic Due. Basic Paragraph and Essay Structure. Critical Reading.
HW: Read Patterns: Ch. 3, pages 45-59 (Description) & read critically, with a view toward answering the “writing strategy” questions after each paragraph. You can answer on paper or annotate the text itself. Be prepared to discuss!

10: Parts of Speech (Nouns and Verbs); Description introduced;  Discuss Patterns essays. Diagnostic Returned.
HW: LBB 21.1 (1-10);  Write Descriptive paragraph (15 points); Read Patterns Ch 2. (13-28)–Use the “Questions about the Writer’s Strategies” questions as your guide.

Week 3
15: Description Paragraphs Due. Nouns and Verbs for Emphasis! Narration Introduced. Discuss Patterns.
HW:LBB 15.1 (1-5); Read Patterns, 29-45 (Narration Essays).

17: Parts of Speech (Adjectives and Adverbs). Sample Student Essay.
HW: LBB 21.2 (1-10); Write T1: Narration/Description

Week 4
22: Parts of Speech (Connectors). Draft Due for Peer Editing T1: Narration. Do not come without a draft.
HW: LBB 21.3 (6-10); Read Patterns, Ch.4 (Use the writer’s strategy quests as your guide).

24: Final Draft T1 Due.  Prepositions in Idioms (LBB 18b). Begin Examples.
HW: LBB 18.6 & 18.7; Patterns Ch. 4 (91-97).

Week 5
29: Examples continued. Essays!
HW: Review for Grammer Test

October

1: Grammar Review 1: Parts of Speech (20 points). Sample student paper.
HW: Write T2

Week 6
6: Peer Editing T2. Do not come to class without a draft.
HW: Finish T2; Patterns, Chapter 5

8: T2 Due. The sentence: subjects & predicates. Classification and Division
HW: LBB 22.1 (1-10);

Week 7
13: The Sentence (LBB, Ch. 22): Objects and Compliments.
HW: LBB 22.2

15: Phrases and Clauses (LBB, Ch. 23): Phrases. Sample student paper.
HW: Write T3

Week 8
20:  Peer Editing T3. Do not come to class without a draft.
HW: LBB: 23.1 (1-10); Finish T3; Read Patterns Ch. 6

22: T3 Due. Phrases and Clauses (LBB, Ch. 23): Subordinate Clauses; Comparison & Contrast.
HW: LBB 23.2; Patterns, Ch. 6

Week 9
27: Sentence Types (LBB, Ch. 24); Comparison & Contrast
HW: LBB: 24.1 Read Patterns, Ch. 6.

29: Grammar Review; The Sentence. Phrases & Clauses. Sentence Types (20 points).
HW: Write T4

November

Week 10
3: Peer Editing T4.
HW: Finish T4; Patterns Ch. 7

5: T4 Due. Introduce Definition. The Comma (LBB, Ch.39): With Coordinating Conjunctions. Cause and Effect Introduced.
HW: LBB: 39.1 (1-10); Patterns, Ch. 7

Week 11
10: The Comma (LBB, Ch.39): Introductory Elements.
HW: LBB: 39.2 (1-10); Cause and Effect

12: Sample Paper (T5) Coordinate Adjectives; Items in a Series.
HW: Write T5: Cause & Effect; LBB: 39.4 (1-10);Patterns, Ch. 9

Week 12
17: Peer Editing T5 | Sentence Types | Cause and Effect Essays
HW: Write T5, Final Draft | Read Definition Paragraphs

19:  Intro to Definition | MLA Basics | Commas
HW: Study for Final Grammar Test | Read Definition Essays

Week 13
24: Discuss LBB | Sample Student Essay
HW: Write Theme 6

26: THANKSGIVING BREAK

December

Week 14
1: Final Grammar Test | Peer Editing, Theme 6
HW: Read Definition Essays (Patterns)

3: T6 Due

 

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