Instructor Information

Instructor: J. McWard

Phone: 469-8500 Ext. 2469; e-mail: jmcward@johnco.cc.ks.us; web: www.johnco.cc.ks.us/~jmcward

Office: EMC 301E

Office Hours: 10:30-11:55 MWF; 12:30-1:00 TR

Course Information

Credit Hours: 3

Prerequisites: ENGL 102 or an appropriate test score

Textbooks:

Wiener, Harvey. Creating Compositions. 6th ed. New York: McGraw Hill, 1992.

Aaron, Jane E. The Little, Brown Compact Handbook. 2nd Ed. New York: HarperCollins, 1995.

Supplies: Standard writing supplies (pens, pencils, writing paper) as well as a three-ring notebook to use as a semester long journal.

Caveats: A pocket dictionary and/or thesaurus could be helpful resources.

Description: Beginning with a review of basic sentence skills, this course focuses on paragraph development, including subject selection, topic sentences, methods of development, transitional devices, and effective introductions and conclusions. The last part of the course will focus on developing multi-paragraph essays.

Objectives: After completing this course, the student should be able to

1. write with reduced anxiety;
2. experience restored enthusiasm for and interest in writing as a mode of learning and communicating;
3. establish writing as a regular, natural event in personal and academic life;
4. accept criticism as a natural and beneficial event in the writing process;
5. demonstrate a mastery of the conventions of edited standard English prose (see major and minor errors list);
6. write sentences that exhibit a variety of elements and patterns;
7. write concrete and specific prose using quality, detail and comparison;
8. write coherent, developed, and unified paragraphs and vignettes;
9. write short essays that exhibit a natural order and plan of development; a clear sense of beginning, middle, and end; and support a focused thesis;
10. edit and proof own prose and that of peers;
11. use several invention techniques appropriate to the writing task;
12. view and practice writing as a multi-stage and recursive process;
13. enter Composition I;
14. exhibit practical writing skills for the workplace and/or other classes.

Course Requirements

1. Papers: Write 5 out-of-class and 3 in-class papers. Students will also produce a pre and post course portfolio which will be used to measure progress throughout the semester by assessing entrance ability and exit competency.
2. The process: Students will develop their papers by using prewriting, drafting, revising, and editing.
3. Preparation of essays: Type or word process and double-space all final out-of-class drafts. Each paper will include a title page with your name, my name, course and section number, and the date. Also, indicate the type of assignment (i.e., Remembered Event, Process Analysis, etc.), on the title page. Remember to number your pages.
4. Journals: Writing should be a daily activity and ideas written in journals or notebooks can help to generate topics or details for future papers. You will complete a number of writing activities throughout the semester both in and out of class, so you will keep a regular journal as part of the class requirement. Almost each week outside of class, you will be required to write one journal entry on a topic of your own choosing. Along with prewriting exercises and daily entries this notebook will also be a place in which you keep a log of the mistakes you make on each paper. You should bring your journal with you each day to class. This journal is an opportunity to write simply for the pleasure of writing, without worrying about being counted off for spelling mistakes, punctuation errors, etc. Students who fully develop their entries and complete all the required entries receive the full number of points available for the journal. Students who are missing entries and/or who fail to develop their entries sufficiently will receive partial points for the journal.
5. Mechanical revisions: After I return your major assignments, I will expect you to correct all mechanical errors (and make occasional sentence or paragraph revisions) within one week.
6. Assessment Portfolio: You will complete two portfolios representing your writing: one at the beginning of the semester and one at the end. In addition to my review, the portfolios are scored by other instructors and will not be returned to you; you must complete both portfolios to pass the course.
7. Late work: Present all work in class, in person, and on time, except in cases of emergency. If you anticipate a special problem getting an assignment in on time, speak to me before the due date; otherwise, ten percent will be deducted for each class session the paper is late. A late paper more than one week late will receive no more than 50% of the points possible.
8. Attendance: Discussion and group work cannot be made up. Students earn daily grades for class discussion, quizzes, and in-class writing. So make your job as a student easier: come to class. Remember, more than three absences may lower your grade for the course. "It is the policy of JCCC that punctual attendance at all scheduled classes is regarded as integral to all courses and is expected of all students. Each JCCC instructor will include attendance guidelines in his or her course syllabus; you will be responsible for knowing and adhering to those guidelines. Penalties for excessive absences may include reduction of grade. It is your responsibility to obtain class material missed due to absence" (JCCC Catalog of Courses and General Information 34).
9. Disruptive Behavior: Because of the workshop atmosphere of Introduction to Writing, class discussion is encouraged. However, members of the class need to respect other students' contributions to class discussion. Talking that disrupts the group discussion or talking that hampers the learning of the class as whole is inappropriate and will not be tolerated. Sleeping in class is also considered disruptive, so bring a cup of coffee or a Coke if you feel drowsy! "No student shall behave in a manner that is unacceptable in a learning environment or that endangers or infringes on the rights and or safety of himself or herself or other students or staff. If misconduct warrants an immediate suspension from the class for the remainder of the class period, the instructor may do so without prior hearing" (JCCC Catolog of Courses and General Information 41).
10. Plagiarism: Misrepresenting another's work as your own is a serious offense and will result in failure for an assignment or perhaps even the course (see Student Code of Conduct in Course Catalog).
11. Special Services: If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Special Services. They will recommend appropriate accommodations to me and my Director, and you will be notified when the accommodations are arranged.

Evaluation

Assignments

1. Portfolio Requirement = 50 points
• Writing diagnostic - completed in class
• Two paragraphs describing feelings of course and writing
• Draft of descriptive paragraph
2. Descriptive paragraph (200-250 words) = 50 points
3. Narrative paragraph (200-250 words) = 50 points
4. Illustration paragraph (200-250 words) - completed in class = 50 points
5. Illustration essay (300-350 words) = 100 points
6. Comparison/Contrast essay (300-500 words) = 100 points
7. Argumentative essay (300-500 words) = 150 points
8. Final Essay (Process Analysis) written in class during finals week (300-500 words) = 100 points
9. Post Portfolio Requirement = 50 points
• Earlier in-class essay
• Two paragraphs describing current attitude toward writing, course
• Significant revision of one essay completed earlier in semester

Additional Work

1. Peer Review Workshops = 50 points
2. Homework and pre-writing assignments = 150 points
3. Journal entries (in-class and out-of-class) = 50 points
4. Class participation and attendance = 50 points

Total points possible for course = 1000 points

Grading Scale:

1000-900 = A; 899-800 = B; 799-700 = C; 699-600 = D; 599-0 = F

Please note that 30% of the grade in this course is based on work that is peripheral (but integral) to the major writing assignments. This means that if you received 100 percents on all the major writing assignments you would earn only a "C."

Because so much work will be completed in class, a student who has poor attendance or is tardy often cannot expect to pass the class. So, come to class regularly, arrive on time, and stay the entire period, and you'll not only be on your way to earning many of the above points, but you will also be on your way to becoming a better writer. Everyone is allowed two absences with no points deducted from the participation and attendance score. After two absences, I deduct points from the participation and attendance grade for each absence. At the end of the semester, I will also evaluate your participation in class, and I will reward or subtract points based on your contributions to class discussions and activities.

I take your writing in this class seriously, so I hold the essays up to high standards. The grades on your papers -- especially the first few -- may be lower than what you have previously come to expect in regard to your writing for school. I abide by the following grading rationale outlined in the JCCC English Program Guide:

A The A paper demonstrates excellent composition skills including a clear and thought provoking thesis, appropriate and effective organization, lively and convincing supporting materials, effective diction and sentence skills, and perfect or near perfect mechanics, including spelling and punctuation. Altogether, the A paper perfectly accomplishes the objectives of the assignment.

B The B paper contains above average composition skills, thorough development, good diction and sentence style (perhaps not as polished as those of the A paper), and acceptable mechanics. Although the thesis may lack the insight of the A paper, the B paper accomplishes well the goals of the assignment.

C The C essay demonstrates competent composition skills, including adequate development and organization. Compared to the A or B paper, however, the C paper may have rather thin and trite development, some unsupported assertions, and unoriginal thesis, and unpolished diction and syntax. Mechanics, while acceptable, may contain some flaws. The C paper written early in the term may demonstrate some problems with focus and the objectives of the assignment which, if present in an essay written late in the course would drop the grade to a D.

D Composition skills of the D paper are flawed in one major area, especially organization, paragraph logic, development, or support of assertions; mechanics, though passable, require considerable improvement. The D paper shows that the writer has only a weak grasp of the objectives of the assignment.

F Papers will earn the F grade for any of the following reasons: composition skills flawed in two or more areas; no clear overall point; extreme brevity; the paper bears little or no resemblance to the assignment; the paper has been proven a plagiarism; the paper contains SEVEN OR MORE MAJOR MECHANICAL ERRORS.
 

Tentative Course Schedule

Note: Assignments and due dates may vary from this schedule. Changes will be announced in advance of the due dates. Page numbers refer to Creating Compositions unless otherwise specified. Though this schedule is specific, we may do work in class that is not on the schedule, and we may not do all the work listed here now. You need to bring your books to each class meeting.

Week 1: Aug. 18-23

Mon: Class introduction.
Wed: Write assignment #1, diagnostic, in class.
Fri: Discuss and complete exercises from Chapter 1

Homework for week: Read Chapter 1 (pages 1-5). Write journal entry at home. You will write about one journal entry a week at home. It can be on any topic you want, but each entry should be at least one page long. Type two paragraphs (150 words each) for assessment portfolio. One paragraph should explain your attitude toward writing. The other paragraph should explain your attitude toward this course.

Week 2: Aug. 25-29

Mon: Assessment paragraphs due. Practice descriptive language.
Wed: Topic sentences, transitions, coordination, ending paragraphs. Pre-writing for first out-of-class assignment.
Fri: Tour of Writing Center. Grammar review.

Homework for week: Read Chapter 1 (pages 6-21). Review grammar (403-407, 313-320, 360-363). Write journal entry at home. Work on Descriptive Paragraph. Begin to complete the assessment test in the Writing Center. In addition, you must also complete the first four modules by the beginning of week six. The assessment test will take about 45 minutes to complete, and it will be worth five points no matter what score you receive. Each module can be completed in about 15 minutes, but you must receive at least an 80% on the module before you earn points for completing the module, so you may have to re-take certain modules until you achieve an 80% score. Each module is worth 5 points. Once you complete the assessment test and four modules at 80% or above, you will receive 25 points for this activity.

Week 3: Sep. 1-5

Mon: Labor Day - No Classes
Wed: Review parts of speech; work on paragraph.
Fri: Peer Review Workshop for Descriptive Paragraph. Bring a complete draft of paragraph.

Homework for week: Read paragraphs and essays (22-34). Answer questions for each reading. Read collaboration, manuscript form, proofreading and progress reminder checklist at end of Chap. 1. Review parts of speech (Handbook 72-78). Bring rough drafts to class. Complete final draft of Descriptive Paragraph.

Week 4: Sep. 8-12

Mon: Descriptive Paragraph due. Make a copy of this paragraph for your portfolio. Review fragments.
Wed: Writing active, varied sentences. Chronological organization.
Fri: Begin prewriting for Narrative Paragraph.

Homework for week: Review quotation marks and sentence fragments (400-403, 391, 329-345). Begin Chapter 2 (35-50). Review phrases (Handbook 81-82). Write journal entry at home

Week 5: Sep. 15-19

Mon: Brainstorming ideas for Narrative Paragraph.
Wed: Analyze selected readings.
Fri: Draft and revise paragraphs.

Homework for week: Read selected paragraphs and essays and answer questions (51-60). Review clauses (Handbook 83-84). Write journal entry.

Week 6: Sep. 22-26

Mon: Writing Center Assessment Test and 1^st 4 modules to be completed by this date. Organization, style and mechanics for paragraph.
Wed: Continue revision.
Fri: Peer review workshop for Narrative Paragraph. Bring a complete rough draft to class.

Homework for week: Read selected paragraphs and essays and answer questions (60-63). Bring rough drafts to class. Read commas (302-305). Read basic sentences (Handbook 78-80). Write journal entry.

Week 7: Sep. 29-Oct. 3

Mon: Narrative Paragraph due. Unity and coherence.
Wed: Expanding paragraphs through examples.
Fri: Subordination. Review commas.

Homework for week: Begin Chapter 3: review concept of unity and subtopic sentence (64-72). Details, transitions, and subordination (81-94). Commas (306-312). Write journal entry.

Week 8: Oct. 6-10

Mon: Prewriting for Illustration Paragraph.
Wed: Analyze student model paragraphs.
Fri: Journals due. In addition to the in-class entries, you should have 7 out-of-class entries. Drafting and revising of Illustration paragraph.

Homework for week: Read checklist (94-102). Read subject/verb pronoun agreement (284-297). Write journal entry.

Week 9: Oct. 13-17

Mon: Write Descriptive Paragraph in class.
Wed: Practice basic essay skills. Discuss Chapter 4.
Fri: Work with returned Descriptive Paragraph to discover ways to expand it.

Homework for week: Begin Chapter 4. Read proposals and introductions (107-125). Read pronoun usage (374-388). Write journal entry.

Week 10: Oct. 20-24

Mon: Working with introductions.
Wed: Working with conclusions.
Fri: Analyzing revision strategies.

Homework for week: Read conclusions, prewriting, and revised student essay (126-139). Answer questions. Begin prewriting and drafting for next assignment. Read dangling modifiers (320-322). Write journal entry.

Week 11: Oct. 27-31

Mon: Analyze student model essays.
Wed: Work on developing Descriptive Essay. Integrate transitions and concrete language into essay.
Fri: Peer Review Workshop for Descriptive Essay. Bring a complete rough draft to class.

Homework for week: Read selected student essay models and answer questions. Read checklist (140-150). Bring rough drafts to class. Complete final draft. Read parallelism (360-63). Write journal entry.

Week 12: Nov. 3-7

Mon: Descriptive Essay due. Brainstorm to discover material for process analysis paper.
Wed: Practice organizing and working with concept of audience.
Fri: Work on Comparison/Contrast Essay

Homework for week: Begin Chapter 6.  Begin prewriting for Comparison/Contrast Essay. Read possession (367-374). Write journal entry.

Week 13: Nov. 10-14

Mon: Analyze student model essays.
Wed: Develop and organize material for Comparison/Contrast Essay.
Fri: Discuss stylistic concerns; begin drafting essay.

Homework for week:  Continue prewriting and drafting for Comparison/Contrast Essay. Read avoiding wordiness (Handbook 64-69). Write journal entry.

Week 14: Nov. 17-21

Mon: Analyze essays for process analysis strategies.
Wed: Drafting Workshop for Comparison/Contrast Essay. 
Fri: Peer Review Workshop - concentrate on organization, development and sentence variety.

Homework for week: Read checklist and professional essays; answer questions (209-210). Bring rough drafts to class. Complete final draft. Read avoiding bias (Handbook 58). Write journal entry.

Week 15: Nov. 24-28

Mon: No Class - Work on Comparison/Contrast Essay.
Wed: No class - Thanksgiving Break
Fri: No class - Thanksgiving Break

Homework for week: Write journal entry. Finish Comparison/Contrast Essay.

Week 16: Dec. 1-5

Mon: Comparison/Contrast Essay due. Work on paragraphs for Assessment Portfolio.
Wed:  Begin work on Argumentation Essay.
Fri: Turn in paragraphs on writing and Composition I for Assessment Portfolio. Drafting for essay.

Homework for week: Read Chapter 7.  Prewriting and drafting of Argumentation Essay. Bring rough drafts to class. Type several paragraphs exploring your feelings about writing and Composition I for the assessment portfolio. Work on revision of earlier essay. Complete final draft.  Write journal entry.

Week 17: Dec. 8-12

Mon:  Journals Due. Analyze professional essays for organization, effective introductions, and effective conclusions.
Wed:  Peer Review Workshop for Argumentative Essay. Bring a complete draft to class.
Fri:  Argumentative Essay due.  Prepare for final exam.

Homework for week: Select best essay to revise for assessment portfolio.  Complete revision of earlier essay. Prepare for final.

Dec. 15-18: Final Examination Week.

Final exam date for this class: 12:30-2:30 p.m., Monday, Dec. 15. Turn in revised essay for Assessment Portfolio.  Final will be a Process Analysis essay, so read Chapter 5.  There will also be a short grammar review on the final as well.

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