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Web Schedule Spring 2017


Revision Date: 07-Nov-16

ENG-1061-VS01 - English Composition


Synonym: 153630
Location: Springfield
Credits: 3 (45 hours)
Day/Times: Tuesday, 06:00P - 08:45P
Semester Dates: 01-24-2017 to 05-02-2017
Last day to drop without a grade: 02-12-2017
Last day to withdraw (W grade): 03-26-2017
Faculty: Martha Nichols | View Faculty Credentials

Open Seats/Section Limit: 15/18 (as of 12-02-16 11:10 PM)

Course Description:

In this course, students develop effective composition skills and research techniques. Students learn strategies for organizing, evaluating, and revising their work through extensive reading of a variety of essay styles and literary texts; apply writing and research techniques to their papers; and demonstrate proficiency in first-year college-level writing and information literacy.

Essential Objectives:

1. Consistently apply an appropriate writing process that includes planning, drafting, revising and editing.
2. Demonstrate in written work an awareness of the relationship among writer, subject, audience, and purpose.
3. Demonstrate writing proficiency with a range of rhetorical approaches to include narration, exposition, argument, and critical analysis and recognize the stylistic and structural strategies in the writing of others.
4. Focus written work around an explicit central thesis, a position statement or proposition advanced by the writer that is arguable and supportable and develop the thesis systematically, using specific details and supporting evidence.
5. Compose written work that demonstrates effective use of sentence structure, paragraphing, grammar, syntax, punctuation, and spelling.
6. Collect, organize, and use a variety of traditional and electronic resources, critically evaluating information.
7. Demonstrate proficiency in research writing skills by completing one or more papers that:
a) Develop and support an arguable thesis in written work;
b) Collect, organize, evaluate and use a variety of traditional and electronic resources;
c) Incorporate relevant information and sources into written work; and
d) Appropriately acknowledge and document sources, using standard MLA or APA styles.

Additional Instructor Pre-Assignments/Notes/Comments:

Please purchase textbooks for the first day of class.  Bring a notebook for taking notes and a separate notebook for the journal.

Methods:

Teaching methods will include some lecture, small group and large group discussions, peer review and critiques of writing, and one-on-one student/teacher discussions of writing progress and assignments.  Class time is also devoted to a discussion of associated readings both in the assignment textbook and those distributed in class by the instructor.  In addition there will be grammar reviews, journal writing, in-class informal writing and student led oral presentations of the assigned readings.  There is a final oral presentation of the research/argument style paper.

Students may email the instructor when further questions arise about assignments throughout the week. 

Evaluation Criteria:

Students will be evaluated based on the quality of the writing, participation in class, attendance, and timely submission of required assignments.  Participation in group discussions, quality of oral presentations, informal journal writing, and in-class writing are all considered in the final grade. 

For a further discussion of evaluation criteria see the course syllabus and CCV's grading and evaluation rubric for college writing assignments. The CCV writing rubric will be distributed and discussed the first day of class.

Grading Criteria:

Please see syllabus and CCV grading rubric for college writing for a fuller understanding of the grading criteria for written essay assignments.  One further point is that grammar and expression do count significantly towards the final grade.  Students are urged to proofread their papers carefully before submission.  If grammar problems arise, consult the Handbooks section of the textbook, myself, and a tutor through the Learning Center on campus.

Textbooks:

Spring 2017 textbook data will be available on December 1. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

ENG-1061-VS01 Textbooks.

Attendance Policy:

Students are expected to attend all classes, to arrive on time, and to remain in the class for the duration of the class session.  One class session absence is acceptable.  More than one three hour class session absence will limit the student's ability to do well on the assignments.  The second absence should be discussed with the instructor. Three absences are not acceptable unless there are extraordinary circumstances.  Students with three absences may receive a C grade for the course.  Students with more than three absences should withdraw from the class.

Contact Faculty:

Email: Martha Nichols
Hiring Coordinator for this course: Marianne Shaughnessy

Home Phone: 802-875-4380

Notes: home email: mvanderdoes@msn.com

Syllabus:

'''''''Syllabus for English Composition Springfield 2017''''''

English Composition

Instructor:  Martha Nichols

Springfield Spring 2017

 

This schedule and information about the course are in addition to the CCV Course Description. 

 

Textbooks:  The English Composition Reader second edition ISBN# 978-1-58390-146-5 and A Pocket Style Manual - 7th edition by Diana Hacker and Nancy Sommers and published by Bedford/St Martins. ISBN# - 9781457642326


Approaches to Writing (My Philosophy)
Writing is communication, and we communicate to survive, learn and interact with others, grow, expand, and become the best we can be.  Therefore, the focus throughout this course will be on communication with awareness of the audience and purpose for the writing.  You will have responses to your writing from your audience this semester which includes your instructor and your classmates.  

 

You learn to write by writing.  You will have an in-depth immersion, therefore, in the practice of writing, and in particular, the writing of the college essay which is the standard format for communication on an academic level.  The writing in this course, then, will prepare you for all of the writing you will do throughout your college and further academic careers.  The essays focus on a variety of rhetorical modes and invite you to critically analyze ideas and improve standard grammar, improve expression, and increase your vocabulary.  Above all else, ideas are at the heart of this writing, for ideas are the basis for communication.

 

On the Uses of Reading (My Philosophy)
In this course, reading supports the writing.  Writing and reading are the opposite sides of the same coin.  As you become a better reader, you will become a better writer.  For example, you want to be able to locate the main idea of a piece of writing as you read.  Similarly, you want to write a main idea in an essay as a thesis statement.  The concept is the same. We also notice how a writer writes as we read good pieces of literature and essays.  How does the writer “hook” the reader, develop body paragraphs, or use a variety of sentence patterns?  What works and does not work?  What wonderful words and sounds can be heard in the writing?  You can ask yourself what techniques you might borrow and try for yourself.  A variety of readings, then, will be a significant part of the writing course.

 

Late Work

All work must be submitted by the due date.  Only under extraordinary circumstances will late work be accepted.  Students who submit late work may seriously jeopardize their ability to pass the course. 

 

Informal Writing
Students will be expected, as a form of informal writing in class and to participate in journal writing each week.  These informal writings may include brief paragraphs, responses to the readings, reflections on your writing process, and grammar reviews.  A lively discussion in class in expected on most of the readings assigned.

 

Oral Presentation

There will be one oral presentation by each student of the research/argument essay at the end of the semester. Students may also be asked to orally summarize and respond to one of the readings for the class.

 

Attendance
Attendance is critical for success in this class.  My policy is that students may miss up to two classes (6 hours) and still pass the course.  However, these absences may result in students being unprepared will may lower a student’s grade to a C for the class.  After two absences, unless I have heard from the student, he/she is advised to drop the class.  After two absences, the student will receive a C grade for the course.

 

Evaluation of Essays
Please see grading rubric for this CCV course located under Documents and distributed in class.

 

Teaching Methods

Some lecture, a lot of group discussion, peer reviews, one student oral presentation, and informal and in class writing are all teaching methods that will be used in the class.

.

Grading

The instructor will follow the standard CCV grading rubric for evaluating college writing when assigning a letter grade to a piece of writing.  The rubric can be found under Course Documents.  The final grade will be obtained by averaging grades for the following required work:

 

Writing sample – in class

Narrative essay – 10%

Descriptive essay – 10%

Cause/effect essay – 10%

Example essay – 10%

Compare/contrast essay – 15%

Argument/Research essay - 25%

Informal writing and class participation/attendance – 20%

                   

ALL SPECIFIC READING ASSIGNMENTS WILL BE POSTED ON THE MOODLE HOME PAGE FOR THIS COURSE EACH WEEK.  THESE WILL INCLUDE READINGS FOR THE ENGLISH COMPOSITION READER AND A POCKET STYLE MANUAL BY DIANA HACKER.   SPECIFIC READING ASSIGNMENTS ARE NOT POSTED ON THIS SYLLABUS.


STUDENTS ARE RESPONSIBLE FOR THOSE READINGS EACH WEEK FOR CLASS DISCUSION AND QUIZZES.

 

SCHEDULE

 

WEEK ONE              

                                    Introduction/Writing Sample

                                    Writing Process/journal writing

                                    Grammar Review - Handbook
                                    Begin narrative essay

 

WEEK TWO              

                                    Narrative readings

                                    Draft due for narrative

                                    Grammar Review - Handbook
                                    Thesis statement

                                   

WEEK THREE          

                                    NARRATIVE ESSAY DUE

                                    Descriptive essay readings

                                    Begin essay #2 (descriptive essay)

                                    Descriptive paragraph in class
                                    Grammar Review - Handbook
                                    Introductions and conclusions

                                   

 WEEK FOUR            

                                    Paragraphing

                                    Draft for descriptive essay due

                                    Transitions - Handbook

 

WEEK FIVE               

                                    Cause/effect readings

                                     Begin Essay #3 (cause/effect essay)

                                     Revision/editing

WEEK SIX                      

                                    Draft of cause/effect essay due

                                    Grammar Review

                                    Cause/effect paragraph in class
                                    Outlines

 

 WEEK SEVEN         

                                    CAUSE/EFFECT ESSAY DUE

                                    Begin example/advertising essay

                                    Read examples readings and Visual Rhetoric assignment

                                    Grammar Review - Handbook

                                    

  WEEK EIGHT          

                                    Draft of example/advertising essay due

                                    Grammar Review - Handbook

                                    example paragraph in class

 

 WEEK NINE            

                                    EXAMPLE/ADVERTISING ESSAY DUE

                                    Begin compare/contrast paper

                                    Read compare/contrast readings

 

 WEEK TEN               

                                    DRAFT OF COMPARISON/CONTRAST ESSAY DUE

                                    Grammar Review

                                    Begin Argument/Research paper/Topic:  controversial issue

                                    Read Argument style essay readings
                                    Evaluating and locating sources - Handbook

 

WEEK ELEVEN         

                                    COMPARISON/CONTRAST ESSAY DUE

                                    Grammar Review

                                    First two pages of Argument/Research Paper due
                                    MLA papers - Handbook

                                   

WEEK TWELVE       

                                    Submit Outline of argument/research paper

                                    Submit pages 1-4 of argument/research paper

                                     MLA documentation - Handbook
                                    

WEEK THIRTEEN     

                                     Submit revised draft of research paper

                                     MLA documentation - Handbook

                                    

WEEK FOURTEEN   

                                     ARGUMENT/Research paper due

                                     Oral presentations

 

 

WEEK FIFTEEN           FINAL CONFERENCES - REQUIRED                          

 

END OF SEMESTER

 

 

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.


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