MASTER COURSE SYLLABUS ENGLISH 101

COURSE DESCRIPTION

University-parallel freshman English. Fundamentals of effective prose writing, including required essays and a research paper. Prerequisite: Satisfactory writing score on the Placement Test or p2 grade in DVE 001.

EXPECTED COURSE OUTCOMES:

WRITING SKILLS-making decisions appropriate to purpose and audience: 1. Writing informative, analytical, and argumentative essays 2. Formulating thesis statements that are restricted, unified, and precise 3. Organizing the content into separate body paragraphs 4. Formulating topic sentences that are restricted, unified, and precise. 5. Developing body paragraphs with unity, coherence, and sufficient supporting materials 6. Selecting appropriate diction 7. Producing clear, emphatic sentences 8. Applying grammar fundamentals

RESEARCH SKILLS-demonstrating basic research techniques: 1. Using the library efficiently to locate material relevant to a specific topic 2. Taking notes in sufficient detail and with sufficient citation 3. Documenting sources according to specified model 4. Understanding the concept of plagiarism; writing without plagiarizing 5. Synthesizing several different sources into a paper supporting a thesis 6. Quoting, summarizing, and paraphrasing responsibly within that paper

RANGE OF SUBJECT MATTER DEFINED:

RHETORIC

ORGANIZATION

REINFORCE Focusing on a main idea in paragraphs and essays Using outlines and other prewriting techniques Organizing data (for example, classification, comparison/ contrast, and other expository patterns) Revising for unity, completeness, structure, cohesiveness

INTRODUCE Developing and supporting complex theses

STYLE

REINFORCE Writing with precision and economy INTRODUCE Writing with vividness, avoiding the trite Recognizing rhetorical devices, figurative language Using sentence variety and emphasis Developing tone appropriate for the situation, purpose, and audience

WRITING SITUATION

REINFORCE Assessing task (consider time constraints, appropriate length, degree of polish) Assessing audience Writing for self (discovery, exploration, record keeping) Writing for others Assessing purpose (explore, explain, analyze, prove) Working collaboratively

INTRODUCE Understanding writing in a college culture (issues of proof, authority) Using format conventions (titles, paragraphs, headings, research conventions)

SENTENCE-LEVEL CONCERNS

GRAMMAR AND PUNCTUATION

Reinforce conventional expectations of correct grammar, punctuation, usage and mechanics.

SENTENCE RHETORIC

INTRODUCE AND REINFORCE Parallelism for rhetorical effect Sentence variety and emphasis for rhetorical effect; for example, sentence combining and condensing Precision: connotations, concrete language Appropriateness: levels of formality

EDITING SKILLS

INTRODUCE AND REINFORCE Use of handbook: finding answers to common questions Proofreading: especially for omitted words and word endings, spelling, typos, and nonstandard English

DEFINING SELF AS WRITER

PROCESS

INTRODUCE AND REINFORCE Analyzing one's writing processes in different rhetorical situations

VOICE

INTRODUCE AND REINFORCE Development of personal, academic, and public voices Understanding diverse contexts for writing Adapting one's voice for diverse audiences

ROLES OF WRITERS

INTRODUCE Becoming a college writer

CRITICAL THINKING

ABSTRACTION AND GENERALIZATION

INTRODUCE AND REINFORCE Supplying concrete examples for abstract concept Supporting generalizations with sufficient examples Considering purposes and applications of comparison/contrast

SORTING, SELECTING, REPORTING, AND SUPPORTING IDEAS

INTRODUCE AND REINFORCE Distinguishing between fact and supported/unsupported opinion and bias Generalizing from personal experience to reasonable claim or hypothesis Developing habit of asking probing questions Synthesizing information from several sources using summary, paraphrase, and selective quotations

ANALYSIS AND EVALUATION OF SOURCES

INTRODUCE AND REINFORCE Analyzing information presented in single source Analyzing and comparing information from several sources Explaining progression of ideas (argumentative chain) in a text and analyzing for logic and development; identify cause-effect relationships

OWNERSHIP AND ATTRIBUTION

INTRODUCE AND REINFORCE Distinguishing between "common knowledge" and information requiring attribution of sources

USING AND CITING SOURCES

SOURCE SELECTION

REINFORCE Distinguishing between relevant and irrelevant sources (oral and written)

INTRODUCE Using primary and secondary sources Choosing appropriate sources in college library (recency, variety, credibility, balance)

ANALYTIC READING

REINFORCE Reading for the main idea and supporting points

INTRODUCE Reading for point of view, reliability, credibility

NOTE TAKING

REINFORCE Summarizing and paraphrasing a source

INTRODUCE Taking notes without plagiarizing Recording documentation information accurately

DOCUMENTATION

INTRODUCE AND REINFORCE Distinguishing between direct and indirect discourse Attributing sources Using quotation marks correctly Documenting sources with a standard system (e.g., MLA)

INCORPORATION

INTRODUCE AND REINFORCE Using source material to further writer's purpose Using signal phrases to integrate quotations and borrowed ideas Incorporating sources without plagiarizing

EVALUATION OF STUDENT PERFORMANCE:

Students write a minimum of five informative, analytical, and argumentative essays, one of which incorporates research from several sources. The course grade is based primarily on essay assignments, although instructors determine the weight of individual assignments.

Essays are evaluated by these criteria:

WORDS

• 1. Should be used accurately
• 2. Should be direct and precise
• 3. Should follow conventional spelling

• 1. Should be clear and direct
• 2. Should use conventional structure, grammar, and punctuation

• 1. Should show unity and coherence in the development of one primary idea
• 2. Should show adequate development
• 3. Should relate directly to preceding and succeeding paragraphs

• 1. Should focus on a significant central idea
• 2. Should develop the central idea adequately
• 3. Should be organized and unified
• 4. Should fulfill the specific assignments
• 5. Should document sources appropriately

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