ENG 110 English Composition I. Instructor: Mrs. Emily Brady, Salisbury-Elk Lick High School, room 105

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1 ENG 110 English Composition I Instructor: Mrs. Emily Brady, Salisbury-Elk Lick High School, room 105 Credits: 3 Pre-requisite(s): Placement Testing Co-requisite(s): None Course Description: English Composition I emphasizes the techniques of writing expository essays with stress upon careful thinking, word choice, sentence structure, and methods of organization. Students practice the writing of clear, coherent, and unified paragraphs and essays. Editing skills and the use of correct grammar and mechanics are also emphasized. Students are taught research skills and are required to write an argumentative research paper. This is the standard college English composition course. Course Methodology: Instructor-led, Web-enhanced Students are expected to read all assignments before coming to class so that they can participate fully in the class discussions. Required Texts: ISBN: Buscemi, Santi V., and Charlotte Smith, eds. 75 Readings: An Anthology, 12th ed., New York: McGraw-Hill, ISBN: Dornan, Edward A., and Robert Dees. The Brief English Handbook: A Guide to Writing, Thinking, Grammar, and Research, 9th ed., New York: Longman-Pearson, 2010.

2 Course Topics: Writing of essays, including the use of a thesis statement and topic sentences, adequate support, unity, coherence, and suitable organization. Rhetorical modes, a selection of five of the following: narration, description, process, definition, cause/effect, exemplification, comparison/contrast, and argumentation. Argumentation is required of all Critical reading and thinking, including evaluation of research sources, persuasion, avoidance of fallacies in reasoning, and analysis and refutation of opposing views. Research, including gathering of information from sources; evaluation of sources; summary, paraphrase, and quotation from sources; documentation, using MLA format; creation of outline and bibliography; avoiding plagiarism; analysis and synthesis of information; basic understanding of APA format Writing of the analytical research paper. Review and practice of standard English grammar, punctuation, mechanics, and usage, including the following: o Parts of speech o Fragments o Run-ons o Pronoun agreement, reference, and case o Consistency in tense, person, sentence structure, mood, and voice o Subject-verb agreement o Modifiers: misplaced and dangling modifiers, adjective and adverb usage o Punctuation: comma, semicolon, colon, dash, brackets, parentheses, ellipsis marks, quotation marks. o Mechanics: hyphen, apostrophe, italics o Optional: spelling, capitalization, and numbers Expected Learning Outcomes: After successfully completing this course, students should be able to Write a thesis-support essay of 500 words or more, using Standard English grammar and usage, as evidenced by the following: a. Given the assignment of an essay in a specific rhetorical mode, the student will be able to compose and edit a well-developed essay of 500 words or more at an accuracy rate of 70% as measured by a rubric. b. Given the assignment of an essay in the argumentative mode, the student will be able to compose and edit a well-developed argumentative essay of 500 words or more, avoiding significant fallacy and including analysis and refutation of opposing views, at an accuracy rate of 70% as measured by a rubric.

3 To satisfy learning outcome 1, the student will Create a suitable thesis statement and topic sentences Develop sufficient support Write with coherence and appropriate organization Apply the requirements of the appropriate rhetorical mode; in the argumentative essay, avoid fallacy and analyze/refute opposing views, and defend own view Apply standard English grammar, punctuation, mechanics, and usage 2. Conduct research as evidenced by the following: a. Given the assignment of conducting preliminary research for an analytical research paper, the student will research sources, collect material, critically analyze material, evaluate material, and take notes from material. b. Given the assignment of preparing to write the analytical research paper, the student will use the collected material to prepare a preliminary outline, annotated working bibliography in MLA format, and note cards. To satisfy learning outcome 2, the student will Conduct searches for print and electronic sources Evaluate and analyze the content of sources Search electronic library catalog, online databases, and the Internet, applying appropriate technique Apply standards of critical thinking and reading to all sources Apply MLA Works Cited format to list of sources and construct preliminary bibliography Apply basic principles of outlining Summarize, paraphrase, and quote material obtained from sources Demonstrate basic knowledge of APA format 3. Write an analytical research paper using Standard English grammar and usage as evidenced by the following: a. Given the assignment of writing an analytical research paper, the student will compose and edit an analytical research paper of 1,500 words or more with correct and complete documentation in MLA format to a level of 70% as measured by rubric. To satisfy learning outcome 3, the student will Gather information from print and electronic sources Analyze and evaluate information from sources, using the standards of critical thinking Document use of information using MLA documentation format Avoid plagiarism Synthesize information from sources to reach a well-supported conclusion

4 Use standard English grammar, punctuation, mechanics, and usage Organize information from sources appropriately Student Evaluation: Students learn to write by writing; therefore, the majority of the final grade is determined by performance in written work. Students must write a minimum of five essays, one of which must be the argumentative essay, and the research paper. Revisions may be assigned. The following distribution will be used to calculate final grades: Papers, including essays, revisions, and the research paper: 60% Quizzes: 25% Activities, homework, participation: 10% Attendance: 5% Each student must demonstrate the ability to perform all learning objectives in order to receive a minimum grade of C for the course. The student s final grade will be determined using the following grading policy: 90%-100% A 80%-89% B 70%-79% C 60%-69% D Below 60% F Faculty across sections will be expected to follow the established syllabus learning outcomes, instructional objectives, and all other elements, including common course assessments.

5 Course Outline: The following is a tentative schedule for the term. Your class may deviate from this schedule as deemed necessary by the instructor. Advance notice will be provided by your instructor if changes are made to this schedule. Week Topics and Readings Readings and Assignments Introduction to the course and Syllabus Introduction to grammar component Sample writing assignment Narrative Essay Prewriting Introductions and Conclusions Grammar: Basics Discussion Paragraphs Drafting and Revising Description Effective Studying (handbook, 31-36). Background in Basics (handbook ) Assigned. Arrange narrative paragraphs in a clear time sequence (handbook, / Exercise 15.3, pg.123). Salvation and 37 Who Saw Murder Didn t Call the Police (reader, 8-10 ; 19-23). - Thinking and Writing (handbook 2-8 / Exercise 1.1) and Begin the Composing Process (handbook, / Exercise 6.2). Write a Thesis Statement and Develop a Plan (handbook, / Exercise 7.3). Write an introduction with a thesis statement that captures a reader s interest and Write a conclusion that effectively closes the discussion (handbook, ; 77-78). Background in the Basics (handbook, / Exercises 67.1, 68.1, 69.1, 69.2, 69.3, 69.4, 70.1, 71.1). Write a discussion several paragraphs long, organized by topic sentences (handbook, 75-76). - Revise the First Draft (handbook, 78-91). Descriptive and Narrative Paragraphs (handbook, / Exercise 15.2, pg. 122). Monuments to Our Better Nature and Beneath My House (reader, 58-64).

6 4 5 6 Grammar: Fragments Narrative essay due (be sure to have looked over standard manuscript form on pages of the handbook). Several-Paragraph Essays Example essay Grammar: Run-ons Description essay due Topic Sentences Grammar Quiz 1: terms and concepts, fragments, run-ons. Grammar: Pronouns Example essay due Cause-effect essay Coherence Planning a Research Paper Choosing a Topic Finding Sources Grammar: Subject-verb agreement (handbook / Exercises 27.1, 27.2, 27.3). Write for a Reader (handbook, 38-45). Expository Paragraphs (handbook, ). Black Men and Public Space and The Search for the World s Funniest Joke (reader, ; ). (handbook, / Exercises 28.1, 28.2). Topic Sentences (handbook, ). (handbook, / Exercises 30.1, 30.2, 31.1, 31.2, 32.1, 32.2, 32.3, 32.4). Use cause and effect to reveal reasons and results (handbook, / Exercise 16.5). Coherent Paragraphs (handbook, / Exercise 14.2). Researching a Paper (handbook, ). (handbook, / Exercises 29.1, 29.2). 7 In-class cause-effect essay

7 Library instruction Grammar: Consistency Working with Sources Critical Reading Taking Notes Avoiding Plagiarism MLA style MLA style practice. Outlining and Organizing Midterm Grammar: research-paper-related: Quotation Marks, Italics, Ellipsis, and Brackets. Research Due: outline, annotated bibliography, and note cards. Comparison/contrast essay Grammar: Modifiers (Adjectives and Adverbs and Misplaced Modifiers) and Parallel Structure Writing the Research Paper Principles of Documentation Grammar Quiz 2: pronouns, subject-verb agreement, consistency, research-paperrelated. (handbook / Exercises 22.1, 22.2, 22.3). take effective notes (handbook, ). Parenthetical Citations: MLA Documentation Style and MLA Works Cited and parenthetical note forms (handbook, ; ). Consider audience when you draft a formal outline (handbook, 69-72). (handbook, / Exercise 40.1) ; (handbook, ) ; (handbook ) ; (handbook ). Use comparison to explain similarities and differences (handbook, / Exercise 16.3, 16.4). Neat People vs. Sloppy People and Two Ways to Belong in America (reader, ). (handbook, / Exercises 36.1, 36.2) and (handbook, / Exercises 21.1, 21.2, 21.3, 21.4, 21.5, 21.6) ; (handbook / Exercise 19.1). Writing a Research Paper (handbook, ).

8 Grammar: commas Comparison/contrast essay due Argumentative Essay Critical Thinking Rough draft of research paper due You must turn in a rough draft or your final research paper will not be accepted. Research Paper Workshop Grammar: semicolons, colons, dashes, parentheses, apostrophes, and hyphens Research paper due Argument essay discussion Preparation for debates. Argument draft workshop Final version of argument due Debates Last Grammar Quiz: modifiers, parallel structure, punctuation (handbook / Exercises 37.1, 37.2, 37.3, 37.4, 37.5, 37.6, 37.7, 37.8, 37.9, 38.1). Argument Paragraphs (handbook, / Exercise 17.1) and The Argument Essay (handbook, / Exercises 55.1 and 55.2). To Any Would-Be Terrorists (reader ). Basics of Critical Thinking (handbook, / Exercise 2.4). Tapping into Text Messaging and Texting in Class Is Rampant (reader ). (handbook, / Exercises 39.1 and 39.2) ; (handbook, Exercises 41.1, 41.2) ; (handbook, ) ; (handbook, ) ; (handbook, / Exercises 49.1, 49.2) ; (handbook, ). 16 Final Exam

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