ENG 013 Writing Foundations Learning Community with ENG 003, instructor Sydney Frey Sec. 3284, T/R 10:05-11:26AM, Rm 1022 Instructor: Kevin Lamkins Office phone: 906-5213 Office: 1019 Home phone: (860) 560-9668 Office Hours: Tuesday/Thursday 1-2:30pm, or by appointment Required books/readings: - Simple, Clear, and Correct Paragraphs by William J. Kelly - Assorted exercises, texts supplied by professor or online, to be announced - http://klamkins.wordpress.com I will have course materials and resources online. Please bookmark or remember this web address because we will use it throughout the semester. - Dictionary that you can bring to class every day. Email: klamkins@capitalcc.edu Intro to ENG 013: ENG 013 provides guided practice in writing and editing, with the aim of preparing students for college level writing. From the course catalog description: ENG 013 is an intense review of English fundamentals with emphasis on sentence structure, punctuation, and mechanics. This course is required for students who score at Level 1 on the writing placement test. ENG 013 is not a credit bearing class. You must successfully pass ENG 013 to move forward into ENG 043 and ENG 073. With permission of both instructors, selected students will be allowed to apply for advancement into ENG 101. Goals for ENG 013 (from the Standardized Course Outline) Students will learn to: 1. Take responsibility for his or her own learning by a) attending class regularly and on time; b) completing individual and classroom projects; c) knowing, completing and (where necessary) making up assignments 2. Write clear and effective sentences by a) recognizing and correctly employing basic sentence structures: subjects, verbs and their inflections, modifiers, including phrases and clauses; b) indentifying and addressing student s own most serious sentence-level problems. 3. Organize and develop focused compositions by a) applying appropriate strategies for prewriting, drafting, revising, and editing; b) composing coherent paragraphs, supporting
central ideas with specific information; c) incorporating and responding to ideas from readings. Course Breakdown: This course will be broken down into three themes as follows: - The basics of writing parts of speech, sentence level mechanics and grammar, and paragraph development. This unit will include exercises, quizzes, sentence assignments, and at least one full and revised paragraph - Paragraph practice -, writing in a variety of styles (narrative, process, descriptive), revising and peer editing and writing based on texts such as summary, response, and argument, - Writing multiple paragraphs and styles combining paragraphs with coherence, anchor assignment, refining your writing, more advanced grammar issues such as progressives, participles, parallelism, and sentence variety. Participation/attendance: Class participation will be graded. You are expected to be present and prepared for all classes. You must have all reading and writing homework assignments completed by the beginning of class for them to be accepted. In class you are expected to discuss the assignments, ask questions when you don t understand something and always be helpful and respectful to other students and the instructor. You must notify me ahead of time to receive an excused absence. Assignments and Grade Breakdown: - Homework (grammar exercises and drafts), quizzes (3) and participation (33%) - Final paragraphs (including Anchor Assignment) (33%) - Final in-class writing assignment (33%) - Extra credit as assigned or student generated I will offer opportunity to revise work for better grades. Some revisions will be built into the course work, but you can revise just about any assignment on your own. Please take advantage of the Writing Center, room 409, for additional help with your writing. If you have special learning needs or difficulties that you feel I should know about, please meet with me early in the semester. List of major assignments 1. Narration (p. 56) writing that tells a story, usually in chronological order. Narratives can be real (non-fiction, based on the writer s experience) or made up (fiction). We tell many stories throughout the day, often without even realizing. Emails, text messages, and phone conversations often contain short narratives about our everyday experiences. Some are short and not very detailed, but others create lively depictions of the events of our lives. Narration is a powerful way to engage readers and make them understand what your experience was like. For our class, write a one-paragraph narration about something that happened to you, or some funny experience you remember, or some accomplishment your are proud of. Try to be very detailed. Don t just give an overview of what happened. Take your reader through the various things that happened along the way. 2. Description (p. 64) writing that creates a vivid sensory image in the mind of the reader. Using the five senses (or those which are most appropriate), description should allow the reader to visualize the person, place, thing, or experience you re writing about. In some
ways, description is like making a movie. You need to write down all the details that will make it come to life. Imagine a movie without a set, sound effects or music, a sense of the emotions, or even temperature. Much of the experience would be lost. 3. Process (p. 79) writing a series of steps, sequence or timeline. Process writing can describe how something occurs or how to perform a task. Examples of process writing are found in history texts, scientific reports, chronologies, or instructional manuals. Instructional manuals are probably the most popular. They provide specific directions on how to accomplish something, like doing your taxes, driving a car, or programming a DVR. For our class, you will write a how-to paragraph instructing a fellow classmate. 4. Anchor Assignment write objectively and subjectively about a reading. You will write two paragraphs, one summary, one response, based on a text that we ll read together as a class. This assignment emphasizes the reading-writing connection, in preparation for future college writing. Much of the writing you do in college will be based on various readings you ve done. You will also have to be able to give overviews of those readings, as well as give your own opinion. 5. Argument (p. 119) writing to persuade or convince your reader. Argument is a very common type of college writing. It involves critical thinking, and the use of evidence to support your point of view. Arguments are most often based on a controversial issue which is debatable, meaning there are at least two legitimate perspectives, sometimes more. You will take a side on a controversial issue and use evidence from a text to convince the reader of your perspective.
ENG 013 Syllabus Date: In-class work: Homework: Thur. 8/30 Course introduction, infosheets and in-class writing sample. 9/4 Why we write, what we want academic writing, rubric, writing for other classes, styles/patterns. Thur. 9/6 Parts of speech, part 1. What are the different types of words? Why are they important? (p. 148-153) Parts of speech worksheet 9/11 Parts of speech, part 2. Review homework, exercises in class. Thur. 9/13 QUIZ parts of speech. Prewriting (p.16-23) what to do before you write techniques and workshop in class. Begin narration assignment in class. Reading and discussion (p.56) 9/18 Narrative paragraph draft due. Paragraph development, part 1 structure, topic sentences, supporting sentences, concluding sentence (p. 2-4). Revision (p.35-38) and brief peer review of narration paragraphs in class. (p. 47) Thur. 9/20 Subject/verb agreement, part 1 conjugating verbs correctly for your subject. Subject follows the verb, words in between, compound subjects, indefinite pronouns, collective nouns, singular nouns ending in -s, etc. (p. 174-180) 9/25 Subject/verb agreement, part 2 (p. 187-192) irregular verbs, subjects that can be singular or plural, who, which, that, difficult subjects to find. Thur. 9/27 Narration paragraph final draft due. Paragraph development, part 2 effective topic sentences, effective supporting ideas, being reader-centered, drafting (p. 24-33). Begin description.(p.64 ) 10/2 QUIZ sub/verb agreement. Sentence development, part 1. What is a sentence? (p.154) What should it do? Clauses and phrases, coordination (FANBOYS). Thur. 10/4 Sentence development, part 2. Connecting adverbs (transitions), subordination (dependent clauses (p.152) complex sentences), sentence types (p. 158). 10/9 QUIZ on sentences. What are the elements of a good descriptive paragraph? Five senses, personal meaning, importance. Prewriting and begin descriptive paragraph assignment object, place, person, etc. Thur. 10/11 10/16 Descriptive paragraph draft due. Peer reviews in class. Help your peer add detail, vividness. Brainstorm ideas for process paragraph (chronological). Pick something we can do in class. Editing your writing, part 1 strategies to improve writing. Begin sentence level errors fragments Narration paragraph draft Subject/verb agreement worksheet Narration paragraph final draft Sentence practice worksheet Descriptive paragraph draft Descriptive paragraph final draft.
(p.161), run-ons, comma splices (p.168) Thur. Descriptive paragraph final draft due. 10/18 Begin process paragraph outline in class (p. 79). Topic sentence must tell reader what the how to is. Process paragraph draft due. Try it out! See if a 10/23 classmate can follow your directions without any help. Did it work? Why or why not? Peer review in class. Process reading and discussion Thur. Writing and reading (p. 4-8). Importance, what to 10/25 look for, objective and subjective writing, critical thinking, college level writing, using your own words. Process paragraph final draft due. Introduce 10/30 Anchor Assignment - summary and response (p 8-14). Thur. 11/1 Write summaries in class. Workshop and peer review. Begin responses. What do you think about the issues in the reading? Agree/disagree, relate to your life, etc. 11/6 Anchor assignment draft due. Peer review in class. Thur. 11/8 Anchor assignment drafts returned. Workshop any necessary changes. 11/13 Thur. 11/15 11/20 11/21-11/25 11/27 Thur. 11/29 Anchor Assignment due TWO copies one with name and course info, one anonymous. Sentence style parallelism (p.227), avoid repetition, modifier use (p.203) etc. Argument writing to persuade. (p. 119-131) What are the elements of writing persuasively? Topic sentence, evidence, summary statement. Thanksgiving Break college open Wednesday, no classes, college closed Thursday through Sunday Argument paragraph draft due. Upper level grammar issues: verb tenses (p.181), participles (p.192) and verb voice (p. 193). Evaluating language (p.45) Review for final writing assignment. Workshop any changes in the argument paragraph. ENG 013 Jeopardy game. 12/4 Argument paragraph final draft due. Thur. 12/6 Last day of class. Review for the final writing assignment. 12/11 Final in-class writing assignment, 10AM-12 noon PLEASE NOTE THE TIME DIFFERENCE! Process paragraph draft and any necessary materials Process paragraph final draft Read TBA Anchor Assignment draft (2 paragraphs, bring two copies) Anchor assignment final draft (2 copies, 1 anonymous) Read Illegal Immigrants Spend Millions Extra on Tuition. (online) Argument paragraph draft
Scoring Rubric for Written Assignments Score Purpose & Audience Organization Development Language 6 Superior 5 Collegiate 4 In Progress 3 Essential 2 Basic 1 Entry Takes ownership of purpose, uses assignment to explore topic s intrinsic interest, shows full understanding of issues, engages audience, uses format to enhance clarity Address purpose effectively, manages assignment skillfully, shows good understanding of issues, establishes credibility, uses appropriate format and style Establishes and adheres to purpose, fulfils assignment, shows basic understanding of key issues, style steady, format mostly correct Purpose clear, mostly fulfils assignment, shows need for more study of issues, style varies, format or visual presentation ragged Purpose partly clear, incompletely address topic or directions, grasp of issues minimal, inappropriate style, careless visual presentation Purpose unclear, failure to address topic or directions, weak grasp of issues, visual presentation poor Focuses consistently on clearly expressed central idea, establishes strong unity and coherence among ideas, guides readers smoothly with paragraph structure and transitions, opens and closes with strength Clear central idea is steady and supported by paragraph progression, unity and coherence are evident, paragraph structures and transitions are competent, opens and closes effectively Establishes central idea, paragraph structures adequate to convey continuity among ideas, opening and closing devices sufficient to frame essay Central idea present but wavering, unsteady use of paragraph structures, problems with consistency or progression of ideas Central idea is identifiable, some repetition or digression, weak paragraph structures, tangled progression of ideas No central idea, no clear logic or focus, many repetitions or digressions, lack of evident structure Explores ideas vigorously, supports points fully, balances general and specific skillfully, chooses evidence (subjective or objective) appropriately, reasons persuasively making useful distinctions Supports all key ideas with examples and details, finds suitable levels of generality and of subjectivity, makes logical connections and clear distinctions Supports some ideas with examples and details, shows some ability to choose among levels of generality and subjectivity, clarifies some distinctions Supports some generalizations with details, instability in levels of subjectivity, distinctions and reasoning only implied or tangled Presents ideas in general terms, support for ideas unsuitably personal or distant, distinctions need clarification, reasoning unclear Most ideas are unsupported, confusion between personal and external evidence, lack of needed distinctions, reasoning flawed Employs words with fluency, develops concise standard English sentences, balances a variety of sentence structures effectively, conveys lively consistent voice Word forms are correct, sentence structure is effective, applies conventions of standard English, presence of a few errors is not distracting Word forms are mostly correct, sentence structure adequate for clarity, few areas of usage deviations, errors minimally distracting Word forms and sentence structures are adequate to convey basic meaning, errors cause noticeable distraction Word forms and sentence structures are unreliable, meaning sometimes unclear, errors seriously distracting Word use is unclear, sentence structures inadequate for clarity, errors obscure meaning
LEARNING OBJECTIVES To demonstrate an understanding of 1. Responsibility for his or her own learning 2.How to write clear and effective sentences 3. How to organize and develop focused compositions LEARNING OUTCOMES Student will a) attend regularly and on time; b) complete individual and classroom projects; ke responsibility for knowing, completing, and (where necessary) making up assignments; a) recognize and correctly employ basic sentence structures: subjects, verbs and their inflections, modifiers, including phrases and clauses; b) identify and address student's own most serious sentence-level problems; a) apply appropriate strategies for prewriting, drafting, revising, and editing; b) compose coherent paragraphs, support central ideas with specific information; c) incorporate and respond to ideas from readings; ASSESSMENT METHODS As measured by attendance records class records assignment records, including timely drafts quizzes, drafts, writing samples correction tally, peer responses writing samples five revised papers portfolio
Name: Nickname: Major: Student ID#: Phone #: Email: Do you have a job outside of school? ENG 013 Lamkins Fall 2012 Section/CRN: 3284 Is English your first language? If not, what is your first language? Other info I should know (special needs, learning difficulties, weak points in writing): Describe your experience(s) with writing? Good? Bad? What kind of writing have you done? What have you enjoyed, despised? Be honest! What accomplishment are you most proud of? Explain why.