EN 101
Section 248- ONL1
English Composition
Summer 2009
Instructor Information
Name: Ms. Kim Murphy Office: N/A
E-mail: kmurphy@frederick.edu
Phone Number: 443-812-4381
Office Hours: By appointment Campus Mail Box Number: 511
Course Information
Credits: 3
Prerequisites: EN 50A or
satisfactory performance on writing assessment and
EN 52 or satisfactory performance on reading assessment OR ESL 95 and ESL 99
|
Meeting Time: Weekly
Online |
On-Campus Exams: 1 |
Important Dates
·
Last Day to Drop: June 5,
2009
·
Last Day to Withdraw: July
8, 2009
Course Description
Presents the basic techniques of
exposition through the writing of essays and the study of prose models.
Core Learning Outcomes
Students will demonstrate
1. College-level communication skills by
§
writing effective, organized, clear,
concise, grammatically correct English by using appropriate stylistic options (tone,
word choice, and sentence patterns) for a specific subject, audience, and
purpose (informing, arguing, or persuading).
§
demonstrating the ability to understand
and interpret both written texts and oral presentations in English.
·
understanding the critical role of
listening in communication.
·
demonstrating an ability to organize
ideas effectively by
o
selecting and limiting a topic.
o
developing and supporting a thesis with
relevant and well-
reasoned material.
o
employing a logical plan of development
and using effective
transitions.
§
demonstrating an understanding of the
conventions of the English language by
·
writing essays that are substantially
free of errors in grammar, spelling, punctuation, and mechanics.
2. Critical thinking skills
by
§
evaluating evidence by differentiating
among facts, opinions, and
inferences.
§
generating and evaluating alternative
solutions to problems.
§
researching, analyzing, comparing,
synthesizing, and drawing inferences
§
from readings and other research
materials in order to make valid judgments and rational decisions
3.
Social and educational values by
§
identifying and evaluating moral issues
and conflicts displaying academic honesty and properly documenting source
material.
§
valuing the importance and
responsibility of the individual.
§
understanding the need for lifelong
learning and its applicability to their educational goals.
4. The value of a multicultural society by
§
acknowledging a plurality of cultural
and personal values and demonstrating
§
respect for the right of others to
express their viewpoints.
§
working cooperatively in groups with
diverse membership and contributing
§
to the group’s efforts with ideas and
suggestions.
5. The use of technology by formatting
papers and conducting research.
Class Discussions using Blackboard
Email
Instructor’s feedback on papers
Hacker,
Diana. The Bedford Handbook. 7th ed.
Kennedy,
X.J., Dorothy M. Kennedy, and Marcia F. Muth. The
EN101 Resource
Booklet
Internet Sites
Access to Blackboard
(Username:
W+student ID; Password: last 4
digits of student ID)
Supplies for Course
Blackboard
access, Microsoft Word 2003 or 2007, FCC email address
Essay
1: Compare/Contrast 10% 90-100%
A
Essay
2: Text Analysis 10% 80-89% B
Essay
3: Timed Writing 10% 70-79% C
Essay
4: Cause/Effect 15% 60-69%
D
Essay
5: Definition/Background 15% Below
60% F
Essay
6: Argument 30%
Participation
10%
Total 100%
By the end of the fourth week of the
semester, students will have had their first major paper returned and will have
an opportunity to evaluate their progress in this course. At that point, students can decide if they
need to make any adjustments (additional studying, tutoring, conference with
instructor) to best assure their success in this course.
1. Students have the right to offer opposing
opinions and to reserve judgment about
their views, beliefs, academic
evaluations, and political affiliations.
2. Students have the right to fair evaluation by
instructions, based upon clearly defined
criteria presented at the beginning of the
course.
In
an online class, consistent attendance is paramount. Therefore, it is to
students’ advantage to log on to the class site a minimum of four times a week
to check announcements, contribute to class discussions and pick up any new
assignments. Students may reach the
instructor by phone at 443-812-4381 or by email at kmurphy@frederick.edu with any questions
regarding attendance.
Students are expected to attend all class
sessions except in cases of emergency, religious holidays, or participation in
official College functions. In these cases, notification or verification, if
requested, will be given to the instructor by the student. In the case of absence for special reasons
other than those mentioned above, it is the student's responsibility to confer
with the instructor about whether the absence is to be considered excused. When determining whether to consider an absence
excused, the instructor may require such evidence as seems appropriate without
placing undue hardship upon the student.
Responsibilities
of Students For Online meetings
1.
Students
are expected to be respectful to each other and to the instructor in discussion
board and email messages.
2.
Students
are expected to keep up with the flow of the course and to submit assignments
by the assigned deadlines. Students are expected to treat the deadlines in this
online course as they would the deadlines in a classroom course, not as a
correspondence course with open-ended deadlines. In other words, this is not a
self-paced course.
3.
Students
are expected to hand in all assignments no later than Sunday at
4.
Students
are expected to uphold the College's Code of Academic Honesty. Students are expected not to misrepresent
someone else's work as their own.
5.
All
students are expected to use their student email addresses provided by the
College. The instructor will use these addresses to communicate with students.
6.
Students
are expected to log on to the Blackboard website at least four to six times per
week to check announcements, contribute to class discussions of readings, turn
in assignments and pick up new assignments. All new material for the next week
will be posted by the following Sunday at
7.
Students
are expected to contribute a minimum of one intelligent and substantial comment of their own per week on the
discussion board and are expected to post at least two responses to classmates’
posts. Students are expected to treat discussion board posts as they would
treat an essay by posting grammatically correct and coherent sentences.
Students will be graded on the quality of their posts.
8.
Students
are expected to complete one timed writing assignment that is proctored by a
staff member in the on-campus testing center.
9.
Students
are expected to submit all essays via email using Microsoft Word 2003 or 2007.
All Microsoft Word documents have the .doc extension. The instructor cannot support WordPerfect documents or any documents
that have a .wps extension. Students who do not have Word on their home
computers need to either purchase the software or find access to a computer
that supports Word.
10. All essays should be
submitted to the instructor as an attachment through the Assignments feature in
Blackboard. Students should not email essays the instructor, unless prior
arrangements have been made.
For ease of communication between students
and instructors, the College has made an email address available to all
students. This address becomes available to students once they have enrolled;
they need only to go onto the email website and activate it. Students should go
online to activate their email addresses at the start of the course if they
have not already done so. The instructor will communicate with students using
this address only. Therefore, students are required to use their FCC email
addresses. Students should check their FCC email daily.
Format
of Essays
All
essays should be formatted using MLA style. Students are expected to review the
information available through the class website to find out how to format a
paper’s headings and margins according to MLA style. Additionally, students are
expected to review information on how to format in-text citations and Works
Cited entries. Students who do not follow proper formatting will lose points on
essays, particularly on the text analysis essay and the final research paper.
First
Drafts
With
the exception of the first essay, rough drafts are not a requirement of this
course. However, the instructor will be happy to review drafts at a student’s
request if the draft is submitted one
week before the due date.
Feedback
on Drafts
Students
will be expected to submit a first draft for Essay 1 (compare/contrast) only.
These drafts will be reviewed by the instructor using the “Track Changes”
feature in Microsoft Word and emailed back to the student as an attachment.
Specific instructions on how students can turn off this feature once the paper
is returned will be posted on the class website.
Grading
of Essays
Students are expected
to write at the level appropriate to the course. The instructor will offer
comments on first drafts to help students improve papers and will use a grading
rubric to score final essays. Papers inappropriate for a mature, reasonably
intelligent audience, as well as those weak in grammar or presented in an
inappropriate format, may be failed or returned for a total revision.
Although
the grading of individual assignments may vary, the following standards will,
in general, be applied to written work in accordance with the statewide “C” Standard
Guidelines:
An “A” paper is substantial, well
developed, and effectively organized and presented. It demonstrates original or
thoughtful engagement with content and sensitivity to diction, tone, and style.
Its sentences are clear, precise, and well structured. The paper is
appropriately documented and virtually error-free (especially of run on
sentences and sentence fragments).
A “B” paper contains a number of
strengths of an “A” paper, but typically lacks the thoughtfulness, originality,
and sensitivity of the superior paper.
It is also virtually error-free.
A “C” paper fulfills the
assignment and is adequately organized. The writer communicates ideas and
develops a thesis, although supporting evidence may be minimal and organization
rather mechanical. The writing is not marred by habitual or serious grammatical
errors. Thought and expression are competent.
A “D” paper typically is marked
by failure to focus on a thesis, is poorly organized, contains undeveloped
ideas, and contains serious and habitual grammatical and mechanical errors.
An “F” paper may ignore the terms
of the assignment, or it may be devoid of a thesis statement, support or
organization. It typically contains numerous mechanical errors that seriously
interfere with the reader’s ability to comprehend the writing. It may also be
marred with serious errors in or a lack of documentation.
Grading
of Discussion Board Posts
Students
will be graded on the quality of their own discussion board posts and on their
responses to their classmates’ posts. The grading rubric for discussion board
posts can be found under the “Evaluation” button on the course site. Students
are expected use correct grammar and spelling and are expected to write
coherent sentences. Discussion board post grades will be factored in with the
final participation grade.
Plagiarism
Students
are expected to uphold the College's Code of Academic Honesty. Students are expected not to misrepresent
someone else's work as their own (see statement on plagiarism in the English Resource Book).
Students
with Disabilities
FCC
provides reasonable accommodations to otherwise qualified students with
disabilities in accordance with the Americans with Disabilities Act of 1990
(ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) and
amendments. Students with disabilities
who are in need of accommodations must contact the Services for Students with
Disabilities (SSD) office at 301-846-2408 (A Building, Room 106A) in order to
request and apply for services. The SSD
office will require appropriate documentation of a disability. Questions related to accommodations or
services can be directed to the SSD office.
Additional information related to services can be viewed at the
following FCC web page: http://www.frederick.edu/student_services/disability.aspx.
Students
who currently receive services from the SSD office, should submit their Student
Success Plan to the instructor and make an appointment with her to discuss their
accommodations and needs in class. Any
information shared with the instructor will be held in strict confidence,
unless the student gives the instructor permission to do otherwise.
This is a tentative
course schedule. Changes will be made based on class progress. Students are
expected to be aware of any changes made to the topical outline, as updates
will be posted on the Blackboard website.
|
Week Number |
Subject |
Assignment Due |
|
1 (5/31-6/7) |
-Introduction
to course -Review
“C” Standard -Formatting
Your Essays -Discuss
the art of the short story -Discuss
characterization -Essay
1 Assigned -Quiz 1 (By 6/7) |
Read “The Art of
the Short Story,” pgs. 3-6; “Characterization,” pgs. 854-857; “A Rose for
Emily,” pgs. 238-245; “Revelation,” pgs. 689-704. Link to Handout “Zebra
Storyteller” Answer
Questions on the Discussion Board |
|
2 (6/8-6/14) |
-Discuss writing
about fiction -Discuss
setting -Quiz 2 (by 6/14) |
Read “Writing About
Fiction,” pgs. 863-867—Check the marginal notes in the sample; “Setting,”
pgs. 859-860; “The Lottery,” pgs.
390-398 “Happy Endings,”
pgs. 22-25 “Where are you
going, Where Have You Been?” pgs. 664-676 “Dead Man’s Path,”
pgs. 10-13 Discussion Board: Answer questions on
discussion board. |
|
3 (6/15-6/21) |
-Discuss
symbolism -Discuss
plot -Discuss
theme -Quiz 3 (by 6/21) |
Link to Handout:
Symbolism Read “Writing About
Literature,” pgs. 863-877; “Plot,” pgs. 849-854; “Theme,” pgs. 860-861 “Barn Burning,”
pgs. 225-238 “Young Goodman
Brown,” pgs. 348-357 “The Yellow
Wallpaper,” pgs. 297-309 “How I Met My
Husband,” pgs. 649-662 “The Story of an
Hour,” pgs. 157-158 “Roman Fever,” pgs.
832-842 “A Good Man is Hard
to Find,” pgs. 678-689 Discussion Board: Answer questions on
discussion board. Answer
questions on discussion board |
|
4 (6/22-6/28) |
Mid-term
Week DUE:
Essay 1 Essay
2 Assigned |
Link
to Handout: How to take an essay exam |
|
5 (6/29-7/5) |
-Discuss
point of view -Discuss
Style -Quiz 4 (by 7/5) |
Read
“Point of View,” pgs. 857-858; “Style,” pgs. 861-862; “Mythological
Criticism,” pgs. 890-892 “The
Open Boat,” pgs. 196-216 “A
Party Down at the Square,” pgs. 218-223 “Everyday
Use,” pgs. 810-818 “The
Rocking-Horse Winner,” pgs. 517-529 |
|
6 (7/6-7/12) |
-Discuss
Critical Approaches to Literature -Quiz 5 (by 7/12) |
Read
“Background,” pgs. 878-879;
“Psychological Criticism,” pgs. 887-889; “Formalist,” pgs. 879-88;
“Biographical,” pgs. 881-884; “Historical,” pgs. 884-887 |
|
7 (7/13-7/19) |
-Discuss
Critical Approaches to Literature -Quiz 6 (by 7/19) |
“Psychological,”
pgs. 887-889; “Mythological,” pgs. 890-892, “Sociological,” pgs. 892-895,
“Gender,” pgs. 895-897; “Reader-Response,” pgs. 897-898, and
“Deconstructionist,” pgs. 899-900 |
|
8 (7/20-7/25) |
Due:
Essay 2 Final
Exam Week |
Enjoy the rest of
your summer! |