Frederick Community College

EN 101-ONL2 English Composition

Summer 2009: 8-Week Session

 

Instruction Information:

Name: Liz Hadley

Office: BB Collaboration (Office Hours Chat Room)

Email: chadley@frederick.edu

Phone: 301-694-5983 (Home)

301-846-2600 (English Office Manger)

Office Hours: T/TH 11am-12pm, or by appointment

Campus Mailbox #: 212 (name on box says “Catherine” Hadley)

 

Course Information:

Credits: 3

Last Day to Withdraw: TBA

Prerequisites: EN 50A or satisfactory performance on writing assessment and EN 52 or satisfactory performance on reading assessment or ESL 95 and ESL 99.

Co-Requisites: None

Description: Presents the basic techniques of exposition through the writing of essays and the study of prose models.

Meeting Days/Time: N/A

Class Location: Blackboard

 

Core Learning Outcomes:

Students demonstrate:

1.      College-level communication skills by

§  Writing effective, organized, clear, concise, grammatically correct English by

          a) Using appropriate stylistic options (tone, word choice, and sentence patterns) for a 

              specific subject, audience, and purpose (informing, arguing, or persuading). 

          b) Demonstrating the ability to understand and interpret both written texts and oral  

  presentations in English.

          c) Understanding the critical role of listening in communication.

          d) Demonstrating an ability to organize ideas effectively by selecting and limiting a topic.

          e) Developing and supporting a thesis with relevant and well-reasoned material.

           f) Employing a logical plan of development and using effective transitions.

§  Demonstrating an understanding of the conventions of the English language by

          a) Writing essays that are substantially free of errors in grammar, spelling, punctuation,

              and  mechanics

2.      Critical thinking skills by

          a) Evaluating evidence by differentiating among facts, opinions, and inferences.

          b) Generating and evaluating alternative solutions to problems. 

          c) 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

          a) Identifying and evaluating moral issues and conflicts.  

          b) Displaying academic honesty and properly documenting source material. 

          c) Valuing the importance and responsibility of the individual. 

          d) Understanding the need for lifelong learning and its applicability to their educational

        goals

4.      The value of a multicultural society by

          a) Acknowledging a plurality of cultural and personal values and demonstrating respect for

        the right of others to express their viewpoints. 

          b) 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.  

 

Course Requirements:

Students are expected to:

  1. Read all assigned texts for each week.
  2. Participate actively in the Discussion Board (DB).
  3. Complete and turn in all writing assignments on time.
  4. Demonstrate academic honesty and integrity by avoiding plagiarism.

 

Instructional Methods:

Weekly reading assignments of textbook chapters and model essays

Class discussions (Discussion Board)

Instructor feedback on written assignments

Peer responses

Individual Conferences (Collaboration)

 

Required Texts and Materials:

Kennedy, Kennedy, and Muth. The Bedford Guide for College Writers. 8th edition. Boston:

     Bedford/St. Martin’s, 2008.

Hacker, Diana. The Bedford Handbook. 7th ed. Boston: Bedford/St. Martin’s, 2006.

FCC English Department. EN 101 Resource Booklet.

Handouts available in Blackboard

A valid email address (FCC email address required)

 

Evaluation Methods (You will find a more detailed description of each assignment in Blackboard Assignments):

10 points

Based on the discussion in the DB about “following your bliss,” you will write a 1-2 page Proposal about the topic that exemplifies how you personally “follow your bliss." The Proposal will explain why this topic is your bliss and how you can develop this topic in the five essay types (Narrative, Process Analysis, Cause-Effect, Comparison-Contrast, and Researched Argumentation.

20 points

After you choose your “bliss topic" and submit your proposal, you will write four essays approximately 3-5 pages in length: Narrative, Process Analysis, Cause-Effect, and Comparison-Contrast. These essays are “rough drafts” but you will be told what grade you would have received if the essay were being graded (e.g. “This essay would have received a [grade]”). If you do not turn in one of the rough drafts, you may not revise that essay for the portfolio.

10 points

In preparation for the research paper, you will create an Annotated Bibliography of four out of the eight sources you plan to use in the research paper. The bibliography will demonstrate your understanding of correct MLA format and evaluating the reliability of sources.

10 points

Using your bliss topic, you will write a Researched Argumentation in which you attempt to convince your reader to think or act a certain a way. You are required to include a revised version of the Researched Argumentation in your Portfolio (see below).

25 points

At the end of the semester, you will create a Writing Portfolio that includes revised versions of the Researched Argumentation and two other essays of your choosing.

20 points

Your Class Participation Grade is based on how well you participate on the Discussion Board (see below for more information).

5 points

By the end of the semester you will write five brief responses to any “text” of your choosing – a book, poem, play, story, newspaper article, web site, pamphlet, song, movie, television show, commercial, advertisement, etc.

Total

100 points

 

Grade Scale:

A = 90-100 points

B = 80-89 points

C = 70-79 points

D = 60-69 points

F = Below 60 points

 

Submitting Assignments/Late Assignments:

To submit an assignment, click on the Assignments tab from the main menu and scroll down to the Week when an assignment is assigned (not when the assignment is due). For instance, the Bliss Topic Proposal is assigned during Week 1, so you will find the link to submit it in Week 1. Select the appropriate Week and click on View/Complete Assignment: [Name]. Click on Browse and locate the file of the assignment (on your computer's hard drive, a flash drive, etc.). You may type any questions or messages in the box if you choose. Then click on Submit - if you click on Save, the assignment will not be sent to me! There is a day and time stamp proving when you turned in your assignment. Please note: I do NOT use the Digital Dropbox for receiving/ returning assignments. The Digital Dropbox will not be available to you in the Blackboard menu; use the procedure described above.

 

Late assignments will only be accepted if you make arrangements with me no later than two days before the assignment is due. If you do not ask for an extension, you will receive a "0" for that assignment.

 

Class Participation/Discussion Board:

In lieu of face-to-face lecture and discussion, we will be using Blackboard Discussion Board (DB) for weekly questions and answers about the reading assignments. All questions will be posted on the Sunday of each week. The due dates for each week’s questions will vary depending on the assignments for that week.

 

The distribution of points for class participation will vary depending on the reading assignments for each week. Some weeks have more reading assignments while others (like Weeks 7 and 8) have less so that you may concentrate on your writing. Point values for each week will be posted with the questions. To receive full credit for class participation, you must answer the questions thoroughly and thoughtfully. Brief answers such as “I agree” do not count as “thorough and thoughtful.”

 

Proctored Writing Assignment:

You are required to write one proctored essay at FCC's Testing Center. The Cause-Effect essay will be written at the Testing Center between Wed., June 24 and Wed., July 1. Information about the Testing Center is available at http://www.frederick.edu/student_services/testingctr.aspx.

 

The writing sample you complete will be certified as your own work. Writing teachers become accustomed to students’ writing styles. The writing sample is a measure of your writing style and ability. When a student deviates greatly from the initial sample, often he or she has plagiarized or cheated.

 

If you live outside of Frederick County, Maryland and wish to write the Proctored Essay at an alternate location, you must contact me by the end of Week 1 so that I can make arrangements for you.

 

Progress Report:

By the end of Week 3, you will receive a report detailing your standing in the class, and, if necessary, you will meet with me in a conference to help determine if any changes are needed to ensure your success in this class, such as additional studying, tutoring, meeting with me to discuss assignments, etc.

 

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. 

 

If you currently receive services from the SSD office, please submit your Student Success Plan to me and make an appointment with me to discuss your accommodations and needs in class.  I will hold any information you share with me in strict confidence unless you give me permission to do otherwise.

 

 

 

 

 

Weekly Schedule

 

Abbreviations: BGCW = Bedford Guide for College Writers; BH = Bedford Handbook; BB Course Doc = Blackboard Course Document

 

WEEK 1 (May 31-Jun 6)

            Introduction/Overview of Course, Syllabus, and the Online Classroom (BB Getting

            Started, FAQ’s, and the Discussion Board – DB)

 

            Assign/Discuss Bliss Topic Proposal (due by Sat., Jun. 6 at 5:00pm)

 

            Adler, “How to Mark a Book” (BB Course Doc); King, “A door…you are willing to         shut” (BB Course Doc); Roberts, “How to Say Nothing in 500 Words” (BB Course Doc)

 

            “Recalling an Experience (Narrative)” (BGCW pg. 55-66); Dillard, from An American       Childhood (BGCW pg. 577-579); Rowan, "Unforgettable Miss Bessie" (BGCW pg. 580-          584); Assign and Discuss Narrative Draft

 

WEEK 2 (Jun 7-Jun 13)

            Narrative Draft due by Sat., June 13 at 5:00pm

 

            “Strategies for Generating Ideas” (BGCW pg. 294-309); “Document Design” (BH pg.       121-123)

 

            “Process Analysis” (BB Course Doc); Bryson, “Your New Computer” (BB Course Doc); Hanson, “Email: What You Should—And Shouldn’t—Say” (BB Course Doc); Assign         and Discuss Process Analysis Essay

 

WEEK 3 (Jun 14-Jun 20)

            Process Analysis Essay due by Sat., June 20 at 5:00pm   

 

            “Strategies for Stating a Thesis and Planning” (BGCW pg. 309-319, 322-324)

 

            “Explaining Causes and Effects” (BGCW pg. 121-134); King, “Why We Crave Horror      Movies” (BGCW pg. 512-514); Perrin, "A Part-Time Marriage" (BGCW pg. 494-496);            Assign and discuss Cause-Effect Essay

 

WEEK 4 (Jun 21-Jun 27)

            Cause-Effect Essay to be written at FCC’s Testing Center between Wed., June 24      and Wed., July 1

 

            “Strategies for Drafting” (BGCW pg. 334-349)

 

            “Comparing and Contrasting” (BGCW pg. 104-117); Razdan, “What’s Love Got to Do

            with It?” (BGCW pg. 453-457); Suina, “And Then I Went to School” (TBA); Assign and Discuss Comparison-Contrast Essay   

 

WEEK 5 (Jun 28-Jul 4)

            Comparison-Contrast Essay due by Fri., July 3 at 5:00pm

 

            “Taking a Stand” (BGCW pg. 139-158, 37-47); from Harvard Magazine, “Creating

            Community, Online and Off” (BGCW pg. 530-535); Gelernter, “Computers Cannot

            Teach Children Basic Skills” (BGCW pg. 536-539) Assign and discuss Researched                        Argumentation Essay

           

            “Conducting Research” (BB Course Doc); “Evaluating Sources” (BB Course Doc and       BH pg. 555-571); “MLA Works Cited” (BH pg. 622-653); Assign and discuss Annotated      Bibliography (There is a sample Annotated Bibliography in BB Course Doc)

 

WEEK 6 (Jul 5-Jul 11)

            Annotated Bibliography due by Tue., July 7 at 5:00pm

 

            “Citing Sources; Avoiding Plagiarism” (BH pg. 592-608) “MLA Documentation Style”     (BH pg. 609-621)

           

            Read/Evaluate Sample Researched Argumentation Papers (BB Course Doc)

 

            Assign/Discuss Writing Portfolio

           

WEEK 7 (Jul 12-Jul 18)

            Researched Argumentation Draft due by Mon., July 13 at 5:00pm

 

            Murray, “The Maker’s Eye” (BB Course Doc)

 

            Work on Portfolio Essays, including Peer Response in DB

           

WEEK 8 (Jul 19-Jul 25)

            Conferences to discuss Portfolio Essays (Mon-Wed)

 

            Portfolio due by Fri., July 24 at 5:00pm