Frederick Community College English Composition EN 101 ONL-3 and 4 FALL 2010
Class begins: 8/21/10	Class ends: 12/11/10	Last Day to Withdraw: 1/11/10

Instructor Information:
Name: Professor Murphy	Office: N/A
E-mail: kmurphy@frederick.edu	Phone Number: 443-812-4381
Contact Hours: email and by appointment for in-person meeting	Campus Mail Box #: 817

Course Information:
Credits: 3
On-campus Meetings: 0	On-campus Exams: 1 proctored essay in testing center
Prerequisites: EN 50A and EN 52 OR ESL 95 and ESL 99

Course Description:

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

Core Learning Outcomes:

By the end of the semester, the student 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

§ selecting and limiting a topic.

§ developing and supporting a thesis with relevant and well-reasoned material.

§ 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.

Instructional Methods:

Lecture, reading, on-line discussions about texts and student writing, instructor’s written comments on papers

 How this course is organized:

This course works like a face-to-face course in terms of course requirements and course outcomes, except class “meetings” are online and assignments are submitted electronically through Blackboard. The advantage of taking an online course is that students may log on to the course site and complete work at times that are convenient for them. However, just as in a face-to-face course, students are expected to keep up with the flow of the course and to submit assignments by the assigned deadlines. In other words, this is not a self-paced course with open-ended deadlines.

Generally speaking, assignments are due weekly. Specific deadlines and instructions on submitting assignments are posted in the course Blackboard site.

Texts and Course Materials:

Hacker, Diana. The Bedford Handbook. 8^th ed. Boston: Bedford/St. Martin’s, 2010 (or a recent

edition--required)

Kennedy, X.J., Dorothy Kennedy, and Marcia F. Muth. The Bedford Guide for College Writers.

8^th ed. Boston: Bedford/St. Martin’s, 2008. (required)

Progress Report:

By the end of the sixth week of the semester, the instructor will have graded and returned students’ first essay. At this point, students will be able to evaluate their progress and decide if they need to make any adjustments (additional time devoted to course, tutoring, conference with instructor) to best assure their success in this course.

Evaluation Methods:
Tests / Papers / Projects / Participation	Point Value	Final Grade Scale
Essay 1: Compare/Contrast	10%	90-100% A
Essay 2: Text Analysis	10%	80-89% B
Essay 3: In-Class Timed Writing	10%	70-79% C
Essay 4: Definition/Background	15%	60-69% D
Essay 5: Cause Effect	15%	0-59% F
Essay 6: Final Research Paper	30%
Grammar Quizzes	5%
Participation	5%
TOTAL	100%
If the graded performance for online assignments differs significantly from the grade average for proctored assignments, the instructor reserves the right to administer additional tests.

Student Services

A variety of services are available to assist students in succeeding at FCC. Students can learn more about these services by visiting the Student Services web page: http://www.frederick.edu/student_services/index.aspx.

Students with disabilities who are in need of accommodations or who have questions related to disabilities services should contact the Services for Students with Disabilities (SSD) office at 301-846-2408. Students can learn more about these services by visiting the Services for Students with Disabilities web page: http://www.frederick.edu/student_services/disability.aspx.

Participation Policy:

The course level class participation policy is designed to support the learning process. In order to maintain the highest quality of academic work, students are expected to participate fully in all course activities; therefore, it is to students’ benefit to logon to the course site at least five times a week to post assignments and receive updates. The nature of an online class is such that it is very difficult to make up missed work, particularly missed discussion board posts. Students who find that they must miss deadlines because of serious illness, emergency, religious holiday or participation in official college functions should inform the instructor immediately by leaving a message on her voicemail or by sending an email. If the face-to-face components of the course cannot be met because of serious illness, emergency, religious holiday or participation in official college functions, the instructor may explore make-up opportunities in different class participation formats as warranted. No matter the situation, students remain responsible for completing the requirements of the course. If class participation affects a student’s grade, the components of the course syllabus will be used to provide measurable units of class participation in course activities.

Email Policy:

FCC students will receive and are expected to use their FCC email address for correspondence with faculty and staff at the college. Students can establish and access their FCC email accounts at https://myfcc.frederick.edu. Email is an instructional tool essential to student-instructor and student-student communication. In the Blackboard environment by default, your email address is available to all students in this course.

However, students are permitted to use email addresses of other students in this course only for the purpose and the duration of this course.

The instructor can be expected to respond to regular student email inquiries (grades, posted assignments, and tests excluded) within the time frame of 24 to 48 hours.

Academic Integrity:

Work in this course is subject to the provisions of the FCC Code of Academic Integrity. Plagiarism in any form will not be tolerated. As a student, it is your job to practice academic honesty at ALL times. Make sure that all sources, particularly Internet sources, get proper credit for quotations, paraphrases, and ideas. More information about this and the Student Conduct Code are available at http://www.frederick.edu/student_services/studentpolicies.aspx

You must send your Academic Integrity Pledge to the instructor. The form is available at http://courses.frederick.edu/_utilities/regform.htm

Topical Outline:

NOTE: The instructor reserves the right to make changes to this outline as needed.

Week	Topics	Assignments
1	-Introduction to course - EN101 Resource Booklet online - “C” Standard -Essay format -The writing process -Patterns of development -Compare/contrast -Essay 1 Assigned: Compare/Contrast	The Bedford Guide (BG): Read “Writing Processes,” pgs. 8-19; “Part Two Introduction,” pgs. 53-54; and “Comparing and Contrasting,” pgs. 111-120 Links to Handouts: Read “Grant and Lee: A Study in Contrasts,” and “Batting Clean-Up and Striking Out.” Discussion Board: Introduce yourself to the class by describing your writing process. Answer questions about readings. Access the link to MLA style on Blackboard and review the information on how to format your essays. Complete formatting assignment
2	Due: First Draft of Essay 1 (Compare/Contrast) -Purpose, Audience, Tone -Thesis statements -Strategies for writing drafts	BG: Read “Strategies for Stating a Thesis and Planning,” pgs. 310-318; “Strategies for Drafting,” pgs. 334-349 Links to Handouts: Read “Say it with Screamers!!!!!” and “Three Wise Men and One Dope.” Discussion Board: Answer questions on readings. Bedford Handbook (BH): Review pgs. 226-233 on sentence fragments and 226-233 on run-on sentences. Review pgs. 156-159 on mixed sentence constructions. Complete quizzes 1 and 2.
3	-Drafts of Essay 1 returned -Reading process -Evaluating a text in terms of logos , ethos, and pathos -Evaluate “Can You be Educated from a Distance?”	Handouts: Read “Can You Be Educated From a Distance?” and student sample text analysis BG: Read “Reading Process,” pgs. 21-27; “Evaluating,” pgs. 190-196; “Capturing, Launching, and “Critical Thinking Processes,” pgs. 36-47 (types of evidence) BH: Review pgs. 160-168 on misplaced and dangling modifiers; 354-382 on commas and pgs. 379-382 on semicolons Complete quizzes 3, 4, and 5
4	Due: Final Draft of Essay 1 -Essay 2 assigned (Text Analysis) - Evaluating a text continued -Preparing to write a text analysis -Begin discussing MLA style -Discuss integrating quotes and paraphrases into an essay	BG: Read “Women Don’t Want Men? Ha!” pgs. 30-31 (This will be the basis for your second essay); pgs. A-16-A18 on integrating sources BH: Read pgs. 498-503 “Citing Sources; Avoiding Plagiarism”; pgs. 504-516 “Integrating Sources” Complete quizzes 6 and 7 Discussion Board: Answer questions on discussion board. BH: Review pgs. 392-398 on quotation marks and pgs. 409-418 on mechanics. Complete quizzes 8 and 9
5	Due: First Draft of Essay 2 (Text Analysis) -Research paper assigned (essay 6) -Introduction to argument -Review ethos, pathos, logos -Review types of evidence	BH: Read “Constructing Reasonable Arguments,” pgs. 104-128 Complete quiz 10 Handouts: Read “Is Chocolate Really Good for You?” and “Safer? Tastier? More Nutritious? The Dubious Merits of Organic Foods” Discussion Board: Answer questions on discussion board. BH: Review pgs.147-155 on parallelism. Complete quiz 11
6	Due: Three topics you would consider for your research paper listed in the order of preference – -In-Class Writing Assignment assigned (Mid-term) -Draft of Essay 2 Returned -Argument Continued—Proposing a solution, supporting a position or taking a stand?	BG: Read “Proposing a Solution, pgs. 173-182; “Why Prisons Don’t Work," pgs. 168-169; “Taking a Stand,” pgs. 147-163; “Last Rites for Indian Dead,” pgs. 140-142; “Supporting a Position with Sources," pgs. 208-232; “A Question of Character,” pgs. 201-204; “Overworked!” pgs. 205-208 Discussion Board: Answer questions on discussion board. BH: Review pgs.169-174 on eliminating distracting shifts. Complete quiz 12
7	Due: Final Draft of Essay 2 (Text Analysis) Due: Essay 3 (Mid-Term)—Taken in Writing Center -Complete library tutorial -Research paper topics assigned	BH: Read “Conducting Research,” pgs. 438-462; “Evaluating Sources,” pgs. 462-488 Complete quiz 13 BH: Review pgs. 256-261 on making pronouns and antecedents Complete quiz 14
8	Due: Working thesis statement and plan for argument (submitted through assignments) -Argument Continued—Writing a working thesis statement and giving your research direction -MLA style Part I—In-text citations	BG: Read “Strategies for Stating a Thesis and Planning,” pgs. 310-318; BH: Review pgs. 517-568 “MLA Documentation Style” Complete MLA citation exercise Discussion Board: Complete questions on discussion board BH: Review pgs. 262-266 on making pronoun references clear. Complete quiz 15
9	- Essay 4 assigned (background section) -Documenting and synthesizing information for the background section of your research paper -MLA style Part II—Works cited page	BH: Read “Managing Information,” pgs. 572-579; Review pgs. 621 (bottom)-653 (top) Complete MLA style activity. BH: Review pgs. 268-278 on distinguishing between pronouns such as I and me. Complete quiz 16
10	- Due: First Draft of Essay 4 (Background) -Essay 5 assigned (cause/effect) -Argument continued-logical fallacies and inductive vs. deductive reasoning -Cause/Effect -Building your cause/effect argument	BH: Read “Evaluating Arguments,” pgs. 118-128 BG: Read “Recognizing Logical Fallacies,” pgs. 162-163; “Explaining Causes and Effects,” pgs. 129-136 Complete quiz 17 Other readings TBA
11	- Due: First Draft of Essay 5 (Cause/Effect) Draft of Essay 4 Returned (background)	BH: Review pgs. 387-390 on apostrophes Complete quiz 18
12	Due: Final Draft of Essay 4 (Background) -Draft of Essay 5 returned	Work on your research paper
13	Due: Final Draft of Essay 5 (Cause/Effect) -Putting it all together: Combining your background section with your cause/effect section -Formatting the title page and formal outline
14	Due: First Draft of Essay 6 (Final Research Paper) -Special Writing Situations: Writing in the Workplace: Email	BG: Read pgs. 263-266 on general information about writing in the workplace and pgs. 270 and 272 on writing an email. Complete quiz 19 Complete email activity
Thanksgiving Break
15	First draft of essay 6 returned -Special Writing Situations: Essay Exams	BG: Read pgs. 277-290 “Writing for Assessment.”
16	Due: Final draft of Essay 6 (Final Research Paper)	Enjoy your holiday!