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Frederick Community College English
Composition EN
101 ONL-3
Spring
2011
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Instructor Information: |
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Name: Beth Healey |
Office: none |
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E-mail: bhealey@frederick.edu |
Phone Number: (301) 846-2600 |
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Contact Hours: Email—T/TH 9-10 Phone—by
appointment |
Campus Mail Box #: 807 |
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Course Information: |
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Credits: 3 |
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On-campus Meetings: None
required |
On-campus Essay: one |
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Prerequisites: EN 50A and EN 52 OR ESL 95 and ESL 99 |
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Course Description: |
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EN 101
develops students’ ability to use writing, reading, research, and thinking
processes to create documented essays that demonstrate the conventions of
academic writing. |
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Core Learning Outcomes: |
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2.
Critical thinking skills by evaluating evidence, generating and
evaluating alternative solutions to problems, researching, analyzing, comparing,
synthesizing, and drawing inferences from readings and other materials. 3.
Social and educational values by identifying and evaluating moral
issues and conflicts, displaying academic honesty, properly documenting
source material, valuing the responsibility of the individual, and
understanding the need for lifelong learning.
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Instructional Methods: |
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Online presentations (lecture, links,
handouts), Discussion Board postings and responses, peer evaluation of
students' writing, grammar exercises, instructor's written comments on
students' writing, individual conferences with instructor (by phone, email,
or in person) |
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How This Course
Is Organized
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This is
NOT a self-paced course. All assignments
have due dates that must be met.
This
course is divided into six workshops, but the first is called Workshop 0
because it does not follow the pattern of the others. Workshops 1-5 repeat a
six-part cycle of activity, with a few variations. For example, in Workshop, students will create
an annotated bibliography instead of writing an essay. I will provide specific
details about each workshop.
The
first part of a workshop is the Content from our text, my lectures,
other handouts and links. The content
provides the foundation for all other activities in a workshop. You will be asked to respond to the content
on the Discussion Board or in some other way.
The
second part of the workshop is the You
Be the Judge (YBTJ) exercise. This exercise requires you to read about a
workshop’s concept, think about that concept, and put it into practice with
some written examples or exercises. YBTJs help prepare you to complete essay
assignments. YBTJ assignments are
completed individually, and then you will compare your responses to those
others have written in a Discussion Forum. Give each a good attempt (which
means you need to explain why you think what you think) and finish it by the
deadline.
After
the YBTJ exercise, and prior to submitting each essay, we will have a Grammar
Corner Assignment or other exercise.
This is the third phase of each workshop.
The
fourth phase in the cycle is the written Essay. The essay assignments
are designed to help you apply that workshop’s concept in a complete essay. The
essay requirements are simple at first, but they grow in complexity as the term
proceeds. Essays should be carefully
revised, edited, and proofread.
You
will be able to revise your essay draft (except for the second essay, which is
written in the Testing Center, after you have received comments from me or from
your peer responses, depending on the assignment. The revised essay must be turned in by the
assigned date or the essay receives zero credit.
The
fifth phase of the workshop is the Draft/Response. For the first essay, I will respond to your
rough draft with suggestions for revision.
For the second essay, I will respond to your outline. For the remaining essays, you will be
responding to one of your peer’s drafts with your comments. I will provide specific instructions for
response.
Finally,
the workshop ends with a Self-Assessment assignment (sixth phase). The questions will vary, but usually these
assignments ask you to reflect on your progress as a writer.
NOTE: You will compose four essays and an annotated bibliography this
semester. The second essay will be
written in the Testing Center. Two
of the essays will be part of the research paper project and will focus on a
current controversial issue.
Submitting Assignments: Each
assignment will have specific submission instructions. You Be the Judge, peer
evaluations, and some other assignments will be posted on the Discussion
Board. Other assignments, including
final essays, will be submitted as Assignments—a Blackboard function that
allows me to give you written feedback on your work. All assignments will be returned within a
week of the assignment’s due date.
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Texts and Course Materials: |
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Kennedy, X.J., Dorothy Kennedy, and Marcia
F. Muth. The Bedford Guide for College Writers with Reader, Research Manual, and Handbook.
9th ed. Boston: Bedford/St.
Martin’s, 2011. (required) A college dictionary and thesaurus. A good online dictionary and thesaurus is
available at
M-W.com A variety of texts, available through links
on our Blackboard site |
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Progress Report: |
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By the end of the 6th week of the semester,
I will have returned your
first paper and graded several other assignments. At this point you can evaluate your
progress in this course and decide if you need to make any adjustments
(additional study, tutoring, conference with instructor) to assure your
success in this course. |
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Evaluation Methods: |
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Student
Services |
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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. |
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Participation Policy: |
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For each workshop, there are
several graded assignments and these assignments have deadlines. No late work is accepted in this class
unless you have made prior arrangements with the instructor. Therefore, if you will be unable to
complete an assignment on time because of an emergency or serious illness, it
is your responsibility to let me know about the problem and to work with me
to make up missed work. This course does require one in-class writing
assignment, so you will need to come to the Testing Center during the week
this assignment is due. |
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Email Policy: |
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With the exception of MOL students, all FCC
students will receive and are expected to use their FCC email addresses 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 within 24 hours. |
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Academic Integrity: |
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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, including 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 |
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You must send your Academic Integrity Pledge to the
instructor. The form is available at http://courses.frederick.edu/_utilities/regform.htm |
Topical
Outline
EN
101-ONL
Spring
2011
See Weekly Assignment Folder for
details and due dates of all assignments (under Assignment button).
BG
indicates an assignment in your text, The
Bedford Guide for College Writers.
Online courses have no inclement
weather make up dates as we are not cancelled for inclement weather.
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Week |
Subject |
Assignment |
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1 |
Workshop 0 Explore
Course Review
Syllabus Get
to know participants The
writing and reading processes |
Letter to instructor Syllabus Activity Getting Acquainted Activity Read: BG 6-34 Journal: Respond to Reading (Workshop 0) |
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2 |
Workshop 1: The
Basic Essay Critical
thinking Academic
Writing MLA
format |
Read:
BG 36-5 Study:
BG: Gelernter, “Computers Cannot
Teach Children Basic Skills,” 590-593 Discussion:
You Be The Judge 1 (YBTJ W1): What Is an Essay? Discussion:
Draft the first essay (W1) |
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3 |
Using
evidence to support a thesis |
Assignment: Grammar Corner (W1)—Commonly Confused Words Safe
Assignment: First Essay (W1) due Journal:
Self assessment (W1) |
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4 |
Workshop 2: Essay
Unity—Sticking to One Idea Thesis
statements Paragraphing Modes
for organization Transitions Using
Persuasion |
Read:
Chapters 20, 21, 22. “It’s not Just a Bike” p. 188; “From Now On, Let
Women Kill Their Own Spiders” p. 539. Journal:
Respond to reading (W2) Discussion:
YBTJ (W2): Thesis? Journal:
Outline the second essay (W2) |
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5 |
Thesis
and planning strategies Drafting,
editing, proofreading |
Read:
BG: chapters 20, 21, 22 Assignment:
Grammar Corner (W2)—Using Commas See
BG 864-873 for more on commas Second
Essay (W2) due—Write in Testing Center |
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6 |
Workshop 3:
Beginning Research Choosing
a topic College
Theme: The Democratization of Information: Power, Peril, and
Promise Locating
Resources |
Read: “The Democratization of Information: Power, Peril, and Promise” (Bb) Journal: Respond to reading (W3) Examine:
BG: 658-704 Assignment:
Virtual Library Orientation |
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7 |
Constructing
an Annotated Bibliography |
Read:
BG: 705-716 Assignment:
Grammar Corner (W3) Examine:
BG: 717-742 Conduct
research Discussion:
Peer evaluation of one annotated bibliography entry |
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8 |
Evaluating
Sources Summarizing |
Discussion:
YBTJ (W3): Evaluating Sources Continue
research Safe
Assignment: Annotated Bibliography due Journal:
Self-assessment W3 |
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9 |
Workshop 4: Taking
a Stand Taking
Notes Using
Documented Evidence To Support Points Paraphrasing Integrating
borrowed material Avoiding
plagiarism |
Read:
BG: 220-250 Read:
BG: 155-179, including Harjo, “Last
Rites for Indian Dead” and Garretson, “More Pros
Than Cons in a Meat-Free Life” Journal: Respond to reading (W4) Assignment: MLA Assignment |
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10 |
Ethos Using
cause and effect to develop an argument |
Continue
research Discussion:
YBTJ (W4): Is It an Argument? |
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11 |
Logos Developing
support Avoiding
logical fallacies Writing
the introduction |
Discussion:
Draft Second Phase of Research Project with Peer evaluation Read:
BG: 438-458 Assignment:
Avoiding plagiarism post test |
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12 |
Global
revision |
Read:
BG: 459-476 Safe
Assignment: Second phase of research paper ( Essay W4) due Journal:
Self assessment (W4) |
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Workshop 5: The
Final Research Paper Opponents’
view Refutation |
Continue
research Revise
second phase of research paper Discussion:
YBTJ (W5): Refutation |
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14 |
Writing the conclusion Pathos |
Continue
research and writing Discussion:
Peer evaluation of final paper Discussion:
Pathos discussion |
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15 |
What
have you learned? |
Safe Assignment: Final Research Paper due (W5)
Journal:
Final self assessment (W5) |
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NOTE: Your instructor reserves the right to make
changes to this outline as needed. |
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