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English Composition EN 101 ONL-
Summer 2011
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Instructor
Information: |
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Name: Amy Clayton |
Office: NA |
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E-mail: amyclayton@frederick.edu |
Phone
Number: 301-799-9208 |
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Contact
Hours: Email—expect a reply within 18-24 hours |
Campus
Mail Box #: NA |
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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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Presents
the basic techniques of exposition through the writing of essays and the
study of prose models |
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Core
Learning Outcomes: |
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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. |
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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 patterns of the others. Workshops 1-5
repeat a six-part cycle of activity, with a few variations. For example, in Workshop 5, each student will
give an interactive presentation of her or his final research paper. I will
provide specific details about each workshop in the coming weeks.
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 on the Due Dates Topical Outline.
After the YBTJ exercise, and prior to submitting each essay, we
will have a Grammar 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 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 one annotated bibliography this
semester. The second essay will be
written in the
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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Hacker,
Diana. The recent edition -required) Kennedy,
X.J., Dorothy Kennedy, and Marcia F. Muth. The 8th ed. 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 middle of the third 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 |
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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
(grades, posted assignments, and tests excluded) within the time frame of 24
to 48 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, 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 |
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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
Summer 2011
See
Due Date Topical Outline for due dates (under Course Materials button).
See
Weekly Assignment Folder for details of all assignments (under
Assignment button).
BG indicates an
assignment in your text, The Bedford
Guide for College Writers with Reader.
BH indicates an
assignment in your text, The Bedford
Handbook
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 pages 8-29 |
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2 |
Workshop
1: The Basic Essay Critical
thinking Academic
Writing MLA
format Using
evidence to support a thesis |
Read:
BG pages 33-47 You
Be The Judge 1 (YBTJ W1): Essays? Draft
the first essay (W1) Grammar
Corner—Commonly Confused Words First
Essay (W1) due Self assessment W1 |
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3 |
Workshop
2: Essay Unity—Sticking to One Idea Writing
a Comparison/Contrast Thesis
and planning strategies |
Read:
BG: pages 104-120, including Brit,
“Neat People Versus Sloppy People” and Chabot, “Take
Me Out to the Ball Game . . Response
to reading W2 YBTJ
W2: Thesis? Outline
the second essay (W2) Read:
BG: pages 310-333 Grammar
Corner W2—Using Commas See
BH section 32 for more on commas Second
Essay (W2) due—Write in Testing Center Self assessment (W2) |
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4 |
Workshop 3: Beginning Research Choosing a Topic and Locating Resources College
Theme: The Challenge of Affluence Evaluating
Sources Constructing
an Annotated Bibliography |
Read: “The Democratization of Information: Power,
Peril, and Promise” (not in your text) Response
to reading W3 Read: BG: pages 371-388 YBTJ
W3: Evaluating Sources Virtual
Library Orientation Grammar
Corner W3 Conduct
research Annotated
Bibliography (Writing Project W3) due |
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5 |
Workshop
4: Taking a Stand Taking
Notes Ethos Logos Avoiding
logical fallacies Avoiding
plagiarism Using
cause and effect to develop an argument |
Read:
BG: pages 121-165, including Harjo, “Last Rites for Indian Dead” and Choi, “Invisible
Women” Response
to reading W4 Continue
research YBTJ
W4: Is It an Argument? Logical
Fallacies Quiz |
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6 |
Using
Documented Evidence to Support Points Paraphrasing Integrating
borrowed material Writing
the introduction |
Draft
of second phase of the research project Due Peer
evaluation Second
phase of the research project (Essay W4) due Self assessment W4 |
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7 |
Workshop 5: The
Final Research Paper Global
revision Opponents’
view Refutation Writing the conclusion Pathos |
Continue
research YBTJ
W5: Refutation Draft
of Final Research Paper Peer
evaluation of final paper |
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8 |
What
have you learned? |
Final Research Paper due
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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