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Frederick
Community College English Composition EN 101
ONL-6
Fall 2011
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Instructor
Information: |
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Name: Dr.
Winner |
Office: H
238 |
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E-mail: TWinner@frederick.edu |
Phone Number: Office: 843-241-0306 |
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Contact Hours: Email—expect a reply within 24 hours Office Hours: T/TH -11:00-Noon in L 106, The Writing Center And by appointment |
Campus Mail Box #: 847 |
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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
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
Fall 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 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 You
Be The Judge 1 (YBTJ W1): What Is an Essay? Draft
the first essay (W1) |
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3 |
Using
evidence to support a thesis |
Grammar
Corner (W1)—Commonly Confused Words First
Essay (W1) due Self
assessment (W1) |
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4 |
Workshop 2: Essay
Unity—Sticking to One Idea Writing
a Comparison/Contrast |
Read:
BG: 116-132, including Brit, “Neat
People Versus Sloppy People” and Chabot, “Take Me Out to
the Ball Game, but Which One?” Respond
to reading (W2) YBTJ
(W2): Thesis? Outline
the second essay (W2) |
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5 |
Thesis
and planning strategies Drafting,
editing, proofreading |
Read:
BG: 400-437 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 |
Complete
Workshop 2 Workshop 3: Beginning
Research Choosing
a topic College
Theme: The Democratization of Information: Power, Peril, and
Promise Locating
Resources |
Self
assessment (W2) Read: “The Democratization of Information: Power, Peril, and Promise” (Bb) Respond
to reading (W3) Examine:
BG: 658-704 Virtual
Library Orientation |
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7 |
Constructing
an Annotated Bibliography |
Read:
BG: 705-716 Grammar
Corner (W3) Examine:
BG: 717-742 Conduct
research Peer
evaluation of one annotated bibliography entry |
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8 |
Evaluating
Sources Summarizing |
YBTJ
(W3): Evaluating Sources Continue
research Annotated
Bibliography due 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” Respond
to reading (W4) |
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10 |
Ethos Using
cause and effect to develop an argument |
Continue
research YBTJ
(W4): Is It an Argument? |
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11 |
Logos Developing
support Avoiding
logical fallacies Writing
the introduction |
Draft
Second Phase of Research Project Read:
BG: 438-458 Avoiding
plagiarism post test Peer
evaluation |
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12 |
Global
revision |
Read:
BG: 459-476 Second
phase of research paper ( Essay W4) due Self
assessment (W4) |
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13 |
Workshop 5: The
Final Research Paper Opponents’
view Refutation |
Continue
research Revise
second phase of research paper YBTJ
(W5): Refutation |
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14 |
Writing
the conclusion Pathos |
Continue
research and writing Peer
evaluation of final paper |
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15 |
What
have you learned? |
Final Research Paper due (W5)
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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