VU-English 101
 Welcome to English 101!

Words are things; and a small drop of ink / Falling like dew upon a thought,
produces / That which makes thousands, perhaps millions, think.
-Lord Byron, poet (1788-1824)

 Becky Cooper   
Virtual Study
by appointment via BoldChat
NBK Bremerton
Vincennes University Office Bldg. 853
Eligibility  
To be eligible for English 101, you must have completed ENGL 009 (or Engl 011)  and READ 009 with a grade of C or better or have achieved the appropriate placement test scores.   

 Required Texts and Materials I (alternating semesters) Spring Term II 2007, March 19-May 18

MacMillan Reader, 5th ed., 1999
Textbook Support Site: http://www.ablongman.com/nadellreader6e
Course Grammar Guide
The Elements of Style, 4th ed.
Easy Access: Reference Handbook for Writers, 2nd ed., 1999
Textbook Support for Easy Access (developmental exercises): http://www.mhhe.com/mayfieldpub/keene/pdf/KeeneDevEx.pdf
College-level English dictionary
8-1/2 X 11" binder with dividers for assignment portfolio
Two pocket folder for Final Revision Project

Required Texts and Materials II (alternating semesters) Spring Term 2007

Patterns for College Writing, A Rhetorical Reader and Guide, Ninth Edition, 2004
Textbook Support Site: http://www.bedfordstmartins.com/patterns
Course Grammar Guide
The Elements of Style, 4th ed.
Easy Access: Reference Handbook for Writers, 2nd ed., 1999
Textbook Support for Easy Access (developmental exercises): http://www.mhhe.com/mayfieldpub/keene/pdf/KeeneDevEx.pdf
College-level English dictionary
8-1/2 X 11" binder with dividers for assignment portfolio


Students are required to have all texts by the second class meeting. Text books are checked out from the Business Office at NBK Bremerton and are loaned free of charge to students. They must be returned directly to the Business Office or to the instructor (if the instructor agrees) at the last class meeting.

Course Description
English 101 integrates the practice of critical thinking and reading into the writing process. In this class, you will analyze and produce effective written discourse with an emphasis on exposition. You will cooperate in small groups to complete selected assignments. Course activities may include group and class discussions, peer feedback, mini-conferences, library research, and assorted reading, writing, and grammar assignments.  

 Course Outcomes
By the end of this course, students will have demonstrated their ability to do the following:

analyze and evaluate text aimed at academic and general audiences
use precise terms to discuss their own and their peers' writing
tailor the content and style of both spoken and written discourse to a particular audience and purpose
interpret text according to historical or personal contexts
provide logical support for statements of opinion, both orally and in writing                  
write unified and coherent essays on chosen and assigned topics
eliminate errors in diction, grammar, spelling, and mechanics from submitted drafts of essays, using a handbook and dictionary, as needed
conduct research using a variety of library and online sources
document sources clearly according to MLA guidelines
participate responsibly and effectively in class activities and group assignments as a valued member of the class learning community

 Essays
During the quarter you will write at least three homework essays (3 to 5 typewritten pages each) in addition to a timed diagnostic essay (to be revised and developed into a substantial piece) and two exam essays. Final drafts should be typewritten or word processed-Times font, 12 point; double-spaced; 1" margins. Pre-writing and drafts will be collected with the final version. Graded essays will be returned to you before the following essay assignment is due (normally within one to two weeks). Each essay will be revised for the Final Portfolio Project.

You will receive points for participation in each stage of the writing process:
1.     prewriting activity [5]
2.     writing--first draft
3.     peer response to content of first draft [10]
4.     writing-revising--second draft
5.     peer response to grammar and style of second draft [10]
6.     writing-revising 1--draft to be graded
(Teacher will grade this draft and provide feedback.)
7.     writing-revising 2 (submitted in final portfolio project)

 Journal
You will keep a reflective writing journal in order to better understand your own writing process, your writing strengths and weaknesses. You may also record ideas for future development in your writing journal. See the attached journal handout for more information about this assignment.

 Midterm and Final
You will have a 30 item multiple choice/short answer + essay midterm and a 25 item + essay take-home final that will cover the vocabulary, lecture (primarily grammar/sentence structure), and reading material.

Class Assignments
In-class Journal- Five times during the semester you will write a journal essay on an assigned topic.
Reading -You will read several selections relevant to either the theme or rhetorical mode of the current essay assignment. We will also discuss handouts that I provide in class.

 Portfolio
You are required to maintain a portfolio of ALL English 101 work in a binder.  Please organize your work according to type of assignment and include a table of contents. They will receive a grade during the final week of class.

Timed Freewriting  
Some class sessions will begin with a short timed freewriting assignment. I will collect them immediately and assign credit. Latecomers will not receive credit. These cannot be made up.

Conferences   
I will be available via e-mail to provide individual help, as needed, and will hold one or two mandatory mini-conferences in class.  If you would like extra help with any of the assignments or would just like to talk, please feel free to e-mail me, meet with me in the Virtual Office (click on the BoldChat icon at the top of the page, at a prearranged time) or request an in-class mini-conference on one of our workshop days.

 Final Revision Project
At the end of the semester, you will submit a folder containing your graded essays (original drafts and prewriting attached) plus a final revision of each. You will receive a separate handout with details about this assignment.

 Grading                                     
Essays
30%
Midterm
& Final
20%     
Class work
20%
Final Project
20%
Good Citizenship
10%
Class assignments may be made up if your absence is excused.
Late assignments will be accepted only in exceptional circumstances (upon my approval of your typewritten letter of explanation) and may be subject to penalty.
Deliberate plagiarism will result in an F for the course and possible dismissal from Vincennes University.

 Good Citizenship in Our Classroom Learning Community
Successful writing classes require a safe, supportive atmosphere in which students can share ideas and learn from one another. Making meaning and refining expression are cooperative activities that demand sensitivity to and appreciation of individual differences. Let's make this a productive and enjoyable quarter for all by offering constructive praise and respectful criticism when appropriate and by recognizing the right of others to express opinions that differ from our own.

Please turn off cell phones and pagers while in class, or use the vibrate option.

In addition to the stories listed below, you should always read the introductory section of each unit, which discusses the featured rhetorical mode (pattern of organization).


 Homework Assignment for Second Class Period
1) Send me an e-mail message if you haven't already, so I can build the class list.  
2) Look over your textbooks.  Skim the table of contents, index, and glossary.  It's important that you become familiar with your resources, so you can make the most of them.
3) Sign up for the class listserv, HigherLearning.
 Group home page: http://groups.yahoo.com/group/HigherLearning



 Reflective Writing Journal
English 101

The Reflective Writing Journal will help you better understand your own writing process, as well as help you identify your writing strengths and weaknesses.  It is also an opportunity to cultivate an awareness of potential writing topics, sharpen your observational skills, and develop your sensitivity to language.

Here are some suggestions:

For every essay assignment you write in this class, you should reflect on each stage of the process.  Which stage was hardest/easiest for you?  Why do you think certain stages came more easily to you than others?  What is your own writing process?  Do you feel that you write better when you compose on a computer or when you write out your assignment longhand?  How do you get past feeling “stuck”?  Do you enjoy certain types of writing assignments, but dread others?  What types do you like/dislike?  Why?  Are there places or people that stimulate your creativity? What or who are they, and why do you think they have this effect on you?  What do you notice about the way people use language, in both oral and written contexts?  Do you speak differently from the way you write?  How do you perceive your language skills?  Are you proud of the way you use language?  Are you self-conscious?  Include some examples of language, from what you've heard or read, that have impressed you as eloquent or particularly powerful and persuasive.

You should carry a spiral notebook with you to record impressions, jot down observations, and note ideas that come to you unexpectedly, but I'd like you to sit down and type up your journal entry before submitting it.

To receive full credit for this weekly assignment (due each Tuesday), you must meet the following requirements:

Use a 12 point, plain font.
Double space the entry.
Write the word count at the bottom of each entry.
Write a minimum of 300 words.
Use 1” to 1.25”  margins on all sides.





 Weekly Reading List for English 101
Spring Term 2007, Vincennes University

In addition to the stories listed below, you should always read the introductory section of each unit, which discusses the featured rhetorical mode (pattern of organization) and grammar points.  We will discuss the Grammar in Context topics in class, so be sure to read those, too.

On the list below, write your own paper's title on the line next to the assignment title.

1     Week 1: Read before January 17: Foundation Material: Pages 1-67 (Write 10 questions over the material.)

Writing Assignment: Revision #1 of Childhood Memory (rough draft written in class as the diagnostic essay)

2     Narration/Description--Week 2, Week of January 17 (Note: January 15 is a Monday holiday.)  We'll discuss the following stories in class on Wednesday:
         p. 84     “Only Daughter”
         p. 169      “The Way to Rainy Mountain”
     p. 164   “Living Like Weasels”

Writing Assignment:               Revision #2 of Childhood Memory                     

3     Exemplification/ Definition -Week 3, Week of January 22
         p. 201      “Midnight”
         p. 498      “The Untouchable”
         p. 505     “I Want a Wife”
         p. 521      “The Wife-Beater”

Writing Assignment:     Choose one of the following abstract terms to define in a fully developed 3-5 page essay: hope, courage, fear, loyalty, compassion, freedom, responsibility, prejudice, respect.  Make the word concrete by providing examples that clearly illustrate what it means.  In other words, don't just tell what it means-show it.  Rough draft due January 24.                        

4     Division-Classification-Week 4, Week of January 29
         p. 438      “What I Learned (and Didn't Learn) in College”
         p. 462     “Mother Tongue”

Writing Assignment:            Midterm Essay Topic TBA  (written in class on January 31)      

5    Midterm Exam & Portfolio Check- Week 5, Week of February 5

       Process Analysis-Week 5, Week of February 5
         p. 280      “On Fire”
         p. 251      “Pumping Iron”
     p. 265   “Creating a Female Sleuth”

Writing Assignment:       Your Topic:                                                                                     

6    Cause-Effect-Week 6, Week of February 12
         p. 314      “The Irish Famine, 1845-1849”
         p. 335      “Why Boys Don't Play with Dolls”
     p. 345   “A Peaceful Woman Explains Why She Carries a Gun”

Writing Assignment:      In-class Group Essay   (Topic TBA)                                                

7     Comparison-Contrast (research paper)-Weeks 7, 8, & 9, Weeks of February 19 and 26, and March 5             
p. 386      “Grant and Lee: A Study in Contrasts”
         p. 397      “Two Ways to Belong in America”

Writing Assignment:          Comparison of Cultures (directions provided in class)                    

Last Class Meeting: Portfolio Review & course assessment
Take Home Final: Due last class meeting  




 English 101 Vocabulary List

Please define the following terms (include an example when possible) and file the definitions in your portfolio. This assignment will receive a grade at the end of the semester.  Tip: You will have to search for definitions of the terms in list A in both your reader and your handbook, but definitions for most of the grammar vocabulary (list B) can be found in the Easy Access handbook and Course Grammar Guide.

A)
1.     abstract
2.     analyze
3.     anecdote
4.     argumentation
5.     cause/effect essay
6.     classification essay
7.     cliché
8.     coherence
9.     comparison/contrast essay
10.     conclusion
11.     concrete
12.     personification
13.     definition essay
14.     descriptive essay
15.     dialogue journal
16.     dominant impression
17.     draft
18.     editorial
19.     essay
20.     example essay
21.     figures of speech
22.     infer
23.     introduction
24.     issue
25.     metaphor
26.     MLA
27.     narrative essay
28.     objective
29.     paragraph
30.     persuasion
31.     poetry
32.     prewriting
33.     process essay
34.     proofread
35.     prose
36.     revision
37.     rhetoric
38.     simile
39.     standard English
40.     style
41.     subjective
42.     summary
43.     synthesize
44.     thesis
45.     tone
46.     topic sentence
47.     unity
48.     voice
49.     writing process

B)
1.     comma spice error
2.     complex sentence
3.     compound sentence
4.     compound/complex sentence
5.     dangling modifier
6.     faulty reference of pronoun
7.     lack of parallel construction
8.     lack of subject-verb agreement
9.     parts of speech (word classes)
10.     run-on sentence error
11.     sentence fragment error
12.     shift in person error
13.     shift in time error
14.     simple sentence
15.     word choice error
16.     wordiness
17.     wrong pronoun error


 Evaluation Criteria

The following questions assist me in evaluating your paper and should help you look critically at your own work before submitting it.  Keep in mind that this is a guide, not a list of implied commandments, so certain types of essays will, out of necessity, deviate from the formulaic model.  I will point these out in class.

1.   Does the paper have a clearly stated main point?

2.   Does the writer support the thesis with clear explanations, examples, and/or factual evidence?

3.   Does each paragraph have a topic sentence that is adequately supported or illustrated with examples and details?

4.   Does the essay have a clear beginning, middle, and end? Are the paragraphs arranged logically? Would the essay be stronger if some ideas were cut from paragraphs or moved?

5.   How well does the writer stick to the main point? Does the writer ever drift away from the topic?

6.   How accurately do the words used convey the writer's intended meaning?

7.   Do ideas flow smoothly from one to the next within and between paragraphs?

8.   Are the sentences constructed clearly and correctly?

9.   Do errors in grammar, spelling, and mechanics distract or confuse the reader?

10. Is the tone appropriate for an academic essay and consistent throughout the paper?

11. Are sources, if used, cited according to the MLA style of documentation?



 Portfolio Checklist for Spring 2007
(to be updated during the semester, as needed)

Please include these assignments in your Portfolio.  Everything that goes into your Portfolio should be typed, except for in-class writing, preliminary drafts, and grammar assignments. This sheet will be collected at the “final.”  A grade may not be assigned until it is turned in.

Writing Assignments
Homework Essays & Reflective Writing Journal Entries:  Write in the title of your paper and the number of drafts you submitted, including the final draft.

1     Narration/Description (diagnostic essay revision)
    Writing Assignment:          Childhood Memory                       
    Number of drafts:               Reflective Writing Journal #1     
2     Exemplification/Definition
    Writing Assignment:           Abstract Word Definition                    
    Number of drafts:               Reflective Writing Journal #2     
3     Division-Classification
    Writing Assignment:                                                            (midterm essay-topic TBA)
    Number of drafts:               Reflective Writing Journal #3     
4     Process Analysis
    Writing Assignment:                                                             (your topic)
    Number of drafts:               Reflective Writing Journal #4         
5     Cause-Effect
    Writing Assignment:                                                             (topic TBA)
    Number of drafts:               Reflective Writing Journal #5     
6     10-minute event
    Writing Assignment:                                                     (in-class writing)
    Number of drafts:               Reflective Writing Journal #6     
7     Comparison-Contrast
    Writing Assignment:           Comparison of Cultures          
    Number of drafts:               Reflective Writing Journal #7     
8   Reflective Writing Journal #8          

Timed Essays
1.     Diagnostic Essay

    Writing Assignment:     Childhood Memory   

2.     Midterm Essay

    Writing Assignment:                                          (topic TBA)     

3.     Final Essay

    Writing Assignment:        Argument for Grade   

Grammar Assignments
Course Grammar Guide
    Pages 25-27          Principal Parts of Verbs Worksheet
    Page 28          Error Identification Practice
    Page 29          Fixing Errors in Verb Form, Parallel Construction, and Comparison
    Pages 30-31          Practice Grammar Quiz



Handouts
Confusing Words and Phrases II
Choosing Pronouns
Eliminating Wordiness
Review of Sentence Structure

 Check the grammar exercises completed at http://www.bedfordstmartins.com/patterns.  (Click on the Exercise Central button under Student Resources.)

CH. 5: EDITING AND PROOFREADING
Editing for Grammar
Editing for Punctuation
Editing for Sentence Style and Word Choice
Proofreading Your Work

CH. 6: NARRATION
Avoiding Run-on Sentences

CH. 7: DESCRIPTION
Avoiding Misplaced and Dangling Modifiers

CH. 8: CAUSE AND EFFECT
Using Commas in a Series

CH. 9: PROCESS
Avoiding Unnecessary Shifts

CH. 10: CAUSE AND EFFECT
Avoiding Faulty Constructions
Confused Words

CH. 11: COMPARISON AND CONTRAST
Using Parallelism

CH. 12: CLASSIFICATION AND DIVISION
Using Colons

CH. 13: DEFINITION
Avoiding Faulty Constructions

CH. 14: ARGUMENTATION
Using Coordinating and Subordinating Conjunctions

CH. 15: COMBINING THE PATTERNS
Agreement with Indefinite Pronouns





 University and Site Policies

Class Closures: If you wish to verify any possible class closures, please telephone the instructor, not the business offices.

Incomplete Grade: A grade of Incomplete will only be recorded in cases of emergency (with written documentation) when the student has completed all but some small item of the course.  The instructor must be notified immediately, and the course must be completed within three weeks after the end of the semester. An official Incomplete Contract must be filled out by the Instructor and signed by the instructor, site director, and the student and submitted with the instructor's Final Grade Sheet.  No “I” grades can be used without this documentation.

Grade Scale & Grade Allotment:
4.0 = A
(95 +)
3.0 = B
(84-87)
2.0 = C
(72-77)
3.7 = A-
(91-94)
2.7 = B-
(81-83)
1.0 = D
(57-71)
3.3 = B+
(88-90)
2.3 = C+
(78-80)
0.0 = F
(below 57)
Text Loan and Fines:  When you use the Loan System, you will sign out your books from the Central Office.  There will be one week after the semester ends to turn in your textbooks.  The only place texts can be returned is to the Business Office at PSNS.  Your instructor cannot accept textbooks.  Thereafter, the student's account will be charged for the full replacement price of the text.  

Student Conduct/Cheating/Plagiarism: All instances of deliberate cheating, including plagiarism, result in immediate failure of the course and referral to the site director for disciplinary action.

If a student discontinues attendance but does not complete an official Drop Form by the drop date, all tuition and fees become the responsibility of that student.  Instructors cannot “drop” students from classes.  Use the current VU Dateline for important dates related to your schedule.

TA Vouchers:  Tuition Vouchers must be submitted no later than the ADD Date.  Students will not be able to check out textbooks unless Tuition Vouchers are submitted.  If vouchers have not been submitted by the ADD Date, payment for full tuition will immediately become the responsibility of the student.  If payment is not received by the DROP Date, the student will no longer be able to attend class.

Refunds:  Assuming a zero beginning balance, all student payments made for tuition during the registration period for a particular semester, will be refunded 100% through the posted Drop Date for that semester.  No refunds will be made after the Drop Date unless a student has completed an official Drop Form.



 Student Questionnaire

Name                                                           Phone                                                   

E-mail address                                         Do you have a computer?                        

What days must you miss this semester because of duty/watch?

1. What are your goals?

      Academic

      Career

      Personal

2. What languages do you speak?

3. What is your first language?

4. What do you like to read?

5. What are your expectations for this course?

6. What are you going to do to ensure your success in this course?

7. What word best describes how you feel about this class right now?

8. Tell me anything else that you would like me to know.

9. What would you like to know about me?