COURSE INFORMATION: English 100 – Composition I Section 47577 Tuesdays and Thursdays 12:00 – 1:15 p.m. KLMA 204 Or Section 47584 Tuesdays and Thursdays 3:00-4:15 p.m. TLC L-02 Instructor: Gary George Office: English Department Main Office across from the Learning Center E-mail: gjgeorge@hawaii.edu (use this address to link exercises to me from bedfordstmartins.com/bedguide or from dianahacker.com/writers ref or from bcs.bedfordstmartins.com) Please note that because Word automatically underlines e-mail addresses, mine sometimes get misinterpreted as “gigeorge.” It is actually “gjgeorge.” Office hours: 1:30 – 2:30 P.M. Tuesdays and Thursdays Required Texts

Kennedy, X.J., Dorothy M. Kennedy, Marcia F. Muth, and Sylvia A. Hollday. The Bedford Guide for College Writers, 7th ed. Boston: Bedford/St. Martin’s, 2005

Hacker, Diana. A Writer’s Reference, 6th ed. Boston: Bedford/St. Martin’s, 2007

Required Materials

A three-ring notebook or binder or folder to keep notes, handouts and assignments.

A zippered expanding file with at least five pockets to keep notes, scribbling, rough drafts and final drafts of each of the required five papers for this course. This file will be turned in to the instructor as a portfolio at the end of the course.

A second file for the research paper. A student I.D. to use in the campus computer labs A flash drive to save the work you do in class You will also need a good, college-level dictionary Bring the required texts with you to every class

Required Work

All assigned readings in The Bedford Guide Five major writing assignments, including one research paper Written exams All notes, outlines and rough drafts for the five assignments On-line exercises in writing and research, grammatical sentences,

effective sentences, word choice, punctuation, and mechanics

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Attendance Requirements We will be involved in a group effort to become better writers. Therefore, this class will be a spoken and written interchange among all of the students and the instructor. We will follow a workshop format, with a great deal of important work being done in class. You will not be successful if you are not in attendance. A single absence will not result in a loss of points from your grade. However, subsequent absences, for any reason, will result in ten point deductions, per absence, from your participation and attendance grade. Coming to class unprepared to participate will result in a five point deduction. Grading Scale Four major essays: 400 points Major research paper: 200 points Midterm exam: 100 points Attendance and Participation, to include having required drafts of each paper in hand for peer review and completing writing and freewriting exercises in class: 150 points Completion of other assigned writing exercises and on-line exercises, and maintaining portfolio for review: 150 points

Total: 1,000 points

Late Work Elements emphasized in this course include working to deadlines and turning work in on time. Essays that are more than one day late will drop one letter grade from their highest potential. Essays over one week late will be graded on a pass/fail basis. The highest grade such as essay can receive is fifty-nine points. Conduct in the Classroom Since this class is a collaborative effort, show respect for your fellow students, their ideas and their efforts. I do not want anyone in this class reluctant to share their writing or thinking. Work with others in a manner that encourages your fellow-students to share their writing and thinking with the class. Do not write anything (excluding freewriting exercises) that you are not willing to share with fellow-students. Come to class on time. Turn cell phones and i-pod-type devices off before entering the classroom. While in class, use your computer only for English 100 work. Do not use the printer in the classroom for work that is not for English 100. Do not bring food or drink to class. Food, drink and computers do not mix.

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What are the keys to success in this class? Since my goal is to help you learn to think clearly, organize your work and thoughts effectively and convey your thoughts and ideas to others in a clear and convincing manner, you must be willing to write, re-write and edit. The more you re-think, revise, re-write and edit, the better you will do in this class. What should you expect from me? First, you have a right to expect fair and even-handed treatment. Second, you should expect that I will do all I can to help you become a better writer. Third, you should expect that I will demand your best efforts in all your writing. And finally, you should expect that I will be accessible should you have a need to discuss any problems you are having with the required assignments. If you feel I am not meeting those expectations, please let me know. Maui Community College administrative issues

January 18 Last day to withdraw with a 100% refund February 3 Last day to withdraw with a 50% refund March 20 The last day to withdraw from the class with a W

grade. If you have stopped attending class, be sure to withdraw officially to avoid an “F” on your transcript.

March 20 Last day to change to a CR/NC option. Disabilities Reasonable accommodations are available for students with documented disabilities. Contact the special needs coordinator at: 984-3896 Campus Policy MCC is a smoke-free campus. Smoking is only permitted in designated areas. Student Learning Outcomes Students will learn to go through a process that includes generating ideas, developing a thesis, gathering and organizing information to support that thesis, and revising and proofreading for a finished product. Students will learn the writing styles and levels of language appropriate to different audiences and different purposes. Students will learn to analyze and interpret the writings of others, both students and professionals. Students will learn to find relevant information for their essays from a variety of sources, and learn to evaluate those sources for credibility. Students will fulfill the University of Hawaii English requirement of producing over 2,500 words of finished prose, to include one research paper.

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The Format for Your Papers Your name English 100 Gary George Date

Center the Title. Do not use Bold, Underline or Quotation Marks Your papers must be typed using a word processor. Your margins should be one inch on all sides. The beginning of each paragraph should be indented five spaces. Do not put extra spaces between the paragraphs. Double-space your paper and use a size-twelve font that is easy to read. Arial, Courier, Times New Roman and Bookman Old Style are all easy to read and recommended. Avoid special-use fonts, as they are tiring to read. Put a header in the upper left-hand corner of your paper as shown above. That header should be single-spaced. Put your last name and a page number on the top of each page after the title page. This helps me avoid losing a portion of your essay.

You do not have to put a cover sheet on your paper or put it in a folder. However, be sure to staple the pages together. Also, when you turn in your paper, be sure to include the last draft of the paper that preceded the finished product. Staple the pages of that version together, attach the two versions with a clip and turn them in together. .

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Work Schedule for English 100

Week of January 15-20 Reading Assignments for Thursday:

Chapter 4, “Recalling an Experience.” Also read Chapter 15, “Strategies for Generating Ideas.”

Writing Assignment: FIRST MAJOR WRITING ASSIGNMENT: RECALLING AN EXPERIENCE” IS ASSIGNED. (Due Thursday, January 31)

Classroom Activities: Freewriting. Hand out syllabus and review. Getting to know your classmates. Written introductions to students. Guided tour of the textbook; how to navigate around in it and use it to your greatest benefit. Writing Sample for Evaluation. Information on on-line exercises January 22-27 .

Reading Assignments for This Week: Chapter 16, “Strategies for Planning: Stating and Using a Thesis” Chapter 17, “Strategies for Drafting.” Also, read entire ‘W’ section of A Writer’s Reference by Diana Hacker. On-line exercises from Exercise Central as assigned.

Writing Assignment: Rough draft of “Recalling an Experience”, recalling methods we worked on in last class. Second draft after the classroom activities below. Classroom Activities: Four note card methods of developing a paper. Should have topic and outline by the end of class Tuesday. In-class work on outline of document and rough draft, “Recalling an Experience” Peer response Workshop. Learning to be a Peer Editor. Establishing criteria for first paper. In class work on second draft of “Recalling an Experience.” Week of January 29 – February3

Reading Assignments for This Week: Chapter 5, “Observing a Scene.” Read Entire ‘G’ Section of A Writer’s Reference by Diana Hacker On-line exercises from Exercise Central as assigned.

Writing Assignment

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FIRST MAJOR ESSAY, “Recalling an Experience” is DUE AT THE END OF CLASS ON THURSDAY, JANUARY 31. SECOND MAJOR ESSAY: “Observing a Scene” is now assigned. Due on Tuesday, February 19th

Classroom Activities: Tuesday: Freewriting. Revisions of “Recalling an Experience” paper with focus on stating and developing a thesis. Peer evaluations of papers, re-writing, then editing for final product. Individual discussions with instructor on progress of paper. Thursday: Paper is due. Preliminary work on next paper. In class work and observation to prepare for next paper. Week of February 5-10

Reading Assignments for This Week:

Chapter 18, “Strategies for Developing”, Chapter 3, “Critical Thinking Processes”. On-line exercises at Exercise Central as assigned.

Writing Assignment for Class Working on first draft of “Observing a Scene”. You will be preparing notes, outline and rough draft in class this week. (See Below) Should have a draft to bring to the Thursday class

Classroom Activities: Tuesday: “Recalling an Experience” is returned. Work on understanding correction symbols and revising edited papers. Freewriting. In-class writing activity involving observation, brainstorming, freewriting, creating an outline, notes and rough draft. Thursday: Peer evaluation of rough draft of next paper.

Week of February 12-17 Reading Assignments for this Week: Chapter 22, “Families” Chapter 34, “Effective Sentences”. Review Chapter 3 and 18. On-line exercises at Exercise Central as assigned. Writing Assignments: REMINDER: SECOND MAJOR ESSAY, “OBSERVING A SCENE”, DUE ON TUESDAY, FEBRUARY 19TH. Bring second draft of “Observing a Scene” to class on Thursday for final review and re-write.

Classroom Activities: Tuesday Peer evaluations of subsequent draft of “Observing a Scene” assignment in class on Monday . In-class re-writing based on peer comments. In class revisions and editing.

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Thursday : Freewriting. Work and discussion based on the content of Chapters 3 and 18. Work on 2nd Draft of “Observing a Scene”, employing understanding of symbols used on the paper you received back on Monday. Week of February 19-24 Reading Assignments for This Week Chapter 7, “Comparing and Contrasting.” Read entire ‘C’ Section of A Writer’s Reference, by Diana Hacker, with special emphasis on sections on revising and writing paragraphs. On-line exercises at Exercise Central as assigned. Writing Assignment: SECOND MAJOR ESSAY: “OBSERVING A SCENE” IS DUE AT THE BEGINNING OF CLASS ON TUESDAY. REMINDER: MIDTERM EXMINATION, THURSDAY FEB 28! THIRD MAJOR ESSAY, “COMPARING AND CONTRASTING,” IS ASSIGNED. DUE ON THURSDAY, MARCH 13TH . Classroom Activities: Tuesday: Preliminary work on “Comparing and Contrasting” Thursday: Last day to turn in revised paper, “Recalling an Experience”. Work on “Writing for Assessment” material to prepare for mid-term examination. Work on first draft of “Comparing and Contrasting” Week of February 26- March 2

Reading Assignments for This Week: Chapter 27, “Planning and Managing Your Research Project” Read through entire ‘P’ section from A Writer’s Reference by Diana Hacker. On-line exercises from Exercise Central as Assigned. Classroom Activities: Tuesday: Return “Observing a Scene.” Class work and comments. Work on preparation for mid-term. Peer Review of first draft of “Comparing” Thursday: Mid-term in class. Prepare for library orientation (research intro) Week of March 4-9

Reading Assignments for This Week:

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Chapter 28, “Finding Sources in the Library, on the Internet and In the Field” Review Chapter 27, “Planning and Managing Your Research Paper” On-line exercises from Exercise Central as assigned.

Classroom Activities Tuesday: Class will meet in the library, (meet on the bottom floor of the library) becoming familiar with research using library resources and LILO (Learning Information Literacy Online). Thursday: bring draft of “Comparing and Contrasting to class. Peer review work on second draft of “Comparing and Contrasting” paper. Last day to turn in revised copy of “Observing a Scene” Week of March 11-16

Reading Assignments for This Week

Chapter 8, “Explaining Causes and Effects,” Chapter 29, “Evaluating Sources,” and Chapter 30, “Integrating Sources.” On-line Exercises from Exercise Central as assigned.

Writing Assignment Work on subsequent drafts of “Comparing and Contrasting” in preparation of presenting that paper for final draft and grading.

Classroom Activities Tuesday : Freewriting. Revising and editing work on re-worked draft of “Comparing and Contrasting” paper in preparation for turning in final draft on Thursday. Consultation with instructor on paper. Thursday: THIRD MAJOR ESSAY, “COMPARING AND CONTRASTING,” IS DUE AT THE BEGINNING OF CLASS ON THURSDAY. Preliminary work begins on class on causes and effects – beginning of discussion about critical thinking. LAST MAJOR ESSAY: “EXPLAINING CAUSES AND EFFECTS” IS ASSIGNED. THIS PAPER IS DUE THURSDAY, APRIL 10TH. Week of March 18-21

Reading Assignments for This Week Chapter 13, “Writing in the Workplace,” Chapter 25, “The Workplace” On-line exercises from Exercise Central as assigned.

Classroom Activities Tuesday: Return Comparing/Contrasting. Begin in-class work on brainstorming, 4-cards, cause and effect. “Explaining Causes and Effects.” In class writing based on material in Chapter 24, “Popular Culture.”

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Thursday: In-class work on rough draft. Work on material in Chapter 8, “Explaining Causes and Effects

Week of April 1-6

Reading Assignments for This Week: Chapter 31, “Writing Your Research Paper” Re-read Chapter 3, “Critical Thinking Processes.” On-line exercises from Exercise Central as Assigned.

Writing Assignment

REMINDER: FOURTH MAJOR ESSAY, “Explaining causes and Effects,” IS DUE ON THURSDAY, APRIL 10TH. LAST MAJOR PAPER FOR THE COURSE IS ASSIGNED: RESEARCH TOPIC TO BE DETERMINED. This paper is due on Tuesday, May 13th, for students in the 3:00 p.m. class. The paper is due on Thursday, May 15th, for students in the noon class. Paper may be turned in to me in the classroom that day, or placed in my mail box in the basement of the library.

Classroom Activities Tuesday: Brainstorming, freewriting, rough notes and preliminary outline for research paper due at the conclusion of the course. This work is based on Chapter 27, “Planning and Managing Your Research Paper.” You may wish to review this material. Also, we will do additional work on LILO, if necessary, to include the use of “Citation Machine.” In-class work will center on evaluating and integrating sources for the research paper. Thursday: Freewriting. Peer group work on prepared draft of “Explaining Causes and Effects,” Peer review and instructor consultation on final draft of “Explaining causes and Effects.” Additional work on critical thinking. Work on on-line research, planning research papers – on line tricks about writing paper – the three colored pens method of writing a research paper. Work on writing effective sentences. Week of April 8-13 FOURTH MAJOR ESSAY: “Explaining Causes and Effects,” IS DUE ON THURSDAY, APRIL 10TH, AT THE BEGINNING OF CLASS.

Reading Assignments for This Week: Re-read, “Writing Your Research Paper”, based on questions that came up in class. Re-read all of “G” section of A Writers Reference, by Diana Hacker. On-line exercises as assigned from Exercise Central.

Classroom Activities Tuesday: Work on “Explaining Causes and Effects” to prepare for submission. Collaborative work on integrating sources into the text of the research paper. Work on summarizing, paraphrasing and quoting in the research paper. Additional work on writing the research paper – to include using “citation

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machine.net” Last day to turn in revised “Comparing and Contrasting” for a better grade. Thursday: : “Explaining Causes and Effects” turned in. Additional Work on Writing the Research Paper Week of April 15-20

Reading Assignments for This Week: Review Chapter 27, “Planning and Managing Your Research Project” Chapter 26, “Education” Review the entire ‘C’ section of A Writer’s Reference by Diana Hacker. Read entire ‘R’ Section of the same book, with special attention to R3 On-line exercises as assigned from Exercise Central.

Writing Assignment Complete outline for paper and draft of introductory sentences/key paragraphs of research paper for in-class peer review and consultation with instructor next week. You should have most of your research completed.

Classroom Activities Tuesday: “Explaining Causes and Effects” is returned. Freewriting. Peer review on research compiled by writers for their research project. Peer review of rough notes and outlines for research paper. Work on in-text citations in your research paper. Preliminary section deadline. Thursday: Additional work on research paper. Preliminary section deadline Week of April 22-27

Reading Assignments for This Week: Chapter 11, “Evaluating” Chapter 26, “Education” Chapter 37, “Mechanics” Read entire “M” section of A Writer’s Reference by Diana Hacker. On-line exercises at Exercise Central as assigned.

Writing Assignment You should have a completed outline of your research paper when you come to class the week of April 29 .

Classroom Activities Tuesday: Preliminary section deadline due and checked. Freewriting. Peer reviews and instructor consultation on rough draft of research paper. Source work: Emphasis on documenting sources and integrating sources into the document. Writing work: Emphasis on effective sentences, organization, coherence and paragraph continuity. Thursday: Preliminary section deadline. Instructor conferencing with students while work continues on research paper. Last day to turn in revised “Explaining Causes and Effects” for a better grade.

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Week of April 29-May4

No Reading Assignments for this week! No on-line exercises! You may wish to review, on your own, Chapter 19, “Strategies for Revising and Editing” before you complete your polished, final draft of the research paper. Tuesday, May 6 is the last day of regular class Tuesday: Preliminary Deadline for section/ Due and checked for progress Thursday: Review of entire draft of paper / Due and checked for completeness. Week of May 6

Classroom Activities Tuesday: May 6 – Last day of regular class. . All students must bring portfolios to be evaluated by instructor. This is a major component of your grade. Do not miss this session Additional consultation with instructor on paper FINAL EXAM: 3:00 P.M. CLASS: 2 P.M. – 4 P.M. TUESDAY, MAY 13 FINAL EXAM: NOON CLASS: 11:50 A.M. – 1:50 P.M. THUR, MAY 15 Review of Major Deadlines Thursday, January 31: “Recalling an Experience” Tuesday, February 19: “Observing a Scene” Thursday, February 28: Midterm Thursday, March 13: “Comparing and Contrasting” Thursday, April 10: “Explaining Causes and Effects Tuesday, May 13: 3:00 P.M. class - Research Paper Thursday, May 15: Noon class - Research Paper

Online ENG 100 Syllabus

English Composition I Fall 2008 Instructor: Eric Engh Office: Ka Lama 211 Office Hours: Monday and Wednesday, 1:30-2:30 p.m.; Thursdays, 9:30-10:30 p.m. (or by appointment). Phone: 984-3238 E-mail: engh@hawaii.edu Course Website: http://laulima.hawaii.edu (log in with UH username and password) Prerequisites: To take this course, you must have placed at ENG 100 on the COMPASS test or completed ENG 22 or ENG 55 with a "C" or better. Also, basic computer skills like word processing and Internet searching will be needed. Course Description: Whether faced with writing an essay for an upper division college course, a job report for an employer, or a love letter to someone thinking of breaking up with you, English 100 will give you the knowledge and skills you'll need to write with confidence. We'll do some reading and talking about the essentials of good writing, but for the most part, your writing will improve through the act of writing itself. Each assignment will begin with activities designed to help you generate ideas and discover what you think. While working to improve your essays, you'll share your writing with some people who should know a good deal about the assignment you're working on--your classmates. You will also read some thought provoking essays and stories, work to improve grammar, and learn the basics of research writing. Course Activities: As a writer in this course, you will participate regularly in the following activities: • Review weekly assignments. Each week you’ll print out the week’s assignment

sheet and take notes while listening to the accompanying audio lecture (10-15 minutes). Use this opportunity to gain a clear understanding of the week’s assignments and to plan how you’ll incorporate the coursework into your week.

• Watch streaming video presentations. Each week you’ll watch video presentations that will help you understand assignments and encourage you to think critically about your writing. Take notes as you listen. You may be asked to send me an email or post a discussion message in response to a presentation.

• Active Reading. Each week you’ll read from various sources—our textbook, the handbook, handouts, and the Internet. Print out these readings and read them actively—taking notes, writing questions in the margins, highlighting or underlining important points. You’ll respond to your readings in a variety of ways, sometimes writing summaries of important ideas and often sharing your thoughts with classmates through discussion postings.

• Discussion board postings. Many assignments require posting your thoughts to a class discussion board, often by responding to your classmates’ postings. This is similar to a traditional classroom discussion, but online you’ll have more time to think about what you want to say and how you want to say it.

• Writing workshops. For each major essay assignment, you’ll share your rough draft with two classmates, and you’ll respond to two of your classmates’ rough drafts. Guided by each assignment’s workshop questions, you’ll get a sense of what a real reader experienced from your writing and be inspired to make your essay even better. Reading and responding to your classmates’ essays will also reinforce your understanding of each assignment, helping you revise your own essay with a sharpened critical focus.

• Warm-ups. For each writing assignment, you’ll start by exploring your ideas in creative ways through various brainstorming activities. While these activities won’t require you to share your work with others, don’t skimp on them; the early stages of the writing process are often the most important steps because they set the path for the rest of the assignment.

• Receiving feedback. You’ll receive written and/or audio feedback from me on your graded essays. You’ll have the opportunity to respond to my feedback by revising two of your essays. Also, if you make more than three grammatical errors in an essay, you’ll need to correct the grammatical errors (I’ll help you find them) and re-submit your essay to avoid a grade reduction. After the third essay, you’ll be responsible for effective proofreading in your final drafts.

• Sentence combining. Most weeks you’ll complete sentence combining exercises that are designed to improve the clarity and style of your writing at the sentence level. Try to have fun with them! Take on the challenge of combining thoughts in new ways to create effective sentences.

• Research. To prepare for the Rogerian research essay, you’ll learn the basics of researching and use Internet search engines, data bases, and/or the library to gather relevant information for your essay.

• Writing process steps. As you write five major essays for this course you’ll follow a writing process that includes exploring, focusing, developing, organizing, drafting, revising, and proofreading. One goal of this course is for you to explore various writing techniques in the aim of discovering what works for you. Don’t expect a smooth, linear process as you complete your assignments. This class will challenge you to think and express yourself in new ways. Expect to be confronted with ideas that are difficult to express, frustrated by unexpected thoughts that compel you to start over from scratch, and annoyed by readers who don’t get from your words what you intended. These experiences are common for writers, and for all who challenge themselves to find their creative potential.

Learning Goals for all UH ENG 100 courses: As you succeed in this course, you will • Use a writing process that includes exploring ideas, gathering information,

developing and supporting a thesis, organizing, revising, and proofreading. • Write several kinds of essays that meet the requirements of specific writing

assignments.

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• Adapt writing style, organizational strategy, and word choice appropriately to various audiences and purposes.

• Collaborate with fellow students in writing workshops to explore ideas and provide constructive feedback.

• Produce written analysis and interpretation of professional writing models. • Find and evaluate relevant information from the library, Internet, or other sources to

incorporate into an argument essay according to academic conventions. • Write a coherent, well-developed, in-class response to an assigned question or topic.

Required Texts and Materials: • A college dictionary • A one-inch three-ring binder with five dividers • The A Writer’s Reference, Sixth Edition by Diana Hacker (with Comp Class access

code). • English 100 Handout Packet (available at Office Max or on our Laulima site) • Convenient access to a computer with a high-bandwidth connection (DSL or cable). Grading System: Course Components Possible Points Total Points Final Grade Participation = 100 900-1000 = A Informal Assignments = 100 800-899 = B

700-799 = C Essays * = 650 600-699 = D/CR Mid-term = 50 Below 600 = F/NC Final Exam = 100 Total Possible Points = 1000

• You must earn at least a “C” average on your writing assignments in order to receive a “C” or better grade in this course

Course Policies:

Participation: This online course is designed for self-motivated students who participate regularly in course activities. I expect you to log on to our WebCT site several times each week, take your work seriously, and treat your classmates with courtesy and respect. A typical student should plan to devote seven to eight hours each week to this course. Everyone begins with an “A” in this category, but points are deducted when you miss a presentation or fail to participate in a class activity. Late participation receives half credit. Late Papers: Assignments are due to my WebCT email by midnight on their due date. Late papers will be docked one letter grade. Papers turned in more than one week late

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will be evaluated on a pass/fail basis only and are not eligible for letter grades. A “passing” grade is worth 65 points out of 100. Informal Weekly Assignments: Informal assignments (it doesn’t make sense to call them homework in an online class) are not graded, but you will receive approximately four points for each assignment completed on time (due dates are indicated in each week’s assignments). Full credit on all assignments will contribute 100 points to your final grade. Since late work receives half credit, absences will significantly affect this portion of your grade. Plagiarism: Every sentence of the papers you write for this course should come from your own mind or be documented as an outside source. If you submit work that doesn't sound like your own writing, I will ask you to take a simple test to verify that the words on the page are your own. Plagiarism may result in failure of the course. Students with Disabilities: Reasonable accommodations will be provided for students with documented disabilities. If you believe you have a disability requiring accommodations, please notify the Special Needs office at 984-3277 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. The Special Needs office will verify your disability and provide the course instructor with recommendations for appropriate accommodations. Schedule of Major Activities: Week 1, August 25-31: Course introduction. Ice breaker. Work on the writing process. Week 2, September 1-7: More work on the writing process. Introduction to sentence combining. Personal Essay warm-ups. Week 3, September 8-14: Continue work on Personal Essay.

► Personal Essay draft due by midnight, September 15 Week 4, September 15-21: Sentence combining with adjectives and prepositional phrases. Personal Essay Workshop.

► Personal Essay due by midnight, September 22 Week 5, September 22-28: Observation Essay warm-ups. Sentence combining with coordinating conjunctions.

Week 6, September 29-October 5: Continue work on Observation Essay. Sentence combining with subordinating conjunctions.

► Observation Essay rough draft due by midnight, October 6 February 20: Last day to withdraw or switch to CR/NC grading option. Week 7, October 6-12: Observation Essay Workshop.

► Observation Essay due by midnight, October 13 4

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Week 8, October 13-19: Evaluation Essay warm-ups. Introduction to sentence combining with appositives. Week 9, October 20-26: Continue work on Evaluation Essay. Sentence combining mid-term review.

► Evaluation Essay rough draft due by midnight, October 27 Week 10, October 27-November 2: Evaluation Essay Workshop. Sentence combining mid-term quiz.

► Evaluation Essay due by midnight, November 3 Week 11, November 3-9: Problem Letter Warm-ups. Sentence combining with adjective clauses.

► Problem Letter rough draft due by midnight, November 10 Week 12, November 10-16: Problem Letter Workshop. Begin work on Rogerian Essay.

► Problem Letter due by midnight, November 17 Week 13, November 17-23: Continue work on Rogerian Essay. Begin Researching. Sentence combining with verbal phrases. Week 14, November 24-30: Continue work on Rogerian Essay and research. Sentence combining with parallel structures.

► Rogerian Essay rough draft due by midnight December 1 Week 15, December 1- 7: Rogerian Essay Workshop. Sentence combining review.

► Rogerian Essay due by midnight December 8 Week 16, December 8- 14: Sentence combining Review. Discussion of final exam. Final Exam: Anytime from December 13-18 at the Maui Community College Learning Center or a neighbor island UH campus testing center. Note: This is a partial list of assignments and activities; it is subject to change.

MAUI COMMUNITY COLLEGE COURSE OUTLINE: ENG 100/ Spring 2008

COURSE DESCRIPTION: In English 100 we will discover and apply the concepts of purposes, audience, and tone in writing. The course also emphasizes evaluating written texts and writing various types of essays, including writing from sources. Another focus of the class will be improving critical thinking skills as they apply to both writing and reading for college. Prerequisites: ENG 22 or 55 with at least a C, or appropriate Compass placement. Instructor: Morgan Andaluz Office phone: 984-3442 Office number: CO 1B Email: andaluz@hawaii.edu Office hours: Monday 12-1, Tuesday/Thursday 9-10:30, or by appointment

REQUIRED TEXTS AND MATERIALS:

Kennedy, X.J., Et. all. The Bedford Guide for College Writers; 7th ed. Bedford St. Martin, Boston.

You will also need either a single subject notebook or composition book (not the thick notebooks, please). If you have a laptop, you may use this instead, but you need to remember to bring it with you to class at all times. A flash drive will come in handy, although I won’t require it. Of course you will need writing utensils – I recommend ball point pens of a few different colors, as well as correction tape. I also recommend a stapler to avoid last minute searches and folded corners.

COURSE GOALS:

Upon successful completion of English 100, students should be able to complete the following as independent learners:

• Write in a style appropriate to a particular audience and purpose.

• Use a multi-step writing process and make effective use of written and oral feedback.

• Write unified compositions with main idea sentences and logical support.

• Find and correct errors in own writing. • Know how to find information from books, periodicals, or from

other resources. • Give credit to others when using their words and ideas in

writing. • Write an acceptable in-class composition on an assigned topic. • Complete at least 5,000 words of finished prose—equivalent to

approximately 20 typewritten pages. • Demonstrate an ability to locate and use newspapers,

magazines, books and reference materials in a library.

WELCOME TO MY CLASS! This syllabus tells you almost everything you might want to know about this class so read it carefully and keep it in your folders! CLASS ACTIVITIES: 1. Students will be assigned work and writing assignments using the text and other materials on a regular basis. Students must bring text and relevant materials with them to class. Some of the work will be done in class, either individually or in groups, and some will be done as homework. It should be noted that failure to use class time for work assigned in class will have a negative effect on student’s course grade.

2. Some classes will be held in locations other than the classroom. It is the responsibility of the student to keep track of changes in the class meeting location. Be sure to contact either your instructor or a fellow classmate if you miss class, so that you can stay up to date on any scheduling changes or assignments you have missed – remember that all due dates still apply. Also, should you arrive and find an empty classroom, be sure to check the white board for posted changes, and then check announcements in your MyUH account. 2. Pop oral quizzes will be given in the first five minutes of class on the either material assigned as reading, or material covered in preceding class meeting. There will be no make-ups for these quizzes, and students who enter the classroom after the quiz begins cannot have questions they missed repeated. Students who perform poorly on quizzes, or who miss them regularly will be given one opportunity at the end of the semester to improve their average by completing an extra writing assignment to be assigned by the instructor only upon timely request from the student. 3. Students will be required to complete multiple writing assignments including a writer’s log with multiple entries (some of which will be published online at our writer’s web log), summaries, and responses to short readings and other prompts. Throughout the semester students will write a total of five essays. Students who wish to improve their final grades will be allowed to submit revised drafts of two of their previously completed and submitted essays at the end of the semester. Once again, this opportunity will only be afforded to students who first meet with the instructor, and then complete the steps required of a multi-step writing process. 4. Students will occasionally be assigned sentence skill and grammar practice exercises as deemed necessary by the instructor. Most of these can be found at the Bedford St. Martin’s companion website listed on the inside cover of your textbooks. 5. Students will meet regularly with the instructor (probably bi-weekly depending on enrollment) starting the third week of classes. Students who are not present on the day they have a conference may come to my office

hour with ALL required assignments from class. If students miss conferences, their final essay grade will be lowered by one letter grade.* 6. There is no final exam; however, students must complete a mid-term, in-class essay (topic to be provided). Make-up exams will only be allowed in the case of emergency and only in the case that the instructor is notified within 24 hrs. of their absence. Students must make arrangements with the instructor within this time period in order to be allowed a make-up, and the topic will be different from the one given in class. *Students should be aware that poor attendance, especially missing conferences, will most likely have a negative effect on grades that compounds any points deducted, since students will be missing vital feedback and instruction on how to better their work. ATTENDANCE AND LATE WORK POLICY: Students will not be graded directly on attendance; however, failure to attend will most likely have an indirect negative effect on grades, especially in light of quiz points, in-class assignments and discussions, and instructor feedback on writing. If you absolutely cannot make it to class, your assignments still must be submitted on time. This means either having them delivered to me by a friend or family member (submit to me personally, to mailbox in C0-1), or by submitting them digitally. If you must submit your assignment via email, please submit as a Word document. Technological failure happens, so be sure to back-up your work and make multiple copies as I will not accept this as an excuse for submitting late work. Once a deadline has passed, I will not accept late work. During the course of the semester, there will be two late work amnesty days. I will announce these days both in class and via UH announcement and I will specify the assignments I will accept on those days, as well as provide a deadline for that work. GRADING PROCEEDURE: Web log Entries 10 pts. each x 12 120 points Misc. Homework 10 pts. each x 8 80 points

(includes summaries and other short writing assignments) Online Exercises 5 pts. each x 5 25 points Essays (2-3 pages)

• Recalling an Experience

• Observing a Scene • Interviewing a

Subject

50pts. each x 3 150 points

Research Essays (3-5 pages plus works cited)

• Compare and Contrast or Cause and Effect

• Taking A Stand

100 points each x 2 200 points

In Class Essay (Midterm)

50pts. 50 points

Vocabulary & Reading Quizzes*

5 pts. Each x 10 50 points*

Total possible approx. 675 points * Total number given is an approximate number and is subject to change. 90-100% is an A 80-89% is a B 70-79% is a C 60-69% is a D Any grade below 60% is considered failing. Special Needs: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring accommodations for this class, please notify Lisa Deneen- Special Needs Coordinator, at 984-3227 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. The Office of Special Needs

Coordinator will verify your disability and provide the course instructor with recommendations for appropriate accommodations.

CLASS SYLLABUS English 100, Expository Writing - Section 47566 - SPRING 2008 Instructor: Rick Chatenever Phone: 242-6350 (The Maui News) e-mail: richardc@hawaii.edu Office: TLC --C01A Office hours: 15 minutes after each class and by appointment Required texts: Hacker, Diane “The Writer's Reference, Sixth Edition.” New York: Harper Collins 2003 McQuade, Donald and Christine, “Seeing & Writing 3.” Boston: Bedford/St. Martin's Course description and overview: This class is about writing - becoming comfortable and skillful using the written word to:

Discover your voice, and who you are Explore ideas and realities in your world Convey facts, explanations and opinions in ways that inform, educate and entertain a variety

of audiences in a number of different situations Student Learning Outcomes: As you complete English 100, you will -

Demonstrate that writing is a process that involves recursive phases of invention, drafting, feedback, revision and editing.

Demonstrate proficiency in formal, mechanical and grammatical conventions appropriate to the writing situations found in academic settings.

Choose language, rhetoric, voice, style and organization appropriate to particular purposes and audiences.

Articulate ideas and demonstrate critical thinking skills in writing for a variety of contexts, adapting to a variety of audiences, purposes and writing roles.

Write well-reasoned, coherent, unified, interesting texts. Read for main points, perspective and purpose; evaluate the quality of evidence, and negotiate

conflicting positions. Synthesize previous experience and knowledge with new ideas and information you encounter

as you write. Use sources such as libraries and the Internet in order to enhance your understanding of the

ideas you engage in writing, and analyze and evaluate research for reliability, bias and relevance. Use readers' responses as one source for revising writing.

Use standard forms that are appropriate for various disciplines in introducing and citing sources.

Support a controlling idea with appropriate supporting evidence, which includes summarizing, paraphrasing and quoting accurately from sources.

Recognize editing and proofreading skills as important to the latter stages of the writing process.

Fulfill the University of Hawaii System English requirements: 20-25 pages of finished prose including one or more research paper. Assignment due dates (subjects and dates liable to change as the class progresses):

Composition 1: NARRATION due Jan. 31 Composition 2: DESCRIPTION due Feb. 14 Composition 3: PROCESS/INSTRUCTION due Feb. 28 Composition 4: ARGUMENT/OPINION due March 20 Composition 5: MEDIA due April 10 Composition 6: RESEARCH due May 8

DISCOVERING VOICE Week 1: Class 1. Jan. 15: Intro. Yes, You Can Write; Overview of class. Check re. e-mail addresses, student IDs. Write brief introduction to yourself, to be turned in. Class 2. Jan 17: Reading: Skim McQuade: "Writing Matters" p. 1- 25, especially Henry David Thoreau quote on p.4; Hacker: “How to use this book” p. VII-XVII, including Tutorials 1-4 and Revision Symbols, following Index 29 at the end of the book. In class: Free write 10 min.; Write Intro to Myself Essay, which will be redistributed for getting acquainted. Week 2: Class 3. Jan 22: Reading: McQuade , Ch. 1 “Observing the Ordinary,” p. 27 to 134, especially Tillie Olsen's “I Stand Here Ironing,” p. 66, In class: Discuss Tillie Olsen essay. Discuss Ways of Discovering and Expressing Self in work. Hacker: “Composing and Revising” p. 3-23, will be discussed in class. Class 4. Jan 24: Writing: 200-word reaction to Carl Sagan's "Reflections on a Mote of Dust," p. 124, to be discussed. Reading: Also to be discussed in McQuade: "Pencil," p.38 and John Updike's "An Oil on Canvas," p.50. Hacker: “Writing Paragraphs," p. 24. In class writing: McQuade: "The Wu Family," p. 54 and shoe ads, p. 58-62. Week 3: Class 5. Jan 29: Writing: 200-word reaction to some piece in McQuade, possibly Anne Dillard's “Seeing” p.108. Hacker: Sentence Structure: P. 93-99. Scrambled Zen - beginningmiddle, end. In class writing: Portfolio: Pinkhassov, p. 74-86 and Brian Doyle's "Joya Volardores," p. 87-88.

,

Class 6. Jan. 31: Essay 1: Hacker: Sentence Structure: P 99-106. Essay 1: NARRATION due. Exercises in observation with art and photos in McQuade Chapter 1. CONTEXT (Description) (Subject to change, based on visit to the MACC Schaefer International Gallery exhibit) Week 4: Class 7. Feb. 5: Reading: Skim McQuade: Chapter II “Coming to Terms with Place” p. 140-233, especially the introduction and images and Edward Hopper's House by the Railroad," p. 150 and Edward Hirsch's "Edward Hopper and the House by the Railroad," p. 151. Hacker: “Writing Paragraphs,” p. 24-37. Return Narration essays; discuss individually. Class 8. Feb. 7: Visit MACC Schaefer International Gallery exhibit, “Vintage: Maui Artists with a Presence" Week 5: Class 9. Feb. 12: In-class written reaction to “Retrospect” by Camilo Jose Vargara, p. 176-177. If time discuss McQuade selections including Welty's “The Little Store' p. 155 and Guterson's “No Place Like Home...” p. 183 Class 10. Feb. 14: Essay 2: DESCRIPTION due. In-class reactions to visual images in McQuade. HOW TO - Instructions, Tech writing Week 6: Class 11. Feb. 19: Reading: Skim McQuade: Chapter III “Capturing Memorable Moments” p. 239-327. Hacker: “Word Choice,” p. 123-142, & “The Comma,” p. 259-273. Return Description essays, one-on-one time. Assignment (for next class): Bring in examples of instructions, manuals, recipes. Class 12. Feb. 21: Writing due: 200-word reaction to McQuade selection (TBA ). Discuss McQuade selections incl. Sarah Vowell's “The First Thanksgiving” p. 256; Amy Tan's "Fish Cheeks” p 261 and Joe Rosenthal's "Flag Raising on Iwo Jima, February 23, 1945, p. 29. Discuss examples of manuals, tech writing, directions, etc. In-class exercise: Giving directions.

Week 7: Class 13. Feb. 26: Reading: Discussion of McQuade: N. Scott Momaday's “The Photograph” p. 320; Susan Sontag's “On Photography” p. 310.. Hacker: “Punctuation,” p.273-293, In-clasexercise: Turning pictures into words and back again

s

Class 14. Feb. 28: Essay 3: PROCESS/INSTRUCTION due. ARGUMENT, OPINION - Whatchutink? Week 8:

Class 14. March 4: MID-TERM EXAM Class 15: March 6: Reading: Skim McQuade: Chapter IV “Projecting Gender” p. 330-405. Discuss: Overview of opinion-making processes and media. Return Process Essays and Mid-Term Exams; one-on-one sessions. Hacker: Continue to cover Punctuation, p. 273-2

93. Week 9: Class 16. March 11: Reading: Discuss in McQuade: Judith Ortiz Cofer's “The Story of My Body,” p 343; Building the Male Body, p. 362; Chris Ballard's "How to Write a Catchy Beer Ad," p. 390. Hacker: Mechanics, Spelling, p. 297; The hyphen, p. 300, Capitalization, p. 303.. Class 17. March 13: Writing due: 200-word reaction to McQuade selection (TBA). Guest speaker: Ron Youngblood, editorial page editor of the Maui News, talking about opinion making in writing. Week 10: Class 18. March 18: Reading: Skim McQuade, Chapter 5 “Examining Difference,” p. 407-497. Discussion for the next two classes may include the selections, Annie Dillard's "How to Live,” p. 426; Photos, p. 430-431; Talking Pictures, p. 433; . Hacker: Mechanics, Abbreviations, p. 307; Numbers, p. 310; Italics (underlining) p. 311. Class 19. March 20: Essay 4: ARGUMENT, OPINION due. In class: Continue discussion of McQuade reading, segueing into focus on media in Gish Jen's "Coming into the Country," p. 434; Donnell Alexander's "Cool Like Me," p. 440; and Nicholas D. Kristof's "Believe It, or Not," p. 468. SPRING BREAK — March 24 – 29 MEDIA -The language of today Week 11: Class 20: April 1: Reading: Skim McQuade”s Chapter 6, “Reading Icons” p. 499-599. For class: Bring in examples of movie reviews you like. Class 21: April 3: Writing due: 200-word reaction to McQuade selections: Grant Wood's painting "American Gothic," p. 508 and Guy Davenport's "The Geography of the Imagination," p. 509; In-class discussion may cover McQuade selections on imagery, p.516-531 In-class exercise: How to write a press release. Week 12: Class 22: April 8: In-class: Continue exploration of media's influence on creating mythology in our society, especially Chip Kidd's "Super," p. 553; Richard B. Woodward's "Wonder," p. 558; Neal Gabler's "Inside Every Superhero Lurks a Nerd," p. 562. Class 23: April 10: Essay 5: MEDIA ESSAY (film review) due. In-class exercises: Tom Perrotta's "The Cosmic Significance of Britney Spears," p.568; Andy Warhol paintings, p. 571-572; The Stars and Stripes, p. 579-595; Anne Fadiman's "A Piece of Cotton," p. 580.

RESEARCH Week 13: Class 24: April 15: Reading: Skim McQuade Chapter 7 “Challenging Images” p. 600-673.Hacker: “Researching,” p. 318-352.. In-class: Overview of researching .

Class 25: April 17: Guest speaker MCC Librarian Ellen Peterson on research resources, methods, attribution style Week 15: Class 26: April 22: Hacker: “MLA,” p. 355-412.. 1-page Proposal for Research essay due.

18.

Class 27: April 24: Continue reviewing MLA citation style. Writing due: 200-word reaction to Frank Fournier's photo "Omayra Sanchez," p. 612, Isabel Allende's "Omayra Sanchez," p. 613 and interview with Frank Fournier, p. 616. In-class discussion will cover reactions and may also include Nick Hornby's “Richard Billingham” p.6 Week 16: Class 28: April 29: Progress report on research papers. Assignment: Read Talking Pictures, p. 631, follow instructions. Class 28: May 1: Focus will be on hands-on research. If there's time, in-class discussion may include Michael Kimmelman's "150th Anniversary: 1851-2001," p. 639, Edward Tufte's "Powerpoint is Evil," p. 644; Kelly K. Spors' "Where All School Photos Are Above Average," p. 662; and John Long's “Ethics in the Age of Digital Photography” p. 666. . Week 17: Class 29: May 6: Time will be available to work on research paper. Class 30: May 8: FINAL CLASS; Essay 6: RESEARCH due. In-class writing sharing: Prose Jam. Take-home final will be distributed. Bring snacks. Week 18: Class 30: May 13: FINAL EXAM due * Dates and assignments are subject to change. Class philosophy, etiquette and policies: Since the process of writing is one of discovery and revelation, the success of the class will depend on commitment, participation and sharing by all involved. This requires an environment that is safe, supportive and encouraging. It also requires students to attend class and arrive on time. Three unexcused absences will result in a lowered grade; more than six can result in a failing grade. The class environment is something we all create together and are all responsible for. Good starting points are common courtesy and common sense. Please:

Turn off cell phones and beepers. Don't bring food or drinks to class. Remember that harassment, threats, or disruptions are contrary to campus regulations and

policies Notice: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodations in this class, please notify the Special Needs Coordinator a 984-3496 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. That office will verify your disability and provide the course instructor with recommendations for appropriate accommodations. MCC is a smoke-free campus except for specifically designated areas. Grading scale: 6 Essays 50% (Failure to complete more than half of the assigned essays will automatically result in an F.) Reading responses 20%

10%

Final Exam 10% Midterm Exam 10% Participation / Extra credit

English 100—Composition I CRN #47582 Spring 2008

Jan. 14-May 16 T/TH 1:30pm-2:45pm

Class Location: Kalama 204

STRIVE FOR CLARITY IN YOUR WRITING AND EXCELLENCE IN YOUR WORK YOUR EFFORT IS A REFLECTION OF WHO YOU ARE

YOU ARE RESPONSIBLE FOR YOUR LEARNING IT’S OKAY TO MAKE MISTAKES

Instructor: Tim Marmack Office: L05 (facing Pa'ina and Laulima) E-mail: marmack@hawaii.edu Phone: 984-3230 Office Hours: Tuesday 10:45am-11:45am/ Wednesday 1:30pm-3:30pm/ Thursday 3:00pm-4:00pm or by appointment. PREREQUISITES: To take this course, you must have passed the placement test for ENGLISH 100 or completed ENG 22 or ENG 55 with a “C” or better. Also, because this class requires you to complete many assignments on the computer, basic word processing skills will be needed. COURSE DESCRIPTION: The purpose of ENGLISH 100 is to improve your writing skills through different types of writing exercises, readings, discussions, reflections, and specific grammar activities. This course concentrates on discovering and applying the concepts of purpose, audience, and tone in college-level writing. As well, it emphasizes both evaluating written texts and writing various types of essays including writing from sources (research writing) and CRITICAL THINKING (defined as a process in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them). The course objectives are these: (a) that you learn to recognize the difference between a decent draft and a more truly realized essay, which comes with faith in the revision process; (b) that you become familiar with organizing schemes that help keep your essays focused and well-balanced; (c) that you develop sound editing skills; (d) that you greet the writing process with familiarity, as something you do routinely; (e) that you learn to value good writing; and (f) that you are not intimidated when, in the future, you are asked to do the “big paper.” Each assignment will begin with activities designed to help you generate ideas; discover your voice and who you are; explore ideas and realities in your world; and convey facts, ideas, explanations, and opinions in ways that inform, educate, and entertain a variety of audiences in a number of different situations. Moreover, working through the entire writing process---prewriting, drafting, and revision—will help you become a more confident and self-sufficient writer in college and beyond. STUDENT LEARNING OUTCOMES: Upon successful completion of ENGLISH 100, by the end of the

• Use a writing process that includes exploring ideas, gathering information, developing and

ecific writing assignments; ences

th fellow students in writing workshops to explore ideas and provide constructive

itten analysis and interpretation of professional writing models;

semester you will be able to demonstrate the following skills:

supporting a thesis, organizing, revising, and proofreading; • Write several kinds of essays that meet the requirements of sp• Adapt writing style, organizational strategy, and word choice appropriately to various audi

and purposes; • Collaborate wi

feedback; • Produce wr

• Find and evaluate relevant information from the library, Internet, or other sources to incorporate into an argument essay according to academic conventions;

• Write a coherent, well-developed, in-class response to an assigned question or topic. TEXTBOOKS: Seeing and Writing 3 by Donald and Christine McQuade A Writer’s Reference: Sixth Edition by Diana Hacker REQUIRED COURSE MATERIALS: College Dictionary/Thesaurus Loose-leaf notebook paper/notebook Blue or black pen (2) 3.5" IBM formatted disks or a flashdrive Student Computer ID to use at The Learning Center or the Ka Lama Computer Center Access to a computer WEBCT INFORMATION: WebCT is an Internet, software program that we will use as a discussion/posting/response/participation/thought sharing bulletin board. OUR TEXTBOOK/ESSAY INTRODUCTION: We will spend approximately two to three weeks on each chapter in our text, Seeing and Writing 3, examining the various themes and activities in each. There will be FIVE formal outside-of-class essays (#1, 2, 3, 5, 6) required during the course--ALL taken directly from the text’s chapters (for CHAPTERS 1, 2, 4-6 respectively)--one essay topic per chapter. In addition, there will be a TWO-PART MIDTERM essay (#4): for the first part, I will give you THREE QUESTIONS and ask you to answer ONE of them The second half of the MIDTERM essay will be worked on and completed in class (the focus will be an essay on an “abstract noun.”) Moreover, there will be a FINAL “EXAM” DAY ESSAY (#7), which will be broken down into two areas: a page and a half of writing with a focus on the textbook content (a choice of a question from Ch. 7) (with an accompanying 5-minute presentation) and a page and a half self-reflection/self-assessment essay. Each “out-of-class” essay will be written using “the writing process,” meaning that work on each essay will follow a specific series of steps over a two/three week period before being formally submitted: research, pre-writing, drafting, sharing, revising, editing, and publishing. In addition, each of your essays needs to show your growth as a writer; therefore, each succeeding essay should exhibit a growing maturity with using the language in expressive ways, understanding and using appropriate rhetorical modes of writing, while also exhibiting fewer problems with the conventions and rules of English. GRADES: You will be undertaking a great deal of writing both in and out of class. While I will ask you to hand in rough drafts of your major essay assignments, they will not be graded other than as a guide for you and your direction as a writer. Below is the breakdown of all of our ENGLISH 100 course components and their respective point totals: 500 pts. 5 ESSAYS (5 x 100 pts. each) 120 pts. 2 MIDTERM ESSAYS (2 x 60 pts. each) 120 pts. 2 FINAL ESSAYS/PRESENTATION (2 x 50 pts. each; 1 x 20 pts.) 120 pts. 12 ON-LINE HACKER GRAMMAR EXERCISES (12 x 10pts. each) 110 pts. 11 WEBCT RESPONSES (11 x 10pts. each) 100 pts. 10 IN-CLASS/OUT-OF-CLASS WRITING ASSIGNMENTS (10 x 10 pts. each) 60 pts. 6 SENTENCE COMBINING EXERCISES (6 x 10 pts. each) 50 pts. 5 PRE-WRITING/SUMMARIZING EX. WRITING ASSIGNMENTS (5 x 10 pts. each) 20 pts. 2 CONFERENCES (2 x 10 pts. each) 1200 pts. = TOTAL

GRADING SYSTEM (TOTAL POSSIBLE POINTS): A = 1200-1050 points B = 1049-900 C = 899-750 D = 749-600 F = 599-0

*You must earn at least a "C" average on your ESSAY writing assignments in order to receive a "C" or better grade in this course*

A BREAKDOWN OF THE INDIVIDUAL WRITING ASSIGNMENTS Essays #1-3; #5 (#1—at least two pages in length; #2, 3, 5--at least three pages in length) (100 points each X 4): You will be responsible for FIVE ESSAY writing assignments worth 100 points each. For these outside-of-class writing assignments, close attention is paid to length, thesis sentence, topic sentences/body paragraphs/conclusion, subject content, critical thinking skills, overall directions, and grammar/sentence mechanics. For each of these writing assignments, a pre-write worksheet will be due. As well, during the writing process for each assignment, TWO TYPED working drafts will need to be brought to class: one draft for me to review, and one draft for an in-class peer review-checklist. Also, for full credit, ALL drafts of the essay assignments need to meet the length requirements, and need to be typed with 1” margins and double-spaced. Please make sure all drafts include your name, writing assignment number, draft number, and a CREATIVE TITLE! The due dates for all drafts of each writing assignment are on the course schedule. NO LATE WORKING DRAFTS WILL BE ACCEPTED AND 5 POINTS WILL BE DEDUCTED FROM EACH FINAL WRITING ASSIGNMENT FOR EACH DRAFT THAT WAS NOT TURNED IN! PLAN AHEAD AND DON’T WAIT TO THE LAST MINUTE TO PRINT (OR EVEN BEGIN TO WRITE) YOUR ESSAYS! Essay #6 (100 pts.) will be a RESEARCH essay of at least FIVE PAGES in length; this writing will also require the use of at least SIX citations/references—including TWO from your textbook. A pre-write worksheet will be due for this assignment as well as TWO TYPED working drafts: one draft for me to review, and one draft for an in-class peer review-checklist. The total point score (100 points) includes the work completed on all drafts. For full credit, ALL drafts of this essay assignment need to be at least FIVE PAGES in length, typed with 1” margins, and double-spaced. As with the other essays, please make sure all drafts include your name, writing assignment number, draft number, and a CREATIVE TITLE! The due dates for all drafts of this writing assignment are on the course schedule. An excellent online research resource is this Modern Language Association (MLA) site listed below:

http://www.mla.org/publications/style/style_faq/style_faq4 The style recommended by the association for preparing scholarly manuscripts and student research papers concerns itself with the mechanics of writing, such as punctuation, quotation, and documentation of sources. The FINAL draft of each ESSAY assignment is due at the beginning of the class period. For every day that the final draft of the essay is late, the paper will be dropped a full letter grade. *ALL DRAFTS NEED TO BE TYPED IN MICROSOFT WORD—NOT MICROSOFT WORKS, WORD PERFECT or WORDPAD!!!

Midterm Essay #4 (120 points): For the midterm essay (THREE PAGES IN LENGTH TOTAL), I will post on WebCT FOUR questions from CH. 3 (“Capturing Memorable Moments”) and ask you to answer ONE of them by TYPING a one and a half page response to the question; this part of the midterm will need to be completed and brought to class on the midterm essay date (Tuesday—March 11). The second part of the midterm (a page and a half in length and to be completed during the class session) will involve the research of, and the personal application of an ABSTRACT NOUN (more specifics to follow). Final Essay (#7) with a Presentation (120 points): Your final major writing assignment of the semester (THREE PAGES IN LENGTH TOTAL) will be in TWO SECTIONS: a page and a half self-reflection/personal assessment essay in which you will type about your experience in the course; how you have changed, progressed, and grown as a writer; and how the course has perhaps, changed your view of not only your immediate world (your own personal daily life), but your view of the greater world (the Earth itself). The second half of the essay will be a writing in which you respond to one question of your choice (from three questions from Chapter 7) and give a five-minute presentation that relates to your answer. This portion of the CH. 7 essay will be written outside of class and brought to our final exam period on the very last day of class. The presentation and the self reflection/self-assessment essay will be completed in class on the scheduled final exam day. NOTE: Each of your essays needs to show your growth as a writer; therefore, each succeeding essay should exhibit a growing maturity with using the language in expressive ways, understanding and using appropriate rhetorical modes of writing, while also exhibiting fewer problems with the conventions and rules of English.

SOME IMPORTANT POINTS

• Show, don’t tell • Less is more: the best writing says the most with the fewest words! • First impressions count • Your learn more when you disagree • Do not be constrained by the course requirements—surpass them! • You have a responsibility to yourself and to your fellow students • Read your essay a loud, preferably alongside someone who reads quietly as you do a loud—

lots of errors found this way • Be responsible and committed to your own learning · • We write to be read!

Characteristics of an A/B essay

1. Essay is focused, never strays from its purpose and audience

2. Essay is well organized, informative, and manageable · 3. Each paragraph has a controlling idea, solid detail, and smooth transitions · 4. Sentences are varied in style and length 5. Word choice is appropriate, and chosen for precise denotation, connotation, and tone 6. There are few if any major errors with grammar, punctuation, spelling and mechanics

Characteristics of a C/D essay

1. Essay has some interest, but purpose and audience is not always clear 2. Organization is good, but awry-there is a clear thesis/organization 3. Paragraphs have controlling idea, some support, although weak 4. Word choice is generally correct, but diction is not precise 5. Few major errors, but too many mistakes of spelling, grammar a mechanics, and punctuation

Characteristics of an unsatisfactory essay

1. Essay reads like a beginning draft 2. Very little attention to purpose or audience 3. Unfocused 4. Some principles of organization used, but randomly 5. Under-developed paragraphs that are too general 6. Frequent errors in sentence structure, grammar and mechanics 7. Word usage not reflective of a college level writing · 8. Does not follow requirements of the assignment

Sentence Structure/Grammar/Mechanics/Spelling & Punctuation Exercises from the HACKER WEBSITE (120 points; 12 assignments x 10 points each): Throughout the semester, I will assign specific activities from A Writer’s Reference website. In addition, we may also have collaborative exercises reviewing essential writing principles. However, when review and or remediation is necessary, or problems arise with some issues of grammar, et al., it will be your responsibility under my guidance to correct these problems, using whatever resource is best for you: a tutor, a classmate, reference materials, textbook webpages, or a conference with me. When necessary, I will also assign specific grammar exercises as needed. It is my expectation that you will follow my guidance and direction and do these exercises to correct your problems, so that they do not occur in succeeding essays. NOTE: As mentioned above, The Writer’s Reference text is full of excellent webpage resources for all aspects of the writing process. When you do these sectional exercises and give them my address: marmack@hawaii.edu, the results are sent to me weekly for review and to give you credit for completing the exercises. I strongly recommend using these practices exercises and quizzes even when I do not assign them. Another excellent resource, and one of the very best online, is the Purdue University Online Writing Lab: OWL.

http://owl.english.purdue.edu/handouts/grammar/

Bookmark this source for lifetime use, as it is one of the finest, user-friendly INTERNET sources for questions, exercises and quizzes about every aspect of personal and professional writing.

WebCT Postings (110 points Total; 11 postings x 10 points each): You will be responsible for at least FIFTEEN WebCT postings (of at least 250 WORDS per posting) on the WebCT discussion board throughout the course of the semester. I will post the prompts and their due dates on our class WebCT homepage. The postings are YOUR RESPONSES to topics that may come from a variety of sources: our class readings in a specific chapter, subject matter that we have talked about in class, or from a topic/area/image that I chosen. Your posting is a portrait of your ability to think critically, i.e., to, evaluate and interpret a given topic/reading/image, and respond with a cohesive and clear written analysis. These writings will be automatically posted on a message board for all students in our class to read, and subsequently, are open to comments from your classmates. As such, and for each posting assigned, I encourage you to respond more than once to the topic at hand; in other words, take the time to respond to one of your classroom peer’s initial response—your reaction (a second posting) to a classmate’s writing does not need to be 250 words, but it should elaborate a point and exhibit the same critical thought as your first posting (yet not be overly critical). I will let you know in class when I have posted a new topic for discussion (if you do miss class, it is up to you to check the WebCT discussion board for the newest writing topic). On the discussion board, I will also list the due date of your posting (which, of course, will always be before a class session; some of that class session will be devoted to your comments from your postings). If your posting is late, you will not receive the ten-point total credit given to each posting. Writing Assignments/Participation (100 points; 10 assignments x 10 points each): Throughout the semester, we, as a class, will do a series of in-class and out-of-class writings—ten to be exact--the topics

will be taken from areas we have covered or talked about in our meetings, or from images we have looked at or will look at. Sentence Combining Exercises (60 points; 6 exercises x 10 points each): These exercises are given to help you practice your writing skills—all through a variety of sentence combining and expanding techniques so that you will be able to communicate your ideas in fluent, concise, and clear sentence structures. Pre-Writing/Summarizing Exercise Writing Assignments (50 points; 5 assignments x 10 points each): As a response to selected readings from the textbook, five writing exercises will be assigned—all with the purpose to enhance your writing, reading, and research skills. Conferences (20 points; 2 conferences x 10 points each): During the course of the semester, I will hold two MANDATORY scheduled meetings with each one of you to check your progress: the first conference will be scheduled during class time; the second conference will be scheduled outside of the normal class session time. Still, please feel free to contact me anytime about any class-related problems you may have, and we can schedule an appointment.

PEER REVIEW/CHECKLIST/CLASS PARTICIPATION Collaborative learning is an integral method of instruction in this class. As such, to peer review/checklist your written work is to share your work with either a group and or the entire class and receive appropriate constructive feedback for that work--through a formal and informal series of questions and comments. Moreover, to insure that collaborative learning does indeed take place, emphasis in this class is on student responsibility for, and commitment to, his or her own learning. In addition, class emphasis is also on community and mutual responsibility in the learning process; therefore, there is a great deal of group work. Thus, if you’re not prepared to answer questions during class discussions, if you’re not prepared for the class because you didn’t complete the coursework, or if you’re not prepared to interact in a group setting, I consider you absent. In essence, it is expected that you will commit to the essential precepts of Collaborative Learning: Reflective Listening, Speaking Up and Speaking Out, and Taking Risks with your Writing, and Sharing. IMPORTANT DATES TO REMEMBER: FRIDAY JANUARY 18 Last day for withdrawal with 100% refund MONDAY JANUARY 21 HOLIDAY—Martin Luther King Jr. Day SUNDAY FEBRUARY 3 Last day for withdrawal with 50% refund MONDAY FEBRUARY 18 HOLIDAY--President’s Day THURSDAY MARCH 20 Last day to withdraw from classes with a W grade MONDAY-FRIDAY MARCH 24-28 SPRING BREAK TUESDAY MAY 6 Our last day of regular class instruction WEDNESDAY MAY 7 Last day of instruction for Spring 2008 semester MAY 9-15 Final Evaluation Period THURSDAY MAY 15 Final Essay/Presentation for our class (1:30pm-3:30pm)

PARTICIPATION IS A KEY INGREDIENT OF THIS CLASS!!! Attendance/Participation: Beginning the second week of class, and continuing through the remainder of the semester (30 CLASS SESSIONS), you will be expected to attend every class session. For every class that you do not attend, 5 points will be deducted from your possible 1200-point total. As well, two tardies will equal one absence, which means that you will lose 5 points. The success of this course relies on your participation. Whether you are working in peer review group work or other group work exercises, class discussions, or on in-class writings, you must be present and active. Cell phones: Cell phones should be turned off before coming to class (unless special arrangements have been made, i.e., family emergencies). A ringing cell phone is an intrusion of the respect of your fellow classmates and the instructor. If a cell phone rings in class, I will immediately stop the lesson and give a five-question pop quiz to EVERYBODY! For every correct answer on the quiz, you will receive an extra credit point towards your overall class total. For every answer missed, you will be deducted a point from your overall 1000-point class total. So…please keep your cell phones turned off! Also, make sure that any I-PODS/other music listening devices that you have are turned off before class starts!!! Food: Bottled water is fine, but no eating in class. It is selfish and can be a distraction to others in the classroom! Plagiarism: Every sentence of the paragraphs and essays you write for this course should come from your own mind or be documented as an outside source. If you submit work that doesn't sound like your own writing, I will ask you to take a simple test to verify that the words on the page are your own. Plagiarism may result in failure of the course. Guidelines: 1) If you are late, please enter quietly without disturbing the activity in progress. 2) You are responsible for all information you might have missed due to any absences or tardiness. 3) Show respect for others while they are speaking, working, or listening. 4) If you miss a class, or come in late, you will need to ask one of your peers for any missing assignments or important information you might have missed. It would be beneficial for you to either get a contact phone number or e-mail address from a fellow student to contact that person in case you missed class. 5) I will not accept any late homework unless you call or e-mail me in advance and let me know that you will not be attending class the day that the assignment is due. 6) As well, there will be no makeups on the Midterm or Final essays unless you contact me in advance to let me know that you will be missing class or not turning in assignments due to a legitimate problem. Disabilities: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring accommodations for this class, please notify Lisa Deneen—Special Needs Coordinator at 984-3227, or Telecommunication Device for the Deaf (TDD) at 984-3325, or the Text Telephone (TT) replay service at 643-8833. The Special Needs Office will verify your disability, and provide the course instructor with recommendations for appropriate accommodations. TLC/ Computers The Learning Center (TLC) offers many valuable testing, learning, tutoring (by appointment), and computing services to students. It is to your advantage to make yourself comfortable with all of the services offered by the TLC (not only for this class, but for your other classes here at Maui Community College as well).

Learning Center Hours: (Phone: #984-3240) Monday 10:00 a.m.-7:00 p.m. Tuesday 8:00 a.m.-4:00 p.m. Wednesday 8:00 a.m.-4:00 p.m. Thursday 10:00 a.m.-7:00 p.m. Friday 12:00 p.m.-5:00 p.m. Saturday 10:00 a.m.-5:00 p.m. Sunday 1:00 p.m.-7:00 p.m.

OUTSIDE OF CLASS 1) MAJOR WRITING ASSIGNMENT DUE DATES (subjects and dates may change as the class

progresses):

Essay #1: Thursday, February 7 (2 pages) CH. 1: “Observing the Ordinary” (Argument) Essay #2: Thursday, February 21 (3 pages) CH. 2: “Coming to Terms with Place”

(Recalling an Experience) Essay #3: Thursday, March 13 (3 pages) CH. 4: “Projecting Gender” (Description/Cause

and Effect) Essay #5: Tuesday, April 8 (3 pages) CH. 5: “Examining Difference”

(Description/Narration) Essay #6: Thursday, May 1 (5 pages) CH. 6: “Reading Icons” (Comparison and Contrast)

2) * Essay #4—Tuesday, March 11, is the Midterm Essay (in two parts-3 pages total)/ CH. 3: “Capturing Memorable Moments” (Definition/Recalling an Experience)/ Abstract Noun Essay * Essay #7--Thursday, May 15, is the Final Essay (in two parts-3 pages total) CH. 7: “Challenging Images” (Self-Reflection/Illustration)/Self-Assessment Essay 3) * To receive credit, the assigned online HACKER exercises need to be

completed by the next class session

4) * To receive credit, the WebCT responses need to be posted by midnight on the following dates:

#1: Monday, January 21 #2: Monday, January 28 #3: Monday, February 11 #4: Monday, February 18 #5: Monday, February 25 #6: Wednesday, March 12 #7: Monday, March 17 #8: Monday, April 7 #9: Wednesday, April 16 #10: Wednesday, April 23 #11: Monday, April 28

TENTATIVE COURSE SCHEDULE FOR ENGLISH 100

Week 1: January 15: Course Introduction/Writing Sample/The Writing Process January 17: Syllabus/In-class writing exercise/Introduction to WebCT/Introduction to Hacker on-line Exercises/The Writing Process/ Hacker: “Planning” p. 3-13 Week 2: January 22: Information for ESSAY#1/Hacker: “Drafting” p. 14-18, “Writing Paragraphs” p. 24- 26/Seeing and Writing: “Introduction” p. 3-23, / Thesis Statements/Discussion on plagiarism/ WebCT posting discussion #1 January 24: Essay #1 Pre-Write Due/ Hacker: “Patterns” p. 26-31, 37, “Coherence” p. 31-37/ Seeing and Writing: CH.1 “Observing the Ordinary” p. 27-49/HACKER EXERCISE #1 due Week 3: January 29: First Draft of ESSAY #1 due/WebCT posting discussion #2/ GENERAL LIBRARY ORIENTATION (2:20--) January 31: Workshop: Peer Review-Checklist Draft of ESSAY #1 due/Hacker: “Revising” p. 18- 23, “Transitions” p. 34-36, “Transitional Expressions” p. 274-278/ Week 4: February 5: First Draft of ESSAY #1 due/Thesis Statements/Hacker: “Narration” p. 27, “Sentence Structure” p. 234-239, “Sentence Fragments” p. 204-209/HACKER EXERCISE #2 due February 7: Essay #1 due/Information for Essay #2/Summarizing Exercise #1 Week 5: February 12: Hacker: “Word Choice” p. 122-129/WebCT posting discussion #3/ Essay #2 Pre-Write Due/HACKER EXERCISE #3 due February 14: Hacker: “Word Choice” p. 130-137, “Run-on Sentences” p. 210-215/ Draft #1 of Essay #2 due/Summarizing Exercise #2 Week 6: February 19: Hacker: “The Comma” p. 259-273/WebCT posting discussion #4/ Workshop: Peer Review-Checklist Draft of Essay #2 due/ Early info for Essay #3/HACKER EXERCISE #4 due February 21: ESSAY #2 due/Information for Essay #3/ Summarizing Exercise #3 Week 7: February 26: Hacker: “Conjunctions” p. 497, “Apostrophes” p. 279-282, “The Semicolon” p. 273-278/WebCT posting discussion #5/ Essay #3 Pre-Write due/HACKER EXERCISE #5 due February 28: ONE-ON-ONE CONFERENCES/ Draft #1 of Essay #3 due Week 8: March 4: Hacker: “Sentence Emphasis” p. 112-119, “Sentence Types” p. 507-508, “Choppy Sentences” p. 113-114/HACKER EXERCISE #6 due March 6: Workshop: Peer Review-Checklist Draft of Essay #3 due/ Midterm Essay information/Summarizing Exercise #4 Week 9: March 11: MIDTERM—Essay #4 (In-class)/HACKER EXERCISE #7 due March 13: ESSAY #3 due/Information for Essay #5/Hacker: “Needed Words” p. 96-99/ WebCT posting discussion #6/LIBRARY RESEARCH ORIENTATION (2:00--) Week 10: March 18: Essay #5 Pre-Write due/WebCT posting discussion #7/

Citing Sources information/Summarizing Exercise #5/HACKER EXERCISE #8 due March 20: Hacker: “Parallelism” p. 93-96/ESSAY #5 Intro Paragraph and Image Research info DUE Week 11: March 25: SPRING BREAK!!! March 27: SPRING BREAK!!! Week 12: April 1: FIRST full draft of ESSAY #5 due to workshop in class April 3: Workshop: Peer Review-Checklist Draft of Essay #5 due / /Hacker: “Mixed Constructions” p. 109-111/HACKER EXERCISE #9 due Week 13: April 8: ESSAY #5 due/ WebCT posting discussion #8 April 10: Information for Essay #6/ /Hacker: “Quotation Marks” p. 282-287/ Research Papers and Citing Sources information/HACKER EXERCISES # 10 and #11 in class Week 14: April 15: ONE-ON-ONE CONFERENCES/Essay #6 Pre-Write due April 17: WebCT posting discussion #9 Week 15: April 22: Draft #1 of Essay #6 due/HACKER EXERCISE #12 due April 24: Workshop: Peer Review-Checklist Draft of Essay #6 due/WebCT posting discussion #10 Week 16: April 29: Workshop Essay #6 in-class/WebCT posting Discussion #11 May 1: ESSAY #6 due Week 17: May 6: Final Essay (#7) information Week 18—Final Evaluation Period: May 15 (Thursday):CH. 6 ESSAY/REFLECTION-ASSESSMENT ESSAY--#7 (IN-CLASS) (1:30pm-3:30pm)

CLASS SYLLABUS English 100, Expository Writing - Section 48402 - FALL 2006 Instructor: Rick Chatenever Phone: 242-6350 (The Maui News) e-mail: richardc@hawaii.edu Office: TLC --C01A Office hours: 15 minutes after each class and by appointment Required texts: Hacker, Diane “The Writer's Reference, Fifth Edition.” New York: Harper Collins 2003 McQuade, Donald and Christine, “Seeing & Writing 2.” Boston: Bedford/St. Martin's Course description and overview: This class is about writing - becoming comfortable and skillful using the written word to:

Discover your voice, and who you are Explore ideas and realities in your world Convey facts, explanations and opinions in ways that inform, educate and entertain a

variety of audiences in a number of different situations Student Learning Outcomes: As you complete English 100, you will -

Demonstrate that writing is a process that involves recursive phases of invention, drafting, feedback, revision and editing.

Demonstrate proficiency in formal, mechanical and grammatical conventions appropriate to the writing situations found in academic settings.

Choose language, rhetoric, voice, style and organization appropriate to particular purposes and audiences.

Articulate ideas and demonstrate critical thinking skills in writing for a variety of contexts, adapting to a variety of audiences, purposes and writing roles.

Write well-reasoned, coherent, unified, interesting texts. Read for main points, perspective and purpose; evaluate the quality of evidence, and

negotiate conflicting positions. Synthesize previous experience and knowledge with new ideas and information you

encounter as you write. Use sources such as libraries and the Internet in order to enhance your understanding of

the ideas you engage in writing, and analyze and evaluate research for reliability, bias and relevance.

Use readers' responses as one source for revising writing. Use standard forms that are appropriate for various disciplines in introducing and citing

sources.

Support a controlling idea with appropriate supporting evidence, which includes summarizing, paraphrasing and quoting accurately from sources.

Recognize editing and proofreading skills as important to the latter stages of the writing process.

Fulfill the University of Hawaii System English requirements: 20-25 pages of finished prose including one or more research paper. Assignment due dates (subjects and dates liable to change as the class progresses):

Composition 1: NARRATION due Sept. 7 Composition 2: DESCRIPTION due Sept. 21 Composition 3: PROCESS/INSTRUCTION due Oct. 5 Composition 4: ARGUMENT/OPINION due Oct. 26 Composition 5: MEDIA due Nov. 14 Composition 6: RESEARCH due Dec. 7

DISCOVERING VOICE Week 1: Class 1. Aug. 22: Intro. Yes, You Can Write; Overview of class. Check re. e-mail addresses, student IDs. Write brief introduction to yourself, to be turned in. Class 2. Aug. 24: Reading: Skim McQuade: Introduction p. 1- 25; Hacker: “Planning” p. 3-12. In class: Free write 10 min.; Write Intro to Myself Essay, which will be redistributed for getting acquainted. Week 2: Class 3. Aug. 29: Reading: McQuade , Ch. 1 “Observing the Ordinary,” p. 38 to 118, especially Tillie Olsen's “I Stand Here Ironing,” p. 72-77, In class: Discuss Tillie Olsen essay. Discuss Ways of Discovering and Expressing Self in work. Class 4. Aug. 31: Writing: 200-word reaction to some piece in McQuade Ch. 1. Reading: Discussion of McQuade: Anne Fadiman's “Mail” p.56-61 and Anne Dillard's “Seeing” p. 94-103. Hacker: “Drafting” p. 13-23; Discuss Writing Mechanics from reading, esp. Thesis sentence. Tim Gardner paintings, P. 79-82 as bases for P.O.V. essays. Week 3: Class 5. Sept. 5: Writing: 200-word reaction to some piece in McQuade Ch. 1. Hacker: Sentence Structure: P81- 94. Structure: Scrambled Zen - beginning, middle, end. In class writing: The evolution of the bicycle, and advertising, McQuade, P. 66- 69. Class 6. Sept. 7: Essay 1: Hacker: Sentence Structure: P 95-106. Essay 1: NARRATION due. Exercises in observation with art and photos in McQuade Chapter 1. CONTEXT (Description)

(Subject to change, based on visit to the MACC Schaefer International Gallery exhibit, Stephen Freedman: “Totems and Love Poems” and Ron Smith: Untitled Work) Week 4: Class 7. Sept. 12: Reading: Skim McQuade: Chapter II “Coming to Terms with Place” p. 139-235, Hacker: “Writing Paragraphs,” p.. 23-36. Return Narration essays; discuss individually. Class 8. Sept. 14: Writing due: 200-word reaction to “Retrospect,” by Camilo Jose Vargara, p 176-177. Explore movement of consciousness from within to external. Week 5: Class 9. Sept. 19: Reading: Hacker: “Sentence Style,” p. 81-94. Discuss McQuade selections including Welty's “The Little Store' p. 134-138; Sanders' “Homeplace” p. 145-149, Guterson's “No Place Like Home” p. 157-164 and Hansen's “Nebraska.” Class 10. Sept. 21: Essay 2: DESCRIPTION due. In-class reactions to visual images in McQuade. HOW TO - Instructions, Tech writing Week 6: Class 11. Sept. 26: Reading: Skim McQuade: Chapter III “Capturing Memorable Moments” p. 218-301. Hacker: “Word Choice,” p. 134-138, & “The Comma,” p. 235-250. Return Description essays, one-on-one time. Assignment (for next class): Bring in examples of instructions, manuals, recipes. Class 12. Sept. 28: Writing due: 200-word reaction to McQuade selection (TBA ). Discuss McQuade selections incl. Vowell's “Shooting Dad” p. 230-235; Lopez' “Learning to See” p 238-247 and Alexie's “The Joy of Reading and Writing Superman and Me” p. 250-252. Discuss examples of manuals, tech writing, directions, etc. In-class exercise: Giving directions. Week 7: Class 13. Oct. 3: Reading: Discussion of McQuade: Momaday's “The Photograph” p. 291; Sontag's “On Photography” p. 293-294. Hacker: “Word Choice,” p. 139-147 & “On Punctuation,” p. 251-272. In-class exercise: Turning pictures into words and back again Class 14. Oct. 5: Essay 3: PROCESS/INSTRUCTION due at end of class. Class time can be used to write on computers in class. ARGUMENT, OPINION - Whatchutink? Week 8: Class 14. Oct. 10: MID-TERM EXAM Class 15: Oct. 12: Reading: Skim McQuade: Chapter IV “Projecting Gender” p. 329-405. Discuss: Overview of opinion-making processes and media. Return Process Essays and Mid-Term Exams; one-on-one sessions. Week 9:

Class 16. Oct. 17: Reading: Discuss in McQuade: Cofer's “The Story of My Body,” p 314-320; Bower's “Average Attractions,” p. 331-335; Jen's “What Means Switch” p. 338-348. Class 17. Oct. 19: Writing due: 200-word reaction to McQuade selection (TBA). Guest speaker: Ron Youngblood, editorial page editor of the Maui News, talking about opinion making in writing. Week 10: Class 18. Oct. 24: Reading: Skim McQuade, Chapter 5 “Producing America,” p. 378-461. Discussion for the next two classes may include the selections, Sullivan's “The Pursuit of Happiness: Four Revolutionary Words,” p. 400-403; Twitchell's “In Pursuit of Consumerism,” p. 420-415 and Young's “Losing: An American Tradition,” p. 422-432. Class 19. Oct. 26: Essay 4: ARGUMENT, OPINION due. In class: Continue discussion of McQuade reading, segueing into focus on media in “Pinsky's “To Television,” p. 386-388 and “Creating the 'Real” in Bright Yellow and Blue,” p. 391-394; Gabler's “Inside Every Superhero Lurks a Nerd” p. 438-441 and Alexander's “Cool Like Me,” p. 446-449. MEDIA -The language of today Week 11: Class 20: Oct. 31: Reading: Skim McQuade”s Chapter 6, “Reading Icons” p. 499-599. For class: Bring in examples of movie reviews you like. Class 21: Nov. 2: Writing due: 200-word reaction to McQuade selections: Andy Warhol's painting “The Twenty Marilyns” p. 481 and Sharon Olds' poem “The Death of Marilyn Monroe.” In-class discussion may cover McQuade readings including Davenport's “The Geography of the Imagination,” p. 468-471; Kingwell's “Ten Steps to the creation of a Modern Media Icon” p. 476-478; Bruback's “Heroine Worship: The age of the female icon” p. 485-490; Perrotta's “The Cosmic Significance of Britney Spears” p. 498-504 and Toure's “Kurt is My Co-Pilot” p. 511-520. In-class exercise: How to write a press release. Week 12: Nov. 7: Election Day – No class Class 22: Nov. 9: In-class: Continue exploration of media's influence on language and communication in our society. Week 13: Class 23: Nov. 14: Essay 5 - Essay 5: MEDIA ESSAY (film review) due. In-class exercises: Reacting to media imagery in McQuade. Class 24: Nov. 16: Reading: Skim McQuade Chapter 7 “Challenging Images” p. 540-615. Hacker: “Researching,” p. 295-325. In-class: Overview of researching . RESEARCH

Week 14: Class 25: Nov. 21: Guest speaker MCC Librarian Ellen Peterson on research resources, methods, attribution style Nov. 23 – Thanksgiving – No class Week 15: Class 26: Nov. 28: Hacker: “MLA,” p. 329-377; 1-page Proposal for Research essay due. Reading: National Geographic handout: “Was Darwin Wrong?” Class 27: Nov. 30: Writing due: 200-word reaction to “Was Darwin Wrong?” In-class discussion to cover National Geographic selection as well as McQuade selections: Sontag's “Looking at the Unbearable” p. 538-547; Hornby's “Richard Billingham” p. 550-555; Bordo's “Never Just Pictures” p. 556-561; DuBois' “Double Consciousness” p. 562-563 and Mieszkowski's “Nowhere Left to Hide” p. 570-574. Week 16: Class 28: Dec. 5: Focus for last week of class will be on hands-on research. If there's time, in-class discussion may include Marling's “They Want Their Mean TV” p. 576-578; Jones' “Killing Monsters” p. 582-585 and Long's “Ethics in the Age of Digital Photography” p. 608-613. Class 29: Dec. 7: FINAL CLASS; Essay 6: RESEARCH due. In-class writing sharing: Prose Jam. Take-home final will be distributed. Bring snacks. Week 18: Dec. 12: FINAL EXAM due * Dates and assignments are subject to change. Class philosophy, etiquette and policies: Since the process of writing is one of discovery and revelation, the success of the class will depend on commitment, participation and sharing by all involved. This requires an environment that is safe, supportive and encouraging. It also requires students to attend class and arrive on time. Three unexcused absences will result in a lowered grade. The class environment is something we all create together and are all responsible for. Good starting points are common courtesy and common sense. Please:

Turn off cell phones and beepers. Don't bring food or drinks to class. Remember that harassment, threats, or disruptions are contrary to campus regulations and

policies

Notice: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodations in this class, please notify the Special Needs Coordinator a 984-3496 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. That office will verify your disability and provide the course instructor with recommendations for appropriate accommodations. MCC is a smoke-free campus except for specifically designated areas. Grading scale: 6 Essays 50% (An optional 25-page portfolio at the end of the course can raise your grade) Reading responses 20% Final Exam 10% Midterm Exam 10% Participation / Extra credit 10%

12/30/05: See our WebCT for updated versions < https://webct.hawaii.edu>

Maui Community College, University of Hawaii System, Kahului, HI 96732

Spring 2006 English 100CI, Composition I, Class Syllabus

Section 46579 T & Th. 3:00-4:15 p.m. Room: TLC L-02

Prerequisite: To take English 100, you must have passed the placement text for ENG 100, or completed ENG 22 or ENG 55 with a “C” or better. Because this class requires you to complete many assignments on the computer, you need basic word processing/keyboarding skills.

Instructor: Renée Riley, Ph.D. Office: L07 Phones: w. 984-3435 (24-hour voice mail) E-mail: rriley@hawaii.edu Course Web page: http://webct.hawaii.edu FAX: 249-8592 (Include your name and mine) Mailboxes: in C-01 right inside the door – and – in the faculty/staff mailroom on the first floor of the MCC Library; go in the door facing the rock wall. Look for my name on the mailbox (#118). Office hours: M & W 1:30-2:30 p.m., T & Th 10:30-11:30 a.m. and by appointment. Required: Text - McQuade, Donald and Christine McQuade. Seeing and Writing 2. Boston: Bedford/St. Martin’s, 2003. Supplies - Three-ring binder with three dividers: essays; class notes/reading responses; and daily discussions/reflections, and grammar/punctuation examples. MCC computer card for use of the TLC or Business Labs. Recommended: Hacker, Diana. The Writer's Reference. 5th ed. New York: Harper Collins, 2003. Pellegrino, Victor. A Writer's Guide to Transitional Words and Expression. Wailuku: Maui Arthoughts, 1990. Roget's Thesaurus and a dictionary English 100, Course Description: Discovers and applies the concept of purpose, audience, and tone in writing. Emphasizes interpreting and evaluating essays, writing expository, interpretive reflections, and essays arguing for action or solutions to problems.

Student Learning Outcomes for English 100:

As you complete English 100, you will -

• Use a writing process that includes exploring ideas, gathering information, developing and supporting a thesis, organizing, revising, and proofreading.

• Write several kinds of essays that meet the requirements of specific writing assignments.

• Adapt writing style, organizational strategy, and word choice appropriately to various audiences and purposes.

• Collaborate with classmates in writing workshops to explore ideas and provide constructive feedback.

• Produce written analysis and interpretation of professional writing models. • Find and evaluate relevant information from the library, Internet, or other sources to

incorporate into an argument essay according to academic conventions. • Write a coherent, well-developed in-class response to an assigned question or topic. • Apply editing and proofreading skills. • Fulfill the University of Hawaii System English requirements: 20-25 typed pages of

finished prose including one or more research paper.

Major Assignment Due Dates: Th. 1/26 - Essay #1 “Observing the Ordinary” due - final draft with working drafts and peer reviews due in my faculty mailbox by 4:30p.m. T. 2/14 - Essay #2, “Coming to Terms with Place” final draft with working drafts and peer reviews due in my faculty mailbox by 4:30 p.m. T. 2/28 - Essay #3, “Identity” final draft with working drafts and peer reviews due in my faculty mailbox by 4:30 p.m. Th 3/2 - ****Midterm “Celebration of Learning” Part I (15%) - Common errors. T. 3/7 – **** Midterm “Celebration of Learning” Examination Part II (85%) - Essay #4 – in-class essay; bring your McQuade text. Th 3/23 - Essay #5, Rogerian Argument based on any McQuade material and your own experience or opinion; include drafts and peer reviews due in my mailbox by 4:30 p.m. Th 4/6 - Essay #6 – “Rogerian plus Authority” -Using MLA research style, submit a framed, quoted or summarized support from one authority to defend your point of view on your Essay #5. Include a Works Cited page. T 4/18 – Essay #7, “News” Comparison or contrast: Evaluate how well a national and two international newspapers report on the same event, include research from three sources and a Works Cited page, plus drafts and peer reviews, due in my mailbox by 4:30 p.m. T 5/2 - *** Share one of your essays with our class (5% of your grade) & Essay #8 – Research Paper, "My Life in 2011" including drafts, peer review, Works Cited page, and source materials due in my mailbox by 4:30 p.m. T 5/9 - Final Examination - “Celebration of Learning,” 3:00-5:00p.m: Essay #9; bring your McQuade text. **************************************************************************

Daily Schedule Week I

• T 1/10 - Introduction to course and to each other. Service Learning option/teen read. Inferences. In-class writing sample. Biography sheets.

• TH 1/12 - *Skim: McQuade -Introduction p. 1-35. *See: Hacker, "Planning" p. 3-12 <dianahacker.com/writersref /writersref>. In-class: review/make suggestions on class schedule and guidelines. Sign up for a UH e-mail account. Grammar/punctuation challenge – fragments. Before the end of class, list three possible topics for Essay #1, on

“Observing the Ordinary”: Make inferences and/or connections using any of the material in Chapter 1 and your experience with observing the ordinary. Do: “Who AT I?”

• F 1/13 – Last Day for withdrawal with 100% refund.

Week II

• T 1/17 – *Read: McQuade - Ch. 1 “Observing the Ordinary” selections - Olsen’s, “I Stand Here Ironing,” p. 73-77. Daily Discussion. Grammar/punctuation challenge – Sentence fragments. In-class: Write a WebCT posting (200 words).

• TH 1/19 - *Read: McQuade - Ch. 1 “Observing the Ordinary” - Dillard’s “Seeing,” from her Pulitzer prize-winning book, Pilgrim at Tinker Creek, p. 94-104. Grammar/punctuation challenge: run-on sentences” (200). In-class: WebCT posting (200 words) *Exploratory (beginning) draft, Essay #1, “Observing the Ordinary” check. TLC orientation (xxx.). Daily Discussion.

Week III

• T 1/24 – *Read: McQuade -“Dumbstruck,” p. 12-13, Billy Collins’ “Horizon” p. 44, Michael Collins, “Seascape” p. 45. *Due: WebCT posting (200 words). Daily Discussion. **Working draft Essay #1, “Observing the Ordinary” due: Workday/peer reviews.

• TH 1/26 - *Read: K.C. Cole, “A Matter of Scale,” p. 111-115. Daily Discussion. ****Essay #1, “Observing the Ordinary” due - final draft with working drafts and peer reviews due in my faculty mailbox by 4:30p.m.

Week IV

• S 1/29 – Last day to withdrawal with 50% refund and courses do not appear on transcript. • T 1/30 – *Skim: McQuade’s Chapter II, “Coming to Terms with Place,” p.124-217,

including Sanders’ “Homeplace,” p. 145-149 and Hiss’ “The Experience of Place,” p. 182-184. See: Hacker, p. 13-23 "Drafting" <dianahacker.com/writersref >. Grammar challenge – Verbs. *Due: WebCT posting (200 words). Daily Discussion.

• TH 2/1 - * Read: McQuade - Guterson’s “No Place Like Home: On the Manicured Streets of a Master-Planned Community,” p. 157-164. *Due: WebCT posting (200 words). See: Hacker, p. 23-36 "Writing Paragraphs" <dianahacker.com/writersref >. Grammar/punctuation challenge – Comma use. Before the end of class, list possible topics for Essay #2, on “Coming to Terms with Place”: Make connections using any of the material in Chapter 2 and your experience with coming to terms with place. *Due: Service Learning connection if you would like that option. Daily Discussion.

Week V

• T 27 - *Read: McQuade - Iyer’s “Why We Travel” p. 188-195, Golden’s “A Sense of Place,” 202. **Exploratory (beginning) draft, Essay #2, on “Coming to Terms with Place” due. *Due: WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge – Comma use continued.

• TH 2/9 – *Read: McQuade - Lee’s “Coming Home Again” p. 205-211, & Clifton’s “When I Go Home,” p. 213. See Hacker, p. 27 & "Sentence Style," p. 81-94. **Working Draft, Essay #2, “Coming to Terms with Place” due. *Due: WebCT posting (200 words). Daily Discussion. Punctuation challenge – Comma use continued. Essay workday and peer reviews.

Week VI

• T 2/14– ****Essay #2, “Coming to Terms with Place” final draft with working drafts and peer reviews due in my faculty mailbox by 4:30 p.m. See: Hacker, "Word Choice" 124-138 & "The Comma" p. 235-250 <dianahacker.com/writersref >. *Skim: McQuade’s Chapter 3, “Capturing Memorable Moments,” p. 218-301. *Read: McQuade – Vowell’s “Shooting Dad” p. 230-235, Lopez’s “Learning to See” p. 238 – 247, and Alexie’s “The Joy of Reading and Writing: Superman and Me,” p. 250-252. *Due: WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge - Apostrophe.

• TH 2/16 - *Read: McQuade – Momaday’s “The Photograph,” p. 291, Sontag’s “On Photography,” p. 293-294. *Skim McQuade – Chapter 4 “Embodying Identity,” p. 302-377. *Read: McQuade – Cofer’s “The Story of My Body,” p. 314-320, Bower’s “Average Attractions,” p. 331 –335. Review: Hacker on punctuation p. 251-272. *Due: WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge – Semicolon & Colon. Before the end of class, list possible topics for Essay #3, “Identity.” Consider any of the material in Chapter 3 or Chapter 4; make connections to your experience and knowledge.

Week VII

• T 2/21 - ** Due: Exploratory draft, Essay #3, “Identity.” Consider any of the material in Chapter 3 or Chapter 4; make connections to your experience and knowledge. *Read: McQuade – Bliss’ “Homeless Man Interviews Himself,” p. 354-356. Daily Discussion. Grammar/punctuation challenge – Parallelism.

• TH 2/23 - *Working draft of Essay # 3, “Capturing Memorable Moments.” Essay workday and peer reviews. Daily Discussion. Grammar/punctuation challenge – Misplaced or Dangling Modifiers.

Week VIII

• T 2/28 – *****Essay #3, “Identity” final draft with working drafts and peer reviews due in my faculty mailbox by 4:30 p.m. Midterm “Celebration of Learning” Part I review (Common errors: fragments, run-ons, comma splices, modifiers, punctuation, parallelism, agreement, verbs. . .).

• TH 3/2 - ****Midterm “Celebration of Learning” Part I (15%) - (Common errors: fragments, run-ons, comma splices, misplaced modifiers, punctuation, parallelism . . .).

Week IX

• T 3/7 - **Midterm “Celebration of Learning” Examination – Essay; bring McQuade. Sign up for conference. *Binder check.

• TH 3/9 – Conferences – no class. See me for a required personal appointment in my office (L02). Check your midterm status. Bring questions.

Week X

• T 3/14 –*Skim: McQuade – Chapter 5, “Producing America,” p. 378-461. *Read: McQuade – Pinsky’s “To Television” p. 386 – 388, “Creating the ‘Real” in Bright Yellow and Blue,” p. 391–394, Sullivan’s “The Pursuit of Happiness: Four Revolutionary Words” p. 400 – 403, and Twitchell’s “In Praise of Consumerism” p. 410 – 415. *Due: WebCT posting (200 words). Daily Discussion. Grammar/punctuation challenge. *See our WebCT: Introduction to Rogerian Argument. Before the end of class, list possible topics for Essay #5, Rogerian Argument based on material from any of our McQuade textbook and your own experience or opinion.

• TH 3/16 - **Exploratory draft, Essay #5, Rogerian Argument based on material from any of our McQuade textbook & your own experience/opinion. *Read: McQuade: Young’s “Losing: An American Tradition” p. 422 – 432, Gabler’s “Inside Every Superhero Lurks a Nerd” p. 438 - 441; and Alexander’s “Cool Like Me” p. 446 - 449. *Due: WebCT posting (200 words). Daily Discussion.

• F 3/17 - Last date to withdraw from classes for a “W” grade or to select an Audit grade or to change CR/NC option. Remember we are required to grade you on uncompleted work and thus give you an “F” for the class if you disappear without doing the necessary paperwork to drop our class.

Week XI

• T 3/21 – ***Working draft, Essay #5, Rogerian Argument based on material from any of our McQuade textbook and your own experience or opinion. Workday & peer review. *Skim: Chapter 6, “Reading Icons” p. 464-522. *Read: McQuade – Justice William J. Brennan Jr., “Majority Opinion of the U.S. Supreme Court in Texas v. Johnson” p. 527 –528, Chief Justice William H. Rehnquist, “Dissenting Opinion in Texas v. Johnson” p. 530-531, & Davenport’s “The Geography of the Imagination,” p. 469-471.

• TH 3/23 - ****Essay #5, Rogerian Argument based on material from any of our McQuade textbook and your own experience or opinion include drafts and peer reviews due in my mailbox by 4:30 p.m. Daily Discussion.

Week XII

Spring Break – Mar 27-31 – no class.

• T 4/4 - Research: Guest visitor: Library Research – Ellen Peterson. **Read: McQuade – Chapter 7 “Challenging Images” 540-544; Sontag’s “Looking at the Unbearable” p. 546-547; and Hornby’s “Richard Billingham” p. 550-555. *Due: WebCT posting (200 words). In-class look up an authority to support your Essay #5 argument. Daily Discussion.

• TH 4/6 - Workday. ***Due: Essay #6 – “Rogerian plus Authority” - Using MLA research style, submit a framed, quoted or summarized support from one authority to defend your point of view on your Essay #5. Include a Works Cited page. Daily Discussion. Introduction to Essay #7, “News.”

Week XIII

• T 4/11 - *Read: McQuade - Bordo’s “Never Just Pictures” p. 556-561; Stevens “Expanding the Language of Photographs” p. 604-606, and Long’s “Ethics in the Age of Digital Photography” p. 608-613. *Due: WebCT Research Paper. **Exploratory draft, Essay 7, “News”: Research a national and two international newspapers reporting the same event.

• TH 4/13 - ***Working draft - Essay #7, “News”: Comparison/Contrast – Evaluate how well a national and two international newspapers report one topic. Peer Review. Work Day.

Week XIV

• T 4/18 – *** Essay 6, “News” Comparison/Contrast - Evaluate how well a national and two international newspapers report on the same event, include research from three sources and a Works Cited page, plus drafts and peer reviews, due in my mailbox by 4:30 p.m. Introduction to Essay #8: “My Life in 2011.” Guest Speaker: Barry Kristel (EOC). Essay #8. “My Life in 2011.”

• TH 4/20 - *Read: McQuade - Gerard Jones “Killing Monsters” p. 582-585, and Marling’s “They Want Their Mean TV” p 577-579. *Due: WebCT posting. In-class: Logical Fallacies & do research on Essay # 8.

Week XV

• T 4/25 - *** Essay #8 Exploratory Draft: “My Life in 2011” first three pages due, include research from two sources and a beginning Works Cited page.

• TH 4/27 - *** Essay #8 Working Draft: “My Life in 2011” due. Bring six sources and your Works Cited page. Peer reviews.

Week XVI

• T 5/2 - **Share one of your essays (5% of your grade). Final day of class. Schedule research conference with me. ***Essay #8 – Research Paper, "My Life in 2011" including drafts, peer review, and source materials due in my mailbox by 4:30 p.m.

• TH 5/4 - Reading Day – no class

Week XVIII - Final Examination Week

• T 5/9 - Final Examination - “Celebration of Learning,” - Essay, bring your McQuade & your binder – 9:00-11:00 a.m.

Notice: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring accommodations in this class, please notify Shane Payba – Special Needs Coordinator at 984-3496 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. That office will verify your disability and provide the course instructor with recommendations for appropriate accommodations.

Exams and Class Evaluation: Assignments and essays will be scored depending on the quality, content, and form of the work submitted. Oral Presentation 5% Attendance, Participation, (Binder: Daily Discussions, Grammar/punctuation practice, & other writing exercises & presentations) 10% WebCT responses 15% Essays 40% Midterm Examination 15% Final Examination 15%

Total 100% F grade: MCC assigns the F; make sure you withdraw officially from class if you decide to leave before the end of the semester. Note: This schedule is subject to change. Get the telephone numbers of a few classmates. In case you are absent, you can check what you missed with your classmates. Word Processing: Some (15 wpm) keyboarding skill before you begin this class is highly recommended. You are required to word process your essays. Record Keeping: Keep your drafts, compositions, daily discussions, and any other assigned work at least until you receive your final grade. The MCC Learning Center: The TLC is a wonderful resource for tutors, study materials, and computers. Call 984-3240 to make an appointment or sign up for an on-line tutor from the MCC Homepage. The Business Computer lab is also available for your use. Service Learning Option: Instead of one of our major essays, you may do a Service Learning project that is appropriate for English credit with a local community organization. Service Learning requirements include –

• Receiving instructor and community organization approval • Completing appropriate Service Learning forms, including a time log • Working at least 20 hours during the semester for the community organization • Writing and submitting a reflective paper about your community work

This semester, one Service Learning choice is to mentor Baldwin High School English students. See me for details. Frequently Asked Questions:

1. Do I need to come to class? Yes, your attendance, participation, and punctuality are essential for a good grade in this class. Writing involves sharing and communication; we need your energy and ideas.

2. What if I turn in an assignment late? Unless special arrangements have been made with me, a major essay will lose 20-35 base points of the 100 possible if it is late or does not meet the assignment guidelines. If you are having trouble, let me know right away.

3. What’s the best way to do well in English 100? Start early. Have a plan. Be motivated, and write, write, write. If you are having trouble, get help. Dr. Samuel Johnson said, "What is written without effort is, in general, read without pleasure." Writing—good writing—is hard to do, but it is a powerful skill you will use in many ways throughout your life.

Class Etiquette

1. Please arrive before class begins so you have time to settle in, talk to others in the class, review, and get ready to participate.

2. If you do arrive late, please be sweaty and out of breath (quietly), so we know you did your best to be on time. Then take a seat quietly with the least possible interruption of the class.

3. Make sure all cell phones and beepers are turned OFF! Listen to your iPod outside class. Use your computer only for class work.

4. Show respect for others. Pay attention. Please listen and interact appropriately. . If you have a question, please ask at an appropriate time.

5. Please wait until the class is dismissed before closing books, standing up, talking, or making noise as the class comes to an end.

6. Food and drinks are not allowed at the computers.

Student Conduct and Course Policy

A major mission of our English 100 class is for students to learn to write competently. Please show respect for others and yourself. If you are having any problems, please see me so we can clear up misunderstandings early. Check the student handbook for the official policy regarding students’ rights and conduct. Campus Policy MCC is a smoke-free campus except for specifically designated areas. Conferences: Come see me if you have questions about your writing or our class. Two conferences are required.

The purpose of English 100 is to help you gain life-long skill, power, competence, and enjoyment through your writing. WELCOME TO ENGLISH 100!

MAUI COMMUNITY COLLEGE ENGLISH 100 FOUNDATIONS UNIT DR. REID

Spring, 2006 DAILY SYLLABUS, p. 1

Week Work in Class (Today) Assignment (for next class) _________________________________________________________________________________

Week #1 1/09 Introduction; overview; (For 1/11) BUY Packet, Materials! Mon. Diagnostic writing; post-mortem Pkt: Read pp. 1-2; Complete pp. 13-20. Discussion: writing myths (p. 42) Pkt: Read pp. 49-52 (Assignment + Pre- Assignment #1: Analysis-Descrip- writing)

tion, (49) (Sign-up sheet) Bring magazine to class Modified Portfolio Approach Pkt: Read pp. 31-36 (composing & organization)

1/11 Return, pick up diagnostic writing; (For 1/18) Pkt: Complete 2 forms of prewriting Wed. Discussion: Target audience paper (p. 50ff.;

(thesis statement, essay form, 31) Complete exercises, p. 53, pp. 54, 61-62 Discussion: audience & purpose; Write thesis statement for Analysis-Description prewriting (50ff.); essay maps (46, Write: complete Essay Map, Assignment #1 (p. 59)

59); background paragraph (33). Write background paragraph, Assignment # Collect Packet papers (pp. 13-20) DUE Wed., Jan. 18th (at beginning of the class) Week #2 1/16 NO CLASS: Martin Luther King FINISH ASSIGNMENTS ABOVE! (Think about Problem-Solution NOTE: (put all homework and exercises in pocket Topic!) folder with Final Draft of essay) 1/18 Description: sensory detail Pkt: Read 46, 56-60, 65-66 (APA, Stu. Sample) Wed. Review: essay format; group wk Pkt: Read 25-26, 41 (composing);

Thesis statements on chalkboard Discussion: taboo words, p. 67 Write: Complete Rough draft, Assignment #1, Buddy System; pairs meet, discuss (Magazine Target Audience) DUE Mon., Jan. 23rd

background paragraphs, essay maps (at the beginning of the class) Mini-conferencing, homework check Remember: do not use taboo words! (p. 67)

Week #3 1/23 Rough drafts: peer response (buddy Write: FINAL DRAFT, Analysis-Description Mon. pairs) (63-64); mini-conferencing Essay #1, DUE Wed, Jan. 25 (at beginning of class) Intro: APA; rough drafts & revision (+ all garbage, homework, exercises, etc. in a

(p. 39ff.); homework check pocket folder, left side; put paper on right side) 1/25 Peer Response, Analysis-Description; Pkt: Read 69-72, 75-76, (Summary); Wed. Post-Mortem (40); discussion Write Exercises, pp. 72 (bottom)-74 Collect Assignment #1 Read about revision, 41-45; NOTE Editing Marks, 43

Assignment #2: Analysis-Illustration Read pp. 91-92, 97-98 (organization, learning styles); (Learning Styles) (pp. 91-92) Read 110-111 (student sample, learning styles) Intro., review: Summary strategies Complete Learning Styles survey, pp. 93-96 Reminder: Portfolio Essays

Spring, 2006 DAILY SYLLABUS, p. 2

Week Work in Class (Today) Assignment (for next class) ____________________________________________________________________________________

Week #4 1/30 Buddy groups: discuss survey results (For 2/1) Pkt: Read pp. 78-79, 80-85 (Summary) Tues Discussion: Assignment #2 (91-92) Write Summary exercise, p. 77 DUE 2/1

General vs. specific (103-104, 90) Review: essay maps, essay form (97) Write: 2 forms of prewriting + Essay Map, Discussion: Background paragraph Assignment #2 (Learning Styles Essay)

Return Description-Analysis papers DUE 2/1 (at the beginning of the class) Discussion: Essays & Revision (pp. 41-45): DO NOTE REWRITE! REVISE Assignment #1: DUE 2/1 (do NOT rewrite!) Collect Summary Exercises (p. 72) NOTE Editing Marks, p. 43 2/1 Buddy groups: prewriting, maps Write: Complete Rough Draft, Learning Styles Wed. homework check (e.g., pre-writing) (Analysis-Illustration) paper (Assignment #2)

Intro: Nontext materials (107), report DUE Mon., Feb. 6th (at the beginning of the class) verbs (105); transitions (99) Discuss paragraph modes (29-30) Remember: Background paragraph, specific detail!

Review organization (97-98); APA Remember: Taboo words, p. 67 Collect Summary Exercise (p. 77) Week #5 2/6 Buddy pairs (peer response) (p. 109): FINAL DRAFT, Analysis-Illustration Assignment #2, Mon. Assignment #2 rough drafts DUE Wednesday, Feb. 8th (at beginning of the class) Intro: APA (p. 108) Remember: ALL Special Instructions, p. 92 Return Summary Exercises; discuss Remember: taboo words, p. 67 Discussion: Academic summary-, (+ all garbage, homework exercises, etc. in your pocket analysis (80-85), scoring (89) folder, left side: paper alone in the right pocket)

Collect revision, Assignment #1 Read 86-88 (Summary-Analysis) 2/8 Return revisions, Assignment #1, Pkt: Read 113-119 (Assignment #3, Investigating); Wed. (Magazine Analysis) & discuss communicate with buddy; begin Internet research;

Assign #3: Investigating, p. 113; Bring Web pages to class (buddy: collaborative research, [Optional: Select interviewee; arrange for interview] oral report); sign-up sheet Final Draft, Learning Styles DUE Mon., Feb. 13th In-class writing; Collect (at the beginning of the class)

(Don’t forget self-editing and taboo words!) Week #6 2/13 Peer response & post-mortem, Pkt: Read 120-131 (Internet research, APA Citation, Mon. Learning Styles essay nontext materials, formal outlining)

Collect Assignment #2 (L.S.) Complete Web research for topic (with buddy); Intro, interviewing, 115); outlining, Write rough draft outline & draft reference sheet, 127); nontext, 125); APA, 123, 129 Assignment #3 (Collaborative Investigation)

Met with buddy: roles, research Return in-class writing; discuss Oral Presentation: DUE Mon., Feb. 20th, or Wed., (no revisions!) Feb. 22nd Reminder: Mid-Term In-Class Writing (Wed., March 1st)

Spring, 2006 DAILY SYLLABUS, p. 3

Week Work in Class (Today) Assignment (for next class) _________________________________________________________________________________

Week #6 (Continued) 2/15 Discussion: oral presentations: pur- (For 2/17) Pkt: Read pp. 133-136 (oral presentations); Wed. pose/audience, nontext materials p. 63 (APA samples)

Preparation, oral presentations (135): Practice oral presentation (DUE 2/20th or 2/22nd ) (student, 136 & individual eval., 132 Pair (buddy) work, Assignment #3 Final Drafts, Assignment #3 (outline, reference page, Homework check (drafts, webpages) individual evaluation--p. 132); DUE Wed., Feb. 20th

Week #7 2/20 Oral Presentations Revise Assignment #2 (do NOT rewrite!); DUE Wed., Mon. Collect student & individual eval- Feb. 22nd (at the beginning of the class)

uations; (folders from speakers) NOTE: Editing Marks, p. 43; revision directions, Collect outlines and references pp. 41-45 Return Assignment #2 (L.S.); discuss; revision plans: pp. 41-45 Read 147-150 (Explaining assignment)

2/22 Oral Presentations, Investigating Pkt: , Read 153, 185-190 (plagiarism; Wed. Collect student & individual eval- What/How/Why; Student Sample) uations (folders from speakers) Return Assignment #2 revisions; Revise Assignment #2 (L.S. essay) (do NOT rewrite!);

(L.S.); discuss DUE Mon., Feb 27th (at beginning of the class) Assign Explaining Essay (#4), p. 147 Select Topic, Explaining Essay (choose a backup topic!) Intro: Problem-Solution Topic (Final Draft, Explaining Essay, DUE Mon., March 13th) Week #8 2/27 Discussion: Explaining Essay Pkt: Read 157-159 (Library), 160-165 (direct/indirect Mon. (147ff.); (sign-up sheet) speech); 166-168 (paraphrase Review: Library research skills (157) Begin library/Internet research (Explaining); photocopy Return Assignment #3 (Investigating) or print, and HIGHLIGHT all resources (see p. 149) discuss (no revisions!) Write: 2 forms of pre-writing, Explaining topic

Collect Assignment #2 revisions (L.S.) Write: list what you know & what you don’t know Prepare: Mid-Term In-Class Writing about the topic; then list where to find out - Reminder: Portfolios and selection Bring all previous writing to class for Mid-Term In- of Problem-Solution Topic Class Writing on Wed., March 1st (50 minutes)

3/1 Explaining: Review APA citation Pkt: Read 173-175 (“Patch Jobs”--plagiarism) Wed. (179-184); quotes (160, 163); re- Complete Information Exercise, pp. 151-152 view library research (157), back- (Explaining) (Assignment #4) ground paragraph, audience/purpose Write introduction and background paragraphs for Return Assignment #3 (no revising!) Assignment #4 (Explaining paper); insert in-text

Intro: End-of-semester Portfolio references in both, and begin (write) your end-of- Essays (Prob-Solv + Rewrite) text reference page Mid-term in-class writing (50 min.); Write Essay Map Exercise, pp. 161-162 (Explaining) Homework check (pre-writing, research) Collect mid-term writing Consider Seriously!: Problem-Solution Topic

Spring, 2006 DAILY SYLLABUS, p. 4

Week Work in Class (Today) Assignment (for next class) ____________________________________________________________________________________

Week #9 3/6 Pair work, Paraphrase Exercises (For 3/8) Pkt: Read 176-178 (Synthesis) Mon. (169-172; homework check: map,

intro & background paragraph Complete first (rough) draft, Explaining Essay Intro: Synthesizing (176) (Assignment #4) DUE Wed., March 8th Return Mid-Term writing; discuss (Don’t forget to review intext and end-of-text references! (no revisions!) pp. 179-184)

Mid-Term Review; Portfolio Essays (Remember: self-edit and eliminate taboo words, p. 67) 3/8 Peer Response, Rough Drafts FINAL DRAFT, Explaining Assignment #4 Wed. SIK (266); Cliché (268) DUE Mon., March 13th (at beginning of the class)

Individual student work: Revision (+ all garbage, homework , exercises, in your pocket Plans (Mini-Conferencing) folder, left side: paper alone in right pocket) Week #10 3/13 Peer Response, proofing, post-mortem Pkt: Read pp. 192-193 (Problem-Solving Assignment), Mon. Collect Assignment #4 (Explaining) 221-227 (Student Essay, Cover Letter), 194-196 Intro, Problem-Solution (192) (Interviewing) (Assignment #4 + portfolio) Select Problem-Solution topic (+ 2 backup topics): Topic Selection; sign-up sheet (Topic DUE Wed., March 15th ) 2 intervening assignments; Editing (268) (Problem-Solving PAPER DUE Mon. May 1st ) 3/15 Lecture: Problem Solving (203) Pkt: Read 229-236 (Evaluating Assignment; compar- Small Group discussion: topics ison-contrast, creative biodata) Sign-up sheet; mini-conferencing Read 237-244 (Surveys);

Intro, Evaluating Assignment (229) Make 15 copies, Student survey (p. 252) (Sign-up sheet) (no paper . . . yet) (Evaluating Assignment DUE Mon., April 3rd )

Intro, Surveys (237) (at the beginning of the class) Week #11 3/20 Problem-Solution: narrow topics Problem-Solution Paper: Mon. Evaluating Pkt: Read 257-260, 264-266 (Student Samples)

Chocolate Chip Cookie Exercise Identify Interviewee (name, contact information) Lecture: biodata (235); criteria Begin work, Evaluating Assignment (Assignment #5) development (248); Complete pp. 247-248, 249-250; 251, 253-254 Review essay maps (253-254) Administer and Collect 10-15 surveys; tally, summarize (no paper to write . . . yet!) Revise Explaining Essay (Assignment #4) Return Explaining Essay; discuss DUE Wed., March 22nd (do NOT rewrite!) 3/22 Evaluating: comparison / contrast Evaluating Assignment DUE Mon., April 3rd Wed. writing the c/c paragraph (at the beginning of the class); complete assignment; pair work: analysis, 255 Write creative biodata about product: exaggerate! Collect Revision, Explaining Essay Write comparison/contrast paragraph

Problem Solving: Questions? Problem-Solution Paper: complete research; arrange Photocopy/print research; HIGH- interview; prepare 1-minute oral progress report; LIGHT all resources (see p. 149) bring relevant web pages to class

Spring, 2006 DAILY SYLLABUS, p. 5

Week Work in Class (Today) Assignment (for next class) _________________________________________________________________________________

Week 3/27 (Complete assignments from above): Mon. NO CLASS: Evaluating Assignment DUE April 3rd (at the be- ginning of the class) 3/29 SPRING BREAK!!! Problem Solving: complete research, arrange inter- Wed. view, prepare 1-minute oral progress report Week #12 4/3 Collect Evaluating Assignment (For 4/5) Problem Solving Paper: (DUE May 1st) Mon. Post-Mortem, Evaluating Pkt: Read 202-204 (student samples, essay

Lecture: linking Evaluation to organization) Problem-Solving (feasibility, Complete Problem-Solution Exercise, p. 201 criteria) Read 205-209 (Problem-Solving Feasibility

Problem-Solving paper: Questions? Analysis): (criteria development, evaluation) 1-minute Oral Progress Report Arguing Assignment: (DUE Wed., April 19th ) Return Explaining Essay Revisions; Pkt: Read 269-272 (Arguing Assignment, Audience)

discuss (Mention Portfolio Essay) Select an Arguing topic, 270 (have a backup choice!) , 4/5 Intro, Arguing Assignment (#6) Arguing Assignment (#6): Wed. (269); sign-up sheet Pkt., Read 279-280, 280 (Pro-Con, Although/Because)

Persuasion strategies (no essay . . yet!) Pkt., Read 286 (background paragraph); 295-298 Audience analysis (hostile!), 274-275 (organizing Arguing essays)

Developing evidence (276-278) Begin research (photocopy/print, HIGHLIGHT all Problem-Solving: Questions? resources—see p. 149) Organization, 203-204 Bring all Arguing Assignment materials to class! Groups: discussion, 197, 201 Problem-Solving Paper:

(mini-conferencing) Begin Feasibility Analysis, 205-208 (add sources!) Complete interview(s)

Week #13 4/10 Arguing Assignment (#6): Arguing Assignment (#6): Mon. Individual work: “Should” ques- Begin Pro & Con Evidence Forms (287-290) tion; Pro-Con chart; Although/ Begin end-of-text reference sheet (Review APA,

Because statement; background 179-184, 317); Read 285 (Student Sample); paragraph (mini-conferencing) Complete Arguing Audience Analysis (pp. 274-275) Return Evaluating Exercise; discuss Complete 283-284, 307 (Essay Maps); 287-290 (no revisions) Be sure you understand each arguing task and form!

4/12 Small Groups: Problem-Solving Arguing Assignment (#6): Wed. Feasibility Analyses (pp. 205-209) Pkt: Read (Arguing) 305-310 (Logical Fallacies,

(Mini-Conferencing) Rogerian argument); 298-302 (Press Conferences) Arguing Assignment: Prepare for Press Conference Groups: discuss evidence forms Complete research; complete end-of-text references

Preparation: press conferences Bring all Arguing Assignment materials to class! Homework check: research, evidence Problem-Solving Paper: continue writing forms, reference sheets, essay Read 199-200; 219-220, 213-216 (Student Samples) maps, audience analysis Complete Audience Analysis Exer., 197-198

Spring, 2006 DAILY SYLLABUS, p. 6

Week Work in Class (Today) Assignment (for next class) _________________________________________________________________________________

Week #14 4/17 Arguing: Refutation (311-316) Complete Arguing Assignment (#6) DUE Wed., Mon. Refuting counter-arguments (313) April 19th (at the beginning of the class) Rogerian vs. confrontation (+ all garbage, left side, pocket folder) Logical Fallacies (305ff.) (+ evaluation, Press Conferences, p. 303)

Groups: Press Conferences Read: Student Sample, Arguing (handout) Intro: Portfolio Essay Read: Portfolio assignment, pp. 319-320

4/19 Collect Arguing Assignment Problem-Solving: Wed. Post-mortem: Arguing Assignment Write: Introduction, background paragraph Lecture: link Arguing to Problem 1-minute Oral Progress Reports DUE Mon., 4/24

Solving (persuasion, evidence) Bring all Problem-Solution Materials to Class! Problem-Solving: Questions? Review intros., bkgd paragraphs Select Portfolio Essay topic Week #15 4/24 Problem-Solving: Questions? Problem-Solving: Mon. 1 minute progress reports Complete rough draft, Problem-Solving DUE Review Feasibility paragraphs Wed., April 26th (at beginning of the class)

APA, 123-124, 129, 179-184, 317, 332 (Remember taboo words/phrases!) Review cover letter Rough draft, cover letter, DUE Wed., April 26th Individual work, feasibility paragraphs, cover letter (mini-conferencing) Portfolio Essay: Begin work (revisions and expansion) Portfolio Essay: Sign-up sheet Return Arguing Assignment; discuss

4/26 Problem-Solving Paper FINAL DRAFT, Problem-Solving Paper Wed. Peer Response, pp. 217-218 (Assignment #7) DUE Mon., May 1st (mini-conferencing) (at the beginning of the class) Discussion: final draft (+ cover letter + all garbage, left side, pocket

Portfolio Essay: Questions? Folder + addressed manila envelope) discussion (Remember: self-edit and revise carefully!)

Week #16 5/1 Collect Problem-Solving paper, Portfolio Essay Mon. post-mortem Pkt: Read 326-332 (Student Sample) Portfolio Essay: Questions? Complete Rough Draft, Portfolio Essay DUE

Individual work (mini-conferencing) Wed., May 3rd)

5/3 Return Problem-Solution Pape;r Problem-Solving Assignment; Revision + Rewrite Mon. Discussion: Portfolio Essay Portfolio Essay: Final Draft (Remember: taboo words!) (miniconferencing) BOTH DUE, Beginning of Final Examination Period FINAL EXAMINATION (Required!):

1:30-2:45 MW = Monday, May 8th, 1:30-3:30, HERE (Papers due on or before 1:31 p.m.) 4:30-5:45 MW = Monday, May 8th, 4:00-6:00, HERE (Papers due on or before 4:01 p.m.)

MAUI COMMUNITY COLLEGE COURSE OUTLINE: ENG 100/ Spring 2007

COURSE DESCRIPTION: Discovers and applies the concepts of purposes, audience, and tone in writing. Emphasizes evaluating written texts and writing various types of essays, including writing from sources. Focuses on critical thinking.

Prerequisites: ENG 22 or 55 with at least a C, or appropriate Compass placement. Instructor: Morgan Andaluz Office phone: 984-3442 Office number: CO 1B Email: andaluz@hawaii.edu Office hours: MCC campus TTh 9:20-10:20am, WMEC MW 12:00-1pm REQUIRED TEXTS AND MATERIALS:

The Longman Reader; Nadell, Langman, & Comodromos, 7th ed. Pearson and Longman.

A Writer’s Reference; Hacker, Diane. Bedford St. Martins (recent edition)

You will also need standard college classroom materials, such as a binder, college ruled loose-leaf paper, a dictionary and thesaurus (access to computer software okay), computer disks or a flash drive, pens of at least two colors (preferably no red), pencils, and an eraser. I also recommend a stapler to avoid last minute searches and folded corners.

COURSE GOALS:

Upon successful completion of English 100, students should be able to complete the following as independent learners:

• Write in a style appropriate to a particular audience and purpose.

• Use a multi-step writing process and make effective use of written and oral feedback.

• Write unified compositions with main idea sentences and logical support.

• Find errors in their writing and correct them. • Know how to find information from books, periodicals, or from

other resources. • Give credit to others when using their words and ideas in

writing. • Write an acceptable in-class composition on an assigned topic. • Complete at least 5,000 words of finished prose—equivalent to

approximately 20 typewritten pages. • Demonstrate an ability to locate and use newspapers,

magazines, books and reference materials in a library.

WELCOME TO MY CLASS! This syllabus tells you almost everything you might want to know about this class so read it carefully and don’t lose it! CLASS ACTIVITIES: 1. Students will be assigned work and writing assignments using the text and other materials on a regular basis. Students must bring text and relevant materials with them to class. Some of the work will be done in class, either individually or in groups, and some will be done as homework. Failure to use class time for work assigned in class will have a negative effect on student’s course grade (See grading policy for specific info.). Some classes will be held in the computer lab, library and other sites on campus. It is the responsibility of the student to keep track of changes in the class meeting location. (One good reason to stay in contact with classmates in case of absence) 2. Quizzes will be given weekly on the vocabulary words in the textbook, and on some information from readings. There will be no make-ups given, and students who are late will not be given extra time to complete their quizzes; however, students can drop their lowest score before final grades are averaged.

3. Students will be required to complete multiple writing assignments including creative writing, summaries, and responses to short readings. Throughout the semester students will write a total of five essays, three of which are part of a research project that involves 3 essays on the same general subject. 4. Students must complete assigned sentence skills practices online at the Hacker handbook companion website, and hand in final score reports to instructor. Further instructions will be provided in a handout.* 5. Students will attend conferences with the instructor twice during the semester; however, students are encouraged to visit the instructor during assigned office hours or to make an appointment whenever help is needed. Students can also receive help at the LRC with editing and tutoring free of charge. Don’t wait until the last minute to get help! 6. There is no final exam; however, students must complete a mid-term, in-class writing assignment (topic to be provided). Make-up exams will only be allowed in the case of emergency and only in the case that the instructor is notified within 24 hrs. of their absence. Students must make arrangements with the instructor within this time period in order to be allowed a make-up, and the topic will be different from the one given in class. RECOMMENDATIONS FOR STUDENT SUCCESS: 1. Come to class regularly, on-time and prepared. While in class, focus your attention on the activities at hand. If you are too tired or sick to stay awake, do everyone a favor and stay home, but be sure to get your work in on time, and find out what you miss. Please try to avoid sleeping or yawning in class! As a courtesy to your classmates, remember to turn off all cell phones. 2. Exchange phone numbers with your class buddy – to be assigned the first week of class, and if possible one other person. Should prolonged illness or family emergency prevent you from coming to class, please notify your buddy, and your instructor.

3. Turn in all assignments on time and follow instructions. Take pride in your work! Make sure all papers are carefully proofread and properly formatted (All drafts for peer evaluation and final drafts should be in MLA format). All work should be free from stains and torn edges and all loose pages should be stapled. Work that does not follow instructions for format will be returned to the student without grade (this equals 0). Students must resubmit the work to receive any credit, and then only 50% of the original value.* See policy for late work. 4. In order to do quality work on time, students should avoid procrastination. Keep careful notes on all due dates and begin work well in advance. Remember that technology can sometimes fail. Have a back-up plan in the event that your hard drive should crash or that your printer should blow up. Always save and back-up your work. Remember that these things often happen at the most inconvenient times! 5. Treat each other with respect at all times. Success in writing requires a degree of trust in the audience and many times your audience will be your classmates. Don’t say or do anything to betray this trust. Avoid sexist, racist and ageist comments, as well as other potentially offensive language in class and in your writing. 6. Keep all of your work organized and in a binder or folder until you receive your final grade at the end of the semester. This should include rough drafts and messy scratch paper as well as handouts and returned assignments. Make sure all of the work that you do is your own. In the case of suspected plagiarism (see your student handbooks for the complete system wide policy), you will be asked to submit all of the work that led you to the final draft. If this does not prove your case, you will receive a 0 on the assignment. A second act of plagiarism will result in failure of the course. 7. Keep track of all of your grades and your attendance so that you are aware of your own progress in the class. 8. If you must leave briefly during class, there is no need to request permission from the instructor, but out of consideration to your classmates, do so quietly (close the classroom door carefully behind you as you leave and

as you come in). If you must leave during class for a doctor’s appointment or other such reason, let the instructor know before class so that you can stay caught up on your work. GRADING PROCEEDURE: Misc. Reading Assign. 5pts. each x 10 50 points* Shorter Writing Assignments/ Group Writing

10 pts. each x 8 80 points*

Essays (2-3 pages) Descriptive, Narrative, Exemplification

50pts. each x 3 150 points

2 Essay Project (Each is 4-5 pages)

200 points

In Class Essay (Midterm)

50pts. 50 points

Vocabulary & Reading Quizzes

10pts. each x 6 (drop 1) 50 points*

Sentence Skills 25 pts. Midterm/ Final 50 points Attendance *based on percentage 60 points Total possible approx. 500 points * Total number given is an approximate number and is subject to change. 90-100% is an A 80-89% is a B 70-79% is a C 60-69% is a D anything below 60% is considered failing Attendance policy: English 100 is a skills based course, as such, attendance is a major factor in a student’s success. Students should be aware that missing class on a regular basis will result in a grading penalty based on the policy below. Students should also be aware that any absence is likely to have a negative impact on the student’s grade beyond said penalty. *Students who attend 90 percent of the classes on time, and who participate actively, will receive the full 60 points. Students who attend 80-89% of the classes on time, but actively participate, will receive 30 points.

Students who attend class less than 79% of the time, or who are in class in body only will receive a zero in this category. Be aware that two late arrivals will equal one absence. Students who are having problems with either participation or attendance will be given a warning by mid-term (or before). ENGLISH 100 GRADING OBJECTIVES:

As a student, you have a right to know what your teacher’s expectations are. Here is a breakdown of my objectives for you in the writing process. Each paper will be graded with a rubric sheet based on the concepts described below. Whenever you get a graded assignment back, consider these things as you go over the comments on your work. After you do this, you should have a clear understanding of why you received the grade you did. If this is not the case, please come and see me during my office hours, or before or after class so that any confusion can be resolved. For all writing assignments, consider the following elements: Unity – Does the piece have a solid thesis with a clear and well-stated controlling idea (stated or implied)? Is there a conclusion that adequately wraps up the piece without being redundant? Support – Has the writer incorporated specific details and clear evidence(as appropriate to rhetorical mode) to support the opinion in the controlling idea? Is the support given in logical order? Is proper format used in giving credit to external sources? (per given instructions) Coherence - Does the writer make use of devices such as transitions, pronoun repetition and conjunctions (as appropriate to rhetorical mode) to create a connected piece of writing? Sentence Skills/ Proofreading/ Format - Is the piece free from errors such as sentence fragments, misspelled words, verb agreement, pronoun agreement, and other grammar problems? Did the student follow proper MLA format instructions? Each of the categories above is given an equal number value. If the piece largely fulfills the areas listed above, the student will receive at least 80%, or a B. Following instructions as well as adhering to proper typing formats for all parts of the assignment will account for another 10% of the total grade. The last ten percentage points take the writer into the solid A range. “What makes a piece worth an A?” you may be asking yourself. Well, writing is not just a science, but an art. A good piece of writing must go beyond the

technical realms of unity, coherence, etc. Any student wishing to receive above 90% must demonstrate understanding of the technical rules of writing, and must also demonstrate something unique. In order to be considered unique, the piece should be original, and should elicit an emotional response from the reader (i.e. laughter, sadness, fear or some combination of these things). This is easier for some than others, as should be the case. LATE WORK POLICY: Since respecting deadlines is an important skill in college and in life, any work that is not turned in on or before the required deadline will be reduced to fifty percent of its total value for up to one week. After one week the work will not be accepted. Students will be allowed one late essay with no penalty (provided it is turned in before final grade deadline). *Because poor quality assignments will be returned with no grade, the student is subject to the above rule in the case that they make improvements and wish to resubmit the work. For this reason, it is absolutely imperative that students turn in work on time and consult the instructor in advance if instructions are unclear. EXTRA CREDIT OPTION: Students who wish to improve their grades may choose to rewrite one paper. This paper must have been turned in on time, and must have received a C grade or lower. Student must make arrangements to meet with the instructor for detailed instructions and permission to qualify for extra credit. Special Needs: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring accommodations for this class, please notify Lisa Deneen- Special Needs Coordinator, at 984-3227 or Telecommunication Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833. The Office of Special Needs Coordinator will verify your disability and provide the course instructor with recommendations for appropriate accommodations.

Maui Community College English 100 Spring 2007

Instructor: Dr. Richard Hill Office: TLC L-07

Email: hillr@hawaii.edu Office phone: 984-3435

Office hours: Tuesdays, 3pm

Class Schedule Skybridge, Tuesdays and Thursdays, 4.30-5.45pm

Course Description Welcome to English 100. This course is designed to enhance and improve your reading, writing and arguing skills, helping to prepare you for future college courses and in your professional and personal lives. You can expect to be writing both inside and outside of class, as nothing improves writing like practice! In short, this class will help you to become a more confident, articulate and critical reader and writer.

Expect to have up to five hours of homework per week, and to keep a portfolio of everything you write throughout the semester. In-class work will involve sharing your ideas and your writing samples with other students, and occasionally the whole class. You will be asked to respond in writing to a variety of reading samples from the course text and from class-handouts. Participation in class is essential to your development as writers, and will contribute to your final grade. The requirements of the course comprise consistent attendance, class-participation, successful and timely completion of assignments and a final in-class exam.

I will be available to students in person during my office hours, and am always contactable by email. I will be happy to set up appointments with students as and when convenient.

Required Texts Kennedy, X.J. et al. ed. The Bedford Guide for College Writers. 7th Edition. Boston: Bedford/St. Martins, 2005.

Hacker, Diana. A Writer’s Reference. 6th Edition. New York: Harper Collins, 2007. (See also www.dianahacker.com/writersref).

Suggested Materials Two high density 3.5 inch disks (formatted), or a re-writable CD.

A 3-ring binder with section dividers labeled: 1/ Free writes and peer responses. 2/ Assignments. 3/ Research paper.

A Roget’s Thesaurus and a good dictionary. Pens, pencils, erasers, highlighters, a stapler.

Grades You will be undertaking a great deal of writing both in and out of class, but the only papers which will be graded are the class assignments outlined in the class syllabus. While I may ask you to hand in other pieces of work and rough drafts, they will not be graded other than as a guide for you and your direction as writers.

The course will be broken down into the following categories for marking:

Participation and attendance 100 Homework 100 Assignments (4 three-page papers) 500 Research paper 200 Final in-class exam 100 Total 1000 points

Final grading will follow the traditional scale: 800-1000 = A 600-800 = B 500-600 = C 400-500 = D Below 400 = F/NC

Your grade will be affected detrimentally by the following: • more than 3 unaccounted absences; • consistent disruption in class or constant late arrival to class; • late submission of any of the assignments, without sufficient permission, reason or

explanation to the instructor; • clear disregard to the work and assignments given to you, either at home or in-class.

The “Homework” grade will be received on satisfactory and timely completion of all out-of-class assignments.

All pieces of work submitted over a week after the deadline will be eligible for a passing grade (D) only, without sufficient mitigating circumstances or specific permission from the instructor.

All written work must be your own work, your own ideas expressed in your own words. In the case of suspected plagiarism, you will be asked to submit all of the work that led you to that final piece of work. If plagiarism is confirmed then you will fail that assignment. A second act of plagiarism will result in the failure of the course. Plagiarism is covered in your MCC handbook, and we will also discuss the finer points of plagiarism in class.

Class Etiquette Please arrive to class before it begins so you have time to sign in and prepare. If you are late, please respect that class is underway and your classmates are trying to work. In addition:

• Be sure to switch off all cell phones and other noise-generating devices. • Please do not talk during class, unless you are specifically asked to as part of a class

activity. • Do not bring food or drink, as they are prohibited from areas near the computers.

Course Goals This course aims to help the student:

• Write in a style appropriate to a specific audience and a particular purpose. • To give and receive critical advice from peers, and to incorporate such advice into the

improvement of their written work. • To write increasingly complex, unified compositions, around a central idea or thesis,

and with sufficient logical support. • To detect, correct and analyze grammatical problems and errors. • To undertake research and to use reliable sources for the development of their own

arguments. • To cite such sources according to the MLA style of source-documentation. • To find suitable materials (books, magazines, journals, documentaries and other

reference materials) with which to undertake such research. • To complete the class requirement of at least 5,000 words of finished prose.

Students with Disabilities If you have a disability and have not voluntarily disclosed the nature of your disability and the support you need, you are invited to contact the Special Needs Coordinator at 984-3496 or Telecommunications Device for the Deaf (TDD) 984-3325 or the Text Telephone (TT) replay service at 643-8833.

In short… Come to class on time and prepared, and undertake the work given to you in the appropriate spirit, and I foresee success for you in this class! The correct attitude towards this class will reward you not only with a successful completion of English 100, but will improve you as readers, writers and thinkers. You will be able to take the lessons learned here into any other academic or professional situation in the future. So good luck, and I look forward to meeting you all.

PROVISIONAL COURSE SCHEDULE

Week 1, January 8-12 Course introduction and ice-breaker. In-class writing sample and introduction to the writing process. Planning-drafting-editing-revising-researching-considering audience. “Influential person” unit.

Week 2, January 15-19 Monday 15th, Martin Luther King Day Introduction to freewriting, drafting and planning. Introduction to reading processes, critical thinking, and peer-reviewing.

Week 3, January 22-26 “Expressing an opinion” unit. In-class workshops. Grammar diagnostic sessions with Hacker text.

Week 4, January 29-February 2 Remembering Events unit, in-class exercises. Peer-review workshop exercises. Grammar diagnostic sessions with Hacker text.

Week 5, February 5-9 Peer review workshop on “Remembering events”; final draft due Wednesday 7th. Assignment - Observing a Scene unit introduction, readings and workshop exercises.

Week 6, February 12-16 Draft of Observing a Scene essay due. Peer-review workshop exercises. Grammar diagnostic exercises with Hacker.

Week 7, February 19-23 Observing a Scene essay due. Assignment - Comparing and Contrasting introduction, readings and workshop exercises. Class discussion and activities in research writing and citations. MLA-style citations.

Week 8, February 26-March 2 Draft of Comparing and Contrasting essay due. Peer-review workshop exercises. Grammar diagnostic exercises as required. Library and online sources orientation.

Week 9, March 5-9 Comparing and Contrasting essay due. Assignment - Evaluating unit introduction, readings and workshop exercises. Generating ideas. Using evidence and sources for support workshop exercises. Thesis statements and topic sentences.

Week 10, March 12-16 Individual conferencing.

Week 11, March 19-23 Draft of Evaluating essay due. Peer-review workshop exercises. Argumentation and grammar diagnostic exercises as required.

Week 12, March 26-30 March 26th, Kuhio Day Evaluating essay due. Assignment - Explaining Causes and Effects unit introduction, readings and workshop exercises. Explaining Causes and Effects freewriting and generating ideas.

Week 13, April 2-6 April 6th, Good Friday Draft of Explaining Causes and Effects due. Peer-review workshop exercises. Grammar workshop exercises and Q&A session on papers.

Week 14, April 9-13 Explaining Causes and Effects essay due. Assignment - Taking a Stand research paper unit introduction, readings, workshop exercises. Generating ideas and formulating thesis. Brainstorming on effective argumentation, including essay structure, considering counter-arguments, effective use of sources etc.

Week 15, April 16-20 In-class workshop exercises. Rough drafts of Taking a Stand research essays due, peer-review exercises.

Week 16, April 23-27 Writing and workshop sessions for Taking a Stand research paper.

Week 17, April 30-May 4 Research paper due. Essay-exam preparation discussions and exercises. Submission of portfolios.

Week 18, May 7-10 In-class exams.