Freshman Composition I Syllabus for 2011-2012
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Course
ENGL-1301-033 Freshman Composition I
Prerequisites
RDNG 0331 and ENGL 0302-minimum grade of C or scores on a state-approved test indicating college-level reading and writing skills
Course Description
Principles of effective writing, emphasizing organization of materials to produce a unified essay which supports convincingly a thesis statement. Review of conventional elements of writing and introduction to rhetorical analysis.
Student Resources Student Resources Website
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Hours
(3 sem hrs; 3 lec, 1 lab)
Class Type
Dual Credit Course
Syllabus Information
Textbooks
\ Faigley, Lester, and Jack Selzer. Good Reasons. Custom ed. New York: Pearson Longman, 2011.
\Supplies
\ While I encourage you to keep a notebook, the only real requirements for each class meeting are:
\\ paper
\\ pen
\\ previously taken notes
\\ textbook(s) when requested
Student Performance
1. Understand basic rhetorical concepts: subject, audience, purpose, and appeals.
2. Apply rhetorical concepts in analyzing and evaluating text.
3. Use standard American English to write essays that are rhetorically effective: clear, organized, detailed,
grammatically correct, and audience specific.
4. Use the library's online databases and other computer resources for research and word processing.
5. Write a third person, argumentative research paper following the MLA format for citing sources.
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
\
\Grading Criteria
\ 10% Homework
\\ 15% Quizzes
\\ 5% Classroom Activities
\\ 35% Essays
\\ 25% Research Paper
\\ 10% Final Exam
\\ 90-100=A, 80-89=B, 70-79=C, 60-69=D, Below 59=F
\ Work must be made up within one day of absence. Students should make up work missed due to a school trip before the trip occurs. If this is not possible, they should make up the assignment the day they return. Pre-announced assignments (outside of class essays, etc.) are due on the day announced. Major essays/projects accepted 1 day late with a 30 point
\\ deduction on all assigned grades.
Attendance
Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class and to complete all assignments. Students have read and signed a dual-credit policy on attendance and late grades.
Calendar
All scheduled essays/exams are required. No "extra credit" or "dropped grades" are available. In the rare instance that I offer an extra exam, that offer is granted to all students, regardless of their current average.
In-Class Essay
Unit #1: 8/22-8/26,2011_A Rhetoric Handbook for 1301_. ENGL. signed Course Contract; review English Dept.Plagiarism policy and
diction for college writing, pges 7-12; checklist for final copies pages 21-24. Discuss and annotate "What is Rhetorical
Analysis?" on pages 40-44 as a class group, as well as the basic structure of rhetoric: pathos, logos, ethos. From the
text _Good Reasons_, 8/29-9/15, 2011 students will discuss the following essays, selecting one to analyze in a process essay.
Michael Levin, "The Case for Torture" (329-331); Neil Postman "Order in the Classroom"; Jonathan Kozol "The Human
cost of an Illiterate Society" (450-451); Donald M. Murray "The Maker's Eye: Revisiting Your Own Manuscripts"(462-465);
Richard Rodriquez "The Fear of Losing a Culture" (466-468); Ralph Waldo Emerson "On Education."
9/19-9/23, 2011Students will review the five phrases from a college text and will be able to identify underlined phrases, as well as to
incorporate and label a required number of phrases in the process essay to improve their style.
Unit #2: 9/26-9/30, 2011 "Narrative Arguments" (pges 177-191) Class and small group discussion of the chapter, as well as an
individual analysis of George Orwell's "Why I Write." Students will produce a process essay, including a revised rough
draft on their individual intelligences.
Unit #3 - Argumentative Essay 10/3-10/28,2011
--In _Good Reasons_ Chapter 2 pages 22-29. Individual analysis and discussion. Then in small groups, students will work in the _Rhetoric Handbook_ on the MLA Workshop, preparing for the documented argumentative essay. As a
class, students will read and discuss pages 54-65 as they prepare to begin research for the Argumentative essay, using
the website on "Opposing Viewpoints" as their basic research materials. After selecting a topic and writing a thesis statement and an outline of the interior paragraphs, students will complete the draft in 3 sections for peer review and for teacher review. During this process, the class will become acquainted with Chapters 4 and 5 in _Good Reasons_.
Students will submit an Argumentative essay, with an interior rebuttal paragraph with a cover sheet and a works cited 11/4/2011
page employing the current MLA format. Length should be around 5 typed pages for the text.
Unit #4Analysis of an Advertisement in print.11/14-18. In the _Rhetoric Handbook_, students will review pages 92-103 for the
15 basic appeals and format. In _Good Reasons, the class will review the same chapter. Finally, students will produce
a draft for peer review and a final typed copy, using proper MLA format, analyzing a print advertisement. Students must
furnish the teacher a copy of the chosen advertisement. For advanced rhetorical practice, the class will use _Strunk and
White_ and Canavan's _Paragraphs and Themes_ to study the following techniques: Introductory/concluding paragraphs; completeness in the body of the paper; choosing the most persuasive order for a paragraph, as well as
techniques of coherence and parallelism 12/1-12/7, 2011.
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Additional Information
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Syllabus Created on:
11/30/-1 12:00 AM
Last Edited on:
11/30/-1 12:00 AM