Upload
dothu
View
233
Download
0
Embed Size (px)
Citation preview
ENG 043 - Writing: Paragraph to Essay
Sec. 3099, MW 4-5:21PM, Rm 1002
Instructor: Kevin Lamkins Office phone: 906-5213
Office: 1019 Home phone: (860) 560-9668
Office Hours: Tuesday/Thursday 1-2:30pm,
or by appointment
Email: [email protected]
Required books/readings:
- Focus on Writing 2nd
Edition by
Laurie G. Kirszner and Stephen R.
Mandell
- Assorted exercises, texts supplied by
professor or online, to be announced
- http://klamkins.wordpress.com
I will have course materials and
additional resources online. Please
bookmark or remember this web
address because we will use it
throughout the semester.
Intro to ENG 043:
One purpose of ENG 043 is for students to advance from writing simple paragraphs to well-
organized short essays. Another purpose is to prepare students for ENG 101 and the
expectations of college level writing.
ENG 043 is not a credit bearing class. You must successfully pass ENG 043 to move onto the 3-
credit ENG 101.
Goals for ENG 043 (from the Standardized Course Outline) Students will learn:
1. How to participate fully in class through regular, punctual attendance, individual and
group projects, and by having responsibility for their own work
2. A variety of language and prose writing by identifying and presenting clear main ideas in
writing, practicing varied paragraph and essay patterns, evaluating appropriate diction
and register, evaluating reliability and logic of observations in reading and writing texts
3. Organization and development of effective compositions by employing appropriate
strategies for prewriting, drafting, revising, and editing, composing coherent paragraphs,
supporting central ideas with specific details, composing organized essays with thesis,
introduction, body, and conclusion, and demonstrating control of key conventions of
standard written English.
4. Critical and global perspectives in writing by evaluating reliability of evidence in support
of main points, establishing tone and degree of objectivity appropriate to given purpose,
clarifying distinctions and relationships among ideas in compositions, providing context
for theses and explore their implications
Course Breakdown:
The course is composed of three units:
Unit 1 – The first unit will focus on essential concepts of college writing, from terms to know, to
prewriting techniques, to the writing process. We will work step-by-step through writing your
first essay.
Unit 2 – In the second unit, we will address common grammar and sentence errors and discuss
ways to catch these mistakes while you're writing. Also, we will learn how to write a
compare/contrast essay, a common type of college writing.
Unit 3 – We will discuss techniques for revising and fine-tuning your work. We will also look at
different types of writing to prepare you for ENG 101 and use of sources. There will be a final
in-class writing essay the date of the final exam.
Participation/attendance:
Class participation will be graded. You are expected to be present and prepared for all classes.
You must have all reading and writing homework assignments completed by the beginning of
class for them to be accepted. In class you are expected to discuss the assignments, ask
questions when you don’t understand something and always be helpful and respectful to other
students and the instructor. You must notify me ahead of time to receive an excused absence.
Assignments and Grade Breakdown:
- In-class writing, short assignments, quizzes, and participation (25%)
- Unit 1 Essay – Exemplification (25%)
- Unit 2 Essay – Compare and Contrast (25%)
- Unit 3 In-class writing assignment (25%)
- Extra credit – as assigned or student generated
I will offer opportunities to revise work for better grades. Some revisions will be built into the
course work, but you can revise just about any assignment on your own.
Please take advantage of the Writing Center, room 409, for additional help with your writing. If
you have special learning needs or difficulties that you feel I should know about, please meet
with me early in the semester.
ENG 043 Essential Terms to Know Glossary
Part 1:
Composition: _________________________________________________________________
Thesis: ______________________________________________________________________
Structure: ____________________________________________________________________
Prewriting: ___________________________________________________________________
Outline: ______________________________________________________________________
Drafting: _____________________________________________________________________
Revision/revising: ______________________________________________________________
Edit/editing: ___________________________________________________________________
Writing process: ________________________________________________________________
Summary: _____________________________________________________________________
Response: _____________________________________________________________________
Detail: ________________________________________________________________________
Specific: ______________________________________________________________________
Development: __________________________________________________________________
Essay: ________________________________________________________________________
Part 2:
Diction: ______________________________________________________________________
Analysis/analyze: _______________________________________________________________
Introduction: ___________________________________________________________________
Body: ________________________________________________________________________
Conclusion: ___________________________________________________________________
Coherence: ____________________________________________________________________
Clarity: _______________________________________________________________________
Organization: __________________________________________________________________
Evaluation/evaluate: _____________________________________________________________
Tone: ________________________________________________________________________
Audience: _____________________________________________________________________
Content: ______________________________________________________________________
Purpose: ______________________________________________________________________
Paraphrase: ____________________________________________________________________
Quotation: ____________________________________________________________________
ENG 043 Syllabus
Date: In-class work: Homework:
Wed. 8/29 Intro to the course, policies and goals. We will do a writing sample in class (who am I?).
Essentials terms to know, part 1
Mon. 9/3 Labor Day – College Closed
Wed. 9/5 Infosheet and email. You must have a working email address. Review terms to know part 1. Discuss grading rubric. Begin ENG 043 glossary.
Email me your contact information for my records
Mon. 9/10 Discuss the structure of writing: introduction, body, conclusion, thesis, topic sentences, transitions, etc. (FOW: 161)
Essential terms to know, part 2. Read “The Dog Ate My Disk, and Other Tales of Woe” (FOW: 689)
Wed. 9/12 Discuss the writing process: planning, organizing, drafting, revising and editing. (FOW: 3-27); discuss “The Dog Ate…” and begin response. (FOW: 632)
Write a summary/response paragraph (bring 2 copies).
Mon. 9/17 “The Dog Ate My Disk…” paragraphs due. Peer review. Review essential terms to know, part 2. Update ENG043 glossary (do no lose this!); discuss prewriting techniques and audience (content, vocabulary and tone, FOW: 5-13)
Read “Impounded Fathers” (FOW: 708)
Wed. 9/19 Discuss “Impounded Fathers” Who is the audience? How do you know? How would the article be written for another audience? Discuss topic sentences, exercises in class, apply to your first paragraph. (FOW: 14-17)
Read pages 50-55 Write a summary/response to “Impounded Fathers” (bring 2 copies)
Mon. 9/24 “Impounded Fathers” paragraphs due. Peer review. Discuss paragraph development, part 1, TESTing your paragraphs (FOW: 29+). Introduction to the Unit 1 Essay – Exemplification using summary and reflection (p.207). Begin introductory paragraphs in class.
Read “Don’t Call Me a Hot Tamale” (FOW: 636)
Wed. 9/26 Discuss purposes for writing, exercises in class – identifying purpose (from text and image, FOW: 167), creating a purpose – examine your introduction draft. Is the purpose clear? Discuss “Don’t Call Me a Hot Tamale”
Write a summary/response to “Don’t Call Me a Hot Tamale” (p. 636) (Bring 2 copies)
Mon. 10/1 “Don’t Call Me a Hot Tamale” paragraphs due. Peer review. Discussing ordering of details in paragraphs – how to organize. How does the author organize information in the article? Think about your own essay draft. What is the best way to organize it so that it shows your purpose?
Wed. 10/3 Discuss fragments, comma splices, run-ons (FOW: 354, 370) using the three step test of sentence completeness. Discuss dependent words, exercises in class. Address any further questions about Unit 1 Essay.
Unit 1 Essay complete draft
Mon. 10/8 Unit 1 complete drafts due. Peer reviews in class.
Peer reviews will count toward your Unit 1 Essay grade.
Wed. 10/10 Begin Unit 2. Read “My Two Lives” (FOW: 674) in
class and discuss. Think about tone, purpose, audience, vocabulary, etc.
Write a list of responses to “My Two Lives.” Include at least 4 main points.
Mon. 10/15 “My Two Lives” list due. Discuss coordination and subordination (FOW: 277, 297) – forming compound and complex sentences to enhance your writing, FANBOYS, etc. (FOW: 262-307) Exercises in class.
Read “An American in Mexico” (FOW: 650).
Wed. 10/17 Unit 1 final drafts due! Discuss “An American in Mexico.” Think about tone, purpose, audience, vocabulary, etc. How are the articles similar to or different than each other? Anchor Assignment (FOW: 632).
Write Anchor Assignment in response to your choice of Unit 2 readings. Include at least 4 main points.
Mon. 10/22 Anchor assignment due. Discuss paragraph to essay – essay form, finding a topic, main ideas, thesis statements (FOW: 160-180). Apply to Unit 2 readings.
Get caught up!
Wed. 10/24 Brief review – fragments, comma splices, run-ons, 3 step test, thesis, etc. Discuss paragraph to essay (part 2) – introduction and conclusion (FOW: 194).
Read FOW: 106-119
Mon. 10/29 Discuss comparison/contrast essay (FOW: 106, 235), point by point, exercises in class – breaking down the topic into points of similarity and difference. Apply to Unit 2 articles, “The Company Man” and “At the Heart of a Historic Movement.”
Write down at least 4 points or comparison or contrast.
Wed. 10/31 In class writing workshop: using your response paragraphs and points of comparison/contrast, begin your Unit 2 essay. Start with prewriting – brainstorming, fastwriting, outlining (FOW: 176-178). Think about your tone, order of details, etc.
Write an outline: compare/contrast the two articles. Have at least three main points. Be as detailed as possible.
Mon. 11/5 Unit 2 outline due. Peer review of outlines. Continue drafting your introduction and thesis. Think about your conclusion – what's your assessment of the two articles? Use specific examples from the texts.
Begin Unit 2 essay.
Wed. 11/7 Grammar and sentence errors revisited. We'll also talk about using transitions (FOW: 40, 283) to help your essay flow. Create the Criteria.
Finish Unit 2 essay
Mon. 11/12 Workshop day
Wed. 11/14 Unit 2 compare/contrast essays due. Begin Unit 3 – preparing for ENG 101: rhetorical situations, patterns of organization, part 1
Skim FOW: 94-105, 122-151
Mon. 11/19 Rhetorical situations, patterns of organization, part 2. Extra credit essay: write a short editorial on a controversial issue.
11/21- 11/25
Thanksgiving Break – College Closed
Mon. 11/26 Revising an essay (FOW: 182+), the importance of drafts, revising for content and organization, editing for grammar, punctuation and spelling. In class, reading workshop. Pairs recommend a reading for Unit 3.
Read FOW: 182-193
Wed. 11/28 Use of sources, part 1: quoting and paraphrasing (FOW: 728). When should you use a direct quote? When should you paraphrase? We'll discuss how to paraphrase well. Discuss TBA
Double entry journal – quoting and paraphrasing.
Mon. 12/3 Double entry journals due. Use of sources, part 2: documentation (FOW: 736). Why cite? How to cite your sources in-text and in your works cited page. Groups make Works Cited pages in class.
Final works cited page for your Unit 3 project: include all the articles from the textbook and handouts.
Wed. 12/5 Works cited pages due. Discuss critical thinking and writing. Catch-up day. In class we'll play ENG 043 Jeopardy!
Mon. 12/10 Last day of class – review for the final.
Mon. 12/17
Final in-class writing assignment, 3:30-5:30PM PLEASE NOTE THE TIME DIFFERENCE!
Scoring Rubric for Written Assignments
Score Purpose & Audience Organization Development Language
6
Superior
Takes ownership of
purpose, uses assignment
to explore topic’s
intrinsic interest, shows
full understanding of
issues, engages audience,
uses format to enhance
clarity
Focuses consistently on
clearly expressed central
idea, establishes strong
unity and coherence
among ideas, guides
readers smoothly with
paragraph structure and
transitions, opens and
closes with strength
Explores ideas
vigorously, supports
points fully, balances
general and specific
skillfully, chooses
evidence (subjective or
objective)
appropriately, reasons
persuasively making
useful distinctions
Employs words with
fluency, develops concise
standard English
sentences, balances a
variety of sentence
structures effectively,
conveys lively consistent
voice
5
Collegiate
Address purpose
effectively, manages
assignment skillfully,
shows good
understanding of issues ,
establishes credibility,
uses appropriate format
and style
Clear central idea is
steady and supported by
paragraph progression,
unity and coherence are
evident, paragraph
structures and
transitions are
competent, opens and
closes effectively
Supports all key ideas
with examples and
details, finds suitable
levels of generality and
of subjectivity, makes
logical connections and
clear distinctions
Word forms are correct,
sentence structure is
effective, applies
conventions of standard
English, presence of a
few errors is not
distracting
4
In
Progress
Establishes and adheres
to purpose, fulfils
assignment, shows basic
understanding of key
issues, style steady,
format mostly correct
Establishes central idea,
paragraph structures
adequate to convey
continuity among ideas,
opening and closing
devices sufficient to
frame essay
Supports some ideas
with examples and
details, shows some
ability to choose among
levels of generality and
subjectivity, clarifies
some distinctions
Word forms are mostly
correct, sentence
structure adequate for
clarity, few areas of
usage deviations, errors
minimally distracting
3
Essential
Purpose clear, mostly
fulfils assignment, shows
need for more study of
issues, style varies,
format or visual
presentation ragged
Central idea present but
wavering, unsteady use
of paragraph structures,
problems with
consistency or
progression of ideas
Supports some
generalizations with
details, instability in
levels of subjectivity,
distinctions and
reasoning only implied
or tangled
Word forms and sentence
structures are adequate to
convey basic meaning,
errors cause noticeable
distraction
2
Basic
Purpose partly clear,
incompletely address
topic or directions, grasp
of issues minimal,
inappropriate style,
careless visual
presentation
Central idea is
identifiable, some
repetition or digression,
weak paragraph
structures, tangled
progression of ideas
Presents ideas in
general terms, support
for ideas unsuitably
personal or distant,
distinctions need
clarification, reasoning
unclear
Word forms and sentence
structures are unreliable,
meaning sometimes
unclear, errors seriously
distracting
1
Entry
Purpose unclear, failure
to address topic or
directions, weak grasp of
issues, visual
presentation poor
No central idea, no clear
logic or focus, many
repetitions or
digressions, lack of
evident structure
Most ideas are
unsupported, confusion
between personal and
external evidence, lack
of needed distinctions,
reasoning flawed
Word use is unclear,
sentence structures
inadequate for clarity,
errors obscure meaning
LEARNING
OBJECTIVES
LEARNING OUTCOMES ASSESSMENT METHODS
To demonstrate an
understanding of
Student will As measured by
1.How to participate fully in class a) attend regularly and on time
b) complete individual and
classroom projects
c) take responsibility for
knowing, completing, and (where
necessary) making up
assignments.
• attendance records
• classwork
• assignment records
2. A variety of language and
prose writing a) identify and present clear main
ideas in writing
b) analyze and practice varied
paragraph and essay patterns
c) evaluate and apply appropriate
diction and register in writing for
various purposes
d) evaluate reliability and logic of
observations in reading texts and
in writing them
• writing assignments
• quizzes, tests,
• discussion records
3. Organization and development
of effective compositions a) employ appropriate strategies
for prewriting, drafting, revising,
and editing
b) compose coherent paragraphs,
supporting central ideas with
specific details
c) compose organized essays:
thesis, introduction, body,
conclusion
d) demonstrate control of key
conventions of standard written
English..
• several revised paragraphs
• at least two fully revised essays
• peer editing
• tests
4.Critical and global perspectives
in writing a) evaluate reliability of evidence
in support of main points
b) establish tone and degree of
objectivity appropriate to given
purpose
c) clarify distinctions and
relationships among ideas in
compositions
d) provide context for theses and
explore their implications
• discussion records
• compositions
• tests
ENG 043 Unit 1 Essay – Exemplification
Revising your summary/response paragraphs, compose an essay showing how each is an
example of a general statement or theme. Some themes may include dealing with conflict, life
lessons, responsibility, arguments, etc. See Focus on Writing (p. 51 and 207) for more
information.
Apply the concepts that we’ve discussed so far in the class: structure, thesis, topic sentences,
audience, tone, paragraph development and purpose. Your purpose is to inform and your
audience is a general, college reader. You should revise the paragraphs you’ve already written
by addressing my comments. Be sure that your topic sentences connect each body paragraph to
your thesis. For additional help, please see a tutor in the Writing Center (room 409).
Grading is based on the six-level English rubric. Contained within each category are the specific
grading criteria for this assignment:
Purpose and audience:
- a clear thesis that shows your purpose – state a general idea and who that you will use the
three texts as examples of that idea.
- tone and diction that are appropriate for a college level audience
Organization:
- an introduction that provides some background and mentions the specific articles you will
use in the essay
- clear topic sentences that create coherence in the essay
- a conclusion that sums up the main points of your essay
Development:
- sufficient summaries (main idea and key supporting details) and detailed responses to the
readings
Language:
- good revisions of your first complete draft, addressing grammar, spelling and sentence
structure.
Other:
- mandatory peer review which is specific and helpful to your classmate
Each category is worth 5 points for a total of 25 points. Your letter grade will be determined by
dividing the number of points you receive by 25, for example 20 points out of 25 equals 80 B-.
Other requirements:
Essays must be typed, double spaced, in 12 point Times New Roman font. They should be
revised and proofread. This essay is worth 25% of your overall grade for the course, so I expect
that it will represent your best work and your most professional presentation.
ENG 043 – Unit 2 Essay Compare/Contrast
Based on the Unit 2 readings, write a compare/contrast essay. The essay should be written using
point by point organization (Focus on Writing, p. 109, 237), with at least three body paragraphs.
The essay should be a combination of similarities and differences, not just one or the other.
Please use the following guidelines when writing this essay:
o You should feel free to compare/contrast the content of the essays, as well as the writers
and their style, tone, audience, purpose, etc.
o Your introduction should include some background information. For example, you
should give a sentence or two that summarizes each of the readings, or indicates the each
author’s purpose or argument. You should also state the points of comparison and
contrast.
o A clear thesis for a compare/contrast essay should do several things: 1. show the two
subjects that you are comparing/contrasting, 2. indicate that you will discuss both
similarities and differences, and 3. (optional) include your points. Your points can also
be stated separately.
o Each body paragraph should begin with a topic sentence that introduces the point of
comparison or contrast discussed in that paragraph. Then, be sure to discuss details from
each of the articles that support this topic sentence. Also, I’d like you to include a brief
response, your perspective on this particular point.
o Your conclusion should restate your thesis and give any final thoughts you have about the
articles. You can make a final argument or recommendation. Avoid dead language like
“in conclusion” or “in summary.”
This essay is worth 25% of your final course grade. Please remember that tutors are available at
the Writing Center, room 409, if you want additional feedback. See me if you have any further
questions.
As a class, we will determine what the specific grading criteria are for this essay.
ENG 043 Lamkins – Fall 2012
Section/CRN: 3099
Name: _____________________________
Nickname: _________________________
Major:_____________________________
Student ID#: ________________________
Phone #: ___________________________
Email: _____________________________
Do you have a job outside of school? ____
Is English your second language? ____ If so, what is your first language: ____________
Other info I should know (special needs, learning difficulties, weak points in writing):
______________________________________________________________________________
______________________________________________________________________________
Describe your experience(s) with writing? Good? Bad? What kind of writing have you done?
What have you enjoyed, despised? Be honest!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Who are you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________