Itawamba Community College: Fulton CampusEnglish Composition I (ENG 1113) Spring 2010Keith MorrisBusiness Education Building (BE) [email protected] / (662) 862-8055Course Description: A study of grammar and composition with emphasis on the sentence and the paragraph. Reading
frequent themes required. Three lecture hours. Three semester credits.Text and Materials:
Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004. ISBN: 978-0-7432-7356-5Steinbeck, John. Of Mice and Men. 1937. New York: Penguin, 1993. ISBN: 978-0-14-017739-8Taylor, Katherine K. Address Unknown. 1938. New York: Washington Square P, 2001. ISBN: 0-7434-1271-0Trimmer, Joseph F. The New Writing with a Purpose. 14th ed. Boston: Houghton, 2004. ISBN: 0-618-31847-X1 manila file folder (for 8 ½ x 11 paper).(Optional) Criterion
Grading:A = 90-100; B = 80-89; C= 70-79; D = 60-69; F = 0-59Essays and Tests = 65%; final exam = 25%; daily grades = 10%.
Attendance:6 absences (excused or unexcused) are allowed for a class that meets 3 times weekly—4 for a class that meets twice weekly. Three tardies constitute an absence. A student is dropped on the 7th absence—5th for a class that meets twice weekly.
Academic Honesty Plagiarism and cheating are not tolerated. See the Student Guide for details.First offense – 0 for the assignment.Second offense – F for the course.Third offense – Two year suspension
Electronic Devices – Students using electronic devices (cellphone, PDA, etc.) receive a warning for the first offense and are dismissed from the class on the second offense. Laptops may be used for note-taking and for in-class drafting on typing days only. Under no circumstances should the internet be accessed. Leaving the classroom to use a cellular phone for any reason results in dismissal from that day’s class, counts as an absence, and counts as a warning. Emergency phone calls should be directed to the Dean’s office. Electronic devices must be stored out of sight during class. All devices should be powered off BEFORE entering the classroom. Failure to power off before class constitutes a warning/dismissal.
Make-up Tests: With an excuse, make-up tests are given on an individual basis and must be taken before the next class meeting; without an excuse, an essay make-up test is given. No more than one make-up is allowed. Daily grades, in-class essay work, and short essays are not made up.
Late Assignments: Late essays are penalized a minimum of one letter grade per day late. Essays later than five days will not be accepted, and a 0 grade will be recorded for the assignment. Essays are due at the beginning of class on the due date. All essays must be submitted in paper copy or via Blackboard. Emailed essays are not accepted. All suspected essays will be checked for plagiarism, and violations will be reported.
Course Requirement: Check email before class.Weekly Assignments (Dates and assignments are tentative):
Week 1 (1/4-1/8) – Course introduction, Essay I assignment.Week 2 (1/11-1/15) – Chapters 1-4; writing summary due; verb tenses and subjects.Week 3 (1/18-1/22) – MLK Jr. Day; essay structure, fragments, run-ons; adjectives, adverbs, rough draft due.Week 4 (1/25-1/29) – IC’s and DC’s; plagiarism; Essay I, Test I.Week 5 (2/1-2/5) – Chapters 6, 8-10; Essay II assignment; Address Unknown due; MLA basics.Week 6 (2/8-2/12) – Commas; scratch outline; pronoun-antecedent agreement; semi-colons, quotation marks.Week 7 (2/15-2/19) – Presidents Day; rough draft due (in-class); Essay II due; Test II.Week 8 (2/22-2/26) – Address Unknown film; Short Essay I (in-class).Week 9 (3/1-3/5) – Essay III assignment, Of Mice and Men due; scratch outline (in-class); draft (in-class).Week 10 (3/8-3/12) – Draft (in-class); Type (in-class), Essay III due.Week 11 (3/15-3/19) – Spring Break!!!Week 12 (3/22-3//26) – Of Mice and Men film.Week 13 (3/29-4/2) – Short Essay II; Essay IV assignment; Good FridayWeek 14 (4/5-4/9) – Scratch outline (in-class); draft (in-class); type, Essay IV due.Week 15 (4/12-4/16) – The Great Gatsby due; Gatsby test. Essay V assignment.Week 16 (4-19-4/23) – Fitzgerald film; LRC Orientation.
Week 17 (4/26-4/30) – MLA; Draft.Week 18 (5/3-5/7) - Draft; review; Finals.Week 19 (5/10-5/14) – Finals.
Essays:Essays should be between 500-750 words and contain at least five paragraphs.Type all assignments double spaced, 12 point Times New Roman font.Include your name and period number on each essay.
Essay I – Narration (student’s choice of topic)Essay II – Comparison: Address Unknown.Short Essay I – Contrast: Address Unknown film and novel.Essay III – Classification: Of Mice and Men.Essay IV – Definition: Of Mice and Men.Short Essay II – Based on Of Mice and Men.Essay V (as part of the final exam) – Argument: The Great Gatsby.
Each assigned portion of essay work counts as 10% of the total essay grade. For example, if you are required to submit a writing plan (WP), a rough draft (RD) and a final, then the grade is calculated as follows:
WP = 10%RD= 10%Final = 80%Total Essay Grade = 100%
If you do not submit drafts by their assigned due date, then the highest possible grade is 80.With the exception of Essay I, all essays will be written in class. This means that the 10% portions of your total essay grade will be earned in class on the days that we draft. Late drafts will not be accepted.
Short essays will be written in class. They are worth 50 points.
Daily Grades: Daily grades include, but are not limited to in-class work, homework, and quizzes. 0% of your grade.
Writing Center:Students who visit the Writing Center (Humanities, LRC, or online) receive 3 points added to each final essay grade with the submission of the Writing Center’s analysis sheet along with the essay’s final copy. Students who attend the Writing Center tend to score 5-8 points more than those who do not attend.
Blackboard:To access Blackboard, follow these steps:1. Go to the following address: http://icc.blackboard.com2. Login using the same username and password you use to access your ICC email.3. Select the course. It should look something like this:
SPR10 ENG1113 A02 English Composition I4. Once you access the course, use the menu on the left to navigate. 5. Homework and essay assignments are listed under the “Assignments” link on the left side of the page.
Final Exam: The final exam is comprehensive, and it includes an essay question.
Americans with Disabilities Act: In accordance with Section 502 of the Rehabilitations Act of 1973 and the Americans with Disabilities Act, if you are a student with a documented disability, you may apply to the Office of Supportive and Disability Services for accommodations.
Itawamba Community CollegeCommunications Division
English 1113 Departmental Course Outline
Course Number English 1113
Course Name English Composition I
Course Description English Composition I is a study of
grammar and composition, with emphasis
on the sentence, the paragraph, and the
expository essay. Frequent essays are
required along with readings from at least
three American novels. Three semester
hours credit.
Course Prerequisites None
Lecture Hours Three lecture hours. Three semester hours credit.
Textbook Requirements Trimmer, Joseph F., ed. Writing
With a Purpose, 14th ed. New York:
Houghton Mifflin, 2004.
Supplementary Materials Three American novels
Grading System Periodic tests over the text, grammar and
mechanics assignments, and the novels,
combined with grades on writing assign
ments, will count three-fourths; the final
exam will count one-fourth. The attached
Rubric For Grading Essays will be used to
evaluate essays.
Grading Scale 100-90=A; 89-80=B; 79-70=C;
69-60=D; 59-0=F.
Course Attendance Students may miss six classes that
meet three times per week and four
classes that meet twice per week.
Students may “make-up” missed classes
by attending other sections of the same
course, night or day. Being tardy three
times equals one absence.
Unit Learning Outcomes (ULOs) 1. Students will write expressive and critical essays which demonstrate a command of structure, grammar and mechanics.
2. Students will write critical essays which reflect effective reading, analysis, and
evaluation of assigned literary works.
3. Students will select subjects, utilize sources, restrict subjects, and organize them for
documented papers using the MLA..
4. Students will demonstrate critical thinking skills in analyzing the impact of
diversity, history, science, and religion as they relate to English and American literature courses.
5. Students will demonstrate a command of reading and study skills through
performances on tests, as well as on reading
and writing assignments.
6. Students will demonstrate the effective use of word processing skills in drafting, editing, and designing written assignments (Writing Laboratory assignments).
7. Students will use appropriate vocabulary for the audience and purpose.
Course Learning Outcomes (CLOs) 1. The student will become acquainted with the resources available for writing in the Learning Resource Center and demonstrate proficiency in grammar and mechanics as indicated by the Houghton Mifflin Pre-Test of grammar and Mechanics (ULO #s 1,3).
Means of AssessmentLRC Orientation Quiz
Houghton Mifflin Diagnostic Test (Fall semester only).
2. The student will write sentences free of
major grammar errors: sentence fragments, comma splices, fused sentences, subject-verb disagreement, pronoun-
antecedent disagreement, shifts inperson, number, and mood, andfaulty tenses (ULO # 1). Means of Assessment
Essay #1 (Grading Rubric Applied)
Tests on Grammar Units
3. The student will write a variety of sentence patterns: a basic sentence
(a minimal main clause consisting of
subject, verb, and any object or complement
to complete the verb), a parallel sentence
(one that uses conspicuous or deliberate
parallelism), a balanced sentence (two
parallel structures set off against each other),
a cumulative sentence (one that begins with
the main idea and adds examples and
details), and a periodic sentence (one that
builds up through parallel construction to a
climatic statement in the final main clause).
This addresses ULO # 1.
Means of AssessmentEssay #2
Test on Sentence Development (Text)
4. The student will write topical sentences that
are restricted (narrowed to one subject),
unified (states one main idea), and precise
(specific). This addresses ULO # 1.
Means of AssessmentEssay # 2 (Grading Rubric Applied)
Test on Paragraph Development (Text)
5. The student will write well-developed
topical paragraphs which are unified
(develop one idea), complete (meet the
requirements of the topic sentence), orderly
( have logical arrangement), and coherent
(ideas, thoughts blended). This addresses
ULO # 1.
Means of AssessmentRevise Essay # 2
Test on Paragraph Development (Text)
6. The student will write introductory paragraphs that identify the subject (general introductory statement), state the thesis (main idea of the paper), and lead into the body of the paper (transition between paragraphs). This addresses ULO #s 1,6.
Means of AssessmentEssay # 3 (Grading Rubric Applied)
Test on Paragraph Development (Text)
7. The student will restrict a broad subject into one suitable for a 500-700 word essay (ULO #s 1, 6). Means of Assessment
Revise Essay # 3
Essay #3 Submitted in Word File
8. The student will write a thesis that is restricted (narrowed to one subject), unified (state one main idea), and precise (specific). Addresses ULO # 1. Means of Assessment Essay # 4 (Grading Rubric Applied)
Test on Invention (Chapters 1-3, Text)
9. The student will develop a scratch outline containing an hypothesis (a working thesis or possible theses), and an orderly listing of the main points or support for the thesis (ULO # 1). Means of Assessment Revise Essay # 4
Test on Text Chapters 1-3
10. The student will convert the scratch outline into a formal outline containing an appropriate thesis, divisions directly related to the thesis, a logical arrangement of the divisions, and completeness (covers all the divisions of the theses). This addresses ULO # 1. Means of Assessment Essay # 5 (Grading Rubric Applied)
Performance on Class Assignments
11. The student will use effective diction in essays (ULO # 7). Means of Assessment Essay # 5 Revision
Test on Text Chapter – Diction
Performance on Class Assignments
12. The student will write essays from these common patterns of organization: the Comparison pattern (shows how two subjects are similar or different) using either the Divided pattern or the Alternating pattern, the Classification pattern (groups subjects into categories according to a common basis), the Process pattern (shows steps in doing something), the Illustrative pattern (explains a subject by using examples), and the Definition pattern (defines a term and expands the definition through a combination of the above patterns). This addresses ULO #s 1,6, and 7.
Means of Assessment Review of Essay Portfolio
Test on Text Chapter – Patterns
13. The student will read at least three major American novels and write about them as directed by the instructor and will demonstrate an understanding of the concepts from the novels through performance on essay examinations, and demonstrate composition skills in answering essay questions (ULO #s 1, 4, 5, 7). Means of Assessment Essay Examinations on All Novels
Group Assignments on One Novel
Grading Rubric Applied for Answers
Instructional PlanPART I: DRAFTING
Learning Outcome: The student will select a subject, utilize sources, restrict the subject, organize it for an essay, and demonstrate a command of grammar and mechanics (ULOs: 1, 5, 6; CLOs: 1, 8, 9, 10).
Evaluation: The student will be evaluated by her/his performance on
the instructor’s assignments and by an hour test based on
text and lecture materials.
All page numbers in Assignments refer to the class text -
Trimmer’s Writing With A Purpose, 14th edition.
Student Learning Outcomes Learning Activities
1. List three main sources of material
for composition.
1.1 Read pp. 28-47 in Writing With A
Purpose.
2.1 Read “On Keeping a Journal,”
pp. 49-51.
2. List the unique value of each source 2.1 Review pp. 28-47 above.
in 1 above.
2.2 Conduct an interview.
3. Develop sources of information that
can be used in writing an essay.
3.1 List five topics you may use to
develop an essay and list as many
facts about the topics as possible.
3.2 Decide which of the topics in 3.1
above most clearly fits your
interests and experiences and
state whether the information
comes from reading, observation,
interviews, or personal
experience.
4. Define restriction 4.1 Read pp. 2-21 in the text.
4.2 Write the exercise on p. 20.
5. Explain how to restrict a subject
for an essay.
5.1 Review pp. 2-21.
5.2 Participate in a class discussion.
6. Restrict five subjects provided by
the instructor.
6.1 Restrict the subjects:
Conservation Government,
Athletics, and Photography.
7. Develop an essay of 400 words
which exemplifies effective
restriction.
7.1 Begin with the restricted subjects
in 6.1, chose one subject, restrict it
more if necessary, and write an
essay of 400 words.
8. Define purpose as it applies to
writing essays.
8.1 Read pp. 15-21 in the text.
8.2 Read handouts of essays
exemplifying development of
purpose.
9. Explain how purpose controls essay
content.
9.1 Review pp. 15-21.
9.2 Explain the role of Purpose in the
400 word essay previously written.
10. Analyze three essays to determine
the role of purpose.
10.1 Analyze the Goodwin and
Armstrong essays on pp. 23-
25 in the text.
11. Define thesis statement 11.1 Review pp. 18-19 in the text.
11.2 Write the text exercise on p. 67.
12. List the characteristics of a good
thesis statement.
12.1 Read pp. 65-67 in the text.
12.2 Identify the characteristics in the
Goodwin and Armstrong essays
previously read.
13. Develop five acceptable thesis
statements
13.1 Correct ten thesis statements
provided by the instructor.
13.2 Write five thesis statements on
assigned topics.
14. Develop an essay of approximately
500 words based on a well
developed thesis.
14.1 Choose from the following topics:
“Success is Sweetest,” “Pop
Music,” or “The Passing of the
Good-Guy Hero.”
15. Define informal outline. 15.1 Read pp. 55-58 in the text.
16. Explain the purpose of an outline in
organizing material for an essay.
16.1 Read pp. 63-70 in the text,
17. Choose a subject from a list,
restrict the subject, organize it, and
develop it into a 500-word essay
with a clearly defined thesis.
17.1 Choose a subject from the
following: “The Passing of the
Family-Style Film,” “The
Passing of the Traditional
Family, ” or “Aids and Morality.”
18. Demonstrate a command of
grammar and mechanics.
18.1 Take the Houghton Mifflin
Diagnostic Pre-Test on grammar
and mechanics.
19. Prepare for a test on Unit I 19.1 Test on Unit I.
PART II: PATTERNS OF ORGANIZATION FOR ESSAYS
Learning Outcome: The student will grasp the function and structure of the major patterns of organization for essays and will exemplify those
patterns in writing structured assignments that demonstrate a
command of grammar and mechanics (ULOs: 1, 5 and 6;
CLOs: 1, 11, and 12).
Evaluation: The student will be evaluated by her/his performance in writing
assigned paragraphs and essays to illustrate the various
organizational patterns and by an hour test containing both
objective and subjective questions.
Student Learning Outcomes Learning Activities
1. Define organization and state the
purpose of organization in essays.
1.1 Read pp. 128-146.1.2 Take notes on a class lecture.
2, Describe the narrative pattern of
organization.
2.1 Review pp. 130-132.
3. Describe the basic structure of the
classification pattern.
3.1 Read handout examples.
3.2 Review pp. 132-146.
4. Describe comparison and contrast as
a pattern of organization.
4, 1 Review the text.
4.2 Read class handouts.
5. Describe the process essay as a
pattern of organization.
5.1 Read class handouts.
5.2 Observe patterns in the text
samples.
6. Describe the descriptive essay
pattern.
6.1 Read class handouts.
6.2 Observe the models in the text.
7. Write paragraphs in all patterns of
development.
7.1 Write a paragraph to exemplify
each pattern of organization in
question.
8. Write essays of 500 words following
two of the patterns under
discussion.
8.1 Write an essay exemplifying the
classification or comparison and
contrast pattern.
8.2 Write an essay exemplifying the
process or illustrative pattern.
9. Review grammar and mechanics,
pages 501-560.
9.1 Read pages 501-560, and
participate in a class discussion.
10. Prepare for a test on Unit II. 10.1 Take a test on Unit II.
PART III: THE SENTENCE
Learning Outcome: The student will write effective sentences free of errors in
grammar and mechanics (ULOs: 1 and 5; CLOs: 1, 2, and 3).
Evaluation: The student will be evaluated by his use of effective sentences in
writing assignments and through an hour test on textbook and
lecture materials.
Student Learning Outcomes Learning Activities
1. Define: standard sentence,
modification, coordination, and
subordination
1.1 Read pp. 223-236.1.2 Participate in a discussion of the
assigned pages.
2. Explain how the density of the
standard sentence may be
increased through the use of
modification, coordination, and
2.1 Review pp. 224-232.
2.2 Participate in a class discussion.
2.3 Work the exercises on pp. 226,
227, and 229.
subordination.
3. Develop ten improved sentences
from a list of weak ones.
3.1 Review the assigned text exercises.
3.2 Work the handout exercises.
4. Develop an improved paragraph by
increasing the density of the
standard sentences.
4.1 Work the handout exercise on
paragraph revision.
5. Define parallel sentence. 5.1 Review pp. 227-230.
6. List three types of parallel
constructions.
6.1 Review pp. 228-229.
7. Explain the structure and function
of parallel sentences.
7.1 Review pp. 228-230.
7.2 Participate in class discussions.
8. Develop two parallel sentences to
illustrate each of the three types of
parallel constructions.
8.1 Work the handout exercises.
8.2 As a test, develop two parallel
sentences to exemplify: a series of
participle phrases, a series of
prepositions, and a series of
predicate verbs.
9. Define balanced sentence. 9.1 Read pp. 234-235.
10. State the relationship between
balanced and periodic sentences.
10.1 Review pp. 235-236.
10.2 Read class handouts.
11. Explain the function and structure
of the balanced sentence.
11.1 Review the text assignments.
11.2 Participate in a class discussion.
12. Develop five balanced sentences. 12.1 Work handout exercises.
12.2 As a test, write five balanced
sentences using materials
supplied by the instructor.
13. Define periodic sentence. 13.1 Review pp. 235-241.
13.1 Read handout information.
14. Explain he structure and function
of the periodic sentence.
14.1 Review pp. 235-241.
14.2 Participate in a class discussion.
15. Develop five periodic sentences. 15.1 Work the exercise provided by the
instructor.
15.2 As a test, write five periodic
sentences using information
provided in class.
16. Develop an essay of about 500
words and include effective
parallel, balanced, and periodic
sentences.
16.1 Choose from these topics for the
essay: “A Teen Meeting Spot,”
“A Rock Concert,” “A Country
Funeral,” or “A Wedding.”
17. Define sentence clarity. 17.1 Read pp. 236-238.
17.2 Work the exercise on p. 239.
18. List three ways in which clarity
may be improved in sentences.
18.1 Read a class handout.
18.2 Review p. 236.
19. Explain how to revise for clarity. 19.1 Work the exercise in a handout.
19.2 Participate in a class discussion.
20. Develop revisions of ten sentences
to secure clarity.
20.1 Review the exercise on p. 239.
20.2 Work a handout practice exercise.
21. Define sentence emphasis. 21.1 Read pp. 238-241.
21.2 Work the exercise on p. 241.
22. List and explain four ways of
achieving emphasis in sentences.
22.1 Review pp. 238-241.
23. Explain how to revise sentences for
emphasis.
23.1 Read handouts of sentences
needing correction for emphasis
and participate in the class
discussion.
24. Develop five emphatic sentences. 24.1 As a test, develop five emphatic
sentences from a list of weak ones
provided in class.
25. Define sentence economy. 25.1 Read pp. 242-244.
25.2 Work the exercise on 244.
26. Explain how to revise for economy. 26.1 Review pp. 242-244.
26.2 Revise a class handout.
27. Develop a revision of five sentences 27.1 Work a practice handout.
for economy. 27.2 Review p. 244.
28. Define sentence variety. 28.1 Read pp. 244-245.
28.2 Work the exercise on p. 245.
29. Explain how to revise for variety, 29.1 Read handouts on sentences
needing variety and participate in
a class discussion.
30. Revise ten sentences for variety. 30.1 Revise handout exercises.
30.2 As a test, revise ten sentences
provided by the instructor.
31. Develop a revision of an essay to
provide variety, economy, clarity,
and emphasis.
31.1 As a test, revise the essay provided
by the instructor.
32. Develop an essay of about 500
words exemplifying clarity,
emphasis, economy, and variety in
sentence structure.
32.1 Choose from the following
subjects: “Integrity,” “A
Liberal,” or “Loneliness.”
33. Continue the review of grammar
and mechanics, pages 501-560.
33.1 Read pages 501-560 and be
prepared for a test on the
material.
34. Prepare for a test on Unit III 34.1 Take a test on Unit III.
PART IV: THE PARAGRAPH
Leaning Outcome: The student will write effective topical, introductory, transi-
tional, and concluding paragraphs free of grammar and
mechanics errors (ULOs: 1, 5 and 6; CLOs: 1, 5, 6, and 7).
Evaluation: The student will be evaluated by the effectiveness of her/his
paragraphs in writing assignments and by an hour test over the
textbook and lecture materials.
Student Learning Outcomes Learning Activities
1. Define paragraph. 1.1 Read pp. 187-188.
1.2 Participate in a class discussion.
2. Define topic sentence. 2.1 Read pp. 190-192.
3. Explain the relationship of the
topic sentence to the paragraph.
3.1 Review pp. 190-192.
3.2 Read and discuss a handout
showing the positions topic
sentences may hold in
paragraphs.
4. Develop a paragraph written with a
clearly defined topic sentence and
outline the paragraph.
4.1 Write a paragraph which
describes something – an object or
process.
5. Define paragraph unity. 5.1 Read pp. 189-190.
5.2 Write the exercise on p. 190.
6. Explain the importance of
paragraph unity.
6.1 Read handouts demonstrating
paragraphs lacking unity and
revise them.
7. Revise several paragraphs to
achieve unity.
7.1 As a test, supply topic and closing
sentences for unity in handouts.
8. Define completeness. 8.1 Read pp. 193-195.
8.2 Work the exercise on p. 195.
9. Explain why completeness is
important in paragraphs.
9.1 Read handouts containing three
incomplete paragraphs and revise
them.
10. Revise two paragraphs for 10.1 Work the handout on revision.
completeness. 10.2 As a test, revise two paragraphs
supplied in class.
11. Define paragraph order. 11.1 Read pp. 195.
12. List four patterns of organization
that contribute to order in
paragraphs of narration and
description.
12.1 Read pp. 195-198.
12.2 Identify patterns of organization
in handouts.
13. Explain the importance of order in
paragraphs.
13.1 Review pp. 195-198.
13.2 Participate in a discussion.
14. Devise a paragraph to exemplify
one order pattern for narration or
description.
14.1 As a test, write a descriptive
paragraph based on the general
to particular order.
14.2 Write one expository paragraph,
developing it from particular to
general, whole to parts, or effect
to cause.
15. Define paragraph coherence. 15.1 Read pp. 198-203.
15.2 Read and discuss a handout.
16. List and define four transitional
devices which contribute to
coherence.
16.1 Review pp. 202-203.
16.2 Participate in a class discussion.
17. Explain how coherence can be
developed in paragraphs
17.1 Participate is a discussion of class
handouts on coherence.
18. Correct three paragraphs from a
group lacking coherence.
18.1 Work the exercise on pp. 198- 203.
19. Define introductory paragraph. 19.1 Read pp. 203-207.
20. Explain how to write paragraphs of
introduction.
20.1 Participate in a class discussion.
21. Devise three introductory
paragraphs.
21.1 As a test, write the introductions
for three incomplete essays
provided by the instructor.
22. Define transitional paragraph and
name three types.
22.1 Read p. 207.
23. Explain how to write a transitional
paragraph.
23.1 Read class handouts and
participate in a discussion.
24. Develop three paragraphs of
transition.
24.1 Work the handout exercises.
24.2 As a test, write transitional
paragraphs for three essays with
missing transitions.
25. Define concluding paragraph and
list three types of conclusions.
25.1 Read pp. 207-209.
25.2 Read handouts of several essays
containing each of the three types
of conclusions we have discussed.
26. Explain how to write concluding
paragraphs.
26.1 Review the text and handouts.
26.2 Participate in a class discussion.
27. Develop three concluding
paragraphs.
27.1 As a test, develop concluding
paragraphs for three unfinished
essays provided in class.
28. Develop an essay of about 500
words illustrating good paragraph
development.
28.1 Review pp, 187-212.
28.2 Choose one subject and develop it
into an essay – “The High Cost of
Dying,” “The Problem With
Government Aid,” “Our
Obligation to Afghanistan,” or
“The Bush Foreign Policy.”
29. Review pages 501-560 (grammar
and mechanics)
29.1 Take the Houghton Mifflin Post-
Test on grammar and mechanics.
30. Prepare for a test on Unit IV. 30.1 Take a test on Unit IV.
PART V: THE FORMAL OUTLINE
Learning Outcome: The student will construct the formal outline in sentence form to improve the structure of essays (ULOs: 1, 5, and 6; CLOs: 9 and 10).
Evaluation: The student will be judged on her/his performance in
constructing assigned outlines and by an hour test on textbook
and lecture materials.
Student Learning Outcomes Learning Activities
1. Define sentence outline. 1.1 Read pp. 67-70.1.2 Participate in a class discussion.
2. Explain the purpose of using a
sentence outline.
2.1 Read and discuss the handout
featuring a paragraph which as
been outlined.
2.1 Read and discuss the handouts of
essays which have been outlined.
3. Describe preparation stages I, II,
and III in writing an outline.
3.1 Review pp. 67-70
3.2 Practice outlining a paragraph
using the stages.
4. Explain the conventions of the
outline.
4.1 Read a handout.
4.2 Participate in a discussion of
parallelism.
5. Devise a sentence outline. 5.1 Use as the subject of the outline
“The Value of a College
Education.”
6. List five questions to be asked when
testing an outline.
6.1 Read pp. 69-70.
7. Explain how to test an outline. 7.1 Review the text.
7.2 Read and discuss the class handout.
8. Test an outline using the five 8.1 Test the outline “A MAN WITH
questions. ALL REASONS,” pp. 68-69.
9. Develop a sentence outline. 9.1 Select as the subject for the outline
“American Morality” or “The
Value of Educational Television.”
10. Prepare for a test on Unit V. 10.1 Take a test on Unit V.
PART VI: THE WORD
Learning Outcome: The student will use effective diction in her/his writing (ULOs:
1, 5, and 7; CLOs:1, 4, 8, 11, and 12).
Evaluation: The student will be evaluated by his use of effective words in
writing assignments and by an hour test on the textbook and
lecture.
Student Learning Outcomes Learning Activities
1. List five college dictionaries. 1.1 Research the Internet.
1.2 Examine several dictionaries in
class activities.
2. List the types of information
included under an entry for a
word.
2.1 Research the Internet.
2.2 Practice working handouts in
class.
3. Indicate the meanings of
abbreviations in an entry.
3.1 Participate in class discussions of
handouts.
4. Indicate the order in which the
information is arranged in an
entry.
4.1 Participate in a class discussion.
5. Explain how a dictionary can be
helpful in determining word
choice.
5.1 State how a dictionary may be
used to answer questions about
words introduced in class
discussions.
6. Write a complete explanation for a
dictionary entry,
6.1 Using a handout, write an
explanation for the entry.
7. Define denotation and connotation
7.1 Read pp. 257-259 in the text.
7.2 Participate in a class discussion.
8.1 Explain how denotation and
connotation can influence word
choice.
8.1 Review pp. 257-259.
8.2 Work the exercises on pages 259,
262, and 263.
9. Define diction and its qualities. 9.1 Review 259-271.
10. List and define levels of diction and
describe the characteristics of each
level.
10.1 Read pp. 260-261.
10.2 Read handouts of essays
containing various levels of
diction.
11. Explain the relationship between
choice of diction and purpose in
writing.
11.1 Review p. 259-262.
11.2 Participate in class discussions.
12. Develop a list of words appropriate
for formal, informal, and colloquial
diction levels.
12.1 Arrange words under the
appropriate headings: formal,
informal, and colloquial.
12.2 Use the list provided by the
instructor.
13. Define concrete and abstract
diction.
13.1 Review pp. 263-266.
14. Define: imagery, analogy, simile,
metaphor, personification, and
allusion.
14.1 Review pp. 266-271 in the text.
14.2 Identify figurative language in
class handouts.
15. Explain how figurative language 15.1 Review pp. 266-271.
can contribute to concreteness in
diction.
15.2 Read handout comparisons of
paragraphs lacking in
concreteness and suggest methods
of improvement through the use
of figurative language.
16.Using descriptive language, revise
paragraphs lacking in concreteness.
16.1 Work a practice exercise provided
by the instructor.
17. Define: vagueness, jargon,
triteness, and inappropriate figures
of speech.
17.1 Review pp. 271-278.
17.2 Work an exercise provided by the
instructor.
18. List the particular characteristics
of each term defined in 17 above.
18.1 Review pp. 271-278 in the text.
18.2 Read the handouts illustrating
undesirable diction and identify
the effect on the sentences in
which it is contained.
19. Explain how to revise to achieve
desirable diction.
19.1 Read handouts containing
sentences in need of revision.
20. Revise ten sentences containing
jargon, triteness, or inappropriate
figures of speech.
20.1 Work the exercise provided by the
instructor.
21. Prepare for a test on Unit VI. 20.2 Take a test on Unit VI.
PART VII: DOCUMENTATION
Learning Outcome: The student will use the major concepts of documentation in her/his writing (ULOs: 1, 3, 5 and 6; CLOs: 12 and 13).
Evaluation: The student will be evaluated on his/her performance in writing
documented papers and on an hour test.
Student Learning Outcomes Learning Activities
1. List three situations under which one would quote directly.
1.1 Read a handout listing the
situations.
1.2 Participate in a class discussion.
2. Define quotation, ellipses, splicing,
and blocked quotation.
2.1 Read pp. 358-361.
2.2 Read handout samples.
3. State the rules for proper
punctuation in elliptical, spliced, or
blocked quotations.
3.1 Read handouts listing the rule and
its application.
3.2 Read handouts listing the
mechanical rules for splicing.
4. State the rules for correct splicing
in elliptical or blocked quotations.
4.1 Observe spacing in handouts.
5. Explain the mechanical process for
writing direct quotations.
5.1 Review the handouts.
5.2 Participate in the class discussion.
6. Write the four types of quotations
correctly.
6.1 As a test, write correctly the
quotations supplied in class.
7. Define documented citation. 7.1 Read pp. 362-376.
8. State the forms for organization
and punctuation in works cited
and references entries for books
and periodicals.
8.1 Review pp. 362-376.
8.2 Practice writing scrambled entries
in class.
9. Explain why works cited or
references are required and how
they are correctly written.
9.1 Review handouts.
9.2 Participate in the class discussion.
10. Develop a corrected version for ten
works cited or reference entries.
10.1 Unscramble entries for a book by
a single or multiple authors, an
edition other than the first, a work
of more than one volume, an
edited collection or anthology, a
translation, a pamphlet, an article
from an encyclopedia, a magazine
article, and a newspaper article,
11. Define paraphrase and summary. 11.1 Read pp. 341-346.
11.2 Read class handouts.
12. Explain how the paraphrase and
summary should be written.
12.1 Read class handouts.
12.2 Participate in a class discussion.
13. Develop a paraphrase and a
summary from materials supplied
in class.
13.1 Work the handout exercise on
summary.
13.2 As a test, paraphrase or
summarize the articles provided
in class.
14. Define plagiarism. 14.1 Read pp. 361-362.
14.2 Practice recognizing plagiarism in
class handouts.
15. List three situations under which
plagiarism occurs.
15.1 Review pp. 361-362.
15.2 Identify plagiarism types in class
handouts.
16. Explain how to avoid plagiarism. 16.1 Participate in a class discussion.
17. State the reasons for using note
cards.
17.1 Participate in a class discussion.
18. List the kinds of information found
on a note card and state the form
used in arranging the information
on the card.
18.1 Practice writing note cards using
information supplied by the
instructor in class.
19. Explain the process of using note
cards.
19.1 Participate in a class discussion.
20. Using sources of information
provided in class, prepare note
cards and completely develop a
20.1 Take five sources of information
on “Capital Punishment” and
develop the paper.
documented paper of about 600
words.
21. Prepare for a test on Unit VII. 21.1 Take a test on Unit VII.
Weekly Assignments
Week Classroom Activities CLOs Text Pages Assignments/Assessments
1 Introduce English 1113 and the writing process. Attend Library Orientation (as scheduled by the instructor and Library staff). Take a test over library resources (assesses CLO 1). Take the Houghton Mifflin Diagnostic Pre-Test (assesses CLO 2).
1, 2 Chapters 1- 4; pages 3 -71 (Planning and Drafting)
Write a diagnostic
paragraph. Take the Houghton-Mifflin Diagnostic Pre-Test.
2 Write an essay based on a three- point thesis statement. Review sentence fragments. Complete the Library Orientation if needed (assesses CLOs 1-12).
1-12 Chapters 1- 4; pages 501-502 ;
Chapter 6, pages 28-146
Write the process essay.
3 Discuss the chapter “Sentences: Patterns of Expression.” Review comma splices and fused sentences. Take a test over sentence development (assesses CLOs 3 and 4).
3-4 Chapter 9, pages 223-247; pages 503-504
Revise the graded essay. Work selected exercises in Chapter 9, pages 223-247. Take a test over sentence development.
4 Discuss the classification essay and review subject-verb agreement. Take a test on grammar units (assesses CLOs 2, 3, and 9).
2,3,9 Chapter 6, pages 128 -146; pages 504 - 510
Write and revise the classification essay.
Take a test on grammar units. Take a test on subject-verb agreement.
5 Review paragraph structure and revisit pronoun use and read the chapter on paragraphs. Write assigned paragraph types (assesses CLOs 5 and 6).
5-6 Chapter 8, pages 187-213; pages 514-519
Work selected exercises in Chapter 8. Revise the graded classification essay.
6 Discuss and test the first novel. 13 Read Novel I. Test on the first novel.
Discuss verb errors and shifts in person, number, and gender. Take a test on the first novel (assesses CLO 13).
Read pages 525 - 530 in Trimmer
7 Discuss the narrative essay (CLOs 7, 9, 10, and 12).
7,9,10,12
Chapter 6, pages
128-146
Write and revise the narrative essay. Take a test on Chapter 8 and the grammar review.
8 Discuss the chapter “Diction: The Choice of Words.” Take a test on “Diction” (assesses CLO 11). Review adjectives and adverbs.
11 Chapter 10, pages 257-279; pages 519-522
Revise the graded essay. Work selected exercises in Chapter 10. Take a test on diction.
9 Discuss the comparison essay and write the essay (CLOs 1-12). .
11 Chapter 6 Write and revise the comparison essay.
10 Discuss the chapter “Tone and Style.” Review mechanics. Test on the “Tone and Style” chapter (assesses CLOs 2, 3, and 12).
2,3,12 Chapter 11, pages 289-305; 551-563
Work selected exercises in Chapter 11. Revise the graded comparison essay.
Test on Tone and Style.
11 Discuss the second novel, take a test on the novel (assesses CLO 12), and take the Houghton Mifflin Post-Test (assesses CLOs 1 and 2).
1-2 Novel II Test on the novel and/or essay concerning the novel. Take the Houghton Mifflin Diagnostic Post-Test.
12 Discuss the descriptive essay (assesses CLOs 1-12).
1-12 Chapter 6 Write and revise the descriptive essay.
13 Discuss the chapter “The Argu-ment.” Discuss “Planning the Research Paper.” Plan the argument essay (assesses CLOs 1-12).
1-12 Chapters 7 & 13; pages 155 -176 and 350 -379
Research the argument essay. Revise the graded descriptive essay.
14 Discuss the chapter “Writing the Research Paper.” Write the argument essay (assesses CLOs 1-12).
1-12 Chapter 13 Write the argument essay.
15 Discuss “The Essay Examination.” Discuss the third novel. Take a test on the third novel (assesses CLO 12).
12 Novel III Revise the graded essay. Take an essay Test on the third novel.
16 Prepare for the final exam. Revise an essay of choice (assesses CLOs 1-12).
1-12 Chapters 1- 4, 6 -11.
Revise an essay of choice. Take the final exam.
Grading Rubric For English 1113 Essays
Grade A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 & Below
Thesis statement Well-defined, forceful; aptly states the main topic
Clear, of interest
Stated but ordinary
Incomplete or unclear
No Thesis
Organization Content flows logically with no gaps
Clear, well structured
Lacking some logic, but usually clear
Weak and confusing
Ideas fail to link and flow logically
Development of subtopics and details
Concrete topics and details related directly to thesis
Clear topics and good examples
Subtopic and details present but rather general
Weak and inadequate support of thesis
Lacking coherence; subtopics and details absent
Transitions Excellent use of transitions to unify thesis and subtopics
Clear and adequate
Somewhat awkward or weak
Too few or illogical
None or very few
Comprehension of assignment
Understood assignment; followed directions com-pletely
Format and directions understood with a few gaps
Fair grasp of assign-ment; at times vague
Understanding of directions hazy
Did not follow directions or correct form
Grammar and mechanics/format
No major errors; no more than one or two minor errors; neat
No more than 1-2 major er-rors; few errors in formatting
Two or more major errors and/or several minor errors
Three or more major errors and/or numerous minor errors
Four or more major errors and/or excessive minor errors
In accordance with section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), a student with a documented disability may apply to the Office of Supportive and Disability Services for accommodations. The OSDS on the Tupelo Campus is located in the Purvis Center, and the phone numbers are 662.620.5136 or 662.620.5303. On the Fulton Campus, the OSDS is located on the second floor of the Student Services Building, and the number is 662.862.8256.
Division Chair: (662) 862-8161