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ENC
1101 FALL
SEMESTER 2002 Instructor
Jacqueline London-Kohlem Tel.
305 919 5857 e-mail:
londonkj@fiu.edu
Office hours: TBA Sec.
54/ Reference no. /M&W 9:30-10:45 RECOMMENDED
TEXTS: a good
thesaurus, and a recent dictionary REQUIRED
TEXTS:
The Bedford Handbook, Diana Hacker, 6th edition.
Patterns for College Writing, Kirszner & Mandell, 8th
edition.
COURSE
POLICY AND DESCRIPTION: Enc
1101 is designed to improve your writing skills.
The theme this semester that will connect our short stories
will be family relationships. You
will learn about the different modes of discourse and how to use them skilfully
by discussing, analysing and interpreting selected short stories from Patterns
for College Writing. Some
aspects of fiction that will be covered are theme & character.
The assigned stories are to be read twice prior to our class meetings and
are intended to stimulate classroom discussions.
In addition, we will read various essays about controversial issues and
react to them both in written and oral form. . I will help you to learn to read
critically, and to analyse and argue
a point. The format of the classroom will include lectures, informal class
discussions and group workshops. Therefore attendance is mandatory.
Students with writing problems and/or ESL problems will be required to go
to the writing lab consistently to get additional assistance.
Those who do not go will jeopardise their grades. COURSE
OBJECTIVES:
1.
To learn to write well organised and well developed compositions. 2.
To demonstrate the ability to support a main idea in an essay. 3.
To learn the writing process including pre-writing, developing a thesis
statement, supporting the thesis with evidence, organising and writing the final
draft 4.
To demonstrate the ability to think and write critically 5.
To learn the MLA method of parenthetical documentation. EVALUATION: In-class
writing assignment #1 - 3 pages/750
words
. . . . . . . . . . . . . . . . . . . .
20% Critical analysis
/ SEPTEMBER 18
In–class
writing assignment #2 – 3 pages/750 words
. . . . . . . . . . . . . . . . . . . . . . . 20% Critical analysis / DECEMBER 4
ESSAYS:
all essays must be 3 to 4 pages in length/750-1000 words:
Comparison & contrast essay . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
.
20% DUE
OCTOBER 7
Comparison & Contrast essay: collaborative project & oral debate
. . . . . . . . . . .
. 20% 3
to 4 pages/750-1000 words
DUE
OCTOBER 28 & 30
Argument & Persuasion essay
3 to 4 pages/750-1000 words.
. . . . . . . . . . . . . . . . . . . . .
20% DUE
NOVEMBER 25
Format
for Essays: Both in-class writing assignments will be a critical analysis of readings
we have covered in class. They will be open book tests and students will be
expected to integrate parenthetical documentation (MLA) from the primary texts.
They will each count for 20%
of your grade = 40%. The
comparison and contrast essay should be based on any two stories of your choice
from Patterns e.g., a critical analysis of theme or character. You
can not use stories that we have discussed in class. In class workshops will
prepare you with the experience you need to write this essay = 20%. The collaborative comparison and contrast project will be done in small
groups of four. Each student will write his/her own paper on a topic that the
group has mutually decided upon. The presentation will be graded
collaboratively. You may use any method of presentation you like e.g., debate,
panel discussion, role playing, lecture. A final draft of the presentation
concept is required.
Students will be allowed class time to prepare for their collaborative essays.
The first session is the conceptual phase. A topic should be chosen and
the focus of the essay should be determined. In addition, the workload should be
distributed. Students must then
develop their own ideas on the topic and do research if necessary.
This information should be brought in writing to the second session. The
third session will be devoted to creating the first conceptual draft from the
various parts. Students will have time to discuss the work they have brought in
and the format of their presentation. The polishing of the final presentation
draft will be done per e-mail. Each student is responsible for turning in
his/her own polished final essay. The collaborative presentation essay should be
brought to class with photocopies that will be distributed to the other groups
for peer critiquing. The presentations will be videotaped for feedback on
technique, content and structure.
Students will be graded 10% for their individual papers and 10% for the collaborative
presentation and draft-20%. Any
student who fails to do his/or her share of the group work will be given an F
for the entire assignment (written and presentation). FORMAT
FOR SUBMISSION OF ASSIGNMENTS All
papers are to be typed on 8 ½” x 11” plain white paper. Margins
– 1.5”all around Lines
– double spaced Paragraph
– indent 5 spaces Title
page – refer to MLA format in handbook ATTENDANCE
POLICY:
Please note attendance is mandatory. You
are allowed 3 absences without penalty.
After that each absence will result in a letter
grade cut per absence. Also,
no late papers will be accepted. Students who interrupt
the class by coming in late consistently will also be given half a letter grade
cut for excessive interruptions. In class writing assignments cannot be made up.
Class participation demands your presence. GRADING CRITERIA
You
should have two goals in this class. The first should be to improve your writing
and reading skills. The second should be to get a good grade in this class. In
order to accomplish both of these goals, you should attend all of the classes
and write frequently. This means that you will be writing several drafts of each
essay before turning in the final copy for a grade. I will be giving you
feedback in the form of annotations
on your papers to help guide you. In
addition, you may come to my office any time by appointment
to review works in progress. ESL students should go to the learning center on a
weekly basis. Students will start to see improvement in their writing if they
follow these guidelines. Your
papers will be evaluated accordingly: An
“A” paper is excellent work.
The writing style has well-developed paragraphs, excellent grammar, and precise
word choice. The organisation is clear and logical. In addition, the ideas are
original and show critical thinking. A
“B” paper is good work.
It may have many of the virtues of the A paper; however, one or more of the
parts is missing. Some examples may be awkward sentence structure, excessive
spelling mistakes or coherency problems. A
“C” paper is satisfactory work.
In general the paper satisfies the requirements; however, several problems make
it difficult to understand or prevent it from getting its point across
effectively. In addition there are several flaws in the writing style and
grammar. This paper would need to be edited again before accepting the final
copy. A
“D” paper is unsatisfactory. Some
aspects of the document may be well done, but overall there are significant and
numerous problems with its conception and/or execution. An
“F” paper is failing work.
It is submitted after the deadline, does not fulfil the requirements of the
assignment and/or is extremely difficult to understand.1. *Please
note – this syllabus is subject to change according to the needs of the class.
This means that I reserve the right to make changes. Should you be absent from
class, please contact a classmate to get the assignment and make up the work you
have missed. Wed., Aug. 28 Introduction
& Orientation. Lecture on elements of literature: plot/theme.
Reading assignment: Bedford pp1-40 The Writing Process and Patterns
Reading Critically pp. 1-47./pp.49-77 Sandra Cisneros, Only Daughter Mon.,
Sept. 2
LABOR DAY HOLIDAY Wed.,
Sept. 4
Discussion of Only Daughter. Lecture on narrative technique &
theme
Analysis. Read: Bedford pp.137-152 Critical Reading Mon.,
Sept. 9 Workshop I : Stages
of the writing process: finding a topic, narrowing it,
writing a thesis statement. Wed.,
Sept. 11
Theme Analysis workshop II / Read: Patterns, Once More to the
Lake Mon.,
Sept. 16
Discuss Once More to the Lake, by E.B. White/Theme analysis
Re-read class notes and two short stories Wed.,
Sept. 18
In-class writing assignment #1 – Open book.
20%
Read: Comparison &
Contrast/Patterns pp. 321-339. Two Ways to Belong
To America, p.357 Mon., Sept. 23
Lecture on Comparison & Contrast format and structure
Discuss Two Ways to Belong to America. Read: Memoirs
of a Bilingual
Childhood by Richard Rodriguez
(handout). Wed.,
Sept. 25
Discuss Memoirs. Analyse
content & structure. Homework :
work on essay Mon.,
Sept. 30
Comparison & contrast workshop I Wed.,
Oct. 2
C & C workshop II / Homework:
finish c&c essay Mon.,
Oct. 7
C&C essays due at beginning of class./ Lecture on collaborative c&c
assignment : format, structure, topics, presentation.
Wed.,
Oct. 9 Collaborative Workshop I: determine topic &
focus,distribute workload Homework : do writing and/or research Mon.,
Oct. 14 Collaborative Workshop II: review information gathered,
first draft concept
/ Homework: work on individual essay/ write collaborative draft Wed.,
Oct. 16
Collaborative Workshop II: polish second collaborative draft. Organize
Presentation & visuals. Homework:
polish final collaborative conceptual
Draft / finish individual C&C essays. Mon.,
Oct. 21
All C&C individual and group papers due at beginning of class
Presentations for Group I & II. Feedback per video. Wed.,
Oct. 23
Presentations for Group III & IV. Feedback per video.
Read: Patterns: Media Violence pp. 569-5802.
Bedford: pp. 157-177 Mon.,
Oct. 28
Lecture on Argument & Persuasion strategies. Inductive / deductive
Reasoning. Read: Unnatural
Killers by John Grisham in Patterns Wed.,
Oct. 30
Discussion of Media Violence/thinking and writing critically Mon., Nov. 4
Discuss & analyze Unnatural Killers.
Wed.,
Nov. 6
Avoiding logical fallacies Read : What’s Next – A Movie Made Me Do It? By
Oliver Stone/Patterns Homework:
work on A&P papers. Mon.,
Nov. 11
Discuss & analyze What’s Next. Wed.,
Nov. 13 Writing & grammar workshop/polishing your style. Homework:
work on A&P papers. Mon.,
Nov. 18
Workshop: A&P oral debate / argument strategies Wed.,
Nov. 20 Workshop II: finalization of concept. Homework: complete final
draft of A&P essays. Mon.,
Nov. 25
A&P essays Due at beginning of class – 20%.
Debates (A&P). Wed.,
Nov. 27
Writing critically / Handout. Mon.,
Dec. 2
Writing critically / Handout. Wed.,
Dec. 4
In-class writing assignment #2.
20%
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