SHAW UNIVERSITY
Department of Humanities
SUMMER I and II
ENG 111 (on this page)
ENG. 111
SHAW UNIVERSITY
English 111:
College English and Composition II
Dr. Désiré
Baloubi
Office: EDU 06
Phone: 546-8307/546-8254
Email: dbaloubi@shawu.edu
1. Miller, George. The Prentice Hall Reader (Sixth Edition). New Jersey: Prentice Hall,
2001.
2. Raimes, Ann. Keys for Writers. Boston: Houghton-Mifflin, 1999.
3. College-level dictionary
4. Blank sheet of paper, 8 ½ x 11, for each class
“English 111 is an introductory course in critical and expository writing designed to increase understanding of the demands of academic writing. It emphasizes the writing process, writing with clarity and purpose, organizing and developing ideas effectively, and using the conventions of edited English. The course also develops reading skills, giving close attention reading comprehension, to critical reading of texts, and to vocabulary study. English 111 includes a minor research component.” (Jackson, 2002)
Course Objectives:
1. Help students become more positive and assertive in their attitudes toward writing
2. Help students develop a voice of their own
3. Help students write with clarity and purpose
4. Help students write unified, well-developed, and coherent essays
5. Strengthen grammar and mechanics
6. Strengthen listening and reading skills
7. Improve ability to follow instructions
8. Develop critical, argumentative, and analytical skills
9. Develop basic research skills
10. Utilize pre-writing plans, appropriate grammar, and suitable usage to produce a draft
11. Apply the principles of editing to a draft to prepare it for revision
Specialty Area Standards
Standard 5: Teachers understand the range, impact, and influence of technology, print and non-print media in constructing meaning.
Indicator 1: Teachers know how to use electronic resources for research.
Indicator
3: Teachers understand how media and technology enhance written, oral,
and visual communication.
Standard 8: Teachers encourage students to respond to different media and communications technologies.
Indicator 1: Teachers provide students with appropriate strategies that permit access to and understanding of a wide range of print and non-print texts
Indicator 2: Teachers engage students in making meaning from texts through personal response.
Indicator 3: Teachers engage students in making meaning from texts through critical response.
Standard 9: Teachers use assessment as an integral part of instruction and learning.
Indicator 1: Teachers develop a variety of formal and informal assessments appropriate to curricular goals and student needs.
Indicator 2: Teachers interpret and report assessment results clearly, accurately, and purposefully to students, administrators, parents and other audiences.
Indicator 3: Teachers encourage student self-assessment, both formal and informal.
Indicator 4: Teachers employ formative and summative assessments and use resulting data to make pedagogical decisions and to modify instruction.
Standard 10: Teachers use instruction that promotes understanding of varied uses and purposes for language.
Indicator 2: Teachers employ a variety of dialects and registers to demonstrate understanding of audience and purpose.
Student Classroom Decorum Expectations
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior, that is, talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to wearing body-revealing clothing and excessively baggy pants; hats/caps; and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors, will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records.
Additional student behavior codes may be found in Student Affairs.
Attendance and Missed Work
The Shaw University attendance policy is mandated in all classes. To obtain an excuse for an absence, students must provide documentation to the appropriate University authority, e.g., the vice-presidents for student or academic affairs. Students are responsible for reporting excused absences to their instructor and are responsible for making arrangements to make up missed work.
Whether in class or not, students are responsible for all assignments listed on the syllabus on the date assigned. They are also responsible for all additional assignments or changes announced in class, and for all work completed in class.
Quizzes 25%
Papers 50%
Final Exam 25%
Papers will be graded based on contents, unity, development (CUD), style, and grammar and mechanics (GM)
CUD 50%
Style 15%
GM 35%
Note that work turned in for grading MUST be typed. Please DO NOT submit loose pages. A cover sheet is necessary; include your name, instructor’s name, course number and the date. Except for the cover sheet, all pages should be numbered.
Equally important is plagiarism. The penalty is zero or failure for the course or a particular paper if you do not give credit to the sources from which you have borrowed ideas.
SCHEDULE
1 Introduction and outline of course objectives. In-class diagnostic writing, peer editing, and discussions on attitudes to writing. Assignment: Second draft of the diagnostic writing, including strategies and important things you learned from the group discussions ( ).
2 Peer editing of second drafts and reading of a few examples to the whole class. Start discussion of “how to write an essay” with special reference to guidelines in Prentice Hall Reader (PHR), pp. 16-38.
Assignment (description paper): pp. 156-161—consider all but the exercise “For research” ( ).
3 Reading in PHR, pp.156-161. Discuss vocabulary and content of “Po-Po”
In-class writing: See Writing Suggestions, pp.160-161 ( ).
4 Keys for Writers (KFW): sentence fragments, pp292-297
Assignment: exercises on fragments.
PHR, pp. 168-175, “Nameless, Tennessee.” Discuss vocabulary and content ( ).
5 First draft of description paper due. Peer evaluation. Discuss description,
pp. 145-154. Read “Academic Selves,” pp. 271-276. Discuss how to write a comparison-contrast paper, pp. 251-265. Assignment: “Writing Suggestions,” p. 274 #1 ( ).
6 Description paper due. Discuss assignment. Work on outlining comparison-contrast paper (students write outline in class). Quiz on sentence fragments ( ).
7 First draft of comparison-contrast paper due. Peer evaluation and self- evaluation. KFW, pp. 297-299: run-ons and comma splices.
Read “I have a Dream,” in PHR, pp. 497-503. Assignment: “Writing Suggestions,” p. 502 #1 ( ).
8 Assignment (p. 502 #1) due. Comparison-contrast paper due.
Discuss argument and persuasion paper, pp. 482-496.
Discuss how to write an introduction for an argument and persuasion paper. Quiz on run-ons and comma splices. Assignment: Write an introduction paragraph for your argument paper ( ).
9 Assignment due. Peer evaluation and self-evaluation. Discuss how to write a conclusion. Discuss Style in KFW, Part 6. KFW: pronouns, p.336. Assignment: read p. 619 and p. 623 in PHR ( ).
10 PHR: “Using Sources,” p. 619 and “Documenting Your Sources,” p. 623.
KFW: MLA style, pp. 124158 ( ).
11 First draft of argument paper due: oral presentation and peer evaluation ( ).
12 In-class revision of final paper/Final Exam ( ).
13 Final paper/Final Exam due ( ).