SHAW UNIVERSITY
ENGLISH 111, SECTION 3
SPRING 2006 SEMESTER
Instructor: Mrs. Gray-Elamin
Office: The Cottage Room 201
Phone: (919)582-3748
Email: grayelamin04@yahoo.com
Office Hours: Mondays, Wednesdays, Fridays 3:00-5:00p.m.
Tuesday and Thursdays 11:00-1:00p.m.
Textbooks and Materials:
Miller, George. The Prentice Hall Reader. 7th edition, 2004.
Raimes, Ann. Keys for Writers: A Brief Handbook. 4th edition, 2002.
College level dictionary
Loose-leaf, 81/2 x 11 notebook with paper
A good thesaurus
ENGLISH 111 is an introductory course in expository writing. It is designed to increase understanding of the demands of academic writing. It emphasizes the writing process, writing with clarity and purpose, developing and organizing ideas effectively, and using the conventions of edited English. Students practice writing compositions and arguments informed by short readings and also enhance their research skills.
Course Objectives are to:
Encourage a positive attitude toward reading and writing (1.1, 1.2) P.1.1
Introduce the writing process
Improve grammar and mechanics (1.4.1) P.1-1
Improve listening and reading skills
Improve students’ abilities to follow instructions
To help students shape, clarify, and elaborate content.
To develop students’ literal, figurative, critical and informational skills.
Help students write unified, well-developed, and coherent essays (1.3.1) P.1.1
Introduce basic research skills (summarizing, paraphrasing, quoting and documenting) (1.4.2) P.1-1
Prepare students to write in other college courses
Students are required to use the library for all composition and research assignments.
English 111 is designed to comply with the following "Core Standards for Teachers in North Carolina," including their accompanying indicators, as approved by the NC State Board of Education, March7, 2002:
Conceptual Framework Theme
: To produce graduates who are critical thinkers and problem solvers with the professional dispositions and technological skills necessary to function as competent and effective teachers in a diverse world.Standard 1: Teachers know and understand the English language.
Standard 2: Teachers know and understand the reading process.
Standard 3: Teachers know and understand written and oral composing processes.
Standard 5: Teachers understand the range, impact, and influence of technology, print and non-print media in constructing meaning.
Standard 10: Teachers use instruction that promotes understanding of varied uses and purposes for language.
Standard 11: Teachers foster in students an awareness of their own and others’ cultures.
Grading Scale
Composition/Papers 100pts.
Final Exam 300pts.
Oral Presentations 100pts.
Homework, Participation, Other Assignments 100pts.
Tests/Exams 300pts.
Quizzes 100pts.
Total Points 1000pts.
A 900-1000
B 800-899
C 700-799
D 600-699
F 599 and below
Your compositions will be graded using two criterion: (1) content, (2)grammar and mechanics.
SUBMITTING PAPERS IN MANUSCRIPT FORM: The final version of papers should be typed and reflect a professional attitude toward your work and toward details of form. Unless your instructor states otherwise, please adhere to these specifications:
Submit one-inch on 81/2 x 11 white paper.
Observe one-inch margins; double space.
DO NOT SUBMIT LOOSE PAGES—one staple or one paper clip in the upper left corner.
Include your name, instructor’s name, course and section number or time class meets, the date and paper# in the upper left-hand corner of the first page of your essay. Include your name and page numbers on all subsequent pages of your essay.
Drafts and in-class writing should be legible and written in blue or black pen on loose-leaf notebook paper; paper torn from spiral notebooks is not acceptable.
Unless the instructor notes otherwise, include a title with correct capitalizations.
Unless the instructor notes otherwise, do not submit a cover page with papers.
LATE PAPERS
Late papers are not acceptable.
PLAGIARISM AND CHEATING ARE SERIOUS VIOLATIONS!
Plagiarism is using someone else’s ideas or words without giving that person credit. A student who plagiarizes or cheats (whether giving information or receiving information) will earn a grade of zero on that particular exam, quiz or paper and may earn an F (failure) for the course.
DISRUPTIVE BEHAVIOR
Such behavior is not acceptable. The student will be addressed by the instructor. If the student does not adhere to the instructor’s request and the situation is not resolved, then the student will be referred to another official or asked to leave class.
INTERNSHIPS
Contact me for assistance
Week One Introduction to Course
Review of Syllabus
Self-Evaluation of Writing Skills
: Write an essay about your experiences in college thus far. What does it mean to be a college student? Discuss some advantages and disadvantages of being a college student. What are some challenges every college student faces? What do you predict about your future here at Shaw University? (Paper 1)Writing Diagnostic
Week Two Keys for Writers, pp. 3-33
The Writing Process
College Essay due 1-18-2006
Review Keys for Writers, pp.303-305
English Skills Assessment A
Week Three Review of English Skills Assessment A
Keys for Writers pp.33-44
The Prentice Hall Reader, "How to Read an Essay" pp.1-15
Proofreading Diagnostics: Paragraph Exercises (Rewriting Folder)
Week Four Review Proofreading Diagnostic
Read Keys for Writers, pp. 110-126, 66-73, 75
Discuss The Prentice Hall Reader, "How to Write an Essay," pp. 16-38
Introduce Example Essay Assignment: #3 Writing Suggestions
Week Five Students bring 2 samples of their best compositions to class. Review samples with students.
The Prentice Hall Reader, "Gathering and Using Examples," pp. 39-51
Discuss "The Name is Mine" by Anna Quindlen, pp. 52-54
Questions on Subject and Purpose, Questions on Strategy and Audience,
Questions on Vocabulary and Style,
Example Essay due 2-2-2006
Week Six The Prentice Hall Reader, Prewriting Suggestions for Gathering and Using Examples, Library Scavenger Hunt #1
Rewriting Suggestions for Gathering and Using Examples, pp. 85-86
Quiz 1: Keys for Writers pp.67-71 and The Prentice Hall Reader pp.14-15, 25, 38
Week Seven Review Quiz in class
Review of selected essays
Discuss The Prentice Hall Reader, pp. 533-538, 540-542
Keys for Writers, "Writing an Argument" pp. 44-66
The Prentice Hall Reader, pp. 472-489
The Prentice Hall Reader, "I Have a Dream," pp. 490-494
Week Eight Questions on Strategy and Audience
Rewriting Folder
Visit the Library
The Prentice Hall Reader, "The Marrying Kind," pp.497-499
Questions on Subject and Purpose, Questions on Strategy and Audience,
Questions on Vocabulary and Style
Discuss Argumentative/Persuasive Essay with Research Component:
Construct a 4-5 page argumentative essay supporting or opposing one of the following topics. Students will also complete oral presentations on their research, essays and conclusions.
The War on Terrorism
Detaining Terrorists as Prisoners of War
Capital Punishment
Cohabitation vs. Marriage
The myth/reality of racism in America
The argumentative/persuasive essay is due March 17, 2006
Week Nine Freewriting completed on persuasive essay
Keys for Writers, pp.79-138, 141-182
Visit the Library
Week Ten Textbook Scavenger Hunt #1
Bibliography due with printed sources (3-8-06)
Rough draft with Works Cited due (3-10-06)
Oral Presentations
Week Eleven Review reading selections (3)
Argumentative Essays due 3-17-06
Begin Oral Presentations
Begin review of Argumentative/Persuasive Essays in class
Week Twelve Continue Oral Presentations
English Skills Assessment B
Review for Midterm Exams
Midterm: "The Marrying Kind," "I Have A Dream," "The Name is Mine"
The MLA Style
Week Thirteen March 23 - April 2 Spring Break
Week Fourteen "Into the Loop: How to Get the Job You Want After Graduation,"
pp. 348-356
Questions on Subject and Purpose, Questions on Strategy and Audience,Questions on Vocabulary and Style
Introduce Process Essay due 4-15-2006
Week Fifteen Review "Revision and Life: Take It from the Top—Again" in
The Prentice Hall Reader, pp.327-331
Process Essay due 4-15-2006
Library Scavenger Hunt #2
Week Sixteen Textbook Scavenger Hunt #2
Rewriting Folders due
Review of Writing Folders begin
Begin portfolio essays
Review for final examinations
Week Seventeen Portfolios due
FINAL EXAMINATIONS (TBA)
Portfolio Essay Assignment
Students will retain their revised essays on diskette(s) for the purpose of their portfolio assessments. For the final essay, each student must resubmit all of their essays. Also, each student must complete the following essay assignment:
Write an evaluation essay discussing what you have learned in this course. How have your skills in composition improved? Provide specific examples of the improvements made and what you have learned. What class activities have helped you the most? How has your writing grown more academic and scholarly? Based on your own assessment of your work and progress, would you judge yourself as a successful writer? Show evidence and support for all the statements you make. PLEASE DO NOT SUBMIT ANY INCOMPLETE ESSAYS.