ENGLISH 1301 Instructor: Jennifer Hazelwood Email: [email protected] Tutoring Times: 8:00-8:30 and by appointment Course Description This course includes a grammar review and a study of the principles of good writing, methods of paragraph and theme development, frequent essays, and readings in literature and the other humanities. Scope/Purpose The purpose of English 1301 is to help students understand and apply the standards of correctness in formal thought and the written English language. English 1301 helps students to think well by teaching them to read and write well through its focus on the writing process, on the use of appropriate grammar and diction, on the use of logic, and on the different methods of essay development. Collateral readings from all areas of the humanities are included. Course Requirements 1. Students will write a minimum of eight essays, including the final exam; these essays will be graded according to the standards set forth in this policy statement. 2. Students will read short stories, poems, and essays from all areas of the humanities, will participate in class discussions of the readings, and will be tested over their understanding of the readings through quizzes, examinations, and/or written assignments. 3. Additional writing assignments including, but not limited to, resumes, business letters, homework or reaction papers, and journal entries. 4. Instructors may also require quizzes or examinations covering grammar elements and/or class instruction. Students with Disabilities: Students with disabilities, including but not limited to physical, psychiatric or learning disabilities, who wish to request accommodations in this class should notify the Special Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide acceptable documentation of his/her disability to the Special Services Coordinator. For more information, call or visit the Special Services Office in the Student Services Building, 894-9611 ext. 2529. Statement of Nondiscrimination: It is the policy of this instructor not to discriminate on the basis of age, color, disability, ethnicity, gender, national origin, race, religion, sexual orientation, or veteran status. Statement of Diversity: In this class, the instructor will establish and support an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world, and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be. Required Texts:  Kirszner and Mandell. Patterns for College Writing. 11th Ed. Bedford/St.Martin’s.  Hacker. A Writer’s Reference. 6th Ed. Bedford/St. Martin’s.  Shea, Renee H., Lawrence Scanlon and Robin Dissin Aufses. The Language of Composition: Reading, Writing, and Rhetoric. Bedford/ St. Martin’s.Students are strongly encouraged to purchase novels and other literature covered in the course; however, all textbooks for this course will be provided by LISD.Grading Policy: Essays (including in-class timed writings and take-home process papers) 60% Daily Work (including class discussions, quizzes, homework, class work, etc) 30% Major Exams 10% Essays and writing assignments will be evaluated according to the following criteria: 1. Use of the conventions of standard grammar; 2. Use of the appropriate method of development for the assignment; 3. Use of the principles of unity and coherence; and 4. Use of logical, factual arguments to advance the thesis of the assignment. Superior Essays (A) These essays meet all the conventions listed for Good Essays, but the work is more original, more insightful, and more maturely presented. To receive an “A,” an essay may not contain multiple grammatical errors. Good Essays (B)  Central Idea: The essay presents a significant and interesting central idea or thesis which is clearly defined and supported with substantial, concrete, and consistently relevant detail. Organization/Development: The essay conveys a sense of controlling purpose and orderly progression; the thought moves clearly, coherently, and with compelling logic toward a conclusion; paragraphs are developed with sufficient support and suitable proportion and emphasis; transitions between paragraphs are explicit and graceful. Sentence Structure: The essays sentences are skillfully constructed and displaying fluency, economy, and effective variety; together with diction, sentence structure is the best evidence of style, the distinctive, natural display of a good mind at work. Diction: The word choice is everywhere appropriate to the writer’s subject, purpose, audience, and occasion; distinctive in precision, economy, and the academic use of General English. Mechanics: The essay is notable for the consistent use of conventional General English grammar, punctuation, and spelling; any errors are minor and do not detract significantly from the generally high quality of the essay as a whole. If the content and development are particularly good, an essay may receive a “B” with minimal grammatical errors. Average Essays (C)**  Central Idea: The thesis is apparent but may be trite, general, or self-evident; the idea is supported with some concrete detail, but detail that is occasionally repetitious, irrelevant, or vague. Organization/Development: The essays plan and method are apparent but not consistently fulfilled; developed with occasional disproportion or inappropriate emphasis; paragraphs unified, coherent, and usually effective in development; transitions between paragraphs clear but sometimes abrupt, mechanical, or monotonous. Sentence Structure: Most sentences are correctly structured but lacking in variety, economy, or forcefulness. Diction: Word choice is appropriate to the subject, purpose, audience, and occasion; generally clear and academic but not distinctive; some misuse of words may occur. Mechanics: The essays clarity and effectiveness of expression are weakened by occasional lapses from conventional General English grammar,