Course RequirementsENG 132Winter 2008Dr. Geri [email protected] Credit Hours 3 Class Hours/Week plus 16 GPAW hoursBuilding and Office #BW 242 Office Phone # 517-796-8587 Office Hours 1-5 Tuesdays and Thursdays and by appointmentCourse Description “This course is a continuation of the writing instruction and practice begun in ENG 131, with an emphasis on critical thinking, information gathering, and those forms of writing useful to academic and professional life. Research writing is emphasized. An end of the semester portfolio of informative and research writings and an additional 16 hours of writing activities and workshops are required.”PrerequisiteENG 131Course DesignThis composition course is workshop-focused with emphasis placed on revision. You will be expected to complete formal and informal writing assignments, participate in small and large group work, and provide and receive feedback during workshop sessions. You will be expected to read and write about material that is moderate to difficult in complexity. In addition, you will think about your process as a writer and consider ways in which your process can be revised or enhanced.Writing as Process:Where do we begin as writers? When we choose a topic, generate ideas, find the point we need to make, and decide on a plan of organization, we are in the early stage, often called the prewriting stage. Many writers do a lot of this early work in their heads; othersgo through a series of writing exercises as a way of preparing themselves.Somewhere along the way, we will begin to engage ourselves in a more formal stage of the process, often called the writing stage. Here, among other things, we will work to create examples of effective writing thathas a clear, personable, engaging, and believable voice;uses diction and syntax that are appropriate to the writing situation;is well developed with carefully chosen reasons, supporting details, examples, and source material;has a focal point (thesis) that is maintained throughout;moves smoothly;targets a specific audience;reflects a stated purpose;pays appropriate attention to the conventions (grammar, spelling, punctuation) given the audience and purpose;documents secondary sources, using accepted guidelines.The final revision stage allows us to look back at what we have written and to make changes that will allow us to communicate more effectively with our audience.Although this process appears to be linear, it is, in fact, recursive, since as we move forward through the process we are constantly looking back (and often revising) what we have written.Performance ObjectivesThe goal of this course is to help you improve your composition skills. Additionally,“The course goal incorporates specific Associate Degree Outcomes (ADOs) established by the JCC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges and universities and reflect input from the professional communities we serve. ADOs guarantee students achieve goals necessary for graduation credit, transferability, and professional skills needed in many certification programs. The ADOs addressed in this course are:ADO 1—Writing Clearly, Concisely, and Intelligibly at the Proficient LevelADO 9—Working in Small Groups at the Proficient Level.”Primarily, you will compose texts that effectively incorporate information from research sources. To satisfy the expectations stated in ADO 1, you must carefully pre-write, draft, revise, and edit your compositions so that they reflect your stated purpose and target audience.You will be placed in groups and be expected to complete checklists that show the ways in which you have helped group members in the revision process. This class activity will help you meet the expectations stated in ADO 9.Please note the following reminder regarding the Guided Practice at Writing (GPAW) requirement for this course:“All students enrolled in a writing course at JCC must complete a total of sixteen hours of additional writing (GPAW workshop activity) outside of classroom time. Since GPAW work closely corresponds to classroom writing assignments, students are expected to complete assigned workshops at the times specified.”Textbooks and SuppliesWriting: A Guide for College and Beyond—Brief Edition by Lester FaigleyThe Brief Penguin Handbook, 2nd edition by Lester FaigleyPlain Thumb DriveMouse (optional)2 Soft cover folders, loose leaf paper, pen, pencilGrading ProcedureYour grade for the course will be assessed in the following ways:Major Writing Assignments—200 pointsInformative writingNon-researched writing—20 points PrewritingEarly DraftPolished DraftResearched writing –80 points Prewriting Early DraftPolished DraftPersuasive writing—Arguing a Position— 50 points PrewritingEarly DraftPolished DraftPersuasive writing—Literary Analysis— 50 points PrewritingEarly DraftPolished DraftPortfolio Presentation—100 pointsIn-class Participation, Workshop, and Homework—100 points In-class participationGroup workshopsHomeworkGroup Participation Checklists—20 pointsAssessment and Evaluation Forms—10 points Assessment—5 pointsEvaluation—5 pointsConferences—45 points Conference #1—15 pointsConference #2—15 pointsConference #3—15 pointsGuided Practice at Writing (GPAW)—60 points Total possible points = 545 points Grading Scale95-100%=4.089-94%=3.584-88%=3.078-83%=2.572-77%=2.066-71%=1.560-65%=1.055-59%=0.50-54%=0.0Here is an example of how to calculate your grade:For a writing assignment, you got 20 points out of a possible 25. Divide 20 by 25:20/25=.8Multiply .8 by 100:.8(100) =80%80%=2.5Course RequirementsMajor Writing AssignmentsENG 132 focuses on informative and persuasive writing. Here are your major writing assignments:Informative Writing—Non-researched (Chapter 9)Informative Writing—Researched (Chapters 9, 15-21)Persuasive Writing—Arguing for a Position (Chapter 13)Persuasive Writing—Literary Analysis (Chapter 10)You will be given detailed instructions about each of these assignments. However, here is a brief overview:Informative Writing—Non-researched: Write a 3-page paper in which you discuss an aspect of a subject about which you know a great deal. Your purpose for writing is to inform. Your intended readers are those who are uninformed or misinformed about the subject. Use your life experiences, hobbies, and/or personal interests to help you find a subject (Faigley 231).