English 1301.008, .013 & .018: Composition I Policy Statement Fall 2011 Instructor: Gary C. Poffenbarger Office: Communications Bldg. 107 Office Phone: 716-2432 Fax: 894-5932 E-Mail: [email protected] Office Hours: MTWR 8:15-9:30; F 9:00-12:00 Catalog 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. Required Texts: Kirszner and Mandell. Patterns for College Writing. 11th Ed. Bedford/St. Martin’s. Hacker. A Writer’s Reference. 7th Ed. Bedford/St. Martin’s. A comprehensive dictionary or collegiate dictionary (such as The American Heritage Dictionary or Merriam Webster Collegiate Dictionary). 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. Individual instructors may require additional writing assignments including, but not limited to, resumes, business letters, homework or reaction papers, and journal entries. 4. Individual instructors may also require quizzes or examinations covering, but not limited to, grammar, reading assignments, logic, and rhetorical modes. Instructional Objectives: By the end of the course, the student should be able 1. to understand writing as a process: that is, writing conceived as a connected and interactive process which includes pre-writing, writing, and revision; 2. to apply the principles of writing as a process and the analysis of audience and purpose to writing assignments; 3. to write an essay that follows the principles of unity and coherence and that is appropriately developed by means of narration, description, illustration, definition, process analysis, cause and effect, comparison and contrast, classification and division, argumentation, and/or persuasion; 4. to write an essay in standard English, the criteria for standard English being those described in A Writer’s Reference; and 5. to understand and apply basic principles of critical thinking in the development of exposition and argument.English 1301 F 11 Poff. Pg. 2 Grading Policy: Essays 70% (seven essays & ancillary assignments) Quizzes 5% (daily quizzes, grammar exerc., & in/out class writing) Examinations 5% (grammar exam) Part./Disc. 10% (student participation and discussion) Final 10% (in-class final exam essay) Methods of Evaluation: Students' work is evaluated by means of A, B, C, D, F: Superior, Good, Average, Poor, and Unacceptable. Numerical grades are assigned for convenience in averaging grades only. All assignments must be completed and turned in on the date due before a student will receive credit for the assignment. Late work will be counted off one letter grade (10%) for every class period late. LAST DAY FOR ANY LATE WORK SUBMISSION IS NOVEMBER 17, 2011. 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 inspired, and more maturely presented. To receive an “A”, an essay cannot contain more than one major grammatical error. Good Essays (B) Central Idea: presents a significant and interesting central idea, clearly defined and supported with substantial, concrete, and consistently relevant detail. Organization/Development: handled so that 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: 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: everywhere appropriate to the writer’s subject, purpose, audience, and occasion; distinctive in precision, economy, and the idiomatic use of General English. Mechanics: 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 two major grammatical errors. Average Essays (C)** Central Idea: 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 sketchy. Organization/Development: plan and method of the essay 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 correctly structured but lacking in variety, economy, or forcefulness. Diction: appropriate to the subject, purpose, audience, and occasion; generally clear and idiomatic but not distinctive; some misuse of words may occur.English 1301 F 11 Poff. Pg. 3 Mechanics: clarity and