ENGL 101
IAI C1 900
I.
COURSE LOCATION
X ON
CAMPUS CCC
II. COURSE IDENTIFICATION
PREFIX: ENGL NUMBER:
101
NAME: English Composition I
3 LECTURE
HOURS LIBA 04900 CURRICULUM
& NO.
0 LABORATORY
HOURS 1.1/230401 PCS-CIPS NUMBER
3 CREDIT
HOURS N VARIABLE (Y/N)
0 CLINICAL HOURS N REPEATABLE
(Y/N)
0 SOE HOURS 0 TIMES
III. DIVISION TO WHICH COURSE IS ASSIGNED
X BACCALAUREATE/TRANSFER
CAREER EDUCATION
CONTINUING
COMMUNITY EDUCATION
ABE/ASE
HEALTH
OCCUPATIONS
OTHER
IV. CATALOG DESCRIPTION OF COURSE
English
101 is an expository essay writing course. This course (1) develops awareness
of the writing process; (2) provides inventional,
organizational and editorial strategies;
(3)
stresses the variety of uses for writing; and (4)
emphasizes critical skills in reading, thinking and writing.
V.
PREREQUISITES FOR THE COURSE
1.
ACT English score of 18 or better.
2.
Qualifying COMPASS English Placement Score, or
3.
A “C” in English 100
VI. METHODS OF INSTRUCTION
X DISCUSSION-LECTURE SEMINAR
LABORATORY TELE-LECTURE
(FILM-TV)
CORRESPONDENCE LABORATORY-DISCUSSION
TELEVISION
(TELECOURSE) LECTURE
RADIO LECTURE-LABORATORY
INDEPENDENT
STUDY OTHER (IDENTIFY):
CO-OP
VII. OBJECTIVES OF THE COURSE (USE
ADDITIONAL PAGES AS NECESSARY)
VIII. A.
REQUIRED TEXTBOOK(S)
TITLE:
Strategies for Successful Writing: A
Rhetoric, Research Guide, Reader, and Handbook
AUTHOR (S): Reinking,
James A, and Robert von der Osten
COPYRIGHT DATE: 2007 EDITION: 8th
PUBLISHING COMPANY: Pearson Prentice
Hall
IX. SUPPLEMENTARY INSTRUCTIONAL MATERIALS
IDENTIFY GENERAL SOURCES:
Any
pocket dictionary.
Paperback novels at the teacher’s
discretion
IF EXTENSIVE COLLATERAL
BOOKS, PROVIDE
INFORMATION.
X.
METHODS OF EVALUATION OF STUDENTS ENROLLED IN THE COURSE
At
least 70% of the course grade must be based on essay writing; essays must total
5000 words. Writing assignments should be specified in terms of total points
possible and the number of words required.
The remaining percentage
of the grade may be based on a combination of quizzes, tests, and a final
examination. The final examination is required.
XI. COURSE OUTLINE
I. Principles of Composition
A. Choosing and restricting a topic
B. Audience, tone, point of view, and purpose
C. Topic and thesis sentences
D. Outlining
1. Topic
outline
2. Sentence
outline
E. Creating effective sentences
1. Standard sentences
2. Parallel sentences
3. Periodic sentences
4.
Balanced sentences
F. Creating effective paragraphs
1.
Outlining a single paragraph
2.
Characteristics of an effective paragraph
a. Completeness
b. Unity
c. Order
d. Coherence
3.
Paragraph development
4. Continuity techniques
5.
Paragraph types and uses
a. Introductory
b. Developmental
c. Concluding
d. Explanatory
e. Transitional
G. Style
1. Choosing
effective vocabulary
2.
Figurative speech
3. Levels
of usage
H.
Revision
II. The Essay
In arranging class
assignments, the instructor should remember that this course emphasizes
expository essay writing; thus narrative (“creative” writing) and personal
writing (journals) should be de-emphasized.
However, because we also realize that some students may need personal
experience to support most of their claims, teacher discretion is
important. The instructor should
remember, however, that personal writing is of little use in English 102, and
if this course is to prepare students for 102, then the emphasis must be on the
more objective rhetorical modes.
One uncompromisable
requirement is that students will write 5000 words--for most
instructors five to eight essays.
(If the instructor chooses to structure a course around
the traditional rhetorical modes, he or she is encouraged to choose from the
following: critical analysis comparison/contrast,
classification, definition, process analysis, problem/solution, cause/effect, argument
(developed fully in English 102).
NOTE: As part of the
PREPARED BY:
REVIEW/REVISION
DATE:
REVIEWED BY:
Freshman
Composition—English 101
Learning Outcome I:
Students should be able to write effective sentences in
Standard English demonstrating correct grammar, mechanics, and punctuation.
More specifically, they should be able to do the following:
1. Recognize major sentence errors: sentence fragment, comma
splices, run-on sentences, and fused sentences.
2. Use correct subject-verb agreement in all sentence
formats.
3. Vary sentence styles between simple, compound, complex,
and compound-complex formats.
4. Recognize and avoid dangling and misplaced modifiers.
5. Master Standard-English vocabulary and word choices.
6. Eliminate slang, jargon, idiomatic phrases, and
colloquial expressions.
7. Demonstrate proper punctuation patterns by correctly
using commas, semicolons, colons, dashes, quotation marks, underlining, and end
marks.
8. Use proper capitalization.
9. Use correct pronoun-antecedent agreement while avoiding
sexist language.
10. Eliminate wordiness and padding from sentences.
11. Avoid first-person and second-person points-of-view.
Learning Outcome II:
Students should be able to write effective introductory
paragraphs.
More specifically, the students should be able to do the
following:
1. Compose an introduction that catches the reader's
attention, leads into the thesis sentence, and announces the tone of the essay.
2. Construct a thesis sentence that provides one controlling
idea for the entire essay.
3. Construct a thesis sentence that clearly states the
writer's opinion or stand.
4. Write an essay map or declarative sentence that leads the
reader into the body or supporting paragraphs of the essay.
5. Avoid first and second person pronouns in thesis.
Learning Outcome III:
Students should be able to construct effective body
paragraphs demonstrating clear topic sentences, unity, completeness, order, and
coherence.
More specifically, the students should be able to do the
following:
1. Write topic sentences that support the thesis of the
essay and announce and control the subject matter of the paragraph.
2. Compose body paragraphs that are unified in one major
point.
3. Construct paragraphs that are developed completely and
use specific details to create images in the reader's mind.
4. Order sentences within the paragraphs, displaying a knowledge of inductive, deductive, chronological, and
spatial orders.
5. Develop paragraphs conforming to narrative, descriptive,
example, comparison, contrast, classification, definition, and causal analysis
modes.
6. Establish coherence in paragraph construction by using
internal transitions, pronouns, and conjunctive adverbs.
7. Avoid repetitious and redundant sentences, clauses,
phrases, and words in the paragraph.
8. Expand vocabulary usage to the college level.
Learning Outcome IV:
Students should be able to compose effective concluding
paragraphs.
More specifically, students should be able to do the
following:
1. Compose concluding paragraphs that summarize the major
points of the essay and provide clear endings to the paper.
2. Avoid introducing new points in a conclusion.
3. Avoid predictable, useless phrases such as "in
conclusion."
Learning Outcome V:
Students should be able to compose expository essays of at
least 625 words in an objective, third person point-of-view.
More specifically, the students should be able to do the
following:
1. Write an essay that clearly displays a relationship
between introductory, supporting, and concluding paragraphs.
2. Employ transitions between major thoughts.
3. Recognize audience, purpose, message, style, and tone as
the controlling factors of expository essay.
4. Learn and develop a personal writing process including an
invention strategy, such as brainstorming or free-writing.
5. Construct proper and effective outlines to be submitted
with the essays.
6. Develop close proofreading skills.
7. Use a word processing application to compose essays.
8. Select mature subjects for exposition.
9. Recognize the importance of revision.
English Department
COMPOSITION GRADING
STANDARDS
While appreciating the individualism inherent in the essay
grading process, the department adheres to the holistic method of evaluating
essays and expects consideration of content, structure, and mechanics. The
following standards in grading are designed to establish uniformity among all
teachers of Composition:
EXCELLENT ESSAY --A
Content-- The content of the A essay exhibits a
mature level of thought with a clearly stated thesis and abundant support in
the forms of concrete examples, details, and reasoning. The essay addresses the
specified audience and the assigned rhetorical mode.
Structure—It is structured with a complete introduction, graceful
transitions through supporting paragraphs, and a fitting conclusion.
Mechanics—Mechanically, the paper employs a variety of sentence
structures, precise word choice, and figures of speech to create a clear tone;
it is void of repetition, wordiness, and colloquialisms.
GOOD ESSAY-- B
Content-- The B essay
has a clearly stated thesis; the supporting paragraphs exhibit adequate examples
and details with clear reasoning. The essay addresses the specified audience
and the assigned rhetorical mode.
Structure--
The structure displays an introduction, clear transitions, and an acceptable
conclusion. If not highly impactful, it has few structural weaknesses.
Mechanics--
The paper's mechanics consist of a variety of sentence structures and accurate
word choices; it has few errors in Standard English. However, a mere absence of
errors should not be rewarded with a grade of 6-.
AVERAGE ESSAY--C
Content-- The average essay has a clearly stated
thesis; however, it is often trite or general. It attempts to display examples
and details, but fails to provoke thought. The essay fails to address the
specified audience, but it does reflect the assigned rhetorical mode.
Structure--
The structure presents a beginning, middle, and end, but lacks transitions. It
has few structural weaknesses, but oftentimes structure is its 9nly strength.
Mechanics--Sentence
structures are not varied and are often repetitive; unique word choices are not
apparent. Errors in Standard English are commonplace; however, the essay does
not have major sentence errors, such as comma splices, fragments, and run-ons.
POOR ESSAY--D
Content—The poor essay
lacks a clearly stated thesis. It fails
to display examples and details, but instead the paragraphs are filled with
repeated generalities. The essay fails
to address the specified audience, and oftentimes it does not even reflect the
assigned rhetorical mode.
Structure—The structure
presents a beginning, middle, and end, but lacks transitions. The body paragraphs show little unity, order,
or coherence.
Mechanics—Sentence structures are mostly simple
and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused.
The most flagrant errors in Standard English are prevalent. Most seriously, a few comma splices,
fragments, and run-ons remain uncorrected.
FAILING ESSAY—F
Content—This essay
lacks a clearly stated thesis. It fails
to display examples and details, but instead the paragraphs are filled with
repeated generalities. The essay fails
to address the specified audience, and oftentimes it does not even reflect the
assigned rhetorical mode.
Structure—The structure
fails to present a beginning, middle, and end.
The body paragraphs do not show unity, order, or coherence.
Mechanics—Sentence structures are mostly simple
and most sentences restate the previous thought; simple word choices ("their"and"its") are incorrect and confused.
The most flagrant errors in Standard English are prevalent. Most seriously, many comma splices,
fragments, and run-ons remain uncorrected.
Failure to
eliminate comma splices, fragments, and run-ons from any essay should
constitute a failing grade for the assignment.
Faculty Assessment Form
For Learning Outcomes
Faculty Name ____
Semester:
Fall/ Spring/ Summer Year:
______
Course:
_ _______
General
Assessment Strategies
Measurable course objectives on syllabus
(pick any two):
#1
#2
How were these course objectives
assessed?
#1
#2
What results did you note and what
changes will you make the next time you teach this course based on the results
of these assessment tools?
Faculty
Form A
Classroom Assessment Techniques (CAT’s)
Specific strategies
for assessment of learning outcomes and for daily or weekly improvement of
student learning.
What were a few CAT’s utilized this
semester for specific Learning Outcomes?
List outcome and CAT:
#1.
#2.
#3.
What were some of the most significant
results that you received this semester?
What changes would you make the next time
you teach this course as a result of a CAT?
Faculty
Form B
Faculty
Evaluation Form of The Implementation of CAT’s and Assessment Techniques
Faculty Name
______________________
Semester:
Fall/ Spring/ Summer Year: ____________
Course:
_________________________ Date
last taught _________________
The last time you taught this course you answered the following
questions concerning general assessment strategies on Form A and specific CAT’s
on Form B:
“What changes will you make the next time
you teach this course based on the results of these assessment tools?”
and…
“What changes would you make
the next time you teach this course as a result of a CAT?”
Please state some of your changes that you implemented:
Please summarize the results of your changes:
What
changes will you make the next time you teach this course based on the results
of these changes in your assessment strategies and what new CAT’s will you
implement because of these changes?
Faculty
Form C