Syllabi with Policies

Syllabus with Policies 1

 

English Composition II                                                                    ENGL 1102.22                        Course Syllabus - Spring 2007

Class Schedule                              

Contact Information:

Professor:                                         

Email:                                                  

Office Phone and Voicemail:          

Office Hours:                                    

And by appointment

Office Location:                               

Contact me via email or telephone at any time about any aspect of the course or your studies. If you choose to call me on the telephone, be sure to leave your name, a detailed message, and your phone number, and I will get back to you promptly.

Webcampus:

An online course shell has been set up in Webcampus for our class. All students who have University Webmail accounts can access course information and materials through Webcampus. All students are required to have a University Webmail account. If you do not yet have a University Webmail account, please set one up immediately so that I can contact you quickly and efficiently, should I need to do so. I anticipate using the email distribution feature in Webcampus to let you know about any emergency, to notify you of materials that have been posted online in Webcampus, or to inform you if there is some unanticipated change in the course schedule or planned activities. Please check your FDU email regularly, and especially in the mornings before class meets.  To access our course, Go to http://webcampus.fdu.edu  Log in as follows:

1)    Your username is your full Webmail address

2)    Your password is your Webmail password.

To enter our course, click on ENGL1102.22. To access the various elements and tools of the course, click on the appropriate term.

Texts:

Texts can be purchased through the FDU bookstore or through other booksellers.  YOU MUST USE THE SPECIFIED EDITIONS.

Kirszner, Laurie G. and Stephen R. Mandell. Literature: Reading, Reacting, Writing,

Compact 6th edition. Boston: Thomson / Wadsworth, 2007.

Hacker, Diana. Rules for Writers. Fifth Edition. Boston: Bedford / St. Martin’s, 2004.

Dictionary of your choice

Course Description (from the Undergraduate Studies Bulletin):

Intensive study and practice in critical writing, emphasizing documentation and the process of research; readings to stimulate student writing are drawn primarily from poetry, the essay, and short works of fiction and drama.  Pre-requisite: ENGL 1101 English Composition 1.

Overview of the Course:

English Composition 1102 stresses advanced expository writing and the basics of research-based writing.  In developing your critical eye for literature, you will learn to read any kind of text, be it a place, a painting, an event, or a poem.  This facility prepares you for a wide array of writing situations that you will face in college and at work.  The class is process-oriented in that it stresses learning how to use research and writing skills. 

Expectations going into English Composition 1102:

Since you have completedEnglish Composition 1101 or its equivalent, here is a review of what you are expected to have accomplished in your college-level writing by the time you begin English Composition 1102. Of course, we will further develop these skills in 1102. However, students who are seriously deficient in any of the following areas  will need to seek extra help, either from the professor outside of class, or from the Academic Resource Center, or from both:

  1. You are expected to be able to formulate a strong thesis (stated or implied), organize and develop writing to fulfill that thesis, and integrate materials from readings and from your own knowledge and experience to provide support for your thesis.
  2. You should be able to write a coherent, effective five-page essay.
  3. You should be able to structure an essay according to various rhetorical modes (definition, using examples, persuasion or argument, comparison/contrast, description, narration, cause/effect, process, etc.), or by combining these modes.
  4. You should know how to use effective strategies for revising papers, overcoming writing anxieties, and correcting errors.
  5. You should be able to incorporate the following elements into your essays:
    1. Effective title;
    2. Compelling opening;
    3. Clear thesis statement;
    4. Thorough development and support of your ideas;
    5. Clear transitions and connections in the body of the essay;
    6. Distinctive tone, voice, or persona;
    7. A thoughtful conclusion;
    8. Technically correct sentences that are free of major grammar and usage errors.
  6. You should know the basics of citing your sources and listing the works that you have cited.

 

Goals of English Composition 1102:

By the end of the course, you will have completed a series of steps in the processes involved in doing research writing and documented writing. You will have written and substantially revised 4 - 5 major essay assignments, including short pieces of documented writing and a major term research paper. You will have read, analyzed, and discussed a number of literary works from the genres of drama, short story, and poetry. You will have completed a number of in-class writing assignments, including a journal and critiques of your classmates’ writing.

Like ENGL 1101, 1102 is a class about the craft of writing.  You will be adding to the skills you have already acquired.  By the time you leave 1102, you should be able to:

1.    Write and revise essays in response to works of literature from the textbook, using research, including the research essay.

2.    Write substantial papers ranging  in length from 5 – 9 pages.

3.    Prepare for and write succinctly and thoroughly about topics in a timed environment.

4.    Use MLA format in a research paper and have an awareness of other sorts of citation methods (APA, Chicago, etc.)

5.    Read and respond critically to literature and peer writing.

6.    Read and respond critically to different kinds of research, and be able to tell the difference between rich, reliable sources and less reliable sources.

7.    Have an awareness of how your reading, research, and writing prepares you for your majors and careers.

8.    Be proficient in library and online research.

The Writing Process (ENGL 1101):  Writing is not just about the finished product. It is also about the process of thinking, drafting, revising, and rethinking. All writers, even successful, published authors, are continually learning how to write. You too can learn how to improve your writing in the semester that you spend in this class.

                Steps in the Writing Process:

1.     Prewriting: To find a subject for writing, to generate ideas, or to find                                                             out what you think about an assigned topic, you might:

·         Read the assigned selection;

·         Observe;

·         Do some research;

·         Discuss your ideas;

·         Brainstorm (write down your ideas in any order);

·         Use freewriting (write whatever occurs to you about the topic without editing or changing what you write);

·         Make a plan or outline.

2. Composing: Set aside time and find a quiet place to do your writing. Write out a complete first draft of your paper without trying to revise. Keep going. Consider writing your introduction last.  

3. Revising: Rework your paper, paying attention to organization, development, and phrasing. Look at your paper with new eyes (re-vision it) and sharpen the focus of your paper.  Proofread your paper, that is, fix errors in typing, grammar, spelling, and sentence problems.

The Documented Writing and Research Writing Process (ENGL 1002):Once you have found your own voice as a writer and have developed the skills which were the focus of English Composition 1101, you are ready to learn how to make a contribution to the body of thought and writing that exists on a particular topic. You are ready to learn how to add your thoughts to those of published, professional writers, critics, and scholars. You are ready to learn how to develop and write about your own original ideas about primary sources, such as short stories, poems or plays (and about primary sources in other fields). You are also ready to learn how to incorporate secondary sources into your writing in order to test your ideas against those of commentators and interpreters who have written in the field.

            Steps in the Documented Writing and Research Writing Process:

1.    Pre-Writing:

a.    Choosing a topic

b.    Finding sources

c.    Evaluating sources

d.    Taking notes

2.    Composing:

a.    Developing a thesis

b.    Organizing an outline

c.    Drawing upon your sources

d.    Writing drafts

3.    Revising:

a.    Developing your ideas

b.    Strengthening your argument

c.    Refining your use of sources

d.    Documenting sources

e.    Formatting

f.     Proofreading

g.    Preparing the final draft

General Directions for the Format of your Papers:   

  • Use 81/2” by 11” white paper.
  • Type the paper, double-spaced.
  • Use 12 point font that is easily read - no fancy fonts.
  • Use 1” margins on all four sides of the paper.
  • In the upper left corner, give your name, course and section number, the date of the assignment, and the professor’s name, as explained in Rules for Writers.
  • Titles of essays should be centered, two lines below the information that appears in the upper left corner.
  • Titles of essays should be in 12 point font, should use initial capitalization of important words (not all caps), and should not be bolded, underlined, or italicized.
  • Under the title, indicate the number of the essay and the number of the draft, for example: Essay 1 Draft 1.
  • Staple all pages together.
  • Clip all drafts together with a large paper clip.
  • DON’T use cover sheets, report covers, or folders when you hand in your regular assignments.
  • DO keep all your work for the course in a binder or folder which may be collected form time to time.

Portfolios and ePortfolios:

  • Save all your written and typed work, including in-class writing assignments and exercises in a folder which will be your Portfolio.
  • In addition to the paper Portfolio, you must also save all your work on your hard drive, a computer diskette,  CD-ROM, or flash drive, which will be your ePortfolio.

Journals:

A writing journal will be an important part of this course. Keep about 20 pages at the back of your English notebook for your journal. Many journal entries will be written in class, but some will be assigned to be done outside the classroom. Some journal entries may be shared with the class or collected. Writing assigned journal entries counts as part of your grade.

The Workshop Approach:

Students learn by writing. The course will be run as a hands-on workshop where the major activities in class are writing and discussing the writing process and the works of literature to be covered in the course. You will often work in small groups or in pairs to read and critique each other’s work and to discuss the assigned readings. One-on-one conferences with the professor will take place in class during workshop time. Out-of-class conferences are also strongly encouraged, and some may be scheduled. We will spend some class time in the Metro Writing Studio in the Library, writing and revising papers and using Library resources. Dates of Library sessions will be announced as the course proceeds.

Course Requirements:

  • Essays:
    • You will write and substantially revise and correct approximately 5 essays during the semester. These will include short pieces of documented writing and a major term research paper.
    • The required length and degree of development of essays will increase as the course proceeds.
    • You can expect to be writing or revising a paper roughly each week. Some writing will be done in class, and some will be done outside of class.
  • Readings from the textbooks: These are integral parts of the writing process. If you neglect the assigned readings, you will not be able to complete the course requirements.
  • Journal: As assigned.
  • Writing activities and assignments: As assigned 
  • Mid-term Exam:  This will be a timed, in-class essay on an assigned reading.
  • Final Exam: This will be a timed, in-class essay on an assigned reading.

Grading Policy:

1)    In general, papers handed in the later weeks of the semester will carry more weight than earlier papers. This will allow you generous opportunities for improvement so that you will benefit from your hard work and genuine efforts to revise your writing.

2)    All papers can be revised for a higher grade if your efforts are sincere and thorough and are accomplished within a reasonable timeframe. Time limits fro revised papers will be announced and must be observed.

3)    Unexcused late papers will be penalized.

4)    In order to pass the course, you must hand in all major essays including all drafts and revisions. This means that you might have A’s in all the papers you have handed in and still fail the course because you have not handed in a major assignment. What is considered a major assignment?

a.    The term research paper

b.    All other essays that move through the process of draft/revision.

c.    The mid-term and the final exam

d.    Other assignments as indicated by the professor.

5)    All students must consult and abide by the University’s policy on attendance: http://www.fdu.edu/studentlife/metro/academicregs.html In addition, note that individual professors at FDU may set their own policies for class attendance and participation. Meaningful class participation is considered an important component of your grade for this course. For this reason, if you have three or more absences, you are in danger of failing the course. Be sure to contact the professor, in advance when possible, if you find that you will have to miss more than three classes. Habitual tardiness will be considered as the equivalent of absences, and your grade will be affected by continual lateness to class.

 

Grading System:

1)            A grading guide or rubric will be provided for most essay assignments.

2)            For essay assignments that require two or more drafts with substantial revisions, the highest grade achieved in the revision process will be recorded and counted into the final grade for the course, as long as all drafts have been submitted reasonably close to the date of the original assignment.  If you intend to continue to revise an essay after the final draft has been submitted, you must confer with the professor first.

3)            Different tasks within the research paper process will be graded separately and may be included in the final grade for the research paper.

4)            FDU Grading System:          YOUR PROFESSOR’SNUMERICAL EQUIVALENTS:

(subject to change):   

    A          =          4.00                 =          90 - 94                        

    A-        =          3.67                 =          87 - 89                        

    B+       =          3.33                 =          84 - 86                                    

                        B          =          3.00                 =          80 - 83

                        B-        =          2.67                 =          77 - 79

                        C+       =          2.33                 =          74 - 76

                        C         =          2.00                 =          71 - 73

                        C-        =          1.67                 =          68 - 70

                        D         =          1.00                 =          61 - 67

                        F          =          0.00                 =          0 – 60

NOTE: The University does not record grades higher than A on transcripts. However, it is possible to earn an A+ (95 – 100) on a given assignment. The extra points earned by an A+ on a particular assignment can significantly affect a student’s overall average grade for the course.

Grading System (subject to change):

Essay #1                                                                                 10%

Essay #2                                                                                 10%

Essay #3                                                                                 15%

Essay #4 (Research Essay)                                                      20%

Essay #5                                                                                 15%

Mid-Term Exam (a timed essay)                                              10%

Final Exam (a timed essay)                                                       10%

Class Participation

(includes attendance, discussion, in-class writing

activities, journal, other assignments)                                        10%

 

Academic Integrity:

It is expected that all of your work in this course will be original and your own. All students must consult and abide by the University’s policy on academic integrity. All students are expected to sign a contract indicating that they have read and understood the University Academic Integrity Policy.  

Help with your writing skills:

I will be scheduling individual in-class and out-of-class conferences with each of you. In addition, you need to take the initiative to come and see me for help. I am available during my office hours - and at many other times - to assist you.

To sign up for tutoring, you may visit the Metro Writing Studio in the Library or the Center for Academic Student Support (CASS) in Robison Hall. I may require some students to get tutoring.
 

 

Portfolio Review:

Overview

The English composition faculty have selected the Portfolio Review as the program-level strategy for assessing student learning outcomes for each composition course and for the entire sequence. The purposes of Portfolio Review are: 1) To help students improve their writing and to help them see (anonymously) where their writing skills stand in relation to their peers; 2) To help the faculty continue to improve the Writing Program. Students’ writing Portfolios will accompany them throughout their careers at FDU. Following their instructors' directions, students should save all of their course work in both electronic format and in hard copy. The Portfolio (as a whole) will be assessed by the composition faculty, not the individual instructor. The assessment rubric will be distributed to students early in the semester.  Instructors will provide further information about Portfolio Review as the course proceeds.

For ENGL 1102:Certain assignments from the course will become part of the Portfolio.  Passing the course will not be contingent upon passing the Portfolio Review. I will provide further details on the individual components of the Portfolio as the semester proceeds.  

 

 

Syllabus with Policies 2

English Composition 2

Spring 2007

Syllabus, 1st Draft

Week 1

Tues. January 23

First Day Stuff

 

 

Thurs. Jan. 26

UNIT 1: The Microscope Essay*

READ: Divakaruni, “The Disappearance,” and Mafouz, “Half a Day”

Week 2

Tues. Jan. 30

READ: “Understanding Literature,” and “Reading and Writing About Literature” (1-through “drafting an essay, 29), and “Thinking Critically About Your Writing” and “Writing Literary Argument” (71-93)**

 

 

Thurs. Feb. 1

READ:Eric Foner’s “American Freedom in a Global Age”—I’ll give it to you

Week 3

Tues. Feb. 6

DUE: Microscope Essay, Draft 1

 

 

Thurs. Feb. 8

READ: “Revising and Editing an Essay” (29-42)

WORKSHOP Microscope Essay Draft

 

Week 4

Tues. Feb. 13

READ: “Documenting Sources and Avoiding Plagiarism” (109-112, and skim112-125), and “Writing Essay Exams about Literature” (124-134)

 

 

Thurs. Feb. 15

In-Class Essay 1

Week 5

Tues. Feb. 20

UNIT 2: The Big Essay

LIBRARY DAY—Go to Writing Studio!

DUE: Microscope Essay Revision/Final

 

 

Thurs. Feb. 22

READ:2 stories, tba

Week 6

Tues. Feb. 27

READ: “Writing a Research Paper” (94-108)

 

 

Thurs. March 1

tba

Week 7

Tues. March 6

Group Presentations

DUE: Annotated Bibliographies

 

 

Thurs. March 8

DUE: Big Essay, Draft 1

WORKSHOP Draft 1

Week 8

Tues. March 13

SPRING BREAK!!!

 

 

Thurs. March 15

SPRING BREAK!!!

Week 9

Tues. March 20

WORKSHOP 2 of Draft 1

 

 

Thurs. March 22

In-Class Essay 2

Week 10

Tues. March 27

tba

 

 

Thurs. March 29

DUE: Big Essay, Draft 2

WORKSHOP Draft 2

 

Week 11

Tues. April 3

tba

 

 

Thurs. April 5

UNIT 3: Essay of Choice

READ: Baldwin “Sonny’s Blues”

Week 12

Tues. April 10

DUE: Big Essay Revision/Final

 

 

Thurs. April 12

DUE: Sources for Essay of Choice

 

Week 13

Tues. April 17

READ: Sources, above

 

 

Thurs. April 19

DUE: Essay of Choice, Draft 1

Week 14

Tues. April 24

WORKSHOP Essay of Choice Draft

 

 

Thurs. April 26

tba

Week 15

Tues. May 1

tba

 

 

Thurs. May 3

Last Day of Class

DUE: Essay of Choice Revision/Final

Week 16

FINAL: Date to be announced (btwn. May 7-11)

PLAN TO BE HERE for In-Class Essay 3

 

 

 

 

 

 

 

*The Microscope Essay is based on The Lens Essay, as developed in Columbia University’s Undergraduate Writing Program.

**Please note: I only assign parts of the textbook that instruct you about reading and writing.  Please feel free to read other sections to help and inspire you in your writing.  What I assign is a minimum.

 

 

Dates to Note:

Last Day for New Registrations

January 26

Final Drop/Add Changes and Registrations with Special Permission

February 2

Spring Recess

March 12–16

Classes Resume, 8:00 a.m. (Monday)

March 19

Last Day for Student Withdrawal from Classes

March 30

Priority Registration for Fall Semester 2007

April 9–20

Last Day of Classes (Saturday)

May 5

Final Examinations (Monday–Friday)

May 7–11

Grades are due no later than 5:00 p.m. on the third day after the exam is administered.

University Commencement

May 15 (Tuesday)

1102: English Composition 2

Spring 2007

 

Policies and Procedures

“. . . you must not come lightly to the blank page.”

--Steven King, On Writing

 

 

What’s the class all about?  This class introduces you to literary analysis and to research—essentially, this means you’ll be reading and gathering information, thinking about the information, then making judgments about that information.  These are skills you’ll need to succeed for the rest of your life, whether you go into business, nursing, or teaching.  Here you will learn to read more critically and to respond to ideas in more depth than you have before.  You will leave the class a better writer and a better thinker.

How is 1102 different from 1101?  This is not a class about how to craft an essay; 1101 is designed to teach that.  Though this semester you will be adding to the box of writing tools which you opened in 1101, you will mainly be asked to apply what you learned in 1101 about how to write successful essays.  I STRONGLY urge students who got a C+ or lower in 1101 to get a tutor from the Writing Studio immediately, and start attending regularly and often.  Bring your tutor your work and my assignments so they can help you with the tasks at hand; you should also consult with me after your first assignments so I can tell your tutor what skills I’d like him/her to help you with. 

What do I already expect you to know?  Since you have passed 1101, I expect you to be comfortable with the following core set of skills: crafting and sustaining a main argument that is interesting and contestable, writing grammatically correct sentences (tutors are great for help with grammar), using MLA citations and format, developing your own idea in response to another writer’s ideas, structuring your essays logically, transitioning between paragraphs, crafting an intriguing introduction and a conclusion that does more than simply repeat your main points (i.e. it “lands” somewhere beyond where you started), knowing when it is appropriate to use the first person, radically revising as well as proofreading your work.  If you don’t know how to do these things, you should see me immediately.

What’s going to happen for the next 16 weeks?  As you’ll see in your syllabus, the class is based on 3 units.  Each unit results in a essay that grows out of the readings, discussions, research, and short exercises of the unit.  Because revision is a crucial part of every successful essay, I’ve built in time for you to thoroughly—even radically—revise every essay.   You will also have three timed in-class essays.  See the Grades section for more information.
 

Please note that my syllabus is a first draft and should be treated as such—the readings and assignments you see there are subject to change as they suit the needs of the class, so stay tuned to the assignments given in class.

Please Bring to EVERY class (and conference with me):

1.    your best discussion skills

2.    a pen that makes writing a pleasure

3.    paper for taking notes

4.    a mini stapler for stapling papers printed at the last minute (yes, I know it happens)

5.    Literature: Reading, Reacting, Writing and any other text under discussion

6.    a folder containing all your notes, assignments due, assignment prompts, and previously completed assignments

Required Materials:

Rules for Writers by Diana Hacker, Literature: Reading. . . , a dictionary of your choice (preferably a small, portable one), a Webmail account, a folder in which to store your work, a stapler, access to a computer

Strongly recommended materials:

--A planner for writing down all assignments and keeping track of when things in all your classes are due.  Students without planners inevitably miss assignments, but in every class you take in college “I didn’t know” or “I forgot” is NEVER an excuse.  Planners help you come to class prepared.

--a floppy disk, cd, or flash memory drive for storing your work—keep drafts in separate files, and DO NOT DEPEND ON your “folder” in the school’s system!!!

--Eats, Shoots & Leaves by Lynne Truss—a highly entertaining guide to basic grammar

--The Elements of Style by Strunk and White—the classic (and also quite entertaining) guide to good use of language

--Bird by Bird by Anne LaMotte

Format for all assignments:

All essay drafts and revisions must follow the MLA format as described in Rules for Writers; this includes citations and Works Cited pages as well as where you put your name, page numbers, etc.

**All work from the unit must be stapled with the revised essay, including the first draft with my comments, and homework.

**Please note that your grade for each essay will drop if the ungraded assignments leading up to that essay are not turned in, or are late.

**All drafts and revisions must be handed in AND posted to Turnitin in MS Word format.  Essays not handed in AND posted to Turnitin will be given an F.

**You are required to keep copies of every piece of writing you do for this class; this means both essays and exercises, including every draft.  This makes a CD or flash memory drive VERY IMPORTANT!!

Grades:

Your grade for the semester will be calculated as follows:

Assignment

Percent of grade

In-Class Essay 1

5%

In-Class Essay 2

10%

In-Class Essay 3

10%

Microscope Essay

15%

The Big Essay

20%

Essay of Choice

20%

Group Presentation & Annotated Bibliography

10%

Participation

10%

 

 

**All work from the unit must be stapled with the essay, including the first draft, in-class writing, and homework.

**Please note that your grade for each essay will drop if the ungraded assignments leading up to that essay are not turned in, or are late.

Portfolio Review:

All students in 1102 will participate in departmental Portfolio Review. Details will be provided as the course proceeds.

Participation:

This course is a seminar; thus, your participation is of the utmost importance to the productivity and quality of the class—and more importantly, your own success in the class—and is 10% of your final grade.

Please note: We will often find ourselves discussing controversial issues, and I do not want anyone to be afraid of speaking. To ensure that the classroom is a safe environment for the discussion of a variety of topics, I need your help. Please be mindful of the beliefs, backgrounds, and opinions of your classmates.

Office Hours:

Because it is impossible to cover all the needs of every student in the class, office hours are available for you to meet with me one-on-one to improve your writing through in-depth discussions of your particular issues. My official office hours are on this paper and on the syllabus; however, if you cannot make those times, or if they are full, please email me and make an appointment.

Plagiarism and other forms of academic dishonesty:

The university and I take academic honesty extremely seriously.  At the start of the semester, you will sign a contract agreeing to adhere to the standards of academic honesty as written in FDU’s Academic Integrity Policy.  If you would like to consult the policy another time, you can find it on the web at http://view.fdu.edu/default.aspx?id=211 or by typing “academic integrity” into the search box in the upper right corner of the FDU website.

Attendance:

As class participation is a big part of your personal and academic success in this course, it is essential that you attend every class. Of course, things do come up; therefore, every student is allowed 3 missed classes. There is no official difference between excused and unexcused absences, so save your absences for illness, religious observances, and family obligations. This goes for athletes as well.

If you come to class unprepared, you will be dismissed, it will count as an absence, and you will have to make up the work.

Attendance and grades: If you exceed your allowed number of absences, you risk failing the course.

I will not remind you of absences, or late or missed assignments.  YOU are responsible for getting the notes for missed classes, AND for completing the assignments due on days you missed.  Missing class is not an excuse for late or missing work, or for not understanding a concept covered the day you were absent.  So, please pick a few buddies early in the semester whom you may call when you miss class in order to stay up to date.

Lateness:

Do not arrive to class late.  It is distracting and inconsiderate to your classmates who arrived on time; you also miss essential material when you are late.  For every two time you are more than 10 minutes late, those two lates will count as an absence.
 

Late & missing work, and grades:

Completing all assignments, graded or ungraded, is critical to your success in English Composition.  If you don’t do the work, how can you expect your writing to improve?  Again, though, things do occasionally come up.  You are therefore allowed one late graded assignment; it can be 2 weeks late.  After that, it receives a 0.  After your freebie, other late work will be penalized with a lower grade; if work is more than 2 weeks late, it receives a 0.  Ungraded assignments, including drafts, missing in a unit result in an F for the unit’s essay.  If you have missing assignments at the end of the semester, you cannot pass the course (i.e. you must complete all the graded assignments to pass the course).  No exceptions to any of these rules.

Webmail and Webcampus:

You are required to check your Webmail account at least 1 time a day for correspondence from me; I will email the class frequently, and I will ONLY use your Webmail account to email you.  If you don’t want to use your Webmail account, please forward your Webmail to your preferred address.  Similarly, we will be using Webcampus a great deal; and you’ll be using it in other classes as well.  For instance, all assignments will be posted to Webcampus, and you will turn in all assignments there as well.  You use your Webmail account to login to Webcampus.  If you have not been trained in Webcampus, see me immediately.

Etiquette: Emails are an important part of the way everyone communicates today.  They are also forms of writing that you must learn to do well.  Therefore, in order to succeed, you must adhere to proper email etiquette.  Emails are letters—not IMs or notes—and employers (not to mention my fellow professors—your teachers!) constantly complain about poor writing in emails.  An email to a coworker or superior (parent, boss, teacher, etc) should have most of the components of a formal letter, and none of the slang and abbreviations in email to your friends.  Emails should be written in standard English, and be spellchecked.  I will simply not answer emails that look like this:

wassup?  i got a q about # 2.  could i see u in ur office?

Or like this:

Prof.,

i’m confusd aboout the esssay.  can you help me?

I will, however, answer emails that look like this:

Dear Professor So-and-so,

How are you?  I have been working on Essay 2, and I have a question about how to use one of my sources.  I cannot make it to your office hours this week, so can we make an appointment instead?

Thanks,

Jane Doe

A final note... Fear not!  Real learning requires a period—sometimes a long period—of confusion and frustration.  So, when you feel like you’re ready to tear your hair out, just remember: That’s the way you’re supposed to feel.  And if you never feel that way this semester, I’ll be worried about you.

 

 

Syllabus 3

English Composition 1102

Spring Semester – 2007

Fairleigh Dickinson University –Metropolitan Campus

 

Weekly Course Outline: January 22-May 4

INTRODUCTION:

 

January 22-24: Review of course requirements, grading policies and procedures, and student in-class writing.  Brief review of the writing process.

UNIT 1 – FICTION

January 26:  Review of components of fiction.  Assigned reading response to: “Dead Men’s Path.” (handout).

January 29-February 2:  Class discussion of  “Dead Men’s Path. “Assigned reading responses to: “The Story of an Hour,” Kate Chopin pg. 193-194, and “The Cask of Amontillado, Edgar Allan Poe, 312-317. Class discussion of the assigned readings.

February 5-9:  In-class graded essay based on the assigned readings.  Assigned reading responses: “The Lottery,” Shirley Jackson, pgs. 405-411 and “The Ones Who Walk Away From Omelas,” (handout).  Group work and class discussion based on the assigned texts.  Assigned Essay (Fiction).

UNIT 2- POETRY

February 12-16: Introduction to poetry.  Exploration of factors which might impede an understanding of the literal meaning: reordered syntax, ellipsis, punctuation, unknown words, and obscure definitions.  Factors that relate to meaning: author’s biographical background, historical context, persona, verbal irony, tone.  Group reviews and analysis of several poems with the goal of exploring meaning, tone, irony, persona, and other poetic concepts.  Fiction essay rough draft due – critiqued in groups.

February 19-23:Final draft of fiction essay due. Continuation of poetry.  Writing about poetic language.  Figurative language – metaphor, simile, analogy,

personification, imagery, symbols, paradox, irony.  In-class exercises to create figurative language.  Assigned reading responses to the following poems: “We Real Cool,” Gwendolyn Brooks, 745; “To an Athlete Dying Young,” A.E. Housman, 750, “My Papa’s Waltz,” Theodore Roethke, pg. 873, “To His Coy Mistress,” Andrew Marvell, pg. 783,   Students also required to identify the author and literary work/s they intend to explore in their final research paper.

February 26-March 2:  Class discussion of assigned readings.  Exploration of poetic form: rhythm, rhyme and meter, alliteration, assonance, and consonance, stanzas, closed and open forms, couplets, quatrains, sonnets, free verse.  Assigned reading responses to the following poems: “Ozymandias,” Percy Bysshe Shelley, pg. 721, “When I Heard the Learn’d Astronomer,” Walt Whitman, 731, “Mother to Son, Langston Hughes, pg. 899,  “Ex-Basketball Player,” John Updike, pg. 773,  and “When in Disgrace with Fortune and Men’s Eyes,” William Shakespeare, pg. 824.  Class discussion of readings.  ASSIGNED ESSAY – POETRY.

March 5-9:  Students required to submit a thesis statement for their final research paper.  In-class poetry writing (for fun- not graded). Poetry essay ROUGH DRAFT due – critiqued in groups.

March 12-16 – SPRING BREAK: Complete final draft of poetry essay and read the play, “Death of a Salesman,” Arthur Miller, pgs. 1249-1320.

UNIT 3 – Drama

March 19-23:Poetry essay FINAL DRAFT due.  RESEARCH PAPER ASSIGNED.  Introduction to drama – consideration of the context, the setting, the action, dramatic structure – all with references to “Death of a Salesman.”

March 26-30: IN-CLASS GRADED ESSAY – “Death of a Salesman.” Group work to consider critical questions for reading plays.  “Death of a Salesman” essay assigned.

UNIT 4 – The Research Essay

April 2-6:  Review of research techniques – common errors.  Visit to the library to explore literary research techniques (this date may change as library visits must be scheduled). “Death of a Salesman” essay rough draft due – critiqued in groups.

April 9-13:“Death of a Salesman,” ESSAY FINAL DRAFT DUE.  Discussion of plagiarism, review of MLA format.

April 16-20: Research essay Works Cited list due:  Students will work in groups to identify any errors relating to MLA format.  RESEARCH PAPER ROUGH DRAFT DUE – critiqued in small groups.

UNIT 5 – The Portfolio- Wrapping Up

April 23-27:  Introduction to the portfolio. Exploration of revision strategies. Group work on essays with the goal of final revision for portfolio presentation.  FINAL DRAFT OF RESEARCH ESSAY DUE ON FRIDAY, APRIL 27. 

April 30-May 4: Continued work on student portfolios. Portfolios due during final exam week. Student feedback on class.

                                                         HAVE A NICE SUMMER

                                ___________________________________________     

*During group reviews of essay/research paper rough drafts, students are also encouraged to obtain feedback from the professor.  Students are also advised to use the writing center for additional feedback and critique.

 

 

 

Syllabus 5 with instructor notes-to-self about units

English Composition II

Robison Annex room 305/Weiner Library IRC Room

Tuesdays and Thursdays, 10-11:15

DAY 1Thursday, August 31th - Administer syllabus –Attendance Policy 25 minutes/ 50 diagnostic

Week 1

Tuesday, Sept 5th  - Class philosophy and overview Plagiarism policy and signed consent form Class schedule, requirements, 3,  4 page ( minimum) revised take home essays 2 timed in class essays, one 7-9 page research paper

Answer Questions  - Hand back diagnostics.  Do you know where this question and answer comes from:  What is Art?  Art imitates life. It is the thread that ties this class together – fiction, poetry, drama – we study them to learn about ourselves, to learn more about the human condition and to learn how different literary genres represent our shared human condition. “The unexamined life is not worth living.”  Essentially, if you are not willing to examine your life and those of these authors, then according to Greek reasoning, life is not worth living because you are not learning anything more about your existence. In class reading:  “Hills like White Elephants page 143 – narrator / girl/american

Read:  Understanding Fiction, pages  137 – 142,  Recognizing Kings of Fiction147-148

            Reading and Writing About Fiction, pages 164-165

            “Hills Like White Elephants” – Ernest Hemingway, pages 143 – 148

            Answer checklist on page 192

FICTION AND RESEARCH

Thursday, Sept 7th – Write one page reader response to “Hills” – one page to hand in  - 25 minutes  Review “Analysis of Short Story” packet in Class – 55 minutes /also show “Literactive” elements of fiction

Complete:  Worksheet Discussion Questions on “hills” using the worksheet to help   

                   Answer questions

Week 2

Tuesday, Sept  12 – Discuss “Hills” Worksheet questions /answers – SET EXPECTATIONS - answers like the ones I am giving – detail and examples to support your understanding     

Explain: Literactive – Putting Ideas into your own word- Paraphrase – Quickly retelling parts of the story –SUMMARY.  Both require documentation.  Research/Documentation overview Summarize

Ex 1 and 2, Incorporate  Ex 1 and 2  Hand out:  Hills short essay and have them begin to read,  paraphrase and summarize this source in class, finish for homework

Write:  1 – 2  typed pages of response to “Hills” Essay using two summaries and

two paraphrases from it in your response, you may also quote from the short story due:   9/19 For help see pages 112 AND 113 and page 102 for Sample of paper format using MLA TECHNIQUE

Read:             Plot – 189-192

            “The Story of an Hour” – Kate Chopin page 192 – 193

             Answer checklist page p. 192

              Discussion Questions p. 195 (1-8)

 

 

Thursday, Sept 14th – I-Cite and Literactive – sources

Assign Groups – answer “Story of an Hour” worksheet questions ( mine) – one group per questions - present answer to class USE DETAIL AND EXAMPLES ( 25 minutes to answer /55 to present )

Write:  1 page, using evidence from the text, prove that Mrs. Mallard either does or does       not love her husband.  Pay attention to MLA Format and use your text (102-114) if you are unsure – due 9/19              

Week 3

Tuesday, Sept 19thCollect one page responses – Mrs. Mallard does/does not  love her husband? Collect Hills responses with citations.   Show “Five Stories of an Hour” - 35 minutes  - Reader response to it in notebooks. Respond to one interpretation or all.  What is so troubling to us about this story?  35 minutes  Show “Literactive” Critical Approaches to “Story of an Hour”  FEMINISM

Read:  Pages 1635 – 1636 Feminist Criticism

Write:  From what you’ve read and what we learned in class, what is feminist criticism?

            Is Kate Chopin a feminist writer?  Why or Why not?                    

Use the homework reading and examples of the story’s details to write one page   

defending your position.  Due 2/21

Thursday, Sept 21 – Collect pages first.  Then ask class who was for and who was against?   Divide class into groups of IS/IS NOT – review reasonings together.  Prepare a presentation to class (one for and one against) due 9/26.

Prepare:  Class Presentations

Assign: Paper #1 handout

Hills and Story of an Hour – Hemingway/Chopin

Week 4

Tuesday, Sept 26th – Presentations on Feminism

            Chopin IS OR IS NOT a feminist writer.

Read:       “Eveline” – James Joyce  page 601-604

Complete:  Checklist - page 192

Read:          Pages 1639 New Historicism

Thursday Sept 28th           - Quiz on Eveline & New Historicism homework (20)

Draftwork Essay #1.  Collect the drafts first. Take note of whose is not there.  Put up revision questions on computer.  Have them revise for 5 paragraph essay and spelling and citations. 

Answer: Worksheet Questions on “Eveline” (mine)

Read:     Character, page 216-218

Answer:  Checklist on pages 218-219

Week 5

Tuesday, Oct  3 – Collect paper#1.  In class writing:  What is wrong with Eveline? (25)   Discuss Eveline worksheet questions ( 50 min)

Read: Style, Tone and Language, pages 341- 347

Read:  Araby, page 348 – 352

Answer:  Discussion Questions, page 352 1 - 8

Collect Paper#1 

Assign: Paper #2 Handout Eveline/Araby JOYCE RESEARCH 

Thursday, October 5th – Quiz on Araby

Assign groups of 5:  answer the discussion questions by me in notebooks

Show- Literactive thing on New Historicism – keep this in mind while we learn about Joyce and his writing

Show movie: James Joyce (MSU volume #5159) 55 minutes (part 1 and part of

part 2)Reader response:  From his biography, what were Joyce’s concerns?  What

shaped ( were shaping)  his point of view.

I-cite – research anime to begin       

Write:  Formulate your questions or research area for  paper #2

Complete:  a list of sources that you want to investigate and a list of questions that you want to answer for  Tuesday’s Library visit

Week 6 

Tuesday, OCT 10:  Class workshop:LIBRARY/Research

Work on paper #2 James Joyce Research Paper (mini)

Initiate a list of sources that you want to investigate – keep track

“Araby and the Writings of James Joyce.” Antioch Review (1965):375-410

Thursday, October 12thQUIZ on Short Story is the MIDTERM ( mine)

Library Day – continue research/writing/drafts for paper#2

Read:  Origins of Modern Poetry, pages 659- 665

            Recognizing Kinds of Poetry, 667-668

            “Reading and Writing About Poetry” page 676-677

            Active Reading, page 676-677

Write:  In three paragraphs of definition,explain and define Poetry

Read:  “The Ballad of Ch’ang-Kan”, Li Po, my hand out

Paper #2:  Due next class

POETRY

Week 7

Tuesday, OCT 17  INTRO to Poetry-Ask them to tell me what poetry is?  “Poetry is Verse, prose is not verse.  Or else poetry is anything with the exception of business documents and school books.” Leo Tolstoy.  Is poetry verse or prose? Or both?  NARRATIVE/LYRIC pages, 667

 What separates poetry from the short-story or from drama or film?  What are the characteristics of poetry?  Poetry comes in many forms, sonnet to a concrete poem,  it depends on when and who you are talking about; what century, and what poet….like fiction, there are different genres or types of poetry.   In this class, as intro we are going to have an  Expansive view of poetry – can come in a myriad of forms, but like fiction and drama, it is an ancient form, it tries to recreate and expand the human experience for the reader. The more you read it, the more familiar you will become with it’s language and the more you will be able to understand it.   Hand out dictionary terms and review ( this will help us during this chapter as will page 676.  Let’s Review poem by Li Po for homework.  Who is speaking and what is said?  Turn to page 995. Read this translation by Ezra Pound.    Who is speaking and what is being said?  Any clearer?  Try to put the poem in your own words, each person takes a line and write on the board what it means.  Hand out explanation by 127-128 Arthur Cooper /  

Collect: Paper#2

Read:  Voice pages 697-708, 

Read:  “I’m Nobody, Who are You”, “Gretel In Darkness”, “Negro”, “Veiled”

            Stress Active Reading approaches

Thursday, October 19th  Read “Gretel In Darkness” aloud and identify Who is the voice and speaker in the above poems and how do we recognize “the speaker”  - by what they say, what they see, and what they do – do this with class.  Speaker becomes available to us by the facts the poet gives us, not the facts we wish to invent.  Group work:  Identifying the speaker and their characters or persona in Negro, I’M Nobody, Who are you” “Veiled”  Discuss  them.  Discuss or for homework:  “Veiled” The speaker gives us a choice, will this or this happen?  Does the poem give any indication of the outcome?  Handout Neidecker poem:  page 28 In class writing: Tell me everything you know about this speaker and how you know it.  What do we know about the voice in this poem and why?

Read:  Tone, pages 709 - 718

Write:  Neidecker speaker finish writing

Week 8

Tuesday, OCT 24th – What is TONE?  What do we look for in a poem when we discuss tone?  Read aloud “To Virgins to Make Much of time” page 717 – what is the tone and why?  Discussion Questions 1-4 Rime affects tone, sing-song, almost underlies the real subject he is requesting which is to be quick, youth is the best, carpe diem  Then share "To His Coy Mistress” on Literactive -  Read along on page 783.  Are these tones similar?  How so? Then do Tone review and answer questions for “To His Coy Mistress” in notebook..   “Try to Praise the Mutilated World”  - answer questions 3,4,5 in notebooks for remainder of class.

Thursday, October 26 – What is imagery?  What are we looking for?  How are the images rendered by the poet, and the speaker? Are they, realistic or imaginative?  What is being associated along with the images- pay attention.  Turn to page 966 – read this poem to yourself.  Then when I read it, write down as many images as you are seeing.  Then review the images – white/innocence – death – consider what the poet is doing with his images.  Literactive – “The Fish”  - page 941-942.  Read aloud in class.  Read along with Randall Jarrell – two times.  Discuss IMAGE with class.  How many images do we have?  List them on the board -  Now review the image sections together as a class with Literactive.  Answer the questions under the image section in their notebooks. Hand out:  James Wright: A blessing -

Read:  “A Blessing” by James Wright – What are the images in this poem?  How are they   

            rendered by the poet? Answer checklist questions on page 764

Read:  “Figures of Speechpages 766-782

Week 9 

Tuesday, October 31st – Quiz – Metaphor, Simile, Personification ( mine)

            Figures of speech discussion (use the literactive thingy to give them assignments)

Personification should be my own class as simile, and metaphor  the thing has

Assign: Paper#3 Begin thinking about poem and approach

Read:  Review Writing about Poetry 679-682  – pay attention to MLA parenthetical Citations

Read:  Discovering themes in Poetry, page 872 – poems about parents, love, war, loss

Thursday, November 2nd  Discovering Theme –OVERALL IDEA OF THIS POEM IS WHAT?  IS THIS POEM TEACHING ME SOMETHING? WHAT? a few poems from our reading and then “The Fish” Literactive thingy – how all the elements we have discussed so far contribute to the theme – voice, tone, imagery

MLA Parenthetical Citations in paper

Review Sample Paper – 683-692

Prepare:  Questions or areas of research you want to do, List of sources to consult re:    

               your paper and list of questions, look at sample paper 683-692

Write:  Paper #3

Week 10

Tuesday, Nov 7th – Library Day Research

Write:  Draft for paper#3

Read:  Understanding Drama, pages 1023-1042

            Thursday, November 9– In class -Draft and Workshop

            Collect drafts, write down whose is there, redistribute to class

Post on computer the areas of edit:  for MLA Citations, what they said about tone, figure of speech, imagery, and voice and THEME OF OVERALL poem                     

Complete: Paper#3, due next class

Read:  one ten minute play

                                    Drama and Research

Week 11

Tuesday, Nov 14th – Introduction to drama – what makes it different, the same as fiction, poetry.  What makes is different….staging and dialogue. Description of terms @ Literactive:  plot, character, staging, theme  Read the 10 minute play outloud…divide into 4 Groups presentation.  One group does plot analysis, one group does theme, staging, character

Prepare:  Presentations

Assign:   Final Research Paper – 5 pages due Dec 12th  Begin your process

            Thursday, Nov 16th – Presentations on one ten minute play

Week 12

            Tuesday, November 21 – Presentations

Read: A Glass Menagerie or A Dolls House

Write:  Two pages typed reader response answering the following@ theme, characters, plot, staging

Answer: Discussion worksheet questions in the book for each play

            Thursday, November 23rd – No Classes – Thanksgiving Break

BREAK NOV 22 – 28TH

Week 13

 

            Tuesday, November 28th – No classes – Thanksgiving Break

Write: Paper#5

Thursday, November 30th – Collect Reader Responses// HaveClass Discussion About Tennesee Williams/answer worksheet discussion questions -  Show movie/read along in your book

Write: Paper#5

Week 14

 

            Tuesday, Dec 5– movie and discussion

Write: Paper#5

            Thursday, December 7th – movie and discussion

Write: Paper#5

Week 15

            Tuesday, Dec 12th – Last Class – research paper due in class

            Thursday, Dec 14th – 20th  Written Final EXAM

EXAM - PORTFOLIO