Instructor: Dr. Geoffrey A. Grimes
Telephone:
E-mail: ggrimes1@aol.com
ENGLISH 1301: COMPOSITION & RHETORIC I
I. Introduction and Rationale for Course
Think for a moment what the world would be like if there were no means of communicating in written form. It’s truly inconceivable, isn’t it. Given the fact that writing plays a major part in our everyday life—from composing e-mails to writing a variety of essays for college courses—entertain those who read our written communications.
Therefore, English 1301, Composition & Rhetoric I, is designed to allow varied writing experiences of essays on subjects chosen by both the instructor and the student. The student will be guided through the composition process to discover techniques of using language. From individual decision or through group participation, the student learns to communicate honestly and effectively. Given composition assignments of a specified length, students will develop pre-writing, writing, and revising skills.
II. Objective
At the completion of this course, the student should be able to:
1. Select and restrict a topic
2. Determine the purpose for writing and state it in a thesis in the paper or as a statement of intent in planning notes
3. Support a thesis with specific details
4. Gather material from personal experience, observation, interviews, and/or reading
5. Organize materials for writing, using an appropriate pattern of organization
6. Use appropriate tone and language suited to the audience
7. Revise essays in response to comments from the instructor or classmates so that improvement is evident to readers
8. Paraphrase and summarize the ideas of others fairly and accurately
9. Use clear logic and sequence
10. Understand and apply the major rules of accepted standard English grammar
11. Work cooperatively with others in a group setting
(SCANS 1. Foundation Skills: A. Basic Skills of
reading, writing, listening, and speaking; B. Thinking Skills of
creative thinking, decision making, problem solving, knowing how to learn, and
reasoning; C. Personal Qualities of responsibility, self-esteem,
sociability, self-management, and integrity and honesty; 2. Workplace
Competencies: A. Resources of time, material and facilities,
and human resources. B. Interpersonal skills of participating as
a member of a team, teaching others new skills, exercising leadership,
negotiating, and working with diversity. C. Information to
acquire and evaluate data, to organize and maintain data, to interpret and
communicate data, and to use computers to process data. D. System—understand,
monitor, and correct performance. E. Technology—select
it and apply it to a task.
Textbooks:
1. McCuen,
Jo Ray, and Anthony C. Winkler.
Worth: Harcourt Brace, 2001.
2. Fowler, H. Ramsey, and Jane E. Aaron. The Little, Brown Handbook. 8th ed.
IV. Method of Evaluation
English 1301 is a writing course that carries three (3) hours credit. For that credit, students will attend class and complete laboratory activities assigned by the instructor. These activities will include working in a laboratory setting. Conferences will also be considered lab activities. All English 1301 students should avail themselves of the opportunity to use the laboratory computers to prepare final drafts of their out-of-class assignments as well as to do necessary revisions and corrections.
Grades in this course will be based on the following evaluative criteria:
1. The student will write five to nine compositions showing the development of acceptable skills of communication and using the rhetorical modes of description, narration, process analysis, comparison/contrast, definition, classification, persuasion or argument, cause and effect, and/or analogy. Two to three of these compositions will be written in class. An additional in-class composition will be the final examination.
2. Each composition and the final examination will be graded for basic compositional qualities—unity, completeness, clarity, and correctness. In particular, emphasis will be given to how clearly each composition reflects a working understanding of the material being studied and the material completed.
3. The student’s course grade will be determined in the following manner:
a.
b. a final (exam) essay 25%
c. laboratory assignments/quizzes 25%
A student’s final grade in the course can be no higher than his/her consistent grade on compositions. All graded compositions, with the exception of the final exam, shall count the same.
Warning Note: The student cannot pass the course without completing all major assignments including the final exam.
Each composition will be assessed a letter grade and/or a percentage score, according to the following general standards:
A (90 - 100)
The “A” theme states and develops its central idea with originality. It is narrow in its scope in that its thesis is specific and provable with clear logic, personal experience, and/or outside readings and research. Its ideas are clear, logically organized, and thought provoking. Moreover, the essay addresses serious subject matter and demonstrates critical thinking skills, NOT mere observational skills. The tone and language are consistent with the purpose of the assignment, and the are not stilted and “affected.” Finally, the essay contains expert use of accepted standard English grammar applied to sophisticated and varied sentence structure types. It is free of flagrant errors in spelling, punctuation, and grammar.
B (80 - 89)
The “B” theme states and develops its central idea with originality as well. It, too, is narrow in its scope, and its thesis is specific and provable. Its ideas are clear and obviously the result of critical thinking and, for the most part, are presented in a sustained, logical order. Its tone and language are consistent with the purpose of the assignment but may occasionally become inappropriate. Infrequent but distracting sentence level errors exist, affecting the smooth transition from idea to idea for the reader. The essay is free of flagrant spelling, grammar, and usage errors.
C (70 – 79)
The “C” essay’s central idea may not always be entirely clear or its scope may simply be too large to develop logically within the parameters of the assignment. If the central idea is clear, proof of its can be achieved simply by observation and requires few critical thinking skills. As a result, it lacks sophisticated and sustained logical structure and development. Tone and language are often inappropriate and may even slip into colloquialism or cliche. The essay may contain various but not extremely serious sentence level problems because the writer is sometimes inconsistent in adhering to the rules of accepted English grammar.
D (60 – 69)
The “D” essay has a variety of problems regarding scope and thesis. For example, it may have no central idea at all, resulting in vacuous or not organization and development. It may also offer the reader multiple ideas, none of which is adequately developed or organized in the piece. If an attempt is made to develop an idea, its proof is not the product of critical thinking, but relies frequently or solely upon sweeping generalizations and opinions, or only upon emotional appeal. Tone and language are consistently inappropriate. The writer is unable to demonstrate control of standard English grammar, which results in chronic sentence level problems, often as serious as fragments, comma splices, and/or fused sentences.
F (Below 60)
The “F” essay demonstrates no understanding or control of fundamental characteristics of a college essay. The paper has no thesis or central purpose, no recognizable organization, no evidence of critical thinking, and demonstrates no understanding of accepted standard English grammar.
NOTE: A paper that fails to follow the assigned writing prompt or mode may receive an F.
V. Absence from Class for School Sanctioned Activities
Regular attendance in class is a student obligation, and absence from class is not recognized as a student privilege. Therefore, students are expected to be present and on time for all class meetings and will be held accountable for all material presented in class. Students who are absent from class due to participation in an officially sanctioned school activity must present notice of the event to the instructor (at least two weeks prior is desirable) and request that they be allowed to make up assignments. The request to fulfill assigned major work will be honored, and these students will not be penalized for missed daily work.
Students need to attend college for educational purposes and need to know that participation in activities outside the classroom is recognized as a lower priority.
If a student is absent from class the equivalent to two weeks, the student may be dropped from the course by the instructor. Students who leave after the evening break will be marked absent for a half period. Four half-period absences will count as two weeks of missed classes, and students may be dropped.
If at any time the student decides not to complete the course, the student should confer with the instructor prior to the last official day to withdraw from college to determine his/her status and possible alternatives. If the student still does not wish to complete the course after the conference, he/she should officially drop. Otherwise, the student may receive an “F” in the course at the end of the semester.
VI. EEOC Statement
Navarro College shall comply with existing federal and state
laws and regulations, including the Civil Rights Act of 1964 (P.L. 88-352) and
Executive Order 11246 (Revised Order #4), where applicable, with respect to the
admissions and education of students; with respect to the availability of
student loans, grants, scholarships, and job opportunities; with respect to the
employment and promotion of teaching and non-teaching personnel; with respect
to the student and faculty activities conducted on premises owned or occupied
by the College.
Students at institutions of higher education are expected to exhibit high ethical standards. The current Navarro College Student Handbook speaks to this issue.
VIII. Other Class Policies
Attendance/Drop Policy—Please see Section V. The last day to drop this class or withdraw
from College is
A penalty of 10 points per class late will be deducted from all papers not turned in on time—no matter the excuse.
All essays and paragraphs as well as quizzes may be
rewritten or retaken. If you want to
retake a quiz or rewrite a paragraph or an essay, see me before or after class.
Each composition will be assessed a letter grade and a
percentage score according to the following standards:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
Below 60 = F
To receive an A or B in the class, the student must have at
least a B average on the
compositions written in the class and on the final examination, as well
as an overall A or B average.
Academic Dishonesty—Plagiarism will result in a minimum in a failed paper and, at a maximum, in suspension from college (as will be recommended if a student uses a paper that is not his/her original composition).
Warning Note: The
instructor uses a computer software search program to identify texts suspected
to have been obtained through the Internet.
Any paper identified from the Internet or any other source will result
in an automatic F in the course and the student’s recommended suspension from
English 1301 Weekly Schedule
and Assignment Sheet
Week 1
Introduction to the Course
Lab Assignment: Diagnostic Exercise
Tips for Active
Assignments:
Writing: Complete the reading exercise, “Some Words about the Writing Process”
Week 2
Return the Diagnostic Exercise
Lab Assignment: Revise the Diagnostic Exercise
Analyze “Some Words about the Writing Process”
Review Paragraph Patterns (RFW)
Review the Writing Process (LBH)
Begin Exercise 1: The Writing Process
Assignments:
Writing: Complete Exercise 1: The Writing Process
Week 3
Submit Exercise 1: The Writing Process
Discuss Narration
Lab Assignment: Focus Writing Exercise for the Narrative Essay
Assignments:
Writing: Complete Exercise 2: The Narrative Essay
Week 4
Submit Exercise 2: The Narrative Essay
Return Exercise 1: The Writing Process
Discuss Description
Lab Assignment: Complete in-class descriptive exercises
Assignments:
Writing: Complete Exercise 3: Description
Week 5
Submit Exercise 3: Description
Return Exercise 2: Narration
Discuss Process Analysis
Lab Assignment: Outline steps in a process explanation
Assignments:
Writing: Complete Exercise 4: Process Analysis
Week 6
Submit Exercise 4: Process Analysis
Return Exercise 3: Description
Discuss Explaining: Illustration and Definition
Lab assignment: Write an extended definition in class.
Assignments:
Writing: Complete Exercise 5: Explaining
Week 7
Submit Exercise 5: Illustration and Definition
Return Exercise 4: Process Analysis
Discuss Analysis: Comparison/Contrast
Lab assignment: Analyze examples of process analysis
Assignments:
Week 8
Return Exercise 5: Illustration and Definition
Discuss Analysis: Division/Classification
Lab assignment: Write Exercise 6: (Comparison/Contrast Essay) in class
Assignments:
Writing: Complete Exercise 7: Division/Classification
Week 9
Submit Exercise 7: Division/Classification
Return Exercise 6: Comparison/Contrast
Discuss Analysis: Cause/Effect
Lab assignment: Analyze news articles for cause/effect relationships
Assignments:
Writing: Complete Exercise
Week 10
Return Exercise 7: Division/Classification
Discuss “A Shocking Start for a Freshman”
Lab assignment: Analyze “A Shocking Start for Freshman” for persuasive techniques
Assignments:
Read: RFW, Chapter 9, pp. 545-571; read LBH (to be assigned)
Week 11
Discuss Argumentation
Preparation for in-class essay
Lab assignment: Analyze examples of written arguments in class
Assignments:
Activity: Visit the “Declaration of Independence” at
Week 12
Discuss the “Declaration of
Discuss Elements of Deductive and Non-deductive Arguments
Lab assignment: Analyze examples of deductive and non-deductive arguments in class
Assignments:
Writing: None
Week 13
Laboratory assignment: Complete Exercise 8: The Argumentation Essay in class
Assignments:
Writing: None
Week 14
Discuss the Writer’s Voice
Laboratory assignment: Analyze examples of voice in class
Discuss the
Assignments:
Writing: Complete Exercise 9: The Analysis of the Elements of Voice
Week 15
Submit Exercise 9: The Analysis of the Elements of Voice
Review for the Final Exam Essay
Laboratory assignment: Revise returned essays
Assignments:
Writing: None
Week 16
Laboratory assignment: Complete the Final Exam Essay in class.