English 99 Course Syllabus

Western Nevada College, Carson City Campus

Fall 2016**

Credits: 4

Prerequisites: None

MW 11:00 AM to 12:45 PM, Bristlecone 321

Instructor: Marta Lauritsen

Telephone: 360-275-8408 (cell)

email: or

Office Hours: Bristlecone 328, or by appointment.

Canceled Class Hotline: 445-3030 or 1-866-532-5118

Transfer Information: Courses with numbers below 100: English 99 is a developmental course that does not apply toward a WNC degree or honors designation. Developmental courses do not normally transfer to a university. Please see a counselor for more information.

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I: Course Description

English 99 is designed for the inexperienced writer who would like to improve his or her writing for college-level work or professional writing. English 99 provides instruction in basic writing skills including sentence structure, basic paragraphs, and essay development. The course also provides a review of grammar, mechanics, punctuation, usage, and spelling.

II: Text/Required Materials

Fawcett, Susan. Evergreen: A Guide to Writing with Readings, 10th Edition (Cengage Learning, 2013)

Catton, Bruce. “Grant and Lee”. (handout from Ms. Lauritsen)

Orwell, George. “Shooting an Elephant”. (handout from Ms. Lauritsen)

Standard-sized lined paper and pen/pencil are required for in-class exercises and note taking. I strongly suggest that you have a collegiate dictionary, which should be at hand whenever you are writing anything.

III: Course Objectives

The primary objective of this course is for the student to become a better writer. For the purposes of this course, paragraph and then essay mastery will be the measuring stick for objective assessment. However, it is crucial to also understand that an essay, the eventual objective, is made up of well-considered, well-planned, and well-executed sentences and paragraphs. Upon completion of this course, students should be able to:

  • Recognize that all formal writing serves a purpose;
  • Understand and use the writing process to achieve greater writing fluency and control;
  • Identify the essential elements of sentence structure;
  • Use punctuation correctly;
  • Write sentences that are correct and meaningful;
  • Practice sentence skills: appropriate word choice; correct grammatical usage; correct capitalization, spelling, and punctuation; recognizing and writing complete sentences;
  • Write focused topic sentences and effective closing sentences;
  • Generate specific evidence in support of a topic sentences;
  • Establish a clear method of organization through the use of logic, transitions, and other connective devices;
  • Develop unified, coherent, and detailed paragraphs;
  • Use Academic Voice;
  • Formulate a thesis statement and control its development into an essay;
  • Use correct manuscript (MLA)form;
  • Use correct techniques of revision;
  • Practice critical reading (recognition of main idea, support, patterns of organization); and
  • Practice peer review and self-evaluation

IV: Course Linkage:Linkage of course to educational program missions and at least one educational program outcome.

Although this course does not fulfill any general education or degree program requirements, it will assist students toward developing college-level reading, writing, and critical thinking skills and prepare them to succeed in college level courses.

V. Instructional approach

Class discussion and participation: Discussion and asking questions are a prime method of learning. You are expected to participate in discussions and exercises while in class. Reflection on the thinking and writing that you do in this course will help learning. When you are aware and conscious of various practices and writing and thinking strategies, your learning will improve. Informed discussion helps you think, and good writing comes from clear and critical thinking. Active discussion is part of your participation grade.

In-class writing and exercises from the text: The most effective way to learn to write is to write and get constructive feedback. Sometimes that feedback will be from the instructor, especially as we work through the exercises in the text, and at other times from classmates. Also, at times, you will also be asked to evaluate your own writing. These are formative exercises and count towards your grade.

Out-of-class writing assignments/Homework(HW): All assignments are due at the start of class on the due date. No late work will be accepted. Unless you have an extension from me BEFORE the due date, late assignments will earn a zero. Assignments will be submitted in typed/word-processed, double-spaced MLA format. Handwritten homework will not be accepted. I will be emphasizing the writing process, so I will want to see all the steps: brainstorming, outline/organization, drafts, workshop editing, and revision and polishing to the final version. These are formal writing assignments and as such will not contain slang, contractions, or abbreviations.

Note: If you happen to be absent the day an assignment is due, then you need to email me a copy of your work on time to show me that you have completed it by the due date. I will then expect you to give me a hard copy of that same assignment at the next class meeting. An alternative would be to have someone hand in your work for you.

VI. Attendance/Grading Policies

Attendance: Students are expected to attend every class. Attendance will be taken each class.

If you arrive late or leave before the end of class, you will sacrifice the participation points for that day. Attendance does factor into the student's grade—the student cannot participate without being present! If you have an emergency, let your instructor know. Students are responsible for any material covered in classes missed.

Grades:

A94-100%

A-90-93%

B+88-89%

B84-87%

B-80-83%

C+78-79%

C74-77%

C-70-73%

D65-69%

Fbelow 65%

Attendance (5 pts per class)140 pts.

Writing: Paragraphs, Essays, Final850 pts.

Please see the attached schedule of assignments for more details.

Academic Writing Style: Academic writing is a particular style that is formal, as opposed to informal or casual. Your writing should not contain first person pronouns (I, me, mine, myself, we, us, our(s), ourselves, etc.) unless you are quoting or you have been specifically instructed to deliver a first-person voice. Nor should you use second person pronouns (you, your(s), yourself) to refer to people in general. Academic writing takes an objective rather than subjective stance, and your diction needs to reflect that. Formal writing also mean no slang, no contractions, and no abbreviations. I will be VERY strict about this.

What is the meaning of “R”?

On occasion you may receive an “R,” which stands for Revise/Re-do. In such an instance upon evaluating your writing, I believe you misunderstood a key part of the assignment and seek to have you improve rather than be punished for it. An R gives you a chance to see your mistakes and correct them, thereby enhancing learning. The revised assignment will be due the next class meeting after you receive the “R” notice. Treat that due date as seriously as any other and the same policy will hold for turning in an R as with the original assignment. Make sure you staple the Revised Version on top of the previous effort. Be aware that if the revision is not accompanied with the previous effort, the assignment is incomplete and I will not accept it. You will then have earned a zero for that assignment.

Classroom behavior and atmosphere: I seek to establish and maintain a positive and comfortable atmosphere at all times. Respectful, courteous, and civilized behavior is expected from everyone. Anything short of that will not be tolerated. For our purposes in the classroom, disrespect includes the following:

  1. Arriving late to class.
  2. Insulting me or any other student. This includes talking or creating distractions while class is in session or laughing at another's mistake. Mistakes are a natural part of learning and no one should be ridiculed for making a mistake.
  3. Cell phones: TURN THEM OFF. NO CALLS. NO TEXTING. Also, put them away; I do not even want to see your phone once class has started. If you are aware of an emergency, place the phone on vibrate and quietly leave the classroom to attend to your business. Social plans or arranging a ride home are not emergencies.

Academic Integrity Issues

Acts of academic dishonesty—defined as cheating, plagiarism, falsifying data, or assisting others to do so—are antithetical to the learning process and will not be tolerated. Should you engage in academic dishonesty, you could receive an F on the assignment, an F in the course. (See WNC Policy Manual, Policy No. 3-4-5 for policies regarding student conduct.) If you are unsure about any academic integrity issue, ask the instructor, a reference librarian, or a tutor at the Academic Skills Center for guidance.

Submitting Your Paragraphs/Essays: As a check on plagiarism, I will ask you to include a printout of a report from Turnitin.com, staple it to your essay, and turn in the HARD COPY and all its pieces to me by the due date. Please use the following information and links to create your student account:

Course ID: 13317017

Enrollment “join” Password: Eng991002

Here are the instructions for students to create an account:

Instructions for students enrolling (students get a "join" password for the class, but students will create their own account for Turnitin using their e-mail and their own password):

Here are instructions for students submitting papers:

Format and Style: Use MLA format. If you do not know what this is, you will need to school yourself. I have attached formatting directions to this syllabus. Use Times New Roman font, size 12. Use correct headings and pagination. Do not use a title page. Staple the essays in the upper left hand corner. Do not use a fancy cover. Be very aware that I will be quite strict about page length. If you do not meet the format and length requirements, the essay will earn a failing grade.

Disability Support Services:

Western Nevada College supports providing equal access for students with disabilities. This syllabus is available in an alternate format upon request. Susan Trist (DSS Coordinator) is available to discuss appropriate academic accommodations that students may require. If you have a disability for which you will need to request accommodations, please contact Susan Trist, Coordinator for Disability Support Services at 775-445-4459 or s soon as possible to arrange for appropriate accommodations.

VII. Additional Student Resources

A wealth of support is available to help students. The resources listed below can help make the collegiate experience a very rewarding time. Use any/all of these avenues to facilitate and enhance your time at Western Nevada College. If you are unsure where to start, start with me. If I cannot assist you, then we can find out together.

  • Counseling Center (lower level, Bristlecone): testing and placement; personal counseling; career and college advisement; learning disability and accommodations assistance
  • Academic Skills Center (ASC) Bristlecone 330 (ph: 445-4260). Students may receive free tutoring services. Learning reference materials are also available.
  • Computer Lab (Room 331, Cedar): computers and printers for your use (small lab fee can be paid at the Business Office)
  • Media Lab (Library/Student Center): VCRs, typewriters, tape recorders, word processors, computers, and printers
  • Library (Library /Dini Student Center Building)
  • Bookstore (Aspen Building, entrance in courtyard)
  • Veterans Resource Center, Cedar 300
  • WNC supports providing equal access for students with disabilities. Susan Trist (DSS Coordinator) is available to discuss appropriate academic accommodations that students may require. Please either meet with me or contact Susan (ph: 445-4459) at your earliest convenience.

**The instructor may make any reasonable revisions of the syllabus at any time during the semester.

By my signature below, I acknowledge that I have received, read, and understandthe course syllabus for English 99, Fall 2016.

(student signature)

(print full name)

English 99 Fall 2016**

Schedule of Assignments

Week 1August 29/31

Mon:--syllabus, rubric, paragraph expectations (1 page/12-15 sentences)

--writing: Ch 5 Illustration (sometimes called Exposition)

--skills: Ch 26 The Simple Sentence, sentence basics, parts of speech

Wed: --plagiarism explanation reiterated

– No Rhetorical Qs, or “in conclusion”

--skills: more sentence basics

HW: Write an Illustration Paragraph, AND type and double space it.

Length: 12-15 sentences.

Follow the format directions attached to this syllabus.

Week 2Sept. 7 (Sept 5 is Labor Day: no class)

Wed: --peer edit/workshop Illustration Paragraph drafts

HW: Polish the Illustration/Expository Paragraph.

Read Chapter 7: Description. Decide on a topic.

Draft your Description paragraph. Use sensory details and figurative language to enliven your writing)

Week 3Sept 12/14

Mon:--Final Illustration/Expos. Para. due (50 pts.)

Note: I will require all the pieces of your work: brainstorming, outline or evidence of your organizing plan, work-shopped draft, final draft, and originality report from Turnitin.com. Always staple the final draft on top, so it is the first thing I see. An assignment without these five pieces will earn a ZERO. ALWAYS Staple the final draft to the previous draft that was work-shopped. The final draft should be on top, so it is the first thing I see.

--workshop Descriptive Paragraph

HW: Polish Description Paragraph

Review on your own: Ch 36 The Apostrophe, Ch 37 The Comma, and CH 38

Mechanics.

Wed:--Final Descriptive Para. due (50 pts.)

HW: Read “Grant and Lee” (handout). Pay careful attention to the structure and organization. Be aware if you have not read the essay on Grant and Lee and are not ready for discussion, I will send you out of the classroom to

finish the reading. You will miss some key discussion if this happens.

Review Ch 10: Compare-Contrast.

Week 4Sept. 19/21

Mon: Class Discussion: “Grant and Lee”

HW: Write Compare-Contrast Paragraph.

Review CH 9: Definition

Wed: --writing: workshop Compare-Contrast Paragraph

Work on Definition mode

HW: Polish Compare-Contrast paragraph

HW: Write Definition Paragraph. Bring TWO versions: one in paragraph form, the other is the same paragraph but with the sentences separated. This is to prepare for a specific proofreading strategy.

POLICY ALERT: If you make an academic voice error, your assignment will not earn a grade higher than a C- from this point in the term on.

Week 5Sept.26/28

Mon: --Final Compare-Contrast Para. Due (50 pts.)

--writing: workshop Definition Paragraph drafts

HW: Polish Definition Paragraph

Wed: --Final Definition Paragraph due (50 pts)

Organizing a Persuasion/argument paragraph or essay

HW: Write Persuasion/argument paragraph

Week 6Oct. 3 (No class on Oct 5)

Mon: --writing: workshop Persuasion/argument drafts

HW: Polish Persuasion/argument Paragraph.

Wed: No Class

POLICY ALERT: If you make a comma fault and/or run on error, your assignment will not earn a grade higher than a C- from this point on.

Week 7Oct. 10/12

Mon: --Final Persuasion/Argument Paragraph due (50 pts.)

–writing: Moving to Essay Writing: Ch 14 The Process of writing an Essay

--writing: See Ch 15 The Introduction, the Conclusion, and the Title, and

Ch 16 A. Illustration/Expository Essay

--skills: Essay parameters. Ms. L models an Intro parag. and explains lengths and purpose of other paragraphs in the essay.

HW: Write the Illustration/Expository Essay: Length for this essay is 4 Paragraphs— Intro, 2xBody (12-15 sentences each), and Concluding.

Wed:--writing: Workshop the Illustration/Expository Essay drafts

HW: Polish the Illustration Essay. Reminder, I will require all the pieces of your work: brainstorming, outline or evidence of your organizing plan, work-shopped draft, and final draft. Always staple the final draft on top, so it is the first thing I see. An assignment without these four pieces will earn a ZERO.

Week 8Oct. 17/19

Mon: --Final Illustration Essay due (100pts.)

Wed:

HW: Ch 17A. Compare-Contrast. Choose a topic for your Compare-Contrast Essay. Brainstorm details, and outline the essay for Monday. Now and for the remainder of the term Essay Length is 5 paragraphs: Intro, 3x body, and concluding.

POLICY ALERT: If you make a pronoun-antecedent error, your assignment will not earn a grade higher than a C- from this point on.

Week 9Oct. 24/26

Mon: --writing: Work on the introduction for C-C Essay

HW: Write the C-C Essay.

Wed: --writing: Workshop the C-C Essay.

HW: Polish the C-C Essay.

Week 10Oct 31/Nov 2

Mon: --Final Compare-Contrast Essay due (100 pts.)

--writing: Review, practice

--skills: Review, practice

Wed:--writing: Reader-response essay expectations.

HW: Select an article (in the text) from the short list I have given you. Your next essay will be a response to that article. Some ideas to consider when responding to an essay: What theme or aspect of this essay would you like to comment on? Why? What is your opinion of the people or issue(s) raised? What textual details shape your ideas about each person or subtopic(s)? What related aspects or issues suggest themselves as a topic for your essay response?

Week 11Nov. 7/9

Mon:--writing: Plan the Reader-response Essay

HW: Write the Reader-Response Essay.

Wed:--writing: Work on Reader-Response Essay

Week 12Nov. 14/16

Mon:--writing: workshop the Reader-Response Essay

Wed:--Final Reader Response Essay due (100 pts.)

HW: Read “Shooting an Elephant” by George Orwell (handout). You are reading this essay as an example of superb writing and mixing modes. Note how he mixes modes to dramatic effect. What sections or aspects of the narrative are especially affecting for you? Why?

Decide on a topic for your own mixed modes essay (argument+description).

Week 13Nov. 21/23

Mon:--Discussion of “Shooting an Elephant”

--writing: Drafting the Mixed Modes Essay 1 (argument+description, using figurative language effectively)

HW: Write MM Essay 1

Wed:Instructional holiday/no classes

Week 14Nov. 28/30

Mon: Workshop MM Essay 1

Begin Mixed Modes Essay 2 (argument+cause-effect)

HW: Draft MM Essay 2

Wed:--Mixed-Modes Essay 1 due (argument+description, 100 pts.)

In-class: Work on MM Essay 2

HW: Complete MM Essay 2

Week 15Dec. 5/7

Mon: --writing: workshop MM Essay 2

HW: Polish MM Essay 2

Wed: --Mixed-Modes Essay 2 due (argument+cause-effect, 100 pts.)

Week 16Dec 12

Mon: Final Exam (100 pts.)

**The instructor may revise this syllabus at any time during the semester.