English 101 (AY 2010-2011)
English 101: Composition & Rhetoric Liberty University
AY 2010-2011 Lynchburg, VA
[Professor, Office, email, phone]
Please note that any section that is designated with an asterisk must be repeated word for word in the individual professor’s syllabus
*I. Course Description
English 101: Composition & Rhetoric. Through the critical engagement of a variety of texts, including written, oral, and visual, this course prepares students to become careful readers, critical thinkers, and skilled writers. Drawing upon rhetorical theory, it emphasizes the practices of analytical reading, informed reasoning, effective writing, and sound argumentation. The course requires 4,000 words of writing in no fewer than five writing projects, three of which are argumentative essays incorporating external sources.
*II. Rationale
Reading and writing are essential for success in college and in life. In English 101, students will further develop their skills in analyzing texts, processing that information in the context of their worldview, and articulating their conclusions clearly to a particular audience.
*III. Prerequisite Statement
Engl 100 or advanced standing on the placement test.
As stated in the Liberty University Catalog, it is the student’s responsibility to make up any prerequisite deficiencies that would prevent the successful completion of this course.
IV. Materials List - Texts, Handbooks, Supplemental Readers, and Recommended Dictionaries
NOTE: The following list attempts to include the most recent information for ordering the approved textbooks. Instructors must use their own discretion in choosing between various versions of current, approved texts (such as with or without a handbook or with or without readings) and between the various supplemental "packages" which publishers might offer (such as the addition of a dictionary with the textbook).
A. TEXTS: The instructor will use one of the following texts:
VanderMay, Randall. The College Writer. 3rd ed. Boston: Wadsworth, 2009. Print. (ISBN: 0495803413).
B. A HANDBOOK (from list below) is also required if text selected does not include handbook and/or research guide:
Aaron, Jane E. The Little, Brown Handbook, Brief Version. 4th ed. Boston: Longman, 2011. Print. (ISBN: 020576276x)
C. Recommended: A standard, recent COLLEGIATE DICTIONARY. Such as:
American Heritage College Dictionary, 4th ed. 2007. Print.
Merriam-Webster Dictionary, 11th ed. 2005. Print.
*V. Learning Outcomes/Requirements
Learning Outcomes: Students who successfully complete English 101 will
1) understand and practice reading, writing, and rhetoric within the context of a Biblical worldview
2) apply methods of sound reasoning (induction and deduction) and argumentation in writing
3) produce well-structured, grammatically sound essays using various modes of discourse*
4) integrate sources accurately and effectively using MLA documentation*
5) write with clarity*
6) recognize standard usage in English grammar, word choice (diction), phraseology, and sentence structure*
7) apply knowledge of sentence structure to basic sentence editing and revision*
*These are also Gen. Ed. core competencies for communication
Requirements: Students in English 101 will
1) identify and analyze the structural and rhetorical aspects, including narration, illustration, definition, argumentation, and so forth, of various texts, whether written, oral, or visual
2) identify, analyze, and evaluate theses, claims, assumptions, and conclusions in their own writing and in the writing of others
3) demonstrate, through practice and repetition, their understanding that writing well consists of a series of tasks, which include choosing and restricting a topic, formulating a thesis, constructing a topic outline, and revising through successive drafts
4) demonstrate an ability to craft their writing according to the rhetorical dynamics of subject, audience, purpose, and tone
5) demonstrate an ability to control various elements of argument such as appeals to reason and to emotions, claims of fact, value, and policy, and the relationship between claim, evidence, and warrant.
6) demonstrate control of such surface features as diction, style, grammar, and mechanics to produce writing that is essentially free of glaring errors.
7) apply conventions of structure and format appropriate to the rhetorical situation
8) quote, summarize, and paraphrase source material accurately and correctly document such use
9) produce at least three argumentative essays, one of at least one-thousand words, which correctly incorporate various types of evidence from external sources using the MLA format
10) share their ideas and impressions constructively with other members of the class through reading, responding to texts, peer reviews, and discussions
11) practice the “writing as process” model of composition, which includes topic development, drafting, revision, and editing in accordance with the conventions of standard English
12) analyze and evaluate rhetorical strategies in oral, visual, and written texts reflecting the diversity of cultures and worldviews
VI. Assignments / Requirements
This section is an overview of the assignments. Give a concise statement and brief description of the assignments. More specific details of the assignment should be included in section X.
As a guideline for assignment/requirement development, consider the following:
· Cognitive growth - Learned content which is testable
· Product - Description of things produced such as class papers, projects, etc.
· Process - Expectations for discussion in class, participation in activity/experiment
Identify special needs such as eye cover in labs and other safety requirements.
Identify which learning outcome in V (above) corresponds to each assignment.
VII. Grading Policies
A. Each instructor will provide students with his or her own criteria and the department's criteria for the evaluation of student work. Generally, the essays will count for at least half, but not more than two-thirds, of the students’ final grades. Work evaluated numerically is based upon the grading scale below:
A…900-100 B…800-899 C…700-799 D…600-699 F…0-599
All faculty will adopt a 1000 point scale for calculating student grades.
• Thus, an assignment worth 40% of a student’s grade will receive 400 points.
• All grades are numeric
*B. Plagiarism
Each student should know that plagiarism encompasses more than the use of printed sources without giving proper credit. It means handing in writing from one student that another student has composed, revised, edited or proofread. Accordingly, the following guidelines are set down, and each English 101 student must study and understand them from the outset. The instructor will assume, after pointing out and discussing this policy, that the student will be responsible for understanding and applying it.
Penalties for plagiarism will be severe: an "F" on an assignment without opportunity to do it again and an "F" for the course.
1. Any fact not common knowledge, any idea, phrase, or paraphrase which is taken from a printed source, from a lecture, sermon, or radio broadcast must be documented.
2. Any work submitted in English 101 will be understood to be the work of the student submitting it and his work alone. Taking credit for someone else's proofreading ability, suggestions, ideas, or words is plagiarism. An exception to this definition is group work assigned and directed by the instructor. Unless the instructor assigns such work, students should do their own writing, revising, and proofreading.
3. If a student has availed himself of the services of a tutor, officially designated by theuniversity or unofficially, it will be understood that the tutor will confine his services to helpinga student develop and express his or her own thoughts, making suggestions to help the student fulfill the assignment guidelines, and supplementing the work that the professor does with the student in conferences and class. A tutor in his proper role neverdoes work for a student or supplies specific words, phrases, or ideas.The student bears responsibility for his own work. He must not submit a tutor's work as his own, and he must not blame his errors on the tutor.
4. If the student submits a paper typed by someone other than himself, it will be understood that the typist has not changed anything from the student's script or rough draft. The student may not blame the typist for errors not corrected on the draft given to the instructor.
5. "Self plagiarism" is when a student submits written work from another course or another context as if it is original work for a current writing assignment. This is not acceptable.
*C. Grading Rubric for English Papers.
Content
- Purposefulness - Factual Accuracy - Thoughtfulness - Appropriate Support & Development
- Perceptiveness - Soundness of Logic - Depth of Knowledge
Good / Fair / DeficientInformative/Persuasive / Demonstrates Basic Understanding
of the Ideas Discussed But Support is Limited / Little Meaningful Content
Appropriate to Audience & Purpose / Adequate Range / Does Not Show Understanding of Topic
Clear, Restricted Thesis / Thesis Clear but Needs Restriction / Thesis Vague
Thorough Development of Thesis / Mostly Relevant but Lacks Some Needed Detail / Inadequate Development of Thesis; Lacks Sufficient Detail
Relevant to Topic
Perceptive, Concrete Details
Support Meaningful Sophisticated Ideas
Organization
- Intelligibility - Orderliness of Presentation
Effective Introduction, Body Paragraph(s), & Conclusion / Clear & Functional Introduction, Body Paragraph(s), & Conclusion / Lacks Discernible Introduction, Body Paragraph(s), and ConclusionGraceful Transitions / Some Transitions Needed / Few or No Transitions
Ideas Clearly Supported / Loosely Organized but Main Ideas Stand Out / Lacks Logical Sequence of Ideas
Succinct
Diction & Style
- Fluency of Language - Effectiveness of Sentence Structure - Adequacy of Vocabulary
- Use of Action Verbs - Adequacy of Tone - Integration of Concrete Detail
Appropriate Vocabulary / Adequate but Simplistic Vocabulary / Limited VocabularyPrecise Word Choice / Some Vague/Imprecise Language / Generally Vague
Tone Appropriate to Audience & Purpose / Tone Adequate to Audience & Purpose / Ineffective Tone Does Not Support Writer’s Intention
Shows Mastery of Word Choice & Usage / Occasional Errors in Word Choice & Usage / Frequent Errors in Word Choice & Usage
Sentence Variety Throughout / Limited Sentence Variety / Confusing/Ineffective Use of Concrete Detail or Support Lacking Altogether
Mostly Active Voice & Action Verbs / Overuse of Passive Voice & “To Be” Verbs / Repetitious Language
Effective Use of Concrete Details / Limited Use of Concrete Details
Grammar & Mechanics
- Grammar, Mechanics, & Usage - Spelling - Format - Documentation
Essentially Free of Errors / Minor Errors / Glaring Errors*Meaning Conveyed Despite Errors / Unacceptable Inattentive to the Conventions of Written Discourse
Shows Acceptable Neatness & Attention to Detail
* NOTE: A GLARING ERROR is a mistake or pattern of mistakes that forces the reader to interrupt his/her reading to search for needed clarity or meaning. GLARING ERRORS undermine the writer’s credibility and point to insufficient editing. Typical GLARING ERRORS include egregious misspellings; fragments; fused or run-on sentence constructions; comma splices or errors in punctuation when using conjunctions; disagreement between subjects and verbs; disagreement between pronouns and their antecedents; and confusing shifts in tense, person, or number.
*D. Standards: Effective academic writing should display the following characteristics:
1. Worthwhile CONTENT—a perceptive, engaging exploration of a topic using appropriate support.
2. A solid ORGANIZATION—clear, logically presented Introduction, Body
Paragraph(s), and Conclusion focused on a controlling thesis and with sufficient transitions.
3. Appropriate DICTION AND STYLE—fluency of language, adequacy of
vocabulary, appropriateness of tone, effectiveness of sentence structure, use of active voice and action verbs, and graceful integration of support.
4. General correctness with regard to GRAMMAR AND MECHANICS—
observance of accepted grammar, mechanics, usage, spelling, format, and the conventions of standard written English.
*E. Format: Students should format all academic writing in accordance with the
MLA guidelines as described in the assigned handbook or as directed by the instructor. Unless otherwise noted, all graded writing submissions will be typed.
F. Guidelines for Grades: (see Grading Rubric for English Papers)
1. Written work achieving consistent ratings of good with respect to the
four standards will receive a grade of 900-1000.
2. Written work receiving a rating of good in two or three of the four
standards and not less than fair in the other(s) will receive a grade of 800-
899.
3. Written work rated fair in three or four of the areas and not having any area rated deficient will receive a grade of 700-799.
4. Written work that is rated deficient with respect to one or more of the
four standards will receive a grade of 699 or below. NOTE: Ordinarily the grade of “F” is reserved for those papers that in some blatant way simply do not meet the requirements of the assignment.
VIII. Attendance
For the good of the Liberty University student body, a consistent attendance policy is needed so that all students in all majors will understand the expectations of faculty in all their courses. In general, regular and punctual attendance in all classes is expected of all students. At times, students will miss classes. These absences will be identified as either excused or unexcused and will be handled per the policy below.
Excused Absences
· Excused absences include all Liberty University sponsored events, to include athletic competition or other provost-approved event.
· Absences due to medical illness that are accompanied by a doctor’s note will be excused.
· Absences due to family situations such as a death in the family or a severe medical condition will be excused
· Students will not be penalized for excused absences and will be permitted to make arrangements to complete missed work.
Unexcused Absences
· Classes that meet:
o Three times per week will permit three unexcused absences per semester.
o Twice per week will permit two unexcused absences per semester.
o Once per week will permit one unexcused absence per semester.
· Questions regarding unexcused absences must be resolved by the student with the professor within one week of the absence. Students may appeal these decisions to the respective dean within one week.
· Extraordinary circumstances regarding excessive absences will be addressed by the student with the faculty member, department chair, and dean as required.
· Penalties for each unexcused absence over the permitted number per semester will be as follows:
50 points for classes that meet 3 times per week
75 points for classes that meet 2 times per week
150 points for classes that meet once per week
· Students who are late for class 10 minutes or less are considered tardy but present for the class. If a student misses in-class work due to tardiness, the faculty member may choose not to allow the student to make up this work. Three class tardies will be counted as one unexcused absence.