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Welcome to English 097/098
College Preparatory Reading & Writing IV
Winter Quarter 2007 – NorthSeattleCommunity College
Instructor:J.C. Clapp ☺
Office Location:2313A InstructionBuilding
Office Phone:206-528-4531
Office Email:
Office Hours:1:00-2:30 p.m. daily and by appointment
Required Textbook: The International Story by Ruth Spack (ISBN: 0-312-09008-0)
Required Materials:3-ring binder with 4-5 divider tabs and loose leaf paper
several 2-pocket folders
Course Prerequisites:You must provide JC with a recommendation form, from the NSCCTestingCenter (CC 2459) or from your previous English instructor, thatshows you’ve placed into this class. Concurrent enrollment in English 097and English 098 is required. Also, concurrent enrollment in English 080 (Loft Language Lab Link) is required if this is your first quarter in English classes – purchase the ENG 080 course packet at the NSCCCopyCenter.
Course Description:This is a pre-college level course emphasizing critical reading and writing. This course is designed to help you read more critically, interpret what you read, and then write essays about what you’ve read. This course emphasizes the concepts needed to interpret, appreciate, and respond to fiction (stories). We will focus on the writing skills needed for fully developed essays. We will practice prewriting, organizing, revising, editing, and proofreading. A review of grammar, punctuation, and usage will also be incorporated, but intense grammar issues are not the focus of this course.
Course Objectives:This course has been designed to achieve the following objectives:
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·Students prepare for college-level reading by expanding the experience and the level of reading difficulty.
·Students’ critical reading skills continue to develop and refine.
·Students continue to increase and expand their vocabulary.
·Students make connections, both in discussion and writing, among texts and between texts and the students’ own concerns.
·Students learn to write longer, fully developed essays (3 or more pages).
·Students learn to control the focus and development of an entire essay.
·Students gain control over end punctuation, sentences, and paragraphs.
·Students learn to revise, edit, and proofread their own writing.
·Students begin to recognize their voice as a writer.
·Students learn to work effectively in groups.
·Students improve critical thinking skills.
·Students learn to compose and rewrite on a word processor/computer.
Participation Policy:You are required to participate in class every day. If you are more than 10 minutes late you will be marked as absent. If you miss more than 5 class periods, your ability to do well in the class will be affected. If you miss more than 10 class periods you will fail the course (without exception). If you know you will be absent, contact me in advance and make arrangements to turn in your homework (or take quizzes) early. If you encounter an unexpected illness, accident, or emergency, please contact me as soon as possible so arrangements can be made for you to turn in your assignments. What constitutes an “emergency” is entirely up to my discretion.
Homework, Essays and Quizzes:All of the homework must be typed and is due at the beginning of class. In-class activities and quizzes cannot be made up (unless arrangements are made in advance). Quizzes might be given unannounced. When working on essays, you must do all of the steps in the process by writing rough drafts and revised drafts as directed. If you don’t write the rough drafts, the final draft won’t be graded and will receive 0 points. No late papers will be accepted .
When typing your assignments, please use: 1 inch margins, double spacing, 12 pt. font size, and a standard font like Times New Roman. Put your name, the class name, the assignment name, and the date at the top of the page. Please staple your paper in the upper left hand corner. All homework to be turned in should put placed inside a 2-pocket folder (with your name on it).
The papers we will be writing in this class will require multiple drafts and workshopping sessions, so a plagiarized paper will not go unnoticed. If you choose to plagiarize a paper, you will receive 0 points on that assignment and a formal report will be filed with the college.
Classroom Behaviors and Expectations: Principles of Respect:Respect yourself, your classmates, and your instructor by behaving and participating in our college classroom in a positive and appropriate manner.
Please enjoy all food and drinks before you come to class (a water bottle or cup of coffee in class is acceptable)
Please turn off all cell phones, pagers, beepers, iPods, and laptops, and please don’t wear headphones. I will confiscate any electronics.
Please treat others they way you would like to be treated.
Participate fully, positively, and appropriately when doing group work.
Please don’t do homework for another class while in this class.
Please arrive to class on time and return from break on time as well, so not to distract others.
Students with Disabilities:Students with disabilities needing accommodations such as: accommodated testing, interpreting, note taking, taped textbooks, assistive technology, accessibility arrangements, tutors, etc. must contact the EducationAccessCenter at 527-3697 (2nd floor of the CollegeCenter near Registration). The EducationalAccessCenter can assist individuals with both physical and learning/academic disabilities. If you feel you may have a learning disability, please go and speak with the EducationalAccessCenter. All services are strictly confidential.
The Loft Language Lab:The Loft is the campus language lab/writing center, located on the top floor of the library. We will be going to an orientation in the Loft to get acquainted with all of the resources it has to offer. One of the primary attributes of The Loft is the free tutoring! The tutoring sessions last 30 minutes, are held on a first-come first served basis, and can help you with issues like: reading, writing, grammar, listening and speaking. You may be required to take English 080, which requires 2 hours of Loft use per week.
Computer Labs:There are two computer labs located in the Instructional Building (IB) room 3303 (this lab has both PC’s and Macs) and in the High Tech Learning Center (HT) room 1845B (all PC’s). The hours vary, so please check the hours of operation by looking at the campus homepage or by reading the signs on the doors outside the labs.
Point Breakdown and Final Course Placement
Total PointsYou Earned / Percentage / Letter
Grade / Decimal
Grade / What Your Final Grade Indicates
960 or more / 96% or more / A / 4.0 / Earning a 3.5 and above indicates superior performance with very high reading and writing abilities demonstrated. You need minimal work on your grammar and sentence level skills. If your final score is in this range, there will probably be little question that you’re clearly ready for English 101.
935-954 / 94%-95% / A / 3.9
925-934 / 93% / A- / 3.8
915-924 / 92% / A- / 3.7
905-914 / 91% / A- / 3.6
895-904 / 90% / A- / 3.5
885-894 / 89% / B+ / 3.4 / Scoring in the 2.5-3.4 range indicates above average performance with solid reading and writing skills demonstrated. You might need work on your grammar and sentence level skills. If your final score is in this range, you might be ready for English 101, but you’ll more likely be ready for English 099.
875-884 / 88% / B+ / 3.3
865-874 / 87% / B+ / 3.2
855-864 / 86% / B / 3.1
845-854 / 85% / B / 3.0
835-844 / 84% / B / 2.9
825-834 / 83% / B- / 2.8
815-824 / 82% / B- / 2.7
805-814 / 81% / B- / 2.6
795-804 / 80% / B- / 2.5
785-794 / 79% / C+ / 2.4 / Scoring in the 2.0-2.4 range indicates adequate or average performance with the minimum level of reading and writing skills demonstrated. You need to work on your grammar and sentence level skills. If your final score is in this range, you are probably ready for English 099.
775-784 / 78% / C+ / 2.3
765-774 / 77% / C+ / 2.2
755-764 / 76% / C / 2.1
745-754 / 75% / C / 2.0
735-744 / 74% / C / 1.9 / Scoring in the 0.0-1.9 range indicates reading and writing skills that are below the minimum requirements. If your final score is in this range, you will need to take English 097/098again to get more practice before moving on to a higher level class.
725-734 / 73% / C- / 1.8
715-724 / 72% / C- / 1.7
705-714 / 71% / C- / 1.6
695-704 / 70% / C- / 1.5
685-694 / 69% / D+ / 1.4
675-684 / 68% / D+ / 1.3
665-674 / 67% / D+ / 1.2
655-664 / 66% / D / 1.1
645-654 / 65% / D / 1.0
635-644 / 64% / D / 0.9
625-634 / 63% / D- / 0.8
615-624 / 62% / D- / 0.7
614 and below / Below 61% / F / 0.0
Grade Breakdown:This course is graded on a 4.0 scale. An I grade (“incomplete”) will only be granted in the most extreme circumstances. No grades of NC (“no-credit”) will be given. If you do not feel you will be able to complete the course to your satisfaction, it is your responsibility to drop/withdraw from the course. In order to decide if you will pass the course, there will be points assigned to most of our class activities. You will also be taking an exit exam at the end of the term to help determine if you have the skills necessary to take English 099 or English 101. You will need to earn a minimum of 75% of the points possible (earn a 2.0 grade or higher) to move on to a higher level course. The points will be assigned as follows:
Reading Logs: 300 points (6 logs @ 50 points each)
3 Conferences with JC: 20 points (1st visit = 10, 2nd = 5, 3rd = 5)
Paper #1: 75 points
Paper #2 List of Elements: 15 points
Paper #2: 100 points
Homonyms Quiz: 25 points
Paper #3 Outline: 15 points
Paper #3: 125 points
Paper #4 Outline: 15 points
Paper #4: 150 points
In-Class Essay: 100 points
Participation: 60 pointsTotal Points Possible: 1000
How to Pass this Class:To earn a 2.0 grade or higher in this class you must meet the minimum requirements listed below:
·Earn at least 75% of the points possible
·Miss less than 5 class periods and consistently adhere to the Principles of Respect
·Demonstrate mastery of all the following writing abilities:
Uses reading and forms of prewiting to generate varied details and ideas.
Creates a coherent plan of major ideas and supporting points to use as a guide in drafting (outline).
Understands the need for revision in crafting successful writing and uses it as a vital part of the process.
Follows a timeline in carrying out the revision process.
Produces writing with a focused main idea.
Organizes information to develop and support a main idea.
Demonstrates independent thinking in the development of ideas.
Organizes ideas in a coherent manner.
Uses language that helps guide the reader from one idea to another (transitions).
Generates clear, grammatically and mechanically correct prose.
Produces neat, legible final copies.
Uses sentence construction suitable to the content.
Chooses details and language consistent with a particular purpose.
Modifies diction and level of formality based on audience.
Provides useful feedback to improve the writing of his/her peers.
Makes revisions that improve the development, clarity and correctness of his/her prose.
Demonstrates awareness of his/her strengths and weaknesses as a writer and reader.
·Demonstrate mastery of all the following reading abilities:
Demonstrates an understanding of the reading process and uses it frequently.
Organizes and accurately evaluates what is read.
Makes distinctions between major and minor details and can infer the author’s meaning.
Demonstrates the ability to summarize and paraphrase what’s been read.
Demonstrates the ability to think critically about what has been read and then analyze the text.
Demonstrates the ability to learn new words in context (decreases reliance on a dictionary).
Daily Agenda
Notice that this agenda might be changed as necessary – always check with a classmate if you miss class to be sure no changes were made. All homework, unless otherwise indicated, is due the day after it is assigned. You will receive several weeks of the Daily Agenda at a time, beginning with the first few weeks of the quarter that you see here. Please use this document to its fullest by reading it, writing notes on it, and bringing it with you to class every day.
Week 1
Tuesday, January 2
Receive the syllabus and briefly review it – talk about course structure and expectations
Write a “letter to the teacher” describing yourself, your expectations for the class, what you hope to learn, and what your strengths and weaknesses are as a reader and writer
Collect placement forms
Do introductions: get to know each other
Homework:
Buy your textbook
Get a copy of the NSCC Student Handbook if you don’t already have one!
Read: Chapter 1, pgs. 1-11 by Wednesday
***You need to make sure you bring a copy of your course placement form (from the testing office or from your last English teacher at NSCC) to give to JC – you can’t stay in the class without proper paperwork, so don’t forget to bring your form!
Write: Mark all of the words in “A Story of an Hour” that you don’t know
Wednesday, January 3
Collect placement forms
Practice prereading skills, pg. 5
Listen to “A Story of an Hour” – write down first reactions
Do a short free-writing in response to the story
Do activity on pg. 10 in pairs (using context clues)
Homework:
Read: Chapter 1, pgs. 12-22
Thursday, January 4
Together as a class, do activity on pg. 11 (annotating)
Discuss the reading log expectations
Receive handout describing the steps to writing a good reading log entry
Together as a class, write a reading log for “A Story of an Hour”
Homework:
Read: “The Necklace,” pg. 46 – mark all of the words you don’t know
Friday, January 5
Together in groups, do the “Activity: Responding to a student journal” on pg. 21
JC reads “The Necklace” aloud to the class
As a class, go through and begin working on the vocabulary
Go to the Loft for an orientation
Homework:
Read: “The Necklace,” pg. 46
Write: Reading Log for “The Necklace” (reading logs must be typed, please label the sections) – due Monday
Week 2
Monday, January 8
Reading Log for “The Necklace” due today!
Discuss your reading log entries for “The Necklace”
Do “Activity: Examining Setting,” pg. 26 – use “The Necklace”
Receive the handout for your first paper (this paper asks you to analyze “Swaddling Clothes” pg. 132, so you need to start reading it and thinking about it now)
Homework:
Read: Chapter 2, pgs. 23-31
Read through the handout for Paper #1 and see if you have any questions
Looking Ahead: Interim draft (see pg. 263) of Paper #1 is due in one week, so you should be reading and taking notes on “Swaddling Clothes” pg. 132 in anticipation of the paper – we’ll be working on papers in class on Friday, so you must have read “Swaddling Clothes” several times by then (use the ideas in Chapter 5 to help get you get started – go to the Loft for help too!)
Tuesday, January 9
In small groups with butcher paper, do “Activity: Analyzing character” pg 28 (using “The Necklace” and then “Story of an Hour”)
Go through the handout for Paper #1 and make expectations clear
Homework:
Read: Chapter 5, pgs. 235-244 (this needs to be read by Thursday, so get started now)
Read: “Swaddling Clothes,” pg. 132
Wednesday, January 10
Read “Swaddling Clothes” aloud
Work on the vocabulary in “Swaddling Clothes”
Homework:
Read: Chapter 5, pgs. 235-244
Read: Chapter 6, pgs. 277-282 (very important!)
Looking Ahead: Interim draft (see pg. 263) of Paper #1 is due on Monday, so you should be reading and taking notes on “Swaddling Clothes” pg. 132!
Thursday, January 11
Using Chapter 5, talk about starting to write your paper (do activities on pgs. 277-282)
Begin to talk about the upcoming paper – if time, do “Activity: Defining your audience,” pg. 236
Brainstorm ideas in groups
Homework:
Read: “Swaddling Clothes,” pg. 132
Write: Reading Log for “Swaddling Clothes” – due Friday
Friday, January 12
Reading Log for “Swaddling Clothes” due today!
Look at pages 277-283 (Chapter 6) about how to select evidence relating to character
In groups, do “Activity: Finding evidence to support a focal point,” pg. 249
Discuss the principles of a thesis statement
PIE method of organization
Homework:
Read: Chapter 5, pgs. 245-263
Write: Using Chapter 5, write an Interim (rough) Draft (see pg. 263) and bring it to class on Tuesday. Remember it’s a draft, so don’t worry too much about the grammar and spelling – we’re concerned with you having a point and using good examples! It must be typed, however. (Activity: Organizing the body of an essay, pg. 260 should help you!)
Week 3
Monday, January 15
NO CLASS – Martin Luther King, Jr. Holiday
Tuesday, January 16
Interim Draft of your paper is due today!
Go through your draft and see if you have evidence to support your focal point (main idea, thesis, claim) –review page 277+ [see if your quotes are backed by interpretation]
Do “Activity: Evaluating introductions” pgs. 253-254
Individually, do “Activity: Examining your own introduction” pg. 255 (X-Ray form!)
Do “Activity: Connecting quotation and interpretation” pg. 259
Sign up for an individual conference with JC!
Homework:
Take your interim draft, along with the suggestions your peers made, to the Loft and meet with a tutor. Take your assignment sheet and your book with you when you have your tutoring session.
Read: Chapter 5, pgs. 263-272
Wednesday, January 17 and Thursday, January 18
No formal class today – Individual conferences will be held with JC so we can go over your papers – sign up for a time to meet JC and then show up! (conferences will be held in JC’s office in room 2313A of the InstructionBuilding – 2nd floor, west side of building)
Homework:
After meeting with JC, and attending at least one tutoring session in the Loft, polish up your paper (type it!) and be prepared to participate in a peer review session on Monday.
Friday, January 19
NO CLASS – JC will be attending a work-related meeting today.
Week 4
Monday, January 22
Revised draft of Paper #1 due today!
Do peer reviews, pg. 266
Review manuscript information, pg. 343
Homework:
Final draft of Paper #1 due tomorrow! Remember to put your paper in a folder, along with your rough drafts! No late papers will be accepted.
Read: “Like a Bad Dream,” pg. 126
Tuesday, January 23
Final draft of Paper #1 due today!
Together as a class, read “Like a Bad Dream” aloud in class
Walk through the story together and work on vocabulary
Homework:
Read: Chapter 2, pgs. 30-41
Write: Reading Log for “Like a Bad Dream” – due Wednesday!
Wednesday, January 24
Reading Log for “Like a Bad Dream” due today!
Discuss the story, pg. 209-210 questions 1-7 (in groups)
Do Activity, “Identifying images in a story,” pg. 31
Do Activity, “Creating a symbol” and “Discovering symbols in a story,” pg. 32
If time, read “A Handful of Dates” allow together in class
Homework:
Read: “A Handful of Dates,” pg. 137 by Thursday
Write: Reading Log for “A Handful of Dates,” – due Thursday!