College Composition I - Brian T. Murphy



Brian T. Murphy English 101: College Composition I

609-894-9311, Ext. 1318 Section 12: Tue/Thu, 2:00-3:20, ACAD 208/204

bmurphy@bcc.edu Eng101.htm

Office Hours: Mon/Fri 8:20-9:20, Laurel 108; Eng101.htm

Tue/Thu 11:20-12:20, Parker 319-V;

Wed 11:00-12:00, Laurel 108

DESCRIPTION:

This three-credit course is designed to help students develop skills in expository writing. Emphasis is placed on the writing process, organization, methods of development, and appropriate diction. An argumentative research essay using the MLA documentation format is required.

Students are cautioned that this course requires extensive reading, writing, and discussions; students not prepared to read and to write on a regular basis and to take an active part in class discussions should not consider taking this course.

OBJECTIVES:

Upon completion of English 101, students should be able to:

• Express thoughts logically, clearly and coherently in a variety of rhetorical modes;

• Demonstrate mastery of the stages of the writing process;

• Critically revise and edit their own compositions, as well as respond critically to peer drafts;

• Avoid mechanical, grammatical and spelling errors;

• Critically evaluate and respond to selected essays;

• Compose an argumentative research essay using MLA format.

TEXTS:

Clouse, Barbara Fine. Patterns for a Purpose, 4 ed. Boston: McGraw-Hill, 2006. (PP)*

Kirzner, Laurie G. and Stephen R. Mandell. The Concise Wadsworth Handbook. Boston: Thomson Heinle, 2006. (WH)

A good college-level dictionary

CLASS POLICIES:

Attendance:

Students must not only attend every class, but also be on time, be prepared (all reading or writing assignments complete), and take an active part in class. According to the College Catalog, “Students are expected to attend all class, clinical, laboratory, and studio sessions for the full duration of each instructional session.” Moreover, once you get to class you are expected to stay in the classroom until the class is over. Leaving class early or getting up in the middle of class is considered disruptive behavior and should happen only in extreme emergencies. Students may be required to sign in at the beginning of each class session to verify their attendance. Students unable to attend class should contact the instructor regarding their absence in advance or as soon as they return to school. Excessive absences or repeated tardiness will result in a lowered grade and may result in failure of the course at the instructor’s discretion.

Plagiarism and Cheating:

Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to failure for the course and expulsion from the College. Please refer to the Burlington County College Student Code of Conduct in your Student Handbook for additional information regarding plagiarism and College regulations.

Homework/Essay Submission:

All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period, as indicated on the schedule, below. In the event of an unavoidable absence the day an assignment is due, the work may be emailed. Only work submitted as an email attachment, in MS Word format, and received before the end of the normal class period will be accepted.

Revisions: The first two graded essays only (narrative and process analysis) may be resubmitted after revision, as indicated on the schedule (below). To be considered for re-evaluation, essays must be substantially revised, not merely “corrected” (revisions should be based upon the Revising and Editing Checklist and relevant information from the textbooks: PP Chapter 3 and WH Chapter 4), and must have attached both the original graded essay and a typed, one-page explanation of the revisions involved. Evidence of substantial revision may result in a better grade for the assignment. 

Make-up Exams/Late Work:

All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, late papers will not be accepted nor will make-up exams be offered, except under extraordinary circumstances with appropriate documentation. Excuses such as “crashed computers,” “lost disks,” or “empty printer ink cartridges” will not be accepted. It is suggested that all computer work be saved both on your computer’s hard drive and again on disk or removable storage device.

ASSIGNMENTS:

Attendance and Participation (5 points): As this class will combine both lecture and discussion, students are expected both to attend every session and to take an active part in class—joining in discussions and raising questions. Discussion is one of the best ways to clarify your understandings and to test your conclusions. Open discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the same as your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will be respected by all of us in the classroom. Questions, discussion, disagreement, and laughter are all encouraged in this class. (However, ridicule or scoffing is never tolerated.)

Essays (5 @ 10 points): Students will complete at least five (5) expository essays during the semester, in a variety of rhetorical modes: narration, process analysis, comparison-contrast, causal analysis, and division-classification. Essays must be at least five paragraphs, typed, double-spaced, grammatically correct, and submitted on or before the due date. Essays will be evaluated according to the Model for Evaluation of Student Writing (attached).

In-class Writing (7.5 points total): Students will complete various in-class writing assignments during the semester, including short summaries, mini-essays, and response papers based on the assigned readings.

Exercises and Quizzes (7.5 points total): With the exception of the first day, each class may begin with a short (5- to 10-minute) quiz or writing assignment on the reading(s) for the day, at the instructor’s discretion. Quizzes cannot be made up; if you miss a quiz due to absence or lateness, that grade will be regarded as a 0. At the end of the semester, the lowest quiz grade will be dropped. Frequent online exercises reviewing essential grammar will also be assigned, to be done as homework or in the computer lab and submitted electronically.

Total number of exercises and quizzes during the semester will determine the point value of each; that is, if 16 quizzes and exercises are given (lowest quiz grade will be dropped), each is worth up to one-half point.

Formal Summaries (2 @ 5 points): Students will complete two (2) formal summaries of secondary sources as preliminary work for the research essay assignment.

Preliminary Bibliography and Thesis (5 points): While working toward completion of the research essay assignment, students will develop and submit a clear, well-written, explicit, and assertive preliminary thesis statement and a working bibliography with a minimum of three to five sources, correctly cited according to MLA style.

Research Essay (15 points): Students will write an argumentative (persuasive) Research Essay of five to seven pages (at least 1250-1500 words), using a minimum of three to five sources, correctly documented utilizing MLA-style citations, with a cover page and Works Cited page (cover page and Works Cited do not count toward the five-page requirement). As per the English program’s policy, all students must receive a passing grade for the research essay to pass English 101.

GRADING:

Final grades will be determined as follows:

| Assignments: | Value: |

| Attendance and Participation | 5 points |

| Essays (5 @ 10 pts) | 50 points |

| In-class Writing | 7.5 points |

| Exercises and Quizzes | 7.5 points |

| Formal Summaries (2 @ 5 pts) | 10 points |

| Preliminary Bibliography/Thesis | 5 points |

| Research Essay | 15 points |

Total Points earned (Final Average) will determine the grade received for the course, as follows:

|Total |Final Percentage |Final Grade |

|Points | | |

|90-100+ |90-100 | A |

|85-89 |85-89 | B+ |

|80-84 |80-84 | B |

|75-79 |75-79 | C+ |

|70-74 |70-74 | C |

|60-69 |60-69 | D |

|0-59 |0-59 | F |

NOTE: Regardless of final percentage, students must receive a passing grade for the research essay to pass English 101.

The standards for the above numerical/letter grades are as follows:

A: Meeting course goals by demonstrating perceptive understanding of readings and course concepts; excellence and originality in compositions; superior scores on exams and other assigned work; active participation in class discussion and small groups; and compliance with attendance and assignment requirements.

B: Meeting course goals by demonstrating mastery of subject and concepts; above average quality in compositions and exams; good participation in class and small groups; and compliance with attendance and assignment requirements.

C: Meeting course goals by demonstrating a satisfactory level of understanding of subject material and concepts; acceptable quality in compositions and exams (see #2 of course goals); adequate participation in class and small groups; and compliance with attendance and assignment requirements.

D: Not meeting all of the course goals; minimal knowledge of subject material and concepts; marginal quality in compositions (poor quality of development, support, or grammar); poor performance on exams; passivity in class and small groups; non-compliance with attendance and assignment requirements.

F: Not meeting course goals; unsatisfactory progress in understanding and applying subject material and concepts; incomplete or unacceptable work in compositions (gross grammatical, developmental, and structural errors); failure of exams; non-compliance of attendance and assignment requirements.

OUTLINE: Projected Schedule of Readings and Assignments

Note: All readings below are required, and must be completed by the day indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings. This schedule is subject to revision according to the academic calendar for the semester, school closings due to inclement weather, and the progress of the class.

Readings from Patterns for a Purpose are identified by chapter number (e.g., PP 1); readings from The Concise Wadsworth Handbook are identified by page numbers (e.g., WH 17-23).

Labor Day Holiday: No classes Monday, September 4

Thanksgiving Holiday: No classes November 22-26

|Schedule for Section 12 (Tue/Thu classes) |

|Session 1: Thu 31|Introduction: Course syllabus and website; Diagnostic Essay |

|Aug. | |

|Session 2: Tue 5 |PP 1: Reading Critically; Adler, “How to Mark a Book”; WH 85-97, 114-118: Thinking Critically, Reading to Write |

|Sep. | |

|Session 3: Thu 7 |PP 2: Planning an Essay; Godwin, “The Watcher at the Gates”; WH 1-32: Understanding Purpose and Audience, Planning an Essay, Shaping Your |

|Sep. |Material; Essay Outline |

|Session 4: Tue 12|PP 3: Writing and Rewriting; Roberts, “How to Say Nothing in 500 Words”; WH 33-62: Drafting and Revising |

|Sep. | |

|Session 5: Thu 14|WH 227-239: Revising Sentence Fragments, Revising Comma Splices and Fused  Sentences; Online exercises; Narrative Essay Due |

|Sep. | |

|Session 6: Tue 19|PP 7: Process Analysis; “A Visit to Candyland”; Vámos, “How I’ll Become an American” |

|Sep. | |

|Session 7: Thu 21|WH 183-193: Choosing Words; Online exercises; Revision Checklist |

|Sep. | |

|Session 8: Tue 26|PP 7: J. Mitford, “Behind the Formaldehyde Curtain” |

|Sep. | |

|Session 9: Thu 28|WH 334-379: Writing a Research Paper, Doing Library and Field Research, Using and Evaluating Internet Sources; PP 14: Locating, Evaluating, and|

|Sep. |Drawing on Sources; EbscoHost; Narrative Essay Revisions Due |

|Session 10: Tue 3|PP 8: Comparison-Contrast; “Teaching a New Dog Old Tricks”; S. Britt, “Neat People vs. Sloppy People” |

|Oct. | |

|Session 11: Thu 5|PP 1: Summarizing, Synthesizing; WH 379-389: Summarizing, Paraphrasing, Quoting, and Synthesizing Sources; Practice Summary assignment; Process|

|Oct. |Analysis Essay Due |

|Session 12: Tue |PP 8: D. Tannen, “Squeaky Wheels and Protruding Nails” |

|10 Oct. | |

|Session 13: Thu |WH 240-247, 254-260: Revising Agreement Errors, Revising Awkward or Confusing Sentences; Online exercises; Summary 1 Due |

|12 Oct. | |

|Session 14: Tue |WH 399-444: MLA Documentation Style;  PP 14: Documenting Sources |

|17 Oct. | |

|Session 15: Thu |WH 179-183, 247-254: Using Parallelism, Revising Faulty Modification; Online exercises; Process Analysis Revisions Due |

|19 Oct. | |

|Session 16: Tue |WH 384-395: Integrating Source Material into Your Writing, Avoiding Plagiarism;  PP 14: Drawing on Sources, Integrating Paraphrases and |

|24 Oct. |Quotations, Avoiding Plagiarism |

|Session 17: Thu |WH 262-303, 306-313: Understanding Punctuation, Improving Spelling; Online exercises; Compare-Contrast Essay Due |

|26 Oct. | |

|Session 18: Tue |PP 12: Argumentation/Persuasion; “Cast Out of Kansas”; WH 97-112: Writing Argumentative Essays |

|31 Oct. | |

|Session 19: Thu 2|WH 425-444: Romney, “The Great Digital Divide”; In-Class Writing Assignment; Summary 2 Due |

|Nov. | |

|Session 20: Tue 7|PP 12: C. Lawrence, “The Debate Over Placing Limits” |

|Nov. | |

|Session 21: Thu 9|PP 12: N. Hentoff, “Free Speech on Campus”; In-Class Writing Assignment; Preliminary Bibliography & Thesis Due |

|Nov. | |

|Session 22: Tue |PP 9: Cause and Effect; “Why Athletes Use Steroids” |

|14 Nov. | |

|Session 23: Thu |PP 12: Silvergate and Lukianoff, “Speech Codes: Alive and Well” |

|16 Nov. | |

|Session 24: Tue |PP 9: D. Siegel, “What is Behind...” |

|21 Nov. | |

|Session 25: Tue |PP 9: B. Staples, “Just Walk On By”; Research Paper Due |

|28 Nov. | |

|Session 26: Thu |PP 10: S. Bok, “White Lies”; In-Class Writing Assignment |

|30 Nov. | |

|Session 27: Tue 5|PP 10: Classification/Division; “Strictly Speaking”; Causal Analysis Essay Due |

|Dec. | |

|Session 28: Thu 7|PP 10: W. Zinsser, “College Pressures” |

|Dec. | |

|  |Final Exam: Classification-Division Essay |

TOPICS:

For each of the assigned essays, a list of topic choices is provided. Your essay must be on one of the assigned topics for that assignment or developed in consultation with the instructor. All essays must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted.

For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout.

Essays 1-5 must be at least five paragraphs, but no more than five pages; the Research Essay must be at least 1250-1500 words (roughly five pages minimum), argumentative (persuasive), with a clear, explicit, and assertive thesis statement. Research Essays must use a minimum of three to five reputable critical or scholarly sources (including at least one short quotation, one long–block–quotation, and one paraphrase, from three different sources), properly documented (utilizing MLA-style citations for documentation), with a cover page and Works Cited page (cover page and Works Cited do not count toward the five-page requirement). See specific instructions (below) for other assignments.

All work must be typed (in 12-point Times New Roman font), double-spaced, and stapled when submitted. Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Essay Outline and Revising and Editing Checklist (available online) for additional assistance.

Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction: speak to me before or after class or email me to set up an appointment during my office hours.

Diagnostic Essay: Thursday, Aug. 31 (Section 12); Friday, Sept. 1 (Sections 30 & 31)

(Use of “I” is allowed for this essay.)

Topic: Why are you here? That is, why are you attending BCC? What are your goals, your purpose, et cetera.

Essay 1: Narrative Essay: Due Thursday, Sept. 14 (Section 12); Friday, Sept. 15 (Sections 30 & 31)

Select one of the following topics. (Use of “I” is allowed for both choices.) Note that while the two topics are similar, they are not identical: a moment of glory may be brief, not life-changing; a life-changing event may not be a moment of glory!

1.) Write a narrative account of a time you enjoyed a “moment of glory” other than completing high school or participating in a sports- or competition-related event. Explain what happened, how you reacted, and why you reacted the way that you did. Be sure to explain both the immediate and the long-term significance of this event.

2.) Write a narrative account of a time you experienced a “life-changing event” (as above, other than completing high school or participating in a sports- or competition-related event). This may be something you only later came to realize had significantly changed your life, or one that you immediately recognized as life-changing when it happened. Again, explain what happened, how you reacted, and why you reacted the way that you did, as well as both the immediate and the long-term significance of this event.

Essay 2: Process Analysis: Due Thursday, Oct. 5 (Section 12); Friday, Oct. 6 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 7 and the assigned process analysis essays, select one of the following topics and compose a clear, well-written directive process analysis. Your reader should be able to understand and complete the process successfully by following your instructions, and your essay should establish why it is important or even pleasurable to learn this process.

While use of the second person (“you”) may be appropriate in your introduction and/or conclusion, remember that the focus of the essay is on the process, not the reader. Instead, use the indefinite pronoun (“Next, one should make sure that...”) or the imperative mood (“Next, close the door...”).

1.) If you have an unusual hobby or interest, explain one specific process associated with that hobby: for example, how to groom a horse, evaluate the worth of a baseball card, stretch and prep a canvas, et cetera. Do not attempt to explain an entire hobby, however; that is, while how to make kick a field goal may be an appropriate topic, how to play football is by definition far too broad a topic!

2.) Explain one specific process to help your reader to save money; for example, how to buy a used car, save money on groceries, buy presents for less, reduce home heating costs, save on educational expenses, and so on.

3.) Assume that the college is putting together a new handbook for freshmen to help these students adjust to school and be successful. You have been asked to contribute to the handbook by describing an important academic survival skill. Explain one specific process that students should know so they can cope with their first semester: how to register for classes, take notes, prepare for an exam, study for finals, and so on (but not how to read a book or how to write an essay). Be sure that your process analysis is written in such a way that it is genuinely useful to a new student.

Practice Summary: In-class assignment, Thursday, Oct. 5 (Section 12); Friday, Oct. 6 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 1 and Concise Wadsworth Handbook, pp. 379-389, go to ReelViews: Movie Reviews and Criticism () and select a movie review (any movie: new release, currently showing, or an older movie) from the site. After reading your article thoroughly, compose a clear, well-written summary of the review (not a summary of the movie itself), roughly one to two pages. Your summary must be typed, double-spaced, and grammatically correct; in addition, you must attach a complete copy (photocopy or printout) of your source.

Summary 1: Due Thursday, Oct. 12 (Section 12); Friday, Oct. 13 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 1 and Concise Wadsworth Handbook, pp. 379-389, select one of the following broad topics. The following topics need to be further restricted, so narrow and focus the topic yourself. Then find at least one critical or scholarly article on this topic (500-1000 words minimum) . You may use articles from books, magazines, or online sources, but they must be reputable sources (see Concise Wadsworth Handbook, pp. 364-366 and 376-379, on evaluating sources). Acceptable sources (requiring minimal evaluation) can be accessed through EbscoHost in the BCC library. After reading your article thoroughly, compose a clear, well-written summary, roughly one to two pages. Your summary must be typed, double-spaced, and grammatically correct; in addition, you must attach a complete copy (photocopy or printout) of your source.

1.) Anti-Smoking Laws (i.e., in bars, restaurants, etc.)

2.) Teaching Intelligent Design in public schools

3.) School voucher programs

4.) Compulsory motorcycle helmet laws

5.) Bio-medical stem-cell research

6.) Cell-phone Bans/Anti-Cell-phone Laws

7.) Bilingual Education or English-Only Programs

8.) A debatable topic of your own, developed in consultation with the instructor, but not including Abortion, the Death Penalty, Animal Experimentation, or anything done to death

Essay 3: Compare-Contrast: Due Thursday, Oct. 26 (Section 12); Friday, Oct. 27 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 8 and the assigned compare-contrast essays, select one of the following topics and compose a persuasive comparison-contrast essay; that is, you must assert something significant about the subjects, that one of the two is in some way superior to the other (for example, “A is funnier than B because.....”). In addition, your essay should have a title, ideally one more creative or original than “A vs. B.”

1.) Compare/contrast two similar television shows (but not The Simpsons and Family Guy); for example, two situation comedies, two news broadcasts, two police dramas, and so on.

2.) Contrast print advertisements from at least twenty-five or thirty years ago with ads for similar products in contemporary magazines; for example, advertisements for health and beauty products or for automobiles in Life or Look from the 1950s compared to those in today’s magazines. Caution: research is required; in addition, you must include photocopies or printouts of the ads discussed!

3.) Compare/contrast the movie and book versions of the same story (The War of the Worlds, The Manchurian Candidate, The Lion, the Witch, and the Wardrobe, and so on). The book version of the story can be a novel, short story, or play; however, do not attempt this topic using a movie and the novelization of the movie!

4.) Compare/contrast the toys of your childhood with those that are popular today. (That is, the toys that were popular when you were ten versus what is popular with ten-year-olds today, not versus what you play with today!)

Summary 2: Due Thursday, Nov. 2 (Section 12); Friday, Nov. 3 (Sections 30 & 31)

Find a second critical or scholarly article on the topic you selected for Summary 1, above. Ideally, this second article should have a different perspective or take a different approach than your first. Again, you may use articles from books, magazines, or online sources, but they must be reputable sources (see Concise Wadsworth Handbook, pp. 364-366 and 376-379, on evaluating sources). Acceptable sources (requiring minimal evaluation) can be accessed through EbscoHost in the BCC library. After reading your article thoroughly, compose a clear, well-written summary. Your summary must be typed, double-spaced, and grammatically correct; in addition, you must attach a complete copy (photocopy or printout) of your source.

Preliminary Bibliography and Thesis: Due Thursday, Nov. 9 (Section 12); Friday, Nov. 10 (Sections 30 & 31)

You must establish a clear thesis before you can begin to put together a focused, well-organized, and purposeful piece research essay. After reading Patterns for a Purpose, Chapter 2, Concise Wadsworth Handbook, pp. 26-31, and the assigned persuasive essays, compose a clear, well-written, explicit, and assertive thesis statement on the topic you selected for Summary 1 and Summary 2, above. In addition, a preliminary bibliography for your Research Paper, with a minimum of three to five reputable critical or scholarly sources (books, periodicals, or online sources), correctly cited according to MLA Style, must be included. Your work should take the following form:

Topic: the topic selected from Summary 1 list, above.

Focus: a narrowed form of the subject, and the issue or debate involved.

Opinion: your opinion on the debate or issue.

Thesis: your opinion, worded objectively.

For example:

Topic: Assisted Suicide and Euthanasia (Note: not a real topic choice)

Focus: Should physician-assisted suicide be legalized for terminally ill patients?

Opinion: I think that assisted suicide should be okay, if the person is already dying anyhow.

Thesis: Voluntary physician-assisted suicide should be a legal option for terminally ill patients, to alleviate prolonged physical and emotional suffering and to avoid unnecessary expense.

Bibliography: alphabetical list of the works you have gathered for your research paper, cited in MLA format.

Research Paper: Due Tuesday, Nov. 28 (Section 12); Monday, Nov. 27 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 14, Concise Wadsworth Handbook, pp. 334-444, and the assigned persuasive essays, compose a clear, well-written, properly documented (MLA Style) argumentative essay of at least 1250-1500 words (roughly five pages minimum) on the topic you previously selected (for Summary 1 and Summary 2, above), utilizing the thesis statement and sources from the preliminary bibliography already submitted (see above). The research Essay should include a cover page and Works Cited page (cover page and Works Cited do not count toward the five-page requirement).

The paper must be argumentative (persuasive), with a clear, explicit, and assertive thesis statement. Essays must use a minimum of three to five reputable critical or scholarly sources (including at least one short quotation, one long—block—quotation, and one paraphrase, from three different sources), and these references should be used to support your assertions and be properly documented (utilizing MLA-style citations for documentation).

Essay 4: Causal Analysis: Due Tuesday, Dec. 5 (Section 12); Monday, Dec. 4 (Sections 30 & 31)

After reading Patterns for a Purpose, Chapter 9 and the assigned cause-and-effect essays, select one of the following topics and compose a clear, well-written essay analyzing cause(s) and/or effect(s). (Use of “I” is allowed for the first choice only.)

1.) If you have a phobia or a particular fear (of heights, math, failure, etc.) explain the causes and/or effects of that fear. (first-person essay)

2.) Discuss the effects of a single technological advance, such as the compact disc, the VCR, the camcorder, or the microwave oven (but not the computer, the Internet, or cell phones).

3.) If you have children, explain the effects of becoming a parent. You may make this essay humorous, if you wish. (While the use of “I” may be appropriate in your introduction and/or conclusion, remember that the focus of the essay is on the effects on anyone of becoming a parent, not just its effects on you or the reader.)

4.) Explain why students cheat, or discuss the effects cheating has, on students or on education as a whole.

Essay 5: Classification/Division: Exam Week

After reading Patterns for a Purpose, Chapter 10 and the assigned division-classification essays, select any one of the assigned topics and compose a clear, well-written essay defining at least three distinct categories, citing specific examples. Your categories should display more thought and originality than good, average, and bad, and be based on a clear, specific organizing principle or criterion. In addition, your essay should probably be both informative and persuasive; that is, to evaluate and to demonstrate that one type or category is best—or worst—in some way. For example:

“Bad drivers can be classified according to how dangerous they are—to themselves and to others—as suicidal, homicidal, or just plain stupid.”

Although any of these topics may allow you to draw upon personal experience or observation, the essay must be formal and objective: no first person or second person! Your essays should be carefully revised, edited, and proofread; essays will be evaluated according to the Model for Evaluation of Student Writing.

Topics: To Be Announced

Last Revised Friday, 18 August 2006

MODEL FOR EVALUATION OF STUDENT WRITING

| |UNSATISFACTORY |SATISFACTORY |ABOVE AVERAGE |EXCELLENT |

|A. CONTENT: |Thesis is lacking or incorrect, |Thesis is apparent but general|Thesis is explicit, |Thesis is explicit and |

|Includes thesis statement and |and not supported with |or commonplace. Support may be|appropriate, and well |significant, assertive, |

|both quantity and quality of |appropriate detail. Writing is |sketchy or occasionally |supported. Content is both |objectively worded, and |

|supporting details |thin, including generalizations |irrelevant. Generalizations |adequate and appropriate, |supported with substantial and|

| |with few or no concrete examples |are supported with examples, |providing examples and |relevant information. The |

| |or illustrations. |but content may be thin. |illustrations to support all |essay includes a wealth of |

| | | |generalizations. |relevant details, examples, or|

| | | | |imagery. |

|B. ORGANIZATION: |The plan and purpose of the essay|The plan of development is |The plan of development is |It is planned logically and |

|Includes paragraph development |are not apparent. It is not |apparent but not consistently |clear and consistently |progresses in clearly ordered |

|and arrangement of body |developed or is developed with |followed. The writing lacks |followed. The writing is |and necessary steps, and |

|paragraphs, as well as coherence |some irrelevancy or redundancy. |clarity or is repetitious. The|concise and clear, with a |developed with originality and|

|(introduction, body, conclusion) |Paragraphs are incoherent or |paragraphs are generally |minimum of repetition. |attention to proportion and |

| |undeveloped. Transitions are |effective, but transitions may|Paragraphs are generally |emphasis. Paragraphs are |

| |lacking. |be weak or mechanical. |well-developed and effective, |logically and effectively |

| | | |with appropriate transitions. |developed with effective |

| | | | |transitions. |

|C. DICTION AND MECHANICS: |Often, sentences are not |Sentences are generally |Sentences are correctly |The sentences are skillfully |

|Includes conventions of grammar, |grammatically correct. Vocabulary|correct but may lack |constructed and demonstrate |constructed, effective, and |

|usage, and punctuation, as well |is elementary, not college level.|distinction, creativity, or |variety. The vocabulary is |varied. Words used are vivid, |

|as appropriate diction |Words are used incorrectly. |style. Vocabulary is generally|effective and appropriate. |accurate, and original. The |

| |Persistent usage, spelling, or |used correctly. Occasional |Errors in grammar, |writing is without flaws in |

| |punctuation errors exist. |lapses in grammar, |punctuation, or spelling are |grammar or mechanics. A |

| | |punctuation, or spelling |rare. |personal style is evident. |

| | |exist. | | |

|D. RESEARCH AND DOCUMENTATION: |Sources are lacking or |Sources are adequate, but may |Sources are generally |Sources used are relevant, |

|Includes documentation and |inappropriate. Information from |be too general. Information is|relevant, authoritative, and |substantial, and |

|incorporation of appropriate |sources is not adequately |occasionally weakly |appropriate. Information is |authoritative, demonstrating |

|college-level sources |incorporated into the body of the|incorporated or is unconnected|relevant and is usually |creativity and scholarly |

| |essay. Documentation is missing, |to the content of the essay. |incorporated correctly. |research. Information is |

| |inadequate, or incorrect. |Documentation is generally |In-text citations and |introduced and incorporated |

| | |correct, but may contain some |References or Works Cited page|smoothly and appropriately. |

| | |minor errors. |are generally correct. |Documentation is clear and |

| | | | |free of errors. |

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