PRODUCTION: There are three sample syllabi



Syllabus for a 2-year college composition course

This is a syllabus adapted from one prepared by Marjorie Justice for a course in first year writing at Prairie State College in Illinois.

Prairie State College Marjorie Justice

English 101: Composition I Office Hours: By Appointment

Fall 2003 marjoriejustice@

T/Th 12:30-1:45

Description: English 101 is the first course in the composition sequence that helps the student to write clear, correct, and effective personal, expository and argumentative prose. It emphasizes critical reading and thinking skills, collaborative peer work and the use of sources. Review of grammar and mechanics is included.

Prerequisite: ENG 099 with a grade of ‘C’ or better or qualifying score on placement test.

Required Text:

Deborah H. Holdstein, Challenging Perspectives: Reading Critically about Ethics and Values. Boston: Houghton-Mifflin, 2005.

Joseph Trimmer, The New Writing with a Purpose. Boston: Houghton-Mifflin, 2004.

Bring these texts with you to class every time!

Assignments in The New Writing with a Purpose will be announced in class.

Requirements

Reading: Since many discussions will come from our textbook readings and the handouts I distribute throughout the semester, keeping up with assignments will be essential to your success in the course.

Writing: In-class writings, the exit exam and four essays are required for this course.

Essay 1: Observation (2-3 pages)

Essay 2: Narrative (2-3 pages)

Essay 3: Process (2-3 pages)

Essay 4: Research/Argument (3-4 pages)

Attendance and Participation: Attendance is required. Students are expected to be in class on time, to participate in class discussions and peer editing sessions, and to complete all reading and writing assignments on time. Absences in excess of three will result in a lower grade. Three tardies equals an absence. Late work will drop a letter grade each day until it is submitted.

Performance Evaluation:

Essay 1 - Observation 20%

Essay 2 - Narrative 20%

Essay 3 - Process 20%

Essay 4 – Research/Argument 25%

Participation 15%

Essay 1: Observation (2-3 pages) For this assignment, you will position yourself as an observer of human nature. Pick an interesting place like a restaurant, church, or museum (if you find any of these places interesting) and select a group of people to observe. Vividly describe their activities so your reader can visualize how they look and behave. Based on these observations, discuss some aspect(s) of human nature that you have discovered. Use readings in Challenging Perspectives for comparative purposes—such as Wright’s “The Man Who Went to Chicago,” and Freeman, “A Mistaken Charity.”

Essay 2: Narrative. (2-3 pages) Describe a personal experience that helped shape you into the person you are today. Use vivid, descriptive language to help your readers visualize your experience. You may want to include dialogue. While your topic does not have to be one of life’s major events (a death in the family, divorce, etc.), you should show in the paper how the event changed you in a subtle way or significant way. There should be some reflection in your essay.

Essay 3: Process (2-3 pages) Describe a process with which you are familiar. This assignment does not require any research. Use step-by-step instructions that your reader can easily follow. Focus on clarity and smooth transitions. Topics can include car maintenance, how to prepare your favorite food, or how to impress a date. These are just examples; feel free to be creative in your topic choice!

Essay 4: (3-4 pages) Argue a position on a topic of your choice but avoid the following topics: abortion, death penalty, euthanasia, gun control, and legalizing marijuana. Select an issue that you can research with an open mind, using several selections or images from Challenging Perspectives as your starting points. Include a minimum of three sources using proper MLA citations and a Works Cited page.

Essay Format: Essays must be typed, double-spaced with 1-inch margins. Use Times New Roman or Arial. Font size should be 12. Submit all essays in a folder containing the rough draft, peer-editing comments, and final draft.

Revision Policy: After I return your graded essay, you will have one week to revise. The revised grade will replace your original grade. You must submit the original graded essay along with the revised essay.

The Illinois Community College Board has stated that a student enrolled in English 099, English 101 and English 102 must have a grade of C or better in order for that class to count towards the Associate in Arts and Associate in Science Degrees. In order for you to receive a grade of C or higher in this course, you must demonstrate writing skills in these four areas: content, organization, expression and correctness.

Plagiarism: Any student who passes off someone else’s writing as his or her own writing will receive a grade of “0” for that assignment with no revision allowed. The student may also be dropped from the class.

Exit Exam: All students enrolled in English 101 must take an Exit Exam. We will discuss the test throughout the semester.

Calendar: Dates and assignments subject to change.

August

26 Course Introduction

28 In Challenging Perspectives: Pastan, “Ethics”; Walker, “Everyday Use”; Hawthorne, “Young Goodman Brown.” Read and prepare the questions at the end of each selection for class discussion.

September

02 In Challenging Perspectives: “Old Horse” and Telushkin, from “Words that Hurt..,” with discussion questions.

04 In Challenging Perspectives: Camus, “The Guest”; Dorris, “The Myth of Justice”; Yezierska, “My Own People.”

09 Continued discussion from September 4 and analyze and discuss images by Boersma and “Church Directory” in Challenging Perspectives. (Extra credit paper.)

11 Peer Edit Observation Essay

16 Observation Essay Due. Continued discussion of images in Challenging

Perspectives; in-class writing based on questions that follow the images.

18 Edit in-class writing on images.

23 In CP: read and be prepared to discuss Lopez, “Doing Time….”, “Change of

Heart,” and “Get a Leash.” Be prepared to answer questions following the

selections.

25 In CP: read and be prepared to discuss Collins, “Scorpion Tongues”; Wenig,

“Oops! I Shouldn’t Say This…”; and Naylor, “Etta Mae Johnson,” answering the questions at the end of the selections and the chapter.

30 Continued discussion from the 25th, with in-class writing that compares two of the three essays we’ve recently read.

October

2 Peer Edit Narrative Essay

7 Narrative Essay Due; Grammar Review

9 Ravitch, “Thin Gruel: How the Language Police Drain the Life and Content from

Our Texts.” Prepare questions at the end of the selection.

14 Lorde, “Transformation of Silence into Action.”

16 Group Work: Process Assignment

21 Continued Discussion of Lorde and Ravitch. New Yorker cartoon, 726.

23 Peer Edit Process Essay

28 Process Essay Due; In-class writing comparing Lorde and Ravitch.

30 Read Chapter 17; Exit Exam Practice

November

04 Class Debate on Issue(s) Raised in Challenging Perspectives.

06 Continued debate—consult relevant selections in CP (tbd).

11 Distribute and Discuss Exit Exam Reading

13 Exit Exam

18 Library Trip

20 Peer Edit Argument Essay

25 Argument Essay Due

27 Thanksgiving Break

December

02 In-class Writing Exercise (see discussion essays for 12/04)

04 Read Dershowitz, “Assimilation”; Russell, “Why I Am Not a Christian”;

Hughes, “Salvation”; Price, “Dear Harper.”

09 Share Essays: Participation Extra Credit

11 Course Wrap-up

12-18 Final Exam Week

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Scale

100. A

89. B

79. C

69. D

below 60 F

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