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Freshman Composition

Dr. V. Henderson
Composition Committee Chair
225-771-2870


FRESHMAN COMPOSITION COURSE SYLLABI:
ENGLISH 110, 111


FRESHMAN COMPOSITION 110

COURSE SYLLABUS

I. CATALOG DESCRIPTION:   (Credit, 3 Hours ).  Emphasis on writing as a learning, thinking process.  Discussion of and
practice in strategies used in prewriting, writing, and revising expressive, informative, analytical, and argumentative essays.  Special sections designated for Honors students (ENGL 110 Honors).

Instructor's Emphasis:  English 110 is a freshman-level course designed to teach students to write the five-paragraph
essay utilizing standard English.  The instructor will introduce students to the writing process and give extended practice in
the development of each stage with special emphasis on revising and editing.  To achieve this end, the instructor will assign essays following designated methods of development.

II. LEARNING OUTCOMES

  • Students will be able to demonstrate an understanding of each mode of writing - description, narration, illustration, process analysis, and definition - by structuring multi-paragraph essays.
  • Students will be able to demonstrate knowledge of the writing process by prewriting, drafting, revising, and editing essays. 
  • Students will be able to demonstrate the ability to construct specific and clear thesis statements which give the topic, claim, direction and tone by writing various essay modes.
  • Students will be able to demonstrate the ability to write essays by supporting the thesis statement with well-developed body paragraphs consisting of examples, facts, reasons, incidents, and specific details.
  • Students will be able to demonstrate the ability to determine the purpose and audience and adapt tone and content to suit both by presenting an oral presentation. 
  • Students will be able to demonstrate the ability to write varied, coherent sentences by using subordination and coordination, inverting sentences, and beginning sentences with participles, adverbs, and adjectives. 
  • Students will be able to demonstrate competence in grammar, punctuation, and mechanics by editing their essays. 
  • Students will be able to demonstrate the ability to use computer technology by obtaining assignments, participating in course activities, editing essays, managing course information, submitting word processed final drafts, and using tutor assisted software.
  • Students will be able to demonstrate the ability to write conclusions for essays by utilizing a variety of endings. 

III. REQUIRED TEXTS (Current Editions):

A Writer's Reference by Diana Hacker (current edition) 
The Longman Writer:Rhetoric, Reader, Research Guide and Handbook by Judith Nadell (current edition)

The required texts are subject to change. Please consult the department.


IV.    SPECIFIC CHAPTERS FROM The Longman Writer:

PART I    THE READING PROCESS

Chapter 1 - Becoming a Strong Reader,
pp. 1-11

Stage 1:  Get an Overview of the Selection
Stage 2:  Deepen Your Sense of the Selection
Stage 3:  Evaluate the Selection

PART II   THE WRITING PROCESS

Chapter 2 - Getting Started Through Prewriting,
pp. 12-35

Observations About the Writing Process
Use Prewriting to Get Started

Chapter 3 - Identifying a Thesis, pp. 36-44

What Is a Thesis?
Finding a Thesis
Writing an Effective Thesis
Arriving at an Effective Thesis
Placing the Thesis in an Essay
Activities:  Identifying a Thesis

Chapter 4 - Supporting the Thesis with Evidence,
pp. 45-53

What Is Evidence?
How Do You Find Evidence?
Characteristics of Evidence
Activities:  Supporting the Thesis with Evidence 

Chapter 5 - Organizing the Evidence,
pp. 54-63

Use the Patterns of Development
Select an Organizational Approach
Prepare an Outline
Activities:  Organizing the Evidence

Chapter 6 - Writing the Paragraphs in the First
Draft, pp. 64-94

How to Move from Outline to First Draft
General Suggestions on How to Proceed
If You Get Bogged Down
A suggested Sequence for Writing the First Draft
Pulling It All Together
Sample First Draft
Activities:  Writing the Paragraphs in the First
Draft

Chapter 7 - Revising Overall Meaning, Structure,
and Paragraph 
Development, pp. 95-109

Five Strategies to Make Revision Easier
Revising Overall Meaning and Structure
Revising Paragraph Development
Sample Student Revision of Overall Meaning, Structure, and Paragraph Development
Activities:  Revising Overall Meaning, Structure, and Paragraph Development

Chapter 8 - Revising Sentences and Words,
pp. 110-138

Revising Sentences
Revising Words
Sample Student Revision of Sentences and Words
Activities:  Revising Sentences and Words

Chapter 9 - Editing and Proofreading,
pp. 139-149

Edit Carefully
Use the Appropriate Manuscript Format
Proofread Closely
Student Essay:  From Prewriting Through
Proofreading
Activities:  Editing and Proofreading

PART III   THE PATTERNS OF DEVELOPMENT

Chapter 10 - Description, pp. 150-190

What Is Description?
How Description Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Description in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Description Essay

Chapter 11 - Narration, pp. 191-225

What Is Narration?
How Narration Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Narration in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Narration Essay

Chapter 12 - Illustration, pp. 226-267

What Is Illustration?
How Illustration Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Illustration in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing an Illustration Essay

Chapter 14 - Process Analysis, pp. 307-345

What Is Process Analysis?
How Process Analysis Fits Your Purpose and
Audience
Prewriting Strategies
Strategies for Using Process Analysis in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Process Analysis Essay

Chapter 17 - Definition, pp. 419-454

What Is Definition?
How Definition Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Definition in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Definition Essay

V.      DESCRIPTION OF INSTRUCTIONAL PROCEDURE:

A.  Lecture
B.  Discussion
C.  Peer Interaction
D.  Conferencing
E.  Computer-Assisted Instruction
F. Audio Visual Aids

VI.    COURSE REQUIREMENTS: 

A. Attend class regularly and punctually.
B. Bring the required text(s) to class each meeting.
C. Be prepared to discuss all assigned readings.
D. Participate in class discussions.
E. Submit on due dates final drafts according to the instructor's directions.
F. Use instructors' conferences, the Communication Skills  Laboratory, the Electronics Writing Laboratory or assigned websites for tutoring.

VII.   COURSE SCHEDULE:

Course Introduction & 
        Diagnostic Essay..................One Week
The Writing Process.....................Two Weeks
The Description Essay...............Three Weeks
The Narration Essay..................Three Weeks
The Illustration Essay................Three Weeks
The Process Analysis or
        Definition Essay................Three Weeks

VIII.  EVALUATION

In addition to required essays and mandatory mid-term and final examinations, instructors will give quizzes (announced or unannounced).  Individual instructors may have additional requirements.

IX.    GRADING

Letter grades will be used in the evaluation of each of the assigned papers, readings, quizzes, various examinations and activities. If a numerical grade is given, it will be converted to a letter grade as follows:

90 - 100% A
80 - 89%   B
70 - 79%   C
60 - 69%   D
00 - 59%   F

 

FRESHMAN COMPOSITION 111

COURSE SYLLABUS

I.  CATALOG DESCRIPTION:(Credit, 3 Hours) Emphasis on writing as a    learning, thinking process.  Discussion of and practice in strategies used in    prewriting, writing, and revising expressive, informative, analytical and    argumentative essays.  Special sections designated for Honors students    (ENGL 111 Honors); prerequisite:  English 110 with at least a grade of "C."

Instructor's Emphasis:  English 111 is an advanced freshman level course     that will teach students to write multi-paragraph essays utilizing standard     English.  These expository essays will clearly state, logically develop, and     adequately support one idea.  Strategies learned in English 110 in prewriting, writing, and revising essays will be reemphasized.  Special sessions will be devoted to writing a documented paper.

II. LEARNING OUTCOMES:

  • Students will be able to demonstrate an understanding of each mode of writing- classification and division, comparison and contrast, cause and effect, and argumentation and persuasion - by structuring multi-paragraph essays. 
  • Students will be able to demonstrate knowledge of the writing process by prewriting, drafting, revising, and editing essays.
  • Students will be able to demonstrate the ability to construct specific and clear thesis statements which give the topic, claim, direction, and tone by writing various essay modes.
  • Students will be able to demonstrate the ability to write essays by  supporting the thesis statement with well-developed body paragraphs consisting of examples, facts, reasons, incidents, and specific details. 
  • Students will be able to demonstrate the ability to determine the purpose and audience and adapt tone and content to suit both by presenting an oral presentation. 
  • Students will be able to demonstrate the ability to write introductions for essays by utilizing a variety of lead-ins. 
  • Students will be able to demonstrate the ability to write conclusions for essays by utilizing a variety of endings. 
  • Students will be able to demonstrate the ability to write varied, coherent sentences by using subordination and coordination, inverting sentences, and beginning sentences with participles, adverbs, and adjectives. 
  • Students will be able to demonstrate competence in grammar, punctuation, and mechanics by editing their essays. 
  • Students will be able to demonstrate the ability to do research by writing a documented essay. 
  • Students will be able to demonstrate competence in the Modern Language Association (MLA) system of citation by supporting a thesis, citing sources and avoiding plagiarism, and integrating quotations and other source material. 
  • Students will be able to demonstrate the ability to use computer technology by obtaining assignments, acquiring research articles via the Internet, participating in course activities, editing essays, managing course information, submitting word processed final drafts, and using tutor assisted software.

III.  REQUIRED TEXTS (Current Editions):

A Writer's Reference by Diana Hacker (current edition) 

The Longman Writer:Rhetoric, Reader, Research Guide and Handbook by Judith Nadell (current edition)

The required texts are subject to change. Please consult the department.


IV.  SPECIFIC CHAPTERS FROM THE LONGMAN WRITER
:

Chapters 2 - 9 Review:  The Writing Process, pp. 12-149

Chapter 13:  Division-Classification, pp. 268-306

What Is Division-Classification? 
How Division-Classification Fits Your Purpose and Audience
Prewriting Strategies 
Strategies for Using Division-Classification in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Classification Essay

Chapter 15:  Comparison-Contrast, pp. 346-381

What Is Comparison-Contrast?
How Comparison-Contrast Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Comparison-Contrast in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Comparison or Contrast Essay

Chapter 16:  Cause-Effect, pp. 382-418

What Is Cause-Effect? 
How Cause-Effect Fits Your Purpose and Audience
Prewriting Strategies
Strategies for Using Cause-Effect in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Cause or Effect Essay

Chapter 18:  Argumentation-Persuasion, pp. 455-527

What Is Argumentation-Persuasion? 
How Argumentation-Persuasion Fits Your Purpose and Audience 
Prewriting Strategies
Strategies for Using Argumentation-Persuasion in an Essay
Revision Strategies
Student Essay:  From Prewriting Through Revision
Readings:  Professional and Student Essays
Writing a Classic Argumentation Essay

Chapter 19:  Locating, Evaluating, and Integrating Research Sources, pp. 528-575

Plan the Research
Choose a General Subject
Find Sources in the Library
Use the Internet
Take Notes to Support the Thesis with Evidence

Chapter 20:  Writing the Research Paper, pp. 576-628

Refine Your Working Thesis
Sort Your Notes
Organize the Evidence by Outlining
Write the First Draft
Document Borrowed material to Avoid Plagiarism:  MLA Format
Revise, Edit, and Proofread the First Draft
Prepare the Works Cited List:  MLA Format

V.  DESCRIPTION OF INSTRUCTIONAL PROCEDURE:

Lecture 
Discussion
Peer Interaction
Conferencing
Computer-Assisted Instruction
Audio Visual Aids

VI.  COURSE REQUIREMENTS:

Attend class regularly and punctually.
Bring the required text(s) to class each meeting.
Be prepared to discuss all assigned readings.
Participate in class discussions.
Submit on due dates final drafts according to the instructor's directions.
Use instructors' conferences, the Communication Skills Laboratory, the Electronics Writing Laboratory or assigned websites for tutoring.

VII.  COURSE SCHEDULE:

Writing a Diagnostic Essay and Reviewing
       the Writing Process..................Two Weeks
Writing a Division-Classification
       Essay.....................................Three Weeks
Writing a Comparison-Contrast
       Essay.....................................Three Weeks
Writing a Cause-Effect Essay........Three Weeks
Writing an Argumentation-Persuasion
       Essay........................................Two Weeks
Locating Sources and Writing a
       Research Paper........................Two Weeks


VIII.  EVALUATION:

In addition to required essays, a documented essay/research paper, and mid-term and final examinations, instructors will give quizzes (announced and unannounced).  Individual instructors may have additional requirements.

IX.  GRADING:

Letter grades will be used in the evaluation of each of the assigned papers, readings, quizzes, various examinations and activities.  If a numerical grade is given, it will be converted to a letter grade as follows:

90 - 100%  A
80 - 89%    B
70 - 79%    C
60 - 69%    D
00 - 59%    F