English 110 is designed to prepare students for entry into English 120. Students will practice the writing process by composing essays with the emphasis on effective expression through the study of appropriate language skills. Students will read critically, analyze, and evaluate expository, argumentative, and imaginative writing. By the end of the course, students will be able to write a position paper by using and acknowledging multiple sources.
Use the various phases of the writing process (invention, writing, evaluation, revision, and editing).
Produce organized, coherent, and well developed essays with effective introductions, clear thesis statements, sufficient support, smooth transitions, and appropriate conclusions.
Recognize and use in essays various rhetorical strategies (such as description, narration, process, definition, cause and effect, comparison/contrast, classification, and argument) to accomplish specific purposes with given audiences.
Practice and define strategies for producing in-class assignments.
Recognize and avoid clichés, jargon, colloquialisms, and sexist and obscene language; understand and demonstrate appropriate uses of first, second, and third person point of view.
Incorporate a variety of sentence patterns into writing and demonstrate appropriate uses of coordination, subordination, and parallel structures.
Course Content Practice writing expository and persuasive prose in at least seven essays, one of which will be the position paper with research.
Produce an additional in-class multi-paragraph essay as part of the final exam.
Practice incorporating various rhetorical strategies, such as description, narration, process, definition, comparison/contrast, classification and division, cause and effect, and argument.
Practice using the stages of the writing process to produce assignments: invention, writing, peer evaluation, revising, and editing.
Read critically, analyze, and evaluate expository, argumentative writing.
Recognize plagiarism and the importance of properly crediting sources.
Practice the techniques of library research.
Discuss words and their meanings to enlarge students’ vocabulary and enable them to avoid clichés, jargon, colloquialisms, and sexist or obscene language.
Method of Instruction Lecture.
Facilitate collaborative learning (e.g., small group work, group presentations, peer review, and paired activities).
Assign and evaluate at least seven multi-paragraph essays (including at least two essays written during class meeting and one position paper using the MLA format to cite multiple sources). Several of these essays will be critical responses to readings. Each student will write at least 7,500 words of evaluated prose.
Assign an in-class, multi-paragraph essay as part of the final exam.
Help students individually to improve the techniques of composing and revising their work by any or all of these methods: monitoring the progress of preliminary drafts, supervising peer-group editing, having one-to-one conferences, and requiring revisions of completed essays.
Methods of Evaluating Student Performance Student writings.
The Final Written Exam.
Outside Class Assignments Read expository and argumentative prose and/or imaginative writing.
Write expository and persuasive compositions/essays.
Read textbook assignments and/or handouts on rhetoric and answer questions about the reading selections.
Maintain journals or write other types of unstructured prose.
Entrance Skills The ability to produce work substantially free of major spelling, grammar, punctuation, and usage errors (i.e., errors which interfere with communication).
The ability to produce written assignments that include a variety of sentence patterns.
The ability to write clear, coherent paragraphs—of 150-200 words in length—controlled by topic sentences developed with adequate supporting materials, and closed with appropriate conclusions.
The ability to write a multi-paragraph composition that focuses on a central idea.
The ability to read text at an English 110 level (10.0 grade level or above).
Exit Skills The ability to produce essays substantially free of major spelling, grammar, punctuation, and usage errors (i.e., errors which interfere with communication), and displaying competency of coordination, subordination, and parallelism.
The ability to write a multi-paragraph essay focusing on a thesis statement and demonstrating an understatement of the concept of an introduction, a body, and a conclusion as well as adequate development, unity of idea, and coherence.
The ability to recognize in professional and peer essays the rhetorical elements stated in #2.
The ability to develop paragraphs and essays through rhetorical modes (narration, description, process analysis, definition, classification, and division, cause and effect, and comparison-contrast) to accomplish a purpose with a given audience.
The ability to write an argumentative essay that asserts a thesis and provides adequate, documented support.
Student Responsibilities Arrive to class on time and remain until dismissed.
Attendance Policy: You are allowed three excused absences which may result from sickness, religious holidays, or a family death. Do avoid successive absences! On your fourth absence, you are subject to having your grade lowered by one full grade for the final course grade. On your fifth absence, you will be dropped from the course. Please do your best to communicate with me if you will not be in class for any particular reason.
Active participation in all class activities is required; non-participation in classroom and group activities will affect the grade.
Absolutely no abusive language or unacceptable behavior will be tolerated.
Have all assignments in on time. No late papers will be accepted.
Plagiarism: I will show the class how to avoid plagiarism. If plagiarism does exist in the Final Portfolio, the portfolio will fail, thus resulting in a failing grade.
Evaluation Attendance and participation = 10%
Five essays = 35%
C. The mini-Research Paper = 40%
The Final Portfolio = 15%
(Refer to the Portfolio Assessment handout) ______
Forms: All forms (e.g., financial aid) requiring my signature must be signed before or after class or during my office hours. All forms must be completely filled out before I sign them.
Title 5, Section 56027:
Students with disabilities who may need accommodations in this class are encouraged to notify me and contact the disabled Students Programs and Services (DSP&S early in the semester so that reasonable accommodations may be implemented as soon as possible. Students may contact the DSP&S in person in room 110 or by phone at 619.644.7112 (voice or 644.7119 (TTY for the deaf).
Plagiarism constitutes a serious problem! This class will address what constitutes plagerismand how to employ the MLA to properly avoid it. If, however, either of the two major assignments; the research paper or the portfolio plagiarizes ideas, those assignments will earn a failing grade, thus resulting in a failing grade for the course.
Supervised Tutoring Referral:
Students requiring additional help or resources to achieve the stated learning objectives of the
courses taken in English are referred to enroll in English 198W, Supervised Tutoring for assistance in the English Writing Center (70-119). The department chair or coordinator will provide Add Codes.
Students are referred to enroll in the following supervised tutoring courses in the service indicated will assist them achieving or reinforcing the learning objectives of this course.