We're listening to this in class:
Bob Dylan song
Monday, August 31, 2009
Thursday, August 27, 2009
Tuesday, August 25, 2009
The reading homework for Thursday is . . .
. . . here.
Read through several entries. Your homework is to write yourself notes answering the RR questions. Just bring your notes with you.
Read through several entries. Your homework is to write yourself notes answering the RR questions. Just bring your notes with you.
Monday, August 10, 2009
Reading Response (RR) Guidelines
Your RR must be printed out before class. You’ll get better and better at this as the term progresses.
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
The Schedule
The Schedule
Although it’s last, this is the most important part of your day-to-day preparation for class. Reminder: our blog is located at: www.english101occ.blogspot.com
• HMWK = Homework for the following class meeting
• RR = Reading Response // RD (1,2) = Rough Draft // FD = Final Draft
• FK = Franz Kafka story “Metamorphosis” from your Dover book // ND = Nickel and Dimed, Ehrenreich book // DH = A Pocket Style Manual, Diana Hacker // HN = Handout (given in class)
T Aug 25
Introductions // The syllabus // Letter-writing // Thesis lesson // definition of “blogs”
HMWK:
1. Get a gmail address in the next week, and e-mail it to me
2. Read from the blog Baghdad Burning (http://riverbendblog.blogspot.com/2003_08_01_riverbendblog_archive.html); take notes for how you would answer the RR questions
Th Aug 27
RR guidelines // short discussion of reading from homework, example RR // Sentence Structure Lesson
Letter-writing, pt. 2
HMWK:
1. RR1: Read more from Baghdad Burning (something from September through December of 2003)
2. Read from here: http://misoldierthoughts.blogspot.com/2005/09/another-day-in-iraq.html and http://misoldierthoughts.blogspot.com/2005/02/bombs-over-baghdad-er-tikrit.html and http://misoldierthoughts.blogspot.com/2005/12/i-ask-you.html
T Sep 1
Discussion // Model: How to prepare for discussion leadership // Sign-up for leadership dates
Bob Dylan song: Lonesome Ballad of Hattie Carroll // Mini-Peer Review: RRs, checking for components // Review Thesis
HMWK:
1. RR2: HN, Elliot, Where I Slept—leaders
2. Make sure you have ND, and BRING it with you
Th Sep 3
Discussion (Leaders) // Read aloud from ND Intro // Writing game // RR grammar issues
HMWK:
RR3: ND Ch 1—leaders
T Sep 8
Discussion (Leaders) // List of themes/ideas/words so far // Read description of Definition Essay w/ Rubric
HMWK:
1. RR4: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. Re-read Definition Essay in Assignment Descriptions and brainstorm for your essay
3. DH: TBA (in class on Friday)
Th Sep 10
Discussion (Leaders) // Definition Essay, cont. // Definition game: Balderdash
HMWK:
1. RD1
2. Bring DH to class
T Sep 15
Grammar lesson // Peer Review // Visual texts: Faces of the Dead, Miss America // Connections
HMWK:
RD2
Th Sep 17
Turn in RD2 // North Country, pt. 1
HMWK:
RR5: the “text” of the movie (so far)
T Sep 22
North Country, pt. 2 // Wikipedia entries // Quickie Grammar review
HMWK:
RR6: ND p. 51-69—leaders
Th Sep 24
Discussion (Leaders) // Get back RD2 // Quickie Rubric review // Intro lesson on figurative language
HMWK:
1. FD
2. RR7: ND p. 69-86
T Sep 29
Turn in FD // Short discussion of Ehrenreich’s descriptive language // Read Descriptive Essay assignment // More fig. language: Craig Raine, kennings, Vocal Impressions
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119—leaders
Th Oct 1
Discussion (Leaders) // Review assignment and rubric // Writing Exercises
HMWK:
1. RD is due in one week; complete your Observation (USE THE CHART) over the weekend
2. Read FK pts 1 and 2—no RR yet—leaders prepare
T Oct 6
Discussion (Leaders) // Questions on RD // Housekeeping
HMWK:
1. RD
2. RR9: FK read pt. 3; do your RR on the whole story
Th Oct 8
Grammar Lesson // Peer Review // Rubric // short discussion on FK pt. 3
HMWK:
FD
T Oct 13
turn in FD // The Prisoner: TV episode // Housekeeping?
HMWK:
1. optional RR on The Prisoner
2. RR10: Read news at nytimes.com; find a story that links to our theme —leaders
Th Oct 15
News discussion—leaders // Read Narrative Essay assignment aloud // List: Story-telling techniques
HMWK:
RR11: HN: The Future’s Not Ours to See—leaders
T Oct 20
Discussion (leaders) // more Narrative stuff: six-word memoirs!
HMWK:
1. RR13: HN: title TBA—leaders
2. Brainstorm for RD1
3. Post your six-word memoir on the blog by noon on Thursday
Th Oct 22
Discussion (leaders) // In-class reading and writing
HMWK:
1. Post a list of three writing techniques we can use in story-telling (there can be NO repeats; if yours is already posted, you need to think of a new one)
2. RD1
3. DH online—TBA
4. bring DH to class
T Oct 27
Grammar lesson // Peer Review // clips from THX 1138
HMWK:
RD2
Th Oct 29
Turn in RD2 // more clips from THX 1138 // sign up for Conferences
HMWK: (FOR NEXT TUESDAY: NOV 10)
RR14: http://people.virginia.edu/~pmc4b/spring98/readings/Mother.html (it’s by Amy Tan; it’s called “Mother Tongue”)—leaders
Nov 3 and Nov 5: No Class Meetings // Come for your scheduled conference; bring all your folders and questions // Location: B200
(see the homework above)
T Nov 10
Get back RD2 // Discussion (leaders) // Social issues // Themes and connections // Terms: tone, satire
HMWK:
1. RR15: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. FD due next Tuesday
Th Nov 12
Leaders: News discussion // List of news-writing techniques // More social issues, satire // The Onion // Brad Carrigan // Satire assignment (in brief)
HMWK:
1. RR16: Read Jonathan Swift’s “A Modest Proposal” at http://www.gutenberg.org/catalog/world/readfile?fk_files=852817--click on “read online” and be sure to read the FULL text (7 pages)—leaders
2. optional RR (OR: example of satire FYI): http://www.smashboards.com/archive/index.php/t-17966.html
T Nov 17
Turn in FDs // Discussion (leaders) // reading aloud: Twain // Review ideas about satire and the assignment // Peer groups: brainstorm ideas for the assignment
HMWK:
1. Work independently on your RD and bring notes to class
2. DH online: TBA
3. Bring DH to class
Th Nov 19
Peer feedback on satire ideas // Grammar lesson
HMWK:
FD of Satire: DO NOT PRINT: post it on the blog by noon on T
T Nov 24
Reading aloud: our “newspaper” (Satires on the blog) // Discussion in groups // Selection of satires for homework
HMWK:
1. Read Satires (selection we organize in class)—leaders
2. optional RR: Special Format: Write down five theses from the selection, make observations about themes and connections, and note three distinct writing techniques
(HMWK is for next T)
T Dec 1
Discussion of satires (leaders)
HMWK:
1. in your journal: List: an entire reading semester of tricks/techniques
2. RR17: ND p. 121-146—leaders
Th Dec 3
Discussion (leaders) // Video clip: King of Kong // Quickly: Portfolio guidelines
HMWK:
1. in your journal: List: five interesting connections between texts (you’ll need this later)
2. in your journal: List: ten or more questions (grammatical, practical, textual, etc.)
T Dec 8
Questions Day // Brief overview of connections // Explanation of FINAL (plus HN)
HMWK:
1. IMPORTANT: Choose your FINAL EXAM IMAGE, and bring it to class!!!
2. Work on your portfolio
We might move to a computer room for Dec 10; I will let you know.
Th Dec 10
12:30-1:00 last-minute questions, work/prep, peer review of thesis statement //1-1:45 EXAM
HMWK: Portfolio
Portfolios (with ripped out journal pages organized and stapled together) are due by 12:30 p.m. in the adjunct office (B200) or in my mailbox. If your work is not in my hand (no e-mailed copies) at this time, you will get a zero. Absolutely no exceptions.
Although it’s last, this is the most important part of your day-to-day preparation for class. Reminder: our blog is located at: www.english101occ.blogspot.com
• HMWK = Homework for the following class meeting
• RR = Reading Response // RD (1,2) = Rough Draft // FD = Final Draft
• FK = Franz Kafka story “Metamorphosis” from your Dover book // ND = Nickel and Dimed, Ehrenreich book // DH = A Pocket Style Manual, Diana Hacker // HN = Handout (given in class)
T Aug 25
Introductions // The syllabus // Letter-writing // Thesis lesson // definition of “blogs”
HMWK:
1. Get a gmail address in the next week, and e-mail it to me
2. Read from the blog Baghdad Burning (http://riverbendblog.blogspot.com/2003_08_01_riverbendblog_archive.html); take notes for how you would answer the RR questions
Th Aug 27
RR guidelines // short discussion of reading from homework, example RR // Sentence Structure Lesson
Letter-writing, pt. 2
HMWK:
1. RR1: Read more from Baghdad Burning (something from September through December of 2003)
2. Read from here: http://misoldierthoughts.blogspot.com/2005/09/another-day-in-iraq.html and http://misoldierthoughts.blogspot.com/2005/02/bombs-over-baghdad-er-tikrit.html and http://misoldierthoughts.blogspot.com/2005/12/i-ask-you.html
T Sep 1
Discussion // Model: How to prepare for discussion leadership // Sign-up for leadership dates
Bob Dylan song: Lonesome Ballad of Hattie Carroll // Mini-Peer Review: RRs, checking for components // Review Thesis
HMWK:
1. RR2: HN, Elliot, Where I Slept—leaders
2. Make sure you have ND, and BRING it with you
Th Sep 3
Discussion (Leaders) // Read aloud from ND Intro // Writing game // RR grammar issues
HMWK:
RR3: ND Ch 1—leaders
T Sep 8
Discussion (Leaders) // List of themes/ideas/words so far // Read description of Definition Essay w/ Rubric
HMWK:
1. RR4: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. Re-read Definition Essay in Assignment Descriptions and brainstorm for your essay
3. DH: TBA (in class on Friday)
Th Sep 10
Discussion (Leaders) // Definition Essay, cont. // Definition game: Balderdash
HMWK:
1. RD1
2. Bring DH to class
T Sep 15
Grammar lesson // Peer Review // Visual texts: Faces of the Dead, Miss America // Connections
HMWK:
RD2
Th Sep 17
Turn in RD2 // North Country, pt. 1
HMWK:
RR5: the “text” of the movie (so far)
T Sep 22
North Country, pt. 2 // Wikipedia entries // Quickie Grammar review
HMWK:
RR6: ND p. 51-69—leaders
Th Sep 24
Discussion (Leaders) // Get back RD2 // Quickie Rubric review // Intro lesson on figurative language
HMWK:
1. FD
2. RR7: ND p. 69-86
T Sep 29
Turn in FD // Short discussion of Ehrenreich’s descriptive language // Read Descriptive Essay assignment // More fig. language: Craig Raine, kennings, Vocal Impressions
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119—leaders
Th Oct 1
Discussion (Leaders) // Review assignment and rubric // Writing Exercises
HMWK:
1. RD is due in one week; complete your Observation (USE THE CHART) over the weekend
2. Read FK pts 1 and 2—no RR yet—leaders prepare
T Oct 6
Discussion (Leaders) // Questions on RD // Housekeeping
HMWK:
1. RD
2. RR9: FK read pt. 3; do your RR on the whole story
Th Oct 8
Grammar Lesson // Peer Review // Rubric // short discussion on FK pt. 3
HMWK:
FD
T Oct 13
turn in FD // The Prisoner: TV episode // Housekeeping?
HMWK:
1. optional RR on The Prisoner
2. RR10: Read news at nytimes.com; find a story that links to our theme —leaders
Th Oct 15
News discussion—leaders // Read Narrative Essay assignment aloud // List: Story-telling techniques
HMWK:
RR11: HN: The Future’s Not Ours to See—leaders
T Oct 20
Discussion (leaders) // more Narrative stuff: six-word memoirs!
HMWK:
1. RR13: HN: title TBA—leaders
2. Brainstorm for RD1
3. Post your six-word memoir on the blog by noon on Thursday
Th Oct 22
Discussion (leaders) // In-class reading and writing
HMWK:
1. Post a list of three writing techniques we can use in story-telling (there can be NO repeats; if yours is already posted, you need to think of a new one)
2. RD1
3. DH online—TBA
4. bring DH to class
T Oct 27
Grammar lesson // Peer Review // clips from THX 1138
HMWK:
RD2
Th Oct 29
Turn in RD2 // more clips from THX 1138 // sign up for Conferences
HMWK: (FOR NEXT TUESDAY: NOV 10)
RR14: http://people.virginia.edu/~pmc4b/spring98/readings/Mother.html (it’s by Amy Tan; it’s called “Mother Tongue”)—leaders
Nov 3 and Nov 5: No Class Meetings // Come for your scheduled conference; bring all your folders and questions // Location: B200
(see the homework above)
T Nov 10
Get back RD2 // Discussion (leaders) // Social issues // Themes and connections // Terms: tone, satire
HMWK:
1. RR15: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. FD due next Tuesday
Th Nov 12
Leaders: News discussion // List of news-writing techniques // More social issues, satire // The Onion // Brad Carrigan // Satire assignment (in brief)
HMWK:
1. RR16: Read Jonathan Swift’s “A Modest Proposal” at http://www.gutenberg.org/catalog/world/readfile?fk_files=852817--click on “read online” and be sure to read the FULL text (7 pages)—leaders
2. optional RR (OR: example of satire FYI): http://www.smashboards.com/archive/index.php/t-17966.html
T Nov 17
Turn in FDs // Discussion (leaders) // reading aloud: Twain // Review ideas about satire and the assignment // Peer groups: brainstorm ideas for the assignment
HMWK:
1. Work independently on your RD and bring notes to class
2. DH online: TBA
3. Bring DH to class
Th Nov 19
Peer feedback on satire ideas // Grammar lesson
HMWK:
FD of Satire: DO NOT PRINT: post it on the blog by noon on T
T Nov 24
Reading aloud: our “newspaper” (Satires on the blog) // Discussion in groups // Selection of satires for homework
HMWK:
1. Read Satires (selection we organize in class)—leaders
2. optional RR: Special Format: Write down five theses from the selection, make observations about themes and connections, and note three distinct writing techniques
(HMWK is for next T)
T Dec 1
Discussion of satires (leaders)
HMWK:
1. in your journal: List: an entire reading semester of tricks/techniques
2. RR17: ND p. 121-146—leaders
Th Dec 3
Discussion (leaders) // Video clip: King of Kong // Quickly: Portfolio guidelines
HMWK:
1. in your journal: List: five interesting connections between texts (you’ll need this later)
2. in your journal: List: ten or more questions (grammatical, practical, textual, etc.)
T Dec 8
Questions Day // Brief overview of connections // Explanation of FINAL (plus HN)
HMWK:
1. IMPORTANT: Choose your FINAL EXAM IMAGE, and bring it to class!!!
2. Work on your portfolio
We might move to a computer room for Dec 10; I will let you know.
Th Dec 10
12:30-1:00 last-minute questions, work/prep, peer review of thesis statement //1-1:45 EXAM
HMWK: Portfolio
Portfolios (with ripped out journal pages organized and stapled together) are due by 12:30 p.m. in the adjunct office (B200) or in my mailbox. If your work is not in my hand (no e-mailed copies) at this time, you will get a zero. Absolutely no exceptions.
The Syllabus (not including The Schedule)
OAKTON COMMUNITY COLLEGE
COURSE SYLLABUS: English 101 (T/Th 12:30-1:45)
Instructor: Olivia Cronk
Office Hours: Tuesdays 11-12:30, room B200
E-mail: ocronk@oakton.edu
*The best way to contact me outside of class/office hours is via e-mail.
Course Course
Prefix No. Course Name Credit Lecture
EGL 101 Composition I 3 3
Prerequisite:
Placement test.
A few introductory words: first of all, please call me “Olivia” or “Ms. Cronk.” I prefer my first name, as it contributes to the conversational atmosphere of our class, but if you are more formal, you may use “Ms. Cronk”—but not “Mrs.” or “Miss.”
Second, you can always e-mail me with questions or to set up a mutually convenient meeting-time. I will answer as soon as I get the message, and I check my e-mail at least once a day.
Third, syllabi are legal documents. Your teachers owe you a thorough explanation of the course via the syllabus; it’s your contract and your guide. Syllabi can also be kind of long. This one certainly is. We’ll go over everything, but you’ll need to constantly look at it for assignments, policies, and answers to other questions. Get comfortable finding the sections you will need: basics come first (course description, book list, goals, points, policies, etc.). Then come the specifics (how to keep track of your points, lists of assignments, a rubric, etc.). Our reading and writing schedule is at the very end. This document is posted on our blog, “Individuals, Systems, Patterns,” at www.english101occ.blogspot.com, where it will be updated or revised as necessary. Please note that you will receive several packets of information, in addition to this syllabus, including “Assignment Descriptions.” You should keep your supplies in a folder for class. If you misplace anything, most documents will be on the blog for easy access.
Course Description
This course, like all EGL 101 sections, introduces strategies for planning, writing, and revising expository essays based on experience and reading. Content includes purpose, context, genre, and the rhetorical situation as elements in the writing process, as well as critical reading and analysis as the basis for essay writing. This is the first course in a two-course sequence with EGL 102.
This course will also help you will develop your critical reading and thinking skills. We will cover general grammatical rules, as well as specific grammatical issues related to your writing. We will work on three formal essays and two creative essays. One formal essay will be an in-class essay; it will be treated like an exam. You will work on multiple drafts of most of the essays. You will also create a final portfolio that represents your best work and includes a statement about the process of writing these pieces over the term. You will be writing about 25 pages in this class.
The theme of this course is “the individual against the system.” In order to explore how writing reveals things about our culture, the world, and human behavior and belief, we will write about and discuss many different kinds of texts. Our class will use all of these texts (readings from your nonfiction book, literature, blogs, videos, audio texts, news and magazine articles, art) to make connections. These connections will feed your own writing projects with ideas and techniques; also, we’ll be looking to constantly expand and re-imagine the theme. How does this kind of dynamic affect the way we think? How does that thinking-process lead to writing?
Another important component of the class is “the find”: discovery through critical and creative reading. We will read (and talk) in order to “find” things. First of all, we are looking for “tricks” (writing techniques) a writer employs (sentence structure, style, tone, use of dialogue, conclusion, use of examples, etc. etc.). Secondly, we want to engage with the ideas the readings suggest. Over the term, you will get better and better at finding in what you read what is most useful to your own style. Reading is a creative act; each of us responds to words in a unique way. We will always keep in mind that reading and writing are linked, like inhaling and exhaling. Sometimes we will read to obtain information about a formal writing assignment (examples). Sometimes we will read to discover things about the world. Sometimes we will read to understand, isolate, and lift “tricks.” The way that you will process each assigned text is by submitting five pages worth of Reading Responses (more on that later).
Methods of instruction are: lecture (about readings and about grammatical concepts), discussion (led by me, and by you and your peers), workshop, reading, writing, game, and blogging. Some terms you will learn, know, and practice include: analysis, audience, exposition, genre, paraphrase, process, revision, rhetoric, summary, theme, thesis, tone, and voice.
Learning Objectives
The student will be able to:
A. Write essays based on analysis of course readings, personal experience, and/or other sources, as assigned.
B. Develop these essays using inductive and deductive reasoning, rhetorical modes, and other forms of organization, as assigned.
C. Demonstrate an awareness of audience and purpose for each essay, through appropriate diction, syntax, and voice.
D. Use techniques of summary, paraphrase, and direct quotation as needed in written analyses of course readings.
Textbooks and Materials
You need all of the books and supplies listed here. You should purchase them immediately. You can keep track of what books to bring on what days by following the schedule (much, much further down).
• Nickel and Dimed by Barbara Ehrenreich
• The Metamorphosis and Other Stories by Franz Kafka
• A Pocket Style Manual (5th ed.) by Diana Hacker
• a folder or binder in which to keep ALL handouts
• a folder or binder in which to keep ALL drafts and ALL RRs
• a notebook/journal
• a gmail address (free and easy to set up) AND an OCC address
A note about your folders: you MUST practice good record keeping; you will need all of your work at various points in the term. When you submit RDs and FDs to me, you should simply put them in the folder listed in #4 (where everything can accumulate over the term). Also, keep all your RRs in this same folder. This comprehensive pile of your work will also help when we meet and discuss your writing.
A note about e-mail: I expect you to use your OCC address to e-mail me with drafts, questions, or clarifications. It’s a good habit to have an academic address from which you conduct school business; keep your personal address for personal use. You do NOT have to use or check your gmail account; we simply need to set up gmail names for the purpose of blogging—another useful thing.
Course Requirements and Breakdown of Points
Following all the components of your grade can be a little confusing. We’ll often stop and “check in” with each other to make sure that everyone is clear on our schedule and steps.
Your points will be recorded on the grade sheet you fill out at the start of the term; there’s a copy of that here, which you can use to record your own points. At any time, you can request the total points earned thus far, as an estimate of your grade. There are 680* points; your final grade is calculated as a percentage of points earned vs. total points. Basically, each and every point is worth 0.15%. For example, if you earned 581 total points, your grade would be 581/680 (85%).
The relationship between percentages and letter grades is as follows:
A=90-100
B=80-89
C=70-79
D=60-69
F=59 and below
*(Class Membership=360 points, Writing=320 points)
Class Membership
Participation=50
This portion includes your attendance (no more than 3 misses) and your in-class efforts. I expect you to be alert and engaged, to either make thoughtful contributions to our conversation or to carefully and respectfully listen to others’ comments.
Journal and other informal writing (in and out of class)=80
We will begin every class with a journal entry (25-30, usually worth 1 point each) and we will regularly complete quizzes or writing exercises in class; I’ll collect your journal at the end of the term. Additionally, you will post some assignments, writing exercises, and comments on our blog: www.english101occ.blogspot.com
* Please note that I will often post announcements, guidelines, and reminders on the blog; you should check it regularly.
Leadership of two RR discussions=50
You will sign up for two discussions. You and one to three other people will create the journal question for the day and a selection of discussion questions. This is NOT a presentation; this is a regular class discussion—led by you (and a “panel” of people). You will be expected to share all the work, to fill about 25 minutes of class time, and to guide the class in thinking and responding to the text(s). You will be graded on your preparation and your thoughtfulness.
Reading Responses=180 (12 @ 15 points each)
There are 14 to 20 RRs assigned; you are responsible for 12 of them. Please note that you CANNOT turn RRs in outside of the class meeting in which they are discussed. The guidelines for RRs are further down.
Writing
Formal Essays
Formal Essays are completed over three drafts—and may even be revised a fourth time for your final portfolio. Usually, the beginnings of these essays will happen in class, through our discussions and writing exercises.
The first Rough Draft (RD1) will be reviewed by a classmate.
The second Rough Draft (RD2) will be reviewed by me. You’ll get points for simply completing RD2 and following the assignment guidelines. And, most importantly, you’ll get notes from me about things to fix, change, expand, think about, rewrite, etc. I expect you to use these notes as you work on the Final Draft (FD).
The Final Draft (FD) is submitted to me, with a packet of EVERY old version of the essay. (Just put everything into your writing folder.) You’ll get it back with a grade that corresponds to our rubric (see below).
• Definition Essay=50 points
4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
• Narrative Connections Essay=60 points
5 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
• In-class Essay (EXAM)
Response Essay: Thematic Connections=50 points
2 complete pages, composed during a class visit to a computer lab
This essay, unlike our others, is done in class. Before “Exam Day,” we will plan for and discuss how to write this essay and how to demonstrate all the wonderful tricks and ideas you have collected over the term.
Creative Essays
Creative Essays are completed in two or three drafts (depending on the assignment). For one, you will submit an RD and FD to me, for a grade, and for another, you will post your FD on our blog for others to see and comment on.
• Satire: Fake Headline & Newspaper Article=20 points
2 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
FD: Post on the blog for others’ comments and to be graded.
• Observation/Description from an Alien’s perspective=40 points
3-4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
Finished Essays
Your Final Portfolio will be 10-12 pages long. It includes: new revisions of 2-3 essays, a personal statement of 2-3 pages (based on the Statement of Belief you will work on in class and reflections on your writing process). You will get more specific details in class.
Final Portfolio=100 points
. . . So, that’s a lot of information to process. How will we keep track of it? Below is a miniature copy of the grade sheet I will use to record your points. You can record them for yourself, right here, every time you get back graded work, submit an RD, post on the blog, write a journal entry, or come to class.
Name:
Class Membership
Participation: /50
Journal & Informal Writing: /80
Leadership of two discussions: /25 /25: /50
Reading Responses: /180
Writing
Definition Essay: /50
Narrative Essay: /60
Exam: Response: Thematic Connections: /50
Satire: /20
Observation/Description: /40
Final Portfolio: /100
Total Points: /680
Academic Integrity
Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton’s Code of Academic Conduct. This code prohibits:
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation*),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats
*Generally, this is the most relevant issue for an English class. Do NOT turn in anything that fails to distinguish between your writing and someone else’s. You will fail the assignment and will NOT be allowed to make it up. More than one incident will result in failure of the course.
There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years. Details of the Code of Academic Conduct can be found in the Student Handbook.
Policies
Turn cell phones off completely before coming to class. If you need to be available for a call, inform me in advance and turn the phone to vibrate. If your cell phone rings during class, you may be asked to leave.
Do not come to class if you are more than 15 minutes late. If you are late three times, those tardies will count as one absence.
If you appear to be unprepared for class (lacking materials, books, drafts, having failed to complete the homework), I may ask you to leave (and you will be marked absent).
I will shuffle our schedule as necessary if things come up; I will never move a deadline closer.
You are entitled to three absences without penalty. I do not distinguish between excused or unexcused absences. After three, you lose 5 points per day. You are responsible for contacting a classmate to find out what handouts/information you are missing. After an absence, you should e-mail me to request handouts or any other relevant information.
I do NOT accept late RRs (see below). They can ONLY be turned in the day of discussion, in class (typed). This rule applies even when you are sick.
Final Drafts are graded, but not commented on. I can accept late essays up to three days, but they will lose 2 points for each day late. If you have documentation of an emergency, I will accept late work without a penalty. If you miss class on a deadline day, you may e-mail your essay to me as an attachment THAT SAME DAY, by 10:00 p.m. I will use the e-mail as a way to verify that you will not be penalized for lateness, but you MUST bring me a hard copy during our next class meeting. I will NOT print your essay. You can also put essays in my mailbox by going to the Faculty Support Office (B206). Please note that a hard copy of an e-mailed essay must be submitted within three days of the e-mail.
Often, Rough Drafts are due in class; if you do not have an RD during a Peer Review day, you will be asked to leave class and you will be marked absent. If you miss class on a RD day, you can get credit for your work by taking your RD to a Writing Tutor (see me for information) and turning it in with your Final Draft (and a receipt from the tutor).
Other Rough Drafts are turned in to me, for comments. On those RDs, you’ll receive points for simply following the guidelines and meeting the deadline. If you fail to turn in one of those, you will need to make an appointment with me in order to discuss your draft and get credit for it. Failure to follow that step will mean a zero on that section your essay grade.
I will give 10 points extra credit for every documented visit to a writing tutor.
I will announce occasional (other) extra credit as it arises; it is your responsibility to take advantage of those opportunities in a timely manner.
If you miss more than one essay or more than 1/2 of the required RRs, you will not be eligible to pass the class.
I will return your essays as quickly as possible. Some of your Rough Drafts (RD2) will be returned with notes on how to improve or expand—and possibly a grammar/mechanics checklist that you will need to use in order to look up your errors in your handbook. Your Final Drafts will include an evaluation form identifying the components of the grade (see the rubric below). Please feel free, at any stage of writing, to meet with me to discuss any unclear comments or notes.
I expect all members of the class to share opinions and writing samples. Because of this, it is necessary to have an environment that is completely open to diversity in background and ideas. No negativity in this way will be tolerated. You should be mindful of diversity when you make comments in conversation, being careful to avoid generalizations and stereotypes. Our class must be anti-racist, anti-heterosexist, anti-label. Exercise great care in listening to others respectfully and quietly.
I think of my job as a conversation with you all. I try to expose you to an interesting variety of readings, give you a variety of forms in which to write, give you concrete mechanical and grammatical information, provide feedback on the technical details and content of each of your essays, and generally encourage an atmosphere of “ideas.” Please feel free to bring in any outside materials that you think have some sort of value. Please also let me know if there are topics/rules/writers that you want me to cover in lectures.
Nuts and Bolts, Guidelines, Stuff
Okay, moving along . . .
Question: How will you complete your Reading Responses? Answer: We will cover the guidelines on the second day of class, and you will always have this list handy. After you have completed a reading assignment, you’ll need to sit down at a computer and answer these questions. Your RR must be printed out before class. You’ll get better and better at this as the term progresses.
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
Rubric!
A rubric, in general, is a statement of purpose or a set of categories. A writing rubric is a list (with categories and specific statements and descriptions) that helps you do the following: 1) it acts as a guide in evaluating your work for yourself, 2) it allows me to show you how certain parts of your essay are working or not working, 3) it creates a standard for our class by which you can understand why you get the grades you get and how you might improve and grow. Please be aware that the five skill areas below are not equally important; they are listed here in order of their general importance to a text. Also, although the skill areas are described separately, in written texts these skills often intersect and overlap.
Thesis or Focus
Thesis or focus refers to the main idea that unifies a text. In excellent writing, the thesis/focus is appropriate for the text’s purpose and audience, is supported throughout the text, and is original and complex. In good writing, the thesis/focus is clear throughout the text, although it may be somewhat less original or complex. In adequate writing, there is still a thesis or focus, but parts of the text may stray from this main idea. In inadequate writing (graded below a C), there is no clear thesis or focus that guides the whole text.
Development of Ideas
Development refers to how thoroughly and thoughtfully you have discussed the ideas in your text (the complexity of your evidence, support, and analysis). In excellent writing, the development is insightful and extensive throughout the text. In good writing, the development is appropriate and consistently sufficient, though perhaps less insightful. In adequate writing, the text may be unevenly developed, with parts of the essay requiring further development. In inadequate writing (graded below a C), the text offers little or no support, may simply restate the thesis, and/or fails to meet the minimum length requirement.
Organization
Organization refers to the structure of a text (introduction, body, and conclusion) and the connections between and within paragraphs. In excellent writing, the organization is logical and flows smoothly. In good writing, the organization is clear but less smooth. In adequate writing, the organization is occasionally disjointed or simplistic. In inadequate writing (graded below a C), the introduction and/or conclusion may be missing, the connections between paragraphs may be missing or blurred, and/or the body may not contain suitable paragraph breaks.
Written conventions
Written conventions refer to the text’s grammar, syntax, punctuation and spelling. The most important conventions involve recognizing when a sentence ends (avoiding run-ons, comma splices, and fragments). Using verbs correctly (S-V agreement; verb tense; verb forms) is also a major concern. Correct use of other punctuation and spelling is somewhat less important, but errors here shouldn’t be numerous. Conventions are evaluated based on the seriousness, quantity, and variety of errors. Writing is inadequate (graded below a C) if the errors are so extensive that they interfere with a reader’s ability to understand the text.
Style
Style refers to the sentence structure and word choice in your writing. In excellent writing, the style is both creative and clear. In good writing, the style is consistently clear but perhaps less creative. In adequate writing, the style is usually clear but at times may be unclear or redundant. In inadequate writing (graded below a C), the style is often unclear and/or overly simple.
So, how will we use this thing?
First of all, before work begins on each essay, we’ll discuss how these categories apply to the assignment. You can use your class notes to guide your essay planning—and you’ll have explanations and descriptions that explain your writing goals.
When you submit an RD for comments, I’ll use the rubric to direct my feedback; that way, you’ll know what to work on for the future drafts.
Sometimes, we’ll use the rubric in peer review or in self-evaluation. Our goal is to internalize all the “excellent” descriptions so that we can become better, slicker, more stylish writers.
Since it is our goal to get all pieces of writing up to the “excellent” category, you should consider this rubric a good set of guidelines for informal writing that is posted on the blog, for Reading Responses, and for your Final Portfolio.
COURSE SYLLABUS: English 101 (T/Th 12:30-1:45)
Instructor: Olivia Cronk
Office Hours: Tuesdays 11-12:30, room B200
E-mail: ocronk@oakton.edu
*The best way to contact me outside of class/office hours is via e-mail.
Course Course
Prefix No. Course Name Credit Lecture
EGL 101 Composition I 3 3
Prerequisite:
Placement test.
A few introductory words: first of all, please call me “Olivia” or “Ms. Cronk.” I prefer my first name, as it contributes to the conversational atmosphere of our class, but if you are more formal, you may use “Ms. Cronk”—but not “Mrs.” or “Miss.”
Second, you can always e-mail me with questions or to set up a mutually convenient meeting-time. I will answer as soon as I get the message, and I check my e-mail at least once a day.
Third, syllabi are legal documents. Your teachers owe you a thorough explanation of the course via the syllabus; it’s your contract and your guide. Syllabi can also be kind of long. This one certainly is. We’ll go over everything, but you’ll need to constantly look at it for assignments, policies, and answers to other questions. Get comfortable finding the sections you will need: basics come first (course description, book list, goals, points, policies, etc.). Then come the specifics (how to keep track of your points, lists of assignments, a rubric, etc.). Our reading and writing schedule is at the very end. This document is posted on our blog, “Individuals, Systems, Patterns,” at www.english101occ.blogspot.com, where it will be updated or revised as necessary. Please note that you will receive several packets of information, in addition to this syllabus, including “Assignment Descriptions.” You should keep your supplies in a folder for class. If you misplace anything, most documents will be on the blog for easy access.
Course Description
This course, like all EGL 101 sections, introduces strategies for planning, writing, and revising expository essays based on experience and reading. Content includes purpose, context, genre, and the rhetorical situation as elements in the writing process, as well as critical reading and analysis as the basis for essay writing. This is the first course in a two-course sequence with EGL 102.
This course will also help you will develop your critical reading and thinking skills. We will cover general grammatical rules, as well as specific grammatical issues related to your writing. We will work on three formal essays and two creative essays. One formal essay will be an in-class essay; it will be treated like an exam. You will work on multiple drafts of most of the essays. You will also create a final portfolio that represents your best work and includes a statement about the process of writing these pieces over the term. You will be writing about 25 pages in this class.
The theme of this course is “the individual against the system.” In order to explore how writing reveals things about our culture, the world, and human behavior and belief, we will write about and discuss many different kinds of texts. Our class will use all of these texts (readings from your nonfiction book, literature, blogs, videos, audio texts, news and magazine articles, art) to make connections. These connections will feed your own writing projects with ideas and techniques; also, we’ll be looking to constantly expand and re-imagine the theme. How does this kind of dynamic affect the way we think? How does that thinking-process lead to writing?
Another important component of the class is “the find”: discovery through critical and creative reading. We will read (and talk) in order to “find” things. First of all, we are looking for “tricks” (writing techniques) a writer employs (sentence structure, style, tone, use of dialogue, conclusion, use of examples, etc. etc.). Secondly, we want to engage with the ideas the readings suggest. Over the term, you will get better and better at finding in what you read what is most useful to your own style. Reading is a creative act; each of us responds to words in a unique way. We will always keep in mind that reading and writing are linked, like inhaling and exhaling. Sometimes we will read to obtain information about a formal writing assignment (examples). Sometimes we will read to discover things about the world. Sometimes we will read to understand, isolate, and lift “tricks.” The way that you will process each assigned text is by submitting five pages worth of Reading Responses (more on that later).
Methods of instruction are: lecture (about readings and about grammatical concepts), discussion (led by me, and by you and your peers), workshop, reading, writing, game, and blogging. Some terms you will learn, know, and practice include: analysis, audience, exposition, genre, paraphrase, process, revision, rhetoric, summary, theme, thesis, tone, and voice.
Learning Objectives
The student will be able to:
A. Write essays based on analysis of course readings, personal experience, and/or other sources, as assigned.
B. Develop these essays using inductive and deductive reasoning, rhetorical modes, and other forms of organization, as assigned.
C. Demonstrate an awareness of audience and purpose for each essay, through appropriate diction, syntax, and voice.
D. Use techniques of summary, paraphrase, and direct quotation as needed in written analyses of course readings.
Textbooks and Materials
You need all of the books and supplies listed here. You should purchase them immediately. You can keep track of what books to bring on what days by following the schedule (much, much further down).
• Nickel and Dimed by Barbara Ehrenreich
• The Metamorphosis and Other Stories by Franz Kafka
• A Pocket Style Manual (5th ed.) by Diana Hacker
• a folder or binder in which to keep ALL handouts
• a folder or binder in which to keep ALL drafts and ALL RRs
• a notebook/journal
• a gmail address (free and easy to set up) AND an OCC address
A note about your folders: you MUST practice good record keeping; you will need all of your work at various points in the term. When you submit RDs and FDs to me, you should simply put them in the folder listed in #4 (where everything can accumulate over the term). Also, keep all your RRs in this same folder. This comprehensive pile of your work will also help when we meet and discuss your writing.
A note about e-mail: I expect you to use your OCC address to e-mail me with drafts, questions, or clarifications. It’s a good habit to have an academic address from which you conduct school business; keep your personal address for personal use. You do NOT have to use or check your gmail account; we simply need to set up gmail names for the purpose of blogging—another useful thing.
Course Requirements and Breakdown of Points
Following all the components of your grade can be a little confusing. We’ll often stop and “check in” with each other to make sure that everyone is clear on our schedule and steps.
Your points will be recorded on the grade sheet you fill out at the start of the term; there’s a copy of that here, which you can use to record your own points. At any time, you can request the total points earned thus far, as an estimate of your grade. There are 680* points; your final grade is calculated as a percentage of points earned vs. total points. Basically, each and every point is worth 0.15%. For example, if you earned 581 total points, your grade would be 581/680 (85%).
The relationship between percentages and letter grades is as follows:
A=90-100
B=80-89
C=70-79
D=60-69
F=59 and below
*(Class Membership=360 points, Writing=320 points)
Class Membership
Participation=50
This portion includes your attendance (no more than 3 misses) and your in-class efforts. I expect you to be alert and engaged, to either make thoughtful contributions to our conversation or to carefully and respectfully listen to others’ comments.
Journal and other informal writing (in and out of class)=80
We will begin every class with a journal entry (25-30, usually worth 1 point each) and we will regularly complete quizzes or writing exercises in class; I’ll collect your journal at the end of the term. Additionally, you will post some assignments, writing exercises, and comments on our blog: www.english101occ.blogspot.com
* Please note that I will often post announcements, guidelines, and reminders on the blog; you should check it regularly.
Leadership of two RR discussions=50
You will sign up for two discussions. You and one to three other people will create the journal question for the day and a selection of discussion questions. This is NOT a presentation; this is a regular class discussion—led by you (and a “panel” of people). You will be expected to share all the work, to fill about 25 minutes of class time, and to guide the class in thinking and responding to the text(s). You will be graded on your preparation and your thoughtfulness.
Reading Responses=180 (12 @ 15 points each)
There are 14 to 20 RRs assigned; you are responsible for 12 of them. Please note that you CANNOT turn RRs in outside of the class meeting in which they are discussed. The guidelines for RRs are further down.
Writing
Formal Essays
Formal Essays are completed over three drafts—and may even be revised a fourth time for your final portfolio. Usually, the beginnings of these essays will happen in class, through our discussions and writing exercises.
The first Rough Draft (RD1) will be reviewed by a classmate.
The second Rough Draft (RD2) will be reviewed by me. You’ll get points for simply completing RD2 and following the assignment guidelines. And, most importantly, you’ll get notes from me about things to fix, change, expand, think about, rewrite, etc. I expect you to use these notes as you work on the Final Draft (FD).
The Final Draft (FD) is submitted to me, with a packet of EVERY old version of the essay. (Just put everything into your writing folder.) You’ll get it back with a grade that corresponds to our rubric (see below).
• Definition Essay=50 points
4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
• Narrative Connections Essay=60 points
5 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
• In-class Essay (EXAM)
Response Essay: Thematic Connections=50 points
2 complete pages, composed during a class visit to a computer lab
This essay, unlike our others, is done in class. Before “Exam Day,” we will plan for and discuss how to write this essay and how to demonstrate all the wonderful tricks and ideas you have collected over the term.
Creative Essays
Creative Essays are completed in two or three drafts (depending on the assignment). For one, you will submit an RD and FD to me, for a grade, and for another, you will post your FD on our blog for others to see and comment on.
• Satire: Fake Headline & Newspaper Article=20 points
2 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
FD: Post on the blog for others’ comments and to be graded.
• Observation/Description from an Alien’s perspective=40 points
3-4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
Finished Essays
Your Final Portfolio will be 10-12 pages long. It includes: new revisions of 2-3 essays, a personal statement of 2-3 pages (based on the Statement of Belief you will work on in class and reflections on your writing process). You will get more specific details in class.
Final Portfolio=100 points
. . . So, that’s a lot of information to process. How will we keep track of it? Below is a miniature copy of the grade sheet I will use to record your points. You can record them for yourself, right here, every time you get back graded work, submit an RD, post on the blog, write a journal entry, or come to class.
Name:
Class Membership
Participation: /50
Journal & Informal Writing: /80
Leadership of two discussions: /25 /25: /50
Reading Responses: /180
Writing
Definition Essay: /50
Narrative Essay: /60
Exam: Response: Thematic Connections: /50
Satire: /20
Observation/Description: /40
Final Portfolio: /100
Total Points: /680
Academic Integrity
Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton’s Code of Academic Conduct. This code prohibits:
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation*),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats
*Generally, this is the most relevant issue for an English class. Do NOT turn in anything that fails to distinguish between your writing and someone else’s. You will fail the assignment and will NOT be allowed to make it up. More than one incident will result in failure of the course.
There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years. Details of the Code of Academic Conduct can be found in the Student Handbook.
Policies
Turn cell phones off completely before coming to class. If you need to be available for a call, inform me in advance and turn the phone to vibrate. If your cell phone rings during class, you may be asked to leave.
Do not come to class if you are more than 15 minutes late. If you are late three times, those tardies will count as one absence.
If you appear to be unprepared for class (lacking materials, books, drafts, having failed to complete the homework), I may ask you to leave (and you will be marked absent).
I will shuffle our schedule as necessary if things come up; I will never move a deadline closer.
You are entitled to three absences without penalty. I do not distinguish between excused or unexcused absences. After three, you lose 5 points per day. You are responsible for contacting a classmate to find out what handouts/information you are missing. After an absence, you should e-mail me to request handouts or any other relevant information.
I do NOT accept late RRs (see below). They can ONLY be turned in the day of discussion, in class (typed). This rule applies even when you are sick.
Final Drafts are graded, but not commented on. I can accept late essays up to three days, but they will lose 2 points for each day late. If you have documentation of an emergency, I will accept late work without a penalty. If you miss class on a deadline day, you may e-mail your essay to me as an attachment THAT SAME DAY, by 10:00 p.m. I will use the e-mail as a way to verify that you will not be penalized for lateness, but you MUST bring me a hard copy during our next class meeting. I will NOT print your essay. You can also put essays in my mailbox by going to the Faculty Support Office (B206). Please note that a hard copy of an e-mailed essay must be submitted within three days of the e-mail.
Often, Rough Drafts are due in class; if you do not have an RD during a Peer Review day, you will be asked to leave class and you will be marked absent. If you miss class on a RD day, you can get credit for your work by taking your RD to a Writing Tutor (see me for information) and turning it in with your Final Draft (and a receipt from the tutor).
Other Rough Drafts are turned in to me, for comments. On those RDs, you’ll receive points for simply following the guidelines and meeting the deadline. If you fail to turn in one of those, you will need to make an appointment with me in order to discuss your draft and get credit for it. Failure to follow that step will mean a zero on that section your essay grade.
I will give 10 points extra credit for every documented visit to a writing tutor.
I will announce occasional (other) extra credit as it arises; it is your responsibility to take advantage of those opportunities in a timely manner.
If you miss more than one essay or more than 1/2 of the required RRs, you will not be eligible to pass the class.
I will return your essays as quickly as possible. Some of your Rough Drafts (RD2) will be returned with notes on how to improve or expand—and possibly a grammar/mechanics checklist that you will need to use in order to look up your errors in your handbook. Your Final Drafts will include an evaluation form identifying the components of the grade (see the rubric below). Please feel free, at any stage of writing, to meet with me to discuss any unclear comments or notes.
I expect all members of the class to share opinions and writing samples. Because of this, it is necessary to have an environment that is completely open to diversity in background and ideas. No negativity in this way will be tolerated. You should be mindful of diversity when you make comments in conversation, being careful to avoid generalizations and stereotypes. Our class must be anti-racist, anti-heterosexist, anti-label. Exercise great care in listening to others respectfully and quietly.
I think of my job as a conversation with you all. I try to expose you to an interesting variety of readings, give you a variety of forms in which to write, give you concrete mechanical and grammatical information, provide feedback on the technical details and content of each of your essays, and generally encourage an atmosphere of “ideas.” Please feel free to bring in any outside materials that you think have some sort of value. Please also let me know if there are topics/rules/writers that you want me to cover in lectures.
Nuts and Bolts, Guidelines, Stuff
Okay, moving along . . .
Question: How will you complete your Reading Responses? Answer: We will cover the guidelines on the second day of class, and you will always have this list handy. After you have completed a reading assignment, you’ll need to sit down at a computer and answer these questions. Your RR must be printed out before class. You’ll get better and better at this as the term progresses.
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
Rubric!
A rubric, in general, is a statement of purpose or a set of categories. A writing rubric is a list (with categories and specific statements and descriptions) that helps you do the following: 1) it acts as a guide in evaluating your work for yourself, 2) it allows me to show you how certain parts of your essay are working or not working, 3) it creates a standard for our class by which you can understand why you get the grades you get and how you might improve and grow. Please be aware that the five skill areas below are not equally important; they are listed here in order of their general importance to a text. Also, although the skill areas are described separately, in written texts these skills often intersect and overlap.
Thesis or Focus
Thesis or focus refers to the main idea that unifies a text. In excellent writing, the thesis/focus is appropriate for the text’s purpose and audience, is supported throughout the text, and is original and complex. In good writing, the thesis/focus is clear throughout the text, although it may be somewhat less original or complex. In adequate writing, there is still a thesis or focus, but parts of the text may stray from this main idea. In inadequate writing (graded below a C), there is no clear thesis or focus that guides the whole text.
Development of Ideas
Development refers to how thoroughly and thoughtfully you have discussed the ideas in your text (the complexity of your evidence, support, and analysis). In excellent writing, the development is insightful and extensive throughout the text. In good writing, the development is appropriate and consistently sufficient, though perhaps less insightful. In adequate writing, the text may be unevenly developed, with parts of the essay requiring further development. In inadequate writing (graded below a C), the text offers little or no support, may simply restate the thesis, and/or fails to meet the minimum length requirement.
Organization
Organization refers to the structure of a text (introduction, body, and conclusion) and the connections between and within paragraphs. In excellent writing, the organization is logical and flows smoothly. In good writing, the organization is clear but less smooth. In adequate writing, the organization is occasionally disjointed or simplistic. In inadequate writing (graded below a C), the introduction and/or conclusion may be missing, the connections between paragraphs may be missing or blurred, and/or the body may not contain suitable paragraph breaks.
Written conventions
Written conventions refer to the text’s grammar, syntax, punctuation and spelling. The most important conventions involve recognizing when a sentence ends (avoiding run-ons, comma splices, and fragments). Using verbs correctly (S-V agreement; verb tense; verb forms) is also a major concern. Correct use of other punctuation and spelling is somewhat less important, but errors here shouldn’t be numerous. Conventions are evaluated based on the seriousness, quantity, and variety of errors. Writing is inadequate (graded below a C) if the errors are so extensive that they interfere with a reader’s ability to understand the text.
Style
Style refers to the sentence structure and word choice in your writing. In excellent writing, the style is both creative and clear. In good writing, the style is consistently clear but perhaps less creative. In adequate writing, the style is usually clear but at times may be unclear or redundant. In inadequate writing (graded below a C), the style is often unclear and/or overly simple.
So, how will we use this thing?
First of all, before work begins on each essay, we’ll discuss how these categories apply to the assignment. You can use your class notes to guide your essay planning—and you’ll have explanations and descriptions that explain your writing goals.
When you submit an RD for comments, I’ll use the rubric to direct my feedback; that way, you’ll know what to work on for the future drafts.
Sometimes, we’ll use the rubric in peer review or in self-evaluation. Our goal is to internalize all the “excellent” descriptions so that we can become better, slicker, more stylish writers.
Since it is our goal to get all pieces of writing up to the “excellent” category, you should consider this rubric a good set of guidelines for informal writing that is posted on the blog, for Reading Responses, and for your Final Portfolio.
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