Course Syllabus
[English 101] Syllabus
English 101: Freshman Composition
Instructor: Jayne Muñoz
Office hours: Tuesday/Thursday 5:00-6:00
Email: Munoz_Jayne@sac.edu
Course Description
English 101 is a course in composition and language studies. The goals of this class are to achieve competence and fluency with the use of the English language and to develop a voice as a writer and as a literary critic. To realize these objectives, we will study the structure of the English language; we will examine how accomplished writers craft their work; and we will keep dialectical journals. This is a rigorous writing and reading comprehension course. As we progress through the semester students are encouraged to remember the words of Samuel Johnson: “What is written without effort is read without pleasure.”
Course Purpose
The five general purposes of this course include teaching:
- Rhetorical and logical principles related to development of significant
Expository content in intelligently organized essays, paragraphs, and sentences;
- Critical reading;
- Acceptable diction and sentence mechanics;
- The writing process with a focus on prewriting and revision strategies;
- Use of library’s research tools and the technique of the documented paper.
Course Materials
Readers: Readings for Writers Jo Ray McCuen-Metherall and Anthony C. Winkler ed.
16th Edition
Others: A Handsmaid’s Tale by Margaret Atwood
Composition notebook
Course Requirement
Regular attendance is expected. Participation in class activities such as small group discussions and contributions to oral discussions is essential; therefore, students may be dropped after three absences. Students will write three short essays (2-3 pages), one long research paper (7-10 pages), and several in-class timed writings. In addition, students will take one midterm and one final essay exam.
Grading
All papers must be typewritten, double-spaced and follow MLA guidelines. Journal entries may be typed or hand written in a composition notebook. Entries folded and inserted or taped to notebook pages will not be accepted. Also, be sure to bring journals to each class meeting.
Journals, quizzes 100 points
Expository and argumentative essays 100 points
Documented research paper 100 points
Mid-term Exam 100 points
Final Exam 100 points
Policy on Late Work and Late Arrivals
In order to participate fully in this course, a student must be prepared. All assignments are due at the beginning of class. Assignments submitted after that will be counted as late and will be marked down a full grade for each day they are late. Quizzes and writing time missed due to absences and/or late arrivals may not be made up. Essays and other work will not be accepted if the student has failed to attend class regularly during the work for that assignment. Late arrivals disrupt the class, so please be prompt. Turn off cell phones before you enter class.
Email etiquette: I respond to student emails by 5:00p.m. on the day I receive them; however, I will respond to weekend emails on the following Monday.
DSPS Statement: If you have a disability that interferes with your learning and would like to request an academic accommodation, notify the instructor as soon as possible. To make arrangements for the accommodation, contact the Disabled Students’ Office at (714) 564-6264 (TTY 564-6284) for a referral to the appropriate DSPS department.
English 101
Student Learning Outcomes (SLOs)
Communication Skills
- Reading and Writing
- Use the writing process with a focus on prewriting, planning, drafting, and revision strategies, which lead to a final product that is organized, formatted correctly, and substantive in content with correct grammar and mechanics.
- Summarize and paraphrase effectively.
- Demonstrate knowledge and competency of various rhetorical and logical principles related to development of significant expository content in intelligently organized essays, paragraphs, and sentences.
- Read critically for literal comprehension and interpretive and evaluative analyses. Students will learn to recognize text structures.
- Listening and Speaking
- Utilize interactive listening strategies for note-taking and appropriate questioning.
- Determine purpose and goals for listening.
- Use speaking as a tool for idea generation and utilize prior knowledge through small group and large group discussion.
- Summarize and paraphrase effectively.
Thinking and Reasoning
- Creative Thinking
- Use narrative and descriptive skills in composing paragraphs and essays, including incorporating metaphors, similes, images, and other appropriate poetic devices.
- Generate ideas using prewriting strategies.
- Critical Thinking
- Write expository/argumentative paragraphs and essays that are supported by evidence and logically organized using deductive and inductive reasoning.
- Synthesize information to produce a research paper incorporating research, using documentation and MLA format.
Information Management
- Evaluate primary and secondary sources, including Internet sources.
- Use library’s on-line catalogue and resources.
- Distinguish between professional journals and magazines and other periodicals.
- Demonstrate awareness of breadth of sources.
- Use sources ethically.
Diversity
- Cultural—Read, understand, and demonstrate an appreciation of literary and expository works from diverse historical and cultural backgrounds.
- Social—Read, understand, and demonstrate an appreciation of literary and expository works from diverse socio-economic backgrounds.
Civic Responsibility
- Ethical
- Discuss moral dilemmas that are present in the readings.
- Examine both historical and contemporary social issues that present the readings.
Course Schedule
The following is a working schedule subject to revision. Review after each class meeting and make revisions as we move through each month.
February 11-15
Day One: Introduction to class
Diagnostic writing
Day Two: Lecture: A Writer’s Voice and The Dialectical Journal
In class writing: Dialectical journal.
Homework: Make sure that you have both Readings for Writers and A Handsmaid’s Tale and bring both to class Tuesday, February 19th.
February 18-22
Day One Lecture: Rhetoric and Grammar
Homework: Readings for Writers, Chapters 1 and 2, Take notes.
Day Two: Reading Quiz #1
Small group work
Homework: A Handsmaid’s Tale, Chapters 1-6. Journal #1: log ten
dialectical responses. Also read Readings for Writers, Chapter 8: “Narration.”
February 25-March 1
Day One: Lecture: Narration essay (This essay is due March 5)
Homework: Also read A Handsmaid’s
Tale, Chapters 7-12. Journal #3: Log 10 dialectical responses.
Day Two: In class reading and writing.
Homework: Read Handsmaid’s Tale, Chapters 13-18; Journal #2, 10 log dialectal
entries
March 4-8
Day One: Quiz #2
Narration Essay due.
Homework: Read A Handsmaid’s Tale, Chapters 19-24. Journal #4: log ten
dialectical entries.
Day Two: Lecture: Sentence variety
Homework: Read A Handsmaid’s Tale, Chapters 25-30. Journal 5: log 10 dialectical
entries
March 11-15
Day One: Lecture: Description Essay. Be sure to bring your Readings for Writers to class.
Day Two: Reading quiz #3
March 18-22
Day One: In class writing.
Homework: Read A Handsmaid’s Tale, Chapters 31-36. Journal #6: Log ten
dialectical entries.
Day Two: Reading quiz #4
Homework: Read A Handsmaid’s Tale, Chapters 37-42.
March 25-29
Day One: Reading Quiz #5
Descriptive Essay due; bring two copies for peer editing.
Day Two: Essay #2 (Description) final draft due.
Midterm review
Homework: Finish reading A Handsmaid’s Tale. Journal #7: Log ten
dialectical responses.
April 1-5
Day One: Midterm Exam. You will need a Bluebook, a dictionary, and a pen.
Day Two: Lecture: The Research Paper: MLA: Documentation, citations, format
Homework: Journals #8 and #9: Find two articles for your research paper and
log 10 dialectical entries for each source. Your sources must be reliable:
scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites
such as e-Notes, SparkNotes, Wikipedia, 123HelpMe, or Gradesaver.com),
April 8-12
Spring Break
April 15-19
Day One: Lecture: Argument and Persuasion
Summarize, Paraphrase, or Quote
Homework: Read Readings for Writers, Chapter 16.
Day Two: Essay #3 will be written in class on this day.
Homework: Work on Essay #3; the first draft is due April April 30.
April 22-26
Day One: Class discussion and in-class writing
Day Two: Class discussion
Homework: Journal #10: Find another source for your research paper and log
10 dialectical entries.
April 29-May 3
Day One: Writing a thesis proposal.
Peer edit Essay #3
Day Two: Final draft of Essay #3 due
Homework: Continue exploring your research topic
May 6-10
Day One: Library visit
Day Two: Thesis proposal due
May 13-17
Day One: Group activity
Homework: Detailed outline
Day Two: Note cards due
Lecture: The Detailed Outline
May 20-24
Day One: Individual conferences with instructor; bring typed outline
Day Two: Individual conferences with instructor
May 27-31
Day One: Research papers due; bring two copies.
Day Two: Final drafts of Research papers due.
June 3-7
Finals Week
Review for final exam
Day Two: Final Exam; bring two 8 ½ x 10” Bluebooks
The Research Paper
Your topic must be narrow enough to cover in seven to ten pages. Your paper must include references to a minimum of five secondary scholarly sources, two of which must be journal or periodical articles. Use the MLA parenthetical reference format established in the class handbook. Remember to use outside sources to support your argument rather than to make your argument for you. Choose a topic of genuine interest to you to ensure a meaningful, intellectual journey. Each of the requirements listed below must be submitted on the due date. No late work will be accepted.
Requirements
- Thesis proposal (10 points): Write a one-page thesis proposal of what you intend to research. Explain how you will develop your paper and include ideas of sub-topics. For example, if you choose to research discrimination in the military, identify the ethnic group[s], the time period, and the country of your focus.
- Minimum of 5 outside sources: internet, periodicals, journals
- Note cards and bibliography cards (20 points): minimum of 20
- Detailed, typed outline (20 points).
- Finished draft, 7-10 pages (30 points for first draft and 20 points for final draft)
Sample Detailed Outline
- Thesis paragraph
Content: Hook
Clear thesis statement
- Topic Sentence: Write out the complete sentence and make sure that it clearly relates to your thesis
- Concrete detail/quotation and source with page number[s]
- Concrete detail/quotation and source with page number[s]
(You must have at least two concrete details per paragraph)
- Topic sentence: same format as II
- Continue following the guidelines outlined in II
- Conclusion: You may simply write the word “Conclusion”
Your paper will consist of more than five paragraphs; this outline is merely a format guide. Also, the concrete detail is all that is needed after the topic sentence. Save your commentary for the paper.
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