Sequence I: Parable/ Course Overview

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Instructor: A. Beaudin

Voice Mail (NOT an office phone): (203) 392-6721

Office Hours: 7:35-8:05pm, BU

email: beaudina1@southernct.edu

This document and related assignments will be available at Cundrie.com/English100

 

Overview

What is this document?

Many first-year students have little experience with a syllabus. In essence, a syllabus is a contract that defines the mutual expectations and requirements for this class. Just as I am expected to fulfill my part of this agreement (as to my office hours, grading procedures, and class scheduling), students are expected to fulfill their parts of this agreement (by being prepared for class, submitting work according to the guidelines listed herein, and the like). Each student is responsible for reviewing this syllabus and making sure that its terms are understood.

If circumstances require changes to this agreement, the class will be notified both during one class session and via email.

What is this class about?

Per the English Department’s policy, students in English 100 will use writing as a way of thinking through and building on their literacies, educations, and/or cultures. They will:

w       explore their literacy, educational, and/or cultural experience in relation to others’; and

w       develop a critical vocabulary with which to analyze their literacy, education, and/or cultural histories; and

w       develop their academic reading, writing, and critical thinking skills; and

w       develop their ability to conduct rigorous intellectual inquiry.

          This class is a process of Reading, Thinking, and Writing. This process is rarely linear (Readingà Thinking à Writing); instead, R/T/W[1] is more like an intellectual box step—you read, think, read more, ponder harder, perhaps write (re-compose), thinking and reading and composing all at the same time.[2] Your work (written and oral) is expected to demonstrate process as well as results, culminating in a carefully contemplated, effectively organized, and dynamically composed argument.

Course Materials

Course Texts (syllabus abbreviation in parentheses):

Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Rereading America: Cultural Contexts for Critical Thinking and Writing. 5th ed. Boston: Bedford-St. Martin’s, 2001. (RA)

Lunsford, Andrea. The St. Martin’s Handbook. 5th ed. Boston: Bedford-St. Martin’s, 2003. (SMH)

Additional Required Materials

w       2 Computer Disks (min.) for work. Because of the amount of writing/ revision/ editing required in this class, you are urged to use a word processor. Use (at least) one disk for your writing, and back up each session’s work to the other disk. You may even wish to save each draft (“save as”) with a different file name for your reference.

w       Stapler or Paper Clips (for written submissions of more than one page)

w       College Dictionary & Thesaurus (not the one bundled with your word processing program)

w       3 Ring Binder/Folder: (NOT a spiral notebook) for your work, with your name, course number and section clearly marked. Keep all of your work together, so that you can access a draft or AWC should you need to. These binders will be collected and graded periodically.

w       Correction fluid/tape (e.g. White Out™ or  Liquid Paper™) for editing workshops

Policies and Guidelines
The English Department Policy on Attendance and Academic Honesty [My notes in brackets]

Attendance: Our classes are communities in which we emphasize the process of learning. In order to create and sustain an environment in which students may participate responsibly and cooperatively in the learning process, regular attendance is essential. The value the English Dept. places on community and process is reflected and supported by the following policy on attendance:

1)  Absences: Students are counted absent when they miss a day of class. Absences are counted from the very first day that classes are scheduled to begin, regardless of when an individual student first begins attending class.

2)  Undocumented Absences: For a class that meets twice a week, students are allowed two undocumented absences. Within these limits, students need present no excuse for their absence, nor will faculty penalize them. It is assumed that undocumented absences will be reserved for emergencies. Students are responsible for assigned work.

3)  Documented Absences: Students who miss classes beyond the quota of undocumented absences must give their instructors a reason for their absence. In the case of illness, students must provide written verification. Instructors may request written verification for other reasons as well. Depending on the reason, and verification thereof, instructors may or may not penalize students for absences beyond the quota of undocumented absences (see #2) but not excessive (see #4). Students are responsible for assigned work.

4)  Excessive Absences: Students who accumulate excessive absences, for whatever reason, will receive a grade of F in the course. For a class that meets twice a week, six absences are excessive.

5)  Extenuating Circumstances: An extenuating circumstance, such as prolonged illness, may cause an extended absence. For students in such extenuating circumstances, instructors may file for a late withdrawal, provided that students present written verification. Specifically, students with an extended absence of six or more days should present instructors with an extended absence card obtained from the Counseling Office (see Student Handbook). Students with an extended absence of fewer than six days should provide instructors with a written verification, such as a doctor's note. [Absence affects the quality of participation and performance on essays, assignments, and exams. Therefore, more than two absences will affect your grade. Furthermore, after an absence, you are expected to return to class with readings and assignments up to date. Attending this class means more than being physically present. You are expected to come to this class having read (and re-read), reflected, and written. If you are not prepared, you will earn with partial absence (still, it’s better to be in class than out of it). Chronically late students will be penalized with a partial absence, or, should the situation continue, a full absence.]

Academic Honesty: Plagiarism, cheating, and other forms of academic dishonesty are serious offenses. Dishonesty in written work will result in a grade of F in the course. In addition, dishonesty is adequate cause for disciplinary action by the Office of the Dean of Academic Affairs. See the section on "Academic Honesty" in the Student Handbook.  [Note: You are required to read SMH 18 (“Acknowledging Sources and Avoiding Plagiarism”). If you are unsure of how to properly cite information (or whether or not you should cite it), ASK. Plagiarism (regardless of intent) is grounds for failure in this class.] Policy Revised Fall 1990.

Late Assignments
Assignments received after the end of class on the date due are late and the resulting grade will be lowered one level. If you will not be in class, the work must be in my mailbox prior to 5:45 on the date due; otherwise, the assignment is late. If you fear that you will not have your assignment ready by the date due, it is your responsibility to contact me prior to 5:45 on the date due and make arrangements. Emailed assignments are not accepted without prior consent.

Cancellation of Class

If the weather is inclement, contact the SCSU Weather Check number at (203) 392-5520. Commuters should use their discretion if driving conditions are or may become hazardous. If you should come to class and there is no posted notice of cancellation, you should begin the assignment for the day (workshop, AWC’s, etc.). If I am not in the classroom fifteen minutes after the beginning of class (without communication), you may assume that class is canceled. Leave a signed attendance list in my mailbox along with any work that is due. Keep up with the assignments on the syllabus.

Accommodations

Students with disabilities will need to make an appointment with the Disability Resource Office (EN 15) in order to receive course accommodations in this class. However, if you have other information you would like to speak with me about, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

Grading Policy

The grading structure of this class is designed to emphasize improvement. If you revise an essay, you will earn the revised grade (which may be higher or lower than your original). We will develop the grading criteria for each essay. Generally, grades represent the following evaluations (with +/- further defining the spectrum):

w       A: outstanding work. Well-argued and analyzed. Carefully considered and drafted.  Few (if any) errors in grammar. Vocabulary is rich and precise.

w       B: work well done. Demonstrates effort and careful consideration. An effective analysis. Few grammatical errors.

w       C: average work. Fulfills minimum requirements for assignment.

w       D: poor work. Grammatical, organizational, and content errors. Incomplete analysis.

w       R: Work must be revised in order to earn credit.

w       F: unacceptable or non-existent work.

Submission Format

Word Processing: Workshop drafts and final versions must be word-processed. If you do not have a computer, use the labs at SCSU. SMH assignments may be handwritten; write legibly!

Format (document design): All essays to be submitted using MLA (Modern Language Association) Format/Citation. For an example of proper pagination, spacing, and margins, see sample paper in SMH p. 879. Last name and page number should appear in the upper right corner of essay. Essays are to be double-spaced. Use an Arial, Helvetica, Times, or Courier font (or equivalent) at a 12 point size. Please staple pages.

Quotations, Summary, and Paraphrasing: Documentation according to MLA standards. See SMH 17 and 18; will also be reviewed in class.

w       With your essay, you must also submit your reading journal, outline and/or clustering, and notes. Make sure your last name is noted on each page, and staple to your essay.

w       If essay is a revision, submit the graded essay and grading sheet with revision.

 

REMEMBER TO CREATE A TITLE FOR YOUR WORK THAT WILL CAPTURE YOUR READER’S INTEREST!

 

The key to my correction marks is in the back pages of SMH. Numerical notations refer to the “Twenty Most Common Surface Errors.” You are expected to familiarize yourself with the notation for a) your own revision/editing process and b) for helping peers during workshop.

 

Assignments/Grade Values/Schedule

 

Due

Assignment

Val.

All

Class Participation (includes Workshops [WS] and SMH assignments)

15%

All

Listserv (LS)[3] Contributions

7.5%

All

Annotated Works Cited Entries (AWC)

Annotated Works Cited Entries are composed of two main parts: a citation (the information as to author, title of work, date and place of publication, and publisher) and an annotation (which contains, as you may notice, the word “note” within). The annotation is also composed of two parts: a summary and an analysis. Your analysis should consider the validity of the author’s arguments, relevance to other texts we’ve read, and perhaps the greater relevance to the course in general. The AWC’s are to be typed and submitted for a ü,ü+, ü-, or simply a -, and you may be asked to share them in class.

10%

9/15

Essay I: Parable of Experience (The Personal Myth) (Definition) (500 wds.)

5%

9/24

Essay II: Defining the Concept (Definition) (500 wds. plus Outline)

10%

10/13

Essay IV: Culture (The Myth of Success)(1000 wds. plus Outline, Cover Letter, & Works Cited)

12.5%

11/12

Essay V: Society (The Myth of Gender)(1000 wds. plus Outline, Cover Letter, & Works Cited)

12.5%

12/10

Essay VI: Ideology (The Myth of the American Identity)(1250 wds. plus Outline, Cover Letter, & Works Cited)

15%

10/15

Midterm: Grammar

     5%

 

Final Exam: (Cumulative) Grammar

7.5%

 

Schedule (subject to revision as necessary). Assignments are listed on the day that they are due—therefore, be sure to read ahead. If Grammar is listed, review section for class (you may be quizzed on information) and complete assignment.

9/3

Course Introduction and syllabus review. Freewriting: In class, write a brief introduction from you to me. I ask that you list your name, year of study, intended major (if undecided, what would it be if you had to choose it at this very moment?), phone number, email address, and the best time/way to reach you. After that, write a paragraph that lets me know a little bit about who you are—what are your likes or dislikes, how might you spend a day off, what do you think is the meaning of life? Finally, considering who you are, what do you hope to leave this class having gained, and what do you believe you will contribute to this class as a community? Consider your writing skills, challenges, and also consider your “real world” experiences and knowledge. After you have finished your introduction, choose one of the following, write why you chose it, and let me know what the first thoughts/images/ideas were that came to mind: Bridge, Fence, Door, or Chain. Hand in all of your work by the end of the class period.  WS: Introduction to the “Parable of Experience” essay assignment. Reflect upon a true story, one that happened to you, a family member, a roommate, or friend. Use freewriting to uncover this story; reread what you have written, and consider adjectives that apply to the main character in the story. What qualities of the main character’s personality or facets of the situation made the difference in this story? Write those adjectives, and then the nouns that they become (e.g. happyà happiness, determinedà determination, luckyà luck).

9/08

SMH: Review “Note to Students” (xv-xix). Complete tutorial. Read SMH 5. (Note: Grammar assignments are listed by chapter and section; therefore, SMH 5 indicates chapter 5 of The St. Martin’s Handbook). WS: Bring your parable, short list of adjectives (4-6), and the nouns they become to class. By the end of class, you’ll have your seed sentence (thesis), introductory paragraph, and will have begun revising/revisiting your initial story in preparation.

9/09

Last Day to Add/Drop

9/10

WS: Bring two copies of your completed parable (with introductory paragraph, thesis, supporting story/text that demonstrates attribute of thesis, and well-crafted concluding paragraph (see SMH 5f2 for some wonderful ideas). You will be sharing your work with the other writers in the class. See the Workshop Reference Guide below.

 

Workshop Reference Guide: These guidelines are to help you and your workshop partner(s) critique each other's essays. In reviewing a writer's work, write the responses to these questions on a sheet of paper, placing the author's name on top, followed by your name and the word “Editor.” This is to be passed in with the author’s paper, but the editor will also earn a grade for his/her work.

 

ORGANIZATION/FOCUS

·         Read the first paragraph of the paper. From the thesis, what is the "argument" or purpose for this essay? What are the main components of this argument/claim? Based on the thesis, in what order will the writer develop the essay? Does this order seem effective? Are you at all confused by the phrasing or intent of this essay? Even if you think that the thesis is "good," how do you think it could be made better?

·         Quickly skim the "body" paragraphs of the essay. Does the first sentence of each paragraph clearly indicate the topic of that paragraph? Do the topic sentences appear to reflect back to the content of the thesis? Does the phrasing appear artificial, mechanical, "boring," or awkward?

·         Read the conclusion, then read the thesis once more. Does the conclusion merely restate the thesis, or does it add a new dimension to the topic? Does it reflect critical thinking, or does it digress into clichés or general, "blandisms"? Even if you think that the conclusion is "good," how do you think it could be made better?

·         Read the essay again. How well does the writer support his or her claims? If the writer used other sources, is quotation/ paraphrasing/ summarizing pertinent, or is it "filler"? Could the writer have made better use of his or her sources? Why or why not? Are you confused by any of the "connections" made in the paper? Why or why not?

·         Check each of the paragraphs for organization. How would you outline, for instance, the third paragraph of the essay? Can you determine a logical progression of ideas? Why or why not? Is this organization effective? Do the paragraphs read like a "grocery list"?

·         Submit your suggestions to the author. Once these preliminary revisions are made, it is time to move on to EDITING.

 

EDITING

·         Refer to the SMH's list of the 20 most common surface errors. Check if you think (or are sure) that any of these errors may exist in the paper. Note these errors for the author (later, you may want to suggest ways to correct the errors; for now, mark the paper)

·         Using the MLA guidelines in SMH, check that the paper is set up in MLA style, and uses proper MLA citation. Check that the list of Works Cited also is properly formatted.

 


 

[1] Based on Ann E. Berthoff’s Forming/Thinking/Writing

[2] Again, Berthoff and her concept of allatonceness.

[3] A listserv (LS) is an online discussion list. This LS is open only to students of the classes that I teach at SCSU. Once you’ve subscribed, any email that you send to the listserv forwards your email to everyone else who is subscribed to the list. The LS is your opportunity to discuss, consider, refine, and rethink what we have read and discussed in class.  Also, by posting to the LS, you continue to hone your writing skills in a medium that requires a different type of writing, one that needs to be precise yet brief. LS assignments are due (meaning they must be posted online) by noon the day listed. You will get more information as to how to sign up during the second week of class.