Home | Up | FA 2001 Syllabus | SP 2002 Syllabus | SP 2004 Syllabus | FA 2004 Syllabus
|
|
|
Note: This Syllabus is missing one week! I could not find the archived syllabus. -- ALB 01/04/05 Course Description and Objectives (Theory) Academic Foundations (What’s this class about?) The English department’s goals for English 101 are available for your review at www.southernct.edu/ ~hochman/101goalsandobjectives. In essence, you are required to compose 25-30 pages of “polished,” research-based analysis, with writing projects that are a minimum of 1250 words to a maximum of 3750 words.[1] You are also required to read 100-300 pages of non-fiction prose. Above all, you are expected to think and write. This is not a class about summary or regurgitation, but one that requires active thinking, questioning, and a committed investment of time and dedication. Though the work may be at times difficult, I believe that the rewards are worthwhile. A note about my teaching methods. I fervently believe that the best form of education is one of self-discovery; therefore, my role is that of guide, not taskmaster. When it comes to the realm of ideas, there are very few situations in which I will say that something is “right” or “incorrect.” These are terms I usually reserve for documentation, grammar, formatting, and similar forms and structures that have defined rules as to usage and applications. Rather than pass judgment on an interpretation, an analysis, or an essay topic, I will usually ask questions so that you may consider your ideas from another perspective and therefore evaluate for yourself. Students’ Rights and Responsibilities Syllabus This syllabus 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), you are expected to fulfill your 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. Prerequisites Course work in 101 assumes that you are building upon a foundation set in college-level English classes. It is expected that you are familiar with MLA citation and general grammatical terms and usage. To be a student in English 101, it is REQUIRED that you a) have taken and PASSED English 100 (if you’re a transfer, you will have taken the approved equivalent at another university or college), b) were placed in 101 without a pre-requisite due to your score on the composition placement exam, or c) were placed in 101 from 98 via portfolio. If neither A, B, nor C apply to you, you are in the wrong class. Special Needs As a student with a disability, before you may receive accommodations in this class, you will need to make an appointment with the Disability Resource Center (EN C016). To speak with me about accommodations or other information such as emergency medical information or special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. Multilingual Multilingual students are encouraged to check out Part 11 (“For Multilingual Writers”) of SMH. Additional resources are available, both online and offline. Grading The grading structure of this class is designed to emphasize improvement. If you revise an essay, you will earn the revised grade (whether it is higher or lower than the original). We will develop the grading criteria for the essays. Generally, grades represent the following evaluations (with +/- further defining the spectrum): § A: outstanding work. Well-argued and analyzed. Carefully considered and drafted. Few (if any) errors in grammar. Vocabulary is rich and precise. § B: work well done. Demonstrates effort and careful consideration. An effective analysis. Few grammatical errors. § C: average work. Fulfills minimum requirements for assignment. § D: poor work. Grammatical, organizational, and content errors. Incomplete analysis. § R: Work must be revised in order to earn credit. § F: unacceptable or non-existent work. Late Assignments Late work is accepted only in cases of illness or emergencies; documentation (such as a doctor’s note) is required. If you will be absent, the work must be in my mailbox (located in the English department mailroom) before 5:00 on the date due. If your assignment will not be ready on time, contact me via email before 3:00 on the date due; we will need to discuss your options for the course. Emailed assignments are not accepted. Cancellation of Class If the weather is inclement, call SCSU Weather Check (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, begin the assignment for the day. 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. 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 (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.] Course Work (The Theory in Practice)Texts (bring both to each class) (syllabus abbreviation in parentheses): Bartholomae, David, and Anthony Petrosky, eds. Ways of Reading. 6th ed. Boston: Bedford-St. Martin’s, 2002. (WR) Lunsford, Andrea A. The St. Martin’s Handbook. 5th ed. Boston: Bedford-St. Martin’s, 2003. (SMH) Also Required: § 2 Computer Disks (min.) for work § College Dictionary & Thesaurus (not the one bundled with your word processing program) Assignments and Grade Distribution
Written Work Submission Format/Design Listserv Assignments See SMH 7a. All Other Written Work Remember to create a title for your work that will capture your reader’s interest! § Word Processing: Workshop drafts and final versions must be word-processed. If you do not have a computer, use the labs at SCSU. § Format (document design): Use MLA Format/Citation. Follow SMH 8e. For an example of proper pagination, spacing, and margins, see sample paper see the sample essay that concludes SMH 20. Use an Arial, Helvetica, Times, or Courier font (or equivalent) at either a 10 or 12 point size. Please staple pages. § Quotations, Summary, and Paraphrasing: Documentation according to MLA (Modern Language Association) standards. See SMH 18 and 20; we will also review in class. § First Submissions: Each of your essays submitted should include: § Outline: A formal outline of your work. Your outline may be a part of your drafting process or it may be a part of your editing process, but it should be a part of your writing. See SMH 3e, 19b, and the model on 442-44 for guidance. § Works Cited: Whether you quote a source directly, paraphrase it, or summarize, it should be both noted in the body of your essay (indicate the text[s] in which the information or ideas appeared and, for example, the page number[s] [in the case of written materials] in which it appeared) and be fully cited on your Works Cited page. Neither the outline nor the works cited “count” towards the paper length. § Revisions: If essay is a revision, submit the graded essay and grading sheet with revision. If the original essay and grading sheet is not submitted, the revision will not be accepted. The key to correction marks is in the back pages of SMH. Numerical notations refer to the “Twenty Most Common Surface Errors” (see page 14 of SMH). You are expected to familiarize yourself with the notation for a) your own revision/editing process and b) for helping peers during workshop.
Schedule (subject to revision as necessary) Assignments are listed on the day that they are due— be sure to read (and plan) ahead.
Note: The listservs (LS) for this half of the semester expect more in the way of work and response, and therefore will weigh more heavily on your final grade.
[1] Since page count depends upon such factors as font type and size, I define assignments by word count. Word counts do not include quotes or external framework such as the outline or works cited entries. [2] A listserv (LS) is an online forum for you to discuss, consider, refine, and rethink what we have read and discussed in class. 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. 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 eng101ab@lists.southernct.edu forwards your email to everyone else who is subscribed to the list. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Copyright 2003-2005 Andrea L. Beaudin (except where otherwise noted). All other works property of their respective copyright owners. All Rights Reserved. Redistribution, reposting, or other use of these materials without prior written consent is prohibited. To request permission to redistribute the materials on this site, please me. |
