English 080: Writing Foundations

Spring Semester 2007 M-TH 2:00-3:05 1/104

Instructor:	Felisa Williams	Office:	Building 1, Room 141
Phone:	879.5545	Office Hours	MW 11:30 – 12:00; 1-2 TTh 11-12
E-mail	fwilliams@bladencc.edu

TEXT:

The Writer’s Workplace with Readings 5th edition Sandra Scarry and John Scarry;( A College Dictionary and a Thesaurus are also suggested.)

DESCRIPTION:

This course introduces the writing process and stresses effective sentences. Emphasis is placed on applying the conventions of written English, reflecting standard usage and mechanics in structuring a variety of sentences. Upon completion, students should be able to write correct sentences and a unified, coherent paragraph. This course does not satisfy the developmental reading and writing prerequisite for ENG 111 or ENG 111A. *Students with special needs related to a diagnosed disability should contact Tommy Rains (910.879.5570; trains@bladencc.edu) in student services for assistance.

GOALS:

1. Generate correct sentence structures

2. Combine sentences logically for variety and complexity

a. Using coordinators

b. Using subordinators

c. Using transition words

d. Using phrases

e. Using parallelism

3. Apply knowledge of

a. Agreement (subject/verb and pronoun/antecedent)

b. Verb forms

c. Pronoun forms

d. Punctuation and capitalization

e. Spelling

f. Word Usage

4. a. Demonstrate an understanding of the paragraph by discussing and drafting writing assignments

b. Demonstrate an understanding of the writing process by discussing drafting short writing assignments, including paragraphs

5. Distinguish between spoken and written English

6. Appreciate the differences between speaking and writing

7. Indicate an understanding of writing as a process

8. Use appropriate technology

REQUIREMENTS:

l Tests

l Quizzes

l Assignments

l Final

l Mid-term

l Portfolio

More about the Portfolio…

3-ring binder consisting of the following sections:

Class notes- notes and graded work (30-45 pages)

Journals- brainstorming, drafts of writing assignments, responses to reading assignments and journal assignments (30-45 pages)

Response Diary- each week write your response to a national current event (16 pages)

EVALUATION:

Regular attendance is required to pass this course. After 16 hours of absence, the student is dropped. This roughly equals 12 classes.

All assignments will be given a point value; grades will be recorded as having achieved an amount of the total points possible. Grades are figured by adding a student’s scores and dividing by the total points possible.

100 -90=A

89-80=B

79-70=C

69-60=D

59-below=F

All assignments collected by the instructor are typed in 12 font, double spaced, in Arial type.

Ground Rules:

1. No work will be accepted late.

2. Tests will not be given other than the announced date and hour.

3. Information/handouts given in class will be available only during class.

4. It is your responsibility to get assignments from someone in class.

English 080: Writing Foundations

Tentative Course Schedule

Highly Volatile and Subject to Change

DATES

TOPIC

Jan 4	Introduction to the course and explanation of the syllabus Discuss handout – How writing is graded
Jan 5	A diagnostic writing test will be administered Preview Chapter 1
Jan 8	Chapter 1: Gathering Ideas for Writing
Jan 9	In-class collaborative activity: Working Together on Interviewing Classmates Activity 1(Journaling Assignment)and Activity 2 (Focused Free writing)
Jan 10	Chapter 2: Recognizing the Elements of Good Writing: Subject, Purpose, Audience
Jan 11	Read “Free writing,” by Peter Elbow and determine subject , purpose, and audience
Jan 15 Martin Luther King, Jr	Martin Luther King , Jr. Holiday
Jan 16	Chapter 2: Recognizing the Elements of Good Writing: Voice, Unity, and Coherence
Jan 17	Read “No Comprendo”, by Barbara Mujica and describe how she creates voice, unity, and coherence
Jan 18	Chapter 16: Working with Paragraphs: Topic Sentences and Controlling Ideas
Jan 22	In-class writing, topic sentences Exercises 4,7,10,13,17
Jan 23	20 –minute QUIZ from Mastery Tests: Writing the Topic Sentence Chapter 3: Finding Subjects and Verbs in Simple Sentences
Jan 24	Chapter 3 Exercises 2,6,9,12,14,16
Jan 25	Quiz on Topic Sentences returned Chapter 17: Working with Paragraphs: Supporting Details
Jan 29	Chapter 17 Exercises 2,5,7
Jan 30	Chapter 3 (continued) Chapter 4: Making Subjects and Verbs Agree
Jan 31	Chapter 3, Exercise 18; Chapter 4, Exercises 2,5,7,9,11
Feb 1	Chapter 18: Developing Paragraphs: Illustration
Feb 5	Exercises 5,6; Exercise 3 (Illustration paragraph, to hand in)
Feb 6	20-minute QUIZ: Parts of speech and subject-verb agreement Chapter 5: Understanding Fragments and Phrases
Feb 7	Chapter 5 Exercises 6,9,12,15
Feb 8	Quiz on parts of speech and subject-verb agreement returned Chapter 20: Developing Paragraphs: Description
Feb 12	Chapter 20 Exercises 2,4,6,9,13; read “Dream Houses” by Tenaya Darlington Discussion of reading
Feb 13	20-minute in-class descriptive writing (from Model Paragraph assignment #1: Description of a home; students may bring brainstorming list)
Feb 14	Chapter 14: Choosing Words That Work Exercises 2,5,7,9
Feb 15	Chapter 19: Developing Paragraphs: Narration Exercises 2,5,8,10
Feb 19	20-minute in-class narrative writing (from Model Paragraph Assignment #4: Narrative of a Difficult or Frustrating Situation; students may bring brainstorming list)
Feb 20	Chapter 6: Combining Sentences Using Three Options for Coordination Exercises 2,5,7;
Feb 21	Test 1
Feb 22	Chapter 21: Developing Paragraphs: Process
Feb 26	Exercises 2,4; write a process paragraph on one of the suggested topics (to hand in)
Feb 27	Process paragraphs due Chapter 7: Combining Sentences Using Subordination (understanding clauses)
Feb 28	Exercises 2,5,8,9
Mar 1	Midterm exam: 50% writing paragraphs using rhetorical modes, 50% skills assessment
Mar 5-9 Spring Break	Spring Break
Mar 12	Chapter 13: Using Correct Capitalization and Punctuation Exercises 2,5,8,11
Mar 13	Return and discuss Midterm Exam
Mar 14	Read “Neat People vs. Sloppy People, “ by Suzanne Britt Discussion of Reading
Mar 15	Chapter 22: Developing Paragraphs: Comparison/contrast
Mar 19	In-class writing: Exercise 6 Exercise 10
Mar 20	Chapter 23: Developing Paragraphs: Cause and Effect
Mar 21	In-class collaborative assignment: Working Together on Rosa Parks Exercises 2,8
Mar 22	20-minute in-class cause and effect writing (from Working Together discussions; students may bring brainstorming list) Chapter 8: Correcting Fragments and Run-ons Exercises 3,5
Mar 26	Chapter 24: Developing Paragraphs: Definition, Classification
Mar 27	In-class reading and analysis : “The Plot Against People,” by Russell Baker
Mar 28	Write a paragraph using definition or classification, choosing from suggested topics
Mar 29	20-minute QUIZ on Fragments and Run-ons Chapter 9: Choosing Correct Pronouns Chapter 9 Exercises 1,2,4,5,8
Apr 2	Test 2
Apr 3	Chapter 25: Moving from the Paragraph to the Essay Discussion of thesis statement, parts of the essay, transitions
Apr 4	Chapter 26: Watching the Student Essay Take Form Collaborative in-class assignment: Discuss the development of the student essay from brainstorming through the rough draft
Apr 5 – 9 Easter Break	Easter Break
Apr 10	Write a one-page analysis of the changes that the student writer made in the 2^nd draft. In what ways did the writer change the essay?
Apr 11	Quiz on Fragment and Run-ons returned Chapter 28: Narration
Apr 12	Reading out loud: “Salvation” by Langston Hughes (in Ch. 28)
Apr 16	Brainstorming and choosing a topic for essay #1 (narration)
Apr 17	View DVD of “Salvation”; discussion of narrative elements
Apr 18	Chapter 10: Working with Adjectives, Adverbs and Parallel Structure
Apr 19	Essay #1, Rough Draft due In-class collaborative assignment: peer editing
Apr 23