CCBC, Essex

School of Liberal Arts

ENGLISH 051:  BASIC WRITING I  

INSTRUCTOR INFORMATION  

INSTRUCTOR:  Fawcett Dunstan

Office:  E-329  

Office Hours:

• M‹10:00-11:00am
• T‹2:00-3:00pm  (and by appointment)
• W‹10:00-11:00am
• Th‹2:00-3:00pm    

Telephone:  410-780-6156

E-mail:  fdunstan@ccbcmd.edu  

COURSE INFORMATION  

English 051, Section_________

Course No._________________

Semester:  _________________

Class Meetings:______________

Time: _____________________

Room:____________________  

REQUIRED COURSE MATERIALS  

• Checkett, and Gayle Feng-Checkett.  The Write Start with Readings:  Sentences to Paragraphs, 3rd edition.  New York:  Pearson/Longman, 2006.  
• WebCT user id and password (given by instructor) for WebCT usage  (WebCT is an on-line supplement to classroom instruction.  We will be doing class activities using this platform when possible.)  
• Notebook (3-ring preferred to maintain course handouts, class notes, etc.)
• Paper (8 ? X 11) white and lined, pens (blue or black ink)
• One two-pocket folder (for portfolio)
• Computer disk or Flash Drive
• Journal notebook (Marble-styled)
• Dictionary and thesaurus‹recommended, but not required  

COURSE GOALS  

Course objectives‹Upon completion of this course, students will be able to:  

1. Employ a generative and recursive writing process that includes invention, planning, drafting, revising, editing, and proofreading.
2. Develop related paragraphs on an assigned topic.
3. Write for a variety of specific audiences. 
4. Write clear sentences that are varied in structure and length.
5. Write well-developed paragraphs. 
6. Write topic sentences or controlling sentences for individual paragraphs.
7. Support main points with appropriate evidence.
8. Maintain a clear aim or purpose throughout related paragraphs.
9. Use simple transitions effectively.  

RATIONALE:  

The successful student in this course will learn how to formulate a logical and well-developed paragraph that has a clear topic sentence and that is unencumbered by grammatical errors.  These skills will prepare you to be successful in college-level English courses.  They are also transferable to real-life work situations in which you will be required to communicate your ideas clearly and effectively.   

EVALUATION:

Portfolio Grading (definition adapted from Jan Allen of the CCBC Essex English Department)

A portfolio is a collection of your finest essays in this English class.  You will be writing four major papers, and I will be reading and offering comments on all four papers.  However, for your portfolio, you yourself will select what you judge to be your three best papers to be included in your portfolio at the end of the semester.  You may revise these papers as many times as you like before you submit your portfolio.  On each of your drafts, I will offer suggestions concerning the improvement of your writing.  Drafts will not be evaluated with a letter grade.  The suggestions will be numerous enough and will be specific enough for you to have an accurate idea of just how successful you have been on any given writing assignment.  All revisions submitted for my review must be turned in together with all prior versions and my initial comments.   Your portfolio is worth seventy-percent (70%) of your final grade. In other words, you need to pass the portfolio in order to pass the class.  Also included in this portfolio will be a Reflective Letter and an Impromptu (without preparation) Writing Assignment.

REQUIREMENTS  

1. Diagnostic writing sample at the beginning of the semester
2. Four major out-of-class paragraphs
3. Regular Journal and reader response writing
4. Some in-class writing process activities
5. Grammar, mechanics, and usage review in textbook and on the computer
6. Participation in group activities and discussions  

GRADING POLICY*:  

*Final report card grade will be reflected as follows:  S = PASS; U = FAIL

• Paper 1 =  15%
• Paper 2 =  15%                    + Portfolio  =  70%
• Paper 3 =  15%
• Paper 4 = 15%  
  
  
• Journals = 5%
• Grammar Exercises  = 5%
• Homework = 10%
• Quizzes = 10%

Pop quizzes are a part of class assignments (given at the beginning of class), and once missed, they cannot be made up.  (A passing grade of 70% is necessary for pop quizzes.)    

GRADING PROCESS:

• First draft (typed‹bring at least four copies)--peer reviewed by group members and the instructor
• Second draft (must be typed, with teacher-viewed rough draft and peer reviews attached) is evaluated by me (for comments for revision).
• Multiple revisions (typed--All essays must be revised until you believe that they are ready to be placed in your portfolio for a graded assessment).  Please staple all revisions behind the most newly revised and unmarked copy.  

ATTENDANCE POLICY:  

• You are expected to attend all scheduled classes.  In the event of an absence, you must present a valid excuse (authentically signed medical or legal slip) upon your return to class.   
• Punctuality is important; pop quizzes will be given within the first five minutes of class.
• Three latenesses and/or early departures will equal one absence.
• Three absences for a Tuesday/Thursday (or Monday/Wednesday) class or four absences for a Monday/Wednesday/Friday class will lower your grade.  You may fail if you exceed four absences for a Tuesday/Thursday (or Monday/Wednesday) course or six absences for a Monday/Wednesday/Friday course (regardless if your absence is excused or unexcused).
• (Please inform me in writing about religious holiday observances during the first week of school. Please note that if you exceed the allotted absences above, whether excused or unexcused, you may still run the risk of failure.)
• Tardiness:  If you enter after roll call, you must sign a late book.  

ASSIGNMENT POLICY:  

All essays that are turned in on time should be revised throughout the semester until you believe that they are ready to be placed in your portfolio for a graded assessment at the end of the semester.        

LATE ASSIGNMENT POLICY:

Late papers will receive a 10%-30% penalty on the final portfolio assessment‹depending how late they were after the initial due date). 

A Note About Plagiarism:  

The CQ Compact defines plagiarism as the passing off of someone else¹s ideas or words as your own‹whether on purpose or unintentional.  It also involves buying or copying papers from another person or from the Internet.  Plagiarism violates CCBC¹s Academic Honesty Policy.  Violators may automatically fail the paper that is plagiarized, and in cases of repeated plagiarism, they may also fail the course.    

BEHAVIORAL PROCEDURES:  

Appropriate mature behavior is expected in this class.  If there is a disagreement with the instructor or with another student, kindly wait until the end of the class to privately discuss your disagreement.  

Cell phones, i pods, radios, CD players, and the like must be turned off before the start of class.   

HEADING FOR ESSAYS:  

Name
English___________, Section__________                     
Mrs. Dunstan
Date (that essay is due)
Essay #______
(Skip two spaces)  

Title (Center)  

(Centered; not bold; not underlined; not bigger than font 12; no quotation marks)  

(Skip two spaces)            

Indent all paragraphs; double-space writing; no spaces between paragraphs; one-inch margins; font size 12; font style Times New Roman or Verdana.  

Workshops for group-work:  

Before each major essay is due, you will be required to share your writing with a group of classmates in order to give and receive important feedback.  You must be prepared by bringing copies (preferably typed) of your working draft for each member of your group to peer review.  You will complete a workshop review sheet for each group member¹s essay.  I will evaluate your comments and they will be a part of your overall grade.      

COURSE & HOMEWORK SCHEDULE:  

Week 1  

Lesson:  Orientation: Learning Styles writing activity; Index Card Info; Intro to journal writing; Collaborative Workshop Groups; Intro to WebCT   Write:   Journal 1 (50-100 words):  What do you hope to get out of taking this English course?  What are your academic and professional goals?  How will writing well help you achieve those goals?  

Week 2  

Lesson:   Introduction to Paragraph Writing: Narration; Invention Activities:  Listing, Brainstorming Web (Clustering); Grammar:  Simple Sentences and the Independent Clause   Read: The Write Start:  pp. 125-127, ³Writing Effective Paragraphs²; pp. 170-171, ³Narration²; pp. 421-423, ³Shattered Sanctuary²   Grammar: Read:  Simple Sentences and Independent Clauses, pp. 15-top 17. Classwork:  Practice 3 & 4, pp. 18-19 Homework:  Practice 5, pp. 19-20   Write: Journal 2:  What is a sanctuary?  (If you are not sure of the meaning, look it up in the dictionary.)  Why do you think the author entitled the narrative ³Shattered Sanctuary²?  Do you think that this is an appropriate title?  If not, what else would you name the title of this narrative?  

Week 3  

Lesson:  The Structure of the Paragraph:  Topic Sentence & Controlling Idea, Supporting Sentences, Concluding Sentence; Identifying the Point of a Story; Grammar:  Subjects and Prepositional Phrases   Grammar: Read:  Subjects and Prepositional Phrases, pp. 20-21 Classwork:  Practice 6, p. 21 Homework:  Practice 7 & 8, p. 22   Write: Classwork:  Practice 1 & 2, pp. 171-172 (Point of Story; Narrative Topic Sentences)   Journal 3:  In your own words, give a definition for the word paragraph.  Give a definition for a topic sentence.  Why are both important in good writing?  

Week 4  

Lesson:  Write Rough Draft; Peer Review; Quiz:  Identifying Subjects and Prepositional Phrases; Grammar:  Verb Grammar:   Read:  The Verb, p. 23 Classwork:  Practice 9 & 10, pp. 23-24 Homework:  Practice 11 & 12, pp. 25-26   Write:  Rough Draft:  Paragraph 1‹Bring at least FOUR copies for peer & teacher review!   Journal 4:  How do you feel about your first writing assignment?  Explain.  

Week 5  

Lesson: Teacher Conferencing; Grammar:  Linking Verbs   Read:  The Write Start:  pp. 152-154, Description; p. 155, Sensory Images   Grammar: Read:  Bottom, p. 26 ³Linking Verbs² Classwork:  Practice 13 & 14, pp. 26-27 Homework:  Practice 15, p. 28   Write: Peer & Teacher review continued‹bring at least FOUR copies   Journal 5:  What were some things that were pointed out to you about your paper during the peer reviews that you hadn¹t thought of before?  What advice did you give others?  

Week 6  

Lesson:  Descriptive Writing:  Sensory Images & Figurative Language (Comparisons), Paragraph Revisited; Grammar:  Helping Verbs and Verb Tense   Read: The Write Start:  pp. 157-top 158, Comparisons; 163-165, ³A Ten-Step Process for Writing the Descriptive Paragraph²; pp. 410-412, ³The Ice Cream Truck²   Grammar: Read:  Bottom p. 28-top 29, Helping Verbs; p. 31, Verb Tense (Time) Classwork:  Practice 16, p. 29; Practice 19, p. 32 Homework:  Practice18, p. 32; Practice 20, pp. 31-33   Write: Final Draft Due‹Paragraph 1 for teacher evaluation and written comments   Journal 6:  Describe a favorite thing you possess without saying what it is.  At the very bottom of the page (written upside down), say what the thing is.  

Week 7  

Lesson:  Rough Draft; Analyzing Descriptive Writing; Peer Review; Grammar:  Compound Subjects & Compound Verbs; Quiz: Linking and Helping Verbs and Verb Tense   Grammar: Read:  p. 36, Compound Subjects; p. 38, Compound Verbs Classwork:  Practice 24, pp. 36-middle 37; Practice 26, p. 38 Homework:  Practice 25, pp. 37-top 38; Practice 28, pp. 39-top 40   Write: Rough Draft‹Descriptive Paragraph‹Bring at least FOUR copies for peer & teacher review!   Journal 7:  What is going well for you this semester?  What should be changed or improved?  What steps will you take make the second part of the semester successful?   JOURNALS DUE:  Seven (7) entries  

Week 8  

Lesson:  Teacher Conferencing; Quiz:  Compound Subjects and Verbs; Grammar:  Fragments & Proper & Common Nouns   Read: The Write Start:  pp. 185-to top 187, Using Examples²   Grammar: Read:  p. 40, Correcting Sentence Fragments Classwork:  Practice 29, pp. bottom 40-41; Practice 31, pp. 42-43 Homework:  Practice 33, p. 44   Write:  Peer & teacher review continued‹bring at least FOUR copies   Journal 8:  Describe a skill that you can do very well (i.e., braid hair or detail cars, for example).  Be very descriptive!  

Week 9  

Lesson:  Example Paragraph; Analyzing an Example Paragraph; Transitions; Grammar:  Coordinating Conjunctions; Quiz:  Compound Subjects & Verbs; Fragments; Proper and Common Nouns   Read: The Write Start:  pp. 433-434, ³Virtual Violence²   Grammar: Read:  pp. 47-48, Coordinating Conjunctions Classwork:  Practice 1 & Practice 2, pp. 49-top 50 Homework:  Practice 4, pp. 51-52 (Don¹t forget to turn the page for the other sentences on page 52)   Write:  Final Draft of Descriptive Paragraph due for teacher evaluation & written comments   Journal 9:  Write a short example of a time when everything went wrong during a particular day.  

Week 10  

Lesson:  Rough Draft of Example Paragraph; Analyzing an Example Paragraph; Grammar:  Correcting Run-on and Comma Splice Errors   Grammar: Read:  Bottom pp. 53-54, ³Correcting Run-on and Comma Splice Sentences² Classwork:  Practice 6, bottom pp. 54-55 Homework:  Practice 7, pp. 56-top 57; Practice 10, pp. 58-59   Write: Rough draft of Example Paragraph‹for peer & teacher review‹Bring at least FOUR COPIES!   Journal 10:  What is your weakest grammar problem that you would like the instructor to help you work on?    

Week 11  

Lesson:  Teacher Conferencing; Grammar:  Contractions that Sound Like Other Words and Frequently Confused Words; Quiz:  Coordinating Conjunctions, Run-ons & Comma Splices   Grammar:  Read:  Bottom pp. 389-392, Words that Sound Alike; Bottom pp. 394-top 395, Contractions that Sound Like Other Words Classwork:  Practice 1 & Practice 2, pp. 392-393; Practice 1, p. 395 Homework:  Practice 3, pp. 393-394; Practice 2, pp. 395-top 396   Write: Peer & Teacher review continued--Bring at least FOUR COPIES!   Journal 11:  Give an example of what your perfect day would be like.   

Week 12  

Lesson:  Compare and Contrast Paragraph; Block Method vs. Point-by-Point Method of Comparison; Grammar:  The Apostrophe   Read: The Write Start:  pp. 226-227, ³Comparison and Contrast²; Middle pp. 455-middle 457, ³The Family Sedan Versus Dad¹s Sports Car²   Grammar: Read:  pp. 369, The Apostrophe Classwork:  Practice 1 & 2, Bottom pp. 369-370 Homework:  Practice 3, p. 370   Write: Final draft of Example Paragraph due‹for teacher evaluation & written comments   Journal 12:  Compare two famous movie stars or singers.  

Week 13

(Thanksgiving Holiday--Wednesday, Thursday, & Friday)   Lesson:  Rough Draft:  Compare & Contrast Paragraph; Peer Review; Transitions for Compare & Contrast Paragraph; Analyzing Comparison and Contrast Paragraphs; Grammar:  Words That Sound or Look Almost Alike   Read:  The Write Start:  pp. 232, ³Transitional Expressions: Connecting Your Comparisons and Contrasts²   Grammar: Read:  pp. 396-398, Words that Sound or Look Almost Alike Classwork:  Practice 1, p. 398-top 399 Homework:  Practice 2, p. 399   Write: Rough Draft of Compare & Contrast Paragraph due for Peer & teacher review‹Bring FOUR copies   JOURNALS DUE‹Seven (7) + Five (5) = 12 entries  

Week 14  

Lesson:  Teacher Conferencing; Introduction of Portfolio Information:  Reflective Letter; Quiz: Confused Words, Contractions and the Apostrophe  

Week 15  

Lesson:  Class wrap-up  

Write:  

Portfolio due‹Include Reflective Letter, Impromptu writing (given in class), Compare/Contrast Paragraph (or essay), and two other papers you wrote and revised this semester.