U E E S

U E E S

School of International Studies

International Careers Program
Composition I Syllabus

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|BIMESTER: Fall I 2007 PROFESSOR: Mr. Gary |
|Labouseur |
|CLASS: Composition I CLASSROOM: |
|PREREQUISITE(S): LNG 100 |
|SCHEDULE: 10:20 to 11:40 Mon-Thurs |
|18:00 to 19:20 Mon-Thurs |
|CODE: LNG 101 CREDITS: 3 HOURS OF HOMEWORK: 96 |

1. COURSE DESCRIPTION
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|Language 101 (Composition I) is a foundational course designed to help students |
|deepen and broaden their knowledge of the basic analytical, rhetorical and |
|technical skills necessary for university-level writing. Students are expected to|
|gain experience in effective writing in a variety of academic genres. Writing |
|topics will evolve out of assigned readings, class discussions, and individual |
|experience. |
| |
| |
|Language 101 is an introductory college-level composition course. Though you |
|wrote (in English) in high school and perhaps already in college, this course is |
|designed to allow you to interact with and respond to a variety of texts in ways |
|that will introduce you to the kinds of writing you will be expected to produce |
|in your university writing and in your professional life outside of the |
|university. We will examine various texts and genres of writing, and you will be |
|assigned both informal and formal writing exercises. As you read and learn, we |
|will converse with one another in order to focus and expand our perspectives. |
|Similarly, as you write, you will review the work of your peers as they review |
|yours. Note that this is not simply a course on learning to write, as you already|
|know the concepts necessary for writing; instead, keep in mind that this is a |
|course focused on |
|writing in order to learn. |

2. GENERAL METHODOLOGY
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|Writing courses such as this one are definitely not solely lecture courses. While|
|lecture components are incorporated into the classroom format, this is a |
|participatory writing and reading course. That means students' active and |
|consistent engagement in classroom discussion and activities are required. |
|Students are expected to incorporate critical thinking and reading skills in all |
|classroom and out-of-classroom activities. |
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|There will be assigned readings and writing exercises on a daily basis. |
|Occasionally other readings may be assigned. Not all of the reading material will|
|be discussed, but may be tested upon; therefore, it is the responsibility of each|
|student to read and know the material assigned. |
| |
|There will be a quiz or examination or writing assignment every week. Questions |
|in the weekly quizzes may cover any of that particular week's assigned reading, |
|as well as the material discussed in class. Questions on the midterm may cover |
|any assigned reading material and in-class material discussed during the first |
|part of the bimester. Questions on the final examination may cover any material |
|assigned for reading as well as any material discussed during the entire term. |
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|In addition to daily homework, there will be two formal essays during the course |
|of this bimester and each essay will be a final version of various drafts and |
|generative writes. Peer interaction and response are crucial components of a |
|participatory writing class. Peer interaction includes, but is not limited to, |
|the discussion and exchange of ideas (both verbally and in writing), and reading |
|and commenting on the work of others. Peer interaction is a crucial component of |
|a participatory writing class. Peer interaction includes, but is not limited to,|
|discussion and exchange of opinions, verbally and in writing, the reading and |
|commenting on the work of others. |


3. BIBLIOGRAPHY
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|PRIMARY TEXT: |
|The Riverside Reader (considerably abridged) by Joseph Trimmer and Maxine |
|Hairston |
| |
|SECONDARY TEXTS: |
|The Pearl by John Steinbeck |
|Call of the Wild by Jack London |
|Code of the Samurai by Thomas Cleary |

4. GENERAL OBJECTIVES
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|The skills acquired in Principles of Writing are developed further in Composition|
|I. Students should be able to demonstrate competency in these areas: |
|Expansion, development, and ownership of a more sophisticated vocabulary and |
|expertise in English grammar/usage |
|Comprehension of analysis, synthesis, and critical inquiry |
|Application of analytical writing and constructing a thesis that evolves (as |
|opposed to a thesis that is static or set up in a formulaic essay like the |
|five-paragraph format) |
|Reading comprehension and analysis of various academic essays and pieces of |
|literature |
|Comprehension and analysis of primary and secondary sources (as well as |
|recognition of how they are different) |
|Advanced understanding of the development of an essay complete with an evolving |
|thesis, claims and evidence (and the use of their reading sources as evidence), |
|purposeful transitions, and closing paragraphs that do not simply sum up a |
|thesis. |
|Application of the drafting process which begins with generative writing, moves |
|into the construction of their original topic and the analysis of that subject, |
|completes the stages of writing several drafts, and culminates in a final, |
|polished draft which reflects MLA format in all areas |
|Control and presentation of their ideas and interaction with their peers' ideas |
|and writing |
|Application of their composition skills in terms of business writing |
|(demonstrated in exercises that polish and enhance their curriculum vitae and |
|offer them practice writing cover letters) |

DAILY SCHEDULE OF IN-CLASS WORK AND HOMEWORK

|Date |Specific |Content |Homework (96 hrs) |Evaluation |
| |competencies | | | |
| | | | |Student Participation |
|Mon 3 |Reading to |Introduction to |Get the book(s) | |
|Sept |become a better|Writing and Reading | | |
| |writer | | | |
| | | | | |
|Tue 4 |Understand |Reading to become a |Introduction |Student Participation |
|Sept |common writing |better writer |Textbook pages 1-19 | |
| |strategies |Common writing | | |
| | |strategies | | |
| | |Guidelines for reading| | |
| | |an essay | | |
| | | | | |
|Wed 5 |In general |Guidelines for writing|Narration and |Student Participation |
|Sept |* Get a topic |an essay |Description essays |Writing Assignment |
| |* Clear thesis |Cluster Diagrams |Textbook pages 20 to | |
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