spring 2006 - Professor Savard's Class Support Site - Weebly

SPRING 2011
ENGLISH 20: BASIC WRITING
Professor: Hale Savard Section: 21847
Room: LA 23
Day/Time: T/Th 3:00-5:00pm
Office hours: by appointment
Email: storsav@yahoo.com Class Support website:
www.profsavard.weebly.com Prerequisite: Acceptable score on the placement test, English 15 or ESL
200, or equivalent with a grade of "C" or better. Required Texts and materials:
. Stepping Stones, by Chris Juzwiak
. One "Composition" notebook to be used as your writing journal Recommended:
. Computer, Internet access and an email account.
. A good dictionary and a good thesaurus.
. Common Sense and Responsibility Course Description: Welcome to English 20. This composition course will
help you develop the reading, critical thinking, and writing strategies
necessary for success in college-level composition, English 52, 100 and
beyond. We will examine varied types of writing and respond by writing
both informal and formal pieces. We will spend class time evaluating
assigned readings, discussing the experiences of composing, and sharing
opinions. There will be both at-home and in-class writings, all of which
will factor into your final grade. Grammar exercises, journaling, peer
editing, spontaneous writing practice, and self-evaluations will supplement
our formal writing. By the end of the semester, students should be able to
both evaluate and compose thoughtful writing, for whatever discipline or
context in which they find themselves.
Student Learning Outcomes: . Employ the writing process in order to understand and complete the
writing task . Write paragraphs and short essays that have a specific purpose, in
response to specific writing prompts and course assignments . Write paragraphs using specific details, examples, and illustrations
to fulfill a purpose . Demonstrate appropriate critical thinking strategies in writing . Write in prose style characterized by clarity and variety . Adhere to conventions of standard written English
Course Objectives, the Skills We Will Build:
. Identify and use various verb forms
. Identify and use various sentence types
. Develop effective sentences and edit and revise writing using correct
English grammar, syntax, diction, and spelling.
. Generate ideas and write paragraphs and essays with unity, substance,
and clarity.
. Formulate topic sentences that unify and clarify a paragraph's
purpose.
. Write and revise writing using proofreading or correction marks
. Identify common writing models and writing styles and develop your own
writing from these models.
. Apply critical thinking needed to compare, contrast, evaluate, and
analyze.
. Develop an essay with a thesis statement, unified structure, and
effective style.
. Write in-class responses to questions.
COURSE REQUIREMENTS:
Attendance: Attendance is mandatory to pass this course. You must attend
all classes and be on time. You are allowed three absences, no questions
asked. After the third absence, your grade will drop by 1/2 a grade. Each
subsequent absence will continue to affect your grade in this fashion.
Tardies will count for 1/2 of an absence. (If you know ahead of time that
you will be late or absent on a specific day let me know; this may excuse
your tardy or absence. However, continued absences or tardiness--
regardless of reasons--will adversely affect your grade.) Participation: Participation is a vital component of this class, as most
of our time will be spent discussing in class the readings and concepts
related to them. Since participation accounts for a hefty chunk of your
final grade, I advise you to read actively, jotting down specific
questions, reactions, and observations in regards to the texts. You will
thus be better prepared to discuss the works in class. It is usually
necessary to read an author's essay at least twice. Additionally,
throughout the semester, we will divide ourselves into working groups. The
groups will meet in class to tackle group activities or discuss the
readings and subsequently share and compare observations with the other
groups and the professor. Classroom Etiquette:
. Respect should be given to your peers and instructor at all times.
. Arrive to class on time and stay the entire period.
. Turn off all cellular phones upon entering the classroom. Late Work: All work is due at the beginning of class. If you show up
tardy on a day that an assignment is due, your grade for that assignment
will be lowered one full grade; if you fail to turn in an assignment on its
due date, your final grade will be marked down three full grades for each
day that it is late. This rule applies to all out of class work. There
are no make-ups for reading quizzes or any other work done in class. I do
not accept any work via email. Do us both a favor--read this paragraph
again.
COURSE WORK:
Expect to read and write regularly. We will do many in-class and homework
assignments, from Stepping Stones. You will need to keep your writing
journal close to you at all times. We will read and do activities from
Stepping Stones both as homework and as in-class exercises. When reading an assigned section of Stepping Stones only do the "Activity"
assigned in the class schedule. If required to write a paragraph or other
response, which will not fit on the page, then do this writing in your
journal and clearly mark the Chapter, Activity, and Page Number of the
Activity, followed by the assigned writing response. For Example: Chapter
3, Activity 5, page 60 (then write your response). Your homework activities are not always assigned grades; however,
periodically I will assign grades to the assigned activities. You should do
all activities, regardless of whether they get a grade or not. I will
randomly collect scores from your activities and these will comprise a
large part of your grade. In-class activities will be treated similarly. Toward the end of the semester we will be developing typed paragraphs in
response to the reading and activities in Part Three of Stepping Stones
these assignments will also account for a large part of your grade. More
details will be given as the work is assigned.
Course Grading:
The grading scale for this class is as follows:
90% and above = A
80%-89% = B
70%-79% = C
60%-69% = D
59% and below = F There are 700 total course points as follows:
. Activities from Stepping Stones (30 activities will be graded at 10
points each= 300 points)
. Writing and responses from Part Three (7 paragraphs at 50 points
each=350 points)
. Class Participation (50 points)
Other Information:
Emergency Procedures: If required to evacuate a classroom or building,
students will proceed to a clear and safe area away from the building.
Take all personal belongings with you. Academic Accommodations: Students with verified disabilities requiring
accommodations should make a specific request of the instructor in a timely
manner, both at the beginning of the semester and at least one week prior
to the verified and identified need. Academic Integrity: Plagiarism occurs when you copy someone else's words,
work, or ideas and pretend that they are your own. Academic dishonesty is
a serious offense that carries with it heavy penalties. The bare minimum
in terms of punishment for plagiarism is an 'F' in the class and a referral
to the dean. Other penalties include academic probation and expulsion from
Cerritos College. For further information, refer to the Cerritos College
catalog. It is essential that you read and fully understand this
statement. Syllabus Changes: The professor reserves the right to make any changes to
this syllabus as necessary. If any changes are made, the students will be
notified promptly, and sufficient time will be given to adjust to the
changes. This syllabus is a contract, and if you remain in this class, you
are agreeing to abide by its rules and regulations. This applies to the
instructor as well. Finally: If you have a problem, question, or concern with anything on this
syllabus or in this class...come talk to me! I assure you that approaching
me for help or clarification will prove beneficial.
CLASS CONTACTS CLASS SCHEDULE:
The dates below are followed by work that is due on and to be completed by
that date, before class.
Week #1:
1/11: Syllabus Review, Policies, Questions, Introductions, and In-class
Exercises
1/13: In-class diagnostic writing exercise-bring paper and a pen/pencil Week #2:
1/18: Chapter 9, "Grammar for Academic Writing: An Introduction," Activity
2
1/20: Chapter 1, section on "Understanding Paragraphs" pgs. 3-16,
Activities 2-6, 8. Week #3:
1/25: Chapter 1, pgs. 16-33, Activities 10, 12, 14, 16, 17, 19
1/27: Chapter 10, "The Building Blocks of Language," Do All Activities Week #4:
2/01: Chapter 2, "Understanding...Writing Assignments," Activities 1, 3,
5, 7, 10
2/03: Chapter 11, pgs. 276-288, Do All Activities except 9, 11, 16
Week #5:
2/08: Chapter 11, pgs. 288-303, Do All Activities except 30, 31
2/10: Chapter 3, "Gathering Support for Your Topic," pgs. 54-75,
Activities 5-23 Week #6:
2/15: Chapter 3, "Gathering Support for Your Topic," pgs. 75-83,
Activities 25-27
2/17: Chapter 12, pgs. 304-328, Activities 1-3, 6-9, 11, 13, 17, 18, 21,
26 Week #7:
2/22: Chapter 12, pgs. 328-353, Activities 27, 28, 32, 33, 36-41, 43
(third paragraph only pg. 352)
2/24: Chapter 4, pgs. 84-107 Activities 1, 3, 5, 7, 8, 10, 14, 16, 18, 22 Week #8
3/01: Chapter 4, pgs. 108-129, Activities 23, 25-29, 35, 39 (For Activity
29, choose topic 2)
3/03: Chapter 13, pgs. 354-370, Activities 1-3, 5-10, 12-14 Week #9:
3/08: In-Class FOCUS writing assignment
3/10: Two day schedule/chart due for FOCUS assignment; Group w