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SYLLABUS

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

Massasoit Community College Professor Louis M. Rosenberg, PhD English Composition I Fall, 2010 ENGL101

English Composition I

3 credits

English Composition I is a course designed to help students develop and organize extended pieces of  writing. Students will focus on the correct and appropriate use of language and the organization and  development of paragraphs and essays. Research techniques, documentation of sources, and a short  research paper will be included. Constant reading and frequent writing will be required.   Prerequisites: Preparing for College Reading I (ENGL091) and Introductory Writing (ENGL099) or waiver  by placement testing results, or Departmental Approval 

REQUIRED TEXTS

AUTHOR Sylvan Barnet, Hugo  Bedau  Nick Flynn 

TITLE Current Issues and Enduring Questions Another Bullshit Night in Suck City

ISBN

PUBLISHER

978‐0‐312‐54732‐5

Bedford/St. Martins

978‐0393329407

W.W. Norton

OTHER LEARNING RESOURCES

ONLINE

You will be submitting assignments, downloading information, and interacting with me and other class members online. See “Technology” section for more information.

FILMS

All assigned films (see “Films” section), must be obtained by you and screened outside of class.

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

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LEARNING OUTCOMES

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

English Composition I is a course designed to help you become a better writer. It can help you to think  more clearly, plan more efficiently, write with more ease and fluency, and communicate more  effectively. By the end of the course you should be able to:  1. Gather information from personal experience as well as reading and research in order to generate  ideas and support for essays that will serve in academic settings and help prepare for writing in  career and community settings.  2. Assess information and ideas in order to discover connections and develop a clear purpose/thesis  for an essay.  3. Write logically organized, analytical essays that will appeal to an audience through introductions  that gather attention and provide focus, unified body paragraphs that support a thesis/purpose, and  conclusions that reach a satisfying close.  4. Revise drafts of essays with an awareness of audience to improve organization, development, and  clarity.  5. Edit essays according to the rules of Standard American English so that the reader is not distracted  from the essay’s purpose/thesis by grammatical and mechanical errors.  6. Write essays that analyze and interpret ideas generated by non‐fiction readings and thoughtfully  integrate material from those readings.  7. Compose essays that apply fundamental techniques of research and documentation.  8. Compose outside of class largely correct, word‐processed essays that are written through a process  of gathering information, reflecting, crafting, and multiple drafting.  9. Compose a satisfactorily correct in‐class essay that demonstrates the ability to write independently  and to focus expression within the time constraints of classroom writing across the disciplines.  10. Strengthen Core Competencies* in order to increase success in this and other courses and in the  workplace.  *Critical Thinking, technology skills, oral communications, quantitative skills, reading, and writing 

TEACHING PROCEDURES

a)

LECTURES

b) a)

ESSAYS

b)

It is during the lectures when students are expected to ask any questions concerning any aspect of the course and/or assignments. It is, by far, more beneficial for students to ask questions of general academic concerns here, during the lectures, rather than to see me after class. It cannot be stressed enough how important it is for students to attend the lectures. Students will write essays throughout the semester. (See § “Essays” for more logistical information) It should be noted here that students are encouraged to work with tutors as rewrites are rarely granted. Syllabus Subject to Change

Students should always refer to their course’s website for up‐to‐date information


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

PEER‐ EDITING

b) a) b)

Throughout the semester, I may have students form groups for peer‐editing. Traditionally, peer‐editing is between two or three students who review and comment on each other’s assignments by using a preformatted rubric. Peer‐editing may be handled completely online. I may assemble students into two teams for debating a particular subject/issue. Students who do not feel comfortable speaking in front of the class (on a team) will have the opportunity to instead submit research essays. It cannot be overstated how important it is for students to work with a tutor at the Writing Center during the composition of each essay. Therefore, it is strongly recommended that students see their tutors early in the semester in order to establish a valuable working relationship.

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O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

STUDENT DEBATES USE OF ACADEMIC SERVICES

a)

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a)

b)

GRADING RUBRIC

30% = Submitted Assignments (essays, etc.) 15% = Participation (including online) 15% = Term Exams 20% = In‐Class Assignments 10% = Course Exams (Mid‐Term [if applicable], Final)

EVALUATION OF STUDENT PROGRESS

In grading student essays, I usually employ a rubric where each domain (grammar, logic/reason, etc.) is given a qualitative value. Because I do not believe in marginalia (writing endlessly in the margins), the rubric serves as the grading explanation. However, included in my evaluative process is the expectation that students will make an appointment with me, or see me after class, should they require further, more detailed analysis of their work. It is the students’ responsibility to determine when (and if) an appointment with me is necessary. And students should never wait to handle any academic issue. Student competency is by no means only (and simply) the letter grade. If a student has outside issues (family, job, health, etc.), these will be taken into account when evaluating the student’s performance in the course. While every student is graded equally and objectively, I may be inclined to allow certain concessions (such as an extension on a particular assignment) should a student demonstrates just‐cause. Having said this, all students are expected to operate at the “college level” at all times. Nothing less is acceptable. Several times throughout the semester, students will sit for a Term Exam. Normally, these exams are composed of five short‐answer questions. In evaluating the Term Exam, I am most interested in the content of the student’s answer rather than TERM EXAMS grammar/syntax issues—that said, chronic issues of such will be reflected in the grade. Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

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O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

The answer sheets for the Term Exams are preformatted with five empty blocks in which the responses are written and may never travel outside of them. Therefore, the Term Exam features an “either you know it or you don’t” overall dynamic with no room for compromise. I’m interested in “quality, not quantity.” As a result, students should not feel obligated to fill the entire block; oftentimes, two or three sentences are all that are necessary. Term Exams may not be made up; however, the lowest score is dropped. At the beginning of nearly every class, students will write a Response Paper. As its title suggests, students will have five‐or‐so minutes to complete this assignment. The Response Papers pose one question/prompt that is based on the assigned readings, some important topic covered during the lecture(s), or both. Like the RESPONSE Term Exams, students are provided with a preformatted answer sheet designed to limit the amount of space for their response in order to insure “quality over PAPERS quantity.” Response Papers may not be made up; however, the lowest two scores are dropped. Your course may include a Midterm Exam. Please see the “Assignments” section for MIDTERM further information, including scheduling.

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EXAM

Students will sit for a Mid‐Term and a Final Exam. These are open‐notebook, and I often allow students to work in small groups (of no more than two or three). Please FINAL EXAM understand that the course exams may not be made up under any circumstances, whatsoever. The Final Exam will cover the full arch of the course. Unless otherwise instructed, students may use their course notes on all exams (“Term,” “Midterm,” and “Final”), and I usually allow the exams to be written in small, quiet groups. However, students may not use any electronic devices, (including computers, PDAs, electronic dictionaries, etc.) during any exam because allowing these amenities would put those without them at a disadvantage. Therefore, if you take notes on a computer, simply print them out and bring them to FURTHER the exam. INFORMATION Attention ESL Students: While you are certainly welcome to use a dictionary (electronic, book, computer, etc.) during the lectures, you may not use them during the exams. As aforementioned, only notebooks are allowed.

ATTENDANCE

It is important that you are present for all of the lectures. History dictates that grades are almost always reflected in parity with absences; therefore, more absences or late arrivals will, indeed, compromise your grade. You are responsible for everything that occurs in your course, whether or not you are present during a particular lecture. If you find that you must miss a class, it is your responsibility to see a fellow student in order to get the lecture notes as well as any announcements that were made. Remember that I may alter an assignment’s due‐date and/or language and announce such changes during class. Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

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O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

It is important to note that the following assignment types are not eligible for make‐up. Therefore, late arrivals and absentees will miss these grading opportunities:  In‐Class Assignments (Response Papers, debates, etc.)  Term Exams  Midterm and Final Exams

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ASSIGNMENT POLICIES

Without exception, all submitted assignments must be typed.  are often drafted/corrected in peer groups. ESSAYS…  riddled with grammar, logic, syntax, non‐sequitir issues will not pass. Students are expected to hand in only essays of final quality. This is achieved by working with tutors, showing me drafts of work‐in‐progress, etc.  must conform to the MLA standard. This includes a Works Cited page even if the only source used for the particular essay is one of the class texts. In other words, if you use it, cite it!

SUBMITTING LATE ESSAYS PLAGIARISM

LATE ASSIGNMENTS

BACKUP COPIES AND THE ARCHIVING OF ALL SUBMITTED ASSIGNMENTS

 

Because 30 points are automatically deducted, the highest grade one can achieve on an essay submitted late is a 70. It goes almost without saying that it is never a good idea to miss a deadline!

Plagiarism is the use of someone else work/intellectual property without giving credit. If I suspect plagiarism, I will require you to engage with me in an oral defense of the essay. If after the oral defense I believe that you did, in fact, plagiarize, you will fail the course. Generally, I handle plagiarism issues internally, without involving the administration. You must meet all of your deadlines! See “Submitting Late Essays,” above. Otherwise, late assignments are never accepted.

You are required to backup (or, in the case of written assignments, keep copies of) all of the assignments that you submit and that are returned to you throughout the course. Further, you must have ready access to these backups should I request them. Such backups, however, do not in any way (including the grading or regarding of an assignment) supersede my authority as final arbiter for this course.

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


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TECHNOLOGY Website: www.lourosenberg.net Enrollment Key: _____________________

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

Your class website functions as the central hub for the course. It is where assignments, discussions, scheduling of appointments, course announcements, etc. coalesce. Therefore, you must have access to the site on a daily basis as you are responsible for its official content – i.e. announcements, changes to assignments, class cancellations, etc. General Technology Requirements: 

TECHNOLOGICAL ISSUES OF ANY KIND ARE NOT VALID EXCUSES FOR MISSING DEADLINES, ANNOUNCEMENTS, ETC.1

Those who do not own a computer will have to make daily visits to their university’s computer lab, their local library, etc.

Time‐management is of the utmost importance – you should never work up to the eleventh hour. This is especially important concerning the composition and timely submission of assignments as technological issues do occur. You will always have a three day window during which to submit your online assignments. 

Again, TECHNOLOGICAL ISSUES OF ANY KIND ARE NOT VALID EXCUSES FOR MISSING DEADLINES, ANNOUNCEMENTS, ETC.

Those who are “technologically challenged” are encouraged to visit their university’s computer lab immediately and work with a lab technician on the basic functions of the Internet and word processing. There are also free community courses on the basic operations of the Internet, the computer and its universal software (word‐ processing, browsing the web, etc.). Ours is a technological world, and to be the least bit competitive one must have mastery over such fundamentals as reading/replying/writing emails, uploading files, using a word processor, using a search engine (such as Google), as well as the ability to interact with a particular website’s technology (such as submitting forms, etc.).

1 Technological issues include, but are not limited to: Internet connectivity issues (where the student cannot access the Internet due to a disruption of

service, whether or not it is the fault of the student or the service or computer or software that he/she is using); loss of data due to an unforeseen malfunction of computer hardware or software or transmission (Internet) errors; use of software/hardware that is not compatible with Professor Rosenberg’s servers; compatibility issues where the student’s assignment cannot be accessed by Professor Rosenberg; email delays of any kind; emails not received due to spam control software on the student’s computer/email service; Internet page errors of any kind; file size issues where a student’s file is rejected because it exceeds the maximum upload size; the use of improper software (as outlined herein); etc.

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


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FILMS

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

Below, you will find the film roster for your course. To view them, see the website (RESOURCES >> SCREENING ROOM on the gray main menu bar). Once again, it is important to note that you are responsible for screening the films yourself—we will not watch the films in class. See your course’s website for links to view them; the cost for a rental is about $2.99 each. Alternately, you may also purchase them. FILM INTERNET MOVIE DATABASE LINKS (www.imdb.com) Deconstructing Harry http://www.imdb.com/title/tt0118954/ Husbands and Wives http://www.imdb.com/title/tt0104466/ Misery http://www.imdb.com/title/tt0100157/ Brokeback Mountain http://www.imdb.com/title/tt0388795/ Donnie Darko http://www.imdb.com/title/tt0246578/

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

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ASSIGNMENTS

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

Below is a general schedule for the major topics covered as well as the due‐dates for essays, the scheduled Term Exams and film screenings. For complete information about each assignment, please refer your course’s website on the LouRosenberg.net website.

WEEK OF 9/13

9/20

9/27

10/4

10/11 10/18 10/25 11/1

11/8

11/15

11/22

TOPICS & THEMES

ESSAYS

TOPIC: GENETIC MODIFICATION OF HUMAN BEINGS Essay #1  Critical Thinking  Critical Reading: Getting Started  Critical Reading: Getting Deeper into Arguments  A Logician’s View: Deduction, Induction, Fallacies  Visual Rhetoric  Writing an Analysis of an Argument  Developing an Argument of your Own TOPIC: RACIAL PROFILING: SHOULD AIRPORTS USE IT TO SCREEN PASSENGERS?  Developing an Argument of your Own (cont.)  Using Sources  A Psychologist’s View: Rogerian Essay #2 Argument TOPIC: ROMANTIC RELATIONSHIPS BETWEEN FACULTY AND STUDENTS TOPIC: WHAT IS THE IDEAL SOCIETY? Essay #3  Paul Sheldon and Annie Wilkes: escapism as home to the muse TOPIC: EQUAL RIGHTS AMENDMENT: IS IT STILL NECESSARY? Essay #4  A Moralist’s View: Ways of Thinking Ethically TOPIC: MARRIAGE: WHAT IS ITS FUTURE?  A Philosopher’s View: The Toulmin Model TOPIC: THE “MATTER” OF TRANSCENDENCE  Occam's Razor Essay #5  R.W. Emerson’s Nature

TERM EXAMS

FILMS

9/23 (TR)

Deconstructing Harry

10/19 (T)

Husbands and Wives

Misery

11/9 (T)

Brokeback Mountain

11/23 (T)

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information

Donnie Darko


English Composition I Massasoit Community College Dr. Lou Rosenberg Fall, 2010

WEEK OF

TOPIC: THE “MATTER” OF TRANSCENDENCE  Occam's Razor  R.W. Emerson’s Nature  TBA  Review/Final Exam

ESSAYS

TERM EXAMS

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FILMS

O R H IG M and IN C AY ed AL he N o ck O ut SY th T B on LL A e E th B w eb CU e f US si R irs te R t d fo EN ay ra T o fc ny la up s s da te s

11/29

TOPICS & THEMES

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12/6 12/13

Essay #6

12/7 (T)

Syllabus Subject to Change Students should always refer to their course’s website for up‐to‐date information

Syllabus  

Syllabus