English 21 Syllabus--S Davis

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WLAC Course Syllabi

English 21--Scott P H Davis

Course Description

English 021 is a developmental reading and writing course. Students need to learn how to write a variety of stylistically and mechanically correct sentences. They also need to learn how to write a composition that supports the thesis using direct quotations from the text. Students will learn to write one to two page paragraph compositions and two to three page multi-paragraph compositions.

Individually, in pairs, in small groups, and as a class, students will complete grammar and punctuation exercises, read models of good writing, write compositions that incorporate these models’ practices, and evaluate their own and others’ compositions to learn how to analyze writing objectively to determine whether a composition flows from beginning, middle, to end, and has a supported thesis.

All Eng 021 students must also enroll in a section of Learning Skills 50 (LSK 50), a self-paced computer-assisted-instruction software program that requires around twenty hours of lab work. Students must go to the Learning Resource Center (LRC, first floor of the library) on their own time and enroll. Students must present proof of enrollment (a copy of the stamped add slip) to Mr. Davis. We will visit the library and LRC the second class.

Student Learning Outcomes

A. Write convincing, well-organized paragraph compositions (1-2 pages) and brief essays (2-3 pages).
B. Successfully incorporate English usage rules and concepts into sentences and compositions.
C. Use textual support in a composition.
D. Read actively (annotate, identify rhetorical principles in context).
E. Think critically. Analyze problems by differentiating fact from opinion, and using evidence and sound reasoning to specify multiple solutions and their consequences.
F. Communicate effectively. Present arguments in a well-organized manner to persuade, inform, and convey ideas in academic, work, family and community settings.
G. Respect cultural diversity. Engage with other cultures in an effort to understand them.
H. Demonstrate ethics. Practice personal and professional integrity, honesty, and fairness, and apply ethical principles in submission of all college work.

Course and Institutional Objectives

A. Identify sentence fragments, comma splices, misused commas, fused sentences, misplaced and dangling modifiers, incorrect pronoun case, faulty pronoun reference, pronoun-antecedent disagreement, subject-verb agreement, wrong tenses.
B. Locate the thesis/proposition, identify types of support (examples, facts, details, reasons, illustrations, anecdotes), indicate shift from general to specific levels of support, identify essay modes (contrast, classification, definition, cause/effect, process, persuasion), summarize content, advocate or challenge the author’s opinion.
C. Indicate functions of characters, plot, setting in relation to themes and development.
D. Pre-write, write, and rewrite; also compose a rough draft, revise, and resubmit.
E. Delimit subjects by brainstorming and outlining, organize content (spatially, chronologically, climatically, etc.), compose introductory and concluding paragraphs.
F. Develop confidence and fluidity in writing.

Required Texts

     Title of Text:  Exploring Writing: Sentences and Paragraphs(J. Langan)
     Edition:   1st

     Supplemental Materials: Guns, Germs, and Steel (J. Diamond)

Students’ Materials: Students must have a 3-ring binder in which to write, take notes, and store hand-outs, quizzes, and essays. Students will attend each class with binder, pen or pencil. All books are available from the WLAC Bookstore.

Evaluation

A. Attend class regularly; notify the instructor if you have a valid reason for absence.
B. Participate actively and constructively in class, in small groups, and with a partner.
C. Improve work quality during the sixteen weeks; drafts and revisions will be expected.
D. Maintain an organized 3-ring notebook (binder) with the sections including Hand-outs, Class Notes, and Reading Log. I will check binders periodically.

Grading Scale: Letter grades: A=89.5-100%. B=79.5-89.4%. C=69.5-79.4%. D=59.5-69.4%. F=below 59.4%.

Class Routine and Assignments

The following plan is tentative, meaning it will change depending on student aptitude, performance, and interests. Expect revisions and divergences.
1. All reading selections are from our class’s textbook, Exploring Writing. The textbook is divided into five main sections: Writing Process, Effective Paragraphs, Sentence Skills, Readings, and Appendixes. The nonfiction book Guns, Germs, and Steel will be used concurrently with the textbook.
2. Students are expected to revise and resubmit three to five essays. The class is highly writing intensive.
3. Expect pop quizzes over homework lessons. Quizzes ensure you’ve read and that you attend class.
4. Our classes will follow this schedule:
a. Warm-up exercise (e.g. freewrite, copy and analyze a quotation, solve a riddle, react to a prompt, read your book silently, respond to song lyrics, display general trivia knowledge);
b. Review homework and possibly take a quiz;
c. Lecture about and complete two new chapters of the textbook;
d. Collectively read aloud one story from the Readings section;
e. Write a thorough response using clear sentences and later paragraphs;
f. Copy homework assignment for the next week.