COLLEGE COMP I

 

 

Instructor: Regina Popper

____________________________________________________________________

 

 

INSTRUCTOR'S OFFICE: C-l54

 

INSTRUCTOR'S PHONE: (Best to call home at 962-1287)

During office hours call 595-2263; e-mail me at rpopper@fv.stlcc.edu

Fax number is 962-9963.

OFFICE HOURS: M-W-F from 10:00 to l0:50 a.m.

or W-F from 2:00 to 2:30 p.m. or by appointment

 

You will surprise yourself with the progress you make in your writing! Along the way, you will enjoy some interesting reading, writing and discussion in our course. Officially, College Composition l0l focuses on the following: expanding your knowledge of words and the way words are used, learning how to improve content and organization in your writing, developing your ideas in several essay formats, understanding and responding to ideas in essays from your reader, improving grammar and writing skills, and learning library research and documentation techniques to complete a short research paper.

TEXTS: The Bedford Reader (6th edition)

Quick Access: Reference for Writers (1996)

A dictionary, such as the Merriam-Webster or New World

Notebook with loose-leaf paper

Ink pen

Pocket folder for keeping essays and other class papers

 

OBJECTIVES: During the course, the Composition 101 student should

 

l. Know words as a center of writing and communicating and know what a dictionary and thesaurus can offer. Some focus on language history and dialects may be appropriate.

2. Use diction (word choice) appropriate to an essay's subject, audience, and purpose.

3. Understand paragraph structure, including the function, formulation, and placement of topic sentences, methods of achieving coherence, and patterns of paragraph development.

4. Identify and choose rhetorical patterns (such as persuasion or comparison-contrast) in essay development.

5. Practice writing thesis statements.

6. Demonstrate organization in his or her writing appropriate for subject, audience, and purpose.

7. Edit essays for punctuation, grammar, structure, and content.

8. Recognize that writing is a recursive process of drafting, revising, and editing.

9. Understand that an essay should have

a. college-level content.

b. an awareness of the audience.

c. a clear, central idea and focus.

d. an introduction, body and conclusion.

l0. Enhance critical thinking skills through both exposition and argument.

ll. Write a documented paper using library research support materials.

l2. Be aware that Comp 1 expectations may include

a. both in- and out-of-class writing.

b. mastery of basic grammar.

c. competence in writing a variety of sentence patterns.

d. the production of at least 3,000 words in carefully assessed

assignments (five compositions of two pages each and a research paper of 4-6 pages, all in 12 point type and double-spaced with appropriate margins).

e. typed or word processed compositions.

f. collaborative tasks, including peer review and editing.

g. conferencing with the instructor.

 

GRADES AND ATTENDANCE: All five essays and the research paper must be completed to pass the course. Each essay will count 10% of the grade. Class and library preparation for the research paper will count 10%. The research paper itself will count 10%. Homework, read/respond sheets and other short writing assignments will count 20%. And attendance will count 10%.

The 10% attendance grade will count as follows:

2 absences = A

3 absence = B

4 absences = C

5 absences = D

6 or more = F excessive

This grade is meant to reward good attendance and discourage spotty attendance. However, if your grade is teetering between a B and a C, for example, the 10% may make a difference. I am reasonable and understand true emergencies. Contact me promptly to discuss your absence if you are absent more than once.

If you miss more than five classes before mid-term, you should know that your success is seriously threatened; most such students do not go on to pass or earn much lower grades than they should.

Prolonged illness or absence for campus sports team events requires a written excuse from a doctor or coach.

NOTE: The first two papers with a grade of C- or lower must be rewritten carefully in order to improve the score to a C or C+.

HOMEWORK: The standard ratio is two hours of homework for each hour in a college class. New homework schedules will be distributed every few weeks. In general, the essays are due about every two weeks, except for the research paper which will cover a four or five week span at the end of the semester.

All essays must be typed or completed on a computer. You will also be submitting an outline of your essay along with your rough draft. (A rough draft shows evidence of many changes to improve the writing.)

You are strongly advised to discover how easy it is to correct and improve a paper if you work on a computer! Use the MacLab or the Library computer area. To save your work on the computers, you will need an inexpensive disk that you may purchase from the Bookstore. Finished papers should be proofread carefully.

 

WRITING CENTER and MACLAB: The Writing Center in the Communications Building (Room l38) has tutors to assist you with any part of writing assignments. The tutors can give specific assistance with grammar problems and can also help in planning and organizing a piece of writing, but the work must be your own. The Computer Lab, also in the Communications Building (Room l32), has Macintosh computers for you to use in writing assignments. Also try the library computer room if you prefer other types of computers.

 

LATE PAPER RULE: Because you will be exchanging your essays (a very important learning opportunity!) on the day they are due, papers are due in the beginning of class otherwise they are marked down a full grade. However, if at the end of the semester a student has only one late paper, the original grade will be restored.

Please note that students who consistently turn in late papers seem to be the ones who eventually drop out or fail. All essays must be completed to pass the course and nothing is worse than trying to finish an old assignment when new ones keep coming.

EXPECTATIONS: I want to help you complete this course, but you must do your part. You should attend class regularly and do all of the assigned reading and writing. All writing should be your own, not copied or done by another person; plagiarism is a serious problem and would warrant an F grade! Faculty and staff are here to help you learn. Do yourself a favor and don't hesitate to ask questions or get help if you have any problem. Our Writing Center tutors and Administration Building counselors are understanding and helpful whether the problem is academic or personal.

WITHDRAWING: If you run into a crisis or emergency (health or otherwise), please call me. Don't just disappear; many times an arrangement can be worked out to help you through an emergency or unexpected situation. The instructor can NOT give you a W for withdrawal. You will end up with an F on your record unless you officially withdraw from the course by completing a form at the Counseling Office. The last day for a student to withdraw from this course is Monday , Nov. 17.

 

STUDENTS WITH SPECIAL NEEDS: Please inform me after the first class of any special needs you may have so that I may make your learning experience more comfortable and successful. If you need special testing arrangements, note taking assistance, seating close to the front of class, additional testing time, or other accommodations because of a documented disability, please feel free to discuss this with me privately. The college's Access Office will assist students with such needs. Please call them at 513-4549.

 

REMEMBER:

"Opportunity is missed by most people

because it is dressed in overalls and

looks like work."

---Thomas Edison

 

Popper

Comp I

COURSE OUTLINE

 

(Ask me about Honors Credit!)

 

Week 1 Introduction; in-class writing; get to know each other; readings in textbook on Description.

 

Week 2 Additional readings on Description as well as word choice; preparation for rough draft of Essay #1 which emphasizes vivid lively writing; in-class writing

 

Week 3 Rough Draft of Description Essay due beginning of week; Final Copy due end of week; peer review of both; review of frequent writing errors

 

Week 4-5 Readings on Illustration; "slow motion" progress toward Essay #2

allowing careful review of thesis, outlining, and types of paragraphs: intro, middle and conclusion; extra time for conferences

 

Week 6-7 Before completing your Final Copy of your Illustration Essay, you will have a grammar review workshop and become more familiar with your Comp I handbook; exercises will be applied to your rough draft.

OPEN BOOK Grammar Quiz; completion of Illustration Essay.

 

Week 8-9 Readings on Comparison/Contrast or Classification; peer review of both rough and final versions of Essay

 

Week 10-11 Readings and video excerpts from a film and comedy/satire shows; class discussion and debate on three topics using persuasion--two topics will be chosen by the class; you will compile a list of pros and cons and ultimately use them during an In-Class Essay.

 

Week 12-15 Library tour and preparation for your 3-5 page Documented Paper; (a brief research paper requiring only three sources); conferences over thesis, outline, works cited cards and notecards, and first pages of rough draft; classtime will move back and forth from library to classroom.

(This might be your favorite part of the course if you find a fascinating topic!

Week 16/Final Week

Documented Papers returned; Final In-class Essay.

 

BACK