ROBERT CHANDLER ENGLISH 101 206A Henry Hall--735-4877 ----------------------------------------------------------------- GOALS: When you complete this course, you should be able to: 1. Write a CLEAR, ANALYTIC college level essay characterized by UNITY, ORDER, COHERENCE, and EMPHASIS; 2. Write an essay that identifies and addresses a SPECIFIC AUDIENCE ; 3. Use drafts before the final draft and peer critiques to improve your writing; 4. Write consistent TOPIC SENTENCES that generalize the content of paragraphs and act as TRANSITIONS between the paragraph and the thesis idea; 5. Use support in the form of EXAMPLES and ILLUSTRATIONS to support topic ideas in paragraphs; 6. Identify opportunities in a paragraph to substitute FACTS and DETAILS to add credibility, life, and color to your writing. STRUCTURE: The class will focus on your writing. Examples will be drawn from writing done in this class and in past classes as well as from the book. There will be in class active exercises to help you sharpen your writing skills. You will be expected to submit thesis sentences, outlines, rough drafts for peer review, and final drafts as assigned. We may have the opportunity to do some one paragraph in-class writing exercises. GRADING: You will be graded on a weighted average of the 6 short (500 - 750 words) and 2 in-class essays. Improvement will be incorporated into the grade. Later essays in the course will carry more weight than early essays if this will improve your final grade. The style and development in the out-of-class essays should not differ unreasonably from the in-class essays or the final grade in the course will substantially reflect the in- class essays. GRAMMAR: Correct grammar is expected, although not everyone will be able to fulfill that expectation. You are not given "points" or credit for using correct grammar. However, gross inattention to grammar and mechanics will count against you as much as 4 grade levels in extreme cases. If such a situation should arise, something has gone terribly wrong in the peer review and I will consult not only with you but with the individuals who reviewed your work.  ATTENDANCE: You are expected to be in class. If you miss class, you are responsible for what occurs in class in your absence. That means you must contact another student and find out what occurred in class. Be prepared to spend some time listening and asking questions (if you have a good source). If prewriting is due in class that day, you should prepare it and give it to a classmate. WRITING ASSIGNMENTS: The essays will isolate particular techniques for thinking about and organizing material--directions, process, comparison/contrast, classification, etc. Each assignment will ask you to develop one or more skills (like organizing groups of smaller ideas under a more general idea) and then continue using that skill in each succeeding assignment. The final paper will offer you an opportunity to combine the various methods and techniques by writing about a problem/solution. PREWRITING: The Thesis Sentence, Outline, and Rough Drafts will be called "PREWRITING." Essays submitted without prewriting will be summarily returned and will begin losing grade levels each class period AS OF THE DUE DATE (NOT the day I return the essay to you). LATE PAPERS: I will not accept late papers. However, if an emergency arises, contact me immediately and we will see what arrangements can be made. Do not despair and fail to contact me immediately. My telephone # at school is on the top of this page. My email address is CHANDLERR1@HAWAII.RR.COM NOTICE: NO ESSAY WILL BE ACCEPTED AFTER THE DUE DATE OF NEXT ESSAY. YOU WILL RECEIVE A ZERO FOR THE ESSAY. FAILURE TO SUBMIT AN ESSAY WILL RESULT IN A 0 BEING ENTERED. THAT IS FAR WORSE THAN AN F. It will quite simply mean your final grade in the course will be at least one grade level lower.  GRADING: You should be trying to write work that not only is formally correct, but work that colorful, lively, and intelligent. I reward those who can support important generalizations and assertions (topic ideas) with excellent grades. "A" level work in this class is not only clearly written, it is well-developed, intelligent, and accurate. I will accept no less for A level work. I will grade essays on the following: 1. How clearly you have used a thesis idea to unify your essay 2. How clearly you have used topic ideas to unify paragraphs 3. How fully you have developed the topic ideas of your paragraphs and the thesis idea of your essay 4. How carefully you have edited your essay to suit the assigned audience 5. How carefully you have edited your essay to suit the purpose 6. How carefully you have edited your essay for style 7. How effective your introduction was in light of the audience and the purpose 8. How effective your conclusion was in light of the audience and purpose 9. How carefully you have conformed to the conventions of standard written English. CORRECTION SYMBOLS: Most are on the next to last page of the Scott, Foresman Handook for Writers. . Those unique to me (WW, WC, D/EX, WTS) will be explained in class before the first essay will be returned. FORM: All essays will be spellchecked, proofed, and printed. All essays will be stapled in the top left corner. All pages will be separated. All ribbons must be reasonably new and printer ink reasonably dark. My eyes have seen too many essays and I need dark print. Each essay will have your name, the date, and the essay # on the first page or on a cover sheet. NAME DATE ESSAY # ACADEMIC HONESTY: Students are expected to do their own work, even when you are asking help from others in thinking about your work. Moreover, we expect you to promote academic honesty by reporting violations to your instructor or an university official. If I discover cheating, I will pursue the remedies recommended in the Chaminade Catalog (p. 50) through the Executieve Vice President and the Provost. "Punishment . . .may range from an 'F' grade for the work in question to an 'F' for the course to suspension or dismissal from the University" (p. 50). Students are expected to do their own work, even when you are asking help from others in thinking about your work. Moreover, we expect you to promote academic honesty by reporting violations to your instructor or an university official. If I discover cheating, I will pursue the remedies recommended in the Chaminade Catalog (p. 50) through the Executieve Vice President and the Provost. "Punishment . . .may range from an 'F' grade for the work in question to an 'F' for the course to suspension or dismissal from the University" (p. 50). Plagerism: Plagerism is the offering of work of another as one's own. Plagerism is a serious offense and may include, but is not limited to the following: 1. Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is always mandatory. 2. Paraphrasing the work of another without proper author acknowledgment 3. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, internet information, or other assignment that has been prepared by another individual. (General Catalog 2001-2002, p. 50). ENGLISH 101 AUG 27 Introduction to the course. 29 Thesis. Topic Sentences. Skwire: pp. 1 - 9, 11 -. Prepare orally answer the questions in "Exercises for Review" pp. 9 - 10 . Writing Exercise--In Class 31 ASSIGN ESSAY #1 (DIRECTIONS) SEP 3 LABOR DAY 5 THESIS SENTENCE #1 DUE Development: "David's Place" and other examples-- Audience and Development: "Windows" (handout) Skwire: pp. 99 - 103. 7 Return Thesis Sentences with comments. What is an outline: Skwire: p. 103, 131-132 Development in Directions Essay: "Windows" exercise. 10 OUTLINE #1 DUE Examples and Illustrations: "Adrift on a Sea of Words" (handout) 12 OUTLINE #1 RETURNED 14 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW Bring a copy of your essay so 2 other students can look at and comment on your work while you work on theirs. Scott Foreman: pp. 81 - 83 17 ESSAY #1 DUE Assign Essay #2: Comparison/Contrast Analysis Structure: Twain/Madame Soli -- (handouts) Skwire: pp. 157 - 163 19 Continue Twain/Madame Soli 21 THESIS SENTENCE #2 DUE Grammar List from recent essays. 24 OUTLINE #2 DUE 26 Development Exercises. Writing an Introduction: Skwire 140 - 141. 28 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW 1 ESSAY #2 DUE Assign Essay #3: Classification Analysis 3 THESIS SENTENCE #3 DUE 5 Grammar List from Recent Essay 8 DISCOVERER'S DAY 10 OUTLINE #3 DUE 12 Wordiness Exercises 15 17 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW 19 ESSAY #3 DUE Assign Essay #4: Cause/Effect Analysis Skwire: pp. 193 - 197 22 THESIS SENTENCE #4 DUE 24 26 OUTLINE #4 DUE 29 31 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW NOV 2 ESSAY #4 DUE Assign Essay #5: Definition Analysis 5 THESIS SENTENCE #5 DUE "Stress" (handout) -- What methods of defining are used in this essay? Skwire: pp. 255 - 258 7 9 OUTLINE #5 DUE Begin a discussion of Essay #6--Library Paper 12 VETERAN'S DAY 14 LIBRARY DAY: MEET IN LIBRARY 16 LIBRARY DAY: MEET AGAIN IN LIBRARY 19 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW 21 ESSAY #5 DUE Assign Essay #6 -- 23 THANKSGIVING HOLIDAY 26 THESIS SENTENCE #6 DUE 28 30 OUTLINE #6 DUE 3 5 ROUGH DRAFT DUE IN CLASS FOR PEER REVIEW 7 LAST DAY OF CLASS ESSAY #6 DUE