September 30, 2009 patriciaeatona@yahoo.com www.eatonenglish101.blogspot.com
Class Work
1. Share cause/effect charts – join with others who have the same or have a similar topic. Feel free to share ideas.
2. What articles did you find? What are the “Power Lines?” In other words, what is the most important information in the article?
3. Taking a look at a cause/effect sample essay – p. 451 in Between Worlds and “Cold Comfort” in Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
4. Taking a look at a Works Cited page – p. 176 in Writing Guide
Homework
1. Read the source-based paper on p. 170. The student had been asked to write in response to an assignment on the influence of planned communities on American culture. Note the in-text citations. These are the citations within the paper that give credit to the original source.
2. Make a claim about your topic – what’s your point? Also, locate either an attention-getting statistic or an attention-getting quotation to use in your introduction.
Wednesday, September 30, 2009
Monday, September 28, 2009
September 28
September 28, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. Cause/Effect – working in groups to explain the causes and effects of being late to work. (Fishbone approach)
2. Generating topics . . . what “main event” related to the readings we have studied can you use to create causes and effects?
3. What is your aim? Why are you writing this? Who needs to know?
4. Sample for a causal analysis:
Causes of violence caused by rap music. . . (Supporting points to make and prove.)
A. Lyrics
B. Hypnotic beat
C. Life style of the artists
D. Gangster clothing styles
Event: Violence in Society is increased when people listen to rap music. (I am claiming this – it is the thesis.
Effects of listening to Rap music . . .(Supporting points to make and prove.)
A. Belief that violent actions are normal
B. Negative feelings /actions toward law enforcement
C. Aggression
5. What do you propose?
6. Look at pp. 449-453 for more information on writing a causal analysis.
Homework
1. After determining a topic related to the media’s impact on society, complete a cause/effect chart.
2. Locate articles to support the points you are making. Internal reference notes and a Works Cited page will be required.
Class Work
1. Cause/Effect – working in groups to explain the causes and effects of being late to work. (Fishbone approach)
2. Generating topics . . . what “main event” related to the readings we have studied can you use to create causes and effects?
3. What is your aim? Why are you writing this? Who needs to know?
4. Sample for a causal analysis:
Causes of violence caused by rap music. . . (Supporting points to make and prove.)
A. Lyrics
B. Hypnotic beat
C. Life style of the artists
D. Gangster clothing styles
Event: Violence in Society is increased when people listen to rap music. (I am claiming this – it is the thesis.
Effects of listening to Rap music . . .(Supporting points to make and prove.)
A. Belief that violent actions are normal
B. Negative feelings /actions toward law enforcement
C. Aggression
5. What do you propose?
6. Look at pp. 449-453 for more information on writing a causal analysis.
Homework
1. After determining a topic related to the media’s impact on society, complete a cause/effect chart.
2. Locate articles to support the points you are making. Internal reference notes and a Works Cited page will be required.
Friday, September 25, 2009
September 25, 2009
September 25, 2009 – www.eatonenglish101.blogspot.com – patriciaeatonaz@yahoo.com
Class Work
1. Know the difference. In your own words, explain which is which. You may use the Writing Guide. Work with a partner to write a correct sentence for each.
a. Its/it’sb. Here/hearc. Their/there/they’red. You’re/your/yore
2. Taking a look at censorship – “Should libraries carry pornography?” “Should school libraries carry pornography?” (Class discussion)
3. Song lyrics – do the lyrics in music cause violence in society? Does music alter actions or emotions? (Class discussion)
4. Writing a causal analysis/cause & effect essay (See handouts)
5. Generating topics
Homework
1. Pick a topic and complete a mind map – see pp. 14-15 in Writing Guide.
2. Clearly state your point of view on the topic. Does “x” cause “y”, or does “y” cause “x”? Look at the information on writing a thesis on p. 20.
3. Locate at least three additional sources outside of Between Worlds to use to support your thoughts. Bring them to class with you.
Class Work
1. Know the difference. In your own words, explain which is which. You may use the Writing Guide. Work with a partner to write a correct sentence for each.
a. Its/it’sb. Here/hearc. Their/there/they’red. You’re/your/yore
2. Taking a look at censorship – “Should libraries carry pornography?” “Should school libraries carry pornography?” (Class discussion)
3. Song lyrics – do the lyrics in music cause violence in society? Does music alter actions or emotions? (Class discussion)
4. Writing a causal analysis/cause & effect essay (See handouts)
5. Generating topics
Homework
1. Pick a topic and complete a mind map – see pp. 14-15 in Writing Guide.
2. Clearly state your point of view on the topic. Does “x” cause “y”, or does “y” cause “x”? Look at the information on writing a thesis on p. 20.
3. Locate at least three additional sources outside of Between Worlds to use to support your thoughts. Bring them to class with you.
Wednesday, September 23, 2009
September 23, 2009
September 23, 2009 www.eatonenglish101.blogspot.com patriciaeatonaz@yahoo.com
Class Work
1. What did you discover? What are the most important points in the article you read? Fill in the chart at your table.
2. Are people who play violent video games more likely to be involved in actual acts of violence?
3. Which way does it work – does life imitate art, or does art imitate life? (Give examples.)
4. We will have a whole class discussion on the place of technology in learning.
5. Papers returned !!!!!
6. Taking a look at:
a. Its/it’s
b. Here/hear
c. Their/there
d. You’re/your
Homework
1. We are going to be writing a causal analysis. You need to decide if the media has a positive or negative effect on society. Start looking for evidence to back up your opinion.
2. Read “When the Patient is the Googler” p. 225 and “Is There a Doctor in the Mouse?” p. 229. Be ready to discuss both.
Class Work
1. What did you discover? What are the most important points in the article you read? Fill in the chart at your table.
2. Are people who play violent video games more likely to be involved in actual acts of violence?
3. Which way does it work – does life imitate art, or does art imitate life? (Give examples.)
4. We will have a whole class discussion on the place of technology in learning.
5. Papers returned !!!!!
6. Taking a look at:
a. Its/it’s
b. Here/hear
c. Their/there
d. You’re/your
Homework
1. We are going to be writing a causal analysis. You need to decide if the media has a positive or negative effect on society. Start looking for evidence to back up your opinion.
2. Read “When the Patient is the Googler” p. 225 and “Is There a Doctor in the Mouse?” p. 229. Be ready to discuss both.
Monday, September 21, 2009
September 21, 2009
English 101 – September 21, 2009 – patriciaeatonaz@yahoo.com
www.eatonenglish101.blogspot.com Class Work
1. Surprise! We were selected to complete an assessment today. If you have completed the Writing exercise in a previous class, you will do the English multiple-choice beginning on p. 4. Hopefully, we will all be doing the written assessment. You will earn 10 out of 10 class participation points for doing this today. Listen to the directions.
Homework
1. Pick up one of the articles on Media Violence. Annotate it by putting a “+” over information you find interesting. Put a “?” over information that seems to be confusing or not to be true. Put a
“-“ over information with which you disagree. Put a “*” over the one line you with which you most agree.
2. Read “Makes Learning Fun” by Clifford Stoll and “From Learning as Torture to Learning as Fun” pp. 247-261. Answer the any four of the questions on pp. 253-254 under “Thinking about the Text” and any two questions on p. 260 under “Thinking about the Text.”
www.eatonenglish101.blogspot.com Class Work
1. Surprise! We were selected to complete an assessment today. If you have completed the Writing exercise in a previous class, you will do the English multiple-choice beginning on p. 4. Hopefully, we will all be doing the written assessment. You will earn 10 out of 10 class participation points for doing this today. Listen to the directions.
Homework
1. Pick up one of the articles on Media Violence. Annotate it by putting a “+” over information you find interesting. Put a “?” over information that seems to be confusing or not to be true. Put a
“-“ over information with which you disagree. Put a “*” over the one line you with which you most agree.
2. Read “Makes Learning Fun” by Clifford Stoll and “From Learning as Torture to Learning as Fun” pp. 247-261. Answer the any four of the questions on pp. 253-254 under “Thinking about the Text” and any two questions on p. 260 under “Thinking about the Text.”
Friday, September 18, 2009
September 18
English 101 – patriciaeatonaz@yahoo.com – www.eatonenglish101.blogspot.com\
September 18, 2009, Class Work
1. Discussion on use of Google, You Tube, blogs, twitter, Facebook, My Space, e-mail, on-line photo sites, camera phones, etc.
2. What digital fingerprints do you leave each day? How do you feel about that? Does it bother you, or do you feel safe?
3. Panel Discussion – are you a gamer? Should you be?
4. Group Reading and sharing of concrete information.
Homework
1. Decide – does the media have a positive or a negative impact on behavior in our 20th century American Society.
2. Find 10 reasons to support your opinion. Know the sources.
September 18, 2009, Class Work
1. Discussion on use of Google, You Tube, blogs, twitter, Facebook, My Space, e-mail, on-line photo sites, camera phones, etc.
2. What digital fingerprints do you leave each day? How do you feel about that? Does it bother you, or do you feel safe?
3. Panel Discussion – are you a gamer? Should you be?
4. Group Reading and sharing of concrete information.
Homework
1. Decide – does the media have a positive or a negative impact on behavior in our 20th century American Society.
2. Find 10 reasons to support your opinion. Know the sources.
Wednesday, September 16, 2009
September 16, 2009
English 101 – patriciaeatona@yahoo.com www.eatonenglish101.blogspot.com
September 16, 2009 Class work
1. Share hours spent watching television
2. Learn to write a summary – see p. 256 in Writing Guide
3. Practice writing a summary as a group –
4. Write a summary of one of the two articles you brought to class.
Homework
1. Write a summary of the other article.
2. Read “The Whole World is Watching” p. 219 and “You Tube this!” p. 222. Answer the Thinking about the Text questions after each. If you prefer, you may write a summary of each article. (Reading Log)
3. Write a personal reflection of your personal experience with Google or YouTube – no more than a page. (Quick Write)
September 16, 2009 Class work
1. Share hours spent watching television
2. Learn to write a summary – see p. 256 in Writing Guide
3. Practice writing a summary as a group –
4. Write a summary of one of the two articles you brought to class.
Homework
1. Write a summary of the other article.
2. Read “The Whole World is Watching” p. 219 and “You Tube this!” p. 222. Answer the Thinking about the Text questions after each. If you prefer, you may write a summary of each article. (Reading Log)
3. Write a personal reflection of your personal experience with Google or YouTube – no more than a page. (Quick Write)
Monday, September 14, 2009
September 14, 2009
English 101 – patriciaeatonaz@yahoo.com – eatonenglish101.blogspot.com
September 14, 2009 Class Work
1. Submit final copies of the comparison/contrast essay. The final copy goes on top of the rough draft and editing notes.
2. Let’s talk television:
a. Do you watch television? Why or why not?
b. If so, what are your favorite shows? Least favorite?
c. How many hours per week do you spend watching television?
d. Have your tastes changed over time?
e. To what extend does television mirror life in America?
f. To what extend does life in America mirror television?
g. In what ways does television influence viewers?
h. On what age group does television have the greatest impact?
i. If television ended this afternoon, how would life be different?
j. Is reality television “reality?” Explain.
k. Is reality television “humiliation” television?
l. Is there any subject that would be too real for television?
m. Why do people watch television?
3. Let’s write summaries. You were asked to bring two articles to class related to the virtues and vices associated with television. You will be writing a summary of one of those articles. The article must be at least five paragraphs or sections in length. (p. 256 Writing Guide)
Homework
1. Locate one additional article on the topic of television either for or against.
2. Write a summary of the article. The article must be long enough to enable you to write a two paragraph summary.
3. Keep track of the amount of television you watch between now and Wednesday.
September 14, 2009 Class Work
1. Submit final copies of the comparison/contrast essay. The final copy goes on top of the rough draft and editing notes.
2. Let’s talk television:
a. Do you watch television? Why or why not?
b. If so, what are your favorite shows? Least favorite?
c. How many hours per week do you spend watching television?
d. Have your tastes changed over time?
e. To what extend does television mirror life in America?
f. To what extend does life in America mirror television?
g. In what ways does television influence viewers?
h. On what age group does television have the greatest impact?
i. If television ended this afternoon, how would life be different?
j. Is reality television “reality?” Explain.
k. Is reality television “humiliation” television?
l. Is there any subject that would be too real for television?
m. Why do people watch television?
3. Let’s write summaries. You were asked to bring two articles to class related to the virtues and vices associated with television. You will be writing a summary of one of those articles. The article must be at least five paragraphs or sections in length. (p. 256 Writing Guide)
Homework
1. Locate one additional article on the topic of television either for or against.
2. Write a summary of the article. The article must be long enough to enable you to write a two paragraph summary.
3. Keep track of the amount of television you watch between now and Wednesday.
Sunday, September 13, 2009
September 11, 2009
Class Work
1. Sentence Revisions
2. Peer Editing on the comparison/contrast essay
3. Self Editing for run-on sentences and correct use of commas
4. Sharing of favorite olines/thoughts from the essays
Homework
1. Write the final copy of the comparison/contrast essay. Bring it to class on Monday along with the rough draft and peer editing and self editing marks.
2. Locate two articles from the Internet, newspapers, magazines, or pamphlets. One article should share some positive reasons for watching television shows, reality shows inclueded. The other should tell of the dangers of television. Be sure to keep track of your sources. Bring the articles to class on Monday.
1. Sentence Revisions
2. Peer Editing on the comparison/contrast essay
3. Self Editing for run-on sentences and correct use of commas
4. Sharing of favorite olines/thoughts from the essays
Homework
1. Write the final copy of the comparison/contrast essay. Bring it to class on Monday along with the rough draft and peer editing and self editing marks.
2. Locate two articles from the Internet, newspapers, magazines, or pamphlets. One article should share some positive reasons for watching television shows, reality shows inclueded. The other should tell of the dangers of television. Be sure to keep track of your sources. Bring the articles to class on Monday.
Wednesday, September 9, 2009
Sentences for Revision 9/9/09
Avoid run-on sentences and comma splices . . .
Opportunities for Better Sentences
1. I love art and I don’t think is should go to waste, so I have waited till something of meaning came along, and this year has given me that, now I want to find a tattoo artist and set about getting a piece of art on my skin to remember those that I loved and lost.
2. I could feel my legs going numb, and my heart beating quickly.
3. I’d rather wait on my tattoo, (If I decide to get one) until I know what life has in store for me.
4. Another option of a tattoo I would want to get is a scorpion because that’s my horoscope and I have always liked scorpions.
5. Needless to say, the swelling went down and I enjoyed the piercing for about 8 months until I decided to take it out because the metal was chipping my teeth.
Opportunities for Better Sentences
1. I love art and I don’t think is should go to waste, so I have waited till something of meaning came along, and this year has given me that, now I want to find a tattoo artist and set about getting a piece of art on my skin to remember those that I loved and lost.
2. I could feel my legs going numb, and my heart beating quickly.
3. I’d rather wait on my tattoo, (If I decide to get one) until I know what life has in store for me.
4. Another option of a tattoo I would want to get is a scorpion because that’s my horoscope and I have always liked scorpions.
5. Needless to say, the swelling went down and I enjoyed the piercing for about 8 months until I decided to take it out because the metal was chipping my teeth.
September 9, 2009
English 101 – Wednesday, September 09, 2009 – Mrs. Trish Eaton – patriciaeatonaz@yahoo.com
www.eatonenglish101.blogspot.com
Class Work
1. Discussion of audience – for whom are you writing the comparison/contrast paper? Why?
2. Take a look at conclusions on pp. 12, 21, 116, 71, 261,214. What are the hallmarks of an excellent conclusion?
3. Learn to avoid run-on sentences – PowerPoints from Guide to Grammar and Writing
4. Practice writing perfectly punctuated compound sentences!
Homework
1. Write the conclusion to your comparison/contrast essay. Bring the entire draft to class on Friday.
2. Read “When Reality TV is Good for Us” p. 233 and When Reality TV Gets too Real” p. 239. Answer the “Thinking about the Text” questions following each selection. Record the answers in your reading journal.
www.eatonenglish101.blogspot.com
Class Work
1. Discussion of audience – for whom are you writing the comparison/contrast paper? Why?
2. Take a look at conclusions on pp. 12, 21, 116, 71, 261,214. What are the hallmarks of an excellent conclusion?
3. Learn to avoid run-on sentences – PowerPoints from Guide to Grammar and Writing
4. Practice writing perfectly punctuated compound sentences!
Homework
1. Write the conclusion to your comparison/contrast essay. Bring the entire draft to class on Friday.
2. Read “When Reality TV is Good for Us” p. 233 and When Reality TV Gets too Real” p. 239. Answer the “Thinking about the Text” questions following each selection. Record the answers in your reading journal.
Friday, September 4, 2009
Syllabus 101 Fall 2009
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101 – Section 44926- MWF 12:00 pm
Instructor: Mrs. Patricia Seward-Eaton E-mail: patriciaeatonaz@yahoo.com
Required Texts:
BetweenWorlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
Estrella Mountain Community College Writing Guide, 2nd Custom Edition,2008.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
(Prerequisite: Appripriate English placement test score of a grade of “C” or better in English 071.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail to get a copy of the daily updates for the course. (patriciaeatonaz@yahoo.com) Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of pronted materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935 V?TTY, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.
Grading Scale:
Six essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (60% of grade)
In class writings, reading response journals, and shorter essays = 300 points or 30% of grade.
Class participation = 100 points or 10% of the grade
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
Tentative Schedule
· August 24-August 28
A. Read the following from “Between Generations” in Between Worlds:
§ “Breaking Tradition” p. 21
§ “On Teenagers and Tattoos” p. 24
§ “Under My Skin” p. 29
§ “The Lanyard” p. 41
B. Writing: My Life as a Reader
· August 31-September 28
A. Discussion of readings
B. Working on the paper – narrative/descriptive writing about tattoos, body piercings, or other alterations – dialogue must be included
C. Begin Comparison/contrast essay on dating customs yesterday and today
D. Read “Modern Romance” by Celeste Biever (p. 51 in Between Worlds) and “Virtual Love” by Meghan Daum p. 56+ in Between Worlds.
· September 7 – Happy Holiday!
· September 9-11
A. Work on introductions and conclusions to go along with the comparison/contrast essay
B. Read “Who’s Cheap” by Adair Lara p. 68
C. Continue working on the comparison/contrast essay – focus on organization
D. Learn to give credit to sources
E. Readings: Considering Audience – p. 347 and Practicing Audience Awareness p. 350
· September 14-18
A. Participate in peer editing activities
B. Revise comparison/contrast essay
C. Submit final copy along with all steps of the process
D. Readings: Chapter 10 – Writing to Persuade
First – Year Composition – 3 Credit Hours – English 101 – Section 44926- MWF 12:00 pm
Instructor: Mrs. Patricia Seward-Eaton E-mail: patriciaeatonaz@yahoo.com
Required Texts:
BetweenWorlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
Estrella Mountain Community College Writing Guide, 2nd Custom Edition,2008.
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.
Course Description
(Prerequisite: Appripriate English placement test score of a grade of “C” or better in English 071.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail to get a copy of the daily updates for the course. (patriciaeatonaz@yahoo.com) Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date will be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of pronted materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935 V?TTY, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419.
Grading Scale:
Six essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (60% of grade)
In class writings, reading response journals, and shorter essays = 300 points or 30% of grade.
Class participation = 100 points or 10% of the grade
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
Tentative Schedule
· August 24-August 28
A. Read the following from “Between Generations” in Between Worlds:
§ “Breaking Tradition” p. 21
§ “On Teenagers and Tattoos” p. 24
§ “Under My Skin” p. 29
§ “The Lanyard” p. 41
B. Writing: My Life as a Reader
· August 31-September 28
A. Discussion of readings
B. Working on the paper – narrative/descriptive writing about tattoos, body piercings, or other alterations – dialogue must be included
C. Begin Comparison/contrast essay on dating customs yesterday and today
D. Read “Modern Romance” by Celeste Biever (p. 51 in Between Worlds) and “Virtual Love” by Meghan Daum p. 56+ in Between Worlds.
· September 7 – Happy Holiday!
· September 9-11
A. Work on introductions and conclusions to go along with the comparison/contrast essay
B. Read “Who’s Cheap” by Adair Lara p. 68
C. Continue working on the comparison/contrast essay – focus on organization
D. Learn to give credit to sources
E. Readings: Considering Audience – p. 347 and Practicing Audience Awareness p. 350
· September 14-18
A. Participate in peer editing activities
B. Revise comparison/contrast essay
C. Submit final copy along with all steps of the process
D. Readings: Chapter 10 – Writing to Persuade
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