October 8, 2013 - Tuesday

Class Work

1. Let's meet your audience. At your table, share with the others. This is posted in MyCompLab. Just read it to the table members. Then, discuss what you plan to include in the paper to convince them.

2. Here are some more tips for writing an argumentative essay:
http://www.roanestate.edu/owl/argument.html

3. Let's go back to "Cry Wolf" and look at the documentation.

http://grammar.ccc.commnet.edu/grammar/composition/argument_sample.htm

You will need to document your sources and use internal reference notes.

http://leo.stcloudstate.edu/research/mlaparen.html

http://virtual.parkland.edu/walker102/mla.htm


For homework, decide which stories, statistics, interviews, and/or researched information will result in the best introduction. Save the leftovers for the conclusion. Keep track of your source on EasyBib or citation site of your choice.

Write your draft. Remember, you must take a stand. You must convince your audience of your opinion.  Post your working bibliography at the end of your draft.

Post in MYCOMPLAB.

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Moving on . . .

Parsing a rock...parsing a person . . . What are the qualities of the perfect date in 2013?

For homework, read "Virtual Love" by Meghan Daum. In MyCompLab, post a one or two paragraph reaction to the topic of the essay. Here is the link:

http://masf212.wordpress.com/2006/06/01/love-special-modern-romance/

 
Post in MyCompLab.

October 3, 2013 - Thursday

Class Work

We saved this for today... Conduct a bit of research to get ready to write a persuasive essay about body art.

 

• Are there any statistics that would help you make your point?
• Who needs to know your point of view - identify your audience (Post in MyCompLab - see below)
• Has your term been in the news? Find a story or two.
• Use the notes from the group research to reference the history of your topic.
• Has the body art been prominent in the media - movies, television, recordings, YouTube, etc?
• Is the body art featured in a song or poem?

Answer the questions. Please bring your answers to class. Be sure to keep track of your sources. EasyBib is a good place to do this. Annotate each source for note keeping purposes.

Let's take a closer look at "audience."

Your task with the next essay is to write to a specific audience to convince that audience that your chosen type of body art is OK or to convince that audience that your chosen type of body art should be avoided.

The first step is to decide on a position - for or against.

Second, identify your audience. Who needs to hear your thoughts? What are their values? What common ground do they share with you? How might you qualify your position to influence their opinion? Is your audience friendly, or is your audience against your stance? What does your audience already know about your topic and stance?

Handout: Sample Audience Profile

Your task is to write an audience profile. Try to be as specific as possible and include such information as economic status, gender, age, interests, and values. Are the members of the audience friendly or hostile? What claim will you make? What reasons will you need to provide to convince them that your claim is valid? What type of evidence will you need to convince them? Take the next 10 minutes to describe your audience. Post in MyCompLab.

Now that  you know your audience, how will you convince them? Please visit: http://grammar.ccc.commnet.edu/grammar/composition/argument.htm

Let's look at the ways in which a writer convinces an audience.

When considering the various persuasive techniques that might be used, know that the best question to ask is, "Does this make sense?" If the answer is, "Yes," then you have correctly used argumentative techniques.

We will look at part of the sample essay in class. Please finish reading it and the annotations for homework. "Cry Wolf" is a good example of a persuasive essay. Simply click on the "sample essay" link at the site noted above.
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Claims, Reasons, and Evidence

A good argumentative or persuasive essay is developed with a claim, reasons why that claim is true, and with evidence that the reasons are accurate.

To learn more about Argumentative Writing go to MyCompLab.

• Go to Resources.
• Click on Writing
• Click on Writing Strategies
• Select Argument
• Work through the modules for homework

In addition, complete Comprehensive Diagnostic Test #1 in MyCompLab.

October 1, 2013 - Tuesday

Class Work

MyCompLab is now ready for you to register.
Course: EatonEnglish101 8:00 am
Course ID: eaton76645

1. Please return to your Body Art groups. This was the assignment:
Group Activity:

• History of tattoos
• History of hair design
• History of piercings
• History of body modifications
• History of clothing/fashion design
• History of make-up.( War paint counts!)

Join one of the five groups listed above. You will conduct a quick Internet search and look for the beginnings or history of your body art assignment. Consider:

• Where did it begin?
• Why was it done?
• Did age have anything to do with the "ritual?" Was it a ritual?
• How was it done? What were the materials/tools that were used?

Prepare a brief presentation for the class. Feel free to use PowerPoint to show pictures or to point out amazing facts! Keep track of your sources. Create a Works Cited page for the group. What sources did you use?

 

You have 15 minutes to coordinate. Each person in your group needs to have a part. Prepare a slide or page that provides names and assignments. I need that when your group begins.

 

2. Presentations: Take notes during the presentations. Notes will be collected. You may hand write the notes. Bulleted lists are fine.

 

3. At your table, read your Body Art story. One volunteer from each table will share with the class. Others may volunteer to share. Listen for:

A. Details

B. Plot

C. Dialogue

D. Message/purpose

 

4. How does one persuade in writing? What tools can you use? What techniques work?

Consider how products are sold to you. Grab a magazine. Glance through it and concentrate on the ads. What is done to get you to spend your money on the products? (Focus on three ads. Respond in writing to the following:

 

• Consider the colors used
• Determine the target audience.
• What is your first impression? To where is your eye drawn?
• Look at the presentation of the product
• Observe the others in the picture.
• Read the words.
• Bottom line: Would you spend your money on the product? If so, explain. If not, what would need to happen to get you to purchase the product?

5. For homework, post your reactions to the ads in Canvas.

• Three ads
• Answer the questions
• 10pts. each

6.Save this for Thursday... Conduct a bit of research to get ready to write a persuasive essay about body art.

• Are there any statistics that would help you make your point?
• Who needs to know your point of view - identify your audience
• Has your term been in the news? Find a story or two.
• Use the notes from the group research to reference the history of your topic.
• Has the body art been prominent in the media - movies, television, recordings, YouTube, etc?
• Is the body art featured in a song or poem?

Answer the questions. Please bring your answers to class. Be sure to keep track of your sources. EasyBib is a good place to do this. Annotate each source for note keeping purposes.

 

 

September 26, 2013 - Thursday

Class Work

1. EMCC Writing Rubric Review: You need to have a copy of your "I Am A Writer" essay showing on the screen or printed on paper. I will give you a paper copy of the rubric.

2. Register for EasyBib: www.easybib.com

3. We will register for My Comp Lab on Tuesday. I ran into trouble creating the course.

4. Let's talk about body art.

5.  What do you think about body art? Do you have piercings or tattoos? If so, is there a story? (sharing) Consider your hair - styling it is also a form of body art. You might have a story about it as well! How about the way you dress? Have you ever worn something that "changed you or impresses or shocked others?
Make up is also body art. Do you have any stories to go with a make-up experience?

6. Group Activity:

• History of tattoos
• History of hair design
• History of piercings
• History of body modifications
• History of clothing/fashion design
• History of make-up.( War paint counts!)

Join one of the five groups listed above. You will conduct a quick Internet search and look for the beginnings or history of your body art assignment. Consider:

• Where did it begin?
• Why was it done?
• Did age have anything to do with the "ritual?" Was it a ritual?
• How was it done? What were the materials/tools that were used?

Prepare a brief presentation for the class. Feel free to use PowerPoint to show pictures or to point out amazing facts! Keep track of your sources. Create a Works Cited page for the group. What sources did you use?

Homework

Part I: Read "Under My Skin" by Jon Bowen http://www.salon.com/1999/06/23/tattoo/

Answer the following questions for "Under My Skin." Be prepared to discuss in class.

1. How do the anecdotes about himself and his tattoo artist ("Flash Gordon") enrich this essay?

2. Bowen deliberately shifts from first person "I" to second person "you" as he describes the process of getting a tattoo and reconsidering the tattoo. Find three examples of the second person perspective as you evaluate this strategy.

3. Find three examples of Bowen's use of humor, catchy phrases or lively tone to keep this informative essay from becoming tedious or predictable.

4. The author uses allusions that may be familiar to many readers. Do you know the origin of "Flash Gordon", "tabula rasa" or "to undo or not to undo - that's the question?" How do references to familiar characters or phrases help or hinder an essay?

5. Evaluate Bowen's inclusion of direct quotations from tattoo technicians and medical specialists to describe the reasons for removal, the degree of pain, and the results. How does Bowen keep this research from making his essay too technical or inaccessible for the readers?

(Questions from Between Worlds pp. 32-33.)

Post your responses in Canvas. You do not need to type the questions. Simply number the answers. This is due Tuesday.

Part II
Write the final copy of your introductory essay - The Writer in You. Post the final in Canvas. Please print a paper copy for me to use.

Part III
On paper, write out your personal Body Art story. This should be about a page long. Post in Canvas.

September 24, 2013

Class Work

Welcome to English 101! Let's get started.

1. Getting to Know You activity...
2. Syllabus overview (See previous post or Canvas)
3. Create lists: - one list per table - post when finished

• Top 10 Reasons to become a great writer
• Tope 10 things to hate/fear about writing

 4. Locate a quotation that sums up your personal opinion about writing.
http://www.quotegarden.com/writing.html

http://www.quotationspage.com/subjects/writing/

http://thinkexist.com/quotations/writing/

 In class activity:  In one paragraph, explain how the quotation relates to you. Post in Canvas. Be sure to give credit to the author of the quotation and to provide the URL.

 5. Now, travel back through time to the first time you wrote. What is your memory of that experience. Also think about  your best writing experience.  Discuss at your table for five minutes. Then, write about the experience for five minutes. Sharing will follow.

6. Hop back into that time machine and travel to the time when you were most frustrated as a writer. Again, discuss for five minutes then write for five. Sharing will follow.

7. What are your hopes for your writing? What struggles still exist?

Your homework is to write a draft where you introduce your writing self to me. Please include:

• Your quotation and explanation
• Your best and/or first writing experience
• Your worst writing experience and your struggles
• Your hopes for this course
• Write in 1st person. This is your story.
• Bring a paper copy to class on Thursday or be able to call it up quickly on the class room computer.

Post the draft in Canvas before class on Thursday. 25 pts

Syllabus for English 101 Fall 2013

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

First – Year Composition – 3 Credit Hours – English 101
Instructor: Mrs. Patricia Eaton

E-mail: patricia.eaton@estrellamountain.edu

Blog: www.eatonenglish101.blogspot.com Note: The blog is your link to what is happening in class and what is due. Links to readings are also posted on the blog. It is your responsibility to check the blog often.

Adjunct Office: 623-935-8139 - Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays.

Required Text:

You need the access packet with the code to MyCompLab Without the access code, you will not be able to submit your work. Essays and other assignments will be submitted electronically on MyCompLab.

Do not plan on using the temporary access offered by MyCompLab. It runs out before the course is over. You run the risk of having your work deleted by the company. This will make it necessary for you to do all of the work again.

Note: This syllabus is subject to change based upon the progress of the class. Daily updates will be provided on the blog. If you miss a class, be sure to contact me and ask for help if you do not understand the blog.  Also, be sure to check the blog for updates and links to required readings.

Office Hours: By appointment – my schedule is flexible.

Course Description

(Prerequisite: English placement test score of a grade of “C” or better in English 091.)

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: Patricia.Eaton@estrellamountain.eduand go to www.eatonenglish101.blogspot.comfor daily updates for the course.

Students are expected to complete any homework for the missed day by the next class period.

Important FYI:

Attendance policy (typically, students are allowed the number of unofficial absences according to the number of times a class meets per week; ex: TR, students are allowed two unofficial absences and may be dropped after that.)

2.3.2 Attendance

· Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.

· Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.

· At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.

· Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or at the college.

Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may 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. In order to tape group discussions, permission must be given by the instructor and the students in the group.

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 printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, 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. The Writing Center is located on the first floor of Estrella Hall.

Grading Scale:

· Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points each. I use the EMCC Writing Rubric. I will provide a paper copy with each written assignment.

· One PowerPoint oral presentation: 100 points

· One Powerpoint slide show: 100 points

· Exam essay - the exam counts as a regular essay. Note that all students must attend class on the day of the exam. This is an EMCC policy. 100 points

· Class participation = 100 points –This includes attendance and homework.

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 exercises, 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.

2.3.11 Academic Misconduct

1.      Definitions

A.    Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.

B.     Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.

C.     Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the internet and not properly identified is also considered plagiarism.

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.

FYI:  You MUST physically attend class on the day of the exam in order to pass the course.  The location and time will be announced.

Competencies Matrix: http://www.estrellamountain.edu/employees/committees/saac/gen-ed-abilities (FYI)

Writing Rubric: SAAC-October 21st-draft.doc (A paper copy will be provided.)

 

 

Final Grades

Dear 101 Class,

The grades are complete. If you check on MyCompLab, you can see your total points.

Here is the grade chart:

900-1100 = A

650-899 = B

Below 649 - You did not pass. You have received a separate e-mail from me explaining the situation.

Please let me know if you have questions. Again, thank you for a wonderful semester.

Sincerely,
Mrs. Trish Eaton