Tuesday - August 31

Class Work



1. Submit "Writing is . . ." essay. Include the draft and peer editing comments. Place the final copy on top.



2. Create/share your mind map of body art with the others at your table.

A. What did you find in common?

B. In what ways did your ideas differ?



3. Discussion of body art "On Teenagers and Tattoos" p. 24 and "Under My Skin" p. 29. and the articles you located.

A. Identify the audience for each selection. How could you tell?

B. Should body art be accepted by adults? Justify your response.

C. Should children be allowed to have piercings and tattoos? Why/why not?

D. On a more personal note: Explain why you do or do not have piercings, tattoos, or other body art. "Every tattoo tells a story. . ." from "Under My Skin" by Jon Bowen



4. Creating a definition of narrative writing. What are the elements of a good story? See p. 63 in "The McGraw-Hill Handbook (4D)



See pp. 429+ in Between Worlds for tips on when using narration, organizing for narrative writing, brainstorming for a subject, drafting, sample essay, and final tips. Pay careful attention to the final tips (p. 437)

Homework

1. Determine a purpose for writing a narrative related to body art. What's your point?
2. Determine a specific audience. Write a description of this audience. Are they friends or foes to the topic? This will determine your voice and will guide your examples.
3. Tell your personal story. It will be the center of your essay. Use first person. You are using narration "to engage, entertain, inform, and/or persuade your audience." (from p. 429)

Bring your narrative draft to class on Thursday. Include dialogue, description, and a working thesis in your draft.

Class Work

1. Review rubric
2. Peer edit
3. How to create a Works Cited page

http://www.easybib.com/

4. Taking a look at MLA formatting

5. Body Art and narrative writing

Homework

1. Finish the final copy of the "Writing is . . ." paper.
2. Create a "mind map" of your thoughts on body art
3. Bring the final copy to class along with the peer editing remarks on the rough draft. Place the final copy on top

August 24th

Class Work

1. Introductions
2. Important information
* Blog: eatonenglish101.blogspot.com
* E-mail: patriciaeatonaz@yahoo.com
3. Review of syllabus: a paper copy will be available on Thursday
4. Talking about writing - "Writing is . . ." You will be working in groups to discuss the following:
* Definition of writing
* Quotations about writing - (See syllabus blog)
* Personal experiences about writing
* Best writing you ever read
*Best writing you ever wrote
* Reasons to write
* Goals for personal writing growth
5. Review of the writing rubric
6. Assignment: Compose a paper where you define what writing is to you. Include at lease three items from the above list in your paper.

Homework
1. Write the draft of your paper - bring a paper copy of the composition to class on Thursday.
2. Read the following in Between Worlds: "On Teenagers and Tattoos"by Andres Martin p. 24 and "Under My Skin" by Jon Bowen p. 29. Be ready to discuss the questions for each selection in the "Thinking About the Text" section.

Welcome to English 101!

Some thoughts: We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason why they write so little. Anne Lamott

Write something to suit yourself and many people will like it; write something to suit everybody and scarcely anyone will care for it. Jesse Stuart

Easy reading is damned hard writing. Anonymous (The opposite is also true - Easy writing is damned hard reading!)

http://koti.mbnet.fi/pasenka/quotes/q-writ.htm

Syllabus English 101: Fall 2010 – Tu/Thurs 10:00am-11:15am in Ocotillo Learning Studio 112

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

First – Year Composition – 3 Credit Hours – English 101 – Section 0065
Instructor: Mrs. Patricia Eaton
E-mail: patriciaeatonaz@yahoo.com
Blog: eatonenglish101.blogspot.com
Required Texts: Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition
The McGraw-Hill Handbook 2nd edition (On-line access - pay in the bookstore.)
Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and and check the blog.

Course Description: (Prerequisite: 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 (patriciaeatonaz@yahoo.com or the Estrella Mountain e-mail) and go to eatonenglish101.blogspot.com for daily updates for the course. 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 printed 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:Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. These are 100 points each. (70% of grade)
In class writings, reading response journals, = 10% of the grade.
Exam essay = 10% of the grade
Class participation =
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.

Second

Exam Directions

Exam 101

Directions: Select one of the topics listed below to use as the topic of a well developed essay.

Topics:
1. Stereotypes: Positive or Negative?
2. Appearances: Does appearance matter? If so, when? If not, why not? Should appearance matter?
3. Race: Write an essay arguing that “race” is a delimiting and often derogatory word based more on stereotypes than accurate observations.
4. Living in Two Worlds: Compare and contrast two worlds in which you live and relate your experiences to those described in “Living in Two Worlds” pp. 109+ and “Terra Firma – A Journey from Migrant Farm Labor to Neurosurgery” pp. 116+.
In your essay you must:
1. Take a stand and clearly state that stand in the introduction. (What’s your point?)
2. Illustrate your stand with examples from the articles.
3. Support your stand with evidence from at least two sources.
4. Share specific examples from personal experiences and from the news.
5. Use MLA formatting for the paper.
6. Include in-text citations.
7. Provide a Works-cited page
The paper is due next Wednesday. You will be able to have a class member proof your paper at that time. You will be able to make corrections with pen on the final copy.
This is an opportunity for you to showcase your writing skills.
As always, contact me at patriciaeatonaz@yahoo.com if you have questions.
Before Wednesday, check Blackboard to be sure that your scores for all returned essays are showing. If not, bring the graded paper to class on Wednesday, and I will correct Blackboard.

December 9, 2009

Class Work
· Discuss Los Vendidos: p. 155 – Thinking About the Text
Thinking about the exam:
We have been studying articles about existing between worlds. Pick one of the topics below as the focus for your final essay/exam.
1. Stereotypes: Reference Los Vendidos p. 144+
2. Appearances: Reference “An Identity Reduced to a Burka” p. 124+ and “Hidden in Plain Sight”
p. 129+.
3. Race: “Race is a Four-Letter Word “ p. 120 +
4. Between Worlds: ” Living in Two Worlds” p. 109+ and “Terra Firma – A Journey from migrant Farm Labor to Neurosurgery” p. 116 +.

Homework
Before Friday, read or re-read the selections. Select the topic you plan to write on for the exam. On Friday, you will receive specific guidelines for writing. Know that you will need to research your topic and locate at least two articles to use in your essay. Start looking now!