Syllabus

 ENG 111

English Composition for Speakers of Other Languages I

 

Coordinator:

Office:

Telephone:

E-mail:

William Van Dorp

Room 205

908-659-5129

vandorp@ucc.edu

Carrie Steenburgh

Room 418

908-659-5193

steenburgh@ucc.edu

 

Prerequisites

ESL 092 or ESL Placement Test

 

Course Description

English 111 is designed as a writing course for students whose first language is not English. The sequence of ENG 111 and ENG 112 serves as a substitute for ENG 101 for which the student receives three credits. The other three credits counts towards humanities/language elective credits.

 

English 111 improves students’ skills as successful academic writers.  The focus of this course is to teach students the necessary steps involved in writing a research paper, including summarizing, paraphrasing, citing, and writing a bibliography using MLA style. Attention is given to the cultural implications of thought patterns, organization, and academic writing conventions in English.

 

English 111 includes a required “TAC” (Theme Analysis Conference) hour, in which students meet with the instructor. This is an hour outside of class time that the instructor is available to work with his/her Eng 111 students. You can see the coordinator for suggestions on the use of the TAC hour.

 

Course Objectives/Student Learning Outcomes

·       To demonstrate an awareness of the types of rhetorical styles of writing required in college classes

·       To write well-organized and developed essays (including one research paper) that show unity, and coherence, and demonstrate syntactical variety and range of vocabulary. 

·       To demonstrate an ability to write, revise, and edit a minimum of one paper, of which the teacher only receives the final draft

·       To use a multi-stepped  process to write a research paper using MLA or APA style

·       To incorporate sources by paraphrasing, summarizing and quoting to support and refute ideas without plagiarizing

·       To demonstrate competency in revising and editing essays independently

·       To evaluate other students’ essays through peer review

·       To analyze and differentiate various methods that authors use in effective writing

·       To recognize, analyze, and respond to ethical issues in a variety of readings

·       To demonstrate computer literacy through word processing all papers and managing email

·       To learn how to incorporate information literacy through evaluating sources and through incorporating them into their essays

 

Information Literacy

By the conclusion of the semester, all students who pass this course will have demonstrated, in at least one substantial graded essay, that they understand the fundamentals of research. This will include doing basic research, being able to evaluate sources, and citing at least three of these sources in the proper MLA style in the graded essay. Some of these sources must be electronic, including but not necessarily limited to the internet. Students must pass this essay with a grade C or higher, and students will not be allowed to pass it unless they can adequately demonstrate their ability to quote and integrate sources

Requirements

•    Complete 3 essay assignments of approximately 3-4 pages in length demonstrating control of essay organization (introduction, supporting paragraphs, conclusions, transitions)

      One of the essays will be one in which the instructor only sees the final draft

•     Complete a research project including

                1.  Research from texts, academic journals, library databases, the internet, etc.

                2.  Evaluation of research sources

                3.  A 4-5 page research paper with MLA documentation incorporating paraphrase, summary, and quotation                                                                                         

•     Write responses to assigned readings from a variety of content areas, incorporating ideas and examples from these readings in the form of summary, paraphrase, and quotation

•     Produce an organized portfolio containing relevant writing completed during the semester

•     Write short, timed in-class essays that address the topic, are organized, and free of distracting errors

•     Use a word processor to draft and edit essay assignments using a variety of features such as: spell check, font, bold, italics, underlining, graphics, and line and margin spacing.

•     Manage Email and send Email with attachments

•     Attend student/teacher conferences

       •    Review peer essays


Student Resources

      In Our Own Words by R. Mlynarczyk and S. Haber

            Sourcework: Academic Writing from Sources (Paperback )by Dollahite/Haun

            A Pocket Style Manual by Diana Hacker

            Library Databases

            Internet

 

Suggested Assignments and Activities

•    Responses to readings such as short stories, articles, essays, or poetry

•    An essay, using an interview as primary research

•    2-4 graded, in-class writings in response to previously assigned reading, or topics relevant to class assignments

•    Writings, such as journals, free writing, and reaction papers

•    Comparison of assigned readings

•    Summarizing from a variety of print and non-print sources, such as lectures, movies, radio broadcasts

•   Revising previously written essays

            •   Writing/debate using opposing point of view

            •   Writing from the point of view of a character in a short story in order to explain the characters motivation

            •   Presentations based on research

            •   Debates              


Suggested Final Grade Calculation:

          40-50%                                            Average of major assignments (3-4 essays)
          20-25%                                            In-class writing, exams
          10-15%                                            Journals, homework

         *20-30%                                           Research Paper

* Students must receive a “C” or higher on the research paper to pass the course.

 

Suggested Evaluation and Grading Methods for Written Work

The A Paper

  1. PURPOSE:  Has a well-defined thesis
  2. SOURCES:  Contains effective research that incorporates sophisticated sources in   support of the thesis
  3. THOUGHT:  Shows depth and complexity of thought by developing research material into well developed points (ideas) that effectively elaborate the thesis
  4. DETAILS:  Contains details that in every instance effectively support ideas
  5. ORGANIZATION:  Contains strong argument that effectively demonstrates thesis
  6. CITATION:  Provides in all instances appropriate citations to primary and secondary sources
  7. BIBLIOGRAPHY:  Constructs  a bibliography of primary and secondary sources
  8. MECHANICS:  Has few (if any) errors of syntax or mechanics
  9. DICTION:  Demonstrates control of diction
  10. LANGUAGE:  Demonstrates fluency, transition and variety of language
  11. ASSIGNMENT:  Addresses the assignment fully, has a clear awareness of audience, follows paper specifications completely

 

The B Paper

  1. PURPOSE:  Has an appropriate thesis
  2. SOURCES:  Incorporates valid sources in support of the thesis
  3. THOUGHT:  Shows some depth and complexity of thought by developing research material into points (ideas) that elaborate the thesis
  4. DETAILS:  Contains sufficient detail in support of ideas
  5. ORGANIZATION:  Contains clear and coherent argument that convincingly demonstrates thesis
  6. CITATION:  Provides in most instances valid citations to primary and secondary sources
  7. BIBLIOGRAPHY:  Constructs a bibliography of primary and secondary sources that may contain an error or omission  
  8. MECHANICS:  Has some minor errors of syntax or mechanics that do not significantly interfere with comprehension
  9. DICTION:  Shows some control of diction
  10. LANGUAGE:  Shows some fluency, transition and variety of language
  11. ASSIGNMENT:  Generally addresses the assignment issues, shows some awareness of audience, mostly follows paper specifications

 

The C Paper

  1. PURPOSE:  Has an adequately defined thesis
  2. SOURCES:  Contains adequate sources that only tangentially supports thesis
  3. THOUGHT:  Shows little depth or complexity of thought by developing research material into points (ideas) that only adequately elaborate the thesis
  4. DETAILS:  Contains adequate details in support of ideas
  5. ORGANIZATION:  Contains occasionally unclear or incoherent argument that only adequately demonstrates thesis
  6. CITATION:  Sometimes fails to provide appropriate citations to primary and secondary sources
  7. BIBLIOGRAPHY:  Constructs a bibliography of primary and secondary sources that contains some errors or omissions 
  8. MECHANICS:  Demonstrates problems of syntax or mechanics that interfere with comprehension
  9. DICTION:  Shows little control of diction
  10. LANGUAGE:  Shows weak fluency, transition and variety of language
  11. ASSIGNMENT:  Does not follow paper specifications, may distort or neglect major parts of the assignment, shows vague awareness of audience

 

The D Paper

  1. PURPOSE:  Has an inadequate thesis
  2. SOURCES:  Incorporates inadequate or inadvertent sources that fail to support thesis
  3. THOUGHT:  Shows deficiency in thought by failing to develop research material into points (ideas) that elaborate thesis
  4. DETAILS:  Contains insufficient or inappropriate details in support of ideas
  5. ORGANIZATION:  Contains often unclear or incoherent argument that poorly demonstrates thesis
  6. CITATION:  Often fails to provide appropriate citations to primary and secondary sources
  7. BIBLIOGRAPHY:  Constructs a bibliography of primary and secondary sources that contains many errors or omissions
  8. MECHANICS:  Serious problems with syntax or mechanics
  9. DICTION:  Weak control of diction
  10. LANGUAGE:  Shows poor fluency, transition and variety of language
  11. ASSIGNMENT:  Does not follow paper specifications, shows neglect of the assignment, lacks awareness of audience

 

The F Paper

  1. PURPOSE:  Has no discernable  thesis
  2. SOURCES:  Absence of sources or plagiarism. 
  3. THOUGHT:  Shows severe deficiency in thought by completely failing to develop research material into points (ideas) that elaborate the thesis
  4. DETAILS:  Lacks supporting details
  5. ORGANIZATION:  Contains unclear or incoherent argument that fails to demonstrate thesis
  6. CITATION:  Completely lacks appropriate citations to primary and secondary sources
  7. BIBLIOGRAPHY:  Lacks bibliography of primary and secondary sources
  8. MECHANICS:  Severe problems with syntax or mechanics
  9. DICTION:  Lacks control of diction
  10. LANGUAGE:  Lacks fluency, transition and variety of language
  11. ASSIGNMENT:  Lacks understanding of assignment, paper specifications and audience

 

 

General Education Goals

Course Objectives/Learning Outcomes

ENG 111

Assessment

1.1    Comprehend and evaluate

what they hear and read

1.2    State and evaluate the

views and findings of others

1.3    Write and speak clearly

and effectively in standard American English

1.4    Logically and persuasively

state and support orally and in writing their points of view or findings

1.5    Evaluate, revise, and edit

their communication

2.1 Identify a problem and

analyze it in terms of its significant parts and the information needed to solve it

2.2 Use appropriate library tools to access information

2.3 Use computers to access, analyze, or present information

2.4 Formulate and evaluate solutions to problems, and select and defend the chosen solutions

3.1 Identify ethical implications of an issue or a situation

3.2 Analyze and evaluate the strengths weaknesses of different perspectives on an ethical issue or situation

3.3Take a position on an ethical issue and defend it with logical arguments

§        To demonstrate an  awareness of the types of rhetorical styles of writing required in  college classes (1.1,1.2)

§        To write well-organized and developed essays (including one research paper) that show unity and coherence and demonstrate syntactical variety and range of vocabulary.  It may have surface errors, but only a few that obscure meaning. (1.2,1.3,1.4,3.2,3.3)

§        To demonstrate an ability to write, revise, and edit a minimum of one paper, of which the teacher only receives the final daft. (1.5)

§        To use a multi-stepped process to write a research paper  using MLA or APA style (1.3,2.2,2.4)

§        To incorporate sources by paraphrasing, summarizing, and quoting to support and refute ideas without plagiarizing. (2.4, 3.3)

§        To  demonstrate competency in revising and editing essays independently (1.3,1.5)

§        To evaluate other students' essays through peer review (1.5)

§        To analyze and differentiate various methods that authors use in effective writing (1.1,3.1,3.2,3.3)

§        To recognize, analyze, and respond ethical issues in a variety of readings (3.1,3.2,3.3)

§        To demonstrate computer literacy through word processing all papers and managing email (2.2,2.3)

§       To learn how to incorporate information literacy through evaluating sources and incorporating them into their essays (2.2,2.3)

§       Students will complete 2 essays of two drafts and of approximately 4-5 pages in length.

§       Students will write one essay of only one draft.

§       Students will complete a research paper including research from a variety of sources.

§       Students will write a 4-5 page research paper using MLA or APA for documentation and referencing.

§       Students will write responses to assigned readings.

§       Students will write short, timed in-class essays.

§       Students will maintain a writing portfolio.

§       Students will manage email including sending attachments.

§       Students will participate in class discussions.