Syllabus
ENGLISH 070: Developmental Composition II
FALL SEMESTER 2006
INSTRUCTOR: Joshua Mattern
OFFICE HOURS: Monday
Tuesday
Wednesday
Thursday
Friday
OFFICE LOCATION: Bodie 118
PHONE: (630) 466-7900 ext 2318
EMAIL: jmattern@waubonsee.edu
COURSE DESCRIPTION:
Developmental Composition II is the second in a two-course developmental composition sequence that precedes transfer-level composition courses. This course encourages students to continue to develop and refine their voice and writing skills by responding to more complex, developed rhetorical/writing situations and responding critically and articulately to one’s own writing as well as others’. Students will learn the art of essay writing and also be introduced to the research process. Additionally, students will develop a greater sense of audience and purpose in their writing by learning how to adeptly join a larger academic conversation of thinkers, readers, and writers through readings, class interaction, and written responses.
COURSE PREREQUISITES:
Completion of ENG 050 with a grade of C or better, or placement determined by assessment score. Recommended for the student who has studied English fundamentals but needs to review them or the student who is studying English as a second language.
COURSE OBJECTIVES:
Upon successful completion of this course, the student will be able to:
1. See him/herself as a developing writer who possesses a more confident, refined voice while acknowledging the relationship between language, knowledge, and power;
2. Assertively employ basic writing skills with regard to mechanics, grammar, sentence structure, punctuation, vocabulary, and word choice;
3. Demonstrate an improved control over the fundamentals of Standard American English;
4. Respond to and appropriately employ the necessary conventions and technologies of various rhetorical situations as well as broader writing across the curriculum situations;
5. Articulately respond to primary sources while understanding how to find, analyze, and synthesize information from secondary sources, possess a familiarity with library resources, and utilize appropriate documentation techniques;
6. Evidence an understanding of various composition concerns including purpose, audience, development, organization, structure, and tone;
7. Cultivate an individualized, organic writing process, which includes methods of prewriting, writing, revising, and editing;
8. Develop a more sophisticated ability to critically evaluate one’s own work as well as others’ in order to further one’s own personal evolution as a writer;
9. Appreciate reading and writing as vehicles for critical inquiry, reading, thinking, and communicating;
10. Recognize Developmental Composition II not only as a precursor to sequential, college-level composition courses but also as an integral, dignified part of academic work.
REQUIRED TEXT: Arlov, Pamela. Wordsmith:A Guide to College Writing, 3rd
OTHER SUPPLIES:
- dictionary
- 2.5 Floppy disk/flash drive
- One-subject spiral notebook devoted solely to this class to be used for journal and in-class or homework assignments. Alternatively, these assignments may be typed on a computer, printed out and kept in a separate 2-pocket folder.
INSTRUCTIONAL PROGRAM:
The student will be responsible for completing a writing portfolio. The portfolio will be a chronological representation of all the formal writing assignments. Save all hard copies of each assignment as well as electronic copies!
- Writing: Each formal writing assignment will generally include one typed rough draft and one typed final draft. Since writing is a process, all drafts of each assignment are necessary in order to evaluate the work. Due dates are assigned, and late work is subject to the policy stipulated in this syllabus.
- Journals: You will also be responsible for a number of journal entries. These entries will cover a variety of topics. For complete details, please see the journal handout.
- Grammar Exercises/Tests: Grammar exercises will be completed in the workbook, grammar tests will be administered, and grammar will also be taught in the context of student’s writing. Additional grammar exercises may be assigned. There will be a final grammar exam, but there will not be a midterm. Midterm grades will not be issued, though you are welcome to contact me at any time to check on your current standing in the class.
- In-Class work/Homework: We will have a variety of in-class and homework activities. Some will be graded, some will not. It is up to you to make sure that you complete and turn in all relevant in-class exercises and homework.
- Portfolio: Compilation of a portfolio showcasing 3 drafted and revised writing projects including a self-evaluation of student’s writing, which will exhibit the extent of the student’s confidence in his/her own writing skills and acquisition of course objectives.
ATTENDANCE POLICY:
In order to get the most out of this class, regular attendance is required. As such, the following policy will be in place: Each student receives ONE FULL WEEK of free absences (two or three, depending on the number of times per week the class meets). These absences can be taken at any time and need not be cleared with me. I will accept all homework and other materials the next class without counting them as late. However, in-class and group work that has been missed can not be made up, and formal writing assignments (paragraphs and essays) are still subject to normal due dates and late policies. The only other drawback to free and excused absences is the loss of participation points (see below). If you are extremely tardy to a class (more than 10 minutes) you may be marked as absent at my discretion. After these free absences have been used, any missed class MUST be cleared with me in advance to be considered an excused absence. Excused absences operate exactly as the free absences do with regards to homework. Unexcused absences carry the following penalties: NO HOMEWORK due on the day of an unexcused absence will be accepted. You will lose participation points. Most importantly, each unexcused absence will cost you either ONE (for a class that meets three times a week) or TWO (for a course that meets only twice a week) percentage points off of your total final grade.
All major writing assignments have the following lateness policy: All major writing assignments (paragraphs and essays listed in the assignment list below) are due at the START of the class they are due on. This means that the assignment must be complete, follow all style guideline (see the style guideline handout) and be ready to turn in. Failure to have the assignment ready to go means the loss of ONE FULL LETTER GRADE. This penalty is in effect until the start of the next class; if the assignment is STILL not ready, then TWO full letter grade will be forfeit. A major assignment WILL NOT BE ACCEPTED after one full week of lateness; you will receive a ZERO for such an assignment. If you know in advance that you will be missing a class when a major paper is due, contact me and we will make arrangements. If unforeseen circumstances cause you to be unable to come to class on the day a paper is due, email me a copy THAT SAME DAY, and I will consider the paper to not be late. However, I DO NOT grade email papers, and you MUST bring a printed hard copy to me the NEXT CLASS YOU ATTEND, or the paper will be considered late, with the appropriate penalties.
PARTICIPATION:
Being an active learner means asking questions, answering questions, and generally staying motivated. You are allotted participation points for each class session. As long as you show up on time, have your work ready to go, do your best to respond when called on, make at least an occasional effort to respond to my questions, and generally behave like a mature person and student, you will receive full participation points for that class session. If you are absent or NOT actively participating—if you are reading the paper, staring off into space, chatting during lecture, text-messaging, or otherwise being disruptive, disrespectful or difficult—you will be docked some or all of that class’ participation points. I will NOT be providing you with a regular tally of participation, so it is up to YOU to keep track of your attendance and participation.
GRADING:
Grades are based on a straight percentage scale: 100% - 90% = A, 89% - 80% = B, and so on. The point values for assignments are as follows:
Assignment Point Value
Short Papers 50
Long Papers 100
Persuasive Paper 150
In-Class work/Homework 3-25
Journal Entries 10
Grammar Tests 25
Participation 100
ASSISTANCE and ACCESSIBILITY:
It is part of my job to make sure that you have every opportunity to be successful in this course. If you are ever unsure about an assignment, need extra assistance understanding a concept, or have other questions or concerns, please don’t hesitate to contact me about them. If a disability prevents you from getting the most out of the course, contact the
FINAL NOTE:
All of this information is subject to change at my discretion at any time. I will notify you of any changes, but it is up to you to make sure that you find out about any announcements that may have been made in your absence if you miss class. I hope that you have an enjoyable term!
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