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Eng 100 Basic Principles of Composition Jeannine Stanko

Agenda
Introductions Lecture/Discussion How to read an essay How to write an essay Gathering and using examples Grammar diagnostic

Class Sections/Time/Location
Section: BC71 Dates: 1/29 4/30

Days: Wednesdays
Time: 6:30 9:40PM

Room: N-307

Ice Breaker
Choose a classmate that you dont already know. Ask this classmate the following questions. You will be introducing this person to the rest of the class so make sure to write down their answers! 1. What do you want to be when you grow up? 2. What is your favorite Disney movie? 3. If you were an animal, what would you be and why? 4. If you could visit any place in the world, where would you go and why? 5. What is something that greatly annoys you?

Instructor Information
Jeannine Stanko 724-396-4158 jstanko@ccac.edu
Office Hours: MWF by appointment Office Location: Writing Lab Class website: www.english100NorthernIreland.weebly.com www.english100northernireland.weebly.com

Materials & Resources


Miller, George. The Prentice Hall Reader. 10th ed. Boston: Prentice Hall, 2012. Print. 3-ring binder or another method of organization Flash drive

Tutoring Options: The Learning Assistance Center, Smartthinking.com, Instructor by appointment

Learning Outcomes
Write effective paragraphs and short expository essays that employ unity, coherence, completeness, and order Apply editing skills Apply basic skills in critical reading and thinking Shape writing by an awareness of audience, purpose, and tone Use and credit sources responsibly and appropriately Produce 5-7 multi-paragraph essays, some of which include reading-based writing, 14-18 pages of writing for the semester

Listed Topics
Sentence structure, grammar, spelling, and

punctuation Paragraph development, unity, and coherence Thesis sentence development, evaluation, and placement Plagiarism and proper citation conventions The Writing Process Editing and proofreading Computer format Quotation, summary, paraphrase Writing for audience, purpose, and tone Primary vs. secondary sources Evaluating basic library holdings and internet sources Differentiating between academic, professional, and informal writing

Evaluation
Grading scale

A = 100-90% B = 89 80% C = 79-70% D = 69-60% F = 59% or below

Must earn a C grade or better in this course in order for it to count as a prerequisite for another course!

Workload
Expect to write 14-18 polished pages for the

semester In-class 3 hours per week Spend 4 - 6 hours preparing for class weekly

Class Division
Grammar & Comprehension

Writing

Tests & Quizzes 20% final grade


Quizzes - 5 quizzes, 20 points each

Final 100 points Based on application of Miller readings and inclass instruction

Attendance 8% of final grade


Must be on time Considered absent after 20 minutes (same for early

departure) Homework not full credit Essays and quizzes forfeit mulligans Tests can not be made up Rough drafts will not be counted for neither full nor partial credit In-class assignments can not be done

Failure

Homework Log 15% of final grade


Record of all assignments 150 points

Late logs not accepted To receive full credit on a homework

assignment
Neat
Complete Due at beginning of class

70% accurate

To receive half credit on a homework

assignment
Missing one or more above criteria

Prewrites & Plans 8% of final grade


25 points each Compare-Contrast/Definition Process/cause & effect Classification & Division/Argument

Essays 40% of final grade


Each of the following are 2-3 pages worth 100 points Compare-Contrast/Definition Process/cause & effect Classification & Division/Argument Essay of choice, 4-5 pages, 100 points

Reading Journal 10% of final grade


objective - to show comprehension and analysis of assigned readings after peer discussions Questions provided for each reading choose to answer one question from each group

Each response must be a fully thought out and organized paragraph


7-10 sentences in length encompassing

at least half of a typed page


no longer than one full page

Mulligans
Each quiz and essay can be redone once Due before next quiz or essay

Mulligan is forfeited if absent on day of quiz or essay due date

Essay Submission
Must be submitted at beginning of class! No late papers will be accepted except in case

of an emergency. Computer problem is NOT an emergency. Email essay option Attach & copy/paste into body Must be received before 6:30 on due date I will respond for your reassurance. A plagiarized essay will result in failure of assignment!

Electronics
Must be turned off & out of sight Texting or engaging in social networking Computer/internet activities during instruction Receive an absence for class period

No personal calls Inform about emergencies http://www.bing.com/videos/watch/video/teacherstexting-policy/203hnkjy

Disclaimers
Disruptions talking during instruction or student Q&A Refer to Student Handbook for acceptable/unacceptable behavior Disciplinary policies & procedures of college CCAC makes every effort to provide reasonable accommodations for students with disabilities. Questions about services and procedures should contact the Office of Supportive Services. During the semester, reasonable changes to the course outline may be academically appropriate. Students will be notified of these adjustments in a timely manner.

Questions?
BATHROOM BREAK!!!! 5-10 minutes

IN GROUPS...
Brainstorm answers to the following questions: 1. Why do you read essays in a writing course? What is the connection between reading and writing? 2. What is the difference between being an active reader and a passive reader? 3. Name and describe the writing process. 4. Why are examples important in writing? Where can examples be found? How many examples are needed?

Why do you read essays in a writing course? What is the connection between reading and writing?
Provide information to use in writing

Suggest research methods and directions Offer perspective on particular subject


Give ideas for writing based on personal response Offer models for writing Learn how to select information Address specific audience Body structure Introductions, transitions, conclusions Paragraph construction Sentence variety

Why do you read essays in a writing course? What is the connection between reading and writing?
THE MORE YOU READ, THE BETTER YOU WILL WRITE!!! Be an active reader Have a purpose What are you seeking?

Structural information, topic information, entertainment, etc.

Make notes
Preread, read, reread Guiding questions pgs 4- 6

Name and describe the steps of the writing process.


Prewrite What is your purpose for writing? How are you going to achieve this purpose? Who is your reader? Use journalistic questions Freewriting Cubing Webbing/clustering Listing More prewriting questions http://owl.english.purdue.edu/owl/resource/673/03 /

Writing Process
Prewrite, Plan

Why create an outline? Helps to keep track of large amounts of info Helps organize ideas Presents material in logical form Shows relationships among ideas Defines boundaries and groups

Writing Process
Prewrite, Plan

2 types of outlines Topic Sentence


Outlines should be balanced

http://owl.english.purdue.edu/media/pdf/20081 113013048_544.pdf

Writing Process
Prewrite

Plan
Drafting
Rough draft, early version of final copy

Writing Process
Prewrite

Plan
Drafting Proofread
Peer review grammar and process

Writing Process
Prewrite

Plan
Print Proofread

Publish
All done! Final copy

Basic MLA Formatting


1 inch margins, Times New Roman, 12 point

font In right header, last name and page number On left hand side (not in header)
Your name

Instructor name
Class

Due Date

Center title of paper (do not bold, underline,

or italicize) Modified MLA typed, double-spaced, double-sided, stapled (standard MLA is only single sided and paperclipped)

Sample page 1
http://owl.english.purdue.edu/media/pdf/20090701095 636_747.pdf

Why are examples important in writing?


Must be specific Some people like cats more than dogs. My mother prefers cats rather than dogs because of their independence. Osita does not need to be walked. Make writing interesting, informative, persuasive

Without makes writing generalized, incomplete, inaccurate, unsubstantiated opinions Its BORING

Where can examples be found? How many examples are needed?


Personal experiences (not academic)

Research
As many as it takes to interest or convince reader
Depends on type and structure of essay Outlining will help

At least one example per point or subpoint

Bathroom Break!!!
5-10 minutes

Next weeks assignments


Grammar Diagnostic

For next week...


Read Chapter 5 pgs 266-285

Complete worksheets on capitalization, fragments, run-ons, and shifts


Writing diagnostic (prompts on next slide)

Writing Sample Prompt


Choose 1 of the following. Explain what you consider to be the three most important qualities of an instructor, teacher, or boss Compare your values and priorities today to those you held in high or middle school. Explain the causes of a bad day you recently experienced. Argue for or against animal testing.