English 120, Composition and Reading
Instructor: Moremi Ogbara Office: LB217
Course Times: Course Locations:
TR:
1:40-3:30p
Sat: 9:10am
– 1:30pm
Course Description
Welcome to English 120! This course will prepare you for the
rigorous reading, writing, and thinking that is required in English 101. During
this semester, we will critically explore major themes in diverse texts,
ranging from historical prose to contemporary essays. Furthermore, we will
familiarize ourselves with reading strategies, rhetorical strategies, and
conventions of academic writing that are required for success in the
university.
Course
Rationale
English 120 is
designed for students who want to prepare for the writing required in college
classes and other settings. The course emphasizes practice in the writing of
thesis-based essays and the critical analysis of selected prose works dealing
with important contemporary ideas. English 120 provides practice in mechanics, style,
and organization of paragraphs and essays.
The course curriculum
is designed to scaffold your acquisition of academic composition and reading
skills. To maximize your results, please adhere to the following objectives:
- organize and write thesis-based essays;
- use detailed examples, facts, logical explanations, and other appropriate support for thesis statements;
- critically analyze selected prose works dealing with important contemporary issues;
- summarize, analyze, and synthesize information, express and apply standards for judgment, compare and contrast, and evaluate evidence in order to form and state reasoned opinions;
- gather and organize information through library research; and
- demonstrate a command of grammar, diction, syntax, and mechanics sufficient for English 101 entrance.
Student
Learning Outcomes
Upon successful completion, the student will
be able to:
- analyze and synthesize information from a series of related sources, as demonstrated by summary, paraphrase, and quotation.
- write a multi-paragraph length argumentative essay which addresses the topic, applies knowledge of essay organization conventions and basic MLA citation form, displays a command of standard English grammar, and demonstrates a growing awareness of critical thinking through its development of ideas and cited, logically applied evidence derived from a series of related readings.
- interpret and evaluate compositions for unity, development, coherence, strength of evidence, proper integration of reading sources, and correct citation.
Course Prerequisites: Successful completion of English 191 or
placement based on a composite of test scores and academic background.
Required
Texts and Materials**
- Hacker, Diana. Rules for Writers (without Access), 7th Edition. New York: Bedford St. Martin’s, 2012.
- Rosa, Alfred. Modes for Writers, 12th Edition. New York: Bedford St. Martin’s, 2015.
- Shakespeare, William. A Midsummer Night's Dream. New York: Oxford University Press, 2009.
- A USB flash drive to store all out-of-class essays and a folder to store all other classwork
- Access to Microsoft Word, Internet, and a printer
- Access to a standard English dictionary
- Four large blue books for in-class essays
**You must have these
texts and materials by the second week of class.
Course Requirements
Reading – Essays, short fiction, and
other texts will be assigned on a weekly basis. If an assigned text is posted
in Moodle, it is the student’s responsibility to print out the reading and bring
it to the next class. Please make it a habit to annotate, outline, and/or keep
a dialectical journal for each assigned reading.
Essays – Five in-class and out-of-class
essays and one research essay. Every writing assignment requires adherence to
guidelines, including but not limited to: MLA format, citation, and
documentation.
Quizzes – This combination of pop quizzes are designed to assess your knowledge of mechanics,
comprehension of the readings, and ability to analyze and evaluate texts.
Journals – Short reflections on the
readings or relevant issues will be posted in your blogs.
Miscellaneous – Other assignments will
include grammar workshops, peer reviews, and classroom and online discussions.
Class Policies
Active Participation
Each class
session includes only 10% of lecture and is conducted primarily through
classroom discussions and group work. As such, students are required to
participate actively and regularly in the classroom. Participation requires
being fully prepared—having read and annotated all readings beforehand and
bringing all necessary readings and writing tools to class—demonstrating active
listening, responding to questions and comments, interacting with classmates,
making connections, and posing questions of your own. This class will also require
online interactions via Moodle (find the
link at the bottom of the Glendale.edu home page). Failure to maintain active participation will result in a lowered class
grade.
Regular
Attendance
Saturday students: Since we are
meeting only once a week
for a total of 15 class meetings, you are expected to miss no more than
two days of class. Tuesday/Thursday students: You are allowed to miss no more than three days of class. Arriving after class has started or leaving before class has
ended is considered a tardy (3 tardies equal one absence). Any absences more than the allowed maximum
may result in immediate dismissal from the class or a failing grade.
It is your responsibility to submit any work assigned or collected during your
absence (including all in-class essays and quizzes), on time. Therefore, it is recommended that you exchange
contact information with at least 3 classmates for lecture notes, follow your
syllabus course outline for homework assignments, and check our Moodle site
daily for announcements and updates.
Late
or Missing Work
Late work will not be accepted. All essays and homework must be submitted
to my desk during the first ten minutes of class. If you are absent during any
quiz or in-class essay, you forfeit any grade awarded for the assignment in
question. Each student does receive one late pass, a maximum of 3 days to
postpone the submission of an assignment. In order use your late pass, you must
contact me at least 24 hours before the essay is due. However, the grade will
be decreased for each additional day the essay is late. Once you have used your
late pass, you may not submit any other late essays.
Classroom
Conduct
In order to
foster an engaging class environment, I ask that you abstain from disruptive
behavior, including, but not limited to, sleeping, talking, and leaving the
class during lectures, discussions, and other activities. In addition, please demonstrate
respect for your classmates by turning off all electronic devices—cell phones, lap tops, and tablets, etc.—unless
otherwise instructed, by listening actively to your classmates and instructor,
and by responding with tolerance and critical thinking.
Academic
Dishonesty
Copying or
borrowing the work of another without proper attribution is plagiarism and is a serious offense in
the academic community. As a student in this course, it is expected that you present
original work of your own. Failure to do so may result in a failing grade on
the assignment and/or the course. Please review “Grammar Bytes Presents:
Plagiarism: Avoid Academic Theft for Research Success” and https://www.youtube.com/watch?v=tUSaQ5-mDRI
and complete the quiz on Moodle.
Students
with Disabilities
All students with disabilities requiring accommodations are
responsible for making arrangements in a timely manner through the Center for
Students with Disabilities. For more information, please call: (818) 240-1000,
extension 5905.
Course Evaluation
In order to receive a passing grade in this
course, students must complete all coursework. Completed assignments
must also demonstrate readiness to enter English 101 (represented by critical
thinking and mastery of rhetorical strategies).
Grade
Breakdown
- 10% - Short Essays (6@ 500 words each. Lowest graded essay will be dropped)
- 10% - Quizzes, Homework Assignments, and Shakespeare Performance
- 5% - Attendance and Participation
-----------------------------------------------------------------------------------------------------
- 5% - Essay 1 (500 word in-class essay)
- 10% - Essay 2 (3-4 page out-of-class essay revised from Essay #1)
- 10% - Essay 3 (750 word in-class essay)
- 10% - Essay 4 (750 word midterm in-class essay)
- 10% - Essay 5 (5-6 page research essay revised from Essay 4)
- 10% - Essay 6 (4-5 word essay based on a theme from A Midsummer Night’s Dream)
- 20% - Essay 7 (750-1000 word final in-class essay)
100%
- TOTAL
**Notice** Please be advised,
the following Course Outline is subject to change (additions, deletions,
postponements, or exchanges of reading or writing assignments may be scheduled at
any time). To stay informed of any such changes, maintain regular attendance
and check the Moodle site daily.
Key: MFW (Models for Writers), RFW (Rules for Writers), MND (A
Midsummer Night’s Dream), Moodle (Moodle site), QSD (Questions for Study and
Discussion), SWA (Suggested Writing Assignments).
Weekly
Course Outline
Week
|
Day
|
In-Class Assignments
|
Homework Assignments (Each is due upon the following
class meeting)
|
1
|
Tue 2/17
|
Welcome, Icebreaker, and Diagnostic Writing Exercise.
|
Read “From Reading to Writing” MFW 47-55 and Petsko MFW 348-354. Complete QSD 1-6 and Vocabulary Exercise.
|
Thu 2/19
|
Freewriting. Review readings. Introduction to Illustration. Group Practice: Identify Purpose and Study Illustration and Example. Critical Thinking Discussion. Intro to Words Often Confused (“Glossary of Usage” RFW 596-609).
|
Read “The Writing Process” (MFW 9-22). Write a 500 word essay describing a photo that you think is representative of the current decade.
|
|
2
|
Tue 2/24
|
Visual (virtual) gallery. In-Class Writing (Short Reflection on Best Selections). Class Reading & Discussion: "Exploring and Planning" (RFW 1-12). Group Exercises (1-1 & 1-2).
|
Read “Thesis” (MFW 13-19 & 79-81 and RFW 18-19 & 27-31) and Zhuo (MFW 87-90). Complete QSD 1-6, Vocabulary Assignment, and Research Assignment.
|
Thu 2/26
|
Review Readings (Discuss Student Research, QSDs, and Thinking Critically p. 90) Thesis Workshop (MFW 91). Individual Activity (Create a thesis for SWA #3). Intro to Outlining (RFW 19-23). Compose an outline based on your thesis.
|
Read “Writing Paragraphs” (MFW 169-172 & RFW 50-68). Write a thesis-driven 500 word essay in response to SWA #3 (MFW 92).
|
|
3
|
Tue 3/3
|
Review readings. Class review of sample student essays. Class Reading: Kline's "Taking My Son to College" (MFW 498-501). Review "Writing About Texts" (RFW 70-77). In Class Writing: Annotate, outline, and write a summary of Kline’s essay.
|
Read Goldberger (MFW 235-239). Write QSD 1-6.
|
Thu 3/4
|
Review readings. Intro to Fragments & Effective Sentences (MFW 218-223 & 238-9).
|
Review readings.
|
|
4
|
Tue 3/10
|
Essay 1 (in-class)
|
Read “Unity” (MFW 98-101), “Organization” (MFW 121-6), “Transitions”
(MFW 192-5). Review Sample Essay for unity, organization, and transitions.
|
Thu 3/12
|
Review Unity, Organization, and Transitions.
Workshop: Beginnings and Endings (MFW 144-152 & RFW 23-32).
Intro to Run-Ons
|
Read Merrill (MFW 431-4). Read RFW 78-83. Write a 500 word analysis on Merrill’s essay.
|
|
5
|
Tue 3/17
|
Review reading. Receive graded essays and construct a plan for revision, focusing on thesis, introduction, organization, development, unity, and conclusion.
|
Read Revision RFW 33-45. Revise essay into a typed document in MLA format, making the necessary changes. Bring two copies for peer review.
|
Thu 3/19
|
Introduction to "Working with Sources" (MFW 240-257). Peer Review, with focus on integration of sources.
|
Complete final draft of Essay 2. Read “Definition” MFW 447-449 and Porter (MFW 458).
|
|
6
|
Tue 3/24
|
Introduction to Definition. (Group Activity: MFW 462). Review readings (QSD, Critical Thinking.) In-Class Writing: Draft your own definition of happiness.
|
Read Grant (MFW 531) and "Comparison and Contrast" (MFW 487-492). Write a 500 word essay comparing and contrasting Porter's and Grant's essays.
|
Thu 3/26
|
Review Readings. Class Reading: Jefferson (MFW 569). Discussion: What is the pursuit of happiness? To what extent is it achievable for all American residents?
|
Review the readings for Tuesday’s essay.
|
|
7
|
Tue 3/31
|
Essay 3 (in-class)
|
Read King (MFW 467-71). Complete QSD 1-6.
|
Thu 4/2
|
Introduction to Division and Classification (MFW 463-466). Review readings. Debate. Class Reading: Schlumpf (MFW 594-598). Overview of research essay prompt.
|
Read Corvese’s (MFW 599-603) and Pfeifle’s (MFW 604-608). Find primary sources (memes, tweets, blog posts, Facebook statuses) of social media activism. Create a research question and tentative thesis for the research essay prompt.
|
|
8
|
Tue 4/7
|
Review readings. Research share. In the Lab: Find 1 scholarly article from our library database to support your thesis. Evaluating Sources. (RFW 426-431 & 437-447).
|
Create a research notebook for your primary sources, scholarly article, and class texts (King, Schlumpf, Corvese, and/or Pfeifle). Bring notebook to next class.
|
Thu 4/9
|
Essay 4 (First draft of Research Essay)
|
Enjoy SPRING BREAK!
|
|
4/13-18
|
SPRING BREAK
|
||
9
|
Tue 4/21
|
Introduction to Argument (MFW 543-552) and (RFW 84-101) Review
Readings. Receive graded midterms.
|
Read RFW 420-5 & 432-5. Revise essay into MLA format. Bring two copies of essay to next class.
|
Thu 4/23
|
Peer Review
|
Make arrangements to visit Writing Center. Revise essay.
|
|
10
|
Tue 4/28
|
Peer Review.
|
Read Lederer (MFW 158-161), Zinsser (MFW 173-6), and RFW 156-160.
Revise essay.
|
Thu 4/30
|
Review Wordiness. Self-Revision
(Review your essay for wordiness)
|
Complete Essay 5.
|
|
11
|
Tue 5/5
|
Introduction to Shakespeare and A Midsummer Night’s Dream. Class
Reading: Act 1: Scene 1.
|
Read “Writing About Texts” RFW 70-77 and A Midsummer Night’s Dream Act 1, Scene 2. Write annotations and
an outline of Scene 1.
|
Thu 5/7
|
Review Act 1: Scene 2.
|
Read MND Act 2, Scene
1.
|
|
12
|
Tue 5/12
|
Review Active Verbs. Review Act 2:
Scene 1.
|
MND Act 2, Scene 2. Compose a thesis based on the theme you chose in
class.
|
Thu 5/14
|
Review Act 2: Scene 2.
|
MND Act 3, Scene 1. Read RFW 19-23. Compose an outline based on the
thesis you composed on Tuesday.
|
|
13
|
Tue 5/19
|
Review Act 3: Scene 1.
|
MND Act 3, Scene 2. Write 3 developed paragraphs based on the outline
you composed last week.
|
Thu 5/21
|
Review Act 3: Scene 2.
|
MND Act 5, Scene 1. Read RFW 23-27 & 35. Revise your essay and
include an introduction and conclusion. Bring 2 copies to the next class.
|
|
14
|
Tue 5/26
|
Review Act 4: Scenes 1 & 2.
|
MND Act 5, Scene 1. Read RFW 33-49. Revise your essay.
|
Thu 5/28
|
Review Act 5: Scene 1.
|
Review Play. Complete Essay 6
|
|
15
|
Tue 6/2
|
Group Performances.
|
Study the Essay Packet for Finals.
|
Thu 6/4
|
Student Group Study for Finals
|
Study for Finals
|
|
Date TBA
|
Essay 7: Final
Essay Exam – Details to be discussed on week 15.
|
||
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