Urban College of Boston Fall 2014
ENG 111 College Writing I Monday 6-9:15pm
Instructor: Amanda L. Norris Office Hours: Monday 5-6pm
Mailbox—178 Tremont St. 7th Floor Phone—601.618.7890

Course Description: This course focuses on expository essay development from pre-writing and drafting through rewriting, revising and editing. Various forms of expository and impromptu writings are practiced, and assignments include short, in-class responses and longer essays. Students are encouraged to read, analyze, discuss and write studying both the content and the rhetoric of selected essays. Grammar instruction will be included and introduced as needed.
Course Materials: Successful College Writing, 4th ed. 2009, by Kathleen T. McWhorter
50 Essays: A Portable Anthology, 4th ed., by Samuel Cohen

Course Objectives:

1. Students will practice expository composition skills, focusing on purpose, audience and rhetorical strategy, including, but not limited to, Narration, Description, Illustration, Process Analysis, Compare/Contrast, Classification or Division, Definition, Cause/Effect and Combined Strategies.

2. Students will read textbook chapters, short essays and/or handouts each week, totaling between 10-15 pages per week, plus essays from 50 Essays.

3. Standard grammar will be reviewed. Students who are in need of extra grammar review will be recommended for additional assistance. Tutoring sessions may be arranged in the Learning Resource Center with one of the tutors or the Librarian.

4. Students will be able to identify and correctly use grammar, punctuation, and mechanics. This includes APA formatting.

5. Students will practice writing summaries or reflections of readings.

6. Students will be able to develop ideas according to rhetorical strategy using major and minor supporting details and transitions.

7. Students will complete an initial writing sample, a final writing response and grammar exam at the end of the course.

Course Policies

1. Students are expected to participate in class discussions.
2. Students should be willing to work in pairs or small groups.
3. Students should respect each other’s work with helpful comments.
4. Disruptive or disrespectful behavior can result in disciplinary measures.
5. Electronic devices should be turned off during class.

Grading Policies:
1. Students must write 4 essays as specified by the instructor. Each essay must be from 3-5 typed pages, double-spaced using 12-point Times New Roman type and completed on time. APA citation format must be used. A writing rubric will be used to grade each essay. Students will be required to do class readings from the course text and printed handouts.
2. Class-time writing assignments will be based on the readings.
3. Grammar, punctuation, mechanics and usage lessons will be completed in and out of class.
4. The class participation grade will be based on the student’s attendance and active discussion of readings, assignments, topics, exercises and group work
5. Revised essays may earn from 1-5 percentage points.
Course Assignments Weighted Grade Total

Rhetorical Essays 1-4 15% 60%
Homework, Attendance and Participation 15% 15%
Reflection Essays 1-10 1.5% 15%
Final Exam 10% 10%

Criteria Total Possible

Correctness of Grammar 25
Organization and Coherency 25
Use of Assigned Rhetorical Style 25
Content 15
Voice 10
Total 100

Description of Coursework:

Rhetorical Essays—Students will write 4, 3-5 page essays, each exploring a different rhetorical strategy and subject matter.

Homework—Students will complete homework assignments each week from the textbook Successful College Writing.

Attendance—Students are expected to attend all class meetings. In case of illness or emergency, students should contact the instructor to get all in class assignments. Too many absences may affect a student’s final grade or result in a failing grade.

Participation—Students are expected to participate in class discussion and activities and to be supportive and encouraging of their fellow students.

Reflection Essays—Students will write 10, 1-page, reflection papers based on class readings from the textbook or from 50 Essays. There will be no reflection paper due on the first day of class. A reflection paper will be assigned each of the following 13 weeks of class. Students must submit at least 10 reflection paper assignments. Students may choose NOT to submit a reflection paper on 2 weeks of their choosing. Students who submit more than 10 reflection papers (up to 12 papers total) will receive extra credit for their work.

In-Class Activities—Students will be asked to complete in-class writing and editing assignments each week. If a student is absent he/she is responsible for getting assignments from the instructor.

Final Exam—Students will take a final exam on composition, grammar and syntax.
Week Class Work and Assignments

9/8/14 Class: Introduction to syllabus, assignments, and texts
Review Homework
Review how to write a five-paragraph essay
Complete Diagnostic Writing Assessment

Topic I: Events and Experiences

9/15/14 Name cards and vocabulary check-in
Group activity—Sentence Stories
Managing Stress
Writing Topic: Brainstorming
Introduction to Narrative Essays: Chapter 10, p. 201-231
Example Essay: “Right Place, Wrong Face,” p. 203

9/22/14 Vocabulary Check-In
Editing: The Story Frog
Writing Topic: Formatting with APA
Example Essay: “Salvation,” Langston Hughes

Homework: Adjectives—pages 724-726. Complete exercises 1.7 & 1.8
Reflection I—Is story-telling an important part of your life? Why or why not?

9/29/14 Vocabulary Check-In
Editing: The Story Frog
Writing Topic: Outlining and Drafting
Example Essay: “The Fourth of July,” Audre Lorde

Homework: Commas—pages 746-751. Complete exercises 4.1
Reflection II—Choose a narrative essay from 50 Essays that we have not read in class. Is this essay compelling? Why or why not?

Topic II: Places and People

10/6/14 Vocabulary Check-In
Group Activity: Perspective
Writing Topic: Revising and Editing
Introduction to Descriptive Essays, Chapter 11, p. 233-267
Example Essay: “How it Feels to be Colored Me,” Zora Neal Hurston

Homework: Sentences—pages, 739-740. Complete exercise 2.5
Reflection III—What is the most difficult thing about learning to write well? Why?

10/10/14 Essay I: Narrative, due by 5pm

10/13/14 HOLIDAY (no class)

10/20/14 Vocabulary Check-In
Editing: The Story Frog
Writing Topic: Exploring Descriptive Language
Example Essay: “A Reunion with Boredom,” Charles Simic

Homework: Verb Forms—pages 756-758. Complete exercise 6.1
Reflection IV: If our class had a team name what would it be and why?
10/27/14 Vocabulary Check-In
Editing: The Story Frog
Partner Activity: Mystery Objects
Writing Topic: Metaphors and Similes
Grammar Review: Run-ons and Fragments

Homework: Sentence Fragments—pages 741-746. Complete exercise 3.1
Reflection V—Read a descriptive essay from 50 Essays that we have not read in class. Write about three ways the author uses descriptive language effectively.

Topic III: Time and Stages of Life

11/3/14 Vocabulary Check-In
Editing: The Story Frog
Introduction to Compare and Contrast Essays, Chapter 14, p. 339-373
Example Essay: “Two Ways to Belong in America,” Bharati Mukherjee

Homework: Editing—revise your own mistakes. (You will receive a handout.)
Reflection VI—Describe your favorite season of the year.

11/2/14 Essay II: Descriptive, due by 5pm

11/10/14 Vocabulary Check-In
Editing: The Story Frog
Writing Topic: Reviewing Topics and Titles
Group Activity: Exercise 14.1
Example Essay: “Joyas Voladores,” Brian Doyle

Homework: Run-On Sentences and Comma Splices—pages 746-751. Complete exercise 4.2
Reflection VII—What is the most important thing you have learned about writing so far in this class?

11/17/14 Vocabulary Check-In
Editing: The Story Frog
Writing Topic: Review Outlining and Organizing
Example Essay: “Turkeys in the Kitchen,” Dave Barry

Homework: Subject-Verb Agreement—pages 751-756. Complete exercise 5.1
Reflection VIII—Read a compare and contrast essay from 50 Essays that we have not read in class. What are the central subjects being compared? Name two ways the author compares/contrasts these two subjects.

Topic IV: Decisions and Turning Points

11/24/14 Vocabulary Check-In
Partner Activity: Exercise 17.1 & 17.2
Introduction to Cause & Effect, Chapter 17, p. 445-480
Example Essay: “Our Vanishing Night,” Verlyn Klinkenborg

Homework: Verbs–pages 717-722. Complete exercises 1.4 & 1.5
Reflection IX—If you could improve one thing about this class, what would it be?

11/28/14 Essay III: Compare & Contrast, due by 5pm

12/1/14 Vocabulary Check-In
Practice Exam
Writing Topic: Organizing Cause & Effect, p. 453-454
Example Essay: “Just Walk on By: Black Men in Public Space,” Brent Staples

Homework: Pronouns—pages 759-761. Complete exercise 7.1
Reflection X—Read “A Woman’s Beauty,” in 50 Essays. What are the primary causes and effects explored in this essay?

12/8/14 Check-In
Best Writing Awards
Review Practice Exam

Homework: Study for final exam
Reflection XI—We’ve talked about the importance of “voice” as a part of writing well. At this stage in the class, you’ve written quite a bit! How would you describe your writing voice?

12/15/14 Final Exam

12/19/14 Essay IV: Cause & Effect, due by 12am (All Course Assignments Due by 12am)