Cerritos College

English 52

Introduction to College Composition

Fall 2007

Tuesdays and Thursdays

9:00 to 11:00 AM

HS 103

Assistant Prof. Suzanne Crawford

IF YOU CANNOT GET TO CLASS EVERY Tuesday AND Thursday BY 9 AM, PLEASE DO NOT TAKE THIS CLASS.  TARDIES WILL COUNT TOWARD ABSENCES; STUDENTS WITH EXCESSIVE ABSENCES WILL BE DROPPED.

“It is our attitude more than anything else, that will effect a successful outcome.” William James

 

Course Description

 

As per the Cerritos catalog, “This course develops the students’ ability to write clearly, effectively, and correctly by guiding students through the writing process.” Additionally, the course requires students to “write a series of compositions that integrate critical thinking, evaluative writing, and library research.”  Our instruction in and application of writing skills will encompass all steps of the writing process: inventing, writing, revising, and editing.

Our reading selections span a broad spectrum of both traditional and culturally-diverse writings.  The writing assignments related to those readings will explore qualities and skills that foster success in school and in life.  Assignments will include individual efforts as well as collaborative learning experiences—all of which serve to strengthen communication and critical thinking skills as well as our sense of classroom community. 

Course Objectives

Informal:  It is my sincere hope that students learn they can transcend any limitations about their writing and learning potential that they may have upon themselves or that others have placed on them.  If students will consistently attend class and earnestly complete their exercises and assignments according to the timetable I have designated, I believe they can and will achieve the writing competence necessary for their next step in their academic careers.

Formal: By completion of this course, the student will be able to

·        Produce coherent, unified writing with a minimum of usage errors, using a central idea and

developing that idea with specific details, illustrations, or experiences

·        Demonstrate use of prewriting techniques

·        Demonstrate understanding and use of topic sentences

·        Demonstrate use of specific supporting sentences

·        Demonstrate use of transitions within and/or between paragraphs

·        Employ concluding or closing sentences and paragraphs

·        Employ sentences that express ideas clearly and effectively

·        Employ revising techniques

·        Demonstrate knowledge of research techniques, including library use and source documentation

·        Produce evidence of synthesizing, assessing, and applying information

·        Employ critical thinking and evaluative or analytical commentary

·        Edit to the conventions of standard English

·        Respond critically to fiction and nonfiction

·        Appreciate the nuances of language

Contact Information

·       Email:  scrawford@cerritos.edu

·       Voice mail:  562-860-2451 x2543

·       Office: SB 22

·       Office hours:  Tuesdays and Thursdays 7:45 to 9 a.m.; Wednesdays 7:30 to 8 a.m.

(Other times available by appointment)

Textbooks and Supplies

The House on Mango Street by Sandra Cisneros (any edition)

Developmental English (custom edition, specifically for this class)

Note: This latter text can be purchased only at our bookstore; however, a copy will be available in the reserve section of the library.

 

“I love being a writer.  What I can’t stand is the paperwork.”  --Peter De Vries

For Policies, see separate handout “Policies for All Classes”

Assignments and Grading

In order to meet the objectives of this course in the areas of reading, writing, and research, you will need to complete all reading assignments and papers.

PAPERS

Detailed directions will be given out with assignments: eight, finished, essay-length (500-700 words) papers, which will evolve from in-class beginnings and peer group editing sessions.  The final, polished version of each of these papers will be given scores based on the grading scale found below; two papers are worth 50 points each and six papers are worth 100 points each.

PEER GROUP EXERCISES

With most of the eight papers, there will be a peer group editing session.  To get full credit, students must be prepared and fully participate in the process.  You may be asked to leave (and take an absence plus a zero for the day in your participation) if you are not prepared by having a draft of your paper.  I reserve the option to deduct up to 10 additional points from the final paper score for a peer group session that was missed or for which a student was unprepared.

READING NOTES AND ASSIGNMENTS

Written responses (reading notes or dialectical journals) are required for each assigned reading from the Developmental English text and House on Mango Street. These are due at the beginning of class as noted in schedule. Full credit will be given for thorough, neat, insightful, and on-time work.

WORK ON GRAMMAR ELEMENTS

            Several activities, including a group presentation, will focus on grammar and sentence skills.

GROUP  LITERATURE PROJECT

            Groups will do a presentation which will demonstrate their own interpretation of one of the short stories.

GRADING

 

Your total points will determine your final grade.   Rubric follows.

900 - 1000 points = A

Excellent—a grade of excellent indicates superior mastery of reading, writing, reasoning, and research skills as indicated through adept

·        focus and organization of ideas at the essay and paragraph levels;

·        maintenance of unity and coherence throughout paragraphs and the essay;

·        employment of adequate, insightful, well-ordered and original support;

·        handling of summation, paraphrase, and quotation from appropriate and quality sources;

·        interpretation and evaluation of readings;

·        writing skills that include correct, precise, and appropriate language use;

·        sentence construction, grammar, and punctuation.

800 - 899 points = B

Above average—this grade indicates strong mastery of all of the above, but may also be given in cases where students do not consistently reach the level of distinction that merits a grade of excellent.

700 - 799 points = C

Average—not to be construed as a negative grade, this designation is given to competent students who show adequate mastery of most to all of the above skills.  A student needs the equivalent of a C grade to receive a CR grade, should credit/no credit grading be an option.

600 - 699 points = D

Below average—this mark often indicates either substandard skills or missing work.

Less than 599 points = F

Failure—this grade is reserved for students who fail in some way: serious writing skills problems, careless errors, or missing assignments.

Credit/no credit: If this course can be taken for credit/no credit (check with your academic advisor to be sure if that would be a good choice for you and your academic plans), please note the following regulation: “The student shall petition for an optional Credit/No Credit course through the Admissions and Records Office. The approval for such a class must be no later than the end of the first 30 percent of the term.”

 

Assignments and Grading Details

In order to meet the objectives of this course in the areas of reading, writing, and research, you will need to complete all the reading assignments and papers.

PAPERS (700 total points possible)

Detailed directions will be given out with assignments: eight, finished, essay-length (500-700 words) papers, which will evolve from in-class beginnings and peer group editing sessions.  The final, polished version of each of these papers will be given scores based on the grading scale found on our syllabus; two papers are worth 50 points each and six papers are worth 100 points each. Please note that 10% may be deducted from your grade for failure to participate in the peer/counseling lab session for papers 1-7.  You may also opt for  tutoring on any paper as a substitute or supplement for this process; if you do get tutoring from the Writing Center (LC 206) or the Academic Support Center (LC 166), you MUST obtain and include with your paper’s final draft validation in the form of a signed slip from the tutor. Papers are due as stated in schedule; see policies handout for late paper policies.

Paper 1: Identity (50 points/flexible form). We have read or soon will read several essays about the importance of identity, individuality, and names. In Chapter 10 of The House on Mango Street, Esperanza laments her name, suggesting the Zeze the X would be more suitable. Write an essay wherein you discuss the appropriateness of your name—whether that name be your birth name or a nickname that you have adopted.  How does your name help define who you are?  Or, if it does not, what name would?  What word would you pick to describe yourself and why?  You may include any information from our assessment questionnaires if you believe that to be relevant. Due:

Paper 2: An Identity-shaping Event (100 points/Description-narration), especially from families or other significant people in your life.  Describe a time in your life, an incident or event, that added to or detracted from your self-esteem.  Be sure to use all your knowledge of description and narration to provide vivid details about the event. Due:

Paper 3: Inner Voices (100 points/Classification). Using a classic, five-paragraph form and supporting evidence in the form of quotes, relate the inner voices theory to one or more character from Sandra Cisneros’ The House on Mango Street or one of the short stories we have read. Due:

Paper 4: Gender and identity.  We'll discuss articles about gender development as well as examine some archetypal male and female types.  Choose one or more character from our stories and identify how that character fits archetypal male or female roles. Use quotes for evidence. Due:

Paper 5: We've examined a bit about community as well as about stereotyping.  Choose one of these two themes and recount a time when you identified with a certain community (a social group at school perhaps, a neighborhood, a gang) or when you felt subjected to a stereotype.  Be sure to describe the . Due:

Paper 6: Summary of a non-fiction article (100 points/Summation). Write an objective summary of one of our Mercury Reader non-fiction articles, choices TBA . Use MLA form including a works cited list. Due:

Paper 7: Comparison of two stories or articles (100 points/Comparison). Using standard essay form, compare two articles/stories of your choice or the characters from two articles or stories. Use MLA form including a works cited list. Due:

Paper 8: Self Assessment (50 points/Thesis-support). Reflect on your progress this semester.  Using specific evidence from your papers, describe your writing improvement. Due:

PEER GROUP EXERCISES (included in paper points)

With seven (7) of the eight papers, there will be a peer editing (and/or conferencing) session.  To get full credit, students must be prepared and fully participate in the process.  You may be asked to leave (and take an absence plus a zero for the day in your participation) if you are not prepared by having a draft of your paper.  I reserve the option to deduct up to 10 additional points from the final paper score for a peer group session that was missed or for which a student was unprepared.  Students can make up a peer group activity by getting their papers reviewed by a tutor.  They will need a paper signed by a tutor from either the Academic Support Center (ASC, LC 166) or the Writing Center (LC 206).

The seven peer editing days will be: Thursdays 8/30, 9/13, 10/4, 10/18, 11/1, 11/15, and 11/29.

 

READING NOTES AND ASSIGNMENTS (50 points possible)

Written responses (reading notes or dialectical journals) are required for each assigned reading from the Mercury Reader text and House on Mango Street. These are due at the beginning of class as noted in schedule. Full credit of 5 points will be given for thorough, neat, insightful, and on-time work.  No late work will be accepted. Extra assignments (DJs 11 and 12) will provide make-up and/or extra credit possibilities. (50 points total)

WORK ON GRAMMAR ELEMENTS

Several activities, including a group presentation, will focus on grammar and sentence skills.

There will be eight (8) peer presentations of grammar and sentence skills activities and exercises.  Each group will choose from a lottery which presentation it will be responsible for and when. Then that group will need to present explanation and guide the class through exercises/quizzes.  If a group member is absent the day of a presentation, he or she, along with any other absentee students, will need to do the make up presentation at the end of the semester.

Presentation: 65 points

Participation in other groups’ presentation (being in attendance and completing the activities on the day of a presentation—a single make up is possible at the end of the semester) 5 points each (7 possible) for 35 points total.

GROUP LITERATURE PROJECT

            Groups will do a presentation related to the myth/literature unit.

Create/portray a myth: groups will show their understanding of the mythology unit by presenting a myth or fairy tale of their own creation or render an existing myth or fairy tale into their own dramatic version. (50 points, if active participant)

FINAL EXAM

Students will need to write an in-class essay on the day of the final (subject to class rubric below). (100 points)

GRADING

900 - 1000 points = A  Excellent—a grade of excellent indicates superior mastery of reading, writing, reasoning, and research skills as indicated through adept

·        focus and organization of ideas at the essay and paragraph levels;

·        maintenance of unity and coherence throughout paragraphs and the essay;

·        employment of adequate, insightful, well-ordered and original support;

·        handling of summation, paraphrase, and quotation from appropriate and quality sources;

·        interpretation and evaluation of readings;

·        writing skills that include correct, precise, and appropriate language use;

·        sentence construction, grammar, and punctuation.

800 - 899 points = B Above average—this grade indicates strong mastery of all of the above, but may also be given in cases where students do not consistently reach the level of distinction that merits a grade of excellent.

700 - 799 points = C Average—not to be construed as a negative grade, this designation is given to competent students who show adequate mastery of most to all of the above skills.  A student needs the equivalent of a C grade to receive a CR grade, should credit/no credit grading be an option.

600 - 699 points = D Below average—this mark often indicates either substandard skills or missing work.

Less than 599 points = F Failure—this grade is reserved for students who fail in some way: serious writing skills problems, careless errors, or missing assignment.