COURSE SYLLABUS
COURSE: Written Communication I
Department and number: English 82A
Department and number: English 82A
Semester: Spring 2014 – Thursdays, 12:30-3:15
Credit: 3 units, 45 lecture hours
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 307
Phone: 510-628-8036
Email: sysr@lincolnuca.edu
INSTRUCTIONAL MATERIALS AND REFERENCES
Required Text:
VanderMey, R., Meyer, V., Van Rys, J. & Sebranek, P. (2012).The College Writer (4th ed.). Boston: Houghton Mifflin. (ISBN-10: 0495915858 ISBN-13: 9780495915850)
Student text site: http://college.cengage.com/english/vandermey/college_writer/1e/students/index.html
DESCRIPTION
ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)
COURSE OBJECTIVES
Students will develop their writing skills for academic, professional, and socio-cultural purposes, in mode-centered essay writing. Students will learn editing, documentation skills, use of pre, during, and post writing strategies, topic mapping and other resources
Students will demonstrate written communication skills in writing and presenting their essays for personal, peer and instructor evaluation based on established rubrics, including competencies in planning, drafting, editing, and documentation skills.
FORMAT
The course sessions will include lectures, A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises and readings applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on engaging students in learning by doing.
TOPICAL OUTLINE
English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in descriptive, narrative, analytical, and persuasive rhetorical contexts. Student and professional writing models will be used throughout the units.
ASSIGNMENTS OVERVIEW
ESSAY ASSIGNMENTS
Students will complete the following:
Essays for each of the course's three rhetorical units, spaced two to three
weeks each. A midterm around week 8 and a final exam at week 15 will
be given. E-Portfolios/PPT are due at weeks seven and fifteen. Notes/mind
maps are due for each unit and text chapters (see below), including in-class
presentations for the readings as well as additional assignments.
Assignments are due on the dates
indicated in the schedule below. Additions/revisions to the schedule will be
announced in class as needed. Researched materials must be documented using
a consistent style for both in-text and end-text citations of sources
using the published standards of the most recent subject-appropriate style
guide, such as APA (social sciences) or MLA (humanities), for example.
REGULAR READING ASSIGNMENTS
For each of the chapters (as well as
additional assignments given in class), students will do the following:
1.
Read assigned materials with care and understanding,
2.
Reflect on the assignments in writing (a brief
paragraph or two), discussing your thoughts on the primary content; include
points of personal interest.
3.
Review main points of the reading and create a personalized, three-level,
primary question and answer (QnA) map/outline on a minimum of three or four
selected main ideas from the assigned readings. The three to four
questions should be followed clear and concise answers, and include significant
details with definitions and examples, as well as your own ideas and
evaluations.
4.
Email your assignments to me at profsylvia@gmail.com,
with your outline/map and reflections attached or in the body of your
email. Be sure to keep a copy of the email for yourself and add it to
your E-Portfolios/PowerPoint presentations for midterm and final submission and
sharing.
SCHEDULE
Session
|
Date
|
Unit
|
1
|
23-Jan-14
|
1 Intro
Assignments and readings are from Assignments -- The CollegeWriter (TCW) -- Each chapter contains an Intro, an Overview, Guidelines, Example Readings, and Writing Checklist/Activities) Selected Model readings will be given in class. |
2
|
30-Jan-14
|
I. A Rhetoric: College Student's Guide to Writing
Brief Overview Chapters I. A Rhetoric: College Student's Guide to Writing Reading, Thinking, Viewing, and Writing 1. Critical Thinking Through Reading, Viewing, and Writing The Writing Process 2. Beginning the Writing Process 3. Planning |
3
|
6-Feb-14
|
4. Drafting
5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer's ProcessChapter 9. Forms of College Writing |
4
|
13-Feb-14
|
Chapter 10. Narration, Description and Reflection
|
5
|
20-Feb-14
|
Unit I (Narrative, Descriptive, and Reflective Writing)
Paper Due -- Presentations |
6
|
27-Feb-14
|
Unit II -- Analytical Writing
Chapter 11. Cause and Effect |
7
|
6-Mar-14
|
Chapter 12. Comparison and Contrast
Chapter 13 Classification ePortfolio -- Review Presentations |
8
|
13-Mar-14
|
Midterm
|
20-Mar-14
|
Spring Recess
| |
9
|
27-Mar-14
|
Chapter 13. Classification
Chapter 14. Process Writing |
10
|
3-Apr-14
|
Chapter 15. Definition
|
11
|
10-Apr-14
|
Unit II (Analytical Writing ) Paper Due –Presentations
Unit III Persuasive Writing Chapter 16. Strategies for Argumentation and Persuasion Chapter 17. Taking a Position |
12
|
17-Apr-14
|
Unit III Persuasive Writing
Chapter 16. Strategies for Argumentation and Persuasion Chapter 17. Taking a Position |
13
|
24-Apr-14
|
Chapter 19. Persuading Readers to Act
Chapter 20. Proposing a Solution |
14
|
1-May-14
|
Unit III (Persuasive Writing) Paper Due –Presentations
|
15
|
8-May-14
|
Final
|
ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTSStudents will demonstrate their level of proficiency and achievement through appropriate and accurate application of written communication theory and skills. Assessments of improved competence in writing descriptive, narrative, informative, and persuasive essays and personal and peer evaluations and reflections are fundamental to the grades attained.
Items
|
Points
|
Class Work: oral and written
exercises |
10
|
Midterm
|
30
|
E-Portfolio I, II
|
10
|
Presentations
|
10
|
Final exam
|
40
|
Total
|
100
|
Points
|
Grade
|
100-95
|
A
|
94-90
|
A-
|
89-87
|
B+
|
86-84
|
B
|
83-80
|
B-
|
79-77
|
C+
|
76-74
|
C
|
73-70
|
C-
|
69-65
|
D+
|
64-60
|
D
|
59 or less
|
F
|
PLEASE NOTE:
Assignments are due on the dates indicated on the schedule above. Revisions to the schedule will be announced in class as needed. Class attendance is mandatory for content, interactions, and presentations. Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example.
Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled. Electronics are not allowed during exams. Cell phones should not be active during class sessions
Last revised: January 2014
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