English 120

465 1700 VM 3804

English 120: Reading and Composition: Elements and principles of composition. Practice in writing expository and argumentative thes. Research paper. Reading to stimulate logical thinking and effective writing.

Course Objective:

a. The students will develop skill in writing expository essays, using a variety of rhetorical techniques;

b. The students will develop skill in reading expository essays in order to understand how professional writers employ organizational and rhetorical techniques to develop their ideas clearly and persuasively. Those readings will also serve as resources for the student's own writing and the development of the student's own clear style;

c. The student will be taught the tools of rhetoric and the principles of organization and style as the basis for writing logically and clearly;

d. The student will learn to research and write a fully documented research paper--skills necessary for the detailed study of whatever field the student may enter at a 4-year institution.

Course Content:

a. Reading: The student will read on a wide range of subjects; the student will learn rhetorical strategy used by professional writers and through class discussion will learn to evaluate and analyze expository writing.

b. Writing: The student will utilize in his/her own writing those techniques observed in the essays read; the student will learn to chose and restrict a topic, write a thesis statement, and from it prepare a plan for a paper; the student will write many themes; the students will learn what is to be considered an "A" paper, a "C" paper, or an "F" paper. The students will write correct sentences and organized paragraphs.

c. The Research Paper: The student will write one long investigative research paper to be completed near the end of the semester. In this paper the student will demonstrate the skills learned in previous assignments and the mechanics of the research paper--footnotes, bibliography, note cards, documentation, and form.

Course Description: Elements and principles of composition. Practice in writing expository and argumentative thesis as applied to both short and long papers.

Texts:

Practical Stylist by Sheridan Baker

Educulture Mini-Modules or Practical Grammar (as assigned)

a collegiate dictionary

novels or dramas as assigned (library checkout OK)

one blank one blank 3 1/2" MF2-HD "hard" floppy disk--I will format these for you.

Course Requirements:

Assigned readings

At least 8 essays which must be keyed (except when assigned otherwise).

Late work is graded down one grade for each day late.

An original research paper and corresponding assignments (you cannot pass this class without successfully completing this assignment)

Go to two performing arts event (plays, dance, music). Write critique.

Attendance is important; if you are absent please leave a message on my voice mailbox.

For accommodations due to a disability, please contact your instructor within the first two weeks of the semester.

Tuttle's Grading Guide

A--Excellent writing answers the question with thoroughness and originality. There is a clear and logical organization of ideas, relevant and convincing supportive detail, sentence variety, effective word choice, and few errors.

An A paper commands attention because of its insightful development and mature style. It presents a cogent response to the text, elaborating that response with well-chosen examples and persuasive reasoning. An A paper shows that its writer can usually choose words aptly, use sophisticated sentences effectively, and observe the conventions of written English.

A focus (stated or implied thesis, statement of purpose, dominant impression, focus questions, central idea, etc.) which responds to the assignment and is developed in an imaginative and insightful paper.

Clear organization of paragraphs in relationship to one another and to the focus.

Fully developed and well-ordered details within the body paragraphs. Appropriate introduction and conclusion.

Competently, maturely, and imaginatively uses information, either directly or indirectly, from the assigned readings. In addition, may use information from other sources, such as related readings, personal experience, observation, or class discussion. demonstrates an ability to support and extend the focus.

Appropriate and smooth transitions between paragraphs and sentences. (There should be smooth connections between sentences within a paragraph, as well as between the last sentence in one paragraph and the first sentence in the next paragraph.)

Sophisticated--that is, varied and interesting--sentence structure.

Word choice and tone, mature and consistently effective.

Virtually no grammatical, punctuation, or mechanical errors.

B Good writing answers the question, is organized, has well chosen supportive detail, some sentence variety, few errors in diction and mechanics, but the lacks the level of development and facility with language of the best papers.

A B paper is clearly competent. It presents a thoughtful response to the text, elaborating that response with appropriate examples and sensible reasoning. A B paper typically has a less fluent and complex style than an A but does show that its writer can usually choose words accurately, vary sentences effectively, and observe the conventions of written English.

C--Adequate writing answers the question, has some organization and support for the controlling idea, but few specific examples, little sentence variety, and several punctuation and grammar errors.

A C paper is satisfactory, sometimes marginally so. It presents an adequate response to the text, elaborating that response with sufficient examples and acceptable reasoning. Just as these examples and this reasoning will ordinarily be less developed that those in B papers, so will the C paper's style be less effective. Nevertheless, a C paper shows that its writer can usually choose words of sufficient precision, control sentences of reasonable variety, and observe the conventions of written English.

Few grammatical, punctuation, or mechanical errors.

D or F--Inadequate Writing is difficult to follow, lacks clear reference to the question, has little supportive detail, and a range of errors that obscure meaning. A D or F paper is unsatisfactory in one or more of the following ways. It may respond to the text illogically; it may lack coherent structure or elaboration with examples; it may reflect an incomplete understanding of the text or the topic. Its prose is usually characterized by at least one of the following: frequently imprecise word choice; little sentence variety; occasional major errors in grammar and usage, or frequent minor errors. It may also be characterized by simplistic or inaccurate word choice; monotonous or fragmented sentence structure; many repeated errors in grammar and usage.

Focus too general or too narrow. Focus not apparent or unclear.

Paper weakly organized because of unclear ordering of paragraphs or because more than one paragraph is not clearly related to the focus.

More than one paragraph not supporting the focus or lacking substance because of generalizations unsupported by detail. Paragraphs short and undeveloped or long and meandering.

Show inaccurate use, or no use, of the information from the assigned readings. Generally inadequate development and/or support of the focus. Little or inappropriate use of transitions.

Sentences unclear, repetitive, or simplistic. (An "unclear" sentence might be flawed as follows: the subject is omitted, or pronoun reference is confusing, or adverbial conjunctions, such as "however," nevertheless," and "thus" are inaccurately used. Repetitive sentences are underdeveloped sentences, revealing little new information. A simplistic sentence is usually short, often following a subject-verb-object pattern, with minimal coordination or subordination.)

Inaccurate use of words. (for example, inaccurate use of "its" and "it's," "accept" and "except," "cloths" and "clothes," "loose" and "lose," "their" and there," and so on.

Frequent and varied grammatical, punctuation, or mechanical errors which cause confusion or interfere with the paper's clarity; or frequent and varied errors that illustrate an inadequate ability to proofread for grammatical, punctuation, or mechanical errors. (For example: run-ons; fragments; lack of agreement between subject, verb and pronoun; incorrect pronoun reference; inappropriate use of pronouns; shifts in time and person; and the inaccurate use of commas, semi-colons, colons, or apostrophes.)

OR IN OTHER WORDS,

Relating grades to World of Work

A--manager would be impressed and remember this work when a promotion is discussed.

B--manager might be satisfied with the job but not necessarily impressed.

C--necessary to revise work before acceptable.

Performance may not be adequate to keep the job.

D--Performance may not be adequate to maintain job.

F--unemployable

What employers expect:

An employer expects that you will be able to use grammar, spelling, and punctuation correctly in order to organize your thoughts into good composition models. They also expect that you will exhibit the following character traints:

American Common Culture Guiding Principles

Responsibility
Differentness
Initiative
Perseverance
Optimism
Courage
Respect
Compassion
Adaptability
Honesty
Trustworthiness
Loyalty