“Reading in Academic Contexts” ( 10-32), ““ ( 94-128); ““ ( 331-343) “Fragments” ( S-2), “Comma Splices and Fused Sentences” ( S-3); Rich, “” (Handout) Online Exercises: Required: , , , *Optional: , , Note: Do not attempt online exercises or the in-class work until we have discussed both assignments in class. Wed. 19 Sep Yom Kippur – classes do not meet; COLLEGE HOLIDAY – offices closed Mon. 24 Sep Last day drop full semester classes without a W grade Rich, “” (Handout) Note: Scores from online exercises assigned as homework on Tuesday, 18 September must be received before today’s class. Wed. 26 Sep Plato, “The Allegory of the Cave” (Handout) See also: ”“ and “” (Videos) In-class writing assignment “Subject-Verb Agreement” ( S-5) Online Exercises: , , , , , , Mon. 1 Oct. Process Writing: “Explaining a Process” ( 414-418) Wed. 3 Oct. Revising & Editing: “,” “,” ““ ( 301-317) *See also, Mon. 8 Oct Malcolm X, “Saved” (Handout) In-class writing assignment Wed. 10 Oct ”Pronoun-Antecedent Agreement,” “Pronoun Reference,” “Pronoun Case” ( S-6a-c); “Verbs” ( S-4) Online Exercises: , , , ; , , , Mon. 15 Oct Comparison and Contrast Writing: ”Comparing and Contrasting” ( 380-387) In-class writing: Compare-Contrast *See also, on Batman: Andrew, Danielle. ““ 30 Sep. 2015. Web.
Miller, Frank, et al. . Burbank, CA: DC Comics, 2015. Morrison, Grant. . New York: Spiegel and Grau, 2011. Zehr, E. Paul. . Baltimore: Johns Hopkins UP, 2008. on advertising: Arthur Asa Berger, ““ (from the Center for Media Literacy) Jib Fowles, ““ Scott A. Lukas, ““ (from the Gender Ads Project) on Cinderella: Six different versions of the story: Charles Perrault, ““ Jakob and Wilhelm Grimm, “Ashputtle“ (a slightly edited version) Tuan Ch’êng-shih, ““ ”“ ”Oochigeaskw—The Rough-Faced Girl (A Native American ‘Cinderella’)“ Sexton, Anne. ““ and, some responses to fairy tales in popular culture: Jane Yolen, “America’s ‘Cinderella.’” (Children’s Literature in Education 8.1 (1970): 21-29.) ( in .pdf) Rafferty, Terrence. “.” 25 March 2012. Wed. 17 Oct. writing: Mon. 22 Oct McKinley, Jesse. “.” 8 Aug. 2017. ”.” (Editorial) 16 Aug. 2017. * Chapters 16–23, 50, 61 (63–93, 179–81, 223–226) Wed. 24 Oct Mon. 29 Oct Persuasion/Argument Writing: ”Arguing” ( 355-375), ““ ( 156-182) ”Adjectives and Adverbs” ( W-5) Online Exercises: , , Wed. 31 Oct Using Words Effectively: “Audience,” “Genre” ( 57-63); ”Words” ( W), especially “Appropriate Words” (W-1), “Precise Words” (W-2), and “Unnecessary Words” (W-4) Homework due: Logical fallacies *See also, Orwell, ““ Schuman, Rebecca. ““ 14 Aug. 2014. . Shea, Ammon. “.” New York Times Magazine 14 March 2010: 14. . . Fri. 2 Nov Last day automatic W full semester classes Mon. 5 Nov TBA Wed. 7 Nov “Finding and Evaluating Sources” ( 445-472) ”Documentation” and “MLA Style” ( 496-548), ““ ,
*See also, Levitin, Daniel J. ”Identifying Expertise.” . New York: Dutton/Penguin, 2016: 129-151. “.” (MS Word document: OLD format) Mon. 12 Nov ; ; Handouts (To be distributed): Childress, “,” ““ and Eric Westervelt, “ .” *See also, ”Writing a Summary/Response Essay” ( 40-44); Wed. 14 Nov. MacKay, ““ ( 156-161) Note: For online text, scroll down *See also, Jonathan Swift, “ “ Jessica Mitford, ““ Mon. 19 Nov. Leonard, ““ ( 164-168) Tue. 21 Nov Day & Evening classes meet on a Thursday schedule Wed. 21 Nov Model Research Essays: Borchers, ““ ( 540-548); Harba, ““ (Handout) Thu.-Sun. 23-26 Nov Thanksgiving Break – COLLEGE HOLIDAY – offices closed Mon. 26 Nov Quoting, Paraphrasing, and Summarizing,” “Acknowledging Sources, Avoiding Plagiarism” ( 478-495) *See also, (MS Word document) Wed. 28 Nov Model Research Essay: Shankar, ““ (Handout); In-class writing/revising: Note: The .pdf displays sideways; also, the appears on pages 160 to 169 of the chapter, or 11 to 15 of the .pdf Mon. 3 Dec Segal, ““ (Handout) Wed. 5 Dec and Research Essay “Workshop” Exit Survey (online) Mon. 10 Dec Evening classes extended by 5 minutes for final exams ”Literary Analysis” ( 206-215); ENG 102: Introduction/Advising Wed. 12 Dec Evening classes extended by 5 minutes for final exams , , Y-16
ENG100.docx Last revised: 18 September 2018 MODEL FOR EVALUATION OF STUDENT WRITING UNSATISFACTORY SATISFACTORY ABOVE AVERAGE EXCELLENT A. CONTENT: Includes thesis statement and both quantity and quality of supporting details Thesis is lacking or incorrect, and not supported with appropriate detail. Writing is thin, including generalizations with few or no concrete examples or illustrations. Thesis is apparent but general or commonplace. Support may be sketchy or occasionally irrelevant. Generalizations are supported with examples, but content may be thin. Thesis is explicit, appropriate, and well supported. Content is both adequate and appropriate, providing examples and illustrations to support all generalizations. Thesis is explicit and significant, assertive, objectively worded, and supported with substantial and relevant information. The essay includes a wealth of relevant details, examples, or imagery. B. ORGANIZATION: Includes paragraph development and arrangement of body paragraphs, as well as coherence (introduction, body, conclusion) The plan and purpose of the are not apparent. It is not developed or is developed with some irrelevancy or redundancy. Paragraphs are incoherent or The plan of development is apparent but not consistently followed. The writing lacks clarity or is repetitious. The paragraphs are generally effective, The plan of development is clear and consistently followed. The writing is concise and clear, with a minimum of repetition. Paragraphs are generally and It is planned logically and progresses in clearly ordered and necessary steps, and developed with originality and attention to proportion and emphasis. Paragraphs are