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Indiana University

ACP English W131 – Elementary Composition

Fall 2013 Syllabus -- Mrs. Isaacs

Tri Jr. Sr. High School

Email:  aisaacs2@shenry.k12.in.us                                                                                            

 School phone:  (765) 987-7988

Required Texts that YOU MUST PURCHASE:

·         Writing Analytically, 6th Edition – David Rosenwasser and Jill Stephen

·         Writing and Reading for ACP Composition – Thomas E. Leahey and Christine R. Farris

·         Order this NOW!!!  You will need to order through the IU Bloomington Book Store.

Cost Per Credit:

The cost per credit hour has been changed to ONLY $25.  Total cost for the course in now only $75!  You will complete registration through our guidance department.

Other required materials that YOU MUST PURCHASE:

·         USB storage device for saving your writing

·         A 3-Ring binder for keeping all course materials including handouts, class discussion notes, and drafts

·         Spiral notebook for reading notes

·         Highlighter, pens, and pencils

·         Index cards and “post it notes”

Course Description:

ENG W131:  Elementary Composition is a one-semester course that offers instruction and practice in the critical reading and writing skills required for college-level work, with an emphasis on written assignments that call for summary, critique, analysis, and arguments based on sources.

This is a college-level course.  The purpose of this course is to prepare students for the rigor of writing throughout college.  The focus is on scholarly investigation of sources, critical thinking and reading, learning how to recognize and utilize specific writing strategies, skills and fluency.  Each unit will include preliminary work and assignments leading to a major essay to conclude.  Points will be accumulated for Summary Paper, 4 Essays, Double-Entry Assignments as well as homework and quizzes.  Since much work and discussion are carried on in class, good attendance and assignment submission are imperative.

You will be asked to do sample writings of each of our papers as well as participate each day in class. The more “you” put into the course, the more “you” will grow as a writer and thinker. You will have homework and will be expected to meet deadlines.  Time management and prioritizing will be needed in order for you to be successful in this course.

Revising papers is important in this course.  You will get feedback from peers and from me. I will NOT grade the final version of a paper until I have seen a completed first draft.  When you turn in the final version, include the first draft with my comments and / or peer comments.

I expect all writing to be submitted in class on the day it is due!

Ordinarily, no paper will be accepted late.  If illness or some other emergency interferes with your ability to turn in a paper on time, contact me immediately.  Do not email papers to me or leave them in my mailbox or on my desk!

Policies on Attendance, Participation, and Plagiarism

1. Much of your work will consist of talking with others in class about the assigned readings and writings.  Thus, this is not a course which you can miss or somehow“make up” work you have missed.  If you do miss, refer to the syllabus, check on Harmony or ask a classmate for your assignments and what you missed.

2. Come to every class on time; always bring any text that is to be discussed; always have the reading and writing assignments for the day completed! If you are late or unprepared, I reserve the right to mark you absent.

3. In order to be successful in an Advance College Project (ACP) course, students will need to present work that meets an academic standard expected of a university student.  You will not be graded on effort.  You will be graded on the quality of writing that addresses the prompt/assignment.

4. Understanding academic integrity is critical for both instructors and students.  Plagiarism is a violation of another person’s academic integrity.   You will be signing a contract that you understand what plagiarism is and the consequences of plagiarism.

4. This course will adhere to the Indiana University Code of Student Ethics, which states:

    A student must not adopt or reproduce ideas, words, or statements of another

       person without an appropriate acknowledgment.  A student must give due credit

    to the originality of others and acknowledge an indebtedness whenever he or she

    does any of the following:

               A. Quotes another person’s actual words, either oral or written;

               B. Paraphrases another person’s words, either oral or written;

               C. Uses another person’s idea, opinion, or theory, or

               D. Borrows facts, statistics, or other illustrative material, unless the

                 information is common knowledge.

If I find you have committed academic dishonesty on a writing assignment, you will get no points for it.  Ordinarily, academic dishonesty on a major paper or the final exam will result in an F for the term.  I will report any academic dishonesty to the administration of Tri High School and IU Bloomington.


Written Assignments and Grading

1.  No late work will be accepted.  Omitting a paper could cause you to fail the course.

2.  Approximately 1,000 points are possible for graded essays, practice work, and reading notebook (This is the grade that will be reported to IU.  It is a letter grade not a percent.  Temptation to plagiarize and to get a good grade will be great; however, do not start your college career with a “record.”  Committing plagiarism will stay with you for the rest of your life.  DO YOUR OWN WORK!

                                                   * Summary   100 points

                                               * Critique 150

                                                   * Comparative Critique 150

                                                   * Comparative Analysis 200

                                                   * Writing Plan – Trend   50

                                                   * Trend Analysis  250

                                                   *  Double-Entry Journal   50

                                                   * Homework/Quizzes   50

Be aware that “practice” or “sample” papers will be homework grades.  By completing them you will acquire the skills to write the essays correctly.

As you know, plusses and minuses DO count into your GPA. Further, the grade you earn in this course

will be the starting grade for your college academic career. Thus, if you do not earn higher than a C, you will not receive credit and may likely enter college on academic probation! Hence, you should be ready to work in this class!

Rules:

You must bring your textbooks, binder, and spiral notebook to every class session.  Keep all handouts, class notes, drafts, and spiral notebook in the binder.  Rough drafts are part of the writing process and must be submitted with the final product.  You will also turn in all peer revision notes as well.  Everyone wants to improve, so it is important that we work together to help each other. If you do not have a draft when it is due, I will not grade your final paper.

Format:

* All papers must be typed and double-spaced using Times New Roman 12.  (Do not use creative fonts or pictures.)

*Proofread Out Loud…catch those silly mistakes!

* Your reading notes / Double-Entries can be typed or handwritten.

Syllabus

Day One:

1.       Syllabus

2.       Course Policy

3.       Grading

4.       Attendance

5.       Expectations

6.       Sequence and Description of Paper Assignments for ACP W131 (Pages 3 and 4 of Day 1 Binder)

7.       Day One Binder (Page 2) – Guidelines for the Common Ground Curriculum – give students a copy

8.       Submission Policy – No late papers

9.       Assignments – Quality of Work – This is a college class!

10.    Not Graded on Effort – Graded on Quality of Product

11.    No Extra Credit!

12.    Withdraw Policy/ Dates

13.    Discussion of Drafts / Must see 1st Draft to be entitled to having Final Draft read/graded.

14.    Show samples of what colleges students do not write (pages 13 – 17 – Day One Binder)

15.    Difference Between High School and College (pages 19 – 21 – Day One Binder)

16.    Avoiding Plagiarism – (pages 66 – Day One Binder) – Sign and Return bottom portion

Day 2:

1.       Chapter 1 (WA) : Key concepts

2.       Breaking out of the 5 paragraph essay (pages 7 and 8 WA)

3.       “The Problem of the Five-Paragraph Form” (WA) – pages 207-211

*Thesis / Claim must be strong – Gives the paper work to do

*Topic Sentences are important!

*Form/Structure is important, but we must go deeper.

4.       Do Activity with “Statue of Liberty” overhead

*What do you see? (only the obvious – no judgements)

*Now, look at the sentences.  What do you see in the sentences?

*Now Rank – still NO judging

     - What is the strangest detail?

     - Most interesting detail?

     - Most significant?

         *What do these details suggest?

         *What is the larger context?

   5.  Notice and Focus: pages 24 – 25 (WA)

Day 3:

Chapter 11 (WA) – “Making a Thesis Evolve” – (227 – 263, key points)

Video: Educating Rita - 245

Back to “Statue of Liberty” – Write a claim/thesis about it.

Day 4

Jack Meiland (WRAC 8-18) – “The Difference Between High School and College” – read together

Double – Entry – Together

*You will do a Double-Entry for each selection we read. These are to be turned in then placed in your 3-Ring Binders.  They are due the day after selections are assigned.  Do not get behind!  We will use these to discuss each selection.

Day 5

Robert Scholes (WRAC 1-7) – “The Transition to College Reading”  - You will be reading with a partner and will be doing a Double – Entry together.  Once you have finished, we will discuss as a class.  You will add comments to your Double – Entry that other classmates had that you found interesting.

Days 6 and 7

1.       Types of Assignments you might receive in college – (pages 30-41 – Day One Binder): The skills you are acquiring in this course will help you move beyond what you have been doing.  You are moving into the next level of thinking: analysis. You will use this in almost every college class.

2.       “The Method” – pages 26 – 27

3.       Activity with The New Yorker cover (Obama)

*Repetitions

*Strands (Family of words)

         *Binaries (Opposites: What is opposed to what?)

*Anomalies (What doesn’t fit?)

4.       “So What?” – pages 33 – 35

5.       Do “So What?” with The New Yorker cover.  What does this mean?

6.       “Paraphrase X 3 – pages 36 – 39

7.       Do activity on page 39

Days 8, 9, 10

1.       “Identifying the ‘Go To’ Sentence” – pages 39-41.

2.       Do “Try This” page 41.

3.       Read “The Man Who Couldn’t Stop Eating.” – (WRAC – pages 314 – 327)

4.       Double – Entry

5.       Discuss / Locate the “Go To” Sentences

6.       Do “The Method” – together

Day 11

1.       Plagiarism, In-text Citations, Works Cited

2.       Chapter 14 (WA)

Summary Unit

1.       Pages 24-25 (WRAC) and 152-153 (WA)

2.       Read “The Future of Love: Kiss Romance Goodbye, It’s Time for the Real Thing” – Barbara Graham (WRAC – pages 26-29)

3.       Work through pages 29 – 39 (WRAC) – process of writing a summary/revision

4.       Day 1 Binder – pages 42- 46 – Discuss: Summary: What is it? Criteria for Evaluation, Active Reading Strategies, “Says/Does”

5.       Read “Too Much of a Good Thing” – Greg Critser – pages 288 – 290 (WRAC)

6.       Using page 25 (WRAC), with a partner, do Bullets 3 (for each paragraph) and 4.

7.       Then, individually, using the information you and your partner compiled, write your first draft of a summary over this article.  Bring to class the next day.

8.       Get into groups of 5, do Read/Pass.  You will be reading classmates’ summaries.  Have scrap paper with you so you can write down ideas you like from other people’s summaries (look for transitional words/sentences, claims/main points, brevity, coherent ideas, accurate information, etc).  You will then revise your summary incorporating your ideas/notes you took in class today during the Read/Pass.

9.       Students will assess the Samples of Summaries on pages 47 – 50 (Day 1 Binder).  They will work with partners to determine which is better and why.

10.    Additional Summaries Samples if needed on pages 51 - 55 (Day 1 Binder).

11.    Read “We’ve Got Mail – Always” – Andrew Leonard – pages 163 – 167 (WRAC)

12.    Double-Entry

13.    Complete “The Method”

14.    What are 5 “Go to Sentences”?

15.    Complete Bullets 3 and 4 on page 25 (WRAC).

16.    Using information acquired in above steps 12-15, write a summary over “We’ve Got Mail – Always.”

17.    Peer Revision (Using information from page 42 –Day 1 Binder-  to create handout for students.)

18.    With feedback from peers, revise, turn in.

19.    Guidelines for Summary Assignment given to students.

20.    Read “Boy, You Fight Like a Girl” – Alex Pham, pages 184-188 (WRAC)

21.    Double Entry/Discuss

22.    Go To Sentences?

23.    Main Claim of Each Paragraph

24.    Main Claim of Essay/Article

Assignment: Write a Summary (no more than 300 words) of Alex Pham’s “Boy, You Fight Like a Girl.”

                 Submit 1st Draft, Teacher Feedback

                 Revise and turn in Final Draft

Critique Unit

1.       Review Chapters 1 and 2 (WA)

2.       Review Paraphrase X 3 – pages 36 – 39 (WA)

3.       Review page 271 (WA) – “Make Your Sources Speak”

4.       Review Chapter 11: Thesis

5.       Chapter 4 – Group Presentations of “Tool Kits” (WA)

6.       “Apply a Reading As a Lens” – (WA) 118-120, Do Exercise page 129

7.       “Analyzing Evidence in Depth: 10 on 1” – (WA) – 211- 220

8.       Comparison/Contrast – (WA) – pages 156-161

9.       Six Stratgies for Analyzing Sources – (WA) – pages 271-281

10.    Revisit “The Method”  - (WA) – pages 26-27; Day 2 Binder page 4

11.    Revisit “Notice and Focus” – (WA) – page 24; Day 2 Binder page 3: The New Yorker cover (WA page 143)

-          No Judgments!

-          What do you notice/

-          What do you find most interesting?

-          What do you find most strange?

-          What do you find most revealing?

12.    “Thinking Recursively” – Day 2 Binder – page 2

13.    “Passage-Based Focused Freewriting” – (WA) – pages 86 - 90

14.    “Uncovering Assumptions” – (WA) – page 91

15.    WA – Chapter 16 – Introductions and Conclusions

16.    Read and Do the following:

*”The Plug-in Drug” – (WRAC – page 87)

   - Read individually

   - As a small group, do Page 91 (WRAC)  - Step 1.

   - Go through and write down Assumptions

   - As a group, what is a working claim for this selection?

   - Using this claim, write a critique on this selection.

- Read and Pass activity

Articles for Critique from WRAC:

Double – Entry for Each!

·         Crispin Sartwell, “The Genocidal Killer in the Mirror” -  pages 252 – 254

·         David Guterson, “Enclosed. Encyclopedic. Endured: One Week at the Mall of America” – pages 398 – 405

-          Together do “The Method”

*What repeats?

*What goes with what? (strands)

*What is opposed to what? (binaries)

*What doesn’t fit? So What?

Assignment: In this paper you will turn your critical reading of Guterson’s essay into a systematic evaluation in order to deepen your reader’s (and your own) understanding of the author’s argument.

Comparative Critique Unit

Articles in WRAC:

Double – Entry for each!

·         Roberta Seid, “Too Close to the Bone”: The Historical Context for Women’s Obsession with Slenderness” – pages 295 – 307 (Read individually then Jigsaw for Assumptionsn and Go to Sentences.) Do “The Method” – whole class

·         Hillel Schwartz, “Fat and Happy?” – pages 307 – 314

·         We have also read “The Man Who Couldn’t Stop Eating” by Atul Gawande – pages 314 – 327.

Assignment: (4 to 5 pages) The Comparative Critique is an analysis of two WRAC articles that address a common issue or concern.  Please select from the articles that we have read up to this point.  You will:

·         Establish a relationship between the two author’s positions on an Issue that goes beyond merely pointing out similarities and differences.

·         Evolve a thesis that gives your paper some analytical work to do and that takes into consideration confirming and complicating evidence.

·         Go beyond generalizations to specific evidence linked to your claim.

·         Page 10 – Day 3 Binder (Assignment Sheet)

Comparative Analysis Unit

1.       Double-Entry for each!

2.       “The Method” – for each selection

3.       “Go To” Sentences – for each selection

4.       Revisit Claims

5.       Review “10 to 1”

6.       Peer Revision of Draft

Articles for Comparative Analysis Unit:

·         Marianne Szededy-Maszak, “The Abu Ghraib Prison Scandal: Sources of Sadism” – pages 210 – 212

·         Stanley Milgram, “The Perils of Obedience” – pages 212 – 224

·         Diana Baumrind, “Review of Stanley Milgram’s Experiments of Obedience” –  pages 224-229

·         Philip G. Zimbardo, “The Standford Prison Experiment” – pages 240 – 252

Test Objecct: Video: A Few Good Men

Assignment:  (4 to 5 pages) In this paper you will analyze a “test object” using the theoretical lenses provided by at least two source texts from the Obedience unit in WRAC.  Please use two of the four that we have read and analyzed. Your focus this time is on better understanding the object of analysis – for our purposes, the film, A Few Good Men, about obedience and disobedience in the military.  Your secondary sources will help you discover more about the test object and locate your analysis of the film in a larger cultural context.

Your first draft will be peer revised as well as read by the teacher.  Indepth revision will then need to take place before the final draft is submitted.  In revision, it is more about addressing claims, evidence, transitions, and focus.  Yes, your essay should be error-free, but this will not earn you an “A.”  It is about the quality of analysis that will earn you higher marks.








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