English 092
Developmental English
Winter Quarter 2013
Bellevue College
Item # 1033, Section D
M – F 11:30 pm – 12:20 pm Room L 210
Instructor: Nancy
Eichner
Office Hours: By
appointment (usually available M & W 12:30 pm – 1:30 pm)
Phone: (425) 564-2090
(messages only); Email: neichner@bellevuecollege.edu
Writing Lab: D
204 (Free tutors available. Free computers available when no class is
present.
The computers in the N-Building are always available to you.)
FEB.
4: $1000 DEEP ECONOMY SCHOLARSHIP CONTEST ENTRY DUE DATE
To understand college-level reading materials.
To write effective essays.
To write using correct grammar and punctuation.
Please buy your books immediately. They are available at the BC Bookstore in B
Building. CHECK THE
ISBN NUMBERS!!! DO NOT ACCEPT BOOKS WITH
A DIFFERENT ISBN.
·
Sentence
Skills, Form A, 2011 ed., by John Langan
(ISBN 10:0-07-337169-6)
·
The
Impossible Will Take a Little While, by Paul Rogat
Loeb (ISBN 0-465-04166-3)
·
Deep
Economy, by Bill McKibben (ISBN
9780805087222)
·
A collegiate dictionary (must have the
word “college” or “collegiate” in the title)
·
A soft folder with three pronged
fasteners (not rings) for
your Portfolio
·
A binder with three metal rings in
which to keep your notes
This course is designed as a workshop class to help you
improve your reading and writing skills.
You will have the opportunity to write, revise, and edit all
of your essays before they are graded.
You will have the opportunity to receive feedback on all of your essays
from your peers in writing workshops, as well as from me in conferences for
essays one and two.
We will read and discuss published essays to use as models
of effective writing.
We will read a non-fiction book (the BC Common Reading Book
this year) to discuss and write about.
We will work on grammar in a number of different ways,
including doing exercises in a workbook.
·
Three 500-650 word essays (2 to 3
pages), submitted in your Portfolio during the last week of the quarter (You
will have grades for Essay 1 and 2; you will not have a grade for Essay 3, i.e.
the "test" essay, until it is submitted in the Portfolio).
·
Successful completion of all assigned
work (grammar, writing, reading, vocabulary).
·
Grammar tests if deemed necessary
·
Writing and editing homework AND a corrected draft based on my
corrections (due two days after I hand back my corrections)
·
Regular class attendance and
constructive participation in workshops and class discussions.
You will be expected to hand in your assignments on time,
that is, in class on the dates they are due.
HOMEWORK IS THE BASIS OF CLASSWORK, SO YOU MUST BE PREPARED ON
TIME. And, for this reason, no homework
will be accepted late.
When I give you a reading assignment, you must finish the
reading and any accompanying work before class on the day it is
due. When I give you a writing
assignment, you must complete the writing before class on the day it is
due (unless I tell you otherwise).
Keeping track of the due dates is your responsibility.
*********If you miss class, remember to phone a classmate to
ask if any assignments were given or changes made while you were gone. Also, arrange to get class notes you
missed. It is best to get the phone
number of at least two reliable classmates.
Remember: It is your responsibility to find out what
you miss when you are absent.**********
Strong
Suggestion
àREADING IS THE KEY!!!
Take one credit of independent learning at the Reading Lab
(D204). This credit is labeled English
080 and is Credit/No Credit. You work a
minimum of 22 hours on computer reading programs whenever you can fit it into
your schedule. There are teachers at the
Lab to guide you. If you work
diligently, I can almost guarantee that both your reading and writing
skills will improve significantly.
It is my experience that reading is the key to language
learning, including writing and grammar.
It is also my experience that students who struggle in college are very
often weak readers.
Therefore, I want to encourage you to work hard on your
reading this quarter beyond what we are doing in class. The Reading Lab computer programs are
designed to aid you in improving comprehension, vocabulary, and speed. You work there at your own pace. You are supported and monitored by skilled
Reading Lab teachers who are always there to offer help.
If you miss more than 10 classes, I will ask you to repeat
the course another quarter. This is our
department policy. Please feel free to
speak with me if you are having problems with attendance.
I will start class on time.
If you are late, you will be counted absent. Please speak to me about any kind of special
problems regarding lateness.
Your papers must present your own ideas in your own
words. If you copy someone’s
words, you must put them in quotation marks and reference
the source. If you summarize or quote
someone else’s ideas, facts, or words, you must say where the information came
from. If you do not do this, you will be considered unethical—a plagiarizer
(an idea thief).
Saying where ideas and words come from is called “citing
your sources.” I will teach you the
basic conventions for citing your sources now, and you will learn more about
these conventions as you take higher-level courses.
I will not accept an essay you have copied from someone else
or an essay in which you present someone else’s ideas or words as your own.
Format
for All Written Work
1. Type: Please word process (use a computer to type) all papers
2.
Label:
Please put a label in the upper
left-hand corner of all assignments
(called the MLA label). Write the
following information on the first page (5 lines):
Your First and Last Name
Class Name, Time
Instructor: Nancy Eichner
Kind of Assignment (for example, ESSAY
1, First Draft; or, Response to
Ackerman's
"A Slender Thread" in Impossible, p. 22)
Date
·
On the second page and all ensuing
pages, put the following label in the upper right-
hand corner:
Last
Name Page Number [Example:
Tran 2]
3. Staple: Staple
all your papers together BEFORE you get to class. I will not accept unstapled
work.
4. Title: Give each essay a title. Center the title. Capitalize the first letter of the first
word and all
important words. Do not use any
punctuation—no bold print; no quotation marks; no
underline. Leave two spaces (just double space like the
rest of the paper) between the title and
the first line of the essay.
5. Margins: Leave margins of about 1 ½ inches on the
sides and at the top and bottom. Most
computer word processors do this automatically when they print, even if the
margins don’t show on the screen.
6. Font
and Size: Use a clear font (Arial, for
example) and size 12 print.
7. Spell
Checker: Use the spell-checker to help
check your spelling. However,
don’t rely on the spell-checker to find all your mistakes. Proofread
OUT LOUD all your writing.
8. Grammar
Checker: Do not use the grammar checker on a computer. It is often wrong.
9. Paragraphs: Indent (use the TAB key) all of your
paragraphs.
10. Last-Minute
Corrections: If you need to make minor changes after you have printed your
work, make them neatly by hand. Use dark
ink, not pencil.
ABOUT THE
At the end
of the quarter, you will submit three essays in your Portfolio. I will give you a grade on your first two
essays during the quarter after you have discussed them two times in a workshop
and with me in a conference.
You should
be working all quarter on improving your essays. You will have the opportunity to receive
feedback and help from your writing workshop group during class. Also during class, I will work with you in
individual conferences.
Essay 3
will be a "test" essay. That
is, you will submit it in your Portfolio and will not have a chance to receive
any feedback from me before handing it in.
You will have workshops regarding Essay 3, but not a conference with
me.
Please use
the tutors at the Writing Lab (D 204) for additional assistance. It is best to make an appointment, although
that is not mandatory.
PREWRITING
is the first step in the writing process.
You gather as many ideas as possible using whatever method of
brainstorming works best for you. Also,
when writing a research paper (for example, in English 201), research is also
part of the prewriting phase.
ORGANIZING
is the next step in the writing process.
Put your ideas in logical order and make connections between all ideas
clear. Your writing should flow easily
and make sense to your readers because you present your ideas logically. You may use any organizational method that
works well for you. Many people make an
outline to organize their essays.
The FIRST DRAFT of an essay is to be
written as well as you can, but without worrying about grammar
corrections. You will read your first draft
out loud two times to your writing workshop group. Your classmates will give you feedback on the
content (NOT the grammar) of your writing.
What was interesting, touching, pleasing, important? What was NOT clear? Where would you need some more examples or
information? What was confusing? What was effective, and why? What was not effective, and why?
The REVISED DRAFT of an essay is an
improved version of its contents.
Consider the feedback your workshop group and I have given you; use your
own imagination and rethinking of your ideas to help you improve the
writing. This is also the stage of the
writing process in which you work on correct word usage and enrichment of your
written expression.
The EDITED DRAFT is written when you
are satisfied with the content of the essay and want to correct the mechanical
language problems, such as sentence structure, punctuation, and spelling. Try to find your mistakes yourself on your
final revised draft. Then, bring it to
your workshop group and ask for editing feedback. Work together to find and correct mistakes.
Ask me for help in class when necessary.
The edited draft should, then, be the draft you present for grading in
your Portfolio. It is the final draft of
an essay.
Note: Bring 3 copies of a draft on WRITING WORKSHOP
days. The members of
your writing group need to be able to read along as you read your essay out
loud.
If members
of your group are not working seriously enough to satisfy your needs, change
groups! It is your responsibility to get
as much as possible from the feedback opportunities offered you in this
class. If you need help in joining a new
group, come see me.
Essay
Format
LABEL:
Each draft of your essay MUST have a label in the upper left hand corner of the first page:
First
and Last Name
English
092, TIME
Instructor: N. Eichner
Essay
#____: FIRST DRAFT
(or—Revised
Draft
or—Edited Draft)
Date
***Ensuing pages get a label in the upper right corner: Last Name
Page # (Example: Tran 2)
TYPE, MARGINS, FONT, SIZE:
·
Type
·
Double space.
·
Margins: about 1 ½ inches all around. (Usually the default margins on a computer
are about this size.)
·
Size 12 print.
·
Clear print style, such as Arial or New
Times Roman.
TITLE:
An essay or a story always has a title.
·
Center it above the first line.
·
Double space between the title and the
first line of your essay (in other words, the spacing is the same as the rest
of the paper).
·
Capitalization: Only the first letter of the first word and
all the first letters of all important words of a title are capitalized.
DO NOT
·
write the title in all capital letters.
·
underline the title.
·
use bold print.
·
use quotation marks to set off the
title.
ABOUT THE
You will
give me a portfolio of your writing to be graded at the end of the
quarter. A portfolio is a collection of
your best work presented in a formal way.
Here are
the requirements for your portfolio presentation:
1. Use
a soft folder with three fasteners.
Please,
do not put your writing in plastic.
Please, do not use a binder with metal rings, or a folder with a
compression strip (they fall apart too easily).
2. On
the cover, print:
Writing Portfolio
Student: First and Last Name
English 092
Instructor: Nancy Eichner
Quarter
3. Make
the portfolio easy for me to read through.
·
Put a divider with a labeled tab in front of each
essay.
·
Make the first page a Table of
Contents, giving the titles of your essays in the order you present them.
4. Order
of the essays:
Essay 3, Essay 2, Essay 1
ABOUT
THE GRAMMAR ASSIGNMENT
Introduction
The Langan
book is based on the principle of Mastery Learning. That means you may continue learning and
practicing a particular point of grammar until you have mastered it.
The Langan book has many grammar
chapters. In each chapter, there are
explanations of a particular point of grammar, exercises to help you practice,
a review test at the end of every chapter, and a section of mastery tests which
concentrate on editing (finding mistakes and correcting them).
Diagnostic
Exercise:
Immediately at the beginning of the quarter, everyone will do a diagnostic
exercise in the book to determine which points of grammar need
clarification and practice. You will
generate your personal list of grammar needs based on this exercise.
Assignments
Everyone in the class will do certain chapters of grammar
together. I will lecture on these
chapters and you will do the practices at home.
In addition, you will be responsible for any extra chapters
about grammar points for which you feel you need more work. You will have to calculate how many
additional chapters you should do each week in order to have completed your
program by the end of the quarter. Let
me know what grammar has not yet become clear, and we will try to spend more
time in class practicing it.
You must CHECK YOUR ANSWERS by comparing them with the answers at the back of the
book!!!! This is very important. Ask me in class to explain whatever you have
gotten wrong.
The goal is that, by the end of the quarter, you feel
confident of the grammar in your own writing.
Homework Writing,
Editing, and At-Home Correcting
Occasionally,
I will give you a short homework writing assignment.
After
typing this assignment, you will correct your language mechanics, including
grammar, spelling, and word usage, using your grammar books and dictionaries.
After
you try your best to make the necessary corrections, print out the assignment
and give it to me the next day in class.
I take your paper home and correct (edit) what you have overlooked or,
possibly, have not understood, on at least the first page.
You
retype the section I have edited for you, using my corrections, and you give me
this corrected draft two days later.
Fourth
line of the MLA label:
Homework Writing:
(title or assignment designation)--Corrected Draft.
In
order for you to learn from this exercise, you must think about why I made the
corrections I did AND, if you do not understand why, ASK ME TO EXPLAIN!!! This is one of the most significant learning
tools I can offer you.
In
class, I will put some of your sentences up on the board and we will analyze
the grammar
errors. This activity is called Error Analysis.
Students have told me they find this activity a very useful learning tool.
ABOUT
VOCABULARY CARDS
There will
probably be many new words in our reading selections or other reading you do
throughout the quarter. I suggest you
keep new words on cards, which you keep in alphabetical order in a box.
Each
vocabulary card should use the format I will illustrate on the board.
A note
about using the dictionary: This is one
of the most important activities for a student of language. Bring
your dictionaries to class every day!
Reading
is the key to language skills--both reading comprehension AND writing strength
(including grammar). Vocabulary is at
the heart of reading ability.
If reading is an area in which you need more practice, I strongly
suggest you take a reading class (English 089) or, at least, one credit of
Reading Lab (English 080) to work independently on your reading skills.
ENGLISH 092
Note: The whole class will do these chapters. You will do any additional chapters in your
program as determined by the Diagnostic Test.
Note: * indicates that chapter will be discussed in
class. The other chapters must be done
on your own.
1. *Subjects and
Verbs
2. *Fragments
3. *Run-Ons
4. *Additional
Information About Verbs
5. *Irregular
Verbs
6. *Subject/Verb
Agreement
7. *Pronoun
Reference, Agreement, Point of View
8. *Pronoun
Types
9. *Adjectives/Adverbs
10. *Misplaced
Modifiers
11. *Dangling
Modifiers
12. *Faulty
Parallelism
13. *Capital
Letters
14. *Apostrophes
15. *Comma
16. *Other
Punctuation Marks
17. *Quotation
Marks
18. Commonly
Confused Words
19. Effective
Word Choice
20. Sentence
Variety I
21. Sentence
Variety II
DUE DATES
OF
ESSAY DRAFTS, WORKSHOPS, CONFERENCES, EXAMS
NOTE: Writing Lab (D204)—free tutors! Use them OFTEN.
Essay 1
First Draft Thur., Jan. 17 Give Nancy a copy.
Jan.
17, 18, 22, 23, 24 Workshops and
Conferences (Bring 3 copies.)
Grammar in groups when workshop is finished.
Revised
Draft Fri., Jan. 25 Give Nancy a copy.
Mon.,
Jan. 28 Error Analysis
Tue.,
Jan. 29 Editing Workshop
Edited
Draft Thur., Jan. 31 DUE for grading (at the beginning
of class)
Essay 2
First Draft Thur., Feb. 7 Give Nancy a copy.
Feb.
7, 8, 11, 12, 13 Workshops and
Conferences (Bring 3 copies.)
Grammar in groups when workshop is
finished.
Revised
Draft Fri., Feb. 15 Give Nancy a copy.
Tue., Feb. 19 Error Analysis
Wed.,
Feb. 20 Editing Workshop
Edited
Draft Fri., Feb. 22 DUE for grading (at the
beginning of class).
Essay 3
First Draft Mon., Mar. 4 Workshops (Bring 3 copies.)
Tue.,
Mar. 5
Revised
Draft Mon., Mar. 11 Editing Workshop
Edited
Draft Wed., Mar. 13 DUE for grading in your
Portfolio.
Portfolio Wed.,
Mar. 13 DUE at the beginning
of class. Contains the
graded drafts of Essay 1 and Essay 2 and the
ungraded edited draft of Essay 3.
Grammar Test (maybe) Thur.,
Mar. 14
Portfolio Fri.,
Mar. 15 Returned with
grades
And Last
day of class
Grammar Test
ENGLISH 092
READINGS
AND
ACCOMPANYING ASSIGNMENTS
We
will read the following essays from the book The Impossible Will Take a Little While, by Paul Rogat Loeb, in the order below. Please type the assignments that go with each
reading. The schedule might change,
especially if the class needs more time to evaluate a particular reading, so
please pay attention in class to assignment changes. All summaries are one paragraph.
ESSAY READINGS
Week 2
John
Lewis: “Walking With the Wind”
1. Summary of the personal narrative
portion
2. Interpretation of the metaphor’s
meaning
Week 3
Martin
Luther King, Jr.: “Letter from
Birmingham Jail”
1. List of illustrations of the pain of
being a victim of racism
2. Thesis
3. Arguments to support the thesis
Week 5
Martin
Luther King, Jr.: Excerpt from “Beyond
Vietnam” (handout)
1. Explanation of the “revolution of
values”
2. Response
Week 6
Nelson
Mandela: “The Dark Years”
1. Rhetorical Triangle
2. One word that explains what all
the stories illustrate
Week 7
Howard
Zinn: “The
Optimism of Uncertainty”
1. Rhetorical Triangle
2. Your impression of Zinn (Base your ideas ONLY on your reaction to
reading his essay.)
Week 9
Marian
Wright Edelman: “Standing Up for
Children”
1. Rhetorical Triangle
2. List of statistics to support the
author’s argument
AND
Henri Nouwen: “Fragile and
Hidden”
1. Your evaluation of whether or not the
essay is effective
2. Main idea and SUPPORT for it
ONGOING ASSIGNMENT
Bill McKibben: Deep Economy: All assignments are due on the last day of
the week.
Each chapter is an argument essay. For each chapter, write the thesis of the
argument (one sentence in your own words) and the main supporting arguments
(each is one sentence in your own words).
In a separate section, write your reaction to specific
details you find significant. Does McKibben convince you?
Week
2: Introduction
1. Thesis and supporting arguments
2. Response
Week
4: Chapter 1
1. Thesis and supporting arguments
2. Response
Week 6: Chapter 2
1. Thesis and supporting arguments
2. Response
Week 8: Chapter 3
1. Thesis and
supporting arguments
2. Response
Week 9: Chapter 4
1. Thesis and supporting arguments
2. Response
Week
10: Chapter 5 and Afterword
1. Thesis and supporting arguments
2. Response
QUESTIONNAIRE
First Name_______________Last
Name_______________
English_______Time_______
Instructor: Nancy
Eichner
College_____________________
Personal Information Questionnaire
Date_____________
1. In
which country were you raised?
2. How
long have you been in the U.S.?
3. What
is your first language?
4. Do
you work and, if so, how many hours per week?
5. Do
you come directly from work to this class?
Or must you rush to work directly after this class?
6. What
are your academic goals?
7. What
are your professional goals?
8. Do
you have any learning disabilities or special needs?
9. Do
you have any life challenges that might make it difficult for you to do less
than your best academically?
10. Is
there anything else you might want to tell me that would help me support you in
your academic efforts this quarter?
11. Why
are you in college? What are your
SPECIFIC goals?
GRADING
RUBRIC
+ —
____________________________________
Development
·
Focus (thesis or controlling ____________________________________
idea and purpose) is clear,
imaginative, fully realized,
and insightful.
·
Body paragraphs supported
____________________________________
by a variety of relevant facts,
examples, illustrations from
experience, references to
related readings, etc.
·
Well-reasoned and insight- ____________________________________
ful
observations, arguments,
etc.
·
Demonstrates specific attention
____________________________________
to relationship between
audience and purpose.
·
Clearly and thoroughly ____________________________________
responds to assignment.
Organization
·
Vivid, engaging, informative
____________________________________
introduction.
·
Clear, logical, and inventive
____________________________________
organization of ideas in relation
to one another and to the
essay’s focus.
·
Appropriate and smooth
___________________________________
transitions between
sentences and paragraphs.
·
Inventive, thorough, memorable
___________________________________
conclusion.
Style/Voice
·
Engaging and individualized
___________________________________
voice appropriate to the
audience/purpose.
·
Consistency of tone and voice.
___________________________________
·
Refreshing and revealing
word choice. ___________________________________
·
Varied and skillful sentence
structure. ___________________________________
·
Vivid and varied use of detail
in examples and descriptions.
___________________________________
Mechanics
·
Grammar ___________________________________
·
Punctuation ___________________________________
·
Spelling ___________________________________
·
Capitalization ___________________________________
·
MLA Elements __________________________________