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English Composition I Syllabus

English 101 section L – 3 credits

Fall 2021

Course Number & Title: ENG 101, English Composition I
Department: English
Term: Fall 2021
Prerequisites: Placement
Fees & Charges: $25 course fee (Writing Center)
Credits: 3

Instructor Name: Curtis Allen
Section Number: L
Class Time and Location: Monday, Wednesday, & Friday, 11 to 11:50 AM in Bixler 201
Office Hours & Location: Monday, Wednesday, & Friday 1 PM to 3 PM in Bixler 125
Instructor Email: callen@ashland.edu.
My ordinary working hours are 8 AM to 5 PM, Monday through Friday. If you e-mail me outside of those hours (middle of the night or Sunday morning, for example) you probably will not get a response from me until my next working hours.
Instructor Telephone: (419) 289‑5643
Please note that I am only near this phone during my office hours.
Instructor mailbox: in Bixler 217

Catalog Description

This course stresses the development of effective grammatical and rhetorical form through the assignment of expository and argumentative writing projects. Students will learn to reflect on ideas and observations, to use writing as a tool to sharpen those ideas, to reflect on their own writing process, and to use and cite sources accurately. May not be taken for S/U credit. Meets Core credit for composition I.

Course Content

The goal of the Composition Program is to help students develop the ability to use writing as a thinking tool and to take responsibility for their own development as writers. Students generally do not leave the Composition Program as mature writers, but they should have developed a sense of what it means to write effectively and have acquired numerous tools to help them write and continue learning to write.

Composition I assumes that students have basic command of the mechanical aspects of composition and can write a brief essay with relatively few mechanical and grammatical problems.

Composition I focuses on the transition to college-level writing. It asks students to go beyond the five-paragraph essay format, to take ownership of their ideas, and to consider themselves real participants in academic discourse.

The course introduces students to the problems of observing, exploring ideas, and presenting arguments. Students begin learning to read texts closely and to develop and to make meaningful connections with those ideas. Students develop greater understanding of the writing process including learning to edit and revise for grammatical and rhetorical problems.

Students will be asked to observe and read, to explore and understand the observations, and to reflect on the relationships among ideas and on their implications. They will learn to develop their reflections into papers which discuss and support a point of view or an argument. They will acquire the fundamentals of information literacy, learning what constitutes college-level research and how to evaluate sources for value, credibility, and bias.

Students will begin taking responsibility for their own development as writers and will learn to reflect on their writing and editing strategies. They will be expected to have or to develop effective personal strategies for discovering and developing ideas and for organizing and editing papers.

Student Learning Outcomes

English 101 Student Learning Outcomes

Rhetorical Context - Students will be able to:

Critically evaluate the context, audience, and purpose of a given communicative situation to construct effective writing assignments in a variety of genres.

Related topics include, but are not limited to:

  • Rhetorical principles
  • Genre awareness
  • Writing to communicate
  • Stylistic effects
  • Content choices

Writing Process - Students will be able to:

Use generating, organizing, revising, and editing strategies that are appropriate to specific writing situations.

Practice strategies for purposeful, concrete development of topics, for example, by using writing to record, explore, organize and communicate.

Self-manage assorted tasks related to writing - invention, planning, drafting, self-revision, peer revision, and editing. This involves the awareness and use of appropriate resources.

Related topics include, but are not limited to:

  • Writing strategies
  • Brainstorming / mind-mapping
  • Organizing
  • Peer review
  • Revision vs. Editing

Critical Reading - Students will be able to:

Read a variety genres and academic texts in-depth to discern shades of meaning, draw inferences, and develop original interpretations and critiques.

Confidently discuss, debate, and evaluate different interpretations of a text.

Related topics include, but are not limited to:

  • Reading process
  • Active reading strategies
  • Making and supporting interpretations
  • Close reading and analysis
  • Satire
  • Character analysis

Reflection & Metacognition - Students will be able to:

Develop an awareness of their writing process through in-class discussions, peer review, and written and oral reflections on their own writing.

Critique their own and others’ works and to reflect on their own development as writers.

Related topics include, but are not limited to:

  • Discussions of prior knowledge/learning experiences
  • Reflections on writing process
  • Transfer of learning/skills to other writing contexts

Conventions - Students will be able to:

Produce clean final drafts that follow the appropriate genre conventions with few or no errors.

Use appropriate citation style conventions including document format, in-text citations, and reference/works cited page for a given writing assignment.

Related topics include, but are not limited to:

  • Standard written (American) English
  • Proofreading and editing
  • Sentence-level issues
    • Grammar, punctuation, syntax variety, etc.
  • Language choices
    • Word choice, style, voice
  • Citation format and style guide (MLA, APA, Chicago, etc.)

Core Composition Outcomes

  1. Compose and communicate effectively for a variety of rhetorical purposes
  2. In writing, frame and analyze a problem using relevant information
  3. Write an appropriate argument, report, application, or other expressions of such inquiry

Student Assessment Criteria

Major papers for this course will be graded holistically. Holistic grading is an attempt to move beyond a “counting errors” approach to writing; it is an attempt to deal with a piece of writing the way real-world readers would respond. Essentially, the question is “Did this piece of writing work?”

Here is what this means for our course:

  1. When the instructor reads your paper, he will write comments (both the positive and the negative) concerning the success of the paper.
  2. Holistic grading means that a paper with great spelling and grammar, but no content is not really a good paper. Neither is a paper with great content but poor spelling and grammar. Holistic grading also means that fixing a comma or two is not likely to change the grade very much.
  3. Failing grades: The “F” is usually reserved for papers which, for one reason or another, just do not succeed. Perhaps the paper is nowhere near the assignment or perhaps it simply cannot communicate its point at all due to confusing grammar or logic.
  4. Effort is impossible to grade. Some people do an excellent job of writing with little effort, while others struggle for every word. Effort cannot be graded; only results can be graded.

Plagiarism Policy

Accessibility Resources and Accommodations

It is Ashland University’s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on a disability, please contact the Student Accessibility Center at (419) 289‑5904, or send an email to au-sac@ashland.edu. The Student Accessibility Center and the course instructor will work together in order to establish accommodations, and to meet your learning needs.

Required Course Materials

Grading Policies

Course Assignments
Essay #1 50 points
Essay #2 100 points
Essay #3 100 points
Essay #4 125 points
Essay #5 100 points
Final in-class essay 25 points
Quizzes & Peer Editing 50 points
Attendance 50 points
Total 600 points
Assignment Grading Scale (%)
A = 100 B = 84 C = 74 D = 64
A– = 91 B– = 81 C– = 71 D– = 61
B+ = 88 C+ = 78 D+ = 68 F = 50*
*Papers which receive a failing grade because of plagiarism receive a zero.

The “Course Grading Scale” below reflects a range for the course as a whole. Thus, if your overall average is between 83% and 85.9%, you can expect to receive a “B” for the course.

Course Grading Scale (%)
A = 93-100 B = 83-85.9 C = 73-75.9 D = 63-65.9
A– = 90-92.9 B– = 80-82.9 C– = 70-72.9 D– = 60-62.9
B+ = 86-89.9 C+ = 76-79.9 D+ = 66-69.9 F = below 60

Submitting Papers

To facilitate English Department evaluations, we are asking you to upload your essays as electronic copies to the Blackboard drop box. If the only copy available for grading is blank or otherwise unreadable, you will get a zero for the assignment. If you submit a copy that cannot be read, you will be notified and given a chance to load a readable copy, but there is no way a grade can be assigned to a blank page or a page of gibberish.

Revisions

You may rewrite two of your first four major essays and submit them for an improved grade. Here are the rules:

  1. Papers that received a C (74%) or better will not be regraded.
  2. You will submit the original paper with its grade sheet along with the revised paper and a memo discussing the changes you made and the reasons for the changes.

Note that simply typing in corrections suggested by the instructor (punctuation, spelling, etc.) will not generally result in an improved grade.

Late Work Policy

Each assignment has a due date printed on the assignment sheet.

Incompletes

The Incomplete is a temporary grade given to a student who has completed most of the course and has a passing grade but is unable to complete the course for major reasons beyond his/her control (such as a serious medical problem). The Incomplete is not intended for students who simply did not get around to doing all the work during the semester. The University academic calendar lists the final deadline for making up Incompletes each semester.

Grade Appeals

Composition students with any questions or concerns about their class should first contact their instructor directly. Any questions that are not addressed can be sent to the Director of Composition, Dr. Maura Grady mgrady3@ashland.edu.

Attendance Policy

Your primary job is “student,” and you are expected to take that job seriously. You are expected to show up at the beginning of class, participate, and stay until the end of class. You get three (3) “personal day” absences during the semester which do not count against you.

You will lose attendance credit for:

Excused absences: You must ask me personally (not by e-mail) for an excused absence. The distinction between excused and unexcused absences is at the discretion of the instructor, but you would be wise to document requests for excused absences (note from your doctor, for example).

Athletes: When your participation in scheduled University events conflicts with class, you receive an excused absence. Here are the rules:

Students are required to participate in a course related activity within the first three days of the start date of the course. Students may be administratively withdrawn from the course and/or may lose financial aid benefits if a qualifying activity has not occurred between the student and the course work or faculty within the first three days of the course. Simply logging into a course online via the Learning Management System (LMS) is not considered a qualifying activity.

Student non-participation during the first 8 days of a course may initiate the administrative course withdrawal process. Student non-participation, mid-course, for 14 consecutive days may also initiate the administrative course withdrawal process.

According to policies and procedures set forth by Ashland University’s Department for Veterans’ Services, AU will grant any service member requiring more than a 30-day leave a release from coursework. Contact the Office of Veterans’ Services for more information regarding this process.

Additional Information

Academic Support Services

The Undergraduate Center for Academic Support is designed to be a central location that provides students with resources such as professional academic advising and peer tutoring. The staff emphasizes social, personal, and academic success and advisors assist students with degree planning, course registration, campus resources, academic success strategies, and understanding University policies and procedures. The Center for Academic Support is located on the seventh floor of the library. For more information, visit their website at https://www.ashland.edu/academicsupport. Other academic support services include:

Tutoring Services

The Tutoring Programs Office is a part of the Academic Support Center on the seventh floor of the Library. We provide academic support for undergraduate students with free peer tutoring in any of the undergraduate courses and soft skills: time management, study skills, note taking, and test taking strategies. We can assist you through one-on-one tutoring, small study groups, or in a drop-in help session. For more information, go to the Ashland University Tutoring Programs Page. Several options are available in the grey menu on the left. Any questions: Denisia Stoops, Coordinator, dstoops@ashland.edu or (419) 207‑6779.

You can also use the QR below to request a tutor:

QR Link

Ashland Multiliteracy Center (AMuLit Center)

The writing center has expanded services to become the Ashland Multiliteracy Center for Writing, Speaking, and Digital Communication, or AMuLit Center for short.

The AU Counseling Services and Healthy Minds App

At Ashland University, there is a place on campus that will help you pursue your academic and personal goals. Personal counseling services are FREE to all students and are designed to enhance the quality of your university experience. Ashland University provides personal, social, academic or career counseling related services to address a variety of students’ needs. Students are also encouraged to get the Ashland Healthy Mind app, available on Android and Apple devices. This app provides tips and tools for stress prevention and management, health services, meditation, calming media, anxiety reduction, and highlights the Ashland University and Community mental health related services. To contact Counseling Services at AU call (419) 289‑5307.

 


English 101 Reading and Writing Assignments

In the following calendar:

PLEASE NOTE:

This schedule is tentative and may change to support student learning. In the event of extended disruptions of normal classroom activities due to the pandemic, the format for this course may also be modified.


Week 1

Writing you are working on:
Essay #1: What is college really for? (2 pages), due Friday, September 10. You will find the assignment in the folder for Week 1.

Week 2

Writing you are working on:
Essay #1: What is college really for? (2 pages), due Friday, September 10. You will find the assignment in the folder for Week 1.

Week 3

Writing you are working on:
Essay #2: A Turning Point in Your Life (4 pages), due Friday, October 1. You will find the assignment in the folder for Week 3.

Week 4: What is good writing?

Writing you are working on:
Essay #2: A Turning Point in Your Life (4 pages), due Friday, October 1. You will find the assignment in the folder for Week 3.

Week 5

Writing you are working on:
Essay #2: A Turning Point in Your Life (4 pages), due Friday, October 1. You will find the assignment in the folder for Week 3.

Week 6

Writing you are working on:
Essay #3: Agassiz and the Fish (4 pages), due Wednesday, October 27. You will find the assignment in the folder for Week 6.

Week 7

Writing you are working on:
Essay #3: Agassiz and the Fish (4 pages), due Wednesday, October 27. You will find the assignment in the folder for Week 6.

Week 8

Writing you are working on:
Essay #3: Agassiz and the Fish (4 pages), due Wednesday, October 27. You will find the assignment in the folder for Week 6.

Week 9

Writing you are working on:
Essay #3: Agassiz and the Fish (4 pages), due Wednesday, October 27. You will find the assignment in the folder for Week 6.
Essay #4: Whitewashing History (4 pages), due Friday, November 19. You will find the assignment in the folder for Week 9.

Week 10

Writing you are working on:
Essay #4: Whitewashing History (4 pages), due Friday, November 19. You will find the assignment in the folder for Week 9.

Week 11

Writing you are working on:
Essay #4: Whitewashing History (4 pages), due Friday, November 19. You will find the assignment in the folder for Week 9.

Week 12

Writing you are working on:
Essay #4: Whitewashing History (4 pages), due Friday, November 19. You will find the assignment in the folder for Week 9.

Week 13

Writing you are working on:
Essay #5: Critique (4 pages), due Friday, December 10. You will find the assignment in the folder for Week 13.

Week 14

Writing you are working on:
Essay #5: Critique (4 pages), due Friday, December 10. You will find the assignment in the folder for Week 13.

Week 15

Writing you are working on:
Essay #5: Critique (4 pages), due Friday, December 10. You will find the assignment in the folder for Week 13.

Exam Week

Class schedules during Exam Week are not the same as the schedule during the semester! Check your exam schedule!