Required Text:
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Recommended
Materials:
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Comprehensive,
up to date dictionary, e.g., Merriam-Webster's Collegiate Dictionary, 10th ed.
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Grammar
handbook, style manual (AP or Chicago), thesaurus
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Writing
journal (for your own purpose; will not be collected)
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Folder
or 3-ring binder for handouts
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Course
Description
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Description:
Intermediate
Composition is designed for those who have some idea how to write, but want to learn how to write. Knowing how to write well—versus merely
writing competently—gives you immense power and influence. A famous expression (paraphrased)
stated that to gain control of a country you should first kill the poets. The point is, of course, if you can write well your options are limited only by your
imagination.
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Although
innate talent always helps, writing is a skill. As in any other acquired skill, writers
learn to write by developing their skills chunk by chunk, a Lego block at a time. We will do the same. A good portion of our class time will be devoted to analyzing prose and doing workshops on various elements of writing: e.g., using effective style, developing a writing voice, creating effective sentences, learning how to pace material, incorporating secondary material optimally, and so forth.
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best way to approach writing is to remember this thought: Writing
should be written by the living for the living.
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Course Objectives:
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to
develop or improve your writing “voice”
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to
develop or enhance your writing “style”
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to
break down writing into manageable skills that may be practiced
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to
learn new narrative strategies (comparison/contrast, description, definition,
classification, etc.);
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to
learn how to effectively edit and revise your writing;
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to
review the basic mechanics of good writing;
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to
become confident as a professional writer, i.e., write to be published; don’t write for
the expectations you presume your English teacher might have.
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Assignments:
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There will
be several shorter skill-based exercises assigned throughout the semester, and I consider
these practice exercises as important as many of the final papers you’ll produce. You’ll
also be presenting one short (and fairly informal) oral report, as this form of communication
is as important as your written skills. Topics will be announced. There will be thee major
papers assigned. Each of these papers will be revised at least once. Ultimately, I would like
you all to be developing the skill and confidence to know when a paper is good.
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Paper
no. 1............Personal Essay
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Paper
no. 2............Personal Essay (Revised)
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Paper
no. 3........... Analysis/Persuasion/Critique
of
Media or Advertising
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Paper
no. 4........... Persuasive Essay (Revised)
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Paper
no. 5........... Researched Essay on a work of
literature
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Paper
no. 6........... Literary Analysis (Revised)
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Group Work
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Throughout
the semester, you will be working in a writing group. Ideally, your writing group will let you
know when your writing is communicating. Your job as a writing group commenter is to tell the
read er when her writing is clear and when it is lapsing into “Engfish.” Your group will be
valuable to your writing only to the degree that each group member is honest, sensitive, and
attentive. For your writing group to be effective, you are also required to be present and
have your work ready to be critiqued.
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Grading and Evaluation:
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All
papers, with the exception of in-class impromptu or exercises, must be typed. Late papers will
not be accepted without prior arrangements and may be subject to a lower grade.
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Assessment Rubric for Essays
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95-100:
A – Excellent writing: minimal number of minor errors in grammar or style, with a
standard use of language and punctuation; sentence structure is logical and rhetorically
effective with superior use of transitions between sentences and paragraphs; paragraphs are
unified, developed, and effectively placed within the paper’s context. The essay surpasses
the minimum features of the essay assignment. When research is required for the essay, a
substantial use of references for the level of research required in class will be present.
91-94:
AB; 87-89: B – Above average writing: competent
writing with some errors in grammar or style that affect comprehension; sentence
structure is logical and rhetorically effective with some transitions between sentences and
paragraphs; paragraphs are generally unified and developed but may lack the maturity found in
an “A” quality essay. The essay exceeds the minimum features of the essay assignment. When
research is required for the essay, an above average use of references for the level of
research required in class will be present.
83-86:
BC; 79-82: C – Average writing: acceptable writing
with assorted errors, some serious, in grammar or style that affect comprehension; sentence
structure is adequate but lacking in thematic focus and specificity; paragraphs have some
problems with focus, unity, and development with minimal or no presence of transitions. There
are some problems in mechanics of punctuation, spelling, and grammar that hamper effective
communication. The essay fulfills the minimum features of the essay assignment. When research
is required for the essay, there will be an adequate use and number of references for the
level of research required in class.
75-78:
CD; 70-74: D – Below average writing: generally
inadequate writing that displays several severe errors that dramatically affect comprehension;
sentence structure is often substandard with underdeveloped or undeveloped focus; paragraphs
lack transitions and logical placement within the essay. There are a significant number of
mechanical problems of punctuation, spelling, and grammar that undermine the effectiveness of
the essay. The essay inadequately fulfills the minimum features of the essay assignment. When
research is required for the essay, there is an inadequate number of references for the level
of research required in class.
below
70: F – Unacceptable writing; there are several major errors that reflect inadequate
writing for comprehension; sentence structure is generally substandard with no focus or thesis
concern; paragraphs lack transitions, development, and all logical placement within the essay.
The mechanical numbers are excessive for college-level writing and reflect a failure to grasp
English fundamentals. The essay fails to fulfill the minimum features of the essay assignment.
When research is required for the essay, there is an insufficient number of references for the
level of research required in class.
*Source: Dr. Ray Wheeler, Dickinson State U,
North Dakota. www2.dsu.nodak.edu/users/rwheeler/English120.htm
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Grading:
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Workshops, short assignments, and participation
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25%
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| Grades on Initial Papers |
15% |
| Grades on Revised Papers |
30% |
| Grade on Oral Presentation |
5%
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| Midterm
essay |
10%
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| Final Portfolio (details explained later) |
15%
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