COMPOSITION I: EXPOSITORY WRITING
EGL 1010 Dr S Selina Jamil
Fall 2012 Office: M 3065 Phone X 0575
LD 43 (#53138) Office Hours: MWF 7 – 7.50 AM, MW 1 – 1:50 PM
MWF 9– 9:50 AM (M 3070) Email:firstname.lastname@example.org, email@example.com
The Department’s “Course Description”: University-parallel freshman English. Fundamentals of effective prose writing, including research-based informative, analytical, and argumentative essays.
Prerequisite: Reading proficiency and writing proficiency or C grade or higher in EGL 0100 or ESL 2020 or a grade of D in EGL 0100 with acceptable writing sample.
Course Description and Objectives: This is an English writing course designed to develop your facility in analytical reading and writing. It is aimed to help you express your ideas with clarity in written form and to understand the relationships between reading and writing, discussing and thinking, thinking and writing. Writing is not simply a way of communicating but also a way of exploring and learning about yourself, others, and your environment. This course requires you to write expository essays, and hence to develop arguments. It is aimed to help you to understand the processes of drafting and revising, that is, of presenting, developing, organizing and reshaping your ideas intelligently and logically. Our aim is to develop and refine the following skills:
· Writing with a sense of purpose by articulating the main point in a thesis statement at the end of the introduction;
· Providing support in the body of the essay within central paragraphs;
· Stating each sub point in a topic sentence at the beginning of each central paragraph;
· Using specific examples and details to provide support for each separate sub point;
· Maintaining unity and coherence by showing the relationship between the main point and sub points;
· Writing with a sense of the significance of the content;
· Organizing and developing sub points with a sense of transition;
· Writing with energy and grace;
· Writing with a sense of the audience;
· Writing with a sense of the conventions of grammar, usage, and mechanics.
The Department’s “Expected Course Outcome”:
Upon successful completion of the course, students will be able to:
· Write informative, analytical, and argumentative essays;
· Formulate a restricted, unified, and precise thesis statement for each essay;
· Organize essay content into introduction, body, and conclusion paragraphs;
· Compose restricted, unified, and precise topic sentences for paragraphs;
· Write unified, coherent, and well-developed paragraphs;
· Apply grammar and usage rules correctly;
· Use appropriate diction;
· Write clear, concise sentences.
In addition, students will demonstrate their ability to conduct basic research:
Credit Hour Explanation: At Prince George’s Community College, for all credit courses, students are expected to spend a minimum of 37.5 combined hours of instructional time and related coursework time per credit hour. This course is a 3-credit course. This course achieves the minimum of 112.5 hours of instructional time by requiring 37.5 hours of instructional time and 75 hours of student work outside of instructional time.
The Work and Grades: You will write 5 expository essays. All these essays must be on a chosen topic related to a primary source. The 3rd of these essays requires both primary and secondary (research material) sources, and must have MLA style in-text citations and list of works cited. I will not accept research papers that do not make use of scholarly secondary sources, and that do not provide in-text citations, or a Works Cited page at the end of the essay. Without the research paper you will fail the course. Even a paper that is worth 100 points must be turned in, if you intend to pass the course. For each essay you must choose a different kind of argument (definition, evaluation, causal or process, classification or ethical or resemblance, comparison or contrast). Because these are relatively short papers, I expect you to make a particularly specific claim (argument) about a particularly limited subject. Refrain from choosing an elaborate project because you will not be able to do justice to it in a short paper. Each of your essays will grow out of a rough draft. The rough draft will be your response/ reaction to a specific topic from one (or more) primary source(s) mentioned under the units on the tentative calendar, and you can later revise it into a complete essay. When you wish to discuss your essay with me, bring it in the form of an outline. Your final draft must be typed, double spaced, collated, and stapled. Do not use words unnecessarily. Choose every word carefully. You may email me your questions or confusions as frequently as you wish, but do not email me your essays. Always turn your work in hard copies in class on the due date. If you cannot turn in the hard copy on time, you may email your essay on the due date, and then bring the hard copy on the next day. Remember that if you do not turn in all the papers, you will not pass the course. I expect you to take part in class discussions regularly and intelligently. Hence come prepared with questions and comments. You cannot “make up” missed class participation, and so be aware of what you lose absolutely when you do not come to class. Late submissions receive lower grades. (I will deduct 5 points for each day after the due date.) If you turn in an essay which does not fulfill the requirements (because it is unrelated to the assigned project) I will allow you to make amends, but I will deduct 10 points for the error. And I will deduct an additional 10 points if you fail to turn in the amended work promptly. I will not accept any papers at all after 7 December.
1st & 5th Essays 200 points (100 points each)
2nd, 3rd (Research Paper), & 4th Essays 600 points (200 points each)
Class Discussion 200 points_______________
Academic Honesty Policy: Plagiarism, the failure to acknowledge the source from which you are borrowing ideas, is an unpardonable offence, and will not be tolerated in any form. It is not simply an omission of quotation marks but also a paraphrase that does not acknowledge the source. Therefore never try to pass off someone else's work as your own. It is a disgrace that results in expulsion or at the least an F in the course.
Attendance: Attendance is imperative in this class. For if you miss class on a particular day, you miss the points allotted for that day. Do not come unprepared to class. I expect you to take part in class discussions regularly and consistently to earn the discussion points. If you are a passive participator in class discussions but are present on all class days, and if you are always civil and never late, you will earn 80 out of 200 points. But you have to be an active participator in class discussions to earn the rest (120 points). Further, if you engage in disruptive behavior, you will lose all the points that you will have earned earlier. I will excuse 3 absences, but only for unavoidable circumstances. I will take attendance at the beginning of the hour. In order to be marked present, you have to be present for at least 40 minutes of class time. Be sure to let me know when you are late, otherwise you will be marked absent. The 5th lateness will be an absence. If you leave a little after the roll call, I will mark you absent for the day. I expect you to behave responsibly and maturely about all your assignments. And I expect you to be polite and respectful in the classroom. Further, I expect you to bring your assigned reading material regularly to class and to have read the assigned text before coming to class. If you come to class without the assigned reading, you will lose class participation points. Do not expect me to provide periodical reminders of due dates. Hence you must consult your syllabus regularly. If I make changes to the syllabus, you must be mindful of those changes. Your comments and questions should not be intended only for the peer(s) who sit next to you but for the entire class. Hence refrain from passing remarks that you cannot share with everyone. Do not leave the classroom to answer a phone call. Cell phones must not ring once class begins. And I will not have you walking in and out in the middle of class unless you inform me about the emergency that requires this unusual and unsettling behavior. Be attentive once class begins.
Sayers, Kari. Views and Values: Diverse Readings on Universal Themes. 3rd ed. Boston: Wadsworth
Cengage Learning, 2005.
MLA. MLA Handbook for Research Writers. 7th ed. New York: The Modern Language Association of
In addition, I will provide you with photocopies of certain texts not included in Views and Values. Further, you will need a dictionary and a thesaurus. I expect you to read the assigned reading before coming to class. Failure to do so will have a severely adverse effect on your class participation grade. Furthermore, I expect you to bring your assigned text regularly to class. Failure to do so will also jeopardize your class participation grade. In addition, always bring a notebook for the photocopied texts and your work. To keep track of your writing, store all graded work in a folder. Never dispose of any graded work until well after the semester is over.
27 Aug Introduction to the course
29 Aug Discuss thesis statement and topic sentences
UNIT ONE: DEFINITION & EVALUATION ARGUMENTS
31 Aug Discuss Hughes’ “Salvation” (photocopy)
3 Sep NO CLASSES (Labor Day)
5 Sep Discuss Andersen’s “The Little Match Girl” (V & V)
7 Sep Discuss Heker's “The Stolen Party” (V & V)
10 Sep Finish discussing Heker’s story. Begin discussing
Kleist's “The Beggarwoman of Locarno” (V & V)
12 Sep Finish discussing Kleist’s story
14 Sep Explain definition and evaluation arguments
17 Sep Examples / Conference
19 Sep Conference
21 Sep 1st Essay (definition argument) due. Discuss Gregory’s “Shame” (photocopy)
24 Sep Discuss Kaufman's “Of My Friend Hector and My Achilles Heel” (photocopy)
26 Sep Conference
28 Sep 2nd Essay (evaluation argument) due
UNIT TWO: CAUSAL & PROCESS ARGUMENTS
28 Sep Explain causal and process arguments
1 Oct Discuss Rawlings’ “A Mother in Manville” (V & V)
3 Oct Discuss Santiago's “Black and Latino” (photocopy)
5 Oct Discuss Jen's “An Ethnic Trump” (photocopy)
8 Oct Discuss Staples’s “Night Walker” (photocopy)
10 Oct Discuss Chopin's “The Story of an Hour” (photocopy)
12 – 15 Oct Discuss Rau’s “By Any Other Name” (V & V)
17 – 19 Oct Discuss Maupassant's “The Necklace" (V & V)
22 – 24 Oct Discuss Kanafani’s “The Land of Sad Oranges” (photocopy)
26 Oct Discuss research paper
29 Oct Library instruction (Accokeek Hall)
31Oct Examples / Conference
2 Nov Conference
5 Nov Presentation (turn in outline) and/ or conference
7 Nov 3nd Essay (research paper using causal OR process argument) due
UNIT THREE: ETHICAL, CLASSIFICATION & RESEMBLANCE ARGUMENTS
7 Nov Explain ethical, classification, and resemblance arguments
9 Nov Discuss Gansberg’s “38 Who Saw Murder Didn't Call Police” (photocopy)
12 – 14 Nov Discuss Chekhov’s “The Confession” (V & V)
16 – 19 Apr Discuss Shiga’s “Han's Crime” (V & V)
21 – 25 Nov NO CLASSES (Thanksgiving Holiday)
26 Nov Discuss Hemingway’s “Old Man at the Bridge” (V & V)
28 Nov Examples / Conference
30 Nov 4th Essay (ethical OR classification OR resemblance argument) due
UNIT FOUR: COMPARISON & CONTRAST ARGUMENTS
30 Nov Explain comparison and contrast arguments
3 Dec Discuss Angelou’s “Mary” (V & V)
5 Dec Conference
7 Dec 5th Essay (comparison OR contrast argument) due
Please note that I reserve the right to modify the course syllabus at my discretion
Prince George’s Community College’s
Statement on Civility:
To promote a community of scholarship and civility, everyone at Prince George’s Community College is expected to be respectful, tolerant and courteous towards others at all times, adhere to college policies and procedures, and respect college property. Creating a culture of civility both inside and outside the classroom is everyone’s responsibility.
A 100% - 90%
B 89% - 80%
C 79% - 70%
D 69% - 60%
F Below 60%
Standards for Grading Essays:
A Excellent work. Exceptional and masterful handling of content. Impressively thought-provoking thesis statement, sub points, and specific support. Independent thinking. Exceptionally organized structuring of ideas and skilful explanation of support. Exemplary unity. Remarkable smoothness of transitions. Diction and sentence structuring revealing a brilliantly articulate, impressive, and refreshing voice. Flawless grammar and mechanics.
B Good work. Interesting, clear, and well-developed thesis statement, sub points, and specific support. Well-organized structuring of ideas and support. Effective unity and coherence. Diction and sentence structuring revealing an articulate voice. Flawless grammar and mechanics.
C Average work. Although there is a thesis statement, and it is shown through sub points and specific support, the content lacks depth of thought. Organized structuring of ideas and support. Tolerable unity and coherence. Diction and sentence structuring revealing accuracy. Minor grammatical and mechanical errors.
D Poor work. No depth of thought. Lacking a clear thesis statement. Weak sub points and specific support. Awkward voice. Grammatical and mechanical errors.
F Unacceptable work. Lacking thesis statement. Confusion of thought. Incoherence and digression. Serious contradiction.