OVERVIEW: Dual Enrollment/English 101 has the basic goal of preparing students to write, not only for an English teacher, but for a variety of academic readers. Using the required textbooks, students will learn about and discuss this goal in more detail. In addition, completing English 101 will increase their understanding of the writing process and familiarize them with rhetoric and with audience analysis. This course is also designed to develop students’ reading, speaking, listening, and critical-thinking skills. Using significant works of literature, students learn analysis. Note: Because this course is a Dual Enrollment class, students will also be required to cover the required objectives listed for English 12.
GOALS AND OBJECTIVES: English 101 prepares students to write and seeks (1) to help them with specific types of writing, (2) to increase their understanding of the writing process, (3) to familiarize them with the notions of rhetoric and audience analysis, (4) and to become knowledgeable about British literature. Students will read and write, discuss and write, write and rewrite. They will think critically, write persuasively, and speak effectively; explore classics of British literature and thought; and grapple with provocative questions as they explore literature through experience, interpretation, and evaluation.
After completion of this course, as well as improving their writing skills, students will be able to
(1) actively read and comprehend a complex text;
(2) articulate ideas in classroom discussion;
(3) write organized and coherent thesis-based essays that demonstrates skill in analysis and synthesis and uses correct grammar and an effective style;
(4) write creatively in order to apply literary elements in prose and poetry writings;
(5) know some major texts and place them in a social and cultural perspective; and
(6) demonstrate skill in appropriate use of information and computer technology.
REQUIRED TEXTBOOKS AND MATERIALS :
Roberts, Edgar V. and Henry E. Jacobs. Literature: An Introduction to Reading and Writing. 8th ed. Prentice Hall (school issued)
Elements of Literature: Sixth Course Holt (school issued)
5 folders with pockets and prongs filled with loose-leaf paper
One flash drive
Access to a word processor, the Internet, a printer, and a computer that enables you to copy files to a CD or flash drive
Black or blue pencils
COURSE COMPONENTS: In English 101, you, as the student, will participate and/or complete the following:
(1) readings (in and out of the classroom setting), assignments, and reading-response quizzes
(2) major tests on reading assignments and two EQT exams
(2) an understanding and use of the writing process
(5) at least one paper that incorporates outside research
(6) at least one paper that is a classical argumentative essay (CAE)
(7) at least two literary analysis essays
(8) among the six essays, one will be a narrative, one will be a college-entrance essay, and one will be an editorial
(9) two poetry folder assignments that involve analyzing poetry and research about
(10) vocabulary quizzes that will allow the student to increase his/her vocabulary for
the ACT and college entrance exams
(11) students will take part in a literature circle. Students will be placed in groups of 4
And choose a novel to read. Further information will be given to students. This
Activity will count as a test grade.
ASSIGNMENTS and EXPECTATIONS: Be on time and prepared for class. Notify me of absences prior to missing class. Attendance is expected, and the tardy policy will be enforced.
This syllabus is simply a guide for the course; therefore, the instructor reserves the right to make changes to the syllabus. Students will be given adequate notification. Students will be held responsible for the assignments designated. You will not be allowed to make up daily reading and writing assignments when returning with an unexcused absence.
This class will work with you as its core. You will be faced with seemingly difficult assignments, but you will think, talk, and write your way through any obstacles faced in this class. We will workshop most of your writings with peer editing and conference sessions. The kinds of writing will vary with an emphasis on understanding, explaining, and evaluating the text.
You will be expected to have read the pages for each class before we meet. This course is compact and will require that you take class time seriously. The class will consist of reading quizzes, oral presentations, short writing assignments, more involved writing assignments (some will be timed) encompassing out-of-class and in-class essays, and two exams. Vocabulary quizzes will assess literary terms discussed in class, words highlighted in relation to historical/cultural periods, and traditional lists to be studied as the year progresses. Grammar will be reviewed as problems arise.
Some of the required essays will focus on reading assignments and class discussion. All final essays will be typed in MLA format, in Times New Roman font (12 pt) and double–spaced. Late essays will drop ten points for each day after the due date. You may rewrite any essay submitted on time. The rewrites should be submitted no later than one week from the day you received your grade. Informal and formal writing both serve as vehicles to assist you in applying specific literary skills. All modes of writing are necessary in this class.
Twenty-Minute Switch: Timed writing in which the student will respond to a question spurred from previous readings or class discussion. The students are to skip lines and quickly formulate a stance or position to defend. In twenty minutes the students will switch papers, read their partner’s assertions, and respond in agreement or disagreement while presenting new and more in-depth assertions in order to support the claim. This practice targets writing as a method to understand, explain, and evaluate.
Students should be reading every night.
We will begin with discussions centering on summer reading selections (Frankenstein).
Students will be required to complete a MWDS for all novels read in class
short writing assignments
DE-101 Students will be required to take an End-of-the-Quarter Exam: EQT.
All assessments will be assigned a point value in accordance with Mobile Public School System guidelines. Grades will be assessed in several areas. With lessons that vary in difficulty and skill, you will have every opportunity to do well in this class.
HOMEWORK: Homework is checked the day it is due. A zero in the grade book indicates that the homework was not completed in a satisfactory manner or not attempted. Do every homework assignment, and you will be prepared to take part in class. When you return from an excused absence, minor homework assignments (vocabulary, grammar, journal assignments, etc.) are due the day of your return. It is your responsibility to get your homework assignments. Homework written in pencil or written on torn paper or in a condition misrepresenting the work will receive a zero. Homework is due when the teacher makes the request. Homework assignments left in lockers, other classrooms, cars, etc. will receive a zero.
MAKE-UP WORK: Make-up work as a rule will not be administered during class time. Make-up work will be given before school, during my planning time, or after school on scheduled days. It is your responsibility to make arrangements. You have five school days to complete the assignment. Failure to make an appointment or failure to show for a scheduled appointment will result in a zero for the missed assignment. There is no possibility for make-up work for an unexcused absence. If you are on campus for any length of time or for any reason on the date an assignment is due, it should be turned in to me before you leave the campus.
DISCIPLINE: All school procedures and policies will be followed. Please manage your own behavior. If you fail to respect the teacher, yourself, or another student, the teacher will proceed with the following steps: 1. verbal warning 2. parent/guardian contact 3. discipline referral. Be on time and prepared for class. The tardy and uniform policies are enforced; the fifth tardy will result in a discipline referral.
There is a procedure for all things in the classroom. You will be made aware as the year progresses. I expect that you will . . .
Have respect for yourself and others
Adhere to the seating chart
Not cheat or plagiarize
Bring appropriate books and materials to class everyday and on time
Alert me if you are experiencing difficulty in class
RULES OF WRITING
Capitalize all proper nouns and adjectives.
Write in complete sentences when directed to do so.
Use a dictionary when unsure of a spelling, hyphenation, or definition of a word.
Do not hyphenate (separate from one line to the next) proper nouns and adjectives.
Add end marks to all sentences.
Always proofread your work.
Do not abbreviate or use contractions in formal writing assignments.
Follow punctuation rules.
Spell out numbers dealing with amounts up to the number 100.
Do not create fragments and run-ons.
Do not use second person (you) in formal writing assignments.
Use subject-verb agreement and pronoun-antecedent agreement correctly.
Do not use double negatives.
Review words often confused.
TIPS FOR TAKING TESTS
1. Know what the test will cover.
2. Study a little bit at a time.
3. Review the important points.
4. Review special vocabulary words.
5. Answer study questions in the text.
6. Quiz with a partner.
7. Have a positive attitude.
8. Be prepared, not nervous.
9. Be will rested.
10. Be physically comfortable.
11. Listen for instructions.
12. Look over the whole test first.
13. Read directions carefully.
14. Put answers in the right places.
15. Budget your time, but don’t watch the clock.
16. First, answer the questions you know.
17. If you don’t know the answer, still try.
18. Go back over the test.
19. Learn from your mistakes.
20. A word about cheating: Don’t!
THE WRITING PROCESS
1. Your goal is to find a meaningful idea about which to write.
2. Begin your search with free writing, clustering, webbing, etc.
3. Learn as much as you can about a subject.
4. If your prewriting leads to a dead end, drop it and search for a new subject.
5. Once you have a topic, find an interesting way to write about it.
6. Write ONLY the first paragraph to set the tone and direction of your writing.
7. Think about an overall plan or design for organizing your writing.
B. WRITING THE FIRST DRAFT
1. Write the first draft while your thinking and writing are still fresh on your mind.
SKIP EVERY OTHER LINE; IT WILL MAKE REVISING MUCH EASIER.
2. Refer back to your prewriting plan, but don’t be afraid to add a new idea.
3. Concentrate on ideas, NOT mechanics.
4. Write naturally as if you are talking to your readers.
5. Looking back sometimes helps you move forward in your writing.
6. Keep writing until you come to a natural stopping point. Your first draft is your first look at a developing writing idea.
1. First, become serious about your writing idea. If you do not feel strongly about your writing, you will lack the necessary care and concern to revise effectively.
2. Try to make what you are saying better – add, leave out, reword, or rearrange. (The dictionary and thesaurus are very useful tools.)
3. Make your writing as meaningful and lively as possible.
4. Review and revise the opening and closing paragraphs.
5. Review your words, sentences, and paragraphs to make sure they read the way you want them to read – SHARE WITH A FRIEND.
1. Reread your entire writing. Make sure you have not left out any important words or phrases.
2. Have a dictionary, thesaurus, and English textbook close at hand.
3. Check AND correct errors in run-on sentences, fragments, subject-verb agreement, punctuation, capitalization, and spelling.
4. After working the very best you can independently, ask a friend, classmate, or parent who has a good grasp of the language to proofread with you.
E FINAL COPY
1. Write or type a neat final copy of your writing. (Note: If you write, use lined paper and a blue or black ink pen.)
2. Your writing must be legible, or it will not be read or graded.
3. Proofread the final draft at least once before handing it in for final inspection.
Transitions which can be used to show time: about first until soon then
after second meanwhile later next
at third today afterward in the meantime
before prior to tomorrow immediately as soon as
during till yesterday finally when
Transitions which can be used to compare two things: like likewise as
also similarly in the same way
Transitions which can be used to contrast things (show differences): but yet although otherwise on the other hand
however still even though counter to in the meantime
even so nevertheless conversely as opposed on the contrary
Transitions which can be used to emphasize a point:
again indeed to emphasize for this reason
to repeat in fact with this in mind truly
Transitions which can be used to conclude or summarize: as a result consequently accordingly in short
finally thus due to to sum up
in conclusion therefore in summary all in all
Transitions which can be used to add information: again and furthermore next
also besides likewise finally
additionally equally important moreover as well
in addition for example further together with
another for instance along with
Formatting an Essay in MLA Style
Before you write the first, and then later the final, draft of an essay, you want to make sure that you understand how to arrange it in MLA format. Directions for how to do so follow.
Margins: Leave a one-inch margin at the top, bottom, and sides of every page. However, your name and page number on each page should be only one-half inch from the top, yet still one inch from the right-hand side. On your computer go to “page setup” and set the margins at 0.5 at the top and 1.0 at the bottom and at both sides. Then, click on Insert at the top of your screen. Click on page numbers. A box will appear. Under Position, pull down top of page (Header). Under Alignment, pull down Right. Click so that the page number will show on the first page. Click on OK. The number 1 should automatically appear 1” from the right-hand margin and ½” from the top of your page. Then click on View at the top of your screen and then on Header and Footer. A box with several pictures will appear. Ignore it. Click on the number 1 (a fuzzy box will appear—ignore it) and correctly type your last name and then add one space before the number 1 with your space bar. Using the box you previously ignored, click on Close. Then, hit your enter bar once. This procedure should set up your page numbers correctly on all pages. (If handwriting your essay, use the red margins on your loose-leaf paper to guide you. Maintain your margins correctly and remember to double-space everything. If you need assistance, ask your teacher for help.)
Spacing: Double-space every line of your text. Do not leave extra space after your title or between paragraphs. Do not leave extra spaces between sentences or citations. (If typing your essay, after you set up your margins and header on the computer but before your begin to type the first page, hit Ctrl and the number 2, and your computer will automatically double-space for you.)
Identifying Before you begin typing the text of your paper, you must add the identifying information.
Information: In the upper left corner of the first page, put your name, your teacher’s name, the class name, and the date (in inverted order). Remember to double-space and to maintain your margins.
Title: Center the title of the paper on the double-spaced line below your identifying information. Do not place it in quotation marks, underline it, or write it in all capital letters.
Paragraphs: Indent the first line of each paragraph five spaces, or one-half inch.
Please feel free to contact me by e-mail at email@example.com. I will make every effort to check my e-mail and to respond accordingly. I look forward to working with you. I expect that our relationship will be a reciprocal one.
Using a special format supplied by the teacher, each student will be responsible for completing a literature circle project on one novel selected from the list below. (No student may select a book that he or she has already read as part of his or her summer reading assignment or that has been assigned as a class requirement.) As soon as a student has chosen and obtained a novel to read, he or she must show it to the teacher, who will then supply the literature circle documents. Each student should read and follow directions for the literature circle.
Book reports are worth 100 points. All reports should be recorded on loose-leaf or typing paper, and when turning in the assignment should be stapled to them.