BOOKS AND MATERIALS
- Random House Webster's Pocket Grammar, Usage, and Punctuation. New York: Random House, 2001.
- Goldberg, Natalie. Writing down the Bones. Boston, MA: Shambhala, 2010.
- Evernote (Free)
- Google Drive (Free)
- Facebook Group (Priceless)
- Composition notebook for a writer's notebook (Your preference)
ENC 1101 is the first required general core course in college-level writing. It focuses on composing essays and other works using various methods of development. It fulfills the Gordon Rule requirement.
Note: Must be completed with a grade of “C” or better. Pre-requisites are: Placement by SAT verbal subtest score, ACT English subtest score, CPT English subtest score or ENC 0021 with a grade of “S.”
COURSE GOALS
COURSE COMPETENCIES
Competency 1: The student will produce writing by
POLICIES
GRADES
Note: Must be completed with a grade of “C” or better. Pre-requisites are: Placement by SAT verbal subtest score, ACT English subtest score, CPT English subtest score or ENC 0021 with a grade of “S.”
COURSE GOALS
- Emancipate our minds from mental slavery, just a little, as much as sixteen weeks can provide.
- Enhance joy, pleasure, and curiosity.
- Develop writing, reading, and research skills.
- Become more aware of self and community.
- Expand capacity to act and engage self and community.
- Leave the semester with greater passion and energy than when we started.
- Have fun!
COURSE COMPETENCIES
Competency 1: The student will produce writing by
- choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose and audience.
- developing and refining pre-writing and planning skills.
- formulating the main point to reflect the subject and purpose of the writing.
- supporting the main point with specific details and arranging them logically.
- using appropriate transitional devices.
- writing an effective conclusion.
- writing an introductory paragraph.
- constructing a thesis statement.
- developing the thesis by:
- providing adequate support that reflects the ability to distinguish between generalized and concrete evidence.
- arranging the ideas and supporting details in a logical pattern appropriate to the purpose and focus. Patterns may include descriptive, narrative, and evaluative writing, process analysis, comparison and contrast, cause and effect, exemplification, and others.
- writing unified prose in which all supporting material is relevant to the thesis.
- writing coherent prose and providing effective transitional devices.
- writing a concluding paragraph.
- recognizing and correcting errors in clarity.
- recognizing and correcting errors in unity and coherence.
- using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers, and faulty parallelism.
- recognizing and correcting errors in utilizing the conventions of Standard American English including:
- using standard verb forms and consistent tense.
- maintaining agreement between subject and verb, and between pronoun and antecedent. evised 10/26/2000
- using correct subjective, objective, and possessive case pronouns.
- maintaining consistency in point of view.
- using standard spelling, punctuation, and capitalization.
- selecting vocabulary appropriate to audience, purpose, and occasion.
- identifying main ideas, purpose, overall organizational patterns, supporting details, and elements of coherence in assigned readings.
- distinguishing fact from opinion.
- summarizing and/or paraphrasing passages.
- assembling sources on a designated subject.
- taking effective notes from sources.
- recognizing when and how to document sources.
POLICIES
- Show up to class. Participation is critical. This is a class that depends on active engagement at all levels. Without you the community we create suffers. Attendance is not optional. Every class missed for reasons other than a documented emergency will result in losing 15 points from the overall semester point total. I usually call attendance at the start of class. Make sure to be in class on time. If you show up late to class, it’s your responsibility to speak to me at the end of class so that I don’t mark you absent.
- Plagiarism means borrowing information, directly or indirectly, and not crediting the source. Doing so is a huge breach of trust. Please don’t do so. If there is an instance of plagiarism, you will receive an “F” for that assignment. If there is a second instance, the final semester grade will be an “F.”
- Getting dropped from the class is a possibility. Not showing up the first week, missing more than three classes, or failing to keep up with assignments will result in getting dropped from the class. Please make sure to keep an open line of communication with me to avoid any misunderstanding.
- If you have a learning difficulty or disability, please visit the ACCESS Department in order to avail yourself of the proper support services available. Don't hesitate to speak to me regarding any needs you may have.
GRADES
- There will be a point system. Together we will determine what each assignment will be worth. At the end of the term we will add up the points earned by the total of points available and come up with a percentage that will constitute the final semester grade.
- There will be a number of informal and formal writing assignments. By the end of the semester you should feel comfortable writing a college essay, writing under time pressure, and writing for your own pleasure.
- There will be an exit writing sample that you will complete in 30 minutes. Points for this assignment will be determined together.
- There will be a number of quizzes as well as a midterm based on the readings. We will determine how much each will count toward the final semester grade.
- Service-learning is an integral part of how I teach. Going out into the community and talking and writing about it will be something we do on a regular basis.
- We will be doing a lot of in-class and collaborative group work, again showing up is critical!
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